TEACHER ELEMENTS

STUDENT ELEMENTS

GRADE 12

GRADE 12

THE TEACHER SHALL:

THE STUDENT SHOULD:

REVIEW, RETEACH, AND REASSESS PAST CONCEPTS.

NEW CONCEPTS

NEW CONCEPTS

Provide opportunities for students to use dictionaries to trace the spelling, pronunciation, and etymology of spelling/vocabulary words.

Trace through the use of dictionaries the spelling, pronunciation, and etymology of spelling/vocabulary words.

Teach the spelling/meanings of word elements that are opposite in spelling/meaning.

Tell the differences in spelling/meaning between DE and AD, FIN and GEN, IN and EX, MAGNI and MICRO, MAL and BEN, MULTI and MONO, POST and PRE, SUPER and SUB, VIV and MORT, NEO and SEN.

Teach the history of the English language.

Delineate the history of the English language.

Teach the spelling/meanings of at least 50 more pairs of homophones.

Explain the spelling/meanings of at least 50 more pairs of homophones.

Provide opportunities for students to analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of individual word elements that have been taught in Grades 7 - 12.

Analyze the spelling/meanings of unfamiliar words based on the meanings of the individual word elements.

Regularly and systematically teach spelling/vocabulary words taken from professional lists prepared for grade level.

Use words regularly and correctly from professional lists prepared for grade level.

Teach the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., imply/infer, ability/capacity, accomplice/cohort).

Identify the different shades of spelling/meaning of at least 50 more pairs of words that are close in spelling/meaning (e.g., imply/infer, ability/capacity, accomplice/cohort).

Provide opportunities for students to add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.

Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections.