Curriculum Guide To The Alabama Course Of Study: English .

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CURRICULUM GUIDE TO THE ALABAMA COURSE OFSTUDY:ENGLISH LANGUAGE ARTSTable of ContentsPREFACE . iiACKNOWLEDGMENTS . iiiINTRODUCTION . 1ORGANIZATION OF THE CURRICULUM GUIDE . 2ESSENTIALS COURSES FOR HIGH SCHOOL CREDIT . 3ENGLISH LANGUAGE ARTS CONTENT STANDARDS AND INSTRUCTIONALOBJECTIVES, GRADES K-8Grade K . 4Grade 1 . 16Grade 2 . 31Grade 3 . 47Grade 4 . 64Grade 5 . 82Grade 6 . 100Grade 7 . 116Grade 8 . 130Grade 9 . 145Grade 10 . 160Grade 11 . 176Grade 12 . 189APPENDIX:A. DIRECTIONS FOR INTERPRETING THE MINIMUM REQUIREDCONTENT. 203B. XXXX . XGLOSSARY . XBIBLIOGRAPHY . XCurriculum Guide to the Alabama Course of Study: English Language Artsi

PREFACEThe Curriculum Guide to the Alabama Course of Study: English Language Arts providesprerequisite and enabling skills that lead to learning grade-level academic standards. The curriculumguide can be used to assist students in learning content in smaller increments, catching up on contentthey may have missed in previous years, and/or reviewing content related to grade-level academicstandards.The 2012-2013 Curriculum Guide to the Alabama Course of Study English Language ArtsTask Force utilized the 2010 Alabama Course of Study: English Language Arts. Inaddition, the Task Force reviewed past copies of the Curriculum Guide to the AlabamaCourse of Study: English Language Arts. Members of the Task Force used their academiccontent knowledge and experiential knowledge related to students with and withoutdisabilities to produce this resource for closing the gap between grade-level content andstudents’ instructional levels.Curriculum Guide to the Alabama Course of Study: English Language Artsii

ACKNOWLEDGMENTSThis document was developed by the 2012-2013 Curriculum Guide to the Alabama Courseof Study English Language Arts Task Force composed of elementary, middle school, highschool, and state-agency educators. The Task Force began the document during the summerof 2012.Christina Barger, General Education Teacher, UAB DMH Adolescent Education ProgramHeather Franklin, General Education Teacher, Lee County SchoolsPaula Griner, General Education Teacher, Jefferson County SchoolsAurelio Harrison, At-Risk Interventionist, Montgomery County SchoolsDavid Hodge, General Education Teacher, Montgomery County SchoolsRenata Hollins, Assistant Principal/Instructional Assistant, Lowndes County SchoolsDione V. James, General Education Teacher, Lowndes County SchoolsSheila Lankford, Title I Facilitator/Instructional Partner, Attalla CityChristopher Lester, General Education Teacher, Alabama Clinical SchoolsMamie R. Maddox, General Education Teacher, Bullock County SchoolsMelissa Mann, Special Education Teacher, Madison County SchoolsTré Munger, School Counselor, Vestavia Hills City SchoolsStephanie Rogers, Special Education Teacher, Lowndes County SchoolsLaShonna Denise Rowe-Drayton, General Education Teacher, Chambers County SchoolsAdriane N. Sheffield, Special/General Education Teacher, Brewer-Porch Children’s CenterKimberly A. Smith, General Education Teacher, Blount County SchoolsKay L. Spriggs, Special Education Teacher, Opelika City SchoolsShenitra Stokes-Dees, General Education Teacher, Lowndes County SchoolsSonya O. Taylor, General Education Teacher, Montgomery County SchoolsKatie Allsopp Thomas, General Education Teacher, Shelby County SchoolsTalaya Williams, General Education Teacher, Opelika City SchoolsVonetta Wilson-Tellis, Special Education Teacher, Bullock County SchoolsMary Lynn Zwack, Special Education Teacher, Lee County SchoolsCurriculum Guide to the Alabama Course of Study: English Language Artsiii

Alabama State Department of Education Personnel who managed the development processwas:Thomas R. Bice, Ed.D. State SuperintendentCrystal Richardson, Program Coordinator, Special Education ServicesDaLee Chambers, Ph.D., Education Specialist, Special Education ServicesThe State Department of Education Process Specialists who assisted the Task Force indeveloping the document was:Joseph Eiland, Education Specialist, Special Education ServicesCurtis Gage, Education Specialist, Special Education ServicesSusan Goldthwaite, Education Specialist, Special Education ServicesAlicia Myrick, Education Administrator, Special Education ServicesCindy Robinson, Education Specialist, Special Education ServicesThe State Department of Education Administrative Support Assistants who assisted the TaskForce in editing the document was:Sandra Wade Russell, Administrative Assistant, Special Education ServicesCharles Creel, Graphic Arts Specialist, Communication Section, assisted in thedevelopment of the graphic design.Thank you is extended to the following individuals for proofing the document and providingimportant editorial comments: Ashly Powell, Autauga County Schools; Cynthia Augustine,Blount County Schools; Leann Brown, Christy Norris, and Rebecca Sims, Crenshaw CountySchools; Judy Hughes and Elisabeth Newell, Montgomery County Schools;Thank you is extended to the following Alabama State Department of Education Staff forproofing the document and providing important editorial comments: XXCurriculum Guide to the Alabama Course of Study: English Language Artsiv

IntroductionThe Curriculum Guide to the Alabama Course of Study: English Language Arts is acompanion document to the 2010 Alabama Course of Study: English Language Arts, forGrades K-12. Content standards contained within the course of study document may beaccessed on the Alabama State Department of Education (ALSDE) Web site atwww.alsde.edu. On the home page, click on Sections, scroll down to select Curriculum andInstruction. Click on Publications, scroll down to Courses of Study, and click on EnglishLanguage Arts.Educators are reminded that content standards indicate minimum content—what all studentsshould know and be able to do by the end of each grade level or course. Local schoolsystems may have additional instructional or achievement expectations and may provideinstructional guidelines that address content sequence, review, and remediation.The Curriculum Guide to the Alabama Course of Study: English Language Arts preparesstudents for study of the grade-level and course content standards through the teaching ofprerequisite and enabling skills necessary for learning each content standard. This allowsstudents to work toward grade-level and course content standards while working atindividual ability levels. By identifying the prerequisites and enabling skills for eachstandard, teachers may plan instruction to address the achievement gap experienced by somestudents while still working with all students toward achievement of the same standards.The Curriculum Guide to the Alabama Course of Study: English Language Arts may beaccessed at rs are encouraged to use the curriculum guide to: Develop lesson plans.Plan for Problem Solving Teams (PSTs) and Response to Intervention/Response toInstruction (RTI).Develop Individual Educational Programs (IEPs).Prepare for collaborative teaching.Design tutorials.Plan for instructional grouping.Plan for parent information and conferences.Develop curriculum-based assessments.Prepare for state assessments.Curriculum Guide to the Alabama Course of Study: English Language Arts1

Organization of the Curriculum GuideThe organizational components of this guide include standards, instructional objectives, andexamples.Content Standards are statements that define what all students should know and be able todo at the conclusion of a grade level or course. Content Standards contain minimumrequired content and complete the phrase “Students will.”Content Standards for a grade level or course are clearly written, reasonable, measurable,developmentally appropriate, and sufficiently rigorous to enable Alabama students toachieve at levels comparable to other students in the nation and the world. They alsoprovide proportional emphasis to the essential knowledge, skills, and processes of a givengrade level or course.Instructional Objectives divide the standards into smaller instructional units that serve asfoundational skills for the standards. Instructional objectives are useful in lesson planning,classroom instruction, and Individualized Education Program (IEP) development.Utilization of instructional objectives facilitates having all students working toward gradelevel standards while also working at individual ability levels.Instructional objectives within this document are numbered according to grade level, contentstandard number, and the order in which the instructional objective is listed.The system for numbering the objectives for English Language Arts Standard 1.3, forexample, is based upon the following:SubjectGrade LevelContent StandardObjectiveStandard 1.3Describe characters, settings, andmajor events in a story, using keydetails. [RL.1.3]Content StandardIdentifier from CommonCore State StandardsELA 1.3.1:ELA 1.3.2:ELA 1.3.3:Identify characters, settings, and majorevents in a story.Draw a picture or written response to aread-aloud that identifies the who or whatof the story.Recall the major events in the story.Examples clarify certain content standards, instructional objectives, and/or theircomponents. They are illustrative but not exhaustive.Curriculum Guide to the Alabama Course of Study: English Language Arts2

Essentials CoursesThe Curriculum Guide to the Alabama Course of Study: English Language Arts containsthe course content for the Essentials course credits for the Alabama High School Diploma.The courses provide students with foundational skills identified in the general educationEnglish Language Arts courses.Instructional objectives in Grades 9-12 preceded by a diamond shape ( ) indicatecontent required for earning course credit for the Essentials courses.The courses include essential concepts to equip students with the English Language Artsskills necessary for employment and independent living. English Essentials-9 (Course Code 700005)English Essentials-10 (Course Code 700006)English Essentials-11 (Course Code 700007)English Essentials-12 (Course Code 700008)Curriculum Guide to the Alabama Course of Study: English Language Arts3

KKindergartenStudents will:Reading Standards for LiteratureKey Ideas and Details1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]a. Make predictions to determine main idea and anticipate an ending.Objectives:ELA K.1.1:ELA K.1.2:ELA K.1.3:ELA K.1.4:ELA K.1.5:ELA K.1.6:Use pictures in context to tell what happens next.Identify details in picture books or story pictures.Use language to express ideas in complete sentences (with support ofsentence stems as needed).Listen with comprehension and follow two-step directions.Listen with comprehension and follow one-step directions.Respond to a question verbally or by using gestures.2. With prompting and support, retell familiar stories, including key details. [RL.K.2]Objectives:ELA K.2.1:ELA K.2.2:ELA K.2.3:ELA K.2.4:ELA K.2.5:ELA K.2.6:Identify the beginning, middle, and end of a story.Identify the beginning and the end of a story.Identify the beginning of a story.Match pictures that relate to the story.Recall events in daily life.Mimic songs, poems, and stories with repeated rhyme.3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]Objectives:ELA K.3.1:ELA K.3.2:ELA K.3.3:ELA K.3.4:ELA K.3.5:Draw a picture related to a read-aloud that identifies the” who” or “what” ofthe story.Recall the major events in the story.Recall the setting of a story.Recall the characters in a story.Identify picture or familiar person in a story.Craft and Structure4. Ask and answer questions about unknown words in a text. [RL.K.4]Objectives:ELA K.4.1:ELA K.4.2:ELA K.4.3:ELA K.4.4:ELA K.4.5:Define word verbally or through the use of a drawing.Distinguish between known and unknown words.Identify words that describe real-life actions.Identify words that describe real-life objects.Identify the letters of the alphabet.Curriculum Guide to the Alabama Course of Study: English Language Arts4

K5. Recognize common types of texts (e.g., storybooks, poems). [RL.K.5]Objectives:ELA K.5.1:ELA K.5.2:ELA K.5.3:ELA K.5.4:ELA K.5.5:Recall features of texts.Examples: Poems tend to rhyme and have rhythm.Recite poems and short stories.Repeat poems and short stories.Engage in dramatic play with nursery rhymes, poems, and short stories.Participate in classroom activities that are repetitive in nature such as songs,rhymes, and plays.6. With prompting and support, name the author and illustrator of a story and define the role of eachin telling the story. [RL.K.6]Objectives:ELA K.6.1:ELA K.6.2:ELA K.6.3:ELA K.6.4:Locate the names of the author and illustrator of a story.Identify the illustrator as the person who draws the pictures in a story.Identify the author as the person who writes a story.Hold books in upright position, turn pages sequentially, and recognize correctorientation (top to bottom, left to right).Integration of Knowledge and Ideas7. With prompting and support, describe the relationship between illustrations and the story in whichthey appear (e.g., what moment in a story an illustration depicts). [RL.K.7]Objectives:ELA K.7.1:ELA K.7.2:ELA K.7.3:Interpret illustrations to gain meaning.Draw pictures to generate, represent, and express ideas or share information.Identify pictures of objects and actions.8. With prompting and support, compare and contrast the adventures and experiences of charactersin familiar stories. [RL.K.9]Objectives:ELA K.8.1:ELA K.8.2:ELA K.8.3:ELA K.8.4:Identify same and different.Identify the actions of the characters in the story.Recall the characters in the story.Identify and sort events, pictures, and words into various classifications.Curriculum Guide to the Alabama Course of Study: English Language Arts5

KRange of Reading and Level of Text Complexity9. Actively engage in group reading activities with purpose and understanding. [RL.K.10]Objectives:ELA K.9.1:ELA K.9.2:ELA K.9.3:ELA K.9.4:ELA K.9.5:Listen to a story being read and/or class discussions of the story and answerrelated questions correctly.Listen to and look at entire story being read or class discussion of the story.Demonstrate interest in stories or class discussion by making appropriatefacial expressions.Look attentively at face of speaker and/or book during story time.Turn head and body towards person who is speaking.Reading Standards for Informational TextKey Ideas and Details10. With prompting and support, ask and answer questions about key details in a text. [RI.K.1]Objectives:ELA K.10.1:ELA K.10.2:ELA K.10.3:ELA K.10.4:Contrast the concepts of questions and answers.Respond to questions about details in a text.Respond to yes or no questions about details in a text.Ask questions about every day events and situations.Example: Teacher creates inquisitive situations.11. With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]Objectives:ELA K.11.1:ELA K.11.2:ELA K.11.3:ELA K.11.4:Draw a picture about the main topic of a text.Identify pictures showing key details of a text.Point to the picture showing main topic.Identify details about every day events and situations.12. With prompting and support, describe the connection between two individuals, events, ideas, orpieces of information in a text. [RI.K.3]Objectives:ELA K.12.1:ELA K.12.2:ELA K.12.3:ELA K.12.4:Respond to questions about connections between two real-life people,objects, or actions in pictures.Describe real-life people, objects, and actions.Identify pictures of people, objects, and actions.Sort pictures of people, objects, and actions.Curriculum Guide to the Alabama Course of Study: English Language Arts6

KCraft and Structure13. With prompting and support, ask and answer questions about unknown words in a text. [RI.K.4]Objectives:ELA K.13.1:ELA K.13.2:ELA K.13.3:ELA K.13.4:ELA K.13.5:Connect new vocabulary with prior educational and/or real-life experiences.Use new vocabulary words correctly within the context of play or otherclassroom experiences.Ask questions about real-life objects and actions.Answer questions about real-life objects and actions.Name a variety of pictures/objects and/or actions in the natural environment.14. Identify the front cover, back cover, and title page of a book. [RI.K.5]Objectives:ELA K.14.1:ELA K.14.2:Define title as the name of a story.Hold books in upright position, turn pages sequentially, and recognize correctorientation (top to bottom, left to right).15. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. [RI.K.6]Objectives:ELA K.15.1:ELA K.15.2:ELA K.15.3:ELA K.15.4:Locate the names of the author and illustrator of a story.Describe the illustrator as the person who draws or captures the pictures in astory.Describe the author as the person who writes a story.Hold books in upright position, turn pages sequentially, and recognize correctorientation (top to bottom, left to right).Integration of Knowledge and Ideas16. With prompting and support, describe the relationship between illustrations and the text in whichthey appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]Obje

The Curriculum Guide to the Alabama Course of Study: English Language Arts provides prerequisite and enabling skills that lead to learning grade-level academic standards. The curriculum guide can be used to assist students in learning content in smaller increments, catching up on content

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