READING SKILLS

Students will be able to… Reinforce Grade 9 reading Reinforce Grade 9 reading Reinforce Grade 9 reading
• Make a variety of skills including defining words skills including defining words skills including defining words
connections, including text- in context, making connections in context, making connections in context, making connections
to-text, text-to-self, and text- and predictions, summarizing, and predictions, summarizing, and predictions, summarizing,
to-world. understanding sequence of understanding sequence of understanding sequence of
• Make mental images in events, identifying main ideas, events, identifying main ideas, events, identifying main ideas,
order to visualize what they asking questions, visualizing, asking questions, visualizing, asking questions, visualizing,
are reading. differentiating between fact and differentiating between fact differentiating between fact
• Make predictions. opinion, previewing the text, and opinion, previewing the and opinion, previewing the
• Understand sequence of activating prior knowledge, text, activating prior text, activating prior
events. monitoring reading, and knowledge, monitoring knowledge, monitoring
• Summarize the text in making inferences. reading, and making reading, and making
their own words. inferences. inferences.
Students will be able to… Reinforce Grade 10 reading Reinforce Grade 10 reading
• Make and answer
clarifying questions. • Evaluate and analyze skills including evaluating and skills including evaluating and
texts by forming opinions. analyzing texts, annotating the analyzing texts, annotating the
• Preview the text. text, self-monitoring, text, self-monitoring,
• Annotate the text
• Activate prior identifying cause and effect, identifying cause and effect,
(including writing the
knowledge before engaging
following in the margins: big paraphrasing, comparing and paraphrasing, comparing and
with the texts. contrasting ideas. contrasting ideas.
ideas/important details,
• Identify main ideas. definitions, questions, and New Skills to Introduce: Reinforce Grade 11 reading
• Define words in context. connections). Students will… skills including understanding,
• Make and answer • Self-monitor their own • Be able to anticipate interpreting and analyzing a
interpretive and implied reading processes (look back and understand multiple variety of functional texts,
questions. at the text and reread perspectives. including charts, maps, graphs,
• Make inferences. confusing parts to clarify their • Be able to draw and tables, and becoming
• Differentiate between understanding). conclusions from multiple analytical readers by talking to
fact and opinion. • Identify cause and effect texts. the text.
• Formally monitor their relationships. • Be able to synthesize a New Skills to Introduce:
reading (use context clues, • Paraphrase a variety of variety of texts. Students will be able to…
ask questions, and texts. • Be able to understand, • Synthesize a variety of
visualize). • Compare and contrast interpret, and analyze a texts.
 ideas. variety of functional texts, • Draw conclusions from
including charts, maps, multiple texts.
graphs, and tables. • Analyze multiple texts
• Become analytical by forming opinions.
readers by talking to the text • Anticipate and
(asking interpretive understand multiple
questions, making perspectives.
connections, and reading
between the lines).
WRITING SKILLS
• Students will be able to • Students will be able to • Students will be able to • Students will be able to
write for a variety of purposes write for a variety of purposes write for a variety of write for a variety of purposes
and audiences. and audiences. purposes and audiences. and audiences.
• Focus on paragraphing. • Students will be able to
paraphrase and write about Students will… Students will…
Students will… information in their own • Develop a well-written, • Develop a well-written,
• Develop a well-written words. analytical thesis. analytical thesis.
thesis. • Use complex • Develop a complex and
• Develop an effective Students will… organizational methods in interesting argument that is
argument that is clear to the • Develop an effective order to link smaller and clear to the reader.
reader. argument that is clear. larger ideas. • Independently create an
• Use organizational • Develop a well-written, • Develop complex and organizational structure that
methods including analytical thesis. engaging writing techniques is appropriate to the audience
introduction, body • Understand and use for effective introductions and purpose of their papers.
paragraphs, and conclusion. effective organizational and conclusions. • Use complex
• Begin to develop methods using transitions. • Make and support organizational methods in
effective writing techniques • Use relevant, warranted and responsible order to link smaller and
for an introduction and compelling details, reasons, assertions. larger ideas.
conclusion. examples, and anecdotes. • Support assertions with • Develop complex and
• Make and support • Develop complex a variety of evidence that is engaging writing techniques
responsible assertions. writing techniques for clearly explained. for effective introductions
• Support assertions with effective introductions and • Refine and master the and conclusions.
evidence that is clearly conclusions. body paragraph, making use • Make and support
 explained. • Make and support of topic sentences, context, warranted and responsible
• Use relevant details, warranted and responsible evidence and analysis assertions.
reasons, examples, and assertions. • Use transitions and • Support assertions with
anecdotes to support their • Support assertions with integrate quotations from a a wide variety of convincing
judgments. convincing evidence that is text smoothly into the body evidence that is clearly
clearly explained. paragraphs. explained.
• Use the quotations in • Use the quotations in • Use relevant and
order to create an argument or order to create an effective compelling details, reasons,
controlling idea. argument or controlling idea. examples, and anecdotes to
• Use relevant and support their judgments.
compelling details, examples,
reasons, and anecdotes from
two texts in order to support
interpretations.
• Analyze evidence and
provide context.
WRITING PROCESS
• Students will be able to • Students will be able to • Students will be able to • Students will be able to
brainstorm. brainstorm. independently brainstorm. independently brainstorm.
• Students will use • Students will be able to • Students will be able to • Students will be able to
mapping and webbing as pre- draft papers. draft papers. draft papers.
writing strategies. • Students will be able to • Students will be able to • Students will be able to
• Students will be able to edit their writing. edit their writing. edit their writing.
draft papers. • Students will use • Students will use • Students will use
• Students will be able to mapping and webbing as pre- mapping and webbing as pre- mapping and webbing as pre-
revise their writing by adding writing strategies. writing strategies. writing strategies.
or deleting details or • Students will be able to • Students will be able to • Students will be able to
explanations. revise their writing by adding revise their writing by adding revise their writing by adding
• Students will be able to or deleting details or or deleting details or or deleting details or
edit their writing. explanations. explanations. explanations.
• Students will use • Students will use • Students will use
outlining as a pre-writing outlining as pre-writing outlining as pre-writing
strategy. strategies. strategies.
• Students will be able to • Students will be able to • Students will be able to
revise their writing by adding revise their writing by adding revise their writing by adding
or deleting details and by or deleting details and by or deleting details and by
rearranging words, sentences, rearranging words, sentences, rearranging words, sentences,
and paragraphs to improve or and paragraphs to improve or and paragraphs to improve or
clarify meaning. clarify meaning. clarify meaning.
• Students will • Students will
independently develop their independently develop their
own pre-writing strategies. own pre-writing strategies.
• Students will be able to • Students will be able to
revise their writing by adding revise their writing by adding
or deleting details and or deleting details by
strengthening their analysis rearranging words, sentences,
by rearranging words, and paragraphs to improve or
sentences, and paragraphs to clarify meaning; and by
improve or clarify meaning; sharpening their focus.
and by sharpening their
focus.
GRAMMAR, MECHANICS, AND CONVENTIONS
Students will master the Reinforce Grade 9 Grammar, Reinforce Grade 9 and 10 Reinforce Grade 9, 10 and 11
following set of skills: Mechanics and Conventions grammar, mechanics and grammar, mechanics and
• Capitalization including: capitalization, conventions including: conventions including:
• Citations of sources subject-verb agreement, capitalization, subject-verb capitalization, subject-verb
• Paragraphing and citations of sources, agreement, citations of agreement, citations of
indenting paragraphing, and end sources, paragraphing, end sources, paragraphing, end
• End punctuation punctuation. punctuation, combining of punctuation, combining of
• Subject-verb agreement sentences using conjunctions sentences using conjunctions,
Introduce/reinforce new skills: and commas. commas, consistency in verb
combining of sentences using tenses, variety of sentence
conjunctions and commas Students will master the structure, punctuation
following set of skills: (including apostrophes and
Consistency in verb tenses, colons), and prepositions and
Variety of sentence structure, prepositional phrases.
Punctuation (including
apostrophes and colons), and
Prepositions and prepositional
phrases
SPEAKING, LISTENING AND VIEWING
• Students will participate • Students will participate • Students will • Students will participate
in small and large group in small and large group participate in small and large in small and large group
discussions. discussions. group discussions. discussions.
• Students will use the • Students will present • Students will use the • Students will use the
NDHS norms for accountable their own work in front of NDHS norms for accountable NDHS norms for accountable
talk. their peers. talk. talk.
• Students will start • Students will use the • Students will present • Students will present
directing discussion more NDHS norms for accountable their own work in front of their own work in front of
independently. talk. These norms include the their peers. their peers.
• Students will present to following: • Students will prepare
their peers. and deliver an exhibition to a
• Students will… panel of peers and adults.
• Skills to introduce are 1. Display The following skills will be
as follows: appropriate turn-taking demonstrated:
Students will… behaviors.
1. Display turn-taking 2. Actively solicit 1) Shape the information
behaviors. another person’s comments based upon their audience
2. Not interrupt or have and/or questions. and purpose.
side conversations. 3. Respond 2) Develop the content and
3. Be respectful of other appropriately to comments organization of their
students’ ideas and and questions. presentations.
opinions. 4. Give reasons in 3) Use notes or other memory
4. Give reasons in support support of opinions aids to structure their
of opinions expressed. expressed. presentation.
5. Respond appropriately 5. Clarify, 4) Develop main points based
to comments and illustrate, and/or expand upon a single controlling
questions. upon their responses. idea.
6. Clarify, illustrate, 6. Not interrupt or 5) Engage the audience with
and/or expand upon their begin side conversations. appropriate verbal cues and
responses. 7. Be respectful of eye contact.
7. Actively solicit another other students’ ideas and
person’s comments and/or opinions.
questions.