Curriculum and Assessment Guide (CAG) Elementary Open Court First Grade

Transcription

1 Curriculum and Assessment Guide (CAG) Elementary Open Court First Grade 1

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3 English Language Arts CORE INSTRUCTIONAL MATERIALS Grade 1 Houghton-Mifflin Reading Anthology, Here We Go 1.1 Anthology, Lets Be Friends 1.2 Anthology, Surprises 1.3 Anthology, Treasures 1.4 Anthology, Wonders 1.5 Practice Book Practice Book Open Court Reading 2002 Mathematics Science Phonics Skills Workbook Comprehension & Language Arts Skills Workbook Big Book Package Anthology 1 Anthology 2 First Reader Second Reader Spelling & Vocabulary Skills Workbook Decodable Take Home 1 Readers Decodable Take Home 2 Readers Language Arts Big Book Pearson envision Math Pupil Edition Pearson envision Math Teacher Edition Scott Foresman Science Big Book Flip Chart (former Rio Linda and North Sacramento Schools) McGraw-Hill, 2007 Student Edition (former Del Paso Schools) History/Social Studies Scott Foresman/Prentice Hall Time and Space Flip Chart Scott Foresman/Prentice Hall Time and Space Pupil Edition 3

4 Base Program Description: Reading/Language Arts I. Content and Coverage: The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; ; Written and Oral English Language Conventions; and Listening and Speaking. II. Materials: A. Houghton Mifflin Reading (HMR) or Open Court Reading (OCR) were selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. HMR or OCR program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking. III. Content Scheduling: A. The Language Arts program in TRUSD is made up of two essential elements: The first element is Houghton Mifflin Reading/ and Open Court Reading which is whole-class instruction using the HMR or OCR gradelevel materials focusing on the content standards in reading and writing. The second element is Differentiated Instruction small, homogenouslygrouped, using materials at the students instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students. B. It is recommended that the Language Arts instruction be scheduled for at least two and one-half hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level. 4

5 IV. Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid grouping within a classroom. Student groups will change throughout the year based on student assessments. B. The ELD portion of the day provides the opportunity to differentiate for English Learners. A minimum of 30 minutes of ELD instruction is required based on students CELDT levels. C. Assigned homework will vary based on the instructional level of the students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning. V. Pupil Evaluation: Assessment should be ongoing and regular. A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to target specific needs while continuing to teach the core program to all students. B. Monitoring assessments are used to: o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program. o Help the teacher emphasize areas of the core instructional program to meet the needs of students. o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students. C. Outcome/Summative assessments are used to: o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school. o Provide student learning data on the long-term outcomes of the instructional program. o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts. 5

6 Twin Rivers Unified School District Language Arts Program Houghton Mifflin Reading or Open Court Reading Grade Level Core instruction plus Differentiated Instruction Flexible grouping based on student instructional level Program Management Universal Access/ Cross-Curricular Assessment Planning/Pacing/ Flexible Grouping Integration for placement Instructional grouping EL, RSP, GATE, Other and to inform instruction Standards-Based Standards-Based Reading Instruction Instruction Decoding/ Structural Analysis Spelling Vocabulary Comprehension Strategies/ Application s 6 Grammar & English- Language Research & Technology Listening & Speaking Library/Media Center Connection

7 READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT Houghton Mifflin Reading Or Open Court Reading Differentiated Instruction Whole class Flexible small groups Core grade level material (the same for all students) exposure to general concepts skills and concepts are standards-based Differentiated instructional level material (advanced, proficient, basic, below basic and far below basic) practice with readable text skills and concepts are standards-based Focus on language arts content standards Focus on strengths and needs of students 7

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9 Open Court 1st Grade Pacing Unit 1 Let s Read Unit 2 Animals Unit Dates Assessments Enter Into Measures Unit 3 Things That Go Unit 4 Our Neighborhood Unit 5 Weather Unit 6 Journeys Unit 7 Keep Trying Unit 8 Games Unit 10 Homes August 11 September 1 (16 days) September 6 September 27 (15 days) September 29 October 20 (16 days) October 24 November 29 (18 days) December 1 January 12 (20 days) January 17 February 7 (16 days) February 9 March 14 (20 days) March 16 April 23 (20 days) April 25 May 16 (16 days) Review May 18 May 31 Trimester 1, test 1 September 2 Trimester 1, test 2 September 28 Trimester 1, test 3 October 21 Trimester 2, test 1 November 30 Trimester 2, test 2 January 13 Trimester 2, test 3 February 8 Trimester 3, test 1 March 15 Trimester 3, test 2 April 24 Trimester 3, test 3 May 17 September 12 October 5 October 28 December 7 January 20 February 13 March 21 April 27 May 17 9

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11 Open Court Purpose: o To guide students through the writing process; o To instruct students in specific writing genres; o To apply foundational writing strategies, applications, and conventions. Scope and Sequence Theme Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 1 Autobiography Autobiography Autobiography Autobiography Autobiography Autobiography 2 Autobiography Personal Expository - Summary Expository - Summary - Research Report - Response to Literature Expository Expository - Summary - Research Report 3 Personal Expository Process Strategies - Description Personal - Business Letter - Response to Literature Descriptive - Research Report Personal - Business Letter 4 Personal Descriptive Persuasive Narrative Persuasive Narrative 5 Expository Narrative Narrative Persuasive Personal - Friendly Letter Persuasive 6 Expository Persuasive Personal Descriptive Narrative Descriptive 7 Narrative 8 Descriptive 9 Poetry 10 Persuasive 11

12 Open Court 1 st Grade Note: is to be taught every day. You may skip optional writing but must lengthen mandatory writing to 1 ½ to 2 weeks. Unit 1: Lets Read Unit 2: Animals Unit 3: Things That Go Unit 4: Our Neighborhood at Work Unit 5: Weather Unit 6: Journeys Unit 7: Keep Trying Unit 8: Games All writing lessons are to be taught All writing lessons are to be taught Lessons 1-5 Lists (Optional) Lessons 6-10 Journal (Mandatory) Lessons Personal Learning Logs (Mandatory) Lessons 1-5 Invitations (Optional) Lessons 6-10 Thank You Notes (Mandatory) Lessons Friendly Letter (Mandatory) Lessons 1-5 Instructions (Mandatory) Lessons 6-10 Signs and Labels (Optional) Lessons Summary (Mandatory) Lessons 1-5 Book Report (Mandatory) Lessons 6-10 Directions (Mandatory) Lessons Report on Landmarks (Optional) Lessons 1-3 Personal Narrative (Mandatory) Lesson 4 Picture Book (Mandatory) Lessons 5-9 Make Believe Story (Mandatory) Lessons 1-3 Describe an Object (Mandatory) Lesson 4-5 Describe a Player in a Game (Optional) Lessons 6 Animal Description (Optional) Lesson 7-8 Describe a Game (Mandatory) Unit 10: Homes Lesson 1-3 Make a Poster (Optional) Lesson 4 Make a Poster (Mandatory) 12

13 Written Expression Genre: Expository Ideas OPEN COURT GENERIC RUBRICS Grade 1 Trimester 1 Generic WRITING RUBRIC is incomprehensible. 45% 60% 80% 40% 50% 70% 90%-100% Minimal content is included and/or off topic i.e. writes single words or a list. Uses no adjectives, adverbs or descriptive verbs to describe person, place or thing. Reader can understand the main idea (two or three word phrases) i.e. big truck, two sisters. Uses one adjective, adverb or descriptive verb to describe person, place or thing. Reader can easily understand the main idea. Digressions do not interfere with focus. One or two details or facts support the prompt. Uses at least two adjectives, adverbs or descriptive verbs to describe person, place or thing. Reader can easily understand the main idea. There are no digressions. Three or more details or facts support the prompt. Conventions 40% 55% 70% 90%-100% Mechanics: Capitalization Mechanics: Punctuation Spelling No capital letters OR random use i.e. within words, all letters are capitals. No end of sentence punctuation. Does not use capitals at the beginning of sentences. Capitalizes some names of people Random use of punctuation i.e. at the end of lines instead of end of sentences. Uses capitals at the beginning of some sentences and for most names of people. Uses period for end punctuation of most sentences. Uses capitalization correctly at the beginning of sentences and with names of people. Uses end punctuation correctly. Spelling 40% 55% 70% 90%-100% Handwriting Not Reported on Report Card Writes beginning sound for words. Copies words. Writes beginning and ending sounds of words. Spells three and four letter short vowel words phonetically. Spells three and four letter short vowel words phonetically. Spells some high frequency words correctly. 40% 55% 70% 90%-100% Handwriting No spacing. Barely legible. Inconsistent use of spacing. Incorrect letter formation. Prints legibly with appropriate spacing. 13

14 OPEN COURT GENERIC RUBRICS Grade 1 Trimester 2 Generic WRITING RUBRIC 45% 60% 80% Written Expression 40% 50% 70% 90%-100% Genre: Expository Digresses from prompt. Few to no details. Statements are related to and support the prompt. Three sentences using descriptive words. Three sentences using adjective, adverb or descriptive verb. Four or more sentences using descriptive words. Four sentences using adjective, adverb or descriptive verb. Genre: Narrative Retells one part of the story. Retells parts of the story. Events may be out of order or missing. Retells story in correct order of events with a beginning, middle and end (plot). Names main characters (character). Fully develops plot and characters. Ideas Sentence Structure Minimal content is included and/or off topic, i.e. writes single words or a list. Writes words or labels. Sentences are incomplete. Reader can understand the main idea (two or three word phrases), i.e. get up, brush teeth, goes pond Some sentences are complete. Reader can easily understand the main idea. Digressions do not interfere with focus. Three details or facts support the prompt. Most sentences are complete with few repetitive sentences. Reader can easily understand the main idea. There are no digressions. Three or more details or facts support the prompt. All complete sentences. Conventions Mechanics: Capitalization Mechanics: Punctuation Grammar and Usage Spelling Spelling Handwriting Not Reported on Report Card Handwriting 40% 55% 70% 90%-100% Does not use capitals at the beginning of sentences or with names of people. Random use of punctuation, i.e. at the end of lines instead of sentences. Sentences do not have subject/verb agreement. Uses capitals at the beginning of some sentences and for some names of people. May include many random capitals. Uses period for end punctuation of most sentences. Some sentences have correct subject/verb agreement. Uses most capitals at the beginning of sentences and for most names of people and I. May include a few random capitals. All sentences have ending punctuation. Punctuation mark may be incorrect i.e.. instead of?. Most sentences have correct subject/verb agreement. Uses capitalization correctly at the beginning of sentences and with names of people. Uses end punctuation correctly. No errors in subject/verb agreement. 40% 55% 70% 90%-100% Uses sound spelling as a primary strategy. Many words are misspelled. Spells three and four letter short vowel words phonetically. Spells most words correctly for sound spellings that have been taught and some high frequency words. Spells words correctly for sound spellings that have been taught and most high frequency words. 40% 55% 70% 90%-100% No spacing. Barely legible. Inconsistent use of spacing. Incorrect letter formation. Prints legibly with appropriate spacing. 14

15 OPEN COURT GENERIC RUBRICS Grade 1 Trimester 3 Generic WRITING RUBRIC 45% 60% 80% Written Expression Genre: Expository Genre: Narrative Ideas Sentence Structure Conventions 40% 50% 70% 90%-100% Main idea sentence and one supportive sentence. Retells event in two or less sentences. Minimal content is included and/or off topic. Writes words or labels. Sentences are incomplete. Main idea sentence and two supportive sentences. With at least three sentences, retells the event. Logical order may not be apparent. The writing shows limited vocabulary and repetitive use of words. (i.e. He is nice. I like him. I love him.) Write complete and incomplete sentences. Main idea sentence and three supportive sentences. With at least four sentences, retells story in correct order of events with a beginning, middle and end (plot). Names main characters (character). Reader can easily understand the main ideas. Supporting details are present, although limited or rather general. Includes some descriptive language. Writes simple, complete sentences. Main idea sentence and four supportive sentences. Fully retells event in five or more sentences with correct order and beginning, middle and end. May include feelings and/or who, what, when, where and why. is clear, focused, and interesting. Main ideas stand out and are developed by strong support and rich details. includes many interesting words. Writes expanded sentences. 40% 55% 70% 90%-100% Mechanics: Capitalization Uses capitals at the beginning of some sentences and for some names of people. Uses capitals at the beginning of most sentences and for most names of people. Uses capitals at the beginning of sentences for names of people and the pronoun I. Uses capitalization correctly at the beginning of sentences, proper nouns and the pronoun I. Mechanics: Punctuation Grammar and Usage Makes little use of punctuation. Some sentences have correct subject/verb agreement. Uses most end of sentence punctuation correctly. Most sentences have correct subject/verb agreement. Uses end of sentence punctuation correctly. Sentences have correct subject/verb agreement. Correct use of singular and plural nouns, contractions, and singular possessive pronouns. Uses end of sentence punctuation correctly and begins to use commas, and/or quotation marks. Sentences have correct subject/verb agreement. Correct use of singular and plural nouns, contractions, and singular possessive pronouns. Tense does not change within passage. Spelling Spelling Handwriting Not Reported on Report Card Handwriting 40% 55% 70% 90%-100% Most words misspelled. Uses sound spelling as a primary strategy. Spells some three and four letter short vowel words correctly and phonetically spells other words. Spells some high frequency words. Spells most three and four letter short vowel words correctly and phonetically spells other words. Spells some high frequency words. Spells three and four letter short vowel words correctly and phonetically spells other words. Spells some high frequency words. Uses some long vowel spellings correctly. 40% 55% 70% 90%-100% No spacing. Barely legible. Inconsistent use of spacing. Incorrect letter formation. Prints legibly with appropriate spacing. 15

16 WRITING RUBRIC CLARIFYERS Grade 1 Some = less than half Most = half or more Score what you can read, not what child tells you it says. If student doesn t meet criteria for a 40%, score it a 0%. If child only write one sentence, they can not score above 40% in any category Some criteria may not appear in student writing, i.e., singular possessive pronouns or contractions. Students are not penalized for their absence, i.e., can receive score for other criteria in the box. 16

17 English Learner (EL) Program The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators. I. Content and Coverage: English Language Development The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing. II. Materials: A. The Houghton Mifflin: Handbook for English Language Learners. B. Rigby: On Our Way to English C. Hampton Brown: Avenues III. Content Scheduling: As a separate curricular area, the TRUSD English Language Development program is made up of: Instruction based on the ELD Standards ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP) Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes Academic language instruction addressed in listening, speaking, reading and writing. Various grouping formats as determined by the teacher and/or school site. 17

18 IV. Teaching Strategies: A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students. B. The essential components of an ELD lesson are: Address specific ELD standards Explicitly link concepts to background experiences Explicitly link past learning with new concepts Emphasize key vocabulary (i.e. introduce, write, repeat or highlight) Provide modeling, comprehensible input, guided practice, and independent practice Pupil Evaluation C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October. D. The Language Dominance test is administered to EL students to determine proficiency in their primary language. Alternative Bilingual Early Exit Program An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators. All students in grades K-3 participating in the Alternative Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum. EL/ELD is to be checked for all EL students except those redesignated (RFEP). 18

19 English Learning Students English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency. Beginning Early Intermediate Intermediate Early Advanced Advanced Notification of the designated proficiency level of a student, will be provided to the classroom teacher. 19

20 Levels of English Proficiency CELDT Level Listening/Speaking Reading Beginner (May or may not be in the silent stage of language production) Limited comprehension and demonstrates the use of a few basic words. May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student s primary language. Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence. Early Intermediate Some basic social language, demonstrates limited comprehension. Speaks using simple words. Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning. Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures. Intermediate Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary. Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details. Below Basic * Understands some comprehension questions, can grasp main idea and sequencing. Early Advanced Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors. Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics. Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations. Advanced Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary. Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics. Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level. 20

21 Open Court Language Arts Assessments Babcock, Hagginwood, Johnson (Grades 3-6), Noralto (Grades K-2), Northwood, Rio Tierra (Grade 6), Smythe K-6, Strauch (Grades K-5), Woodlake Test Grade Send Tri 1, test 1 K 8/ /15 Tri 1, test 2 K NA 1-6 9/12 Tri 1, test 3 K NA /3 Test Grade Send Tri 2, test 1 K NA /1 Tri 2, test 2 K NA /5 Tri 2, test 3 K NA 1-6 1/9 Test Grade Send Tri 3, test 1 K NA 1-6 2/13 Tri 3, test 2 K NA 3/5 Tri 3, test 3 K NA 1-6 4/23 21

22 Open Court Grades 1-3 Grade Oral Language Rubric (Twice per Trimester) stays on topic when speaking 100% presents ideas or events in a logical/chronological order speaks clearly with adequate volume and pace 70% may digress from topic when speaking most ideas/events are presented in a logical/chronological order volume, pace or clarity may interfere with audience ability to comprehend 40% jumps from topic to topic when speaking ideas/events are presented in random, disorganized order volume, pace or clarity interferes with audience ability to comprehend 22

23 Elementary Report Card Reading/Language Arts Standards Marking Fluency standards are expressed in words correct per minute (wcpm). Fluency standards change each trimester. See guide below for Fluency standards. Trimester 1 Fluency Grade 1* Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Adv A Prof B B C BB D FBB F *Open Court Only, Grade 1 fluency is based on high frequency words and letter sound recognition Trimester 2 Adv A Prof B B C BB D FBB F Trimester 3 Adv A Prof B B C BB D FBB F

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