English Language Arts: FOUNDATION SKILLS
|
|
|
- Alexander Malone
- 7 years ago
- Views:
Transcription
1 FOSS THIRD EDITION CORRELATION TO COMMON CORE STANDARDS English Language Arts: FOUNDATION SKILLS Grade 1
2 English Language Arts Standards» Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. Grade 1 All Grade 1 SRBs give students the opportunity to demonstrate understanding of the organization and basic features of print. Overall organization: front cover; p. 1, title page; p. 2; table of contents; pp. 3-46, informational text/readings; pp , glossary; back cover Text features: Make It Balance! pp. 3-12, story title, text, page numbers, illustrations/photographs, bold type, subheading, numbered list, review questions Overall organization: front cover; p. 1, title page; p. 2; table of contents; pp. 3-66, informational text/readings; pp , glossary; back cover Text features: Understanding the Weather, pp , story title, text, page numbers, illustrations/photographs, bold type, subheading, numbered list, review questions Changes in the Sky, pp , story title, text, page numbers, illustrations/photographs, bold type, label, chart/calendar Overall organization: front cover; p. 1, title page; p. 2; table of contents; pp. 3-70, informational text/readings; pp , glossary; back cover Text features: What Do Plants Need? pp. 3-9, story title, text, page numbers, illustrations/photographs, bold type, subheading, numbered list, review questions
3 IG All Grade 1 FOSS IGs give students the opportunity to demonstrate understanding of the organization and basic features of print in Guiding the Investigation/Reading in Science Resources steps. Overview, p. 15 (FOSS Science Resources Books) Inv. 1, Part 3, pp , s15-17 Inv. 2, Part 1, p. 97, s17-18 Inv. 5, Part 1, p. 207, s15-17 Overview, p. 15 (FOSS Science Resources Books) Inv. 1, Part 2, pp , s15-17 Inv. 3, Part 4, p. 168, s12-14 Inv. 4, Part 3, p. 203, s9-10 Overview, p. 17 (FOSS Science Resources Books) Inv. 1, Part 1, p. 64, s24-26 Inv. 1, Part 3, pp , s19-21 Inv. 3, Part 1, p. 143, s20-21 TR Science-Centered Language Development chapter, pp
4 Phonological Awareness CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). When read aloud to/with students, all Grade 1 SRBs give students the opportunity to demonstrate understanding of spoken words, syllables, and sounds. Push or Pull? pp Rolling, Rolling, Rolling! pp What Is All around Us? pp. 3-7 Resources, pp How Seeds Travel, pp around the World, pp IG All Grade 1 FOSS IGs give students the opportunity to demonstrate understanding of spoken words, syllables, and sounds. The newword icon in "Guiding the Reading" alerts teachers to new vocabulary that may be introduced/reinforced/reviewed using the "Hear It/See It/Say It/Write It" strategy. Overview, p. 17 (FOSS Instructional Design) Inv. 1, Part 4, pp , s1, 9 (opportunity) Inv. 3, Part 3, p. 142, s1 (opportunity) Inv. 4, Part 2, p. 181, s14 (opportunity) Overview, p. 17 (FOSS Instructional Design) Inv. 2, Part 3. pp , s1, 4 Inv. 3, Part 2, p. 154, s4 (opportunity) Inv. 4, Part 3, p. 201, s6 (opportunity) Overview, p. 19 (FOSS Instructional Design) Inv. 1, Part 1, p. 63, s21 Inv. 2, Part 1, pp. 106, 108, s6, 15 Inv. 3, Part 2, pp , s25 (opportunity) TR Science-Centered Language Development chapter, pp , 30-31
5 Phonics and Word Recognition CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. All Grade 1 SRBs give students the opportunity to apply grade-level phonics and word analysis skills in decoding words. Strings in Motion, pp (esp. bold words on pp. 30, 31, 33, 34) Move It, but Don t Touch It! pp (esp. bold words on pp. 36, 37, 39) Water in the Air, pp (esp. bold words on p. 21, 22, 24) Getting through the Winter, pp (esp. bold words on pp. 61, 62, 63) The Story of Wheat, pp (esp. bold words on pp. 11, 12, 13) What Do Animals Need? pp (esp. bold words on pp. 27, 28, 29, 30, 31, 32) IG All Grade 1 FOSS IGs give students the opportunity to apply grade level phonics and word analysis skills in decoding words as they read informational text in Guiding the Investigation/Reading in Science Resources steps. Inv. 1, Part 3, pp , s15-17 Inv. 3, Part 2, p. 139, s16-17 Inv. 4, Part 2, p. 182, s17-18 Inv. 2, Part 3, pp , s5-6, 9-10 Inv. 4, Part 3, pp , s11-12, Inv. 1, Part 3, pp , s19-21 Inv. 4, Part 3, p. 202, s15-16 TR Science-Centered Language Development chapter, pp , 33-35
6 Fluency CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. All Grade 1 SRBs give students the opportunity to read with sufficient accuracy and fluency to support comprehension. Titles phrased as questions, embedded questions, and Thinking about questions help students monitor comprehension. All SRB stories, including Push or Pull? pp Things That Spin, pp Tools and Machines, pp All SRB stories, including What Is All around Us? pp. 3-7 What Is the Weather Today? pp Seasons, pp IG All SRB stories, including What Do Plants Need? pp. 3-9 What Do Animals Need? pp Animals and Their Young, pp All Grade 1 FOSS IGs give students the opportunity to read with sufficient accuracy and fluency to support comprehension. In all Guiding the Investigation/Reading in Science Resources steps, pre-reading activities and interactions, reading strategies, and postreading discussion questions and guidelines help deepen understand and monitor comprehension. Inv. 2, Part 3, p. 114, s21-22 Inv. 5, Part 1, p. 207, s15-17 Inv. 5, Part 2, p. 213, s5-6 Inv. 2, Part 4, p. 130, s8-9 Inv. 4, Part 2, p. 192, s6-9 Inv. 1, Part 4, p. 90, s13-15 Inv. 3, Part 2, pp , s22-23
7 TR Science-Centered Language Development chapter, pp CCSS.ELA-Literacy.RF.1.5 No Standard for Grade 1 CCSS.ELA-Literacy.RF.1.6 No Standard for Grade 1 CCSS.ELA-Literacy.RF.1.7 No Standard for Grade 1 CCSS.ELA-Literacy.RF.1.8 No Standard for Grade 1 CCSS.ELA-Literacy.RF.1.9 No Standard for Grade 1 CCSS.ELA-Literacy.RF.1.10 No Standard for Grade 1
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
Common Core State Standards English Language Arts. IEP Goals and Objectives Guidance: Basic Format
Current Academic Achievement Common Core State Standards English Language Arts IEP Goals and Objectives Guidance: Basic Format Just as you have, address a deficit by stating what the student can do relative
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,
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.
PICTURE DAY PERFECTION
A Common Core State Standards Aligned Discussion & Activity Guide for PICTURE DAY PERFECTION Grades: K-2 ISBN: 978-1-4197-0844-9 Written by Deborah Diesen Illustrated by Dan Santat Published by Abrams
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
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
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
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
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
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.
Exceptional Student Education K 12
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
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:
English Language Proficiency Standards for Precalculus
xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine
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
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
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
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
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
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
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
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
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
Pre-K Science. Earth and Space Air Weather. Life Science Living-Non Living Things. Physical Science Properties of Objects Motion
Pre-K Science Earth and Space Air Weather Life Science Living-Non Living Things Physical Science Properties of Objects Motion Technology Simple Tools 1 Strand-Earth and Space Science 1.2 Pre-School Teacher
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
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
Strategies to improve reading fluency skills. Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.
Strategies to improve reading fluency skills Nancy B. Swigert, M.A., CCC/SLP The Reading Center Lexington, KY 40503 Thereadingcenter@aol.com Goals for this session 1. Discuss the areas of skill (e.g. letter
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
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
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
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
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
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
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..................................
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
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,
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,
FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL. A Guide for Principals
TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL A Guide for Principals TEACHING ALL STUDENTS TO READ IN ELEMENTARY SCHOOL A Guide for Principals Joseph Torgesen, Debra Houston, Lila Rissman, Marcia
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
Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks
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
Tips on Reading This Book with Children:
Level: N Word Count: 331 100th Word: planets (page 8) Teaching Focus: Phonics: Word Study Look at the words float and plants. How are the words alike? How are they different? Tips on Reading This Book
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
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
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
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
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.
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
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,
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
Literacy Learning in Preschool and Kindergarten
Chapter 1 Literacy Learning in Preschool and Kindergarten Preschool and kindergarten are the most important grades! I say this to preschool, kindergarten, primary, middle school, junior high, and high
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
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
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! SPANISH 1 ST QUARTER SING-N-SPEAK SPANISH - YEAR 4
1 ST QUARTER STANDARDS: SING-N-SPEAK - YEAR 4 Standard 1: Students engage in conversations, provide and obtain information, express feelings and preferences, and exchange ideas and opinions. 1FL-R1 Greet
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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
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
Second Grade Core Knowledge Addendum
Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
Oral Fluency Assessment
Fluency Formula: Oral Fluency Assessment IMPACT STUDY Fluency Formula: Oral Fluency Assessment A Successful Plan for Raising Reading Achievement 1 Table of Contents The Challenge: To Have 90% of Students
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 Use effective methods and instructional strategies that are based on scientifically based research that strengthens
Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts
Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at
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
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
Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
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
Protocol for Review of Instructional Materials for ELLs
COMPLETED BY A COMPLETED BY A TM TM PRIME CORRELATION W I DA C O N S U LTA N T PRIME CORRELATION WIDA-TRAINED CORRELATOR APPROVED IMI TM ELP STANDARDS C O R R E L ATIO N P R O C E S S Protocol for Review
Correlation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
Preparation Manual. Texas Examinations of Educator Standards (TExES ) Program. Reading Specialist (151)
Texas Examinations of Educator Standards (TExES ) Program Preparation Manual Reading Specialist (151) Copyright 2012 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo
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
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
mclass: Reading 3D Reminders
mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School Hold the device so the child cannot see it Say each word,
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
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
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
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
Geometry: Introduce the Geometric Cabinet complete with shapes, cards & names.
August: 2014 ~ 2015 Reading/Language: Introduce Spalding Phonetics. Reading/writing/spelling/speaking phonics program. Begin with single letter phonemes. Identify letter & learn sounds associated with
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
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
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
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant 1 Objectives discuss the changes from the KTEA-II to the KTEA-3; describe how the changes impact assessment of achievement. 3 Copyright
Psychology of Learning to Read
Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important
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)
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
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
OVERVIEW. Provide curriculum that builds upon what children already know and are able to do to enable them to connect new concepts and skills.
OVERVIEW Early childhood programs should be appropriate for the age, developmental level, and special needs of each child. The environment should be modified and adapted to promote the participation, engagement,
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
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
Partners. in Reading. Reading Record. Potential For Growth. Key Contact. Suzy Stone The EBP. Phone: 01522 574100 Email: suzy.stone@eblo.org.
Partners Potential For Growth in Reading Reading Record Key Contact Suzy Stone The EBP Phone: 01522 574100 Email: suzy.stone@eblo.org.uk The EBP Welton House Limekiln Way Greetwell Road Lincoln LN2 4WH
COMMONLY USED SPECIAL EDUCATION READING PROGRAMS
COMMONLY USED SPECIAL EDUCATION READING PROGRAMS Reading Mastery/ Corrective Reading Language! Wilson Reading System Saxon Reading Hill Methodology Edmark Reading Program Unique Learning System Phonemic
Elementary Courses. Grade 5 Language Arts
Elementary Courses Grade 5 Language Arts Grade 5 Language Arts emphasizes instruction in the areas of reading comprehension, decoding, spelling, vocabulary strategies, grammar, and writing. The program
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
How To Make A Book For Children
Assuring high quality phonic work snapshot self-assessment form The self-assessment below provides a snapshot of how this product meets the core criteria for a high quality phonics programme. For more
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
Reading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment
Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document 1 This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of
How To Teach Children To Read
Baby Farm Animals Level 11 Non-fiction Word count: 184 Text type: Report HFW introduced: HFW consolidated: Linking texts: Curriculum link: Phonological awareness: Text summary: called, drinks, fi rst,
Wie ist das Wetter? (What s the weather like?)
Prior Knowledge: It is helpful if children already know the numbers 1-10; the months of the year; negative numbers; how to read simple scales and thermometers Objectives Explore the patterns and sounds
Mrs. Bremmer s Reading Club Registration Form
Mrs. Bremmer s Reading Club Registration Form Student s Name Grade Entering Home phone # Parent Cell # Parent E-mail address Additional Information: Registration can be turned in to Mrs. Bremmer s mailbox