Accelerated High School

Standardized Curriculum of English Language Arts-II

The curriculum framework is not meant to be an entire curriculum, but rather to provide additional guidance to teachers/coaches as they develop their program of studies appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to apply.

Teachers should note that each grade level builds skills that carry to the following grades. Each grade level within the English Curriculum Framework builds from Kindergarten through grade 12 creating a comprehensive instructional tool that prepares students for success in postsecondary education and the workplace.

Teachers need to review the Curriculum Framework for the scope of learning in each of the strands in previous grades and the grades to follow. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard.

The Curriculum Framework is divided into two columns:

·         Essential Understandings; and

·         Essential Knowledge, Skills, and Processes.

The purpose of each section is explained below:

Teacher Notes

This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain best practices, instructional strategies, and suggestions that will help teachers plan lessons focusing on integrating the standard(s). The Teacher Notes are found at the beginning of each strand in the English Curriculum Framework.

Essential Understandings

This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of Learning. These essential understandings are presented to facilitate teacher planning.

Essential Knowledge, Skills, and Processes

Standards are expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor is a list that limits what taught in the classroom. It is meant to identify the key knowledge, skills, and processes that define the standard. The Essential Knowledge, Skills, and Processes is not a one-to-one match of the Standards. If the standard is self-explanatory, there will be no additional explanation in this column. For example, the nonfiction reading strand requires students to identify the main idea; there is not a corresponding entry in the EKSP column explaining how to identify a main idea.

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.

Strand 1: Communication and Multimodal Literacies

1.1 The student will develop oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.

b) Initiate conversation with peers and adults.

c) Adapt or change the oral language to fit the situation.

d) Use appropriate voice level, phrasing, and intonation.

e) Participate in collaborative and partner discussions about various texts and topics.

f) Follow rules for conversation using the appropriate voice level in small-group settings.

g) Ask and respond to questions to seek help, get information, or clarify information.

h) Restate and follow simple two-step oral directions.

i) Give simple two-step oral directions.

j) Express ideas orally in complete sentences.

k) Work respectfully with others.

l) Increase listening and speaking vocabularies.

Teacher Notes:

·     Teachers should provide daily opportunities for student communication and participation in oral language activities in a variety of settings

•    Multimodal is the strategic use of two or more interdependent modes of communication where both modes are essential to convey the intended message. For example: graphics, written language, moving images, music, audio, presentation technologies, movement, etc.

 1.2 The student will demonstrate growth in oral early literacy skills.

Teacher Notes:

a) Listen and respond to a variety of print and media materials.

b) Tell and retell stories and events in sequential order.

c) Participate in a variety of oral language activities, including speaking and recitation.

d) Participate in creative activities including physical, motor skills, and intellectual abilities.

Strand 2: Reading

The student will be immersed in a text-rich environment to develop phonological awareness, phonetic skills, vocabulary, and comprehension and to use reading materials as sources of information and enjoyment. Having developed a concept of word and letter-sound correspondence, students will now concentrate on learning and integrating basic phonetic principles, decoding words in isolation and context, using meaning clues, and employing language and sentence structure to read and substantially increase their sight-word vocabulary.

The student will use a variety of strategies to read new words and will read familiar selections with fluency, accuracy, and expression. The student will continue to develop an understanding of fiction and nonfiction texts and respond to readings through group discussions and writing. The student will increase vocabulary and comprehension strategies through cross-content reading. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace.

1.3 The student will orally identify, produce, and manipulate various phonemes within words to develop phonological and phonemic awareness.

a) Create rhyming words.

b) Count phonemes (sounds) in one-syllable words.

c) Blend sounds to make one-syllable words.

d) Segment one-syllable words into individual phonemes.

e) Add or delete phonemes to make new words.

f) Blend and segment multisyllabic words at the syllable level.

Teacher Notes:

o   These concepts and skills should be taught through systematic explicit direct instruction, individual and small-group activities, and time spent reading books and other print material.

o   Teachers should provide opportunities for independent reading with options for student choice.

o   Teachers need to read texts aloud to model language and expose students to new words, expand working vocabularies, and improve comprehension.

o   Teachers should provide opportunities for students to apply strategies as they read and reread a variety of texts.

o   Teachers should teach the theme with fiction texts and the main idea with nonfiction texts. Please note these terms are not interchangeable.

o   Please note although the strands are developed separately, teachers should seamlessly integrate all strands.

·         Thematic units are one approach.

·         Teachers should have students write about what they have read.

 

1.4 The student will apply knowledge of how print is organized and read.

a) Read from left to right and from top to bottom.

B) Match spoken words with print.

C) Identify letters, words, sentences, and ending punctuation.

 

1.5 The student will apply phonetic principles to read and spell.

a)    Use initial and final consonants to decode and spell one-syllable words.

b)   Use two-letter consonant blends to decode and spell one-syllable words.

c)    Use consonant digraphs to decode and spell one-syllable words.

d)   Use short vowel sounds to decode and spell one-syllable words.

e)   Blend initial, medial, and final sounds to recognize and read words.

f)    Use word patterns to decode unfamiliar words.

g)    Read and spell simple two-syllable compound words.

h)   Read and spell commonly used sight words.

 

1.6 The student will use semantic clues and syntax for support when reading.

a)    Use words, phrases, and sentences.

b)   Use titles and pictures.

c)    Use information in the story to read words.

d)   Use knowledge of sentence structure.

e)   Reread and self-correct.

 

1.7 The student will expand vocabulary and use of word meanings.

a)    Discuss meanings of words in context.

b)   Develop vocabulary by listening to and reading a variety of texts.

c)    Ask for the meaning of unknown words and make connections to familiar words.

d)   Use text clues such as words or pictures to discern meanings of unknown words.

e)   Use vocabulary from other content areas.

f)    Use singular and plural nouns.

g)    Use adjectives to describe nouns.

h)   Use verbs to identify actions.

 

1.8 The student will use simple reference materials.

a)    Use knowledge of alphabetical order by first letter.

b)   Use a picture dictionary to find the meanings of unfamiliar words.

 

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

a)    Preview the selection.

b)   Set a purpose for reading.

c)    Related previous experiences to what is read.

d)   Make and confirm predictions.

e)   Ask and answer who, what, when, where, why, and how questions about what is read.

f)    Identify characters, setting, and important events.

g)    Retell stories and events, using beginning, middle, and end in a sequential order.

h)   Identify the theme.

i)     Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.

 

1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a)    Preview the selection.

b)   Use prior and background knowledge as context for new learning.

c)    Set a purpose for reading.

d)   Identify text features such as pictures, headings, charts, and captions.

e)   Make and confirm predictions.

f)    Ask and answer who, what, where, when, why and how questions about what is read.

g)    Identify the main idea.

h)   Read and reread familiar texts with fluency, accuracy, and meaningful expression.

Strand 3: Writing

At the first-grade level, reading and writing will develop together. Students will be given daily opportunities to write and read their writing. The student will write in a variety of forms to communicate ideas. As their knowledge of letter-sound correspondence and their sight-word vocabulary increases, they will be able to use these skills to put their ideas and thoughts on paper. With teacher guidance and support, they will also begin to revise and edit selected pieces of their writing for a specific audience. Teachers will encourage the development of writing skills that are foundational to effective written communication and critical thinking. These skills are necessary for success in future postsecondary education and the workplace.

Teacher Notes:

• Teachers should model the writing process for students.

• Teachers should refer to examples of writing in mentor texts.

• The focus of writing in first grade is narrative, descriptive, and opinion.

• Teachers should provide opportunities for students to express opinions with a reason both orally and in writing.

1.11 The student will print legibly in the manuscript.

a)    Form letters accurately.

b)   Space words within sentences

 

1.12 The student will write in a variety of forms including narrative, descriptive, and opinion.

a)    Identify the audience and purpose.

b)   Use prewriting activities to generate ideas.

c)    Focus on one topic.

d)   Organize writing to suit purpose.

e)   Revise by adding descriptive words when writing about people, places, things, and events.

f)    Write to express an opinion and give a reason.

g)    Use letters to phonetically spell words.

h)   Share writing with others.

 

1.13 The student will edit writing for capitalization, punctuation, and spelling.

a)    Use complete sentences.

b)   Begin each sentence with a capital letter and use ending punctuation.

c)    Use correct spelling for commonly used sight words and phonetically regular words.

 

Strand 4: Research

The student will continue to research to answer questions and solve problems by using available resources. Teachers will encourage the development of research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes:

·         Teachers should have students collaborate in whole or small groups to generate topics, ask questions, and find and record information.

·         NOTE: Please note that first-grade students are not expected to complete research projects.

1.14 The student will conduct research to answer questions or solve problems using available resources.

a)    Generate topics of interest.

b)   Generate questions to gather information.

c)    Identify pictures, texts, or people as sources of information.

d)   Find information from provided sources.

e)   Record information.

 

 

Summary of Topics and Learning Outcomes for Grade 2

Grade 2

  Reading foundations

  A.   Syllables

·        How many syllables does the word have?

·        Sort by the number of syllables

  B. Rhyming and phoneme manipulation

·         Choose the picture that rhymes with the word

·         Which word does not rhyme?

·         Complete the rhyme

·         Complete the poem with a word that rhymes

·         Spell rhyming words to answer riddles

·         New! Change the sound in a word   

C.   Consonant blends and digraphs

·         Complete the word with the correct initial consonant blend

·         Complete the word with the correct final consonant blend

·         Spell the word with a consonant blend

·         Spell words with final consonant patterns: ng, nk

·         Complete the word with the correct digraph: ch, sh, th, ph, wh

·         Spell words with qu and x

·         Spell the digraph word: ch, sh, th, ph, wh

·         Spell words with ch, sh, th, ph, wh, ng, nk, qu, and x

·         Sort by initial consonant blend or digraph

·         Complete the word with a three-letter consonant blend

·         Complete the sentence with a three-letter consonant blend word

·         Complete the words with silent letters

D.   Short vowels

·           Complete the word with the correct short vowel

·            Spell the short a word

·            Spell the short e word

·            Spell the short i word

·            Spell the short o word

·            Spell the short u word

5.    Silent e

·           Choose the silent e word that matches the picture

·           Complete the silent e words

·           Spell the silent e word

·           Choose the silent e sentence that matches the picture

6.    Vowel teams

·          Choose the picture that matches the vowel team word

·          Complete the vowel team words

·          Complete the word with the correct vowel team

·          Choose the vowel team sentence that matches the picture

7.     Short and long vowel patterns

·           Sort short and long vowel words

·           Match the short a and long a words to pictures

·           Match the short e and long e words to pictures

·           Choose the short i or long i word that matches the picture

·           Choose the short o or long o word that matches the picture

·           Choose the short u or long u word that matches the picture

·           Use spelling patterns to sort long and short vowel words

·           Is the syllable open or closed?

·           Spell words with open and closed syllables

·           Complete the sentence with the correct -ild, -ind, -old, -olt, or -ost word

8.    Long vowel patterns

·           Choose the words with a given long vowel

·           Spell the long a word: silent e, ai, ay

·           Spell the long e word: ee, ea

·           Spell the long i word: silent e, ie, y

·           Spell the long o word: silent e, oa, ow

·           Spell the long u word: silent e, ue, oo, ew

9.   R-controlled vowels

·           Choose the r-control word that matches the picture

·           Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur

·           Complete the word with the correct r-controlled vowel: er, ir, ur

·           Choose the r-control sentence that matches the picture

10.    Diphthongs: oi, oy, ou, ow

·           Choose the diphthong word that matches the picture

·           Complete the word with the correct diphthong: oi, oy, ou, ow

·           Choose the diphthong sentence that matches the picture

11.   Variant vowels

·           Complete words with variant vowels

·           Which word has a different vowel sound?

12.   Soft g and c

·           Sort soft and hard g words and soft and hard c words

·           Pick the soft g or soft c word that matches the picture

·           Choose the soft g or soft c sentence that matches the picture

·           Spell the soft g or soft c word

13.    Two-syllable words

·           Put two syllables together to create a word: easier

·           Put two syllables together to create a word: harder

·           Complete the two-syllable words

·           Complete the sentence with a two-syllable word

14.    Consonant-l-e

·           Complete the consonant-l-e words

·           Choose the correct spelling of the consonant-l-e word

·           Spell the consonant-l-e word

15.   Sight words

·           Choose the sight word that you hear

·           Complete the sentence with the correct sight word

·           Spell the sight word

                             Reading strategies

16.    Sequence

·           Order events in a story

17.    Inference and analysis

·           Which book title goes with the picture?

·           Use actions and dialogue to understand characters

18.    Theme

·           Determine the themes of myths, fables, and folktales

19.   Setting and character

·           Choose the picture that matches the setting or character

20.    Topic and purpose

·           Identify the purpose of a text

·           Determine the topic and purpose of informational passages

21.    Cause and effect

·           Match each effect to its cause

·            Match each cause to its effect

22.    Compare and contrast

·           Compare and contrast in informational passages

23.    Text features

·           Use text features

24.    Read-along literary texts

·           Read along with realistic fiction

·           Read along with fantasy

·           Read along with historical fiction

25.    Read-alone literary texts

·           Read animal fantasy

·           Read realistic fiction

·           Read science fiction

26.    Read-along informational texts

·           Read along about science and nature

·           Read along about famous people

·           Read along about art, music, and traditions

·           Read along about business and technology

1. Read-alone informational texts

·           Read about animals

·           Read about sports and hobbies

·           Read about famous places

·           Read about famous people

                           Writing strategies

2. Organizing writing

·           Put the sentences in order

3. Topic sentences

·           Select the detail that does not support the topic sentence

·           Choose topic sentences for narrative paragraphs

·           Choose topic sentences for expository paragraphs

4. Linking words

·           Use conjunctions

·           Use subordinating conjunctions

·           Identify time-order words

·           Use time-order words

·           Use linking words to complete a passage

5. Author's purpose

·           Choose the text that matches the writer's purpose

6. Opinion writing

·           Complete the fact and opinion sentences

·           Complete the opinion passage with an example

·           Complete the opinion passage with a reason

·           Complete the opinion-reason-example table

7. Descriptive details

·           Choose the sensory details that match the picture

·           Add descriptive details to sentences

·           Revise the sentence using a stronger verb

·           Insert dialogue into a story

8. Sentence variety

·           Combine sentences: subjects

·           Combine sentences: predicates

·           Combine sentences: subjects and predicates

·           Rewrite sentences using introductory elements

                              Vocabulary

    I.         Prefixes and suffixes

·           Complete the word with the ending that you hear

·            Identify base words, prefixes, and suffixes

·            Determine the meaning of a word with pre-, re-, or mis-

·            Use the prefixes pre-, re-, and mis-

·            Determine the meaning of a word with -ful or -less

·            Prefixes and suffixes: review

10. Compound words

·           Form compound words with pictures

·           Form compound words

·           Form and use compound words

11. Categories

·           Sort words into categories

·           Which word is not like the others?

12. Synonyms and antonyms

·           Choose the synonym

·           Find synonyms in context

·           Choose the antonym

·           Which sentence uses an antonym?

·           Find antonyms in context

·           Which sentence has the same meaning?

13. Homophones

·           Homophones with pictures

·           Identify homophones

·           Use the correct homophone

14. Multiple-meaning words

·           Multiple-meaning words with pictures

15. Shades of meaning

·           Shades of meaning with pictures

·           Find the words with related meanings

·           Describe the difference between related words

·           Order related words based on meaning

16. Idioms

·           Choose the picture that matches the idiomatic expression

17. Context clues

·           Use context to identify the meaning of a word

18. Reference skills

·           Order alphabetically based on the first letter

·           Order alphabetically based on the first two letters

·           Order alphabetically based on the first three letters

·           Use guide words

·           Use dictionary entries

                   Grammar and mechanics

19. Sentences, fragments, and run-ons

·           Is the sentence a statement, question, command, or exclamation?

·           Identify the subject of a sentence

·           Identify the predicate of a sentence

·           Is it a complete sentence or a fragment?

·           Is it a complete sentence or a run-on?

·           Is it a complete sentence, a fragment, or a run-on?

·           Unscramble the words to make a complete sentence

20. Nouns

·            Select the nouns

·            Which word is a noun?

·            Identify nouns

·            Sort common and proper nouns

·            Identify common and proper nouns

·            Form regular plurals with -s and -es

·            Use regular plurals with -s and -es

·            Use singular and plural nouns

·            Is the noun singular or plural?

·            Form and use irregular plurals

·            Identify plurals, singular possessives, and plural possessives

·            Form the singular or plural possessive

·            Identify and correct errors with plural and possessive nouns

21. Pronouns

·           Identify personal pronouns

·           Choose between subject and object personal pronouns

·           Replace the singular noun with a personal pronoun

·           Replace the plural noun with a personal pronoun

·           Compound subjects and objects with "I" and "me"

·           Choose the correct personal pronoun

·           Identify possessive pronouns

·           Use possessive pronouns

·           Choose between personal and reflexive pronouns

·           Use reflexive pronouns

22. Verb types

·           Use action verbs

·           Identify action verbs

·           Identify helping verbs

23. Subject-verb agreement

·           One or more than one?

·           Use the correct subject or verb

·           Pronoun-verb agreement

24. Verb tense

·           Which sentence is in the regular past tense?

·            Identify verbs in the regular past tense

·            Form and use the regular past tense

·            Place sentences on a timeline

·            Change the sentence to future tense

·            Identify the irregular past tense I

·            Identify the irregular past tense II

·            Form and use the irregular past tense: set  

·            Form and use the irregular past tense: set   

·            Form and use the irregular past tense: set   

·            Form and use the irregular past tense: set   

·            Match the -ed and -ing sentences to the pictures

·            To be: use the correct present tense form

·            To be: use the correct past tense form

·            To be: use the correct form

·            To have: use the correct form

·            Place sentences with irregular verbs on a timeline

·            Is the sentence in the past, present, or future tense?

25. Articles

·           Use the correct article: a or an

·           Identify articles

26. Adjectives and adverbs

·           Use sense words

·           Does the adjective tell you what kind or how many?

·           Identify the adjective that describes the noun

·           Identify adjectives

·           Identify comparative and superlative adjectives

·           Does the adverb tell you how, when, or where?

·           Identify adverbs

·           Choose between adjectives and adverbs

·           Is the word an adjective or adverb?

1. Prepositions

·           Select the best preposition to match the picture

·           Select the best preposition to complete the sentence

2. Contractions

·           Match the contractions

·           Form pronoun-verb contractions

·           Form contractions with "not"

·           Use pronoun-verb contractions

·           Use contractions with "not"

·           Use contractions in a sentence

3. Punctuation

·           Commas with a series

·           Commas with dates

·           Commas with the names of places

·           Commas: review

4. Capitalization

·           Capitalizing the names of people and pets

·           Capitalizing days, months, and holidays

·           Capitalizing the names of places and geographic features

·           Capitalization: review

·           Capitalizing titles

·           Greetings and closings of letters

E.  Abbreviations

·           Abbreviate days of the week

·           Abbreviate months of the year