The 20092010 Language Arts Standards

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The 2009-2010 Language Arts Standards

• Grades 6-8

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The Number System

• Standards may use the following abbreviations for
  Latin terms
• e.g. means for example, possibly those listed may
  be included on assessment
• i.e. means specifically and ONLY those listed
  will be assessed

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The Number System

• Terminology
• GLE - Grade Level Expectations (Grades K-8)
• CLE - Course Level Expectation (Grades 9-12)
• Checks for Understanding
• SPI State Performance Indicators

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The Number System
Subject Area
Grade Level
Standard
Objective
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01.
.1
.1
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The Number System
Subject Area
01. Language Arts 06. Math 05. Science
01.
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The Number System
Standards Language Arts 01. .1 Language .2
Communication .3 Writing .4 Research .5
Logic .6 Informational Text .7 Media .8
Literature
Standard
.1
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Standard 1 - Language

• This strand covers grammar, mechanics,
  vocabulary, and sentence structure. In the
  primary grades the Language Arts emphasis is on
  reading including employing a variety of
  strategies to decode words and expand vocabulary.
  The emphasis is one expanding language through
  vocabulary growth. 

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Standard 2- Communication

• This strand builds speaking and listening skills
  in both formal and informal situations. Beginning
  at middle grades, skills of group and team
  participation are included. It is important that
  students are more active learners with all of the
  noise and movement of talking and collaborating.
  There should be cooperative, collaborate
  activities developing the classroom as an
  interdependent community. All students should
  communicate and problem solve on a daily basis.

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Standard 3- Writing

• This strand includes instruction in generating,
  drafting, organizing, and proofreading writing in
  a variety of modes and for a variety of
  audiences. Students should have more
  responsibility for their work goal setting,
  record keeping, monitoring, sharing, exhibiting,
  and evaluating. They also need more choices of
  writing topics. The rigor in this strand will
  require the students to have legible handwriting
  with correct letter formation.

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Standard 4- Research

• This strand instructs in conducting research,
  attributing sources appropriately, and evaluating
  the reliability of resources. Students must have
  more inductive hands-on learning experiences and
  more in-depth studies of a smaller number of
  topics to provide them internalization of the
  inquiry method. Students should be provided
  opportunities to pick partners and research
  projects and have a variety of places to gain
  knowledge using community resources as well as
  the library.

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Standard 5- Logic

• This strand trains students to think reasonably,
  follow logical trains of thoughts, avoid faulty
  reasoning, and weigh evidence. Students need to
  spend less time in rote memorization of facts and
  details, and more time using higher-order
  thinking skills. The goal is to develop their
  ability to think logically and to use those
  skills daily. They must apply comprehension using
  strategies that activate prior knowledge and
  provide after-reading applications.

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Standard 6- Informational Text

• One of the GLEs for this standard in primary
  grades is that students will recognize that a
  variety of graphics support informational texts. 
  Kindergartens GLE  just states that they should
  recognize that illustrations support
  informational texts. This strand emphasizes the
  methods necessary to comprehend the
  organizational structures and graphics employed
  in informational text. Students should be engaged
  in reading real text whole books, primary
  sources, and nonfiction materials.

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Standard 7- Media

• One of the GLEs for the primary grades is that
  the students will recognize the ability of media
  to inform, persuade, and entertain. They should
  experience and respond to a variety of media
  focusing on the ways in which the functions and
  techniques of a variety of media contribute to
  the message they attempt to convey. Teachers will
  experience more diverse roles such as coaching,
  demonstrating, and modeling.

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Standard 8- Literature

• This strand acquaints students with a wide range
  of literary types and diverse content, including
  both the conventions of the literary genres and
  the themes / concepts reflecting the human
  condition. Teacher should be read aloud good
  literature to students and give them more choice
  in their own reading materials. Leveled texts are
  also critically important. We should measure
  success of reading by the students reading
  habits, attitudes and comprehension.

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The Number System
Objective
.1
The specific objective listed in the curriculum
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Blooms Taxonomy
There is a new format of Bloom's Taxonomy Old
BloomsKnowledge Comprehension Application
Analysis SynthesisEvaluation
New BloomsRememberingUnderstandingApplyingAna
lyzingEvaluatingCreating
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2008 Blooms Taxonomy

• Remembering Can the student recall or remember
  the information?
• Assessment  define, duplicate, list, memorize,
  recall, repeat, reproduce state

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2008 Blooms Taxonomy

• Understanding Can the student explain ideas or
  concepts?
• Assessment  classify, describe, discuss,
  explain, identify, locate, recognize, report,
  select, translate, paraphrase

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2008 Blooms Taxonomy

• Applying Can the student use the information in
  a new way?
• Assessment  choose, demonstrate, dramatize,
  employ, illustrate, interpret, operate, schedule,
  sketch, solve, use, write

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2008 Blooms Taxonomy

• Analyzing Can the student distinguish between
  the different parts?
• Assessment appraise, compare, contrast,
  criticize, differentiate, discriminate,
  distinguish, examine, experiment, question, test

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2008 Blooms Taxonomy

• Evaluating can the student justify a stand or
  decision?
• Assessment appraise, argue, defend, judge,
  select, support, value, evaluate

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2008 Blooms Taxonomy

• Creating Can the student create new product or
  point of view?
• Assessment assemble, construct, create, design,
  develop, formulate, write

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2008 Blooms Taxonomy

• Note the verbs used in the GLE/CLE and their
  checks for understanding with the new Blooms
  terminology. These are correlated with levels
  III-VI of Blooms. 
• The SPI's use verbs at levels I and II. That is
  because is difficult to use the upper levels in a
  multiple-choice format on a standardized test.
• Do not limit your instruction to SPI's, because
  that would focus only on the lower levels of
  thinking skills. You must always have in mind the
  GLE/CLE and Checks for Understanding as you
  construct lessons to ensure high-level thinking. 

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Whats New?

• Coding the Changes
• Grade 6-8 Activities
• Dynamic Curriculum
• Whats On the CD?

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Coding the Changes
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Grade 6-8 Activities

• Sentence Puzzle
• Say What?
• Sentence Dictation
• Readers Theater (I Have A Dream)
• Civil War Reliability Sort
• Propaganda Techniques
• ABCs of Immigrants Reflections
• The Immigrants Experience

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Sentence Puzzle

• Grade Level Expectations
• GLE 0801.1.1 Demonstrate control of Standard
  English through the use of grammar, usage, and
  mechanics.
• GLE 0801.1.3 Understand and use correctly a
  variety of sentence structures.
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• State Performance Indicators
• SPI 0801.1.1 Identify the correct use of nouns
  (i.e., common/proper, singular/plural,
  possessives, direct/indirect objects, predicate
  nouns).
• SPI 0801.1.2 Identify the correct use of verbs
  (i.e., action/linking, regular/irregular,
  agreement, perfect tenses, verb phrases) within
  context.
• SPI 0801.1.3 Identify the correct use of
  adjectives (i.e., common/proper,
  comparative/superlative, adjective clauses) and
  adverbs (i.e., comparative/superlative) within
  context.
• SPI 0701.1.5 Identify the correct use of
  prepositional phrases (place correctly according
  to the words they modify within the sentence)
  within context.

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Sentence Puzzle
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Complete the following tasks

•  List the words which must be capitalized.
• What punctuation does this sentence need?
• Identify/List the prepositional phrases in the
  sentence.
• Which part of this sentence contains a dependent
  clause?
• What kind of dependent clause is it?
• What is the subject in the independent clause?
• What is the verb in the independent clause?
• What kind of verb is it?
• What is the word story functioning as in the
  sentence?

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Additional Reading

•  The Watsons Go to Birmingham 1963, Christopher
  Paul Curtis
•  
•  
•  

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Say What?

• GLE 0601.1.1 Demonstrate control of Standard
  English through the use of grammar, usage, and
  mechanics (punctuation, capitalization, and
  spelling).
• GLE 0601.1.3 Understand and use correctly a
  variety of sentence structures.
• 0601.1.3 Use capitalization correctly (e.g.,
  proper adjectives, within quotations).  
• 0601.1.4 Demonstrate the correct use of commas
  (e.g., after introductory words, to set off
  appositives and interrupters, before a
  coordinating conjunction joining independent
  clauses to form compound sentences), colons
  (e.g., in business letters, preceding a list of
  items), semicolons (e.g., to combine sentences),
  quotation marks (e.g., with explanatory material
  within the quote, proper use with end marks), and
  apostrophes (to form singular and plural
  possessives).  
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• State Performance Indicators
• SPI 0601.1.6 Choose the correct use of quotation
  marks, commas (i.e., in direct
• quotations, with explanatory material within the
  quote, proper use with end marks) and colons
  (i.e., in business letters, preceding a list of
  items).
• SPI 0701.1.6 Identify the correct use of commas
  (i.e., compound sentences, coordinating
  conjunctions, introductory words, appositives,
  interrupters) within context.

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Write dialogue to accompany your picture on the
Post-It Note/chart paper with markers.

•  Your team must
•  Write one sentence using quotations marks with
  the speaker at the beginning of the sentence.
•  Write one sentence using quotations marks with
  the speaker at the end of the sentence.
•  Write one sentence using quotations marks with
  the speaker at the middle of the sentence.
•  One quotation must end with a question mark.
•  One sentence must include a hyphen, title,
  appositive, colon or semicolon.

No Cards?
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Sentence Dictation

• GLE 0801.1.1 Demonstrate control of Standard
  English through the use of grammar, usage, and
  mechanics (punctuation, capitalization, and
  spelling).
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• State Performance Indicators
• SPI 0801.1.6 Identify the correct use of commas
  within context
• SPI 0801.1.10 Identify the correct use of
  appositives/appositives phrases and
  infinitive/infinitive phrases within context.
• SPI 0801.1.13 Form singular and plural
  possessives using apostrophes correctly.

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Sentence Dictation
My father, the athletic director, coaches girls
basketball every day during the winter.
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Readers Theater (I Have A Dream)

• GLE 0801.2.1 Demonstrate critical listening
  skills essential for comprehension, evaluation,
  problem solving, and task completion.
• GLE 0801.2.5 Understand strategies for expressing
  ideas clearly and effectively in a variety of
  oral contexts.
• GLE 0801.2.4 Deliver effective oral presentations
• GLE 0801.2.7 Participate in work teams and group
  discussions.
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• State Performance Indicators
• SPI 0801.2.1 Identify the purpose of a speech.
• SPI 0801.2.2 Identify the targeted audience of a
  speech.
• SPI 0801.2.4 Determine the most effective methods
  of engaging an audience during an oral
  presentation.

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I Have A Dream

• Discussion
• Methods of engaging audience.
• Most persuasive part
• Emphasized phrases

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Civil War Reliability Sort

• GLE 0801.4.1 Define and narrow a problem or
  research topic.
• GLE 0801.4.3 Make distinctions about the
  credibility, reliability, consistency, strengths,
  and limitations of resources, including
  information gathered from Web sites.
• SPI 0801.4.2 Identify levels of reliability among
  resources (e.g.,
• eyewitness account, newspaper account,
  supermarket tabloid account, Internet source).
• SPI 0801.4.3 Determine the most appropriate
  research source for a given research topic.
• SPI 0801.4.4 Distinguish between primary (i.e.,
  interviews, letters, diaries, newspapers,
  autobiographies, personal narratives) and
  secondary (i.e., reference books, periodicals,
  Internet, biographies, informational texts)
  sources.

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Civil War Reliability Sort
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Propaganda Techniques

• GLE 0801.5.4 Analyze written and oral
  communication for persuasive devices.
• GLE 0801.5.5 identify and analyze premises,
  including false premises.
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• SPI 0801.5.4 Identify examples of persuasive
  devices (i.e., bandwagon, loaded words,
  testimonial, name-calling, plain folks, snob
  appeal).
• SPI 0801.5.8 Identify instances of bias and
  stereotyping in print and non-print.

Examples
definitions
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ABCs of Immigrants Reflections

• GLE 0601.8.1 Read and comprehend a variety of
  works from various forms of literature.
• GLE 0701.8.5 Identify and analyze common literary
  terms (e.g. personification, conflict, theme)
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• SPI 0601.8.1 Distinguish among various literary
  genres (e.g., fiction, literary drama,
  nonfiction, poetry)
• SPI 0601.8.8 Identify examples of sound devices
  (i.e. accent, alliteration, onomatopoeia, rhyme,
  and repetition)
• SPI 0801.8.12 Recognize and identify words within
  a context that reveal particular time periods and
  cultures.

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ABCs of Immigrants Reflections
MORE
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ABCs of Immigrants Reflections
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The Immigrants Experience

• GLE 0601.8.1 Read and comprehend a variety of
  works from various forms of literature.
• GLE 0801.8.2 Understand the characteristics of
  various literary genres (e.g. poetry, novel,
  biography, short story, essay, drama)
• SPI 0601.8.1 Distinguish among various literary
  genres (e.g. fiction, drama, nonfiction, poetry)
• SPI 0601.8.2 Identify the setting and conflict of
  a passage.
• SPI 0801.8.10 Identify the kind (s) of conflict
  present in a literary plot (i.e. person vs.
  person, person vs. self, person vs. environment.
  person vs. technology)

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Readers Theater

• Dreaming of America An Ellis Island Story

The Story
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The Dynamic Curriculum
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The Dynamic Curriculum
Ctrl
F

This symbol identifies a Tennessee Diploma
Project 2008 Standards Awareness Resource
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Standards SPI Correlation Teams

• Grade 6
• Grade 7
• Grade 8
• Team records date time for self-selected
  in-service.

Prentice Hall Textbook CD?

Ctrl
F
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Whats Next?

• Pacing Guide Development
• Review SPIs to determine which you would include
  in each 9 week grading period.

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