The West
Irondequoit English Language Arts Skills Outcomes are a vital element of
the West Irondequoit English Language Arts Writing Program and as such,
enhance and support the West Irondequoit English Language Arts
Outcomes. The Language Arts Skills comprise language use and
conventions, which are an integral part of the composing process. The
understanding of the language skills of word choice and vocabulary, and
the use of sentence variety and syntax during the drafting and revising
stages serve to make writing precise, vivid and engaging. Punctuation,
capitalization and other conventions are specific grammar skills
critical to the editing stage of writing to ensure coherence and
readability. Thus, the West Irondequoit English Language Arts Skills
are presented in three sections: Style and Syntax; Vocabulary, Word
Choice and Parts of Speech; Punctuation, Capitalization and other
Conventions.
Students develop their writing prowess through studying models - both
the writing of well-known authors and student models. In the same way,
Language Arts skills are acquired by understanding first how language
conventions and grammatical constructions are used by others and then by
practicing their use in the students' own writing. Examples in
literature of each of the skills accompany the Language Arts Skills
Outcomes. Teachers will find use of these Companion Pieces beneficial
in the classroom as models. Knowledge and understanding of grammar
conventions will enhance not only student writing, but also their
critical analysis of literature.
The English Language Arts Skills are meant to be taught in isolation
where indicated, to give students explicit knowledge of terms and their
definition, in simulation for students to practice identifying and using
the skills, and then, most importantly, in the context of applying
these skills in their own writing.
Designated explicitly at each grade level, the English Language Arts
Skills are an essential and integral part of the entire writing
component of the West Irondequoit English Language Arts Curriculum.
| Grade Level |
Style and Syntax |
Vocabulary, Word Choice, and Parts of Speech |
Punctuation, Capitalization, and other Conventions |
| 3 |
Outcome
· Expands simple sentence using prepositional phrases that explain how and why
Example
Explanation: A prepositional phrase is a pattern of words that begins
with a preposition and ends with a noun or pronoun (object of the
preposition). The preposition relates its object to another word in the
sentence (e.g. about, at by, before, from, between, over and under).
Example from literature:
"With great care, Irene took the splendid gown down from the dummy and
packed it in a big box with plenty of tissue paper." Brave Irene by
William Steig (197)
|
Outcome
· Selects vocabulary according to the demands of topic, audience and purpose
Example
Explanation: Word choice varies depending upon the topic, audience and purpose of the writing.
Example from literature:
"Even though we've been churchin' up like decent folks ought to, ... I
don't want you to step in front of one of those too fast cars." Chicken
Sunday by Patricia Polacco (95)
|
Outcome
· Uses quotation marks and speaker tags to indicate dialogue
Example
Explanation: Quotation marks are used to set off a speaker's exact
words. Also, titles of short stories, songs, book chapters,
magazine/newspaper articles, essays, short stories, most poems, slang,
non-standard English and technical words are enclosed in quotation
marks.
Example from literature:
"Hey!" a loud voice said. "Why are you hanging upside down?" Stellaluna by Janell Cannon (3)
|
| 6 |
Outcome
· Uses participial phrases to expand sentences and vary sentence beginnings
Example
Explanation: A participle is a verb form that can be used as an adverb
or as an adjective. The present participle ends in -ing; the past
participle of regular verbs often end in -ed. However, there are many
irregular verbs that change form.
Example from literature:
"It was May Belle yelling from the other side of the scrapheap." (uses
the present participle to begin the participial phrase - adjective)
Bridge to Terabithia by Katherine Paterson (5)
|
Outcome
· Sustains consistent word choices appropriate to topic, audience and theme with an awareness of connotative meaning
Example
Explanation: In addition to the denotative or literal meaning, some
words also have a connotative meaning that is the implied meaning. The
connotative meaning is often connected with emotion (e.g. mother is
associated with love, care, and gentleness).
Example from literature:
"Boy! Tumble out of bed. I need a manservant."
The Whipping Boy by Sid Fleischman (7)
In this context, Boy has a derogatory connotation.
|
Outcome
· Uses semicolons to join independent clauses
Example
Explanation: A semicolon connects related independent clauses, when
they are not joined by a conjunction, forming one sentence (compound
sentence).
Example from literature:
"It was more exciting to work at a real bench, to draw the sharp knife
along the clean wood; to hear it 'snick' as the knife took hold, then
slither off into shavings." The Door in the Wall by Marguerite de
Angeli (40)
|
| 8 |
Outcome
· Uses participial phrases to combine, enhance and/or reduce sentences
Example
Explanation: a group of words that contain a participle and that functions like an adjective in a sentence.
Ex.-Smiling at the children, their father reached for the cookie jar.
Example from literature:
"Knocking down the fire-irons, tumbling over the chairs, bumping up
against the piano, smothering himself among the curtains, wherever she
went, there went he!" (present participle)
A Christmas Carol by Charles Dickens (76)
|
Outcome
· Demonstrates control of denotative and connotative word choices
Example
Denotation: the dictionary definition or meaning of a word
Connotation: the implied definition or meaning of a word
Example from literature:
" 'So he's a great man, is he? Reb lover or not, he's the best man
you've ever knowed?'
He spun furiously toward the man who held his arm. 'What's the matter
with you, Ben Harris? You got a Copperhead streak in you too?'"
Across Five Aprils by Irene Hunt (76)
|
Outcome
· Uses parentheses to indicate parenthetical elements that serve as explanations or qualifications
Example from literature:
"It was a long, and wound about him like a tail; and it was made (for
Scrooge observed it closely) of cash-boxes, keys, padlocks, ledgers,
deeds and heavy purses wrought in steel."
A Christmas Carol by Charles Dickens (26)
|
| 11 |
Outcome
· Uses elliptical construction for emphasis and to revise and reduce sentences
Example
Elliptical construction:
something in a sentence is omitted.
Because something is left out, it
draws attention and adds power to the
sentence. The regular rhythm of
reading is interrupted; thus, drawing
attention to the sentence.
Ex.-On opening night the soloist
receives much praise; the chorus,
none.
Examples from literature:
"Instead of three meals a day, if it be necessary eat but one; instead
of a hundred dishes, five..." Walden by Henry David Thoreau (218)
"My callers were gentlemen-all!"
Glass Menagerie by Tennessee Williams (576)
|
Outcome
· Demonstrates and understanding of the role and value of syntax in illuminating meaning
Example
Syntax: The way words and sentences are structured and arranged in text to create a desired effect; tone.
Example from literature:
"Gatsby believed in the green light, the orgiastic future that year by
year recedes before us. It eluded us then, but that's no
matter-tomorrow we will run faster, stretch out our arms farther...And
one fine morning-
"So we beat on, boats against the current, borne back ceaselessly into
the past."
The Great Gatsby by F. Scott Fitzgerald (182)
|
Outcome
· Uses a dash to indicate emphasis
Example
Dash: a mark of separation stronger than a comma, less formal than a
colon, and more relaxed than parenthesis. It sets off an abrupt break
or interruption; it sets off parenthetical material that deserves
emphasis; it announces a long appositive; and it prepares for a list,
restatement, or dramatic shift in tone or thought. Use a dash only when a
more common mark of punctuation seems
inadequate. Unnecessary dashes create a choppy effect. Ex.-His first
thought in getting out of
bed-if he had any thought at all-was to get back in again.
Example from literature:
"They were not perfect ovals-like the egg in the Columbus story, they
are both crushed flat at the contact end-but their physical resemblance
must be a source of perpetual confusion to the gulls that fly overhead.
The Great Gatsby by F. Scott Fitzgerald (5)
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