Curriculum Map. Date: 11/09 Month Content Skills Learned Assessment

Transcription

1 *demonstrate concepts Recognize upper and lower case of print: letters. upper- and lowercase Identify first and last letters in letters words. first and last letters in words August September Sort magnetic letters into capital/lower case. Match capital letters with lower case. Use letter stamps. Use wikki sticks, highlighters, etc. to mark first/last letters in words. Locate capitals, lower case, first and last letters during Shared Reading/Interactive Writing. Use Fountas and Pinnell spelling resources. CA1.1, worksheets, teacher observation, teacher made tests *recognize rhythm, rhyme and alliteration in read-aloud experiences and independent reading Recognize rhythm, rhyme and alliteration. Identify rhyming words in poems read on the overhead. Sing songs with rhyming words. Sing the Name Game. Listen for rhyming words in Nursery Rhymes. Use Fountas and Pinnell spelling resources. CA1.1, worksheets, teacher observation, teacher made tests

2 *identify, with assistance, simple messages conveyed through oral and visual media Identify simple messages conveyed through oral and visual media. After read alouds, discuss the author s message. Identify author s purpose. After viewing content area videos, discuss why particular information was included. Teacher observation

3 *compose text using Write a story on a given topic Model correct sentence structure. pictures and words with using pictures and words. (ie: During Interactive Writing, show ideas that relate to a Write three fire safety rules.) correct directionality and spacing. topic, with assistance Discuss writing traits while conducting Write Aloud lessons. 1 st qtr. writing prompt, Writing Workshop conferences and observations September October *in written text: print all letters legibly, using appropriate spacing between letters and words spell words with simple patterns and high frequency words correctly use phonetic spelling, classroom In written text, use conventions correctly. Model correct sentence structure. During Interactive Writing, demonstrate how to stretch through words and record the sounds. Using words encountered in word work lessons, construct sentences. Have students write sentences as dictated by teacher. Teacher made test-sentence dictation, Writing Workshop conferences and observations

4 resources to verify correct spelling, and spelling strategies write legibly *demonstrate concepts of print: directionality in letter and word order punctuation has meaning Understands directionality in letter and word order. Understand that punctuation has meaning. Word Work lessons having students construct words using letter cards. Use magnetic letters to make words with given word families. Use sound boxes to encourage students to hear the sounds in the correct order. Identify various forms of punctuation during Shared Reading. Look for punctuation in Familiar Reading books. CA1.2, worksheets, Writing Workshop, guided reading anecdotal records

5 *demonstrate ability to Make rhyming words. use phonemes to construct words: Separate and record sounds heard produce rhyming in words. words separate and say Blend sounds together to read sounds in words words. blend sounds to form words October November Use magnetic letters to form words with a given chunk. Read and write words on word family sliders. Record words on word family charts. Word Work lessons having students construct words using letter cards. Use sound boxes to encourage students to hear the sounds in the correct order. Use Fountas and Pinnell spelling resources. CA2.1, worksheets, teacher observation, guided reading anecdotal records *use details from text to: locate names of author and illustrator apply information Locate name of author and illustrator of a given book. Use title and pictures to gather information. Identify author and illustrator during Shared Reading. Use Guided Reading books to locate author and illustrator. Discuss why certain pictures are used on particular book covers. Make predictions about the

6 in title and pictures book by looking at the cover and reading the title. CA2.1, teacher made tests, worksheets, teacher observation *listen for enjoyment for information for simple directions to follow Listen for enjoyment, information and directions to follow. Play Listening Lotto. Listen to stories in Listening Work Station. Play Simon Says. Teacher observation *demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) with teacher assistance Use appropriate listening behaviors. Follow simple directions given by teacher. Listen to other during Writing Workshop sharing. Listen to others during Show and Tell. Teacher observation

7 *demonstrate ability to Separate and record sounds heard use phonemes to in words. construct words: separate and say Replace beginning and ending sounds in words sounds to form new words. replace beginning and ending sounds to form new words November December *use details from text in independent reading and read-alouds to identify characters setting Use details from text to identify characters and setting. Word Work lessons having students construct words using letter cards. Use sound boxes to encourage students to hear the sounds in the correct order. Use magnetic letters to change beginning/ending letter to make new words. Use Fountas and Pinnell spelling resources. CA2.2, worksheets, teacher observation, guided reading anecdotal records, Writing Workshop conference notes Identify characters in Shared Reading lesson. Discuss character traits in various books read. Discuss why a particular setting was used in a story. Decide if a different setting would be more effective. Compare characters from different books. CA2.2, worksheets, teacher observation

8 *read and follow a simple direction to perform a task Read and follow a simple direction to perform a task. Read directions on color sheet and color correctly. Use Starfall or other computer program to follow directions to accomplish a task. CA2.2, teacher observation, worksheets *compose text: with a simple opening and simple closing with complete sentences or thoughts capitalize beginning words of sentences use a period at end of sentences Compose a story with a simple beginning and ending using complete sentences and capitals and periods. Write aloud lessons during Writing Workshop. Discuss story elements during Read alouds. Listen for good beginnings/endings in read alouds. Use lessons from 6+1 Traits and Lucy Calkins. 2 nd quarter writing prompt, Writing Workshop records, teacher observation

9 *develop vocabulary by Understand and use root words, reading, listening to, word chunks and compound and discussing unknown words correctly. words in stories using: root words word chunks compound words January February Identify root words, word chunks and compound words during Literacy Work. Use compound word puzzles to form compound words. Discuss how adding an ending to a root word makes the word sound right in various sentences. Circle or mark the ending added to the root word. Use word chunks to brainstorm more words. CA3.1, worksheets, Writing Workshop conferences, Guided Reading anecdotal records, teacher observation *use details from text to locate and apply information in table of contents Use details from text to locate and apply information in table of contents. Using Science big books, locate table of contents and discuss how to use it. When reading in Guided Reading, use table of contents to answer questions. Use table of contents to decide which chapter to read to gather needed information. CA3.1, worksheets, Guided Reading

10 anecdotal records, teacher observation *speak clearly when sharing ideas and asking questions in small and large groups Speak clearly when sharing ideas and asking questions. Share time during Writing Workshop. Discussion following Guided Reading story. Teacher observation *give simple oral directions Give simple oral directions. Play Simon Says with students taking turns being Simon. Play Mother May I? Have student tell another student three things to do and see if student can do it. Teacher observation

11 *develop vocabulary by Understand and use context clues, Create a chart of words with a reading, listening to, digraphs and blends correctly. specific blend/digraph. Circle words and discussing unknown on a worksheet and use them in words in stories using: sentences. Group word cards and context clues picture cards by certain digraphs blends/digraphs. Play Guess the blends Covered word using context clues to determine missing words. CA3.2, worksheets, teacher observation February March *use details from text in independent reading and read-alouds to stories using: events in logical sequence Use details in text to recall events in logical sequence. Discuss order of events in read alouds. Order picture cards by sequence. After reading a book at guided reading, go around the table listing an event then have next student continue. Reconstruct familiar poems in order. CA3.2, teacher observation, teacher made tests, worksheet

12 *identify and explain information in text, pictures, title and charts Identify and explain information in text, pictures, title and charts. During Reader s Workshop, model using text, pictures, title and charts. Using Science big books, discuss use of charts/labels and what they mean. Preview read aloud story by discuss title and pictures to predict what the story will be about. Cut out a picture and write a title for it. Teacher observation *recognize examples of sensory details in nonfiction text with assistance Recognize examples of sensory details in nonfiction text with assistance. Using Science and Social Studies big books to identify sensory details. Cut out pictures that elicit strong senses sort them as to which sense is affected most. Teacher observation *compose text using words that are related to the topic, and, with assistance, some words that are specific and Compose a story with a simple beginning and ending using complete sentences, words that are related to the specific topic and correct writing conventions. During write alouds, discuss importance of a good beginning to catch the reader s attention. Using Lucy Calkin s books, model use of strong ending to achieve closure to

13 accurate in written text print all letters legibly, using appropriate spacing between letters and words capitalize names of people and beginning words of sentences use a period at end of sentence use naming words (nouns) and action words (verbs) correctly spell words with simple patterns and high frequency words correctly use phonetic spelling, classroom a piece. Model how 6+1 traits can be used to give precise details and effective words. Discuss/model simple editing/revising techniques 3 rd quarter writing prompt, Writing Workshop conferences, teacher observation

14 resources to verify correct spelling, and spelling strategies write legibly

15 March April *develop vocabulary by reading, listening to, and discussing unknown words in stories using: contractions Understand and use contractions correctly. While reading poems on overhead, find contractions and circle them. During Word work, model putting the two small words together to form a contraction. During Reading Workshop, locate contractions in books. Circle contractions on worksheet and write sentences with them. CA4.1, worksheets, teacher made tests, teacher observation *use details from text in independent reading and read-alouds to identify: problem/solution Use details from text to identify problem and solution. While reading read aloud, stop and ask what the problem is discuss possible solutions. During guided reading, identify the problem and predict possible solutions CA4.1, teacher observation, worksheets

16 *give credit, through discussion, for others ideas, images and information, with assistance Give credit, through discussion, for others ideas, images and information. At share time for Writing Workshop, allow students to compliment work of others. Discuss a particular author s craft and how it might be used to enhance stories. Teacher observation *find resources on topics of interest, with assistance: recognize and use alphabetical order Recognize and use alphabetical order. Using student name cards, model using first letter to put names in abc order. Put days of the week in abc order. Use dictionary to demonstrate reason for abc order. CA4.1, worksheets

17 April May *read grade-level instructional text by developing automaticity of an increasing core of high-frequency words with appropriate phrasing and expression Read grade level text with appropriate phrasing and expression. Model use of appropriate phrasing/expression when reading big books, poems, read alouds. Highlight a particular passage and read it with expression and without and discuss how meaning is lost. Have students practice reading familiar books. Use Reader Theater or plays to increase fluency. Have students follow along with book and tape sets. DRA, Guided Reading, teacher observation, running records *develop and apply decoding strategies to problem-solve unknown words when reading grade level instructional text Develop and apply decoding strategies to problem-solve unknown words when reading grade level instructional text. Use Guess the Covered Word activities to model. Instruct student to think of a word that looks right, sounds right and makes sense. Remind students to get your mouth ready when coming to an unknown word. DRA, Guided Reading, teacher observation, running records

18 *develop and apply, with assistance, prereading strategies to aid comprehension strategies: access prior knowledge preview predict with evidence state a purpose for reading, with assistance Develop and apply pre-reading strategies to aid comprehension strategies. (ie: access prior knowledge, preview, predict with evidence, state a purpose for reading) Model picture walk during Guided Reading. During Reading Workshop, discuss using the cover illustrations and title to predict what the story will be about. When reading chapter books, read the title of the chapter and discuss what the chapter might be about. Using a nonfiction book, state the purpose for reading the book and how to read the book to acquire specific information. DRA, Guided Reading, teacher observation, running records *during reading and read-alouds, develop and utilize, with assistance, strategies to: self-question and correct Develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, and visual information). When reading a big book, reread a particular passage to model self correcting strategies. Discuss the configuration of a particular word and decide if it s a logical possibility. During Guided Reading, remind students to think about the word

19 infer predict and check using cueing systems: meaning, structure, and visual information they re using and make sure it looks right, sounds right and makes sense. DRA, Guided Reading, teacher observation, running records *develop and apply post-reading skills after reading or read-alouds to respond to text: answer basic comprehension questions question to clarify retell reflect draw conclusions analyze Develop and apply post-reading skills to respond to text to answer basic comprehension questions, question to clarify, retell, reflect, draw conclusions and analyze. After reading Guided Reading book, have students answer comprehension questions. Discuss how the story made you feel. Model retelling a story showing logical sequence. After reading, discuss what the author was trying to tell you and cite passages to support your answer. DRA, Guided Reading, teacher observation

20 *identify connections between: text to text (text ideas --- similarities and differences in various fiction and non-fiction works, with assistance) text to self (text ideas and own experiences Identify connections between text to text and text to self. During read aloud, discuss how the story reminds you of another story and why. At Guided Reading, ask students what the story reminds them of. Discuss how a story relates to their life. Model how a particular story reminded you of a specific event and how that made the story special to you. DRA, Guided Reading, teacher observation * use details from text to: demonstrate comprehension skills previously introduced clarify meaning answer questions identify main ideas Use details from text to demonstrate comprehension skills previously introduced, clarify meaning, answer questions, identify main ideas and identify supporting details. After read aloud story, use a story web to identify main idea and supporting details. During Writing Workshop identify the main idea and supporting details in a friend s story. During Reading Workshop, discuss using the cover illustrations and title to predict what the story will be about. When reading chapter books, read the title of the

21 identify supporting details chapter and discuss what the chapter might be about. Using a nonfiction book, state the purpose for reading the book and how to read the book to acquire specific information to increase comprehension. CA4.2, DRA, Guided Reading, teacher observation *follow a writing process to: brainstorm and record ideas in written form generate a draft in written form on student-selected topic reread writing revise writing to Follow a writing process to brainstorm, generate a draft, reread, revise, edit and publish writing. Model use of a story web to organize story details. Generate topic list to post in room add to it periodically. During write alouds, discuss importance of a good beginning to catch the reader s attention. Using Lucy Calkin s books, model use of strong ending to achieve closure to a piece. Model how 6+1 traits can be used to give precise details and effective

22 clarify meaning and enhance descriptions (describing words, relevant details) edit for conventions (refer to W2E) with assistance publish writing with assistance words. Discuss/model simple editing/revising techniques. 4th quarter writing prompt, Writing Workshop conferences, teacher observation *recognize audience and purpose with assistance Recognize audience and purpose. Discuss author s purpose when reading aloud. During Writing Workshop share time, ask questions of the author to determine their purpose. During Write Aloud discuss reasons for writing a particular piece. Brainstorm different genres and purpose for each. 4 th quarter writing prompt, Writing Workshop conferences

23 *in written text: print all letters legibly, using appropriate spacing between letters and words capitalize names of people and beginning words of sentences use a period at end of sentence and a comma in the greeting and closing of a letter with assistance use naming words (nouns) and action words (verbs) correctly spell words with simple patterns and high frequency words Compose a text on a given topic using correct conventions and story elements. Model use of a story web to organize story details. Generate topic list to post in room add to it periodically. During write alouds, discuss importance of a good beginning to catch the reader s attention. Using Lucy Calkin s books, model use of strong ending to achieve closure to a piece. Model how 6+1 traits can be used to give precise details and effective words. Discuss/model simple editing/revising techniques. 4th quarter writing prompt, Writing Workshop conferences, teacher observation

24 correctly use phonetic spelling, classroom resources to verify correct spelling, and spelling strategies write legibly *use narrative, descriptive, expository, and/or persuasive features Use narrative, descriptive, expository, and/or persuasive features when writing. Write aloud stories to show examples of narrative writing. Help students create a timeline of their life and use the details to write a personal narrative. Use read alouds to encourage attention to detail and descriptive language. Have students write a letter to persuade their teacher to give them an extra recess, etc. Model use of a story web to organize story details. Generate topic list to post in room add to it periodically. During write

25 alouds, discuss importance of a good beginning to catch the reader s attention. Using Lucy Calkin s books, model use of strong ending to achieve closure to a piece. Model how 6+1 traits can be used to give precise details and effective words. Discuss/model simple editing/revising techniques. 4th quarter writing prompt, Writing Workshop conferences, teacher observation *recognize different forms of written communication (e.g., thank-you notes, friendly letters, lists, poems, invitations) Use correct form of written communication for a particular situation. Model what kind of writing you need for a particular situation: thank you letter to firemen, invitation for parents to come to Teddy Bear picnic, letters to pen pals, note to the janitor asking for paper towels, generate a list of items needed to take on field trip. Writing Workshop conferences, teacher observation

26 Curriculum Map