Literacy Skills

Literacy - Academic Literacy Strategies

Introspection, Self Awareness, and Learning Styles

Unit Outcome

ALS 1

Students will develop self awareness and self management skills to achieve school and life success.

ILS SEAL 1

ALS 1.1

I can set priorities, build on strengths and identify areas for improvement.

ILS SEAL 1B.4a

ALS 1.2

I can set a post secondary goal with action steps, time frames, and criteria for evaluating achievement.

ILS SEAL

1C.5a

ALS 1.3

I can monitor progress toward achieving a learning goal and evaluate one’s performance against criteria.

ILS SEAL

1C.5b

Academic Vocabulary

Prioritize, Plan , SMART goals, Multiple Intelligence, Learning Style, Criteria, Progress, Self Awareness, evaluation; Head, Heart and Hands, soft skills

 

Perspectives, Social Awareness, & Interpersonal Skills

Unit Outcome ALS2

Use social awareness and interpersonal skills to establish and maintain positive relationships.

ILS SEAL 2

ALS 2.1

I can analyze similarities and differences between one’s own and others’ perspectives.

ILS SEAL

2A.4a

ALS2.2

I can use listening skills to identify feelings and perspectives of others.

ILS SEAL

2A.1b

AlS 2.3

I can use conversation skills to understand others’ feelings and perspectives.

ILS SEAL

2A.4b

ALS 2.4

I can demonstrate respect for individuals from different social and cultural groups.

ILS SEAL

2B.4b

Academic Vocabulary

Analyze, perspectives, social awareness, interpersonal skills, empathy, sympathy, outlook, peer, body language, cues, tone, bias, clique

 

Decision making, Organization, and Personal Responsibility

Unit Outcome

ALS 3

Demonstrate decision making skills and responsible behaviors in personal and community contacts.

ILS SEAL 3

ALS 3.1

I can demonstrate personal responsibility in making ethical decisions.

ILS SEAL

3A.4a

ALS 3.2

I can explain how social norms and the expectations of authority influence personal decisions and actions.

ILS SEAL

3A.4b

ALS 3.3

I can discuss personal abilities to gather information, generate alternatives, and anticipate the consequences of decisions

ILS SEAL

3B.4a

ALS 3.4

I can plan, implement, and evaluate one’s participation in activities, organizations, that improve school climate.

ILS SEAL

3C.4a

Academic Vocabulary

Norms, consequences, filter, responsibility, implement, planning, ethics, morals, anticipation, alternatives, antecedents, replacement behavior, organization, climate & environment as it applies to a school setting

 

Utilizing Mathematical Language to Solve Problems

Unit Outcome ALS4

Use the four operations with whole numbers to solve problems.

CCSS.MATH.CONTENT.4.

ALS 4.1

I can use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

CCSS.MATH.CONTENT.6.EE.B.6

ALS 4.2

I can understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CCSS.MATH.CONTENT.6.NS.C.5

ALS 4.3

I can solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

CCSS.MATH.CONTENT.HSA.REI.A.2

Academic Vocabulary

Rational equation, solution, variable, integer, context, expression, mathematical language, operation(s) (add, subtract, multiply, divide)

 

 

 

Reading Multiple Texts for Information

Unit Outcome ALS 5

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.1

ALS 5.1

I can analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.RI.9-10.3

ALS 5.2

I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-LITERACY.RI.

9-10.4

ALS 5.3

I can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.

9-10.2

Academic Vocabulary

Media, literacy, citations, bias, biography, autobiography, evaluate, figurative language, tone, context, fluency, inference, conclusion, text



 

 

The Production, Distribution and Range of Writing

 

Unit Outcome ALS 6

 

I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

CCSS.ELA-

LITERACY.

WHST.9-10.4

ALS 6.1

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-

LITERACY.WHST.9-10.5

ALS 6.2

I can write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.WHST.9-10.10

ALS 6.3

I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CC.W9-10.1.d

Academic Vocabulary

Analyze, evidence, tone, audience, coherent, peer edit, conventions, grammar, paragraph structure, syntax, balanced argument