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Bryan City School District Curriculum Map English Language Arts
Writing Processes
Benchmark Grade Level Indicator / Topic / Content What Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
A. Generate writing topics and establish a purpose appropriate 1. Generate writing ideas through discussions with others and from Brainstorming for topic
for the audience. (4-7) printed material, and keep a list of writing ideas.
A. Generate writing topics and establish a purpose appropriate 2. Conduct background reading, interviews or surveys when Research a topic
for the audience. (4-7) appropriate.
A. Generate writing topics and establish a purpose appropriate 3. Establish a thesis statement (topic sentence) for informational
for the audience. (4-7) writing or a plan for narrative writing.
a. informational writing Research Project, Propaganda ads for countries
b. narrative writing use a graphic organizers to determine the beginning, middle, and
end,
B. Determine audience and purpose for self-selected and 4. Determine a purpose and audience. students will determine the purpose and the audience for various
assigned writing tasks. (4-7) writing selections.
C. Clarify ideas for writing assignments by using graphics or 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, Cosner writing, prewriting strategies,
other organizers. (4-7) webs and Venn diagrams) to plan writing.
D. Use revision strategies to improve the overall organization, the 6. Organize writing, beginning with an introduction, body and a transitional words
clarity and consistency of ideas within and among paragraphs and resolution of plot, followed by closing statement or a summary of important
the logic and effectiveness of word choices.(4-7) ideas and details.
D. Use revision strategies to improve the overall organization, the 7. Vary simple, compound and complex sentence structures. Students will practice combining sentences to vary sentence
clarity and consistency of ideas within and among paragraphs and structures.
the logic and effectiveness of word choices.(4-7)
D. Use revision strategies to improve the overall organization, the 8. Group related ideas into paragraphs, including topic sentences students will use the writing process, transition words, outlining for
clarity and consistency of ideas within and among paragraphs and following paragraph form, and maintain a consistent focus across research
the logic and effectiveness of word choices.(4-7) paragraphs.
D. Use revision strategies to improve the overall organization, the 9. Vary language and style as appropriate to audience and purpose. students will use the writing process and discuss the differences in
clarity and consistency of ideas within and among paragraphs and writing to a particular audience. Research, stories, letters
the logic and effectiveness of word choices.(4-7)
D. Use revision strategies to improve the overall organization, the 10. Use available technology to compose text. mobile computer lab, research, narratives, other written assignments
clarity and consistency of ideas within and among paragraphs and
the logic and effectiveness of word choices.(4-7)
D. Use revision strategies to improve the overall organization, the 11. Reread and analyze clarity of writing. revising and peer editing,
clarity and consistency of ideas within and among paragraphs and
the logic and effectiveness of word choices.(4-7)
D. Use revision strategies to improve the overall organization, the 12. Add and delete information and details to better elaborate on a revising and peer editing.
clarity and consistency of ideas within and among paragraphs and stated central idea and to more effectively accomplish purpose.
the logic and effectiveness of word choices.(4-7)
D. Use revision strategies to improve the overall organization, the 13. Rearrange words, sentences and paragraphs, and add transitional Use list of transitional phrases to connect paragraphs, writing
clarity and consistency of ideas within and among paragraphs and words and phrases to clarify meaning. directions.
the logic and effectiveness of word choices.(4-7)
E. Select more effective vocabulary when editing by using a 14. Use resources and reference materials (e.g., dictionaries and use a variety words in sentences and paragraphs, using thesaureses
variety of resources and reference materials. (4-7) thesauruses) to select more effective vocabulary.
F. Edit to improve fluency, grammar and usage. (4-7) 15. Proofread writing, edit to improve conventions (e.g., grammar, Peer editing, grammar lessons
spelling, punctuation and capitalization) and identify and correct fragments
and run-ons.
G. Apply tools to judge the quality of writing. (4-7) 16. Apply tools (e.g., rubric, checklist and feedback) to judge the checklists, rubrics, peer editing
quality of writing.
H. Prepare writing for publication that is legible, follows an 17. Prepare for publication (e.g., for display or for sharing with others) Students will create a letter using appropriate margins, tabs, spacing
appropriate format and uses techniques such as electronic writing that follows a format appropriate to the purpose, using such and columns. The computer could be one source to pubish the work.
resources and graphics. (4-7) techniques as electronic resources, principles of design (e.g., margins, tabs,
spacing and columns) and graphics (e.g., drawings, charts and graphs) to
enhance the final product.
Bryan City School District Curriculum Map English Language Arts
Writing Applications
Benchmark Grade Level Indicator / Topic / Content What Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
A. Use narrative strategies (e.g., dialogue an action) to develop 1. Write narratives that maintain a clear focus and point of view and use
characters, plot and setting and maintain a consistent point of sensory details and dialogue to develop plot, characters, and a specific
view. (4-7) setting.
a. point of view personal narrative, journal entries.
b. sensory details use a graphic organizer to describe the setting, personal narrative
c. dialogue any form of writing that involves a conversation between two or
more people or things
d. story Elements narrative
B. Write responses to literature that extend beyond the 2. Write responses to novels, stories, poems and plays that provide an Students will respond to the various texts with the interpretaton or
summary and support judgments through references to the text. interpretation, critique or reflection and that support judgments with critiquing methods of the text. Journals or letters would work.
(4-7) specific references to the text.
C. Produce letters (e.g., business, letters to the editor, job 3. Write letters that state the purpose, make requests or give Thank you letters to Outdoor Ed. Presentors, bisiness letter, friendly
applications) that address audience needs, stated purpose and compliments and use business letter format. letters
context in a clear and efficient manner.(4-7)
D. Produce informational essays or reports that convey a clear 4. Write informational essays or reports, including research, that using various topics from literature students will produce a report.
and accurate perspective and support the main ideas with facts, present a literal understanding of the topic, include specific facts, details
details, examples and explanations. (4-7) and examples from multiple sources and create an organizing structure
appropriate to the purpose, audience and context.
E. Use persuasive strategies, including establishing a clear 5. Write persuasive essays that establish a clear position and include convincing parents or school to change something
position in support of a proposition or proposal with organized organized and relevant information to support ideas.
and relevant evidence. (4-7)
NOT BENCHMARKED 6. Produce informal writings (e.g., journals, notes and poems) for Haiku, cinquins, journal writing after novels and movies, reading log
various purposes. after lab stories,
Bryan City School District Curriculum Map English Language Arts
Writing Conventions
Benchmark Grade Level Indicator / Topic / Content What Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
A. Use correct spelling conventions. (5-7) 1. Spell frequently misspelled and high-frequency words correctly. spelling lists, frequently misspelled words
B. Use conventions of punctuation and capitalization in written 2. Use commas, end marks, apostrophes and quotation marks a.commas - letters, compound sentences, introductory words
work. (5-7) correctly. b. end marks - lesson to introduce
c. apostrophes - lesson to introduce
d. quotation marks - lesson to introduce
B. Use conventions of punctuation and capitalization in written 3. Use semicolons, colons, hyphens, dashes and brackets. a. semicolons - lesson to introduce
work. (5-7) b. colons - lesson to introduce
c. hyphens (compound words) - lesson to introduce
d. dashes - lesson to introduce
e. brackets - lesson to introduce
B. Use conventions of punctuation and capitalization in written 4. Use correct capitalization. lesson, practice in writings
work. (5-7)
C. Use grammatical structures to effectively communicate ideas 5. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, powerpoint presentations.
in writing. (5-7) adjective, conjunction, preposition, interjection).
a. noun lesson to introduce
b. pronoun h. interjection lesson to introduce
c. verb lesson to introduce
d. adverb e. adjective lesson to introduce
f. conjunction lesson to introduce
g. preposition lesson to introduce
C. Use grammatical structures to effectively communicate ideas 6. Use verbs, including perfect tenses, transitive and intransitive
in writing. (5-7) verbs and linking verbs.
a. perfect tense - lesson
b. transitive/intransitive students will recognize the difference between transitive and
intransitive verbs through the use of sentence examples
c. linking students will recognize linking verbs through the use of sentence
examples
C. Use grammatical structures to effectively communicate ideas 7. Use nominative, objective, possessive, indefinite and relative
in writing. (5-7) pronouns.
C. Use grammatical structures to effectively communicate ideas 8. Use subject-verb agreement with collective nouns, indefinite
in writing. (5-7) pronouns, compound subjects and prepositional phrases.
a. collective nouns lesson
b. indefinite pronouns lesson
c. compound subjects lesson
d. prepositional phrases lesson
*Regular and Irregular verb tenses
*present, present participle, past, past participle, future
Bryan City School District Curriculum Map English Language Arts
Research
Benchmark Grade Level Indicator / Topic / Content What Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
A. Formulate open-ended research questions suitable for inquiry 1. Generate a topic, assigned or personal interest, and open-ended research project, famous people, inventors, holocaust fact cards
and investigation and develop a plan for gathering information. (5- questions for research and develop a plan for gathering information.
7)
B. Locate and summarize important information from multiple 2. Identify appropriate sources, and gather relevant information from After discussing various resources, students will identify the source
sources. (5-7) multiple sources (e.g., school library catalogs, online databases, electronic that best fits the purpose of their research
resources and Internet-based resources).
B. Locate and summarize important information from multiple 3. Identify elements of validity in sources, including publication date, lesson in anthology
sources. (5-7) coverage, language, points of view, and discuss primary and secondary
sources.
C. Organize information in a systemic way. (5-7) 4. Identify important information found in sources and paraphrase the note taking for research
findings in a systematic way (e.g., notes, outlines, charts, tables, graphic
organizers).
C. Organize information in a systemic way. (5-7) 5. Compare and contrast important findings and select sources to When using three sources, student will compare and contrast
support central ideas, concepts and themes. findings to best support his/her ideas.
D. Acknowledge quoted and paraphrased information and 6. Use quotations to support ideas. inventors project, biography reports
document sources used. (5-7)
D. Acknowledge quoted and paraphrased information and 7. Use an appropriate form of documentation, with teacher assistance, Students will write a bibliography using internet and informational
document sources used. (5-7) to acknowledge sources (e.g., bibliography, works cited). books.
E. Communicate findings orally, visually and in writing or 8. Use a variety of communication techniques, including oral, visual, Student will research then choose different mediums to present the
through multimedia. (5-7) written or multimedia reports, to present information that supports a clear topic they researched.
position with organized and relevant evidence about the topic or research
question.
Bryan City School District Curriculum Map English Language Arts
Communication: Oral and Visual
Benchmark Grade Level Indicator / Topic / Content What Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
A. Use effective listening strategies, summarize major ideas and 1. Demonstrate active listening strategies (e.g., asking focused Given an oral/visual excerpt, student will answer guided questions.
draw logical inferences from presentations and visual media. (5-7) questions, responding to cues, making visual contact).
A. Use effective listening strategies, summarize major ideas and 2. Summarize the main idea and draw conclusions from presentations Students will list topics and main ideas presented in movies or
draw logical inferences from presentations and visual media. (5-7) and visual media. speeches.
B. Explain a speaker’s point of view and use of persuasive 3. Interpret the speaker’s purpose in presentations and visual media analyze and determine the purpose presented in movies or speeches.
techniques in presentations and visual media. (5-7) (e.g., to inform, to entertain, to persuade).
B. Explain a speaker’s point of view and use of persuasive 4. Identify the persuasive techniques (e.g., bandwagon, testimonial, Given a written piece or a picture advertisement, student will
techniques in presentations and visual media. (5-7) glittering generalities, emotional word repetition and bait and switch) used identify propaganda techniques.
in presentations and media messages. (*transfer)
C. Vary language choice and use effective presentation techniques, 5. Demonstrate an understanding of the rules of the English language lesson that models proper language usage, powerpoint presentations,
including voice modulation and enunciation. and select language appropriate to purpose and audience. famous people presentations
(5-7)
C. Vary language choice and use effective presentation techniques, 6. Use clear diction and tone, and adjust volume, phrasing and tempo to Given a play, students will project ideass and mood through proper
including voice modulation and enunciation. stress important ideas. use of voice.
(5-7)
C. Vary language choice and use effective presentation techniques, 7. Adjust speaking content and style according to the needs of the powerpoint presentations.
including voice modulation and enunciation. situation, setting and audience.
(5-7)
D. Select an organizational structure appropriate to the topic, 8. Deliver informational presentations (e.g., expository, research) that: read newspaper article and present to class, read TFK article and
audience, setting and purpose. (5-7) a. demonstrate an understanding of the topic and present events or ideas present to class, small group discussions,
E. Present ideas in a logical sequence and use effective in a logical sequence;
introductions and conclusions that guide and inform a listener’s b. support the controlling idea or thesis with relevant facts, details,
understanding of key ideas. (5-7) examples, quotations, statistics, stories and anecdotes;
c. include an effective introduction and conclusion and use a consistent
organizational structure (e.g., cause-effect, compare-contrast);
d. use appropriate visual materials (e.g., diagrams, charts, illustrations)
and available technology; and
e. draw from several sources and identify sources used.
F. Give presentations using a variety of delivery methods, visual 9. Deliver formal and informal descriptive presentations that convey Tuck Everlasting-students are given a choice of projects which vary
materials and technology. (5-7) relevant information and descriptive details. in learning styles.
F. Give presentations using a variety of delivery methods, visual 10. Deliver persuasive presentations that: Persuasive Letter-share with partner
materials and technology. (5-7) a. establish a clear position;
b. include relevant evidence to support a position and to address potential
concerns of listeners; and
c. follow common organizational structures when appropriate (e.g.,
cause-effect, compare-contrast, problem-solution).
10. Mechanics taught @ gr. 5
@gr.6 - writing of persuasive not orally.
Grade
6
Resource Qrtr
graphic organizers, cosner writings, 4
5 minute writes
encyclopedia, internet, non-fiction 4
books
encyclopedia, internet, non-fiction 4
books
graphic organizer 1
buckle down 2,3
Cosner, Graphic Organizer 1-3
cosner, anthology 1
Daily Language Review, English 1
buckle down
cosner, graphic organizer 2
anthology 2,3
mobile lab 1-4
student's wrting, worksheets 1
student's wrting, worksheets 1
cosner, anthology 1
anthology, thesaurus, 1
Daily Language Review, anthology 1-3
graphic organizers 1-3
mobile computer lab 2,3
Grade
6
Resource Qrtr
anthology 1
graphic organizer 2,3
anthology 2
anthology 1
novels, anthology 4
Teacher made wks. & checklist 1,2
novels, teacher created materials 4
Teacher created materials 3
anthology 1-3
Grade
6
Resource Qrtr
anthology 1-4
Daily Language Review, 1
2
Daily Language Review 1-4
anthology, Daily language review 1-4
write source, anthology, old english
worksheets
anthology 1
anthology 2
anthology 1-3
anthology 3
anthology 1,2
anthology 4
buckle down 4
anthology, old english worksheets 4
english book, anthology 1-4
anthology, old english book
Old English book 1
anthology 2,4
Old English book 1
Old English book 3,4
Grade
6
Resource Qrtr
research project, fact cards, teacher 4
created materials, novels
anthology, teacher created materials
anthology 1,2
note taking, anthology 4
research projects 3, 4
Teacher created materials 3, 4
research project, teacher created 1, 2
materials
novels, parts of speech, biography 1,4
reports
Grade
6
Resource Qrtr
movies, class speakers 1
movies, class speakers 1-4
School speakers such as the 1-4
medical students, outdoor education
speakers
Alcohol Awareness lessons, better 4
test scores
checklist, rubric 2, 3
scope magazine, read aloud books 2, 3
powerpoint presentations
TFK magazine, newspaper, 1-2
Tuck Everlasting 1
Tuck, etc..
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