# End of Year Expectations for Year 1. The following pages outline the national expectations for children in Year 1 by the end of the academic year.

Save this PDF as:

Size: px
Start display at page:

Download "End of Year Expectations for Year 1. The following pages outline the national expectations for children in Year 1 by the end of the academic year."

## Transcription

1 End of Year Expectations for Year 1 The following pages outline the national expectations for children in Year 1 by the end of the academic year. These replace the old system of levels and provide you as parents with a clear idea of what the children should be achieving at the end of the year. All the objectives will be worked on throughout the year and will be the focus of teaching. Any extra support you can provide in helping your child or children to achieve these will benefit them greatly. We have also produced deepening targets for parents to show you the targets that the children will be working towards if they have met all of the expected targets. If you have any queries regarding the content or would like support in knowing how best to help your child please talk to your child s class teacher.

2 End of Year expectations for Maths By the end of Year 1 your child is expected to tackle a range of mathematical challenges with enthusiasm and competently apply their counting skills to solve basic calculations. Number and place value Count reliably to 100 Count on and back in 1s,2s,5s and 10 from any given number to 100 Say a number 1 more or less than a number to 100 Represent numbers using objects andpictorial aids such as a number line: Read and write numbers in words from 0 to 20 Count in multiples of 2 s, 5 s and 10 s e.g. 2, 4, 6, 8 and so on Understand and use the language of equal to, more than, less than, fewer, most and least Addition and subtraction Read and write number sentences that use +, - and = Use bonds and subtraction facts to 20 e.g. 20+0=20, 19+1=20, = 20 or20 7= 13, 20 6 = 14 Add and subtract 1-digit and 2 digit numbers to 20, including zero. Solve a missing number problem, such as: 5=8-? Solve simple addition and subtraction problems using objects or pictorial aids Multiplication and division Solve simple multiplication and division problems using objects, pictorial aids and arrays e.g. There are 2 elephants, each eats 6 bananas. How many bananas were eaten altogether? ObjectsArrays Fractions

3 Identify, name and find a half or quarter of an object, shape or quantity Half being 1 of 2 equal parts Quarter being 1 of 4 equal parts Measurement Name the days of the week and months of the year Begin to sequence events in chronological order, including days of the week, months and years Tell o clock and half past times Recognise all coins: 1; 50p;20p;10p;5p;2p and 1p and begin to know some of the value of coins Compare length, height, mass/weight and capacity using language such as long, longer, longest, heavy, light, full, empty etc. Shape, position and direction Recognise and name common 2d and 3d shapes 2d shapes such as rectangles and circles 3d shapes such as cuboids, pyramids and spheres Describe position, direction and movement e.g. whole, half and quarter turns Year 1 Deepening Expectations: Count reliably well beyond 100 Count on and back in 3s from any given number to beyond 100 Say the number that is 10 more or 10 less than a number to 100 Know the signs (+); (-); (=); (<); (>) Apply knowledge of number to solve a one-step problem involving a addition, subtraction and simple multiplication and division Add and subtract 1-digit and 2-digit numbers to 50, including zero Recognise all coins and notes and know their value Use coins to pay for items bought up to 1 Use knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc. Recognise different 2D and 3D shapes in the environment

6 End of year expectations for writing By the end of Year 1 your child is expected to be a creative writer who can write a series of sentences independently. Composition Compose a sentence orally before writing it. Sequence sentences to form short narratives. Sequence sentences in chronological order to recount an event or an experience. Re-read what they have written and check that it makes sense Write sentences with clear spaces between words Begin to punctuate sentences using: o Capital letters o Full stops o Questions marks o Exclamation marks Use capital letters for names of people, places, the days of the week and the personal pronoun I Use and to join sentences together. Know how the prefix un can be added to words to change meaning e.g. unkind, untie etc Use the suffixes: s, es, ed and ing within their writing Handwriting Hold a pencil comfortably and correctly Begin to form lower case letters in the correct direction using cursive script (starting and finishing in the right place) Correctly form all capital letters and the digits 0-9 Understand which letters belong to which handwriting families (i.e. letters that are formed in similar ways) Spellings Name the letters of the alphabet in order. Use knowledge of syllables, phonemes, letter names to narrow down possibilities for accurate spelling of words. Spell key words such as was, you, are etc Use the spelling rule for adding s or es for verbs in 3 rd person singular.

7 Year 1 Deepening Expectations: Writing Write short stories about something personal to them Sequence a short story or series of events related to learning in science, history and geography Writing makes sense to the reader without additional explanation Confident in changing the way sentences start Make sentences longer and use words other than and and then to join ideas together Use new vocabulary for the first time in story or explanations and is excited about experimenting with new vocabulary Know which letters sit below the line and which are tall letters Consistent in use of lower case and capital letters Sound out spelling when not sure and come up with phonetically plausible attempts at spelling unfamiliar words Spell almost all words in the Year 1 and 2 list accurately.

### End of Year Expectations in Year 1. Reading, Writing and Mathematics

End of Year Expectations in Year 1 Reading, Writing and Mathematics Year 1 Expectations The following pages outline the national expectations for children in Year 1 by the end of the academic year. The

### What the National Curriculum requires in reading at Y1

What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups

### Moorlands Primary School

How to help your child succeed in Year 1 In this booklet we have included information about what your child will be learning, Phonics, tricky words and how to help with spellings and handwriting. We have

### National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

### 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

### Primary Curriculum 2014

Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.

### 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

### Year 2 Spring Term 2015-16 Literacy Medium Term Planner

Year 2 Spring Term 2015-16 Literacy Medium Term Planner Wk Genre Learning Objectives Texts Suggested Outcomes 1 2 Narrative Extended stories from other cultures Spoken language Maintain attention and participate

### 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

### 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

### Assessment Without Levels

Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

### 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

### 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

### 2016 national curriculum assessments. Key stage 1. Interim teacher assessment frameworks at the end of key stage 1. September 2015

2016 national curriculum assessments Key stage 1 Interim teacher assessment frameworks at the end of key stage 1 September 2015 2016 National national Curriculum curriculum assessments Interim teacher

### Using Leveled Text to Teach and Support Reading Strategies

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

### The New National Curriculum 2014: A Guide for Parents.

The New National Curriculum 2014: A Guide for Parents. New Curriculum Maths Coverage: Year 1 Maths Programme of Study: Number - Number and Place value: Learning Aims: Count, both forwards and backwards,

Progress in Reading Assessment A major series of Reading tests to help you assess progress in the new National Curriculum, term by term across the Primary years PiRA users tell us how invaluable they find

### Literacy Programme of Study: Key Stage One and Two Reading Word Reading Comprehension Key Stage 1 Year 1 Year 2 Key Stage 2 Year 3 and 4

Literacy Programme of Study: Key Stage One and Two Reading The programmes of study for reading in key stages 1 and 2 consist of two dimensions: Word Reading This is the speedy recognition of familiar printed

### Changes to statutory reporting for pupils working below the standard on the National Curriculum

Changes to statutory reporting for pupils working below the standard on the National Curriculum Rochford Review: interim recommendations http://preview.tinyurl.com/jghjwn7 This report provides guidance

### Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

### English programmes of study: key stages 1 and 2. National curriculum in England

English programmes of study: key stages 1 and 2 National curriculum in England September 2013 Contents Spoken language years 1 to 6 7 Key stage 1 year 1 9 Key stage 1 year 2 16 Lower key stage 2 years

### Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning

Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences

Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

### The national curriculum in England. Key stages 1 and 2 framework document

The national curriculum in England Key stages 1 and 2 framework document September 2013 Contents 1. Introduction 4 2. The school curriculum in England 5 3. The national curriculum in England 6 4. Inclusion

### 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

### Benchmarking Aspects of Literacy and Numeracy K-2

Benchmarking Aspects of Literacy and Numeracy K-2 Early Action for Success Benchmarks Identifying progress in literacy and numeracy All aspects of the literacy and numeracy continuums are helpful in determining

### Speech and Language Development during Elementary School

Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

### Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

### Elementary English Pacing Guides for Henrico County Public Schools

The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

### CAT 4 Match to the Alberta Curriculum Level 10 Kindergarten

/Writing Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and Explore Express ideas and develop understanding share personal

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

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

### BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

### Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

### Language and Literacy

Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

### 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

### The national curriculum in England. Framework document

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

### California. www.heinemann.com Phone: 800.225.5800

California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

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

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

### SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences

1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go

### Reading and Writing in the EYFS

Reading and Writing in the EYFS Aims of this session: Outline the expectations in Nursery and Reception for reading and writing Explain how we teach reading in the EYFS Give you some ideas on how you can

### National Curriculum 2014 Planning Document. Statutory Requirements. Year 1

National Curriculum 2014 Planning Document Statutory Requirements Year 1 This document contains all of the statutory requirements of the National Curriculum (2014) broken down by subject. Please note this

### What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

### VA English Standards of Learning Related to Spelling. Kindergarten

VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,

READING 1) Reads at grade level. 1st Student has achieved reading success at Level G or below. Student has achieved reading success at Level H or I. Student has achieved reading success at Level J, K,

### Mercer County Schools

Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify

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

### 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

### 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.

### 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

Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

### 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

### Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading

Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and

### Making Sense of Common Core State Standards

Making Sense of Common Core State Standards A practical guide for teachers and parents Lakeshore S8056 Common Core State Standards: Frequently Asked Questions What are Common Core State Standards? Adopted

### Grade 3 LA. 3. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 55

Grade 3 LA. 3. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 55 Grade 3: Reading Process Phonics/Word Analysis Standard: The student demonstrates knowledge

### Communication Arts: Informative, persuasive, entertaining, formal, informal

Communication Arts: Grade Level: 5 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

### RUNNING RECORDS ASSESSMENT

RUNNING RECORDS ASSESSMENT When a text is too hard, students begin to struggle and use less appropriate learning strategies. They learn much more from reading a text that is instructional or easy. Running

### Year R Maths Objectives

Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is

### ENGLISH. Syllabus for Primary Schools

ENGLISH Syllabus for Primary Schools YEAR 2 Curriculum Department, Floriana Year 2 13 LEARNING OUTCOMES for YEAR 2 Curriculum Department, Floriana Year 2 14 ORACY LISTENING AND SPEAKING READING WRITING

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

Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

### Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

### What do Book Band levels mean?

What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

### English Language Arts & Math

English Language Arts & Math Common Core State Standards Assessment Packet Beartooth Elementary Kindergarten Billings Public Schools Billings, Montana Developed October 2012 Student Name Academic Year

### Writing Assessment Focuses

Writing Assessment Focuses The I Can statements link to the Assessment and Progression sheets and support children in their involvement in the targets setting process. They will need to be mediated and

### PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They

### Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum

Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore Express ideas and develop understanding share personal experiences prompted by oral, 2, 3, 4, 5-17, 18, 19-25, BLMs, flip chart,

### How to Take Running Records

Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

### ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

### What do Book Band levels mean?

What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

### Reading Assessment Checklist Behaviors to Notice, Teach and Support

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

### Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Discussion Texts Vocabulary Phonics and whole word spelling words containing each of the 40+ phonemes taught common exception words the days of the week name the letters of the alphabet in order using

### Standards and progression point examples

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

### Measurable Annual Goals

Measurable Annual Goals This document was developed to help special education teachers begin transitioning from standards based IEP goals to measurable annual goals that are specific to individual student

Reading: Literature RL.2.1 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 SECOND GRADE UNIT 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

### Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

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

### Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

### 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

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

### The Criterion Scale. Tel: Fax:

The Criterion Scale info@andrelleducation.com www.andrelleducation.com Tel:01924 862777 Fax:01924 863044 The Criterion Scale This Criterion Scale has been adapted through the expertise and subject knowledge

### English Language Curriculum

English Language Curriculum The Finnish International School of Tampere (FISTA) requires students to comply with the English curriculum. This curriculum includes goals, content and the criteria for evaluation.

### 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:

### & Sample Lesson. Before Reading. Sight Word Review (1 minute)

Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

### SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009

SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as

### Moorlands Primary School

How to help your child succeed in Year 5 In this booklet we have included information about what your child will be learning, Phonics, tricky words and how to help with spellings and handwriting. We have

### 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

### 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,

### READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES NOTE SEVERAL DIFFERENT EXAMPLES OF STRENGTHS AND WEAKNESSES IN EACH AREA ARE PROVIDED AS EXAMPLES ONLY. THE IEP TEAM DECIDES HOW MANY

### Term: Spring 1. Reception Literacy Target. Write phrase and clauses with phonetically plausible attempts at spelling. Reception Numeracy Target

Reception Literacy Target Hold a pencil correctly Write phrase and clauses with phonetically plausible attempts at spelling Begin to use capitals and full stops Reception Numeracy Target Count forward

### 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.

### Interpreting areading Scaled Scores for Instruction

Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should

### SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009

SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as

Reading I Reading I introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds exploring word families finding antonyms and antonyms

### TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

### COMPARISON OF PUBLIC SCHOOL ELEMENTARY CURRICULUM AND MONTESSORI ELEMENTARY CURRICULUM

COMPARISON OF PUBLIC SCHOOL ELEMENTARY CURRICULUM AND MONTESSORI ELEMENTARY CURRICULUM Please note that the Montessori curriculum is not divided into grades but rather into 3 year groupings such as 3-6,

### St. Mark s C.E. Primary School. National Curriculum 2014 Planning Document. Statutory Requirements. Year 2

St. Mark s C.E. Primary School National Curriculum 2014 Planning Document Statutory Requirements Year 2 This document contains all of the statutory requirements of the National Curriculum (2014) broken