Reading/Language ARts: 2nd 9 Weeks

Please note that the pacing and order of these objectives is subject to change.

November

Reading: Historical Fiction/ Expository and Procedural Text

Writing: Expository and Procedural Text

 

Reading:

The student is expected to:

· explain the effect of a historical event or movement on the theme of a work of literature. 3A

· use multiple text features and graphics to gain an overview of the contents of text and to locate information 11D

· summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order 11A

· ask literal, interpretive, evaluative and universal questions of text Fig 19A

 

Writing/Grammar:

The student is expected to:

· create multi-paragraph essays to convey information about the topic that: (i) present effective introductions and concluding paragraphs, (ii) guide and inform the reader’s understanding of key ideas and evidence, (iii) include specific facts, details and examples in a appropriately organized structure, and (iv) use a variety of sentence structures and transitions to link paragraphs 18Ai-iv

· use and understand the function of subordinating conjunctions (e.g., while, because, although, if) in the context of reading writing and speaking 20Avii

 

Word Study:

The student is expected to:

· determine the meaning of grade-level academic English words derived from Latin, Greek or other linguistic roots and affixes 2A

· spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter); (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); (iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and (iv) Latin derived suffixes (e.g., -able, -ible, -ance, -ence) 22Bi-iv

 

 

 

December/January

Reading: Expository Text (MOY Assessments)

Writing: Expository Text

 

Reading:

The student is expected to:

· determine the facts in text and verify them through established methods 11B

· analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas 11C

· synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 11E

· monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions) Fig. 19 C

· make inferences about text and use textual evidence to support understanding Fig. 19 D

· identify the literary language and devices uses in biographies and autobiographies, including how authors present major events in a person’s life. 7A

 

Writing/Grammar:

The student is expected to:

· create multi-paragraph essays to convey information about the topic that: (i) present effective introductions and concluding paragraphs, (ii) guide and inform the reader’s understanding of key ideas and evidence, (iii) include specific facts, details and examples in a appropriately organized structure, and (iv) use a variety of sentence structures and transitions to link paragraphs 18Ai-iv

· use proper mechanics including italics and underling for titles and emphasis 21C

· use and understand the function of adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot) in the context of reading writing and speaking 20Aiv

· use and understand the function of prepositions and prepositional phrases to convey location, time direction or to provide details in the context of reading writing and speaking 20Av

 

Word Study:

The student is expected to:

· determine the meaning of grade-level academic English words derived from Latin, Greek or other linguistic roots and affixes 2A

· spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter); (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); (iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and (iv) Latin derived suffixes (e.g., -able, -ible, -ance, -ence) 22Bi-iv