Reading

VOCABULARY AND WORD ANALYSIS

1.        Infer word meaning from context

2.        Complete analogies (rake is to gardener as baton is to conductor,   toss is to salad as whip is to cream, heat is to boil as fertilize is to grow, ballerina is to graceful as matador is to daring)

3.        Define common acronyms (UNICEF, NASA, scuba, and sonar)

4.        Use decoding strategies and other visual information to construct sense of grade-level text

A.        Graphophonic sources (letter/sound)

B.        Semantic sources (meaning/associations)

C.        Lexical sources (word analysis)

D.        Syntactic sources (structure of written language)

F.        Roots, affixes, suffixes, contractions, compound words, and possessives to determine word meanings.

1.         Recognize meanings of Greek and Latin word parts.     

G.        Identify graphic sources of information (e.g., maps, graphs,     illustrations, diagrams, timelines, or tables) to address research questions.

5.        Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.

COMPREHENSION

1.         Read a variety of traditional and electronic materials for information and understanding

A.        Search purposefully for and synthesize particular information

1.        Identify literal and inferential meanings

2.        Search own background information to make meaning of text passages

3.        Based on purpose for reading, search for most important information

4.        In order to understand plot development in narratives, search for information about characters and setting

5.         Apply knowledge of expository text structure to extend comprehension: cause/effect, chronological order, comparison/contrast, problem/solution classification

B.        On basis or premise of prior knowledge and information in text, predict alternatives or probabilities in text

C.        Reconsider a response against more than one source of information from grade level text.

D.        Confirm or self-correct predictions in response to grade level text

E.        Draw inferences and conclusions from text

F.         Identify literary devices: mood, tone, style, exaggeration, irony, foreshadowing, flashback, and figurative language

G.        Determine main idea /topic sentence or essential message within a text and identify relevant details and facts

2.         Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

A.        Identify author’s purpose and describe how language, setting, and information support purpose within literary text

1.         Identify the facts and details that support the author’s argument and summarize the findings.

B.        Analyze literary text for following story elements: characters, setting, point of view, plot structure, and theme.

 1.        Plot Structure:  Main events, conflict, rising action, climax, falling action, resolution.

 2.        Setting:  Analyze the influence of the setting on the problem and solution.

C.       Compare and contrast information from multiple sources, making connections between texts.

D.       Use personal or objective criteria to do the following

1.         Follow directions

2.         Draw conclusions

3.         Make inferences

4.         Determine meanings

5.                  Form opinions

6.                  Make judgments

E.        Distinguish between fact and opinion or note bias and stereotypical thinking and identify cause and effect relationships within expository text

F.         Identify propaganda techniques used in advertisements, speeches, and other writing (bandwagon, name calling, testimonial, repetition, faulty cause and effect, plain folks, flag waving, innuendo)    

3.         Read to locate information (and/or answer specific questions) from a variety of traditional, technical, and electronic sources

A.       Use questions to guide reading

B.       Identify type of information required to answer a specific question.

C.       Use reasonable resources for answering questions.

D.       Read for a purpose of answering specific questions.

E.       Systematically organize new information from expository text

F.       Synthesize what has been read

4.         Read for technical information

A.       Read, understand, and apply technical information

B.       Identify and use comprehension strategies to understand technical text

C.       Apply knowledge of the following elements to understand text: graphics, highlighting techniques, and organizers

D.       Identify organization of technical text

E.       Apply technical information to complete task       

LITERATURE

1.         Read and respond to a variety of literature to compare and contrast the many dimensions of human experience

A.        Describe characteristics of the following genres: fiction, non-fiction, poetry, biography/ autobiography, legend, fable, folktale, science fiction, and myth.

B.        Activate and draw upon own experiences to connect to reading selections

C.        Relate social, cultural, and / or historical aspects of literature to readers’ personal experience

D.        Analyze narrative literature according to the following text elements: major/minor characters, setting, plot structure (problem/conflict, rising action, climax, descending action, and resolution), theme, point of view (1^st or 3^rd person), climax, and endings

E.        Demonstrate understanding of how reading can provide enrichment and information as well as serve as a tool for life-long learning

F.        Recognize and define descriptive language in poems and stories (hyperbole, simile, metaphor)

G.        Recognize kinds of poetry

H.        Recognize and define narrative and dialogue in selections

FLUENCY

1.         Demonstrate fluency in oral reading when given a grade level passage: 120-150

                        1^st quarter – 120 wcpm

                        2^nd quarter – 130 wcpm

                        3^rd quarter – 140 wcpm

                        4^th quarter – 150 wcpm

REFERENCE AND LIBRARY SKILLS CURRICULUM

The reference and library skills curriculum is to be taught by both classroom teachers and the district media specialist.  However there are some objectives which are specific to library usage.  These objectives are marked to denote that they are specifically introduced by the district media specialist and reinforced by the classroom teacher.

1.         Organization of Materials

A.        Understand that the on-line catalog is an index to the library media center collection

B.        Locate materials using the call numbers from on-line search results

C.        Use the on-line catalog to locate materials

1.         Subject Headings

a.         Understand and use cross-references

b.         Convert own language into terminology used in subject headings

c.         Be specific when looking for a subject

2.         Descriptive Information

a.         Interpret information from search results

b.         Use information found in search results to compile a bibliography

2.         Fiction and Non-fiction

A.        Understand the difference between fiction and non-fiction

B.        Know the various kinds of fiction: adventure, science, realistic, mystery, historical, fantasy, sports, humorous

C.        Read some of each of the various types of fiction

D.        Use the non-fiction collection as a source of information

3.         Dewey Decimal System

A.        Understand the ten main classes

B.        Understand that the ten main classes can be divided and subdivided into more specific subjects

C.        Understand the purpose of the system

4.         Reference Collection

A.        Distinguish the unique characteristics of various reference sources

1.         Determine the reference source most appropriate for a specific purpose

2.         Encyclopedias

a.         Use cross-references to locate information

b.         Use indexes to locate information

c.         Use an on-line encyclopedia to locate information

3.         Dictionaries

a.         Use alphabetical order and guide words

b.         Obtain definitions/spelling from dictionary entries

c.         Use pronunciation keys

d.         Use specialized dictionaries

4.         Other Reference Tools

a.         Use almanacs to find statistics and other facts

b.         Use atlases to locate places

c.         Use biographical and geographical dictionaries

d.         Use the Internet to locate information on a specific subject

e.         Use a thesaurus to find word substitutions

5.         Biographical Sources

A.        Locate information about a person

B.        Know the different types of biographical materials and locate information in each

C.        Locate information about a person in the collective biography collection or biographical dictionary

6.         Periodicals

A.        Be familiar with periodicals of varying scope and purpose

B.        Know periodicals are a source of current information

C.        Look topics up in periodicals using on-line periodical search (LiLI)

7.         Indexes

A.        Know indexes provide access to information by subject in books and reference sources

B.        Locate information using a book’s index

C.        Locate information in an encyclopedia using an index

D.        Be aware of other indexes to information

8.         Audiovisual Materials and Equipment

A.        Know information comes in a variety of formats

B.        Locate materials in the audiovisual collection

C.        Operate equipment in order to use materials

D.        Produce audiovisual materials for a report

9.         Evaluation and Selection Techniques

A.        Understand the various forms of literature

B.        Be acquainted with various authors and their works

C.        Select materials for leisure reading

D.        Use various parts of a book to determine scope, format, and timeliness, also to locate and document information

E.        Be developing discrimination in selecting books and periodicals to read

10.       Research and Reporting Techniques

A.        Locate materials to discover what others have found out about a topic

B.        Use ideas gained through different materials

C.        Carry research through to a conclusion

D.        Present information in a written report and/or oral or multi-media presentation

E.        Make a bibliography of sources used in a report. i.e. book, encyclopedia, periodical, on-line source, Internet

F.         Take notes on reference books and other written sources of information (magazine articles)

G.        Construct three level outlines (I., A., 1.)

H.        Give credit to authors when he/she has used their work in writing a report

I.          Paraphrase material from reference books to put it in his/her own words

11.       Listening and Viewing Skills

A.        Recall, summarize, paraphrase and extend what is listened to and viewed

B.        Take notes on lectures in class and use them to study the material covered

12.       Literature Appreciation

A.        Interpret meaning from various forms of literature

B.        Be aware of Newberry Award winners

 WRITING PROCESS

1.         Select and apply an appropriate writing format for audience and purpose for writing

A.        To express

B.        To inform

C.        To create

D.        To explain

E.        To persuade

F.        To entertain

G.        To respond

2.         Generate ideas using prewriting strategies.  Select organizational strategies appropriate for writing.

A.        Brainstorming

B.        Story webbing

C.        Free writing

D.        Use of life experiences

E.        Outlining

F.         Identify appropriate graphic organizer for type of writing

3.         Use ideas generated and organized in prewriting to write a draft with a main idea and supporting details.

A.        Write narratives that develop a standard plot line.

B.        Character sketch of a character from a story he/she has read

C.        Write persuasive compositions that state and support a position with emotional appeals.        

D.        News article or editorial for a class or school newspaper on a topic of his/her choice, with a lead (First Paragraph) that answers the 5 W's (who, what, when, where, why)

E.        Write responses to literature that identify the author’s     

            purpose (book review)

F.         Write a research report with facts, details, and examples from multiple sources including a simple bibliography

G.        Incorporate a variety of technological and informational resources to do the following:

1.         Appropriately paraphrase:  quote and cite to avoid plagiarism.

2.         Formulate thesis or focus and relevant support; select the best supporting details and concluding statement.

3.         Formulate and support main idea with evidence.

H.        Write a variety of expressive works that include sensory details and figurative language that include the following:

1.         Lyric or narrative poem w/several stanzas

2.         Use alliteration, onomatopoeia, hyperbole, similes, and/or metaphors

                        3.         Write a new limerick

I.          Write in a variety of modes (poems, speeches, journals, stories)

J.         Friendly and business letter using proper formatting

K.        Write technical text that identifies a sequence of activities or processes.

4.         Revise first draft for meaning, clarity and effective sequencing.  

A.        Use self-evaluation techniques

B.        Edit a written composition for meaning; discard irrelevant sections

C.        Vary sentence structure

D.        Add details to more effectively accomplish the purpose of writing.

E.        Use vivid, non-repetitive, precise, and appropriate words

F.         Avoid double negative

G.        Rearrange ideas to enhance meaning

H.        Use proper paragraph structure

I.          Revise for unity, coherence, and sentence structure

J.         Determine and use the most effective sequencing of sentences in a paragraph (chronological order, order of importance, spatial order)

K.        Revise writing to improve narrative voice  

L.         Apply and add transition words to clarify sequence.

5.         Edit & Proofread for: 

A.        Ideas

B.        Organization

C.        Voice

D.        Word choice and correct usage

E.        Sentence fluency

F.        Conventions

G.        Use an editing checklist with common editing marks.

H.        Use a rubric to set purpose for editing 

6.         Publish final draft

A.        Share finished product in a variety of settings

7.         Write technical information

A.        Produce a technical document

1.         Identify, select and prioritize web sites

2.        Communicate with others via computer

3.        Interpret and organize information using the Internet and Hyperstudio or PowerPoint to create a multi-media presentation

4.        Arrange and format text with a word processor

   8.      Write a response that identifies a text to self, text to world, and/or text to text connection 

HANDWRITING

1.        Write fluently and legibly in print or cursive.

2.        Use good posture, appropriate paper slant, and traditional pencil grip

3.        Review correct letter formation for the entire alphabet

4.        Write in print or cursive from a printed model

5.        Maintain consistent and appropriate letter form, height, size, spacing, and slant in cursive writing for legibility

6.        Maintain margins on all sides of paper

7.        Use cursive writing in the majority of written assignments using appropriate spacing between words and sentences

8.        Evaluate own cursive writing by referring to a model

MECHANICS

1.         Grammar

A.        Demonstrate proficiency using subject-verb agreement, pronouns, verbs, and modifiers

B.        Use subordinate conjunctions in sentences (while, although, because, if, unless, since)

C.        Choose the subordinate conjunction that most precisely completes a complex sentence

D.        Identify the part of speech of any word in any sentence:   noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection and modifiers

E.        Identify predicate nominative (Bob is a baseball fan.)

F.         Use the past perfect tense of verbs in sentences (had lost)

G.        Use the present participle of any verb (playing, giving, sleeping)    

H.        Use the past participle of any verb (played, given, slept)

I.          Identify and use correctly the principal parts of a verb as the present tense, past tense, and past participle and give examples (swim, swam, swum)

J.         Use a variety of sentence types: declarative, imperative, interrogative and exclamatory

K.        Identify a sentence as simple, compound, complex, or compound complex

L.         Combining sentences to correctly form complete simple,
compound, or complex sentences

M.        Identify complex sentences with subject and verb agreement.

N.        Use appositives to increase sentence variety

O.        Apply appropriate word usage to specific applications

P.        Identify parts of speech within a sentence or paragraph:   nouns, pronouns, verbs, interjections, conjunctions, and modifiers

Q.        Identify and correct sentence fragments and run-ons

R.        Identify sentence subject and predicate, including complete  vs. incomplete sentences

S.        Use a thesaurus to find and use synonyms and antonyms in written work

T.         Correctly use future verb tenses, adjectives, personal pronouns, conjunctions, and adverbs

2.         Capitalization

A.        Capitalize the words for directions when they are used to name a specific region (the Northeast, the West, the South)

B.        Capitalize the names of languages (Latin) but not the names of other school subjects (science), unless referring to a specific course (Algebra I)

C.        Capitalize the names of cultures (Native American, Sioux)

D.        Capitalize Father, Mother, Grandfather, and Grandmother when they substitute for the person's name, but not when they are preceded by a possessive adjective (I gave Father the tickets.  He gave them to my mother.)

E.        Capitalize titles and sentence beginnings within a quote

F.         Apply capitalization rules such as book titles, names of ships, etc.

3.         Punctuation

A.        Put a period after titles of respect (military, religious, governmental) when they are abbreviated (Lt. Skye, Fr. O’Brien, Gov. Carter)

B.        Put a comma after an introductory phrase beginning a sentence and use commas in a series of participial phrases

C.        Use a semicolon to join two independent clauses into a compound sentence

D.        Use a semicolon to separate the items in a series when there are commas within one or more of the items

E.        Put quotation marks around the titles of songs, book chapters, short stories, television programs, magazine and newspaper articles, and most poems

F.        Use quotation marks and commas to punctuate dialogue.      

G.        Underline the titles of books, magazines, newspapers, movies, and plays

H.        Identify and edit for the correct use of a colon in a salutation and preceding items in a list

I.          Identify when apostrophes are used to create singular or plural possessives

J.         Use commas: words/phrases in a series, dates and addresses, friendly and business letter conventions, direct address, compound sentences

SPELLING

1.         Spell and use words with prefixes and suffixes

2.         Spell words recognizing base words

3.         Spell plurals of words

4.         Practice, use, and apply spelling rules (ie –ance/-ence, ei/ie, -ary/-ery)

5.         Recognize and correctly spell commonly misspelled words

6.         Spell correctly multisyllabic words that include those with Greek and Latin derivatives.

7.         Correctly spell and use homonyms

A.        Distinguish between commonly confused pairs of words: lose – loose, sit – set, bring – take, accept – except, capital – capitol, and dessert – desert

8.         Spell correctly Grade 6 high-frequency words and content area words.

9.         Apply spelling rules appropriate to grade level (e.g., less common prefixes, suffixes and plurals) to spell accurately.

LISTENING

1.         Listen to gain information and understanding

A.        Acquire and summarize information from a variety of electronic or live sources

B.        Develop listening skills to gain enrichment and information about various cultures

C.        Develop use of effective interpersonal listening skills

2.         Listen for literary response and expression

A.        Respond in a variety of ways to oral presentations

B.        Locate similarities and differences within a variety of oral presentations

3.         Listen for critical analysis and evaluation

A.        Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communication and non-verbal cues

B.        Listen for sequencing

4.         Listen for enjoyment

SPEAKING

1.         Speak to share an understanding of information

2.         Paraphrase to show understanding of information

A.        Use age-appropriate oral communication for various purposes and audiences, which appropriately incorporates the following: word choice, pronunciation, inflection/modulation, physical gestures, eye contact, and posture.

B.        Plan and deliver oral presentations that effectively incorporate visual aids and appropriate technology as well as the following: transitions, organization, support of main ideas, examples, response to questions and feedback.

3.         Speak for literary response and expression

A.        Share interpretations of personal or literary works through oral interpretation, memorization, presentation, and dramatic readings

B.        Memorize and present a selected poem

4.         Speak for critical analysis and evaluation

A.        Clearly express opinions and judgments

B.        During discussions, encourage others' participation while exhibiting courteous, attentive, and appropriate behavior: carefully listen and verify understanding, avoid monopolizing conversations, raise pertinent questions, exhibit cultural sensitivity.

VIEWING

1.         View for information and understanding

A.        Use traditional and visually-presented materials (books, films, videos, Internet)

B.        Use viewing skills to determine main idea and collect data

2.         View media sources for personal response and expression

A.        Identify relationships, ideas, and cultures represented in various media

3.         View media to engage in critical analysis and evaluation

A.        Evaluate relationships, ideas, and cultures represented in various media

B.        Critique, interpret, and evaluate non-print media

C.        Apply knowledge gleaned from charts and graphs

D.        Analyze as source for information, entertainment, and/or persuasion

4.         Use a variety of resources to produce visuals that communicate through print and non-print media

A.        Demonstrate understanding of graphics, pictures, color, motion, and music

B.        With support, apply technical skills to produce effective visuals

Reading ISAT Vocabulary List

*Benchmarks are what Lakeland students must know absolutely.

Language ISAT Vocabulary

*Benchmarks are what Lakeland students must know absolutely.