This Language Arts elective will provide all students an opportunity to focus on building basic reading and study skills. Students will build a basic understanding of the sounds and relationships between and among phonics. Vowels, consonants, suffixes, prefixes and spelling will be emphasized. In addition to developing reading skills, students will focus on improving their study skills. Study skills that will be emphasized will be keyboarding,using reference sources, note taking, recalling information and using the Internet & CD-ROM's to locate information. By satisfying requirements of this study, all students will become more informed, skilled, productive, employable, and socially responsible citizens.
 

SRS OUTCOMES

Outcome 1 Students demonstrate many forms of communication (e.g. reading, writing,
and speaking in English, Yupik and other languages).

Outcome 2 Students understand, accept, and appreciate their own language and culture
and the cultures of others.

Outcome 3 Students demonstrate skills and attitudes that will enable them to achieve
post high school education.

Outcome 4 Students use technology for adapting to and initiating productive change.
 

COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher -made tests and rubrics )

Major Units of Study

A. Reading

Alaska Content Standard(s): Standard B: English/Language Arts
(A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information.)

Key Elements: Student will know about, understand, and demonstrate the ability to
 

1. Use, pronounce, and spell vocabulary from a variety of subjects (determined by the courses being integrated).

A. Break words into syllables.
B. Understand and use opposites, rhyming words, synonyms, compound words, and common homonyms.
C. Identify and use all common suffixes and prefixes.
D. Find specific words in the dictionary and use the dictionary to understand words.
E. Use context to determine word meaning.
F. Identify the meaning that applies to the context when a word has multiple meanings.
G. Pronounce, use, and spell vocabulary from all subject areas.
 
 
 
 
2. Increase vocabulary and reading rate with multi-purpose reading techniques and advanced study skills.

A. Determine meaning of a word with context, reference books, and word origins/structure (roots and affixes).
B. Develop and explain a system for learning vocabulary in all subject areas (visualization, categorization, repetition, acronyms, pegwords).
C. Adapt reading techniques to different subjects and for different purposes (enjoyment, study, research, review, reading aloud).
D. Outline, summarize, and take precise and concise notes from written material for specific purposes (ex: notes from journal for use in scientific research paper).
E. Develop and explain a system for marking written material (underline, highlight, margin notes, stickies).
F. Identify and use to skim, scan, and study sections, organizational pattern, format, graphic elements, and visual keys of all your textbooks.
G. Use basic writing forms and organizational patterns to skim, scan, study and mark readings (paragraph form, introductions, conclusions, cause/effect, sequences, comparison/contrast, graphic organizers, icons, support materials).
H. Evaluate specific sources (date, source, biases, suitability, propaganda, research base).
 
3. Read for meaning (main idea, sequences, details, summarization, etc.) silently and aloud.

A. Choose reading selections for a particular purpose (pleasure, information, research).
B. Distinguish between, talk, and write about prose and poetry.
C. Identify topic, events in sequence, and specific details and be able to identify/speak/write summaries.
D. Be able to identify and explain cause and effect patterns and use them to explain and predict events in stories.
E. Tell about setting, plot, characters, and resolution and relate stories to yourself.
F. Read aloud fluently and expressively with proper phrasing.
G. Participate in group oral reading of descriptions, poetry, and summaries.
H. Be able to follow written directions, predict next step and outcome, and draw conclusions.
I. Be able to distinguish between fact and opinion.
 
4. Skim and scan and read for meaning and for inference.

A. Skim and scan and identify topic, events in sequence, and specific details.
B. Distinguish, talk, and write about poetry and fiction and nonfiction narratives and relate them to your life.
C. Explain and summarize setting, plot, characters, problem, main event, and resolution of problem.
D. Identify and explain cause/effect and comparison/contrast patterns and use them to explain poetry and narratives and justify predictions.
E. Draw and justify inferences.
F. Take notes on nonfiction reading, summarize reading, and use reading as a basis for speaking and writing.
 
5. Read for meaning and to evaluate, interpret, and draw conclusions in novels and other fiction and in textbooks, reference material, and other nonfiction.

A. Identify, summarize, and evaluate literary elements in novels (character, setting, plot, conflict, theme).
B. Define imagery, identify examples of imagery, and explain the impact of examples of imagery.
C. Evaluate with justification novels, other fiction, textbooks, reference material, and other nonfiction.
D. Explain author's attitude, theme, and other beliefs incorporated in fiction and nonfiction.
E. Draw and justify conclusions and inferences in fiction and nonfiction.
 
 

Alaska Content Standards: Standard C: English/Language Arts
(A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively.)

Key Elements: Student will know about, understand, and demonstrate the ability to
 

1. Remember information using a variety of techniques (visualization, categorization, application, repetition, etc.).

 
2. Take notes on information written and oral information.

A. Understand and use the variety of notetaking methods (SQ3R, Read-Review-Write, etc.)
B. Understand how lectures are organized and use organizational scheme in notetaking (topic-list, question-answer, problem-solution, cause-effect, etc.)
 
3. Use the library and Internet to locate information.

A. Understand and be able to use different formats of information (print, electronic, audio/visual, microform, etc.).
B. Use print reference materials found inthe library including books, almanacs, dictionaries, and encyclopedias.
C. Demonstrate the ability to do keyword and other types of searches on the Internet.
 
4. Identify and use strategies for personal time management (calendars, to do list, checklists, etc.).

 
5. Make choices (format, length, narrowing the topic) about a project after examining a range of possibilities.

 

7. Select and use appropriate decision-making processes (t-chart, pro-con lists, diagrams, etc.).

8. Set high standards for project quality (with specific criteria defined by rubric designed to specifically address project requirements).

9. Work on a collaborative project (with specific criteria defined by cooperative group work rubric).
A. take responsibility for individual contributions to the project.
B. share ideas and workloads.
C. incorporate individual talents and perspectives.
D. work effectively with others as an active participant and as a responsive audience.
E. evaluate the processes and work of self and of others.

SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher -made rubrics and/or tests )

Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)

1. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
2. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
3. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
B. Technological Skills
 

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems
2. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including
• reports, bids, proposals, instructions, manuals
• research polls, surveys, checklists
• letters (complaints, requests, replies, recommendations, applications, resumes)
• expository essays, research papers, literary works related to English Language Arts

 

Key Elements: Student will know about, understand, and demonstrate the ability to
 

1. behave responsibly and produce quality products related to English Language Arts
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
3. relate English Language Arts content and skills to your personal life and the lives of others

• responsibily examine (be aware, know resources, research, consider, discuss) current English Language Arts issues and/or events that personally affect you or others
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
• use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
• . acquire career knowledge and skills related to employment opportunities requiring strong language arts skills
• compare colleges, technical, or business schools (locations, size, costs, special programs)
• apply for admission, complete applications for scholarships or other financial aids

 

 
 
 
 
 
 

Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E

Key Elements: Student will know about, understand, and demonstrate the ability to
 

1. respect ones own cultural heritage, traditions, and language
• interview elders in order to compile personal genealogies and/or a local history
• identify local cultural values and traditional responsibilities to the environment
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from ones own traditions to learn about the world beyond ones village understanding how the local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions

 

 
 
 
 

INSTRUCTIONAL RESOURCES AND MATERIALS

A. Community Resources Related to Course

Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)

Darling's Guide to Grammar: http://webster.commnet.edu/HP/pages/darling/grammar.htm
Common Errors in English: http://www.wsu.edu:8080/~brians/errors.html
AskERIC Lesson Plans: http://ericir.syr.edu/virtual/lessons/lang_arts/index.html
ABE Adult Education
Inkspot: http://www.inkspot.com/young
Kathy Schrock's Guide for Educators: http://www.capecod.net/schrockguide/arts/artlit.htm
Key Pals: http://www.reedbooks.com.au/heinemann/global1.html
Kid News: http://www.vsa.cape.com/~powens/kidnews.html
Mr. William Shakespeare: http://daphne.palomar.edu/shakespeare
Myths & Legends: http://pubpages.unh.edu/~cbsiren/myth.html
Bartleby Library: http://www.columbia.edu/acis/bartleby/bartlett
Outta Ray's Head English Lesson Plans: http://www3.sympatico.ca/ray.saitz

C. Media Center: Southwest Region School District

Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials

• The Alaska State Framework for English Language Arts Content Standards (This resource is full of suggestions for activities, teaching/assessment strategies, lesson plans, web site addresses etc. )
• Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)

 

 
 
 
 
 
 

• Videos Related to Course

 

• Simulations and/or Activity Packets Related to Course

to be determined at a later date
 

• CD ROMs/Software Related to Course

 

• Text and/or Supplemental Books Related to Writing

 

• Text and/or Supplemental Books Related to Reading, Speaking and Listening:

 

• Text and/or Supplemental Books Related to Literature:

 

Decades of Science Fiction (Applewhite Minyard)
World Mythology (Rosenberg)
World Literature (Rosenberg)
 

• Text and/or Supplemental Books Related to Grammar and Mechanics:

 

ASSESSMENT GUIDELINES AND GRADING

• The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.
• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics, check-lists) to evaluate in-progress and summary student skill development.

 

Minimum Requirements : At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).

• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course
• Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).

 

• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and are accountable for accurately recording student progress on these tests.
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and 8 of the CRT's .

 

• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading, speaking, critical thinking,writing, research, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior, citizenship, cultural relevance) and to determine the quality of final products
• Rubrics must include clearly stated, easily understood directions, and specific information about what students will be expected to do and learn. Quality standards and deadlines should be included.
• Rubrics will be assigned at the beginning of any activity whose major objective is the acquisition and application of essential Skills.
• All students will learn how to use rubrics to self-assess the quality of their own work and/or that of their classmates--and their teachers.

 

• In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, should be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
• Note that extra does not mean in place of ; rather, extra means in addition to . Students should thus be allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen their understanding.
• Assessment of Extra Credit work should follow the same systematic guidelines and/or utilize the same type of assessment rubrics , tests, or other techniques used to evaluate required work.

 

All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional "A", "B", "C", "D", "F", "I", system.
-------------------------------------------------------------------------------