Vertical Articulation Matrix

Transcription

1 Vertical Articulation Matrix What topics, skills, knowledge should learned by students at each grade level to create an appropriately sequenced and aligned program of studies with minimal redundancy and gaps? Grade level K Topic/Skills/Knowledge Introduced Developed Mastered In Write first name Draw a picture to go with a story Some can identify some upper and lower case letters and sounds in isolation Basic print concepts, book orientation, front cover, turning pages Can share thoughts with teacher and peers R: Know upper and lower cases letters and sounds in isolation R: Know list of sight words R: Solid concept of print skills R: Identify and produce rhyming words R: Segment and blend letters into words or word parts CVC R: Detailed retelling: identify character, setting, first/next/last (major events in plot) R/W: Knowledge of reading/writing workshop model W: Draw and write a simple story (3 page) with one sentence on each page S/L: Participate in conversations, take turns speaking and listening to others L: Sentence mechanics: start with capital, spacing, use of sight words and phonetic spelling 1 In Identify and write upper and lower case letters and sounds Understand concepts of print (book, left to right) Able to share their thoughts and ideas with peers in a group Understand beginning, middle, end for basic retell Know developmentally appropriate sight words R: Blend sounds and recognize word parts R: Retelling story with beginning, middle, end R: Identify lesson, moral, author s theme

2 R: Make predictions and check predictions R: Recognizes features of non-fiction text R: Able to read high frequency words for grade R: Reads independently for a developmentally appropriate period of time (10 minutes) R: Differentiate between short and long vowels in one syllable words W: Write narrative pieces with a sequence, opinion pieces with a reason, informational pieces that include facts W/L: Use conventional spelling for common words and patterns and apply in writing S/L: Discuss text and writing with a partner S/L: Taking turns in group conversations L: Uses appropriate capitalization and punctuation L: Editing and revising of written work 2 In Decode regularly spelled one syllable words Be able to retell stories with key details Identify the key topic and supporting details Participate in collaborative conversations Figure out meaning of unknown words using context clues and text features Spell words phonetically or by using common patterns Differentiate between opinion, narrative, and informational writing R: Decode two-syllable words R: Decode words with common prefixes and suffixes R: Read orally with accuracy, fluency, expression R: Determine key ideas R: Describe how characters evolve in stories R: Make, confirm, revise predictions R: Identify informational text features and use them to locate information W: Write narrative, informative, opinion pieces using transitional words and conclusions W: Revising written work by adding details S/L: Participate in collaborative conversations and link ideas to others L: Use capitalization and punctuation L: Utilize spelling patterns when writing words 3 In

3 Choose a book to read Write complete sentences Name characters and give a trait Identify beginning, middle, end Share ideas with each other and give general feedback Use punctuation at beginning and end of sentence (.,?,!) R: Reading chapter books across different genres (examples: mysteries, biographies, expository texts, and fiction) W: Write 2+ pages narrative, informational, persuasive (untimed, published pieces) applying strategies taught throughout the units W: Create a general thesis/claim statement with supporting details W: Beginning revising and editing process independently and collaboratively W: Learn research strategies to gather information about topics of choice L/S: Engage in effective discussions around reading and writing Lang: Word study: patterns, (prefixes, suffixes for advanced) 4 In Identifies and knows common prefixes and suffixes Decodes multi syllable words Cites evidence from text to support responses Determines the central message, lesson, moral in story and cites supporting details Determine of words and phrases using context clues Participate in conversations building on each other s ideas Can write 1-2 pages in 40 minutes Uses appropriate capitalization and punctuation R: Use text structures and text features R: Make inferences R: Summarize literature and informational text W: Write in paragraphs W: Add details, vivid word choice and remove extraneous information from writing

4 S/L: Participates in collaborative conversations that include opposing points of view L: Uses conventions of grammar and punctuation 5 In Write in paragraphs Write 1-2 pages in 40 min Choose a book appropriate to level in genre that they are studying Read minutes Discuss ideas that they have read in small group or partner R: Recognize text structures and text features R: Identify and compare story elements (character, setting, theme) among books R: Read between the lines, inferencing skills, with supporting evidence R: Choosing appropriate texts within appropriate genre (for example: fantasy, historical fiction, nonfiction) W: Write 3 pages in 40 minutes in a variety of genres including narrative, informational, and opinion W: Publish a variety of written pieces in various genres W: Research topics from opposing viewpoints and take a stance with supporting evidence L/S: Participate in detailed conversation about a book or piece of writing and provide feedback on written work or identify a new idea about a text based on their reading, teach each other based on conversations with peers L/S: Develop listening and presentation skills (example: Hidden Treasures project or current events) Lang: Use commas correctly in a series, transitions, quotations Lang: Word study: parts that build words, if patterns mastered (spelling and decoding), prefixes/suffixes 6 In Collaborative discussions Identify a claim in a text and support it with evidence Familiar with a variety of reading and writing genres Apply author s craft in their own writing

5 R: Recognize and use text structures and text features to promote comprehension R: Select text based on their interest and ability for independent reading R: Identify claim in a text and support it with evidence R: Identify author s purpose and point of view W: Write 3 pages in 40 minutes in a variety of genres including narrative, informational, and argumentative W: Write multiple paragraphs with transitions W: Evaluate the reliability and credibility of sources used in research L/S: Share ideas about common books and themes Lang: Use appropriate conventions in complex sentences Lang: Develop vocabulary through common mentor texts-not isolated word study 7 In All of outgoing grade 6 skills Knowledge and application of the workshop process for reading and writing R: Recognize and use text structures and text features R: Read at least 30 minutes a day outside of classimproved reading stamina R: Expand genre interest and make interdisciplinary connections R: Collaborate with peers for reading suggestions R: Identify point of view in texts R: Determining central idea and theme W: Write in a variety of genres including narrative, informational, and argumentative W: Demonstrate author s craft in narrative writing W: Identify a claim and support it, identify a counter claim and transfer skills into their own writing (argument essays) using evidence from multiple texts not just opinion W: Develop research skills for informative writing including the understanding of reliable sources W: Cite sources appropriately L/S: Interact and participate in collaborative discussion and group work using multiple texts Lang: Develop Tier 2 & 3 vocabulary in context using mentor texts Lang: Utilize appropriate conventions for

6 capitalization, punctuation (example: comma, dialogue) and spelling 8 In Write in paragraphs Knowledge of genre Able to choose a book Writing transitions R: Recognize and use text structures and text features R: Increase number of books read and variety of genres R: Critique author s craft W: Metacognition about their own writing process W: Respond to literature in writing W: Analyze and transfer craft of writing W: Collaborate with peers for editing W: Use multiple texts to develop a claim, counter claim W: Publish for an audience using 21 st century technology L/S: Discuss elements in books Lang: Reinforce use of punctuation Use technology to advance learning, understanding 9 In Able to identify claim and counter claim Able to find examples of literary devices Able to identify elements of literature Summarize text Identify author s purpose and provide evidence Respond to literature in writing using specific evidence from an author s work Collaborative, discussion skills Able to vary sentence length and structure Text structures and text features R: Analyze, synthesize, evaluate a variety of texts R: Identify rhetorical strategies in informational text R: Apply close reading and annotation strategies Develop claims and counterclaims supported by details and evidence W: Write for a variety of audiences and purposes W: Create a thesis statement and topic sentence W: Choose topics and complete research

7 W: Use rhetorical strategies (author s tone, purpose) in writing W: Identify and incorporate literary devices into student writing W: Publish and collaborate using technology tools Lang: Introduce, cite, explain quotations using appropriate format Lang: Identify simple, compound and complex sentences and how to punctuate Lang: Targeted convention, grammar interventions Lang: Use parallel structure 10 In Ability to choose topics and complete research Analyze, synthesize, evaluate Create a thesis statement and topic sentence Introduce, cite, explain quotations using appropriate format Rhetorical strategies (author s tone, purpose) Identifying rhetorical strategies in informational text Identifying simple, compound, complex sentences and how to punctuate Targeted convention, grammar interventions Write for a variety of audiences and purposes R: Read and comprehend stories, drama, and poems appropriate to the grade level R: Determine central idea and analyze its development in the work R: cite strong and thorough textual evidence to support a content and inferences Develop claims and counterclaims supported by details and evidence W: Refining thesis/claims and authorial voice based on 10 th G expectations W: Continued work with transitions in writing W: Identify and evaluate rhetorical strategies and use in responding to text W: Develop self-editing skills W: Analyze, synthesize, evaluate a variety of sources in research Use technology to research, produce and publish writing products and presentations L/S: Refining oral presentation and public speaking skills Lang: Use parallel structure Lang: Introduce, cite, explain quotations using

8 appropriate format 11 In Identify key rhetorical devices and how they contribute to a work Provide transitions in writing Self and peer edit Develop and present-individual Follow the steps of the research process R: Select, read, evaluate non-fiction texts including research R: Independently read literary works of merit R: Make cross-curricular connections of literacy skills with other content areas R: Use close textual analysis in evaluating a work Develop claims and counterclaims supported by details and evidence W: Write formal literary analyses with textual support W: Use literary devices in their own writing W: Develop unique voice in their writing Use technology to produce and publish writing products and presentations S/L: Identify elements of argumentative speech and apply to own speech presentation S/L: Participate in group/panel presentations Lang: Demonstrate mastery of standard writing conventions 12 R: Become independent readers to become life-long learners R: Identify universal themes W: Demonstrate the characteristics of mature and complex composition W: Master self and peer editing skills W: Master and apply rhetorical devices W: Write with a clear and critical stance fully supported by evidence and textual support W: Master format and conventions of research paper W: Refine unique voice in their writing S/L: Initiate and participate in a wide range of interactions with diverse audiences S/L: respond thoughtfully to diverse perspectives integrating multiple sources of information in diverse formats Lang: Use language that is engaging, precise,

9 appropriate for audience and purpose