Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Ongoing Student Learning Expectations to be Addressed Each Nine Weeks"

Transcription

1 W Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade 2 Enduring Understandings Essential Questions Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Students read a wide range of print and non-print texts, including literature from many periods and genres, to build an understanding of the human experience. 2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate and appreciate texts. 3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a variety of purposes. 4. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and to create and communicate knowledge. 6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competency in the English language arts and content across the curriculum. Essential Question: When and why do I write? A. Collect interesting words and phrases in a writer's notebook B. Record books or experiences that spark an interest Essential Question: How will pre-writing help me organize my thoughts for writing? W Use prewriting strategies to organize ideas Use pre-writing strategies to organize ideas *locate pre-writing section in notebook *identify and record interesting words and phrases using personal preferences or background *locate and record title and author of a book *differentiate between a topic and experiences *explain that pre-writing is the first stage of writing *orally share experiences *explain purpose of story maps, webbing and graphic organizers *complete a teacher-created story map, webbing and graphic organizer *create a web to organize thoughts pre-writing writer's notebook story maps webbing graphic organizers W Make decisions about which topic to work on over several days Make decisions about which topic to work on over several days *explain the use of pre-writing lists and organizers to decide on a topic W Organize writing appropriately (i.e., sequence, main idea and detail,, etc.) Organize writing with correct sequencing, main idea and detail, Essential Question: How can revising my draft improve my writing? (Writer's Craft) *identify beginning, middle and end, main idea and details, *use pre-writing strategies to write a well-organized draft sequence main idea draft beginning middle end detail 1 of 11

2 W Revise writing for organization, content, and clarity based on peer responses and teacher conferences W Elaborate message independently W Give and receive feedback about writing W Utilize a teacher-made revision checklist W Edit for complete sentences, spelling of appropriate words, usage, punctuation, and capitalization W Utilize available resources to edit personal writing (i.e., editing checklist, simple thesaurus, dictionary, etc.) WORK IN PROGRESS Revise writing for organization, content, and clarity based on peer responses and teacher conferences Elaborate message independently A. Respond to peer writing with compliments and recommendations B. Consider feedback about writing from others Use a teacher-made revision checklist Edit for complete sentences, spelling of appropriate words, usage, punctuation, and capitalization Utilize available resources to edit personal writing (i.e., editing checklist, simple thesaurus, dictionary, etc.) *participate in peer and teacher conferences *demonstrate correct use of revision symbols *re-read writing for clarity *add details to own writing independently *see W *demonstrate appropriate responses to peer writing *distinguish between feedback that can be used or not used *explain the components of the revision checklist *apply the revision components to their writing *demonstrate use of revision symbols *examine and edit writing for complete sentences *examine and edit writing for spelling of appropriate words, capitalization (beginning of sentences and proper nouns) and punctuation (commas, periods, apostrophes, question marks, and exclamation marks) *examine and edit writing for correct usage (singular and plural pronouns, transition words, and verb tenses) revise checklist edit usage *define the purpose of each resource thesaurus *specify which resource to use to edit personal writing dictionary *demonstrate the correct use of resources when editing personal writing read a chart and explain its meaning publishing page break W4214 W A. Illustrate piece(s) to accompany writing *read a chart and explain its meaning publishing Prepare pieces for publication (i.e., illustrations, rewriting or typing/word processing, page break, and charts, etc.) B. Rewrite or type final piece C. Organize writing to have clear page breaks D. Prepare any needed charts or graphs to accompany writing Essential Question: How can I share my writing with others? W Polish approximately ten pieces throughout the year (i.e., friendly letters, invitations, poems, stories, and songs, etc.) Polish approximately ten pieces throughout the year (i.e., friendly letters, invitations, poems, stories and songs, etc.) *edit and revise approximately ten pieces throughout the year invitation W Use available technology for publishing W Select pieces for a writing portfolio that demonstrate growth W Write for other people (i.e., parents, relatives, friends, teachers, and authors) W Match purpose for writing to the appropriate audience W Write daily W Use a variety of simple sentences Use available technology for publishing Select pieces for a writing portfolio that demonstrate growth Write for other people (i.e., parents, relatives, friends, teachers, and authors) Match purpose for writing to the appropriate audience Write daily Use a variety of simple sentences *choose from a variety of technology they wish to use to publish their piece *demonstrate correct use of a keyboard *state the purpose of a rubric *develop a class writing rubric *analyze personal pieces *score personal writing based on writing *select pieces that demonstrate growth *justify growth of writing based on writing rubric *write declarative, interrogative, exclamatory, and imperative sentences within a piece of writing rubric portfolio audience purpose declarative interrogative exclamatory imperative sentence formation 2 of 11

3 W Vary sentence patterns and lengths W Use singular and plural pronouns correctly W Incorporate transition words W Write legibly in manuscript Vary sentence patterns and lengths Use singular and plural pronouns correctly Use a variety of transition words in writing Write legibly in manuscript Essential Question: How can editing my draft improve my writing? W Combine sentences correctly W Use and punctuate declarative, interrogative, imperative, and exclamatory sentences WORK IN PROGRESS Create a compound sentence by combining two simple sentences Use and punctuate declarative, interrogative, imperative, and exclamatory sentences *discuss the sentence formation of a piece of writing to identify varied sentence patterns and lengths *analyze personal writing to identify the length and pattern of sentences *use analysis to incorporate varying sentence patterns and lengths into writing *identify pronouns within a sentence *sort pronouns into singular and plural forms *use singular and plural pronouns correctly *identify transition words *place transition words correctly at the beginning of the sentence *embed transition words correctly within a sentence *write simple sentences *recognize when two simple sentences have a related idea *identify and use correctly conjunctive words: but, and, so, or, because, etc. *use comma correctly to join related sentences *recognize that interrogative sentences begin with certain words (who, what, why, etc.) *recognize that exclamatory sentences convey a strong emotion *classify the different types of sentences and the correct ending punctuation that goes with each sentence type *write declarative, interrogative, imperative, and exclamatory sentences using correct punctuation sentence pattern singular plural pronouns usage transition words compound sentence W Use phonetic strategies and common visual patterns to spell unfamiliar words W Spell a growing number of high-frequency words correctly Use phonetic strategies and common visual patterns to spell unfamiliar words Spell a growing number of high-frequency words correctly *identify word families *sort words by word families *use word patterns to spell unfamiliar words strategy W Use knowledge of prefixes and common inflectional endings to spell new words Use knowledge of prefixes and common inflectional endings to spell new words *identify words containing prefixes and inflectional endings *state the meaning of prefixes and inflectional endings *utilize knowledge of prefixes and inflectional endings to spell words inflectional endings prefixes W Capitalize the beginning of sentence W Capitalize proper nouns W Use question marks Capitalize the beginning of sentence Capitalize proper nouns Use question marks *identify proper nouns to include names of people, specific places, days of the week, months, etc. *capitalize proper nouns correctly in writing *recognize that interrogative sentences begin with certain words (who, what, why, etc.) *classify different sentence types *use question marks correctly at the end of an interrogative sentence proper nouns 3 of 11

4 W Use apostrophes for contractions and singular possessives A. Use apostrophes for contractions B. Use apostrophes for singular possessives *recognize that certain words can be combined into a contraction *identify two words that join together using an apostrophe to replace omitted letters *write contractions correctly in writing *recognize that words can show ownership *write singular possessives by adding an apostrophe correctly contraction apostrophe singular possessive W Use exclamation marks for emphasis W Apply commonly agreed upon criteria and own judgment to assess the quality of own work W Respond to the writing of others by giving specific feedback on the clarity and logical order of the writing Use exclamation marks for emphasis Essential Question: How do I respond to writing? (peer conferences, checklists, rubrics) W Examine written work to determine progress in writing and work habits Ongoing Student Learning Expectations: Reading R Present a logical interpretation of a book R Summarize major points of a text R Read daily R Distinguish different forms of text and their functions Apply commonly agreed upon criteria and own judgment to assess the quality of own work Respond to the writing of others by giving specific feedback on the clarity and logical order of the writing Examine written work to determine progress in writing and work habits Present a logical interpretation of a book Summarize major points of a text Read daily Describe different forms of text and their functions *recognize that exclamatory sentences show emotion *classify different sentence types *use exclamation marks correctly at the end of exclamatory sentences *state the purpose of a rubric *develop a class writing rubric *evaluate the quality of writing based on rubric criteria and personal judgment *determine information that is relevant and irrelevant in a piece of writing *determine if a piece is in a logical sequence *demonstrate appropriate responses to others' writing, which includes being respectful, active listening, asking clarifying questions, providing specific feedback *compare two pieces of writing to show change over time *determine what justifies growth *evaluate the work habits that are demonstrated during writing based on classroom writing expectations *demonstrate components of logical interpretation of a book (i.e., book talks, song, diagram, etc.) *identify the different elements of various reading genres *recognize relevant and irrelevant parts of a text *re-tell sequence of a story including major points *re-word the major points of a text *read daily *identify different story structures according to genre *categorize different forms of text according to purpose (i.e., fiction, nonfiction, picture books, poems, magazines, etc.) exclamation mark Essential Question: What do good readers do? Essential Question: How can I respond to literature in a variety of ways? (literature discussion, reading response journals, written responses, tell/retelling, whole group/small group discussions, presentations) logical summarize relevant irrelevant fiction nonfiction Ongoing Student Learning Expectations: Reading Essential Question: How can I respond to reading in a variety of ways? R Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals *organize reading journal *explain reading journal *discuss appropriate reading goals *establish appropriate reading goals *create a reading log interest list reading journal response reading log 4 of 11

5 R Self-select materials on independent reading level based on personal interest and knowledge of authors R Read a variety of poetry, including quatrains and shape poems R Discuss poetry to determine meaning WORK IN PROGRESS Self-select materials on independent reading level based on personal interest and knowledge of authors Read a variety of poetry, including quatrains and shape poems Discuss poetry to determine meaning *use schema of authors to self-select reading materials *identify quatrain and shape poems according to their characteristics *identify poetry as a genre *discuss author's craft used (word choice, purpose, tone, mood) *discuss poetry to determine meaning quatrain shape poem genre R Analyze poetry to identify the characteristics of couplets and quatrains Analyze poetry to identify the characteristics of couplets and quatrains *identify the different characteristics of couplets and quatrains *explain the different characteristics of couplets and quatrains *analyze poetry to identify the characteristics of couplets and quatrains couplets quatrains Ongoing Student Learning Expectations: Reading Essential Question: How can text features help me comprehend informational/practical text? R Read functional and instructional messages in the classroom *state purpose of functional and instructional messages functional Read functional and instructional messages in the classroom environment, including labels, announcements, instructions, and *read functional and instructional messages instructional environment, including labels, announcements, instructions, and invitations, to accomplish tasks invitations, to accomplish tasks *accomplish tasks after reading functional and instructional texts in the classroom R10218 R Use pictures and charts to enhance reading *identify pictures and/or charts that relate to specific text Use pictures and charts to enhance reading *explain connection between text and pictures or charts *discuss use of pictures and/or charts and how they help enhance understanding of text Ongoing Student Learning Expectations: Reading Essential Question: What strategies can I use to read fluently and accurately? R Use context clues to make sense of new words R Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and root words to read with meaning Use context clues to make sense of new words *use context clues to make sense of new words context clues Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and root words to read with meaning *identify personal pronouns, simple abbreviations, antonyms, synonyms and root words *explain the meaning of personal pronouns, simple abbreviations, antonyms, synonyms and root words *apply meaning of personal pronouns, simple abbreviations, antonyms, synonyms and root words to read with meaning personal pronouns abbreviations antonyms synonyms root words R Self-monitor reading and self-correct R Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text R Read approximately 500 high-frequency words fluently during reading R Sort nouns by features, function, and categories Display self-monitoring strategies while reading and self-correct Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text Read approximately 500 high-frequency words fluently during reading Sort nouns by features, function, and categories *identify an error while reading *choose a strategy to correct error *apply strategy to error *evaluate corrective action *identify known parts of words *explain phonetic principles *decode words using knowledge of blends, diagraphs, common long vowel patterns, r-controlled vowel patterns, prefixes, suffixes and suffixes in continuous text *self-monitor decoding of words *define a noun and its purpose *classify a noun as a person, place, or thing self-monitor decode 5 of 11

6 R Learn new words from reading and discuss the meanings of words Use and discuss the meaning of new words from reading *identify unfamiliar vocabulary words in text *determine meaning of new word and discuss the meaning *use new word correctly R Use new words in speaking, reading, and writing Experiment with language, including trying new words and using them in speaking, reading, and writing R Read grade level texts with accuracy of 90% or above R Self-monitor to make sense of the reading R Read grade level text fluently at a minimum of 90 words per minute R Read familiar grade level texts using appropriate rhythm, pace, phrasing, punctuation, and intonation Read grade level texts with accuracy of 90% or above Apply reading strategies to self-monitor reading for meaning Read grade-level text fluently at a minimum of 90 words per minute Read familiar grade-level text fluently *state reading strategies for self-monitoring *choose strategy for self-monitoring *apply strategy to reading *identify components of fluent reading (i.e., using appropriate rhythm, pace, phrasing, punctuation and intonation *discuss the characteristics and components of fluent reading *read familiar grade-level text fluently FIRST NINE WEEKS - WRITING Student Learning Expectations to be Addressed the First Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks First Nine Weeks: Narrative Writing Essential Question: Why should I read and respond to a variety of poetry? Essential Question: How can drafting help me get my thoughts from prewriting on paper? W Create well-developed paragraphs that include introduction, Create well-developed paragraphs that include introduction, *identify the introduction, details and conclusion within a paragraph *categorize sentences as being an introduction, details, or conclusion *use pre-writing strategies to write a well-organized draft *add details *develop a paragraph that includes an introduction, details, and a conclusion paragraph introduction conclusion W Include relevant information in writing W Delete irrelevant information W Respond to open-ended questions Determine which details pertain to the topic Delete irrelevant information Respond to open-ended questions *identify details that pertain to the topic *identify details that do not pertain to the topic *determine the relevant details to include in story *identify irrelevant information *examine writing to identify irrelevant information *select irrelevant information to delete from writing *identify open-ended questions *explain open-ended questions W Write a narrative that presents a logical sequence of events and *explain and identify the following components of a narrative: Write a narrative that presents a logical sequence of events and describes the setting, character, and events in detail logical sequence of events (beginning, middle, end) setting, describes the setting, character, and events in detail characters, and events in detail *utilize pre-writing strategies to compose a narrative piece *write a narrative piece relevant irrelevant open-ended questions narrative setting character W Write simple quatrains and shape poetry Write simple quatrains and shape poetry *state how poetry varies from other genres *identify elements of a quatrain and shape poem *write a quatrain and shape poem quatrain shape poem genre 6 of 11

7 W Write text variations (i.e., change setting, characters, or ending, etc.) W Write connections between text and self W Write in a personal journal W Write independently on self-selected topics W Develop a beginning, middle, and end to a story W Embed literary language in writing (i.e., Once upon a time ) Write text variations (i.e., change setting, characters, or ending, etc.) Write connections between text and self Write in a personal journal Write independently on self-selected topics Create a written piece that includes a beginning, middle, and end Use literary language in writing (i.e., "Once upon a time ") *identify story elements of a narrative piece *choose a narrative to write text variations *create a text variation of a story *state connections between text and self text-to-self connections *write connections between text and self *state the purpose of a personal journal journal *write in a personal journal *choose topic *write independently *identify story elements story elements *utilize pre-writing strategies to organize writing into a logical sequence sequence beginning *write a piece that demonstrates their ability to sequence a story middle into a beginning, middle, and end end *identify and discuss literary language used in written works *list examples of literary language used in written works *incorporate literary language into personal writing FIRST NINE WEEKS - READING Student Learning Expectations to be Addressed the First Nine Weeks First Nine Weeks: Literary Prose Reading Essential Question: How can I use my prior knowledge to make connections and form mental pictures with poetry? Essential Question: How can I use my knowledge to make connections and form mental images when reading literature? Essential Question: How can questioning and inferring help me better comprehend text? Essential Question: How can determining importance and summarizing help me better comprehend literature? Essential Question: How can I use my prior knowledge to make connections and form mental images with text? Essential Question: How can questions and inferring help me better comprehend informational/practical text? R Activate prior knowledge by using features of text and/or knowledge of the author R Make connections from different parts of the same text R Form mental pictures from text read independently, including sequence of a process R Discuss how, why, and what-if questions about texts Discuss student's prior knowledge of text and/or knowledge of author to enhance meaning of text Make connections from different parts of the same text Form mental pictures from text read independently, including sequence of a process Discuss how, why, and what-if questions about texts *identify features of text from different genres *recognize characteristics of a specific author's works *discuss students' prior knowledge of text and/or knowledge of author to enhance meaning of text *make predictions based on prior text *discuss connections using supporting details *justify connections during discussion *communicate the sequence of a process after reading independently *demonstrate appropriate discussion skills *demonstrate and use self-questioning while reading to answer how, why, and what if questions *explain types of questions during group discussion R Locate information within the text to answer literal and inferential *use prior knowledge (schema) to infer Locate information within the text to answer literal and inferential questions *answer questions during a discussion using the text as support questions R Ask others questions that seek elaboration and justification Ask others questions that seek elaboration and justification *demonstrate appropriate discussion skills *use teacher prompts to question others *ask questions independently *justify answers to questions using specific information from text schema prior knowledge genre text predictions connections mental picture sequence literal infer elaboration justify 7 of 11

8 R Read to confirm or change predictions Read to confirm or change predictions WORK IN PROGRESS *make initial prediction *read text to confirm prediction *determine accuracy of prediction R Make and explain inferences from text, such as *give examples of Make and explain inferences from text, such as relationships *explain the in a story relationships R Describe the of specific events within a text Describe the of specific events within a text *locate within text *describe the prediction R Demonstrate knowledge of the content and theme of the works of a single author R Read multiple books in the same genre but by different authors R Use graphic organizers, including story maps, semantic or attribute maps, and Venn diagrams to make meaning of the reading selection Read and compare the content and theme of works of a single author Read multiple books in the same genre but by different authors Use graphic organizers, including story maps, semantic or attribute maps, and Venn diagrams to make meaning of the reading selection *read several books by the same author *discuss theme in works of a single author and compare and contrast *record theme in works of a single author and compare and contrast *give examples of different genre *identify characteristics of different genre *choose multiple books in the same genre *label graphic organizers to make meaning of reading *explain purpose of various graphic organizers *use graphic organizer as a tool to discuss meaning or reading compare contrast genre graphic organizers story map Venn diagram Second Nine Weeks: Expository Descriptive Writing W Create well-developed paragraphs that include introduction, SECOND NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Second Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Essential Question: How can I respond to informational/practical text in a variety of ways? Create well-developed paragraphs that include introduction, *identify the introduction, details and conclusion within a paragraph *categorize sentences as being an introduction, details, or conclusion *use pre-writing strategies to write a well-organized draft *add details *develop a paragraph that includes an introduction, details, and a conclusion paragraph introduction conclusion W Include relevant information in writing W Delete irrelevant information W Write an informational paragraph, including a topic sentence, W Compose a text following the structure of a poem, story, or informational (expository) text Determine which details pertain to the topic Delete irrelevant information Write an informational paragraph, including a topic sentence, Compose a text following the structure of a poem, story, or informational (expository) text *identify details that pertain to the topic *identify details that do not pertain to the topic *determine the relevant details to include in their story *identify irrelevant information *examine writing to identify irrelevant information *select irrelevant information to delete from writing *label the three parts of an informational paragraph *explain the purpose of an informational paragraph *utilize pre-writing strategies to compose writing that follows correct sequence *write an informational paragraph *differentiate texts according to the type of writing they are (i.e., poem, story, informational text) *choose a text structure to follow the format of that written piece relevant irrelevant topic sentence information paragraph expository 8 of 11

9 W Apply new vocabulary and concepts into writing Use new vocabulary and concepts in writing depending on genres *state orally the meaning of new vocabulary and concepts to use in writing for specific genres *discuss concepts used to write different genres *apply new vocabulary correctly in writing *apply specific concepts to their written piece according to the genre they write SECOND NINE WEEKS - READING Student Learning Expectations to be Addressed the Second Nine Weeks Second Nine Weeks: Content Reading Essential Question: How can text features help me comprehend informational/practical text? Essential Question: How can determining importance and summarizing help me better comprehend text? R Make and explain inferences from text, such as *give examples of Make and explain inferences from text, such as relationships *explain the in a story relationships R Discuss a text s main idea and how those ideas are supported Determine a text s main idea and how those ideas are supported with details with details R Describe the of specific events within a text Describe the of specific events within a text *list main idea *locate details *explain how details support main idea *locate within text *describe the main idea details R Read a variety of informational texts, including descriptive formats Read a variety of informational texts, including descriptive formats *read a variety of informational texts, including descriptive format expository R Recognize expository text structures which are descriptive R Use headings to locate specific information when reading Describe expository text structures which are descriptive Use headings to locate specific information when reading *define expository text that is descriptive *identify descriptive expository text *describe expository text structures that are descriptive *explain purpose of a heading *find examples of headings *use headings to locate specific information when reading heading R Use resources, including class-constructed thesaurus and glossary to enhance reading Use resources, including class-constructed thesaurus and glossary to enhance reading *identify thesaurus and glossary *explain use of thesaurus and glossary *select appropriate resource to enhance reading *utilize resources correctly thesaurus dictionary glossary utilize THIRD NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Third Nine Weeks Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Third Nine Weeks: Expository Sequential Writing Essential Question: When and why do I write? W A. Write thank you notes Write thank you notes, friendly letters (identifying the five parts), B. Write a friendly letter and invitations C. Write an invitation Third Nine Weeks: Expository Sequential Writing Essential Question: How can I respond to reading in a variety of ways? *label the five parts of a friendly letter *identify the components of a thank you note and invitation *explain the purpose of a thank you note, friendly letter, and an invitation *write a thank you note, friendly letter, and invitation using the correct components 9 of 11

10 W Write letters to authors W Use comma in dates and addresses R Form mental pictures from text read independently, including sequence of a process Write letters to authors Third Nine Weeks: Expository Sequential Writing Essential Question: How can editing my draft improve my writing? Use comma in dates and addresses WORK IN PROGRESS Form mental pictures from text read independently, including sequence of a process *choose an author to communicate with *recall information from the author's works to communicate with the author *label the five parts of a friendly letter *use friendly letter format and information from author's works to compose a letter *identify the different parts of a date (i.e. month, date, year) *identify a comma separates the date and the year *write a date using a comma correctly *identify the different parts of an address *identify a comma separates a city and state *write an address correctly using a comma correctly THIRD NINE WEEKS - READING Student Learning Expectations to be Addressed the Third Nine Weeks Third Nine Weeks: Practical Reading Essential Question: How can I use my prior knowledge to make connections and form mental images with text? W Write retellings of fairy tales and folk tales Write re-tellings of fairy tales and folk tales *communicate the sequence of a process after reading independently FOURTH NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Fourth Nine Weeks *identify and explain the elements of a fairy tale and folk tale *orally re-tell a fairy tale and folk tale *utilize pre-writing strategies to compose a retelling of a fairy tale and a folk tale *write a re-telling of a fairy tale and a folk tale comma mental picture sequence Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Fourth Nine Weeks: Narrative Writing Essential Question: How can I respond to literature in a variety of ways? (literature discussion, reading response journals, written responses, tell/re-telling, whole group/small group discussions, presentations) fairy tale folk tale W Take on strategies and elements of author s craft that the class has discussed in their study of literary works W Compose a text following the structure of a poem, story, or informational (expository) text Create a written piece that incorporates an author's strategies and elements of their craft that the class has discussed in their study of literary works Compose a text following the structure of a poem, story, or informational (expository) text *identify and discuss specific strategies authors have used in their own works *select certain strategies and elements of author's craft to apply in their written pieces *differentiate texts according to the type of writing they are (i.e., poem, story, informational text) *choose a text structure to follow the format of that written piece author's craft expository Fourth Nine Weeks: Literary Prose Reading Essential Question: What elements do you find in all good stories? FOURTH NINE WEEKS - READING Student Learning Expectations to be Addressed the Fourth Nine Weeks 10 of 11

11 R Read a variety of stories, including fairy tales and folk tales R Identify and compare the story elements of fairy tales and folk tales R Create a fairy tale and/or folk tale Read a variety of stories, including fairy tales and folk tales *read a variety of stories, including fairy tales and folk tales fairy tale folk tale Identify and compare the story elements of fairy tales and folk tales Create a fairy tale and/or folk tale *identify different characteristics of genres *identify story elements of fairy tales and folk tales *compare story elements of fairy tales and folk tales *identify different characteristics of genres *identify story elements of fairy tales and folk tales *compare story elements of fairy tales and folk tales *create a fairy tale and/or folk tale story elements sequence beginning middle end 11 of 11

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

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

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

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

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Reading Assessment Checklist Behaviors to Notice, Teach and Support

Reading Assessment Checklist Behaviors to Notice, Teach and Support Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships

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

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Determine two or more main ideas of a text and use details from the text to support the answer

Determine two or more main ideas of a text and use details from the text to support the answer Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications

More information

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice

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

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

5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best

5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best 5 th Grade Language Arts Curriculum Map 1 st Nine Weeks Standards & Elements Essential Questions Assessments Best Practices Writing ELA5W1 a.selects a focus, and organizational structure, and a point of

More information

ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

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

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Inspiration Standards Match: Virginia

Inspiration Standards Match: Virginia Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation

More information

Using Leveled Text to Teach and Support Reading Strategies

Using Leveled Text to Teach and Support Reading Strategies Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on

More information

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence

More information

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

Third Grade in California Public Schools. and the Common Core State Standards A Look at Third 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

From Our Classroom Strategy Library During Reading

From Our Classroom Strategy Library During Reading Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to

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

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8)

Prentice Hall Literature Grade 8 2010 Correlated to: Kansas Reading Education Standards for Grade 8 (Grade 8) Standard 1: Reading EIGHTH GRADE Reading: The student reads and comprehends text across the curriculum. Benchmark 1: The student uses skills in alphabetics to construct meaning from text. No standards

More information

English Language Arts Standards of the Archdiocese of Detroit

English Language Arts Standards of the Archdiocese of Detroit A Correlation of Pearson ilit 45, 2016 To the English Language Arts Standards of the Introduction This document demonstrates how meets English Language Arts Standards of the. Correlation references are

More information

PTE Academic Preparation Course Outline

PTE Academic Preparation Course Outline PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The

More information

Key 1: Read at Advanced Levels in Grades K 2

Key 1: Read at Advanced Levels in Grades K 2 SEVEN KEYS TO COLLEGE READINESS www.mcps7keys.org Key 1: Read at Advanced Levels in Grades K 2 Description and Examples of Reading Text Levels Spring 2009 MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

More information

Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5

Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,

More information

MODULE 15 Diagram the organizational structure of your company.

MODULE 15 Diagram the organizational structure of your company. Student name: Date: MODULE 15 Diagram the organizational structure of your company. Objectives: A. Diagram the organizational chart for your place of business. B. Determine the importance of organization

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

& 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

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

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

LANGUAGE ARTS OVERVIEW

LANGUAGE ARTS OVERVIEW LANGUAGE ARTS OVERVIEW English language arts education incorporates the teaching and learning of reading, writing, speaking, listening, and viewing. Integration of language arts occurs in multiple ways.

More information

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts

by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz

More information

GRADE 4. Curriculum Package. (September 2010)

GRADE 4. Curriculum Package. (September 2010) GRADE 4 Curriculum Package (September 2010) For ease of reference, this Grade 4 Curriculum Package compiles all Prescribed Learning Outcomes and from within each subject-based Integrated Resource Package

More information

Standards and progression point examples

Standards and progression point examples English Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: explain the directionality of printed texts (ACELA1433 Concepts

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

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

High School Communications Curriculum Indicators tested/taught indicator

High School Communications Curriculum Indicators tested/taught indicator Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,

More information

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

Fifth Grade in California Public Schools. and the Common Core State Standards A Look at Fifth 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

English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

More information

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks 1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower

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

LAFS: Language Arts Florida Standards GRADE: K

LAFS: Language Arts Florida Standards GRADE: K LAFS: Language Arts Florida Standards GRADE: K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer

More information

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

Fourth Grade in California Public Schools. and the Common Core State Standards A Look at Fourth 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

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

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom I. Overview: This unit will address students understanding, performance, and achievement in literacy

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

Reading: The student reads and comprehends text across the curriculum.

Reading: The student reads and comprehends text across the curriculum. Curricular Standards for Reading Education Kansas L iterature Reading with Purpose Course 1 2007 STANDARDS Standard 1: Reading Reading: The student reads and comprehends text across the curriculum. Benchmark

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

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

bbc bbc CHAPTER 4 bbbbcc Formal and Informal Assessment of Limited English Proficient/English Language Learners Key Concepts: Performance standards

bbc bbc CHAPTER 4 bbbbcc Formal and Informal Assessment of Limited English Proficient/English Language Learners Key Concepts: Performance standards CHAPTER 4 bbbbcc Formal and Informal Assessment of Limited English Proficient/English Language Learners Assessment Practices for Monitoring the Performance of Limited English Proficient/English Language

More information

Strategic Reading. English Language Arts Curriculum Framework. Revised 2010

Strategic Reading. English Language Arts Curriculum Framework. Revised 2010 Strategic Reading English Language Arts Curriculum Framework Revised 2010 Course Title: Strategic Reading Course/Unit Credit: Course Number: 358140 Teacher Licensure: Please refer to the Course Code Management

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

National Curriculum for English Key Stages 1 and 2 Draft. National Curriculum review

National Curriculum for English Key Stages 1 and 2 Draft. National Curriculum review National Curriculum for English Key Stages 1 and 2 Draft National Curriculum review Contents Key Stage 1 Programme of Study Year 1...5 Year 2...10 Lower Key Stage 2 Programme of Study Years 3 4...15 Upper

More information

Strand: Writing. Grade Level: 1 st Grade

Strand: Writing. Grade Level: 1 st Grade 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic

More information

English Scope and Sequence: Foundation to Year 6

English Scope and Sequence: Foundation to Year 6 English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context

More information

No Evidence. 8.9 f X

No Evidence. 8.9 f X Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards

More information

Texas Success Initiative (TSI) Assessment

Texas Success Initiative (TSI) Assessment Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,

More information

Communications/8 th Grade/ JOURNALISM (1st semester)

Communications/8 th Grade/ JOURNALISM (1st semester) S TAUGHT ASSESSME NT TYPE (, RESOURCES (Materials, web sites, audiovisual, LEARNING ACTIVITIES (instructional strategies; what Fluency LA 8.1.4 Fluency: Students will read a variety of grade level texts

More information

LDC Template Task Collection 2.0

LDC Template Task Collection 2.0 Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Reading and Viewing Achievement Standards

Reading and Viewing Achievement Standards Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).

More information

CHCEDS305A Support the development of reading skills

CHCEDS305A Support the development of reading skills CHCEDS305A Support the development of reading skills Release: 1 CHCEDS305A Support the development of reading skills Modification History Not Applicable Unit Descriptor Descriptor This unit is focuses

More information

Critical Reading. English Language Arts Curriculum Framework. Revised 2010

Critical Reading. English Language Arts Curriculum Framework. Revised 2010 Critical Reading English Language Arts Curriculum Framework Revised 2010 Course Title: Critical Reading Course/Unit Credit: 1 Course Number: 419110 Teacher Licensure: Please refer to the Course Code Management

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

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

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

Florida International University Master s of Science in Reading Education. Florida Reading Endorsement Alignment Matrix Competency 1

Florida International University Master s of Science in Reading Education. Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The

More information

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 Table of Contents Context for STEP What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 2005 Annual Report of the Auditor General of Ontario The ELL Policy

More information

Available in English and Spanish

Available in English and Spanish Grades K 8+ Content Literacy Supports Common Core Available in English and Spanish Literacy Development and Grade-Level Content Language, Literacy, & Vocabulary builds a strong foundation for literacy

More information

Reading K 12 Section 35

Reading K 12 Section 35 Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes

More information

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible

More information

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

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

What s the Big Idea?

What s the Big Idea? What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from

More information

(MIRP) Monitoring Independent Reading Practice

(MIRP) Monitoring Independent Reading Practice (MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050

More information

PROGRAM CONCENTRATION:

PROGRAM CONCENTRATION: Implementation date PROGRAM CONCENTRATION: Business & Computer Science CAREER PATHWAY: Administrative Information/Support COURSE TITLE: Business Communication and Presentation Course Description: The goal

More information

Report Card Comments By Vishal Jain

Report Card Comments By Vishal Jain General Strengths # uses ideas of some complexity # reflects the use of complex ideas # applies reasoning skills consistently and with general understanding # applies reasoning skills consistently and

More information

LeapTrack Assessment & Instruction System

LeapTrack Assessment & Instruction System LeapTrack Assessment & Instruction System Grades K 5 Providing personalized learning paths to accelerate student mastery of state standards Meets NCLB Guidelines Now available in version 4.0 How does the

More information

Assoc Degree Applic. - Transfer to UC/CSU/Private

Assoc Degree Applic. - Transfer to UC/CSU/Private Solano Community College - Prof. Steven Federle English 2, Spring 2010, Section 10283 Tuesday, 6:15 9:05 P.M., Room 743 Computer Lab Critical Thinking & Writing about Literature Class Communications: Voice

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

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

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

English 2 - Journalism Mitch Martin: mmartin@naperville203.org

English 2 - Journalism Mitch Martin: mmartin@naperville203.org Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors

More information

Independent Reading Assessment Tools. User s Guide

Independent Reading Assessment Tools. User s Guide Independent Reading Assessment Tools User s Guide Table of Contents INTRODUCTION...3 ANECDOTAL RECORDS...4 Sample Record (Daily Reading Observation Record Sheet)...5 READING CONFERENCES...6 Sample Strategies...6

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

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

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place

More information

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12 1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

More information

ENGL-101 ENGLISH COMPOSITION I. Online

ENGL-101 ENGLISH COMPOSITION I. Online Coffeyville Community College ENGL-101 COURSE SYLLABUS FOR ENGLISH COMPOSITION I Online Troy McCloughan Instructor COURSE NUMBER: ENGL-101 COURSE TITLE: English Composition I CREDIT HOURS: 3 INSTRUCTOR:

More information

The national curriculum in England. Framework document

The national curriculum in England. Framework document The national curriculum in England Framework document July 2013 Contents 1. Introduction 3 2. The school curriculum in England 4 3. The national curriculum in England 5 4. Inclusion 8 5. Numeracy and mathematics

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will

More information

Warrensburg-Latham Elementary School Course Catalog

Warrensburg-Latham Elementary School Course Catalog Warrensburg-Latham Elementary School Course Catalog Kindergarten Science Course: K Science Course Number: K601 Category: Science Grade Level: K Description: Kindergarten science is developed through a

More information

Creative Writing Mrs. Maryjo Williams Room A213

Creative Writing Mrs. Maryjo Williams Room A213 Creative Writing Mrs. Maryjo Williams Room A213 One of the most valuable things we can do to heal one another is listen to each other s stories. ----- Rebecca Falls Course Description This course introduces

More information

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49 1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 Observation

More information