Grade 1 English Language Arts (#E1511)

Size: px
Start display at page:

Download "Grade 1 English Language Arts (#E1511)"

Transcription

1 Description First Grade English Language Arts integrates reading, writing, speaking and listening, and language. The major focus is learning to comprehend text through systematic instruction of lettersound correspondence, word analysis, and reading strategies. Students apply these skills and strategies in a variety of quality literature, leveled text, and informational text. The writing process and six-trait writing provide the foundation for writing instruction. Credits Prerequisites Textbooks/Resources Focus Instructional Framework Word Study Handwriting Print and Digital Text- Building Book Rooms and Classroom Libraries Instructional Material Curriculum Companion, CESA 7 Phonics Lessons: Letters, Words, and How They Work, Heinemann Book of Minilessons, Teacher Resources Binder, and Teaching Resources CD- ROM, ISBN# Handwriting Without Tears My Printing Book Teacher Edition, ISBN# Variety of quality literature and informational text Required Assessments District-wide standards-based assessments identified Board Approved June 2012 Revised Board Approved: June 2012 Page 1

2 AASD Guiding Principles for Teaching and Learning for K-12 Students: Every student has the right to learn. Instruction must be rigorous and relevant. Purposeful assessment drives instruction and affects learning. Learning is a collaborative responsibility. Students bring strengths and experiences to learning. Responsive environments engage learners. AASD Foundations for English Language Arts: English Language Arts is an integrated discipline. English Language Arts instruction builds an understanding of the human experience. Literacy is an evolving concept, and becoming literate is a lifelong learning process. Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English Language Arts instruction and attributes of AASD graduates. Literacy, language, and meaning are socially constructed and are enhanced by multiple perspectives. AASD English Language Arts Goals for K-12 Students: AASD students who are college and career ready in English Language Arts will Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and capably. Come to understand other perspectives and cultures. Board Approved: June 2012 Page 2

3 Reading: Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. (RFS.1.1) a. identifies the distinguishing features of a sentence (e.g., first/last word, capital letter, ending punctuation). Students will use a rubric to selfassess a sample of writing Teachers will select a writing sample to assess 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (RFS.1.2) a. identifies words in a spoken sentence. b. breaks words into syllables. c. distinguishes differences between the sounds of spoken single-syllable words. d. orally produces single-syllable words by blending sounds (phonemes), including consonant blends. e. segments and pronounces initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Provide students with picture cards from Phonics Lessons of one syllable words. (e.g., feet, cow, cup, moon, night, goat, six) The students will sort the cards into groups of pictures that have a long vowel sounds and pictures that have a short vowel sounds. Students will take turns naming the pictures with short vowel sounds and long vowel sounds During Interactive and/or independent writing the teacher will ask students to orally produce singlesyllable words that contain consonant blends. The students will need to orally produce the word by blending the sounds of the word the teacher or student is writing Students will listen to the teacher as he/she pronounces a word. Students will be asked to pronounce each sound in the spoken word (e.g., the word is dog, teacher will ask students to tell the initial/beginning sound /d/, medial/middle vowel sound /o/ and the final/ending sound /g/) See Grade One Phonics Lessons Board Approved: June 2012 Page 3

4 Reading: Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. (RFS.1.3) a. uses diagraphs (th, sh, ch, wh). b. decodes regularly spelled one-syllable words. c. reads final -e and common vowel combinations for representing long vowel sounds. d. uses knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. decodes two-syllable words following basic patterns by breaking the words into syllables. f. reads words with inflectional endings. g. recognizes and read grade-appropriate irregularly spelled words. The students will engage in a digraph sorting activity. The teacher will provide groups of students with selected digraph cards (e.g., ee and ea ). The students will read the word together. The group members will take turns laying the card on top of the matching picture. After the matching has taken place, the students will place all the word cards face down. Using a response sheet, the students will write the name of the picture under the correct digraph Using magnetic letters, the teacher will direct students to select specific letters. Students will then blend the sounds to decode and read regularly spelled onesyllable words. Students write the word they made Provide students with magnetic letters. Using the letters, the students will make a short vowel word then add an e to the end to make a long vowel word. (e.g., hop hope, tap, tape) Students will record the new words on a recording sheet Students will identify how many syllables they hear in words during shared reading and small group lessons Provide students with a list of gradeappropriate base words and a list of inflectional suffixes. Students will be directed to read the base word and name as many words as they can by adding an inflectional ending to the words, (e.g., play, plays, played, playing,) See Grade One Phonics Lessons Board Approved: June 2012 Page 4

5 Reading: Literature / Informational Text 4. Read with sufficient accuracy and fluency to support comprehension. (RFS.1.4) 5. Ask and answer questions about key details in a text. (RL.1.1/RI.1.1) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI.1.4) a. reads grade-level text with purpose and understanding. b. reads grade-level text orally with accuracy, appropriate rate, and expression. c. uses context to confirm or self-correct word recognition and understanding, rereading as necessary. a. uses writing and/or speaking to identify key details. b. uses writing and/or speaking to monitor for understanding by asking and answering meaningful questions. c. identifies unknown words and phrases and utilize strategies to create meaning. Daily Running Records Write or verbalize a question related to a text Given a question, find an answer in a text and write/verbalize the answer Students work together to generate questions a bout key details in their text selections (e.g., Who are the character? What is the setting? What happened at the beginning, middle, and end of the story?) Students will complete a graphic organizer to help them locate and record the key details or facts in an independent level text or text that has been read aloud Board Approved: June 2012 Page 5

6 Reading: Literature / Informational Text 6. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL.1.2) Identify the main topic and retell key details of a text. (RI.1.2) a. utilizes strategies, writing and/or speaking, to retell a story with key details (tell the story in a way that makes sense without telling too much). b. using writing and/or speaking, identifies a central message or lesson, a main topic, and key details to support the main topic. Students draw/write/cut & paste (pictures from story provided) story elementary, character, setting and events Students complete flow chart (4 boxes) beginning, middle and end to retell events Students retell a story they have heard or read by including key details about the story The teacher divides the class into two groups, one to identify the topic and one to identify the details of an informational read-aloud text The teacher reads the story and afterwards prompts the students with wrong information concerning the topic and main idea. The teacher will ask the groups to orally provide the correct information about the topic and key details of the text by requiring them to provide details explicitly stated in the text Board Approved: June 2012 Page 6

7 Reading: Literature / Informational Text 7. Describe characters, settings, and major events in a story, using key details. (RL.1.3) Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI.1.3) a. describes characters, settings, and major events in a story, using key details. b. explains connections between pieces of information in a text. Have students complete a writing activity that will require them to write about what they have read by describing the characters, setting and major event in the story. Encourage students to use the words character, setting and major events in their writing 8. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4) Performance will be satisfactory when the student : a. identifies examples of words and phrases that produce feelings. b. identifies sensory details. Select a poem or mentor text that will support a discussion about feelings and senses. For example, after reading aloud Alexander and the Horrible No Good Very Bad Day, invite students to participate in a discussion about why Alexander s day was horrible. Guide students in naming other words for horrible. List these words on chart paper for students to read Board Approved: June 2012 Page 7

8 Reading: Literature / Informational Text 9. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL.1.5) Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI.1.5) 10. Identify who is telling the story at various points in a text. (RL.1.6) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI.1.6) 11. Uses illustrations and details in a text to describe its characters, setting, events and/or key ideas. (RL.1.7/RI.1.7) a. explains the differences between literature and informational texts. b. uses various text features to locate key facts or information in a text. a. uses writing and/or speaking to name who is telling the story. b. uses writing and/or speaking to gather information from pictures/illustrations and words in a text. a. supports their thinking of story elements with examples from the text. Students use a graphic organizer comparing and contrasting literature and informational text Engage students in a Scavenger Hunt to locate various text features in an informational text. Students will work together in groups to locate the index, table of contents, charts, photographs, etc. As the features are located, students will tell where they located the text feature and its importance in locating key facts or information in a text During independent reading students will identify who is telling the story in the book they are reading and/or by writing in their reading response journals. After exploring the relationships between images and words by looking at illustrations in informational text, students will provide words for illustrations which are missing the words and will provide illustrations when only given the words Students will participate in a book talk to share their book with the class. As students share their stories, they will describe the character, setting, and events in the story by using the illustrations and information from the story. Students will share an informational text with the class, using text features to describe key ideas from the text Board Approved: June 2012 Page 8

9 Reading: Literature/Informational Text 12. Identify the reasons an author gives to support points in a text. (RI.1.8) 13. Compare and contrast the adventures and experiences of characters in stories. (RL.1.9) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.1.9) a. recognizes that authors write with a purpose. b. identifies the author's supporting reasons. a. using writing and/or speaking, identifies the characters in a story, events/experiences of story characters, and the topic of a text. b. using writing and/or speaking, compares/contrasts events and characters. c. using writing and/or speaking, makes text to text comparisons. Student will work in groups using various picture books to determine the author s purpose, and identify the main idea and supporting details for a text. The group will share their findings with the rest of the class Read aloud two or more versions of the same story by different authors. Students will work in groups to complete a graphic organizer to identify similarities and differences in the main character from the two versions of the story The teacher reads aloud to the class two texts on the same topic by different authors. Students use a graphic organizer to compare and contrast the two texts looking at the illustrations, etc. 14. With prompting and support, read prose, poetry, and informational texts of appropriate complexity for grade 1. (RL.1.10/RI.1.10) a. reads and makes meaning of appropriately complex text. Benchmark Use F&P Continuum of Literacy Learning o Copy of Guided Reading Level-reading behavior goals o Highlight what child can do with prompts o Highlight what child can do independently Observe students reading their selected text with purpose and understanding Students will share their text orally or in writing Students add illustrations to their writings Students will create written responses about informational text to share with others Board Approved: June 2012 Page 9

10 Writing 15. Write opinion pieces, informative/explanatory texts, and narratives. (W.1.1, W.1.2, W.1.3) a. writes an opinion piece that contains the following: statement of topic, reasons to support, and a sense of closure. b. writes an informative/explanatory piece that contains the following: a topic, interesting information/facts about the topics, and a sense of closure. c. writes a narrative piece that contains the following: two or more appropriately sequenced events, descriptive details and feelings, transition words (first, next, then, after that ), and a sense of closure. On-demand writing Read aloud to students a text that supports persuasive writing (e.g., Click, Clack, Moo by Doreen Cronin; the animals are trying to persuade the Farmer to give them electric blankets). Allow students to work in groups to select one of the animals in the story to write about. Students will state their opinion about the farmer s demand, supply a reason for their opinion and provide a sense of closure to their writing Students may also write opinion pieces about something they would like to change at school (e.g., class rules, less homework, more recess, etc.) All About Book Students will select and read informative books. Following the reading of the text, students will write explanatory pieces about one of the seasons of the year. Students will name a topic, supply some facts about the topic, and provide a sense of closure to their writing. Students will add illustrations to their writing Personal narrative (shared experience) The teacher will conduct a read-aloud with the class. After the reading has been completed, the teacher will guide the class in completing a class graphic organizer which focuses on the use of the sequence of events. After the graphic organizers have been completed, the students will use the information to independently write a narrative. Students will share their narratives with the class Board Approved: June 2012 Page 10

11 Writing 16. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (W.1.5) 17. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. (W.1.6) a. revises with support from adults and peers to improve the writing. b. writes legibly and fluidly in print. Students select a draft piece of writing to share with the class. After the writer has shared his/her draft, the students will be encouraged to ask questions and make suggestions and to add details to strengthen the writing as needed. This task could be done over a period of a week during writing instruction a. uses digital tools to enhance writing. The teacher will allow opportunities for students to work in collaborative groups to create electronic books 18. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). (W.1.7) a. actively participates in shared research and writing processes. b. explores several types of media about a given topic. c. uses graphic organizers. d. notices similarities between information presented. e. writes based on research. Students complete graphic organizer within small groups. Students may be given roles in completing the organizer The teacher will guide the students in shared research and writing projects. Students will explore a number of how-to and/or allabout books on a given topic. Students will conduct the research using a variety of resources to gather information and write about their topic. Once the projects are completed the students may publish their work to share with others Board Approved: June 2012 Page 11

12 Speaking & Listening Writing 19. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (W.1.8) 20. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (SL.1.1) 21. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (SL.1.2) a. responds (with support) to a question using prior knowledge and/or research. a. follows agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. builds on others talk in conversations by responding to the comments of others through multiple exchanges. c. asks questions to clear up any confusion about the topics and texts under discussion. a. asks and answer questions about what they have seen or heard. After listening to and reading stories about dogs, students will complete a writing activity to answer a question about a topic (e.g., What do you want to know about dogs?). Inform students that they will recall information from their experiences with dogs and gather information from a variety of sources (picture dictionaries, Internet, books, etc.) to gather additional information about dogs that will help them answer the question The students will participate in a class discussion building on the conversations of others During a large or small group discussion about a topic, students will ask questions to clear up any misunderstandings about the topic Observational records o Turn and talk o Centers o Free choice Students will ask the speaker questions to help them gather additional information or clarify something that they did not understand in order to complete a writing activity Board Approved: June 2012 Page 12

13 Speaking & Listening 22. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (SL.1.3) 23. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL.1.4) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (SL.1.5) a. listens attentively. b. asks and answers questions to gather information and/or clarify. c. uses conversational etiquette. a. clearly expresses ideas and feelings and use relevant details to describe people, places, things, events. b. creates drawings/displays to clarify ideas, thoughts, and feelings. Students will ask the speaker questions to help them gather additional information or clarify something that they did not understand in order to complete a writing activity Use ipad to record students asking questions Students work with a partner. Each pair is given an index card with a familiar place in the school listed on the card. Partners will describe the familiar place by including important details, expressing feelings and ideas clearly Have students add drawings to their writing to express thoughts and feelings 24. Produce complete sentences when appropriate to task and situation. (SL.1.6) a. verbally produces complete sentences. b. identifies tasks/situations which require the use of speaking in complete sentences. Teacher will have a set of prewritten sentence strips containing complete and incomplete sentences. The teacher will show one strip at a time to the class. Students will read the sentences out loud. Students will show a thumbs up if the sentence is complete and a thumbs down if the sentence is incomplete Students may work together in groups to write complete and incomplete sentences to share with the class and have them determine if the sentences are complete or incomplete Observe recorded dialogue Board Approved: June 2012 Page 13

14 Language 25. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.1.1) a. writes with all upper- and lowercase letters. b. uses common, proper, and possessive nouns. c. uses singular and plural nouns with matching verbs in basic sentences (e.g., he hops; we hop). d. uses personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. uses verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home. Today I walk home. Tomorrow I will walk home.). f. uses frequently occurring adjectives. g. uses frequently occurring conjunctions (e.g., and, but, or, so, because) to signal simple relationships. h. uses determiners (e.g., articles, demonstrativesthat, those). i. uses frequently occurring prepositions (e.g., during, beyond, toward). j. produces and expands complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. On-demand writing Observe student use of correct grammar during whole group, small group, and turn and talk discussions, as well as in their written work. The teacher may create a rubric or checklist to assess Record and assess student conversations through the use of an ipad Supply the students with three different colored squares. Explain that the red represents a common noun, blue a proper noun, and yellow a possessive noun. While reading a preselected book aloud to the class, students will hold up the different squares when they hear a common, proper, or possessive noun. Using a big book, have students use color highlighting tape for common, proper, and possessive nouns During a read aloud the teacher will help the students generate a list of personal, possessive and indefinite pronouns. After the read aloud is complete, the students will select two of the pronouns from the list and write their own sentences to share with the class Students will work with a partner and read a text. As they are reading they will make a list of conjunctions and determiners found in the text. Students can then create sentences using the conjunctions and determiners from their list Students may create a poem or write sentences using the prepositions from the story. Students share their poems Board Approved: June 2012 Page 14

15 Language 26. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.1.2) a. capitalizes proper nouns. b. uses end punctuation for sentences (.!?). c. understands meaning of quotation marks. d. uses commas in dates and to separate single words in a series. e. uses conventional spelling for words with common spelling patterns and for frequently occurring irregular words. f. spells untaught words phonetically, drawing on phonemic awareness and spelling conventions. On-demand writing Students will help to correct the writing on a chart by capitalizing when appropriate. Select a book that has been read aloud to the class Provide students with sentences from a book written on sentence strips without end punctuation. The students will read the sentence aloud. The students will determine which punctuation needs to be added to the sentence. Once the punctuation is added the student will reread the sentence 27. Uses a variety of strategies to determine the meaning of unknown and multiple-meaning words/phrases. (L.1.4) a. uses context as a clue to the meaning of a word or phrase at the sentence level. b. uses frequently occurring prefixes and suffixes as a clue to the meaning of a word. c. identifies frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Show a picture with a sentence containing a vocabulary word and context clues. Ask student to determine the meaning Write a sentence on the board. Guide students to use the steps above to identify the unknown word based on how it is used in the context of the sentence. After students have figured out the meaning of the unknown word, they will write a sentence using the word Board Approved: June 2012 Page 15

16 Language 28. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (L.1.5) 29. Use words and phrases acquired through conversations, reading and responding to text, and being read to. (L.1.6) a. defines words by category and attributes (e.g., A duck is a bird that swims. A tiger is a large cat with stripes.). b. identifies real-life connections between words and their meaning (ex. Shuffle to the door like the old woman in the story.). c. distinguishes shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic). a. acquires words and phrases, including frequently occurring conjunctions, in a variety of ways (conversation, reading, being read to). b. uses acquired words and phrases from one context in a different context. Provide students with a variety of picture/word cards. Have student sort the picture/word cards into meaningful groups. Once the words have been sorted, the students will explain why they sorted their picture/words cards into certain groups Provide picture word cards for students to sort by category and attributes (e.g., animals, modes of transportation, clothing, etc.) After the sorting has taken place, students will tell why they sorted the cards in certain categories and what attributes were used Provide students with a list of descriptive words to describe characters from various stories they have read or heard (e.g., kind, smart, thoughtful, likable, helpful, friendly, etc.) The teacher will list words such as large, gigantic, peek, stare, etc. on separate sheets of paper to be placed in a small box for students to select by hand without looking. The students will act out the word selected During a response to literature activity ask students to talk or write about their favorite part of the story or tell why they liked a particular character Board Approved: June 2012 Page 16

17 Resources and learning activities that address essential learning objectives: Many classroom assessment ideas adapted from the Georgia Department of Education. Board Approved: June 2012 Page 17

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

CDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27

CDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27 Revised: December 2010 Colorado Academic Standards in Reading, Writing, and Communicating and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

ENGLISH LANGUAGE ARTS SECOND GRADE

ENGLISH LANGUAGE ARTS SECOND GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

After being introduced, first grade skills are taught ongoing throughout the year.

After being introduced, first grade skills are taught ongoing throughout the year. FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child - Every Day! Summer 2013 Subject Content: Language Arts Grade: 1 After being introduced, first grade skills are taught

More information

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

More information

UNIT PLANNING TEMPLATE

UNIT PLANNING TEMPLATE UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010 1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Grade 5: Curriculum Map

Grade 5: Curriculum Map Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Test Blueprint. Grade 3 Reading English Standards of Learning

Test Blueprint. Grade 3 Reading English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from

More information

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea

More information

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand q r s Kindergarten Core Knowledge Language Arts New York Edition Skills Strand a b c d Unit 9 x y z a b c d e Teacher Guide a b c d e f g h i j k l m n o p q r s t u v w x y z a b c d e f g h i j k l m

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

LITERACY-6 ESSENTIAL UNIT 1 (E01)

LITERACY-6 ESSENTIAL UNIT 1 (E01) LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

Fisk Street Primary School

Fisk Street Primary School Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies

More information

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2) Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

1 st Grade Language Arts July 7, 2009 Page # 1

1 st Grade Language Arts July 7, 2009 Page # 1 Language Arts Hobbs Municipal Schools 1 st Grade Strand: Reading and Listening for Comprehension Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard,

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations

More information

Poll. How do you feel when someone says assessment? How do your students feel?

Poll. How do you feel when someone says assessment? How do your students feel? Poll How do you feel when someone says assessment? How do your students feel? Why do we assess learners? Purposes for Assessments Place students Monitor students performance/achievement Identify students

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

DYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS. English Language Arts

DYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS. English Language Arts DYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS FOR English Language Arts Version 4 1 Revision Date: March 27, 2014 1 Version 4 improves the formatting and readability. No changes to content have been made. The

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading BASIC TECHNIQUES IN READING AND WRITING Part 1: Reading This handout lists supplementary reading activities for students. If your student does not grasp a concept as presented in a Laubach skill book,

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

GOLD Objectives for Development & Learning: Birth Through Third Grade

GOLD Objectives for Development & Learning: Birth Through Third Grade Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:

More information

Missouri GLE THIRD GRADE. Grade Level Expectations and Glossary

Missouri GLE THIRD GRADE. Grade Level Expectations and Glossary Missouri GLE THIRD GRADE Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to third grade. It is simply a reorganized version

More information

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321 Write J j W w Jen Will Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters

More information

Summer Plus Reading. Indiana Standards for Language Arts. Grade 3. correlated to

Summer Plus Reading. Indiana Standards for Language Arts. Grade 3. correlated to Summer Plus Reading correlated to Indiana Standards for Language Arts Grade 3 SUMMER PLUS READING Pearson Learning Group correlated to STANDARDS FOR INDIANA GRADE 3 LANGUAGE ARTS T R : Teacher Resource

More information

GTPS Curriculum English Language Arts-Grade 7

GTPS Curriculum English Language Arts-Grade 7 Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text

More information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling 2008 Intermediate Level Skills Workbook Group 2 Groups 1 & 2 The ABCs of O-G The Flynn System by Emi Flynn Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling The ABCs of O-G

More information

Me on the Map. Standards: Objectives: Learning Activities:

Me on the Map. Standards: Objectives: Learning Activities: Me on the Map Grade level: 1 st Grade Subject(s) Area: Reading, Writing, and Social Studies Materials needed: One sheet of construction paper per child, yarn or string, crayons or colored pencils, pencils,

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Reading Mini-Lesson Plans Week: March 11-15 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,

More information

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy

New York State P-12 Common Core Learning Standards For English Language Arts & Literacy A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content

More information

ELA Grade 4 Literary Heroes Technology Integration Unit

ELA Grade 4 Literary Heroes Technology Integration Unit ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word

More information

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades: KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program

More information

Using SAM Central With iread

Using SAM Central With iread Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

Sample Goals and Benchmarks

Sample Goals and Benchmarks Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should

More information