Curriculum Resources
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English Language Arts
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To create a custom lesson, click on the check boxes of the files you’d like to add to your lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.

OH.2.Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.
2.2. Grade Level Indicator: Conceptual Understanding: Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Figurative Language
 
2.3. Grade Level Indicator: Conceptual Understanding: Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
Quiz, Flash Cards, Worksheet, Game & Study Guide Adding New Words to Our Language
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Structural Analysis
 
2.4. Grade Level Indicator: Conceptual Understanding: Examine and discuss ways historical events have influenced the English language.
Quiz, Flash Cards, Worksheet, Game & Study Guide Adding New Words to Our Language
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Structural Analysis
 
2.5. Grade Level Indicator: Structural Understanding: Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Structural Analysis
 
2.C. Recognize the importance and function of figurative language.
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Figurative Language
 
2.D. Explain how different events have influenced and changed the English language.
Quiz, Flash Cards, Worksheet, Game & Study Guide Adding New Words to Our Language
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Structural Analysis
 
2.E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Structural Analysis
 
2.F. Use multiple resources to enhance comprehension of vocabulary.
Quiz, Flash Cards, Worksheet, Game & Study Guide Using References
 

OH.3.Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.
3.1. Grade Level Indicator: Comprehension Strategies: Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Quiz, Flash Cards, Worksheet, Game & Study Guide Thinking Skills
 

OH.4.Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.
4.3. Grade Level Indicator: Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
Flip Charts Space Ships
Quiz, Flash Cards, Worksheet, Game & Study Guide Text Features
 
4.4. Grade Level Indicator: Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.
Quiz, Flash Cards, Worksheet, Game & Study Guide Persuasive Text
 
4.6. Grade Level Indicator: Analyze the author's development of key points to support argument or point of view.
Quiz, Flash Cards, Worksheet, Game & Study Guide Persuasive Text
 
4.7. Grade Level Indicator: Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).
Flip Charts Space Ships
Quiz, Flash Cards, Worksheet, Game & Study Guide Text Features
 
4.C. Analyze whether graphics supplement textual information and promote the author's purpose.
Flip Charts Space Ships
Quiz, Flash Cards, Worksheet, Game & Study Guide Text Features
 
4.D. Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
Quiz, Flash Cards, Worksheet, Game & Study Guide Persuasive Text
 

OH.5.Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.
5.11. Grade Level Indicator: Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts.
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Figurative Language
 
5.F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
Quiz, Flash Cards, Worksheet, Game & Study Guide Reading-Figurative Language
 

OH.6.Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.
6.14. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.
Quiz, Flash Cards, Worksheet, Game & Study Guide Using References
 
6.7. Grade Level Indicator: Drafting, Revising and Editing: Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).
Quiz, Flash Cards, Worksheet, Game & Study Guide Compound and Complex Sentences
 
6.9. Grade Level Indicator: Drafting, Revising and Editing: Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice.
Flip Charts Adverbs
Flip Charts Adverbs
Quiz, Flash Cards, Worksheet, Game & Study Guide Modifiers-Adverbs
Quiz, Flash Cards, Worksheet, Game & Study Guide Regular and Irregular Verbs
 

OH.7.Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.
7.4. Grade Level Indicator: Write informational essays or reports, including research that: pose relevant and tightly drawn questions that engage the reader; provide a clear and accurate perspective on the subject; create an organizing structure appropriate to the purpose, audience and context; support the main ideas with facts, details, examples and explanations from sources; and document sources and include bibliographies.
Quiz, Flash Cards, Worksheet, Game & Study Guide Writing a Research Report
 
7.B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge
Quiz, Flash Cards, Worksheet, Game & Study Guide Thinking Skills
 
7.D. Use documented textual evidence to justify interpretations of literature or to support a research topic.
Quiz, Flash Cards, Worksheet, Game & Study Guide Writing a Research Report
 

OH.8.Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.
8.1. Grade Level Indicator: Spelling: Use correct spelling conventions.
Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling
 
8.2. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization and punctuation.
Quiz, Flash Cards, Worksheet, Game & Study Guide Capitalization
Quiz, Flash Cards, Worksheet, Game & Study Guide Punctuation
 
8.3. Grade Level Indicator: Grammar and Usage: Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
Quiz, Flash Cards, Worksheet, Game & Study Guide Sentences
 
8.5. Grade Level Indicator: Grammar and Usage: Use proper placement of modifiers.
Flip Charts Adverbs
Flip Charts Adverbs
Flip Charts Usage: Homophones
Flip Charts Usage: Homophones
Quiz, Flash Cards, Worksheet, Game & Study Guide Modifiers-Adverbs
Quiz, Flash Cards, Worksheet, Game & Study Guide Usage
 
8.A. Use correct spelling conventions.
Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling
 
8.B. Use correct punctuation and capitalization.
Quiz, Flash Cards, Worksheet, Game & Study Guide Capitalization
Quiz, Flash Cards, Worksheet, Game & Study Guide Punctuation
 
8.C. Demonstrate understanding of the grammatical conventions of the English language.
Flip Charts Usage: Homophones
Flip Charts Usage: Homophones
Quiz, Flash Cards, Worksheet, Game & Study Guide Usage
 

OH.9.Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
9.2. Grade Level Indicator: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
Quiz, Flash Cards, Worksheet, Game & Study Guide Library Skills
 
9.4. Grade Level Indicator: Compile and organize important information and select appropriate sources to support central ideas, concepts and themes.
Quiz, Flash Cards, Worksheet, Game & Study Guide Thinking Skills
 
9.5. Grade Level Indicator: Integrate quotations and citations into written text to maintain a flow of ideas.
Quiz, Flash Cards, Worksheet, Game & Study Guide Writing a Research Report
 
9.6. Grade Level Indicator: Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement.
Quiz, Flash Cards, Worksheet, Game & Study Guide Writing a Research Report
 
9.C. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.
Quiz, Flash Cards, Worksheet, Game & Study Guide Thinking Skills
 
9.D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.
Quiz, Flash Cards, Worksheet, Game & Study Guide Writing a Research Report
 
9.E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
Quiz, Flash Cards, Worksheet, Game & Study Guide Thinking Skills
 
 
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