PA GE 15 Enriched Language & Literature ELL
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Enriched Language & Literature ELL
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Tales Across TimeMrs. Libman
Parent Handbook2015-2016
Woodbury Elementary SchoolShaker Heights City School District
Table of Contents
Purpose of ELL ……………………………………….......................... 3
Curriculum Overview ……………………………...………….............. 4
Behavioral Expectations…………………………………………..........4
Parents Role …………………………………………………................4 - 5
Teacher’s Goals ……………………………………………………… 6
2015 - 2016 Calendar of Events ……………………………………….6 - 7
Learner Characteristics ………………………………….....................7 – 9
Curriculum
Reading ……………………………………………………………9 -10
Word Study …………………………………….…….………… 10 - 11
Grammar ……………………………………….…………...........11
Composition …………………………………………………….. 12
Public Speaking……………………………………….…............12
Strategies for Effective Learning………………….…………….12 -13
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Focus of the Year …………………………………………………….…13
Trimester Focus Topics
1st Habits of Mind and Practice…………………………………13
Study and Research Skills………………………………..…14
2nd Immigration & Migration 1864-1918 ………………………14-15
3rd Tale Tales Across the World Writing………………………..15
Passions & Pastimes ……………………………………………… 15
Coffee House …………………………………………………….……15 - 16
Appendix
Compilation of Common Core State Standards and Their
Application to the ELA Curriculum ……………………………,,,,,,.16-19
Purpose of ELLWho ELL is designed for:
We believe that each child is unique and has special talents. ELL is a class for students who have an exceptional ability in English to learn, synthesize and apply that knowledge. In addition, to succeed in ELL, students should show self-motivation, be ready to accept and persevere through the challenges of higher level assignments and have the desire and discipline to apply organizational and time management techniques to their work.
ELL is not for every high achieving student. As a parent, you know your child best and what is right for him or her at the moment. Each year numerous 5th and 6th graders, who qualify for ELL, elect to stay in the smaller homeroom Language Arts classes. Choosing not to participate in Woodbury ELL in no way precludes being in ad-vanced classes in the Middle School. Some 5th grade students stay with their home-room classes in 5th grade and join ELL in 6th grade. Parents and students should re-gard the first few weeks of ELL as an opportunity to see if the class is a good fit for the student’s particular learning needs.
Our role as teachers:
Our job, as teachers, is to create an atmosphere in which every student’s individ-ual talents can be nurtured and developed while new skills are acquired and applied.
We structure assignments to address high achieving and motivated children’s vary-ing learning styles and intellects. Throughout the year we give students a panoply of as-signments designed to expand their learning boundaries and address visual, auditory, read/write and kinesthetic learning styles. Completing assignments with quality on a timely basis is a key to success in ELL. Therefore, organization and self-motivation are essential student characteristics.
In addition to academic learning, we help students create individual learning goals that guide them in acquiring skills in time management, goal setting, and collaboration to help them become a more effective learners. We encourage and expect each child to perse-vere on each assignment and be accountable for his or her own learning. Our emphasis will continue to be on quality rather than quantity of work. When submitted work is below our expectations for a particular student, it will be returned with explanation and will need to be redone by a specific date to earn credit.
Curriculum OverviewThe Enriched Language & Literature (ELL) class will emphasize the following areas:
1. Reading, Composition, Grammar, and Word Study 2. Thinking Skills –Evaluation, Analysis, Synthesis, and Application 3. Creativity – Awareness of the world through different perspectives4. Holistic Development of the student – Divergent thinking is fostered and accepted in
an open, nurturing environment5. Practical Skills – Self awareness as a learner, time management, and knowledge re-
trieval and evaluation from numerous sources, and public speaking.
Behavioral ExpectationsWe expect that teachers and students will think before they act so that they may:
· show respect for each other and be considerate of individual differences· obey school expectations (Essential Agreements) at all times· read and carefully follow directions· demonstrate good manners and courtesy (IB Learner Attributes & Attitudes)
Parent’s Role5
The ELL program works because of the mutual respect and support we have for each other as teachers, students, and parents. We value parent's insights and ask parents to:
1. Refer to the Monthly Calendar to keep current with ongoing assignments and help students comply with the requirements. Each student will receive two copies of the monthly calendars – one for home and one for her or his binder. The monthly calendar is also available on www.elalibman.com.
2. I will be sending text message reminders and notices through my account on remind.com as things come up beyond what is listed on the Monthly Calendar. To receive these text no-tices, please join the group by texting 81010 and inputing @ellli (e + 3 l s and an i) in the message line. Students as well as families may utilize this as no information about other re-cipients is visible. Parents will need to confirm their student’s participation and sign the Terms of Service Agreement for them.1
3. Review and sign each book review and composition assignment on the line provided so that you are aware of your student's work and we know you have seen and reviewed the as-pects we noted.
4. Contact teachers at school about homework or project questions either by e-mail to: vlib - [email protected] (preferred as it rings on my phone), [email protected], note or phone (216 295-4150).
5. Discuss concerns before they become major problems by contacting us and requesting a conference when and if needed.
6. Have students work on assignments diligently but, if there are extenuating circumstances or questions that cannot be answered, send a e-mail that night ([email protected]) explain-ing the situation so your student may rest more comfortably or a note the next morning.
7. Inform teachers about scheduled absences ahead of time so that appropriate materials can be prepared for the student.
8. See to it that assignments are made up and turned in following an absence, regardless of the nature of the absence. Extra time is always allowed for turning in assignments when re-
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turning from an illness.
9. Participate in ELL events such as Book Clubs with your student, Open Houses, volunteering in classroom simulations and sharing your interests in Passions and Pastimes described later.
There are numerous volunteer opportunities, especially during the winter term, and we ab-solutely need your help to provide experiences for the students that will lead to more au-thentic understanding and writing. Check the website or the reverse side of the monthly cal-endar for notice of specific opportunities.
Teacher’s GoalsAffective:
Ø Help each student find personal satisfaction in learning.Ø Make each student aware of his or her capabilities and ability to grow.Ø Internalize the concept that mistakes are stepping stones for individual growth.Ø Emphasize each student’s uniqueness as an individual.Ø Communicate the need for and benefits of mutual respect and trust.Ø Broaden the use of the team approach to learning.Ø Develop self-confidence within each student along with a positive feeling
of her or his self-worth and that of others.Ø Develop and nurture a “happy” and productive person.
Cognitive:Ø Help each student develop to his or her own full potential at this point, considering
age, experience, and past performance.Ø Develop and improve skills in reading, composition, grammar, vocabulary and oral
communication.Ø Foster curiosity.Ø Broaden language creativity skills in creative and descriptive writing.Ø Develop self and time management skills.Ø Develop questioning, decision making and problem solving skills.Ø Develop higher level and divergent thinking skills.Ø Broaden each student’s experience base through exposure to a variety of
programs and ideas.
2015-2016 ProgramNotable Dates for Enriched Language Arts
Curriculum Night & Conference Time Sign up (bring your calendars)Tuesday, September 15, 2015 7:30 P.M. Woodbury Auditorium
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Parent/Student/Teacher ConferencesThursday, Oct. 29th and Friday, Oct. 30th (students will be in school working in the
Library & computer lab)Monday, Nov. 2nd and Tuesday, Nov. 3, 2015 Mrs. Libman will also have other specific dates for conferences to accommodate
everyone. These dates will be noted at Open House.
Book Club Tuesday, Nov. 17 or Wednesday, Nov. 18, 20157 P.M. Woodbury Auditorium- (Holes by Louis Sacher)
I-Search Open Housebefore Winter Break3-6 P.M. or 7-9 P.M.
Book ClubWednesday, January 27 or Thursday, January 28, 2016 The King of Mulberry Street by Donna Jo Napoli)
Immigration and Migration: 1864-1918 Open HouseBefore Spring Break3-6 P.M. or 7- 9 P.M. Upper Gym
Book Club Wednesday, April 20 or Thursday, April 21, 20167 P.M. Auditorium –(Stargirl by Jerry Spinelli)
Coffee House (each student must present at one session)Monday – Thursday May 16-19, 2016Tuesday – Thursday May 24-, 26156 4-6 P.M. or 7-9 P.M. daily – Room 130
Learner CharacteristicsThe ELL program aligns with the values inherent in the International Baccalaureate (IB)
Middle Years Program (MYP). Consequently, we will continue weaving in elements of the IB - MYP into ELL.
The IB elements correlate well with the Common Core State Standards issued by the Council of Chief State School Officers and the National Governors Association in June 2010. Weaving these elements throughout our ELL studies, students will be encouraged to see themselves as:
InquirersStudents develop their natural curiosity. They acquire the skills necessary to conduct in-
quiry, research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives
Students demonstrate independence....More broadly, they become self-directed learn-ers, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
KnowledgeableStudents explore concepts, ideas and issues that have local and global significance. In
so doing, they acquire in-depth knowledge and develop understanding across a broad and bal-anced range of disciplines.
Students build strong content knowledge....They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
Students use technology and digital media strategically and capably....They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
ThinkersStudents exercise initiative in applying thinking skills critically and creatively to recog-
nize and approach complex problems, and make reasoned, ethical decisions. Students comprehend as well as critique....They work diligently to understand precisely
what an author or speaker is saying, but they also question an author or speaker’ s assump-tions and premises and assess the veracity of claims and the soundness of reasoning.
CommunicatorsStudents understand and express ideas and information confidently and creatively in
more than one language (IB) and in a variety of modes of communication. They work effec-tively and willingly in collaboration with others.
Students respond to the varying demands of audience, task, purpose, and discipline....They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.
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PrincipledStudents act with integrity and honesty, with a strong sense of fairness, justice, and re-
spect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Students value evidence....Students cite specific evidence when offering an oral or writ-ten interpretation of a text.
Open-MindedStudents understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Students come to understand other perspectives and cultures....They actively seek to understand other perspectives and cultures through reading and listening and they are able to communicate effectively with people of varied backgrounds.
CaringStudents show empathy, compassion, and respect towards the needs and feelings of
others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.
CourageousStudents approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
BalancedStudents understand the importance of balancing different aspects of their lives - intel-
lectual, physical, spiritual, and emotional to achieve personal well-being for themselves and others.
ReflectiveStudents give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their learning and personal development.
CurriculumThis curriculum has been designed for your students and is based on the Interna-
tional Baccalaureate (IB) Middle Years Program (MYP) and the Common Core Standards adopted by the State of Ohio as well as the Shaker Heights District Strategic Plan 2014-2019 with respect to student experience, curriculum, instruction and assessment, collaboration, communication and involvement.
Reading:
The standards for inclusion in ELL are based on reading ability, therefore, the goal of the ELL reading program is to broaden the scope of the students reading experience by exposing them to a wide variety of genres.
We have developed a program that allows for personal choice within the framework of prescribed monthly genres because students are more enthusiastic about their reading when they have a choice, Each student must read a book from the monthly genre list. Re-flection on reading takes it from pure pleasure to a learning opportunity. Book reports al-ways feature both a summary of the book and questions that relate to the literary form to broaden and deepen students’ understanding of literature and their ability to analyze how authors construct engaging stories. We ask that you or another adult in the household review the summary for each month so that you are aware of your student ’ s work . In ad-dition, students will read selections in class and participate in discussions to help them get a firmer grasp on literary techniques and analysis.
In ELL book clubs, parents and students both read the book club choice and come to school to discuss it on one of the two designated evenings.
Monthly genres September: Shared reading: to act as models for subsequent book reviewsOctober: Realistic Fiction November: Non-Fiction or Biography: (which can correlate with the student’s
I-Search topic)Evening book club (Nov. 17 or 18) ( Holes by Louis Sacher) will be an extra credit opportunity
January: Historical FictionEvening book club (Jan. 27 or 28) (The King of Mulberry Street by
Donna Jo Napoli) will be an extra credit opportunityFebruary: International FictionMarch: Mystery
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April: Science Fiction & FantasyEvening book club (April 20 or 21) (Stargirl by Jerry Spinelli) will
be an extra credit opportunity
Word Study:
Word Study integrates the traditional subjects of Vocabulary and Spelling. The ob-jective of Word Study is to have each student develop a richer, more expressive vocabu-lary. Building a common vocabulary allows teachers and students to communicate with ease and efficiency. Lessons are dedicated to words that students will be encountering in their studies and using frequently. In each lesson we will focus on Latin prefixes, roots and suffixes. Knowledge of word elements allows students to decipher hundreds of Eng-lish words, beyond those studied directly. When we get to our study of Immigration & Mi-gration 1864-1918, we will study words that have come into English from other countries.
Lessons will help each student to become more skilled in the use of words and make them part of her or his active written and spoken vocabulary.
Grammar:The goal of our study of grammar is to have each student become knowledgeable
about how sentences are constructed and proficient in the use of language mechanics. Sentence diagramming will concentrate on learning the functions of parts of speech, and having students understand the interrelationship of words within a sentence. Using this knowledge, each student is expected to be able to compose sentences that effectively communicate his or her ideas.
Punctuation is a function of grammar. We review capitalization and end marks and provide detailed instruction on the use of commas, parentheses, apostrophes, quotation marks, and footnotes.
Composition:
Our objective in composition is to have each student become a more proficient writer in a wide variety of forms. During the course of the year, we will have each student practice composing:
creative stories personal experience narrativespersuasive pieces expository writingletters poetryself-reflections editorialssummaries journal entriesdialogue
We will provide exemplars of and rubrics for each writing form so that the student has a guide and can see the logical organization necessary for the piece. We require that students complete graphic organizers before writing each piece so that they can apply the techniques explained in the exemplars. We expect that each student will apply the knowledge gained from the word study and grammar to their written work. Here again, we ask that you review your student ’ s final copies so that you are aware of your stu - dent ’ s work.
Public Speaking:We teach public speaking in ELL in order to help each student become a more artic-
ulate, confident orator. Each student is given guidance in developing his or her skill as an effective public speaker several times throughout the year by sharing original work in front of the class and receiving suggestions for improvement. The culmination of this process is Coffee House in late May when each student selects five minutes of her or his favorite writing from the year’s body of work to share with friends and family in an after-noon or evening presentation. Students read their work in front of a supportive audience of between 30 and 40 people, giving them an opportunity to demonstrate their progress towards becoming more confident, competent communicators.
Strategies for Effective Learning:The goal of this aspect of the ELL program is to teach each student to use a variety
of techniques for self and time management. This should allow the student to become a more effective and efficient learner. Some of the tools that we use to achieve this goal in-clude:
1. At the beginning of the year students will complete a variety of assessments so they and we can see where both their strengths and areas for improvement lie. One of the characteristics of high achieving students is the asynchrony of their development. Based on these findings, each student will develop, with guidance from their teacher, an individual learning goal for ELL.
2. Within an individual learning goal students will develop action plans for their achieve-ment. They will monitor their progress weekly or bi-weekly and readjust their plans to achieve their objectives.
3. At the beginning of each month, students receive two copies of the monthly calendar. The calendar gives an overview of the assignments for the month, allowing a student to plan his or her workflow in conjunction with other school and outside commitments.
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4. At the beginning of each week during the first trimester, students will be given time to transfer assignments to the Student Planner that each Woodbury student receives at the beginning of the school year.
5. Several long-term projects have completion timelines and interim deadlines that are designed to help students manage the completion of the projects more effectively.
6. As a class, we will investigate how the brain works, learn how to make connections and how to recall information more efficiently.
7. Each student will learn and practice exercises and relaxation techniques to build re-silience to stress and improve academic focus.
Focus of the Year: Tales Across TimeWe are focusing the curriculum all year on reading and writing factual and fictional per-
sonal narratives. Throughout the year, students will write in a variety of genres, develop an even more expressive vocabulary, hone their grammatical skills and share their work with oth-ers. In this way, they may both express themselves more effectively in writing and tell their own stories, successfully meeting the challenges of learning.
Trimester Focus Topics:
Reading, Word Study, Grammar, and Composition are woven into each trimester through focus topics.
Habits of Mind & Practice:
In the first trimester we will specifically focus on helping students develop the habits of mind that will enable them to become more productive, proficient learners and decision makers through their individual learning goals. We will help students learn to organize time and work, persevere in their learning efforts and craft work to the best of their ability.
Study will involve getting to know the ELL community through a variety of group building exer-cises and exploring poetry throughout the year. This will expand both the student’s abilities to observe as well as describe what he or she sees, hears, and feels. Students will study and write poems in a wide variety of forms from silly to reflective.
"Poetry is the human soul entire, squeezed like a lemon or a lime,
drop by drop,
into atomic words."
--Langston Hughes
The trimester will culminate in a self-generated I-Search Personal Project as described below.
Study and Research Skills:
Each student will explore how he or she learns and studies most effectively. Addition-ally, each will be exposed to and practice techniques of self management and learn research skills and report writing as part of the time management instruction with interim due dates set so that each student can pace her/himself.
I-Search – Applied Personal Project
Phase I Teachers introduce the I-Search concept (to research an intriguing question) and have students identify an area of personal interest. Students engage in a variety of activities, not only to discover what they already know about this topic, but also to build background knowledge. These activities model a variety of ways for students to gather information. By the end of Phase I, each student poses an I-Search question to guide his or her personally motivated inquiry.
Phase II Students develop a search plan that identifies how they will gather information: by reading books, magazines, newspapers, reference materials; by viewing websites, videos, films; by interviewing people or conducting surveys; by carrying out experi-ments, doing simulations, or going on field trips.
Phase III Students follow their search plans and gather information. They also analyze and synthesize information to construct knowledge.
Phase IV Students draft, revise, edit, and publish an I-Search Report. The I-Search Re-port includes the following components: Research Question and Thesis Statement, Search Process, Results, Conclusion (did the research support the initial thesis?), and References. The report becomes the foundation for an oral presentation in class briefly describing the results and process, The goal of this project is both to have students learn the research method and to help them learn to take action in a meaningful way. Parents and friends may view student projects during an Open House before Winter Break.
Immigration and Migration 1864-1918: Lighting the Way
Beginning in January, students will explore aspects of the immigrant experience in the 19th and early 20th centuries as well as African American migration from the Southern United
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States to the North after the Civil War. Students will choose identities that mirror the diversity of ethnic groups coming to this country from all over the world during this time period or mov-ing within the United States. This study involves significant interactive components and we look forward to including parents in the simulations. Students are given instruction in the social skills of non-verbal communication, group decision-making, and brainstorming, as well as the academic skills of research, documentation, and writing.
Assuming the role of an immigrant coming from a particular country or area of the United States and settling in predetermined city, students will:
> read primary source documents and use them as models for their own journals and letters;
> map their route to their destination,> observe and document unfamiliar practices and customs; > meet people from unfamiliar cultures, learn to communicate with them, and record
their experiences;>participate, if they desire, in the January book club which will be Donna Jo Napoli’s
The King of Mulberry Street a story of an immigrant boy’s experience;> chose and create individual projects related to their own family’s history, their
immigration/migration experience or country of origin; and> display their group’s newly acquired knowledge at the Open House, before Spring
Break.
Reading and word study work will be correlated to support this study. Vocabulary words will be those English borrowed from other languages (loan words) and amalgamated into English.
Tall Tales Across the World In response to students suggestions in previous evaluations of the class for more cre-
ative writing, we have designed a study of tall tales from around the world culminating in each student writing a tall tale of his or her own. By looking at tales from diverse times and places, students will develop an understanding that tall tales emerge from specific experiences of peo-ple who lived in a particular place and time. The tales of the students will likely be full of humor and hyperbole.
Passions and Pastimes: Experience and Writing
In April and May, we invite parents to come to their student’s class and share with stu-dents their enthusiasm for and expertise in their profession or pastime. We began this pro-gram a number years ago and have found it intriguing for students, parents, and teachers. The students have their worlds broadened by learning from parents and gained a new appreci-
ation for those pursuits that their parents and their friends’ parents find exciting. Students write about their experiences and learn the fine art of the thank you note.
Coffee House:
Effective public speaking is a skill that is necessary for students to develop to communi-cate their ideas to the world. During the year they are given instruction in techniques for effec-tive speaking and opportunities to practice within the class. The culminating project for the public speaking component of ELL is a presentation by each student of five minutes of their work to a wider audience of family, peers, friends and teachers. Each student choses work that he or she has written for ELL during the year, organizes it on notecards on electronically, practices it in class and then reads their work at an afternoon or evening Coffee House ses-sion.
AppendixCompilation of Common Core State Standards for English Language Arts & Literacy and Their
Application to the ELA Curriculum – 2015 - 2016 (in bold print)
Acquisition of Vocabulary – ü Define the meaning of unknown words by using context clues and the author’s use of defi-
nition, restatement and example.ü Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words.ü Identify the connotation (implied meaning) and denotation (literal meaning) of new words.ü Identify, understand and interpret metaphors and similes to understand new uses of words and phrases in text.ü Use word origins to determine the meaning of unknown words and phrases.ü Recognize and use words from other languages that have been adopted into the Eng-lish language.ü Apply the knowledge of prefixes, suffixes and roots and their various inflections to ana-lyze the meanings of words.ü Identify the meanings of abbreviations, symbols and acronyms and connect them to whole.ü Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as footnotes or sidebars.
üELA addresses these standards through Word Study and reading assignments.
Reading Standards for Literature -
Key Ideas and Detailsü Cite textual evidence to support analysis of what the text says explicitly as well as infer-
ences drawn from the text.
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ü Determine a theme or central idea of a text and how it is conveyed through particular de-tails; provide a summary of the text distinct from personal opinions or judgments.
ü Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Craft and Structureü Determine the meaning of words and phrases as they are used in a text, including figura-
tive and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ü Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Integration of Knowledge and Ideas✓ Compare and contrast the experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
✓ Compare and contrast texts in different forms or genres (e.g. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity✓ By the end of the year, read and comprehend literature, including stories,
dramas, and poems in the grades 5-6 complexity band proficiently.
ELA addresses these standards through the Reading Program, specifically Book Reviews & In-Class Instruction in Fiction and Poetry and class discussions.
Reading Informational Text –
Key Ideas and Detailsü Cite textual evidence to support analysis of what the text says explicitly as well as infer-
ences drawn from the text.ü Determine a central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments.ü Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elabo-
rated in a text (e.g., through examples or anecdotes).
Craft and Structureü Determine the meaning of words and phrases as they are used in a text, including figura-
tive, connotative, and technical meanings.ü Analyze how a particular sentence, paragraph, chapter, or section fits into the overall struc-
ture of a text and contributes to the development of the ideas.ü Determine the author’s point of view or purpose in a text and explain how it is conveyed in
the text.
Integration of Knowledge and Ideas
ü Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ü Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
ü Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography of the same person).
Range of Reading and Level of Text Complexity✓ By the end of the year, read and comprehend literary nonfiction in the grades 5-6 text com-
plexity band proficiently.✓
ELA addresses these standards through the I-Search Personal Project and Immigra-tion & Migration study.
Writing Standards –
Text Types and Purposesü Write arguments to support claims with clear reasons and relevant evidence.ü Write informative/explanatory texts to examine a topic and convey ideas, concepts, and in-
formation through the selection, organization, and analysis of relevant content.ü Write narratives to develop real or imagined experiences or events using effective tech-
nique, relevant descriptive details, and well-structure event sequences.ü Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.ü With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.ü Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ü Conduct short research projects to answer a question, drawing on several sources and re-focusing the inquiry when appropriate.
ü Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
ü Draw evidence from literary or informational texts to support analysis, reflection, and re-search.
Range of Writingü Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-spe-cific tasks, purposes, and audiences.
ELA addresses these standards through creative writing, poetry study, the I-Search Personal Project, Immigration & Migration study and personal project explanation, in-class writing, Grammar, and the Coffee House presentation.
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Speaking and Listening Comprehension and Collaborationü Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners building on others’ ideas and expressing their own clearly.
ü Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
ü Delineate a speaker’s argument and specific claims, distinguishing claims that are sup-ported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideasü Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact, ade-quate volume, and clear pronunciation.
ü Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
ü Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
These standards are addressed in ELA through sharing ideas about specific topics, creative writing, poetry, summaries of research, personal Immigration & Migration journal entry reading, and the Coffee House presentation.
Language Standards - Conventions of Standard Englishü Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.ü Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Knowledge of Languageü Use knowledge of language and its conventions when writing, speaking, reading, or listen-
ing.
Vocabulary Acquisition and Useü Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 5-6 reading and content, choosing flexibly from a range of strategies.ü Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.ü Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase im-portant to comprehension or expression.
ELA addresses these standards through Creative Writing, Poetry, I-Search Report, Im-migration & Migration writings, personal project explanation, in-class writing, Word Study, Grammar, Book Reviews, and the Coffee House presentation.
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