SAAS Curriculum Map. Quarter 1 Content Standards GLE Assessment Essential Questions 1.1; 1.5; 1.7;
|
|
|
- Arthur Poole
- 8 years ago
- Views:
Transcription
1 Teacher Subject Grade SAAS Curriculum Map Quarter 1 Content Standards GLE Assessment Essential Questions Review of summer reading Elements of fiction Characterization Literature Unit: The Big Wave Team Expedition: Adaptations Setting and Plot Overview of Genre Introduction of PACE+ Writing Strategy and Constructed Responses : b; What is the relationship between listener and speaker? What connections can you make with the From whose viewpoint are we reading? What do good readers do? What do you do when you do not understand everything in a What are the elements of fiction? How do we know if a text is valid or true? Why conduct research? How should I read different types of texts? What do good readers do? What questions did you have as you read and after? What questions do you have now? What predictions did you make? Did you make interpretations? Revise them as you go? Did you make judgments or conclusions not explicitly stated in the text.
2 4.2c; Why conduct research? Why use technology for research?
3 Common Assessment Collaborating with Science/Social Studies Department for Quarterly Assessment Timeline Content Standards GLE Assessment Essential Questions Quarter 2 Nonfiction: Pompeii Introduction of text features Paired Text: The Dog of Pompeii and National Geographic article Fictional Short Stories Review of Plot Introduce Conflict: Internal vs. conflict Man vs. man, nature, machine, self Mini-poetry unit Types Rhyme scheme Meter : 4.2b; Are there some parts of the text that are more important than others? Did you connect different parts of the text to create an overall meaning or theme? How did you decide what the text is really about? If you were to tell another person about the text in a few sentences, what would you tell them? Why conduct research? Why use technology for research?
4 4.2c; Common Assessment Collaborating with Science/Social Studies Department for Quarterly Assessment
5 Quarter 2 Content Standards GLE Assessment Essential Questions Quarter 3 Poetry and Figurative Language Begin DSTP Prep Main Idea Finding Details Fact and Opinion Compare and Contrast Drawing Conclusions/ Inferencing Cause and Effect Author s Purpose (DSTP 1 st Week) Review Visualization through comic strips : 4.2b; 4.2c; Under what conditions is an interpretation of a text valid? Why conduct research? Why use technology for research? Why conduct research? between reader
6 Common Assessment Collaborating with Science/Social Studies Department for Quarterly Assessment Quarter 4 Content Standards GLE Assessment Essential Questions Quarter 4 The Wonderful Story of Henry Sugar Novel Unit: Tangerine Independent Reading Project Schoolwide Expedition : Introduce Summer Reading How can I communicate How do speakers expre Why share written ideas What does a reader g What lies beneath th How does literature rev How are stories about o times about me? Why conduct research? technology for research What is the relationship How do different genres author s message or me How can I communicate How do speakers expre Why share written ideas What does a reader g What lies beneath th How does literature rev Why conduct research? technology for research What is the relationship How do different genres
7 4.2b; 4.2c; author s message or me How does literature help decisions? Common Assessment Collaborating with Science/Social Studies Department for Quarterly Assessment Directions: Each content should complete a curriculum map for school year The map should identify what content, state standards, GLE s, assessments, and essential questions are being taught in that specific quarter. Identify the content, skills, and format for each quarterly assessment
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.
FILLED! ages 8-12 $22.95
LRC Magazine Subscription onation Form: Please indicate your name and email address for the magazine that you would like to donate a subscription. Checks should be made payable to: Whittier PTA and can
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
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
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.
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
READING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
A Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills
Big Idea: Effective readers use appropriate strategies to construct meaning. A Model Curriculum for Pennsylvania School Library Programs: Worksheet for s 6-8 How do strategic readers create meaning from
WiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
English 2 - Journalism Mitch Martin: mmartin@naperville203.org
Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
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
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
Lesson Title: Argumentative Writing (Writing a Critical Review)
Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject
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
parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
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
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.
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
AK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
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.
Grade 6 English Language Arts Performance Level Descriptors
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
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
Elements of a Novel and Narrative Writing Grade 10
Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting
Comprehension Questions for Leveled Text
Fiction What words to you expect to come on the next page? What do you think is going to happen next by looking at the pictures? What do you think will happen at the end of the story? What do you think
Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!
1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading. Quarter One
THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! Reading 5 th Quarter One Unit 1: (Novel) My Life as a Fifth Grade Comedian o identify and define vocabulary words o determine the meaning
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
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
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
Available in English and Spanish
Grades K 8+ Content Literacy Supports Common Core Available in English and Spanish Literacy Development and Grade-Level Content Language, Literacy, & Vocabulary builds a strong foundation for literacy
Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States
Making Reading Content Comprehensible for Intermediate Language Learners Colin Dalton University of Houston-Downtown, United States 0135 The European Conference on Language Learning 2013 Official Conference
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
126CSR44Q TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION SERIES 44Q LIBRARY MEDIA CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.
126CSR44Q TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION SERIES 44Q LIBRARY MEDIA CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.17) 126-44Q-1. General. 1.1. Scope. W. Va. 126CSR42, West
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
TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6
TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression
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
5 th Grade Language Arts Curriculum Map 1 st Nine Weeks. Resources. Practices. Standards & Elements Essential Questions Assessments Best
5 th Grade Language Arts Curriculum Map 1 st Nine Weeks Standards & Elements Essential Questions Assessments Best Practices Writing ELA5W1 a.selects a focus, and organizational structure, and a point of
Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1
Literacy Guide for Secondary Schools 2012-2013 National Literacy Trust, August 2012 1 Contents Contents Reading for enjoyment and wider reading Page 3 Developing teachers approach to reading Page 5 Supporting
Fountas-Pinnell Level O Humorous Fiction
LESSON 1 TEACHER S GUIDE Ms. F Goes Back to School by Blaise Terrapin Fountas-Pinnell Level O Humorous Fiction Selection Summary Ms. F, a principal, takes evening classes at a local college, and shares
TEACHER S GUIDE BIG IDEAS SIMPLY EXPLAINED THE VISUAL GUIDE TO UNDERSTANDING SHAKESPEARE. Aligned with the Common Core standards by Kathleen Odean
BIG IDEAS SIMPLY EXPLAINED THE VISUAL TO UNDERSTANDING SHAKESPEARE Aligned with the Common Core standards by Kathleen Odean A WORLD OF IDEAS: SEE ALL THERE IS TO KNOW www.dk.com TIS HATCHED AND SHALL BE
Lisa Lizak and Beth Wright
Lisa Lizak and Beth Wright Visualizing pgs. 4-10 Setting Circle Map 5 Events Circle Map 6 Character Circle Map 7 Setting Brace Map 8 Visualizing using a Bridge Map 9 Visualizing using a Multi Flow 10 Predicting/Inferring
Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks
Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view 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
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
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................................................
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
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks
1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between
Read books with appealing pictures that match their age and interests. They like books with rhythm, rhyme, and repetition.
Chapter 15, Page 10 FAMILY SUPPORT: PRECONVENTIONAL READER (AGES 3-5) Read books with appealing pictures that match their age and interests. They like books with rhythm, rhyme, and repetition. Have a cozy
Grade 3 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Reading Assessment Genres Assessed: Literary Informational Fiction (Readiness) Expository (Readiness) Literary Nonfiction
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)
BUILDING A LITERATURE PYRAMID
BUILDING A LITERATURE PYRAMID Performance Standard 2A.F Students are to build a pyramid of about one (or more) of the literary elements (e.g., plot, character, theme, setting) by using taken from one of
Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1
11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic
WOK Middle School Sixth Grade Summer Reading
WOK Middle School Sixth Grade Summer Reading Overview: Students are expected to select the novel, Wonder by RJ Palacio. They are to complete the attached questions. They are to answer each question in
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
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
CREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION APPENDIX
CREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION Introduction........................................................... 2 The Creative Writing Committee........................................
City University of Hong Kong Course Syllabus. offered by Department of English with effect from Semester A 2016/2017
City University of Hong Kong Course Syllabus offered by Department of English with effect from Semester A 2016/2017 Part I Course Overview Course Title: Course Code: Fiction Writing EN3572 Course Duration:
Intervention Resource Guide
Intervention Resource Guide Grade 7 Response to Literature/Text Grade 7 Response to Text 1 Table of Contents Seven sections of Reader s Handbook are suggested for instruction. Skill Set and Topic Page
Character Character Character
Character Character Character Think of two questions you have about the protagonist. Do you think the questions will be answered as you continue with the story? Why or why not? Describe the protagonist
Using Interest Inventories with Struggling and Unmotivated Readers. By Arleen P. Mariotti
Using Interest Inventories with Struggling and Unmotivated Readers By Arleen P. Mariotti Many struggling readers do not like to read because classroom reading material is too difficult, they don t want
Standards for Certification in Early Childhood Education [26.110-26.270]
![Standards for Certification in Early Childhood Education [26.110-26.270]](/thumbs/24/3436110.jpg "Standards for Certification in Early Childhood Education [26.110-26.270]")
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Arizona s College and Career Ready Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
Arizona s College and Career Ready Standards English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects 6 th 8 th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC
Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth
Parents as reading and writing partners: A day to help parents understand the literacy work their children are doing in school, and what to do at home to help their children grow and achieve at the highest
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
Reading: Text level guide
Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good
KAMEHAMEHA SECONDARY SCHOOL ENGLISH DEPARTMENT. COURSE SUMMARY FOR ENGLISH TEN (Focus on Hawaiian, Pacific and World Literature) FOR: MR.
KAMEHAMEHA SECONDARY SCHOOL ENGLISH DEPARTMENT COURSE SUMMARY FOR ENGLISH TEN (Focus on Hawaiian, Pacific and World Literature) FOR: MR. OISHI SCHOOL YEAR 2011-2012 OVERVIEW English 10 (Focus on Hawaiian,
Senior Phase Grade 7 Today Planning Pack ENGLISH
M780636100077 Senior Phase Today Planning Pack ENGLISH Contents: Work Schedule: Page 2 Lesson Plans: 3 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for Term Week LO and AS Chapter Assessment
Accelerated Reader Record Book
Accelerated Reader Record Name... Do: Don t: Have your reading book and AR Record in your bag at all times. Take a as soon as you are finished your reading book. Keep your AR let up to date. on books that
New Jersey Core Curriculum Content Standards: For Language Arts Literacy
For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS
Robots and Zombies: Reading and Writing in an All-Boys Class
Robots and Zombies: Reading and Writing in an All-Boys Class Introductions Chris Pettograsso, ES Principal Pamela Bryce, 3 rd Grade Teacher Lansing Central School District Lansing Central School District
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
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ENGL 221 - CREATIVE WRITING
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ENGL 221 - CREATIVE WRITING Prepared By: Cindy Lou Daniels Revised By: Robert Strong, December 2005 Updated By: Cindy
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
Story and Novel Terms 9
Story and Novel Terms 9 This list of terms is a building block that will be further developed in future grades. It contains the terms you are responsible for learning in your grade nine year. Short Stories:
Contents. Introduction Meeting Individual Needs: Advanced Students...ii Challenge Handbook Overview...ii Walkthrough...vi. Blackline Masters...
Contents Introduction Meeting Individual Needs: Advanced Students...ii Challenge Handbook Overview...ii Walkthrough...vi Theme 4: Amazing Animals Selection 1: Officer Buckle and Gloria...28 Selection 2:
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
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
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
A grade of C or better in previous English courses.
Course of Study Information Page COURSE TITLE Creative Writing DISTRICT COURSE NUMBER (#0128) Rationale: Course Description that will be in the Course Directory: How Does this Course align with or meet
Grade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards.
Identifying Important Historical Themes Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards. How are people connected in time through history? How
Welcome to Advanced Literature Mon.-Fri.
Welcome to Advanced Literature Mon.-Fri. This rigorous and demanding class focuses on the analysis of fiction and non-fiction, and works of American literature. Students in Advanced Lit will read 9 th
Carbondale Community High School District 165 Restructuring Plan
Background: Carbondale Community High School District 165 Restructuring Plan Carbondale Community High School has a history of strong academic programs and successful student performance. However the PSAE
Elements of Fiction. Reading Notes 8 th Grade
Elements of Fiction Reading Notes 8 th Grade Characters A CHARACTER is a person, animal, or imaginary creature 2 Kinds of Characters: Protagonist: main character or hero; Example: Little Red Riding Hood
GLOSSARY. APA The style manual for documenting the use of sources in researched writing that is prescribed by the American Psychological Association.
GLOSSARY ANALYSIS 1. Level four of Bloom s Taxonomy of Educational Objectives. 2. Separating into basic parts for detailed study. 3. The detailed examination of anything complex. 4. In literature, the
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
Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
PBL with the use of Technology
PBL with the use of Technology Davinderjit Sandhu davinderjit.sandhu@sd41.bc.ca My Blog: http://blogs.sd41.bc.ca/sandhud/ Strategies for using an IPad in the classroom One group works with the ipad (rotation)
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.
What is oral reading fluency?
What is oral reading fluency? Oral reading fluency is the ability to read, speak, or write easily, smoothly, and expressively. A fluent reader is one who reads and understands what he or she is reading
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
Point of view in narration a) omniscient narrator b) unreliable narrator c) third person limited d) first person. Conflict: external and internal
Short Stories and the Art of Storytelling Grade Level or Special Area: 7 th Grade Language Arts Written by: Wendy O'Donovan Phillips, Academy of Charter Schools, Denver, CO Length of Unit: Fifteen lessons
Grade 1 Overview ------------------------------------------------------------------------------------------------------------
Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
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
Teachers College Reading and Writing Project Curricular Calendar Overview, 2014-2015. Month Reading Writing September/October Unit One We Are Readers
Month Reading Writing September/October Unit One We Are Readers Unit One Launching the Writing Workshop *During September only October/November Unit Two Readers Read, Think, and Talk About Emergent Storybooks
The. Languages Ladder. Steps to Success. The
The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.
Using Think-Alouds to Improve Reading Comprehension Lesson Plan
Using Think-Alouds to Improve Reading Comprehension Lesson Plan Estimated Lesson Time: One class period Overview: Studies have shown that the think-aloud strategy improves comprehension on tests. Through