CURRICULUM GUIDE. Introduction to ELL READING RDYX00

Transcription

1 Niles North and Niles West Skokie, Illinois CURRICULUM GUIDE Introduction to ELL READING RDYX00 Intro to ELL is a beginning course for English learners with little or no English proficiency. Emphasis is on fundamental literacy skills and reading. Vocabulary development, sentence structure, de-coding (phonics), comprehension, spelling and critical thinking skills will be emphasized. Instructors Tricia Brown, Niles West Lesile Natzke, Niles North July, 2013 Corrie Wallace Director of ELL

2 Table of Contents Instructional Materials... 3 Agreed Upon Elements... 4 Standards Instruction and Standards Summative Assessment Description

3 Instructional Materials 1. Course Textbook Spelling Connections Grades 2 & 3, J. Richard Gentry, Ph.D., Zaner-Bloser, Course Novels The Heights Series Camp Twister Crash 3. Handouts 4. Worksheets 5. Internet resources 6. Multi-media supplies 7. Assorted teacher videos 3

4 Agreed Upon Elements General Expectations Display a professional and ethical behavior Keep their coursework organized Report to class on time Technology Expectations Follow the District s AUP Be able to research Internet sources Types of Assessment Given Projects Activities Homework Presentations Exams Quizzes Types of Homework Assignments Given Reading Activities Workbook pages Projects Independent Work Expectations The students should complete all of their work to their best ability and on time. Grading Procedure A = 90% B = 80 % C = 70% D = 60% F = 59% and below Types of Instructional Strategies: Lecture Group work Hands-on Independent Work Cooperative Learning 4

5 Common Core Standards for English Language Arts & Literacy ENTERING EMERGING MEETS I. LANGUAGE STANDARDS Vocabulary Acquisition and Use 1. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and context. a. identify new meanings for familiar words and apply them accurately b. use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. 2. with guidance and support from adults, explore word relationships and nuances in word meanings. a. sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 3. use words and phrases acquired through conversations, reading and being read to, and responding to texts. 4. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and context. a. use sentence-level context as a clue to the meaning of a word or phrase. b. use frequently occurring affixes as a clue to the meaning of a word. c. identify frequently occurring root words (e.g., look) and their forms (e.g., looks, looked, looking). 5. use words and phrases acquired though conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationship (e.g., because). 6. determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and context. a. demonstrate the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy). b. use a known root word as a clue to tell the meaning of an unknown word with the same root. c. use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., bookshelf, lighthouse). 7. demonstrate understanding of word relationship and nuances in word meanings. a. define words by category and by one or more key attributes b. identify real-life connections between words and their use. c. distinguish shades of meaning among verbs describing the same general action (e.g., eat, bite). 8. use words and phrases acquired though conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. 5

6 ENTERING EMERGING MEETS II. SPEAKING AND LISTENING STANDARDS Comprehension and Collaboration 9. participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. follow agreed-upon rules for discussions (e.g., listening to others with care). b. build on other s talk in conversations by responding to the comments of others through multiple exchanges. c. ask questions to clear up any confusion about the topics and texts under discussion. Presentation of Knowledge and Ideas 12. produce complete sentences when appropriate to task and situation. 10. participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways). b. build on other s talk in conversations by linking their comments to the remarks of others. c. ask for clarification and further explanation as needed about the topics and texts under discussion. 13. produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 11. engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on other s ideas and expressing their own clearly. a. come to discussions prepared. b. follow agreed-upon rules for discussions. c. ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. explain my own ideas and understanding in light of the discussion. 14. speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 6

7 ENTERING EMERGING MEETS III. WRITING STANDARDS Text Types and Purposes 15. use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ). Production and Distribution of Writing 18. with guidance and support from adults, respond to questions and suggestions from peer and add details to strengthen writing as needed. 19. with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 16. write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 20. with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 21. with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 17. write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. 22. with guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 23. with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 24. with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 25. participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). 26. with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 27. participate in shared research and writing projects (e.g., read books on a single topic). 28. recall information from experiences or gather information from provided sources to answer a question. 7

8 ENTERING EMERGING MEETS IV. READING STANDARDS Key Ideas and Details 29. with prompting and support, ask and answer questions about key details in a text. 30. with prompting and support, retell familiar stories, including key details. 31. with prompting and support, identify characters, settings, and major events in a story. Craft and Structure 38. ask and answer questions about unknown words in a text. 39. recognize common types of texts (e.g., poems, storybooks). 40. with prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 32. ask and answer questions about key details in a text. 33. retell stories, including key details, and demonstrate understanding of their central message or lesson. 34. identify characters, settings, and major events in a story, using key details. 41. identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 42. explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 43. identify who is telling the story at various points in a text. 35. ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 36. recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 37. describe how characters in a story respond to major events and challenges. 44. describe how words and phrases (e.g., regular beats, rhymes) supply rhythm and meaning in a story, poem, or song. 45. describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 46. acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 8

9 Integration of Knowledge and Ideas 47. with prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 48. with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity 53. actively engage in group reading activities with purpose and understanding. Print Concepts & Phonological Awareness 56. demonstrate understanding of the organization and basic features of print. a. follow words from left to right, top to bottom, and page by page. b. recognize that spoken words are represented in written language by specific sequences of letters. c. understand that words are separated by spaces in print. d. recognize and name all upper- and lowercase letters of the alphabet. 49. use illustrations and details in a story to describe its characters, setting, or events. 50. compare and contrast the adventures and experiences of characters in stories. 54. with prompting and support, read prose and poetry of appropriate complexity for grade demonstrate understanding of spoken words, syllable, and sounds (phonemes). a. recognize and produce rhyming b. count, pronounce, blend, and segment syllables in spoken c. blend and segment onsets and rimes of single-syllable spoken d. isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) 51. use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 52. compare and contrast two or more versions of the same story (e.g, Cinderella stories) by different authors or from different cultures. 55. by the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 58. demonstrate understanding of the organization and basic feature of print. a. recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). 59. demonstrate understanding of spoken word, syllables, and sounds (phonemes). a. distinguish long from short vowel sounds in spoken single-syllable b. orally produce single-syllable words by blending sounds including 9

10 Phonics and Word Recognition 60. know and apply grade-level phonics and word analysis skills in decoding a. demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. associate the long and short sounds with common spelling for the five major vowels. c. read common high-frequency words by sight (e.g., the, of, to). d. distinguish between similarly spelled words by identifying the sounds of the letters that differ. e. add or substitute individual sounds (phonemes) in simple, one-syllable words to make new 61. know and apply grade-level phonics and words analysis skills in decoding a. know the spelling-sound correspondences for common consonant diagraphs. b. decode regularly spelled onesyllable c. know final e and common vowel team conventions for representing long vowel sounds. d. use knowledge that every syllable must have a vowel sound to determine the number of syllable in a printed word. e. decode two-syllable words following basic patterns by breaking the words into syllables. f. read words with inflectional endings. g. recognize and read gradeappropriate irregularly spelled consonant blends. c. isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable d. segment spoken single-syllable words into their complete sequence of individual sounds. 62. know and apply grade-level phonics and words analysis skills in decoding a. distinguish long and short vowels when reading regularly spelled onesyllable b. know spelling-sound correspondences for additional common vowel teams. c. decode regularly spelled two-syllable words long vowels. d. decode words with common prefixes and suffixes. e. identify words with inconsistent but common spelling-sound correspondences. f. recognize and read gradeinappropriate irregularly spelled 10

11 Fluency 63. read emergent-reader texts with purpose and understanding. 64. read with sufficient accuracy and fluency to support comprehension. a. read on-level text with purpose and understanding. b. read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. use context to confirm or self-correct word recognition and understanding, rereading as necessary. 65. read with sufficient accuracy and fluency to support comprehension a. read on-level text with purpose and understanding. b. read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. use context to confirm or self-correct word recognition and understanding, rereading as necessary. 11

12 Instruction and Standards Letters Alphabetizing Letter formation o writing Consonant sounds o initial, medial, and ending sounds Vowel sounds o long, short, silent, dipthongs Blends Letters Words Sight words o spelling and writing o reading o pronunciation Grammatical elements Decoding Rhyming Compound words Synonyms Antonyms Homophones Analogies Sentences/Phrases Clumping Fluency Basic sentence structure o writing Fact and opinion Cause and effect Stories Main Idea Character comparisons Setting Conflict Sequencing Inference Context Clues 12

13 Comprehension Summarizing o introduction, middle, conclusion o writing Discussion 13

14 Summative Assessment 1. Student Assessment will be course based. 2. Summative student performance will be assessed continuously throughout the course by class projects, group work, presentations, quizzes, and unit exams. 3. Summative Assessments will be multiple choice, free response, or project based, graded with a common rubric. 14