ࡱ> "%` nbjbjNN ,,k|&ggg (g xjxjxjDjh\/jO- dL"" , , , , , , , [2 h4 , 9xj]]], 4g4g - K~K~K~] 4gZxj, K~], K~K~vF Lixj,f X 8ϙwjp@V T Bn - 0O- b 5 }5 ,f ,f 5 xjg 0>*",K~N1$rIe, , }dO- ]]]]jj` D jj`Djjj4g4g4g4g4g4g Malden Public Schools Massachusetts English Language Arts/Massachusetts English Language Proficiency Benchmarks and Outcomes for English Language Learners Alignment Grades 9-12 Malden Public Schools Superintendent of Schools Director of Language, Literacy, and Title I Margaret Adams ACKNOWLEDGEMENTS The Department of Bilingual/ESL Services wishes to acknowledge the work of the teachers who worked on this curriculum guide. We are especially grateful for the many conversations we had about what makes good teaching for English language learners with these and other teachers. PURPOSE AND RATIONALE The Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) is a comprehensive document that addresses the multiple steps of language development and promotes a sound and systematic way to meet the Massachusetts State Curriculum Frameworks for English language learners. With its links to the English Language Arts and Foreign Language Curriculum Frameworks and the MELA-O, it encompasses the areas of language and culture development effectively to inform our classroom curricula and teaching approaches. This document provides resources to assist in the implementation and integration of the ELPBO within classroom settings that include English language learners. First, resources and instructional examples are provided for the general outcomes for the strands of listening and speaking, reading, and writing. Second, the English language arts materials being used within the Malden Public Schools are then aligned with the benchmarks and outcomes listed in the ELPBO.. Department of Literacy and ELL Services-Mission Statement The mission of the Malden Public Schools' programs for English language learners is to enable students of limited English proficiency to develop the linguistic, cognitive, cultural, and self-concept skills necessary for success in the Malden Public Schools and beyond. The students will accomplish this development in an atmosphere of understanding, cooperation, and support. Educational Philosophy Limited English proficient students require the ability to understand, speak, read, and write English with near-native fluency to realize their full potential within the English speaking society. The most successful programs are those that develop a positive self-concept in each student, while they continue to develop their English proficiency. Teachers should have high expectations of all students, regardless of the student's background or academic preparation. Teachers must help students in adjusting to cultural, language, and attitudinal differences. Students in heterogeneous groupings learn from each other as well as from the teacher. The ability to speak more than one language is a valuable asset, and one that should be recognized as such. Best Practices in Instruction of ELLs - Differentiation of Instruction based on Oral Language Development and Literacy Development ELLs make progress in the development of their oral language development in English and also in their literacy development. Oral language development and literacy development are two separate developmental processes. Students proceed along each process in phases. Students may be in a more advanced phase in one process than another. For example, a first grader may be at the intermediate fluency stage for English language development and may be at the Emergent literacy stage. Stages of Oral Language Development Pre-Production ( No speech production ( Indicates comprehension physically ( Comprehends key words ( Depends heavily on context ( Responds by pantomiming, gesturing or drawing ( Says only yes, no or names of other students ( Minimal comprehension  Early Production ( Verbalizes key words that are heard ( Depends heavily on context ( Responds with one/two word answers or in phrases ( Uses routine expressions in key words independently ( Listens with greater understanding ( Repeats and recites memorable language ( Demonstrates increased confidence  Speech Emergence ( Produces whole sentences ( Hears smaller elements of speech (i.e., conjunctions) ( Shows good comprehension (given a rich context) ( Functions on a social level ( Speaks with less hesitation and demonstrates greater understanding ( Uses newly-acquired receptive vocabulary to experiment and form messages in English ( Experiments and hypothesizes with language  Intermediate Fluency Stage ( Produces connected discourse and narrative ( Uses more extensive vocabulary ( Demonstrates increased levels of accuracy and correctness ( Demonstrates use of higher-order language to negotiate, persuade, and evaluate  Proficiency ( Demonstrates accuracy and correctness comparable to native language speakers  Stages of Literacy Development Preparation for Literacy ( Enjoys being read to ( Pretends to read familiar books ( Names letters of alphabet ( Recognizes some signs ( Plays with pencils and paper ( Interest in printing own name ( Begins to develop phonological awareness  Early Literacy ( Develops phonemic awareness ( Associates letters with sounds ( Prints letters and numbers ( Recognizes high frequency words by sight ( Sounds out regularly spelled words ( Uses contextual and picture clues ( Uses inventive spelling  Emergent Literacy ( Consolidates sight vocabulary ( Expands letter sound knowledge ( Reads simple familiar stories independently ( Practices using repeated and partner reading ( Develops reading fluency (speed and accuracy) ( Writes and spells with less effort  Intermediate Abilities ( Reads for pleasure ( Reads to gain new knowledge ( Expands vocabulary through reading ( Writes and spells more automatically ( Writes for communication with others ( Writes for personal expression of ideas ( Reads and writes more strategically  Sound Transfer (Phonology) Issues The symbol ( identifies areas in which these primary language speakers may have difficulty pronouncing and perceiving spoken English. The sound may not exist in the primary language, may exist but be pronounced somewhat differently, or may be confused with another sound. There may be variations of pronunciation within language groups. Consonant SoundCape VerdeanSpanishHaitianPortugueseHmongKhmer/b/ as in bat(/k/ as in cat and kite(/d/ as in dog/f/ as in fan/g/ as in goat((/h/ as in hen(((/j/ as in jacket(((((/l/ as in lemon/m/ as in money/n/ as in nail/p/ as in pig(/r/ as in rabbit(((((/s/ as in sun(/t/ as in ten(/v/ as in video((/w/ as in wagon(((((/y/ as in yo-yo(/z/ as in zebra(((/kw/ as in queen(/ks/ as in X-ray(Short Vowel SoundCape VerdeanSpanishHaitianPortugueseHmongKhmerShort a as in hat(((Short e as in set((((Short i as in sit(((((Short o as in hot(((Short u as in cup((((Long Vowel SoundCape VerdeanSpanishHaitianPortugueseHmongKhmerLong a as in date((Long e as in be(Long i as in ice(Long o as in road(Long u as in true Vowel PatternsCape VerdeanSpanishHaitianPortugueseHmongKhmeroo as in book((((((aw as in saw(DipthongsCape VerdeanSpanishHaitianPortugueseHmongKhmeroy as in boy(ow as in how(r-controlled vowelsCape VerdeanSpanishHaitianPortugueseHmongKhmerir as in bird((((ar as in hard((((or as in form((((air as in hair((((ear as in hear((((Consonant DiagraphsCape VerdeanSpanishHaitianPortugueseHmongKhmersh as in shoe((ch as in chain((th as in think(((((ng as in sing(((Consonant BlendsCape VerdeanSpanishHaitianPortugueseHmongKhmerbl, tr, dr, etc. (start of words) as in black, tree, dress(ld, nt, rt, etc (end of words) as in cold, start, tent, etc((( Best Practices in Instruction of ELLs - SHELTERED Instruction Observation Protocol (SIOP) Sheltered instruction is a means (method) for making grade-level academic content (e.g. science, social studies, math) more accessible for English language learners while at the same time promoting their English language development. It is an approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation. The sheltered instruction classroom integrates language and content, which highlights key language features. It incorporates strategies that make the content comprehensible to students. The sheltered instruction classroom infuses socio-cultural awareness is an excellent environment to scaffold instruction and enhance students language and academic development. Through the sheltered instruction features described below, teachers guide students to construct meaning from texts and classroom discourse and to understand and apply complex content concepts. Lesson Preparation Lesson planning is crucial for student success. Lessons that provide access to vocabulary and language that is appropriate for a students proficiency level and content concepts that are appropriate for a students cognitive and developmental levels are challenges for sheltered instruction teachers. Lesson planning that includes the establishment of clearly defined content and language objectives is key to meeting these challenges. Lessons that adapt content to students levels of proficiencies, that provide a high degree of supplementary materials, and that include meaningful activities are at the core of the sheltered instruction classroom. Building Background To promote maximum learning, effective sheltered instruction teachers create lessons that enable students to make connections between their own knowledge and learning to the new information being taught. New skills and concepts are explicitly linked to students background experiences and past learning. Another essential component in building students backgrounds is the identification of key vocabulary. This vocabulary is explicitly introduced, written, repeated, and highlighted before independent academic tasks. Comprehensible Input Research consistently demonstrates the necessity for comprehensible input in the development of language and academic proficiency. Effective Sheltered Instruction teachers ensure that communication, whether oral, visual, or written, is understandable to the students. One way in which teachers scaffold instruction is to pay careful attention to students English proficiency level and their capacity for working in English. Teachers facilitate student understanding by adjusting their speech through repetition, paraphrasing, shorter sentences, and giving examples. Simple gestures and visual aids can also be of great assistance in making instructions clearer for ELLs. In addition, teachers provide a model of the process as it is described. Teachers also scaffold instruction by adjusting instructional tasks so that they are increasingly challenging. Moreover, clear and explicit instructions for classroom activities and assignments support the development of academic and language comprehension. These strategies enable students to access subject matter concepts and skills and to participate in the classroom discourse and activities, regardless of proficiency level. Strategies Strategies refer to the processes and behaviors that people use to help them construct new knowledge. Many English language learners, have difficulty initiating an active role in using learning strategies because their energy and focus is on translating new words and other basic functions of learning a new language. Proficient sheltered instruction teachers provide explicit instruction in a variety learning strategies. Teachers model strategies, scaffold them, and provide multiple opportunities for English language learner to practice them. Ultimately, ELLs can use a variety of learning strategies appropriately and flexibly in the sheltered instruction classroom. Interaction Second language acquisition research consistently indicates how critical student interaction is in the development of language proficiency. High quality Sheltered Instruction lessons provide frequent opportunities for interaction and discussion between teacher and student and between student and student. This interaction promotes the acquisition of essential language skills, including elaboration, negotiation of meaning, clarification, persuasion, and many others. It is through discussion with classmates and with the teacher that the English language learner practices these important skills. In addition, teachers provide sufficient wait time so students of varying language proficiencies are able to respond effectively. Practice/Application All students, including English language learners, have a variety of learning styles and have multiple intelligences. Lessons that incorporate a variety of learning styles and intelligences- kinesthetic, visual, tactile, auditory, interpersonal, etc., benefit English language learners because they provide the opportunity to practice language and content knowledge through multiple modalities. Effective Sheltered Instruction teachers construct lessons that encourage students to practice and apply BOTH the content and language skills they are learning. In addition, these teachers integrate the language skills reading, writing, listening, and speaking in their lessons. In order to accomplish such integration, teachers lesson plans may span multiple days. Lesson Delivery: Planning lessons that incorporate all the elements of SIOP is the first step in assisting the development of academic English and content skills. However, successful implementation of such planning is vital in the sheltered instruction classroom. Teachers ensure that lessons objectives are met, that instruction reflects the content and language objectives, and that appropriate activities are accomplished. In addition, students should be engaged in the classroom discussion and activities between 90-100% of the time. Finally, a pace appropriate for the students proficiency level is essential in the effective sheltered instruction classroom. Review/Assessment Effective sheltered instruction involves reviewing important concepts, providing constructive feedback through clarification and modeling, and making instructional decisions based on student responses. Teachers need to schedule a protected time at the end of every class to evaluate the extent to which students have mastered the lessons objectives. Moreover, teachers should continually assess student learning during lessons and adjust their plans accordingly. Finally, teachers should tie assessment (both formal in informal) to the content and language goals of the lesson and to the proficiency levels of students.  Preparation _____ Write content objectives clearly for students: _____ Write language objectives clearly for students _____ Choose content concepts appropriate for age and educational background level of students. List them: _____ Identify supplementary materials to use (graphs, models, visuals). List materials: _____ Adapt content (e.g., text, assignment) to all levels of student proficiency List ideas for adaptation: _____Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing List them: Building Background _____ Explicitly link concepts to students background and experiences. Examples: _____ Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students. List key vocabulary: Comprehensible Input _____ Use speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). _____ Explain academic tasks clearly. _____ Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language). Strategies _____ Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). List them: _____ Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. List them: _____ Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). Interaction _____ Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. _____ Use group configurations that support language and content objectives of the lesson. List the grouping types: _____ Provide sufficient wait time for student responses consistently. _____ Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text. Practice/Application _____ Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. List materials: ____ Provide activities for students to apply content and language knowledge in the classroom. List them: _____ Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking). List them: Lesson Delivery _____ Support content objectives clearly. _____ Support language objectives clearly. _____ Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson). _____ Pace the lesson appropriately to the students ability level. Review/Assessment _____ Give a comprehensive review of key vocabulary. _____ Give a comprehensive review of key content concepts. _____ Provide feedback to students regularly on their output (e.g., language, content, work). _____ Conduct assessment of student comprehension and learning throughout lesson on all lessons objectives (e.g., spot checking, group response). Lesson Planning Tool: Outline & Key Questions Topic: What is the topic of todays lesson? Standards: What standards apply to todays lesson? Objectives: What new content, skills, strategies and/or procedures will students learn as a result of todays lesson? What academic language will they acquire? Note: Objectives need to be specific, measurable, rigorous and achievable. Gradual Release of Responsibility: I DO ! WE DO ! YOU DOActivities & Strategies: Consider each of the following& Preview/Do Now: How will you: activate, assess and build students background knowledge generate curiosity and questions about today s content establish the purpose of the lesson/introduce the days objective(s)? Direct Instruction & Modeling/Class Notes: How will you: introduce new content (e.g., a reading, presentation, observation, problem) model new skills, strategies or procedures build students academic vocabulary ensure students record and organize new content for later reference assess students understanding and readiness for independent/small group work? make students work as thoughtful and interactive as possible 3. Guided & Independent Work: What will students do and what products will they complete to demonstrate they have met todays objectives? How will you promote a high level of inquiry, engagement and accountable talk? How will you differentiate work given students varying strengths & needs? What will you do to assess students progress, help them make mid-course corrections, and hold them accountable for good work? How will students monitor and assess their progress? Closure (Sharing/Re-teaching): What will students (and you) do to summarize and assess what has been learned and accomplished? What do you need to do to address gaps in understanding youve identified during the lesson? Homework: What additional work will students complete to strengthen their skills and understanding and prepare for tomorrows lesson?  Materials: What materials will the students and you use during todays lesson? Lesson Planning Tool with Prompts: Template Name: Course: Section: Date: Topic: Standard(s): Mastery/Thinking Objective: What will students know and be able to do as a result of todays lesson? Outcomes/Assessment: What product will students complete to demonstrate theyve met todays objectives? Activities/Strategies: Preview/Do Now: What will you do to activate, assess, or build background knowledge? Direct Instruction/Modeling/Class Notes: How will you introduce new content? How will students make decisions about, organize and record the most important information? How will you make sure students are ready for independent/small group work? Key Instructional Strategies: Direct Instruction, Think Aloud, Modeling, Read Aloud, Shared Reading, Explanatory Devices, High Quality Questioning Techniques; Three Minute Pause Key Learning Strategies: Content-Response Notes (Outlines/Webs), Think-Write-Pair-Share, Think Aloud Guided Practice & Independent Work: How will you promote a high level of inquiry, engagement and accountable talk? Key Instructional Strategies: 1-2-3-Me, Guided Reading/Small Group Work, Clipboarding Key Learning Strategies: Content/Response Notes, Comprehension Strategies, Think-Write-Pair-Share, Frayer Model, Word/Concept Webs, Jigsaw, Save the Last Word, Three Cups, Think Aloud, Carousel, other Processing Activities Closure-Sharing/Debriefing/Assessment: What will students (and you) do to summarize and assess whats been learned? Key Strategies: 3-2-1; Ticket to Leave; Content/Response Notes (Summary section) Homework: Materials:  Best Practices in Instruction of ELLs- Reading and Writing Instruction A balanced literacy approach that incorporates multiple opportunities for reading and writing, but also addresses the particular language development needs of English language learners, is essential for the promotion of academic language proficiency. All literacy instruction for ELLs must focus on the process of creating meaning through the reading and writing process. Most of the literacy skills students have developed in their native language will transfer to English. All literacy instruction for ELLs should incorporate the native language and assist students in making the transfer of skills from their first to the second language. The components of a balanced literacy approach include: Phonemic Awareness students have an understanding of the individual sounds in the English language, can distinguish individual sounds (/b/ vs. /p/), and can manipulate those individual sounds Phonics students have an understanding of how individual sounds are represented in print form via individual letters (/s/, /l/) or a combination of letters (/sh/, /ch/). Phonics instruction should be considered carefully for English language learners. Phonics instruction is meaningless for ELLs if they do not understand the meaning of the words they are trying to decode. Phonics instruction should move from the known sounds and letters that are familiar to the student from the native language to the unknown. Word Study - students use knowledge of phonics to identify patterns in written English, exceptions to those patterns, and word families, and to develop a repertoire of word-solving strategies Vocabulary a comprehensive knowledge of the wide variety of words, both academic and social, that add a richness and a preciseness to language is systematically integrated into reading and writing experiences Reading Aloud rich and engaging stories are read to the students for pleasure and to demonstrate adult fluent reading and provide access to books and vocabulary beyond the students own reading level. Read alouds are of primary importance in the vocabulary development of ELLs. Shared Reading an interactive experience where children and teacher interact with the printed page to construct meaning, develop vocabulary, and promote the development of learning strategies (visualization, inference, etc.). Shared reading is more appropriate for English language learners at the earliest stages of their second language development. Guided Reading promotes independent use of learning strategies through teacher direction and books chosen at the students instructional reading level. Guided reading is more appropriate for students at or approaching the intermediate fluency stage of second language proficiency. Reading Strategy Instruction- Reading strategies are often highlighted through mini-lessons and applied in class read alouds and guided reading instruction. For English language learners, reading strategy instruction should be scaffolded further through think alouds, further guided practice opportunities, and visuals. Literacy Centers students apply the learning strategies and skills acquired in the various reading and writing experiences at independent literacy centers Independent Reading individually or with partners, students assume responsibility for the implementation of the strategies and skills learned Shared Writing an interactive approach to writing where teacher and students work together to construct meaning in a rich written text that exceeds the students current writing proficiency Interactive Writing- similar to shared writing but the teacher and student share the pen, with students contributing letters, words, or sentences depending on their writing skills Mediated Writing the teacher provides structure at the sentence level to scaffold the student towards a written text using step-by-step directions (Write a sentence telling the setting of the story No Pay? No Way!) The Writing Process students, with support from the teacher, take a written task through the five stages of pre-writing, writing, revising, editing and publishing Key Instructional Strategy: Think Aloud Description: A modeling strategy designed to help students learn how to monitor comprehension, engage actively with text, and direct their thinking as they work through the process of understanding a text. Purpose Use during reading to: Engage students actively in thinking about how they are constructing meaning from text Enhance metacognitive awareness as students consider what they know and dont know Help students learn specific strategies for reading comprehension Enhance content-area reading comprehension Directions 1. Consider what students need to know how to do during the reading task. What meaning do you want them to construct from the content? What reading comprehension strategy do you want them to learn and use? 2. Identify where you might pause during the passage to think aloud for your students. Think about your own experiences related to the content/strategy. Take what you know implicitly and make it explicit for students. 3. Mark the pauses with a sticky-note with a short notation of what youll say. 4. Explicitly explain the think-aloud strategy before using it. Tell students what the strategy is, why it helps, and when to use it. Explain that youll show them whats going on inside your head to construct meaning. 5. Read the text with the students as you do the think-aloud. Have all students have a copy of the text to follow along OR Put the text on an overhead projector so they can visually follow along. 6. Model the chosen thinking tasks by stopping to articulate whats going on in your head. 7. Give guidelines for students to practice doing a silent think-aloud using sticky-notes, such as: Write down thoughts, questions, and connections as you read. Have a conversation with the author. Write down what you would say to him/her. Note your reading moveswhere do you skim, have questions about words, or get confused. Extensions Pair students to read a passage together and present think-alouds to each other, providing feedback to each other afterwards using a checklist or rubric. Use a think-aloud written protocol where students tape lined paper to each page so the text lines up with spaces to write notes. As students read, they write notes on the lined paper. Have students pair up and compare notations and complete some kind of independent response to a question or issue from the reading or from a collection of readings. The content for this component of CCSSOs Adolescent Literacy Toolkit was provided by Public Consulting Groups Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007). The content was informed by feedback from CCSSO partners and state education officials who participate in CCSSOs Secondary School Redesign Project. 66 Cross Content Sample Think-Aloud English Language Arts During reading of excerpts from The Odyssey Help students learn how to construct meaning by explaining what happens in your own mind, such as: When I was in high school, we read Homers The Odyssey and I was lost from the start. I skipped the introduction which summarized the plot and had no idea about the literary devices that were used. So today Ill share what Im thinking as I read as a model to help you get the most from this famous poem. First, as I open the text I see theres a chart called People and Places and some guidelines for reading an epic. So I read these parts for background information. Now I understand that long ago Odyssey didnt refer to a journey; Odysseus is the hero, also known as Ulysses. As I start reading the first section I am Laertes son, Odysseus, I see that the hero will tell his own story. But already Im stuck on the next lines: Men hold me formidable for guile in peace and war what does that mean? I thought guile meant crafty deception. So I got a dictionary and found a second meaning, cunning in attaining a goal. That makes sense in war. Going on, I read that My home is on the peaked sea-mark of IthacaIm sure he didnt mean Ithaca, New York! Oh, theres a side noteits an island off Greece. Reading on, he says the rocky isle was good for a boys training, and I pictured him climbing the rocky areas and pushing himself to new physical limits, overcoming fear. I love to rock climb, too! Mathematics During reading of a chapter on linear equations Help students connect text, examples, and exercises to construct meaning by modeling the thinking, such as: I know its hard to read math texts, so Im going to think aloud to show you how making connections as you read helps you understand things better. Turn to the chapter Systems of Linear Equations. Lets read the first part together and Ill explain how I figure it out by reading text, examples, and problems as a chunk, instead of trying to understand every sentence. First, theres a definition: An equation is termed linear if in a given set of variables if each term contains only one variable, to the first power, or is a constant. I think to myself, I like numbers but I dont easily grasp written explanations. So instead of trying to figure out this sentence yet, Ill continue reading for some examples. So I read Example A: 4x + y = 8 is linear in x and y, but 4xy + y = 8 is not, due to the presence of xy. Next, I compare this example to the definition. Now it makes more sense: there are two terms in the first equation, 4x and y, and both have only one variable. But the term 4xy has two variables. So I get that. But what does it mean in the definition, to the first power? All the numbers are to the first power. So I look ahead to the problems to see if theres a clue. Aha, problem C: Is 5x2 - t + 6 = 0 a linear equation? No, because it has a 2nd power. Next, I need to figure out the meaning of constant; Im not sure, so I go to the glossary to double-check my thinking. Yep, its a number on its own and an opposite to the word variable. Science During reading of a passage on ionic bonding Help students use figures and graphs to understand text passages with a think-aloud: Who can draw an ionic compound? When no hands went up, the teacher realized students overlooked the figures in the text during the homework reading. Ill do a Think-Aloud to show you how to figure it out. So Im you last night, reading along on the page about how combining sodium ions and chloride ions creates sodium chloride. So I try to picture that in my mind and what I see is like stirring eggs in a cake mix where the ingredients dissolve together. But is that the right image? I see that the text says see Figure 7-2. I quit reading the words and spend a few minutes analyzing the graphic of a cube-like structure with green and gray dots. Whats the point, I think? Then I read the sidebar explaining the figure, and I see it asks: How many sodium ions surround each chloride ion? Hmm, I didnt even look for a pattern like that. Thats coolno matter which chloride ion I look at all over the 3D cube, there are always 3 sodium ions around it. And vice versa when chloride ions surround the sodium ions. So thats what they mean by balancing the electrical charges. Social Studies After reading about the US federal era Help students skim and scan when studying for a test: Noting that students were complaining about too much homework, especially studying for tests, the teacher asked how many were re-reading the entire chapter. Almost all students were. To help them see how to skim and scan, she modeled the process with a think-aloud. We just read Chapter 6 on the Federal Era. So I start my studying by going to the Table of Contents to check what I already know. Yes, I think Im clear about Section 1, the new government at work: I understand the Bill of Rights, the judiciary and executive offices, but I dont recall Hamiltons fiscal program. So I look up that page and quickly read just the first sentence of every paragraph until I see in the fifth paragraph that his program included three recommendations. I jot these in my notes. Returning to the Table of Contents, I see that Im confident about the next set of topics, but I recall the teacher emphasizing the Alien and Sedition Acts, so Ill brush up on those, too. And then Ill reread the summary at the end of the chapterthat will help me on the essay. The content for this component of CCSSOs Adolescent Literacy Toolkit was provided by Public Consulting Groups Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007). The content was informed by feedback from CCSSO partners and state education officials who participate in CCSSOs Secondary School Redesign Project. KEY INSTRUCTIONAL STRATEGY: FRAYER MODEL DESCRIPTION: A Frayer Model is a graphic organizer that helps students form concepts and learn new vocabulary by using four quadrants on a chart to define examples, non-examples, characteristics, and non-characteristics of a word or concept. (Frayer, 1969) Purpose Use before or after reading to: Help students form an understanding of an unknown word or concept Help students differentiate between a definition of a concept or vocabulary word and those characteristics associated with it Directions 1. Select the word or concept to be defined using the Frayer Model. 2. Show the Frayer Model and explain the four quadrants. 3. Model how to use the Frayer Model to define a concept, using a simple example students can understand. Example: Essential characteristics months days of the week dates placed on correct day of week for the year of the calendar Non-essential characteristics photos or illustrations dates of holidays small box with previous or next month space to record notes or plans Examples wall calendar desk calendar checkbook calendar Non-examples yearbook birthday chart diary  4. Have students brainstorm a list of words and ideas related to the concept and then work together to complete a Frayer Model. Students may need to use a dictionary or glossary for clues. 5. Have students create a definition of the concept in their own words. Extensions Describe rationale for examples and non-examples. Use the Frayer Model as a note taking strategy during reading. Change the titles of the boxes to include concept development categories. The content for this component of CCSSOs Adolescent Literacy Toolkit was provided by Public Consulting Groups Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007). The content was informed by feedback from CCSSO partners and state education officials who participate in CCSSOs Secondary School Redesign Project. 35 Cross Content Sample Frayer Model English Language Arts During and after reading a novel independently after class study of literary devices Have students identify the predominant literary device used in their novel, such as figurative language, symbols, or personification. On poster board, they should write the device in the center of a Frayer Model template and complete the four quadrants, leading to a definition of the literary device. Post the charts around the classroom to remind students of the literary devices that can be used when writing. Mathematics Before, during, and after reading the relatively easy first chapter on coordinates and directed line segments in the complex textbook for analytic geometry Initiate a class habit of creating Frayer Model examples of analytic geometry terms that can be duplicated and kept in the front of their math notebook, starting with the easier terms that were taught in earlier math courses. Have students work in small groups to create definitions of the key terms, such as real numbers, rational numbers, periodic decimals, line segments, and coordinates. Gradually have students become independent in creating Frayer Model definitions of essential course concepts. Science Before and after viewing a video about the properties and changes of properties in matter Before the video, use the Frayer Model strategy for one of the films concepts, telling students they will be creating a Frayer Model for a term or concept they do not fully understand during the video. After the video, have students work in pairs to create a Frayer Model for the term or concept each student found difficult. Have each pair exchange their Frayer Models with another pair and offer feedback and additional ideas. Social Studies Before, during, and after reading about and taking a self-assessment of personality styles in a psychology course Have each student create a Frayer Model about his/her personality style that was revealed in the self-assessment, working alone or with others of the same style, as they prefer. Then, group students with different styles together to share their Frayer Models and explain their differing traits and behaviors.  The content for this component of CCSSOs Adolescent Literacy Toolkit was provided by Public Consulting Groups Center for Resource Management, in partnership with the Council of Chief State School Officers (August 2007). The content was informed by feedback from CCSSO partners and state education officials who participate in CCSSOs Secondary School Redesign Project. 36 Literacy Key Instructional Strategy: Marking up the Text Description: Invite students to mark up the text as they read a selection by circling unfamiliar words, highlighting/underlining key ideas, and writing notes and questions. Margin notes made by readers include: questions, predictions, connections, key ideas, and discoveries. Encourages students to create their own Comprehension Codes for types of responses, such as PCs for personal connections or D for discoveries. Examples: Develop a chart of Mark Up the Text Comprehension Codes to model those kids can use for reading selections: MI = Main Idea, V = Vocabulary, PR = Prediction, PC = Personal Connections, D = Discoveries, A = Answer to Challenge Question (or any specific question), R? = Research Question, etc. Variations: Use overhead transparencies of nonfiction selections to model this reading strategy. Think Aloud as you are marking up the text to demonstrate how readers use the strategy to read and remember. Encourage students to share how this strategy helped them read and remember information presented in an article. Reading Strategies: Identify Main Ideas and Details, Build Vocabulary, Monitor Level of Comprehension, Make Connections, Generate Questions, Make Inferences, Draw Conclusions, Identify Generalizations, Identify Writing Strategies Name:__________________________________________________ Date_______________________ Assignment:_________________________________________________________________________ Rubric for Marking up Text Criteria43210Quality of ResponseReader actively engages with the text through writing questions, connections, reactions, inferences, summaries, and predictions as he/she reads. Reader also underlines words he/she doesnt know and suggest possible meaning and/or paraphrases difficult sections of the text. When appropriate, the reader uses a reading process strategy and completes all of the steps. Reader engages with the text through writing questions, connections, reactions, summaries, inferences, predictions but may not use all strategies. Reader underlines unfamiliar words, but does not suggest meaning. When appropriate, reader may use a reading strategy, but may not complete all steps of the strategy. Reader responds to the text by using more than one of the reading comprehension strategies. If a reading comprehension strategy is used, it is incomplete. Reader responds to the text using only one strategy. No responseScore and Feedback   KEY INSTRUCTIONAL STRATEGY: TOP DOWN WEBS DESCRIPTION: Research clearly supports the use of graphic organizers as a strategy to improve comprehension. Graphic organizers help students see the big picture and the relationship among ideas. They also help struggling readers access content. Teachers must be careful not to overwhelm students with too many different types of graphic organizers. Students are more likely to use them independently if they are exposed to just a few basic formats. The Keys to Literacy programs focus specifically on a top-down topic web format because it is flexible enough to be used with any subject matter and clearly differentiates between broad main ideas and supporting facts. Topics webs can be generated on any size paper, and colored markers can be used to emphasize the relationship between ideas. However, the use of mapping software makes creating topic webs easier for teachers and generates more interest among students for developing webs themselves. Inspiration (inspiration.com) and Smart Ideas (smarttech.com) are two excellent mapping software products. Creating a Top-Down Topic Web The Keys to Literacy topic web provides a big picture in a visual format of information that must be learned through reading or listening. The format for these topic webs is top-down, with the broadest ideas at the top. This format reinforces the hierarchical relationship between topics and sub-topics. The lower the topic is on the web, the more specific the information is. See the examples below.   SHAPE \* MERGEFORMAT  The topics are placed in different shapes (rectangles, circles, etc.); the shapes are used to emphasize different levels of topics and subtopics. It is important to arrange the shapes in a way that emphasizes these relationships (i.e., major topics should be placed at a similar level on the web). Arrows also help to illustrate how these ideas are related. Finally, color can be used to emphasize the relationship between levels of topics, or to group major and sub-topics together that related. KEY INSTRUCTIONAL STRATEGY: TWO COLUMN NOTES DESCRIPTION: The two-column note-taking method requires active reading, that is, processing must occur for the notes to be taken. Two-column notetaking is an especially useful method for detailed and technical information.The act of separating main ideas from details strengthens the understanding and memory of the content area. However, like just about any strategy for learning, students need to understand the point of the exercise. Thus, it is up to the classroom teacher to demonstrate the need for the two-column note method. In order to create a successful environment for learning and using this method, here are some suggestions for teachers to use in the classroom.First, teachers must set the tone. Start from the beginning of the school year and students will become adjusted to the expectations of this method. Next, teachers should model this method for their students. Organize your own notes in two-columns to provide a model for the correct way to complete this task.Class writing activities can be in two-column note form and notes on the board should be in two columns as well. Open note quizzes requiring well-organized notes can demonstrate why they are an invaluable reference. Providing many opportunities for your students to take two-column notes as well as to utilize them will eventually make the skill an automatic one. There are a number of ways for students to use the set-up of two-column notes in and outside of the classroom.First, two-column notes can provide an excellent outline for use as a writing tool.The student can use the notes as an outline for a summary by turning main ideas into topic sentences and adding key details as supports. (It is important to note at this point the necessity of paraphrasing.)Also, the notes can later be used as a study sheet. For example, the students can fold their paper, turn the main ideas into questions, and then use the main ideas to recall the details as well as use the details to generate the main ideas. Finally, during the process of learning and using the two-column note method there can be many opportunities where students work together.For example, one student can locate the main ideas, while another can identify the details. Students can also work together to discuss why some details might be more important to document than others. Cooperative learning can be auseful way to teach just about any skill.  SHAPE \* MERGEFORMAT  Other things to keep in mind: Use one side of the paper Omit small, unnecessary words Keep the meaning clear Don't write full sentences (abbreviate) Not all paragraphs have new main ideas Not all paragraphs have new details Some paragraphs have implied main ideas and require more time to identify The more room you leave, the easier it is to edit Details should be recorded in same order as found in reading Some paragraphs have implied main ideas and require more time to identify Questions/Comments/ Inferences/Connections/ Predictions/Other Thoughts:Topic: Planning the Lesson Planning decisions #6-13, Skillful Teacher, p397-398I dis/agree with __ because I like/dislike __ because __ is/was important because __ made me think about __ because __ has changed my thinking because  Main Idea/Summary:KEY INSTRUCTIONAL STRATEGY: THINK PAIR SHARE DESCRIPTION: Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what students are to be DOING at each of those stages. How Does It Work? 1) Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question. 2) Pair. Using designated partners (such as with  HYPERLINK "http://www.readingquest.org/strat/clock_buddies.html" Clock Buddies), nearby neighbors, or a deskmate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique. 3) Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on the overhead. Why Should I Use Think-Pair-Share? We know that students learn, in part, by being able to talk about the content. But we do not want that to be a free-for-all. Think-Pair-Share is helpful because it structures the discussion. Students follow a prescribed process that limits off-task thinking and off-task behavior, and accountability is built in because each must report to a partner, and then partners must report to the class. Because of the first stage, when students simply THINK, there is Wait Time: they actually have time to think about their answers. Because it is silent thinking time, you eliminate the problem of the eager and forward students who always shout out the answer, rendering unnecessary any thinking by other students. Also, the teacher has posed the question, and she has EVERYONE thinking about the answer, which is much different from asking a question and then calling on an individual student, which leads some students to gamble they won't be the one out of 30 who gets called on and therefore they don't think much about the question. Students get to try out their answers in the private sanctuary of the pair, before having to "go public" before the rest of their classmates. Kids who would never speak up in class are at least giving an answer to SOMEONE this way. Also, they often find out that their answer, which they assumed to be stupid, was actually not stupid at all...perhaps their partner thought of the same thing. Students also discover that they rethink their answer in order to express it to someone else, and they also often elaborate on their answer or think of new ideas as the partners share. These, it seems, are powerful reasons to employ Think-Pair-Share in order to structure students' thinking and their discussion. KEY INSTRUCTIONAL STRATEGY: QUESTIONING DESCRIPTION: Questioning has been identified as a powerful strategy for improving comprehension. Generating questions helps them make predictions about what they will learn from the reading, focus on the most important information, and read with greater purpose because they are looking for answers to their questions. It also helps students review and study for a test. However, many students cannot generate questions beyond the factual level. Educators, therefore, need to provide direct, systematic instruction to teach how to create questions. They also need to teach and provide common question terms. The Key Three Routine uses Bloom's taxonomy of different levels of thinking as a model for teaching question generation. Teaching tips: Topics on top-down topic webs or headings from a textbook can be used to generate questions at every level of Bloom's taxonomy. First, the teacher can create the questions and ask the students to label the Bloom's level of each question. After enough examples have been provided, students can then work in small cooperative groups to generate their own set of questions. If the teacher then selects some of the student-generated questions to use on a quiz or test, the students can see a direct connection between question generation and test preparation. Blooms Taxonomy Creating: create; what if? Evaluating: fair/unfair; right/wrong; ranking Analyzing: compare/contrast Applying: life and use Understanding: in your own words Remembering: facts Question Terms Remembering UnderstandingApplyingAnalyzingEvaluatingCreatingCite Define Find Give an Example Identify Label List Locate Match Name Quote Recall Recite Recognize Retrieve ShowDescribe Discuss Explain Interpret Paraphrase Report Restate in own words Retell Review Summarize TranslateAdapt Apply Compute Demonstrate Dramatize Draw Illustrate Implement Interview Make Operate Practice Role Play Sequence Solve Use Analyze Arrange Categorize Compare Contrast Deconstruct Detect Dissect Distinguish Examine Group Inspect Integrate Organize Probe Research Separate Sift Appraise Assess Choose Conclude Criticize Critique Debate Deduce Defend Hypothesize Judge Justify Prioritize Rank Rate Reject ValidateAssemble Compile Compose Concoct Construct Create Design Develop Devise Formulate Generate Imagine Invent Make Originate Prepare Produce Set up What if?  KEY INSTRUCTIONAL STRATEGY: SUMMARIZING DESCRIPTION: Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary notions. What Are We Doing When We Summarize? We strip away the extra verbiage and extraneous examples. We focus on the heart of the matter. We try to find the key words and phrases that, when uttered later, still manage to capture the gist of what we've read. We are trying to capture the main ideas and the crucial details necessary for supporting them. When You Ask Your Students to Summarize, What Usually Happens? they write down everything they write down next to nothing they give me complete sentences they write way too much they don't write enough they copy word for word What Did You Want Them To Do? pull out main ideas focus on key details use key words and phrases break down the larger ideas write only enough to convey the gist take succinct but complete notes How Can I Teach My Students to Summarize? Please be warned: teaching summarizing is no small undertaking. It's one of the hardest strategies for students to grasp, and one of the hardest strategies for you to teach. You have to repeatedly model it and give your students ample time and opportunities to practice it. But it is such a valuable strategy and competency. Can you imagine your students succeeding in school without being able to break down content into manageable small succinct pieces? We ask students to summarize all the time, but we're terrible about teaching them good ways to do this! Here are a few ideas; try one...try them all. But keep plugging away at summarizing. This strategy is truly about equipping your students to be lifelong learners. After students have used  HYPERLINK "http://www.readingquest.org/strat/underline.html" selective underlining on a selection, have them turn the sheet over or close the handout packet and attempt to create a summary paragraph of what they can remember of the key ideas in the piece. They should only look back at their underlining when they reach a point of being stumped. They can go back and forth between writing the summary and checking their underlining several times until they have captured the important ideas in the article in the single paragraph. Have students write successively shorter summaries, constantly refining and reducing their written piece until only the most essential and relevant information remains. They can start off with half a page; then try to get it down to two paragraphs; then one paragraph; then two or three sentences; and ultimately a single sentence. Teach students to go with the newspaper mantra: have them use the key words or phrases to identify only Who, What, When, Where, Why, and How. Take articles from the newspaper, and cut off their headlines. Have students practice writing headlines for (or matching the severed headlines to) the "headless" stories. Sum It Up: You have students imagine they are placing a classified ad or sending a telegram, where every word used costs them money. Tell them each word costs 10 cents, and then tell them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words. You can adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing. Consider setting this up as a learning station, with articles in a folder that they can practice on whenever they finish their work early or have time when other students are still working. Remembering Understanding Applying Analyzing Evaluating Creating Keys to Literacy Limited or Interrupted Formal Schooling Students Characteristics Limited formal schooling students are characterized as recent arrivals to the United States (fewer than 5 years), with limited or interrupted formal schooling in their native countries, have very limited native language literacy, and are significantly below grade level in math and other subject areas. There is a variety of social or cultural influences that may have an impact on a limited formal schooling students school experiences. These include: possible trauma in homelands or in transition to the United States; little understanding of school culture/educational norms; pressures for success in school; separation from family and peers; financial obligations both in the United States and in native country, and low self-esteem or motivation. In addition, a limited formal schooling student may be older than his or her peers, and may be at a different developmental stage. However, the limited formal schooling student has many life experiences on which to build formal schooling. The older limited formal schooling student may have different social, cognitive, and emotional needs from young children and young adults that will impact language instruction. There is a need to develop both social and academic language, as well as of age appropriate communication patterns (social pragmatics). The limited formal schooling student may have unique socialization needs that include: U.S. notions of adolescence Appropriate adolescent behavior Male-female relationships Same sex peer group relationships Role of education vs. employment Schooling Norms Classroom behaviors Teacher-student behaviors Acculturation/Cultural Adjustment Best Practices in Instruction of ELLs Limited or Interrupted Formal Schooling Students In addition to access to a balanced literacy program and making connections to native language, these students also benefit from: Thematic Approach - a theme-based or content use curriculum to develop academic language, learning strategies, and literacy Materials using meaningful and motivating texts that are age and reading level appropriate Oral Language activities that build on oral language proficiency and oral language experiences Building Background connections are drawn from the students background experiences, cultures, and languages Collaboration collaborative and interactive activities that promote the acquisition of social and academic spoken language Scaffolding a high level of scaffolding to explicitly highlight and model the process of learning, of reading, and of writing Building of Confidence activities and classroom environment provide a sense of self in their cognitive abilities Print the surrounding environment is print rich, assisting students to make connections between spoken word, objects, and actions to the written word NEASC : Malden High School ESL Curriculum Document 2011-2012 ESL1 Visions Level AAssessment ToolSkill MeasuredFrequencyListeningMELA-O1. Listening Comprehension3 x year Fall Winter SpringOral Reports and informational presentations. RUBRIC1. Listening Comprehension 2. Content area comprehension 5 X a yearSpeakingOral Reports and informational presentations RUBRICOral language production and rate of speech 5 X a yearPoetry Out LoudOral language production and rate of speech 1 x year ReadingMCASReading and Writing 1 X a yearMEPAReading Writing listening and speaking1 or 2 x a yearUnit benchmarkReading comprehension7 or 8 times a yearVocabulary/ Grammar Quiz Academic vocabulary1 x weekOral Reading Fluency TimedDemonstrate oral reading fluency and comprehension in English.MonthlyContent Notebooks w/ RUBRICContent area knowledge Reading ComprehensionMonthlyMarking up the Text w/RUBRICReading ComprehensionBi-weeklyFrayer Model Academic VocabularyAcademic Vocabulary Comprehension weeklyKey Three Topic WebReading Comprehension and Writing Fluency in English Independent Reading Book Talk and written book review Reading Comprehension and reading fluency 2 x yr.WritingWriting Sample3 x a year Fall, Winter, SpringWriting NarrativesWriting fluency, spelling, grammar7 x a yearWriting PoemsFigurative language, poetic techniques and forms.3 x a yearWrite FablesIdentify themes in folktales, fables and myths.3 x a yearWrite Informational Text/ReportsApply comprehension of non-fiction content3x a yearWrite a BiographyExpress personal information in written formWrite to Summarize Analyze text structure and content using a scaffolded summery. Create Story Boards Display content comprehension using visual aids that support text.Write to persuadePersuade, narrate and explain concepts from a text. Identify audience and purpose for writing task.2 Column NotesWriting Fluency in English Malden High School ESL 2 Curriculum Text: Visions Level B ESL2 Visions Level BAssessment ToolStrategy MeasuredFrequencyListeningMELA-O1. Listening Comprehension3 x year Fall Winter SpringOral Reports and informational presentations RUBRIC1. Listening Comprehension 2. Content area comprehension X a yearReciting original Poetry aloudStudent and teacher created RUBRICOral language production in English2 x yr.Think , Write Pair ShareStudent notes recorded in Content Area Notebook- checklistOral language expression in EnglishBi-weeklySpeakingOral Reports and informational presentations RUBRICOral language production in English5 X a yearReadingMCASReading Comprehension1 or 2 X a yearMEPAReading Comprehension in English1 or 2 x a yearUnit benchmarkContent Area comprehension7 or 8 times a yearOral Reading FluencyOral reading fluency and reading rate in EnglishMonthlyContent NotebooksContent area materialMonthly assessmentAcademic vocabularytally individual students responses when academic vocabulary is spokenUse of newly taught academic vocabularymontlyWritingWriting Sample3 x a year Fall, Winter, SpringWriting NarrativesWriting fluency, spelling, grammar6 x yr.Writing PoemsFigurative language, poetic techniques and forms.3 x yr.Write FablesIdentify themes in folktales, fables and myths.1 x yr.Write Informational Text/ReportsApply comprehension of non-fiction content3 x yr.Write a Biography1 x yr.Write to Summarize Analyze text structure and content using a scaffolded summery. weeklyCreate Story Boards Display content comprehension using visual aids that support text.1 or 2 x yr.Write to persuadePersuade, narrate and explain concepts from a text. Identify audience and purpose for writing task.4 x yr. Malden High School ESL 3 Edge Level B National Geographic ESL3 Edge Level BAssessment ToolStrategy MeasuredFrequencyListeningMELA-O1. Listening Comprehension3 x year Fall Winter SpringOral Reports and informational presentations RUBRIC1. Listening Comprehension 2. Content area comprehension 5 X a yearSpeakingOral Reports and informational presentations RUBRICOral language expression in English 5 X a yearBook Talks about independent reading RUBRICOral language expression in English1 x yearPoetry Out LoudOral language expression in English1 x yr.ReadingMCASReading Comprehension1 or 2 X a yearMEPAReading Comprehension in English1 or 2 x a yearUnit benchmarkReading comprehension and content material7 or 8 times a yearIndependent Reading RUBRIC Dialectical Journals2-3 x yr.Marking up the Text RUBRICMonthlyContent Notebooks RUBRICmontlyAcademic Vocabulary ComprehensionQuizes3 quiz per unitWritingWriting Sample3 x a year Fall, Winter, SpringWriting NarrativesWriting fluency, spelling, grammar1 x yr.Writing PoemsFigurative language, poetic techniques and forms.1 x yr.Write Informational Text/ReportsApply comprehension of non-fiction content1 x yrWrite to Summarize Analyze text structure and content using a scaffolded summery. Open Response3 x a unitWrite to persuadePersuade, narrate and explain concepts from a text. Identify audience and purpose for writing task.1x yrWrite research Paper1 x year Malden Public Schools ESL 4 Curriculum Text: Edge Level C ESL4 Edge Level CAssessment ToolStrategy MeasuredFrequencyListeningMELA-O1. Listening Comprehension3 x year Fall Winter SpringOral Reports and informational presentations RUBRIC1. Listening Comprehension 2. Content area comprehension X a yearSpeakingOral Reports and informational presentations RUBRICOral language expression in EnglishX a yearReadingMCASReading comprehensionX a yearMEPAReading comprehension in English1 or 2 x a yearUnit benchmarkContent material7 or 8 times a yearContent NotebooksContent material and organizationmonthlyReading ComprehensionBlooms Taxonomy Question Generation activitiesComprehension and higher order thinking.monthlyWritingWriting SampleWriting fluency in English3 x a year Fall, Winter, SpringWriting NarrativesWriting fluency, spelling, grammar in English1 x yr.Writing PoemsFigurative language, poetic techniques and forms.1 x yr.Write Informational Text/ReportsApply comprehension of non-fiction content3 x yr.Write a BiographyWrite a paper describing future goals1 x yr.Write to Summarize Analyze text structure and content using a scaffolded summery. monthlyOPEN ResponsesweeklyWrite to persuadePersuade, narrate and explain concepts from a text. Identify audience and purpose for writing task.1 major paper/ final paper  Chapter 1: Family Photo by Ralph Fletcher and Birthday Barbecue by Carmen Lomas Garcia p. 2Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Poem and Personal Narrative R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. Reading 17. Analyze the effects of sound, form, symbolism, and figurative language in poetry. (ELA 14.5) Reading Strategy: Compare and Contrast R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. -Compare the elements of character, setting, and/or theme in two or more texts. R.1 Comparison/contrast: similarly, as opposed to, after all, yet, nevertheless Building Reading Fluency: Rapid Word Recognition R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. 17. Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. Elements of Literature: Recognize First-Person Point of ViewR.4 b. Defend a point of view as found in a work of fiction. (link to ELA 12.5) Word Study: Identify Compound WordsR.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text. Identify complex noun phrases (groups of words performing grammatically as a single noun) in sentences. (link to ELA 5.26) Across the Content Areas: Analyze a Bar GraphR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. Graphic Features 17. Use knowledge of graphic features (such as charts, timelines, captions) to determine meaning in text. WritingFrom Reading to Writing: Write a Personal NarrativeW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. 15. Write a personal or persuasive essay, expressing an attitude or position. (link to ELA 19.26) Grammar Focus: Use Present Continuous Tense VerbsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. b. Recognize the functions of verbs (such as participles, gerunds, infinitives). (ELA 5.25) Capitalization: Names and TimesW.7.U se all writing conventions of standard English when editing. (ELA 22.10) Spelling: PluralsSpelling a. Use reference list of words in English to edit spelling. b. Apply rules of English for forming irregular plural nouns (such as plurals that do not end in s; adding es, ies, ves to certain singular nouns; nouns that can be either singular or plural). 5. Use knowledge of correct spelling when editing. (link to ELA 22.8Listening Build Vocabulary: Learn Words for Family MembersS.2.Demonstrate comprehension of words that express basic personal needs (such as transportation, housing); personal likes and dislikes; personal information (such as age, address, family); and school-related information (such as teachers name, schedule, routines). (FL 2) SpeakingBuild Vocabulary: Learn Words for Family MembersS.1.Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects. (FL 2)Chapter 2: Coyote by Andrew Matthews p. 14 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: FolktaleR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2) Reading Strategy: Read Aloud to Show UnderstandingR.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will understand the nature of written English and the relationships of letters to the sounds of English speech. Building Reading Fluency: Reading Key PhrasesR.3.(12.) Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Elements of Literature: Understand Authors Purpose R.5. Identify the authors purpose in informational texts. Word Study: Use a Thesaurus or Synonym Finder to Find Synonyms R.1 Vocabulary and Syntax in Print: d.Use general dictionaries, specialized dictionaries, thesauruses, or related reference tools to increase learning. (ELA 4.25) Across the Content Areas: Science Learn About Food Chains R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Narrative W.2. Writes a personal or persuasive essay, expressing an attitude or position. (W.2.15)Grammar Focus: Identify Subjects and Verbs in SentencesW.1.Uses standard writing conventions, spelling, and sentence structures when editing. (W.4.7, W.4.8, W.4.9) Punctuation: Periods at the end of Sentences W.4. Uses selected mechanics correctly when editing. (W.4.7a-b) Spelling: Irregular Plural NounsW.4. 5. Use knowledge of correct spelling when editing. (link to ELA 22.8Listening Build Vocabulary: Learn Words for Animal SoundsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes Gr. 912: photosynthesis and cellular respiration: plants, animals, carbon dioxide, oxygen, sugar, ATP SpeakingBuild Vocabulary: Learn Words for Animal SoundsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes Gr. 912: photosynthesis and cellular respiration: plants, animals, carbon dioxide, oxygen, sugar, ATP Chapter 3: Thanksgiving by Miriam Nerlove p. 26Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: PoemR.4. b. Identify forms of poetry (such as ballad, sonnet, heroic couplet). (link to ELA 14.5) Reading Strategy: Describe mental imagesR.4. Reads and understands previously learned specific, technical, and/or abstract words and phrases of grade- level, academic content. (R.1.14) Identifies words that have both literal and figurative meanings. (R.1.15c) Building Reading Fluency: Echo Read AloudR.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will understand the nature of written English and the relationships of letters to the sounds of English speech. Elements of Literature: Identify RhymeR.4. a. Identify a regular beat (rhythm) and/or similarities in sounds among words (rhyming) . (link to ELA 14.1) Word Study: Analyze the Suffix, -fulR.1. b. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Social Studies: Read a MapR.3. a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. WritingFrom Reading to Writing: Write a Narrative About a HolidayW.2. 15.Write a personal or persuasive essay, expressing an attitude or position. (link to ELA 19.26) Grammar Focus: Use Subject PronounsW.4 Recognize types of pronouns (such as reflexive, Uses correct mechanics and spelling when editing. (W.4.7, W.4.8) Capitalization: Holidays and IUses correct mechanics and spelling when editing. (W.4.7, W.4.8)Spelling: Plurals for words ending in -feW.4. b. Apply rules of English for forming irregular plural nouns (such as plurals that do not end in s; adding es, ies, ves to certain singular nouns; nouns that can be either singular or plural). Spelling: To/Two/TooW.4. d. Spell correctly most commonly used homophones (such as there/theyre/their; to/two/too). (ELA 22.6) Listening Build Vocabulary: Learn Words for FoodS.4. Express basic personal needs and information (such as health, food, clothing, weather, recreation) and school-related information, using spoken words and phrases. (FL 1; MELA-O, 2 vocabulary) SpeakingBuild Vocabulary: Learn Words for FoodS.4.Express basic personal needs and information (such as health, food, clothing, weather, recreation) and school-related information, using spoken words and phrases. (FL 1; MELA-O, 2 vocabulary) Chapter 4: Turkish Delight by Hamdiye Celik p. 42Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Personal NarrativeR.2.a. Define the purpose (such as analyzing, informing, entertaining, convincing) of a personal, literary, or persuasive essay. Reading Strategy: Compare Text Events with Your Own ExperiencesR.2. Analyze differences and similarities between personal correspondence in English and in the students first language. (FL 5) Building Reading Fluency: Adjust Your Reading Rate for QuotationsR.3 17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. Elements of Literature: InstructionsR.4 9. Identify and explain how elements of language suggest mood and set tone in a piece of literature. (link to ELA 15) Word Study: Recognize root words and the suffix -ish19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9, 4.18) Across the Content Areas: The Arts: Design a Turkish RugR.3 14 Identify elements of an informational text and support interpretations with evidence from the text.WritingFrom Reading to Writing: Write a Personal NarrativeW.2 17 Write a well-organized story or script with explicit or implicit theme(s) and with details that contribute to mood or tone. (link to ELA 19.24) Grammar Focus: Use the Verb To Be with Complements W.3 c. Identify parallelism and the repetition of grammatical form in words, phrases, or clauses, in the writing of other authors and in original writing. (link to ELA 5.28) Capitalization: Towns, cities, and countriesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writingSpelling: Abbreviations of Measurements W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writingListening Build Vocabulary: Identify Words that Show TimeS.1 Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects. (FL 2) SpeakingBuild Vocabulary: Identify Words that Show Time S.1 Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects. (FL 2) Chapter 5: Sadako and the Thousand Paper Cranes by Eleanor Coerr p. 54Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Novel Based on a True StoryR.1 5.Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Identify Cause and EffectR.1cause/effect: since, on account of, due to, for this reason, therefore, Thus(link to ELA 8.21, 13.20) Elements of Literature: Understand CharacterizationR.4 Identify and explain key elements of characterization in dramatic literature (such as motivation, action, thought development). (link to ELA 17.5) Building Reading Fluency: Adjust Your Reading Rate for QuotationsR.3 17.Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. Word Study: Recognize Adjectives Ending in -edR.1 a. Identify the reference word from its referent within a paragraph (such as nouns from pronouns or demonstrative adjectives). Across the Content Areas: Math-Learn Geometric Shapes and Vocabulary S.3 31. Demonstrate comprehension of oral word problems on math content. WritingFrom Reading to Writing: Write a Fictional NarrativeW.2 17.Write a well-organized story or script with explicit or implicit theme(s) and with details that contribute to mood or tone. (link to ELA 19.24)Grammar Focus: Recognize Possessive NounsW.2 Recognize types of pronouns (such as reflexive, possessive) and their functions in context. Capitalization: Titles W.2 Recognizes that features of written English convey meaning (e.g., capital letters, punctuation). (R.2.9) repetition in poems. (R.4.4b) genres of literature and forms of informational texts. (R.4.1a, R.5.1a) Punctuation: Apostrophes with contractionsIdentify the structures and functions of contractions. (link to ELA 5.4) Spelling: Adverbs ending in lyIdentify noun, adjectival, and adverbial phrases. (ELA 5.24) Listening Build Vocabulary: Identify Words about SettingS.1 Demonstrate comprehension in a variety of settings of specific, technical, and/or abstract words and phrases of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8) SpeakingBuild Vocabulary: Identify Words about SettingS.1 Demonstrate comprehension in a variety of settings of specific, technical, and/or abstract words and phrases of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Personal Narrative About a Trip p. 70W.1 a. Select an organizational approach (such as most important information first to last) to emphasize important information in a writing task. (link to ELA 23.14) Projects: Create a Poster about a New TraditionW.1 b. Compare organizational approaches in English with those of other cultures. (link to FL 5.17) Listening Viewing Workshop: View and Think, Compare and Contrast Cultures p. 69S.1 17.Compare personal experiences and perspectives with those of other cultures. (FL 6.4) SpeakingListening and Speaking Workshop: Present a Narrative About Your Favorite Holiday p. 68S.4 7. Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation. (ELA 3.4) Projects: Give a Cross-Cultural PresentationS.4 17.Compare personal experiences and perspectives with those of other cultures. (FL 6.4) S.2 Identify and describe differing behavior norms of various communities (such as peers, family, neighborhood, region). (link to FL 4.14)   Chapter 1: Here is the Southwestern Desert by Madeline Dunphy p. 76Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: A PoemR.4 Identify the elements of poetry and analyze how they add to the meaning and enjoyment of a poem. (link to ELA 14) Reading Strategy: Describe ImagesR.3 Identify imagery in a text. (link to ELA 8.33) Elements of Literature: Recognize Free VerseR.4 Identify characteristics specific to common genres of literature (such as poetry, prose, fiction, nonfiction, dramatic literature). Building Reading Fluency: Echo Read AloudR.2 a. Listen to stories read aloud. d. Participate in choral reading. Word Study: Recognize Free VerseR.4 Identify characteristics specific to common genres of literature (such as poetry, prose, fiction, nonfiction, dramatic literature). Across the Content Areas: Science-Learn About Types of ClimateS.3 Demonstrate comprehension of specialized language structures from varied academic content (such as frequent use of the passive voice in science; frequent use of specialized vocabulary to refer to abstract concepts and frequent use of pronouns in history/social science). WritingFrom Reading to Writing: Write a Poem about the EnvironmentW.2 19 Write a poem, using a range of poetic techniques, forms, and figurative language. (ELA 19.25) Grammar Focus: Identify the Simple Present TenseW.4 Identify and correct tense inconsistencies when editing. (link to ELA 5.28) Capitalization: First Word in a SentenceW.4 Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Spelling: Long vowel sounds and the ed suffixW.4 Identify and apply unique spelling patterns for English words (such as dropping e for -ing verbs, as in take/taking; doubling the final consonant for ing verbs, as in run/running). Spelling: Ou sound W.4 Identify and apply unique spelling patterns for English words (such as dropping e for -ing verbs, as in take/taking; doubling the final consonant for ing verbs, as in run/running). Spelling: desert/dessertW.4 Distinguish the meaning of a homophone (such as to/too/two) by identifying the function of the word in its context. (link to ELA 4.16) Listening Build Vocabulary: Use Context to Understand VocabularyS.1 Select the relevant meaning of a word with multiple meanings, using its context. (ELA 4.5) SpeakingBuild Vocabulary: Use Context to Understand VocabularyS.1 Select the relevant meaning of a word with multiple meanings, using its context. (ELA 4.5) Chapter 2: Subway Architect by Patrick Daley p. 92 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: InterviewRespond to factual and inferential questions that are based on (cont.) academic content. Reading Strategy: Distinguish Facts from OpinionsR.5 Distinguish fact from opinion or fiction in informational texts. (ELA 13.11) Elements of Literature: Understand Character MotivationR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18) Building Reading Fluency: Repeated ReadingR.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. (ELA 8, 11)Word Study: Learn About the Prefix Sub-R.1 Identify common prefixes (such as un-, re-, dis-) and use them to determine word meaning. (ELA 4.9) Across the Content Areas: The Arts-Design a MuralClassify previously learned academic content words and phrases into concept-based categories (link to ELA 4.3)WritingFrom Reading to Writing: Write a Personal NarrativeW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify and Punctuate QuestionsW.4 7. Use all writing conventions of standard English when editing. (ELA 22.10Punctuation: Italics for emphasis W.4 Identify and interpret stylistic text features (such as font, italics, marginal notes, bullets). Spelling: Schwa sound and r controlled vowels W.4 a Identify the correct spelling of frequently used sight words and words With personal meaning. (link to ELA 22.2) Spelling: Its vs. ItsW.4 Identify and correct tense inconsistencies when editing. (link to ELA 5.28) Listening Build Vocabulary: Take Notes as You ReadS.3 Take notes (using graphic organizers) while listening for specific information. SpeakingBuild Vocabulary: Take Notes as You ReadTake notes (using graphic organizers) while listening for specific information. Chapter 3: Why the Rooster Crows at Sunrise by Lynette Dyer Vuong p. 106 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: FableR.3 Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2) Reading Strategy: Identify Main Idea and DetailsR.3 Analyze main ideas and supporting details and evidence in texts. (link to ELA 8.22) Elements of Literature: Review Personification R.4 Identify examples of personification in poetry. (link to ELA 14.3)Building Reading Fluency: Read SilentlyR.3 Pause while reading silently to check that information makes sense. Word Study: Learn About Words with Multiple MeaningsS.1 Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence). (ELA 4.5)Across the Content Areas: Science-Learn About ConservationIdentify structures used in academic content areas, such as Science: passive voice, noun phrases, multiple embeddings, if . . . Then structures WritingFrom Reading to Writing: Write a FableW.2 Write a story that contains the basic elements of a story. (link to ELA 19.14) Grammar Focus: Identify Object PronounsDemonstrate comprehension of the use of referents (such as pronouns, demonstrative adjectives) in academic discourse. Punctuation: Quotation Marks for DialogueW.4 Organize information for research reports that include quotations, footnotes or endnotes, and bibliographies. (ELA 19.21) Punctuation: SemicolonsW.4 Use rules for semicolons and colons when editing. (link to ELA 22.9) Listening Build Vocabulary: Understand Words in ContextS.1 Identify signal words in context clues that indicate word meaning by example or definition. (link to ELA 4.17) SpeakingBuild Vocabulary: Understand Words in ContextS.1 Identify signal words in context clues that indicate word meaning by example or definition. (link to ELA 4.17) Chapter 4: Gonzalo by Paul Fleischman p. 118Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Narrative FictionR.4 Use literary structures and elements of traditional literature to describe myths and traditional and classical narratives. (link to ELA 16) Reading Strategy: Draw ConclusionsR.3 Support individual interpretations and conclusions, using evidence from a literary or an informational text. (link to ELA 8) Elements of Literature: Discuss the ThemeR.3 5. Identify theme in a variety of texts. (link to ELA 11) Building Reading Fluency: Audio CD Reading PracticeW.5 Media: Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and emerging technologies. (ELA 26, 27; FL 6, 7) Word Study: Use the DictionaryR.1 Use a bilingual and/or beginning dictionary to determine word meaning. (link to ELA 4.8) Across the Content Areas: R.1 Identify structures used in academic content areasWritingFrom Reading to Writing: Write Narrative FictionW.2 Write a story that contains the basic elements of a story. (link to ELA 19.14) Grammar Focus: Recognize and Use Comparative AdjectivesW.4 Apply knowledge of correct sentence structure and usage when editing. (link to ELA 22.9) Capitalization: Titles of People and books, names of countries, peoples, languagesW.4 Use all writing conventions of standard English when editing. (ELA 22.10) Punctuation: ItalicsSpelling: i before eW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use Word Squares to Remember Meanings S.1 Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA 4.25) Categorize information, using graphic organizers (such as outlines, comparison charts, two-column notes). SpeakingBuild Vocabulary: Use Word Squares to Remember MeaningsS.1 Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA 4.25) Chapter 5: Rain Forest Creatures by Will Osborne and Mary Pope Osborne p. 132 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational TextR.1 Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Outline Information to Understand Reading R.1 Categorize information, using graphic organizers (such as outlines, comparison charts, two-column notes). Elements of Literature: Examine Visual Features R.4 Apply knowledge of general characteristics of a literary genre as a strategy for reading. (link to ELA 10.2) Building Reading Fluency: Adjust Your Reading Rate to ScanR.1 Locate topic words by scanning a text. (link to ELA 13.13) b. Identify topic sentence(s) by scanning a text. (link to ELA 13.13)Word Study: Learn Word OriginsR.1 Identify the origins and meanings of selected English words. (link to FL 5.15; ELA 5.29) Across the Content Areas: Social Studies-Read Pie ChartsR.4 Identify graphic features found in text (such as illustrations, labeled drawings, type size, charts, maps, diagrams). (link to ELA 13.2)WritingFrom Reading to Writing: Write an Informational ReportW.2 15.Write a personal or persuasive essay, expressing an attitude or position. (link to ELA 19.26) Grammar Focus: Identify the Subject and Verb of a Sentence W.4 Apply knowledge of correct sentence structure and usage when editing. (link to ELA 22.9) Punctuation: Exclamation points W.4 Use all writing conventions of standard English when editing. (ELA 22.10) Spelling: Consonant before leW.4 Use standard English spelling when editing. (link to ELA 22.9)Listening Build Vocabulary: Use Text FeaturesS.1 Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) SpeakingBuild Vocabulary: Use Text FeaturesS.1 Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write Rules p. 146W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Projects: Make a Poster of a Special Environment p. 148 W.5 9. Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. (ELA 27.6) -Plan, rehearse, and orally present information in a brief report, using visual cues. (link to FL 3.6) Listening Viewing Workshop: View, Compare, and Contrast-Respond to Media p. 145S.3 Compare and contrast information orally.SpeakingListening and Speaking Workshop: Perform an Interview p. 144S.2 5.Ask and answer concrete questions about familiar content. (FL 1.3) Projects: Prepare and Present a News Report p. 148S.2 Demonstrate comprehension of extended speech (such as news reports on television or radio). (FL 2.17, 2.18) -Identify and analyze cultural perspectives in literature, popular periodicals, music, theater, visual arts, commercials, films, and videos. (link to FL 4.17)   Chapter 1: We Shall Overcome p. 152Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Song LyricsR.1 Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Make InferencesApply knowledge of text structures to comprehend text. (link to ELA 13.8) Elements of Literature: Recognize Repetition R.4 Identify various patterns of repetition.Building Reading Fluency: Adjust Your Reading Rate to MemorizeR.3 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Recognize HomographsR.1 e. Distinguish the meaning of a homophone (such as to/too/two) by iden tifying the function of the word in its context. (link to ELA 4.16) Across the Content Areas: The Arts-Learn About Types of SongsS.1 8. Communicate academic knowledge orally, using specific, technical, and abstract vocabulary of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8WritingFrom Reading to Writing: Write Lyrics for a Song About the Future W.5 19. Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. (ELA 27.6) Grammar Focus: Talk About the Future Using Will and ShallW.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for a particular audience and purpose. (ELA 20, 21, 25) Punctuation: Commas between city and state W.4 g. Use rules for capitalization and commas in dates. (ELA 22.2, 5.3) Listening Build Vocabulary: Learn Words about FreedomS.1 13. Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) SpeakingBuild Vocabulary: Learn Words about FreedomS.1 13. Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) Chapter 2: Zlatas Diary by Zlata Filipovio p. 162Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: DiaryR.1 Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Recognize Sequence of EventsArrange events in sequential order when writing or dictating a personal or familiar experience. (link to ELA 23.1) Elements of Literature: Identify ToneR.3 Interpret a texts mood and tone and support that interpretation with details from the text. (link to ELA 8.24) Building Reading Fluency: Reading SilentlyR. 3 c. Pause while reading silently to check that information makes sense. Word Study: Form ContractionsR.1 b. Identify the structures and functions of contractions. (link to ELA 5.4) Across the Content Areas: Social Studies-Learn the Points of the CompassR.5 17. Use knowledge of graphic features (such as charts, timelines, captions) to determine meaning in text. WritingFrom Reading to Writing: Write Your OpinionW.2 15.Write a personal or persuasive essay, expressing an attitude or position. (link to ELA 19.26) Grammar Focus: Use Verbs with InfinitivesW.4 9.Apply knowledge of correct sentence structure and usage when editing. (link to ELA 22.9) Capitalization: Letter Greetings and ClosingsW.2 12.Write a letter, using appropriate form and degree of formality for its intended audience. (link to ELA 19.18) Punctuation: Commas in DatesW.4 c. Use rules for commas in compound sentences. (link to ELA 5.14) Spelling: There, theyre, their W.4 d.Spell correctly most commonly used homophones (such as there/theyre/their; to/two/too). (ELA 22.6) Listening Build Vocabulary: Find Antonyms in a Thesaurus S.1 14.Demonstrate comprehension of frequently used synonyms and antonyms. (link to ELA 4.6) SpeakingBuild Vocabulary: Find Antonyms in a ThesaurusS. 1 33.Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA 4.25) Chapter 3: The Peach Boy by Suzanne Barchers p. 176 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: PlayR.1 Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Recognize Sequence of EventsR.5 4. Use knowledge of common organizational structure (chronological order) to determine meaning of text. (link to ELA 13.8) Elements of Literature: Recognize Problems and Resolutions R.1 Text Structure: Locate words that indicate text organization, such as those signaling problem/solution: propose, conclude, research shows Building Reading Fluency: Read Aloud to Engage ListenersR.2 13. Use letter-sound knowledge to decode written English. (link to ELA 7.7) Word Study: Form ContractionsR.1 b. Identify the structures and functions of contractions. (link to ELA 5.4) Across the Content Areas: Science-Classify Fruits and VegetablesS.1 6. Classify previously learned words by content themes or topics (such as Gr. 35 science plant structures: roots, leaves, stem, bark; Gr. 912 math patterns: iterative, linear, recursive; Gr. 68 history/social science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1) WritingFrom Reading to Writing: Write a SummaryW.1 9.Generate technical, specific, and/or abstract words or phrases of grade-level content related to a writing task. Concluding or summarizing: as a result, consequently, finally, therefore, to sum up, in short, it follows that, since, in summaryGrammar Focus: Use Compound Sentences With and W.3 a. Identify ways in which sentences can be combined to make writing clearer. (link to ELA 21.4) Punctuation: ColonW.4 a Use rules for semicolons and colons when editing. (link to ELA 22.9) Punctuation: Comma for Direct Address W.4 -7.Use all writing conventions of standard English when editing. (ELA 22.10) Spelling: Silent w before rW.4 a. Identify and correct tense inconsistencies when editing. (link to ELA 5.28)Listening Build Vocabulary: Define Words Related to NatureS.1 Gr. 912: photosynthesis and cellular respiration: plants, animals, carbon dioxide, oxygen, sugar, ATP SpeakingBuild Vocabulary: Define Words Related to NatureS.1 13.Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) Chapter 4: Talking in the New Land by Edite Cunha p. 190 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Personal NarrativeR.1 5.Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Analyze Cause and EffectR.1 c. Identify signal words in contrast and cause/effect clues to determine the meanings of unfamiliar words. (link to ELA 4.20) Elements of Literature: Analyze Characters R.4 b. Identify and compare qualities of the main characters in a text. (link to ELA 12.4) Building Reading Fluency: Rapid Word RecognitionR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Learn the Prefix Dis-R.1 19.Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9) Across the Content Areas: Language Arts-Learn About Graphic Features R.1 a. Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link to ELA 13.2) WritingFrom Reading to Writing: Write to Solve a ProblemW.2.7bWrites personal interpretation of a literary text that includes a topic statement, supporting details from the text, and a conclusion. Grammar Focus: Use Could and Couldnt W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Family Members NamesW.4 f. Use rules for capitalization for names and places. Punctuation: Italics for words from other languagesW.4 c. Compare writing conventions of English with writing conventions of the students first language. (FL 5) Spelling: Silent gh before tW.4 8. Use standard English spelling when editing. (link to ELA 22.9) Spelling: Abbreviations of addressesb. Recognize common abbreviations (such as Jan., Ms., St., Tues., lb.).Listening Build Vocabulary: Use Synonyms to Find MeaningS.1 14.Demonstrate comprehension of frequently used synonyms and antonyms. (link to ELA 4.6) SpeakingBuild Vocabulary: Use Synonyms to Find MeaningS.1 14.Demonstrate comprehension of frequently used synonyms and antonyms. (link to ELA 4.6) Chapter 5: Plain Talk About Handling Stress by Louis E. Kopolow, M.D. p. 206 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational TextR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) Reading Strategy: Identify Main Idea and DetailsR.3 1. Identify main idea(s) or important information in a literary or an informational text. (link to FL 2.8, 2.12; ELA 8.2, 8.10) Elements of Literature: Use Headings to Find InformationR.5 a. Identify common text features (such as title, headings, captions, pronunciation guide, key words, glossary, table of contents) as sources of information in a text. (link to ELA 13.1) Building Reading Fluency: Adjust Your Reading Rate to ScanR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Locate Meanings, Pronunciations, and Origins of WordsR.2 a. Identify the origins and meanings of selected English words. (link to FL 5.15; ELA 5.29) Across the Content Areas: Language Arts: Learn Difference Meanings of ConflictR.4 21.Describe conflicts in points of view within and among cultures, as reflected in informational or expository text, and discuss how proposed resolutions reflect cultural and individual perspectives. (link to FL 4.22) WritingFrom Reading to Writing: Write an Informational Text W.2 7.Write a paragraph that provides information and includes a topic statement, supporting details, and a conclusion. (link to ELA 19.17) Grammar Focus: Recognize Complex Sentences with If38.Construct original oral statements, using basic and complex sentence structures. Capitalization: HeadingsW.4 g. Use rules for capitalization and commas in dates. (ELA 22.2, 5.3) Punctuation: Colon to Introduce a ListW.4 a. Use rules for semicolons and colons when editing. (link to ELA 22.9) Punctuation: Quotation MarksW.4 Uses selected mechanics correctly when editing writing (e.g., apostrophe, comma, quotation marks, paragraph indentation). Spelling: Ph-/f/ and silent pW.4 5.Use knowledge of correct spelling when editing. (link to ELA 22.8) Listening Build Vocabulary: Learn Words Related to Stress in ContextS.1 4. Express basic personal needs and information (such as health, food, clothing, weather, recreation) and school-related information, using spoken words and phrases. S.3 : 36. Demonstrate comprehension of specific information heard in an academic context. SpeakingBuild Vocabulary: Learn Words Related to Stress in ContextS.1 4. Express basic personal needs and information (such as health, food, clothing, weather, recreation) and school-related information, using spoken words and phrases. S.3 : 36. Demonstrate comprehension of specific information heard in an academic context. Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Responding to Literature-Write a Review of Literature p. 224W.2 9.Write a personal interpretation of literary text that includes a topic statement, supporting details from the literature, and a conclusion. (ELA 19.22) Projects: Create a Storyboard p. 226a.Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. Listening Viewing Workshop: View, Compare, and Contrast-Learn About the Civil Rights Movement p. 223S.6 67.Compare, contrast, and exchange opinions in discussions on issues that are of contemporary or historical interest and represent a variety of cultural perspectives. (link to FL 6.10) SpeakingListening and Speaking Workshop: Literary Response-Report Your Favorite Selection p. 222S.4 16.Present an organized oral interpretation of a literary text, film, or dramatic TO production. (ELA 3.10) Projects: Present a Radio Program p. 22616.Present an organized oral interpretation of a literary text, film, or dramatic TO production. (ELA 3.10)   Chapter 1: Ballard of Mulan p. 230 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: LegendR.1 19.Identify words, phrases, and sentences in extended text that signal text organization and transitions. (link to ELA 13.20Reading Strategy: Make PredictionsR.3 b. Make predictions about important information before reading an informational text, using prior knowledge, text features, and visual cues. (link to ELA 8.4, 13) Elements of Literature: Determine Main and Minor CharactersR.4 c. Explain how qualities of the main characters of a text influence the resolution of the conflict. (link to ELA 12.4Building Reading Fluency: Repeated ReadingR.3 b. Identify and apply reading rate to match the readers purpose in reading a given textWord Study: Use the Suffix ly to Form Adverbs 19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9, 4.18)Across the Content Areas: Social Studies: Use Map Features to Read a MapR.5 a. Identify graphic features found in text (such as illustrations, labeled drawings, type size, charts, maps, diagrams). (link to ELA 13.2WritingFrom Reading to Writing: Write a Legend W.5 11.Write a story with well-developed characters, setting, dialogue, and conflict and resolution that includes sufficient descriptive detail. (ELA 19.19)Grammar Focus: Use Prepositional PhrasesW.3 3. Identify correct sentence structure and usage when editing simple sentences. (link to ELA 5.7Punctuation: Italics, hyphen, and exclamation points a. Identify and interpret stylistic text features (such as font, italics, marginal notes, bullets). Spelling: Silent k in kn W.4 c. Use correct spelling of high frequency words, whether regularly or irregularly spelled. (ELA 7.4) Listening Build Vocabulary: Evaluate Your Understanding of Words S.1 17. Classify previously learned academic content words and phrases into concept-based categories (link to ELA 4.3) SpeakingBuild Vocabulary: Evaluate Your Understanding of WordsS.1 17. Classify previously learned academic content words and phrases into concept-based categories (link to ELA 4.3) Chapter 2: Roberto Clemente p. 242Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: BiographyR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Use Chronological Order to Recall and Locate InformationR.3 a. Identify words and phrases that signal chronology in a text (such as after, finally)Elements of Literature: Recognize Third-Person Point of ViewR.5 d. Identify academic writers use of diction and syntax (such as fewer contractions and personal pronouns, increased use of qualifying words and phrases AND passive forms of verbs). Building Reading Fluency: Reading Chunks of WordsR.2 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Understand the Prefix un-R.2 19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9, 4.18) Across the Content Areas: Science-Learn about EarthquakesR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13)WritingFrom Reading to Writing: Write a BiographyW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1)Grammar Focus: Identify Prepositional Phrases W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5)Spelling: Abbreviations b. Recognize common abbreviations (such as Jan., Ms., St., Tues., lb.).Listening Build Vocabulary: Recognize Baseball TermsS.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) SpeakingBuild Vocabulary: Recognize Baseball TermsS.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) Chapter 3: Nelson Mandela by Jack L. Roberts, and The Inaugural Address, May 10, 1994 by Nelson Mandela p. 253Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Biography and SpeechR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) Reading Strategy: Draw Inferences22. Make predictions or inferences based on a story or information that has been heardElements of Literature: Analyze Style in SpeechR.4 a. Identify words that appeal to the senses in language and literature that is heard. (link to ELA 15.1) Building Reading Fluency: Echo Read AloudR.2 a. Listen to stories read alouWord Study: Identify Suffix ion R.2 19.Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9, 4.18)Across the Content Areas: Social Studies-Read a TimelineR.5 a. Locate and identify graphic features in text (such as charts, maps, timelines, tables, diagrams, captions, illustrations). (link to ELA 13.14WritingFrom Reading to Writing: Write a Persuasive SpeechW.1 a. Identify the audience for and purpose of (such as narrating, describing, persuading, explaining) a writing task. (link to ELA 20.3)Grammar Focus: Recognize Commands with LetS.2 16. Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. Punctuation: Hyphens in Numbers W.4 b. Use rules for hyphens when editing. (link to ELA 22.9)Punctuation: Ellipses R.1 b. Discuss examples of ellipsis and structural omission within text (such as He went out, (he) looked around, and (he) came back in again).Spelling: Ew for long /u/W.4 c. Use correct spelling of high frequency words, whether regularly or irregularly spelled. (ELA 7.4)Listening Build Vocabulary: Infer Meanings for Homonyms S.1 12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence). (ELA 4.5)SpeakingBuild Vocabulary: Infer Meanings for Homonyms S.1 12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence). (ELA 4.5)Chapter 4: My Father is a Simple Man by Luis Omar Salinas, and Growing Up by Liz Ann Baez Aguilar p. 266Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: PoemR.4 a. Identify graphic elements (such as capital letters, line length, word position) that contribute to meaning in a poem. (link to ELA 14.4Reading Strategy: Compare and ContrastR.1 c. Identify signal words in contrast and cause/effect clues to determine the meanings of unfamiliar words. (link to ELA 4.20) Elements of Literature: Recognize Imagery R.2 a.Identify imagery in a text. (link to ELA 8.33)Building Reading Fluency: Audio CD Reading PracticeMedia: Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and emerging technologies. (ELA 26, 27; FL 6, 7)Word Study: Identify the Suffix er R.1 b. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Social Studies-Read Advertisements for JobsW.2 a. Write a job application letter that includes information on previous relevant experience and interestsWritingFrom Reading to Writing: Write a PoemW.2 13. Write a poem, using poetic techniques, figurative speech, and graphic elements to contribute to its meaning. (ELA 19.20)Grammar Focus: Recognize Reported SpeechW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5)Punctuation: Commas to Separate Dependent Adjective ClausesW.4 4. Use knowledge of correct mechanics when editing. c. Explain how parallelism in a text (the repetition of grammatical form in words, phrases, or clauses) accomplishes an authors purpose. (link to ELA 5.28 (link to ELA 5.14)Spelling: Silent t before chW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5)Spelling: Ui for the long /u/ sound, ch for the /k/ sound W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5)Listening Build Vocabulary: Use Word Squares to Remember MeaningS.2 a. Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link to ELA 13.2)SpeakingBuild Vocabulary: Use Word Squares to Remember Meaning S.2 Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link to ELA 13.2)Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Biography p. 282 W.1 a. Identify the audience for and purpose of (such as narrating, describing, persuading, explaining) a writing task. (link to ELA 20.3) Projects: Be a Hero p. 284 a. Participate in small-group work to plan and complete a research projectListening Viewing Workshop: View and Think: Compare and Contrast Biographies p. 281S.2 21.Compare and contrast information orallySpeakingListening and Speaking Workshop: Give a Descriptive Presentation p. 280 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.Projects: Interviews About Heroes p. 284S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.  Chapter 1: Eye to Eye by Sylvia Earle p. 288Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Personal NarrativeR.4 12. Use literary structures and elements of traditional literature to describe myths and traditional and classical narratives. (link to ELA 16Reading Strategy: Draw ConclusionsR.3 4. Support individual interpretations and conclusions, using evidence from a literary or an informational text. (link to ELA 8)Building Reading Fluency: Read SilentlyR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposeElements of Literature: Analyze Figurative LanguageR.1 c. Identify words and phrases that have both literal and figurative meanings. (link to ELA 4.23)Word Study: Recognize Compound Adjectives 4. Apply knowledge of the basic parts of speech (noun, verb, adjective, adverb) and simple sentence structures to comprehend text. (link to ELA 5.7) Across the Content Areas: Science-Identify Types of Scientists 6. Classify previously learned words by content themes or topics (such Gr. 912 math patterns: iterative, linear, recursive; Gr. 68 history/social science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1WritingFrom Reading to Writing: Write a Personal NarrativeW.2 a. Write short accounts of personal or familiar experiences, including academic topics. Grammar Focus: Recognize and Use the Simple Past TenseW.4 a. Identify and correct tense inconsistencies when editing. (link to ELA 5.28) Spelling: oa for the long /o/ soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22;Listening Build Vocabulary: Use Context to Identify Correct Homophones e. Distinguish the meaning of a homophone (such as to/too/two) by identifying the function of the word in its contextSpeakingBuild Vocabulary: Use Context to Identify Correct Homophonese. Distinguish the meaning of a homophone (such as to/too/two) by identifying the function of the word in its contextChapter 2: The Fun They Had by Isaac Asimov p. 298 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Science FictionR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Make Inferences from Text EvidenceR.3 d. Provide evidence that an implied theme refers to the main idea of a ext. (link to ELA 11.3) S.1 22. Make predictions or inferences based on a story or information Elements of Literature: Analyze Setting R.3 15. Analyze theme in a literary text, apply this knowledge to interpret the text, and include evidence from the text to support the interpretation. (link to ELA 11) a. Identify characteristics of the literary period or historical setting of a text. Building Reading Fluency: Rapid Word Recognition R.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposesWord Study: Use the Latin Root Words to Find Meaning R.1 c. Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21) Across the Content Areas: Science-Define Internet Terms R.1 c. Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21) WritingFrom Reading to Writing: Write an Ending to a Science Fiction Short StoryW.1 a. Identify the audience for and purpose of (such as narrating, describing, persuading, explaining) a writing task. (link to ELA 20.3Grammar Focus: Use Dependent Clauses with Because History/Social Science: embedded clauses, variety of tense forms to describe temporal relationships within textCapitalization: MonthsW.2 c. Identify graphic elements used in poems (such as capital letters, line length, word position), for reference Spelling: gh for the /f/ soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5Spelling: Silent t and silent lW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5Listening Build Vocabulary: Explore Multiple Meaning WordsS.1 12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence). (ELA 4.5)SpeakingBuild Vocabulary: Explore Multiple Meaning Words S.1 12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence). (ELA 4.5)Chapter 3: Using the Scientific Method by Stephen Kramer p. 312 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational TextR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Recognize Cause and Effect Relationships R.3 8. Summarize important ideas from a text and represent the relationships between or among them. (link to ELA 8.22) Elements of Literature: Recognize the Style of Direct AddressR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14, Building Reading Fluency: Read Aloud to Engage ListenersR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.Word Study: Use Greek Word Origins R.1 c. Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21Across the Content Areas: Science-Compare Planet Orbits 58. Demonstrate comprehension of specialized language structures from varied academic content (such as frequent use of the passive voice in science; frequent use of specialized vocabulary to refer to abstract concepts and frequent use of pronouns in history/social science).WritingFrom Reading to Writing: Write an Information TextW.2 14. Write a research report that supports a thesis statement and uses logical organization. (link to ELA 19.27Grammar Focus: Use Might to Show PossibilityW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Periods for Vertical ListsW.4 7. Use all writing conventions of standard English when editing. (ELA 22.10) Punctuation: Colon for Times W.4 a. Use rules for semicolons and colons when editing. (link to ELA 22.9)Spelling: Qu for the /kw/ soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use a Dictionary to Locate Meanings and Pronounce WordsS.2 63. Employ pronunciation, word stress, and intonation appropriate to communicative intent. (MELA-O, 4 pronunciation SpeakingBuild Vocabulary: Use a Dictionary to Locate Meanings and Pronounce WordsR.3 b. Demonstrate selective use of a dictionary when reading extended textChapter 4: The Solar System p. 326 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational Text R.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Summarize InformationR.4 5. Summarize main ideas and supporting details. (ELA 13.12) Elements of Literature: Explore Graphic Aids R.1 a. Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link to ELA 13.2) Building Reading Fluency: Adjust Your Reading Rate to Scan R.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.Word Study: Recognize Words and Sounds with Spelling ooW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Across the Content Areas: 58. Demonstrate comprehension of specialized language structures from varied academic content WritingFrom Reading to Writing: Outline an Informational Text W.1 a. Outline an introductory paragraph and a concluding paragraph that reflect the needs of an identified audience and purpose of a writing task. (link to ELA 23.10) Grammar Focus: Identify Superlative AdjectivesR.1 a. Identify the reference word from its referent within a paragraph (such as nouns from pronouns or demonstrative adjectives). Capitalization: PlanetsW.4 7. Use all writing conventions of standard English when editing. (ELA 22.10) Punctuation: Apostrophe for PossessionW.4 7. Use all writing conventions of standard English when editing. (ELA 22.10) Spelling: Ea for long /e/ soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Abbreviations for TemperatureW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Irregular Plurals W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use Different Resources to Find MeaningS.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19)SpeakingBuild Vocabulary: Use Different Resources to Find MeaningS.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19)Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Research Report p. 346 W.2 f. Write brief research reports with clear focus and supporting detail. (ELA 19.16)Projects: Explore Sources to Answer Science Questions p. 348 W.2 14. Write a research report that supports a thesis statement and uses logical organization. (link to ELA 19.27)Listening Viewing Workshop: View and Think-Discuss What People Are Exploring p. 345S.2 29. Respond during interpersonal discussions and interactions. (FL 1; MELA-O, 3 fluency)SpeakingListening and Speaking Workshop: Give an Oral Report About Your Community p. 344 S.3 61. Use extended discourse to report information heard in lecture-style presentations. Projects: Give a Presentation About an Explorer p. 348 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7)   Chapter 1: Esperanza Rising by Pam Muniz Ryan p. 352Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: FictionR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13)Reading Strategy: Make InferencesR.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others questions. (ELA 24) Elements of Literature: Analyze Charactersd. Identify and explain key elements of characterization in dramatic literature (such as motivation, action, thought development). (link to ELA 17.5) Building Reading Fluency: Read Silently and AloudR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Distinguish Denotative and Connotative MeaningR.1 c. Select the relevant meaning of a word with multiple meanings, using its context. (ELA 4.5)Across the Content Areas: Social Studies-Learn About Land Forms 6. Classify previously learned words by content themes or topics (such as ; Gr. 912 math patterns: iterative, linear, recursive; Gr. 68 history/social science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1) WritingFrom Reading to Writing: Write a Fiction Story W.1 b. Select the form or genre (such as fiction, nonfiction, poetry, letter, journal, list) appropriate for an intended purpose.Grammar Focus: Identify Possessive Adjectives e. Recognize types of pronouns (such as reflexive, possessive) and their functions in context.Spelling: Silent uW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Understand Words in ContextS.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) SpeakingBuild Vocabulary: Understand Words in ContextS.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) Chapter 2: Honus and Me by Dan Gutman p. 362 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: FictionR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) Reading Strategy: Identify the Main Idea and DetailR.3 1. Identify main idea(s) or important information in a literary or an informational text. (link to FL 2.8, 2.12; ELA 8.2, 8.10) Elements of Literature: Recognize Style, Tone, and Mood R.3 c. Interpret a texts mood and tone and support that interpretation with details from the text. (link to ELA 8.24) Building Reading Fluency: Rapid Word RecognitionR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use a Thesaurus or Synonym FinderS1 33. Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA 4.25)Across the Content Areas: Math-Use Multiplication S.3 31. Demonstrate comprehension of oral word problems on math content. WritingFrom Reading to Writing: Write a Paragraph W.1 a. Outline an introductory paragraph and a concluding paragraph that reflect the needs of an identified audience and purpose of a writing task. (link to ELA 23.10)Grammar Focus: Understand the Past Perfect Tense R.1 History/Social Science: embedded clauses, variety of tense forms to describe temporal relationships within textCapitalization: Names of Public PlacesW.4 e. Use rules for capitalization at the beginning of a sentenceSpelling: Voiced vs. Unvoiced thW.4 c. Correct spelling of misspelled words during editing by comparing words to a list or other sources. Spelling: Abbreviations b. Recognize common abbreviations (such as Jan., Ms., St., Tues., lb.). Spelling: Silent h after wW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Learn Words About EmotionS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Learn Words About Emotion S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 3: The Boy King by Andrea Ross p. 378 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Biography R.4 b. Compare characteristics of various literary genres (such as novel, biography, poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14) Reading Strategy: Identify Cause and EffectR.1 d. Identify and use contrast and cause/effect context clues in text to determine the meanings of unfamiliar words. (link to ELA 4.20)Elements of Literature: Discuss Themes Across Cultures R.4 a. Describe significant characters in traditional literature from various cultures. (link to ELA 16.6) Building Reading Fluency: Repeated ReadingR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Recognize the Suffix ian 19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-, -tion, -less, -ly). (link to ELA 4.9, 4.18)Across the Content Areas: Social Studies-Identify Symbols R.2 a. Match symbols, pictures, and/or letters with words or ideasWritingFrom Reading to Writing: Write a BiographyW.2 W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Understand Modal Auxiliaries W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Hyphens in Compound Adjectives W.4 b. Use rules for hyphens when editing. (link to ELA 22.9)Spelling: Open and Closed Syllables b. Apply knowledge of letter patterns to identify syllables. (ELA 7.7)Listening Build Vocabulary: Look up Syllables and Meanings of Words S.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19) SpeakingBuild Vocabulary: Look up Syllables and Meanings of WordsS.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19) Chapter 4: It Could Still Be a Robot by Allan Fowler and High-Tech Helping Hands by Jane McGoldrick p. 390 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational Text R.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Paraphrase to Recall Ideas R.3 c. Paraphrase periodically in order to check comprehension of a text. Elements of Literature: Analyze Text Evidence R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. (ELA 8, 11) Building Reading Fluency: Reading Chunks of Words R.4 17.Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. Word Study: Learn Adverbs for Frequency R.1 4. Apply knowledge of the basic parts of speech (noun, verb, adjective, adverb) and simple sentence structures to comprehend text. (link to ELA 5.7) Across the Content Areas: Science-Read an FAQ Web Page R.3 a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. WritingFrom Reading to Writing: Write a Persuasive Essay R.5 8. Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook chapters). (link to ELA 10.3) Grammar Focus: Use Adverbs of Frequency R.1 c. Identify the four basic parts of speech (noun, verb, adjective, adverb) in text. (ELA 5.6) Punctuation: DashR.1 a. Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Spelling: Oi vowel sound W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Syllable Boundary PatternsR.2 e. Demonstrate knowledge of long- and short-vowel patterns, using recognizable words. (link to ELA 7.5) Listening Build Vocabulary: Distinguish Denotative and Connotative Meaning S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6) SpeakingBuild Vocabulary: Distinguish Denotative and Connotative MeaningS.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Persuasive Letter to the Editor p. 406W.2 a. Define the purpose (such as analyzing, informing, entertaining, convincing) of a personal, literary, or persuasive essay. Projects: Make an Advertisement of a Robot p. 40846. Demonstrate comprehension of extended speech (such as news reports on television or radio). (FL 2.17, 2.18) Listening Viewing Workshop: View and Think-Compare Presentations of Technology p. 405 S.1 41. Compare aspects or features of various cultural communities (as presented in print, visual arts, films, and videos). (link to FL 4.10) SpeakingListening and Speaking Workshop: Give a Persuasive Speech p. 405 S.1 46. Demonstrate comprehension of extended speech (such as news reports on television or radio). (FL 2.17, 2.18) Projects: Tell a Story About Your Culture p. 408 S.2 17.Compare personal experiences and perspectives with those of other cultures. (FL 6.4)   Chapter 1: The Race by Jennifer Trujillo and The Camel Dance by Arnold Lobel p. 2Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Poem and FableR.3 a. Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2) Reading Strategy: Make Inferences22. Make predictions or inferences based on a story or information that has been heard. Elements of Literature: Distinguish Sounds of Rhyming Words R.4 .Compare and contrast sounds (rhythm, rhyme) in poetry. (link to FL 5.8) Building Reading Fluency: Reading Key PhrasesR.1 .Identify words and phrases that introduce ideas in a paragraph (such as to begin with, for example). Word Study: Analyze the Suffix er a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Science: Classify Animals R.4 2. Classify spoken or written words as belonging to sense categories (such as visual, auditory, tactile) when found in literary texts. (link to ELA 15.1) WritingFrom Reading to Writing: Write a PoemW.2 13Write a poem, using poetic techniques, figurative speech, and graphic elements to contribute to its meaning. (ELA 19.20)Grammar Focus: Study Past Tense VerbsR.1 c. Identify verb phrases and verb tenses in sentences. (ELA 5.11) Capitalization: Names W.1 f. Use rules for capitalization for names and places. Spelling: Plurals NounsW.4 c Correct spelling of misspelled words during editing by comparing words to a list or other sources. Listening Build Vocabulary: Find Synonyms Using a Referenced. Use general dictionaries, specialized dictionaries, thesauruses, or related reference tools to increase learning. (ELA 4.25) SpeakingBuild Vocabulary: Find Synonyms Using a Referenced. Use general dictionaries, specialized dictionaries, thesauruses, or related reference tools to increase learning. (ELA 4.25) Chapter 2: Hatchet by Gary Paulsen p. 14 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Realistic Adventure Fiction R.3 b. Relate fiction and nonfiction texts to personal experience and background knowledge. (link to ELA 11.1; FL 2.10) Reading Strategy: Identify Cause and Effect d. Identify and use contrast and cause/effect context clues in text to deter mine the meanings of unfamiliar words. (link to ELA 4.20) Elements of Literature: Use Figurative LanguageR.1 c. Identify words and phrases that have both literal and figurative meanings. (link to ELA 4.23Building Reading Fluency: Reading ChunksR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Understand Compound WordsR.1 c. Demonstrate comprehension of compound words made of familiar words (such as snowman, daydream). (link to ELA 4.7) Across the Content Areas: Science-learn About Combustion 13.Demonstrate understanding of academic content words and phrases in selected concept-based categories. (link to ELA 4.3) WritingFrom Reading to Writing: Write a Realistic Adventure StoryW.2 4.Write a story that has a beginning, middle, and end. (link to ELA 19.5) Grammar Focus: Use the Past Tense of the Verb BeW.4 a.Edit simple sentences for correct subject and verb agreement. Punctuation: Periods at the End of SentencesW.4 7.Use all writing conventions of standard English when editing. (ELA 22.10) Punctuation: Quotation Marks for Direct Quotesb. Use rules for quotation marks when editing writing. (link to ELA 5.14) Spelling: R- Controlled Vowels5.Use knowledge of correct spelling when editing. (link to ELA 22.8) Listening Build Vocabulary: Use ContextS.3 52.Demonstrate comprehension of inferential or abstract questions that are based on academic content. SpeakingBuild Vocabulary: Use ContextS.3 52.Demonstrate comprehension of inferential or abstract questions that are based on academic content. Chapter 3: Antarctic Adventure by Meredith Hooper p. 28 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Historical FictionR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: PredictR.3 .Make predictions about main ideas before reading a story, using prior knowledge and visual cues. (link to ELA 8.1) Elements of Literature: Identify Personification R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14, Building Reading Fluency: Rapid Word Recognition R.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use AdverbsR.1 4. Apply knowledge of the basic parts of speech (noun, verb, adjective, adverb) and simple sentence structures to comprehend text. (link to ELA 5.7) Across the Content Areas: Social Studies: Learn About Bodies of Land and WaterR.3 a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. Writing From Reading to Writing: Write a Historical NovelW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use And to Join Words and Sentences W.3 a.Identify ways in which sentences can be combined to make writing clearer. (link to ELA 21.4)Capitalization: Days of the Week and Months of the Year.Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Spelling: AbbreviationsW.4 5.Use knowledge of correct spelling when editing. (link to ELA 22.8) Listening Build Vocabulary: Identify Words About ShipsS.3Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) SpeakingBuild Vocabulary: Identify Words About ShipsS.3Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5) Chapter 4: Yang the Youngest by Lensey Namioka p. 40Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: First-Person NarrativeR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Compare a Reading with Your Experiences (Make Connections)R.2 10.Identify, compare, and provide examples of the linguistic features (such as orthography, words and word parts, sounds related to print) of English and other languages in print. (link to FL 5.4) Elements of Literature: Analyze CharactersR.3 . Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. Building Reading Fluency: Adjusting Reading RateR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Define Words with a Latin RootR.1 . Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21) Across the Content Areas: social Studies-Learn the Meanings of CultureS. 18. Compare aspects of cultures, appropriate to age. (link to FL 6.5) WritingFrom Reading to Writing: Write a First-Person Narrative W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Study Complex with Dependent Clausesc.Explain how parallelism in a text (the repetition of grammatical form in words, phrases, or clauses) accomplishes an authors purpose. (link to ELA 5.28) Capitalization: Countries and Languagesf. Use rules for capitalization for names and places. Punctuation: Apostrophes in Contractionsa. Use rules for apostrophes when editing writing. (link to ELA 5.14) Spelling: Use the Sound /au/W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Identify Homonyms e. Distinguish the meaning of a homophone (such as to/too/two) by iden tifying the function of the word in its context. (link to ELA 4.16)SpeakingBuild Vocabulary: Identify Homonyms e. Distinguish the meaning of a homophone (such as to/too/two) by iden tifying the function of the word in its context. (link to ELA 4.16)Chapter 5: The Scholarship Jacket by Marta Salinas p. 54 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Short Story5.Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Find the Main Idea and Details33. Identify details that support a main idea in a literary or informational text that is heard. (link to ELA 8.14) Elements of Literature: Analyze Character Motivation7. Identify the characters and setting of a story that is heard. (link to ELA 12.1) Building Reading Fluency: Reading Chunks of Words SilentlyR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Identify Root Wordsc.Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21) Across the Content Areas: Science-Learn About Nutrition51. Explain the thinking processes used (such as solving math story problems, using the scientific process) in academic content areas. WritingFrom Reading to Writing: Write a Short StoryW.2 8. Write a multi-paragraph composition with clear topic development, logical organization, and effective use of detail. (link to ELA 19.23) Grammar Focus: Use Could and Couldnt for Past Ability Identify verb phrases and verb tenses in sentences. (ELA 5.11) Punctuation: Commas in AppositivesW.4 g. Use rules for capitalization and commas in dates. (ELA 22.2, 5.3) Punctuation: Use of Ellipses for Omitted Textb. Discuss examples of ellipsis and structural omission within text Spelling: Words with the Long e SoundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Words Ending with the Sound /k/W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Words Ending with l or -llW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Learn Words about EmotionsS.2Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6) SpeakingBuild Vocabulary: Learn Words about EmotionsS.2Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write to Narrate-Tell How Someone Faced a Challenge p. 74W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Projects: Create a Poster About Meeting Challenges p. 762.Plan, rehearse, and orally present information in a brief report, using visual cues. (link to FL 3.6) Listening Viewing Workshop: Compare and Contrast-Electronic Media with Written stories p. 73c. Identify specific, topic-related information in resources, using indexes, tables of contents, and electronic search key words. SpeakingListening and Speaking Workshop: Make a Speech-News Report p. 72S.3 61.Use extended discourse to report information heard in lecture-style presentations. Projects: Write a Magazine or a Web Article p. 76b. Write to compare, contrast, and analyze articles on a given topic in newspapers, journals, television, and radio broadcasts. (FL 5.13)   Chapter 1: Why do Leaves Change Color in the Fall? From the World Wide Web p. 80Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Scientific Informational Text5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Make InferencesMake predictions or inferences based on a story or information that has been heard. Elements of Literature: Identify Flashbacks R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 0,11, 12, 14, Building Reading Fluency: Repeated Reading R. 2. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use Punctuation in Context- ph8. Use standard English spelling when editing. (link to ELA 22.9) Across the Content Areas: Science-Learn About TreesR.5Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Scientific Informational TextW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify and Use the Simple Present Tense W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Use ch for /k/ sound W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Use c for /s/ soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use a Word WheelS.1 3. Demonstrate comprehension of vocabulary essential for grade-level content learning, using pictures, actions, and/or objects. (link to FL 7) SpeakingBuild Vocabulary: Use a Word WheelS.1 3. Demonstrate comprehension of vocabulary essential for grade-level content learning, using pictures, actions, and/or objects. (link to FL 7) Chapter 2: Elizabeths Diary by Patricia Hermes p. 92 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Historical Fiction Diary R.1 . Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: SummarizeR.3 8. Summarize important ideas from a text and represent the relationships between or among them. (link to ELA 8.22) Elements of Literature: Identify FlashbackR.4Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18) Building Reading Fluency: Rapid Word Recognition12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Understand the Suffix -tyR.1 a. Use knowledge of prefixes and suffixes to determine word meaning. (lik to LA 4.Across the Content Areas: Language Arts-Understand Genres of Literature R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10 11, 12, 14, 15, 16, 17, 18) WritingFrom Reading to Writing: Write a Diary Entry W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use the Future Tense with WillW.4 a.Identify and correct tense inconsistencies when editing. (link to ELA 5.28) Punctuation: Hyphens in Numbers b. Use rules for hyphens when editing. (link to ELA 22.9Listening Build Vocabulary: Use Varied Word ChoicesW.3Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for a particular audience and purpose. (ELA 20, 21, 25) SpeakingBuild Vocabulary: Use Varied Word ChoicesW.3Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for a particular audience and purpose. (ELA 20, 21, 25) Chapter 3: And Now Miguel by Joseph Krumgold p. 102 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Play5.Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Determine the Sequence of EventsR.4 1. Apply knowledge of general characteristics of a literary genre as a strategy for reading. (link to ELA 10.2) Elements of Literature: Understand Scenes in a PlayR.4 a. Identify characteristics specific to common genres of literature (such as poetry, prose, fiction, nonfiction, dramatic literature). Building Reading Fluency: Adjust Your Reading Rate12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Contrast Its and Its R.1 c. Identify signal words in contrast and cause/effect clues to determine the meanings of unfamiliar words. (link to ELA 4.20) Across the Content Areas: Social Studies-Understand State FlagsR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write Dialogue for a Scene in a PlayW.2 a.Identify and describe elements of a story (such as characters, dialogue, setting, plot, conflict, resolution). (FL 3.10; ELA 19.14) Grammar Focus: Identify and Use the Future Conditional W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Place NamesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Question MarksW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Silent bW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Silent ghW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use the LINK StrategyS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Use the LINK StrategyS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 4: Tuck Triumphant by Theodore Taylor p. 118Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Realistic FictionR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10,)Reading Strategy: Draw ConclusionsR.1 e. Identify words and phrases that indicate a conclusion in a paragraph (such as finally, in short). Elements of Literature: Recognize Style in a First-Person Narrative R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11)Building Reading Fluency: Choral Read AloudR.2 Read in English: Using the foundations of oral language and previous reading experience, students will understand the nature of written English and the relationships of letters to the sounds of English speech. (ELA 7; FL 5) Word Study: Use the Suffix -lessR.1 a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Social Studies-Learn About FamiliesR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Realistic StoryW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use Adjectives before NounsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Apostrophes for PossessionW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Use the Prefix dis-W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Adverbs with the Suffix -lyW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Identify Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Identify Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 5: The Journal of Jesse Smoke by Joseph Bruchac and Ancient Ways by Elvania Toledo p. 132 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Historical Fiction Journal R.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Understand the Sequence of EventsR. 5 a.Locate and identify graphic features in text (such as charts, maps, timelines, tables, diagrams, captions, illustrations). (link to ELA 13.14) Elements of Literature: Understand Metaphors R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres.Building Reading Fluency: Read to MemorizeR.3 17.Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. Word Study: Use the Suffix -nessR.1 a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21)Across the Content Areas: Math-Use Rank OrderW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) WritingFrom Reading to Writing: Write a PoemW.4 6Write a short poem that contains simple sensory details. (link to ELA 19.10) Grammar Focus: Use the Present Continuous TenseW.1 c. Identify verb phrases and verb tenses in sentences. (ELA 5.11) Spelling: Use the ie or eiW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Silent lW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Words with Sound /aw/W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Find Root WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Find Root WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write to Persuade-Write a Letter to the Editor p. 148W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Projects: Write a Magazine Article about a Historical Site W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Listening Viewing Workshop: Analyze Film or Video: Tell How a Scene Is Effective p. 147S.2 41.Compare aspects or features of various cultural communities (as presented in print, visual arts, films, and videos). (link to FL 4.10) SpeakingListening and Speaking Workshop: Interview and Report p. 146S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7) Projects: Research Life in the United States Since the Colonial Period p. 150 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7)   Chapter 1: Life Doesnt Frighten Me by Maya Angelou p. 154 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: PoemR.4 Identify a regular beat (rhythm) and/or similarities in sounds among words (rhyming) in poems. (link to ELA 14.1) Reading Strategy: Use Images to Understand and Enjoy PoetryR.4 d. Identify sensory images in poems. (link to ELA 14.2) Elements of Literature: Identify Rhyming WordsR.4 a. Identify a regular beat (rhythm) and/or similarities in sounds among words (rhyming) in poems. (link to ELA 14.1) Building Reading Fluency: Echo Read AloudR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Identify ContractionsR.1 b. Identify the structures and functions of contractions. (link to ELA 5.4) Across the Content Areas: Science-Learn About the Respiratory System R.1 4. Read, understand, and spell previously learned specific, technical, and/or abstract words and phrases of grade-level, academic content. WritingFrom Reading to Writing: Write a Poem-About a Feeling W.2 b. Write a poem expressing a personal position on an issue of local importance. Grammar Focus: Use Prepositional PhrasesW.4 9.Apply knowledge of correct sentence structure and usage when editing. (link to ELA 22.9) Capitalization: Titles of PoemsW.4 e. Use rules for capitalization at the beginning of a sentence. Spelling: Its and ItsW.4 a.Identify the correct spelling of frequently used sight words and words with personal meaning. (link to ELA 22.2) Listening Build Vocabulary: Preview New VocabularyS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Preview New VocabularyS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 2: Matthew A. Henson by Wade Hudson p. 166 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Biography R.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Find the Main Idea and Supporting DetailsR.1 a. Make predictions about main ideas before reading a story, using prior knowledge and visual cues. (link to ELA 8.1) Elements of Literature: Recognize Chronological Order and Transitions R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18) Building Reading Fluency: Repeated ReadingR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Recognize Proper NounsR.1 b. Identify forms for regular plural nouns (such as book: books) and irregular plural nouns (such as man: men; child: children). Across the Content Areas: Science-Learn About TemperatureR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Short BiographyW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify Two-Word VerbsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Places and Abbreviations of Names W.4 a .Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Punctuation: Commas in a SeriesW.4 a. Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Listening Build Vocabulary: Learn Synonyms with Reference AidsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Learn Synonyms with Reference AidsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 3: Anne Frank: Diary of a Young Girl by Ann Frank p. 178Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: DiaryR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8)Reading Strategy: Use Chronology to Locate and Recall InformationR.3 .Identify words and phrases that signal chronology in a text (such as after, finally). Elements of Literature: Understand ToneR.3 c. Interpret a texts mood and tone and support that interpretation with details from the text. (link to ELA 8.24) Building Reading Fluency: Reading Chunks of Words SilentlyR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use the Suffix -ion R.1 a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Social Studies-Describe Social groups58.Demonstrate comprehension of specialized language structures from varied academic content (such as frequent use of the passive voice in science; frequent use of specialized vocabulary to refer to abstract concepts and frequent use of pronouns in history/social science). WritingFrom Reading to Writing: Write a DiaryW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use Conjunctions to Form Compound SentencesW.4 c. Use rules for commas in compound sentences. (link to ELA 5.14) d. Identify coordinate conjunctions that connect ideas within a sentence (such as not only . . . but also, either . . . or, yet, for). Capitalization: Opening and Closing a Letter or Diary W.4 e.Use rules for capitalization at the beginning of a sentence. f. Use rules for capitalization for names and places. g.Use rules for capitalization and commas in dates. (ELA 22.2, 5.3) Punctuation: SemicolonsW.4 a.Use rules for semicolons and colons when editing. (link to ELA 22.9) Listening Build Vocabulary: Use ContextS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Use ContextS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) Chapter 4: Lace Armstrong: Champion Cyclist by President George W. Bush p. 190Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: SpeechR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Distinguish Fact From OpinionR.3 f. Distinguish fact from opinion in a text. (ELA 8.17) Elements of Literature: Identify style, Tone, and Mood in a SpeechR.3 c. Interpret a texts mood and tone and support that interpretation with details from the text. (link to ELA 8.24) Building Reading Fluency: Adjust Your Reading RateR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Interpret Figurative LanguageR.1 c. Identify words and phrases that have both literal and figurative meanings. (link to ELA 4.23) Across the Content Areas: Social Studies-Read a Chart R.4 a. Identify graphic features found in text (such as illustrations, labeled drawings, type size, charts, maps, diagrams). (link to ELA 13.2) WritingFrom Reading to Writing: Write a SpeechW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use Superlative AdjectivesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Colons and DashesW.4 a. Use rules for semicolons and colons when editing. (link to ELA 22.9) Spelling: To/two/tooW.4 8. Use standard English spelling when editing. (link to ELA 22.9) Listening Build Vocabulary: Use Multiple Reference AidsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Use Multiple Reference AidsS.1 11.Clarify meanings of words, using beginning and bilingual dictionaries. (link to ELA 4.8) Chapter 5: Earthquake by Huynh Quang Nhuong p. 202 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: MemoirR.5 8. Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook chapters). (link to ELA 10.3) Reading Strategy: Draw Conclusions and Give Support 64. Support a conclusion or finding by stating facts or logical reasons. Elements of Literature: Recognize ForeshadowingR.4 g. Critique works of fiction for their effectiveness in using elements of fiction such as point-of-view, foreshadowing, and irony. Building Reading Fluency: Rapid Word RecognitionR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Form Compound WordsR.1 c. Demonstrate comprehension of compound words made of familiar words (such as snowman, daydream). (link to ELA 4.7) Across the Content Areas: Social Studies-Read a MapR.3 a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. WritingFrom Reading to Writing: Write a MemoirW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify Pronoun Referentsa. Identify and correct pronoun references when editing. (link to ELA 22.8) Spelling: PluralsW.4 b. Apply rules of English for forming irregular plural nouns (such as plurals that do not end in s; adding es, ies, ves to certain singular nouns; nouns that can be either singular or plural). Spelling: Adding ed and Doubling Consonants R.2 Identify and apply unique spelling patterns for English words (such as dropping e for -ing verbs, as in take/taking; doubling the final consonant for ing verbs, as in run/running). Spelling: Past Tense of Words Ending in -yW.4 a. Identify and correct tense inconsistencies when editing. (link to ELA 5.28) Listening Build Vocabulary: Use the Dictionaryb. Demonstrate selective use of a dictionary when reading extended text. SpeakingBuild Vocabulary: Use the Dictionaryb. Demonstrate selective use of a dictionary when reading extended text. Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Response to Literature p. 218W.2 3.Write a brief response to a literary text or an explanation of an informational text, using evidence from the text as support. (link to ELA 19.12) Projects: Design a Web Page or an Art Exhibit p. 220W.4 -2.Select and use appropriate applications for a variety of classroom projects, including database, spreadsheet, web browser, and word processing. (FL Appendix J) Listening Viewing Workshop: Compare and Contrast Visual and Electronic Media with Written Stories-Compare Points of View p. 217W.5- 19.Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. (ELA 27.6) SpeakingListening and Speaking Workshop: Present a Biographical Narrative p. 216b. Compare characteristics of various literary genres (such as novel, biography, poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14) Projects: Give a Speech p. 220S.4-Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6)   Chapter 1: The Library Card by Jerry Spinelli and At the Library by Nikki Grimes p. 224Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Fiction and PoemR.4 4. Identify the elements of poetry and analyze how they add to the meaning and enjoyment of a poem. (link to ELA 14) Reading Strategy: Compare and ContrastR.2 0. Identify, compare, and provide examples of the linguistic features (such as orthography, words and word parts, sounds related to print) of English and other languages in print. (link to FL 5.4) Elements of Literature: Recognize a Writing Style R.4 e. Identify rhythm as an element of style in literature. (link to ELA 15.3) Building Reading Fluency: Reading Chunks of Words Silently R.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Understand Historical Influences on English WordsR.1 13. Provide examples of how English vocabulary has developed from and been influenced by other languages. (link to ELA 5.33) Across the Content Areas: Language Arts-Use the LibraryR.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others questions. (ELA 24)WritingFrom Reading to Writing: Write a StoryW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify Sentences with Relative Clausesc. Explain how parallelism in a text (the repetition of grammatical form in words, phrases, or clauses) accomplishes an authors purpose. (link to ELA 5.28) Capitalization: Direct QuotationsW.2 b.Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography. (ELA 19.21) Punctuation: Italics for EmphasisW.4- 4. Use knowledge of correct mechanics when editing. (link to ELA 5.14) Spelling: Long Vowel SoundsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use Repetition to Find MeaningS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4) SpeakingBuild Vocabulary: Use Repetition to Find MeaningChapter 2: Discovering the Inca Ice Maiden by Joham Reinhard p. 238Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Nonfiction NarrativeR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Use Graphic Sources of InformationR.1 a. Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link to ELA 13.2) Elements of Literature: Understand First-Person Point of View R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12, 14)Building Reading Fluency: Read to Scan for Information R.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Spell ed Forms of VerbsW.4 b. Apply rules of English for forming irregular plural nouns (such as plu rals that do not end in s; adding es, ies, ves to certain singular nouns; nouns that can be either singular or plural). Across the Content Areas: Social Studies-Understand the Atmosphere and AltitudeR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a First Person Nonfiction Narrative W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Identify Be+ adjective + Infinitive W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5,Capitalization: Proper AdjectivesW.4 f. Use rules for capitalization for names and places.Punctuation: Commas within Large NumbersW.4 i. Use commas for a series within a sentence. Spelling: Forming Words with Double Consonantsa. Identify and apply unique spelling patterns for English words (such as dropping e for -ing verbs, as in take/taking; doubling the final conso nant for ing verbs, as in run/running). Listening Build Vocabulary: Understand Key Words and Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. SpeakingBuild Vocabulary: Understand Key Words and Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. Chapter 3: The Art of Swordsmanship by Rafe Martin p. 252 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: FolktaleR.3 a. Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2) Reading Strategy: Use Dialogue to Understand CharacterR.4 c. Explain how dialogue can develop the plot or characters of a play, using specific examples. Elements of Literature: Recognize Flashbacks R.4 b. Compare characteristics of various literary genres (such as novel, biography, poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14) Building Reading Fluency: Repeated ReadingR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Find Word Origins and PrefixesR.2 a. Identify the origins and meanings of selected English words. (link to FL 5.15; ELA 5.29) Across the Content Areas: The Arts-Learn About Art in Everyday Objects1. Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects. (FL 2) WritingFrom Reading to Writing: Write a Folktale W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use Adverbs to Show TimeR.1 4. Apply knowledge of the basic parts of speech (noun, verb, adjective, adverb) and simple sentence structures to comprehend text. (link to ELA 5.7) Punctuation: Commas within Quotes a. Identify orthographic conventions for dialogue (such as capital letters, quotation marks) in text. Spelling: Silent k5. Use knowledge of correct spelling when editing. (link to ELA 22.8) Listening Build Vocabulary: Identify Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. SpeakingBuild Vocabulary: Identify Related WordsS.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. Chapter 4: Mae Jemison Space Scientist by Gail Sakurai p. 264Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Inductive OrganizationR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Find the Main Idea and Supporting Details2. Identify details that support main idea(s) in a literary or an informational text. (link to FL 2.8; ELA 18.18) Elements of Literature: Recognize FlashbacksR.4 10.Apply knowledge of the elements of fiction to analyze the construction of a text. (link to ELA 12.4) Building Reading Fluency: Reading SilentlyR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Identify Greek and Latin Word OriginsR.1 c. Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help determine meanings of unfamiliar words. (ELA 4.21) Across the Content Areas: Science-Understand Gravity59.Demonstrate comprehension of classroom discussions, extended classroom discourse, and other academic interactions that include basic and complex sentence structures. WritingFrom Reading to Writing: Write a Short Biography W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use and Punctuate Dependent Clauses with Although and WhenW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Proper NounsW.4 f. Use rules for capitalization for names and places. Capitalization: Acronyms as Proper NounsW.4 1. Use correct mechanics when editing. (link to ELA 22.4) Punctuation: Parentheses for Information W.4 a. Identify ways in which orthographic conventions (such as punctuation, capitalization) signal meaning in various kinds of sentences. (link to ELA 5.7) Listening Build Vocabulary: Adjust Reading RateR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. SpeakingBuild Vocabulary: Adjust Reading RateR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write to Inform-Write an E-Mail p. 280W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Projects: Make a Future-Discovery Poster p. 282W.5 2.Select and use appropriate applications for a variety of classroom projects, including database, spreadsheet, web browser, and word processing. (FL Appendix J) Listening Viewing Workshop: Interpret Important Ideas from Maps-View a Historical Atlas p. 279 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7) SpeakingListening and Speaking Workshop: Report a Biographical Sketch About a Persons Hobby p. 278 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyedProjects: Make Discoveries About Your Community p. 282S.2 41.Compare aspects or features of various cultural communities (as presented in print, visual arts, films, and videos). (link to FL 4.10)   Chapter 1: How Tia Lola Came to Stay by Julia Alvarez p. 286Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: NarrativeR.4 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: PredictR.4 Predict the purpose and meaning of text by interpreting accompanying illustrations. (link to ELA 8.1, 8.4) 15.Analyze and evaluate how word choice and sentence variety advance an authors intended purpose. (link to ELA 15.8) Elements of Literature: Recognize Point of ViewR.1 a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Building Reading Fluency: Reading SilentlyR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use the Prefixes un- and im-Across the Content Areas: Social Studies-Read a Weather MapR.3 a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate comprehension of facts that support main ideas in a text. WritingFrom Reading to Writing: Write a Narrative with Dialogue W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Recognize the Present Perfect TenseW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Commas After Introductory time Clauses W.4 f. Use rules for capitalization Punctuation: Italics for Words in Other LanguagesW.4 1.Use correct mechanics when editing. (link to ELA 22.4) Spelling: Words with Two SpellingsW.4 5.Use knowledge of correct spelling when editing. (link to ELA 22.8) Spelling: Their, There, Theyreb. Identify the structures and functions of contractions. (link to ELA 5.4) Listening Build Vocabulary: Use Context Clues9. Apply knowledge of context clues to determine the meanings of unfamiliar words. (link to ELA 4.20) SpeakingBuild Vocabulary: Use Context Clues9. Apply knowledge of context clues to determine the meanings of unfamiliar words. (link to ELA 4.20) Chapter 2: Helen Keller by George Sullivan and The Miracle Worker by William Gibson p. 302 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Biography and Drama 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Compare and ContrastR.1 b. Compare and contrast English words that come from other languages. (link to FL 5.15) Elements of Literature: Analyze Stage DirectionsR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11) Building Reading Fluency: Adjust Reading RateR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use the Suffix -lyR.1 b. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21) Across the Content Areas: Science-Learn About Some Causes of Diseases R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Scene from a PlayW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Recognize and Use Past Progressive VerbsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: HyphensW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: ColonsPunctuation: Italics for Stage DirectionsListening Build Vocabulary: Find Synonyms for Action VerbsSpeakingBuild Vocabulary: Find Synonyms for Action VerbsChapter 3: Hearing: The Ear p. 316Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: TextbookReading Strategy: Represent Text Information in OutlineElements of Literature: Recognize Descriptive LanguageBuilding Reading Fluency: Read to Scan InformationWord Study: Identify Words with Greek OriginsAcross the Content Areas: The Arts-Learn About the VoiceWritingFrom Reading to Writing: Write to InformW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Recognize Subject and Verb Agreement in the Present TenseW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: Titles and HeadingsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Words Ending in -ingW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Identify Science VocabularySpeakingBuild Vocabulary: Identify Science VocabularyChapter 4: The Art of Making Comic Books by Michael Morgan Pellowski p. 328Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Illustrated How to BookReading Strategy: Make Inferences Using Text EvidenceElements of Literature: Recognize Writing Style Building Reading Fluency: Repeated ReadingR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Suffix -ianAcross the Content Areas: The Arts-Learn About Art Forms WritingFrom Reading to Writing: write an Illustrated How to ArticleGrammar Focus: Understand the Present ConditionalW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Hyphens W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Capitalization: ExclamationsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Silent wW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: SpeakingBuild Vocabulary: Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Persuasive Editorial p. 344Projects: Design Your Own Media p. 346 W.5 Media: Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and emerging technologies. (ELA 26, 27; FL 6, 7) Listening Viewing Workshop: View and Think-Evaluate Visual Media p. 343S.4 Plans, rehearses, and orally presents information about personal experiences or interests, using visuals or media.SpeakingListening and Speaking Workshop: Present an Oral Summary of a Reading p. 342 S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7) Projects: List Types of Foreign-Language CommunicationS.2 39.Describe patterns of social behavior that represent community norms. (link to FL 4.8)   Chapter 1: The Lewis and Clark Expedition p. 350 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Informational TextR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Use Chronology to Locate and Recall InformationR.3 a. Identify words and phrases that signal chronology in a text (such as after, finally). Elements of Literature: Analyze CharactersR.3 e. Describe setting, characters, and/or events in a text, and support opinions about them with evidence from the text. (link to ELA 8.14) Building Reading Fluency: Reading SilentlyR.3 12. Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Use a Thesaurus and Synonyms Finder to Find Synonym 33. Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA 4.25) Across the Content Areas: Social Studies-Use Headings as You ReadR.3 a. Identify text features (such as title, illustrations, headings, captions, graphics, bold-face type). (link to ELA 13.3) WritingFrom Reading to Writing: Write an Informational TextW.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) Grammar Focus: Use AppositivesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Commas after Introductory PhrasesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: th and t; thr and trW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use a Word WheelS.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19) SpeakingBuild Vocabulary: Use a Word WheelS.1 24. Clarify meanings of words, using dictionaries, glossaries, and other resources. (link to ELA 4.15, 4.19) Chapter 2: A Wrinkle in time by Madeline LEngle p. 362 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: Science FictionR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Describe Mental Images (Visualization)R.4 2. Classify spoken or written words as belonging to sense categories (such as visual, auditory, tactile) when found in literary texts. (link to ELA 15.1) Elements of Literature: Understand MoodR.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. (ELA 9, 10, 11, 12,18) Building Reading Fluency: Echo Read AloudR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Understand Prefixes un-, in-, and im-R.1 e. Identify common prefixes (such as un-, re-, dis-) and use them to determine word meaning. (ELA 4.9) Across the Content Areas: Science-Learn About the Speed of LightR.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) WritingFrom Reading to Writing: Write a Science Fiction NarrativeW.2 11.Write a story with well-developed characters, setting, dialogue, and conflict and resolution that includes sufficient descriptive detail. (ELA 19.19) Grammar Focus: Identify the Past Perfect TenseW.4 Editing: 3.Identify correct sentence structure and usage when editing simple sentences. (link to ELA 5.7) Capitalization: TitlesW.4 f. Use rules for capitalization for names and places. Punctuation: Italics for EmphasisW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: The f sound using f, ph, ghW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Ordinal NumbersW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Silent hW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Use Context CluesS.1 a. Identify signal words in context clues that indicate word meaning by example or definition. (link to ELA 4.17)SpeakingBuild Vocabulary: Use Context CluesS.1 a. Identify signal words in context clues that indicate word meaning by example or definition. (link to ELA 4.17)Chapter 3: I Have a Dream by Martin Luther King, Jr. p. 380Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: SpeechR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Draw Conclusions with Text EvidenceR.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. (ELA 8, 11) Building Reading Fluency: Adjust Your Reading RateR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Recognize Figurative LanguageR.1 c. Identify words and phrases that have both literal and figurative meanings. (link to ELA 4.23) Across the Content Areas: Social Studies-Learn About the United States Constitution R.5 11.Use knowledge of organizational structures in nonfiction text to determine its meaning. (link to ELA 13.20) WritingFrom Reading to Writing: Write a Persuasive SpeechW.2 a.Define the purpose (such as analyzing, informing, entertaining, convincing) of a personal, literary, or persuasive essay. Grammar Focus: Use Dependent Clauses with That W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Punctuation: Apostrophes for Singular and Plural PossessivesW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Spelling: Irregular PluralsW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Distinguish Denotative and Connotative Meanings56.Distinguish irrelevant information (such as jokes, asides, anecdotes) from important information in lecture-style presentations. SpeakingBuild Vocabulary: Distinguish Denotative and Connotative MeaningsS.3 56.Distinguish irrelevant information (such as jokes, asides, anecdotes) from important information in lecture-style presentations. Chapter 4: Lyndon Baines Johnson: Our Thirty-sixth president by Melissa Maupin and Speech to the Nation: July 2, 1964 by Lyndon Baines Johnson p. 392 Language DomainActivities Correlations to Massachusetts ELPBOReading Text Structure: BiographyR.1 5. Apply knowledge of text structures to comprehend text. (link to ELA 13.8) Reading Strategy: Distinguish Fact from OpinionR.3 f. Distinguish fact from opinion in a text. (ELA 8.17)Elements of Literature: Recognize Repetition in a SpeechR.1 a. Identify the reference word from its referent within a paragraph (such as nouns from pronouns or demonstrative adjectives). Building Reading Fluency: Choral Read AloudR.3 12.Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. Word Study: Identify AdjectivesAcross the Content Areas: Social Studies-Learn About the Branches of GovernmentR.5 8. Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook chapters). (link to ELA 10.3) WritingFrom Reading to Writing: Write a Biography b. Compare characteristics of various literary genres (such as novel, biography, poetry, short story, dramatic literature, fiction). (link to ELA 10.3; FL 2.14) Grammar Focus: Use the Conjunction Yet to Show ContrastW.4 3.Identify correct sentence structure and usage when editing simple sentences. (link to ELA 5.7Capitalization: Proper NamesW.4 C Identify graphic elements used (such as capital letters, line length, word position), for reference when writing poetry. (link to ELA 19.15) Punctuation: Commas in DatesW.4 i. Use commas for a series within a sentence. Spelling: qu for the kw soundW.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5) Listening Build Vocabulary: Identify Key Words About Government S.1 6. Classify previously learned words by content themes or topics (such as Gr. 35 science plant structures: roots, leaves, stem, bark; Gr. 912 math patterns: iterative, linear, recursive; Gr. 68 history/social science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1) SpeakingBuild Vocabulary: Identify Key Words About GovernmentS.1 6. Classify previously learned words by content themes or topics (such as Gr. 35 science plant structures: roots, leaves, stem, bark; Gr. 912 math patterns: iterative, linear, recursive; Gr. 68 history/social science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1) Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWritingWriters Workshop: Write a Research Report p. 408W.2 14.Write a research report that supports a thesis statement and uses logical organization. (link to ELA 19.27) Projects: Write a Letter to the President p. 410W.2 a.Write letters, notes, and/or e-mails for personal purposes. (FL 3.9) Projects: Make a Book About a New Place p. 410 W.1 8.Write a multi-paragraph composition with clear topic development, logical organization, and effective use of detail. (link to ELA 19.23) Listening Viewing Workshop: View and Think-View Videos of Speeches p. 407S.2 41.Compare aspects or features of various cultural communities (as presented in print, visual arts, films, and videos). (link to FL 4.10) SpeakingListening and Speaking Workshop: Give a Persuasive Speech p. 406S.1 28.Communicate academic knowledge orally, using specific, technical, and abstract vocabulary of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8)   How to Read Short Stories: Plot Character Setting Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Plan and MonitorS.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.1.a Make predictions about main ideas before reading a story, using prior knowledge and visual cues. Literary Analysis: Analyze Character, Setting, and Plot R.4.10.a Identify elements of setting and plot, including conflict. R.4.10.c Explain how qualities of the main characters of a text influence the resolution of the conflict. Literary Analysis: Recognize Genre-Short Story R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: Academic Vocabulary- Clarify, Monitor, and PredictS.1.5 Uses selected essential vocabulary of grade-level academic content. S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories.WritingListening and Speaking: Think, Pair, Share: Questions About Characters and PlotS.3.52 Understand inferential or abstract questions based on academic content. S.3.59 Understand classroom discussions, extended discourse, and other academic interactions that include basic and complex structures. Cluster 1: The Good Samaritan: The World Is in Their HandsLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Plan and Monitor Make and Confirm Predictions Preview and Set a PurposeR.3.1.a Make predictions about main ideas before reading a story, using prior knowledge and visual cues. R.3.12.a Identify the readers purpose for reading a text. R.3.6.b Preview text features to predict meaning.Reading Strategies: Comprehension and Critical Thinking-Compare Across TextsR.3.11.a Compare examples of familiar themes and topics. R.3.13.d Compare the elements of character, setting, and/or theme in two or more texts. Literary Analysis: Analyze Plot and Theme in Short Stories R.4.3 Analyze the elements of plot, character, and setting in stories. R.3.10a Compare examples of familiar themes and topics. R.4.13b Compare and contrast a common theme or topic presented in various genres.Literary Analysis: Analyze Nonfiction Text Features Newspaper ArticleR.5.1 Distinguish forms and purposes of information and expository materials. W.2.8b Write to compare, contrast, and analyze article os a given topic in newspapers, journals, television, and radio broadcasts.Vocabulary: affect, conflict, contribute, disrespect, generation, motivation, privilege, responsible R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues-Prefixes S.1.19 Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-,dis-,-tion, -less, -ly) R.1.15.b Use knowledge of prefixes and suffixes to determine word meaning. WritingWrite About Literature: Order of Importance Paragraph W.1.6c Organizes ideas in logical order for expository writing.Written Composition: Write a Definition Paragraph W1.5c Place related ideas in logical order in a single-paragraph format.Research and Writing: Sociology-Bilingualism PosterW.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Ask and Answer Questions S.2.23 Ask and answer questions.Grammar: Complete Sentences Kinds of Sentences Sentence Parts: Subjects and Predicates The Subject The Verb Complete Sentences R.1.3f Distinguish between a compete sentence and a sentence fragment. R.1.3d Recognize the subject-predicate relationship in written sentences. R.1.3e Identify subject-verb agreement in a simple sentence. R.1.3a Identify ways in which orthographic conventions signal meaning in various kinds of sentences.Listening and Speaking: Oral ReportS.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: Thank You Mam Juvenile Justice Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Plan and Monitor Clarify Ideas (reread, read on) Clarify Ideas (paraphrase) S.3.48 Ask questions to clarify meaning in an academic context. S.2.70 Rephrases ideas to clarify meaning. S.1.27 Rephrase ideas and thoughts to express meaning.Reading Strategies: Comprehension and Critical Thinking-Compare Across TextsR.3.13f Compares differing points of view within a literary text. R.4.13b Compare and contrast a common theme or topic presented in various genres.Literary Analysis: Analyze Characterization and Dialogue in Short Stories R.4.12d Identify and explain key elements of characterization in dramatic literature. R.4.3 Analyze the elements of plot, character, and setting in stories.Literary Analysis: Analyze Nonfiction Text Features Interview R.5.20 Analyze and explain how authors use the elements of nonfiction to achieve their purposes. R.5 Identify and analyze purposes, structures, and elements of nonfiction English texts.Vocabulary: circumstances, commit, consequence, contact, empathy, juvenile, maturity, salvageR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues: Greek RootsR.1.7c Identify selected Latin and Greek roots to help determine meaning of unfamiliar words.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion Statement W.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Writing on Demand: Write a Short Comparison EssayW.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion. W.2.10 Write an essay that includes a topic statement, supporting details, and a conclusion.Writing Across the Curriculum: Research and Writing Government Connection Biology Connection W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Express Ideas and OpinionsS.2.24 Expresses own opinions, preferences, and wishes.Grammar: Subject-Verb Agreement Plural Nouns in the Subject Subject-Verb Agreement: Forms of Be Subject-Verb Agreement: Action Verbs Subject-Verb Agreement with Compound Subjects R.1.3e Identify subject-verb agreement in a simple sentence. S.2.38 Construct original oral statements, using basic and complex sentence structures. R.1.10 Uses knowledge of sentence structures, including verb phrases and tenses, to gain meaning from a text. W.4.8a Identify and correct tense inconsistencies when editing. W.4.1 Use correct mechanics when editing.Listening and Speaking: Role PlayS.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Interview-About a Person in History R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15Ask and respond to questions (who? what? where? when?) based a text that is heard.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 The Necklace The Fashion ShowLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Plan and Monitor Clarify Vocabulary (context clues) R.1.14b Use knowledge of prefixes and suffixes to determine word meaning. R.1.3 Use context to determine the meaning of words.Reading Strategies: Comprehension and Critical Thinking-Compare Across TextsR.3.13f Compares differing points of view within a literary text. R.4.8b Compares characteristics of various literary genres.Literary Analysis: Analyze Setting and Theme in Short StoriesR.4.3 Analyze the elements of plot, character, and setting in stories. R.3.10a Compare examples of familiar themes and topics. R.4.13b Compare and contrast a common theme or topic presented in various genres.Literary Analysis: Recognize Genre-Memoir R.5.8 Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook chapters).Vocabulary: humiliating, imitation, inspire, perceive, poverty, symbol, value R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues-SuffixesS.1.19 Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-,dis-,-tion, -less, -ly) R.1.15.b Use knowledge of prefixes and suffixes to determine word meaning. Fluency: Intonation Accuracy and Rate S.2.36 Communicate intended meanings utilizing English intonation patterns. S.2.63 Employ pronunciation, word stress, and intonation appropriate to communicative intent. R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts.WritingWrite About Literature: Response Log W.2.3 Write a brief response to a literary to a text or an explanation of an informational text, using evidence from the text as support.Writing Trait: Focus and UnityW.2.6b Write a topic sentence with a clear focus. W.2 Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.Writing Across the Curriculum: Research and Writing Geography: Paris Travel Directions Social Studies: Brochure on Peer Pressure W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Express Feelings and Intentions S.1.16 Express personal intentions using words and phrases. S.1.27 Rephrases ideas and thoughts to express meaning.Grammar: Complete Sentences Fragments Missing Subject Missing Verbs Complete Sentences R.1.3f Distinguish between a compete sentence and a sentence fragment. W.4.5b Identify and correct sentence fragments and run-on sentences with editing. W.4.1 Use correct mechanics when editing.Listening and Speaking: Oral PresentationS.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Autobiographical Narrative Use the Writing Process Revise for Focus and Unity Edit and ProofreadW.2.9b Select the degree of formality for tone, style, diction, and mood appropriate to the identified audience and for the purpose of a proposed essay. W.2.10 Write an essay that includes a topic, statement, supporting details, and conclusion.Writing Trait: Focus and UnityW.2.6b Write a topic sentence with a clear focus. W.2 Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.Listening and Speaking WorkshopListening and Speaking Workshop: Oral Response to Literature Respond to Literature Present an Oral Response Evaluate with a Rubric S.4.14 Plan delivery of an oral presentation, using pace, visual aids, and gestures. S.4.7 Gives a formal presentation that focuses on a specific academic topic. S.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation. S.3.64 Supports a conclusion orally by giving facts or logical reasons.Vocabulary Workshop: Use Word Parts Use Structural Clues: Prefixes and Suffixes S.1.19 Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-,dis-,-tion, -less, -ly) R.1.15.b Use knowledge of prefixes and suffixes to determine word meaning.   How to Read NonfictionLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Determine Importance Main IdeaR.3c Identify a main event from a story. R.3.1 Identify main idea(s) or important information in a literary of an informational text.Literary Analysis: Analyze NonfictionR.5 Identify and analyze purposes, structures, and elements of nonfiction English texts.Literary Analysis: Analyze Authors PurposeR.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Literary Analysis: Recognize Genre-Nonfiction R.5 Identify and analyze purposes, structures, and elements of nonfiction English texts. R.5.14a Describe and compare the structures and elements of informational and expository materials.Vocabulary: Academic Vocabulary- emphasize and summarize S.1.5 Uses selected essential vocabulary of grade-level academic content.WritingListening and Speaking: Think, Pair, Share: Questions About Main Ideas and Authors PurposeS.3.32 Demonstrate comprehension of the main points of classroom discussion. R.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Cluster 1: Creativity at Work-The Hidden Secrets of the Creative Mind Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Determine Importance Identify Main Ideas and Details R.3c Identify a main event from a story. R.3.1a Identify details that support main ideas in a text.Reading Strategies: Comprehension and Critical Thinking Analyze Information R.5.15 Identify and analyze the purposes and structures of informational and expository materials. R.5.16 Identify, analyze, and apply knowledge of text features to determine meaning in text.Literary Analysis: Analyze Authors Purpose in NonfictionR.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Literary Analysis: Analyze Authors Purpose and Effectiveness InterviewR.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Vocabulary: career, collaborate, commitment, evaluate, expectation, insight, talent, transform R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Context Clues for Unfamiliar WordsR.1.3 Use context to determine the meaning of words. R.18b Identify and use example and definition context clues to determine meaning of unfamiliar words.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion Paragraph W1.5c Place related ideas in logical order in a single-paragraph format. W.2.18 Write a letter that expresses and defends personal opinions or beliefs to an identified audience.Written Composition: Writing on Demand Writing a Test Essay W.2.9a Define the purpose of personal, literary, or persuasive essay. W.2.10 Write an essay that includes a topic statement, supporting details, and conclusion.Language Language Development: Describe People, Places, and Things S.2.6 Describes people, places, and things orally, using some details.Grammar: Subject Pronouns Subject Pronouns: I, You, He, etc. Subject Pronouns: We, You, They Pronouns in a Compound Subject Pronoun Agreement Subject Pronouns S.3.53 Demonstrate comprehension of the use of referents in academic discourse. R.1.11c Identify pronouns and their referents in text. R.1.9e Recognize types of pronouns and their functions in context. R.1.17a Identify the reference word from its referent within a paragraph. W.4.5a Identify and correct pronoun references when editing.Listening and Speaking: Interview R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15Ask and respond to questions (who? what? where? when?) based a text that is heard.Listening and Speaking: Oral Presentations Creativity and Language Acquisition Science: Parts of the Brain S.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: Hip-Hop as Culture: I Am Somebody Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Determine Importance Summarize Nonfiction Summarize Lyrics R.3.3 Summarizes information from a literary or an informational text that is read. R.5.5 Summarize main ideas and supporting details.Reading Strategies: Comprehension and Critical Thinking Analyze Information R.5.15 Identify and analyze the purposes and structures of informational and expository materials. R.5.16 Identify, analyze, and apply knowledge of text features to determine meaning in text.Literary Analysis: Analyze Authors Purpose in Nonfiction Analyze Song Lyrics R.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Literary Analysis: Analyze Style and Word Choice R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose. R.4.8e Identify rhythm as an element of style in literature.Literary Analysis: Recognize Genre Song Lyrics R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: achieve, assert, culture, evolve, heritage, innovator, perspective, self-esteem R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues for IdiomsR.1.2d Identify the meaning of familiar idioms from their contexts.Fluency Intonation Accuracy and Rate S.2.14 Demonstrate understanding of differences in English intonation patterns. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Song Lyrics W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Writing Trait: Focus and Unity W.2.6b Write a topic sentence with a clear focus. W.2 Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.Language Language Development: Describe Experiences S.4.1 Plan, rehearse, and orally present information about personal experiences or interests, using visual cues as needed. S.2.17 Compare personal experience and perspective with those of other cultures.Grammar: Present Tense Verbs Action Verbs Action Verbs in the Present Tense Subject-Verb Agreement: -s Helping Verbs: Can, Could, May, MightR1.9c Identify verb phrases and verb tenses in sentences. R.1.3e Identify subject-verb agreement in simple sentences. R.1.10 uses knowledge of sentence structures, including verb phrases and tenses, to gain meaning from a text. W.4.8a Identify and correct tense inconsistencies when editing.Listening and Speaking: Role-Play Music Industry S.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Oral Presentation Teens and Trends S.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 Slam: The Performance Poetry Lives On-Euphoria Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Determine Importance Determine Whats Important to You S.2.26 Expresses personal opinions and preferences related to familiar topics. S.3.9 Identifies important information on academic content using prior knowledge and/or visual cues as needed.Reading Strategies: Comprehension and Critical Thinking Analyze InformationR.5.15 Identify and analyze the purposes and structures of informational and expository materials. R.5.16 Identify, analyze, and apply knowledge of text features to determine meaning in text.Literary Analysis: Analyze Authors Purpose in Nonfiction R.5.20a Identify an author's goals, intents, and biases. R.4.15 Analyze and evaluate how word choice and sentence variety advance and author's purpose.Literary Analysis: Analyze Poetry R.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. R.4.16b Identify forms of poetry.Literary Analysis: Analyze Literary Movements: Poetry Across Cultures R.4.16d Analyze how selected examples of poetry from different cultures reflect those cultures' unique perspectives.Vocabulary: compose, euphoria, expression, improvisation, phenomenon, recitation, structure, transcendR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Context Clues for Idioms R.1.2d Identify the meaning of familiar idioms from their contexts.Fluency: Expression Accuracy and Rate S.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Advertisement W.2.9 Write a personal interpretation of literary text that includes a topic sentence, supporting details form the literature, and a conclusion.Written Composition: Write a How-To Paragraph W.2.6d Write a short explanation of a process that includes a topic sentence, details, and a conclusion.Language Language Development: Give and Follow Commands S.3.11 Give one-step directions. S.2.3 Demonstrate comprehension of simple oral requests. S.3.2 Demonstrate understanding when simple information is given.Grammar: Present Tense Verbs Forms of Be in the Present Tense Present Progressive Verb Forms Present Tense of Have Present Tense of DoR1.9c Identify verb phrases and verb tenses in sentences. R.1.3e Identify subject-verb agreement in simple sentences. R.1.10 Uses knowledge of sentence structures, including verb phrases and tenses, to gain meaning from a text. W.4.8a Identify and correct tense inconsistencies when editing.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Position Paper Use the Writing Process Revise for Focus and Unity Edit and ProofreadW.2.14a Write a thesis statement expressing an attitude or personal position. W.2.15 Write a personal or persuasive essay, expressing an attitude or position W.3.8 Revise writing to improve organization of ideas. W.4.1 Use correct mechanics when editing.Writing Trait: Focus and UnityW.2.6b Write a topic sentence with a clear focus. W.2 Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.Listening and Speaking WorkshopListening and Speaking Workshop: Descriptive Presentation Plan and Give A Descriptive Presentation Demonstrate Appropriate Body Language Speak Effectively for This Purpose Evaluate with a Rubric S.2.31 Use culturally acceptable gestures, distances, and body language in familiar settings. S.4.4 Maintain focus on a topic during an oral presentation. S.4.9 Participate in creating scoring guides based on designated categories and use them to prepare, assess, and revise oral presentations. R.6.6 Use scoring guides or rubrics to self-assess a research project prior to presentation.Vocabulary Workshop: Use Context Clues Use Contextual Analysis R.1.3 Use context to determine the meaning of words. R.18b Identify and use example and definition context clues to determine meaning of unfamiliar words.  How to Read Short Stories: Point of View Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Literary Analysis: Analyze Short Stories: Point of View R.4.16 Identify and analyze elements of fiction such as point of view, foreshadowing, and irony.Literary Analysis: Recognize Genre Short Story R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: inference, perception, perspective, reliable R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.WritingListening and Speaking: Retell the Story Use the Third Person Limited of View R.3e Retell a main event from a story. R.3h Retell the beginning, middle, and end of a story.Cluster 1: The Sword in the Stone-Was There a Real King Arthur? Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Reading Strategies: Comprehension and Critical Thinking Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Literary Analysis: Analyze Point of View in Short Stories Third-Person Omniscient Point of View R.4.16 Identify and analyze elements of fiction such as point of view, foreshadowing, and irony. W.2.15b Identify logical points for presenting argument or point of view in an essay.Literary Analysis: Analyze Nonfiction Text Structures Historical AnalysisR.5 Identify and analyze purposes, structures, and elements of nonfiction English texts. R.5.14a Describe and compare the structures and elements of informational and expository materials.Literary Analysis: Compare Characters Motives and Traits R.3.8b Identify a character's traits, emotions, and/or motivation and include supporting details from a text.Literary Analysis: Recognize Genre Folk Literature R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: conscientiously, endure, evidence, genuine, historian, investigation, just, skeptic R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Word Families R.1.1d Apply knowledge of word families to determine word meaning. R.2.12e Apply knowledge of known words and of more difficult word families to decode unknown words.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion StatementW.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Written Composition: Writing on Demand Writing a Test EssayW.2.9a Define the purpose of personal, literary, or persuasive essay. W.2.10 Write an essay that includes a topic statement, supporting details, and conclusion.Written Application History: Contrast Medieval and Modern Society W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Ask and Give Information R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15 Ask and respond to questions (who? what? where? when?) based on the text that is heard. W.1.3d Generate questions that consider the audience and purpose of a writing task.Grammar: Verb Tenses Present and Past Tense Regular Past Tense Past Tense of Be: Was, Were Past tense of Have: Had W.4.8a Identify and correct tense inconsistencies when editing. R.1.9c Identify verb phrases and verb tenses in sentences. R.1.4 Use knowledge of simple sentence structures, including verb phrases and tenses, to gain meaning from a text. R.1.3e Identify subject-verb agreement in simple sentences.Listening and Speaking: Role Play Television News Reporting S.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: A Job for Valentin-In the Heart of a Hero Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Reading Strategies: Comprehension and Critical Thinking Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Literary Analysis: Analyze Point of View in Short Stories First Person Point of View R.4.15a Identify point of view in fiction. R.4.16 Identify and analyze element of fiction such as point of view, foreshadowing and irony.Literary Analysis: Feature ArticlesW.2.8b Write to compare, contrast and analysis articles on a given topic.Literary Analysis: Analyze Multiple Themes in a Text R.3.11 Analyze and provide evidence from a text to support understanding of theme. R.3.15 Analyze theme in a literary text, apply this knowledge to interpret the text, and include evidence from the text to support the interpretation.Literary Analysis: Recognize Genre Feature ArticleR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: anxiety, distracted, inherent, inhibit, prejudiced, protest, survivor, tragedy R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Word Derivations: Borrowed Words R.1.14a Acquire new words and phrases by determining their relationships to other words. R.1.7d Identify words from other languages that have been adopted in English.Fluency Expression Accuracy and Rate S.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Letter W.2.18 Write a letter that expresses and defends personal opinions or beliefs to an identified audience.Writing Trait: Voice and Style R.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Research and Writing: Health: Research the Special Olympics Social Science: Write a Profile of an Everyday Hero W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Engage in Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Grammar: Verb Tenses Irregular Past Tense Verbs Past Progressive Verb Forms Future Tense Verbs Verb Tenses W.4.8a Identify and correct tense inconsistencies when editing. R.1.9c Identify verb phrases and verb tenses in sentences. R.1.4 Use knowledge of simple sentence structures, including verb phrases and tenses, to gain meaning from a text. R.1.3e Identify subject-verb agreement in simple sentences.Listening and Speaking: Debate R.3.13a Recognize the use of arguments for and against an issue. R.3.9c Locate evidence used to support and argument or a conclusion. R.3.9d Identify evidence that supports and argument in a text.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 The Woman in the Snow-Rosa Parks Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Reading Strategies: Comprehension and Critical Thinking Make Inferences S.3.22 Make predictions or inferences based on a story or information that has been heard. R.3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.Literary Analysis: Analyze Point of View in Short Stories Third-Person Omniscient Point of View R.4.15a Identify point of view in fiction. R.4.16 Identify and analyze element of fiction such as point of view, foreshadowing and irony.Literary Analysis: Analyze Magazine Profiles R.5.1 Distinguish forms and purposes of informational and expository materials (such as encyclopedias, CD-ROMs, newspapers, magazines, letters, content texts).Literary Analysis: Compare ThemesR.3.10a Compare examples of familiar themes and topics. R.4.13b Compare and contrast a common theme or topic presented in various genres.Recognize Genre Magazine Profile R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: authority, boycott, compassion, desperately, discrimination, persistent, provoke, segregation R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Word Families R.1.1d Apply knowledge of word families to determine word meaning. R.2.12e Apply knowledge of known words and of more difficult word families to decode unknown words.Fluency: Intonation Accuracy and Rate S.2.36 Communicate intended meanings utilizing English intonation patterns. S.2.63 Employ pronunciation, word stress, and intonation appropriate to communicative intent. R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts.WritingWrite About Literature: Theme Statement W.1.8 Identifies a thesis statement and supporting information to address the audience and purpose of a writing task.Written Composition: Write an Opinion Paragraph W1.5c Place related ideas in logical order in a single-paragraph format. W.2.18 Write a letter that expresses and defends personal opinions or beliefs to an identified audience.Research and Writing History: Research Dr. Martin Luther King, Jr. W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Elaborate During a Discussion S.3.60 Elaborate on and extend other people's ideas using extended discourse.Grammar: Pronouns Direct Objects Subject and Object Pronouns I vs. Me Object Pronouns: Us, You ThemS.3.53 Demonstrate comprehension of the use of referents in academic discourse. R.1.11c Identify pronouns and their referents in text. R.1.9e Recognize types of pronouns and their functions in context. R.1.17a Identify the reference word from its referent within a paragraph. W.4.5a Identify and correct pronoun references when editing.Listening and Speaking: Literature-Poetry Presentation S.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Reflective Essay Use the Writing Process Revise for Voice and Style Edit and Proofread W.2.9b Select the degree of formality for tone, style, diction, and mood appropriate to the identified audience and for the purpose of a proposed essay. W.2.10 Write an essay that includes a topic, statement, supporting details, and conclusion.Writing Trait: Voice and Style R.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Listening and Speaking WorkshopListening and Speaking Workshop: Panel Discussion Express Ideas, Opinions, and Supporting Information Hold a Panel Discussion Evaluate with a Rubric S.2.17 Compare personal experience and perspective with those of other cultures. R.5.21 Describe conflicts in points of view withing and among cultures, and as reflected in informational or expository text, and discuss how proposed resolutions reflect cultural and individual perspectives.Vocabulary Workshop: Find Familiar Words Use Structural Analysis: Word Families R.1.1d Apply knowledge of word families to determine word meaning. R.2.12e Apply knowledge of known words and of more difficult word families to decode unknown words.  How to Read Nonfiction: Text Structures and Features Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Ask QuestionsR.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15 Ask and respond to questions (who? what? where? when?) based on the text that is heard. S.3.39 Respond to factual and inferential questions that are based on academic content. W.1.3d Generate questions that consider the audience and purpose of a writing task.Literary Analysis: Analyze Nonfiction Text Structures R.5.20 Analyze and explain how authors use the element of nonfiction to achieve their purpose. R.5.15 Identify and analyze the purposes and structures of informational and expository materials. R.5.11 Use knowledge of organizational structures in nonfiction text to determine its meaning.Literary Analysis: Recognize Genre NonfictionR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). R.5.20 Analyze and explain how authors use the element of nonfiction to achieve their purpose. R.5.15 Identify and analyze the purposes and structures of informational and expository materials.Vocabulary: clarify, orient, sequence R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.WritingListening and Speaking: Think, Pair, Share Restate and Restructure Demo Texts R.5.4c Restate main ideas and important facts from a text. S.2.42 Requests, clarifies, and restates information to enhance understanding in social interactions.Cluster 1: Curtis Aikens and the American Dream-Go For It!Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Ask Questions Self-Question Question the Author R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15 Ask and respond to questions (who? what? where? when?) based on the text that is heard. S.3.39 Respond to factual and inferential questions that are based on academic content.Reading Strategies: Comprehension and Critical Thinking Analyze and Compare InformationR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text. R.4.3 Analyze the elements of plot, character, and setting in stories.Literary Analysis: Analyze Text Structure-ChronologyR.5.3a Identify words that signal chronological order in text. R.5.3b Identify chronological order found in text.Literary Analysis: Analyze Nonfiction Text Features Opinion EssayR.3.4e Describes setting, characters, and events and supports opinions with evidence from the text. W.1.5a Identify the organizational structure of a writing task (such as compare-and-contrast, supported opinion, classification, persuasion or argument).Vocabulary: ambitious, cause, confession, discourage, fate, literacy, profession, reputationR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Reference Sources (dictionary) to Understand Jargon R.1.7e Use a bilingual or intermediate dictionary to determine word meaning. R.3.16b Demonstrate selective use of a dictionary when reading extended text. W.1.4a List new words to be considered for a writing task, using resources such as a glossary or dictionary.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Public Service Announcement W.5.17 Identifies differences in use of voice, tone, diction, and syntax between media presentations and informal speech.Writing Trait Development of Ideas W.3.8 Revise writing to improve organization of ideas. W.1.1 Plan ideas for writing in a way that makes sense for an identifies purpose and audience. Research and Writing Sociology: Create a Graphic Aid for Illiteracy Statistics Sociology: Literacy in the United States W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Define and Explain R.1.12 Identifies words, phrases, and sentences that determine meaning in multi-paragraph text.Grammar: Possessive Words Possessive Nouns Possessive Adjectives: My, Our, Etc. Possessive Pronouns: Mine, Ours, Etc. Reflexive Pronouns Possessive Words R.1.7b Identify use of apostrophes to indicate possessive form. R.1.9e Recognize types of pronouns (such as reflexive, possessive) and their functions in context. R.1.3c Identify the four basic parts of speech. R.1.9b Identify the eight basic parts of speech in the context of a sentence.Listening and Speaking: Role Play Business S.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Media Presentation Evaluate Public Service Announcements W.5.19 Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. W.5.17 Identifies differences in use of voice, tone, diction, and syntax between media presentations and informal speech.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: Superman and Me-A Smart Cookie/Its Our Story, TooLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Ask Questions Find Question-Answer Relationships R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15 Ask and respond to questions (who? what? where? when?) based on the text that is heard. S.3.39 Respond to factual and inferential questions that are based on academic content.Reading Strategies: Comprehension and Critical Thinking Analyze and Compare Information R.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text. R.4.3 Analyze the elements of plot, character, and setting in stories.Literary Analysis: Analyze Text Structure-Cause and Effect R.5.5a Identify examples in a text that show causes. R.5.5b Identify examples in a text that show effects or results. R.5.6 Distinguish cause from effect in text. R.3.3d Identify words and phrases that signal a cause-and-effect relationship in a text.Literary Analysis: Analyze Text Structure-Chronology Short Fiction Memoir R.5.3a Identify words that signal chronological order in text. R.53b Identify chronological order found in text. R.5.8 Identify forms of informational and expository materials (such as essays, biographies, memoirs, news articles, reports, lab reports, textbook chapters).Literary Analysis: Analyze Imagery R.3.12c Demonstrate how imagery or symbolism in a text connect to its theme. R.4.9b Identify imagery in a literary text.Vocabulary: arrogant, assume, constant, disguised, prodigy, recall, shame, standard R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Reference Sources (dictionary) to Understand Multiple-Meaning Words R.1.7e Use a bilingual or intermediate dictionary to determine word meaning. R.3.16b Demonstrate selective use of a dictionary when reading extended text. W.1.4a List new words to be considered for a writing task, using resources such as a glossary or dictionary.Fluency Intonation Accuracy and Rate S.2.14 Demonstrate understanding of differences in English intonation patterns. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Email Message W.2.18 Write a letter that expresses and defends personal opinions or beliefs to an identified audience. W.2.5 Write a letter, with ideas places in an order that makes sense.Written Composition: Write a Case StudyW.3.11 Selects words for writing that consider audience and purpose. W.2.10 Write an essay that includes a topic statement, supporting details, and a conclusion.Language Language Development: Clarify S.1.24 Clarify meanings of words, using dictionaries, glossaries, and other resources. S.3.48 Ask questions to clarify meaning in an academic context. S.1.11 Clarify meaning of words, using beginning and bilingual dictionaries.Grammar: Object Pronouns Prepositions Prepositional Phrases Object Pronoun After a Preposition Compound Object Pronouns Pronouns in Prepositional Phrases S.3.53 Demonstrate comprehension of the use of referents in academic discourse. R.1.11c Identify pronouns and their referents in text. R.1.9e Recognize types of pronouns and their functions in context. R.1.17a Identify the reference word from its referent within a paragraph. W.4.5a Identify and correct pronoun references when editing.Listening and Speaking: Oral Presentation Book RecommendationS.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 The Fast and the Fuel Efficient-Teens Open Doors Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Ask Questions Find Question-Answer Relationships R.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15 Ask and respond to questions (who? what? where? when?) based on the text that is heard. S.3.39 Respond to factual and inferential questions that are based on academic content.Reading Strategies: Comprehension and Critical Thinking Analyze and Compare InformationR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text. R.4.3 Analyze the elements of plot, character, and setting in stories.Literary Analysis: Analyze Text Structure: Problem and SolutionR.5.17a Identify words that indicate problem/solution text organization as a form often used in academic writing. R.1.18a Locate words that indicate text organization such as those signaling problem/solution, comparison/contrast, and cause/effect.Literary Analysis: Analyze Nonfiction Text Features Article R.5.1 Distinguish forms and purposes of information and expository materials. W.2.8b Write to compare, contrast, and analyze article os a given topic in newspapers, journals, television, and radio broadcasts.Recognize Genre HumorR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: aggressive, assemble, device, efficient, environment, obstacle, solution, technologyR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Reference Sources (dictionary) to Understand Multiple-Meaning Words R.1.7e Use a bilingual or intermediate dictionary to determine word meaning. R.3.16b Demonstrate selective use of a dictionary when reading extended text. W.1.4a List new words to be considered for a writing task, using resources such as a glossary or dictionary.Fluency: Expression Accuracy and Rate S.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion Statement W.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Writing on Demand Write a Problem-Solution EssayW.2.7f Write brief research reports with clear focus and supporting details.Research and Writing Technology: Support Disabilities Technology: Diagram an Important Assistive Device W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: Verify or Confirm InformationR.6.4a Determine the relevance of information gathered and discard irrelevant information. R.6.7 Evaluate relevant information gained from a variety of sources.Grammar: Indefinite Pronouns Indefinite Pronouns & Singular Verbs Indefinite Pronouns & Plural Verbs Indefinite Pronouns & Verbs Pronouns and Antecedents Pronoun Agreement S.3.53 Demonstrate comprehension of the use of referents in academic discourse. R.1.11c Identify pronouns and their referents in text. R.1.9e Recognize types of pronouns and their functions in context. R.1.17a Identify the reference word from its referent within a paragraph. W.4.5a Identify and correct pronoun references when editing.Listening and Speaking: Speech Tech TalkW.5.17 Identifies differences in use of voice, tone, diction, and syntax between media presentations and informal speech.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Research Report Use the Writing Process Revise for the Development of Ideas Edit and Proofread W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography. W.3.14 Revise topic development to improve organization of writing.Writing Trait: Development of Ideas W.3.8 Revise writing to improve organization of ideas. W.1.1 Plan ideas for writing in a way that makes sense for an identifies purpose and audience. Listening and Speaking WorkshopListening and Speaking Workshop: Oral Report Research in Invention Incorporate Technology Present an Oral Report Evaluate with a Rubric S.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation. R.6.6 Use scoring guides or rubrics to self-assess a research project prior to presentation.Vocabulary Workshop: Access Words During Reading Clarify Word Meanings S.1.24 Clarify meanings of words, using dictionaries, glossaries, and other resources. S.3.48 Ask questions to clarify meaning in an academic context. S.1.11 Clarify meaning of words, using beginning and bilingual dictionaries.  How to Read Short Stories: PlotLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make ConnectionsS.3.28 Connect new information to prior knowledge R.4.5b Compare significant heroes and/or heroines in traditional literature from various cultures. R.4.8 Compare and contrast various literary genres as forms selected by authors to accomplish their purposes. R.4.12e Compare and contrast setting, character, and plot among texts, plays and films.Literary Analysis: Analyze Plot R.4.6b Identify elements of plot and character as presented through dialogue in scripts. R.4.3 Analyze the elements of plot, character, and setting in stories. R.4.12e compare and contrast setting, character, and plot among texts, plays, and films. W.1.2e Arrange plot events in an order that leads to the climax of as story.Literary Analysis: Recognize Genre Short StoryR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Academic Vocabulary: category, guaranteeS.1.5 Uses selected essential vocabulary of grade-level academic content. S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories.LanguageListening and Speaking: Think, Pair, Share Questions About Categorization and InferenceS.3.48 Ask questions to clarify meaning in an academic context. S.3.22 Make predictions or inferences based on a story or information that has been heard. S.3.52 Understand inferential or abstract questions based on academic content. S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories. Cluster 1: The Interlopers-An Interview with the King of TerrorLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make ConnectionsS.3.28 Connect new information to prior knowledge R.4.5b Compare significant heroes and/or heroines in traditional literature from various cultures. R.4.8 Compare and contrast various literary genres as forms selected by authors to accomplish their purposes. R.4.12e Compare and contrast setting, character, and plot among texts, plays and films.Reading Strategies: Comprehension and Critical Thinking Compare and ContrastR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text.Literary Analysis: Analyze Plot Structure in Short StoriesR.4.6b Identify elements of plot and character as presented through dialogue in scripts. R.4.3 Analyze the elements of plot, character, and setting in stories. W.1.2e Arrange plot events in an order that leads to the climax of as story.Literary Analysis: Analyze AnalogyR.3.12b Demonstrates how imagery or symbolism in a text connects to its theme(s).Literary Analysis: Compare IronyR.4.16 Identify and analyze element of fiction such as point of view, foreshadowing and irony.Vocabulary: boundary, feud, grant, identification, obvious, reconciliation, release, terror R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Word Relationship: SynonymsW.3.3b Identify synonyms that give more specific information to the reader. R.1.2b Identify synonyms and antonyms for frequently used words. W.3.4d Utilize references (such as thesaurus) to vary word choices.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Story StarterW.1.10 Organizes ideas for writing with a thesis statement, introduction, paragraphs that build an argument, transition sentences that link paragraphs, and a conclusion.Research and Writing Art: Explore Literary ArtW.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Written Composition Write a Character Sketch W.2.11 Write a story with well-developed characters, setting, dialogue, and conflict and resolution that includes sufficient descriptive detail.Language Language Development: Tell a Story R.3e Retell a main event from a story. R.3h Retell the beginning, middle, and end of a story.Grammar: Adjectives Adjectives Placement of Adjectives Predicate Adjectives Demonstrative Adjectives Elaborating with Adjectives R.1.3c Identify the four basic parts of speech (noun, verb, adjective, adverb) in text. R.1.4 Apply knowledge of the basic parts of speech and simple sentence structures to comprehend text. R.1.17a Identify the reference words from its referent within a paragraph (such as nouns from pronouns or demonstrative adjectives). S.3.53 Demonstrate comprehension of the use of referents (such as pronouns, demonstrative adjectives) in academic discourse. Listening and Speaking: DramatizationS.2.12 Identify nonverbal cues (such as gestures, facial expressions, body posture) that connote different meanings depending on their cultural or social context. Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: The Baby-Sitter- Beware: Do Not Read This PoemLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make ConnectionsS.3.28 Connect new information to prior knowledge R.4.5b Compare significant heroes and/or heroines in traditional literature from various cultures. R.4.8 Compare and contrast various literary genres as forms selected by authors to accomplish their purposes. R.4.12e Compare and contrast setting, character, and plot among texts, plays and films.Reading Strategies: Comprehension and Critical Thinking Compare and ContrastR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text.Literary Analysis: Analyze Mood and Tone in Short StoriesR.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Literary Analysis: Analyze Repetition and Word ChoiceR.4.15 Analyzes how word choice and sentence variety advance an author's purpose. R.4.14c Explain how parallelism in text (the repetition of grammatical forms in words, phrases, or clauses) accomplishes an author's purpose.Literary Analysis: Analyze Foreshadowing R.4.16 Identify and analyze elements of fiction such as point of view, foreshadowing, and irony.Vocabulary: capable, precision, rely, resist, ritual, subside, trace, vulnerable R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Reference Sources (thesaurus) to Understand Word Relationships W.3.3b Identify synonyms that give more specific information to the reader. R.1.2b Identify synonyms and antonyms for frequently used words. W.3.4d Utilize references (such as thesaurus) to vary word choices.Fluency Expression Accuracy and Rate S.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion Statement W.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Writing Trait: Writing on Demand Write a Literary Analysis W.2.9a Define the purpose of a personal, literary, or persuasive essay. R.5.19 Analyze the logic and use of evidence in an author's argument.Language Language Development: Make ComparisonsR.5.10d Identify comparison and contrast organization in text. R.1.5b Compare structures of sentences, paragraphs, and text between and among languages.Grammar: Adjectives Comparative Adjectives: -er and More Superlative Adjectives:-est and Most Irregular Comparatives Indefinite Adjectives Using Adjectives CorrectlyR.1.3c Identify the four basic parts of speech (noun, verb, adjective, adverb) in text. R.1.4 Apply knowledge of the basic parts of speech and simple sentence structures to comprehend text. R.1.17a Identify the reference words from its referent within a paragraph (such as nouns from pronouns or demonstrative adjectives). S.3.53 Demonstrate comprehension of the use of referents (such as pronouns, demonstrative adjectives) in academic discourse. Listening and Speaking: Storytelling Storytelling Circle Jump Stories R.3e Retell a main event from a story. R.3h Retell the beginning, middle, and end of a story. W.2.4a Draws or sequences pictures to tell or retell a story.Listening and Speaking: Participate in a DiscussionS.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 The Tell Tale Heart-The Raven Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Make ConnectionsS.3.28 Connect new information to prior knowledge R.4.5b Compare significant heroes and/or heroines in traditional literature from various cultures. R.4.8 Compare and contrast various literary genres as forms selected by authors to accomplish their purposes. R.4.12e Compare and contrast setting, character, and plot among texts, plays and films.Reading Strategies: Comprehension and Critical Thinking Compare and ContrastR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text.Literary Analysis: Analyze Suspense in Short StoriesR.4.3 Analyze the elements of plot, character, and setting in stories.Literary Analysis: Analyze Imagery and Repetition PoetryR.3.12c Demonstrate how imagery or symbolism in a text connect to its theme. R.4.9b Identify imagery in a literary text.Literary Analysis: Analyze Mood and ToneR.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Literary Analysis: Analyze SymbolismR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. Vocabulary: burden, cease, dread, ominous, ponder, prophet, relevance, suspectR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Word Relationships: AnalogiesS.1.14 Demonstrate comprehension of frequently used synonyms and antonyms. R.1.3b Uses knowledge of synonyms and antonyms to comprehend new words. W.3.3b Identify synonyms that give more specific information to the reader.Fluency: Intonation Accuracy and Rate S.2.36 Communicate intended meanings utilizing English intonation patterns. S.2.63 Employ pronunciation, word stress, and intonation appropriate to communicative intent. R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts.WritingWrite About Literature: OpinionW.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience.Writing Trait OrganizationW.3.8 Revise writing to improve organization of ideas. W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion.Language Language Development: Compare and ContrastR.4.13b Compare and contrast a common theme or topic presented in various genres. W.2.8b Write to compare, contrast and analysis articles on a given topic. R.3.13f Compares differing points of view within a literary text.Grammar: Adverbs The Adverb Not Negative Sentences Comparison Adverbs Using Adverb CorrectlyR.1.3c Identify the four basic parts of speech (noun, verb, adjective, adverb) in text. R.1.16b Identify noun, adjectival, and adverbial phrases. W.4.9 Apply knowledge of correct sentence structure and usage when editing. Listening and Speaking: Oral Presentations SuperstitionsS.4.7 Give formal oral presentations that focus on specified academic content, using appropriate vocabulary and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and intonation.Listening and Speaking: Dramatization Police StoryS.2.12 Identify nonverbal cues (such as gestures, facial expressions, body posture) that connote different meanings depending on their cultural or social context. Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Short Story Use the Writing Process Revise for Organization Edit and Proofread W.2.4c List details that describe story events. W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion. W.3.8 Revise writing to improve organization of ideas.Writing Trait: OrganizationW.3.8 Revise writing to improve organization of ideas. W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion.Listening and Speaking WorkshopListening and Speaking Workshop: Perform a Dramatic Reading Select Appropriate Literature Perform a Dramatic Reading Evaluate with a Rubric R.4.1 Apply knowledge of general characteristics of a literary genre as a strategy for reading. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes. R.2.11b Read printed words and phrases with personal meaning.Vocabulary Workshop: Make Word Connections Word RelationshipsW.3.3b Identify synonyms that give more specific information to the reader. R.1.2b Identify synonyms and antonyms for frequently used words. W.3.4d Utilize references (such as thesaurus) to vary word choices.  How to Read Nonfiction: Persuasive Nonfiction Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Synthesize Compare Across TextsW.2.2b Select a s sentence from a literary or an informational text that synthesizes a given set of facts or ideas. W.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text. R.3.13d Compares the elements of character setting, and/or theme in two or more texts.Literary Analysis: Analyze Persuasive TechniquesR.4.15 Analyze how word choice and sentence variety advance an author's purpose. R.5.19 Analyze the logic and use of evidence in an author's argument. W.2.9a Define the purpose of a personal, literary, or persuasive essay.Literary Analysis: Recognize Genre Persuasive NonfictionR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Academic Vocabulary: ethics, evidence, logicS.1.5 Uses selected essential vocabulary of grade-level academic content. S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories.LanguageListening and Speaking: Partner Talk Questions About Arguments and EvidenceR.3.13a Recognize the use of arguments for and against an issue. R.3.9c Locate evidence used to support and argument or a conclusion. R.3.9d Identify evidence that supports and argument in a text.Cluster 1: Ad Power-Whats Wrong with Advertising? Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Synthesize Draw ConclusionsW.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text. S.3.22 Make predictions or inferences based on a story or information that has been heard.Reading Strategies: Comprehension and Critical Thinking Synthesize InformationW.2.2b Select a s sentence from a literary or an informational text that synthesizes a given set of facts or ideas. W.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text.Literary Analysis: Analyze Arguments and Evidence R.5.19 Analyzes the logic and use of evidence in an author's argument. R.3.7 Analyze main ideas and supporting details and evidence in texts.Literary Analysis: Analyze Persuasive Techniques EssayR.4.15 Analyze how word choice and sentence variety advance an author's purpose. R.5.19 Analyze the logic and use of evidence in an author's argument.Literary Analysis: Compare LiteratureR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). R.3.11.a Compare examples of familiar themes and topics. R.3.13.d Compare the elements of character, setting, and/or theme in two or more texts. Vocabulary: advertising, appeal, consumer, convince, impact, manipulate, persuasive, profit R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues-Latin and Greet RootsR.1.7c Identify selected Latin and Greek roots to help determine meaning of unfamiliar words.Fluency Expression Accuracy and RateS.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: DefinitionR.18b Identify and use example and definition context clues to determine meaning of unfamiliar words. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Written Composition: Write a Letter to the EditorW.2.18 Write a letter that expresses and defends personal opinions or beliefs to an identified audience.Research and Writing Create an Advertisement Music: Research Music in Advertising W.2.15 Write a personal or persuasive essay, expressing an attitude or position. W.5.19 Create media presentations that effectively use graphics, images, and/or sound to present a distinctive point of view on a topic. R.5.20 Analyze and explain how authors use the elements of nonfiction to achieve their purposes.Language Language Development: PersuadeS.4.17 Employ appropriate techniques for oral persuasion.Grammar: Infinitives and Gerunds Simple Sentences Word Order in Sentences Infinitives Gerunds Sentence Variety W.4.8b Recognize the functions of verbals (such as participles, gerunds, infinitives). R.1.16a Recognize the functions of verbals ( such as participles, gerunds, infinitives). W.4.9 Apply knowledge of correct sentence structure and usage when editing.Listening and Speaking: Interview Social Studies: Coming of AgeR.6.3a Formulate open-ended questions in order to explore a topic of interest. S.3.15Ask and respond to questions (who? what? where? when?) based a text that is heard.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: A Long Way to Go: Minorities in the Media-The Color GreenLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Synthesize Compare OpinionsR.3.13f Compares differing points of view within a literary text. S.3.21 Compare and contrast information orally. S.2.17 Compare personal experiences and perspectives with those of other cultures.Reading Strategies: Comprehension and Critical Thinking Synthesize Information W.2.2b Select a s sentence from a literary or an informational text that synthesizes a given set of facts or ideas. W.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text.Literary Analysis: Evaluate EvidenceR.5.19 Analyzes the logic and use of evidence in an author's argument. R.3.15 Analyze theme in a literary text, apply this knowledge to interpret the text, and include evidence from the text to support the interpretation. R.3.7 Analyze main ideas and supporting details and evidence in texts.Literary Analysis: Analyze Fact and Opinion Editorial R.5.7 Distinguish fact from opinion or fiction in informational texts.Literary Analysis: Compare OpinionsS.2.17 Compare personal experiences and perspectives with those of other cultures.Literary Analysis: Analyze Persuasive Text Structures R.4.15 Analyze how word choice and sentence variety advance an author's purpose. R.5.19 Analyze the logic and use of evidence in an author's argument. W.2.9a Define the purpose of a personal, literary, or persuasive essay.Vocabulary: alternative, expand, influence, media, minority, racism, stereotype, tokenR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Use Structural Clues Latin and Greek Roots R.1.7c Identify selected Latin and Greek roots to help determine meaning of unfamiliar words.Fluency Intonation Accuracy and Rate S.2.14 Demonstrate understanding of differences in English intonation patterns. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Opinion StatementW.2.18 Write a letter that expresses and defends personal opinions or beliefs to identified audience. W.2.3 Writes a response to literary or informational text, using evidence from the text as support.Writing Trait: Organization W.3.8 Revise writing to improve organization of ideas. W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion.Language Language Development: EvaluateR.6.7 Evaluate relevant information gained from a variety of sources. R.6.7 Evaluate the quality of research in terms of the adequacy of its questions, materials, approach, and source documentation.Grammar: Compound Sentences Phrases and Clauses Clauses in a Compound Sentence Fixing a Run-On Sentence Compound SentencesW.4.3c Use rules for commas in compound sentences. W.4.5c Apply knowledge of simple, compound, and complex sentences when editing. W.4.5b Identify and correct sentence fragments and run-on sentences when editing.Listening and Speaking: Role Play Television Show Pitch S.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Participate in a DiscussionS.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 What is News?-How to Detect Bias in the NewsLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Synthesize Form GeneralizationsW.2.2b Select a s sentence from a literary or an informational text that synthesizes a given set of facts or ideas. W.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text. R.4.1 Apply knowledge of general characteristics of a literary genre as a strategy for reading.Reading Strategies: Comprehension and Critical Thinking Synthesize InformationW.2.2b Select a s sentence from a literary or an informational text that synthesizes a given set of facts or ideas. W.2.2c Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an informational text.Literary Analysis: Analyze Authors ToneR.4.8a Provide examples of how an author's use of words creates a mood or tone. R.5.20 Analyze and example how authors use the elements of nonfiction to accomplish their purposes.Literary Analysis: Analyze How to Articles R.5.19 Analyzes the logic and use of evidence in an author's argument. R.3.15 Analyze theme in a literary text, apply this knowledge to interpret the text, and include evidence from the text to support the interpretation. R.3.7 Analyze main ideas and supporting details and evidence in texts.Literary Analysis: Recognize Genre Functional Texts (how-to article) R.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). Vocabulary: access, bias, deliberate, detect, distorted, engaged, objectivity, priority R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Denotation and ConnotationS.2.12 Identify nonverbal cues that connate different meanings depending on their cultural or social context. S.1.12 Demonstrate comprehension of common words with multiple meanings.Fluency: Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Conclusion StatementW.2.6c Write a conclusion that supports the details provided in a written paragraph.Writing on Demand Write a Test ResponseW.2.3 Write a brief response to a literary text or an explanation of an informational text, using evidence from the text as support.Language Language Development: JustifyS.3.42 State a position and support/justify it.Grammar: Complex Sentences Clauses in a Complex Sentence Complex Sentences: Adverbial Clauses Complex Sentences: Adjectival Clauses Fixing a Fragment Use Complex SentencesW.4.5c Apply knowledge of simple, compound, and complex sentences when editing. R.1.16b Identify noun, adjectival, and adverbial phrases. S.3.65 Participate in classroom discussion and other academic interaction, using basic and complex sentence structures and addressing abstract topics.Listening and Speaking: Oral Report News SurveyS.4.2 Plan, rehearse, and orally present information in a brief report, using visual cues.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOWriting Writing Project: Persuasive Essay Use the Writing Process Revise for Focus and Unity Edit and Proofread W.1.10 Organize ideas for a critical essay about literature or a research report with an original thesis statement in the introduction, well-constructed paragraphs that build an effective argument, transition sentences that link paragraphs to create a coherent whole, and a conclusion. W.2.15 Write a personal or persuasive essay, expressing an attitude or personal position.Writing Trait: Voice and Style R.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Listening and Speaking WorkshopListening and Speaking Workshop: Debate Research Facts Hold a Debate Evaluate with a Rubric R.3.13a Recognize the use of arguments for and against an issue. R.3.9c Locate evidence used to support and argument or a conclusion. R.3.9d Identify evidence that supports and argument in a text.Vocabulary Workshop: Build Word Knowledge Use Structural Clues: Latin and Greek Roots R.1.7c Identify selected Latin and Greek roots to help determine meaning of unfamiliar words.  How to Read Drama and Poetry: Elements of Drama and PoetryLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: VisualizeR.2.2a Match symbols, pictures, and/or letters with words or ideas. W.2b Draw pictures and/or use letters to spell words that others information. W.2.4a Draws or sequences pictures to tell or retell a story.Literary Analysis: Analyze Drama and PoetryR.4.4 Identify the element of poetry and analyze how they add to the meaning and enjoyment of a poem. R.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. R.4.18 Analyze the elements of classical Greek drama and of epic poetry, providing evidence from the texts to support the analysis.Literary Analysis: Analyze Dramatic and Poetic Elements R.4.4 Identify the element of poetry and analyze how they add to the meaning and enjoyment of a poem. R.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. Literary Analysis: Recognize Genre Drama PoetryR.4.8.b Compares characteristics of various literary genres (e.g., novel, poetry). R.4.16B Identify forms of poetry. R.4.10b Identify examples of alliteration, onomatopoeia, rhyme scheme, and internal rhyme as heard in poetry. R.4.12a Identify the structural elements of dramatic literature.Academic Vocabulary: aspect, image, interact, interpret, mental, structure S.1.5 Uses selected essential vocabulary of grade-level academic content. S.1.13 Demonstrate understanding of academic content words and phrases in selected concept-based categories.LanguageListening and Speaking: Create an Ending Evaluate PerformancesS.4.9 Participate in creating scoring guides based on designated categories and use them to prepare, assess, and revise oral presentations.Cluster 1: A Raisin in the Sun-My Father is a Simple Man/My Mother Pieced Quilts Language DomainActivities Correlations to Massachusetts ELPBO Reading Strategies: Visualize Form Mental ImagesR.2.2a Match symbols, pictures, and/or letters with words or ideas. W.2b Draw pictures and/or use letters to spell words that others information. W.2.4a Draws or sequences pictures to tell or retell a story.Reading Strategies: Comprehension and Critical Thinking Interpret Figurative LanguageR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. W.2.12b Identify figurative language used in poems (such as simile, metaphor, personification) for reference when writing poetry. Literary Analysis: Analyze Dramatic ElementsR.4.12a Identify the structural elements of dramatic literature. R.4.18 Analyze the elements of classical Greek drama and of epic poetry, providing evidence from the texts to support the analysis.Literary Analysis: Analyze Imagery PoemsR.4.9b Identify imagery in a literary text. R.3.12b Demonstrates how imagery or symbolism in a text connects to its theme(s).Literary Analysis: Analyze and Compare PoetryR.4.4 Identify the elements of poetry and analyze how they add to the meaning and enjoyment of a poem. R.4.11 Identify and analyze how sound devices, figurative language, and graphic elements support meaning in poetry.Vocabulary: bond, collapse, integrity, invest, loyalty, pretense, provider, successfulR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Interpret Figurative Language R.1.2d Identify the meaning of familiar idioms from their contexts. S.1.15 Demonstrate comprehension of frequently used idioms.Fluency Phrasing Accuracy and Rate R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts. S.2.16 Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Comparison ParagraphR.5.11d Identifies comparison and contrast organization in a text. R.1.20 Demonstrate understanding of the nature of language as found in text through comparison of English with other languages.Writing on Demand: Write about ThemeW.2.7 Write a well-organized story or script with explicit or implicit theme(s) and with details that contribute to mood or tone.Research and Writing History: Create a Time Line for Brown v. Board of Education of Topeka W.2.7f Write brief research reports with clear focus and supporting details. W.2.13b Write reports, based on research, that include quotations, footnotes or endnotes, and a bibliography.Language Language Development: NegotiateS.2.67 Compare, contrast, and exchange opinions in discussions on issues that are of contemporary or historical interest and represent a variety of cultural perspectives. R.5.21 Describe conflicts in points of view within and among cultures, as reflected in informational or expository text, and discuss how proposed resolutions reflect cultural and individual perspectives.Grammar: Verb Tenses Present, Past, and Future Tense Present Perfect: Regular Verbs Present Perfect: Irregular Verbs Present Perfect TenseW.4.8a Identify and correct tense inconsistencies when editing. R.1.9c Identify verb phrases and verb tenses in sentences. R.1.4 Use knowledge of simple sentence structures, including verb phrases and tenses, to gain meaning from a text. R.1.3e Identify subject-verb agreement in simple sentences.Listening and Speaking: Role Play College Admissions MeetingS.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listen and Speaking: Dramatic Reading Perform a SceneS.4.15 Participates in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 2: The Outsiders-If There Be Pain/Sonnet 30Language DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Visualize Identify Emotional ResponsesR.3.6b Analyze the effect of sensory detail in a text. W.3.8a Add images and sensory details to writing that are relevant to its purpose. R.2.2a Match symbols, pictures, and/or letters with words or ideas. W.2b Draw pictures and/or use letters to spell words that others information. W.2.4a Draws or sequences pictures to tell or retell a story.Reading Strategies: Comprehension and Critical Thinking Interpret Figurative LanguageR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. W.2.12b Identify figurative language used in poems (such as simile, metaphor, personification) for reference when writing poetry. Literary Analysis: Analyze Characterization in Drama R.4.12f Analyze the effect of dialogue in dramatic literature, using specific examples. R.4.12d Identify and explain key elements of characterization in dramatic literature (such as motivation, action, thought development).Literary Analysis: Analyze Form and Style Song and Lyrics Sonnet R.4.8e Identify rhythm as an element of style in literature. R.4.14c Explain how parallelism in a text accomplishes the author's purpose.Literary Analysis: Literary Criticism R.4.15g Critique words of fiction for their effectiveness in using elements of fiction such as point-of-view, foreshadowing, and irony. R.4.13 Analyze elements of dramatic literature and provide evidence from the text to support the analysis.Vocabulary: conquer, devotion, grief, issue, refuge, restore, subside, territoryR1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Vocabulary Strategy: Denotation and ConnotationS.2.12 Identify nonverbal cues that connate different meanings depending on their cultural or social context. S.1.12 Demonstrate comprehension of common words with multiple meanings.Fluency Expression Accuracy and Rate S.2.1 Demonstrate comprehension of everyday expressions used in interpersonal interactions. S.1.21 Use selected idiomatic expressions in speaking. S.3.46 Participate orally in class activities, using appropriate words, phrases, and expressions. R.3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.WritingWrite About Literature: Theme StudyW.2.16b Write a story of script with an explicit or implicit theme.Written Composition: Write a Literary Critique R.4.15g Critique works of fiction for their effectiveness in using elements of fiction such as point-of-view, foreshadowing, and irony.Language Language Development: Use Appropriate Language S.2.30 Initiate conversations, attend to speakers, take turns, and close conversations in culturally appropriate ways. S.3.66 Employ varying degrees of formality in language as appropriate to audience and purpose.Grammar: Perfect Tenses Past, Present Perfect, Past Perfect Future Perfect Tense Past Perfect and Future Perfect Tenses Verbs in the Perfect TensesR1.9c Identify verb phrases and verb tenses in sentences. R.1.3e Identify subject-verb agreement in simple sentences. R.1.10 uses knowledge of sentence structures, including verb phrases and tenses, to gain meaning from a text. W.4.8a Identify and correct tense inconsistencies when editing.Listening and Speaking: Role Play Television WeathermanS.4.15 Participate in performances, following agreed-upon criteria for audience, purpose, and information being conveyed.Listening and Speaking: Compare Media Evaluate Technique in Print, Plays, and FilmsW.3.10a Distinguish between formal and informal language heard in stories, poems, and plays. R.4.12e Compare and contrast setting, character, and plot among texts, plays, and films.Listening and Speaking: Participate in a DiscussionS.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Cluster 3 Voices of America-Human FamilyLanguage DomainActivities Correlations to Massachusetts ELPBOReading Reading Strategies: Visualize Identify Sensory Images Use Sensory ImagesR.3.6b Analyze the effect of sensory detail in a text. W.3.8a Add images and sensory details to writing that are relevant to its purpose. R.2.2a Match symbols, pictures, and/or letters with words or ideas. W.2b Draw pictures and/or use letters to spell words that others information. W.2.4a Draws or sequences pictures to tell or retell a story.Reading Strategies: Comprehension and Critical Thinking Interpret Figurative LanguageR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. W.2.12b Identify figurative language used in poems (such as simile, metaphor, personification) for reference when writing poetry. Literary Analysis: Analyze Figurative LanguageR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry.Literary Analysis: Analyze Rhythm and Rhyme PoemR.4.3a Identify a regular beat and/or similarities in sounds among words in poems. R.4.8e Identify rhythm as an element of style in literature. R.4.10c Compare the effect of sound, meter, and rhythm in poetry in English with poetry of other languages.Literary Analysis: Analyze AllusionsR.3.12b Demonstrates how imagery or symbolism in a text connects to its theme(s).Vocabulary: alien, ashamed, feature, interpret, major, melodious minor, variety, R1.14c. Identify words and phrases that have both literal and figurative meanings. S.1.28 Communicate academic knowledge orally, using specific, technical, and abstract vocabulary or grade-level, academic content.Fluency: Intonation Accuracy and Rate S.2.36 Communicate intended meanings utilizing English intonation patterns. S.2.63 Employ pronunciation, word stress, and intonation appropriate to communicative intent. R.3.17 Demonstrate fluency, comprehension, and efficient reading rate in a variety of texts.WritingWrite About Literature: Judgment W.3a Explain personal standards or judgment of quality of writing.Writing on Trait Voice and StyleR.4.8a Provide examples of how an author's use of words creates a mood or tone. W.2.16c Use elements of writing that contribute to mood or tone.Language Language Development: Use Appropriate LanguageS.2.30 Initiate conversations, attend to speakers, take turns, and close conversations in culturally appropriate ways. S.3.66 Employ varying degrees of formality in language as appropriate to audience and purpose.Grammar: Participles Participles as Adjectives Participial Phrases Placement of Participial Phrases Absolutes Enriching Your Sentences R.1.16a Recognize the functions of verbals (such as participles, gerunds, infinitives). W.4.8b Recognize the functions of verbals (such as participles, gerunds, infinitives). W.3.5 Vary expression by employing new words and phrases in writing.Listening and Speaking: Audio Visual Presentation Immigration to AmericaW.5.13 Create media productions using effective images, texts, music, sound effects and/or graphics.Listening and Speaking: Participate in a Discussion S.3.65 Participates in classroom discussion and other academic interactions, using basic and complex sentence structures.Apply and ExpandLanguage DomainActivities Correlations to Massachusetts ELPBOListening and Speaking WorkshopListening and Speaking Workshop: Narrative Presentation Sequence a Personal Experience Give a Narrative Presentation Evaluate with a Rubric S.4.1 Plan, rehearse, and orally present information about personal experiences or interests, using visual cues as needed. S.4.15 Participates in performances, following agreed-upon criteria for audience and purpose. S.2.64 Employ varied sentence structures when speaking, as appropriate to audience, purpose, and effect desired.Vocabulary Workshop: Interpret Figurative Language Interpret Figurative LanguageR.4.17 Analyze the effects of sound, form, symbolism, and figurative language in poetry. W.2.12b Identify figurative language used in poems (such as simile, metaphor, personification) for reference when writing poetry.   Adapted from, Making Content Comprehensible for English Language Learner- The SIOP Model (Echevearria, Vogt, and Short)     PAGE  PAGE 43 Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP) English as a Second Language: Level 2 Unit 6: English as a Second Language: Level 2 Unit 5: Communication English as a Second Language: Level 2 Unit 4: Discoveries English as a Second Language: Level 2 Unit 3: Courage English as a Second Language: Level 2 Unit 2: Changes English as a Second Language: Level 2 Unit 1: Challenges English as a Second Language: Level 1 Unit 6: Connections English as a Second Language: Level 1 Unit 5: Explorations English as a Second Language: Level 1 Unit 4: Heroes English as a Second Language: Level 1 Unit 3: Conflict and Cooperation English as a Second Language: Level 1 Unit 2: Environment English as a Second Language: Level 1 Unit 1: Traditions and Cultures English as a Second Language: Level 1 Unit 1: Traditions and Cultures English as a Second Language: Level 3 Unit 1: What Influences a Persons Choice? 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g]g^gbggggggggggggggyhzhhhhhviwiiiiiiiRjTj]j_jjjͲͲդͤ՛hPh0/5CJaJh0/5CJaJh0/CJOJQJ^JaJh(xh0/6CJaJhKh0/CJOJQJ^Jh0/CJaJhPh0/CJaJ hKh0/CJOJQJ^JaJhKh0/CJOJQJaJ8eeefdfpfneeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdL$$Ifl4F.6 (r t06    44 lapfqfrfff gneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4<F.6`(r t06    44 la g g g^ggneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl49F.6 (r t06    44 lagggggneee $Ifgd0/kdh$$Ifl49F.6 (r` t06    44 laggggzhneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd!$$Ifl49F.6 (r  t06    44 lazh{hhh2iwiineeAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl49F.6 (r t06    44 laiiiiSjqhhh $Ifgd0/kd$$IflF.6(r t06    44 laSjTjjqh $Ifgd0/kd6$$IflF.6(r t06    44 lajjjjj $Ifgd0/wkd$$Ifl6 7  t 0644 lap jjjkLCC $Ifgd0/kdy$$IflF.6(r  t06    44 lapjkkkkakbkvkkkkklllClDlHlllllll2m3m6m7mymzmmmmmmmn3n4nnnnnnooohoioyoooooppppp'p)phKh0/CJOJQJ^J hKh0/CJOJQJ^JaJhKh0/CJOJQJaJh0/OJQJ^Jh|eh0/OJQJ^Jh0/CJOJQJ^JaJh0/CJaJhPh0/CJaJ<kbkckdkkklJAA $Ifgd0/kdl$$Ifl4uF.6`(r t06    44 la# & 0` P@$1$7$8$H$Ifgd0/lllDllneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4sF.6 (r t06    44 lallll3mzmneeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4sF.6 (r t06    44 lazm{m|mmmneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4sF.6 (r t06    44 lammm4nnnneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd< $$Ifl4F.6 (r t06    44 lannnoioneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4F.6 (r t06    44 laiojokooopneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4<F.6`(r t06    44 lappp)pxpneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdX $$Ifl49F.6 (r t06    44 la)p-pwpxpppppppppp q qqSqTqqqqqqqqr5r6r7rGrrrrrrrNsOsQsYsZssssƾƾƾƠƾƆ|oƾƾƆhCh0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJhPh0/5CJaJh0/5CJaJh(xh0/6CJaJh0/6CJaJh0/CJaJhPh0/CJaJhKh0/CJOJQJ^J hKh0/CJOJQJ^JaJhKh0/CJOJQJaJ+xpypzpppneee $Ifgd0/kd $$Ifl49F.6 (r t06    44 lappp qTqqneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl49F.6 (r t06    44 laqqqqr6rqhhDD# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdt$$IflF.6(r t06    44 la6r7rHrqh $Ifgd0/kd$$IflF.6(r t06    44 laHrIrYrerr $Ifgd0/wkd$$Ifl6 7  t 0644 lap rrrrLCC $Ifgd0/kd_$$IflF.6(r  t06    44 laprOsPsQss tqttJAA $Ifgd0/kdR$$Ifl4<F.6`(r t06    44 la# & 0` P@$1$7$8$H$Ifgd0/sst tptqtttttttuuSuuuuvvvvvvvvvvvwwwRwlwwwxw|wwȩȝȉzi hKh0/CJOJQJ^JaJhKh0/CJOJQJaJh_h0/CJaJh0/5CJaJh_h0/5CJaJ"jh0/CJUaJmHnHuhiQh0/OJQJ^Jh0/CJaJhPh0/CJaJhCh0/OJQJ^Jh0/CJOJQJ^JaJh0/OJQJ^J%ttttuneee $Ifgd0/kd$$Ifl49F.6 (r t06    44 lau uuOuuqhhh $Ifgd0/kd$$IflF.6(r t06    44 lauuuuv@vvvneeAAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdb$$Ifl4F.6`(r t06    44 lavvvvvvvvvwniiiiiii` $Ifgd0/gd0/kd$$Ifl4F.6 (r t06    44 la ww"w.wRw $Ifgd0/wkd$$Ifl6 7  t 0644 lap RwSw\wxwLCC $Ifgd0/kde$$IflF.6(r  t06    44 lapxwwwww6xJAA $Ifgd0/kdX$$Ifl4uF.6`(r t06    44 la# & 0` P@$1$7$8$H$Ifgd0/wwwww5x6x8xexfxxxxxxxyy?y@yNybycygyyyyyz4z5z9z!$$Ifl4sF.6 (r t06    44 la`neee $Ifgd0/kd!$$Ifl4sF.6 (r t06    44 la`abсneee $Ifgd0/kd"$$Ifl4sF.6 (r t06    44 laсҁӁneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdZ#$$Ifl4F.6 (r t06    44 la&neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$$Ifl4QF.6 (r t06    44 laĂ%&7QRVŃ12YZ\xy}̄ !NOm!"'І,01hPh0/CJaJhPh0/5CJaJh0/5CJaJh&h0/6CJaJh0/CJaJhKh0/CJOJQJ^J hKh0/CJOJQJ^JaJhKh0/CJOJQJaJh_h0/CJaJ9&'(RneeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$$Ifl4<F.6`(r t06    44 la2ZneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdv%$$Ifl49F.6 (r t06    44 laZ[\yneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd*&$$Ifl49F.6 (r t06    44 la„!OneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd&$$Ifl49F.6 (r t06    44 laOP[neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd'$$Ifl49F.6 (r t06    44 la"qhhD# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdF($$IflF.6(r t06    44 laцqh $Ifgd0/kd($$IflF.6(r t06    44 laц҆ $Ifgd0/wkd)$$Ifl6 7  t 0644 lap 1LCCC $Ifgd0/kd1*$$IflF.6(r  t06    44 lap15124optu:;?CDBC݊ފ/0pq௾͡h0/OJQJ^Jh0/CJOJQJ^JaJh:h0/CJOJQJ^Jh:h0/CJOJQJ^Jh0/CJaJhPh0/CJaJ h:h0/CJOJQJ^JaJh:h0/CJOJQJaJ62neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$+$$Ifl4uF.6`(r t06    44 la234pneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd+$$Ifl4sF.6 (r t06    44 la;neee $Ifgd0/kd,$$Ifl4sF.6 (r t06    44 laneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd@-$$Ifl4sF.6 (r t06    44 laCފ0qneeAAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd-$$Ifl4F.6 (r t06    44 laqrzneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd.$$Ifl4F.6 (r t06    44 la͌ЌьҌ֌679KLPƍ'(012689{|ŽÎǎɎʎ12Nlmq+nƼƼƼƼ賧hPh0/5CJaJh0/5CJaJh0/OJQJ^Jh0/CJOJQJ^JaJh&h0/6CJaJh0/CJaJhPh0/CJaJh:h0/OJQJ^JBҌ7neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd\/$$Ifl4F.6`(r t06    44 la789LneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd0$$Ifl49F.6 (r t06    44 laneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd0$$Ifl49F.6 (r t06    44 la2|neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdx1$$Ifl49F.6 (r t06    44 laÎ2neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd,2$$Ifl49F.6 (r t06    44 la23<mqhhDD# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd2$$IflF.6(r t06    44 la,qh $Ifgd0/kd3$$IflF.6(r t06    44 la,-=Im $Ifgd0/wkd04$$Ifl6 7  t 0644 lap mnwLCCC $Ifgd0/kd4$$IflF.6(r  t06    44 lapneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd5$$Ifl4uF.6`(r t06    44 la Αёґ'(*Z[_ɒʒؒғӓדړۓ"#STv.28<EFJK  HIK~ɖȯȣȣhdh0/6CJaJh&h0/6CJaJh: h0/OJQJ^Jh0/CJaJhPh0/CJaJh:h0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJ@ʑ(neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdr6$$Ifl4sF.6 (r t06    44 la()*[ʒneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd&7$$Ifl4sF.6 (r t06    44 laʒ˒̒neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd7$$Ifl4sF.6 (r t06    44 laӓ#TneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd8$$Ifl4F.6 (r t06    44 laTU]neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdB9$$Ifl4F.6 (r t06    44 laFneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd9$$Ifl4<F.6`(r t06    44 la IneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd:$$Ifl49F.6 (r t06    44 laIJKʖneeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd^;$$Ifl49F.6 (r t06    44 laɖʖ UVb|}ŗ^_{FTUiҚӚ HIMۛܛ  &FGݳhh0/OJQJ^JhPh0/5CJaJh0/5CJaJh(Oh0/OJQJ^Jhdh0/6CJaJh0/CJaJhPh0/CJaJh0/CJOJQJ^JaJh0/OJQJ^J<VneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd<$$Ifl49F.6 (r t06    44 laVWX}Ɨpggg $Ifgd0/kd<$$Ifl4F.6 (r t06    44 laƗǗҗ_pggC# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdv=$$Ifl4F.6 (r t06    44 la_`iqhhD# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd&>$$IflF.6(r t06    44 laGqh $Ifgd0/kd>$$IflF.6(r t06    44 laGHXd $Ifgd0/wkdv?$$Ifl6 7  t 0644 lap LCC $Ifgd0/kd@$$IflF.6(r  t06    44 lapUVWӚJAAA $Ifgd0/kdA$$Ifl4uF.6`(r t06    44 la# & 0` P@$1$7$8$H$Ifgd0/Iܛ neeAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdA$$Ifl4sF.6 (r t06    44 la   GneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdlB$$Ifl4sF.6 (r t06    44 laGKĜ[\xʞ˞ϞWXi՟֟GJpquܠݠ]^jp{}~ǡȡȳhphh0/OJQJ^Jh`h0/OJQJ^Jhdh0/6CJaJh0/6CJaJhPh0/CJaJh(Oh0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJh0/CJaJ<\neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd C$$Ifl4sF.6 (r t06    44 la\]^neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdC$$Ifl4F.6 (r t06    44 la˞XneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdD$$Ifl4F.6 (r t06    44 laXYZ֟neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd[$$Ifl4uF6`( t06    44 laYZ[Uneee $Ifgd0/kd[$$Ifl4sF6 ( t06    44 laUVWմneeee $Ifgd0/kd\$$Ifl4sF6 ( t06    44 la!Ƶneee $Ifgd0/kdZ]$$Ifl4sF6 ( t06    44 laƵǵȵneee $Ifgd0/kd^$$Ifl4F6 ( t06    44 laֶlneee $Ifgd0/kd^$$Ifl4F6 ( t06    44 lalmn;neee $Ifgd0/kdv_$$Ifl4<F6`( t06    44 la;<=Wneee $Ifgd0/kd*`$$Ifl49F6 ( t06    44 la׸~neee $Ifgd0/kd`$$Ifl49F6 ( t06    44 la~Zqhhh $Ifgd0/kda$$IflF6( t06    44 laZ[κqh $Ifgd0/kd:b$$IflF6( t06    44 laZ[dfͺ)=>߻\^()M[kopq/MN տؿٿCEPQdfkR^`jmnrͶͶͫͫնͶͫͫh/h0/CJaJh0h0/6CJaJh h0/CJaJh0/CJaJhPh0/CJaJhPh0/5CJaJh0/5CJaJh_h0/CJaJCκϺߺ $Ifgd0/wkdb$$Ifl6 7  t 0644 lap >߻LCCC $Ifgd0/kd}c$$IflF6(  t06    44 lap߻H\neeee $Ifgd0/kdpd$$Ifl4uF6`( t06    44 la\]^neee $Ifgd0/kd$e$$Ifl4sF6 ( t06    44 la)Mneee $Ifgd0/kde$$Ifl4sF6 ( t06    44 laMNOqneee $Ifgd0/kdf$$Ifl4sF6 ( t06    44 laNneee $Ifgd0/kd@g$$Ifl4F6 ( t06    44 la neee $Ifgd0/kdg$$Ifl4F6 ( t06    44 laٿCneee $Ifgd0/kdh$$Ifl4<F6`( t06    44 laCDEfneee $Ifgd0/kd\i$$Ifl49F6 ( t06    44 laRneee $Ifgd0/kdj$$Ifl49F6 ( t06    44 laRSTnneee $Ifgd0/kdj$$Ifl49F6 ( t06    44 laneeX $If`gd0/ $Ifgd0/kdxk$$Ifl49F6 ( t06    44 la2qhhh $Ifgd0/kd,l$$IflF6( t06    44 la13<>>@jk}IJj{35pq]_pqy{|&(69ACLOW78<h0/CJaJhgh0/6CJaJh h0/CJaJhPh0/5CJaJh0/5CJaJhPh0/CJaJh/h0/CJaJh0/CJaJD23qh $Ifgd0/kdl$$IflF6( t06    44 la $Ifgd0/wkd|m$$Ifl6 7  t 0644 lap LCCC $Ifgd0/kdn$$IflF6(  t06    44 lap>neee $Ifgd0/kd o$$Ifl4uF6`( t06    44 la>?@kneeX $Ifgd0/ $Ifgd0/kdo$$Ifl4sF6 ( t06    44 la}neee $Ifgd0/kdrp$$Ifl4sF6 ( t06    44 la}~neeX $Ifgd0/ $Ifgd0/kd&q$$Ifl4sF6 ( t06    44 laJneee $Ifgd0/kdq$$Ifl4F6 ( t06    44 lajneee $Ifgd0/kdr$$Ifl4F6 ( t06    44 lajkl3neee $Ifgd0/kdBs$$Ifl4<F6`( t06    44 la345q8]neeeeee $Ifgd0/kds$$Ifl49F6 ( t06    44 la]^_|neee $Ifgd0/kdt$$Ifl49F6 ( t06    44 laWneee $Ifgd0/kd^u$$Ifl49F6 ( t06    44 la8neeee $Ifgd0/kdv$$Ifl49F6 ( t06    44 laFvqhhhh $Ifgd0/kdv$$IflF6( t06    44 lauwLMU{|}+,!"uv $67;ٯ홤h;Rh0/CJaJh[h0/CJaJh[h0/5CJaJ"jh0/CJUaJmHnHuhPh0/5CJaJh0/5CJaJh]:h0/CJaJh0/CJaJhPh0/CJaJ2neee $Ifgd0/kd<$$Ifl4sF.6 (r t06    44 lazneee $Ifgd0/kd$$Ifl4sF.6 (r t06    44 laz{|Vneee $Ifgd0/kd$$Ifl4F.6 (r t06    44 laVW_4neee $Ifgd0/kdX$$Ifl4F.6 (r t06    44 la456hneeee $Ifgd0/kd $$Ifl4<F.6`(r t06    44 lakneee $Ifgd0/kd$$Ifl49F.6 (r t06    44 laklm)neee $Ifgd0/kdt$$Ifl49F.6 (r t06    44 la)*+Kneee $Ifgd0/kd($$Ifl4F.6 (r t06    44 la%neee $Ifgd0/kd܎$$Ifl49F.6 (r t06    44 laEqhhh $Ifgd0/kd$$IflF.6(r t06    44 laEFqh $Ifgd0/kd8$$IflF.6(r t06    44 laQI]?@126Zzffw{46]^b*,59?@459`ߴ״ߩשh9h0/CJaJhh0/6CJaJhbh0/6CJaJhuYh0/CJaJh0/CJaJhPh0/CJaJhPh0/5CJaJh0/5CJaJB $Ifgd0/wkd$$Ifl6 7  t 0644 lap ILCCC $Ifgd0/kd{$$IflF.6(r  t06    44 lapIJKneee $Ifgd0/kdn$$Ifl4uF.6`(r t06    44 la@neee $Ifgd0/kd"$$Ifl4sF.6 (r t06    44 la2neee $Ifgd0/kd֓$$Ifl4sF.6 (r t06    44 lafneee $Ifgd0/kd$$Ifl4sF.6 (r t06    44 lafghneee $Ifgd0/kd>$$Ifl4F.6 (r t06    44 lafneee $Ifgd0/kd$$Ifl4F.6 (r t06    44 lafgh4neee $Ifgd0/kd$$Ifl4<F.6`(r t06    44 la456^neeX $Ifgd0/ $Ifgd0/kdZ$$Ifl49F.6 (r t06    44 laneee $Ifgd0/kd$$Ifl49F.6 (r t06    44 la @neee $Ifgd0/kd˜$$Ifl49F.6 (r t06    44 la5neee $Ifgd0/kdv$$Ifl49F.6 (r t06    44 la`PQZ\v8LabfTp8:;VyCTstx dehh9h0/CJaJhbh0/6CJaJhuYh0/CJaJhEz<h0/CJaJhPh0/5CJaJh0/5CJaJhPh0/CJaJh9h0/CJaJh0/CJaJ?Pqhhh $Ifgd0/kd*$$IflF.6(r t06    44 laPQwqh $Ifgd0/kdҚ$$IflF.6(r t06    44 lawx $Ifgd0/wkdz$$Ifl6 7  t 0644 lap 8LCCC $Ifgd0/kd$$IflF.6(r  t06    44 lap89:bneee $Ifgd0/kd$$Ifl4uF.6`(r t06    44 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$Ifgd0/kd$$IflFb.6 t06    44 la````a $Ifgd0/wkd^$$Ifl6 7  t 0644 lap aa!aKaLCC $Ifgd0/kd$$IflFb.6  t06    44 lapKaaaaa b4bJAA $Ifgd0/kd$$Ifl4uFb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/3b4b6b`bab%c&cBcXcYc]c^cccccccccccc9d:dGdHdddddddXeYe{eeeee&f'f8fRfVfWf[ffffffffffffgg%gh0/OJQJ^Jh0/OJQJ^JhgIh0/OJQJ^Jh0/CJOJQJ^JaJh0/CJaJhPh0/CJaJh0/5CJaJhPh0/5CJaJ7ii,i8i\i $Ifgd0/wkd'$$Ifl6 7  t 0644 lap \i]ifi{iLCC $Ifgd0/kd+($$IflFb.6  t06    44 lap{iiiiisjJAA $Ifgd0/kd)$$Ifl4uFb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/sjtjujjj7kneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd)$$Ifl4sFb.6  t06    44 la7k8k9klkkkneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd*$$Ifl4sFb.6  t06    44 lakkkklneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd:+$$Ifl4sFb.6  t06    44 lallllcmneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd+$$Ifl4Fb.6  t06    44 lacmdmlmmm6nneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd,$$Ifl4Fb.6  t06    44 lammmm5n6nFnnnpnsntn oooo 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la12uqh $Ifgd0/kd4`$$IflFb.6 t06    44 lauv $Ifgd0/wkd`$$Ifl6 7  t 0644 lap ֟LCC $Ifgd0/kdwa$$IflFb.6  t06    44 lap֟()*lɠJAA $Ifgd0/kdjb$$Ifl4uFb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/ɠʠˠBmneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdc$$Ifl4sFb.6  t06    44 laABlm&6:<@CDܢݢ)*rs#$ˤ>?CDɥʥۥFGIJ}~¦Ŧܦݦ()GRȯhu/h0/6CJaJh=h0/OJQJ^Jh0/CJaJhPh0/CJaJhEsh0/OJQJ^Jh0/CJOJQJ^JaJh0/OJQJ^JEmnoneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdc$$Ifl4sFb.6  t06    44 la<neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdd$$Ifl4sFb.6  t06    44 laݢ*sneeAAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd:e$$Ifl4Fb.6  t06    44 la$ekde$$Ifl4Fb.6  t06    44 la $Ifgd0/?ʥneeAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdf$$Ifl4<Fb.6` t06    44 laʥ˥̥G~æneeAAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdVg$$Ifl4Fb.6  t06    44 laæĦŦݦ)neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd h$$Ifl49Fb.6  t06    44 la)*5Sneee $Ifgd0/kdh$$Ifl49Fb.6  t06    44 laRS yzĨƨϨѨYrxy}˩̩:;=ΪϪ./3yzɫʫΫ01Lhjnqrh=h0/OJQJ^JhEsh0/OJQJ^JhPh0/5CJaJh0/5CJaJh0/CJaJh0/OJQJ^Jh0/CJOJQJ^JaJhPh0/CJaJA Ũqhhh $Ifgd0/kdri$$IflFb.6 t06    44 laŨƨqh $Ifgd0/kdj$$IflFb.6 t06    44 la(4X $Ifgd0/wkdj$$Ifl6 7  t 0644 lap XYbyLCC $Ifgd0/kd]k$$IflFb.6  t06    44 lapy̩ͩΩ;JAA $Ifgd0/kdPl$$Ifl4uFb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/;<=ϪneeA4 $If`gd0/# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdm$$Ifl4sFb.6  t06    44 la/zneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdm$$Ifl4sFb.6  t06    44 laʫ1neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdln$$Ifl4sFb.6  t06    44 la123jneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd o$$Ifl4Fb.6  t06    44 la-.íխ \]{;Xstx°ðհְװ Ohnosvw#$7Y[үҢ虍ҢhPh0/5CJaJh0/5CJaJh?h0/OJQJ^Jhqh0/OJQJ^Jhc-h0/6CJaJh0/OJQJ^Jh0/CJOJQJ^JaJh0/CJaJhPh0/CJaJhEsh0/OJQJ^J7.ĭneee $Ifgd0/kdo$$Ifl4Fb.6  t06    44 laĭŭƭneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdp$$Ifl4<Fb.6` t06    44 laneee $Ifgd0/kd?ineeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdnz$$Ifl4<Fb.6` t06    44 la˶`neeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd"{$$Ifl49Fb.6  t06    44 laƷUneeAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd{$$Ifl49Fb.6  t06    44 laneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd|$$Ifl49Fb.6  t06    44 la&89 PX#$&./Z[(qst56ӼӼӼӚӚӚh"h0/OJQJ^JhPh0/5CJaJh0/5CJaJh?h0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJhc-h0/6CJaJh0/CJaJhPh0/CJaJ< 9neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd>}$$Ifl49Fb.6  t06    44 laqhhh $Ifgd0/kd}$$IflFb.6 t06    44 laqh $Ifgd0/kd~$$IflFb.6 t06    44 la+O $Ifgd0/wkdB$$Ifl6 7  t 0644 lap OPXLCC $Ifgd0/kd$$IflFb.6  t06    44 lap$%&[JAA $Ifgd0/kdЀ$$Ifl4<Fb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/neeAe# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl49Fb.6  t06    44 la(qqhhDDD# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd8$$IflFb.6 t06    44 la6neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4Fb.6` t06    44 la !"#$%pkkkkkkkkkkkgd0/kd$$Ifl4Fb.6  t06    44 la %0¿ܿgh|[\^!%klQRn]^ƸƸh=h0/OJQJ^Jh"h0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJh[h0/CJaJh0/5CJaJh[h0/5CJaJ"jh0/CJUaJmHnHuh0/CJaJ:%¿wkdD$$Ifl6 7  t 0644 lap $Ifgd0/¿ÿ̿LCC $Ifgd0/kd߄$$IflFb.6  t06    44 laphij\JAA $Ifgd0/kd҅$$Ifl4uFb.6` t06    44 la# & 0` P@$1$7$8$H$Ifgd0/\]^neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4sFb.6  t06    44 la!lneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd:$$Ifl4sFb.6  t06    44 laRneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4sFb.6  t06    44 laRST^neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4Fb.6  t06    44 la^_g%neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdV$$Ifl4Fb.6  t06    44 la$%6^_"#'qr +,01/rگڗ h)h0/CJOJQJ^JaJh)h0/CJOJQJaJh0/5CJaJh[h0/5CJaJh<=h0/OJQJ^Jh0/OJQJ^Jh0/CJaJh[h0/CJaJh"h0/OJQJ^Jh0/CJOJQJ^JaJ2%&'_neeAAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd $$Ifl4<Fb.6` t06    44 la#rneeAA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd$$Ifl4:Fb.6  t06    44 laneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdr$$Ifl49Fb.6  t06    44 la,neeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kd&$$Ifl49Fb.6  t06    44 laneeA# & 0` P@$1$7$8$H$Ifgd0/ $Ifgd0/kdڌ$$Ifl49Fb.6  t06    44 laqhhh $Ifgd0/kd$$IflFb.6 t06    44 la0qh $Ifgd0/kd6$$IflFb.6 t06    44 la01AMq $Ifgd0/wkdގ$$Ifl6 7  t 0644 lap qr{LCC $Ifgd0/kdy$$IflFb.6  t06    44 lap)*.12yz&'JKY`drswyz  @A]34VվվͲվդh)h0/OJQJ^Jh0/OJQJ^Jh0/CJOJQJ^JaJh} 6h0/6CJaJh)h0/CJOJQJaJh0/CJaJh[h0/CJaJ 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English as a Second Language: Level 3 Unit 5: What Makes Something Frightening? English as a Second Language: Level 3 Unit 6: How Do the Media Shape the Way People Think? English as a Second Language: Level 3 Unit 7: What Holds Us Together? What Keeps Us Apart? 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