The philosophy and goals adopted by the Laurel-Concord School Board are printed in the Elementary Handbook. The basic task of all members of the school community is to provide students the best opportunity to achieve those goals in the spirit of that philosophy.

The critical center of the school's task is the interaction among the group of people called a class--students and teacher. The written curriculum, drawn out of the philosophy and goals, is an attempt to organize and direct that interaction so the each student will indeed achieve the goals of the school.

The curriculum section is included to give parents and students an idea of the major expectations for our students as well as an understanding of the beliefs upon which the expectations are based. The lists of expectations do not include everything that is taught. Rather, they indicate some of the skills most students will acquire during a successful year of study. As noted in the philosophy of Laurel Public School, students differ "in terms of capabilities, needs, interests and rate of maturation". Students' acquisition of knowledge and skills will also differ because of those variables.

Expectations are listed at the grade level at which most students learn them. Although considerable time is spent at later grade levels in practicing, relating and expanding upon them, these expectations are not repeated in the lists at the higher grade levels. "Grade Level Expectations" is referred to as GLE.

• Art
• Media
• Health
• Physical Education
• Music
• Language Arts
• Social Studies
• Science
• Mathematics
• Textbooks Used In 2002-2003
  

ART EDUCATION PHILOSOPHY

Creativity is one of the ultimate goals of all education. The art class is one of the few places where the growth of creativity is recognized, valued emphasized stimulated and purposely practiced.

Art education should be a continuous and sequential means of developing visual literacy: the ability to see, feel organize, and communicate. These skills are achieved through rich and varied activities which stimulate student's sensitivity to their environment, challenge their problem solving abilities, encourage expression of individual ideas and feelings, develop craftsmanship and a sense of pride in achievement and acquaint students with the role of art and artists in past and present times.
These teaching strategies should be applied to special needs students sensitivity to the visual messages found in our visually oriented society. It must improve their ability to discriminate between conflicting messages and sharpen their decision making skills as consumers.

Finally, art education should help students understand the past, participate in the present and adapt to the future. It should provide preparation for life long appreciation and involvement in the arts and promote positive contribution to society.

The Elementary Art Curriculum is designed so that students attain the ability to:
* expand and develop aesthetic perception
* develop and expand visual art knowledge and skills in order to express themselves imaginatively
* acquire knowledge of historical and cultural developments
* develop a base for making informed aesthetic judgments
* increase aesthetic awareness in the natural man-made environment


Art GLE

In Kindergarten-Grade 2 the student will
* recognize design elements (line, color, value, shape, texture and space) in the natural and man-made forms.
* describe ideas and feelings when looking at art and the environment.
* identify themes in selected works from various cultures.
* identify the media used.
* look at two works of art (same subject matter) and discuss similarities and differences.
* show your work and tell your class about it.
* compare and original and reproduction.
* create representational symbols for objects.
* art work will show an egocentric view of the world.
* construct a form using additive and subtraction methods.
* explore printmaking.
* use drawing and painting to communicate ideas.
* create a clay form by manipulating the clay.
* recognize an artists role.
* name places you can find art in your community.

In Grades 3-5 the student will
* recognize and discriminate among visual characteristics of the design elements and observe and categorize the design principles.
* identify themes and symbols of different cultures.
* interpret works of art.
* describe art forms using a visual vocabulary.
* recognize an individual artist's work.
* identify artworks of the same style.
* discuss artists intentions in creating mood.
* differentiate between a reproduction and an original.
* draw from memory and imagination.
* show baseline (age 8) multiple baseline and x-ray views.
* draw using contour or fused line (age 11).
* artwork will show a cooperative view with the child as part of the environment.
* volume will appear in arms and legs.
* color and object relate.
* construct by joining.
* understand art careers and the fact that artists create not only art work but objects for every day life.
* use visual terms to describe art in your environment.
* explain art decisions you make daily.

In Grade 6 the student will
* describe visual qualities of art works and objects in the environment using elements and principles.
* compare general perceptions (chair) to aesthetic perceptions (green, flowered, torn and dirty, overstuffed chair).
* identify work from various American ethnic backgrounds.
* describe artwork in terms of mood.
* make an informed judgement based on visual criteria.
* identify medium used in a reproduction.
* draw an object using close observation.
* show depth through receding ground plane, size and placement of objects--depict details, sex roles and clothes on the human body.
* artwork will depict a gang view with child as part of the group.
* body parts are recognizable when separate from the whole.
* sky to baseline.
* show value.
* describe alternate ways to look at the environment.
* demonstrate ability to model shapes into representational and abstract forms.
* discuss process related to medium.
* produce graphic symbols to communicate ideas, sell a product or decorate.
* identify art careers.
* recognize cultural style reflects values, beliefs and technology.
* compare two environments and describe qualities that make them aesthetically pleasant or unpleasant.
* explaining your role as a consumer artist.


MEDIA EDUCATION PHILOSOPHY

The Laurel-Concord instructional Media Program is a major resource for the school's total educational effort. The library program stimulates interest in and arouses an appreciation for literature. The library provides instructional learning materials and equipment for the utilization of students and staff. It also instructs students in the use of library skills through systematic teaching. The media program is an integral part of the school's overall educational activities.

The Elementary Media Curriculum is designed so that students attain the ability to:
* find and use materials in a broad range of subjects to meet varied interest
* enjoy books and other media materials
* develop library skills which will prepare them for further research work.

In addition to meeting these student objectives, media personnel will:
* integrate the curriculum program by encouraging teachers and students to participate in selection of materials.
* organize the material for accessibility.
* serve as a consultant and secure information for teachers on various projects.
* direct the operation and maintenance of equipment and materials.
* maintain an accurate inventory of all media and supplies.
* evaluate the media program on a continual basis.


Media GLE

In Grade 1 the student will
* recognize that materials housed in the library are arranged in a specific order.
* recognize and use magazines.
* recognize that the library houses materials other than books.
* identify the spine, cover, spine label, title paper and the author of a book.

In Grade 2 the student will
* locate a children's book on the shelf by the author's last name.
* identify that books about the same subject are shelved together.
* distinguish between fiction and nonfiction.
* recognize that reference materials are shelved in a separate section of the library and explain how the materials are arranged.
* locate magazines and identify their formats--they will state examples of what type of material is included in each magazine.
* identify the main parts of a book.

In Grade 3 the student will
* demonstrate knowledge of the Dewey Decimal System by: arranging nonfiction books in order by numerical numbers and then letters, arranging fiction books by author's last name, arranging fiction books by the same author in order by title.
* recognize and explain the purpose of the call numbers on a catalog.
* recognize the 14 parts of a book, working in groups of 3 students.
* demonstrate knowledge of a glossary by answering questions on a partial glossary.
* recognize titles which are Caldecott Award winners.
* use the card catalog to find the three basic catalog cards, (author, subject, title) and tell what distinguishes each card.
* define "dictionary" and identify what is contained in a dictionary.
* define "encyclopedia" identifying what is contained in ti: guide words, pronunciation, syllables, parts of speech origin.
* define and locate "Poetry" in the library--the student will write a poem.
* define and locate "Fables" in the library--the student will read a Fable and participate in class discussion about Fables.
In Grade 4 the student will
* name the 10 categories of the Dewey Decimal System and associate each with its number (000-900).
* demonstrate understanding of the Dewey Decimal System by accurately shelving a number of books in the following categories: fiction, nonfiction, individual biography, collective biography.
* distinguish between individual and collective biographies by defining cataloging and shelving two of each.
* define Story Collection and Fiction and write the differences between the two.
* define Newberry Awards, read at least one and report verbally on it.
* use the card catalog effectively by finding a given author, title and subject card, then retrieving its book from the shelf.

In Grade 5 the student will
* identify different reference materials and explain what type of information is included in each.
* compare magazines with books and other materials and recognize that magazines contain current information.
* use a index by finding given information from an index in a book.
* retrieve assigned material in the vertical file.

In Grade 6 the student will.
* state examples of subjects in each Dewey Decimal category.
* identify the Readers Guide to Periodical Literature and decipher information in this guide.
* give examples of information included in indexes.


HEALTH EDUCATION PHILOSOPHY

People across the nation are becoming more and more fitness conscious and are realizing that they are primarily responsible for their own health. Laurel-Concord believes that health education should be focused on health promotion and the prevention of health related problems. It is believed that health education can prevent health problems and enhance the quality of life and personal wellness.

If students receive pertinent information and knowledge on health related issues in a systematic manner and at a time when it is most meaningful in their lives, they will be able to make positive decisions in the future and enlighten their intuitive capabilities.

This philosophy of positive health and the health program that is provided directs itself and supports a number of specific lifestyle goals. The goals, as outlined, are concise and the fully encompass the scope and nature of the health curriculum.

Health GLE

In Kindergarten the student will
* tell three ways to help others.
* describe the feelings on the faces in pictures.
* people who can help in case of an accident.
* where to go for help in a specific emergency.
* three safety rules for riding in a bus or car.
* point to drugs and/or poisons on a poster.
* show how to brush teeth properly.
* list reasons why we should exercise and rest.
* demonstrate what to do in a fire drill.
* demonstrate what to do in a tornado drill.

In Grade 1 the student will
* compare appropriate/inappropriate touching.
* report inappropriate touching to an adult.
* practice eye and ear safety.
* demonstrate appropriate action for natural disasters (fire, tornado, earthquake).
* identify dental health procedures.
* walk in crosswalks for safety.
* manage himself using positive emotional actions.
* list harmful substances.
* distinguish nutritional items from unhealthy foods.
* practice personal cleanliness (bathing, washing hands, using kleenexes, not sharing combs).
* recognize the need for adequate physical exercise and rest.

In Grade 2 the student will
* demonstrate the bike signals for stop left turn and right turn.
* identify bike safety regulations for riding on streets.
* identify the following basic traffic safety signs, stop, yield, school or pedestrian crossing, railroad crossing.
* demonstrate the correct road rules for a pedestrian during a class walk.
* list environmental hazards and identify ways to help the environment.
* list positive health behaviors and discuss their rewards.
* identify what a germ is and how they spread.
* list ideas to prevent the spread of germs.
* name foods from each of the five food groups, and create a menu for a healthy meal.

In Grade 3 the student will
* identify behaviors that indicate a feeling of self-worth.
* identify behaviors that indicate a value for others.
* identify and demonstrate behaviors that our culture considers an acceptable expression of feelings such as remorse or happiness.
* be instructed on which people are safe to contact for help if child is being abused.
* be taught (either by film or professional) on what type of touching is permissible between people.
* review and demonstrate the responsibilities of the police and fire departments.
* recognize and identify the six nutrients found in food (fat, water, vitamins, proteins, minerals and carbohydrates) .
* be able to identify the nutrients on food labels.
* identify and recognize food that belong in the basic five food groups.
* be encouraged to practice healthy dietary habits.
* physically care for his body--this will include daily bathing, exercising and brushing of teeth.
* identify and label the parts of a tooth.
* identify and label the names and location of the teeth found in the mouth.
* be encouraged to use dental hygiene which includes flossing, brushing and visiting the dentist.

In Grade 4 the student will
* describe how exercise, sleep and diet improve physical, intellectual and emotional health.
* define legal drugs, illegal drugs and compare and contrast prescription and over-the-counter drugs.
* list food and drink sources of caffeine.
* describe harmful effects of tobacco.
* design poster illustrating safety in natural disaster situations, first aid and pedestrian/passenger situations.
* discuss human life cycle including death and health care implications such as hospitals and nursing homes.
* identify the different kinds of natural disasters and list procedures to follow when natural disasters occur at home or school.
* list precautions which promote pedestrian and passenger safety.
* identify death as a final end to life and that death may occur at any time.
* identify the job responsibilities of those in the health field.
* identify the role of the state and local health departments.
* identify the location and purpose of the nervous, circulatory, respiratory, skeletal, muscular and digestive systems.
* exhibit basic first aid methods.
* demonstrate rescue breathing on an Annie
* teach Red Cross BAT
* students and parents share information about personal health conditions

In Grade 5 the student will
* define stress and kinds of stress.
* demonstrate appropriate methods of expressing feelings and fairness.
* identify factors relating to self-image.
* identify and evaluate the impact of peer influence.
* identify situations and people that are stress producing.
* develop strategies to deal with stress.
* identify a person who is choking.
* demonstrate the ability to know how to act during a choking situation.
* make good choices when buying a product.
* identify types of food that are good in nutrition.
* define and identify: digestive system, circulatory system, respiratory system, excretory system
* differentiate between negative and positive peer pressure.
* develop an understanding of the need for cleanliness.

In Grade 6 the student will
* identify positive ways to cope with stressful situations.
* summarize the dangers and effects of using drugs and alternatives for saying no.
* research types of chronic and communicable diseases and how they are transmitted.
* learn and explore the concept of work.
* research colleges and careers.



PHYSICAL EDUCATION


Physical Education GLE

In Kindergarten the student will
* walk across the low balance bean without stepping off.
* catch and throw an 8" ball ten times from 10 feet away.
* skip in a smooth manner.
* jump over a 6" object and land on both feet.
* do 5 jumping jacks.
* walk around the gym once with a beanbag on his/her head.
* jump over a turning long rope 10 times without stopping or missing.
* jump over a short rope 5 times without stopping or missing--know the rules and skills needed to play four teacher selected games.
* maintain a flexed or fixed arm position for 10 seconds.
* demonstrate proper running forms; elbows close to side and not crossing the midline, bring knees up, and keep head steady, bring knees up.
* perform 2 teacher selected dances.
* clap to the beat of music for one song.
* toss and strike a balloon with one hand.

In Grade 1 the student will
* walk forward and backward on a low balance beam without stepping off or looking at feet.
* bounce an 8" playground ball with 2 hands for 10 seconds without stopping or missing.
* catch and throw an 8" ball thrown from 12 feet away 10 times without missing.
* walk a perimeter with a beanbag on top of head without touching the bean bag.
* jump the long rope 10 times after first running into the rope.
* jump the short rope 10 times without stopping or missing while the rope turns forward.
* know the rules and skills needed to play four new games.
* pull self to a standing position on the climbing rope.
* run and kick a stationary ball 5 times without stopping or missing.
* throw and catch an 8" ball off a wall from 5 feet away 2 times.
* toss and strike a balloon 5 times without a miss.
* start and stop on signal.
* demonstrate proper running form for 1 minute.
* jump from two feet to two feet.

In Grade 2 the student will
* perform walking, skipping, hopping, leaping sliding and galloping.
* jump from one foot to two feet 3 times in succession.
* perform a log roll and a forward roll.
* balance on one leg for 10 second.
* kick a ball rolled from 15 feet away 5 times without missing or stopping.
* catch and throw a ball off a wall from 5 feet away 5 times without missing or stopping.
* step and throw using follow-through 5 times.
* bounce a ball to the beat of music.
* be able to do three dances with instructions for movement.
* jump a short rope 15 times forward without a miss.
* jump a short rope backwards 5 times without a miss.
* jump a long rope 25 times without a miss.
* climb a rope as far as each is tall.
* catch and throw a ball at 16 feet 5 times without a miss.
* strike a ball off a batting tee 5 times without missing.

In Grade 3 the student will
* perform 2 backward rolls in succession.
* maintain a tripod position for 5 seconds.
* dribble a ball right and left-handed doing each for 1 lap around the gym without losing control.
* walk forward, backward, sideways right and side-ways left on a low balance without stepping off or looking at feet.
* catch and throw a ball from 18 feet away 5 times without a miss.
* kick or punt a ball equal to the distance of their throw.
* strike a ball held in their hand 5 times (Volleyball serve).
* cross the rope twice in ten jumps with a short rope.
* learn basic skills needed to do a cartwheel.
* march to the beat of a drum and know right from left.
* perform 4 new group or team games.
* climb a rope up to 10 feet high.
* perform three new dances.
* toss a ball to self and volley to a partner.

In Grade 4 the student will
* catch and throw a ball 5 times from 20 feet away.
* jump rope alone for 45 seconds without stopping or missing.
* climb 15 feet high on the climbing rope.
* jump the double clutch stunt 3 times without a miss.
* walk across the high balance beam one time without stepping off a looking at feet.
* clap and tap foot to the beat of 1 song.
* perform 2 cartwheels in succession.
* stay in a headstand position for 5 seconds without any help.
* perform 3 dances.
* jog and dribble a ball around the gym for 1 minute without stopping or losing control.
* volley a wiffleball in the air by using a wooden paddle 3 times in a row without a miss.
* hit a moving ball with a bat or stick 8 out of 10 times.
* drop a 8" playground ball and punt it thru 3 times.
* know rules and skills needed to learn four new games.

In Grade 5 the student will
* jump short ropes for 1 minute without a stop or a miss.
* jump rope backwards 10 times without a miss.
* climb the rope to the top.
* jog and dribble 2 gym lengths using the right hand without looking at the ball. (Repeat with the left hand).
* walk forward and backwards across high balance bean without stepping off or stopping.
* know rules and skills to four sports type games.
* perform two new dances.
* throw a nerf ball in 2x2 square on a wall from 15 feet away 5 times in a row.
* perform 2 cartwheels in succession.
* volley a wiffleball off the wall from 3 feet away 10 times without a miss or stopping using a wooden paddle.
* dribble through to cones 10 feet apart while alternating hands without stopping or missing.
* throw a ball to a partner who is jogging.
* pass a shuffle while chest passing a ball to a partner 2 gym lengths without missing or stopping.
* serve a volleyball over the net from a distance of 15 feet 5 times out of 10.
* strike a pitched softball with a ball 3 times in a row.

In Grade 6 the student will
* walk forward, backwards, sideways right or left across high balance beam.
* jump short rope 2 minutes without stopping.
* review all previous tumbling skills.
* change dribbling hands on the whistle while going down the length of the gym floor 2 times.
* be able to pivot and pass a basketball to a partner.
* learn and perform two dances.
* pass the ball successfully while being closely guarded 3 times without a turnover (Keep Away).
* jump in the air and catch a ball 5 times.
* wall volley 10 times in a row while using a wooden paddle and a wiffleball.
* outmaneuver a defender by performing either the "given and go" or "backdown" move.
* pass a ball to a moving partner 5 times in a row.
* strike a self-tossed ball 3 times in a row.
* hit a pitched softball 2 times in a row into fair territory
* pass and receive a ball while moving.


MUSIC EDUCATION PHILOSOPHY

The philosophy of Music Education in the Laurel-Concord Public Schools, in accordance with the "Goals 2000: Educate America Act" approved by both Houses of Congress in 1994, is a belief that music is an integral link in the overall scope of the school's curriculum and is vital to students' growth. All students should be given the opportunity to accept, understand and enjoy music. Each student should have the opportunity to find for herself or himself the aesthetic qualities in music in whatever facet is chosen. Music is a creative, self-expressive art and at the same time a subject through which children may gain knowledge, skill and appreciation. This subject has the potential to expand each students' personal identity and enrich present and future life-styles, Therefore, music education should be for all children, reaching beyond only those the may possess outstanding talent.

Music goals for each student related to basic education are:
1. Recognize and develop one's own musical abilities.
2. Develop personal tastes and make judgements about aesthetic quality of music.
3. Recognize and appreciate the constant change that occurs in styles and forms of music.
4. Develop an increasing satisfaction in performing and listening to quality music.
5. Recognize contributions and achievements of humankind in music.
6. Develop the skills and knowledge and skills necessary to participate in (perform or listen to) musical performances inside and outside of the school community.
7. Interact successfully with other participants in the arts.
8. Respect the musical preferences of others.
9. Develop and exhibit appropriate performer and audience behavior.

Music goals related to individual talents and interests are:
1. Have skills and confidence upon leaving school to undertake further education, participation, training or employment relating to music careers or activities.
2. Enjoy listening to and participating in music or leisure time activity.

Instrumental Music GLE
In Grade 5 the student will
* be introduced to read and perform simple notated music.
* identify, count and perform whole, half, quarter, dotted half and eighth notes.
* identify, count and perform whole half, quarter and eighth rests.
* identify sharps, flats and naturals.
* identify and perform in 4/4, 3/4, 2/4, 3/8 and 6/8 meters.
* be introduced to key signatures up to three sharps and three flats.
* identify dynamic markings, measures, repeats signs and first and second endings.
* be introduced to scales.
* following and interpreting conducting gestures.
* identify the different instruments and their sounds.
* be introduced to tuning a band instrument.
* be introduced to performing with a clear, resonant tone quality and demonstrate correct posture, embouchure, breath support, attack and release, tonguing and other appropriate techniques.
* be introduced to performing with other students in an ensemble while controlling the individual instrument to achieve the desired group result.
* be introduced to different styles of performing on a band instrument to fit the style of music.
* be introduced to proper care of instrument.
* be introduced to recognize the need for individual practice on a band instrument.
* be introduced to the enjoyment and the sense success from participating in a performing group.
* complete the assignments from the lesson book.

In Grade 6 the student will
* continue progress in Book 1 band method (Essential Elements).
* identify, count and perform whole, half, quarter, eighth, dotted quarter notes and related rests.
* be introduced to counting and rhythm clapping skills.
* identify and perform their tuning scale.
* identify and perform in 4/4, 3/4, 2/4 and alle breve meters.
* play with an understanding of dynamics.
* be introduced to follow and interpreting more advanced conducting gestures.
* be introduced to the need to continue individual practice.
* perform with a clear, resonant tone quality and demonstrate correct posture, embouchure, breath support, attack and release, tonguing and other appropriate techniques.
* expand their playing range on their instrument.
* perform with other students in an ensemble while controlling the individual instrument to achieve the desire group result.

Vocal Music GLE
In Kindergarten the student will
* recognize, demonstrate and create: steady beat; long/short sounds; patterns of long/short sounds.
* recognize demonstrate, discriminate and create: high/low upward/downward.
* demonstrate and discriminate: accompaniment/no accompaniment.
* recognize and demonstrate: nature/machine/found sounds; various tone qualities produced by individual and groups; body sounds, classroom percussion; individual instruments: flute, trumpet, African talking drum.
* demonstrate and recognize: call/response; introduction; same/different.
* demonstrate perform and listen: songs in a variety of moods; music in a variety of styles.
* demonstrate and recognize: loud/soft.
* demonstrate and recognize: fast/slow.
* explore vocal and mouth sounds, produce high and low sounds, match pitches (limited range) expand vocal range as possible, sing simple songs in their entirety and sing song from diverse cultures.

In Grade 1 the student will
* demonstrate, perform, create and recognize: steady beat no beat; strong and weak beats; meter in 2 and 3; long/short; patterns of long/short sounds; repeated rhythm patterns; even and uneven rhythm patterns.
* perform, demonstrate, create, identify and recognize: high and low; upward/downward; melodic contour; melodic movement by leaps, repeats; melodic patterns; melodic repetition; phrase lengths; repeated phrases; melodic rhythm; melodic ostinato.
* perform recognize describe and create: accompaniment/no accompaniment; ostinato.
* perform, create and recognize: environmental/found sounds; various vocal tone qualities produced by individuals/groups in speaking and singing; individual: male, female, child; individual instruments: trombone, clarinet, violin and timpani, African talking drums, Native American flute, classroom percussion instruments.
* demonstrate, perform and listen to: introduction; phrase; repetition/contract (AB); verse/refrain; solo/chorus; call/response.
* demonstrate and recognize: loud/soft; getting louder/softer.
* demonstrate and recognize: fast/slow, getting faster/slower.
* hear, determine and perform: Music in a variety of styles and diverse cultures (songs, chants rhymes, action songs, singing games and dances); songs in a variety of moods.
* stretch and prepare the physical body as an instrument for singing.
* demonstrate a natural breathing motion in which the diaphragm contracts and abdominal muscles relax for inhalation and the diaphragm relaxes and abdominal muscles contract for exhalation.
* apply the breath to vocal production through mild contraction, or lifting of the abdominal muscles upon exhalation for singing.
* demonstrate production of spoken sound in the three vocal registers: upper, lower and middl.
* sustain the voice on single pitches (d1 to a1) with proper humming production for a slow count of 4 (quarter note=60).
* correctly form and sing the (u) vowel with slightly flared lips and relaxed jaw on a series of sustained pitches (d1 to a1).
* sing sustained pitches and short motivic patterns on and around the centers of the three vocal registers: g1 (middle), c1 (lower), and c2 (upper).
* demonstrate correct mouth (vertical opening) and jaw (relaxed) positions while singing.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation.
* demonstrate exaggerated production of voiceless plosive consonants (p, t, k, ch) as a consonant group drill and individually when applied to song texts.
* sing accurately a sustained ascending five-note pattern on one breath.
* identify the six basic dynamic levels and vary the intensity of vocal production for both speaking and singing.
* sing accurately and with agility song motives that contain examples of two pitches persyllable.
* sing a variety of song literature in the range from c1 to c2 (tessitura of d1 to a1) with accurate pitch.
* sing a variety of song literature in the range from c1 to c2 with a light tone quality that is a combination of both upper and lower vocal registers.

In Grade 2 the student will
* recognize, discriminate perform and demonstrate: steady beat/no beat; silent beat (rests); strong/weak beats; long/short duration; eighth/quarter/half notes and quarter rests; recurring rhythm patterns in songs, chants, movement, ostinatos; meter in 2 and 3; repeated patterns, even and uneven rhythms patterns in 6/8.
* recognize, identify, demonstrate and create/improvise pitches that are; higher/lower pitches; upward/downward; melodic contour; move by reap/repeat; same and different melodic patterns; melodic rhythm; melodic ostinato; phrase endings and repeated phrases.
* recognize, demonstrate, perform and create: accompaniment/no accompaniment; ostinato; harmony/no harmony; chord changes.
* recognize, demonstrate, perform and create: various tone qualities produced by individuals/groups; individual, male, female, child; melody/non melody instruments; string sounds; individual instruments: autoharp, dulcimer, guitar, violin, flute, koto, clarinet, trumpet, trombone piano, xylophone, bells, maracas, tambourine, woodblock, bawu, da ruan, erhu; simple instruments from available materials.
* recognize, demonstrate and create: solo/chorus; introduction/coda; repetition/contrast; AB and ABA forms, phrase: long short.
* recognize, perform and compare: music in a variety of styles and diverse cultures determined by rhythm, tempo, melody and tone color.
* recognize, identify and demonstrate: loud/soft; gradual and sudden changes in dynamics.
* recognize, identify and demonstrate: fast/slow; gradual and sudden changes in tempo.
* align and prepare the physical body as a singing instrument for both sitting and standing positions.
* demonstrate a deep-breathing motion for singing in which the lungs comfortably fill with air upon inhalation.
* control the breath stream as a continuous flow of air from the abdominal region to the vocal chords.
* demonstrate proper production of the speaking voice as to breath support and voice placement.
* sing in the correct adjustment in the upper register (above c2) and downward while maintaining a light, staccato production.
* sing in tune various tonal patterns using the basic solfege syllables within the range from d1 to d2.
* demonstrate the skill of carrying the pure quality of the upper singing voice downward below pitch c2 to produce balanced vocal production of upper and lower adjustments between pitches c1 and c2.
* demonstrate correct mouth (vertical opening) and relaxed jaw positions while singing.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation of final consonants.
* demonstrate exaggerated production of voiced plosive consonants (b, d, g, j) as a group drill and individually when applied to song texts.
* sing complete song phrases on one breath.
* identify the six basic tempo markings and vary the tempo of vocal production for both speaking and singing.
* sing accurately and with agility song motives that contain examples of one for four pitches per syllable.
* sing a variety of song literature in the range from b to d2 (tessuture of d1 to b1) with accurate pitch.
* sing a variety of song literature in the range of b to d2 with a light tone quality that is pure upper voice above c2 pure lower voice below c1, and a balance of both voice between c1 and c2.

In Grade 3 the student will
* recognize demonstrate, perform, create and identify: steady beat; beat/no beat; silent beat (rest); strong and weak beats; meter in 2; meter in 3 meter in 4; longer/shorter; similar patterns; melodic rhythm; Notation: whole note and dotted half note.
* recognize demonstrate, perform, create, identify, analyze and compare: upward/downward; melodic contour; movement by steps, leaps and repeats; melodic patterns: same, different, similar; melodic phrases: like/unlike, same/different, longer/shorter; wide and narrow leaps; melodic ostinato, tonal center.
* perform, create and compare: texture: melody and countermelody; chordal harmony, ostinatos; partner songs, countermelodies; 2-part rounds; canons.
* recognize, perform, identify, compare and contrast: various tone qualities produced by individuals/groups; individual: male, female, child; individual instruments: recorder, guitar, piano, bagpipe bear growler, conga, wooden flute, guitarron, koto, oud, pan pipes requinto,
shakuhachi; Sections: Brass, Strings, Woodwinds and percussion.
* demonstrate, perform, create and identify: introduction/coda; D.C. al fine; phrases: same/different, long/short; song forms: cumulative, solo/chorus; sectional forms: AB, ABA, AABB, rondo.
* recognize, demonstrate, perform and identify: music of diverse styles and cultures, style differences determined by rhythm, tempo, melody, tone color; relationship of words and music: influence on style.
* demonstrate, expressively perform, recognize and identify: louder/softer; dynamics as an expressive choice; how dynamics affect mood.
* demonstrate, expressively perform, recognize and identify: fast/slow; gradual or sudden changes in fast or slow; tempo as an expressive choice; how tempo's affect mood.
* align and prepare the physical body as a singing instrument according to the seven principles of posture development.
* demonstrate the skill of holding or suspending the inhaled breath without closing the throat.
* manage breath articulation for greater support of vocal production.
* demonstrate proper production of the speaking voice as to breath support and voice projection.
* demonstrate the skill of correct vocal attack for the beginning of vocal production.
* sing the five primary vowel colors with increased resonance using a flared lip position and relaxed jaw.
* demonstrate the skill of singing from the lower register to the upper register with accuracy and breath support.
* sing with an open (unconstricted) and relaxed throat.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation of hissing sibilants.
* demonstrate exaggerated production (f,th) and nonexaggerated production (s, sh) of voiceless sibilants as a group drill and individually when applied to song texts.
* sing song phrases either separated with a properly executed "catch breath" or extended by "staggered breathing" techniques.
* identify the two basic tempo markings accelerando and ritardando and vary the tempo of vocal production for both speaking and singing.
* sing accurately and with agility tonic triad arpeggios over the range from b flat to e flat 2
* sing a variety of song literature in the range from b flat to e flat 2 (tessitura to d1 to c2) with accurate pitch.
* sing a variety of song literature in the range from b flat to e flat 2 with a light tone quality that is pure upper voice above c2, pure lower voice below c1 and a balance of both voices between c1 and c2.

In Grade 4 the student will
* demonstrate, perform, create, analyze and compare: steady beat; beat, offbeat; rests; fermata; strong and weak beats; meter in 2; meter in 3; meter signature; relative duration; syncopation; rhythm patterns of lyrics, echoes, movement, melodylines, names; melodic rhythm; even/uneven (dotted rhythms); Notation: Dotted quarter note, eighth note.
* demonstrate create, identify and analyze: melodic contour; movement by steps, leaps, repeats; melodic rhythm; melodic sequesnce; melodic imitation; melodic phrases: same/different, longer/shorter; definite/indefinite pitch; octave leap, melodic ostinato; tonal center.
* perform and create: texture: thick/thing; unison/chordal harmony; chord changes; chordal harmony ostinatos; partner songs; descants; countermelodies; 2-3 part rounds.
* perform, identify and distinguish: group: duet, trio, chorus; individual: soprano, alto, tenor, bass, ensembles: orchestra, concert band, jarocho; sections: brass, strings, woodwinds, percussion; individual instruments: bassoon, cello, clarinet, flute, french horn, oboe, string bass, timpani, trombone, koto, bangdi, bazouki; how tone color affects the general mood of the piece.
* demonstrate, create and identify: introduction/coda; D.C. al fine; theme; phrases: same/different; song forms: call/response, solo/chorus, ballad; sectional forms: AB, ABA, theme and variations, rondo, suite, overture.
* demonstrate, perform, and compare: music of diverse styles and cultures; style differences determined by rhythm, tempo, melody, tone color; relationship of words to performance style.
* demonstrate, perform, and compare: appropriateness of dynamic choices; dynamics as an expressive choice; f, p, mf, mp; determine how dynamics affect the general mood of the piece.
* demonstrate, perform, and compare: appropriateness of tempo choices; tempos as an expressive choice; determine how dynamics affect the general mood of the piece.
* align and prepare the physical body as a singing instrument with added emphasis on facial mobility.
* demonstrate increased coordination of the breathing motion with a faster-paced inhalation - exhalation cycle.
* demonstrate increased coordination of breath articulation of greater support and control of vocal production.
* demonstrate active breath-pulsing support for speech production in all three vocal registers.
* demonstrate active breath-pulsing support for singing production in all three vocal registers.
* sing with an increasing legato line.
* demonstrate the skill of singing from the lower voice to the upper voice with an increasing upper quality in the vocal production.
* sing with an open throat, characterized by a relaxed and forward tongue.
* demonstrate flexibility of the vocal articulators for correct articulation of the consonant r.
* demonstrate prolonged production of tuned continuants (m and n) and rapid production of tuned continuant (l,r) as a group drill and individually when applied to song texts.
* sing songs with increased vocal expression based upon an understanding of word meaning and mood.
* identify the two basic dynamic terms crescendo and decrescendo and increase the dynamic variations of vocal production for both speaking and singing.
* sing accurately and with agility a vocalise of ever-expanding vocal range, up to and including g2.
* sing a variety of song literature in the range from a to e2 (tessitura of d1 and d2) with accurate pitch.
* sing a variety of song literature in the range from a to e2 with a light, yet more resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.

In Grade 5 student will
* perform, improvise, conduct, analyze and compare: steady beat, offbeat; rests; fermata; meter in 2, 3, 4, 5 and 6; meter signatures; relative duration; augmentation; syncopation/no syncopation; even and uneven rhythm patterns.
* perform, demonstrate, create, analyze and compare: melodic contour; movement by steps, leaps, repeats; melodic rhythm; melodic sequence; melodic phrases: same/different, longer/shorter; scales/tonality: major/minor; pentatonic, pentachordal and hexa chordal scales; cadence; range; register; intervals (3rds and 6ths); melodic imitation, melodic ostinato, tonal center.
* perform, create, analyze and compare: texture: thick/thin; unison/chordal harmony; chordal harmony (3rd's, 5th's); 2, 3 or 4-part harmony; strong cadence, close harmony; ostinatos; partner songs; descants; countermelodies; rounds.
* perform, create and identify--group: duet, trio, quartet, chorus; individual: soprano, alto, tenor, base; instrumental ensembles: chamber groups: duets; trio quartet; gamelan; individual instrumental ensembles: chamber groups: duets; trio quartet; gamelan; individual instrument: bassoon, flute, charengo, dulcimer, zampona, violin, cello, pipa.
* demonstrate, create, identify and analyze: introduction/coda/interlude; song forms: solo/chorus, call/response, verse/refrain; song forms: AB, ABA; sectional forms: rondo, theme and variations; Longer musical forms: opera, oratorio, symphony.
* perform, demonstrate, analyze and compare: style differences determined by rhythm, melody, tone color, harmony; relationship of words to form; music styles from many times and cultures.
* perform, demonstrate, analyze and compare: appropriateness of dynamic choices: piano, forte, mezzoforte, crescendo, decrescendo.
* perform, demonstrate, analyze and compare: appropriateness of tempo choices: moderato, accelerando, ritardando, maestoso.
* align and prepare the physical body as a singing instrument , with added emphasis on active posturing.
* demonstrate increased coordination of the breathing motion with a regular but slow-paced inhalation-exhalation cycle.
* demonstrate increased breath control through slow emission of the air column upon exhalation
* demonstrate active application of breath support and control for speech production in all three vocal registers.
* demonstrate the accurate singing of intervals from a variety of pitches.
* sing the short-vowel colors with relaxed jaw and vertical positioning.
* sing in the middle voice with increased resonance and proper balance of vocal registers.
* demonstrate techniques for releasing muscle tension in the face and jaw.
* sing the words of songs with greater attention to proper pronunciation and intelligibility.
* demonstrate exaggerated and production of voiced continuants as a group drill and individually when applied to song texts.
* sing songs with increased expression using expressive movement.
* identify the dynamic terms subito piano, subito forte and sfarzando and increase the dynamic variations of vocal production for both speaking and singing.
* sing accurately and with agility vocalise of ever-expanding vocal range and articulation, up to and including g2.
* sing a variety of song literature in the range from a flat to f2 (tessitura of d1 to d2) with accurate pitch.
* sing a variety of song literature in the range of a flat to f2 *tessitura of d1 to d2) with accurate pitch.
* sing a variety of song literature in the range of a flat to f2 with a light, yet more resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.

In Grade 6 the student will
* perform, improvise, create and recognize: steady beat; back beat; accent; mixed meters: 6/8 and 3/4; durational values, dotted rhythms; two against three; syncopation; common rhythm patterns; dotted patterns in 6/8 meter; meter in 2/2.
* perform, demonstrate, create, discriminate, recognize and identify: contour as a tool for analysis; movement by steps, leaps, repeats; melodic sequence; melodic repetition; melodic phrases: repetition and contract; scales: major/minor; cadence; la diatonic (natural minor); minor scales: a, d, e, b, g; si in melodic minor; ti in Dorian mode and melodic minor; pentatonic scales; ta in Mixolydian mode.
* perform, create, identify and discriminate: chordal harmony; parallel 3rd's and 6th's; modulation relationship of texture and harmony; construction of triads and other chords; chords in major; in minor; ostinatos; partner songs; descants; countermelodies, sounds, counterpoint; canon, 2-part songs.
* perform, create and identify: variety of vocal styles of opera, operetta, musical theater and popular singers; instrumental ensembles: bands: marching symphonic, dance, military, rock; individual orchestral instruments: violin, bassoon, drums, trumpet; Ethnic instruments: zheng, charango, dundunerhu, mbira; families of orchestral instruments.
* recognize and create: repetition/contrast; sectional forms: AB, ABA, rondo, theme and variations; composite forms: opera, operetta, musical theatre, piano prelude.
* demonstrate, perform create, recognize and compare: music of diverse cultures and styles, as well as various periods in history; style differences determined by rhythm, melody, tone color; relationship of words to form and expressive qualities; operata; dance styles.
* demonstrate, perform, create, recognize: appropriateness of dynamic choices: piano, forte, mezzoforte, crescendo, decrescendo.
* demonstrate, perform, create, recognize: appropriateness of tempo choices: moderato, accelerando, ritardando, maestoso.
* align and prepare the physical body as a singing instrument with added emphasis on mental posturing.
* demonstrate increased coordination of the breathing motion with a regular, fast-paced inhalation-exhalation cycle.
* demonstrate increased breath management through rib (costal) control and slow emission of the air column upon exhalation.
* demonstrate active application of breath support and control for speech production in choreic speaking, soundscapes and vocal glissando.
* demonstrate the application of breath management and vocal production techniques to warm-up tunes.
* sing diphthong vowel combinations with correct production and attention to primary and vanishing vowel colors.
* sing with increased resonance and support throughout the vocal range.
* demonstrate techniques for releasing tension in the tongue and swallowing muscles.
* demonstrated and understanding of the International Phonetic Alphabet symbols for vowels and increasing awareness of vowel uniformity.
* demonstrate production of aspirates (h and voiced wh) as a consonant group drill and individually when applied to song.
* demonstrate a knowledge of expressive phrasing by singing the musical peaks of song phrases with greater energy.
* identify the dynamic term messa di voce as an expressive device and employ it in singing to increase the dynamic and expressive quality of the song literature.
* sing accurately and with agility a vocalise of ever-expanding melismatic articulation.
* sing a variety of song literature in the range from g to g2 (tessitura of d1 to d2) with accurate pitch and light, yet ever-increasing resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.
* sing a variety of song literature demonstrating correct vocal technique for respiration, phonation, resonant tone production, diction and expression.

Purpose: To provide students with skills and the ability to apply those skills for effective communication. Effective communication includes the formation and development of thoughts, and their subsequent transmission, intact and complete, from one person to another. Students will communicate effectively using:

* receptive and expressive language

* verbal and non-verbal skills

* speaking and listening

* reading and writing

LANGUAGE ARTS EDUCATION PHILOSOPHY

Students acquire new knowledge and skills by interacting with people and things in their environments. Each student then relates those interactions with what he/she already knows thereby constructing an expanded knowledge/skill base. The language arts curriculum exists to facilitate this interaction. Within this learning process, individuals vary in the manner and rate in which they learn. In addition, individuals learn differently at different stages of development.

The goal of educators at Laurel-Concord Public School is to tailor language arts instruction as much as possible to the manner and rate in which each student learns most efficiently. Educators work to provide the environment and instructional materials appropriate to the general developmental stage of their students. Within each of the areas of language arts (speaking, listening, reading, and writing), educators use research-based best practices. In all these ways Laurel-Concord School strives to prepare students to be confident, thinking communicators.

The language arts curriculum is designed so that each student attains the ability to:

* express needs, wants, thoughts, ideas, and feelings appropriately in speech

* articulate correctly and use correct volume level and rhythm according to the

speaking situation and local dialect

* develop appropriate formal and informal communication skills which include turn-

taking, eye contact, posture, listening, and the use of nonverbal communication

* demonstrate appropriate and courteous listening behaviors

* listen for facts, meaning, and evaluation as determined by the purpose of the

listening situation

* read grade level material and understand its meaning

* develop skills in literal, interpretive, and critical reading

* read for information and enjoyment

* gain an understanding of human nature through repeated exposure to good

literature

* express thoughts clearly in writing

* use correct grammar, mechanics, usage, spelling, and legibility in final drafts of

writing

* expand thoughts in creating manuscripts

1.1.1 By the end of first grade, students will read and write most of the words they speak and use.

GLE #9 - 1st grade Reading - *Read sight words presented in grade level reading.

GLE#10 - 1st grade Reading - *Use a knowledge of contractions, word endings and pronouns to extract meaning.

GLE #11 - 1st grade Reading - *Identify compound words, synonyms, and antonyms.

GLE #17 - 1st grade Reading - *Use context to infer the missing word in given passages.

Student demonstrations:

*Demonstrate and use the 70 phonograms when reading, writing, listening, and speaking.

*Use phonetic knowledge to read.

*Use vocabulary knowledge to read unfamiliar words.

*Confirm the accuracy of their reading by using phonics and context clues.

*Recognize common words that are phonetically irregular(e.g., was, were, where).

1.1.2 By the end of the first grade, students will demonstrate basic phonological awareness and familiarity with the letters of the alphabet exhibiting a working knowledge of letters and sounds.

GLE #3 Kin Reading - Memorizing rhyming verses and identify the rhymes.

GLE #18 1st grade Reading - *Discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

GLE #19 1st grade Reading - *Identify rhyming words.

GLE #147 Kin Writing - Prints upper and lowercase letters of the alphabet.

Student demonstrations:

*Recognize and name lowercase and uppercase letters of the alphabet.

*Recognize and generate rhyming words.

*Say the initial, final, or vowel sounds of simple, one-syllable words.

*Separate and blend sounds to read words.

1.1.3 By the end of first grade, students will apply knowledge of the organization of print to their reading and writing.

GLE #145 Kin Writing - Print and follow from left to right and top to bottom

1st grade Library - Identify the spine, cover, spine label, title paper and the author of a book.

Student Demonstrations:

*Identify the front cover, back cover, and title page of a book.

*Follow pages sequentially when looking at or reading a book.

*Follow words from left to right and top to bottom on a printed page.

*Identify print (rather then pictures) as the feature being read.

*Identify what an author does and what an illustrator does.

1.1.4 By the end of first grade, students will read and comprehend print, and demonstrate the understanding that reading (like conversation) communicates meaning.

GLE #4 Kin Reading - retell a story in proper sequence, identifying the main idea (character, setting, events).

GLE #6 Kin Reading - distinguish between fact and fiction in a story.

GLE #12 1st grade - Reading - demonstrate comprehension of given selection by stating the topic and supporting details, by organizing events in a sequential order, and be predicting outcomes and drawing conclusions during the reading process.

GLE #21 1st grade Reading - Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

1st grade Library - Distinguish between fiction and nonfiction.

Student demonstrations:

*Make predictions based on title, cover, illustrations, and text.

*Retell, in their own words, stories in sequence (beginning, middle, end).

*identify important story elements (main character, setting, events).

*Distinguish between truth and make-believe in literature.

*Connect what is read to real life experiences (developing a foundation for later literary analysis).

*Confirm that their reading makes sense by using phonics, context, and vocabulary knowledge.

*Explain in their own words that printed materials provide information.

*Identify common signs and symbols.

*Read and explain their own writing and drawing.

*Choose books appropriate for their own interests, purposes, and reading level.

*Reread favorite books.

*Read different types of literature (e.g. fiction, nonfiction,poetry, folk tales).

*Listen to others read from a variety of literature in order to expand vocabulary and develop knowledge of sentence and story structure.

*Use appropriate voice level, phrasing, sentence structure, and intonation when reading aloud.

1.1.5 By the end of first grade, students will respond to literature.

GLE #21 1st grade Reading - *Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

GLE #32 1st grade Reading - Write order of events in a story in the correct sequence.

GLE #129 Kin. Listening - *Listen for details and answer questions about a selection.

Student demonstrations:

*Listen to literary selection.

*Provide, in their own words, the meaning of selected vocabulary from literary selection.

*Retell literary selections they have hear

*Identify ways in which literary selections relate to their own lives.

1.1.6 By the end of first grade, students will print neatly and correctly.

GLE #24 1st grade Reading - Write manuscript letters and words legibly.

GLE #147 Kin. Writing - *Prints upper and lowercase letters of the alphabet

Student demonstrations:

*Print using appropriate starting points and strokes.

*Print using a left to right, top to bottom progression.

*Print uppercase and lowercase letters with recognizable accuracy and comfort.

1.1.7 By the end of first grade, students will write (print) about experiences, stories, people, objects, and events.

GLE #26 1st grade Reading - Use correct punctuation marks and capital letters in a sentence.

GLE #27 1st grade Reading - Write simple sentences independently.

GLE #31 1st grade Reading - Write original sentences and stories about pictures.

GLE #33 1st grade Reading - Write their own stories.

GLE #162 1st grade Writing - Use correct punctuation marks & capital letters in a sentence.

GLE #167 1st grade Writing - Write original sentences & stories about pictures.

GLE #169 1st grade Writing - Write their own stories.

Student demonstrations:

*Communicate effectively through composition (writing).

*Use correct spelling of familiar words.

*Use correct grammar in composition (writing).

*Use correct capitalization in composition (writing).

*Use correct punctuation in composition (writing).

*Print their own full names correctly.

1.2.1 By the end of first grade, students will speak in clear, complete, coherent sentences using standard English.

GLE#105 Kin Speaking - Speak in complete sentences when appropriate.

GLE #106 Kin Speaking - Ask and respond to simple questions orally.

GLE #108 Kin Speaking - Use grade appropriate rate, loudness, pronunciation, quality, expression and voice.

GLE #111 Kin Speaking - Use grade appropriate vocabulary to describe an object, experience, or event to the class. (People, places, things, colors, actions).

GLE #112 1st grade Speaking - Use the grade appropriate speaking skills related to turn taking during speaking, informing, reasoning, requesting, greeting, answering and maintaining topic.

Student demonstrations:

*Share information and opinions.

*Ask questions.

*Describe people, places, things, location, size, color, shape, and action.

*Recite short poems, rhymes, and songs.

1.3.1 By the end of first grade, students will listen and be responsible members of the classroom.

GLE #128 Kin Listening - Listen to and follow one and two step oral directions.

GLE #129 Kin Listening - Listen for details and answer questions about a selection.

GLE #133 Kin Listening - Listen to others during class discussions and friendly conversations and participate appropriately.

GLE #134 Kin Listening - Attend to the speaker, listen without interrupting and sit still when appropriate, while listening.

GLE #138 1st grade Listening - Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

Student demonstration:

*Follow one-and two-step oral directions.

*Attend to speakers, teachers, and classroom discussions.

*Attend to presentations and demonstrations.

*Identify a purpose for listening.

*Ask for clarification when message don't make sense.

Grade 4

4.1.1 By the end of the fourth grade, students will draw on a variety of strategies to read and understand unfamiliar words and phrases.

GLE #8 - 1st grade Reading - Use phonetic skills to say letter sounds, parts of words, and whole words, (70 phonograms).

GLE #9 - 1st grade Reading - Read sight words presented in grade level reading.

GLE #10 - 1st grade Reading - Use a knowledge of contractions, word endings and pronouns to extract meaning.

GLE #11 - 1st grade Reading - Identify compound words, synonyms, and antonyms.

GLE #17 - 1st grade Reading - Use context to infer the missing word in given passages.

GLE #18 - 1st grade Reading - Discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

GLE #19 - 1st grade Reading - Identify rhyming words.

Student demonstrations:

*Point out words that are unfamiliar in written form.

*Use phonics and word structure to sound out unfamiliar words.

*Use context clues to confirm the accuracy of their reading.

4.1.2 By the end of the fourth grade, students will acquire and use correctly an advanced reading vocabulary.

GLE #43 2nd grade Comprehension - Will analyze passages to interpret characters, events, and concepts (and identify characteristics these across stories).

GLE #44 2nd grade Comprehension - Will identify and interpret various written forms, structures and techniques such as plot, them, character, and setting.

GLE #58 3rd grade Word Analysis - Recognize compound words or their components.

GLE #59 3rd grade Word Analysis - Identify words roots or affixes.

GLE #61 3rd grade Word Analysis - Become familiar with and use reference sources such as the encyclopedia, dictionary, atlas and thesaurus.

GLE #62 3rd grade Vocabulary - Demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, antonyms, and homonyms.

GLE #63 3rd grade Vocabulary - Identify multi meaning words by inferring the missing word in sentences.

GLE #64 3rd grade Vocabulary - Use context to infer the missing word in sentences or paragraphs.

GLE #78 4th grade Vocabulary - Demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, or antonyms.

GLE #79 4th grade Vocabulary - Identify multi meaning words by inferring the missing word in sentences.

GLE #80 4th grade Vocabulary - Identify the meaning of affixes.

GLE #81 4th grade Vocabulary - Use context to infer the missing word in sentences or paragraphs.

Student demonstrations:

*Point out words and phrases that are causing comprehension difficulty.

*Identify general meanings associated with common prefixes, suffixes and roots.

*Identify and use correctly in all content areas words related as antonyms, synonyms, compounds, homophones, and homographs.

*Use reference materials, including an elementary dictionary and thesaurus, to learn and confirm word meanings.

4.1.3 By the end of the fourth grade, students will identify the basic facts and essential ideas in what they have read or viewed.

GLE #65 3rd grade Comprehension - Identify the meaning of sentences or recall details and other elements of passages.

GLE #71 3rd grade Comprehension - Assess information to form hypotheses and make predictions and other judgments related to passages.

GLE #82 4th grade Comprehension - Identify the meaning of sentences or recall details and other information stated in passages.

GLE #84 4th grade Comprehension - Identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

GLE #85 4th grade Comprehension - Identify and interpret various written forms, structures, and techniques. (Diagrams, charts, graphs).

GLE #119 3rd grade Speaking - Retell a story previously read.

Student demonstrations:

*Draw on strategies such as setting purposes for reading, recalling prior knowledge, previewing illustrations and headings to make predictions, listening to the ideas of others, and comparing information from several sources.

*Identify main ideas and supporting details in fourth-grade level text.

*Follow instructions written at a fourth-grade level.

*Interpret information from diagrams, charts, and graphs.

*Retell selections in an orderly way.

*Read or view materials of varying difficulty to find answers to specific questions.

4.1.4 By the end of the fourth grade, students will locate, access, and evaluate resources to identify appropriate information.

Library GLE 3rd grade - Define dictionary and identify what is contained in a dictionary.

Library GLE 4th grade - Use different reference materials such as encyclopedia and thesaurus and explain what type of information is included in each.

Student demonstrations:

*Use general reference materials including an encyclopedia and thesaurus.

*Use electronic resources, such as CD-ROM and online resources.

*Use software programs, such as card or electronic catalog, to locate and select books of interest at their independent reading levels.

*Use indexes including telephone books, almanacs, and dictionaries.

4.1.5 By the end of the fourth grade, students will identify characteristics of different types of text

GLE #47 2nd grade Comprehension - Will distinguish the difference between real and fantasy, (fact and opinion).

GLE #68 3rd grade Comprehension - Distinguish among folk tale, myth, fable, science-fiction, biography, and autobiography as different forms of literature.

Student demonstrations:

*Distinguish among common forms of literature such as poetry, fiction, and nonfiction.

*Compare the use of fact and fantasy in historical fiction with other forms of literature.

4.1.6 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and meaning of fiction and provide evidence from the text to support their answers.

GLE #70 3rd grade Comprehension - Describe the central thought of passages, including such elements as main idea and supporting details, and author's purpose or point of view, (in both fiction and non-fiction).

Student demonstrations:

*Identify the elements of plot, character, and setting in a favorite story.

*Use strategies, such as story mapping, to support understanding. *Identify similarities in characters and events across stories.

*Identify theme or underlying message in interpreting fiction.

*Note how different uses of language affect the reader's expectation of how to read and interpret text.

4.1.7 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding.

GLE #49 - 2nd grade Comprehension - Skim reading selections for details and to draw conclusions, (life experiences should shape this).

Student demonstrations:

*Identify structures such as comparison and contrast, chronological or logical order, and use knowledge of these structures when reading.

*Ask how, why, and what if questions in interpreting nonfiction text.

*Distinguish between fact and opinion.

*Explain the influence of readers' experiences on their individual interpretations of text.

4.1.8 By the end of the fourth grade, students will identify similar ideas across a variety of narratives and stories.

GLE #43 & #83 2nd & 4th grade Comprehension - students will analyze passages to interpret and compare characters, events, and concepts.

GLE #46 & #86 2nd & 4th grade Comprehension - students will critically assess information to form hypotheses and make predictions and other judgments related to passages and students present day lives.

Student demonstrations:

*Read and compare narratives and stories across geographic regions, cultures, and time periods.

*Read and compare narratives and stories to students' present-day lives.

*Read biographies of historical figures important in the American culture.

4.2.1 By the end of the fourth grade, students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization and spelling.

GLE #196 3rd grade Writing - Use and identify personal pronouns. (Added)

GLE #197-200 4th grade Writing - Correctly punctuate direct quotations. Identify and use nominative, objective and possessive case pronouns in writing and match them with their corresponding nouns. Distinguish between action and linking verbs. Identify and use adjectives in writing and identify the nouns they describe.

Student demonstrations:

*Distinguish between formal and oral language patterns and the appropriate uses of each.

*Identify and use correct capitalization, punctuation, spelling paragraph indentation.

*Identify and use nouns, verbs, and personal pron

4.2.2 By the end of the fourth grade, students will write compositions with a clear focus, logically related ideas, and adequate supporting detail.

GLE #194 3rd grade Writing - Write original stories including personal narratives, fairy tales and original plays.

GLE #201 4th grade Writing - Write a paragraph with details that support the main idea.

GLE #203 4th grade Writing - Write a biographical story. (Several paragraphs.)

GLE #204 4th grade Writing - Write an outline on a give topic.

Student demonstrations:

*Develop a plan for writing, using a variety of strategies to generate and organize ideas.

*Write several paragraphs on the same topic.

*Write well-organized compositions with a beginning, middle, and end.

4.2.3 By the end of the fourth grade, students will demonstrate improvement in organization, content, word choice (vocabulary), voice, sentence fluency and standard English conventions after revising and editing their compositions.

GLE #148 - In Grades 1-6 All students will edit given sentences (Daily Oral Language)

GLE #158 - In Grades 1-6 All students will use the steps in the writing process. (Including organization, content, word choice, voice, sentence fluency, standard English conventions after revising and editing their compositions.)

GLE #192 - 3rd Grade - Writing - Write cursive letters and words legibly.

Student demonstrations:

*Revise their writing to improve clarity and logical sequence after looking for missing information and determining if their ideas follow each other in a logical order.

*Use knowledge of punctuation, usage, sentence structure, and standard English spelling to edit their writing.

*Use legible cursive writing and/or a word processor when publishing written work.

*Use prescribed criteria from a scoring rubric to evaluate their own and others' compositions before presenting them to an audience.

*Form and explain their own standards or judgments of quality.

4.2.4 By the end of the fourth grade, students will use a variety of forms to write for different audiences and purpose.

GLE #193 - 3rd grade Writing - Write poetry

GLE #194 3rd grade Writing - *Write original stories including personal narratives, fairy tales and original plays.

GLE #195 3rd grade Writing - Reports using factual information.

Student demonstrations:

*Write descriptive and narrative compositions about experiences, stories, people, objects, and events.

*Write poems of varied forms.

*Write paragraphs and reports to inform peers and demonstrate their knowledge of a topic.

4.2.5 By the end of the fourth grade, students will use self-generated questions, note taking ,summarizing, and outlining to enhance learning.

GLE #204 4th grade Writing - Write an outline on a given topic.

Student demonstrations:

*Generate their own relevant questions in their exploration of a topic.

*Record important ideas from information provided by others.

*Record important ideas from their reading.

4.3.l By the end of the fourth grade, students will pose questions and contribute their own information or ideas in group discussions in order to acquire new knowledge.

GLE #122 4th grade Speaking - Use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

Student demonstrations:

*Contribute knowledge and ask questions relevant to the topic discussed.

*Use subject-related vocabulary in discussions.

*Provide accurate directions to individuals and small groups.

*Stay on topic or create appropriate transitions to new topics.

*Gain the floor in appropriate ways.

4.3.2. By the end of the fourth grade, students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed.

GLE #121 4th grade Speaking - Appropriately adjust voice volume according to the needs of the listener(s).

GLE #122 4th grade Speaking - Use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

GLE #123 4th grade Speaking - Give oral presentations while following a written outline.

Student demonstrations:

*Give oral presentations using eye contact, proper pace, volume and clear enunciation.

*Give oral presentations of prose and poetry with fluency and expression.

4.4.l By the end of the fourth grade, students will gain information or complete tasks by listening.

GLE#50 2nd grade comprehension - Use contextual clues to determine meaning.

GLE #143 ***move from 5th to 4th grade Listening - Distinguish important facts, main idea and supporting details for note-taking.

Student demonstrations:

*Listen to information and take notes to improve comprehension.

*Listen to and follow multiple-step oral directions.

*Use active listening, showing consideration of others' contributions to discussions.

In Kindergarten the student will

1 * create a picture and dictate a story about it to an adult.

2 * identify the upper and lower case letters of the alphabet and be introduced to the sounds of the letters in the initial position.

3 * memorize rhyming verses and identify the rhymes.

4 * retell a story in proper sequence, identifying the main idea.

5 * demonstrate left to right and top to bottom movement when involved in readiness activities.

6 * distinguish between fact and fiction in a story.

7 * grow in the desire to read beyond the requirements.

In Grade 1 the student will

8 * use phonetic skills to say letter sounds, parts of words, and whole words.

9 * read sight words presented in grade level reading.

10 * use a knowledge of contractions, word endings and pronouns to extract meaning.

11 * identify compound words, synonyms, and antonyms.

12 * demonstrate comprehension of given selection by stating the topic and supporting details, by organizing events in a sequential order, and by predicting outcomes and drawing conclusions during the reading process.

13 * read and follow directions.

14 * identify similarities and differences in order to categorize.

15 * arrange words in alphabetical order.

16 * write an alternative ending to a story.

17 * use context to infer the missing word in given passages.

18 * discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

19 * identify rhyming words.

20 * write words and sentences from dictation.

21 * listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

22 * use grade appropriate speaking skills related to turn taking during speaking informing, reasoning, requesting, greeting answering, and maintaining a topic.

23 * give simple directions.

24 * write manuscript letters and words legibly.

25 * correctly position body and writing materials when writing.

26 * use correct punctuation marks and capital letters in a sentence.

27 * write simple sentences independently.

28 * observe correct margins.

29 * use pronouns, nouns, verbs, and adjectives.

30 * sequence words in the correct order in a sentence.

31 * write original sentences and stories about pictures.

32 * write order of events in a story in the correct sequence.

33 * write their own stories.

34 * write letters, cards, menus, and invitations on specific topics.

In Grade 2 the student will

35 * read to identify cause and effect.

36 * skim reading selections for details and to draw conclusions.

37 * use contextual clues to determine meaning.

38 * read aloud with fluency at the individual's instructional reading level.

39 * write in relation to what's read.

(Word Analysis)

40 * identify word roots or affixes and their meaning.

41 * demonstrate an understanding of category words.

42 * identify multi meaning words by inferring the missing word in sentences.

(Comprehension)

43 * will analyze passages to interpret and compare characters, events, and concepts.

44* will identify and interpret various written forms, structures, and techniques such as plot, theme, character, and setting.

45 * will identify the author's purpose or point of view.

46 * will critically assess information to form hypotheses and make predictions and other judgments related to passages and students' present-day lives.

47 * will distinguish the difference between real and fantasy.

48 * read to identify cause and effect.

49 * skim reading selections for details and to draw conclusions.

50 * use contextual clues to determine meaning.

51 * reading aloud with fluency at the individual's instructional level.

52 * write in relation to what's read.

In Grade 3 the student will

(Word Analysis)

53 * recognize initial or final consonant blends or diagraphs.

54 * recognize short vowel sounds in words.

55 * recognize long vowel sounds in words.

56 * recognize variant vowel sounds in words.

57 * identify the meaning of contractions.

58 * recognize compound words or their components.

59 * identify word roots or affixes.

60 * demonstrate use of dictionary skills such as pronunciation, alphabetization, syllabication, accent and guide words.

61 * become familiar with and use reference sources such as the encyclopedia, dictionary, atlas and thesaurus.

(Vocabulary)

62 * demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, antonyms, and homonyms.

63 * identify multi meaning words by inferring the missing word in 64 sentences.

64 * use context to infer the missing word in sentences or paragraphs.

(Comprehension)

65 * identify the meaning of sentences or recall details and other elements of passages.

66 * will analyze passages to interpret characters, plot, setting, and concepts.

67 * identify various literary techniques such as dialogue, simile, metaphor, personification, rhyme, and imagery.

68 * recognize folk tale, myth, fable, science-fiction, biography, and autobiography as different forms of literature.

69 * summarize a reading selection either by paraphrasing or writing a personal response.

70 * identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

71 * assess information to form hypotheses and make predictions and other judgments related to passages.

In Grade 4 the student will

(Word Analysis)

72 * recognize initial or final consonant blends or diagraphs.

73 * recognize short vowel sounds in words.

74 * recognize long vowel sounds in words.

75 * recognize variant vowel sounds in words.

76 * recognize compound words or their components.

77 * identify word roots or affixes.

(Vocabulary)

78 * demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, or antonyms.

79 * identify multi meaning words by inferring the missing word in sentences.

80 * identify the meaning of affixes.

81 * use context to infer the missing word in sentences or paragraphs.

(Comprehension)

82 * identify the meaning of sentences or recall details and other information stated in passages.

83 * analyze passages to interpret and compare characters, events, and concepts.

84 * identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

85 * identify and interpret various written forms, structures, and techniques.

86 * critically assess information to form hypotheses and make predictions and other judgments related to passages and students' present-day lives.

In Grade 5 the student will

(Vocabulary)

87 * demonstrate an understanding of word meanings and relationships by identification of category words, definitions, synonyms, and antonyms, affixes.

88 * identify multi meaning words by inferring the missing word in sentences or paragraphs

89 * expand expressive and receptive vocabulary

90 *

(Comprehension)

91 * identify meaning of sentences or recall other details stated in passage

92 * describe passages to interpret characters, events, settings and concepts.

93 * identify the central thought of passages, including such elements such as main idea and supporting details, and the author's purpose or point of view.

94 * identify and interpret various written forms, structures, and techniques including kinds of books and parts.

95 * make predictions and other judgments related to passages.

96 * integrate reading and writing.

97 * use table of contents, index, and glossary to obtain information.

98 * obtain information from books, dictionaries, encyclopedias, thesauruses, almanacs, atlases, CD's, and internet.

98a* use skills to read for facts/main ideas/sequencing/context/conclusions/ and inference

98b* use guide words, alphabetizing skills to find and interpret dictionary entries

98c* examine captions, pictures, subheadings, marginal notes, maps, charts, graphs

98d* read and compare stories/narratives across cultures/regions

98e* read and discuss how a short story/poem/film/essay reflects the author's beliefs/values and attitudes

98f* identify how a work reflects the period/ideas/customs/outlook of a time in history

In Kindergarten the student will

105 * speak in complete sentences when appropriate.

106 * ask and respond to simple questions orally.

107 * use grade appropriate vocabulary to convey ideas, thoughts, wants and needs.

108 * use grade appropriate rate, loudness, pronunciation, quality, expression and voice.

109 * demonstrate how to speak correctly on the telephone.

110 * tell a story with a beginning, middle and end.

111 * use grade appropriate vocabulary to describe an object, experience, or event to the class.

In Grade 1 the student will

112 * use the grade appropriate speaking skills related to turn taking during speaking, informing, reasoning, requesting, greeting, answering and maintaining topic.

113 * give simple directions.

In Grade 2 the student will

114 * use grade appropriate grammar during speaking in work and play.

115 * participate during oral reading.

In Grade 3 the student will

116 * read own creative writing before a group.

117 * summarizes his or her ideas on a given topic in a class or small group discussion meeting.

118 * interview others when conducting a survey.

119 * retell a story previously read.

120 * recite poems of various lengths to an individual or to a group.

In Grade 4 the student will

121* appropriately adjust voice volume according to the needs of the listener(s).

122* use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

123* give oral presentations while following a written outline.

In Grade 5 the student will

124* use grade appropriate public speaking skills in a variety of situations.

125* use public speaking organizational skills to be able to present ideas and give directions in a logical sequential order

In Kindergarten the student will

128* listen to and follow one and two step oral directions.

129* listen for details and answer questions about a selection.

130* listen to music and respond with free movement and dramatizations.

131* respond appropriately to fire and tornado warning signals.

132* listen to literature for enjoyment.

133* listen to others during class discussions and friendly conversations and participate appropriately.

134* attend to the speaker, listen without interrupting and sit still when appropriate, while listening.

In Grade 1 the student will

135* discriminate likenesses and differences in sounds and identify initial, medial and final sounds in words .

136* identify rhyming words.

137* write words and sentences from dictation.

138* listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

In Grade 2 the student will

139* listen in order to summarize, analyze and evaluate information.

In Grade 3 the student will

140* correctly restate spoken directions.

In Grade 4 the student will

141* identify and evaluate a speaker's purpose, tone of voice and mood, as well as oral, facial and bodily expressions.

142* follow three step oral directions.

In Grade 5 the student will

143* distinguish important facts, main idea and supporting details for note-taking.

l 43a* be an active listener

l43b* apply listening skills in a variety of settings

The writing GLEs address both the content and form of writing. An asterisk (*) following a GLE identifies the GLE as dealing with form (grammar, mechanics) only.

In Kindergarten the student will

145* write from left to right and top to bottom.*

146* correctly write own first name & last initial.*

147* prints upper and lowercase letters of the alphabet.

In Grade 1-6 ALL students will

148* complete Daily Oral Language activities.*

149* proofread written work and correct errors.*

150* correctly spell dictated, grade level words.*

152* use correct spelling in independent writing.*

153* write on various topics across the curriculum.

154* write summary of stores read and/or write new endings to stories.

155* write creatively for a minimum of 5 minutes a day grades 1-3, 10 minutes a day grades 4-6.

156* write book reports and other media reviews.

157* write friendly letters, thank-you notes and/or invitations.

158* use the steps in the writing process (pre-writing, etc.).

159* share writing products with an audience.

In Grade 1 the student will

160* write manuscript letters and words legibly.*

161* correctly position body and writing materials when writing.*

162* use correct punctuation marks & capital letters in a sentence.*

163* write simple sentences independently.*

164* observe correct margins.*

165* use pronouns, nouns, verbs & adjectives.*

166* sequence words in the correct order in a sentence.*

167* write original sentences & stories about pictures.

168* write order of events in a story in the correct sequence.

169* write their own stories.

170* write letters, cards, menus & invitations on specific topics.

171* write a list on a given topic.

In Grade 2 the student will

172* use commas in a series of items in a sentence.*

173* use correct end sentence punctuation in independent writing.*

174* capitalize proper nouns, initials and titles.*

175* use apostrophes to show possession or contractions.*

176* recognize a noun, verb, or adjective in print.*

177* write a descriptive paragraph on one topic.

178* write summaries of stories read and/or new endings to stories.

179* write complete personal journal entries.

180* write a simple story with complete sentences after a pre-writing activity.

181* write and compose short poems from the pattern or other poems.

182* write a biography of another person after interviewing that person.

183* write a research report of one page or more in length.

In Grade 3 the student will

184* capitalize the first word and all other important words in a title.*

185* use a comma between a city and its state.*

186* identify and use singular and plural nouns correctly in sentence.*

187* identify and use verbs correctly in a sentence by showing the subject and predicate.*

188* state synonyms, antonyms and homonyms of given words.*

189* identify and punctuate telling asking imperative and exclamatory sentences.*

190* write a paragraph using a topic sentence.

191* record daily events and personal responses to them in a journal.

192* write cursive letters and words legibly*.

193* write poetry.

194* write original stories including personal narratives, fairy tales and original plays.

195* reports using factual information.

196* Use and identify personal pronouns.

In Grade 4 the student will

197* correctly punctuate direct quotations.*

198* identify and use nominative, objective and possessive case pronouns in writing and match them with their corresponding nouns.*

199* distinguish between action and linking verbs.*

200* identify and use adjectives in writing and identify the nouns they describe.*

201* write a paragraph with details that support the main idea.

202* write answers, correct in form and well developed in thought, to questions in content areas.

203* write a biographical story.

204* write an outline on a given topic.

In Grade 5 the student will

205* recognize parts of speech and use them in writing

206* write sentences and paragraphs of different types using correct form

207* use steps in the writing process including organization, content, word choice, sentence fluency, idea, and voice.

208* write creatively in different forms to express feelings and impressions on given topics

209* write to describe, explain, persuade, and inform

210* use proofreading skills to identify errors in structure, usage, punctuation, capitalization, and spelling in own writing and writing of others

211* write essays and stories with a clear focus and supporting ideas.

212* write papers of various lengths in content areas using research skills and form

213* generate questions, take notes, and summarize information from research material

8.1.1 Identify basic facts and essential ideas in what they read or view

GLE #89 - expand expressive and receptive vocabulary

GLE #98a - use skills to read for facts/main ideas/sequencing/context/conclusions/and inference

GLE #91 - Identify meaning of sentences and recall other details stated in passage

GLE #88 - Identify multi meaning words by using context to infer missing word in sentences or paragraphs

8.1.2 Locate, access, and evaluate resources to identify appropriate information

GLE #98 - obtain information from books, dictionaries, encyclopedias, thesauruses, almanacs, atlases, CD's, and internet

GLE #98b - use guide words, alphabetizing skills to find and interpret dictionary entries

GLE #97 - use table of contents, index, and glossary to obtain information

8.1.3 Identify characteristics of different types of text

GLE #94 - Identify and interpret various written forms, structures, and techniques including kinds of books and parts

8.1.4 Identify the structure and elements of fiction and provide evidence from the text to support their understanding

GLE #92 - Describe passages to interpret characters, events, setting, and concepts

GLE #93 - Identify the central thought of passages including elements such as main idea, supporting detail, and author's purpose and point of view

GLE #95 - make predictions and other judgments related to passages

8.1.5 Identify and apply knowledge of structure and elements of fiction and provide evidence from the text to support their understanding

GLE #87 - Demonstrate an understanding of word meanings and relationships by identification of category words, definitions, synonyms, antonyms, and affixes

GLE #98c -Examine captions, pictures, subheadings, marginal notes, maps, charts, graphs

8.1.6 Identify similar ideas across a variety of narratives and stories

GLE #98d - Read and compare stories/narratives across cultures/regions

8.1.7 Interpret the meaning of literary works, nonfiction, films, and media by using different analytic techniques

GLE #98e - Read and discuss how a short story/poem/film/essay reflects the author's beliefs/values and attitudes

GLE #98f -Identify how a work reflects the period/ideas/customs/outlook of a time in history

8.2.1 Identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling

GLE #205 - Recognize parts of speech and use them in writing

GLE #206 -Write sentences and paragraphs of different types using correct form

GLE #211 - Write essays and stories with a clear focu