DOCUMENT RESUME ED 315 786 CS 212 231 Middle School ... · DOCUMENT RESUME ED 315 786 CS 212 231...

DOCUMENT RESUME

ED 315 786 CS 212 231

TITLE Middle School English Language Arts: English LanguageArts 6, Honors English Language Arts 6, HonorsEnglish Language Arts/Reading 6.

INSTITUTION Fort Worth Independent School District, Tex.PUB DATE 89

NOTE 81p.; For other curriculum guides in this series, seeCS 212 232-233. Occasional small print.

PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Curriculum Guides; *English Instruction; Grade 6;

*Honors Curriculum; Instructional Development;Intermediate Grades; *Language Arts; Middle Schools;Public Schools; *Reading Instruction

IDENTIFIERS Fort Worth Independent School District TX

ABSTRACTIntended as a resource for instructional planning,

this grade 6 language arts curriculum guide purposes to promotegreater student achievement through alignment of the written, thetaught, and the tested curriculum, and to promote broader and higherlevels of thinking through objectives, activities, and strategieswhich integrate content and cognition. The guide has four majorsections. The first section, Middle School English Languag..? Arts,presents acknowledyements, rationale and purpose, philosophy, goalsand objectives, basic assumptions, points to consider, andprerequisites/entry criteria for honors courses. The guide's secondsection, English Language Arts 6, includes objectives, recommendedcourse sequence, scope and sequence, and activities. The guide'sthird and fourth sections, Honors English Language Arts 6 and HonorsEnglish Language Arts/Reading 6, list objectives for these areas. Anaddendum contains a 25-item bibliography; an outline of essentialelements in English language arts; a 48-page section on resources,strategies, and planning; and a teacher response form. (SR)

Reproductiowi L3upplied by EMS are the hest that can be madefrom the original document.

******************.A***************************************************

MIDDLE SCHOOLENGLISHLANGUAGEARTSEnglish Language Arts 6Honors English Language Arts 6Honors English Language Arts/Reading 6

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© INDEPENDENT SCHOOL DISTRICTFORT WORTH, TEXAS

1989

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TABLE OF CONTENTS

Board of Education iii

From the Desk of the Superintendent

To the Teacher vii

FWISD Mission Statement; Goals ix

Middle School English Language Arts

Acknowledgments E-i

Rationale and Purpose, Philosophy E-ii

Goals and Objectives E-iii

Basic Assumptions E-iv

Points to Consider E-v

Prerequisites/Entry Criteria for Honors Courses E-vii

English Language Arta 6

Objectives E-1

Recommended Course Sequence E-2

Scope and Sequence E-4

Activities E-7

Honors English Language Arta 6

Objectives HE-1

Honors English Language Arts/Reading 6

Objectives HE/R-1

Bibliography EB-1

Essential Elements EE-1

Resources, Strategies, and Planning 1

Teacher Response Form

Board of Education

MR. GARY J. MANNY PRESIDENT

MRS. CAROLYN BELL, VICE PRESIDENT

MR. T. A. SIMS SECRETARY

MRS. BECKY BRITTON

MRS. EVA M. HERRERA

MR. STEVE E. PALKO

MRS. SUE SPARVERO

MRS. MAUDRIE M. WALTON

MRS. MARSHA R. WEST

Administrative Staff

Dr. Don R. Roberts Superintendent of Schools

Mr. Eugene Gutierrez Associate SuperintendentNon-Instructional Services

Dr. Morris L. Holmes Associate SuperintendentInstructional Services

Ms. Jo Ann Houston Assistant SuperintendentPersonnel Services

Dr. Dan Powell Assistant SuperintendentElementary and Secondary Education

Dr. Midge Rach Assistant SuperintendentInstructional Planning and Development

Mr. Eldon Ray Assistant SuperintendentNon-Instructional Services

Mr. Joe Ross Assistant SuperintendentCommunity, Employee, and Governmental Relations

Dr. John Sawyer Assistant SuperintendentBusiness and Finance

Dr. J. D. Shipp Assistant SuperintendentInstructional Support

"Today's schoolsshape tomorrow'ssociety."

"The challenge ...is to prepare allstudents toparticipate infurther educationand to becomeproductiveemployees..."

"The cu. riculum isthe tool throughwhich we mustequip students forsuccess in acomplex andchanging world."

from the desk of the

Superintendent

Today's schools shape tomorrow's society. In two shortdecades, our secomiary and elementary students will be thecitizens, scholars, snientists, and leaders determining the destinyof our country and our world.

The challenge facing educators, then, is to prepare all studentsto participate in further. education and to become productiveemployees in the workplace. This challenge includes planningand delivering instruc'm which results in broad and widespreadachievement of the core curriculum by all students.

The curriculum is the tool through which we must equip studentsfor success in a complex and changing world. Graduates of ourschools must be able to use the intellectual tools they haveacquired in school in order to participate intelligently in ourdemocracy, enjoy lifelong learning, and make a living in acompetitive world where the most sought after talents are'taming, thinking, and self-discipline.

In addition to the delivery of a strong curriculum, the challengecan be met through improved access to educationalopportunities, higher expectations for students, and expandedschool-community-parent partnerships.

Don R. RobertsSuperintendent of Schools

August, 1989

"This curriculumguide represents areconciliation ofcurriculum and thelimits of time."

". . this documentincludes a statementof philosophy andbroad goals.. .

objectives . . . scope

and sequence . . .

instructionalplanning guideswhich includeteaching activitiesland] sampleunits . . ."

"Use the guide asa resource forinstructionalplanning andreference its use inboth lesson plansand grade books."

To The Teacher:This curriculum guide represents a reconciliation of curriculum contentand the limits of time. Its purposes are to promote greater studentachievement through alignment of the written, the taught, and the testedcurriculum; and to promote broader and higher levels of thinkingthrough objectives, activities, and strategies which integrate content andcognition.

Over the past two years, the curriculum staff and teachers have workedto define the curriculum for the Fort Worth Independent School District.Their efforts have resulted in the production of this document whichincludes

a statement of philosophy and broad goals for each content area.These should help guide curricular decisions and articulate thedistrict's aspirations for students as a result of their participating in aprogram or programs.objectives organized around broad content goals or strands. Thesedefine more specific expectations for students in each subject orcourses, Prekindergarten through Grade 12.scope and sequence charts which display the core content of asubject or course and how this content builds or develops over thespan of various instructional levels.instructional planning guides which include suggestedteaching activities, assessment types, and reteaching andenrichment ideas.sample units which show the instructional planning process, or thekind of thinking that teachers engage in as they plan instruction.bibliographies, annotated lists of school and communityresources, reading lists, and other instructional resources.

Your role in the successful use of this guide is crucial. Use the guide asa resoui 'e for instructional planning and reference its use in both lessonplans an 1 grade books. We hope you will join the collaboration bycontributing ideas for activities, assessments, and units as well as byresponding to the appropriateness and utility of this document.Response forms are included to facilitate this process.

We acknowledge the contributions of curriculum writing teams and theleadership of program staff without whom this guide would not havebeen possible. We appreciate, also, the desktop publishing skills andexpertise of the Office of Curriculum Production and Distribution informatting and printing this publication.

Midge RacTtssistant SuperintendentInstructional Planning and Development

vii

T ons, DirectorCurriculum

August, 1989

FORT WORTH INDEPENDENT SCHOOL DISTRICT

MISSION STATEMENT

The mission of the Fort Worth Independent School District_ is toprepare students to assume economic, social, civic, and culturalresponsibilities in a complex and changing society. Thisrequires the provision of a well-balanced curriculum for allstudents that assures mastery of the basic skills of literacy,mathematics, and critical thinking. In addition to establishingthis broad intellectual base, the district must provideopportunities for all students to develop attitudes and skillsthat promote mental, physical, and emotional fitness; economicand occupational proficiency; an appreciation for the aesthetic;and lifelong learning.

am

GOALS

Goal 1 STUDENT PERFORMANCE - -All students will be expected to meet orexceed stated educational performance standards of high achievement,master the essential elements, and participate in appropriate schoolprograms.

Goal 2 CURRICULUMOffer a well-balanced curriculum in order that studentsmay realize their learning potential and prepare for productivelives.

Goal 3 QUALITY TEACHING AND SUPERVISIONEnsure effective delivery ofinstruction.

Goal 4

Goal 5

Goal 6

Goal 7

Goal 8

ORGANIZATION AND MANAGEMENTProvide organization and managementwhich will be productive, efficient, and accountable at all levelsof the educational system.

VINANCEProvide adequate and equitable funding to support qualityinstructional programs and quality schools.

PARENT AND COMMUNITY INVOLVEMENTImprove schools by involvingparents and other members of the community as partners.

INNOVATION--Improve the instructional program through thedevelopment and use of alternative delivery methods.

COMMUNICATIONS -- Provide consistent, timely, and effectivecommunication among all public education entities and personnel.

ix

ACKNOWLEDGMENTS

This curriculum document was prepared with the help of a distinguished team oflocal educators. Fourteen of the fifty-six team members ccmpcse-1 thephilosophy and goals subcommittee which met a number of times t3 deliberateissues and to consider teachers' feedback from department heads, instruct:i.:-.alspecialists, and principals. In addition, all grade-level team members hadopportunities to develop and react to drafts of the documents as each wasproduced.

The English language arts department would like to acknowledge the efforts andcontributions of all team members and other educators who served as bothwriters and reactors to early drafts of this document. Members of thecurriculum development team and other contributors are listed below:11

Authors

Jerina Barnes, Paschal HSLia Black, Mast. Learning Spec.*Penny Blue, Stripling MSDebbie Boston, Riverside HSLarry Boston, Eastern Hills HSNatha Burkett, Shulkey ES*Jerry Cook, Wedgwood MSDian Davis, Polytechnic HSJane Dickey, Trimble Tech HS*Genna Edmonds, ESL SpecialistDana English, McLean MSSandra Erickson, Dunbar MS*Janie Faris, Stripling MSMary Finlayson, Writing Spec.Susan Fitzgerald, Writing Spec.Joye Franklin, Polytechnic HSGloria Frazier, Mitchell Blvd. ES

*Jane Gilhooly, Turner ES*Sue Griswold, Dunbar 5/6thCarol Hammond, Daggett MSSally Hampton, Writing Coord.*Calvin Harris, Dunbar HSCloe Harris, Wyatt HSAnne Hughes, Helbing ESBernice Hughey, Riverside HS*Jayne John, Elem. Writing Spec.Hattie Jones, Wyatt HSElizabeth Joplin, Stripling MS

*Philosophy and Goals Subcommittee

Maria Lamb, Writing Specialist*Linda Lewis, North Side HSBob Lowe, Southwest HSSophia Lusk, Denver Ave. ESJanice Maddux, Paschal HSRamon Magallanes, Dir., Bil. Ed.Mary Marsh, Arl. Hgts. HSMichael McCauley, Oaklawn ESJoyce McCown, Southwest HSMartha Morrison, Forest Oak MSBoyce Pennington, Diam. Hls. HS*Mary Perry, Writing SpecialistLoibeth Pettit, Wyatt HSDolores Saldana, Elder MS*Judy Satterwhile, Gifted Ed. Spec.Joseph Scott, Dunbar HSKay Shambaugh, Writing Spec.*Pam Skersick, ESL Specialist*Kathy Sneed, Western Hills HSAnna Swan, North Side HSLiz Tamayo, Polytechnic HSMahlon Tate, Arl. Hgts. HS*Lillian Warner, Elder MSSusan Williams, Paschal HSDonya Witherspoon, Arl. Hgts. HSMarilyn Wooldridge, Southwest HSJulia Worthington, West. Hls. HS*Julia Wrotenbery, West. Hls. HS

E-i

Sue Smith, Interim Program DirectorEnglish Language Arts

ENGLISH LANGUAGE ARTSGRADES PK-12

RATIONALE AND PURPOSE

This document is intended to help teachers design and deliverinstruction in English language arts. It provides informationteachers need to plan lessons: local goals and objectives,sample lesson units, assessment activities, and availableresources.

Since a Student's lack of knowledge must NEVER be a cause forembarrasament an< English language arta classroom by its verynature must ace emphasis on learning« English language artstea° ors 4 40 > most concentrate more.on what students are learn-ing t tint of .material:covered.. ThiS document,there to esoriptive rather than prescriptive.rn a contains t e follow in

it assumptions regarding an effective english language artsprograMways< to address the needs of special populations;methods to provide for different learning styles;

it provisions for flexibility in delivering instructions; andan outline of core curriculum and suggested extensions.

Finally/ this document serves as a resource for administrativestaffs as they counsel students and assist teachers inimplementing the English language arts curriculum.

PHILOSOPHYThe study of EnTlish language arts involves the acquisition ofwriting, reading, listening, and speaking skills appropriate atevery level of development. Language literacy must be acquiredthrough extensive experiences with writing and reading processesand focused to meet the instructional goals as set forth by theFort Worth Independent School District. These processes shouldenable all students to communic,..te effectively both orally andin writing, as well as to interpret appropriately the writtenword, so that all have opportunities to achieve both competencyand confidence in the use of the English language.

Students are empowered by having facility with the language, aswell as knowledge of the common literary heritage. Whileteachers must accept and understand students at their develop-mental level of language facility, the goal of the Englishlanguage arts program should be the acquisition of standardliterate language and standard literate culture.

j

E-ii

41

LGALS AND OBJECTIVES j

ENGLISH LANGUAGE ARTSGRADES PK-12

The goals 'Ind objectiVes are essentially the same throughout the curriculum. They vary only in that they must.be addressed appropriately for each student's level of development. Goals are printed in bold type; generalobjectives reinforcing each goal follow.

1. Use the composing process to write for a variety of purposes, in a variety of modes,and for a variety of audiences using appropriate language conventions

a. Demonstrate proficiency in using writing processb. Use writing as a mode of learning and thinkingc. Use a variety of sources including personal experience to generate

topics for writingd. Develop language conventions necessary to proofread writing for

standard edited Englishe. Demonstrate the ability to select an appropriate mode to address

the purpose and the audience for writing situations

. Use appropriate strategies to make meaning of oral and written texts

a. Demonstrate skill in attending to, responding to, and analyzingoral communication

b. Demonstrate a variety of comprehension skills to derive 11:,aningfrom different types of written texts

c. Demonstrate vocabulary adequate to facilitate understanding of oraland written text

d. Use a variety of strategies in applying reading skills to a rangeof practical and literary situations

. Develop fluency in using oral language to communicate effectively

a. Apply the conventions of standard edited English to produceeffective communication

b. Speak to accomplish a variety of purposesc. Participate in small and large group discussions and collaborative

learning activitiesd. Present information in a variety of oral situations

. Respond to various genres and themes of our diverse literary heritage

a. Read and respond to a variety of texts, both non-fiction andfiction, including stories, poems, plays, books, and essay!

b. Give both written and oral responses to a variety of theme:3 inliterature

c. Apply themes from literature to real-life situationsd. Give both written and oral responses to the eloments and techniques

employed by a variety of authors

E-iii

i

BASIC ASSUMPTIONS FOR AN EFFECTIVE

ENGLISHunified process;

LANGUAGE

students to experience;

ARTS

CURRICULUM.

English language arts teachers must

teach writing and reading as an integrated,

provide students with many opportunities foreffective oral communication and cooperativelearning;

provide a rich variety Qf literature for

Mt,

provide frequent opportunities for students togenerate, respond to, rewrite, and publishmeaningful texts;

address the essential elements under theumbrella of writing, reading, speaking, andlistening;

recognize the need for ongoing evaluation ofstudents' progress in writing and reading bymaintaining cumulative writing and readingfolders;

realize that the purpose of correctness inlanguage use is to facilitate communication todiscriminating audiences;

establish a safe environment that encouragesall students to become proficient writers,readers, speakers, and listeners;

demonstrate by example that writing and readingare essential abilities to possess if studentsare to become valuable members of society;

recognize that language acquisition in terms ofwriting and reading processes is recursive, notlinear; and

believe that it is through our ability to uselanguage proficiently that we are truly human.

E -iv

POINTS TO CONSIDER:RESEARCH AND THE CLASSROOM

In one classroom (adjacent third-grade rooms], theteacher 'took a gamble' and moved out all theregular instruction materials, and instead helpedand encouraged the Children tO write and allowedthem to invent and employ their own punctuation.In the other claseroom, the teacher t. *ught

punctuation conventionally, with daily drills,workbooks, frequent teats--and rare opportunitiesfor writing. At the end of the school year thechJldren who received no formal instruction couldexplain or define an average of 8.66 differentkinds of punctuation marks, compared with only 3.85for those in the group who had the drills andtests.

--Smith, Frank. insult to Intelligence. NewYork: Arbor House,. 1986, p. 178.

The study of traditional school grammar (i.e., thedefinition of parts of speech, the parsing ofsentences, etc.) has no effect on raising thequality of student writing ....Taught in certainways, grammar and mechanics instruction has a

deleterious effect on student writing. In somestudies a heavy emphasis on mechanics and usage(e.g., marking every error) resulted in significantlosses in overall quality.

--Hillocks, George, Jr. Research on WrittenComposition: New Directions for Teaching.Urbana, IL: ERIC Clearinghouse on Reading andCommunication Skills, the National Conference onResearch in English, 1986, p. 248.

ENGLISH LANGUAGE ARTS

PREREQUISITES/ENTRY CRITERIA FOR HONORS COURSES

MIDDLE SCHOOL

0015 Honors English, Grade 6A0016 Honors English, Grade 63

Fulfillment of four of the following:85 or higher in preceding English course85th percentile or higher on the language arts composite of a standardized testteacher recommendationparcmal approvalstudent interest

Grade Placement: 6

0017 Honors English and Reading, Grads 6A0018 Honors English and Reading, Grade 68

Fulfillment of four of the following:85 or higher in preceding English course85th percentile or higher on the language arts composite of a standardized testteacher recommendationparental approvalstudent interest

Grade Placement: 6

0019 Honors English, Grade 7A0020 Honors English, Grade 78


Grade Placement: 7

0021 Honors English and Reading, Grade 7A0022 Sonora English and Reading, Grade 73


Grade Placement: 7

E-vii

0025 Honors English, Grade SA0026 Honors English, Grade 8B

FLiillment of four of the following:85 or higher in preceding English course85th percentile or higher on the language arts composite of a standardized testteacher recommendationparental approvalstudent interest

Grade Placement: 8

v027 Honors English and Reading, Grade 8A0028 Honors English and Reading, Grade 813


Grade Placement: 8

0047 Honors English IA (ENG 1A/H)0048 Honors English IB (ENG 1B/H)


Grade Placement: 8

E.viii

ENGLISH LANGUAGE ARTS

PREREQUISITES/ENTRY CRITERIA FOR HONORS COURSES

HIGH SCHOOL

3090 Honors English IA (ENG 1A/H)3021 Honors English IS (ENG 18 /H)


Grade Placement: 9

3092 Honors English IIA (ENG 2A/H)3093 Honors English III! (ENG 213/H)

Fulfillment of four of the following:85 or higher in preceding English course85th percentile or higher on the language arts composite of a standardized testteacher recommendationparental approve!student interest

Grade Placement: 9-10

3094 Honors English IIIA (ENG 3A/H)3095 Honors English II/B (ENG 38/H)

Fulfillment of four of the following:85 or higher in preceding English course85th percentile or higher on the language arts composite of A standardized testteacher recommendationparental approvalstudent interest

Grade Placement: 11

3075 Honors English ILIA ACT3076 Honors English IIIH ACT

English IIAB and one of the followingWorld History Studies IAB;Honors World History Studies IAB;World Geography Studies IAB

80 or abc.ve in above listed coursesteacher recommendationstudent interestparental approval

Grade Placement: 11

(ENG 3A/H)(ENG 3H/H)courses:

or

3055 Honors English IVA Academic (HRITLIT4A/H)3056 Honors :English IVH Academic (ENGCOMP4B/H)

English MAB or English IIIAB ACT80 or above in English IIIABteacher recommendationstudent interestparental approval

Grade Placement: 11-12

3063 AP Literature and Composition IVA (ENG 4A/HP)3064 AP Literature and Composition IV'S (ENG 42/HP)

English IIIAB or English IIIAB ACT80 or above in English IIIABteacher recommendationstudent interestparental approval

Grade Placement: 12

E-x

ENGLISHLANGUAGEARTS 6

English Language ArtsGRADE SIXOBJECTIVES

THE LEARNER WILL: ESSENTIALELEMENTS

1. Generate material for writing independently and in avariety of ways to accommodate different purposes,modes, and audiences.

2. Participate in self-editing, peer-group editing, andconferences with teacher prior to final draft toaddress matters of

the conventions of usage, mechanics, and correctspellingword choice to accommodate purpose and audiencearrangement of information to accomplish a spe-cific purpose and audience

3. Communicate orally in a variety of ways to inform,express, persuade, and entertain by

developing fluencyresponding to thoughts of othersanalyzing oral communication to determine speaker'smotive, bias, and point of view

4. Demonstrate active listening skills in a variety ofsituations.

5. Use a variety of reading skills to address matters ofvocabulary developmentfollowing complex directionsusing various parts of books, reference materials,charts, graphs, tables, and listsliterary terminology appropriate to grade level

6. Self-select and read a variety of longer pieces ofchildren's litera 'ire and respond by

writing for self and peersdiscuse.ng with peersconferencing with teacher

*R--ReadingW--Writing

E -1

1A, 1C -E,

2A,2B,3B-D,4A-C,

5A-F

1A, 1C, 1D,

2A, 4A -C,

5A-F

1D, 2A, 2B,

3B-D,5A-C

1A-E,2A,4B

3A-E4A-C

1A-E,2A,

2B, 3B -E,

4A-C,5A-F

TEAMS*

W1-10R1-10

W1-6

R1-10

R2

R8-10

R1-10

W1-10

English Language Arts, Grade SixRECOMMENDED COURSE SEQUENCE

Sequential Objectives* (Essential Elements) Resources

Objectives in English language arts do not have to be taughtsequentially. See below.

Non-Sequential Objectives* (Essential Elements) Resources

1. Generate material for writing independently and in a Language for Daily Usevariety of ways to accommodate different purposes, modes,and audiences. (1A, 1C -E, 2A, 2B, 3B-D, 4A-C, 5A-F)

NarrativeLesson 8 pp. 208-210

Descriptive9 174-176Infonr :live7 52-557 90-919 56-57Fersuadve9 2568 330-33311 336-338

At the Edge of the WorldAppropriate selections from teacher's manual

. Participate in self-editing, peer-group editing, and Language for Daily Useconferences with teacher prior to final draft to address Lesson 6 pp. 14-15matters of: (1A, 1C, 1D, 2A, 4A-C, 5A-F) 7 16-17

9 21-23Conventions of usage, mechanics, and correct spellings 10 59-61

9 95.97'Word choice to accommodate purpose and audience 13 137-139

11 218-221Amtngsdnsz iltinformaign to accomplish a specific purpose and 10 260-263audience 4 282-283 (Usage)

10 297-29910 334.335

Riverside Spelling, 6Selected activities to address specific needsof students' vocabulary and spellingdevelopment

. Communicate orally in a variety of ways to hform,express, persuade, and entertain by: (1D, 2A, 1B, 3B-D, 5A-C)

Language for Daily UseLesson 1 pp. 314-315

2 316-31'7'Developing fluency 3 318.319

4 320-321'Responding to thoughts of others 5 322-323

'Analyzing oral communication to determine speaker's motive, bias, andpoint of view

*Certain objectives are taught throughout the course/grade level.E-2

Recommended Course SequenceEnglish Language Arts, Grade Six (continued)

Non-Sequential Objectives (Essential Elements) Resources

. Demonstrate active listening skills in a variety ofsituations. (1A-E, 2A, 4B)

. Use a variety of reading skills to address matters of:(3A-E, 4A-C)

yscahjaci development

allowing complex directions

Using various gags of !mil referenceinaterials, charts. graphs,saints, and lists

iicraly terminology appropriate to grade level

. Self-select and read a variety of longer pieces of children'sliterature and respond by: (1A-E, 2A, 2B, 3B-E, 4A-C, 5A-F)

Eraing for self and peers

2iSOLISillg with peers

Conferencing with teacher


Many activities suggested in Objective 3also address listening skills.


6 88-8910 130-13111 132-133


11 62-6710 98-10314 140-145

180-18512 222-22911 264-26911 300-30711 330

At the Edge of the WorldChoose appropriate selections from teacher'sedition.

SCOPE AND SEWENCEENGLISH LANGUAGE ARTS 6-8

Grades Writing Language Oral Language

6 Generate material for writingindependently and in a varietyof ways to accommodatedifferent purposes, modes, andaudiences*

Participate in self-editing,peer-group editing, and con-ferences with teacher prior tofinal draft to address mattersof

the conventions of usage,mechanics, and correctspelling*word choice to accommodatepurpose aal audience*atrangement of informationto accomplish a specificpurpose and audience*

Communicate orally in avariety of ways to inform,express, persuade, and entertainby

developing fluencyresponding to thoughts ofothersanalyzing oral commu-nication to determinespeaker's motive, bias, andpoint of view

7 Use the composing process togenerate and plan writing fora variety of purposes, modes,and audiences*

Participate in self-editing,peer-group editing, and con-ferences with teacher prior tofinal draft writing to addressmatters of

the conventions of language*word choice to accommodatepurpose and audience*proofreading for standardedited English*

Use oral language effectivelyand appropriately for a varietyof purposes and audiences by

participating in small andand large group discussionspresenting information froma variety of sources

8 Use the composing process togenerate and plan writing fora variety of purposes, modes,and audiences*

Participate in self-editing,peer-group editing, and con-ferences with teacher prior tofinal drafts to address m tiersof

the conventions of standardedited English*clarity of language andthinking*evaluation of the work ofself and others

Use oral language for a varietyof purposes and audiences by

participating in small andlarge group discussionspresenting information froma variety of sources otherthan personal experience

*TE,MS Objective

E-4

SCOPE AND SEQUENCEENGLISH LANGUAGE ARTS 6-8

Listening Reading Literature Grades

Demonstrate active listeningskills in a variety of situations

Use a variety of reading skillsto address matters of

vocabulary development*following complex direc-Lions

using various parts ofbooks, reference materials,charts, graphs, tables, andlists*literary terminology ap-propriate to grade level

Self-select and read a widevariety of longer pieces ofchildren's literature andrespond by

writing for self and peersdiscussing with peersconferences with teacher

6

Demonstrate active listeningskills in a variety of situationsby

recognizing a speaker'ssignals which point outimportant ideas and examplesresponding appropriately toa speakertaking notes from oralpresentations within largeand small groups


vocabulary developmentthrough context clues*recognizing literary tra-ditions and terminologysequencing, makinggeneralizations, predicting,determining cause and effect,and evaluating*using resource materials inlibraries*

Self-select and read a wick,variety of longer pieces ofchildren's and adolescentliterature and respond by

writing for self and peersdiscussing with peers inlarge and small groupsconferencing with teacher

7

Demonstrate active listeningskills in a variety of situationsby

identifying a speaker'ssignals which indicatemajor points and examplesresponding appropriately toa speakertaking notes from oralpresentations of a variety oftypes


development of vocabularythrough context clues*recognizing a variety ofliterary genre, literaryterminology, and the char-acteristics of non-fictionhigher order thinking skillsusing reference materialsappropriately and effec-tively*

Self-select and read a widevariety of complete pieces ofadolescent literature and non-fiction and respond by

writing for self and othersdiscussing in large andsmall groupsconferencing with teacher

8

*TEAMS Objective

E- 5

ENGLISH LANGUAGE ARTS, GRADE 6

OBJECTIVE 1: GENERATE MATERIAL FOR WRITING INDEPENDENTLY AND INA VARIETY OF WAYS TO ACCOMMODATE DIFFERENTPURPOSES, MODES, AND AUDIENCES

Mini-objective:

Select and narrow a topic for a specific audience

TEACHING ACTIVITIES:

1. Students use brainstorming, freewriting, and clustering to generate a list of topics that areimportant to them.

2. In cooperative groups students work together to decide what audiences each topic could address.3. Topics are listed in writing folders.

Assessment: During individual conferences and evaluation of writing folders, check the student's topicselections for focus and audience-addressed list for appropriateness and offer help both in narrowing thetopic and in audience awareness.

RETEACHING ACTIVITY: Ask cooperative groups to select one suggestion (topic) they would like tooffer in writing their principal (audience).

Assessment: Each group selects three reasons that show why their suggestion has merit and places theseon chart paper.

EXTENSION ACTIVITY: Class agrees on one suggestion they would like to present their principal andwrites a class letter.

Assessment: Class representatives present letter to principal.

E - 7

Resources

Students' ownexperiences

HONORSENGLISH LANGUAGEARTS 6

ENGLISH LANGUAGE ARTSHONORS ENGLISH, GRADE 6

OBJECTIVES

THE LEARNER WILL ESSENTIALELEMENTS *

1. Use writing process towrite a variety of forms of discourse for formaland informal audiences, including self, and forvarious purposesmake collaborative decisions about appropriateword choice and style for a variety of audiencesand purposes

demonstrate ability to maintain a consistent andappropriate voice through out a piece of writingsynthesize ideas drawn from several sourcesproduce short works of original fiction andrhymed or unrhymed poetry

2. Participate in a variety of activities to addresslanguage concepts and skills including ability to

compose grammatically correct and stylisticallyeffective sentencescollaborate with others in making revision andediting decisions that address the conventions oflanguage

develop vocabulary skills that address the meaningof words through context clues, word parts, andsemantic properties (e.g., concrete/abstract,denotative/connotative)

3. Participate in a variety of activities to addressspeaking/listening concepts and skills includingability to

use organizaticnal, verbal, and nonverbal skillsto prepare and deliver a variety of informal oralpresentations

recognize main idea, relevant details, and vocalclues in a variety of oral presentationsdemonstrate listening comprehension by evaluatingoral presentations using established criteriaparticipate in a variety of collaborativeactivities to address .ratters of response towriting and to literature selections

*The elements listed go beyond the: state's essentialelements for Grade 6 English.

HE-1

3C-E,4A-C

3B, 5A -F

5E, 5F

3A,3B

lA

2A, 2B

1C-E, 3C-2.

lA

N NW

THE LEARNER WILL ESSENTIALELEMENTS*

4. Participate in a variety of oral and written 1Aactivities to address reading skills and conceptsincluding ability to

identify appropriate sources of information includ- 3C-Eing dictionaries, encyclopedias, atlases, almanacs, 4A-Cperiodicals, newspapers, and thesaurusesrecognize literary terminology and devices appro-priate to grade level and to literature readparticipate in activities to address matters ofliteral, inferential, and evaluative comprehension

5. Participate in oral and written activities to addressliterature concepts and skills including ability to

engage in reading and discussing self-selectedfiction and nonfiction works of a variety of typesrespond orally and in writing to a wide variety ofteacher-selected literary worksparticipate in activities to develop higher orderand critical thinking skills including analyzingliterary pieces for meaning, forming generaliza-tions, predicting outcomes, and making connectionsbetween what is read and personal experiences

*The elements listed go beyond the state's essentialelements for Grade 6 English.

HE -21"' I,

1B

HONORSENGLISH LANGUAGEARTS/READING 6

ENGLISH LANGUAGE ARTSHONORS ENGLISH AND READING, GRADE 6*

OBJECTIVES

THE LEARNER WILLall

1. Use writing process towrite a variety of forms of discourse for formaland informal aurliPncds, including self, and forvarious purposesmake collaborative decisions about appropriateword choice nd style for a variety of audiencesand purposesdemonstrate ability to maintain a consistent andappropriate voice throughout a piece of writingsynthesize ideas drawn from several sourcesproduce short works of original fiction andrhymed or unrhymed poetry

2. Participate in a variety of activities to addresslanguage concepts and skills including ability to

compose grammatically correct and stylistically 5E,5Feffective sentencescollaborate with others in making revision andediting decisions that address the conventions oflanguagedevelop vocabulary skills that address the meaning 3A,3Bof words through context clues, word parts, andsemantic properties (e.g., concrete/abstract,denotative/connotative)

ESSENTIALELEMENTS**

3C-E,4A-C

3B, 5A -F

3. Participate in a wide variety of nral and written 1Aactivities to address speaking/listening concepts andskills including ability to

use organizational, verbal, and nonverbal skills 2A,2Bto prepare and deliver a variety of informal oralpresentations

recognize main idea, relevant details, and vocal 1C-E,3C-Eclues in a variety of oral presentationsdemonstrate listening comprehension by evaluating lAoral presentations *.ising established criteriaparticipate in a variety of collaborativeactivities to address matters of response towriting and to literature selections

*Available at selected sites where trained staff andappropriate materials are in plack..**The elements listed go beyond the state's essentialelements for Grade 6 English and Reading.

HE/R -1

1111=11Mm

THE LEARNER WILL ESSENTIALELEMENTS**

4. Participate in a wide variety of oral and writtenactivities to address literature concepts andskills including

recognition of variety of literary genre, literaryterminology, and the characteristics of non - fiction

application of research skills by planning,accessing information, interpreting information,and documenting sources and informationapplication of study skills by using organizationalinformation gathering, and test-taking skills

5. Self-select and read a wide variety of completepieces of adolescent literature and nonfiction andrespond by

writing for self and othersdiscussing in large and small groupsconferencing with teacher

recognizing literary terminology and devicesappropriate to grade level and to literature readrecognizing features of a literary selection suchas character, plot, setting, themeparticipating in activities to address matters ofliteral, inferential, and evaluative comprehensionresponding orally and in writing to a wide varietyof teacher-selected literary works

6. Participate in oral and written activities to addressreading skills and concepts including ability to

synthesize language, experience, and class contentto develop creative thinking by applying skills offluency, flexibility, originality, elaboration,risk-taking, curiosity, complexity, and imaginationevaluate literary experiences and problems todevelop critical thinking by analyzing statementsfor meaning, applying logical reasoning skills,analyzing logical and other relationships, formu-lating and testing hypotheses, and forming general-izations and concepts

**The elements listed go beyond the state's essentialelements for Grade 6 English and Reading.

HE/R-21

1B

3C, 4

3C,3D,3E,4A-C

410

A SELEC hD BIBLIOGRAPHY FOR ENGLISH LANGUAGE ARTS TEACHERS

Reader Response to Literature

Articles

Brannon, Lil, and C. H. Knoblauch. "On Students' Rights to Their Own Texts: A Model of TeacherResponse. " lieseadthubejudin,gsf_English 33(3) (May 1982): pp. 157-166.

"Close-Up: Adolescent Literatrirc." English Journal (February 1976).[Thematic issue on literature]

"Enlarging the Range of Response." English Journal (February 1977).[Thematic issue on literature]

Jenkinson, Edward B. "Protecting Holden Caulfield and His Friends from the Censors." English Journal74(1) (January 1985): pp. 26-33.

"Multicrittral Literature." English Journal (March 1977).[Thematic issue on literature]

"Multi-Text Approaches to Literature." Eliglishigurnal (February 1979).

Pradl, Gordon M. "Close Encounters of the First Kind: Teaching the Poemat the Point of Utterance."Englitufamd 76(2) (February 1987): pp. 66-69.

"Responding to Literature." English Journal (January 1988).[Thematic issue on literature]

"Young Adult Literature." English Journal (November 1984)[Thematic issue on literature]

Books

Probst, Robert E. RespansainiAnalYsis:Teachint Literaturein_Juniotand Senior Hi School.Portsmouth, NH: Heinemann, 1988.

Rosenblatt, Louise M. LikagattiaArilmiugn,' third edition. New York: Modern T,anguage Association,1984.

I ZO. II' : , I VI I . V I . Carbondale:Southern Illinois University Press, 1978.

Writing Process and the Teaching o! Writing

Books

Applebee, Arthur N.Council of Teachers of English, 1981.

I I' fil.a I 0.41

Atwell, Nancie. I I 41 I I i 1 I . a I' Is .. 11 1' I +

Heineman, 1987.

EB 1

)

. Urbana, IL: National

Portsmouth, NH:

Calkins, Lucy M. ThlArtaLicachinacadinginiArifing. Portsmouth, NH: Heinemann, 1986.

Elbow, Peter. Writing Without Teachers. New York: Oxford University Press, 1973.

Graves, Donald H. wrilingLitarjraansLaildrtalaszk. Portsmouth, NH: Heinemann, 1983.

Hansen, Jane, Thomas Newkirk, and Donald Graves, eds. BLukingQrQundLTsarrs52glzg ing andMiLinildlliakffirailintukhol. Portsmouth, NH: Heinemann, 1985.

Henderson, Edmund. Teachinasedling. Boston: Houghton Mifflin Company, 1985.

Hillocks, Jr., George. Research on Written Composition: New Directio, ,, for Teaching. Urbana, 1L: ERICClearinghouse on Reading and Communication Skills/NCTE, 1986.

Kinneavy, James L. A .Ihr of la sr a usg. Englewood Cliffs: Prentice-Hall, Inc., 1971.

Macrorie, Ken. Searching Writing. Portsmouth, NH: Boynton/Cook, a division of Heinemann, 1984.

. Telling Writing, third edition. Hasbrouck Heights, NJ: Hayden Book Company, 1980.

. Atilillialargiitild, revised third edition. Portsmouth, NH: Boynton/Cook, a division ofHeinemann, 1984.

Olson, Carol B., comp./ ed. Eragisausiedalsgaachinaatingasizamm. Sacrabiento: California StateDepartment of Education, 1986.

EB-2

ESSENTIAL ELEMENTS IN ENGLISH LANGUAGE ARTSGRADE 6

(1) Listening. Developing skill in attending to, responding to, andanalyzing oral communications. The student shall be providedopportunities to:

(A) employ active listening in a variety of situations;(B) listen to appreciate sound devices of rhythm, rhyme, alliteration,

and onomatopoeia;(C) follow the logical organization of an oral presentation;(D) select from an oral presentation the information needed; and(E) determine a speaker's motive, bias, and point of view.

(2) Speaking.

(A) Developing fluency in using oral language to communicateeffectively. The student shall be provided opportunities to:

(i) engage in creative dramatic activities and nonverbalcommunication;

(ii) use a variety of words to express feelings and ideas;(iii) manipulate articulation, rate, volume, and physical movement

in oral presentations; and(iv) respond to thoughts expressed by others through clarifying,

qualifying, and extending ideas.

(B) Speaking to accomplish a variety of purposes such as informing,expressing, persuading, and entertaining. The student shall beprovided opportunities to:

(i) adapt content and formality of oral language to fit purposeand audience;

(ii) use a set of reasons to persuade a group;(iii) explain processes; and(iv) relate stories, puns, riddles, anecdotes, and plays for

entertainment.

(3) Writing.

(A) Using a variety of techniques to select topics and to generatematerial to write about those topics. The student shall be providedopportunities to:

(i) generate material for writing independently and in a varietyof ways; and

(ii) select and narrow a topic tor a specific purpose.

(B) Developing ski_ls in writing effectively for a variety of purposes,modes, and audiences. The student shall be provided opportunitiesto:

(i) vary word choice to accommodate the purpose and audience; andiii) use chronological and spatial order and order of importance.

(C) Applying the conventions of writing to produce effectivecommunications. The student shall be provided opportunities to:

(i) participate in rewriting conferences;(ii) spell increasingly complex words;(iii) apply increasingly complex conventions of punctuation and

capitalization;(iv) write legible cursive letters;(v) include in paragraphs a variety of kinds of complete

sentences; and(vi) use conventional formats (letters and commonly used forms).

(4) Language. Developing skills in using the grammar of English foreffective oral and written communication. The student shall be providedopportunities to:

(A) use correct agreement between pronouns and antecedents;(B) use correct subject-verb agreement with personal pronouns, indefinte

pronouns, and compound subjects;(C) use modifiers (adjectives and adverbs) correctly;(D) use all other parts of speech correctly;(E) produce, coordinate, and subordinate sentence elements appropriate

to meaning; and(F) use the fundamentals of grammar, punctuation, and spelling.

EE -2

RESOURCES,

STRATEGIES,

AND

PLANNING

TABLE OF

*14!1111,:4:1404.1i14 1. *Al,* 4114.4 sfii+ ow:, wo:ox

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ACKNOWLEDGMENT

The office of the Director of Curriculum would like to thank the following individuals for their efforts in thedevelopment of this section of the Fort Worth Independent School District curriculum documents:

Ann Hoover, Administrative Intern to Director of CurriculumJudy Satterwhite, Gifted Specialist, Elementary Education

ancy J. munonsDirector of Curriculum

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Resources FT S Information

Adult Probation Department200 W. BelknapFort Worth, Texas(817) 535-6363Contact: Lori Baldwin

A presentation on probation or the criminal justice system.

Al-Anon-Alateen Information Service1203 Lake St.Fort Worth, Texas(817) 336-2492

Services provided for children of alcoholics,

American Cancer Society2222 Montgomery St.Fort Worth, Texas(817) 737-3185Contact Loretta

Presentations are made to meet the needs of the age group withregards to health education. Films are viewed with a question/answer period following,

American Red Cross- Tarrant County6640 Camp BowieFort Worth, Texas(817) 732-4491Contact: Grace Palmer

,:lassroom presentations on services of the Red Cross,first aid, and national disaster relief

Amon Carter Museum3501 Camp Bowie(817) 738.6811Fort Worth, TexasContact: Anne Farmer, Art Museum

Tour Coordinator

Tours of Musekun's permanent collections and special exhibitionsconducted by trained docents. Can enhance curriculum objectivesin Texas and U.S. History.

Animal Control(817) 870-7398Contact: Guy Natalie

Classroom presentation by officers regarding responsible petownership, bite prevention, and adoption. Puppet show and VCRtape included in presentation. Appropriate for grades K-6.

Asian Cultural Center

1

(817) 870-1127Contact: Mike Goldberg

Classroom presentations on the history and culture of Asiansociety.

FT =Field TripSaSpeaker Available

3

B

Resources............... _ FT S Information

Big Brothers and Sisters of Tarrant County1209 W. Freeway(817) 877-4277Contact: Lanny Hassell

....---

This agency can provide information about their program whichallows students to learn more about this organization. Also canprovide information about a career in social work.

Black Art Gallery-Profiles in Pride1000 E. Rosedale(817) 870-9709---

11=1.,....m.......14

Tour or classroom presentation available upon request.

Botanic Gardens

3220 Botanic Garden Drive, NorthContact: Clara Wilson, Education Office(817) 870-7682

Tours on various topics available.

Bureau of Engraving and Printing6850 Blue Mound Rd.(817) 232-5833Contact: Receptionist

Tot); of the federal building to view the process of printing money.

C


Casa Mamma3101 W. Lancaster(817) 332-9319 or 332-6221Contact: Katheleen Tronsor, Dona

Shriner, or Daphne Kaplan

Special daytime performances (10:00 am.) weekdays and classpresentations for grades K-12. Theatre school for K-12 withscholarships available.

Cattleman's Museum1301 W. 7th St.Fort Worth, Texas(817) 332-7064Contact: Carol Williams, Museum/

Foundation Coordinator

Historical and current day look at the catue and ranching industriesin Texas. Films and educational materials also available.

Center for Economic EducationP. O. Box 5427Demon, Texas 76203-5427Contact Dr. William Witter

Resource persons and materials for economics education.

Child Abuse PreventionP. O. Box 5128 Arlington, Texas 76005(817) 640-5090COMM Audra Bennett

Class presentation on the prevention of child abuse and servicesavailable to the community.

4

Resources jF"T S Information

Tour consists of visiting Citran's property. A bus is provided totransport the group to and from school.

Citron (City Transit Service)2304 Pine St.(817) 870-6226Contact: Bobby Dike

Comprehensive Crime PreventionProgram913 Taylor St.Fort Worth, Texas(817) 870-6600Contact Receptionist

Presentations are available on the following subjects: child safety,self protection for women, home security, and fraud prevention,Other topics may be requested.

F


Fort Worth Aviation Dept.Meacham Field Terminal Building(1 '7) 6244127Contact: Jan Till

Tour of the terminal building. Watch planes take off and land.Those over 12 years may visit the control tower. Special toursmay be arranged for older groups who are interested in aviationrelated careers.

Fort Worth Boys' Club2000 Ellis Ave.Fort Worth, Texas(817) 624-8405Contact: Unit Director

A tour of the Boys' Club and explanation of the purpose andservices provided.

Fort Worth-Clean City Program(817) 870-6360Contact: Sally Barmley

Program for lower elementary students with audiovisuals.

Fort Worth Chamber of Commerce700 Thruckmorton St.Fort Worth, TexasContact: Receptionist(817) 336-2491

Speakers available to describe the ways in which the Chamberattracts new businesses to the area, as well as the services providedto existing Fort Worth businesses.

Fort Worth City Hall1000 ThrockmortonFort Worth, Texas(817) 8707551Contact: Olivia Rodrigtiez

Tours of City Hall and speakers on a variety of topics in citygovernment.

Fort Worth Convention and Visitors Bureau700 ThrockmortonFort Worth, Texas(817) 336-8791

,,.1 ;. . kl.; I.

Slide show and oral presentation on history of Fort Worth andtourist attractions.

5


Fort Worth Employment andTraining Dept. "The Working Connection"440 So. MainFort Worth, Texas(817) 870-8790

Wide range -1 topics cove,..ed regarding employment and training.

Fort Worth-Fire Safety Education1000 ThroclunortonFort Worth, Texas(817) 870.6865Contact: Capt. Roy Knight

Presentation of film and question/answer session on fireprevention and safety.

Fort Worth Girls' Club1425 8th Ave.Fort Worth, Texas(817) 926-0226Contact Sally Defore

Classroom presentation on services provided by organization.

Fort Worth Hispanic Chamber ofCommerce2315 N. MainFort Worth, Texas(817) 625.5411Contact Receptionist

Speakers available on a variety of topics related to businessopportunities for Hispanics.

Fort Worth Metropolitan Black Chamberof Commerce2914 E. RosedaleFort Worth, Texas(817) 531-8510

Sir.akers available on a variety of topics related to businessopportunities for Blacks.

Fort Worth Municipal Court"Teen Court"1000 TlunckmortonFort Worth, Texas.(817) 870-8680

Available to make, presentations to classes during which a videotape is shown followed by a question/answer session. Studentsmay also serve as volunteers in Teen Court.

Fort Worth Museum of Science and History1501 Montgomery St.Fort Worth, Texas(817)732-1631Contact: Group Services Office

One-hour guided tour of museum exhibits. Special emphasis maybe placed on a variety of topics. Tours presented Tuesday throughFriday at 9:30 and 11:00 a.m. Maximum: 60 students per tour.

Fort Worth Nature CenterRt. 10 B07, 53Fort Worth, Texas(817) 2374111Contact Receptionist

One-hour guided trail walk uses natural history items such asskulls and seeds to familiarize Students with the natwal world.Specialized programs available on request. Students dividnlinto groups of 10-12. Maximum group size 80.

6

Resources S InformationFT

Fort Worth Opera Association3505 W. LancasterFort Worth, Texas(817) 731-0833Contact: Ginger Head

One-act opera performing troupe. Two 3-week performanceperiods, 1 spring, 1 fall, and one-act children's opera withquestion/answer time follow" Also with program; make -upand set assembly demonstration.

Fort Worth Park & Rec. Dept.Historic Log Cabin Village(817) 926-5881Contact: Receptionist

Students visit the historic log homes and grist mill.Demonstrations of various pioneer crafts and the operations ofa stone ground mill.

Fort Worth Police Dept.350 W. BelknapFort Worth, Texas(817) 877-8017Contact: Patrol Captain's Office

A wide variety of topics can be covered dealing with crimepreveniion and the work of the police.

Fort Worth Public Health Dept.1800 University Dr.Fort Worth, Texas(817) 870-7213Contact Kathy Biemat, Education Dept.

1

'ate' A tour of the health department. Classroom presentations on avariety of health matters.

Fort Worth Star-Telegram400 W. 7th St.Fort Worth, Texas(817) 336-9271Contact: Receptionist, Educationd

Services

7MONSSIWIIMMill

Tour includes all departments of the Star-Telegram and speakersdescribe the processes involved in gathering and printing thenews.

Fort Worth Symphony Orchestra4401 Trail Lake Dr.Fort Worth, Texas(817) 921.2676Contact: Nancy Buchanan

Fort Worth-Tarrant CountyYoung Lawyers AssociationTexas Building(817) 338.4092Contact Receptionist

........

"--747asstroom

I

A pir,sentation including the following: History of symphony,description of types of instruments, listening to types ofmimic, and the inner workings of an orchestra

presentations on law-reltued topics and law as a=eft

............

rat Worth Zoo(817) 870-7055Contact: Zoo Education Dept.

. .......

Guided tours provide students the opportunity to learn the propercare of animals and meet the people who care for the animalsin a zoo.

.wr1u 'wmlonMINIMAINNOINI11.16.1.1M11.111411111111...1

G


Genealogy Librarian Fort WorthPublic Library300 Taylor St.Fort Worth, TX(817) 870-7740

..............

.../ Speakers and tours to prepare students for genealogical research.

General Motors Corp.2525 E. AbramArlington, Texas(817) 649-6254Contact: Office of Plant Security

Tours of assembly plant are conducted at no charge Mon-Fri.

......,---General Services Administration819 Taylor St.Fort Worth, Texas(817) 334-2321Contact Marcelio Banks

%/' A general discussion on the purpose, function, and generaloperation of a government agency; information on how to begina career in government service,

II


Historic Preservation Council forTarrant County902 S. Jennings Ave.(817) 338.0267Contact: Marty Craddock

%./ Speakers provide information about the preservationof historical buildings in Tarrant County.

I

Resources Fr S Information

Intemadonal Training in Corrununica-tions "Toastmistress"(817) 926.2288Contact Crystal Ward

Training in public speaking and speakers available on a varietyof IDpics. Organized extra-curricular club for high school. Fordetails in organizing, =tact Mary Hem, 923-5382.

......-.................,

Inter Cultura1810 8th Ave.Fort Worth, Texas(817) 332.4691Contact: Nicky Hnlland

Pre entarions on world cultures and their interdepmdence with eachother.

8

K


Kimbell Art Museum3333 Camp BowieFort Worth, Texas(817) 738-6811Contact: Art Museum Coordinator

Guided tours of the permanent collection and special travelingexhibitions are offered. A number of tours have been designedto fulfill essentiP1 4erients. Slide programs on art elements,periods, work; areas available. Free.Call Education Department, 332-8451

KDTN/KERA Educational ServicesDepartment300 Harty Hines Blvd.Dallas, Texas 75201(214)871-1390

Guide for librarians and classroom teachers of educational program-ming to be recorded.

KTVT Channel 11 Television4801 W. FreewayFort Worth, Texas(817) 451-111Contact Penny Preston

Classroom visits trs to speak on directing the television news cast.

KXAS Channel 5 TV3900 Barnett St.Fort Worth, TexasContact: Weatherman-Channel 5

Tours of weather reporting facilities only.

L

Resources

League of Women Voters101 S. Jennings Ave.Fort Worth, Texas(817) 336-1333Contact Linda Burgess-236-1988 for

FT S Information

sairldikaltall12111...=...

The voting process and national, state, and local candidates arediscussed by classroom speakers.

M

Resources

Modern Art Museum of Fort Worttl1309 MontgomeryFort Worth, Texas(817) 738-9215Contact Tour Coordinator

Fr S Information

General and special exhibition tours provided. Guided tours offerstudents an opportunity to view and discuss various works ofmodern art. Two-thr weeks advance notice required. Free.

9

N

Resources Ff S Information

NAACP-National Association for theAdvancement of Colored People1063 Evans Ave.Fort Worth, Texas(817)332-8919Contact Receptionist

Speakers available to discuss the current issues and concerns ofBlack Americans.

NCNB-TEXASMarketing Department(817) 390-6161Contact Sami Roop

Class presentations on the banking industry.

Noble Planetarium-Museum ofscience and HistoryL501 Montgomery St.Fort Worth, Texas(817) 732-1631Contact: Group Services

Presentations allow students to explore the universe.Sophisticated multi -media equipment helps create an environmentwhere each student's imagination is stimulated. Topics vary.Minimum cost per student.

0Resources FT S Information

Omni Theatre-Fort Worth Museum ofScience and History1501 Montgomery St.Fort Worth, Texas(817) 732-1631Contact: Grou Services

Film programs on a variety of scientific and/or cultural topics.Topics vary according to available film.

P


Parenting Guidance Center2928 W. 5th St.Fort Worth, Texas(817) 332-6348Contact Receptionist

Topics include 'ndividual, marital, and family counseling services.Information available on effective parenting.

10

S


Safety Council of Fort Worth301 Oakhurst Scenic DriveFort Worth, Texas (817) 831-0641Contact: Rommie Terrell or lack Mitchell

Education programs dealing with accident prevention in the home,in traffic, in the workplace, and in recreational pursuits.

Saint Joseph Hospital1401 S. MainFort Worth, Texas(817) 336-9371 Ext. 6815Contact: Paula Mitchem

A wide range of topics presented by individuals of SpeakersBureau. Contact resource person for listing of topics.

Scott William Edrington Theatre3505 W. LancasterFort Worth, Texas (817) 738.6509Contact: Bill Garber

Discount rates for preview of every show - $3 per student. Tour ofacilities to view play set may also be arranged. Contact Mr.Garber for arrangements.

Sid Richardson Collection of Western ArtMuseum309 Main StreetFort Worth, TX (817) 332.6554Contact: Jan Brenneman

Tour of museum's permanent collection includes discussion of artelements, Western artists such as Remington and Russell, and19th and early 20th century history and civilization.

Story Patch Players6706 Camp BowieFort Worth, Texas (817) 738-7549

Theatrical productions for elementary students. Fee charged forservices.

T


Tarrant Council on Alcoholism and DrugAbuse617 7th Ave. Suite 305Fort Worth, Texas (817) 332-6329Contact: Ellen Nelson or Ramzie Gillespie

Classroom presentation and video on social problems of alcoholand drug abuse.

Tarrant County Association for the Blind912 W. BroadwayFort Worth, Texas (817) 332-3341Contact: Wayne Pound

A tour of the workshop for the blind. Observe production linesand product assembly. Speakers give general overview ofagency services and the disability of blindness.

Tarrant County Black Historical andGenealogical Society1020 E. HumboltFort Worth, Texas (817) 332-6049Contact: Mrs. Lenora Rolla

Class presentations on Black history and genealogicalmethodology.

11

Resources F11 S Information

Tarrant County District Attorney200 W. BelknapFort Worth, Texas(817) 334-1116Contact: Tad Howington

Speakers available to give overview of county government andtours of county offices and courthouse may be arranged.

Tarrant County Humane Society1840 E. LancasterFort Worth, Texas(817) 332-5681 or 332.5367Contact: Lynn Bussington

Film shown about functions of the Humane Society.Question/answer session concerning abuse, neglect, andpopulation.

Tarrant County Junior College1500 Houston St.Fort 7.1nrth, Texas(817) 877-9212Contact: Nib Barker

Speakers available on a wide variety of topics. Contact Ms.Barker for speakers' bureau listing.

_.....--,...........,Tarrant County : vvenile Retention Center2701 Kimto Rd.Fort Worth, Texas(817) 834.6311Contact Receptionist

Tour of facilities for limited number of students and guest speakersavailable.

Teen Challenge of Fort Worth747 Samuels Ave.Fort Worth, Texas(817) 336-8191Contact: Receptionist

A film is shown followed by a discussion and question/answersession on drug prevention.

Texas Agricultural Extension Service200 W. Bluff St.Fort Worth, Texas(817) 334-1293Contact: Geneva Smith

1.1111MIIIMMIM

A presentation discussing urban landscapes, gardening,agribusiness, plant science, etc.

Texas Christian University3825 Hilltop Rd.Fort Worth, Texas(817) 921-7490Contact: Charleen McGilvray,..,

Tours of specific subject areas or general tour of campus may bearranged. Presentations can b , made concerning choosing acollege, financial aid for college, and history of TCU.Contact various departments for subject specialists.

TU Electric Service115 W. 7th St,Fort Worth, Texas(817) 336-9411Contact Recepti9gist _

../ Tour of power plant for 5th grade and up and electric servicebuilding for 9th grade up. Tours by reservation Monday-Friday.Free loan of films and programs on energy for K-12. Classroomspeakers are available upon request.

12


Texas Employment Commission301 W. 13th St.Fort Worth, Texas(817) 335-5111

Information on choosing an occupation, making contacts in searchof employment, making appointments for interviews etc.

Texas Heritage Inc. "Thistle Hill"1509 Pennsylvania(817) 336-1212Contact: Susan Hasker or Danelda Crouse

Volunteers conduct 1/2 hour to 1 hour tours of Thistle Hill.Allows students to view the way of life of the Fort Worth Cattlebarons and to participate in an architecture-scavenger hunt.Cost: $1.50per student

Texas Rangers1250 Copeland Rd.Fort Worth, Texas(817) 273.5222Contact: Taunee Paur

Local major league baseball club maintains a speakers' bureau.Will send speakers to classrooms.

U

Resources S InformationFT

U. S. Air Force-Carswell A.F.B.(817) 782-7157Contact: Sgt. Becky Robinson

A drive-thru explanation of the Air Force Base, a military dogdemonstration, a base fire station tour, and a tour and explanationof B-52D and KD 135 Aircraft assigned to Carswell.


Vietnam Veteran's Center1305 W. Magnolia Ave.Fort Worth, Texas(817) 921-3733Contact: Don Waak or Hugh McKay

Counselors at Vietnam Vet Center will speak to classes on theirexperiences in and perspectives of Vietnam.

w


Weaver and Tidwell, C.P.A.'s1500 SinclairFort Worth, Texas(817) 332.7905

An informal kcturelresponse to a question session is presented.Also, a personal financial statement slLe presentation for book-keeping classes.

Women's Center of Tarrant County1723 HemphillFort Worth, Texas(817) 9274040Contact: Mary Blasingame

Classroom presentation on issu.!,1 affecting women.

13

O

FORT WORTHINDEPENDENT SCHOOL DISTRICT

RESOURCES

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FORT WORTH INDEPENDENT SCHOOL DISTRICT

RESOURCES

ADMINISTRATIVE STAFF

Dr. Don R. Roberts, Superintendent or tools 878-3707Mr. Eugene Gutzkrzz, Associate Super .dent, Non-Instructional Services 877-5687Dr. Morris Holmes, Associate Superintendent, Instructional Services 878-3710Ms. Jo Ann Houstor, Assistant Superintendent, Personnel Services 878-3721Dr. Dan Powell, Assistant Superintendent, Elementary and Secondary Education 878-3728Dr. Midge Rach, Assistant Superintendent, Instructional Planning and Development 927-1910Mr. Eldon Ray, Assistant Superintendent, Operations and Construction 625-9883Mr. Joe Ross, Assistuit Superintendent, Community, Employee, and Governmental Relations 878-3725Dr. John Sawyer, ksistant Superintendent, Business and Finance 878-3705Dr. J. D. Shipp, Assistant Superintendent, Instructional Support 878-3719

OFFICES/DEPARTMENTS

Adopt-A-School 878-3723An 927-0458Athit is 335-1802Bush ss Transportation 534.3375Choral and General Music 927-1768Cornmunications/Information Center 336-2626B ilingual/ESL 927-0228Curriculum 927-0845Producdon/Distribution 926-2492Elementary Schools 878-3724High Schools 878-3734Middle School 8784735Early Childhood Education 921.2823English/Language Arts Program Director 921-1876Foreign Language Program Director .. 927-0528Gifted and Talented Program 927-0609Health Education Program Director 921-2651Instructional Computing Program Director 921-1774Instrumental 926-1199Mathematics 927-1877Physical Education 921-2811Prole tisional Develop 'it 927-1900Professional Library and Media 735-4898Reading 927-0923Science 927-0731Social Studies 927-1908Vocational and Adult Education 878-3743

PERIODICALS IN THE PROFESSIONAL LIBRARY 1989.1990

American Journal of Education Reading Teacher

Appraisal: Science Books for Young People School Science and Mathematics

Arithmetic Teacher Science and Children

Bulletin of the Center for Children's Books Science Books and Films

Classroom Computer Learning Science Teacher

Counselor Education and Supervision Social Education

Educational Leadership Social Studies

Educational Technology Techtrends

Elementary School Journal Journal of Counseling and Development

English Journal Jmnal of Learning Disabilities

Equity and Ex 'knee Journal of Physical Education, Recreation, and Dance

Exceptional Children Journal of Reading

Executive Educator Journal of school Health

Five Owls Language Arts

Gifted Child Quarterly Library Journal

Gifted Child Today Mathematics Teacher

Hornbook Modern Language Journal

Instructor Oasis

Phi Delta Kappan Vocational Education

Psychology Today

ti k

18

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SCHOOL RESOURCES 1989-1990

Title

Frincinai

Assistant

Teachers as Resources

SpeciaLRearam_Caudinatam_

Instructional lotai

Department Chairperson/Lead Teacher

lore

Librarian

Nurse

Attendance C]

Financial Clerk

licuLCustodiaL

Esulkairallanagm.7_,.

PTA/PTO President

Name

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Expertise

IINSTRUCTIIONAIL SIMATIEG1133

"Many instructionalmodels have beendeveloped for educatingour youth. Instructionalmethods should provideopportunities for thestudents to organizetheir ideas in waysmeaningful to them.We recognize that avariety of instructionalmethods is appropriate.Certain methods may beeffective for developingskills, while anothermethod may be moreeffective for higher levelthought. Variety ininstructional methodshas been shown to becrucially important."Grayson H. Wheatley

ceolleogi

Orally Retnember:

READ

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COOPERATIVE LEARNING

GRAPHIC OR GRNIzERB

TEACHING STRATEGIES-for Cueing THINKING in the CLASSROOM

"Strategy 1"

Think- Pair -Share

Think-Pair-Share is a multimode discussion cycle in which students listen to a question or presentation, havetime to "think" individually, talk with each other in "pairs" and finally "share" responses with the larger group.The teacher signals students to switch from "listen" to "think" to "pair" to "share" by using cues (fig. 1).

Students raise their hands only on signals, not directly after the question or a response. Students may write ordiagram their thoughts. In this activity, teachers also give cues on options for "how" students are to think orwork in pairs. For instance, teachers may cue the students to reach concensus, engage in problem solving, cALassume the role of devil's advocate (fig. 2).

Hand Signals

Linea 'fink Pair Share Cube

Cues for

Wheel Listen - Think - Pair - Share

Cards

Think Pair

Listen

Share

Fig. 1. Cues for Think-Pair-Share

(:=)Columns

Seeking

\AIPReciprocal Teaching

±=g11111

Devil's Advocate

0Thinking aloud

blem solving

Pair Problem ";olving

Fig. 2. Think -Fair -Shore Structures

Reprinted with permission of Jay McTighe, Education Specialist, Maryland State Drpartment of Education.

25 It.)

"Strategy 21t

#1'r"'""11'11111 wwwwwwww-4,

aReadhig RefercnceBookmark

While you read- -Tell

ourself what "author

A A

yours. what iu arereading makes sense.

Picturewhat the author

describes.Identify

the main ideas.Predict

what will come next.

If you don't understandIdentify

the problem.Remind

yourself of what you wantto find out.

Look Back.Look Ahead.Slow Down.

Mkfor help.

After you roadRetell

what you read in your ownwords.

Summarizethe most important ideas.

Ask'ourself cpestions and

answer them.Picture

in your mind what theauthor des:Med.

Decidewas especially

interesting th enjoyable.

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P,Paciy Readier ,iereir,e

If or, izes the differences between good and poor rearms, die,Aince of the strategic behaviors that good readers Ipontaneously

.ploy before, during, and after their reading would be chylous.

The Ready Reading Reference bookmark was developed to summarizeknowledge about "good reader" strategies. The bookmark serves as atangible instructional tool and a concrete cue for students duringindependent reading.

These instruction'. tools can easily be made for classroom use and adaptedto the appropriate grade.

Reprinted with permission of Jay McTighe, Education Specialist, Maryland State Dqxsunent of Education.

26

"Strategy 3"

Questioning/Discussion Strategies Bookmark

Teachers can integrate effective questioning and discussion strategies into their daily repertoires by referring to a"cueing" bookmark which featunl question starters on one side and discussion strategies on the other. Duringclassroom discussion, the bookmark rewinds teachers to use these promising strategies .

Front Back

Questioning for Quality Thinking

AcknowledgeIdentification and recall of informationwho, what, where, where, howDescribe Agemseamm

ComprehensionOrganization and selection of factsand ideasTells hi your own words.What is the main idea of

ApplicationUse of facts, rules, principlesNow is on example ofNow is related toWhy is significant?

AnalysisSeparation of r whole into component partsWhat are the parts or features ofClassify according toOudine/diagram/webHow does compare/contrast withWhat er, idence can you list for

SynthesisCombination of ideas to form a wholeWhat would you predict/infer fromWhat ideas can you add toHow would you cmate/design newWhat might happen if you combined

withWhat solutions would you suggest for ?

EvaluationDevelopment of opinions, judgments, ordecisions

Do You agreeWhat do you think aboutWhat is the most importantPrioritizeHow would you decide aboutWhat criteria would you use to assess

Strategies to Extend Student Thinking

Remember "wait time I and 11"Provides at least three seconds of thinking timeaft a question and after a responseUtilize "think-pair-share"Allow individual thinking time, discussion with apartner, and then open up the class discussionAsk "follow-ups"Why? Do you agree? Can you elaborate?Tell me more. Can you give an example?Withold judgmentRespond to student answers in a non - evaluativefashionAsk for summary (to promote activelistening)"Could you please summarize John's point?"Survey the class"How many people agree with the author's point ofview?" ("thumbs up, thumbs down")Allow for student calling"Richard, will you please call on someone else torespond?"Play devil's advocateRequire students so defend their reasoning againstdifferent points of viewAsk students to "unpack their thinking""Describe how you arrived at your answer." ("thinkaloud)Call on students randomlyNot just those with raised handsStudent questioningLet the students develop their own questionsCut student responses"There is not a single correct answi r for thisquestion. I want you to consider alternatives."

Cueing Bookmark

Source: Language and Learning Improvement Branch, Division of Instruction, Maryland State Department ofEducation, Mc Tighe, 1985. Reprinted with permission.

"Strategy 4"

Cognitive Mapping

Cognitive maps are effective tools for helping students improve their organizational abilities. These provide avisual, holistic representation of facts and concepts and their relationships within an organizational framework. Theyhelp students to 1) represent abstract or implicit information in more concrete form 2) depict the relationshipsamong facts and concepts 3) generate and elaborate ideas; 4) relate new information to prior knowledge and 5) storeand retrieve information. These cognitive maps become blueprints for oral discourse and written composition .

Problem Goals)

Alternatives Pros & Cons eeoee

Decision(s)

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Story 1

Analogy Link

Story 2

=111MINMEM.tbSIL..

Reprinted with permission of Jay Mc Tighe, Education Specialist, Maryland State Depaiment of Education.

28

-4)

0 "Strategy 5"

ProblemSolving Strategies Wheel

Teachers who wish to improve student problem solving can spend classroom time examining the solution "process"along with the final answer, model their ow strategic reasoning by "thinking aloud," and provide explicitinstruction in problem.solving heuristics, using a Problem Solving Strategies Wheel. Teachers should project thewheel on a transparency or draw a wheel on a large piece of posterbeard, thereby making it an instructional tool thatreminds teachers and students of the strategies of the experts.

TransparencyReprinted with permission of Jay Mc Tighe, Education Specialist, Maryland State Department of Education.

GRAPHIC ORGANIZERSGraphic represantadons are visual illustrations of verbal summons. Frame are sets of questions or categories that are fundamental to understandinga given topic. Here are shown nine "generic" graphic forms with their corresponding frames. Also given am examples of topics that couldbe represented by each graphic form, These graphics show at a glance the key parrs of the whole and their relations, helping the learner tocomprehend text and solve problems.

Spider Map

Used to describe a central idea a thing (a geographic region),process (meiosis), concept (altruism), or proposition withsupport (experimental drugs should be available to AIDS vic-tims). Key frame questions: What is the central idea? Whatam its attributes? What are its functions?

Series of Events Chide

Initiating Event

Final Outcome

Event 3

Used to desalt" the stages of something (the life ogle of aprimate); the steps in a linear procedure (how to neutralizean add); a sequence of events (how feudalism led to theformation of nation gams); or the goals` actions, and outcomesof a historical figure or character in a novel (the rise and fallof Napoleon). Kay frame questions: What is the object, pro.cedure, or initiating event? What are the stages or steps? Howdo they lead to one another? What is the final outcome?

r.:L.; 30

HoloiImems

Li3w

ContlnuurniScale

High

Used for time lines showing historical events or ages (grade levels inschool), degrees of something (weight), shades of meaning (Liken scales),or ratings scales (achievement in school). Key frame questions: What isbeing scaled? What are the end points?

Compare/Contrast Matrix

Name 1 Name 2

Attribute 1

Attribute 2

Attribute 3

Used to show similarities and differences between two things (people,places, events, ideas, etc.). Key frame questions: What things are beingcompared? How are they similar? How are they different?

Problem

Solution

Problem/Sofution Outline

Who

What

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1,

2,

AttemptedSolutions

1.

2.

Results

End kasult

Used to represent a problem, attempted solutions, and results (the na-tional debt). Key frame questions: What was the problem? Who had theproblem? Why was it a problem? K 'fat attempts were made to solve theproblem? Did those attempts succeed?

a

Graphic Organizers (Cont'd)

Network Tree

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4110 10 41110 NO I.so so

Used to show causal information (causes of poverty), a hierarchy (typesof insects), or branching procedures (the circulatory system). Key framequestions: What is the superordinate category? What are the subordinatecategories? How are they related? How many levels are there?

Human Interaction Outline

Goals

Person 1

Group 1

N41/4Interaction

Goals

Used to show the nature of an interaction between persons or groups(European settlers and American Indians). Key frame quelOool: Who arethe persons or groups? What were their goals? Did they conflict orcooperate? What was the outcome for each person or group?

Result

Ribbon* Map

Used to show the causal interaction of a complex event (anelection, a nuclear explosion) or comniex phenomenon(juvenile delinquency, learning disabilities). Key frame ques-tions: What are the factors that cause X? How do they inter-relate? Are the factors that cause X the same as those that causeX to persist?

Cycle

Used to show how a series of events,interact to produce a setof results again and will (weather phenomena. cycles ofachievement and failure, the life cycle). Key frame questions:What are the critical 4114110 in the cycle? Haw are they related?In what ways are they self-reinforcing?

Printed with permission of Dr. Beau Fly Jones, North Central Regional Educational Laboratory, 1988.

id

WEBBINGWEBBING is a method of brainstorming or generating ideas on a given topic in whichconnections among related ideas are shown. By doing a webbing activity, a teacher candetermine what the class knows about a certain subject.

PROCESS STEPS:

I. Choose a major topic.

2. Divide the topic into subtopics.

3. Show connections between related ideas.

Sandwiches

ReadingSpelling Writing

Lunch

hot lunch

paint ng

drawi g

States

singing

communities

iilstruments

RecessMathematics

addition subtraction

Reprinted with Permission from ABC's of Thinking with Caldecott Books, p. 102.Copyright 1988 Book Lures, Inc.

() 0 32

animals

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DECISION MAKINGDECISION MAKING is a process leading to the selection of o e of several optionsafter consideration of facts, ideas, possible alternatives, probable consequences, andpersonal values.

PROCESS STEPS:

1. Identify the problem.

2 . Think of alternative solutions.

3. Establish criteria for weighing each alternative.

4. Weigh the alternatives on the basis of the criteria.

3. Choose the alternative which is rated best.

6. Give reasons for your choice.

CRITERIA

Easy tomake andtake

Good foryou

Tastesgood

Popcorn

Cupcakes

Apples

Reprinted with Permission from ABC's of Thinking with Caldecott Books, p. 24Copyright 1988 Book Lures, Inc.

633

TASK ANALYSIS

TASK ANALYSIS is a system for breaking down a task into fundamental skills andsubskills The first step is to define the final performance goal and then to list theskills necessary to attain that goal. This skill is fundamental in problem-solvingactivities.

PROCESS STEPS:

1. Define the final performance goal.

2. List the steps and skills necessary to reach that goal.

3. Follow the steps to determine if they produce the OIL

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1

BRAINSTORMING 4

The Goal of Brainstorming is to:4

1. PRODUCE MANY RESPONSES Z 0i2. ACCEPT ALL RESPONSES

3. WITHHOLD PRAISE OR JUDGMENT OF ANYSINGLE RESPONSE GIVEN i

4. PROVIDE AN ACCEPTING ATMOSPHERE

S . HITCHHIKE ON EACH OTHER'S IDEAS

6. AIM FOR QUANTITY --NOT ALL RESPONSES WILLBE OF HIGH QUALITY

S.

oreesehrwwww.efor.e.e.e.e.r.e.e.e.e.e.e.e.e.e.e.r.e.e.e.e.e.r.e.e.oio4p440.0.0.oiew.e.olea

CENERALIZATIONA GENERALIZI HON is a rule, principle, or formula that governs or explains anumber of related situations.

PROCESS STEPS:

1. Collect, organize, and examine the material.

2. Identify the common characteristics.

3. Make and state a generalization based on the commoncharacteristics.

4. Find other instances in which the generalization is true.

S . Try to transfer the generalization to other situations or uses.

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ANALOGY -An ANALOGY is a comparison which points out similarities between two thingsthat might be different in all other respects or circumstances.Example: Shoe is to foot as mitten is to (hand).

Nose is to smell as ear is to (hear).

PROCESS STEPS:

1. Select items that are to be compared.

2. Identify the common clues in the items.

3. Determine how the first two items are related.

4. Complete the analogy by clioosinf- the item that relates to thethird item In the same 'way.

Reprinted with Permission from ABC's of Thinking with Caldecott Books, p. 24Copyright 1988 Book Lures, Inc.

e5

CREATIVE THINKING STRATEGIES

FLUENCYFLUENCY is the ability to produce common responses to a given situation. Theemphasis is on quantity rather than on quality. The intent is to build a large store ofinformation or material for further, selective use.

PROCESS STEPS:

1. Define the situation and determine the category.2. Ask the students for many responses.3. Follow brainstorming rules.4. List all ideas given.

FLEXIBILITY

FLEXIBILITY is the ability to respond in a variety of categories, to group responsesinto new uses for familiar objects or situations. Flexibility requires thinking beyondthe usual and obvious to the new and original. In the story of the OX-CART MAN,who would expect the farmer to sell his boxes, his ox-cart, his ox, and the ox's yoke andharness, walk home, and begin over again? As with flexibility, the best responsesrequire time to develop. Students need time to incubate the best ideas.

PROCESS STEPS:

1. Identify the information to b used.2. Examine the items to be used.3. Identify many categories for the material.4. Respond with new and creative categories or uses.

1,

ORIGINALITYORIGINALITY is the ability to generate novel, nontraditional, or unexpected ideasand to interpret these ideas in clever, unique products°

PROCESS STEPS:

1. Determine and define the situation.2. Ask for original, unique ideas.3. Provide products for sharing the original idea.

36

ELABORATION

ELABORATION is the process of adding details to an existing product. Introduce thestory by discussing stories of fairies, princesses, knights, kings, and dragons. Help thestudents elaborate on the basic design of ,t dinosaur to create a dragon.

PROCESS STEPS:

1. Examine the basic idea or object to be changed or improved byelaboration.

2. Define the basic idea.3. Decide how to add to or expand on the basic idea to make it more

interesting or complete.4. Add details to develop a more interesting or useful idea.

DISCOVERY

DISCOVERY is a method of teaching the processes of science or problem solving inwhich the teacher silently conducts the demonstration and the students attempt todetermine why what is shown occurs.

PROCESS STEPS:

1. Silently show the demonstration after telling the group to watchcarefully and challenging them t',) try to determine why what theyset occurs.

2. Collec observations on the chalkboard.

3. Have the class ask questions that can be answered by yes or no inorder to obtain information to supplement their observations.

4. Ask if there are any operational questions that could beinvestigated or other demcnstrations that need to be done in orderto supply more information. Allow time to investigate or toperform the desired demonstrations.

S. Collect on the chalkboard those points or factors thi. the classdeems important to the problem solution.

6. Call for a solution, or multiple solutions, to the problem.Childrer should not only present their solutions but also presentsupporting evidence from the problem-solving session.

THE INDEPENDENT STUDY MODEL

tproductshared

questionsdeveloped

data colfecteand organize

Reprinted with permission from ABC's of Thinking with Caldecott Books, p. 24.Copyright 1988, Book Lures, Inc.

Cu 38

O COOPERATIVE LEARNINGCooperative teaming is a systematic model for teaching content while having studentspractice skills necessary for effective group work. The basic principles of cooperativelearning are:

1. Faceto-face interaction

2 . Individual accountabilit,,

3. Positive interdepend4nce

4. Social skills

. Group procet Aug

C

39

Circles of Learning

QUICK COOPERATIVE STARTERS

Learning Partners: Ask the students to turn to a neighbor and ask him/her something about the lesson, toexplain a concept you've just taught, to explain the assignment, to explain how to do what you've just taught, tosummarize the three most important points ofthe discussion, or whatever fits the lesson.

Reading Groups: Students read -naterial together and answer the questions. One person is the Reader, anotherthe Recorder, and the third the Checker (who checks to make certain everyone understands, agrees with, and canexplain the answers). They must come up with three possible answers to each question and circle their favorite one.When finished, they sign the paper to certify that they all understand, agree on, and can explain the answers.

Bookends: Before a Min, lecture, or a reading, have students summarize together what they already know aboutthe subject and come up with questions they have about it. Afterwards, the trios answer questions, discuss newinformation, and formulate ne,w questions.

Jigsaw: Each person reads and studies part of a selection with a partner, practices teaching tt e. section with a newpartner (student studying same section from another group), then teaches what he or she has learned to the othermembers of the group. Each then quizzes the group members until satisfied that everyone knows ail partsthoroughly.

Drill Partners: Have students chill each other on the facts they need to know until they are certain both partnersknow and can remember them all. This works for spelling, vocabulary, math, grammar, test review, etc. Girbonus points on the test if all members score above a certain percentage.

Reading Buddies: In lower grades, have students read their stories to each other, getting help with words anddiscussing content with their partners. In upper grades, have students tell about their books and read their favoriteparts to each other.

Worksheet Checkmates: Have two students, each with different jobs, do one worksheet. The Teacher reads,then suggests an answer, the Writer either agrees or comes up with another answer. When they both understand andagree on an answer, the Writer can write it.

Homework Checkers: Have students compre homework answers, discuss any they have not answeredsimilarly, then correct their papers and add the reason they changed an answer. Make certain everyone's answersagree, then staple the papers together. Grade one paper from each group and give gimp members that grade.

Test Reviewers: Have students prepare each other for a test. They get bonus points if every group memberscores above a preset level.

Composition Pain: Student A explains what she/he plans to write to Student B, while Student B takes notesor makes an outline. Together they plan the opening or the thesis otatement. Then Student B explains whileStudent A writes. They exchange outlines and use them in writing their papers.

Problem Solvers: Give groups a problem to solve. Each student must contribute part of the solution. Groupscan decide who does what, but they must show where all members contributed. Or, they can decide together, buteach must be able to explain how to solve the problem.

Computer Groups: Students work together on the computer, They must agree on tine input before it is typedin. One person is the Keyboard Operator, another the Monitor Reader, a third the Verific. (who collect; opinions onthe input from the other two and makes the final decision). Roles are rotated daily so everyone gets experience at allthree jobs.

40

or Book Report Pain: Students interview each other on the books they read, then they report on their partner'sbook.

Writing Response Groups: Students read and respond to each other's papers three times:

1. They mark what they like with a star and put a question mark anywhere there is something they don't understandor think is weak. Then they discuss the paper as a whole with the writer.

2. They mark problems with grammar usage, punctuation, spelling, or format and discuss it with the author.

3. They proofread the final draft and point out any errors for the author to correct.

Teachers can assign questions for students to agswer about their group members' papers to help them focus oncertain problems or skills.

Report Groups: Students research a topic together. Each one is responsible for checking at least one differentsource and writing at least three notecards of information. They write the report together each person is responsiblefor seeing that his/her information is included. For oral reports, each must take a part and help others rehearse untilthey are at ease.

Summary Pairs: Have students alternate reading and orally summarizing paragraphs. One reads and summarizeswhile the other checks the paragraph for accuracy and adds anything left out. They alternate roles with eachpangraPh.

Elaborating and Relating Pairs: Have students elaborate on wh;:t they are reading and learning by relating itto what they already know about the subject. This can be done before and after reading a selection, listening to alecture, or seeing a film.

Circles of Learning

Johnsen, D,. W., Johnson, R. T., & Holt:bee, E. (EDS., 1988), Cooperation in the Classroom (revised ed.).Edina, MN: Interaction Book Company.

4,

PROBLEMNSOLVINGSEQUENCEby L. S. Shulman

. Problem sensing, in which a person initially detects, to his discomfort, that some kind ofproblem or incongruity exists.

. Problem formulating, wherein the person subjectively defines a particular problem anddevelops his own anticipated form of solution.

Searching, in which the individual questions, hypothesizes, gathers information, andocr,asionally tqcictracks.

4. Problem resolving, the final phase in which the person becomes satisfied that he hassolved the problem or "found out why," thus removing the disequilibrium.

PROBLEM -SOLVING --HEURISTICS

by Stephen Krulik and Jesse Rudnick. Read

la. Note key v Ards.lb. Get to know the problem setting.lc. What is being asked for.ld. Restate the problem in your own words.

. Explore

2a. Draw a diagram, or construct a model.2b. Make a chart. Record the data2c. Look for patterns.

. Select a Strategy

3a. Experiment3b. Look for a simpler problem.3c. Conjecture/guess.3d. Form a tentative hypothesis.3e. Assume a solution.

. Solve

4a. Carry through your strategy.

S . Review and Extend

5a. Verify your answer.5b. Look for interesting variations on the original problcm.

42

AmommINNI

INSTRUCTIONAL PLANNINGMODELS

The key to successful teaching is good planning. There is no substitute for it.Good planning helps create correct discipline, pleasant atmosphere in the class,and puposeful activity free from dead spots and waste motionin short, good

planning promotes worthwhile learning. No one can teach well for long withoutplanning well.

Leonard H. Clark

PLANNING MODEL

Compare and contrast life in the various American Colonies

I. Describe the influence of geography, government,and religion on the growth and development ofthe New England Colonies.

2. Describe the influence of geography, government,and significant persons and groups on growth anddevelopment of the Middle Colonies.

3. Describe the influence of geography, economics,and slavery on growth and development of theSouthern Colonies.

Using the neap, label the Midas Co logic',thew major cities, and bodies of rates.

Wc:41mg Aseipment; Discuss al kw Weesamples of low possephy affected mom* anddivolopenset or the Middle Colonies. B. set. to&berme mi your lotaimplee.

IIIMPENIM1.110 yee

Divide seek& leo Ma groups. From a ha ofdivide& and troupe who afluenced developmentof 1* Middle Coltman, oath group will sawsublets for nemsch aid organize the terminationtoilette& Research !sports wiN be preassmil

(Irformasien OINK could bs prestaird uaduds or es mobiles.)

ladividusi Swim* PiojectsTeaches Oboarva OwlsIndariodsos RasurchOWE products each as mush, limbos., andmodals

BEST COPY AVAILABLE

PLANNING MODELUNIT/MAJOR 011JECTIVE

Compare and contrast life in the American Colonies

.1.11011111. 1=1.011111

. Describe the influence of geography, government,and religion on the growth and development ofthe New England Colonies.

2, Describe the influence of geography, government,and significant persons and groups on growth anddevelopment of the Middle Colonies.

3. Describe the influi jeography, economics,and slavery on grow,,, development of theSouthern Colonies.

Using a wall msp, locale the Middle Colonies. Aseach colony is located, ask Whams to discuss thefollowing:

How did geography affect development?What was the maks ewes and resources?What groups settled in the colony?Describe what social life was lie and how it wasInfluenced by geographic factors (e g , weedier,natural Ite1001C1111, prosimity to oilier colonies)

CTIONAL_ ACTIVITIES

Divide class into four soups. Assign each groupum of the Middle Colonies. Have them imaginethey are proprietors and most decide on five lawsthey will make fur then colonies. Students willpublish their "chalets" and be able lo discuss therationale foe their dudes and the similmines anddifferences arming all of the chasers.

ITVII,Tiffriol .77!1'n'1As the Imam &liven a eninClectime, studentswill take 111,11111 by completes' in nutria 4/111110C.

Shahan will discuss Jey noted streilarthes anddifferences among the geography. government, ansignifies* mine. ask groups m each colony

o me lail Kov . ii roup td Persons

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Field tripe to local SWIM to saanaine astifactsand original loungeSmall cooperative discussioe groupsInterrupted film technique with guided discussionReview and discussion of Coloaul Manus*

MODEL FOR EFFECTIVE TEACHING

A LESSON CYCLEDistrict Curriculum SequenceKindergarten - Twelvelet hidingEssential Elements

Correction(Re leach)

Explanation

StateObjective

Focus

_Check

Understanding

TaskAnalysis

PlanLesson

Monitoringand

Adjusting

GuidedPracticeCheck

401.Mastery

NextObjective Closure

IndependentPracticeAssess

)Mastery

4manimisExtension

PI ANNING TEACHINGa I,

MODEL FOR EFFECTIVE TEACHING

LESSON CYCLE

4 fOCUS.

I. Statement oflearning

2. Involvement oflearner

3. Connect learning

to past and pre-sent learning

Techniques:1. Modeling

2. Examples

3. Definitions

4. Process steps /rules

S. Concepts

4111111111!11111110.

Check for Understanding:Tmac a tttie: lest a little.Use many modalities:

1. Choral response 3. Private2. Signals response

4. dom goes

MONITORING ANDANOS/iNt7----

Choose alternativemodalities if seed4 Ito insure learning,

xr Techniques;1:11iiiin ended questions

2. Role-playing3. Jokes- anecdotes

4. Examples. pictures,

tattoos%

S. Inquiring

CLOSURE:

. Involvement oflearner

2. Summary allearning:a. teacher s

b. student sayc. student show

INDEPENDENT PRACTICE:

Assess Mastery

Homework - only aftermastery demo inguided practice.

IXTENSiON:

Activities to1. Enrich learni

2. Promote Nightthinkingabout

objective

Group D

PCT ON NETEACN :

1. Go back to same ob ctive2. Teach In another we

use another modality3. Use 41tOlinallOA and

check for understand eg

4. Again use Guided Pro lite-

eove on when masteryshowo

GUIDED PRACTICE: CHU MASI RY

Teacher monitored

Praise/Prompt/Leave--no grading- -

I. Wm much - Mass Pr clice2. How long - Short P &clic3. How well - to mast ry

Theory:

1. Meaningful to objective2. Modeling - teacher show I tell3. Pionititring - constant 0 e feedback

Techniques:

1. Group Release2. Individual ResponseJ. leacher Guided-Group

4. Teacher Guided- Individu

cotton and/oractivity

NO

This document was published and distributedby the Curriculum Production and DistributionDepartment of the Fort Worth Independent SchoolDistrict.

Dewey W. Mays, Jr., Director

Inas R. Carroll, Editoral Assistant

Angela Jimenez, Secretary

Edith Nichols, Departmental Secretary

Silvia Rodriguez, Production Secretary

TEACHER RESPONSE FORM

Teacher's Name (optional) School

Name of Guide

Your comments and suggestions are needed in order to enhance the quality and usability of this curriculumguide. Please complete the following questionnaire and return to Dr. Nancy Timmons, Director ofCurriculum by February 2, 1990.

1. The guide is organized in aneffective, usable manner.

2. The statement of philosophyreflects my ideas, opinions, andbeliefs about the subject matter.

3. The goal statements are broad,comprehensive and express thegeneral aims and direction of thecourse(s).

4. The objectives are clearly stated,appropriate, and measurable.

5. The suggested instructionalactivities and cssessment itemsare clearly described, aligned withobjectives, and varied to accommodatedifferent abilities and learning styles.

6. The suggested instructional unitsare helpful in modeling tht instruc-tional planning process.

7. The suggested instructional strategiessection is helpful in planning for varietyin teaching.

8. The resources, strategies, plan-ning section is adequate and helpful.

Additional conuntnts/suggestions:

Agree Disagree Comments

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NOTE: You are invited to submit your ideas, ?nd assessments for possible inclusion in thecurriculum guides. Your input is welcomed. appraiated. Please include the grade level, subject,and course objective(s) fot. each sub.aission.

Check the appropriate item(s)

Teaching Activity

Assessment Po

Enrichmenv;',0 tachiog Acthrity

Unit Plans

Teaching Strategy

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