Language Arts Course of Study Grades 6-8

This symbol indicates Ohio Graduation Test

READING - STRUCTURE

The learner will

Comments/Activities

9 1. identify purpose for a variety of structures, styles, and genres in literature;

1. Fiction/nonfiction, poetry, classic, and young adult.

9 2. self-select appropriate texts to read according to a specific purpose;

.

3. identify and discuss basic literary elements such as setting, plot, and characterization;

.

4. understand the meanings of unfamiliar and multiple meaning words in context;

4. Use context clues.

5. explore word etymology;

.

6. expand and use vocabulary critical to the meaning of a text;

6. Structural analysis: subject/verb agreement, roots, possessive, chunks.

7. develop analytic sense of word meaning;

7. Roots, affixes, prefixes, Greek/Roman meanings.

8. exhibit knowledge of book structures.

8. Appendix, glossary, bibliography, footnotes.

READING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. demonstrate the ability to select appropriate reading material for a variety of purposes (enjoyment, information, sampling, confirmation, etc.) in response to identified purposes, including teacher/student negotiated criteria;

1. Purposes and criteria should evidence a wide variety of themes, time periods, genre, etc.

2. identify how text structure affects meaning;

2. Chronological order, order of importance, spatial order, foreshadowing?

3. synthesize and analyze information from a number of resources to broaden understanding of a topic, theme, or subject;

3. Consider whether the selection creates an emotion, responds to a question, supports a theme, etc.

4. confirm important details of a text;

4. Who, what, where, when, why, problems, resolutions.

5. interpret text using background knowledge, literary elements, and inferences;

5. Conflicts, foreshadowing, flashback, plot, setting, characterization, etc.

6. be able to make connections between prior knowledge and new information using pre-reading strategies;

6. Class discussions, skimming a text, identifying new vocabulary, etc.

7. identify within nonfiction texts the difference between facts and opinions;

.

8. use various strategies to confirm or alter predictions while reading to determine if meaning is clear;

8. Ignore and read on for clarification, change reading rate, predict meaning, self-question, form mental images, recognize purpose, form expectations, pause and reflect, reread, etc.

9. respond to texts on an individual and group basis, connecting new concepts/ideas to prior knowledge;

9. Oral and written responses, artwork, creative learning projects, drama, dance, etc.

10. identify cause/effect relationships in fiction and nonfiction;

.

11. identify the main ideas in both fiction and nonfiction;

.

12. speculate about authors' purposes, views, bias/slant, and interests in reading;

.

13. explain how literature reflects various periods of time;

13. Begin to use historical fiction in connection with social students, evaluating texts that reflect understandings of that time and compare to current information. In reading literature, the use of folktales and fairy tales, classics, historical fiction, and multicultural literature leads to interesting discussions of time periods, language, and customs.

14. Maintain a list of books read;

14. Use a reading folder: title, type of book, and relating for each on inside covers. Responses to literature, both written and pictorial, may be placed in folder for evaluation.

READING - APPLICATION

The learner will

Comments/Activities

1. select appropriate reading rate according to purpose for reading the text;

1. Apply reading strategies to different purposes. Example: reading newspapers

2. develop, analyze and explain personal criteria for selecting literature;

2. Recommendations from adults and/or peers, reading book reviews, developing multiple experiences, etc.

3. be able to follow directions of two to five steps;

3. Science experiments, recipes, map directions, etc.

4. identify propaganda techniques in reading texts;

.

5. engage in reading for a sustained period of time;

5. Include teacher assigned and self-selected material.

6. Interpret vocabulary used in daily living: application forms, driver's license, checks, credit card forms, etc.;

.

7. integrate reading with listening, viewing, speaking, and writing experiences;

7. Learning projects, Readers Theater, thematic units, choral readings, reading with fluency and expression.

8. expand the use of reference sources and materials for gathering appropriate information;

8. Dictionary, encyclopedia, almanac, atlas, phone book, card catalog, periodicals, newspaper, schedules, table of contents, charts, tables, diagrams, graphs, labels and signs, computerized reference system, etc.

9. demonstrate the ability to use an expanded repertoire of study strategies.

9. Time management, SQ3R, focusing, story mapping, summarizing, graphic organizers, question - generating/answer. See Study Skills Appendix II.

10. choose appropriate materials to solve problems and make decisions;

10 Demonstrate the effective uses of reading to solve problems, make decisions, and/or gain new understandings in the content areas. Questions and information related to social studies, science, and health are especially applicable.

11. Refine ability to compare and contrast works of a favorite author;

11. Make comparison charts of author studies - characters, plots, style, use of descriptions, etc. This also connects well to the study of writing.

READING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. extend knowledge and appreciation of dialects and cultures through reading experiences;

1. Vernacular, regional dialects, English language at different historical stages, etc.

2. examine stereotypes and mind sets, including gender, through literature;

.

3. broaden awareness of world cultures and historical perspectives through diverse texts;

3. First person materials, accounts of historical events, documents, historical fiction, etc.

4. extend the use of study skills, reading strategies, and processes to all subject areas;

4. See Study Skills Appendix II.

5. participate in multidisciplinary reading activities that include individual, small-group, whole-class (inter-class), and cross-age (intra-class) experiences;

5. Choral readings, expressive reading through dramas, etc.

6. extend and enrich reading experiences through technology and multimedia activities.

6. Audio or video portfolios of projects and reading growth, videos of literature read, laser disks and/or computers to access information.

WRITING - STRUCTURE

The learner will

Comments/Activities

1. very writing styles according to purpose;

.

2. use a variety of organizational structures involving narrative, persuasive, expository, transactional, poetic, and expressive writing.

2. Learners should have frequent opportunities to produce formal and informal writing, e.g., diaries, notes, memos, lists, letters, critical papers, and poetic, fictional, and nonfictional writing.

3. adapt vocabulary to audience fan purpose;

.

4. edit pieces of writing (conferencing strategies, teacher/peer editing strategies);

.

5. use correct writing mechanics in the final draft

a) complete sentences and/or purposeful fragments

b) capitalization, punctuation, spelling

c) subject-verb agreement

d) standard forms of nouns and verbs.

5. See Appendix I Writing Process

6. produce legible pieces of writing;

WRITING - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. demonstrate proficiency in using the writing process;

1. See Appendix I Writing Process.

2. make connections between prior knowledge and new information using prewriting strategies;

2. Listening, webbing, brainstorming, jotting, free writing, outlining.

3. write on prompted topics demonstrating a sense of flow, organization, and clarity of thought;

.

4. analyze information from a variety of sources in order to produce a piece of writing that demonstrates an understanding of a concept;

.

5. monitor writing to determine if meaning is clear and purpose is achieved independently and with teacher assistance;

5. Teacher/peer/self-conferencing strategies.

6. revise writing to clarify meaning;

6. Techniques might include self-correction and conferencing.

7. write in response to fiction and nonfiction, using the writing to develop interpretations.

7. Use response journals as a basis for interpretive discussions.

WRITING - APPLICATION

The learner will

Comments/Activities

1. apply an appropriate recursive writing process as suggested by the writing task and the writer's process;

1. See Appendix I Writing Process. Recursive writing describes that start-stop-reconsider-begin again process. Writers engage in to produce writing; from the Latin recursio meaning a return.

2. revise and edit papers extensively in preparation for presentation/publication;

2. Peer review, checklists.

3. use sentence combining techniques to improve syntactic fluency and maturity;

.

4. vary sentence lengths and patterns;

.

5. demonstrate the ability to use transitions between sentences, ideas, and paragraphs in writing;

.

6. apply an expanding vocabulary gained through writing

.

7. demonstrate, through word choice and style, an appreciation for aesthetically pleasing language;

.

8. write in response to prompted and self-selected topics in the practical, descriptive, narrative, expository, and persuasive domains;

8. Practical writing gives or asks for clear information through notes, letters, reports, summaries, forms, and directions. Attention to details, accuracy, and tone are essential.

Descriptive writing draws upon all the senses to paint pictures with words. The powers of perception are focused as the ability to use precise words is enhanced.

Narrative writing tells a real or imaginary story. Sequencing, transition, suspense, and climax are essential. Fantasy, science fiction, short stories, poetry, etc.

Expository writing explains ideas with clarity, coherence, and perception. Techniques such as definition, analysis, and cause-effect are used.

Persuasive writing attempts to convince, inspire, or persuade the reader to think as the writer does through facts, reason, and emotion.

9. develop a personal voice in writing;

.

10. focus writing and tone on such elements as audience, situation and purpose.

.

11. Apply criteria for selection and development of topic;

.

12. develop a variety of genre;

13. use the writing process to clarify personal thinking and understanding;

13. Students need to be engaged in writing tasks over an extended period of time, from a few days to as much as a year-long project.

14. develop an extended piece of writing;

14. Story, narrative, poem, autobiography, novel, research paper. Use dialogue to enhance writing.

15. develop topic fully and appropriately;

.

16. Use the writing precess to write reflectively;

.

17. Make judicious use of reference sources, e.g., dictionary, thesaurus, on-line data base, encyclopedia.

.

18. Expand knowledge of content areas through writing.

18. Write in math, science, social studies, etc.

19. Write, evaluate, and publish individually and cooperatively.

19. Possibilities include bringing a piece of writing to a final draft form making class publications, entering writing contests, making literary magazine submissions.

WRITING - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. examine global issues, including tolerance, through writing activities

1. Environmental unit/project, health issues, international conflict, etc.

2. develop concepts in content areas through writing;

2. Learning logs, lab reports, social studies units, a portfolio of student's reflections on the learning process in all content areas.

3. extend awareness of world culture and historical perspectives through writing;

3. Writing from various points of view.

4. extend the use of the writing process, writing strategies, and study skills to all content areas;

4. Note-taking, outlining, research projects, thematic units.

5. participate in a variety of writing activities that include individual, small-group, whole-class (inter-class), and cross-age (intra-class) experiences;

5. See Study Skills Appendix I

6. extend and enrich writing experiences through technology and multimedia activities.

6. Word processing, newsletters, desktop publishing, hyper-card.

LISTENING/VISUAL LITERACY - STRUCTURE

The learner will

Comments/Activities

1. listen to and view a wide variety of genre;

1. Teacher and learners reading aloud, recordings and visiting authors.

2. view various types of media;

.

3. identify and compare two or more authors' styles through listening and viewing;

3. Compare favorite young adult authors, journal responses.

4. hear and view effective grammar and syntax modeled by the teacher and the media;

.

5. expand vocabulary through listening and viewing;

5. List and discuss new/unfamiliar vocabulary.

6. explain differences in grammar and syntax according to the author' purpose.

6. Impersonation of an author's works and/or characters.

7. evaluate use of language during listening and viewing activities;

7. After viewing films, hearing or reading written texts, discuss appropriate use of language style including vocabulary. This activity can be applied to group revising and editing strategies which will eventually transfer to students own reading and writing abilities.

8. identify dialect differences in various listening experiences;

8. Students should not make fun of people with dialect differences. In order to sensitize students to differing dialects, teachers could read aloud stories written in dialect or share tape recordings of readers and storytellers using dialect.

LISTENING/VISUAL LITERACY - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. gather information from a variety of listening/viewing sources with increasing independence;

1. Use recordings, movies, videos, slides, graphs, charts, maps, models, etc.

2. use a variety of strategies, with increasing independence, to view critically and listen to specified and selected media;

.

3. determine necessary and unnecessary information, fiction or nonfiction, and fact or opinion.

.

4. rephrase confusing statements, paraphrase, summarize a speech, critique a movie, compare a movie and a book.

4. Reconstruct for clarification, with increasing independence, meaning gained from assigned listening/viewing activities into another form of communication.

5. distinguish between relevant and irrelevant information;

5. After taking notes, show children how to determine which information is most relevant. Relate to purpose, audience, meaningfulness.

6. represent in another form the information gained through listening or viewing;

6. Rather than only summarizing what has been learned, have students show understanding using another form- narrative, poem, essay, painting, musical piece, etc.

LISTENING/VISUAL LITERACY - APPLICATION

The learner will

Comments/ Activities

1. listen/view media for a variety of purposes including for directions, enjoyment and information;

1. Learners might practice listening for directions.

2. demonstrate higher-level questioning strategies through listening (inquiry method).

2. Observe objectives or events, detect patterns, and make inferences.

3. identify and select relevant information while listening (inquiry method);

3. Distinguish important from unimportant information for note-taking, recognize teacher cues, follow directions, distinguish new information from known, etc.

4. be actively engaged in listening;

4. Model good listening, practice getting information the first time, etc.

5. use a variety of technology and media to conduct research to solve problems and/or make decision;

5. Use information sources other than print to supplement texts for research purposes.

6. integrate listening/viewing with reading, writing, and speaking.

6. Learning projects, thematic units, etc.

LISTENING/VISUAL LITERACY - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. extend knowledge of dialects, language differences, and cultures through visual and listening experiences;

.

2. broaden concepts/ideas by listening to adults and peers;

2. Conferencing, group sharing, small-group discussions, etc. Role model good listening etiquette.

3. effectively engage in small and large-group discussions;

3. Model (teacher) role model (students).

4. use and evaluate effective interviewing techniques.

.

ORAL COMMUNICATION - STRUCTURE

The learner will

Comments/Activities

1. alter speaking styles according to purpose and audience;

1. Argument, information, entertainment, explanation, instruction.

2. identify different organizational patterns of speeches;

.

3. recognize and exhibit ability and use standard syntax, grammar, and usage in oral presentations;

3. Study and use of oral presentations.

Tone, articulation, use of gestures, volume, eye contact, voice, inflection, stress, enunciate clearly.

4. compare/contrast effective models of speaking techniques;

.

5. select and extend appropriate vocabulary according to audience and purpose.

.

ORAL COMMUNICATION - MEANING CONSTRUCTION

The learner will

Comments/Activities

1. clarify understanding through talking with teacher and/or peer discussion;

.

2. organize independently and through teacher assistance information to prepare for oral communication;

2. Conferencing informal discussion, questioning strategies, learning partners, cooperative learning groups.

3. construct and broaden ideas and concepts through oral communication;

3. Class brainstorming and teacher/peer discussions.

4. use audience reaction to determine if meaning is clear when speaking in smaller or large group situations.

4. Interpreting body language, videotaping, peer review. etc.

ORAL COMMUNICATION - APPLICATION

The learner will

Comments/Activities

1. speak to small and large-group audiences for a variety of assigned and self-selected purposes;

1. Formal or informal presentations, oral presentations of writing or research.

2. develop and demonstrate strategies for an effective speech that include preparation, organization, and practice;

2. Collect and organize information.

3. integrate speaking with reading, writing, and listening/viewing experiences;

3. following directions for different purposes.

4. change or revise strategies during a speech when conditions have changed, e.g., running out of time, technical difficulties.

.

ORAL COMMUNICATION - MULTIDISCIPLINARY

The learner will

Comments/Activities

1. participate in small or large group oral language activities that focus on common interests or themes;

1. Learning projects, theme, units, readers theater, drama, debate panel, video and rap, etc.

2. discuss reading and writing in small group and whole class activities;

2. Conferencing and group sharing.

3. use technology to analyze and evaluate speaking effectiveness;

3. Videotape or audiotape speeches or presentations.

4. use technology and media to enhance an oral presentation and engage an audience;

4. Use slides, music, computer graphics, etc.

5. recognize importance of and exhibit the ability to adjust speech to the needs of the listener.

5. Reading to a small child, applying for a job, giving directions, conducting an interview, asking for help.

The learner will	Comments/Activities
9 1. identify purpose for a variety of structures, styles, and genres in literature;	1. Fiction/nonfiction, poetry, classic, and young adult.
9 2. self-select appropriate texts to read according to a specific purpose;	.
3. identify and discuss basic literary elements such as setting, plot, and characterization;	.
4. understand the meanings of unfamiliar and multiple meaning words in context;	4. Use context clues.
5. explore word etymology;	.
6. expand and use vocabulary critical to the meaning of a text;	6. Structural analysis: subject/verb agreement, roots, possessive, chunks.
7. develop analytic sense of word meaning;	7. Roots, affixes, prefixes, Greek/Roman meanings.
8. exhibit knowledge of book structures.	8. Appendix, glossary, bibliography, footnotes.

The learner will	Comments/Activities
1. demonstrate the ability to select appropriate reading material for a variety of purposes (enjoyment, information, sampling, confirmation, etc.) in response to identified purposes, including teacher/student negotiated criteria;	1. Purposes and criteria should evidence a wide variety of themes, time periods, genre, etc.
2. identify how text structure affects meaning;	2. Chronological order, order of importance, spatial order, foreshadowing?
3. synthesize and analyze information from a number of resources to broaden understanding of a topic, theme, or subject;	3. Consider whether the selection creates an emotion, responds to a question, supports a theme, etc.
4. confirm important details of a text;	4. Who, what, where, when, why, problems, resolutions.
5. interpret text using background knowledge, literary elements, and inferences;	5. Conflicts, foreshadowing, flashback, plot, setting, characterization, etc.
6. be able to make connections between prior knowledge and new information using pre-reading strategies;	6. Class discussions, skimming a text, identifying new vocabulary, etc.
7. identify within nonfiction texts the difference between facts and opinions;	.
8. use various strategies to confirm or alter predictions while reading to determine if meaning is clear;	8. Ignore and read on for clarification, change reading rate, predict meaning, self-question, form mental images, recognize purpose, form expectations, pause and reflect, reread, etc.
9. respond to texts on an individual and group basis, connecting new concepts/ideas to prior knowledge;	9. Oral and written responses, artwork, creative learning projects, drama, dance, etc.
10. identify cause/effect relationships in fiction and nonfiction;	.
11. identify the main ideas in both fiction and nonfiction;	.
12. speculate about authors' purposes, views, bias/slant, and interests in reading;	.
13. explain how literature reflects various periods of time;	13. Begin to use historical fiction in connection with social students, evaluating texts that reflect understandings of that time and compare to current information. In reading literature, the use of folktales and fairy tales, classics, historical fiction, and multicultural literature leads to interesting discussions of time periods, language, and customs.
14. Maintain a list of books read;	14. Use a reading folder: title, type of book, and relating for each on inside covers. Responses to literature, both written and pictorial, may be placed in folder for evaluation.

The learner will	Comments/Activities
1. select appropriate reading rate according to purpose for reading the text;	1. Apply reading strategies to different purposes. Example: reading newspapers
2. develop, analyze and explain personal criteria for selecting literature;	2. Recommendations from adults and/or peers, reading book reviews, developing multiple experiences, etc.
3. be able to follow directions of two to five steps;	3. Science experiments, recipes, map directions, etc.
4. identify propaganda techniques in reading texts;	.
5. engage in reading for a sustained period of time;	5. Include teacher assigned and self-selected material.
6. Interpret vocabulary used in daily living: application forms, driver's license, checks, credit card forms, etc.;	.
7. integrate reading with listening, viewing, speaking, and writing experiences;	7. Learning projects, Readers Theater, thematic units, choral readings, reading with fluency and expression.
8. expand the use of reference sources and materials for gathering appropriate information;	8. Dictionary, encyclopedia, almanac, atlas, phone book, card catalog, periodicals, newspaper, schedules, table of contents, charts, tables, diagrams, graphs, labels and signs, computerized reference system, etc.
9. demonstrate the ability to use an expanded repertoire of study strategies.	9. Time management, SQ3R, focusing, story mapping, summarizing, graphic organizers, question - generating/answer. See Study Skills Appendix II.
10. choose appropriate materials to solve problems and make decisions;	10 Demonstrate the effective uses of reading to solve problems, make decisions, and/or gain new understandings in the content areas. Questions and information related to social studies, science, and health are especially applicable.
11. Refine ability to compare and contrast works of a favorite author;	11. Make comparison charts of author studies - characters, plots, style, use of descriptions, etc. This also connects well to the study of writing.

The learner will	Comments/Activities
1. extend knowledge and appreciation of dialects and cultures through reading experiences;	1. Vernacular, regional dialects, English language at different historical stages, etc.
2. examine stereotypes and mind sets, including gender, through literature;	.
3. broaden awareness of world cultures and historical perspectives through diverse texts;	3. First person materials, accounts of historical events, documents, historical fiction, etc.
4. extend the use of study skills, reading strategies, and processes to all subject areas;	4. See Study Skills Appendix II.
5. participate in multidisciplinary reading activities that include individual, small-group, whole-class (inter-class), and cross-age (intra-class) experiences;	5. Choral readings, expressive reading through dramas, etc.
6. extend and enrich reading experiences through technology and multimedia activities.	6. Audio or video portfolios of projects and reading growth, videos of literature read, laser disks and/or computers to access information.

The learner will	Comments/Activities
1. very writing styles according to purpose;	.
2. use a variety of organizational structures involving narrative, persuasive, expository, transactional, poetic, and expressive writing.	2. Learners should have frequent opportunities to produce formal and informal writing, e.g., diaries, notes, memos, lists, letters, critical papers, and poetic, fictional, and nonfictional writing.
3. adapt vocabulary to audience fan purpose;	.
4. edit pieces of writing (conferencing strategies, teacher/peer editing strategies);	.
5. use correct writing mechanics in the final draft a) complete sentences and/or purposeful fragments b) capitalization, punctuation, spelling c) subject-verb agreement d) standard forms of nouns and verbs.	5. See Appendix I Writing Process
6. produce legible pieces of writing;

The learner will	Comments/Activities
1. demonstrate proficiency in using the writing process;	1. See Appendix I Writing Process.
2. make connections between prior knowledge and new information using prewriting strategies;	2. Listening, webbing, brainstorming, jotting, free writing, outlining.
3. write on prompted topics demonstrating a sense of flow, organization, and clarity of thought;	.
4. analyze information from a variety of sources in order to produce a piece of writing that demonstrates an understanding of a concept;	.
5. monitor writing to determine if meaning is clear and purpose is achieved independently and with teacher assistance;	5. Teacher/peer/self-conferencing strategies.
6. revise writing to clarify meaning;	6. Techniques might include self-correction and conferencing.
7. write in response to fiction and nonfiction, using the writing to develop interpretations.	7. Use response journals as a basis for interpretive discussions.

The learner will	Comments/Activities
1. apply an appropriate recursive writing process as suggested by the writing task and the writer's process;	1. See Appendix I Writing Process. Recursive writing describes that start-stop-reconsider-begin again process. Writers engage in to produce writing; from the Latin recursio meaning a return.
2. revise and edit papers extensively in preparation for presentation/publication;	2. Peer review, checklists.
3. use sentence combining techniques to improve syntactic fluency and maturity;	.
4. vary sentence lengths and patterns;	.
5. demonstrate the ability to use transitions between sentences, ideas, and paragraphs in writing;	.
6. apply an expanding vocabulary gained through writing	.
7. demonstrate, through word choice and style, an appreciation for aesthetically pleasing language;	.
8. write in response to prompted and self-selected topics in the practical, descriptive, narrative, expository, and persuasive domains;	8. Practical writing gives or asks for clear information through notes, letters, reports, summaries, forms, and directions. Attention to details, accuracy, and tone are essential. Descriptive writing draws upon all the senses to paint pictures with words. The powers of perception are focused as the ability to use precise words is enhanced. Narrative writing tells a real or imaginary story. Sequencing, transition, suspense, and climax are essential. Fantasy, science fiction, short stories, poetry, etc. Expository writing explains ideas with clarity, coherence, and perception. Techniques such as definition, analysis, and cause-effect are used. Persuasive writing attempts to convince, inspire, or persuade the reader to think as the writer does through facts, reason, and emotion.
9. develop a personal voice in writing;	.
10. focus writing and tone on such elements as audience, situation and purpose.	.
11. Apply criteria for selection and development of topic;	.
12. develop a variety of genre;
13. use the writing process to clarify personal thinking and understanding;	13. Students need to be engaged in writing tasks over an extended period of time, from a few days to as much as a year-long project.
14. develop an extended piece of writing;	14. Story, narrative, poem, autobiography, novel, research paper. Use dialogue to enhance writing.
15. develop topic fully and appropriately;	.
16. Use the writing precess to write reflectively;	.
17. Make judicious use of reference sources, e.g., dictionary, thesaurus, on-line data base, encyclopedia.	.
18. Expand knowledge of content areas through writing.	18. Write in math, science, social studies, etc.
19. Write, evaluate, and publish individually and cooperatively.	19. Possibilities include bringing a piece of writing to a final draft form making class publications, entering writing contests, making literary magazine submissions.

The learner will	Comments/Activities
1. examine global issues, including tolerance, through writing activities	1. Environmental unit/project, health issues, international conflict, etc.
2. develop concepts in content areas through writing;	2. Learning logs, lab reports, social studies units, a portfolio of student's reflections on the learning process in all content areas.
3. extend awareness of world culture and historical perspectives through writing;	3. Writing from various points of view.
4. extend the use of the writing process, writing strategies, and study skills to all content areas;	4. Note-taking, outlining, research projects, thematic units.
5. participate in a variety of writing activities that include individual, small-group, whole-class (inter-class), and cross-age (intra-class) experiences;	5. See Study Skills Appendix I
6. extend and enrich writing experiences through technology and multimedia activities.	6. Word processing, newsletters, desktop publishing, hyper-card.

The learner will	Comments/Activities
1. listen to and view a wide variety of genre;	1. Teacher and learners reading aloud, recordings and visiting authors.
2. view various types of media;	.
3. identify and compare two or more authors' styles through listening and viewing;	3. Compare favorite young adult authors, journal responses.
4. hear and view effective grammar and syntax modeled by the teacher and the media;	.
5. expand vocabulary through listening and viewing;	5. List and discuss new/unfamiliar vocabulary.
6. explain differences in grammar and syntax according to the author' purpose.	6. Impersonation of an author's works and/or characters.
7. evaluate use of language during listening and viewing activities;	7. After viewing films, hearing or reading written texts, discuss appropriate use of language style including vocabulary. This activity can be applied to group revising and editing strategies which will eventually transfer to students own reading and writing abilities.
8. identify dialect differences in various listening experiences;	8. Students should not make fun of people with dialect differences. In order to sensitize students to differing dialects, teachers could read aloud stories written in dialect or share tape recordings of readers and storytellers using dialect.

The learner will	Comments/Activities
1. gather information from a variety of listening/viewing sources with increasing independence;	1. Use recordings, movies, videos, slides, graphs, charts, maps, models, etc.
2. use a variety of strategies, with increasing independence, to view critically and listen to specified and selected media;	.
3. determine necessary and unnecessary information, fiction or nonfiction, and fact or opinion.	.
4. rephrase confusing statements, paraphrase, summarize a speech, critique a movie, compare a movie and a book.	4. Reconstruct for clarification, with increasing independence, meaning gained from assigned listening/viewing activities into another form of communication.
5. distinguish between relevant and irrelevant information;	5. After taking notes, show children how to determine which information is most relevant. Relate to purpose, audience, meaningfulness.
6. represent in another form the information gained through listening or viewing;	6. Rather than only summarizing what has been learned, have students show understanding using another form- narrative, poem, essay, painting, musical piece, etc.

The learner will	Comments/ Activities
1. listen/view media for a variety of purposes including for directions, enjoyment and information;	1. Learners might practice listening for directions.
2. demonstrate higher-level questioning strategies through listening (inquiry method).	2. Observe objectives or events, detect patterns, and make inferences.
3. identify and select relevant information while listening (inquiry method);	3. Distinguish important from unimportant information for note-taking, recognize teacher cues, follow directions, distinguish new information from known, etc.
4. be actively engaged in listening;	4. Model good listening, practice getting information the first time, etc.
5. use a variety of technology and media to conduct research to solve problems and/or make decision;	5. Use information sources other than print to supplement texts for research purposes.
6. integrate listening/viewing with reading, writing, and speaking.	6. Learning projects, thematic units, etc.

The learner will	Comments/Activities
1. extend knowledge of dialects, language differences, and cultures through visual and listening experiences;	.
2. broaden concepts/ideas by listening to adults and peers;	2. Conferencing, group sharing, small-group discussions, etc. Role model good listening etiquette.
3. effectively engage in small and large-group discussions;	3. Model (teacher) role model (students).
4. use and evaluate effective interviewing techniques.	.

The learner will	Comments/Activities
1. alter speaking styles according to purpose and audience;	1. Argument, information, entertainment, explanation, instruction.
2. identify different organizational patterns of speeches;	.
3. recognize and exhibit ability and use standard syntax, grammar, and usage in oral presentations;	3. Study and use of oral presentations. Tone, articulation, use of gestures, volume, eye contact, voice, inflection, stress, enunciate clearly.
4. compare/contrast effective models of speaking techniques;	.
5. select and extend appropriate vocabulary according to audience and purpose.	.

The learner will	Comments/Activities
1. clarify understanding through talking with teacher and/or peer discussion;	.
2. organize independently and through teacher assistance information to prepare for oral communication;	2. Conferencing informal discussion, questioning strategies, learning partners, cooperative learning groups.
3. construct and broaden ideas and concepts through oral communication;	3. Class brainstorming and teacher/peer discussions.
4. use audience reaction to determine if meaning is clear when speaking in smaller or large group situations.	4. Interpreting body language, videotaping, peer review. etc.

The learner will	Comments/Activities
1. speak to small and large-group audiences for a variety of assigned and self-selected purposes;	1. Formal or informal presentations, oral presentations of writing or research.
2. develop and demonstrate strategies for an effective speech that include preparation, organization, and practice;	2. Collect and organize information.
3. integrate speaking with reading, writing, and listening/viewing experiences;	3. following directions for different purposes.
4. change or revise strategies during a speech when conditions have changed, e.g., running out of time, technical difficulties.	.

The learner will	Comments/Activities
1. participate in small or large group oral language activities that focus on common interests or themes;	1. Learning projects, theme, units, readers theater, drama, debate panel, video and rap, etc.
2. discuss reading and writing in small group and whole class activities;	2. Conferencing and group sharing.
3. use technology to analyze and evaluate speaking effectiveness;	3. Videotape or audiotape speeches or presentations.
4. use technology and media to enhance an oral presentation and engage an audience;	4. Use slides, music, computer graphics, etc.
5. recognize importance of and exhibit the ability to adjust speech to the needs of the listener.	5. Reading to a small child, applying for a job, giving directions, conducting an interview, asking for help.