Course Title: Integrated Language Arts Grade Level: First

Transcription

1 Course Title: Integrated Language Arts Grade Level: First 2002/03 Curriculum Updates Learning to Read Independently A. Moved purpose for reading from B to A E. Added: Learn, read, and use instructed vocabulary F. Added: Recognize and use vocabulary from other Soundboxes curriculum areas G. Soundboxes H. Added: 3 student performances for new standard Reading Analyzing and Interpreting Literature B. Added: 2 student performances Retelling Checklist C. Added: 1 student performance Retelling Checklist Types of Writing C. Added: Write 2 or more sentences expressing an opinion, support it with facts D. Added: 2 student performances E. Added: 1 student performance Speaking and Listening A. Added: Ask questions to clarify information Retelling Checklist B. Added: Listen to literary selection Make predictions Retell in proper sequence C. Added: 3 student performances E. Added: 6 student performances F. Added: 1 student performance Characteristics and Functions of the English Language B. Added: 2 student performances Research Added: 2 student performance In various areas: Reading Habits & Attitudes Inventory Concepts About Print & Book Handling Kindergarten Observation Checklist Lit. Response Log Sequencing Using Sentence Strips Fluent Reader Checklist Friendly Letter Rubric Instructions Rubric Writing Process Checklist PA Writing Ass. Rubric Writing Process Conferencing Notes Listening & Speaking Checklist 1

2 Course Title: Integrated Language Arts Grade Level: First Learning to Read Independently A. Identify the purpose and types of text (e.g., literature, information) before reading. B. Preview the text formats (e.g., title, headings, chapters and table of contents). C. Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading A. The student will: 1. understand the purposes for print a. information b. enjoyment 2. understand that groups of words make a sentence 3. establish the purpose for reading a. enjoyment b. information c. solving a problem B. The student will: 1. preview text a. text genre fiction, nonfiction, poetry b. title c. illustrations d. synopsis e. author 2. access prior knowledge - orally 3. make predictions about text a. formulate questions b. anticipate vocabulary c. use book features (table of contents) C. The student will: 1. decode new vocabulary using a variety of strategies including: a. rhyming/word families b. number of syllables c. medial and final consonant sounds 2 KWL Rdg. Attitudes & Habits Inventory (HM) Concepts about Print and Book Handling Kdg. Observation Checklist Emergent Rdg. Kdg. Observation Checklist: Oral Language Running Records Kdg. Observation Checklist Soundboxes Vocabulary List Theme Tests

3 D. Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate). E. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use a dictionary when appropriate. F. Understand the meaning of and use correctly new vocabulary learned in various subject areas. d. short and long vowel sounds e. initial, medial and final consonant diagraphs 2. recognize and use phonograms (rhyming/word families) 3. recognize and use single consonants in initial, medial or final positions 4. recognize and use long, short vowels and vowel sounds 5. recognize and use consonant cluster sounds (blends and diagraphs) in initial, medial and final positions D. The student will: 1. monitor understanding a. re-read b. read-on to make sense of text c. self-correct using fix-up strategies 2. put information from text in order 3. re-read and question for comprehension E. The student will: 1. identify number of phonemes in meaningful words 2. name rhyming words 3. analyze and blend phonemes 4. learn, read and use instructed vocabulary F. The student will recognize and use vocabulary from other curricular areas 1. explain the meaning with or without the aid of a dictionary 2. give synonyms or antonyms Running Records Oral Reading. Checklist Reading Strategies Checklist Reading Strategies Checklist Soundboxing Teacher-made Checklist Guided Reading Sound Boxes 3

4 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Retell or summarize the major ideas, themes or procedures of the text to known information. Clarify ideas and understandings through rereading and discussion. Make responsible assertions about the text by citing evidence from the text. G. The student will: 1. retell the story a. include main idea and relevant supporting details b. use their own words (paraphrasing) 2. develop vocabulary 3. formulate questions independently 4. sequence events without the use of signal words 5. use fluency strategies when reading orally a. expression 6. make reasonable assertions about the text by citing evidence from the text Oral Reading Checklist Running Records Integrated Theme Tests Sound Boxes Retelling Checklist Literature Response Log/Journal Sequencing using Sentence Strips Readers Theater H. Demonstrate fluency and comprehension in reading. Read familiar materials aloud with accuracy. Self-correct mistakes. Use appropriate rhythm, flow, meter and pronunciation. Read a variety of genres and types of text. Demonstrate comprehension (Standard G). (Recommend: 25 books/year) H. The student will: 1. read instructed materials at a proficient level of fluency 2. reread or read on to self-correct mistakes 3. read a variety of materials at the appropriate instructional level 4. demonstrate comprehension strategies (see Student Performance G. 1-6) (Recommend: 25 books/year) Reading Strategies Checklist Running Records Fluent Reader Checklist 4

5 1.2.3 Reading Critically in All Content Areas A. Read and understand essential content of informational text and documents in all academic areas. Differentiate fact from opinion within text. Distinguish between essential and nonessential information within a text. Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text. Analyze text organization and content to derive meaning from text using established criteria. B. Use and understand a variety of media and evaluate the quality of material produced. Use electronic media for research. Identify techniques used in television and use the knowledge to distinguish between facts and misleading information. Assess the quality of media project (e.g., script, play, audiotape) that has been developed for a targeted audience. C. Produce work in at least one literary genre that follows the conventions of the genre. A. The student will: 1. differentiate between fact and fiction 2. determine cause and effect 3. distinguish between essential and nonessential information 4. draw conclusions 5. make inferences to construct meaning 6. identify main idea and supporting details B. The student will: 1. watch instructional videos 2 listen to & discuss taped stories 3. tape a reading selection C. The Student will: 1. write three sentences on one topic 2. write a sentence describing someone or thing 5 Graphic Organizers Reading Response Logs Theme Tests Sorting Fiction/Non-fiction Books Reading Strategies Checklist Create Story Map Retelling Checklist Writing Attitudes & Habits Inventory

6 1.3.3 Reading, Analyzing and Interpreting Literature A. Read and understand works of literature. B. Identify literary elements in stories describing characters, setting, and plot. C. Identify literary devices in stories (e.g., rhyme, rhythm, personification.) A. The student will: 1. read and interpret a variety of fiction including: a. fable b. fantasy c. folk tale d. historical fiction e. tall tale f. comedy B. The student will: 1. recognize and use the elements of fiction: a. characters b. setting c. problem d. events e. resolution C. The student will: 1. identify and interpret figurative language: a. sound techniques (Boom, zzzz) Graphic Organizers Reading Response Logs Retelling Checklist Graphic Organizers Retelling Retelling Checklist Reading Response Journal Shadow Box/Diorama Recreate setting Running Record Integrated Theme Test (HM) KWL Retelling D. Identify the structures in poetry (e.g., pattern books, predictable books, nursery rhymes). E. Identify the structures in drama(e.g., dialogue, story enactment, acts, D. The student will: 1. listen to various poems 2. recognize the patterns in pattern books and predictable text 3. read nursery rhymes and appropriate level poems E. The student will: 1. recognize dialogue, acts and scenes 6 Teacher Made Assessment and Observation Teacher Made Assessment and Observation

7 scenes). in plays F. Read and respond to nonfiction and fiction including poetry and drama. F. The student will: 1. read, analyze, and interpret a variety of non-fiction including a. article b. biography c. photo essay d. informational book Reading Response Journal Retelling Checklist Teacher made Assessment 7

8 1.4.3 Types of Writing A. Write narrative pieces (e.g., stories, poems, plays). Include detailed descriptions of people, places, and things. Use relevant illustrations. Include literary elements (Standard B.). B. Write informational pieces (e.g., descriptions, letters, reports, A. The student will: 1. write two or more sentences on a single idea, event or experience 2. use relevant illustrations 3. write paragraph using topic sentence and supporting sentences B. The student will: 1. use pre-writing strategies 8 Teacher Assessment Handbook (HM) Description Rubric Personal narrative Rubric Teacher Assessment Handbook (HM) Writing Process Checklist

9 instructions) using illustrations when relevant. a. webbing b. KWL c. brainstorming d. word wall 2. write rough drafts 3. revise to clarify meaning and add details 4. recognize symbols for mechanics and spelling demonstrated by teacher: a. check spelling b. add something c. capital letters d. cross out e. punctuation 5. publish correct pieces 6. write correspondence a. friendly letter b. envelope form 7. create illustrations Friendly Letter Rubric Instructions Rubric 9

10 C. Write an opinion and support it with facts. C. The student will: 1. orally state two or more sentences expressing an opinion and support it with facts 10

11 Quality of Writing A. Write with a sharp, distinct focus identifying topic, task and audience. B. Write using well-developed content appropriate for the topic. Gather and organize information. Write a series of related sentences or paragraphs with one central idea. Incorporate details relevant and appropriate to the topic. C. Write with controlled and/or subtle organization. Sustain logical order Include a recognizable beginning, middle, and end. D. Write with an awareness of the stylistic aspects of composition. Use sentences of differing lengths and complexities. Use descriptive words and action verbs. E. Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically. F. Edit writing using the conventions of language. A. The student will: 1. write focusing on an identified topic B. The student will: 1. write using well developed content a. paragraph that has a topic sentence and supporting details C. The student will: 1. write with controlled organization, 2. revise to improve organization, ideas and word choice 3.edit using the conventions of language D. The student will: 1. use simple and compound sentences 2. use three types of sentences a. declarative b. interrogative c. exclamatory E. The student will: 1. revise writing with guidance from the teacher to improve organization and completeness of information F. The student will: 1. use conventional spelling through high frequency sight words, word 11 Teacher Assessment Handbook (HM) Writing Process Drafts PA Writing Assessment Rubric (CDSD) Writing Rubric (HM) Conference Notes Teacher Assessment Handbook (HM) Writing Process Drafts PA Writing Assessment Rubric (CDSD PA Writing Assessment Rubric (CDSD HM Theme Test Student Writing Journals Teachers Assessment Handbook Writing Process Checklist Teacher s Observation Writing Process Conferencing Notes Student Writing Journals

12 Spell common, frequently used words correctly. Use capital letters correctly (first word in sentences, proper nouns, pronoun I ). Punctuate correctly (periods, exclamation points, question marks, commas in series). Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly. Use complete sentences (simple, compound, declarative interrogative, exclamatory and imperative). G. Present and/or defend written work for Publication when appropriate Speaking and Listening A. Listen to others. Ask questions as an aid to understanding. Distinguish fact from opinion families, vowel patterns and consonant patterns 2. apply spelling skills taught 3. apply spelling strategies taught 4. use appropriate capitalization a. proper nouns b. beginning of sentences 5. use appropriate punctuation a. periods b. question marks c. exclamation points d. apostrophe e. quotation marks f. underlining/italics 6. use appropriate grammatical structures a. nouns b. action verbs c. pronoun d. adjectives G. The student will: 1. publish required written pieces 2. present written work for publication when appropriate A. The student will: 1. listen attentively and sustain attention for increasing periods of time 2. listen for information a. main idea b. supporting idea c. sequential events d. expanding vocabulary 12 HM Theme Test Direct Writing Expectations for Writing Folder Teacher Assessment Handbook (HM) Retelling Checklist

13 3. listen to and follow directions of multiple steps 4. ask questions to clarify information B. Listen to a selection of literature (fiction and/or nonfiction). Relate it to similar experiences. Predict what will happen next. Retell a story in chronological order Recognize character and tone. Identify and define new words and concepts. C. Speak using skills appropriate to formal speech situations. Use appropriate volume. Pronounce most words accurately. Pace speech so that is understandable. Demonstrate an awareness of audience. D. Contribute to discussions. Ask relevant questions. Respond with appropriate information or opinions to questions asked. Listen to and acknowledge the contributions of others. Display appropriate turn-taking behaviors. B. The student will: 1. listen to literature selection 2. make predictions 3. retell in proper sequence C. The student will: 1. use appropriate volume for situation 2. use good articulation 3. speak at an understandable rate D. The student will: 1. select words to express thoughts and feelings 2. use appropriate oral responses relevant to the topic 3. speak interactively while taking turns a. listen while others speak 4. respond appropriately in complete sentences 5. organize ideas to present 13 Teacher Assessment Handbook (HM) Listening and Speaking Checklist Oral Presentations Teacher Assessment Handbook listening and Speaking Checklist

14 information 6. differentiate between telling or asking something. 7. participate in group discussion 14

15 E. Participate in small and large group discussions and presentations. Participate in everyday conversation. Present oral readings. Deliver short reports (e.g., Showand-Tell, field trip summary). Conduct short interviews. Give simple directions and explanations. F. Use media for learning purposes. Explain the importance of television, radio, film and Internet in the lives of people. Explain how advertising sells products Show or explain what was learned (e.g., audiotape, computer download) Characteristics and Functions of the English Language A. Identify words from other languages that are commonly used English words. B. Identify variations in the dialogues of literary characters and relate them to differences in occupation or geographical location. E. The student will: 3. participate in conversations 4. read to the class 5. give summaries of material 6. present items with explanations (e.g, Show and Tell) 7. ask questions to get information from other students 6. report an emergency F. The student will: 1. Discuss the uses of television, radio, movie and Internet A. The student will: 1. identify words from other languages that appear in literature B. The student will: 1. identify characters dialogues 2. discuss differences in dialogue Teacher Made Assessment Teacher Made Assessment Teacher Made Assessment 15

16 Research A. Select a topic for research. A. The student will: 1. recognize the topic of a non-fiction piece B. Locate resources for a particular task (e.g., newspapers, dictionary). Locate resources for a particular task (e.g., newspapers, dictionary). Select sources (e.g., dictionaries, encyclopedias, interviews to write a family history, observations, electronic media). Use tables of contents, key words and guide words. Use traditional and electronic search tools. C. Organize and present the main ideas from research. Take notes from sources using a structured format. Summarize, orally or in writing, the main ideas. B. The student will: 1. use strategies to organize information sequentially a. graphic organizers 2. use reference sources a. encyclopedia b. dictionary c. newspaper d. computer e. Quick Word book (personal dictionary) f. observations C. The student will: 1. summarize orally an informational piece of text. Oral Presentation 16