Middle School Basic Skills – Language Arts

Course Description and Philosophy

What skills does one need to enjoy and appreciate reading? How efficiently do I comprehend what I read in class? Do I respond actively to what I read? How important is the structure of language to understanding word meanings? Do I know what reading is and how to deal with a variety of different texts? Lastly, what techniques can I employ to improve and self assess my own writing?

The 6-8 basic skills curriculum allows students to explore questions surrounding language arts literacy. The curriculum focuses on remediating four essential components of language arts instruction including fluency, comprehension, vocabulary, and sentence construction. In a print rich environment, students will explore a wide range of children’s literature to develop effective strategies to help them in all areas of a traditional classroom setting including class work, homework, and test preparation.

In addition to the strategy instruction, BSI students will develop the expertise to become active, engaged learners by learning to direct and control their own learning. By developing higher order thinking skills they will learn how to reason critically, creatively, and practically. The curriculum is also structured to encourage intrinsic motivation.

Students will be evaluated based on their in class performance, individual practice, and a series of informal assessment measures given so as best to differentiate how individual students, classroom situations, and assigned material interact to impact language arts related performance.

Text Reference:

  • Richek, Margaret Ann, Caldwell, Joanne, Jennings, Joyce, Lerner, Janet. Reading Problems: Assessment and Teaching Strategies, 2002 by Allyn & Bacon, Boston, Massachusetts
  • Harvey, Stephanie, Goudvis, Anne. Strategies that Work, 2000 by Stenhouse Publishers, Portland, Maine

Unit I: Fluency

Essential Question: Does the speed and the accuracy with which one reads impact the enjoyment of the material?

Objectives: Students will be able to:

  • Sort unfamiliar words into different grammatical categories
  • Create word cards from unfamiliar story vocabulary complete with a sentence containing the word
  • Design a trail board for a sight word game using unfamiliar words
  • Compose personal stories which are then used for fluency instruction
  • Read selections with a peer using echo, choral, and partner reading
  • Recognize how punctuation marks signal voice changes
  • Repeatedly read a text until the desired level of accuracy and fluency is reached
  • Outline multiple characteristics of a fluent reader
  • Identify 8-10 books for independent reading

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Vocabulary

  • Identifying words in printclass workshort storiessmall groupinspiration3.1.C.
  • Creating word cardsrubrichow-to sheetsindividual practiceinternet research3.1.D
  • Designing a word gamechecklistexamplespartner readingMicrosoft Word3.3.A

running recordhandoutssilent reading3.3.B

Topic 2: Writing Personal StoriesIRIinternetmini lesson Rough draft homework

  • Revising
  • Final Copy

Topic 3: Reading Personal Stories

  • Practicing fluency
  • Rereading text
  • Summarizing characteristics

Differentiated Learning Activities

Pre-assessment will allow for individualized instruction. Personalizing stories will encourage creativity and increase motivation. Students will exercise responsibility by scheduling outside reading. Reading lists will be researched and chosen by the students.

Ethical Decision Making/Character Education

Besides building fluency by exposing the students to multiple texts and genres, the outside reading assignment encourages personal responsibility. By budgeting time each month for outside reading, students are accountable for fulfilling obligations. Reaching a monthly goal will also help them exercise self-control as well as reinforce time management skills.

Unit II: Vocabulary

Essential Question: How does expanding our vocabulary increase our enjoyment of reading?

Objectives: Students will be able to:

  • identify key words in a story or textbook
  • sort words into grammatical categories
  • classify words into story grammar categories
  • brainstorm possible sentences using unfamiliar words
  • model difficult words in speech
  • collect new words to use in classroom writing
  • apply context clues to learn word meanings
  • use structural parts of words to determine clues to meaning
  • discover ways vocabulary impacts comprehension

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Word Analysis

  • Locating key wordsclass workshort fictionsmall groupMicrosoft Word3.1.C
  • Identifying parts of speechhandoutpoetrymini lessonInspiration3.1.F
  • Categorizing wordsgraphic organizergrade level textindividual practice3.1.H

Internet benchmark lesson

Topic 2: Writing Applicationdictionary

  • Formulating meaning
  • Creating sentences

Topic 3: Structural Analysis

  • Context clues
  • Prefixes, suffixes, roots

Differentiated Learning Activities

Mini lessons allow more advanced students the opportunity to move ahead if they have already mastered a concept. Completion of grade level vocabulary will allow students to proceed at their own pace as well as provide for an anchor opportunity during down time. Use of varied graphic organizers will benefit children with different learning styles.

Unit III: Comprehension

Essential Questions: What factors make me understand one story better than another? Which is more difficult to understand? A novel or a textbook?

Objectives: Students will be able to:

  • Skim a selection to build background knowledge
  • Make predictions about story grammar
  • Build semantic impressions from selected story vocabulary
  • Formulate questions during reading using post-it notes
  • Practice visualization (character, setting)
  • Make inferences from dialogue, body language, and expressions
  • Identify the organizational method of a textbook
  • Recognize non-fiction features that signal importance
  • Use text coding to recognize, remember, and classify information

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Pre-reading Strategies

  • Author biographygraphic organizersshort fictionsmall groupinternet research 3.1.E
  • Cover artindividual workplaysindividual practiceMicrosoft Word 3.1.F
  • Internal photographschecklistpoetrythink/pair/share3.1.G
  • Web questgrade level text3.1.H.

3.5. A

Topic 2: Strategies during Reading

  • Thick and thin questions
  • Catch a rainbow
  • Design the movie set
  • Reading body language, dialogue

Topic 3: Strategies for expository text

  • Features that signal importance
  • Comparing organizational methods
  • Coding, highlighting, bracketing

Differentiated Learning Activities

Flexible grouping activities allow students the opportunity to manage their own learning by choosing to work independently or in a small group setting. During the learning of comprehension techniques, students will choose texts best reflecting their own interests. As students analyze expository text, they exercise control and make decisions on which methods best fit their individual needs.

Ethical Decision Making/Character Education

In this unit’s literature selections, the protagonists and the decisions they make provide excellent examples of citizenship. They are often role models of what it takes to become a good citizen and provide excellent talking points for discussion fostering the formation of ethical values.

Unit IV: Sentence Construction Workshop

Essential Questions: In what ways does becoming a better writer impact a student’s life? Why is one piece of writing judged more favorably than another?

Objectives: Students will be able to:

  • identify and name the elements of a complete sentence
  • rewrite two simple sentences by combining them into a compound sentence
  • combine two simple sentences into a complex sentence
  • expand simple sentences by asking a series of questions
  • begin sentences in different ways
  • model the flow, rhythm, and sentence fluency of established authors
  • manipulate the writing process to address a targeted need
  • evaluate a piece of writing for content, organization, sentence construction, and mechanics

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Elements of a Sentence

  • Analyze correct constructionshandoutsgrammar textmini lessonInternet research3.2.A
  • Identify typesclass workshort fictionsmall groupMicrosoft Word3.2.B

checklistnarrative poetryconferencingInspiration3.2.C

Topic 2: Designing Sophisticated Sentencesrubricplaysmodeling3.2.D

  • Combiningportfolio
  • Expanding
  • Beginnings

Topic 3: Writing Process

  • Practical Application
  • Self-assessment

Differentiated Learning Activities

Students enter the Basic Skills program with individualized writing needs. No matter what their level, the sentence construction workshop provides concrete strategies to improve their writing. Through manageable easy to implement techniques, students will learn to transform even the simplest sentences in longer, sophisticated ones rich with vivid detail. They will learn to vary the length and the beginning of a sentence. More accomplished students will learn advanced techniques through tiered activities to facilitate all components of the writing process.

Ethical Decision Making/Character Education

The portfolio assessment encourages diligence in students. Building the portfolio encourages them to strive for an excellence that fosters self discipline resulting in the attainment of a long term goal.

Basic Skills – Math

Course Description and Philosophy

In the age of technology, an effective math basic skills program must reinforce mathematical skills and concepts taught in a middle school classroom while helping students to recognize and apply those skills practically. How can students use mathematics to solve problems in their everyday lives? How can mathematics improve our ability to communicate? Can math help us explain and justify a point of view? How a problem is solved is often just as important as its answer. Finally, how does mathematics lend itself to the study of other subject areas?

The math basic skills program will allow students to explore some of the above questions. The goal of the curriculum, broken into four clusters, will help students see mathematics as an integrated whole, valuing the important role of math in our culture, society, and personal lives.

In addition to the above listed outcome goals, students will receive conceptually oriented instruction so as to provide anchoring for skill acquisition. They will be actively involved by interacting with the physical world to predict, explore, represent, solve, and construct meaning. Instructional approaches will engage students in the process of learning. Students will use technology to foster concept development experiences, to focus on problem solving processes, and to investigate realistic applications.

Students will be evaluated based upon individual learning profiles complete with checklists to determine benchmark, mid-year, and end of year assessment. For each unit, students will complete an individual project differentiated and based upon student readiness.

Unit I: Numerical Operations

Essential Questions: What are some of the ways numbers are applied in everyday life across different cultures? How does the study of numerical operations help us apply problem solving skills to everyday situations?

Objectives: Students will be able to:

  • Make estimations, approximations, and judge the reasonableness of results
  • Apply concepts and procedures of whole number computation
  • Apply concepts and operations with integers, powers, exponents, roots, and scientific notation
  • Develop, understand, and apply such number theory concepts as primes, factors, and multiples in real world situations
  • Simplify an expression using the order of operations
  • Apply ratios, proportions, and percents in a variety of practical situations
  • Understand the many ways numbers are used in everyday life

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Number Sense

  • EstimationsPre-testmath textsmall group discussionMicrosoft Word4.1.A
  • ApproximationsOral questionsinternetsmall group instructioninternet research4.1.B
  • Reasonableness of resultsWritten tasksstudy guidesindividual practiceonline practice4.1.C

Class workwriting promptsmini lessons4.5.A

Topic 2: ConceptsJournalsdictionarymodeling4.5.C

  • Sets of numbersWritten argumentsportfoliohow to sheets
  • Powers, roots, etc.PBL projectcalculators
  • PropertiesClassroom observationnumber lines
  • Primes, factors, multiples
  • Order of operations

Topic 3: Application

  • Ratio and proportion
  • Percent

Differentiated Learning Activities

Small group instruction provides greater opportunity to individualize instruction. Pre-tests will be used to determine a student’s level of readiness. Students will be grouped individually according to a targeted need. More advanced students may self schedule assignments and work independently. Those requiring more support can take advantage of modeling, mini lessons, and conferencing.

Ethical Decision Making/Character Education

To teach tolerance and appreciation of other cultures, the students will create an historical timeline representing the accomplishments and contributions of different civilizations to the study of mathematics. The timeline will include an explanation of how one civilization’s accomplishment help them solve an everyday problem

Unit II: Measurement and Geometry

Essential Question: How does the study of measurement and geometry impact our culture and society?

Objectives: Students will be able to:

  • Identify, describe, compare, and classify geometric figures
  • Predict the results of combining, subdividing, and changing shapes
  • Represent and solve problems using geometric models
  • Relate geometric ideas to concepts of number and measurement
  • Understand the use of various systems of measurement
  • Estimate, make, and use measurement to describe and compare phenomena
  • Select appropriate units and tools to measure to the level of accuracy required in a particular situation
  • Understand the concepts of perimeter, area, surface area, volume, angle measures, capacity, time, temperature, and weight/mass

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Spatial Relationships

  • Geometric termsPre-testmath textsmall group discussionMicrosoft Word4.2.A
  • Geometric relationshipsOral questionsinternetsmall group instructioninternet research4.2.B
  • Two dimensional figuresWritten tasksstudy guidesindividual practiceonline practice4.2.C
  • Three dimensional figuresClass workwriting promptmini lessons4.2.D

Journalsdictionarymodeling4.2.E

Topic 2: Geometric PrinciplesWritten tasksmanipulatives4.5.F

  • CongruencePBL taskportfolio
  • SimilarityClassroom observationgeometric models
  • Transformationsrulers
  • Tessellationprotractors

graph paper

Topic 3: Measurement

  • Perimeter and circumference
  • Area
  • Volume
  • Surface area
  • Units of measure
  • Pythagorean theorem

Differentiated Learning Activities

Multiple forms of assessment are provided to accommodate different learning styles. Students are given choice in assigned PBL task.

Writing tasks are designed to challenge students at a variety of different levels.

Unit III: Data Analysis

Essential Question: How does the ability to gather and analyze data lend itself to success in other subjects?

Objectives: Students will be able to:

  • predict the probability of simple and compound events
  • systematically collect, organize, and describe data
  • construct, read, and interpret tables, charts, and graphs
  • make inferences and evaluate arguments based on analysis of data
  • understand and apply statistical concepts
  • apply the concepts of discrete math to explore practical situations
  • use iterative patterns to describe real world situations

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Probability

  • Simple eventsPre-testmath textsmall group discussionMicrosoft Word4.4.A
  • Compound eventsOral questionsinternetsmall group instructioninternet research4.4.B

Written tasksstudy guidesindividual practiceonline practice4.4.C

Topic 2: StatisticsClass workwriting promptsmini lessons4.5.C

  • Statistical measuresJournalsdictionarymodeling4.5.E
  • SamplingPBL taskportfoliohow to sheets
  • Data displaysClassroom observationgraph paper
  • Data relationshipscalculators
  • Evaluating, interpreting

Topic 3: Methods of counting

  • Factorials
  • Permutations
  • Combinations

Topic 4: Iterative Patterns and Processes

  • Numerical iteration
  • Geometric iteration

Differentiated Learning Activities

PBL rubrics are given in advance. An inquiry based approach focuses on answering the essential question. In addition to the learning objectives, students receive instruction in information processing strategies.

Ethical Decision Making/Character Education

Statistics are frequently used in the media and business world to create a quick and dramatic impression. Close study of statistical measures reveals that the manipulation of numbers and/or graphics affects our society. Students will complete a problem based writing task outlining the effects of statistical manipulation upon American society.

Unit IV: Patterns, Functions, and Algebra

Essential Question: How does the study of patterns help us to listen and communicate orally and in writing?

Objectives: Students will be able to:

  • Identify, describe, extend, analyze, and create a wide variety of patterns
  • Employ algebraic concepts and processes to express, analyze, and model situations
  • Describe and represent relationships using number sentences, verbal statements, models, tables, graphs, and variable expressions
  • Analyze relationships to explain how a change in one quantity results in a change in another

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS

Topic 1: Patterns and Sequences

  • Computational, Visual patternsPre-testmath textsmall group discussionMicrosoft Word4.3.A
  • Arithmetic, geometric sequencesOral questionsinternetsmall group instructioninternet research4.3.B
  • RepresentationsWritten tasksstudy guidesindividual practiceonline practice4.3.C

Class workwriting promptsmini lesson4.3.D

Topic 2: Algebraic ConceptsJournalsdictionarymodeling4.5.B

  • ExpressionsPBL taskportfoliohow to sheets
  • Linear EquationsClassroom observationcalculators
  • Inequalitiesgraph paper
  • Functions
  • Coordinate system
  • Rates of change

Differentiated Learning Activities

The basic skills program provides flexible grouping opportunities throughout the school year. Based upon progress, students may complete more challenging work as the year moves towards a conclusion.