Selective Unit 1 (S01)

LITERATURE II

(SECONDARY)

SELECTIVE UNIT 1 (S01)

(Vocabulary Acquisition)

(July 2014)

Unit Statement: In this unit the student will develop strategies for word recognition and fluency. The work in this unit should support an ongoing development of new word acquisition and reading fluency, in order to enable the reading and comprehension of progressively more demanding texts. It is intended that this unit be opened at, or near, the start of the academic year and be in progress while other units are engaged for up to one term.

Essential Outcomes: (must be assessed for mastery)

The Student Will examine unknown words through context clues, such as the author’s use of comparison and contrast, cause and effect, and inference clues.

TSW analyze the relationships of pairs of words in analogical statements (e.g., synonyms, antonyms, cause to effect, and object to purpose) and infer word meanings from these relationships.

TSW apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to predict meanings of complex words and new vocabulary.

TSW define the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as footnotes and sidebars.

TSWarticulate reading comprehension throughappropriate reading strategies.

Practiced/Ongoing Skills:

TSW discuss the function of figurative language (including metaphors, similes, idioms, and puns).

TSW develop and use a variety of strategies to read unfamiliar words and to build vocabulary.

TSW monitor own reading comprehension and apply a variety of comprehensionstrategies, including making predictions , comparing and contrasting, recalling and summarizing, and making inferences and drawing conclusions.

Key Terms and Concepts:

QSI LITERATURE II SEC S01

Etymology

Homonym

lexicon

connotation

antonym

vernacular

denotation

glossary

colloquial

synonym

thesaurus

QSI LITERATURE II SEC S01

Suggested Professional Materials for Teachers:

Literature ,Grade 10, Orlando, Florida, : Houghton Mifflin Harcourt, 2012 (Teacher Edition), FM38(Vocabulary Strategies)

Wordly Wise 3000, Book 10, School Specialty, 2007-2013

Suggested Student Materials:

Literature ,Grade 10, Orlando, Florida, : Houghton Mifflin Harcourt, 2012

Wordly Wise 3000, Book 10, School specialty, 2007-2013

Technology Links:

Destiny Webpath Express (found in school library)

(Use this search engine to find level appropriate websites that align with your unit)

(recommended for extra student vocabulary practice)

Suggested Strategies and Assessments:

1. Students maintain personal glossaries of new words encountered in reading.

2. Create a PowerPoint presentation on word origins.

3. Research the history of the English Language and create a visual display.

4. Assessments provided by resources or teacher generated.

5. Use the attached rubric or a teacher-generated rubric to assess ALL TSW’s.

RUBRIC FOUND ON FOLLOWING PAGE…………………

Assessment Rubric—S01 Vocabulary Acquisition

Use of the following rubric is suggested, not mandatory.

The student may also receive a “D” (deficient) if she has not made a reasonable effort toward the completion of the outcomes.

Suggested Unit Evaluation Rubric – Literature II – S01

Student name:______Date:______

• To receive a ‘B’ in the unit a student must demonstrate mastery of all TSWs

• To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on all the identified ‘AM’ TSWs

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1.examine unknown words through context clues, such as the author’s use of comparison and contrast, cause and effect, and inference clues. / The student accurately derives the meaning of words through context clues.
2.analyze the relationships of pairs of words in analogical statements (e.g., synonyms, antonyms, cause to effect, and object to purpose) and infer word meanings from these relationships. / The student depicts the relationships of pairs of words in analogical statements and builds persuasive arguments to support inferred word meanings from these relationships. / The student accurately illustrates the relationships of pairs of words in analogical statements and infers word meanings from these relationships.
3.apply knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to predict meanings of complex words and new vocabulary. / Student identifies patterns and arrives at valid conclusions in order to create “new words” / The application demonstrates knowledge of roots, prefixes, and suffixes and may predict the meanings of complex words and new subject area vocabulary
4.definethe meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as footnotes and sidebars. / The student accurately defines the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features (such as footnotes and sidebars).
5.articulate reading comprehension throughappropriate reading strategies. / The reading comprehension is accurately articulated through appropriate use of some of the following: pauses, pitch, stress and intonation.

QSI LITERATURE II SEC S01