Rapid City Area Schools


Rapid City Area Schools

300 6th Street

Rapid City, South Dakota 57701

Board of Education

Margie Rosario President

Leah Lutheran 1st Vice President

Sheryl Kirkeby 2nd Vice President

Dr. Eric Abrahamson Member

Douglas Kinniburgh Member

Arnie Laubach Member

Daphne Richards-Cook Member

Shanda Preble Student Representative, Central HS

Katie Aurand Student Representative, Stevens HS

Danielle Calhoun Student Representative, RC Academy

Administration

Dr. Peter Wharton Superintendent of Schools

Dr. Patricia Peel Director of Student Achievement/Staff Development

Dr. Jacqueline Higlin Language Arts Curriculum Revision Coordinator

Ms. Kim Webber Curriculum Consultant

Community Advisory Committee

Lily Mendoza Deucheneaux Prairie Edge Bookstore

Laurel Grove Rapid City Journal

Dr. Carol Hess Black Hills State University

Dr. Joanna R. Jones Black Hills State University

Linda Rogers Rapid City Public Library

INTRODUCTION/OVERVIEW

PURPOSE OF THE RAPID CITY AREA SCHOOLS STANDARDS DOCUMENT

The Rapid City Area Schools’ Language Arts standards provide a listing of core content to be taught and learned. Standards are designed to guide the planning of instruction and to anchor the assessment of learning. The performance descriptors provide specific targets for instruction and learning. Rapid City Area School standards are aligned with the South Dakota Language Arts standards.

Philosophy
Language Arts Curriculum
The philosophy underlying this curriculum is founded on the principle that language is central to learning and that language is the facilitator of communication which empowers lifelong learners to construct and convey meaning effectively. A comprehensive balanced language arts program integrates communication skills by blending the reading, writing, speaking, listening, and viewing along with higher order thinking processes. Moreover, the teaching/learning adventure must be reciprocal, participatory, and student-centered.

Standards

To be proficient, students need to meet the standards by the end of each grade level. The standards are first presented across grade levels so that the alignment of standards from grade to grade is immediately apparent. They are then organized by grade level so that a student, parent, classroom teacher, administrator, or local school board member can quickly review what learning is expected at each specific grade level.

This document contains indicators, grade level standards, learning targets, and performance descriptors. Each has a role in shaping the expected outcomes for South Dakota students.

·  Indicators represent expected outcomes for students graduating from South Dakota schools.

·  Grade level content standards represent expected outcomes for students completing each grade level.

·  Learning Targets represent pre-requisite skills that students may need to be taught in order to achieve the standards. This is not a comprehensive list, but merely a representation of some of the skills needed to meet the standards.

·  Examples represent some possible materials, activities, or sub-skills that classroom instructors could use in teaching the standards.

Organization of Comprehensive Standards Document

Performance Descriptors

The Performance Descriptors are organized into proficiency levels. To identify increasing proficiency, the levels are labeled as follows:

·  Advanced

A student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency specified by the standards.

·  Proficient

A student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the standards.

·  Basic

A student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the standards.

gLOSSARY

The glossary includes terms used throughout the K-12 language arts program.


5-9

Reading Standards

Indicator 1: Students can recognize and analyze words.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.R.1.1 Students can construct meaning by using word parts and categories. / 6.R.1.1 Students can expand word meanings using word categories and word parts. / 7.R.1.1 Students can analyze word parts to determine meaning and context. / 8.R.1.1 Students can apply contextual knowledge of word origins to extend vocabulary. / 9.R.1.1 Students can apply example clues to extend vocabulary.
5.R.1.2 Students can determine word meaning using prior knowledge and context clues. / 6.R.1.2 Students can utilize context to comprehend words with multiple meanings. / 7.R.1.2 Students can infer how word choice affects meaning.

Indicator 2: Students can comprehend and fluently read text.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.R.2.1 Students can comprehend and fluently read text. / 6.R.2.1 Students can identify and use comprehension strategies to construct direct and implied meaning from text. / 7.R.2.1 Students can interpret text using comprehension strategies. / 8.R.2.1 Students can analyze text using comprehension strategies. / 9.R.2.1 Students can evaluate text by applying comprehension strategies.
5.R.2.2 Students can apply fluency strategies to gain meaning from text. / 6.R.2.2 Students can read fluently to comprehend grade-level text. / 7.R.2.2 Students can read fluently to comprehend grade-level text. / 8.R.2.1 Students can read fluently to comprehend grade-level text. / 9.R.2.2 Students can read fluently to comprehend grade-level text.
9.R.2.3 Students can use various reading and study strategies to increase comprehension.

Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.R.3.1 Students can distinguish literary genres based on characteristics, structures, and patterns. / 6.R.3.1 Students can recognize text structures to construct meaning in fiction, nonfiction, drama, and poetry. / 7.R.3.1 Students can examine text structures for characteristics of fiction, nonfiction, drama, and poetry. / 8.R.3.1 Students can analyze the text structures for characteristics of fiction, nonfiction, drama, and poetry. / 9.R.3.1 Students can analyze author’s use of literary elements in fiction.
5.R.3.2 Students can interpret literary elements of character, setting, plot, theme, point of view, and mood. / 6.R.3.2 Students can recognize literary elements to create meaning in fiction, nonfiction, drama, and poetry. / 7.R.3.2 Students can identify how authors use literary elements to create meaning. / 8.R.3.2 Students can examine the author’s use of literary elements in fiction, nonfiction, drama, and poetry. / 9.R.3.2 Students can use text structures to analyze and comprehend text in various genres.
5.R.3.3 Students can identify literary devices within text. / 6.R.3.3 Students can recognize literary devices to create meaning in fiction, nonfiction, and poetry. / 7.R.3.3 Students can identify how authors use literary devices to create meaning. / 8.R.3.3 Students can examine the effects of the author’s use of literary devices. / 9.R.3.3 Students can identify literary elements and devices within various genres.

Indicator 4: Students can interpret and respond to diverse, multicultural, and time period texts.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.R.4.1 Students can examine and compare texts from various cultures, time periods, and geographical locations. / 6.R.4.1 Students can compare and contrast text from different time periods, cultures, and historical events. / 7.R.4.1 Students can identify recurring themes in text from diverse cultures, time periods, and historical events. / 8.R.4.1 Students can compare and contrast literature from different time periods and cultures dealing with similar themes and conflicts. / 9.R.4.1 Students can analyze text to determine the influence of time period, culture, geography, and author’s background.

Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.R.5.1 Students can use select information from two or more reference sources to meet a goal. / 6.R.5.1 Students can compare and contrast information on one topic from multiple informational texts. / 7.R.5.1 Students can determine which reference sources will provide the best information for the assigned task. / 8.R.5.1 Students cane valuate information and author’s purpose about a topic gathered from informational text. / 9.R.5.1 Students can evaluate primary and secondary sources for credibility.
5.R.5.2 Students can identify the author’s purpose in argumentative and persuasive text. / 6.R.5.2 Students can evaluate the credibility of informational texts. / 7.R.5.2 Students can analyze and organize data from informational text. / 8.R.5.2 Students can recognize expository, persuasive, and procedural text. / 9.R.5.2 Students can interpret procedural texts to complete a multi-step task.
5.R.5.3 Students can choose references to meet the needs of an assigned task. / 6.R.5.3 Students can utilize sources to locate information. / 7.R.5.3 Students can evaluate the accuracy and credibility of information about a topic contained in multiple sources. / 8.R.5.3 Students can combine new information with existing knowledge to enhance understanding. / 9.R.5.3 Students can compile and evaluate potential sources for research projects.
7.R.5.4 Students can analyze the author’s purpose in text.

5-9

Writing Standards

Indicator 1: Students can apply the writing process to compose text.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.W.1.1 Students can compose narrative and descriptive texts of one paragraph or more. / 6.W.1.1 Students can apply knowledge of standard grammar and usage. / 7.W.1.1 Students can use the writing process in developing expository and persuasive text of three paragraphs. / 8.W.1.1 Students can use the writing process in developing narrative, descriptive, expository, and persuasive texts of five paragraphs. / 9.W.1.1 Students will write a thesis statement for an expository or persuasive document.
5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing. / 6.W.1.2 Students can revise writing to improve clarity in narrative and descriptive texts. / 7.W.1.2 Students can revise writing to improve clarity in expository and persuasive texts. / 8.W.1.2 Students can revise writing to improve clarity. / 9.W.1.2 Students can revise a document for sentence fluency.
6.W.1.3 Students can identify purpose and audience in writing. / 7.W.1.3 Students can select appropriate language and style for writing purpose and audience. / 8.W.1.3 Students can compose texts using a style appropriate to purpose and audience. / 9.W.1.3 Students can write an informational document using primary and secondary sources that are listed on a reference page.
6.W.1.4 Students can summarize information from references to compose text. / 7.W.1.4 Students can summarize and paraphrase information from references to compose text. / 8.W.1.4 Students can summarize and paraphrase information from references to compose text. / 9.W.1.4 Students can analyze speaker, audience, and purpose when planning, writing, and revising various works (descriptive, narrative, expository, persuasive essays, and poetry).
9.W.1.5 Students can use the analytical traits—idea, voice, organization, word choice, sentence fluency, conventions, and presentations—to improve writing quality.
9.W.1.6 Students can use language and visuals to enhance characterization, plot development, and reader response.

Indicator 2: Students can apply Standard English conventions in their writing.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.W.2.1/5.W.2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing. / 6.W.2.1 Students can apply knowledge of standard grammar and usage. / 7.W.2.1 Students can apply knowledge of standard language usage, including phrases and agreement. / 8.W.2.1 Students can apply knowledge of standard language usage, including phrases and clauses. / 9.W.2.1 Students can revise text for the correct use of phrases.
6.W.2.2 Students can employ conventions in the writing process. / 7.W.2.2 Students can employ conventions in the writing process. / 8.W.2.2 Students can employ conventions in the writing process. / 9.W.2.2 Students can identify and incorporate prepositional phrases in the writing process.
5.W.3.1 Students can use different sources, gather and organize information, and summarize in writing what is known about selected content area topics. / 9.W.2.3 Students can demonstrate an understanding of proper English usage and control of grammar, paragraphs and sentence structure, diction, and syntax.
9.W.3.1 Students can present information and ideas from primary and secondary sources accurately and clearly.


5-9

Listening, Viewing, and Speaking Standards

Indicator 1: Students can listen, view, and speak to communicate, retrieve, interpret, and evaluate information.

Fifth Grade / Sixth Grade / Seventh Grade / Eighth Grade / Ninth Grade
5.LVS.1.1 Students can identify the purpose and content of a presentation through listening and viewing. / 6.LVS.1.1 Students can demonstrate specific strategies for listening and viewing in various situations. / 7.LVS.1.1 Students can demonstrate specific strategies for listening and viewing in various situations. / 8.LVS.1.1 Students can demonstrate specific strategies for listening and viewing in various settings. / 9.LVS.1.1 Students can analyze the use of images, text, and sound in media for accuracy, validity, and influence.
5.LVS.1.2 Students can explain the purpose and content of the presentation. / 6.LVS.1.2 Students can use specific strategies to retrieve information. / 7.LVS.1.2 Students can use specific strategies to clarify interpretation or understanding. / 8.LVS.1.2 Students can use various strategies to analyze and evaluate information. / 9.LVS.1.2 Students can implement organizational methods for informative presentations.
5.LVS.1.3 Students can select and organize relevant information gathered through listening and viewing. / 6.LVS.1.3 Students can describe the effect of images, text, and sound in a variety of sources. / 7.LVS.1.3 Students can distinguish the accuracy, validity, and influence of presentation, images, text, and sound in a variety of media. / 8.LVS.1.3 Students can analyze and describe the way meaning is represented in various media. / 9.LVS.1.3 Students can clarify and defend positions with precise and relevant evidence within an informal setting.
5.LVS.1.4 Students can deliver a narrative oral presentation. / 6.LVS.1.4 Students can recognize that audience and purpose influence format when designing presentations. / 7.LVS.1.4 Students can recognize that audience and purpose influence format in presentations. / 8.LVS.1.4 Students can choose a specific format based on audience and purpose. / 9.LVS.1.4 Students can support a presentation with audio/visual aids and technology based on audience and purpose.
6.LVS.1.5 Students can organize presentations according to main ideas and supporting details. / 7.LVS.1.5 Students can develop clear and organized descriptive, informative, and narrative presentations. / 8.LVS.1.5 Students can develop clear and organized presentations. / 9.LVS.1.5 Students can recognize the significance of verbal and nonverbal feedback.
6.LVS.1.6 Students can recognize the language and style appropriate to a speaking situation. / 7.LVS.1.6 Students can select language and style appropriate to purpose and topic of the presentation. / 8.LVS.1.6 Students can use context and topic to determine vocabulary and style. / 9.LVS.1.6 Students can analyze vocabulary appropriate for the audience.
6.LVS.1.7 Students can identify presentation strategies appropriate to audience and purpose. / 7.LVS.1.7 Students can select presentation strategies to match audience and purpose. / 8.LVS.1.7 Students can design presentation strategies appropriate to audience and purpose.
Sixth Grade Reading

Grade Standards, Supporting Skills, and Examples