Beginning Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 use pictures, lists, charts, and tables to identify the sequence of events from simple literary texts. 1. Narrative Analysis of Grade-Level Appropriate Text place pictures illustrating details of the story in correct order after listening to or reading Hampton Brown, High Point, The Basics, p. 48 and p. 52. Also addressed in Reading Comprehension (1.2 1.4) 1.2 role-play a character from a familiar piece of literature using words and phrases. 1.3 orally respond to simple literary texts by answering factual comprehension questions using one or two word responses. role-play a character using the activity "Hot Seat." use words and phrases from Hampton Brown, High Point, The Basics, p. 81 to recreate the character for the "Hot Seat" activity. (See Appendix for "Hot Seat" activity.) answer the following questions after listening to How My Parents Learned to Eat or another proficiency-level appropriate text: What did Aiko need to learn? What did John need to learn? Who helped Aiko? How did this person help Aiko? H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 1
Beginning 1.4 orally identify different characters and settings in simple literary texts using words or phrases. create and answer questions after listening to or reading Hampton Brown, High Point, The Basics, pp. 124-125. Who are the characters in this story? Where does this story take place? Also addressed in Word Analysis 1.5 recite simple poems. listen, chant, read, and then memorize a simple poem from Hampton Brown, High Point, The Basics, p. 58, and present an understandable recitation. (See Appendix for rubric.) 2. Structural Features of Literature 2.1 use pictures, lists, and charts to orally identify the characteristics of three different forms of literature (fiction, non-fiction, and poetry). read a proficiency-level appropriate piece of fiction, non-fiction, and poetry. fill out a graphic organizer listing what is the same or different about the three forms and share their information with the class. (See Appendix for graphic organizer.) Example: H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 2
Beginning complete a simple "list type" graphic organizer with characteristics for each of the different forms of literature: fiction, nonfiction, poetry. (See Appendix for graphic organizer.) Literature topic Fiction Nonfiction Poetry story elements - plot - character(s) - conflict - theme organization format H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 3
Early Intermediate Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 orally respond to brief literary texts by respond to the following questions answering factual level one after reading "A Mountain Rescue" in comprehension questions using simple Hampton Brown, High Point, Level A, sentences. pp. 105-111. 1. Narrative Analysis of Grade-Level Appropriate Text Also addressed in Reading Comprehension 1.2 read and orally identify the main events of the plot using simple sentences. What did Rudi use to help the man? How wide was the crevasse at the top? How far down was the man? read a proficiency-level appropriate short story and complete a graphic organizer to delineate the plot's main events. Students will use simple sentences directly from the story. Example: Problem and Solution Chart Problem Event 1 Event 2 Event 3 Event 4 H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 4 Solution
Early Intermediate 1.3 read and orally identify the speaker or narrator in a selection. answer the following questions after reading Hampton Brown, High Point, Level A, p. 51. Who is the narrator in this story? How do you know? 1.4 identify the difference between first and third person using simple sentences? read the short story "A Dog You Can Count On," in Hampton Brown, High Point, Level A, pp. 95-98. The teacher will record a sentence from the story and the students will answer the following question using simple sentences: Is this sentence first person or third person? a. I picked the flower especially for you. b. Stacey knows the dogs very well. 2. Structural Features of Literature 2.1 orally distinguish the characteristics of different forms of fiction and poetry using simple sentences. read Unit 3, Making Connections in Hampton Brown, High Point, Level A, pp.128-172. After reading a fable, an autobiography, and a science article, students will complete a graphic organizer listing the characteristics of each genre. (See Appendix for graphic organizer.) H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 5
Early Intermediate 3.1 orally describe a character from a brief literary text by identifying the thoughts and actions of the character using simple sentences. 3. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism read "Echo and Narcissus" in Hampton Brown, High Point, Level A, pp. 268-274 and complete character drawings and thought bubbles containing complete sentences, that depict a character's thoughts and actions. H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 6
Intermediate Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 use expanded vocabulary and descriptive words and paraphrasing for oral and written responses to literature. 1. Narrative Analysis of Grade-Level Appropriate Text Also addressed in Word Analysis and Fluency Systematic Vocabulary Development read Hampton Brown, High Point, Level B, p. 145 and complete a graphic organizer identifying descriptive vocabulary. then write a character description using information from the graphic organizer. (See Appendix for graphic organizer and rubric.) Also addressed in Reading Comprehension 1.2 read and use detailed sentences to orally respond to factual comprehension questions taken from three forms of literature (e.g., short story, novel, essay). read a proficiency-level appropriate short story, adapted novel, and nonfiction excerpt. then orally respond to questions similar to the following: Short story What is the basic plot of the short story? Novel What major conflicts has the main character encountered? List them in the order they happened. H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 7
Intermediate Essay What is the thesis or main idea? Name two to three points that support the thesis. What is the conclusion? 1.3 apply knowledge of language to analyze and derive meaning/ comprehension from literary texts. read Hampton Brown, High Point, Level B, p. 201 and respond to recall, inferential, and simple interpretive questions in writing or discussion. Examples: Who is telling the story? Why is this narrator the best one for the story? Who would be a better narrator? Why? H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 8
Early Advanced Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1. Structural Features of Literature 1.1 identify literary devices, such as narrative voice, symbolism, dialect, and irony. read "The Mask," by Paul Laurence Dunbar, or a poem of similar length and difficulty and answer the following questions. This poem is an example of a a. narrative poem. b. lyric poem. c. sonnet. d. ballad. This poem illustrates what literary device? a. Symbolism. b. Dialect. c. Irony. d. Foreshadowing. (See Appendix for copy of poem.) 1.2 orally describe the major characteristics of several forms of poetry using detailed sentences. read a sonnet, an ode, a ballad, and other appropriate poetry selections. Next, the students will complete a class chart, such as a Venn diagram, comparing/contrasting the major characteristics of the poems. explain their answers, orally in complete, detailed sentences. (Poems can be selected from the HRW Elements series.) (See Appendix for graphic organizer.) H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 9
Early Advanced 2.1 describe the author's point of view in literary text using detailed sentences. 2. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism 2.2 compare and contrast a similar theme across several genres using detailed sentences. 2.3 orally and in writing describe a similar theme or topic using detailed sentences. 2.4 read and orally explain the literary elements of plot, setting, and characters using detailed sentences. 2.5 describe the major characteristics of several forms of fiction and poetry: short story, essay, novel, ballad, lyric epic. H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 10 read Hampton Brown, High Point, Level C, p. 262, then describe and explain the author's point of view in a brief essay. (See Appendix for rubric.) complete a graphic organizer, such as a Venn diagram, after reading several pieces of proficiency-level appropriate literature. Then students will write a brief essay explaining the similarities and differences in the uses of theme. (See Appendix for graphic organizer and rubric.) refer to benchmark 2.2, p. 10. After completing the above benchmark, students will do a brief oral presentation of the theme essay. (See Appendix for rubric.) complete a matrix after each assigned reading which lists the selections read and the literary elements. The students will fill in the matrix and discuss the specific stories as they relate to the literary elements. (See Appendix for matrix.) complete a matrix of literary characteristics as they read appropriate examples of each selected genre. (See Appendix for matrix.)
Advanced Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 identify and describe several literary elements and techniques in literary texts (e.g., figurative language, imagery, and symbolism). 1. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism 1.2 compare and contrast a similar theme or topic across genre and explain how the genre shapes the themes or topics. 1.3 analyze recurring themes across literary works (e.g., good and evil, loyalty and betrayal). 1.4 compare and contrast motivation and reactions of characters across a variety of literary texts. 1.5 analyze elements of a plot, including its development and how conflicts are addressed and resolved. H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 11 Teachers will assess Advanced English Language Learners using the suggested benchmarks indicated in the Elk Grove Unified School District's English/ Language Arts Standards and Benchmarks document as a guide. Advanced ELL students will be evaluated for standards mastery with the benchmarks from their current grade level.
Advanced 2. Structural Features of Literature 2.1 analyze setting (place, time, customs) and its influence on the meaning and conflict of a literary text. H:\DATA\WORD\ELD\S&BS\READING\LIT6-8.DOC02/25/02 12
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