This document provides summaries of the Word Work and Saskatchewan curriculum correlations for grades 6, 7, and 8. For each grade, it outlines the key language arts indicators under categories like pragmatic, textual, syntactic, semantic/lexical/morphological, and graphophonic cues. It describes the language skills students are expected to demonstrate in comprehending and constructing meaning in reading, writing, listening and speaking. The document emphasizes language skills like determining word meanings, recognizing figurative language, spelling strategies, and clear pronunciation.
R U Ready for the Common Core?
Common Core is coming…are you, your teachers and your students ready? What goals will you need to target for student comprehension of the new standards? This session will demonstrate a web-based program and will discuss ways to utilize the results for more effective and efficient planning for Common Core.
Marlyn Smith & Pam Daniels
Curriculum Associates
R U Ready for the Common Core?
Common Core is coming…are you, your teachers and your students ready? What goals will you need to target for student comprehension of the new standards? This session will demonstrate a web-based program and will discuss ways to utilize the results for more effective and efficient planning for Common Core.
Marlyn Smith & Pam Daniels
Curriculum Associates
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
RL.3.2
Recount stories, including
fables, folktales, and myths
from diverse cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
1. Word Work and Saskatchewan Curriculum Correlations
Grade 6
Page 23/24 from Saskatchewan Curriculum
Note: Italicized text in blue below refers to those indicators that are emphasized at this grade
level.
CR6.3 Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/ genre,
sequence of ideas), syntactic (e.g., word order and emphasis on particular words),
semantic/lexical/ morphological (e.g., capture particular aspect of intended meaning),
graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the
speaker’s non-verbal cues) to construct and confirm meaning.
f. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for
audience, purpose, and context and capture particular aspect of intended meaning; recognize
common prefixes (e.g., anti, auto, pre, trans), suffixes (e.g., tion, ment), and root words (e.g.,
run, view); use reference tools to determine meaning of words; recognize words used
figuratively (e.g., personification, similes, metaphors) and for imagery.
g. Graphophonic: Recognize and comprehend word families and sound-symbol patterns and
relationships.
2. CC6.3 Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g.,
complete sentences with appropriate subordination and modification), semantic/
lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), and
other cues (e.g., appropriate volume and intonation) to construct and to communicate
meaning.
d. Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context; avoid overused and misused words (e.g., “really good”); use reference tools to
determine meaning of words; use words figuratively (e.g., personification, similes, and
metaphors) and for imagery; correctly spell common words; use Canadian spelling; use a
variety of strategies and resources to learn the correct spelling of words.
e. Graphophonic: Clearly enunciate and carefully, and correctly pronounce words; utilize
spelling rules and strategies to correctly spell appropriate words.
3. Grade 7
Page 23/24 from Saskatchewan Curriculum
CR7.3 Use pragmatic (e.g.,author’s purpose and point of view), textual (e.g., how author
organized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological
(e.g., figurative language and specific word meanings by their context, common affixes, and
allusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues,
headings, charts, and diagrams) to construct and confirm meaning when viewing, listening,
and reading.
Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for
audience, purpose, and context and capture a particular aspect of intended meaning; use
context, prefixes, suffixes, and root words, sounds, and reference tools to determine meaning
of words; recognize words used figuratively and for imagery; identify and interpret figurative
language and words with multiple meanings; understand and explain “shades of meaning” in
related words (e.g., quietly, softly).
Graphophonic: Recognize and explain onomatopoeia, alliteration, derivatives, bases, and
affixes.
CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g.,
use common organizational patterns within texts), syntactical (e.g., ensure agreement of
4. subjects, verbs, and pronouns), semantic/lexical/ morphological (e.g., avoid overused and
misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate
gestures and facial expressions) to construct and to communicate meaning.
Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context and capture a particular aspect of intended meaning; avoid overused and misused
words (e.g., “could of”); use common homonyms (e.g., their/they’re/there; its/it’s; too/two/to)
and commonly confused words (e.g., who/whom) correctly; use words figuratively and for
imagery; spell most words correctly using Canadian spelling, use a variety of strategies and
resources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaning
of words.
Graphophonic: Enunciate clearly and carefully; pronounce words correctly; recognize
onomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spell
words correctly at grade level; spell derivatives correctly by applying the spellings of bases and
affixes.
5. Grade 8
Page 23/24 from Saskatchewan Curriculum
CR8.3 Use pragmatic (e.g., intended audience and tone), textual (e.g., how author organized
text to achieve unity and coherence), syntactic (e.g., variety of sentence structures),
semantic/ lexical/morphological (e.g., imagery), graphophonic (e.g., stress, pitch, and
juncture of a word), and other cues (e.g., layout and accompanying graphics) to construct and
to confirm meaning.
Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for
audience, purpose, and context and capture a particular aspect of intended meaning; recognize
synonyms used for variety; use context, prefixes, suffixes, root words, sounds, and reference
tools including dictionaries, thesauri, and handbooks to determine meaning of words; recognize
words used figuratively and for imagery.
Graphophonic: Recognize and comprehend word patterns, the stress, pitch, and juncture of a
word, affixes, root words, onomatopoeia, and alliteration.
CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic
devices such as figurative language), syntactical (e.g., combine sentences to form compound
and complex sentences for variety, interest, and effect), semantic/lexical/morphological (e.g.,
use words to capture a particular aspect of meaning), graphophonic (e.g., correctly
6. pronounce words with proper emphasis), and other cues (e.g, arrange and balance words and
visuals as well as fonts) to construct and to communicate meaning.
Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context and capture a particular aspect of intended meaning; use specific words and
synonyms for variety; use common homonyms (e.g., whose/who’s) and often confused words
(e.g., lend/borrow) correctly; use reference tools including dictionaries, thesauri, and
handbooks to determine meaning of words, to check spelling, and to verify usage; recognize
and use words figuratively and for imagery; spell most words correctly using Canadian spelling;
use a variety of strategies and resources to learn the correct spelling of words; use knowledge
of spelling generalizations.
Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper
emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships
and rules, to help identify, analyze, and correct spelling errors.