LITERACY - ACADEMIC LITERACY STRATEGIES

Introspection, Self Awareness, and Learning Styles

Unit Outcome ALS 1

ALS 1.1

ALS 1.2

ALS 1.3

Academic Vocabulary

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

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

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

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

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

ILS SEAL 1

ILS SEAL 1B.4a

ILS SEAL1C.5a

ILS SEAL1C.5b

Perspectives, Social Awareness, & Interpersonal Skills

Unit Outcome ALS2

ALS 2.1

ALS2.2

AlS 2.3

ALS 2.4

Academic Vocabulary

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

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

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

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

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

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

ILS SEAL 2

ILS SEAL 2A.4a

ILS SEAL 2A.1b

ILS SEAL 2A.4b

ILS SEAL 2B.4b

Decision making, Organization, and Personal Responsibility

Unit Outcome ALS 3

ALS 3.1

ALS 3.2

ALS 3.3

ALS 3.4

Academic Vocabulary

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

I can demonstrate personal responsibility in making ethical decisions.

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

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

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

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

ILS SEAL 3

ILS SEAL3A.4a

ILS SEAL3A.4b

ILS SEAL3B.4a

ILS SEAL3C.4a

Utilizing Mathematical Language to Solve Problems

Unit Outcome ALS4

ALS 4.1

ALS 4.2

ALS 4.3

Academic Vocabulary

Use the four operations with whole numbers to solve problems.

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.

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.

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

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

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Reading Multiple Texts for Information

Unit Outcome ALS 5

ALS 5.1

ALS 5.2

ALS 5.3

Academic Vocabulary

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.

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.

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).

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.

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

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The Production, Distribution and Range of Writing

Unit Outcome ALS 6

ALS 6.1

ALS 6.2

ALS 6.3

Academic Vocabulary

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

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.

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).

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.

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

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