Programa del curso de español Grado 6
Descripción del Curso
El currículo de español consta de 5 áreas principales de desarrollo de
habilidades: lectura, escritura, comprensión auditiva, expresión oral y
materiales interactivos.

Los estudiantes entenderán literatura y podrán relacionarla con su propia
vida y el mundo más allá del aula.

El alumno será capaz de concentrarse en temas universales de la condición
humana (por ejemplo, la interacción, el amor, el odio, la familia, los conflictos, la
cooperación, la percepción, el cambio, los patrones, la causa y efecto) y cómo estos
temas son evidentes en la literatura. Los estudiantes se convertirán en lectores
independientes con fluidez y leerán una variedad de materiales y textos. Los
estudiantes escribirán formal e informalmente y estarán expuestos a una amplia
variedad de obras de ficción y de no ficción para diferentes audiencias y propósitos.

Los estudiantes perfeccionar sus habilidades de escritura utilizándolas
técnicas de 6+1 de escritura.

Los estudiantes aplicarán el conocimiento de la estructura del lenguaje y la
función de trabajo escrito y hablado. Los estudiantes ajustarán su uso del lenguaje
hablado, escrito y visual para comunicarse de manera efectiva.

Los estudiantes escucharán activamente.

Los estudiantes llevarán a cabo investigaciones, recopilaran información,
evaluaran y sintetizaran datos de diversas fuentes sobre diferentes temas y
comunicaran lo comprendido.

Los estudiantes reconocerán las interconexiones entre el aprendizaje en
español y en otras materias del currículo.

Los estudiantes desarrollarán habilidades sociales y disposiciones necesarias
para nuestra comunidad y el mundo más allá del aula.
1.
Lectura:
Se espera que todos los estudiantes lean un mínimo de 3 novelas durante el curso
para trabajar en clase, aparte de las metas individuales de lectura diaria que
quedarán reflejadas en la hoja de ‘registro diario de lectura’.
Además, los alumnos también leerán extractos de diversos géneros: cuentos, poemas,
publicidad, artículos de periódicos, revistas, obras de teatro y artículos de revistas,
cartas, ensayos, discursos, información, etc. Gracias a estos recursos, podrán
comprender y saber diferentes términos literarios.
También deberán realizar cortas pruebas de comprensión de lectura y exámenes
semestrales para demostrar los conocimientos aprendidos, tales como términos
literarios y habilidades de inferencias.
2.
Escritura:
Todos los estudiantes deben entender las etapas del proceso de escritura y
comprender y utilizar el método 6+1 para planificar, preparar y analizar su escritura.
Se espera que todos los estudiantes produzcan diferentes tipos de texto en relación al
género trabajado en la clase: poesía, mitos, fábulas, revistas, trabajos de
investigación, artículos periodísticos, guiones, cuentos cortos, escritos informativos,
carteles, cartas, discursos.
Los estudiantes desarrollarán habilidades en mecánica básica (ortografía, gramática
y puntuación), ampliarán su vocabulario y utilizarán los nuevos términos literarios
aprendidos en clase. Asimismo, trabajarán en su capacidad de autocorrección.
En los exámenes semestrales los alumnos deben demostrar las nuevas habilidades
adquiridas.
3. Expresión oral y comprensión auditiva
Se espera que todos los estudiantes participen en las debates en grupo, refuercen su
capacidad de respuesta verbal y no verbal, preparen presentaciones en voz alta,
Se realizará una evaluación por semestre.
4. Materiales interactivos
Los alumnos serán expuestos a diferentes recursos y materiales interactivos que les
ayuden a aprender a desarrollar todas las habilidades anteriores mediante las nuevas
tecnologías y a reconocer las ventajas que nos ofrecen dentro de un ámbito
educativo.
Temas cuartos:
El semestre se puede dividir en dos períodos de 5 semanas cuartos con el fin indagar
en varios géneros de lectura y escritura en profundidad.
Cada cuarto se sugiere un tema literario mostrado a través de textos cortos, cuentos,
poesía, etc.
Primer cuarto
Índice
1.El deporte
nos
hace gigantes.
Lectura
Vocabulario
Gramática
Ortografía
Infografía.
República
Dominicana
sede de 50
campeonato
Sentido literal y
El texto.
La coma y el
punto y
coma.
figurado.
Comunicación
oral
Crónica
deportiva.
Comunicación
escrita
Elaborar un
afiche.
Literatura
Relatos escolares
Saber perder:
Yolanda Reyes.
Mundial de Optimist.
2.Cambio
climático
en nuestro
país?
Problema-solución.
Significado
denotativo
El problema social y
y connotativo.
Clasee de
oraciones
Otros signos
Exposición
ortográficos.
descriptiva.
Escribir una
noticia
Poesía de tema
ambientales.
Después del sol y de las
ambiental del lago
lilias:Lupo Hernandez
Enrriquillo.
Rueda.
3.Cuéntame
qué
Cuentos de terror.
te pasó?
Los muyings.
Palabras
sinónimas.
La oración.
Principios de
El sujeto.
acentuación.
Cuento de
terror.
La reseña o crítica.
Cuentos de terror.
Ernesto de Anquieses:
Fabio Fiallo.
Escritura: Revisaremos los rasgos de escritura 6+1. Introduciremos una escala de
medición y el proceso de escritura. Revisaremos los diferentes géneros de la
escritura y conoceremos los rasgos específicos de cada uno de ellos.
La escritura del semestre puede incluir: escritura de un diario, elaborar un póster,
escribir una noticia entre otros. Los estudiantes deben practicar el uso del proceso de
escritura y desarrollar la lluvia de ideas, las estructuras de organización, la prueba de
lectura y sus habilidades de autocorrección.
Vocabulario: Los estudiantes deben tener un mínimo de 10 palabras por semana
(las definiciones, la ortografía y su uso en oraciones). Además, deberán elaborar una
lista de palabras nuevas de su novela de clase o lectura individual y también añadir
las palabras con las que suelen tener dificultad para ayudar a su escritura.
Expresión oral y comprensión auditiva: Leer en voz alta, escuchar cuentos,
debates, presentaciones, círculo matutino, etc.
Presentaciones del día de la raza.
Segundo cuarto
4.Maestro de
la
inventiva.
Biografía.
Pricipales sufijos.
Grupo nominal.
Zoilo García,
dominicano
inventor
del avión
poliplano.
5.Seguridad
en la
Texto normativo.
Consejos para el
uso
red.
La tilde en
los
Exposición
Texto
normativo.
monosílabos.
descriptiva
El avión de la bella
comparativa.
durmiente: Gabriel
Historias cotidianas.
García Márquez.
Principales
prefijos.
El predicado
nominal
Otras
palabras
El debate.
Foro por
internet.
con tilde.
Cuentos de
computadoras.
Nunca confies en una
del internet.
computadora:
Verónica Skaczer.
6.Nuestro
país: un
país expuesto
a
sismo.
Texto expositivo-
Palabras
narrativo.Desastre
naturales del siglo
XX en
República
Dominicana.
parasintética.
El pridicado
verbal.
Uso de la b.
Exposición con
Escribir una
infografia
apoyo gráfico.
Narrativa….
De cómo un cataclismo
borró el paísaje….
Gioconda Bellii.
Escritura: Durante este cuarto los trabajos pueden ser la creación de un foro
relacionado con la lengua, elaborar sus notas para una exposición, entre otros.
Vocabulario: Los estudiantes deben tener un mínimo de 10 palabras por semana
(las definiciones, la ortografía y su uso en oraciones). Además, deberán elaborar una
lista de palabras nuevas de su novela de clase o lectura individual y también añadir
las palabras con las que suelen tener dificultad para ayudar a su escritura.
Expresión oral y comprensión auditiva: Leer en voz alta, escuchar cuentos,
debates, presentaciones, círculo matutino, etc.
Presentaciones día de la Independencia.
Examen final de semestre (diciembre)
Tercer cuarto
7.Sol del
trópico.
Poesía
negroide.Trópico
picapedrero.Negro
sin
nada en tu
casa.Negro
sin zapato.Aire
negro.
Siglas y
abreviaturas.
El verbo:
Formas
Usos de la
v.
La recitación.
Escribir poesía.
verbales.
Poesía negroide.
Danza negra.
Mulata-Antilla: Luis
Palés
Matos.
8.Lo que
dicen los
Relato
autobiográfico.
Préstamos y
El verbo. Sus
medios.
CNN renovado.
extranjerismos.
variaciones.
Usos de la
h.
Panel de
Cartas al
director.
conversación.
Narrativas de
emigrantes.
De cómo las
muchachas
Garcías perdieron el
acento:
Julia Alvarez.
Escritura: En este período la escritura puede estar centrada en la escritura de
poesía, las cartas formales, entre otros.
Vocabulario: Los estudiantes deben tener un mínimo de 10 palabras por semana
(las definiciones, la ortografía y su uso en oraciones). Además, deberán elaborar una
lista de palabras nuevas de su novela de clase o lectura individual y también añadir
las palabras con las que suelen tener dificultad para ayudar a su escritura.
Expresión oral y comprensión auditiva: Leer en voz alta, escuchar cuentos,
debates, presentaciones, círculo matutino, etc.
Presentaciones del día de la Tierra.
Cuarto cuarto
9.Porque
somos
niñas.
Ensayo
argumentativo.
Los cuentos de
hadas no
son inocentes.
Palabras tabú y
eufemismos.
El adverbio.
Usos de la
j.
Discurso de
opinión.
Ensayo
argumentativo
Cuentos escritos por
mujeres
dominicanas.
Estrella y flores:
Virginia
Elena Ortega.
10.Hagamos
Teatro.
Coloquialismos y
teatros.
El gran Dante.
vulgarismos.
Los enlaces.
Usos de la
x.
Diálogo
gramático.
Texto teatral.
Teatro dominicano.
Espigas maduras:
Franklin
Domínguez.
Escritura: En este período la escritura puede estar centrada en el género
argumentativo y teatral entre otros.
Vocabulario: Los estudiantes deben tener un mínimo de 10 palabras por semana
(las definiciones, la ortografía y su uso en oraciones). Además, deberán elaborar una
lista de palabras nuevas de su novela de clase o lectura individual y también añadir
las palabras con las que suelen tener dificultad para ayudar a su escritura.
Expresión oral y comprensión auditiva: Leer en voz alta, escuchar cuentos,
debates, presentaciones, círculo matutino, leer a otros grados, etc.
Normativa de evaluación
El pensamiento crítico, la escritura, la comprensión auditiva y la producción oral son
el núcleo de la actividad en clase, dando como resultado los siguientes porcentajes
del sistema de evaluación:
-
Acumulativo: Test y proyectos 40%
-
Formativo: Pruebas y trabajo en clase 40%
-
Esfuerzo: Participación y comportamiento 10%
-
Tarea 10%
La profesora evalúa de forma continua el rendimiento y el progreso del alumno
teniendo en cuenta el compromiso del estudiante a las actividades realizadas en
clase, piezas escritas finalizadas a tiempo, la tarea, las pruebas y test, la participación
en los debates realizados en grupo, las notas de clase y la preparación diaria (el
apéndice D contiene más información sobre la normativa de evaluación de ISS).
Las notas de final de semestre siguen la siguiente fórmula:
-
Notas de cuarto (media) – 70%
-
Examen o proyecto del semestre – 30%
APÉNDICE
APÉNDICE A: Normas generales
APÉNDICE B: Indicadores de rendimiento
APÉNDICE C: Fuentes y materiales de referencia
APÉNDICE D: Normativa de evaluación
APÉNDICE A: Normas generales
1.
Los estudiantes leen una amplia gama de textos impresos y no impresos para
construir una comprensión de textos, de sí mismos y de las culturas de los Estados Unidos
y el mundo actual, adquirir nueva información, responder a las necesidades y demandas de
la sociedad y el lugar de trabajo y, finalmente, para la superación personal. Estos textos
son de realidad y ficción, , clásicos y contemporáneos.
2. Los estudiantes leen una amplia gama de literatura de diferentes períodos y varios
géneros para aprender a comprender las dimensiones (por ejemplo, filosófica, ética o
estética) de la experiencia humana.
3. Los estudiantes aplican una amplia gama de estrategias para comprender, interpretar,
evaluar y leer los textos. Conectan estos conocimientos con su experiencia previa, sus
interacciones con otros lectores y escritores, su conocimiento del significado de la palabra
y de otros textos, sus estrategias de identificación de palabra y su comprensión de las
características textuales (por ejemplo, correspondencia sonido-carta, estructura de la
oración, contexto, gráficos).
4. Los estudiantes ajustan su uso de la lengua hablada, escrita y visual (por ejemplo,
convenios, estilo, vocabulario) para comunicarse con eficacia a diferentes tipos de público
con diversos propósitos.
5. Los estudiantes emplean una amplia gama de estrategias como escritura y elementos de
para comunicarse con audiencias diferentes según sus propósitos.
6. Los estudiantes aplican sus conocimientos de la estructura y las normas del lenguaje (ej.
ortografía y puntuación), los diferentes códigos de comunicación, un lenguaje figurado y
diversos géneros para crear, criticar y discutir los textos impresos y no impresos.
7. Los estudiantes realizan investigaciones sobre cuestiones e intereses para generar ideas
y preguntas. Recopilan, evalúan y sintetizan datos de provenientes de diversas fuentes (por
ejemplo, textos impresos y no impresos, artefactos, personas) para comunicar sus
descubrimientos de una forma que esté adaptada a su propósito y a una audiencia
específica
.
8. Los estudiantes usan el máximo de recursos de información (por ejemplo, bibliotecas,
bases de datos, redes de computadoras, video) para reunir y sintetizar la información con
el objetivo de crear y comunicar conocimiento.
9. Los estudiantes desarrollan el respeto a la diversidad en el uso de la lengua, patrones y
dialectos a través de las culturas, grupos étnicos, regiones geográficas y los roles sociales a
los que se pueden ver expuestos.
10. Los estudiantes cuyo primer idioma no es el inglés usan de su lengua materna para
desarrollar competencias en las artes del idioma inglés y desarrollan la comprensión del
contenido a través del currículo.
11. Los estudiantes participan como miembros bien informados, reflexivos, creativos y
críticos dentro de diferentes comunidades y niveles de alfabetización.
12. Los estudiantes utilizan la lengua para lograr sus propios fines (ej. para el aprendizaje,
disfrute, persuasión y el intercambio de información).
Appendix B: Performance Indicators
Strands1
3.1 Read
Strand 1. Reading
ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS,
AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS
AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND
COMPREHENSION.
A. Concepts about Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
Strand 2. Writing
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN
CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
Strand 3. Speaking
ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN
CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
Strand 4. Listening
ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES
IN A VARIETY OF SITUATIONS.
A. Active Listening
B. Listening Comprehension
Strand 5. Viewing and Media Literacy
ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND
ELECTRONIC TEXTS AND RESOURCES.
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
1. Reading
1.A
Concepts No additional indicators at this grade level.
About Print
1.B
No additional indicators at this grade level.
Phonological
Awareness
1.C
and
Decoding No additional indicators at this grade level.
Word
Recognition
1.D Fluency
1. Read developmentally appropriate materials at an independent level
with accuracy and speed.
2. Use appropriate rhythm, flow, meter, and pronunciation when
reading.
3. Read a variety of genres and types of text with fluency and
comprehension.
1.E
Reading 1. Identify, assess, and apply personal reading strategies that were most
Strategies
effective in previous learning from
a variety of texts.
2. Practice visualizing techniques before, during, and after reading to
aid in comprehension.
3. Judge the most effective graphic organizers to use with various text
types for memory retention and monitoring comprehension.
1.F Vocabulary 1. Use knowledge of word origins and word relationships, as well as
and
Concept historical and literary context clues, to determine the meanings of
Development
specialized vocabulary.
2. Use knowledge of root words to understand new words.
3. Apply reading vocabulary in different content areas.
1.G
1. Identify, describe, evaluate, and synthesize the central ideas in
Comprehension
informational texts.
Skills
Response
Text
and 2. Understand the study of literature and theories of literary criticism.
to 3. Understand that our literary heritage is marked by distinct literary
movements and is part of a global literary tradition.
4. Compare and evaluate the relationship between past literary
traditions and contemporary writing.
5. Analyze how works of a given period reflect historical and social
events and conditions.
6. Recognize literary concepts, such as rhetorical device, logical
fallacy, and jargon, and their effect on meaning.
7. Interpret how literary devices affect reading emotions and
understanding.
8. Analyze and evaluate the appropriateness of diction and figurative
language (e.g., irony, paradox).
9. Distinguish between essential and nonessential information,
identifying the use of proper references and propaganda techniques
where present.
10. Differentiate between fact and opinion by using complete and
accurate information, coherent arguments, and points of view.
11. Analyze how an author’s use of words creates tone and mood, and
how choice of words advances the theme or purpose of the work.
12. Demonstrate familiarity with everyday texts such as job and college
applications, W-2 forms, and contracts.
13. Read, comprehend, and be able to follow information gained from
technical and instructional manuals (e.g., how-to books, computer
manuals, or instructional manuals).
1.H Inquiry and 1. 1. Select appropriate electronic media for research and evaluate the
Research
quality of the information received.
2. Develop materials for a portfolio that reflect a specific career choice.
3. Develop increased ability to critically select works to support a
research topic.
4. Read and critically analyze a variety of works, including books and
other print materials (e.g., periodicals, journals, manuals), about one
issue or topic, or books by a single author or in one genre, and produce
evidence of reading.
5. Apply information gained from several sources or books on a single
topic or by a single author to foster an argument, draw conclusions, or
advance a position.
2. Writing
2.A Writing as 1. Engage in the full writing process by writing daily and for sustained
a Process
amounts of time.
2. Use strategies such as graphic organizers and outlines to plan and
write drafts according to the intended message, audience, and purpose
for writing.
3. Analyze and revise writing to improve style, focus and organization,
coherence, clarity of thought, sophisticated word choice and sentence
variety, and subtlety of meaning.
4. Review and edit work for spelling, usage, clarity, and fluency.
5. Use the computer and word-processing software to compose, revise,
edit, and publish a piece.
6. Use a scoring rubric to evaluate and improve own writing and the
writing of others.
7. Reflect on own writing and establish goals for growth and
improvement
2.B Writing as 1. Analyzing characteristics, structures, tone, and features of language of
a Product
selected genres and apply this knowledge to own writing.
2. Critique published works for authenticity and credibility.
3. Draft a thesis statement and support/defend it through highly
developed ideas and content, organization, and paragraph development.
4. Write multi-paragraph, complex pieces across the curriculum using a
variety of strategies to develop a central idea (e.g., cause-effect,
problem/solution, hypothesis/results, rhetorical questions, parallelism).
5. Write a range of essays and expository pieces across the curriculum,
such as persuasive, analytic, critique, or position paper.
6. Write a literary research paper that synthesizes and cites data using
researched information and technology to support writing.
7. Use primary and secondary sources to provide evidence, justification,
or to extend a position, and cite sources, such as periodicals, interviews,
discourse, and electronic media.
8. Foresee readers’ needs and develop interest through strategies such as
using precise language, specific details, definitions, descriptions,
examples, anecdotes, analogies, and humor as well as anticipating and
countering concerns and arguments and advancing a position.
9. Provide compelling openings and strong closure to written pieces.
10. Employ relevant graphics to support a central idea (e.g., charts,
graphic organizers, pictures, computer-generated presentation).
11. Use the responses of others to review content, organization, and
usage for publication.
12. Select pieces of writing from a literacy folder for a presentation
portfolio that reflects performance in a variety of genres.
2.C Mechanics, 1. Use Standard English conventions in all writing, such as sentence
Spelling
and structure, grammar and usage, punctuation, capitalization, and spelling.
Handwriting
2. Demonstrate a well-developed knowledge of English syntax to
express ideas in a lively and effective personal style.
3. Use subordination, coordination, apposition, and other devices
effectively to indicate relationships between ideas.
4. Use transition words to reinforce a logical progression of ideas.
5. Exclude extraneous details, repetitious ideas, and inconsistencies to
improve writing.
6. Use knowledge of Standard English conventions to edit own writing
and the writing of others for correctness.
7. Use a variety of reference materials, such as a dictionary, grammar
reference, and/or internet/software resources to edit written work.
2.D
Writing 1. Employ the most effective writing formats and strategies for the
Forms,
purpose and audience.
Audiences, and 2. Demonstrate command of a variety of writing genres, such as:
Purposes
. Persuasive essay
. Personal narrative
. Research report
. Literary research paper
. Descriptive essay
. Critique
. Response to literature
. Parody of a particular narrative style (fable, myth, short story)
. Poetry
3. Evaluate the impact of an author’s decisions regarding tone, word
choice, style, content, point of view, literary elements, and literary merit,
and produce an interpretation of overall effectiveness.
4. Apply all copyright laws to information used in written work.
5. When writing, employ structures to support the reader, such as
transition words, chronology, hierarchy or sequence, and forms, such as
headings and subtitles.
6. Compile and synthesize information for everyday and workplace
purposes, such as job applications, resumes, business letters, and college
applications.
7. Demonstrate personal style and voice effectively to support the
purpose and engage the audience of a piece of writing.
3. Speaking
3.A Discussion
1. Support a position integrating multiple perspectives.
2. Support, modify, or refute a position in small or large-group
discussions.
3. Assume leadership roles in student-directed discussions, projects, and
forums.
4. Summarize and evaluate tentative conclusions and take the initiative
in moving discussions to the next stage.
3.B
1. Ask prepared and follow-up questions in interviews and other
Questioning
discussions
and
2. Extend peer contributions by elaboration and illustration.
Contributing
3. Analyze, evaluate, and modify group processes.
4. Select and discuss literary passages that reveal character, develop
theme, and illustrate literary elements.
5. Question critically the position or viewpoint of an author.
6. Respond to audience questions by providing clarification, illustration,
definition, and elaboration.
7. Participate actively in panel discussions, symposiums, and/or business
meeting formats (e.g., explore a question and consider perspectives).
3.C
Word 1. Modulate tone and clarify thoughts through word choice.
Choice
2. Improve word choice by focusing on rhetorical devices (e.g., puns,
parallelism, allusion, alliteration).
3.D
Oral 1. Speak for a variety of purposes (e.g., persuasion, information,
Presentation
entertainment,
expression).
literary
interpretation,
dramatization,
personal
2. Use a variety of organizational strategies (e.g., focusing idea,
attention getters, clinchers, repetition, transition words).
3. Demonstrate effective delivery strategies (e.g., eye contact, body
language, volume, intonation, articulation) when speaking.
4. Edit drafts of speeches independently and in peer discussions.
5. Modify oral communications through sensing audience confusion, and
make impromptu revisions in oral presentation (e.g., summarizing,
restating, adding illustrations/details).
6. Use a rubric to self-assess and improve oral presentations.
4. Listening
4.A
Active 1. Explore and reflect on ideas while hearing and focusing attentively.
Listening
2. Listen skillfully to distinguish emotive and persuasive rhetoric.
3. Demonstrate appropriate listener response to ideas in a persuasive
speech, oral interpretation of a literary selection, or scientific or
educational presentation.
4.B
Listening 1. Listen to summarize, make judgments, and evaluate.
Comprehension
2. Evaluate the credibility of a speaker.
3. Determine when propaganda and argument are used in oral forms.
4. Listen and respond appropriately to a debate.
5. Viewing and Media Literacy
5.A
1. Understand that messages are representations of social reality and
Constructing
vary by historic time periods and parts of the world.
Meaning
2. Identify and evaluate how a media product expresses the values of the
culture that produced it.
3. Identify and select media forms appropriate for the viewer’s purpose
5.B Visual and 1. Analyze media for stereotyping (e.g., gender, ethnicity).
Verbal
Messages
2. Compare and contrast three or more media sources.
5.C
Living 1. Use print and electronic media texts to explore human relationships,
with Media
new ideas, and aspects of culture
(e.g., racial prejudice, dating, marriage, family, and social institutions).
2. Determine influences on news media based on existing political,
historical, economical, and social contexts (e.g., importance of audience
feedback).
3. Recognize that creators of media and performances use a number of
forms, techniques, and technologies to convey their messages.
Appendix C: Resources and Reference Materials
TRANSITION WORDS
(not exhausted)
Time
After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at
first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for
a minute, hour, day, etc., during the morning, day, week, etc., most important, later,
ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously,
in the meantime, immediately, eventually, concurrently, simultaneously.
Contrast
and
contrast,
by
on
hand,
one
the
same
on
the
token,
other
Comparison:
conversely,
hand,
on
instead,
the
contrary,
likewise,
rather,
similarly, yet, but, however, still, nevertheless, in contrast accordingly, as a result,
consequently, for this reason, for this purpose, hence, otherwise, so then,
subsequently, therefore, thus, thereupon, wherefore
Sequence:
at first, first of all, to begin with, in the first place, at the same time,
for now, for the time being, the next step, in time, in turn, later on,
meanwhile,
next,
then,
soon,
the
meantime,
later,
while,
earlier,
simultaneously, afterward, in conclusion, with this in mind, and, in addition to,
furthermore, moreover, besides, than, too, also, both-and, another, equally important,
first, second, etc., again, further, last, finally, not only-but also, as well as, in the
second place, next, likewise, similarly, in fact, as a result, consequently, in the same
way, for example, for instance, however, thus, therefore, otherwise. also, again, as
well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly
Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case, in any event,
in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the
long run, on balance, to sum up, to summarize, finally as can be seen, generally
speaking, as shown above, in the long run, given these points, as has been noted, for
the most part, in fact, in summary, to summarize, altogether, overall, on the whole,
with the result that, thus, consequently, hence, accordingly, for this reason, therefore,
so, because, since, due to, as a result, in other words, then.
LITERARY TERMS
Acronym: a word formed from the initial letters of a multi-word name.
Acrostics: A kind of word puzzle sometimes used as a teaching tool in vocabulary
development in which lines of verse or prose are arranged so that words, phrases, or
sentences are formed when certain letters from each line are used in a certain
sequence.
Allegory: A story with underlying symbols that really represents something else.
Alliteration: The repetition of initial consonant sounds in closely positioned words or
stressed syllables for aural effect.
Allusion: A reference to something or someone, usually literary.
Anachronism: Placing a person or object in an inappropriate historical situation. It
can be deliberate or unintentional.
Analogy: Comparing something to something else.
Anecdote: A short narrative, story or tale.
Anaphora: The deliberate repetition of a word or phrase usually at the beginning of
several successive verses, clauses, or paragraphs
Anthology: A collection of extracts from the writings of various authors.
Antagonist: The major character opposing the protagonist. Usually the villain.
Anthropomorphism:
Assigning human attributes, such as emotions or physical
characteristic to nonhuman things. Often used for attributing human characteristics
to animals.
Antonym: Two words that express opposing concepts.
Aphorism: a brief, cleverly worded statement that makes a wise observation about
life.
Archetype: A symbol, theme, setting, or character-type that recurs in different times
and places in literature so frequently or prominently as to suggest that it embodies
some essential element of “universal” human experience, such as Frankenstein,
Dracula, and Dr. Jekyll and Mr. Hyde, the archetypes that have influenced horror
stories.
Assonance: The repetition in words of identical or similar vowel sounds in closely
positioned words, as /a/ in the mad hatter, for aural effect.
Bias: A partiality that prevents objective consideration of an issue or situation.
Caption: brief description accompanying an illustration.
Chiasmus:
An inversion of the order of words or phrases, when repeated or
subsequently referred to in a sentence. I.e. One should eat to live not live to eat.
Chronological: order of events over time.
Cinquain: A five-line stanza of syllabic verse. The five lines have, respectively, two,
four, six, eight, and two syllables.
Clauses: word groups with subjects and verbs, they make statements and tell who
did what in a sentence.
There are independent clauses (can stand alone) and
subordinate clauses (cannot stand alone as a complete sentence). Noun Clause,
Adjective clause, adverb clause.
Cliché – a phrase or expression that has been repeated so often it has lost its
significance.
Closed syllable: A syllable ending with one or more consonants.
Commentary:
information.
Student writer’s interpretations and inferences
supported with concrete information.
Compound word: A word that is made when two words are joined together to form a
new word.
Concrete information: Factual material from the text.
Content prose (text): Non-fiction prose selections taken from across the curriculum.
Context: the set of facts or circumstances that surround a situation or event.
Contraction: A word formed from 2 or more words by omitting or combining some
sounds.
Couplet: A pair of rhyming verse lines, especially lines of the same length.
Descriptive writing: Provides details about an object, place, or person purposefully to
make the experience depicted come alive for the reader.
Diamantes: Poetry arranged in a diamond pattern using seven lines in the following
manner: line 1, one word subject (noun); line 2, two adjectives describing line 1
noun; line 3, three participles ending in -ing or -ed to describe line I noun; line 4, four
words – two related to the noun in line 1 and two related to the noun in line 7 (they
may be arranged concurrently or alternately, as the originator of the poem wishes);
line 5, three participles ending in -ing or -ed to describe line 7 noun; line 6, two
adjectives describing line 7 noun; line 7, one word growing out of or opposite to line
1 noun (another noun).
Digraph: Two letters that represent one speech sound, such as ch for /ch/ in chin or
ea for /e/ in bread.
Direct and Indirect Object: Direct object is the noun that receives the action of a
transitive verb, normally it follows the verb. An indirect object precedes the direct
object and tells to whom or for whom the action of the verb is done and who is
receiving the direct object.
Discourse: Purposeful communication between people.
Disinformation: Deliberately misleading information announced publicly or leaked
by a government or especially by an intelligence agency for the purpose of
influencing public opinion or the government in another nation.
Elegy: A mournful and melancholy poem or song usually to pay tribute to a deceased
person.
Embedding: Process of combining sentence in which one clause or phrase is
contained inside another.
Evaluation: Judgment of performance as process or product or change.
Exaggeration: making to seem more important than it really is.
Excerpt: a passage selected from a larger work.
Expository text/writing: One of the four traditional forms of composition in speech
and writing (expository, narrative, descriptive, and persuasive), intended to set forth
or explain.
Fable: A story that has a moral, usually involving animals or mythical creatures as
the main characters.
Fairy tale: an interesting by highly implausible story.
Fallacies: Errors in directions or mistakes in logic.
Falling action: characterized by diminishing tensions and the resolution of the plot’s
conflicts and complications.
Figurative Language/ Figure of Speech: Language characterized by figures of speech
such as metaphors and similes as well as elaborate expression through imagery.
Flash back: a scene that interrupts an action of a work to show a previous event.
Fluency: The clear, rapid, and easy expression of ideas in reading, writing, or
speaking: movements that flow smoothly, easily, and readily.
Focused free-writing: Free-writing that is restricted by time or topic
Footnote: a printed note paced below the text on a printed page.
Foreshadowing: the use of hints and clues to suggest what will happen later in a plot.
Free verse: Verse with an irregular metrical pattern and line length.
Free-writing: Writing that is unrestricted in form, style, content and purpose; a
technique designed to aid the student-writer in finding a personal voice through
uninhibited expression.
Genre: A form or style of writing, such as narrative (a story), informative (a report),
or functional (instructions).
Homographs: Words that are spelled the same but may sound different and have
different meanings, such as minute (a minute of time) and minute (very small).
Homonyms: Words that sound the same and have the same spelling but have
different meanings, such as table (a piece of furniture) and table (a list of
information).
Homophones: Words that sound the same but are spelled differently and have
different meanings, such as hear and here.
Hyperbole: A deliberate exaggeration.
Indirect Dialogue: Language that communicated what was expressed in the dialogue,
without using a direct quotation.
Infographics: Information conveyed by graphic elements, including charts, graphs,
etc., often contained in print media.
Inversion: An interchange of position of adjacent objects in a sequence, especially a
change in normal word order, such as the placement of a verb before its subject.
Irony: An expression of meaning that is opposite of the literal meaning.
Kinds of sentences: Declarative—makes a statement or expresses and opinion and
ends with a period; imperative—makes a request or gives a command and ends with
either a period or an exclamation point; exclamatory—expresses strong feeling and
ends with an exclamation point; interrogative—asks a question and ends with a
question mark.
Limericks: A fixed form of light verse of five lines with a rhyme scheme of a-a-b-b-a
and specific meter, used exclusively for humorous or nonsense verse.
Literary device: An all-purpose term used to describe any literary technique
deliberately used to achieve a specific effect.
Literary prose: Novels, short stories, essays, etc. taken from American, British,
and/or world literature.
Logic: The study of criteria for the evaluation of arguments, such as ethical appeal,
emotional appeal, and logical appeal.
Main idea: What a piece of writing is mainly about.
Mechanics: Includes the system of symbols and cuing devices a writer uses to help
readers make meaning. Features are capitalization,punctuation, formatting, and
spelling.
Memoir: an account of the author’s personal experience.
Metaphor: Is a comparison that doesn’t use the words like or as.
Meter: The rhythm of a poem. Most commonly iambic.
Mode of writing: The major types of written discourse: persuasive, expository,
narrative; descriptive
Multisyllabic: words of more than syllable.
Narrative: Text in any form, a literary representation of an event or story (print, oral,
or visual) that recounts events or tells a story
Non-print text: Any text that creates meaning through sounds or images or both,
such as photographs, drawings, collages, films, videos, computer graphics, speeches,
oral poems and tales, and songs.
Onomatopoeia: using words that imitate the sound they denote.
Onset: The consonants preceding the vowel of a syllable, as /str/ in strip and /c/ in
cat
Organizational structure: Compare/contrast, analyze cause/effect, chronological
order, inference, and evaluation.
Oxymoron: A phrase in which the words are contradictory.
Paean: An expression of joyful praise.
Parable: A story that has a moral.
Paradox: This is the phrase that appears to be contradictory but that actually
contains some basic truth that resolves the apparent contradiction.
Parallelism: The repetition of sounds, meanings or structures to create a certain
style.
Parody: A literary work in which the style of an author is imitated for comic effect or
ridicule.
Paraphrase: Restatement of a text passage using other words.
Pastoral: A work that deals with the lives of people, especially shepherds, in the
country or in nature. Not in the city.
Pathos: Something that evokes a feeling of pity or sympathy. Think of the word
‘pathetic’. A pathetic person adds an element of pathos to a story.
Persona: An assumed identity or fictional “I” assumed by a writer in a literary work;
thus the speaker or narrator.
Personal voice: In writing, the distinctive way in which the writer expresses ideas
with respect to style, form, content, purpose, etc; author’s voice.
Personification: Assigning human attributes to something nonhuman.
Perspective: The place from which the narrator or character sees things.
Phoneme: The smallest units of sound in a given language (The phonemes in the
words are not always the same as the letters in a word. In the word dog, there are
three phonemes [d-o-g] and three letters. In the word snow, there are three
phonemes [s-n-o] but four letters.)
Phonics: A term generally used to refer to the system of sound-letter relationships
used in reading and writing. Phonics begins with the understanding that each letter
of the English alphabet stands for one or more sounds (or phonemes).
Phrase : a group of words without a subject and verb.
Point of view: The angle of vision from which a story is told; the four basic points of
view are 1) omniscient –the author tells the story, using third person, and knows all
and is free to tell anything, including what other characters think and feel and why
they act as they do; 2) limited omniscient—the author tells the story, using third
person, but limits himself to a complete knowledge of one character and tells only
what that one character thinks, feels, see, or hears; 3) first person—the story is told
by one of the characters, using first person; 4) objective (or dramatic)—the author
tells the story, using third person, but is limited to reporting what his characters say
or do and does not interpret their behavior or tell their thoughts or feelings.
Portfolio: A systematic and purpose collection of a variety of materials related to
student learning. Rather than an archive of all the student’s work throughout the
year, a portfolio can serve as both an instructional and an assessment tool. The
essential contents of both instructional and assessment portfolios are samples of
student performance in important learning activities, student, teacher, and parent
reflections on those samples, and any other relevant information that documents a
student’s developmental status and progress over time.
Practical texts: Informational and technical texts useful in everyday applications,
including manuals, handbooks, warranties, etc.
Prefix: an affix that is added in front of the word.
Presentation: May be oral, written, graphic, or musical and include art, music,
writing.
Pre-writing activities: List, survey, read, discuss, free-write (focused/unfocused),
learning and reading log, gather data, conduct experiments, debate, interview,
observe, use visual aids including mapping, webbing, and formal outlining to gather
and organize material for writing.
Primary sources: Firsthand information, including memoirs, interviews, letters, and
public documents.
Prose: The ordinary language of men in speaking or writing;
Protagonist: The main character, usually the hero.
Quatrain: A stanza or poem of four lines, rhymed or unrhymed.
Rhetorical devices: Use of language mainly by the arrangement of words to achieve
special effects.
Rhetorical strategies: Plans used in arranging writing tasks or compositions,
including comparison/contrast, narration, description, process analysis, etc.
Rising action: action that leads to turning point.
Root word: the base word
Rubric: A scoring guide used to evaluate the quality of a student performance;
typically, a rubric lists criteria that describe levels of proficiency on a task.
Satire: Ridicule of a subject.
Science fiction: elements of fiction, fantasy and scientific fact. Many stories are set in
the future.
Secondary sources : Works that have been collected, interpreted, or published by
someone other than the original source.
Sentence formation: Reflects the writer’s ability to form competent, appropriately
mature sentences to express thoughts. Features of this writing domain are
completeness, absence of fused sentences, expansion through standard coordination
and modifiers, embedding through standard subordination and modifiers, and
standard word order.
Sentence Patterns:
S-V= Subject + Verb
S-V-DO= Subject + Verb + Direct Object
S-V-IO-DO= Subject + Verb + Indirect Object + Direct Object
S-LV-PN = Subject + Linking Verb + Predicate Nominative
S-LV-PA = Subject + Linking Verb + Predicate Adjective
Sentence Types *see Types of Sentences
Setting: where a story takes place.
Simile: Comparison of two things using the words ‘like’ or ‘as’.
Socratic discourse: A technique in which a teacher does not give information directly
but instead asks a series of questions, with the result that the student comes either to
the desired knowledge by answering the questions or to a deeper awareness of the
limits of knowledge.
Sound devices: Words with meanings or functions that are indicated by their
pronunciation, including onomatopoeia, alliteration, consonance, etc.
Stanza: The divisions in a poem, like a paragraph in prose.
Style: The characteristics of a work that reflect the author’s distinctive way of
writing; an author’s use of language, its effects, and its appropriateness to the
author’s intent and theme.
Suffix: an affix that is added at the end of a word.
Syllable: a vowel or a group of letters containing one vowel sound.
Syllogism: logical formula consisting of a major premise, a minor premise and a
conclusion: deceptive or specious argument.
Symbol: something used for representing something else.
Synonym: A word having the same or almost the same meaning as some other.
Syntax: The rules by which words are combined to form grammatically correct
sentences (i.e., plurals, future tense, etc.); the study of how sentences are formed and
the grammatical rules that govern their formation.
Tall tale: an improbable story.
Text Features: Format, italics, headings, sub-headings, graphics, sequence, diagrams,
illustrations.
Theme: The main idea of a piece of literature.
Tone: Style or manner of expression. The implied attitude toward the subject matter
or audience of a text that readers may infer from the text’s language, imagery, and
structure.
Transitive verb and Intransitive verb: transitive verbs require a subject and an object
and intransitive verbs do not require an object.
Types of sentences: Simple—consists of one independent clause; compound—
consists of two or more independent clauses; complex—consists of one independent
clause and one or more dependent (subordinate) clauses; compound-complex—
consists of two or more independent clauses and one or more dependent
(subordinate) clauses.
Usage: Comprises the writer’s use of word-level features that cause written language
to be acceptable and effective for standard discourse. Features are standard
inflections, agreement, word meaning, and conventions.
Venn Diagram: a diagram that uses circles to represent set theory.
Verbs: words that convey an action or occurrence – transitive, intransitive, linking,
helping, dynamic, static, regular, irregular.
Verbals: Forms of a verb that is used as other parts of speech. Three types of verbals
are infinitives, gerunds, and participles.
Verse: A stanza, a group of lines in a poem.
Visual aids: Presentational tools that appeal to the sight and are used for illustration
and demonstration.
Visualization: The process or result of mentally picturing objects or events that are
normally experienced directly.
Voice: see Personal voice.
Writing process: The many aspects of the complex act of producing a written
communication, specifically, planning, drafting, revising, editing, and publishing.
Types of Poems:Acrostic, Ballad, Blank Verse, Epic, Epitaph, Free Verse, Haiku,
Limerick, Lyric, Odes, Rhyming, Shape, Sonnet
WRITING PROMPT TERMS
1. Trace: Follow, track outline, list in steps
2.
Analyze:
Think
through,
break
apart,
break
into
pieces
3. Infer: Figure out, read between the lines, predict, what are they trying to say
4. Evaluate: Judge, value of, meaning, examine, solve, test for the truth of, tell one
good
5.
6.
and
Formulate:
Describe:
Come
up
one
with,
Tell
make
a
about,
plan,
bad
develop,
show,
make,
list
create
details
7.
Support:
8. Explain:
Provide reasons, tell reasons, give examples, back it up
Tell all about, tell what and why, tell how, teach to someone else
9.
Summarize:
10.
Compare:
11.
Contrast:
Tell
List
List
main
sames,
differences,
parts,
bottom
all
the
all
the
ways
ways
line,
they
they
main
ideas
are
alike
are
different
12. Predict: Educated guess, tell what could or may happen, look into the future
CHARACTER ANALYSIS
Background Information
Age
Occupation
Relationships
What they say
What they do
What others say about them
How they respond to others
What the author tells you
Physical Description
Role in Story
Personality Traits
APPENDIX D: Secondary Assessment Policy
Assessment monitors the progress of student learning and produces feedback for
students, teachers, parents and external institutions. The following policy outlines
the general assessment procedures for the school. Teachers are responsible for
communicating their individual assessment policies to the students and parents at
the beginning of the school year.
Teachers are expected to communicate assessment expectations and criteria,
including major assignments and projects clearly to students prior to a chunk of
learning. Assessment should take into account the ISS diverse group of learners and
learning styles.
prompt.
Feedback on assignments should be positive, constructive and
Teachers should provide a wide variety of different assessment
opportunities which are relevant and motivational to students. Formative
assessments assist student in building understanding, knowledge and skills and
summative assessments assess students’ acquired understanding, knowledge and
skills.
External
Summative
Formative
Definition External
Summative
Formative
assessments are assessments
assessments
are those
given
those assessments continuously
which
are given within a class school year.
designed
and at the end of a
marked
chunk of learning
externally
(such as a unit).
Primary
To
Purpose
growth
measure To
and teaching,
progress,
are
regularly
and
throughout
the
inform To determine prior knowledge,
to to determine student interest, to
to identify needs, to modify
inform teaching, determine level of measure
to
assessments
teacher
practice,
understanding,
identify understanding, to ensuring short-term knowledge
needs, to collect measure progress, and understanding objectives
data,
to to
communicate and targets are being met, to
determine level with parents
ensure students are progressing
of
understanding,
to
determine
reading or math
levels
against
national norms,
assessing
student
learning,
providing
a
qualification for
university
or
college entry.
Policies
Some
external Assessments
assessments are aligned
are Assessments
to curriculum,
taken twice a curriculum,
are
aligned
to
differentiated
if
necessary.
year, some are teachers model in
once and some advance, authentic
are on-going.
assessments,
differentiated
if
necessary.
Practices
STAR
Math, Essays,
NWEA,
test,
Accelerated
portfolio,
Math,
SAT, AP
projects, Observation, journal, quiz, exit
RAFTS, cards, peer assessment or selfassessment
PSAT, investigations,
real-world
examples,
(not
graded
on
Gradequick),
role
play,
conferencing,
small
group
exams, discussion,
oral presentation, create/present,
debate,
note-taking,
reports,
reflections,
reflection,
mid- classwork,
trimester reports, participation,
mid-quarter
homework,
effort,
behavior,
Gradequick
reporting,
reports
Teachers will be asked to implement IEP's/ILP's in their classroom should it contain
students receiving necessary support. Teachers will be provided with the document,
as well as support in how to effectively implement the modifications in order to
ensure student success. We strongly suggest that teachers consult with the learning
specialist or principal during the design and implementation of all summative
evaluations for students with IEPs.