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Curriculum Map for Grammar, Mechanics, Spelling, and Vocabulary

Developing a curriculum map for English-language arts, also referred to as an instructional scope and sequence, can be a time-consuming process for most grade level teams or departments. Detailed curriculum maps help get teachers on “the same page” in terms of what needs to be taught by the end of the term or year. Most teachers agree on what to teach, but prefer a bit more latitude on how to teach.

The curriculum map is most effective when the grade level or course content meshes with the previous and next year curriculum. Of course, a built-in review is necessary to clear away the summer brain drain that most students seem to experience. If teachers are able to agree on diagnostic and summative assessments, all the better to know right where to start a class and exactly what remediation will be necessary for individualized instruction. Check out our free ELA and reading assessments HERE.

Most teachers find that reading and writing are process-oriented subjects, while grammar, mechanics, spelling, and vocabulary are more content-oriented subjects. The devil is in the details for the latter subjects. To serve as a starting point for the curriculum map, check out these grades 4, 5, 6, 7, and 8 instructional scope and sequence charts HERE from my Grammar, Mechanics, Spelling, and Vocabulary programs. I think you’ll find them to be helpful.

Cheers!

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Common Core Spelling Standards

Common Core Spelling Standards

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The Common Core State Standards (CCSS) in English Language Arts provide instructional challenges for all conscientious upper elementary and middle school teachers. In addition to the Reading, Writing, Speaking & Listening Strands, teachers are expected to teach the grammar, mechanics, language application, spelling, and vocabulary Standards of the CCSS Language Strand (Standards L. 1-6). When establishing instructional priorities to address these Standards, many teachers have placed spelling (Standard L. 2) on the back-burner.

It’s not that teachers devalue spelling instruction. Instructional time and the diverse instructional needs of our students are the key instructional concerns. Teaching is reductive-spending time on this takes away from that. Instructional decision-making is largely about establishing priorities. So, curricular materials must afford teachers the choices to reflect those priorities.

Recently I attended an all-day introduction to the Common Core State Standards sponsored by my school district. As expected, the changes in the reading standards assumed the vast amount of instructional attention. Writing standards were allotted an hour and listening and speaking standards a mere ten minutes. A passing reference was given to the language standards of grammar, mechanics, and vocabulary. However, spelling (Language Standard 2.0) was not mentioned.

Perhaps our trainers were taking their cues from the minimal references to spelling in the Language Strand of the Common Core State Standards. Following are the spelling standards from Grades 4−8:

CCSS.ELA-Literacy.L.4.2e Spell grade-appropriate words correctly, consulting references as needed.

CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

CCSS.ELA-Literacy.L.6.2b Spell correctly.

CCSS.ELA-Literacy.L.7.2b Spell correctly.

CCSS.ELA-Literacy.L.8.2b Spell correctly.

Hardly the specificity or attention that most parents, teachers, and administrators would desire, especially given the heavy focus on phonics, syllabication, and word analysis in the primary grades and the sound-spelling emphases of CCSS contributors to the appendices.

Indeed, those same authors would readily acknowledge that teaching explicit spelling patterns in conjunction with reading has a solid research base. The spelling-reading (encoding-decoding) connection is well-established at every stage of word study—from sound-spelling relationships in the primary grades to derivational and etymological influences from elementary through high school.

Perhaps their assumption is that all students have mastered the sound-spelling relationships, derivational, and etymological underpinnings of our language by the end of third grade. Our new standards are rigorous, but even so…

So what about students who clearly have not mastered the basic sound-spellings by, say, eighth grade? The Common Core State Standards shy away from this all-too-often reality in many schools. Here is the advice:

“The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.”

My take is that teachers are going to have to flesh out meaningful spelling instruction beyond the third grade level to benefit our students. Additionally, students who have not mastered those primary grade sound-spelling patterns and sight words deserve our addition in the upper elementary, middle school, high school, and community college settings. We can help students “keep up” with grade-level instruction and “catch up” on spelling pattern deficits.

The author of this article, Mark Pennington, has written the assessment-based Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the
Common Core grammar, usage, mechanics, spelling, and vocabulary Standards. Diagnostic assessments and targeted worksheets help your students catch up while they keep up with rigorous grade-level direct instruction. Mark has also written five separate slices of the program: the grades 4-8 Differentiated Spelling Instruction programs.

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Overview of the Common Core Language Strand

English-language arts teachers have long been accustomed to the four-fold division of our “content” area into Reading, Writing, Listening, and Speaking. These divisions have been widely accepted and promoted by the NCTE, publishers, and other organizations. In a nod to the fearsome foursome, the Common Core State Standards in English Language Arts maintains these divisions (now called strands) with two notable revisions: Speaking and Listening are combined and Language now has its own seat at the table. So who exactly is this new dinner guest?

For those just beginning to explore the CCSS Language Strand, an overview may be helpful. The Language Strand consists of the following: Conventions of Standard English (Standards 1 & 2), Knowledge and Use (Standard 3), and Vocabulary Acquisition and Use (Standards 4, 5, & 6), as well as the review/special attention Standards of the “Language Progressive Skills, by Grade.” Note: Grades 9-10 and 11-12 are combined throughout the Common Core State Standards in English Language Arts.

Let’s break down all of the gobbledygook.

Overview of the Common Core Language Strand

The Conventions of Standard English (Standard 1) requires students to “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.” In other words… heavy doses of specific and rigorous grammatical constructions, throughout the grade levels with “special attention” and “review” in the “Language Progressive Skills, by Grade.” These progressive skills begin with two Standards at Grade 3 and “staircase” to eighteen at Grades 11-12. Even a cursory glance at the Language Strand will convince die-hard DOL/DLR (Daily Oral Language/Daily Language Review) practitioners or TGOitWP (Teach Grammar Only in the Writing Process) purists that direct instruction of these Standards, interactive practice, and plenty of writing application will be necessary to get the job done. The heaviest burden falls on elementary teachers, but most secondary teachers will have to “bone up” on their old McCracken to teach “coordinate adjectives” (L.7.2). Yes, it’s going to take time and a bit of effort to teach these Standards with any sense of fidelity.

The Conventions of Standard English (Standard 2) requires students to “Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.” Spelling gets short-shrift here with little specificity: “Spelling correctly” (L.6.2-12.2)

Knowledge of Language (Standard 3) requires students to “Use knowledge of language and its conventions when writing, speaking, reading, or listening.” Grades 9-12 require students to “Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.” These Standards focus on using language and its conventions in reading, writing, listening and speaking. The L.3.3-L.12.3 Standards include the following: word choice and word order for precision and effect, sentence structure, sentence patterns, and sentence variety, sentence expansion, sentence combination, and sentence reduction, writing style, voice, mood, point of view, rhetorical stance, informal and formal language, standard and non-standard language, language variety, language context, language form, and MLA citations. Lots of writing application practice.

Vocabulary Acquisition and Use (Standard 4) requires students to “Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade…level… reading and content, choosing flexibly from a range of strategies.” Plenty of homonyms.

Vocabulary Acquisition and Use (Standard 5) requires students to “Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.” All the different figures of speech: similes, metaphors, idioms, adages, proverbs, alliteration, onomatopoeia, imagery, symbolism, personification, colloquialisms, allusions, consonance, assonance, irony, puns, oxymorons, euphemisms, paradox, understatement. Plus denotative and connotative definitions with word resources (dictionaries, glossaries, thesauruses, etc.) and word relationships (semantic spectrums, word analysis, four square activities, etc.

Vocabulary Acquisition and Use (Standard 6) requires students to “Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.” Grades 9-12 require students to “Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.” In other words, both direct instruction in academic language (Beck and McGowan’s Tier 2 and 3 Words). I highly recommend building “deep level” vocabulary instruction from the well-researched Academic Word List. Standards also include Greek and Latin morphemes from Grade 3-Grade 8. Note: Greek and Latin morphemes are not included, for some reason in the 9-10 or 11-12 Standards. I doubt if many high school teachers will abandon Greek and Latin vocabulary as they help prep their students for the ACT/SAT reading sections.

The Common Core State Standards also provides a review strand titled Language Progressive Skills.

The author of this article, Mark Pennington, has written the assessment-based Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics lessons. (Check out a seventh grade teacher teaching the direct instruction and practice components of these lessons on YouTube.) The complete lessons also include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out PREVIEW THE TEACHER’S GUIDE AND STUDENT WORKBOOK  to see samples of these comprehensive instructional components.

The author also provides these curricular “slices” of the Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) “pie”: the five Common Core Vocabulary Toolkits Grades 4−8; the five Differentiated Spelling Instruction Grades 4−8 programs (digital formats only); and the non-grade-leveled Teaching Grammar and Mechanics with engaging grammar cartoons (available in print and digital formats).

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