Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Building independent
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1 TERM ONE: Curriculum Newsletter Subject: Language Arts (English) Grade: 6 Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Modeled reading and writing - CASI Benchmark Reading - Building independent - 1:1 conferences to discuss Assessment Reading stamina reading strategies and skills - - Observation - Diagnostic Writing Assessments Whole- class and small- group - Checklists - Writing Focus: Paragraph Writing discussions - Anecdotal notes Review, The Best Part of Me - Guided reading groups - Teacher- student conferences - - Writer s Workshop (use the - Reading responses October - Diagnostic Reading Assessments writing process to help students - Descriptive feedback based on - Diagnostic Spelling Assessments plan, draft, revise, edit and - Building Independent Writing Stamina publish their work) - Rubrics/checklists reflecting (Introduction to Free Writing) - - Incorporation of technology - Intro to The Daily 3: (including electronic books, - Evaluation of student work Independent Reading, Writing, and videos, online writing tools, etc.) - Student self- evaluation and Word Work for Grammar/Spelling - 1:1 conferences to discuss writing peer- evaluation - Read Aloud: Wonder by RJ Palacio strengths and areas of need - Reading Response - Mini Lessons for word work (e.g., specific spelling rules, parts November of speech, punctuation use) and - Read Aloud: Wonder (cont.) reading comprehension strategies - Reading Response (cont.) - Literature Circles (Discussions, - Free- Write Assignment and small writing activities - Oral Book Reviews inspired by Read Aloud) December/ January - Reading project (fiction) Story Fair - Free write assignment (cont.) - Guided Reading focus: Short stories * NOTE: Students receive 200 minutes per week of English Language Arts instruction
2 READING Curriculum Expectations (GRADE 6) Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning. (Focus on: Summarizing; connecting ideas in text to other texts and to own knowledge and experiences; making inferences; analyzing narrative texts and the elements of story plot, setting, characters, theme; APE strategy for reading response) Develop interpretations about texts using stated and implied ideas to support their interpretations Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them WRITING Generate, gather, and organize ideas and information to write for an intended purpose and audience (Focus on: identifying and ordering main ideas and supporting details, into correctly structured paragraphs) Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (Focus on: Establishing writer s voice in a newspaper article on a fictional event; using vivid language to enhance readers interest; creating complex sentences by combining phrases, clauses, or simple sentences; identifying elements in their writing that need improvement, selectively using feedback from the teacher and peers) Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Using punctuation appropriately to communicate intended meaning; Proofreading and correcting their writing and the work of their peers using editing symbols; Using elements such as different fonts, graphics, and layouts to effectively present their finished pieces of writing) Use some vivid and/or figurative language and innovative expressions to enhance interest (e.g., strong verbs; concrete, specific nouns; unusual adjectives; unexpected word order) ORAL COMMUNICATION Demonstrate an understanding of appropriate listening behavior by adapting active listening strategies to suit a variety of situations. Demonstrate an understanding of the information and ideas in increasingly complex oral texts Demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions. Identify a range of vocal effects (tone, pace, pitch, volume, and a variety of sound effects), as well as a variety of non- verbal cues (facial expression, gestures, and eye contact), and use them appropriately in oral communications to help convey their meaning. Please note: I will also be covering the Media Literacy Strand this term, and expectations for this aspect of the curriculum will be woven in with the other projects we are doing in class. If you have questions or concerns, please don t hesitate to get in touch!
3 TERM ONE: Curriculum Newsletter Subject: Language Arts (English) Grade: 5 Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Modeled reading and writing - CASI Benchmark Reading - building independent - 1:1 conferences to discuss Assessment - reading stamina reading strategies and skills - - Observation - Diagnostic Writing Assessments Whole- class and small- group - Checklists - Writing Focus: Paragraph Writing discussions - Anecdotal notes Review, The Best Part of Me - Guided reading groups - Teacher- student conferences - - Writer s Workshop (use the - Reading responses October - Diagnostic Reading Assessments writing process to help students - Descriptive feedback based on - Diagnostic Spelling Assessments plan, draft, revise, edit and - Building Independent Writing Stamina publish their work) - Rubrics/checklists reflecting (Introduction to Free Writing) - Incorporation of technology - Intro to The Daily 3: (including electronic books, - Evaluation of student work Independent Reading, Writing, and videos, online writing tools, etc.) - Student self- evaluation and Word Work for Grammar/Spelling - 1:1 conferences to discuss writing peer- evaluation - Reading Response strengths and areas of need - Mini Lessons for word work November (e.g., specific spelling rules, parts - Read Aloud: Wonder by RJ Palacio of speech, punctuation use) and - Reading Response (cont.) reading comprehension strategies - Free- Write Assignment - Literature Circles (Discussions, - Oral Book Reviews and small writing activities inspired by Read Aloud Novel) December/ January - Read Aloud: Wonder (cont.) - Writing project (fiction): Inspired by Wonder - Free write assignment (cont.) - Guided Reading focus: Short stories * NOTE: Students receive 200 minutes per week of English Language Arts instruction
4 READING Curriculum Expectations (GRADE 5) Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning. (Focus on: Summarizing; connecting ideas in text to other texts and to own knowledge and experiences; making inferences; analyzing narrative texts and the elements of story plot, setting, characters, theme; APE strategy for reading response) Develop interpretations about texts using stated and implied ideas to support their interpretations Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them WRITING Generate, gather, and organize ideas and information to write for an intended purpose and audience (Focus on: identifying and ordering main ideas and supporting details, into correctly structured paragraphs) Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (Focus on: Establishing writer s voice in a newspaper article on a fictional event; using vivid language to enhance readers interest; creating complex sentences by combining phrases, clauses, or simple sentences; identifying elements in their writing that need improvement, selectively using feedback from the teacher and peers) Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively (Focus on: Confirming spellings and word meanings or word choice using resources such as dictionaries, thesauri, personal word lists, and online tools); Using punctuation appropriately to communicate intended meaning; Proofreading and correcting their writing and the work of their peers using editing symbols; Using elements such as different fonts, graphics, and layouts to effectively present their finished pieces of writing) ORAL COMMUNICATION Demonstrate an understanding of appropriate listening behavior by adapting active listening strategies to suit a variety of situations. Demonstrate an understanding of the information and ideas in increasingly complex oral texts Demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions. Identify a range of vocal effects (tone, pace, pitch, volume, and a variety of sound effects), as well as a variety of non- verbal cues (facial expression, gestures, and eye contact), and use them appropriately in oral communications to help convey their meaning. Please note: I will also be covering the Media Literacy Strand this term, and expectations for this aspect of the curriculum will be woven in with the other projects we are doing in class. If you have questions or concerns, please don t hesitate to get in touch!
5 TERM ONE: Curriculum Newsletter Subject: Language Arts (English) Grade: 4 Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Modeled reading and writing - Fountas & Pinnell Benchmark - building independent - 1:1 conferences to discuss reading Reading Assessment - reading stamina strategies and skills - Whole- class - Observation - Diagnostic Writing Assessments and small- group discussions - Checklists - Writing Focus: Intro. to writing - Guided reading groups - Anecdotal notes paragraphs, The Important Thing - Writer s Workshop (use the - Teacher- student conferences - writing process to help students - Reading responses October - Diagnostic Reading Assessments plan, draft, revise, edit and publish - Descriptive feedback based on - Diagnostic Spelling Assessments their work) - Building Independent Writing Stamina - Literature Circles (discussions, and - Rubrics/checklists reflecting (Introduction to Free Writing) small writing activities inspired by - Intro to The Daily 3: Read Aloud novel) - Evaluation of student work Independent Reading, Writing, and - Incorporation of technology - Student self- evaluation and Word Work for Grammar/Spelling (including electronic books, videos, peer- evaluation - Read Aloud: The One and Only Ivan by online writing tools, etc.) Katherine Applegate November - Reading Response - Read Aloud: One and Only Ivan (cont.) - Reading Response (cont.) - Free- Write Assignment - 1:1 conferences to discuss writing strengths and areas of need - Mini Lessons for word work (e.g., specific spelling rules, parts of speech, punctuation use) and reading comprehension strategies December/ January - Project: Paper Bag Book Review - Free write assignment (cont.) - Intro. to Letter Writing - Guided Reading focus: Short stories * NOTE: Students receive 200 minutes per week of English Language Arts instruction
6 READING Curriculum Expectations (GRADE 4) Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (Focus on: Good Fit books; summarizing; visualizing; asking questions before, during and after reading) Make inferences about texts using stated and implied ideas from the texts as evidence Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and the world around them WRITING Generate, gather, and organize ideas and information to write for an intended purpose and audience (Focus on: identifying and ordering main ideas and supporting details, into correctly structured paragraphs) Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (Focus on: Using specific words and phrases to create an intended impression; creating sentences of different lengths and structures by using conjunctions; identifying elements in their writing that need improvement, selectively using feedback from the teacher and peers to logically organize ideas and add adequate detail) Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively (Focus on: Confirming spellings and word meanings or word choice using resources such as dictionaries, thesauri, personal word lists, and online tools); Using punctuation appropriately to communicate intended meaning; Proofreading and correcting their writing and the work of their peers using editing symbols and checklists; Using elements such as different fonts, graphics, colors, and layouts to effectively present their finished pieces of writing) ORAL COMMUNICATION Demonstrate an understanding of appropriate listening behavior by adapting active listening strategies to suit a variety of situations (e.g., following oral instructions, listening for detail). Demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions. Identify a range of vocal effects (tone, pace, pitch, volume, and a variety of sound effects), as well as a variety of non- verbal cues (facial expression, gestures, and eye contact), and use them appropriately in oral communications to help convey their meaning. Please note: I will also be covering the Media Literacy Strand this term, and expectations for this aspect of the curriculum will be woven in with the other projects we are doing in class. If you have questions or concerns, please don t hesitate to get in touch!
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