6. Acquire and use accurately a 6. Acquire and use accurately context Prentice Hall Writing and • range of general academic and general academic and patterns of word changes Grammar • domain-specific words and specific words and phrases, dictionaries and thesauruses • Chapters 22, 30-34 phrases sufficient for reading, sufficient for reading, writing, writing, speaking, and listening speaking, and listening at the Students at this level should Writer’s Inc. at the college and career college and career readiness also be able to explain their for Information “Searching readiness level; demonstrate level; demonstrate understanding of figurative Section” pgs. 339-353 independence in gathering independence in gathering language, word relationships Thinking, and Viewing “Speaking, vocabulary knowledge when vocabulary knowledge when and subtle differences in word Skills” pgs. 401-479 considering a word or phrase considering a word or phrase meanings. As well, students Vocabulary Skills” “Improving important to comprehension or important to comprehension or should be able to explore words expression. expression. that have similar literal Vocabulary for Achievement meanings. Workbook Students at this level should be Bud’s Notetaking and study skills comfortable incorporating (English department adopted appropriate vocabulary into their modes of communication. manual) They should take the initiative to accumulate vocabulary that is necessary to understand while reading, writing, speaking, and listening. General academic words are more likely to appear in written text rather than in speech they often represent subtle or precise ways to say relatively simple things (saunter instead of walk). They are highly transferable. Domain-specific words are specific to a domain or field of study. Because of their specificity and close ties to content knowledge, they are more common in informational texts. (CCSS, Appendix A, p.33) Pathway To Scholarship Possible Materials and Resources *District Program Path to Scholarships Workbook and CD Eighth Edition Edudaris Online Sections to cover in the workbook in class or online course Planning (Complete prep work) Community Service (begin work hours then add each year) Résumé (set up to add to each year) Scholarship Essay (compose then revise each year) Recommendation Letters (preview) Transcripts (preview) Test Reports (preview) FAFSA Application (preview) Scholarship Logs (preview) Scholarship Applications (preview)
• context • patterns of word changes • dictionaries and thesauruses Students at this level should also be able to explain their understanding of figurative language, word relationships and subtle differences in word meanings. As well, students should be able to explore words that have similar literal meanings. Students at this level should be comfortable incorporating appropriate vocabulary into their modes of communication. They should take the initiative to accumulate vocabulary that is necessary to understand while reading, writing, speaking, and listening. General academic words are more likely to appear in written text rather than in speech they often represent subtle or precise ways to say relatively simple things (saunter instead of walk). They are highly transferable. Domain-specific words are specific to a domain or field of study. Because of their specificity and close ties to content knowledge, they are more common in informational texts. (CCSS, Appendix A, p.33) 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 6. Acquire and use accurately general academic and specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Prentice Hall Writing and Grammar Chapters 22, 30-34 Writer’s Inc. “Searching for Information Section” pgs. 339-353 “Speaking, Thinking, and Viewing Skills” pgs. 401-479 “Improving Vocabulary Skills” Vocabulary for Achievement Workbook Bud’s Notetaking and study skills (English department adopted manual) Pathway To Scholarship Possible Materials and Resources *District Program Path to Scholarships Workbook and CD Eighth Edition Edudaris Online Sections to cover in the workbook in class or online course Planning (Complete prep work) Community Service (begin work hours then add each year) Résumé (set up to add to each year) Scholarship Essay (compose then revise each year) Recommendation Letters (preview) Transcripts (preview) Test Reports (preview) FAFSA Application (preview) Scholarship Logs (preview) Scholarship Applications (preview)
Snake-River-9th-Grade-ELA-Map-Nov.-26-20131.docx