personal enjoyment through the use of retellings and questioning

Transcription

1 Wallingford Public Schools 1. Literature Study Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Reading expands understanding of the world, its people and oneself. How does literature enrich our lives? Why do people read? What do people read? What are the benefits of reading? How does reading affect your life? Kindergarten Grade 1 Grade Choose a variety of genres to read for personal enjoyment 1.2. Develop an appreciation for reading by - sit for a while and read or look at a book 1.3. Listen to various forms of literature and notice language patterns (rhymes, chants, songs, poetry, and books) 1.4. Identify the elements of nonfiction and fiction 1.5. Recognize parts of a book (cover, author, illustrator) 1.6. Develop an appreciation for multicultural literature 1.7. Be assessed on overall comprehension through the use of retellings and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop an appreciation for reading by - sit for a while and read or look at a book 1.3. Listen to various forms of literature and notice language patterns (rhymes, chants, songs, poetry, and books) 1.4. Identify the elements of nonfiction and fiction 1.5. Recognize parts of a book (cover, author, illustrator, index, table of contents) 1.6. Develop an appreciation for multicultural literature 1.7. Be assessed on overall comprehension through the use of retellings and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: fairy tales, folktale, fantasy, journal, poetry, realistic fiction, personal narrative and nonfiction 1.4. Identify parts of a book (title, author, illustrator, index, table of contents, glossary, chapter headings) 1.5. Develop an appreciation for multicultural literature 1.6. Share opinions and judgments based on text heard, viewed, or read 1.7. Be assessed on overall comprehension through the use of retellings and questioning 1

2 1. Literature Study Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Reading expands understanding of the world, its people and oneself. How does literature enrich our lives? Why do people read? What do people read? What are the benefits of reading? How does reading affect your life? Grade 3 Grade 4 Grade Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: nonfiction, novels, poetry, biography and short stories 1.4. Identify parts of a book (index, table of contents, glossary, chapter headings, captions, charts, graphs, diagrams, maps) 1.5. Discuss influence of culture, history, and ethnicity on themes and issues in literature 1.6. Share opinions and judgments based on text heard, viewed, or read 1.7. Be assessed on overall comprehension through the use of summarizing and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: fairy tales, folktale, fantasy, journal, diary, poetry, realistic fiction, historical fiction, biography, nonfiction and personal narrative 1.4. Identify parts of a book (index, table of contents, glossary, chapter headings, captions, charts, graphs, diagrams, maps) 1.5. Begin to Identify how culture, history, and ethnicity influence theme of story and/or character s action 1.6. Share opinions and judgments based on text heard, viewed, or read 1.7. Be assessed on overall comprehension through the use of retellings and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: nonfiction, tall tales, biographies, and autobiographies 1.4. Identify parts of a book (index, table of contents, glossary, chapter headings, captions, charts, graphs, diagrams, maps) 1.5. Discuss influence of culture, history, and ethnicity on themes and issues in literature Share opinions and judgments based on text heard, viewed, or read 1.7. Be assessed on overall comprehension through the use of summarizing and questioning 2

3 1. Literature Study Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Reading expands understanding of the world, its people and oneself. How does literature enrich our lives? Why do people read? What do people read? What are the benefits of reading? How does reading affect your life? Grade 6 Grade 7 Grade Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: myths/legends, nonfiction, realistic fiction, historical fiction, fantasy, plays, poetry, and short stories 1.4. Interpret, analyze, and evaluate the influence of culture, history, and ethnicity on themes and/or issues in literature 1.5. Respond to the ideas of others and recognize the validity of differing views 1.6. Read examples of persuasive writing such as brochures and/or pamphlets, advertisements and essays 1.7. Be assessed on overall comprehension through the use of summarizing and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: folktales, fiction, nonfiction, realistic fiction, historical fiction, plays, poetry, and short stories 1.4. Interpret, analyze, and evaluate the influence of culture, history, and ethnicity on themes and/or issues in literature 1.5. Respond to the ideas of others and recognize the validity of differing views 1.6. Read examples of persuasive writing such as brochures and/or pamphlets, advertisements and essays 1.7. Be assessed on overall comprehension through the use of summarizing and questioning 1.1. Choose a variety of genres to read for personal enjoyment 1.2. Develop understanding and enjoyment of literature through reading a variety of genre both orally and silently 1.3. Identify elements of specific genres such as: nonfiction, realistic fiction, historical fiction, science fiction/fantasy, plays, poetry, and short stories 1.4. Interpret, analyze, and evaluate the influence of culture, history, and ethnicity on themes and/or issues in literature 1.5. Respond to the ideas of others and recognize the validity of differing views 1.6. Read examples of persuasive writing such as advertisements, editorials and political speeches 1.7. Be assessed on overall comprehension through the use of summarizing and questioning 3

4 2. Word Study Students select and apply strategies to facilitate word recognition and develop vocabulary in order to Readers use strategies to construct meaning. People communicate through words. comprehend text. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? What is the purpose of communication? Where do words and phrases come from? How does word choice affect meaning? Kindergarten Grade 1 Grade Expand vocabulary through listening, speaking, reading, and writing 2.2. Build sight word vocabulary 2.3. Use content vocabulary appropriately (math, science, social studies, etc.) Phonemic Awareness 2.4. Develop phonemic awareness and phonics (hearing individual sounds in words) 2.5. Phonemic isolation (identify and manipulate different sounds) 2.6. Phonemic identity (recognizing same sounds in a different word) 2.7. Phonemic categorization (recognizing words that don t belong) 2.8. Identify language patterns through rhymes, chants, songs, poetry, and books 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Build sight word vocabulary 2.3. Use content vocabulary appropriately (math, science, social studies, etc.) 2.4. Develop awareness of antonyms and synonyms Phonemic Awareness 2.5. Develop phonemic awareness and phonics (hearing individual sounds in words) 2.6. Phonemic isolation (identify and manipulate different sounds) 2.7. Phonemic identity (recognizing same sounds in a different word) 2.8. Phonemic categorization (recognizing words that don t belong) 2.9. Identify language patterns through 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Build sight word vocabulary 2.3. Use content vocabulary appropriately (math, science, social studies, etc.) 2.4. Explore use of dictionary or other word reference to identify word meanings 2.5. Develop awareness of antonyms and synonyms Phonics 2.6. Read multi-syllable words with long and short vowels 2.7. Read words with common phonetic patterns and consonant blends such as sh, th, ch, wh, pr, fr, bl, cl, etc Read words with irregular vowel combinations such as oo, ou, er, ir, ar 2.9. Read root words with common prefixes 4

5 2.9. Segmenting (breaking a word into its separate sounds) Blending (putting together separate sounds) Phonics Develop sound/symbol relationship Recognize and discriminate sounds in words (beginning, middle, ending) Word Recognition Strategies Touch the print as they read each word Look at a picture to figure out a word Get mouth ready to say the first sound Develop directionality (left to right) Skills Recognize and identify upper and lowercase letters Recognize the existence of punctuation marks Distinguish between a letter and a word Be assessed on word accuracy through use of running records Practice monitoring and self-correcting Begin to self- correct errors Track print as they read Be assessed on oral reading fluency rhymes, chants, songs, poetry, and books Segmenting (breaking a word into its separate sounds) Blending (putting together separate sounds) Phonics Develop sound/symbol relationship Recognize and discriminate sounds in words (beginning, middle, ending) Read one syllable words with long and short vowels Read words with common phonetic patterns and consonant blends such as sh, th, ch, wh, pr, fr, bl, cl, etc Read words with irregular vowel combinations such as oo, ou, er, ir, ar Recognize root words and ending (s, es, ing, ed) Word Recognition Strategies Figure out unknown words by reading on, rereading, getting mouth ready to say the first sound, or finding known chunks within a word Use picture clues Use onset and rime Use context clues Use syntax Use punctuation as a clue (period, exclamation, and question mark) Skills Recognize compound words Be assessed on word accuracy through use of running records Practice monitoring and self-correcting Self- correct errors Identify strategy used in decoding and suffixes such as dis, un, re, ful, ness, tion Word Recognition Strategies Use context clues to determine meanings of unknown words, multiple meaning words, or figurative language Decode unknown words by reading on, rereading, getting mouth ready to say the first sound, or finding known chunks within a word Use syntax Use punctuation as a clue (period, exclamation, and question mark) Use strategies for syllabicating long words as an aid for decoding (ex. Looking for compounds, dividing between two consonants, looking for known prefixes, suffixes) Skills Read contractions Read singular and plurals Recognize compound words Identify words that have multiple meanings (ex. fly, duck) Understand pronoun referents Be assessed on word accuracy through use of running records Practice monitoring and self-correcting Self- correct errors Identify strategy used in decoding Apply multiple strategies when decoding Set a goal for trying a new strategy Be assessed on oral reading fluency 5

6 2.28. Apply multiple strategies when decoding Be assessed on oral reading fluency 2. Word Study Students select and apply strategies to facilitate word recognition and develop vocabulary in order to Readers use strategies to construct meaning. People communicate through words. comprehend text. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? What is the purpose of communication? Where do words and phrases come from? How does word choice affect meaning? Grade 3 Grade 4 Grade Expand vocabulary through listening, speaking, reading, and writing 2.2. Build sight word vocabulary 2.3. Use content vocabulary appropriately (math, science, social studies, etc.) 2.4. Use dictionary or other word reference (thesaurus) to identify word meanings, pronunciations, synonyms, and antonyms 2.5. Identify meaning of idioms Word Recognition Strategies 2.6. Use strategies for syllabicating long words as an aid for decoding (ex. Looking for compounds, dividing 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Use phonetic, structural, syntactical, and contextual clues to read and understand words 2.3. Collect more specific vocabulary to use in writing 2.4. Use a variety of approaches to determine the meaning of unknown words 2.5. Analyze the meaning of words and phrases in context 2.6. Explore connections between words and language concepts through use of analogies 2.7. Use content vocabulary appropriately 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Use phonetic, structural, syntactical, and contextual clues to read and understand words 2.3. Collect more specific vocabulary to use in writing 2.4. Use a variety of approaches to determine the meaning of unknown words 2.5. Analyze the meaning of words and phrases in context 2.6. Understand the connections between words and language concept through the use of analogies 2.7. Use content vocabulary appropriately 6

7 between two consonants, looking for known prefixes. suffixes) 2.7. Use context clues to determine meanings of unknown words, multiple meaning words, and figurative language 2.8. Decode unknown words by reading on, rereading, or finding known chunks within a word 2.9. Use context to read words with more than one pronunciation (ex. an object vs. to object) Use syntax (sentence structure and grammar knowledge) Use punctuation as a clue (period, exclamation, and question mark) Skills Understand pronoun referents Recognize root words and prefixes (re, ex, de, si) Explain common homophones (ex. fair/fare, made/maid) and homographs (ex. a lead weight vs. to lead the way) Be assessed on word accuracy through use of running records Practice monitoring and self-correcting Self- correct errors Identify strategy used in decoding Set a goal for trying a new strategy Be assessed on reading fluency (math, science, social studies, etc.) 2.8. Be assessed on word accuracy through use of running records 2.9. Be assessed on reading fluency (math, science, social studies, etc.) 2.8. Be assessed on word accuracy through use of running records 2.9. Be assessed on reading fluency 7

8 2. Word Study Students select and apply strategies to facilitate word recognition and develop vocabulary in order to Readers use strategies to construct meaning. People communicate through words. comprehend text. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? What is the purpose of communication? Where do words and phrases come from? How does word choice affect meaning? Grade 6 Grade 7 Grade Expand vocabulary through listening, speaking, reading, and writing 2.2. Use phonetic, structural, syntactical, and contextual clues to read and understand words 2.3. Collect more specific vocabulary to use in writing 2.4. Analyze the meaning of words and phrases in context including dialect and colloquialisms 2.5. Understand the connections between words and language concept through the use of analogies and figurative 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Use phonetic, structural, syntactical, and contextual clues to read and understand words 2.3. Collect more specific vocabulary to use in writing 2.4. Analyze the meaning of words and phrases in context including dialect and colloquialisms 2.5. Understand the connections between words and language concept through the use of analogies and figurative 2.1. Expand vocabulary through listening, speaking, reading, and writing 2.2. Use phonetic, structural, syntactical, and contextual clues to read and understand words 2.3. Collect more specific vocabulary to use in writing 2.4. Analyze the meaning of words and phrases in context including dialect and colloquialisms 2.5. Understand the connections between words and language concept through the use of analogies and figurative 8

9 language 2.6. Use content vocabulary appropriately (math, science, social studies, etc.) 2.7. Be assessed on word accuracy through use of running records 2.8. Be assessed on reading fluency language 2.6. Use content vocabulary appropriately (math, science, social studies, etc.) 2.7. Be assessed on word accuracy through use of running records 2.8. Be assessed on reading fluency language 2.6. Use content vocabulary appropriately (math, science, social studies, etc.) 2.7. Be assessed on word accuracy through use of running records 2.8. Be assessed on reading fluency 3. Forming a General Understanding Students will demonstrate understanding of the text s general content. Readers use strategies to construct meaning. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? Kindergarten Grade 1 Grade Activate prior knowledge, make predictions and establish purpose for reading 3.2. Generate questions about the text topic 3.3. Stop and ask, Does this make sense? 3.4. Make a mental picture of the story 3.5. Sequence story events using beginning, middle, and end of a story 3.6. Identify the theme of fiction text 3.7. Retell a story (main character, setting, problem, events, and solution) 3.8. Identify the topic or main idea of non-fiction text and give several supporting details 3.1. Understand that print contains a message 3.2. Recognize that books start at the front and go to the back 3.3. Understand that text is read left to right, top to bottom 3.4. Activate prior knowledge, make predictions and establish purpose for reading 3.5. Generate questions about text topic 3.6. Stop and ask, Does this make sense? 3.7. Make connections to personal experiences 3.8. Sequence story events using beginning, middle and end 3.1. Activate prior knowledge, make predictions and establish purpose for reading 3.2. Ask and answer, What do I want to find out as I read? 3.3. Use information from the text to make/ support/evaluate a prediction based on what is read 3.4. Stop and ask, Does this make sense? 3.5. Make a mental picture of the story 3.6. Organize information in proper sequence to use in a summary and or retelling 3.7. Identify or infer important characters, setting, problem, and solution, and details 3.8. Determine the main idea (nonfiction) or theme (fiction) of a written work 3.9. Identify the topic or main idea of 9

10 3.9. Retell a simple story (main characters, setting, problem, solution) Discuss the topic or main idea of the text and give several supporting details non-fiction text and give several supporting details 3. Forming a General Understanding Students will demonstrate understanding of the text s general content. Readers use strategies to construct meaning. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? Grade 3 Grade 4 Grade Activate prior knowledge, make predictions and establish purpose for reading 3.2. Ask and answer, What do I want to find out as I read? 3.3. Use information from the text to make/ support/evaluate a prediction based on what is read 3.4. Stop and ask, Does this make sense? 3.5. Visualize the text 3.6. Recognize and organize information in proper sequence to use in a summary and or retelling 3.1. Activate prior knowledge, make predictions and establish purpose for reading 3.2. Ask and answer, What do I want to find out as I read? 3.3. Use information from the text to make/ support/evaluate a prediction based on what is read 3.4. Stop and ask, Does this make sense? 3.5. Visualize the text 3.6. Recognize and organize information in proper sequence to use in a summary and or retelling 3.1. Activate prior knowledge, make predictions and establish purpose for reading 3.2. Ask and answer, What do I want to find out as I read? 3.3. Use information from the text to make/ support/evaluate a prediction based on what is read 3.4. Stop and ask, Does this make sense? 3.5. Visualize the text 3.6. Recognize and organize information in proper sequence to use in a summary and or retelling 10

11 3.7. Identify or infer important characters, setting, problem, and solution, and details 3.8. Determine the main idea (nonfiction) or theme (fiction) of a written work 3.9. Identify the topic or main idea of non-fiction text and give several supporting details 3.7. Identify or infer important characters, setting, problem, and solution, and details 3.8. Determine the main idea (nonfiction) or theme (fiction) of a written work 3.9. Identify the topic or main idea of non-fiction text and give several supporting details 3.7. Identify or infer important characters, setting, problem, and solution, and details 3.8. Determine the main idea (nonfiction) or theme (fiction) of a written work 3.9. Identify the topic or main idea of non-fiction text and give several supporting details 3. Forming a General Understanding Students will demonstrate understanding of the text s general content. Readers use strategies to construct meaning. How do we understand what we read? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don t understand? What impact does fluency have on comprehension? Why are strategies important? Grade 6 Grade 7 Grade Identify and discuss the underlying theme or main idea in texts 3.2. Identify, infer, and analyze important characters, settings, plot, relationships and details 3.3. Identify and analyze the elements of different genres 3.4. Use relevant information from the text in order to summarize events and/or ideas from the text 3.5. Use information from the text to make predictions 3.1. Identify and discuss the underlying theme or main idea in texts 3.2. Identify, infer, and analyze important characters, settings, plot, relationships and details 3.3. Identify and analyze the elements of different genres 3.4. Use relevant information from the text in order to summarize events and/or ideas from the text 3.5. Use information from the text to make predictions 3.1. Identify and discuss the underlying theme or main idea in texts 3.2. Identify, infer, and analyze important characters, settings, plot, relationships and details 3.3. Identify and analyze the elements of different genres 3.4. Use relevant information from the text in order to summarize events and/or ideas from the text 3.5. Use information from the text to make predictions 11

12 3.6. Develop awareness of strategies used to monitor comprehension 3.7. Use strategies to self-correct when not comprehending(adjusting speed, scanning, skimming, reading ahead, re-reading, using resources) 3.8. Analyze text by using a semantic map, story map, character map, matrix, or Venn diagram 3.6. Develop awareness of strategies used to monitor comprehension 3.7. Use strategies to self-correct when not comprehending(adjusting speed, scanning, skimming, reading ahead, re-reading, using resources) 3.8. Analyze text by using a semantic map, story map, character map, matrix, or Venn diagram 3.6. Develop awareness of strategies used to monitor comprehension 3.7. Use strategies to self-correct when not comprehending(adjusting speed, scanning, skimming, reading ahead, re-reading, using resources) 3.8. Analyze text by using a semantic map, story map, character map, matrix, or Venn diagram Authors write with different purposes in mind. 4. Developing Interpretation Students will interpret and/or explain the text. How does reading influence us? Why do we need to evaluate what we read? Kindergarten Grade 1 Grade Begin to identify the differences between reality and fantasy 4.2. Begin to explore the difference between fiction and nonfiction 4.3. Recognize organizational patterns within a text 4.4. Use evidence from the text to begin to draw or support a conclusion from text heard, read, and viewed 4.5 Begin to distinguish between fact and opinion 4.6. Begin to explore cause and effect 4.1. Differentiate between reality and fantasy 4.2. Begin to distinguish between the structures/organizational patterns of fiction and nonfiction 4.3. Use evidence from the text to draw or support a conclusion from text heard, read, and viewed 4.4. Begin to differentiate between fact and opinion 4.5. Explore cause and effect 4.1. Identify author s use of structure/organizational patterns of fiction/non-fiction 4.2. Identify and complete appropriate graphic organizer to match text structure 4.3. Identify the author s purpose for a specific passage or text 4.4. Use evidence from the text to draw or support a conclusion from text heard, read, and viewed 4.5. Distinguish between fact and opinion 4.6. Interpret implied meaning from a text 4.7. Determine cause and effect as a means to draw conclusions about text 12

13 Authors write with different purposes in mind. 4. Developing Interpretation Students will interpret and/or explain the text. How does reading influence us? Why do we need to evaluate what we read? Grade 3 Grade 4 Grade Identify author s use and differences of structure/organizational patterns of fiction and non-fiction 4.2. Identify, use, and explain appropriate graphic organizer to match text structure 4.3. Determine the author s purpose for choosing a genre or for including or omitting specific details in text 4.4. Draw conclusions and use evidence to support them by using text heard, read, and viewed 4.5. Make and support judgments about text 4.6. Distinguish between fact and opinion 4.1. Identify, use and explain text structures and plot patterns (step-by-step, circular, turn-about) 4.2. Analyze text by using appropriate graphic organizer such as semantic map, story map, character map, Venn diagram, etc Determine the author s purpose for choosing a genre or for including or omitting specific details in text 4.4. Draw conclusions and use evidence to support them by using text heard, read, and viewed 4.5. Make and support judgments about text 4.6. Distinguish between fact and opinion and 4.1. Identify, use and explain text structures and plot patterns (step-by-step, circular, turn-about) 4.2. Analyze text by using appropriate graphic organizer such as semantic map, story map, character map, Venn diagram, etc Determine the author s purpose for choosing a genre or for including or omitting specific details in text 4.4. Draw conclusions and use evidence to support them by using text heard, read, and viewed 4.5. Make and support judgments about text 4.6. Distinguish between fact and opinion and 13

14 and support decision 4.7. Interpret implied meaning from a text 4.8. Determine cause and effect as a means to draw conclusions about text support decision 4.7. Interpret implied meaning from a text 4.8. Determine cause and effect as a means to draw conclusions about text support decision 4.7. Interpret implied meaning from a text 4.8. Determine cause and effect as a means to draw conclusions about text Authors write with different purposes in mind. 4. Developing Interpretation Students will interpret and/or explain the text. How does reading influence us? Why do we need to evaluate what we read? Grade 6 Grade 7 Grade Evaluate author s purpose and effectiveness of piece 4.2. Use stated or implied evidence from text to draw and/or support a conclusion including predicting outcomes, making inferences, developing vocabulary 4.3. Distinguish between fact and opinion and support decision 4.4. Make and support judgments about text 4.1. Evaluate author s purpose and effectiveness of piece 4.2. Use stated or implied evidence from text to draw and/or support a conclusion including predicting outcomes, making inferences, developing vocabulary 4.3. Distinguish between fact and opinion and support decision 4.4. Make and support judgments about text 4.1. Evaluate author s purpose and effectiveness of piece 4.2. Use stated or implied evidence from text to draw and/or support a conclusion including predicting outcomes, making inferences, developing vocabulary 4.3. Distinguish between fact and opinion and support decision 4.4. Make and support judgments about text 14

15 Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. 5. Making Reader/Text Connections Students will connect or associate with text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? Kindergarten Grade 1 Grade Make connections between the text and personal/outside experiences 5.2. Make story to story connections 5.3. Make connections between text and the real world 5.4. Listen to, read and respond to texts about and from many cultures and 5.1. Make connections between the story/text and personal experiences 5.2. Make story to story connections 5.3. Make connections between stories/texts and the real world 5.4. Listen to, read and respond to texts about and from many cultures and 5.1. Make connections between the text and personal/outside experiences 5.2. Make text to text connections supporting with details 5.3. Make connections between text and real world supporting with details Listen to, read and respond to texts about 15

16 times times and from many cultures and times 5.5. Begin to understand that the experiences of a reader influence the interpretation of a text 5.6. Analyze the relationship between elements of story from one text to another 5.7. Select and use relevant information within a written work to write a personal response to the text Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. 5. Making Reader/Text Connections Students will connect or associate with text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? Grade 3 Grade 4 Grade Make connections between the text and outside experiences and knowledge (texttext, text-self, text-world) 5.2. Select, synthesize, and/or use relevant information within a written work to write 5.1. Make connections between the text and personal/outside experiences 5.2. Make text to text connections supporting with details 5.3. Make connections between 5.1. Make connections between the text and outside experiences and knowledge (texttext, text-self, text-world) 5.2. Select, synthesize, and/or use relevant information within a written work to write 16

17 text and real world supporting with details 5.4. Listen to, read and respond to texts about and from many cultures and times 5.5. Understand that the experiences of a reader influence the interpretation of a text 5.6. Analyze the relationship between elements of story from one text to another 5.7. Select and use relevant information within a written work to write a personal response to the text a personal response to the text 5.3. Elicit, discuss and respect the opinions of others about written, oral and visual texts 5.4. Listen to, read and respond to texts about and from many cultures and times a personal response to the text 5.3. Respond to the ideas of others and recognize the validity of differing views 5.4. Listen to, read and respond to texts about and from many cultures and times Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. 5. Making Reader/Text Connections Students will connect or associate with text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? Grade 6 Grade 7 Grade Make connections between the text, outside experiences and/or knowledge (text-text, text-self, text Make connections between the text, outside experiences and/or knowledge (text-text, text-self, text Make connections between the text, outside experiences and/or knowledge (text-text, text-self, text- 17

18 world) 5.2. Select, synthesize, and/or use relevant information within a text to generate a personal response 5.3. Respond to the ideas of others and recognize the validity of differing views world) 5.2. Select, synthesize, and/or use relevant information within a text to generate a personal response 5.3. Respond to the ideas of others and recognize the validity of differing views world) 5.2. Select, synthesize, and/or use relevant information within a text to generate a personal response 5.3. Respond to the ideas of others and recognize the validity of differing views 6. Examining the Content and Structure Students will elaborate on the text and make judgments about the text s quality and themes. Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? Kindergarten Grade 1 Grade Begin to discuss elements of authors 6.1. Discuss elements of authors craft (use 6.1. Discuss elements of authors craft (use of 18

19 craft (use of language/style) 6.2. Compare and contrast authors different styles of writing 6.3. Respond to text about multicultural experiences 6.4. Recognize simple values and beliefs included in a text of language/style) 6.2. Compare and contrast authors different styles of writing 6.3. Respond to text about multicultural experiences 6.4. Recognize simple values and beliefs included in a text language/style) 6.2. Compare and contrast authors different styles of writing 6.3. Compare and respond to text about multicultural experiences 6.4. Identify and give evidence to support a character s beliefs/values included in text 6.5. Discuss how the experience of an author might influence the text 6.6. Select and use relevant information within a written work to extend the work 6. Examining the Content and Structure Students will elaborate on the text and make judgments about the text s quality and themes. Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? Grade 3 Grade 4 Grade 5 19

20 6.1. Analyze and evaluate the author s use of language to create imagery 6.2. Identify and evaluate the use of personification within a text 6.3. Introduce use of humor, simile as author s craft 6.4. Select and use relevant information to evaluate a written piece 6.5. Select and use relevant information within a written work to extend the work 6.6. Identify and give evidence to support an author s or character s beliefs/values included in text 6.1. Analyze and evaluate the author s craft by identifying literary techniques that an author uses to contribute to the meaning and appeal of texts 6.2. Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) 6.3. Recognize and discuss an author s or character s customs and beliefs included in text 6.4. Discuss how the experiences of an author influence text 6.5. Discuss how the experiences of a reader influence the interpretation of a text 6.1. Analyze and evaluate the author s craft by identifying literary techniques that an author uses to contribute to the meaning and appeal of texts 6.2. Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) 6.3. Recognize and discuss an author s or character s customs and beliefs included in text 6.4. Discuss how the experiences of an author influence text 6.5. Discuss how the experiences of a reader influence the interpretation of a text 6. Examining the Content and Structure Students will elaborate on the text and make judgments about the text s quality and themes. Authors write with different purposes in mind. Readers develop a deeper understanding through reflection of text. How does reading influence us? What connections do readers make? How might being able to recognize literary elements help in appreciating literature? Why do we need to evaluate what we read? How do readers reflect and respond? 20

21 Grade 6 Grade 7 Grade Analyze and evaluate the author s craft by identifying literary devices including author s use of flashback, humor, point of view, simile, metaphor, personification, irony and imagery 6.2. Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) 6.3. Recognize and discuss an author s or character s customs and beliefs included in text 6.4. Analyze how the experiences of an author influence text 6.5. Analyze how the experiences of a reader influence the interpretation of a text 6.6. Compare and contrast point of view 6.7. Discuss conflict in literature 6.1. Analyze and evaluate the author s craft by identifying literary devices including author s use of humor, point of view, simile, metaphor, personification, flashback and imagery 6.2. Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) 6.3. Recognize and discuss an author s or character s customs and belief included in text 6.4. Discuss how the experiences of an author influence text 6.5. Discuss how the experiences of a reader influence the interpretation of a text 6.6. Summarize a story from the different point of view of two or more characters 6.7. Compare similarities and differences between two works with the same theme (characters, plot, conflict) 6.1. Analyze and evaluate the author s craft by identifying literary devices including the author s use of flashback, humor, point of view, simile, metaphor, personification, irony, imagery, and satire 6.2. Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) 6.3. Recognize and discuss an author s or character s customs and beliefs included in text 6.4. Analyze how the experiences of an author influence text 6.5. Analyze how the experiences of a reader influence the interpretation of a text People rely on a variety of resources to obtain information. New information may result in a new idea or a change of stance. 7. Research Students will employ research skills. How is information organized? Why is information organized in different ways? Why do we ask questions? Why do we need to evaluate the reliability of sources? Kindergarten Grade 1 Grade 2 21

22 7.1. Begin to ask appropriate questions 7.2. Distinguish between questioning and telling 7.3. Tell what they know about a topic 7.4. Tell what they learned about a topic after studying it 7.1. Locate and use reference materials 7.2. Develop a research topic 7.3. Summarize information in brief form from a variety of sources 7.4. Identify sources by title and author 7.5. Arrange sources alphabetically by last name of author (or title if there is no author) 7.1. Generate questions about a topic 7.2. Tell what they knew about a topic and what they learned 7.3. Find and/or use objects or pictures related to an area of study 7.4. Alphabetize by first letter 7.5. Write the title and author of a book 7.6. Begin to research information from multiple sources for a specific purposes 7.1. Find books related to areas of study 7.2. Find information on a topic from more than one source 7.3. Restate text to answer a question 7.4. Give the author, title, and source of information on a prepared form 7.5. Use alphabetical order to the second letter Grade 3 Grade 4 Grade Identify key research words to broaden & narrow topics 7.2. Take notes from research materials 7.3. Locate information in an almanac 7.4. Organize notes 7.5. Write a report using at least two sources of information, citing sources by author, title, and copyright date 7.6. Arrange sources alphabetically by author s last name (or by title if there is no author) 7.1. Use almanac 7.2. Develop a central research question 7.3. Choose resources for a research question that are relevant, sufficient, & current 7.4. Write a report based on information found through research citing sources by author, title, publisher, and copyright date 7.5. Create a written list of sources arranged alphabetically by author s last name (or by title if there is no author) Grade 6 Grade 7 Grade Identify, evaluate and use primary and secondary sources 7.2. Use MLA guidelines to create a works cited page when completing any research project 7.3. Use MLA internal citation when quoting from literature 7.1. Identify, evaluate and use primary and secondary sources 7.2. Create an alphabetical list of sources using MLA Works Cited format 8. Prewriting 7.1. Identify, evaluate and use primary and secondary sources 7.2. Use MLA guidelines to create a works cited page when completing any research project 7.3. Use MLA internal citation when quoting from literature Students will use strategies to generate ideas and organize their writing. Writers use a variety of strategies to generate ideas and organize thoughts before writing. How do writers generate ideas? How do writers organize ideas? How do writers identify the purpose for writing? Kindergarten Grade 1 Grade 2 22

23 8.1. Tell a story orally 8.2. Draw pictures to stimulate writing 8.3. Begin to identify topic through discussion 8.4. Begin to narrow and/or expand topic through discussion 8.1. Brainstorm ideas for writing both orally and in written form, including sketching pictures 8.2. Use various strategies to generate ideas including personal experiences, shared classroom experiences, and observations 8.3. Identify topic 8.4. Narrow and/or expand topic 8.1. Brainstorm ideas for writing both orally and in written form, including sketching some pictures 8.2. Use a variety of ways to organize their writing including lists, webs, timelines, charts, story mountains, and other graphic organizers 8.3. Narrow and/or expand topic 8.4. Use various strategies to generate ideas including personal experiences, shared classroom experiences, and observations 8. Prewriting Students will use strategies to generate ideas and organize their writing. Writers use a variety of strategies to generate ideas and organize thoughts before writing. How do writers generate ideas? How do writers organize ideas? How do writers identify the purpose for writing? Grade 3 Grade 4 Grade 5 23

24 8.1. Brainstorm ideas for writing both orally and in written form 8.2. Use various strategies to generate ideas by recording them into a writer s notebook including personal experiences, observations, listing, personal interests, and webbing 8.3. Narrow and/or expand topic to focus on writer s purpose 8.4. Use a variety of ways to organize their writing including lists, webs, timelines, charts, story mountains, and other graphic organizers 8.5. Begin to identify an appropriate genre based on your audience and purpose 8.1. Use various strategies to generate ideas by recording them into a writer s notebook including personal experiences, observations, listing, personal interests, and character sketches 8.2. Narrow and/or expand topic to focus on writer s purpose 8.3. Choose the most effective way to organize writing including lists, webs, timelines, charts, story mountains, and other graphic organizers 8.4. Identify an appropriate genre based on audience and purpose 8.1. Use various strategies to generate ideas by recording them into a writer s notebook including personal experiences, observations, listing, personal interests, and character sketches 8.2. Narrow and/or expand topic to focus on writer s purpose 8.3. Choose the most effective way to organize writing based on genre 8.4. Identify an appropriate genre based on audience and purpose 8. Prewriting Students will use strategies to generate ideas and organize their writing. Writers use a variety of strategies to generate ideas and organize thoughts before writing. How do writers generate ideas? How do writers organize ideas? How do writers identify the purpose for writing? 24

25 Grade 6 Grade 7 Grade Use various strategies to generate ideas including drawing upon prior knowledge, researching, using mentor text, making observations, and developing character sketches 8.2 Narrow and/or expand topic to focus on writer s purpose and audience 8.3 Identify an appropriate genre based on purpose, audience and point of view 8.4 Apply multiple ways of organizing writing based on genre 8.1 Use various strategies to generate ideas including personal experiences, observations, listing, personal interests, and character sketches 8.2 Narrow and/or expand topic to focus on writer s purpose and audience 8.3 Identify an appropriate genre based on purpose and audience 8.4 Choose most effective way to organize writing based on genre 8.1 Use various strategies to generate ideas including drawing upon prior knowledge, researching, using mentor text, making observations, and developing character sketches 8.2 Narrow and/or expand topic to focus on writer s purpose and audience 8.3 Identify an appropriate genre based on purpose, audience and point of view 8.4 Apply multiple ways of organizing writing based on genre 9. Drafting Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences. Writers have a purpose for writing and consider audience. Drafting is the first version of communicating ideas and Why do we draft? How is writing style influenced by purpose or audience? 25

26 may require several attempts. Kindergarten Grade 1 Grade Use pictures to communicate their ideas 9.2. Write and tell stories using beginning, middle and end 9.3. Explore the purpose or message of the writing 9.4. Use developmentally appropriate spelling and punctuation to communicate ideas through sentences 9.1. Use oral language to communicate their message 9.2. Use pictures to communicate their ideas 9.3. Write and tell stories using beginning, middle and end 9.4. Use letter symbols and approximations to represent ideas 9.1. Write in different genres including narrative, expository, persuasive and poetry 9.2. Use appropriate writing elements including characters, setting, events, problem, solution, main idea and supporting details 9.3. Determine the purpose or message of the writing 9.4. Use developmentally appropriate spelling and punctuation to communicate ideas and sentences 9. Drafting Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences. Writers have a purpose for writing and consider audience. Why do we draft? 26

27 Drafting is the first version of communicating ideas and may require several attempts. How is writing style influenced by purpose or audience? Grade 3 Grade 4 Grade Write in different genres including narrative, expository, persuasive and poetry 9.2. Use appropriate writing elements including characters, setting, events, problem, solution, thesis and supporting details 9.3. Determine the purpose or message of the writing 9.4. Use developmentally appropriate spelling, grammar, punctuation to communicate ideas through sentences 9.1. Write in different genres including narrative, expository, persuasive and poetry 9.2. Use appropriate writing elements including characters, setting, events, problem, solution, main idea and supporting details 9.3. Determine the purpose or message of the writing 9.4. Use developmentally appropriate spelling, grammar, punctuation to communicate ideas through sentences 9.1. Write in different genres including narrative, expository, persuasive and poetry 9.2. Use appropriate writing elements including characters, setting, events, problem, solution, thesis and supporting details 9.3. Determine the purpose or message of the writing 9.4. Use developmentally appropriate spelling, grammar, punctuation to communicate ideas through sentences 9. Drafting Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences. 27