Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks

Size: px
Start display at page:

Download "Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks"

Transcription

1 Print Awareness / Phonological Awareness / Phonics I can identify the uppercase and lowercase letters (including diagraphs (ch, ll, rr)) in random order (see chart on report card). K.1(B) The student identifies less than 40 letters including diagraphs when shown in random order. Teacher shows uppercase and lowercase letters and diagraphs in random order. Any combination of uppercase and lowercase letters is acceptable. The student identifies at least 40 letters including diagraphs when shown in random order. Teacher shows uppercase and lowercase letters and diagraphs in random order. Any combination of uppercase and lowercase letters is acceptable. The student identifies (names) 29 uppercase and 30 lowercase letters when shown in random order. Teacher shows student uppercase and lowercase letters and diagraphs in random order. I can read at least 35 highfrequency words (see chart on report card). SLAR N/E Local Expectation The student reads less than 13 AISD high-frequency words when The student reads at least 13 AISD high-frequency words when The student reads the 35 AISD high-frequency words with when The student reads and spells at least 35 AISD high-frequency words with automaticity. The student can also read content area words such as science, math, or social studies words. I can identify the sounds that letters make including the diagraphs /ch/, /rr/, /ll/ (see chart on report card). SLAR N/E Local Expectation K.3(F) The student identifies less than 20 letter sounds. The student identifies (names) 20 letter sounds. The student identifies (names) 26 letter sounds. I can blend sounds (spoken phonemes) to form syllables and words (/m/ /a/ says ma ; /ma/ /pa/ says mapa). K.2(F) The student does not blend phonemes provided by the teacher to form syllables and simple words. The student blends phonemes provided by the teacher to form syllables and simple words. The student blends phonemes to form syllables and simple words independently. The student blends more than three phonemes to form simple words. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 1 July 2014

2 Print Awareness / Phonological Awareness / Phonics I can separate multi-syllabic words into two to three syllables (/to/ /ma/ /te/). K.2(H) The student does not separate two syllables. The teacher says the word and the student separates the word into syllables. two syllables. The teacher says the word and the student separates the word into syllables. three syllables. The teacher says the word. The student separates the word into syllables independently. multisyllabic words with three or more syllables independently. I can isolate the initial (syllabic) sound in spoken words. /la/ta, /ra/ta. K.2(G) The student does not hear and identify and hear the initial sound in two-syllable spoken words with picture prompts. (names) the initial sound in twosyllable spoken words with picture prompts. (names) the initial sound in a two-syllable spoken word. the initial sounds in words that contain blends and diagraphs. I can make predictions in fiction and informational texts. K.4(A), K.10(D) The student does not make predictions in fiction texts based on the cover, title, and illustrations of the book. cover, title, and, illustrations of a illustrations. The student makes predictions in fiction texts based on the cover, title, and illustrations of the book. cover, title, and illustrations of a illustrations. Student s prediction is very basic. Este libro se trata de un zoológico porque se llama Un paseo al zoológico. Yo puedo ver animals en la portada. Hay animales en las páginas del libro. The student makes predictions in both fiction and informational texts based on the cover, title, and illustrations. cover, title, and illustrations of a illustrations. Student s prediction is more detailed. Este libro se trata del zoológico. Se va a tratar de animals como cebras, leones y tigres porque los veo en los dibujos. The student makes reasonable predictions independently while reading both fiction and informational text using a variety of text features (tabla de contenido, subtítulos, índice y marcos enfatizando la idea principal). Curriculum and Instruction Department/Language Arts/Bilingual-ESL 2 July 2014

3 I can identify story elements (escenario,personajes, eventos claves). K.6(A) I can retell or act out main events from a story read K.6(A), Figure 19(E) The student does not identify el escenario y los personajes in a book read the characters in the story? Tell me who was in the story. The student does not retell or act out main events from a story read aloud with teacher prompts. The student identifies (names) el escenario y los personajes in a book read the characters in the story? The student retells or acts out main events from a story read aloud with teacher prompts. The student identifies (names) el escenario, los personajes y los eventos claves in a book read the characters in the story? What was happening in the story? The student retells or acts out main events from a story read The student identifies el escenario, los personajes y los eventos claves in a book read independently at an EDL2 level 4 or above. Teacher interviews student after he/she has read the book. The interview will include the setting, characters, and plot. Student may also write a written response. The student retells the beginning, middle, and end of a story read independently and includes the important story events using character names, details, and relevant vocabulary. I can use a variety of reading strategies to make meaning (revisar la ilustración; regresar y releer). Figure 19(C) The student does not use a reading strategy to make meaning with teacher prompts. The student uses at least one reading strategy to make meaning with teacher prompts. The student uses three or more reading strategies to make meaning. The student may not use all three strategies in one book. The student uses a variety of reading strategies together to make meaning in a story read independently at a EDL2 level 4 or above text. I can describe story characters and the reasons for their actions. K.8(B) The student does not describe the characters in a book read aloud with teacher prompts. acerca de ellos. characters in a book read aloud with teacher prompts. acerca de ellos. characters and the reasons for their actions in a book read acerca de ellos. Dime que ocurrió en la historia y porque los personajes actuaron de esa forma. characters and the reasons for their actions in a story read independently at an EDL2 level 4 or above. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 3 July 2014

4 I can read grade level text. K.3 (B) Local Standard The student reads EDL2 score is level A. The student reads EDL2 level 1-3 independently. The student reads EDL2 level 4 independently. The student reads EDL2 level 6 text or above independently with fluency and comprehension. Oral and Written Conventions / Spelling I can form uppercase and lowercase letters legibly. K.17(A) Student does not form uppercase and lowercase letters to write legibly with teacher prompts. Teacher asks student to rewrite a letter legibly. The student cannot do it with teacher prompting. Student may use ABC card. lowercase letters legibly to write legibly with teacher prompts. Teacher asks student to rewrite a letter legibly. The student can do it with teacher prompting. Student may use ABC card. lowercase letters to write legibly. lowercase letters in such a way that they can be read easily. I can use letter sounds (knowledge of consonant/vowel sound relationships) to spell syllables and words. K.18(C) The student does not use letter sounds to spell the beginning sounds in words. The student uses letter sounds to spell the beginning sounds in simple words (u for un). The student uses letter sounds to spell correctly the beginning, middle, and ending sounds. The student uses letters sounds to spell more difficult words. Writing Process I can plan a draft. K.13(A) The student does not create a picture and/or tell the plan that matches it after generating ideas through class discussion. Teacher provides support to student by modeling how to plan a draft frequently and using mentor texts. The student creates a picture and tells the plan that matches it after generating ideas through a class discussion. Teacher provides support by modeling how to plan a draft frequently and using mentor texts. The student plans a draft independently after generating ideas through a class discussion or with a partner. Teacher provides support by modeling how to plan a draft frequently and using mentor texts. The student makes detailed multi-part plans that include a beginning, middle and end. The student may use lists or thinking maps to plan a draft. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 4 July 2014

5 Writing Process I can develop a draft. K.13(B) I can add pictures, words or sentences to a draft. K.13(C) Student does not develop a draft by creating a one or more page text using invented spelling. The student does not add pictures to a draft. Teacher supports student by asking if there is something he/she could add to the picture to make it clearer for the reader. Student develops a draft by creating a one or more page text using invented spelling. Student adds pictures to a draft with teacher prompts. Teacher supports student by asking if there is something he/she could add to the picture to make it clearer for the reader. Student develops a draft by creating a three or more page text per page using invented spelling and some sight words. Student adds pictures, words, or sentences to a draft. Student develops a variety of drafts by creating multi-page booklets using a variety of genre. The student revises a draft by adding a variety of words, pictures or sentences to a draft. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 5 July 2014

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Ms Juliani -Syllabus Special Education-Language/ Writing

Ms Juliani -Syllabus Special Education-Language/ Writing Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.

More information

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach... Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts I Can Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 I can show that I know how books can be read. Reading: Foundational Skills Print Concepts Re- CCSS.ELA-Literacy.RF.1.1.A I can find and point to the first word, the beginning capital

More information

Selecting Research Based Instructional Programs

Selecting Research Based Instructional Programs Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts I Can Standards Reading: Foundational Skills Kindergarten CCSS.ELA-Literacy.RF.K.1 I can show that I know how books should be read. CCSS.ELA-Literacy.RF.K.1.A I can read the words in a book in the right order. CCSS.ELA-Literacy.RF.K.1.B I can understand that

More information

Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning

Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences

More information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online

More information

Montessori Academy of Owasso

Montessori Academy of Owasso Montessori Academy of Owasso 5 & 6 Year-Old Curriculum Academic Area: Language Arts Category: Reading: Literature Subcategory: Key Ideas and Details Element 1:With prompting and support, ask and answer

More information

Massachusetts Tests for Educator Licensure

Massachusetts Tests for Educator Licensure Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development

More information

Interpreting areading Scaled Scores for Instruction

Interpreting areading Scaled Scores for Instruction Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Intervention Strategies for Struggling Readers

Intervention Strategies for Struggling Readers PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,

More information

One Teacher, One Student. Assessment for Personalized Instruction. New! DRA2 + App for ipad. Program Overview

One Teacher, One Student. Assessment for Personalized Instruction. New! DRA2 + App for ipad. Program Overview New! DRA2 + App for ipad Developmental Reading Assessment Second Edition PLUS One Teacher, One Student Assessment for Personalized Instruction Program Overview How Do You DRA2? 1 OR 2 Assess with Confidence

More information

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL

More information

coat road own grow yellow show snow coach throw toast toe

coat road own grow yellow show snow coach throw toast toe Skills: oa, ow, -oe Introduce Concept 1. Display the flash cards for each of the following sounds: oa, ow, oe 2. Say each sound aloud. Note that each vowel team makes the long o sound. The second vowel

More information

& Sample Lesson. Before Reading. Sight Word Review (1 minute)

& Sample Lesson. Before Reading. Sight Word Review (1 minute) Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

As Approved by State Board 4/2/09

As Approved by State Board 4/2/09 Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table

More information

Reading Specialist (151)

Reading Specialist (151) Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Reading IV Grade Level 4

Reading IV Grade Level 4 Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify

More information

ISBN Item Format Price

ISBN Item Format Price McGraw-Hill Education, by its School Education Group SRA Reading Mastery Signature Edition Author: Engelmann Et Al. Copyright 2008/1 st (Print and Internet Based) Reading Program - K-5 Grade Series Bid

More information

WRITING MEASURABLE IEP GOALS

WRITING MEASURABLE IEP GOALS WRITING MEASURABLE IEP GOALS AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. How to match target criteria

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

miss off will fill hill kiss pass stiff jazz

miss off will fill hill kiss pass stiff jazz Unit #9 Skills: ss, ll, ff, zz Introduce Sounds 1. Display the flash card for each of the following sounds (one at a time): ss, ll, ff, zz 2. Say each sound aloud. Call attention to how each sound is made

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

Measurable Annual Goals

Measurable Annual Goals Measurable Annual Goals This document was developed to help special education teachers begin transitioning from standards based IEP goals to measurable annual goals that are specific to individual student

More information

Phonics and Word Work

Phonics and Word Work Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies

More information

Reading/Fluency Standards Based Annual Goals

Reading/Fluency Standards Based Annual Goals Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

READING KINDERGARTEN

READING KINDERGARTEN READING KINDERGARTEN Concepts about print Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts Support for Standards-Based Individualized Education Programs: English Language Arts K-12 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education

More information

The Praxis Study Companion. Reading Specialist. www.ets.org/praxis

The Praxis Study Companion. Reading Specialist. www.ets.org/praxis The Praxis Study Companion Reading Specialist 5301 www.ets.org/praxis Welcome to the Praxis Study Companion Welcome to the Praxis Study Companion Prepare to Show What You Know You have been working to

More information

FAQ about Reading Workshop

FAQ about Reading Workshop FAQ about Reading Workshop My child is in Level M. What does that mean as far as a grade level that I can understand? Several different systems exist today for organizing reading levels. The one used in

More information

Scientifically Based Reading Programs: What are they and how do I know?

Scientifically Based Reading Programs: What are they and how do I know? Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals

More information

Primary Curriculum 2014

Primary Curriculum 2014 Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.

More information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 Newsletter August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 This Week We Are Everyday Mathematics: 1-6 Reading, ordering, comparing whole numbers; one more and one less 1-7

More information

Students with Reading Problems Their Characteristics and Needs

Students with Reading Problems Their Characteristics and Needs Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading Next Step in Guided Reading K-2 Emergent & Early Plan levels A-I Transitional Plan Levels J-M Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 1 Day 2 Day 3 Sight word

More information

Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence.

Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence. 3 rd Grade Reading District Curriculum Map Theme 1 Finding My Place/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings (ICC) Use a variety of strategies to develop and

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

LiteracyPlanet & the Australian Curriculum: Pre-School

LiteracyPlanet & the Australian Curriculum: Pre-School LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Grade 1 Overview ------------------------------------------------------------------------------------------------------------

Grade 1 Overview ------------------------------------------------------------------------------------------------------------ Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called

More information

Background to the new Staffordshire Grids

Background to the new Staffordshire Grids Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National

More information

Assessment Without Levels

Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

More information

To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables

To learn to read is to light a fire; every syllable that is spelled out is a spark. Victor Hugo, Les Miserables To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Report Card Comments

Report Card Comments Assessment Report Card Comments Here and on the next six pages are a variety of comments you can use to help complete your report cards each term. It is sometimes difficult to find the words you need.

More information

Table of Contents. Teacher Created Materials #13108 (i4695) Families 3

Table of Contents. Teacher Created Materials #13108 (i4695) Families 3 Table of Contents Introduction........................... 4 Introduction.......................... 4 Research and Rationale............... 6 Best Practices: Learning to Read....... 8 Best Practices: The

More information

What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers

What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers Kathy Bumgardner Literacy Specialist / Consultant National Consulting Author Macmillan McGraw Hill kbumreading@yahoo.com Kathy Keane ELA Curriculum

More information

Reading VIII Grade Level 8

Reading VIII Grade Level 8 Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading Wednesday 4 th November 2015 Y1/2 Parent Workshop Phonics & Reading This presentation was an aide memoire for staff during the recent Phonics and Reading Workshop (04.11.15). The aim of the presentation

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.

More information

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word

More information

2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single

2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single Kindergarten Common Core ELA Foundational Skills Unit Timeline Trimester 1 Trimester 2 1a. Follow print left to right top to bottom page by page 1b. / 1c.Words recognize letters together in a specific

More information

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS K-12. DRAFT for Review. March 2013

CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS K-12. DRAFT for Review. March 2013 CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS K-12 DRAFT for Review March 2013 We welcome your editorial comments. Please e-mail questions or comments about this DRAFT Curriculum

More information

First Grade in California Public Schools. and the Common Core State Standards

First Grade in California Public Schools. and the Common Core State Standards A Look at First Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

Reading K 10 Grade Level Expectations: A New Level of Specificity

Reading K 10 Grade Level Expectations: A New Level of Specificity Reading K 10 Grade Level Expectations: A New Level of Specificity Washington State s Essential Academic Learning Requirements Introduction Contents Introduction................................... 1 Overview..................................

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

Information Provided by the Qualitative Reading Inventory-5

Information Provided by the Qualitative Reading Inventory-5 3 Information Information Provided by the Qualitative Reading Inventory-5 Finding Reading Levels Identifying Reading Levels The Independent Level The Instructional Level The Frustration Level Level Variety

More information

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences. Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

More information

The Three Cueing Systems

The Three Cueing Systems Hastings and Prince Edward District School Board C.O.D.E Project, 2007 The Three Cueing Systems Sample Questions, Instructional Strategies and Examples of MSV Cues Written and developed by: Cassandra Bellwood,

More information

Adult General Education Standards and Curriculum Frameworks 2016-2017

Adult General Education Standards and Curriculum Frameworks 2016-2017 Adult General Education Standards and Curriculum Frameworks 2016-2017 Division of Career and Adult Education Florida Department of Education Rule 6A-6.0571 Effective July, 2016 Florida Department of Education

More information