Words Their Way with English Learners

Transcription

1 A Correlation of with English Learners 2009 To the for English Language Arts Foundational Skills Language

2 for English Language Arts Reading Standards for Foundational Skills Print Concepts Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. Foundational Skills 1.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Foundational Skills 2.a. Distinguish long from short vowel sounds in spoken single-syllable words. Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Foundational Skills 2.d. Segment spoken single-syllable words inir complete sequence of individual sounds (phonemes). Teacher can point out features of a sentence in any Read a Poem or Words Their Way Library activity: e.g., Level 2: 26, 28, 32, 36, 42, 48, 50, 54, 60, 64, 70, 78, 84, 90, 92 Level 2: Ending Sounds, 46; Digraphs, 52, 80, 88 Level 4: Syllables, 82, 84, 86, 88, 90, 92, 94 Level 2: 28, 80, 82, 90 Level 3: 24, 26, 28, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 68, 70, 72, 74, 78, 80, 82, 84 Level 2: 32, 4, 48, 50, 54, 56, 58, 60, 62, 64, 66, 68, 70, 74, 78, 84, 86, 92, 94 Level 2: 32, 44, 48, 50, 54, 60, 68, 70, 74, 78, 84, 86, 92 Level 2: 24, 26, 30, 34, 36, 38, 40, 42, 46, 56, 58, 66, 72, 80, 82 TRG = Teacher s Resource Guide 2

3 for English Language Arts Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs. Level 2: 52, 76, 80, 88 Foundational Skills 3.b. Decode regularly spelled one-syllable words. Foundational Skills 3.c. Know final e and common vowel team conventions for representing long vowel sounds. Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Foundational Skills 3.e. Decode two syllable words following basic patterns by breaking the words into syllables. Foundational Skills 3.f. Read words with inflectional endings. Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. Picture cards, Words, and IFocus on Vocabulary activities through text meet this standard and aid students with decoding common words, e.g., Level 2: 26, 28, 30, 56, 62, 70, 74, 76, 80, 82, 84, 88, 90, 92, 94 Level 3: 34, 36, 40, 42, 44, 46, 48, 50, 52, 54, 6, 60, 62, 64, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86 Level 4: Syllables, 82, 84, 86, 88, 90, 92, 94 Level 4: Syllables, 82, 84, 86, 88, 90, 92, 94 Level 4: 60, 62, 64, 66, 68, 94 Teacher can use word lists provide throughout text to teach this skill. Level 2: 28, 32, 36, 42, 46, 50, 54, 60, 62, 72, 78, 80, 86, 90, 92 TRG = Teacher s Resource Guide 3

4 for English Language Arts Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. Foundational Skills 4.a. Read onlevel text with purpose and understanding. Teacher can evaluate through Big Book of Poems and Library located throughout text, e.g., Level 2: 32, 38, 42, 46, 54, 58, 60, 64, 68, 70, 74, 78, 82, 88, 92 Foundational Skills 4.b. Read onlevel text orally with accuracy, appropriate rate, and expression on successive readings. Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Teacher can evaluate through Big Book of Poems and Library located throughout text, e.g., Level 2: 32, 38, 42, 46, 54, 58, 60, 64, 68, 70, 74, 78, 82, 88, 92 Find Words in Context gives students opportunity to practice skill, e.g., Level 2: 24, 26, 30, 34, 38, 40, 44, 46, 50, 54, 60, 62, 68, 72, 84, 92 Language Standards Conventions in Writing and Speaking Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Print all upper- and lowercase letters. Teacher can use Letter Recognition sorts and Beginning Consonants sorts to teach formation of letters, e.g., Level 1: 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 76 Level 2: 30, 34, 36, 38, 40, 42, 56, 72 Language 1.b. Use common, proper, and possessive nouns. TRG = Teacher s Resource Guide 4

5 for English Language Arts Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Language 1.d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Language 1.f. Use frequently occurring adjectives. Language 1.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Language 1.h. Use determiners (e.g., articles, demonstratives). Language 1.i. Use frequently occurring prepositions (e.g., during, beyond, toward). TRG = Teacher s Resource Guide 5

6 for English Language Arts Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Students can practice speaking skills in the Apply the Skill activities and Complete the Sort Activities at the end of each sort, e.g., Level 2: 28, 32, 36, 42, 46, 50, 54, 60, 62, 72, 78, 80, 86, 90, 92 Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Capitalize dates and names of people. Language 2.b. Use end punctuation for sentences. Language 2.c. Use commas in dates and to separate single words in a series. Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Teacher can use Word Lists, Word Study Notebook and Find Words in Context activities throughout text to teach spelling, e.g., Level 2: 26, 34, 38, 42, 46, 50, 58, 62, 66, 70, 74, 80, 84, 90, 94 TRG = Teacher s Resource Guide 6

7 for English Language Arts Language 2.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Teacher can use Word Lists, Word Study Notebook and Find Words in Context activities throughout text to teach spelling, e.g., Level 2: 22, 34, 36, 42, 46, 50, 58, 62, 66, 70, 74, 80, 86, 90, 92 Knowledge of Language Language (Begins in Grade 2) Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Language 4.a. Use sentence-level context as a clue meaning of a word or phrase. Teacher can use Find Words in Context activities throughout text, e.g., Level 2: 28, 32, 36, 42, 46, 50, 54, 60, 62, 72, 78, 80, 86, 90, 92 Language 4.b. Use frequently occurring affixes as a clue meaning of a word. Language 4.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks looked, looking). Level 4: 60, 62, 64, 66, 68, 80 Level 4: 60, 62, 64, 66, 68, 80 Language 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Language 5.a. Sort words into categories (e.g., colors, clothing) to Level 1: 24, 26, 28, 30, 32, gain a sense of the concepts the categories represent. Language 5.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes) Level 1: 24, 26, 28, 30, 32, TRG = Teacher s Resource Guide 7

8 for English Language Arts Language 5.c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). Teachers can use Find Words in Context and Apply the Skill small group activities found throughout book can be used to teach skill, e.g., Level 2: 24, 28, 30, 34, 36, 56, 62, 68, 74, 78, 80, 84, 88, 90, 94 Language 5.d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because. Level 2: 57 Teachers can use Read a Poem and Apply the Skill small group activities found throughout book to teach skill, e.g., Level 2: 26, 34, 36, 42, 46, 54, 58, 62, 68, 70, 74, 80, 84, 90, 92 TRG = Teacher s Resource Guide 8