READING. mallard primary school NAME CLASS
|
|
|
- Merryl Horn
- 7 years ago
- Views:
Transcription
1 READING mallard primary school NAME CLASS
2
3 LEARNING LADDERS CONTENTS Ladder Title EYFS Reading Decoding Comprehender Reading Detective Targets Language Lover Targets Responder Targets Big Reader Targets Page
4 EYFS Reading Children can demonstrate an understanding of what they have read when discussing with others. Rung 5 Children can read some common exception words. Rung 4 They use phonic knowledge to decode regular words and read them aloud. Rung 3 Children can understand simple sentences. Rung 2 Children can read simple sentences. Rung 1 Page 1
5 Decoding I can use knowledge of root words, suffixes and prefixes to read and understand new words. Rung 10 I can read out loud confidently, understanding how to use a range of punctuation (including performance poetry). Rung 9 I can self-correct when I have read a sentence incorrectly and understand when the sentence does not make sense. Rung 8 I can use a range of decoding strategies to read unknown polysyllabic words. Rung 7 I can read words containing common prefixes and suffixes. Rung 6 I can read familiar words quickly, without needing to sound them out. Rung 5 I can read common exception words. Rung 4 I can read familiar endings to words (-s, -es, -ing, -ed, -er, -est). Rung 3 I can use phonic knowledge to blend sounds together to read words, including long phonemes. Rung 2 I can use picture clues to help me when reading simple texts. Rung 1 Page 2
6 Decoding I can use connectives as signposts to indicate a change of tone. Rung 20 I can cope with different features of language such as abbreviations, colloquialisms and specialist vocabulary. Rung 19 I can cope with different features of language used in poems and prose, e.g. dialect. Rung 18 I can work out the pronunciation of homophones, using the context of the sentence. Rung 17 I can maintain fluency and accuracy when reading complex sentences, with subordinate clauses. Rung 16 I can respond to more sophisticated punctuation and explain its function to the reader. Rung 15 I can read aloud words which have an unusual correspondence between spelling and sound. Rung 14 I can read, on sight, all the words from Year 3 / 4 spelling list (National Curriculum appendix 1). Rung 13 I can recognise and understand an even greater variety of suffixes and prefixes. Rung 12 I can use the context of the sentence to help me to read unfamiliar words. Rung 11 Page 3
7 Comprehender I can use a range of organisational features to locate information, such as labels, diagrams and charts. Rung 9 I can identify the features of different text types. Rung 8 I can use alphabetically ordered texts to find information and check the meaning of words. Rung 7 I can decide how useful a non-fiction text is and discuss its text features. Rung 6 I can find the answers to questions or locate specific information in non-fiction, stories and poems. Rung 5 I can re-tell a story in clear sequence, referring to most of the key events and characters. Rung 4 I can recognise the difference between fiction and non-fiction. Rung 3 I can answer straight forward questions about a story and begin to draw inferences from the pictures. Rung 2 I can identify the main events or key points in a text and say what I like and don t like. Rung 1 Page 4
8 Comprehender I can prepare for factual research, considering what is known already. Rung 18 I can recognise texts that contain features of more than one text type (e.g. persuasive letter). Rung 17 I can distinguish between statements of fact and opinion. Rung 16 I can discuss complex narrative plots. Rung 15 I can summarise the main ideas drawn from more than one paragraph. Rung 14 I can identify and evaluate the purpose, audience and organisation of different non-fiction texts. Rung 13 Year 5 I can compare, contrast and evaluate different nonfiction texts with reference to the layout and structure. Rung 12 I can identify features of different fiction genres. Rung 11 Page 5
9 Reading Detective Targets I can pull together clues from action, dialogue and description to infer meaning. Rung 10 I can empathise with a character and explain what they are thinking/ feeling from the way they behave. Rung 9 I can justify predictions with evidence from the text. Rung 8 I can justify inferences with evidence from the text. Rung 7 I can recognise key themes and ideas within a text. Rung 6 I can make simple inferences about thoughts and feelings of characters and reasons for their actions. Rung 5 I can make predictions based on my reading of other books by the author and my own experiences. Rung 4 I can recognise why a character is feeling a certain way. Rung 3 I can make simple predictions about the characters. Rung 2 I can express opinions about main events and characters in a story. Rung 1 Page 6
10 Reading Detective Targets I can use detailed knowledge of text types to make reasoned predictions. Rung 17 I can use PEE (Point, Evidence, Explain) to support predictions and inferences. Rung 16 I can identify and comment on explicit and implicit points of view. Rung 15 I can recognise different points of view. Rung 14 I can discuss moods, feelings and attitudes using inference. Rung 13 I can draw information from different parts of the text to infer meaning. Rung 12 I can make predictions with evidence from the text and with knowledge of wider reading. Rung 11 Page 7
11 Language Lover Targets I can discuss how an author creates a character through action, dialogue or description. Rung 10 Year 4 I can comment on the choice of language to create moods and build tension - Crept makes you know he was quiet, but also that he was going slowly because he did not want to be caught. Rung 9 I can discuss words and phrases that capture the reader s interest and imagination. Rung 8 I can identify and comment on vocabulary and literary features - All fairy tales start with Once Upon a Time... Rung 7 I can identify and explain how vocabulary choice affects meaning - Crept lets you know that he is trying to be quiet. Rung 6 I can discuss my favourite words and phrases, explaining why I like them. Rung 5 I can discuss and clarify the meaning of words, linking new meanings to known vocabulary. Rung 4 I can discuss what new words mean, linking new meanings to those already known. Rung 3 I can recognise repetition of language in my reading. Rung 2 I can recognise obvious story language - Once Upon a Time, big bad wolf. Rung 1 Page 8
12 Language Lover Targets I can comment on and explain the writer s use of language features - The rhythm and rhyme pattern together make it mimetic, like the rhythm of the train. Rung 19 I can compare and contrast the styles of individual writers and poets providing examples. Rung 18 I know how style and vocabulary are linked to the purpose of the text - Obviously, common sense tells us.. in a persuasive text. Rung 17 I can use language features of a range of non- fiction text-types to support understanding. Rung 16 I can identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose. Rung 15 I can identify and describe the styles of individual writers and poets. Rung 14 I can find and comment on examples of how authors express different moods, feelings and attitudes. Rung 13 I can recognise the use and effect of patterned language in text. Rung 12 I know how suspense is built up in a story, including the development of the plot. Rung 11 Page 9
13 Responder Targets I can identify main ideas drawn from more than one paragraph and can summarise these. Rung 10 I can identify themes and conventions in a wide range of books. Rung 9 I can evaluate specific texts with reference to text types. Rung 8 I can begin to identify and comment on different points of view in the text. Rung 7 I understand what the writer might be thinking - He thinks they are being mean. Rung 6 I can participate in discussion about books, poems and other works that are read to me and those that I can read for myself. Rung 5 I understand why a writer has written a text - She wants you to know how to make a kite. Rung 4 I can make choices about which texts to read, based on prior reading experience. Rung 3 I can participate in discussions about what is read to me, taking turns and listening to what others say. Rung 2 I can link what I read or what I have heard read to my own experiences, with encouragement. Rung 1 Page 10
14 Responder Targets I can identify and discuss themes and conventions in and across a wide range of writing. Rung 18 I can identify and describe the key characteristics about a writer s or a poet s style. Rung 17 I can comment critically on the overall impact of poetry or prose, with reference to the text. Rung 16 I can respond critically to issues raised in stories, locating evidence in the text, and explore alternative courses of action and evaluate the author s solution. Rung 15 I can recognise ways in which writers present issues and points of view in fiction and non-fiction texts - He has only mentioned the bad points about air travel. Rung 14 I can talk about the author s techniques for describing characters, settings and actions. Rung 13 I am able to talk about themes in a story and recognise thematic links with other texts. Rung 12 I understand how the author wants the reader to respond. Rung 11 Page 11
15 Big Reader Targets I can make simple comments on how the reader s or writer s context makes a difference to the social, cultural or historical setting - The island sounds really dangerous to us because we have not heard of these creatures. Rung 10 I can make connections between books by the same author - Michael Morpurgo often starts his stories in the present but then goes back in time. Rung 9 I can retell some of the stories that I am familiar with orally, including fairy tales, myths and legends. Rung 8 I can start to recognise some features of the text that relate it to its historical setting or its social or cultural background - The girls had on red flannel petticoats because that is what they wore then. Rung 7 I can start to make simple connections between books by the same author - Dick King-Smith often writes about animals. Rung 6 I can continue to build up a repertoire of poems learnt by heart. Rung 5 I can relate what I read to my own experiences. Rung 4 I am aware that books are set in different times and places. Rung 3 I am very familiar with key stories, including fairy stories and traditional tales, and can retell them. Rung 2 I can appreciate rhymes and poems, and can recite some by heart. Rung 1 Page 12
16 Big Reader Targets I can identify themes across a range of texts (social, cultural and historical). Rung 18 I can identify different character types across a range of texts. Rung 17 I understand that texts reflect the time and culture in which they were written - Dickens wanted people to feel bad about the way the poor were treated then. Rung 16 I am beginning to evaluate texts by comparing how different sources treat the same information. Rung 15 I can participate in discussions about books, building on my own and others ideas and challenging views courteously. Rung 14 I understand that texts reflect the time and culture in which they were written - Hound of the Baskervilles would have been very scary for Victorian readers. Rung 13 I can compare the openings of a particular novel with the beginnings of other novels read recently. Rung 12 I can recognise some different forms of poetry. Rung 11 Page 13
17 LEARNING LADDERS NOTES
18 LEARNING LADDERS NOTES
19
20 Copyright 2015 Learning Ladders Education. All rights reserved. The Learning Ladders logo, device and characters are Trademarks of Learning Ladders Education Ltd. Booklets are licensed for internal use by Mallard Primary School. For further information visit
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.
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
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
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
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
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
Academic Standards for Reading, Writing, Speaking, and Listening
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
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
How To Read With A Book
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
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
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
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
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
CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
Performance Indicators-Language Arts Reading and Writing 3 rd Grade
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
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
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Third Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
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
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
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
READING KINDERGARTEN
READING KINDERGARTEN Concepts about print Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,
Common Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
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
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
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.
English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
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.
Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence.
3 rd Grade Reading District Curriculum Map Theme 1 Finding My Place/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings (ICC) Use a variety of strategies to develop and
MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
Guided Reading Prompts for the Assessment Focuses KS2
Guided Reading Prompts for the Assessment Focuses KS2 Updated for 2014 Curriculum AF2: Understand, describe, select or retrieve information, events or ideas from texts. Use quotations and reference to
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
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)
3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
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
Grade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
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
Reading VIII Grade Level 8
Reading VIII Reading VIII introduces students to a variety of topics to enrich their reading experience including: understanding common misspellings using prefixes, suffixes, root words, and forming compounds
Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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
Reading IV Grade Level 4
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
Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
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
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
A Guide to Text Types:
SAMPLE A Guide to Text Types: Narrative, Non-fiction and poetry Overview of structure, language features and key knowledge Text Types Information on a range of text types for literacy is contained here.
Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading
Wednesday 4 th November 2015 Y1/2 Parent Workshop Phonics & Reading This presentation was an aide memoire for staff during the recent Phonics and Reading Workshop (04.11.15). The aim of the presentation
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
Fountas & Pinnell Guided Reading Text Level Descriptions
Fountas & Pinnell Guided Reading Text Level Descriptions A: Characteristics of Texts at Level A: Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported
The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.
FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The
Common Core Progress English Language Arts. Grade 3
[ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
SIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
English Scope and Sequence: Foundation to Year 6
English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context
Welcome to the Reading Workshop. Learning, Loving and Laughing Together
Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)
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
Reading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support
Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
Guided Reading Indicators
Guided Reading Level A Descriptors Characteristics of Early Emergent Readers at Level A Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported by pictures
Language Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21
Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL
240Tutoring Reading Comprehension Study Material
240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts
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
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
by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts
The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz
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.
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
Massachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
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 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies
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
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)
Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following
LiteracyPlanet & the Australian Curriculum: Pre-School
LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet
Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1
Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)
McDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
Year 2 and Year 3. Planning Exemplification and Spelling Programme. Guidance. Curriculum and Standards. Year 2 and Year 3.
Guidance Curriculum and Standards Year 2 and Year 3 Planning Exemplification and Spelling Programme Year 2 and Year 3 teachers Status: Recommended Date of issue: 12-2003 Ref: DfES 0000-2003 Disclaimer
Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy
4 th Grade Reading and Writing TEKS 4th Nine Weeks Focus: Reading Unit of Study: Fiction/Expository/Persuasive/Research/Media Literacy Figure 19: Reading/Comprehension Skills. Students use a flexible range
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.
Key Ideas and Details
FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine
Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.
QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning
PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
Meeting the Standard in North Carolina
KINDERGARTEN 1.02 Demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rhymes). 1.03 Recognize and name upper and lower case letters of the alphabet.
The National Curriculum. Level descriptions for subjects
The National Curriculum Level descriptions for subjects The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name Qualifications and
This image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
2016-2017 Curriculum Catalog
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 400 COURSE OVERVIEW... 1 UNIT 1: JESUS, OUR EXAMPLE... 3 UNIT 2: WORKING WITH INFORMATION... 3 UNIT 3: THE STORY OF OUR
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
Haberdashers Adams Federation Schools
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
Inspiration Standards Match: Virginia
Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation
English 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
Reading K 10 Grade Level Expectations: A New Level of Specificity
Reading K 10 Grade Level Expectations: A New Level of Specificity Washington State s Essential Academic Learning Requirements Introduction Contents Introduction................................... 1 Overview..................................
Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify