OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE

Course Code

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT

HIGH SCHOOL COURSE OUTLINE

5775

Course Title

Language II AB

Department

Course Length

English

1 Year

Short Title

Grade

9-10

LANGUAGE II AB

Credits/Semester

5

Required for Graduation

No

Meets H.S. Grad Requirement

No

Elective Credit

Yes

Meets UC “a-g” Requirement

No

Meets NCAA Requirement

No

Prerequisites

Students have been diagnosed at the intensive intervention level and working on below grade level content standards.

COURSE DESCRIPTION:

Language II AB is a language arts course designed for high school students who have difficulties in phonemic awareness, decoding, spelling, writing and literal comprehension, which usually reflect insufficient phonological processing. During this course, students master consonant blends and begin working with syllabication and morphological principals as well as interpretive comprehension strategies. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction.

Its emphasis is on building the foundations of phonemic awareness, vocabulary development, comprehension, text reading, word recognition, and writing while reading texts with readability levels of 2.6 to

4.5. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 13 – 24 will begin the course of study at

Level 1, Book C, Unit 13.

Initially, high school students may be placed into Language II AB as recommended based on CST scores, possible Gray Oral Reading Test (GORT), one or more of the LANGUAGE! assessments and teacher observation. Placement into Language II AB is determined by administration of the LANGUAGE! encoding/decoding assessments. If the student scores within Units 13-24 on any of the LANGUAGE! subtests, he/ she is recommended for Language II AB (Books C and D).

Recommended class size maximum: 20 students

This course is designed as a single period course.

Note: Students are working on grades 1-6 content standards.

GOALS: To provide students with experiences that will enable them to:

Achieve the 6 th

grade standards as indicated by multiple measures.

Master the prerequisite skills needed to reach 6

Read to learn. th

grade content standards.

Develop new and important vocabulary through extensive opportunities to read and through teacherdirected instructions.

Develop fundamental skills in reading that provides the foundation for grade level work in the language arts.

Participate in small and large group discussions about reading and texts, exploring issues, feelings, and experiences to extend understanding and interact effectively with others.

Develop phonemic awareness.

Develop decoding skills.

Know and apply a wide range of strategies to understand what they read.

Language II AB SDC

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Develop fundamental skills in writing that provides the foundation for grade level work in the Language

Arts.

Develop the understanding of grammatical and syntactic structures and apply them to writing.

Monitor comprehension of a text by making predictions, mental imaging, drawing inferences, making connections, summarizing, and asking questions while reading.

Think critically about what they read in order to increase comprehension of text.

Practice the skills necessary to pass the California High School Exit Exam.

Work to become proficient life-long readers and writers.

Acquire literacy skills essential to become successful in the workplace.

STATE CONTENT STANDARDS

Content Standards Addressed in Book C – 1st Semester

1.0 Word Analysis, Fluency, and

Systematic Vocabulary Development

Phonemic Awareness

Language! Units

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

X X X X X X

Grade 1: 1.4 Distinguish initial, medial, and final sounds in single-syllable words.

Grade 1: 1.5 Distinguish short-vowel sounds

(/a/, /i/, /o/, /e/, /u/) in orally stated single-syllable words.

Grade 1: 1.6 Create and state a series of rhyming words, including consonant blends.

Grade 1: 1.7 Add, delete, or change target sounds to change words (e.g., change shell to bell; spring to thing).

Grade 1: 1.8 Blend two to four phonemes into recognizable words (e.g., /s/ /t/ /r/ /e/ /ch/ = stretch; /b/ /r/ / /u/ /sh/ = brush).

Grade 1: 1.9 Segment single syllable words into their components (e.g., swish = /s/ /w/ /i/ /sh/; club = /k/ /l/ /u/ /b/).

Decoding and Word Recognition

Grade 1: 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and short-vowel patterns (i.e., phonograms) and blend those sounds into recognizable words.

Grade 1: 1.11 Read common, irregular sight words (e.g., they, your, too, were, any, do, many, two).

Grade 1: 1.13 Read compound words.

Grade 1: 1.14 Read inflectional forms (e.g., -s, es, -ed, -ing, -‘s, -s’, -er, -est) and root words

(e.g., fresh, freshest).

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Grade 2: 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowelconsonant/consonant-vowel = fan/tas/tic).

Grade 2: 1.3 Decode two-syllable nonsense words and regular multisyllable words.

Grade 2: 1.4 Recognize common abbreviations

(e.g., Mr. Ms. Mrs.).

Grade 2: 1.5 Identify and correctly use regular plurals (e.g., -s, -es).

Grade 3: 1.1 Know and use complex word families when reading (e.g., atch, otch, unk, ung, unch) to decode unfamiliar words.

Grade 3: 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

Grade 1: 1.17 Classify grade-appropriate categories of words.

Grade 2: 1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Grade 3: 1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., cat/mammal/animal/living things).

Grade 3: 1.6 Use sentence and word context to find the meaning of unknown words.

Grade 3: 1.7 Use a dictionary to learn the meaning and other features of unknown words.

Grade 3: 1.8 Use knowledge of suffixes (e.g., er, -est) to determine the meaning of words.

Grade 4: 1.2 Apply knowledge of synonyms, antonyms, and idioms to determine the meaning of words and phrases.

Grade 4: 1.5 Use a thesaurus to determine related words and concepts

Grade 4: 1.6 Distinguish and interpret words with multiple meanings.

Grade 6: 1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

(Read Aloud/Shared Reading)

Language II AB SDC

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Grade 6: 1.5 Understand and explain “shades of meaning” in related words (e.g., run, scurry).

2.0 Reading Comprehension

Structural Features of Information Materials

Grade 4: 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

(Read Aloud/Shared Reading)

Grade 5: 2.1 Understand how text features

(e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

(Read Aloud/Shared Reading)

Grade 5: 2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-

Appropriate Text

Grade 3: 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in and inferred from the text.

Grade 3: 2.3 Demonstrate comprehension by identifying answers in the text.

Grade 3: 2.4 Recall major points in the text and make and modify predictions about forthcoming information

Grade 3: 2.5 Distinguish the main idea and supporting details in expository text. (Read

Aloud/Shared Reading)

Grade 3: 2.6 Extract appropriate and significant information from the text, including problems and solutions. (Read Aloud/Shared Reading)

Grade 4: 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

Grade 4: 2.5 Compare and contrast information on the same topic after reading several passages of articles.

Grade 4: 2.6 Distinguish between cause and effect and between fact and opinion in expository text. (Read Aloud/Shared Reading)

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Language! Units

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

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Grade 6: 2.4 Clarify an understanding of texts by creating outlines, logical notes, and summaries.

(Read Aloud/Shared Reading)

3.0 Literary Response and Analysis

Structural Features of Literature

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Grade 4: 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

(Read Aloud/Shared Reading)

Narrative Analysis of Grade-Level-

Appropriate Text

Grade 1: 3.1 Identify and describe the elements of plot, setting and character(s) in a story, as well as the story’s beginning, middle, and ending.

Grade 2: 3.1 Compare and contrast plots, settings, and characters presented by different authors.

(Read Aloud/Shared Reading)

Grade 2: 3.2 Generate alternative endings to plots and identify the reasons for, and the impact of, the alternative.

(Read Aloud/Shared Reading)

Grade 2: 3.3 Compare and contrast different versions of the same stories that reflect different cultures.

(Read Aloud/Shared Reading)

Grade 2: 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. (Read Aloud/Shared

Reading)

Grade 3: 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. (Read Aloud/Shared

Reading)

Grade 3: 3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

Grade 3: 3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.

(Read Aloud/Shared Reading)

Language! Units

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

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Grade 3: 3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

(Read Aloud/Shared Reading)

Grade 3: 3.6 Identify the speaker or narrator in a selection.

1.0 Writing Strategies

Organization and Focus

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X X X X X X

Language! Units

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

X X X X

Grade 4: 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

Grade 4: 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research

Grade 5: 1.5 Use a thesaurus to identify alternative word choices and meanings

Evaluation and Revision

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X

Grade 4: 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and

Their Characteristics)

Grade 4: 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

(Read Aloud/Shared Reading)

1.0 Written and Oral English Language

Conventions

Sentence Structure

Language! Units

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

X X X X X X

Grade 4: 1.1 Use simple and compound sentences in writing and speaking. (Masterpiece

Sentences)

Unit

13

Unit

14

Unit

15

Unit

16

Unit

17

Unit

18

X X X X X X

Grade 4: 1.2 Combine short, related sentences with adjectives.

Grade 5: 1.1 Identify and correctly use prepositional phrases, independent and dependent clauses; use transitions and conjunctions to connect ideas.

(Masterpiece Sentences)

Grammar

Grade 1: 1.2 Identify and correctly use singular and plural nouns.

Grade 3: 1.2 Identify subjects and verbs that are in agreement and identify and use adjectives, compound words, and articles correctly in writing and speaking.

Grade 3: 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

Grade 3: 1.4 Identify and use subjects correctly in speaking and writing simple sentences.

Punctuation

Grade 3: 1.6 Use commas in dates, locations, and addresses and for items in a series.

Grade 4: 1.4 Use apostrophes in the possessive case of nouns and in contractions.

Capitalization

Grade 2: 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Spelling

Grade 2: 1.7 Spell frequently used, irregular words correctly (e.g., they, your, were, any, do, many, two).

Grade 3: 1.8 Spell correctly one-syllable words that have blends, compounds, orthographic patterns (e.g., tch, consonant doubling), and common homophones (e.g., to, too, two)

Grade 4: 1.7 Spell correctly roots, inflections, suffixes and syllable constructions.

Language II AB SDC

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Language II AB SDC

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Content Standards Addressed in Book D – 2nd Semester

1.0 Word Analysis, Fluency, and

Systematic Vocabulary Development

Decoding and Word Recognition

Language! Units

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X X X

Grade 1: 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and short-vowel patterns (i.e., phonograms) and blend those sounds into recognizable words.

Grade 1: 1.11 Read common, irregular sight words (e.g., who, very, here, from, want, where, there, does).

Grade 1: 1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

Grade 1: 1.13 Read compound words.

Grade 2: 1.2 Apply knowledge of basic syllabication rules when reading (e.g., r-controlled vowel syllables; open syllables; final silent –e syllables; vccv, vcv patterns).

Grade 3: 1.2 Decode regular multisyllabic words

Grade 4: 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

Grade 3: 1.6 Use sentence and word context to find the meaning of unknown words.

Grade 3: 1.7 Use a dictionary to learn the meaning and other features of unknown words.

Grade 4: 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

Grade 4: 1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

Grade 4: 1.4 Know common roots and affixes derived from Latin and use this knowledge to analyze the meaning of complex words (e.g., multicultural).

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Language II AB SDC

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Grade 4: 1.5 Use a thesaurus to determine related words and concepts.

Grade 4: 1.6 Distinguish and interpret with multiple meanings.

Grade 6: 1.4 Monitor expository text for unknown words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

(Read Aloud/Shared Reading)

Grade 6: 1.5 Understand and explain “shades of meaning” in related words (e.g., walk and march).

2.0 Reading Comprehension

Structural Features of Information Materials

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X X X X X X

Language! Units

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X X X

Grade 4: 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

(Read Aloud/Shared Reading)

Grade 5: 2.1 Understand how text features

(e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

(Read Aloud/Shared Reading)

Grade 5: 2.2 Analyze text that is organized in sequential or chronological order.

(Read Aloud/Shared Reading)

Comprehension and Analysis of Grade-Level-

Appropriate Text

Grade 3: 2.3 Demonstrate comprehension by identifying answers in the text.

Grade 4: 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

Grade 4: 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

Grade 4: 2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

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Language II AB SDC

Page 10

Grade 4: 2.5 Compare and contrast information on the same topic after reading several passages of articles.

(Read Aloud/Shared Reading)

Grade 4: 2.6 Distinguish between cause and effect and between fact and opinion in expository text. (Read Aloud/Shared Reading)

Grade 6: 2.4 Clarify an understanding of texts by creating outlines, logical notes, and summaries. (Read Aloud/Shared Reading)

3.0 Literary Response and Analysis

Structural Features of Literature

Grade 4: 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

Grade 4: 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research

X X X X X X

X X X X X X

X X X X X X

Grade 4: 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

(Read Aloud/Shared Reading)

Narrative Analysis of Grade-Level-Appropriate

Text

Grade 4: 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

Grade 4: 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.

Grade 4: 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

(Read Aloud/Shared Reading)

Grade 4: 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

(Read Aloud/Shared Reading)

1.0 Writing Strategies

Organization and Focus

Language! Units

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X X X

X X X X X X

X X X X X X

X X X X X X

X X X X X X

Language! Units

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X X

X X X X X

Grade 5: 1.5 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision

Grade 4: 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and

Their Characteristics)

Grade 4: 2.1 Write narratives: a. Relate ideas, observations, or recollecting of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable.

Grade 4: 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

(Read Aloud/Shared Reading)

1.0 Written and Oral English Language

Conventions

Sentence Structure

Language II AB SDC

Page 11

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X X X X X

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X

X X X X X X

Grade 4: 1.1 Use simple and compound sentences in writing and speaking. (Masterpiece

Sentences)

Grade 5: 1.1 Identify and correctly use prepositional phrases, independent and dependent clauses; use transitions and conjunctions to connect ideas.

Masterpiece Sentences)

Grammar

Grade 1: 1.3 Identify and correctly use singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Grade 3: 1.2 Identify subjects and verbs that are in agreement and identify and use adjectives, compound words, and articles correctly in writing and speaking.

Language! Units

Unit

19

Unit

20

Unit

21

Unit

22

Unit

23

Unit

24

X X X X X X

X X X X X X

X X X X X X

X X X X X X

Grade 3: 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

Grade 3: 1.4 Identify and use subjects correctly in speaking and writing simple sentences.

Punctuation

Grade 3: 1.6 Use commas in dates, locations, and addresses and for items in a series.

Grade 4: 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

Capitalization

Grade 5: 1.4 Use correct capitalization.

Spelling

Grade 2: 1.7 Spell frequently used, irregular words correctly (e.g., who, very, here, from, want, where, there, does).

Grade 2: 1.8 Spell basic long-vowel and rcontrolled patterns correctly.

Grade 3: 1.8 Spell correctly one-syllable words that have blends, compounds, orthographic patterns (e.g., consonant doubling, changing the ending of word from –y to –ies when forming the plural), and common homophones.

Grade 4: 1.7 Spell correctly roots, inflections, suffixes and syllable constructions.

Language II AB SDC

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Language II AB SDC

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PERFORMANCE STANDARDS:

The California State Board of Education has identified the following performance levels for the

California Content Standards Test in English/Language Arts. The objective of Long Beach Unified

School District is to have all students achieve at or above the Proficient Performance Standard

(Level).

9 th

gr.

Proficient Basic Below Basic Far Below Basic

%

Advanced

Proficient

More than 79% 79% - 64% 63% - 44% 43% - 31%

More than 396 396 - 350 349 - 300 299 - 265

Less than 31%

Less than 265 Scaled

Score

10 th

gr.

Proficient Basic Below Basic Far Below Basic

%

Advanced

Proficient

More than 84% 84% - 72% 71% - 51% 50% - 35%

More than 391 391 - 350 349 - 300 299 - 263

Less than 35%

Less than 263 Scaled

Score

Language II AB SDC

Page 14

The Long Beach Unified School District has established criteria for students to succeed. In addition to assessments such as tests, quizzes, and projects, students must be proficient in the areas listed below to receive a C or better in this course.

PERFORMANCE CRITERIA

Advanced

Proficient

Proficient Basic

Basic

Far Below

Basic

A B C D

F

Mid term Exam

Final Exam

Fluency

Builders

Writing

: process papers, timed writing

Mastery Tasks

100-90% 89-80% 79-70% 69-60% 59-30% 29-0%

≥ 6 passed

See district rubrics

4-5 passed

See district rubrics

3 passed

See district rubrics

2 passed

See district rubrics

1 passed

See district rubrics

0 passed

See district rubrics

Completion of

Daily Assignments

Classroom

Independent

Reading

Reading Log

(Homework)

100-90% 88-80%

80% and above = mastery of task*

79-70% 69-60% 59-30% 29-0%

The majority of assignments are complete

89-80% of assignments are complete

79-70% of assignments are complete

69-60% of assignments are complete

59-30% of assignments are complete

29-0% of assignments are complete

During designated time (10-20 minutes), in-class reading is completed

100-90% of the time, from a variety of genres, at the student’s independent reading level.

Always

(100-90%) completes the home reading requirement

(100 minutes per school week).

During designated time (10-20 minutes), in-class reading is completed 89-

80% of the time, from a variety of genres, at the student’s independent reading level.

Frequently

(89-80%) completes the home reading requirement

(100 minutes per school week).

During designated time (10-20 minutes), in-class reading is completed 79-

70% of the time, from a variety of genres, at the student’s independent reading level.

Occasionally

(79-70%) completes the home reading requirement

(100 minutes per school week).

During designated time (10-20 minutes), in-class reading is completed

69-60% of the time and at the student’s independent reading level.

During designated time (10-20 minutes), inclass reading is completed

59-30% of the time and at the student’s independent reading level.

Sometimes

(69-60%) completes the

home reading requirement

(100 minutes per school week).

Rarely

(59-30%) completes the home reading requirement

(100 minutes per school week).

During designated time (10-20 minutes), inclass reading is completed

29-0% of the time and at the student’s independent reading level.

Never

(29-0%) completes the home reading requirement

(100 minutes per school week).

*Students who do not master a task, should retake the task after re-teaching.

Language II AB SDC

Page 15

OUTLINE OF CONTENT AND SUGGESTED TIME ALLOTMENT

:

Refer to Language! Lesson Plans for more details.

Block Schedule Traditional Schedule

Teach the following skills needed for

Mastery Tasks every other day:

1. Word Study (phonemic concepts, phoneme-grapheme correspondence, and syllabication)

2. Word Recognition and Spelling

3. Vocabulary

4. Comprehension (independent reading, decodable text, shared reading)

5. Writing

6. Grammar

Required activities should be taught every other day:

Book C: phonemic awareness drills, independent reading, shared reading, and journal writing

Book D: paraphrasing, independent reading, shared reading, and journal writing

Curriculum is split into two days.

Alternate teaching the following skills needed for Mastery Tasks:

First Class/Day:

1. Word Study (phonemic concepts, phonemic awareness drills, phoneme-grapheme correspondence, and syllabication)

2. Word Recognition and Spelling

3. Vocabulary

4. Comprehension (decodable text)

Second Class/Day:

1. Comprehension (independent reading, shared reading and paraphrasing)

2. Writing (journal writing)

3. Grammar

Morphology and assessments can be completed on any day.

Required activities should be taught at least every other day:

Book C: phonemic awareness drills, independent reading, shared reading, and journal writing

Book D: paraphrasing, independent reading, shared reading, and journal writing

Recommended Pacing Guide

First Quarter – Book C (units 13-15)

Refer to Language! Lesson Plans for more details.

Essential Question: How can I become a strategic reader and writer?

Introduction Unit Components Unit 13 Concepts Unit 14 Concepts

(1- 2 weeks)

• Seating assignments

• Class expectations

• Introduce L! as a linguistic class

• Team building activities

• Set up notebooks

• Introduce L! components

Importance and purpose of reading

• Reading goals activities

• Reading interest survey

• Administer L! assessments

(encoding, grammar, and decoding)

• Writing Sample

See Introduction Unit

Packet for lesson ideas

Word Study

(phonemic concepts and drills; phonemegrapheme correspondence)

Syllabication

(starting unit 15)

Word

Recognition and

Spelling

Vocabulary

(2-3 weeks)

• Initial blends

Consonant Combinations:

• l blends: bl, gl, cl, pl, fl, sl

• r blends: br, fr, tr, cr, dr, gr, pr, shr, thr

• s blends: sc, sm, sn sp, sk, st

• w blends: sw, tw, dw

• Activities to support Unit 13

Mastery Tasks

• Unit 13 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word building and sorting

• Activities to support Unit 13

Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 13

Mastery Tasks

(2-3 weeks)

• Vowel phoneme: short /u/

• Grapheme: u

• Activities to support Unit 14

Mastery Tasks

• Unit 14 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word sorting

• Activities to support Unit 14

Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 14

Mastery Tasks

Unit 15 Concepts

(2-3 weeks)

• Closed syllables

• Activities to support Unit 15

Mastery Tasks

• Unit 15 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Doubling rule review

• Doubling rule with –ed,

-est, -ing inflectional suffixes

• Multisyllable Word Spelling

Grid

• Activities to support Unit 15

Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 15

Mastery Tasks

Language II AB SDC

Page 16

Components

Comprehension

Writing

Grammar

Morphology

Unit 13 Concepts

(2-3 weeks)

• Independent reading

• Read aloud/shared reading

(grade level short stories, poetry, nonfiction, novel)

• Decodable text – J&J Reader activities

• Summary Writing

• Active reading and listening skills

• Bloom’s Taxonomy: emphasis on analysis

• Story grammar/plot: emphasis on rising actions

• Activities to support Unit 13

Mastery Tasks

• Journal writing/activities (J&J and/or read aloud topics)

• Review identifying complete and incomplete sentences

• Review types of sentences

• Introduce/Review Masterpiece

Sentences – emphasis on stage

4: Paint Your Subject

• Activities that support Unit 13

Mastery Tasks

Extended Option:

• Assist students with English process papers

• Review nouns and verbs

• Adjectives: which, what kind of, or how many

• Activities that support Unit 13

Mastery Tasks

• Review noun possessive

(singular –‘s and plural -s’)

• Review plural nouns –s, -es

• Review verb endings –ed, -ing

• Activities to support Unit 13

Mastery Tasks

Unit 14 Concepts

(2-3 weeks)

• Independent reading

• Read aloud/shared reading

(grade level short stories, poetry, nonfiction, novel)

• Decodable text – J&J Reader activities

• Summary Writing

• Active reading and listening skills

• Bloom’s Taxonomy: emphasis on analysis

• Story grammar/ plot: emphasis on rising actions

• Activities to support Unit 14

Mastery Tasks

• Journal writing/activities (J&J and/or read aloud topics)

• Reinforce Masterpiece

Sentences

• Activities that support Unit 14

Mastery Tasks

Extended Option:

Assist students with English process papers

Unit 15 Concepts

(2-3 weeks)

• Independent reading

• Read aloud/shared reading

(grade level short stories, poetry, nonfiction, novel)

• Decodable text – J&J Reader activities

• Summary Writing

• Active reading and listening skills

• Bloom’s Taxonomy: emphasis on analysis

• Story grammar/plot: emphasis on rising actions

• Activities to support Unit 15

Mastery Tasks

• Journal writing/activities (J&J and/or read aloud topics)

• Practice Masterpiece

Sentences

• Descriptive writing – favorite place

• Activities that support Unit 15

Mastery Tasks

Extended Option:

Assist students with English process papers

• Review subject

• Adjectives: which, what kind of, or how many

• Activities that support Unit 14

Mastery Tasks

• Review adjectives

• Review action verbs

• Main and helping verbs

• Verb agreement: number and person

• Activities that support Unit 15

• Review noun possessive

Mastery Tasks

• Review noun possessive

(singular –‘s and plural -s’)

• Review plural nouns –s, -es

• Superlative adjective –est

• Activities to support Unit 14

(singular –‘s and plural -s’)

• Review plural nouns –s, -es

• Review verb endings –ed, -ing • Review verb endings –ed, -ing

• Comparative adjective –er • Review Comparative adjective

–er

• Review Superlative adjective –

Mastery Tasks est

• Activities to support Unit 15

Mastery Tasks

***Target teaching: Complete daily activities and teach skills needed for Mastery Tasks. Only administer Mastery Tasks that are addressed in the Summative Test.

Language II AB SDC

Page 17

Language II AB SDC

Page 18

Recommended Pacing Guide

Second Quarter – Book C (units 16-18)

Components

Word Study

(phonemic concepts and drills; phonemegrapheme correspondence)

Syllabication

Word Recognition and Spelling

Vocabulary

Comprehension

Unit 16 Concepts

(2-3 weeks)

• Consonant Clusters: str, spr, spl, scr

• Activities to support Unit 16 Mastery Tasks

• Unit 16 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Doubling rule review: -er, -est, -ed, -ing

• Review Multisyllable Word Spelling Grid

• Activities to support Unit 16 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 16 Mastery Tasks

• Independent reading

• Read aloud/shared reading (start core novel – into activities)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills

• Bloom’s Taxonomy: review knowledge, comprehension, application, and analysis

• Story grammar/plot: emphasis on rising actions

• Activities to support Unit 16 Mastery Tasks

Unit 17 Concepts

(2-3 weeks)

• Final consonant blends

Consonant Combinations: -st, -sk, -sp, -nt, -mp,

-nd, -ld, -lk, -ft, -lp, -lt, -pt, -ct

• Activities to support Unit 17 Mastery Tasks

• Unit 17 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Homophones

• Word contrasts

• Activities to support Unit 17 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 17 Mastery Tasks

• Independent reading

• Read aloud/shared reading (core novel and poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills

• Bloom’s Taxonomy: review knowledge, comprehension, application, and analysis

• Story grammar/plot: emphasis on rising actions

• Activities to support Unit 17 Mastery Tasks

Unit 18 Concepts

(2-3 weeks)

• Digraph

• Phoneme: /ch/

• Grapheme: tch

• Activities to support Unit 18 Mastery Tasks

• Unit 18 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word sorting

• Activities to support Unit 18 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Activities to support Unit 18 Mastery Tasks

• Independent reading

• Read alouds/shared reading (core novel and poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills

• Bloom’s Taxonomy: review knowledge

• Story grammar/plot: emphasis on rising actions

• Activities to support Unit 18 Mastery Tasks

Components

Writing

Grammar

Morphology

Assessments

Unit 16 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece Sentences

• Practice expository paragraph writing – descriptions/qualities of a hero

• Activities that support Unit 16 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review adjectives

• Review forms of be as helping verbs

• Forms of have as helping verbs

• Activities that support Unit 16 Mastery

Tasks

• Review endings that can signal time or number (-s, -es, -ed, -ing, -‘s, -s’)

• Review comparative and superlative adjectives -er, est

• Verbs: past participle: -en, -ed

• Activities that support Unit 16 Mastery

Tasks

Language II AB SDC

Page 19

Unit 17 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece Sentences

• Practice expository writing – description of an imaginary monster

• Activities that support Unit 17 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review forms of be and have as helping verbs

• Forms of do as helping verbs

• Activities that support Unit 17 Mastery

Tasks

• Review endings that can signal time or number (-s, -es, -ed, -ing, -‘s, -s’, -en, ed)

• Review comparative and superlative adjectives -er, est

• Activities that support Unit 17 Mastery

Tasks

Unit 18 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Process Paper: Narrative

• Practice Masterpiece Sentences

• Activities that support Unit 18 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review nouns, verbs, and adjectives

• Review forms of be, have, and do as helping verbs

• Activities that support Unit 18 Mastery

Tasks

• Review endings that can signal time or number (-s, -es, -ed, -ing, -‘s, -s’, -en, ed)

• Review comparative and superlative adjectives -er, est

• Activities that support Unit 18 Mastery

Tasks

Administer Mid-Year

Assessment:

Summative Test C (including unit 18 composition assignment – narrative)

***Target teaching: Complete daily activities and teach skills needed for Mastery Tasks. Only administer Mastery Tasks that are addressed in the Summative Test.

Language II AB SDC

Page 20

Recommended Pacing Guide

Third Quarter – Book D (units 19-21)

Components Unit 19 Concepts

(2-3 weeks)

• R- controlled vowel syllables: ar, or, er, ir, ur

• Activities to support Unit 19 Mastery Tasks

Word Study

(phonemic concepts and phonemegrapheme correspondence, syllabication)

Word Recognition and Spelling

Vocabulary

• Unit 19 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Doubling rule review (-er, -est)

• Word sorting

• Activities to support Unit 19 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 19 Mastery Tasks

Comprehension

• Independent reading

• Read alouds/shared reading (core novel, nonfiction, and poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills

• Bloom’s Taxonomy: emphasis on synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 19 Mastery Tasks

Unit 20 Concepts

(2-3 weeks)

• Open syllables

• Activities to support Unit 20 Mastery Tasks

• Unit 20 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word building and sorting

• Activities to support Unit 20 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 20 Mastery Tasks

• Independent reading

• Read alouds/shared reading (core novel, nonfiction, and poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills emphasis on prediction

• Bloom’s Taxonomy: emphasis on synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 20 Mastery Tasks

Unit 21 Concepts

(2-3 weeks)

• Final silent –e syllables

• Activities to support Unit 21 Mastery Tasks

• Unit 21 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word sorting

• Activities to support Unit 21 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 21 Mastery Tasks

• Independent reading

• Read alouds/shared reading (finish core novel, nonfiction, and poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills emphasis on prediction

• Bloom’s Taxonomy: emphasis on synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 21 Mastery Tasks

Language II AB SDC

Page 21

Components

Writing

Grammar

Morphology

Unit 19 Concepts

(2-3 weeks)

Unit 20 Concepts

(2-3 weeks)

Unit 21 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Narrative writing – first person

• Activities to support Unit 19 Mastery

Tasks

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Narrative writing – third person

• Activities to support Unit 20 Mastery

Tasks

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Narrative writing - humorous

• Activities to support Unit 21 Mastery

Tasks

Extended Option: Extended Option: Extended Option:

Assist students with English process papers Assist students with English process papers Assist students with English process papers

• Review verb endings (tense)

• Review helping verbs

• Modals

• Five kinds of verbs may act as the main predicate verb of a sentence: action verbs, forms of be, forms of have, forms

• Review verb endings (tense)

• Review helping verbs

• Review Modals

• Pronouns: first, second, and third person

• Activities to support Unit 20 Mastery

Tasks of do, modals

• Activities to support Unit 19 Mastery

Tasks

• Review pronouns: first, second, third person

• Review subject

• Review verb phrases

• Possessive pronouns

• Activities to support Unit 21 Mastery

Tasks

• Prefixes: in-, im-, ir-, il-

• Suffixes: -est, -er, -or, -ic, -ward

• Activities to support Unit 19 Mastery

Tasks

• Prefixes: a-, an-, ana-, bi-, de-, di-, re-, intro-, over-, tri-

• Activities to support Unit 20 Mastery

Tasks

• Prefixes: ab-, ad-, ac-, af-, al-, ap-, as-, at-, ag-, dis-, dif-, un-

• Suffixes: -ate, -ite, -ure, -ize, -ine, -ism, ship, -some

• Activities to support Unit 21 Mastery

Tasks

***Target teaching: Complete daily activities and teach skills needed for Mastery Tasks. Only administer Mastery Tasks that are addressed in the Summative Test.

Language II AB SDC

Page 22

Recommended Pacing Guide

Fourth Quarter – Book D (units 22-24)

Components

Word Study

(phonemic concepts and phonemegrapheme correspondence, syllabication)

Unit 22 Concepts

(2-3 weeks)

• Syllable division: pattern vccv; pattern vcv

• Activities to support Unit 22 Mastery Tasks

Unit 23 Concepts

(2-3 weeks)

• When –y occurs at the end of a word, it represents a long vowel sound.

• In words ending in –y the grapheme represents long /i/, or long /e/.

• Activities to support Unit 23 Mastery Tasks

Word Recognition and Spelling

Vocabulary

Comprehension

• Unit 22 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Doubling rule review

• Drop it rule

• Multisyllable Word Spelling Grid

• Activities to support Unit 22 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Semantic sorting

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 22 Mastery Tasks

• Independent reading

• Read alouds/shared reading (grade level short stories, nonfiction, novel, poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills emphasis on prediction

• Bloom’s Taxonomy: emphasis on synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 22 Mastery Tasks

• Unit 23 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word sorting

• Memory words

• Inflections – change rule

• Activities to support Unit 23 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Word building

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 23 Mastery Tasks

• Independent reading

• Read alouds/shared reading (grade level short stories, nonfiction, novel, poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills emphasis on paraphrasing

• Bloom’s Taxonomy: review knowledge, comprehension, application, analysis, and synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 23 Mastery Tasks

Unit 24 Concepts

(2-3 weeks)

• Review consonant digraphs

• Vowel digraphs:

Long /a/ ai, ay, ea, ey

Long /e/ ee, ea, ie, ey

Long /i/ ie, uy

Long /o/ oa, ow, oe

• Review syllable types: closed, r-controlled, open, and final –e

• Vowel digraph syllable

• Activities to support Unit 24 Mastery Tasks

• Unit 24 words to read/spell

• Phonetically regular words

• Nonphonetic words

• Fluency Builders

• Phrases and sentences for dictation and fluency

• Word sorting

• Memory words

• Activities to support Unit 24 Mastery Tasks

• Define unit words

• Multiple meanings

• Vocabulary Expansion exercises

• Word building

• Idioms, expressions, and word combinations

• Latin prefixes, suffixes, and roots

• Activities to support Unit 24 Mastery Tasks

• Independent reading

• Read alouds/shared reading (grade level short stories, nonfiction, novel, poetry)

• Decodable text – J&J Reader activities

• Summary writing

• Active reading and listening skills emphasis on paraphrasing

• Bloom’s Taxonomy: review knowledge, comprehension, application, analysis, and synthesis

• Story grammar/plot: emphasis on rising actions and climax

• Activities to support Unit 24 Mastery Tasks

Components

Writing

Grammar

Morphology

Assessments

Language II AB SDC

Page 23

Unit 22 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Practice expository writing – game or activity

• Activities to support Unit 22 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review pronouns

• Review verb phrases

• Activities to support Unit 22 Mastery

Tasks

• Prefixes: anti-, mal-, mis-, mono-, mon-, multi-, non-, con-, col-, com-, cor-, ex-, ef-

• Activities to support Unit 22 Mastery

Tasks

Unit 23 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Practice expository paragraph writing

• Activities to support Unit 23 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review pronouns (number and person)

• Review verb phrases

• Pronouns: form and function (subject pronouns, object pronouns, possessive pronouns)

• Activities to support Unit 23 Mastery

Tasks

• Suffixes: -ly, -ty, -ity, -y, -ery, -ary, -ory, ry

• Roots: port, spec

• Activities to support Unit 23 Mastery

Tasks

Unit 24 Concepts

(2-3 weeks)

• Journal writing/activities (J&J and/or read aloud/shared reading topics)

• Practice Masterpiece sentences

• Letter writing – personal narrative, an event

• Activities to support Unit 24 Mastery

Tasks

Extended Option:

Assist students with English process papers

• Review pronouns

• Review verb phrases

• Activities to support Unit 24 Mastery

Tasks

• Roots: cred, jec/ject

• Suffixes: -an, -ian, -ean

• Activities to support Unit 24 Mastery

Tasks

Administer Post Year

Assessments:

Summative Test D (including unit 24 composition assignment – letter)

***Target teaching: Complete daily activities and teach skills needed for Mastery Tasks. Only administer Mastery Tasks that are addressed in the Summative Test.

Language II AB SDC

Page 24

Components

Sample Agenda

Phonemic Concepts…………………………………………. Learning the Code

Phonemic Awareness Drills…………………………………

Phoneme/Grapheme Correspondence…………………….

Word Recognition/Spelling………………………………….

Phonemic Awareness Drills 1-3

Listening for Sounds in Words

Word Sort/Fluency Builders

Text Reading………………………………………………….

Writing………………………………………………………

English/Language Arts……………………………………….

J & J Readers/Independent Reading/

Shared Reading/Read Aloud

Journal

Adjectives

Sample Objectives:

ƒ Given words with short vowel phonemes and the Move It and Mark It activity, students will identify the sounds within words by correctly moving a marker where the phoneme occurs in the word (i.e., at the beginning, middle, or end).

ƒ Given a spelling word with the short /u/ sound, students will create new words by completing a Chain It graphic organizer where students change the beginning, middle, or ending phoneme with a new phoneme, blend, or digraph.

ƒ Given a group of words with initial blends from Unit 13, students will demonstrate ability to analyze initial blends by sorting the blends on a graphic organizer, by applying their sounds in Phonemic Awareness

Drills, and by recognizing them in a decodable Fluency Builder with 80% or above accuracy.

ƒ Given dictated multisyllable words, students will analyze the spelling of the words by accurately determining the number of syllables and dissecting the syllables on a Multisyllable Word Spelling Grid.

ƒ Given teacher support, a graphic organizer, and the multiple meaning word “stand”, students will demonstrate comprehension of one of the meanings of stand by writing it in their own words on the Define

It organizer.

ƒ Students will demonstrate understanding of the multiple meanings of “stand” by completing task 10 with

80% or more correct.

ƒ Given a Draw It organizer, students will demonstrate understanding of four unit 23 idioms by illustrating a visual representation of their meanings and by accurately paraphrasing the idiom.

ƒ Given independent reading materials, students will apply strategies active readers use by correctly modeling them in their own reading and by accurately completing a reading log entry.

ƒ Given the J&J story, students will demonstrate ability to synthesize text information by stating a plausible prediction about what the story will be about and then demonstrate ability to evaluate their prediction by using the Story Summary to orally refute or confirm their predictions.

ƒ Given the text, The Giver, students will demonstrate understanding of chapter 6 by writing an accurate summary of the chapter’s main events.

ƒ Working in pairs, students will analyze for correct language conventions by editing their expository essays.

ƒ Given sentences with underlined words that are a noun or a verb, students will demonstrate ability to analyze the word by determining its part of speech and writing the word in the appropriate column on a

Categorize It chart.

Use of Centers

Benefits:

• Centers address various learning styles and multiple intelligences.

• Centers make use of a variety of resources.

• Centers promote active participation.

• Centers allow for a variety of homogeneous and heterogeneous groupings.

• Centers allow for tiered lessons.

• Centers allow students to become independent, responsible learners.

• Class time progresses quickly and student remain on task.

• Small group instruction provides more attention to each student.

Language II AB SDC

Page 25

Teachers need time to learn the curriculum and time to master the Language! material before attempting centers.

Suggested Centers:

Whole Class Instruction

Teacher Center

Reading Center

Writing Center

Suggested Activities:

• Direct instruction and guided practice

• Introduce new concepts

• Review concepts

• Phonemic concepts

• Phonemic Awareness Drills

• Phoneme/Grapheme Correspondence

(phonics)

• Syllabication

• Independent Reading

• Read Aloud/Shared Reading

• Mastery Tasks

• Small group instruction and guided practice

• Introduce new concepts

• Review concepts

• Word recognition and spelling (i.e., fluency builders)

• Vocabulary (i.e., idioms)

• J&J Reader fluency activities

• Masterpiece sentence process

• Writing process

• Grammar

• Reteach Mastery Tasks if needed

• Reinforcement of concepts

• Guided/Independent practice

• L! templates/activities for word recognition and spelling, vocabulary, and text reading (J&J

Language Expansion Questions)

• Retelling, summarizing, paraphrasing, active comprehension strategies

• Reinforcement of concepts

• Guided/Independent practice

• L! templates for writing and grammar

• Journal Writing

• Composition assignments

• Masterpiece sentences

• Revising and editing

Language II AB SDC

Page 26

METHODS:

Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not made known to the students at the beginning of an inquiry lesson.

Anticipatory Set

Objective

Essential

Elements of

Effective

Standard Reference

Purpose

Input

Modeling

Instruction

Model for Lesson Design

Using Task Analysis

Check for Understanding

Guided Practice

Independent Practice

Closure

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times.

There may even be more than one anticipatory set when more than one content piece is introduced.

Active Participation: Teachers will incorporate the principles of active participation and specific strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom.

Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

OVERT

COVERT

(Oral)

• Recall • Pair/Share

OVERT

(Written)

• Restate in Journals /

Notes

OVERT

(Gestures)

• Clapping

• Observe • Choral

Organizers

• Stand up/ Sit down

• Echo

• Ticket Out of Class

• Point to Examples

• Dramatize

Share

Tell a neighbor

Baldrige Quality Tools

Affinity diagram

Plus/Delta

Flow Chart

• Consensogram

Matrix/Diagram

Scatter Diagram

• Cooperative

Discussion Groups

(i.e. Talking Chips,

Carousel Activity,

Gallery Walks)

• Illustrate

Language II AB SDC

Page 27

Literacy and Differentiation Strategies

Learning styles and learning challenges of your students may be addressed by implementing combinations of the following:

Reading Strategies in

Language Arts

Logs

ƒ Vocabulary (direct and indirect learning)

ƒ Into, Through, and Beyond

Activities

ƒ Text

Teaching

ƒ Nonfiction

ƒ Functional

Guide

ƒ Close

ƒ Literature

Reading

Strategies for

English Learners

ƒ Tapping/Building Prior Knowledge

(Graphic Organizers, Schema)

Strategies

ƒ Multiple

ƒ Adapt the Text

ƒ Interactive Learning (Manipulatives, Visuals)

ƒ Acquisition

ƒ Language

ƒ Lower the Affective Filter

(including Processing Time)

(including Cultural Aspects)

Strategies for

Struggling Learners

• Direct instruction in the areas of phonemic awareness and decoding

• Read Alouds/Think Alouds

• Explicit instruction on Metacognitive

Strategies

• Tap/Build Background Knowledge

• Shared Reading

• Guided Reading

• Graphic Organizers

• Whole Group Instruction

• Flexible Grouping

• Small Group Instruction

• Individual Instruction

• Mini-Lessons

On-going progress monitoring

MATERIALS USED IN TEACHING THE COURSE:

Basic Texts: LANGUAGE! A Literacy Intervention Curriculum; Jane Fell Greene, Ed.D; 2000; Sopris

West

Instructor’s Manual Level 1 (blue)

Instructor’s Manual Level 2 (green)

Instructional Resource Guide for Teachers

Sounds and Letters – 1 book

Sounds and Letters – 1 set of cards

Student Mastery Books Level 1 (Books C-D) (blue and green)- 1 per student

J&J Language Readers Level 1 (Book C) (blue)- 10 per classroom

J&J Language Readers Level 2 (Book D) (green)- 10 per classroom

C and D Summative Tests, Teacher Edition, Level 1and Level 2

Summative Tests, Student Edition, Level 1 (Book C) (blue)- 1 per student

Summative Tests, Student Edition, Level 2 (Book D) (green)- 1 per student

Recommended Reinforcement Materials:

• J&J Vocabulary Cards, Levels 1 and 2

• Sort

• Games & Activities for Readers and Spellers

Categories

• LANGUAGE!

• Morphemes for Meaning

Visualizing and Verbalizing for Language Comprehension and Thinking by Nanci Bell of Lindamood-Bell

Learning Processes

Step Up to Writing by Maureen E. Auman

FOR READ ALOUD/SHARED READING:

• Approved classroom library books – consult with librarian selections

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Read Alouds and Shared Reading Suggestions:

9 Read Alouds and Shared Reading are essential components in text reading.

9 During shared reading, each child has a copy of the novel/text and follows along as the teacher is reading aloud

9 Read Aloud and Shared Reading materials should be at grade level.

9 Read Alouds and Shared Reading should include selections from Holt’s Literature and Language Arts

Anthology

9 If classes are mixed grade levels, choose the title based on the largest number of students at a grade level in the class.

9 Read Alouds and Shared Reading can support the writing process and text structure.

9 Other text that can be used are picture books, short stories, poetry, and non-fiction selections.

9 During Read Alouds and Shared Reading, teachers model metacognitive strategies: predicting, questioning, clarifying, making connections, visualizing, monitoring, summarizing, and fluency.

9 For additional support refer to Comprehension Instruction Teacher’s Guide – Kindergarten-Grade 5.

2000. Long Beach Unified School District.

Comprehension Strategies Prompts:

Predicting

• What do I already know that will help me predict?

• What are the clues in the text that will help me predict?

• Why/how was my prediction confirmed?

• What clues helped me to predict correctly?

• Why/how was my prediction not confirmed?

• What clues did I miss that would have helped me make a better prediction?

Questioning

• Why did the action happen this way?

• What else is there to know about this action in the story?

• What question can I ask to check if I’ve understood this…?

• What questions did I ask while reading that I can answer now?

• What question do I think the author will answer as I read this selection?

Clarifying

• Use context clues to figure out meanings: o

I reread the sentence. I look for ideas and words that offer meaning clues. o

I read two or three sentences that came before the one that stumped me to find meaning clues. o

I read two or three sentences that came after the one that stumped me to find meaning clues. o

I look for the base or root word and think of its meaning. o

Have I seen or heard that word in another situation or book? What do I recall? o

I think of the plot at this point and see if that offers some meaning clues.

Making Connections

• What story or memory does this remind me of?

• What other stories have I read like this story?

• What does this story remind me of in my own life or my own experiences?

• How do the actions in this story connect with other stories that I have read?

• How does this story connect to what is going on in the world around me?

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Visualizing*

• Can I picture in my mind what is described in the text?

• Would a drawing help me understand the text?

• What did I see when I read the text?

• How did the author help me to grasp the facts?

*See Visualizing and Verbalizing Strategies for additional information.

Monitoring

• As I read/reread, does it sound right?

• As I read/reread, does it look right?

• As I read/reread, does it make sense?

• As I reread, I remember more.

Summarizing/Synthesizing

• Do the actions in the story make sense?

• What is this story about? What are the “big ideas” the author wants me to understand?

• What is the main idea…?

• Can I put what I just read into my own words? … is anything unclear?

• Are there any words or sentences I don’t understand? How can I figure this out?

• In my summary…have I said something more than once? … can I delete anything? …did I include anything not important?

Fluency

• Listen to me read, then you reread the phrase in the same way.

• Pause at commas and end-of-sentence punctuation.

• I read in chunks or groups of words.

• I reread the sentence a bit faster.

• I let the punctuation guide my expression.

• Can I make those words sound the way the character feels?

Excerpts from Laura Robb’s Teaching Reading in Middle School

Activities that Promote Fluency:

• Repeated Reading: Repeated reading helps students increase their speed, comprehension and fluency (text must be adequately short and at appropriate independent reading level). Repeated reading can be a paired reading activity after a text has been read through once with the teacher modeling fluency. Partners can take turns doing repeated reading with intonation and expression for the express purpose of building fluency. Text used for this activity must be at the reader’s independent reading level (IRL). (Strategic Teaching and Learning, p. 168-169).

• Paired Reading: A parent, a volunteer, a tutor, or a more accomplished student reader reads along with a student who is a word-by-word reader from a book of the student’s choosing. The helper adjusts his/her oral participation according to the difficulty that the student experiences, offering just enough support to maintain a fluent, oral reading. (Strategic Teaching and Learning, p. 164-165).

• Choral Reading: In choral reading, all students in a group read aloud together. Usually the teacher leads the choral reading activity after the teacher has already read the text with students following along or after the students have read the piece silently. The choral reading activity does not require reading a whole story read aloud; rather, just segments are practiced. Different segments may be

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Page 30 chosen for different purposes, i.e. understanding of plot, development of character, etc. (What Really

Matters, p. 78)

• Teaching Models Initial Pages: When the teacher begins the fluent reading of a text with students following along in their own texts, students will usually read the remainder of the text with greater fluency and fewer misread words. Teacher should read the first two or three pages aloud, pronouncing unique words and names for the students before the rest of the reading to them. ( What Really

Matters, p. 78)

• Echo Reading: In echo reading, the teacher reads a paragraph aloud and then has the students chorally reread that segment. The teacher provides the fluent model, reading in phrases and with appropriate intonation, introducing new words and giving the reader a sense of the story as well as a fluent model to follow. ( What Really Matters, p. 79)

• Easy Reading/Cross Age Reading: The reading of easy books (children’s books, alphabet books, Dr.

Seuss, poetry, etc.) having pattern, rhythm and repetition can help build fluency among older readers.

Students can practice repeated re readings with expression with the ultimate goal of either reading the book in person to a younger student or creating an audiotape to be shared wit ha younger friend.

(Strategic Teaching and Learning, p. 162-163).

• Fluency-Oriented Reading Instruction:

1. Whole class reads short story (IRL) with an emphasis on comprehension.

2. Story is discussed using a story map or other graphic organizer to aid comprehension.

3. A segment of the story is then “echo read” with whole group or small groups of students.

4. Next, same segment is reread with a partner in pairs.

5. Finally, as a home reading assignment, the students reread the piece again with expression to another adult. The goal is 4-5 re readings to develop fluency. The final reading can be taperecorded and the student can hear him/herself reading with expression. (What Really Matters, p.

79)

• Sight Word Study: Students are assessed on list of high frequency words and they begin to study, pronounce, read in context, sort, and “own” a greater number of common sight words. (Strategic

Teaching and Learning, p. 170-171).

• Reading Quickly Under Pressure: Students must often read quickly during timed reading assessments. This is a daunting task for mot readers, but an especially difficult one for struggling readers.

Practicing with texts that are at or just slightly above student’s IRL, they can be taught the following

PREREADING strategies:

- Skimming: Skimming is the process of reading quickly to identify the main idea of, or get an overview of, a work of a passage. It involves reading the title, the heading, the words in special type, and the first sentence of each paragraph, as well as any charts, graphs, and time lines that accompany the writing. Skimming is especially useful when first encountering an unfamiliar piece of functional text. Skimming is not a substitute for in depth reading, which allows readers to make inferences and pick up subtleties inherent in author’s word choice, tone, style, etc.

- Scanning: Scanning is the process of searching through for a particular fact or piece of information. When you scan, your eyes sweep across a page, looking for key words that may lead you to the information you want. Scanning can be used effectively when readers skim test questions first and then scan for key words that will help them quickly answer those questions. Like skimming, scanning is not a substitute for in depth reading.

- Timed Reading: Students can chart their own progress in reading quickly under pressure if given repeated opportunities to read leveled texts collected expressly for this purpose.

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Visualizing and Verbalizing (VV) Language Comprehension:

• The inability to visualize is called weak concept imagery. Most students can visualize but have never been told or taught to do it. Other students have great difficulty or cannot make an image of what they have heard or read. This weakness causes individuals to get only “parts” of the whole picture, such as few facts and not usually the most important facts. An example of weak concept imagery is students who do not follow oral directions well. content of verbal and written communication and to move students to main idea and other higher order thinking skills and inference skills. To develop visualization, students start working with pictures to verbalize the concepts and content of the pictures and move to single words, phrases, sentences, multiple sentences, paragraphs, pages, and chapters. These strategies are excellent to use with masterpiece sentences, grammar, and read aloud activities.

Overview of Steps:

- Climate (Anticipatory Set)

- Picture to Picture – Verbalize from a given picture to confirm that students have enough oral language and can discern the most important parts of a picture.

- Word Imaging – Group or personal image from a known noun. The goal is to visualize and verbalize from a generated image.

- Sentence Visualizing and Verbalizing – Generate a group or personal image for a single sentence.

- Sentence by Sentence Imaging – Begin gestalt processing or processing or the whole. From a paragraph, VV each sentence individually.

- Sentence by Sentence with HOTS (Higher Order Thinking Skills) – Begin critical thinking (inference questions) from the developed whole.

- Multiple Sentence with HOTS – Read several sentences (2-3) at a time to extend language/text input.

- Whole paragraph with HOTS – Can begin introducing text from content sources.

- Paragraph by Paragraph with HOTS –From selections with multiple paragraphs, read one paragraph, VV it, and read the next paragraph.

- Whole Page with HOTS

Necessary vocabulary – VV Structure Words: The VV Structure Words provide a guide for including details in visualizing and verbalizing. The words are divided into two categories: gross and fine. The meaning of the words may be introduced during the Picture to Picture step one or two at a time or all at once. The words are:

Fine: movement mood background perspective when sound

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EVALUATION: Student achievement in this course will be measured using multiple assessment tools.

Diagnosis

Pre-Assessment Data

Monitor

Mid-Year Assessment

Data

Evaluate

Post Year Assessment

LANGUAGE! A Literacy

Intervention Curriculum

♦ Encoding

♦ Decoding tests

Builders

Notebooks

♦ Summative Test D ing/Activities

♦ Summative Test C

Input data into LROIX:

Pre-Assessment Data

• Encoding

• Grammar

• Decoding

Mid-Year Assessment

Data

Due dates:

• Summative Test C

Post Year Assessment

Data

• Summative Test D

Assessment

Administration Timelines

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Assessment Due Date Two Week Window*

9/24 9/24-10/08 Pre-Assessments:

Encoding

Grammar

Decoding

Mid-Year Assessments:

Summative Test C

Post Year Assessments:

Summative Test D

12/10 12/10-1/7

6/10 6/10-6/16

* Data must be recorded into LROIX during this two-week window.

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Grading Policy:

A common grading policy ensures consistency between schools and classrooms across the district.

Letter grade

GRADING SCALE

Percentage

Four Point

Rubric score

Advanced Proficient

Proficient

Advanced Proficient

A 100-90%

4

B 89–80%

C 79-70%

Proficient

3

Partially Proficient

Non or Limited

Proficient

Partially Proficient

D 69–60%

2

Non or Limited Proficient

1

*Teachers are encouraged to use plus and minus scores when using the four-point rubric

1. Students Mastery Books/LANGUAGE! Mastery Tasks

Sequential, cumulative mastery books assess a student’s mastery of unit concepts and content.

Each assessment consists of tasks for mastery in broad areas such as: reading, spelling, writing,

• and English/language arts.

Mastery tasks are on-going assessments that are administered to students throughout the instructional process in each unit.

The assessments are designed to drive instruction and assess for mastery of each unit.

Each task should be mastered by earning 80% or better. If students do not demonstrate proficiency on a task, they should have an opportunity to retake the task after re-teaching.

2. LANGUAGE! Summative Tests

• Summative Tests assess the ability to use discrete skills to read and answer questions that require application and integration of skills.

• The Summative Tests will be used as the mid-term and final exams.

• The Summative Tests have three parts:

-Required: Multiple Choice (recorded in LROIX)

Advance Proficient 45-41 100%-90%

Partially Proficient 35-32 79%-70%

Non-Proficient 31-0 69%-0%

-Optional: Oral Fluency Reading

-Required: Composition Assignment (at end of each book)

3. Journal Writing/Activities

Students respond to journal activities that align with the unit of study as well as journal writing that promotes fluency, grammar, and vocabulary.

4. Summary Writing

Students write summaries from J&J Reader, read aloud/shared reading, and/or independent reading materials.

5. Fluency Builders

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Fluency Builders are built-in practice pages and assessments of automatic recognition of specific words and patterns based on onset, rime, syllable, or morphological changes.

6. Mid-Term Exam

Summative Test – Book C

7. Final

Summative Test – Book D

8. Other Assessments

SSR/Independent reading

Home reading and completion of logs

Homework – reinforcement activities

Daily attendance

Class participation (active participation)

Student/Teacher conferences

Quality and quantity of work completed

Self-evaluations

Changing student’s attitude toward reading as reflected in additional surveys

Into, through and beyond activities related to read alouds/shared reading

Culminating projects/tasks related to read alouds/shared reading

RECOMMENDED PROFESSIONAL READING FOR TEACHERS:

It’s Never Too Late; Janet Allen

On the Same Page, Janet Allen

Words, Words, Words; Janet Allen

Yellow Brick Roads; Janet Allen

Words Their Way; Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston

When Kids Can’t Read: What Teachers Can Do; Kylene Beers

Reading Reminders: Tools, Tips, and Techniques; Jim Burke

Strategic Teaching and Learning: Standards-Based Instruction to Promote Content Literacy in Grades Four Through

Twelve; California Department of Education

6+1 Traits of Writing: The Complete Guide; Ruth Culham

Reading Reasons, Motivating Mini-Lessons for Middle and High School; Kelly Gallagher

Strategies that Word; Stephanie Harvey and Anne Goudvis

Tools for Teaching; Fred Jones

Improving Reading: A Handbook of Strategies; Jerry Johns & Susan Davis Lenski

Mosaic of Thought; Ellen Keene and Susan Zimmerman

Reading & Learning Strategies for Middle & High School Students; Susan Davis Lenski,

Mary Ann Whan, and Jerry L. Johns

A Framework for Understanding Poverty; Ruby K. Payne

The SSR Handbook: How to Organize and Manage a Sustained Silent Reading Program; Janice Pilgreen

Sound It Out! Phonics in a Balanced Reading Program; John Savage

Reading for Understanding; Ruth Schoenbach

I Read It, But I Don’t Get It; Cris Tovani

The Read-Aloud Handbook; Jim Trelease

Submitted by: Ronnie Evans

School/Office: OCIPD

Original Date: 3/04

Revised Date: 7/19/10

History/Data/Ronnie/Language II AB SDC 5775 10 11

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