COURSE: English Language Arts GRADE LEVEL: Kindergarten

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1 COURSE: English Language Arts GRADE LEVEL: Kindergarten MAIN/GENERA L TOPIC: SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: READING Comprehension (Fiction) What will help me understand what is read to me? With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a Tell a story using pictures. Use illustrations to assist and understand texts and to predict. Distinguish between fiction and nonfiction (information al texts). Check for understandi ng. Septemb er-june Teacher observation Report card testing Running Records (February- June) 1

2 Comprehension: Nonfiction (Informational) What will help me understand what is read to me? story an illustration depicts). With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. a. With prompting and support, students will make cultural connections to text and self. Actively engage in group reading activities with purpose and understanding. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction). With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, ask and answer Distinguish between fiction and nonfiction (information al texts). Check for understandi ng. Septemb er-june Teacher observation Report card testing Running Records (February- June) 2

3 questions about unknown words in a text. Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Actively engage in group reading activities with purpose and understanding. 3

4 READING Foundational Skills: Print Concepts Foundational Skills: Phonological Awareness What is a word? How do sounds help us learn to read? Demonstrate understanding of the organization and basic features of print. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upperand lowercase letters of the alphabet. Recognize and produce rhyming words. Count, pronounce, blend, and segment Septemb er-june Septemb er-june Teacher observation Report card testing Running Records (February- June) DIBELS Benchmark Assessment Teacher observation Report card testing Running Records (February- June) DIBELS 4

5 syllables in spoken words. Blend and segment onsets and rimes of singlesyllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonantvowelconsonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new Benchmark Assessment 5

6 words. Foundational Skills: Phonics and Word Recognition How do letters and sounds help us read? Know and apply gradelevel phonics and word analysis skills in decoding words. Demonstrat e basic knowledge of one-toone lettersound corresponde nces by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Read common highfrequency words by sight (e.g., the, of, to, you, she, Septemb er-june Teacher observation Report card testing Running Records (February- June) DIBELS Benchmark Assessment 6

7 WRITING Foundational Skills: Fluency Texts Types and Purposes How can I be a fluent reader? How do I get ready to write? Read emergent-reader texts with purpose and understanding. 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...). Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Use a combination of drawing, dictating, and my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Check for understandi ng. Create a drawing, picture, sign or other graphic to represent a word or concept. Write to explain or describe a picture, fact, or concept. Put words together in sentence format Use classroom resources (word wall, Septemb er-june Septemb er-june Teacher observation Running Records (February- June) Writing Folder Samples Teacher observations 7

8 writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. picture dictionaries, and teachers, peers) to support the writing process. Responding to Literature How do I feel about what I read? Create and/or present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. Create/write original imaginative texts such as: journals and stories. Literature response activities Septemb er-june Teacher observations Writing Samples SPEAKING AND LISTENING Comprehension and Collaboration Why is it important to be a good listener? Why is it important to speak clearly? Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. Seek to understand and communicate with individuals from different cultural backgrounds. Follow multi-step directions Listen to establish, maintain and Septemb er-june Teacher observations Report card testing 8

9 LANGUAGE Presentation of Knowledge and Ideas Conventions of Standard English How do we share our thoughts and ideas with others? Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. How I speak properly? Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of Standard English enhance personal relationships with peers or adults. Listen attentively to spoken language (e.g., books read aloud, rhyming words, and songs). Speak to express self, share information, and contribute ideas. Retell information in sequence. Ask and answer questions appropriately. Wait for turn to speak. Respond respectfully. Stay on topic when speaking. Strive to speak in complete sentences. Speak to establish and maintain personal relationships. Use kindergartenlevel vocabulary and grammar in own speech. Speak audibly. Print many upperand lowercase letters. Use frequently occurring nouns and verbs. Septemb er-june Septemb er-june Teacher observations Report card testing Teacher observation Report card testing Writing Folder 9

10 capitalization, punctuation, and spelling when writing. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of soundletter relationships. Samples 10

11 Vocabulary Acquisition and Use What words do I use to communicate my thoughts and ideas? Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. With guidance and support from adults, explore word relationships and nuances in word meanings. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, - less) as a clue to the meaning of an unknown word. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real-life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action Septemb er-june Teacher observation 11

12 (e.g., walk, march, strut, prance) by acting out the meanings. COURSE: Language Arts - September GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENT WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a Recognize the number of beats (claps) in a word. Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: September ELP/Primary Spelling Inventory Teacher Observation ELP/Primary Spelling 12

13 Concepts About Print better reader? What do I need to know to read? Strategies What could I do when I come to a word I don't know? Word Recognition Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences Identify and use punctuation: - period - comma - exclamation point - question mark - quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas What words can I read? Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Comprehension What will help me understand what I Preview / picture walk of text Use prior knowledge Inventory Teacher Observation ELP/Running Records Teacher Observation ELP/Running Records Teacher Observation Teacher Observation ELP/Running Records 13

14 Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? read? Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and webs Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a personal relationship with peers or adults Respect age, gender, and cultural traditions of the author WORD STUDY Spelling How can I spell words? Spell high frequency writing words Use invented spelling with progression towards next developmental spelling stage Use word walls WRITING Writing Process How can I write so that other people will understand me? Write on a daily basis Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Teacher Observation ELP/Running Records Teacher Observation District Reading Record Teacher Observation Weekly Spelling Test Teacher Observation ELP/Primary Spelling Inventory Writing Rubric District Writing Folder Teacher Observation 14

15 Explain or describe a picture, fact or concept Organize and transfer spoken thought into written expression Hand Writing How can I write neatly? Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture LISTENING How can I be a good listener? SPEAKING How can I be a good speaker? Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker Listen for appreciation and enjoyment Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Respond respectfully Wait for turn to speak Speak clearly and audibly with Teacher Observation Writing Rubric Teacher Observation Teacher Observation 15

16 STUDY SKILLS How can I be a responsible student? appropriate expression Speak to establish, maintain, and enhance social relationships Use district required homework folder Responsibly return homework Organize personal work area and materials Follow written directions Follow multi-step directions Teacher Observation 16

17 COURSE: Language Arts - October GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences Identify and use punctuation: - period - comma - exclamation point - question mark - quotation marks SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: October Teacher Observation DIBELS LNF, PSF, NWF Teacher Observation DIBELS LNF, BF, LNF ELP/Running Records Teacher Observation 17

18 Strategies What could I do when I come to a word I don't know? Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using difference sources ELP/Running Records Teacher Observation Word Recognition What words can I read? Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and interpret familiar signs and symbols from the environment Comprehension What will help me understand what I read? Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and webs Sequence a story Draw conclusions Use illustrations to assist in Teacher Observation ELP/Running Records Teacher Observation 18

19 Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a personal relationship with peers or adults Respect age, gender, and cultural traditions of the author WORD STUDY Spelling How can I spell words? Spell high frequency writing words Use invented spelling with progression towards next developmental spelling stage Use word walls Use known words to spell unknown words Understand that what they write, they can read (reciprocity) WRITING Writing Process How can I write so that other people will understand me? Write on a daily basis Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Explain or describe a picture, fact or concept ELP/Running Records Teacher Observation District Reading Record Teacher Observation Teacher Observation Weekly Spelling test District Writing Folder Teacher Observation 19

20 Organize and transfer spoken thought into written expression Write to express opinions and make judgements (book, poem, theme) Write to enhance personal relationships (letters, notes, cards, labeled pictures) Hand Writing How can I write neatly Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture Teacher Observation LISTENING How can I be a good listener? SPEAKING How can I be a good speaker? Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker Listen for appreciation and enjoyment Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Teacher Observation Teacher Observation 20

21 STUDY SKILLS How can I be a responsible student? Respond respectfully Wait for turn to speak Speak clearly and audibly with appropriate expression Speak to establish, maintain, and enhance social relationships Use district required homework folder Responsibly return homework Organize personal work area and materials Follow written directions Follow multi-step directions Teacher Observation 21

22 COURSE: Language Arts - November GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) - cvce (silent e rule) Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences Identify and use punctuation: - period - comma - exclamation point - question mark SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: November Teacher Observation Teacher Observation Teacher Observation 22

23 Strategies What could I do when I come to a word I don't know? Word Recognition - quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using different sources What words can I read? Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and interpret familiar signs and symbols from the environment Recognize the singular and plural of frequently used words Recognize and use contractions Comprehension What will help me understand what I read? Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and Teacher Observation Teacher Observation Teacher Observation 23

24 Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? webs Sequence a story Draw conclusions Use illustrations to assist in understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Re-read for understanding Stop and think while reading Retell a story including beginning, middle and end Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a personal relationship with peers or adults Respect age, gender, and cultural traditions of the author Teacher Observation District Reading Record Teacher Observation WORD STUDY Spelling How can I spell words? Spell high frequency writing words ELP/High Use invented spelling with progression Frequency towards next developmental spelling Writing words stage Teacher Use word walls Observation Use known words to spell unknown Writing folder words Sentence Understand that what they write, they Dictation can read (reciprocity) Weekly Use word parts Spelling Tests WRITING Writing Process How can I write so that Write on a daily basis District Writing 24

25 other people will understand me? Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Explain or describe a picture, fact or concept Organize and transfer spoken thought into written expression Write to express opinions and make judgements (book, poem, theme) Write to enhance personal relationships (letters, notes, cards, labeled pictures) Hand Writing How can I write neatly? Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture LISTENING How can I be a good listener? Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker Listen for appreciation and enjoyment Folder/ Sentence Dictation Teacher Observation ELP/High Frequency Writing Words Teacher Observation Teacher Observation 25

26 SPEAKING How can I be a good speaker STUDY SKILLS How can I be a responsible student? Follow multi-step directions Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Respond respectfully Wait for turn to speak Speak clearly and audibly with appropriate expression Speak to establish, maintain, and enhance social relationships Retell information in sequence Use district required homework folder Responsibly return homework Organize personal work area and materials Follow written directions Teacher Observation Teacher Observation 26

27 COURSE: Language Arts - December GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial - consonant blends and digraphs Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) - cvce (silent e rule) Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences Identify and use punctuation: - period - comma - exclamation point SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: December Teacher Observation Teacher Observation Teacher Observation 27

28 Strategies What do I do when I come to a word I don't know? Word Recognition - question mark - quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using different sources What words can I read Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and use common suffixes ( -s, -ed, -ing) Recognize and interpret familiar signs and symbols from the environment Recognize the singular and plural of frequently used words Recognize and use contractions Comprehension What will help me understand what I read? Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Teacher Observation Teacher Observation Teacher Observation 28

29 Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? WORD STUDY Spelling How can I spell words? Interpret information represented in pictures, simple charts, illustrations, and webs Sequence a story Draw conclusions Use illustrations to assist in understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Re-read for understanding Stop and think while reading Retell a story including beginning, middle and end Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a personal relationship with peers or adults Respect age, gender, and cultural traditions of the author Spell high frequency writing words Use invented spelling with progression towards next developmental spelling stage Use word walls Use known words to spell unknown words Understand that what they write, they can read (reciprocity) Use word parts Teacher Observation District Reading Record Teacher Observation Teacher Observation Weekly Spelling Tests 29

30 WRITING Writing Process How can I write so that other people will understand me? Hand Writing How can I write neatly? LISTENING How can I be a good listener? Write on a daily basis Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Explain or describe a picture, fact or concept Organize and transfer spoken thought into written expression Write to express opinions and make judgements (book, poem, theme) Write to enhance personal relationships (letters, notes, cards, labeled pictures) Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker District Writing Folder Teacher Observation Teacher Observation Teacher Observation 30

31 SPEAKING How can I be a good speaker? STUDY SKILLS How can I be a responsible student? Listen for appreciation and enjoyment Follow multi-step directions Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Respond respectfully Wait for turn to speak Speak clearly and audibly with appropriate expression Speak to establish, maintain, and enhance social relationships Retell information in sequence Compare and contrast, interpret, respond and form opinions Use district required homework folder Responsibly return homework Organize personal work area and materials Follow written directions Follow multi-step directions Teacher Observation Teacher Observation 31

32 COURSE: Language Arts - January GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial - consonant blends and digraphs Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) - cvce (silent e rule) - vowel pairs - vowel combinations Recognize the number of beats (claps) in a word Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: January ELP/Primary Spelling Inventory Teacher Observation ELP/Primary Spelling Inventory Teacher Observation Teacher Observation 32

33 Strategies What could I do when I come to a word I don't know? Word Recognition Identify and use punctuation: - period - comma - exclamation point - question mark - quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using different sources Recognize the vocabulary of social communication (letter, greeting and closing) Take apart words on the run - recognizing and using word parts (chunking) What words can I read? Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and use common suffixes ( -s, -ed, -ing) Recognize and interpret familiar signs and symbols from the environment Teacher Observation Teacher Observation ELP/High Frequency Reading Words List 1 33

34 Comprehension What will help me understand what I read? Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? Recognize the singular and plural of frequently used words Recognize and use contractions Recognize and use compound words Introduce the use of pronouns Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and webs Sequence a story Draw conclusions Use illustrations to assist in understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Re-read for understanding Stop and think while reading Retell a story including beginning, middle and end Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a Teacher Observation Teacher Observation District Reading Record Teacher Observation 34

35 personal relationship with peers or adults Respect age, gender, and cultural traditions of the author WORD STUDY Spelling How can I spell words? Spell high frequency writing words Use invented spelling with progression towards next developmental spelling stage Use word walls Use known words to spell unknown words Understand that what they write, they can read (reciprocity) Use word parts Alphabetize high frequency words to the first letter WRITING Writing Process How can I write so that other people will understand me? Write on a daily basis Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Explain or describe a picture, fact or concept Organize and transfer spoken thought into written expression Write to express opinions and make judgements (book, poem, theme) Write to enhance personal relationships (letters, notes, cards, labeled pictures) Hand Writing How can I write neatly? Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture Teacher Observation Weekly Spelling Test Writing Folder piece see rubric ELP/Primary Spelling Inventory District Writing Folder piece see rubric Teacher Observation Teacher Observation District Writing Folder - see rubric 35

36 LISTENING How can I be a good listener? SPEAKING How can I be a good speaker? STUDY SKILLS How can I be a responsible student? Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker Listen for appreciation and enjoyment Follow multi-step directions Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Respond respectfully Wait for turn to speak Speak clearly and audibly with appropriate expression Speak to establish, maintain, and enhance social relationships Retell information in sequence Compare and contrast, interpret, respond and form opinions Use district required homework folder Responsibly return homework Organize personal work area and materials Teacher Observation Teacher Observation Teacher Observation 36

37 Follow written directions Follow multi-step directions 37

38 COURSE: Language Arts - February GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial - consonant blends and digraphs Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) - cvce (silent e rule) - vowel pairs - vowel combinations Recognize the number of beats (claps) in a word Demonstrate left to right / top to bottom direction Locate parts of a book: cover title page author / illustrator table of contents back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: February Teacher Observation DIBELS LNF, NWF Teacher Observation DIBELS - LNF, NWF ELP/ Running Records Teacher Observation 38

39 Strategies What could I do when I come to a word I don t know? Word Recognition What words can I read? Identify and use punctuation: period comma exclamation point question mark quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using different sources Recognize the vocabulary of social communication (letter, greeting and closing) Take apart words on the run - recognizing and using word parts (chunking) Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and use common suffixes ( -s, -ed, -ing) Recognize and interpret familiar signs and symbols from the environment ELP/ Running Records Teacher Observation Teacher Observation 39

40 Comprehension What will help me understand what I read? Recognize the singular and plural of frequently used words Recognize and use contractions Recognize and use compound words Recognize and use pronouns Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and webs Sequence a story Draw conclusions Use illustrations to assist in understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Re-read for understanding Stop and think while reading Retell a story including beginning, middle and end ELP/ Running Records Teacher Observation Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list ELP/ Running Records Teacher Observation DIBELS/ ORF District Reading Record 40

41 WORD STUDY Spelling How can I spell words? WRITING Writing Process How can I write so that other people will understand me? Engage in independent silent / oral reading Share reading experiences with others to establish, maintain, and enhance a personal relationship with peers or adults Respect age, gender, and cultural traditions of the author Spell high frequency writing words Use invented spelling with progression towards next developmental spelling stage Use word walls Use known words to spell unknown words Understand that what they write, they can read (reciprocity) Use word parts Alphabetize high frequency words to the first letter Write on a daily basis Use correct sentence formation with punctuation, spacing, directionality, capitalization and correct grammar, including singular and plural Correctly spell high frequency writing words (1 st Grade Assessment) Create a drawing, picture, sign, or other graphic to represent a word or concept Explain or describe a picture, fact or concept Organize and transfer spoken thought into written expression Write to express opinions and make judgements (book, poem, theme) Write to enhance personal relationships (letters, notes, cards, labeled pictures) Write using the steps of the writing process (prewriting, drafting, revising, proofreading/editing, sharing/publishing) Create/write short stories, friendly letters, Teacher Observation Teacher Observation Weekly Spelling Tests Teacher Observation District Writing Folder 41

42 Hand Writing How can I write neatly? LISTENING How can I be a good listener? SPEAKING How can I be a good speaker? captions, story responses, journal responses, non-fiction stories, sequential stories, poems) Write own first and last name Use proper formation of upper and lowercase letters and numbers (Zaner Bloser) Use correct pencil grip and proper paper placement Use correct writing posture Use whole body listening Be a good audience Use appropriate body language Listen for information and details Attend to a listening activity for a specified period of time Increase attention span and avoid interrupting Listen in order to comprehend, interpret, respond and form opinions Listen for differences in opinions and viewpoints Listen to establish, maintain, and enhance social relationships Respect the age, gender, and culture of the speaker Listen for appreciation and enjoyment Follow multi-step directions Speak in complete sentences Stay on topic Use proper grammatical structure and correct pronunciation Use appropriate body language Adjust language to audience and topic Ask and answer questions appropriately Share information, contribute ideas, and express self Respond respectfully Wait for turn to speak Speak clearly and audibly with Teacher Observation Teacher Observation Teacher Observation 42

43 STUDY SKILLS How can I be a responsible student? appropriate expression Speak to establish, maintain, and enhance social relationships Retell information in sequence Compare and contrast, interpret, respond and form opinions Use district required homework folder Responsibly return homework Organize personal work area and materials Follow written directions Follow multi-step directions Teacher Observation 43

44 COURSE: Language Arts - March GRADE LEVEL: Grade 1 MAIN/GENERAL TOPIC: READING SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: Phonemic Awareness What do I need to know to get ready to read? Phonics What do I need to know about words to be a better reader? Concepts About Print What do I need to know to read? Recognize letter/sound correspondence Recognize the different sounds that make up a word: - consonant sounds - initial, final, medial - consonant blends and digraphs Identify rhyming words / Word families (-it, -ake) Distinguish between vowels and consonants Apply phonics rules: - cvc (short vowels) - cvce (silent e rule) - vowel pairs - vowel combinations Recognize the number of beats (claps) in a word Demonstrate left to right / top to bottom direction Locate parts of a book: - cover - title page - author / illustrator - table of contents - back cover Recognize and identify upper and lower case letters Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the difference between letters, words, and sentences SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: March Teacher Observation Teacher Observation ELP/ Running Records Teacher Observation 44

45 Strategies What could I do when I come to a word I don't know? Word Recognition Identify and use punctuation: - period - comma - exclamation point - question mark - quotation marks Decoding: - get your mouth ready - check the picture - think about the story - look for a part you know - try a word to see if it makes sense - re-read Locate known and unknown words Draw on prior experience to understand new data, facts, and ideas Monitoring: - use visual (phonics) cues - Does it look right? - use structural cues - Does it sound right? - use context cues - Does it make sense? Self-correct by checking one cue source against another - self correct using different sources Recognize the vocabulary of social communication (letter, greeting and closing) Take apart words on the run - recognizing and using word parts (chunking) What words can I read? Read high-frequency words (1 st grade assessment) Recognize names of friends and family in print Recognize and use common suffixes ( -s, -ed, -ing) Recognize and interpret familiar signs and symbols from the environment ELP/ Running Records Teacher Observation Teacher Observation 45

46 Comprehension What will help me understand what I read? Recognize the singular and plural of frequently used words Recognize and use contractions Recognize and use compound words Recognize and use pronouns Preview / picture walk of text Use prior knowledge Visualize story events Identify story elements (characters, setting) Relate literature to own experiences Respond to literature in a variety of ways Interpret information represented in pictures, simple charts, illustrations, and webs Sequence a story Draw conclusions Use illustrations to assist in understanding texts and to anticipate what will happen next and to predict outcomes Distinguish between fiction and nonfiction Answer questions related to text Re-read for understanding Stop and think while reading Retell a story including beginning, middle and end Appreciate author/illustrator styles ELP/ Running Records Teacher Observation Fluency How can I be a fluent reader? Literature How can I make reading a part of my life? Read fluently (with expression, speed and phrasing) Adjust voice level to text Adjust reading speed to text Read a minimum of 25 books, including informational texts, and maintain a personal reading list Engage in independent silent / oral ELP/ Running Records Teacher Observation District Reading Record Teacher 46

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