COMMUNICATION ARTS CURRICULUM

Kindergarten - Grade 12

DRAFT - August 1, 2002

TABLE OF CONTENTS

MCPS COMMUNICATION ARTS COMMITTEE MEMBERS, 2000-2002 ...... 3

MCCC COMMUNICATION ARTS COMMITTEE MEMBERS, 2000-2002...... 5

BACKGROUND...... 7

Mission of MCPS...... 7

MCPS Student Expectations...... 7

VISION...... 7

CURRICULUM PHILOSOPHY...... 8

COMMUNICATION ARTS PROGRAM...... 8

STANDARDS...... 11

ASSESSMENT...... 12

MEETING STUDENTS’ DIVERSE NEEDS...... 13

TEACHING ABOUT CONTROVERSIAL ISSUES...... 13

MCPS STANDARDS, COMPETENCIES AND GRADE LEVEL PROGRAMS

Pre Kindergarten Literacy Program...... 14

Primary (K-2) Communication Arts Program...... 15

Kindergarten ...... 21

Grade 1...... 25

Grade 2...... 28

Intermediate (3-5) Communication Arts Program...... 31

Grade 3...... 37

Grade 4...... 40

Grade 5...... 43

Middle School (6-8) Communication Arts Program...... 46

Grade 6...... 51

Grade 7...... 56

Grade 8...... 59

High School (9-12) Communication Arts Program...... 62

Grade 9, English 1...... 67

Grade 10, English 2...... 71

Grade 11, English 3...... 75

Grade 11, Advanced Placement English Language and Composition...... 79

Grade 12, English 4...... 83

Grade 12, Advanced Placement English Literature and Composition...... 87

Creative Writing 1 (Elective)...... 91

Creative Writing 2 (Elective)...... 93

Creative Writing 3 (Elective)...... 96

Creative Writing 4 (Elective)...... 98

Journalism 1 (Elective)...... 100

Journalism 2 - Newspaper (Elective)...... 104

Journalism 2 - Broadcast (Elective)...... 108

Journalism 3 - Yearbook (Elective)...... 112

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APPENDIX I:READING AND WRITING FORMS AND FEATURES

Primary (K - 2)...... 116

Intermediate (3 - 5)...... 117

Middle School (6 - 8)...... 118

APPENDIX II:HIGH SCHOOL (9 - 12) SPECIFICS

Sample Freshman Honors Designation Contract...... 119

Writing Instruction 9-12...... 120

Minimum District Requirements...... 121

APPENDIX III:SCOPE AND SEQUENCE OF SKILLS K - 12

Reading...... 123

Writing...... 131

Speaking, Listening, Media Literacy...... 139

APPENDIX IV:READING COMPREHENSION STRATEGIES

Primary (K - 2)...... 143

Intermediate (3 - 5)...... 144

Middle School (6 - 8)...... 145

High School (9 - 12)...... 146

APPENDIX V: MEETING STUDENTS’ DIVERSE NEEDS...... 148

APPENDIX VI:TEACHING CONTROVERSIAL SUBJECTS,

BOARD POLICY 8000...... 150

APPENDIX VII:References...... 151

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COMMUNICATION ARTS COMMITTEE

2000-2001 and 2001-2002

Name / Position / District/School
Laurie McHugh / Teacher, Grade 1 / MCPS/Chief Charlo Elementary School
Coleen Contos* / Teacher, Grade 3
Tara Lind / Teacher, Grade 3
Sharon Yould / Teacher, Grade 1 / MCPS/Cold Springs Elementary School
David Rott / Teacher, Grade 5
Marcia Thompson / Teacher, Grade 1 / MCPS/Franklin Elementary School
Elaine Scott* / Teacher, Grade 1
Angie Palin / Teacher, Grade 2
Jane Selvig / Teacher, Grade 4
Carol Campbell / Teacher, Grade 1 / MCPS/Hawthorne Elementary School
Robert Risley / Teacher, Special Education
Laurie Gregory / Teacher, Title 1
Michele Nokleby / Librarian
Cathrine Schuck / Teacher, Gifted Education / MCPS
Becky Sorenson* / Teacher, Grade 1/2 / MCPS/Lewis and ClarkElementary School
Karen Allen* / Principal
Gail Weber / Teacher, Grade 3/4
Mary Jo Swartley* / Teacher On Special Assignment / MCPS
Linda Burr / Teacher, Special Education / MCPS/Lowell Elementary School
Susie Archibald-Wilson / Teacher, Grade 8 / MCPS/Meadow Hill Middle School
Brenda Gillhouse / Librarian
Meg Kelly / Teacher, Grade K / MCPS/Mt. Jumbo Elementary School
Marilyn Faris / Teacher, Grade 1
Dave Malouf / Teacher, Grade 3
Bobbie Bevington* / Teacher, Grade 2 / MCPS/Paxson Elementary School
Coreen Faulkner / Teacher, Grade 4
Claudia LRance / Teacher, Grade K
Sherrie Harris / Teacher, Grade K
Carole Monlux / Librarian
Cindy Christensen / Principal / MCPS/Prescott Elementary School
Seena Demons* / Teacher, Grade 8 / MCPS/C.S. Porter Middle School
Sharee Ballinger / Teacher, Grade 7
Janice Bishop / Teacher, Grade 8 / MCPS/Rattlesnake Middle School
Linda Giammona-Eggers* / Teacher, Grade 7
Jack Sturgis / Teacher, Grade 6
Carla Luck / Teacher, Grade 3 / MCPS/Russell Elementary School
Joan Kuchel* / Teacher, Grade 5
Alan McAtee / Teacher, Grade 6 / MCPS/Washington Middle School
Jane Duncan* / Teacher, Grade 7
Joyce Brobeck / Teacher, Special Education
Bill Taylor* / Department Chair/Teacher, English / MCPS/Big SkyHigh School
Janet Hegedus* / Department Chair/Teacher, Title 1
Lorilee Evans / Teacher, English
Kim Lucostic / Teacher, English
Bain Robinson / Teacher, English
Pam Courson / Teacher, Special Education
Robin Hamilton* / Department Chair/Teacher, English / MCPS/Hellgate High School
Ken Ballinger* / Department Chair/Teacher, English
Marilyn Beers* / Department Chair/Teacher, Title 1
Anne Torgrimson* / Teacher, English
Carole Wilbur* / Teacher, English
David Andrew / Teacher, English
Jennifer Copley / Teacher, Social Studies
Kim Rott* / Department Chair/Teacher, English / MCPS/Sentinel High School
Tammy Allison / Teacher, English/Drama
Jennifer Keintz / Teacher, English/Journalism
Kristine Owen / Teacher, Special Education
Nancy Marmount / Department Chair/Teacher, Foreign Language
Vickie Sherouse / Librarian
Les Gordon* / Department Chair/Teacher, English / MCPS/Seeley-Swan High School
Gloria Curdy / Central Librarian / MCPS
Betsy Williams / Teacher, English as a Second Language / MCPS
Barbara Nelson / Dean / MCPS/Big SkyHigh School
Dr. Rhea Ashmore / Professor / University of Montana
Dr. Beverly Chin / Professor / University of Montana
Jan Madison* / Parent / MCPS/Lewis and ClarkElementary School
Margie Dougherty-Goodburn / Parent / MCPS/Hawthorne Elementary School
Lucia Work / Parent / MCPS/Washington Middle School
Rosalie Cates / Parent / MCPS/Hellgate High School
Karen Overland / Parent / MCPS/Hellgate High School
Angela Clark / Student / MCPS/Sentinel High School
Patrice Harkins / Coordinator, Title 1 / MCPS
Mary Anne Strothman / Teacher / BonnerElementary School District #12
Carole Mather / Teacher / ClintonElementary School District #32
Peggy LaTrielle / Teacher
Mary Maier / Teacher / DeSmet Elementary School District #20
Sue Martinsen / Teacher / FlorenceCarltonSchool District #15-6
Charlene Sayler / Teacher
Jennifer Walworth / Teacher
Mary Brannin / Teacher / Frenchtown Public Schools District #40
Cindy Babon / Teacher
Kathy Gaul / Teacher
Lane Long / Teacher
Staci Hedrick / Teacher
Rory Weishaar / Teacher
Dunie Solander / Teacher / Hellgate Elementary School District #4
Kitty Yuhas / Teacher
Pam Diamond / Teacher
Fred Arnold / Teacher
Sue Rowe / Teacher
Carole Shaffner / Teacher
Connie O’Conner / Teacher
Glenda Matson / Teacher
Dave Christensen / Teacher / Lolo Elementary School District #7
Jennifer Guthals / Teacher
Judy Grunow / Teacher
John Arvish / Teacher / PotomacElementary School District #11
Terri Lynn Klein / Teacher
Sarah Schmill / Teacher
Gayle Gordon / Teacher / SeeleyLakeElementary School District #34
Lee Eslick / Teacher / SwanValleyElementary School District #33
Shirley Webb / Teacher
Tara Barba / Teacher / TargetRangeElementary School District #23
Pam McAtee / Teacher
Jill Nyman / Teacher
Brigette Hendrix / Teacher / WoodmanElementary School District #18
Wendy / Curriculum Coordinator / Frenchtown Public Schools District #40
Ceil Barr* / Teacher on Special Assignment / MCPS
Susan Arthur* / Curriculum Coordinator / MCPS
Chris Kuschel, Ed.D.* / Consultant / Missoula Curriculum Consortium
Robert McKean, Ed.D*. / Assistant Superintendent Curriculum and Instruction / MCPS

* Steering Committee

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BACKGROUND

Mission of Missoula County Public Schools

The mission of Missoula County Public Schools (MCPS) is to provide a foundation for each student to become a lifelong learner, to promote development of the whole individual and to prepare each student to become a responsible, productive citizen of our community, state, nation, and world.

Missoula County Public Schools Strategic Plan

Missoula County Public Schools Student Expectations

By the time MCPS students reach grade 12, it is expected that they will achieve the following skills, perspectives, and behaviors:

.read, write, compute, and communicate effectively

.know how to access, evaluate, and use information

.think creatively and critically

.solve problems cooperatively and individually

.use technology effectively

.recognize and develop their talents

.respect themselves and the rights and property of others

.appreciate world events, history, and cultural diversity

.appreciate and participate in the fine and performing arts

.understand, appreciate, and practice healthy lifestyle

.be committed to active citizenship, and community service

.continue to learn, grow, and adapt to a rapidly changing job market and world.

Missoula County Public Schools Strategic Plan

VISION

All students must become more proficient in communication arts in order to achieve their potential and fully participate in our society. Implementation of the Communication Arts Program will provide the necessary conditions for students to achieve this proficiency.

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CURRICULUM PHILOSOPHY

Communication arts provide students with the skills necessary to learn about their world and the essential knowledge necessary to appreciate cultural aspects of their world. All students need to be skillful in communication arts to successfully learn in school, to become productive members of society, and to achieve their full potential through life-long learning.

The Communication Arts Curriculum is an essential part of a the Communication Arts Program. The curriculum is an articulation of what students need to know and be able to do by the time they complete grade 12 (standards and competencies), the assessments that will be used to measure their progress, and the district adopted materials that will be used to deliver the standards and competencies. The Communication Arts Program includes all components–including the curriculum-- necessary for students to be able to achieve their full potential in communication arts.

Missoula County Public Schools

Communication Arts Program

Communication arts skills are essential for life-long learning. All students need to be skillful in communication arts to successfully learn in school and to achieve their human potential in the years thereafter. The Missoula County Public Schools Communication Arts Program includes the following components.

  1. Pre Kindergarten Literacy Program

The foundation for success in communication arts skills, particularly reading, is formed long before children reach school. Missoula County Public Schools (MCPS) works with parents of young children and preschool organizations, encouraging them to provide the following essential elements for their children.

  1. A rich speaking and listening environment
  2. A strong base of orallanguage concepts, including phonemic awareness, articulation of sounds, vocabulary development, and the ability to engage inconversations
  3. An enjoyment of books and reading
  4. Reading aloud experiences
  5. Print and letter awareness
  1. Reading-LiteratureProgram

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Reading is the most fundamental academic skill. Students must read proficiently in order to learn in school and throughout their lives. Every effort must be made to insure that students acquire proficiency in reading. Reading instruction and practices must be differentiated so that the spectrum of needs, from those who require greater assistance to achieve proficiency to those who are advanced and need enrichment, is addressed. Reading literature that increases in complexity over time is essential for students to understand the connection between written thought and the culture from which it originated. To provide students with strong reading skills, the motivation to read, and cultural literacy, the MCPS reading-literature program includes the following elements.

A.Phonemic awareness taught to students in kindergarten

  1. Phonics, taught sequentially and in context, balanced with instruction in other decoding skills in kindergarten through grade 2
  2. Comprehension taught at all grade levels (Comprehension is taught in balance with decoding skills in grades K through 2.)
  3. Vocabulary development at all grade levels
  4. Fluency taught to all students at all grade levels (Fluency includes accuracy, rate, timing, phrasing, and expression of the reader.)
  5. A variety of rich, authentic materials: literature and other resources, fiction and non-fiction, for all students at all grade levels
  6. Cultural literacy and a progressive study of literature of varied genre, themes, and complexity, particularly at the secondary level
  7. Guided, shared, and independent reading practice for all students at all grade levels
  1. Frequent and varied opportunities for students to respond to and reflect on their reading at all grade levels
  1. Reading Intervention Program

Because reading is the fundamental academic skill upon which all others depend, reading interventions are provided to MCPS students who are not reading at grade level. Most K through 12 interventions are delivered through regular education. Preschool interventions focus on developing a strong base of oral language concepts and phonemic awareness. Kindergarten through grade 3 interventions focus on oral language concepts, phonemic awareness, phonics, and comprehension. Grades 3 through 12 interventions focus on comprehension strategies and fluency. In every case the reading intervention program includes the following common elements.

  1. Identification of individual student needs
  2. More time for students to learn
  3. More individualized/differentiated instruction focused on specific reading skills and knowledge that individual students need to strengthen
  4. More diverse strategies designed to help students understand text
  5. Significant effort to engage parents in assisting their child in the educational process
  1. Writing Program

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Skillful writing is imperative for effective communication and academic success. Writing skills are highly correlated to social and professional advancement; they are important in the workplace and to our economy.To provide students with strong writing skills, the MCPS writing program includes the following elements.

  1. Basic print concepts and letter recognition and formation taught in grades K-2; handwriting taught in grades 2 and 3, then reinforced in grades 4 and 5
  1. Writing process (pre-writing, drafting, revising, editing, publishing)
  2. Writing for a variety of purposes and audiences
  3. Elements of composition (organization, ideas and content, voice, word choice, sentence structure and fluency, and clarity)
  4. Conventions (punctuation, spelling, and grammar/usage)
  1. Other common features including
  1. Use of technology in research, writing, and publication
  2. Daily writing (shared, guided, and/or independent)
  3. Conferencing with students
  4. Rubrics for the evaluation of writing
  5. Six-Trait Analytical Writing as district-adopted model
  6. Analysis and criticism of writing
  1. Speaking/Listening and Media Literacy Program

Speaking and listening skills include verbal and non-verbal communication. While these skills are naturally acquired, students need to develop and refine them to understand what has been communicated and to be effective communicators themselves. Skills and knowledge related to media literacy are critical if students are to understand what has been communicated through media and to use media appropriately. To develop and refine speaking, listening, and media skills, the MCPS speaking, listening, and media literacy program includes the following elements.

  1. A variety of structured and unstructured, developmentally appropriate activities, including formal presentations for a variety of purposes and to a variety of audiences, at every grade level in order to practice and refine speaking and listening skills
  1. A variety of structured and unstructured, developmentally appropriate activities, at every grade level in order to acquire and develop media literacy skills (Media literacy skills include accessing, analyzing, evaluating, and communicating information using a variety of media--including video, television, Internet, newspapers-- for a variety of purposes with a variety of audiences.)

6.Ongoing, Individual, and Diagnostic Assessment Program

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Ongoing, individual, and diagnostic assessment is essential for students, teachers, and parents to understand student progress and to identify areas where instruction and learning need to be focused. A variety of appropriate formal and informal assessments are used by MCPS teachers for the following purposes.

  1. To diagnose difficulties of students performing below grade-level
  2. To differentiate instruction for students
  3. To assess individual student and group progress
  1. Parent Involvement and Assistance Program

Research is clear that when parents/guardians become active partners with their children’s teachers, student achievement improves.Teachers and administrators at all levels share a responsibility to actively engage parents in a school-home partnership characterized by genuine, open communication. Teachers and administrators must help parents to understand the importance of the responsibility they have in working with their children and the school, especially in the following ways.

  1. To provide appropriate practice for their children at home
  2. To monitor their children’s academic progress
  3. To assist in setting academic goals for their children
  1. Communication Arts Across the Curriculum Program

Communication arts skills are essential for learning in all curricular areas. To achieve their potential students must have opportunities to practice and refine their communication arts skills in all classes and content areas. All teachers share a responsibility to teach subject specific communication arts skills as they pertain to their specific content areas, to reinforce communication arts skills in general, and to take advantage of natural connections between subject areas that allow for integration of instruction. The MCPS Communication Arts Across the Curriculum Program includes the following components.

  1. Reading in all content areas
  2. Writing in all content areas
  3. Speaking, listening, and media literacy in all content areas
  4. Researching in all content areas
  5. Common rubrics for assessment of communication arts skills for all content areas
  6. Staff development in teaching subject specific communication arts skills for content area teachers

STANDARDS

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The MCPS communication arts standards are a distillation of what students should know and be able to do by the time they complete high school. The standards are consistent with the MCPS Vision and Mission document, the Montana Standards For Reading, the Montana Standards for Writing, the Montana Standards for Speaking and Listening, the Montana Standards for Literacy, and the Montana Standards for Media Literacy. The Communication Arts Curriculum includes competencies for each grade-level or high school class organized according to the Communication Arts Standards which follow.

Reading-Literature Standards

  1. Students apply a range of skills and strategies to construct meaning as they read.
  2. Students set goals, monitor, and evaluate their progress in reading.
  3. Students select, read, and respond to informational texts from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.
  4. Students use literary texts to enrich personal experience and to connect to the broader world of ideas, concepts, and issues.

Writing Standards

  1. Students write clearly and effectively for a variety of purposes and audiences.
  2. Students apply a range of skills and strategies in the writing process.
  3. Students evaluate and reflect on their growth as writers.

Speaking, Listening, and Media Literacy Standards