Standard Overview Kindergarten

Size: px
Start display at page:

Download "Standard Overview Kindergarten"

Transcription

1 Standard Overview Kindergarten Standard Number Kindergarten Spanish Language Arts Standards by Unit Teach in Unit(s) Wording of Standard Assessed Pre & Post Getting Ready for Kindergarten RFK1b Recognize that spoken words are represented in written language by specific sequences of letters RFK2b Count, pronounce, blend, and segment syllables in spoken words. RFK1d Recognize and name all upper- and lowercase letters of the alphabet. LK1a Print many upper- and lowercase letters.

2 RIK5 Identify the front cover, back cover, and title page of a book. RFK2a Recognize and produce rhyming words. SLK6 Speak audibly and express thoughts, feelings, and ideas clearly. LK5a Sort common objects into categories to gain a sense of the concepts the categories represent. SLK4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Unit 1: Lesson 1: Families RLK1 With prompting and support, ask and answer questions about key details in a text. RLK7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RIK1 With prompting and support, ask and answer questions about key details in a text.

3 RIK2 With prompting and support, identify the main topic and retell key details of a text. RFK1a Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. RFK3f Identifies vowels SLK1a Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SLK1b Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Continue a conversation through multiple exchanges. LK1a Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. LK1b Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Use frequently occurring nouns and verbs. Lesson 2: Going to School

4 RLK2 RLK3 With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and Major events in a story. RIK3 With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text. RIK4 With prompting and support, ask and answer questions about unknown words in a text. RFK2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowelconsonant or CVC) words. Include words that end with /l/ and /r/ (e.g. sal, sol, mar, por) RFK3c Read common high-frequency words by sight (e.g., el, la, veo, un, una, mi, es) SLK2 Confirm understanding of a test read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understand. SLK4 Describe familiar people, places, things, and events and, prompting and support, provide additional detail.

5 LK1f LK5b Produce and expand complete sentences in shared language activities. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Lesson 3: Pets RLK4 Ask and answer questions about unknown words in a text. RLK6 RIK1 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, ask and answer questions about key details. RIK7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea in the text an illustration depicts) RFK1b Recognize that spoken words are represented in written language by specific sequences of letters. RFK1c Understand that words are separated by spaces in print.

6 SLK4 SLK5 Describe familiar people, places, things, and events and with prompting and support, provide additional details. Add drawings or other visual displays to description as desired to provide additional detail. LK1g Utilizan los artículos determinados e indeterminados notando la concordancia de género y número con el sustantivo (ejemplo: el perro, los libros, la mesa, las sillas, un niño, unos niños, una niña, unas niñas). LK5c Identify real-life connections between words and their use (e.g. note places at school that are colorful) Lesson 4: Jobs RLK5 Recognize common types of texts (e.g. storybooks, poems) RLK6 RFK2c With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Combinan y segmentan los sonidos (fonemas) consonánticos y vocálicos de una silaba. RFK3a Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary or many of the most frequent sound for each consonant.

7 WK1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion r preference about the topic or book (e.g. My favorite book is..) WK3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the reaction to what happened. SLK1a Follow agreed-upon rules for discussions (e.g listening to others and taking turns speaking about the topics and texts under discussion). SLK6 Speak audibly and express thoughts, feelings, and ideas clearly. LK4b Us the most frequently occurring inflections and affixes (e.g. re-bi-, -ita ito, -ota -ote) as a clue to the meaning of an unknown word. LK5a Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the categories represent. Lesson 5: Pets (Helping) RLK4 Ask and answer questions about unknown words in a text.

8 RLK9 RIK6 RIK8 RFK1d RFK3c With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. With prompting and support, identify the reasons an author gives to support points in a text. Recognize and name all upper-and lowercase letters of the alphabet. Read common high-frequency words by sight. (e.g. el, la, un, una, mi, es) SLK2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SLK3 LK1d Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Understand and use question words (interrogatives) (e.g. who, what, where, when, why and how) LK2a Capitalize the first word in a sentence.

9 Unit 2 Lesson 6: Using our Senses RLK1 RLK9 With prompting and support, ask and answer questions about key details in a text. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RIK5 Identify the front cover, back cover, and title page of a book. RIK9 With prompting and support, identify basic similarities in and differences between tow texts on the same topic. (e.g. in illustrations, descriptions, or procedures) RFK2g Combinan dos silabas para formar palabras bisilabas que les son familiares: ma + no= mano; ma + ma= mama; ma + pa= mapa; sa + po= sapo; so + pa= sopa. RFK3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. WK1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion r preference about the topic or book (e.g. My favorite book is..)

10 WK2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they writing about and supply some information about the topic. LK5c LK6 Identify real-life connections between words and their use (e.g. note places at school that are colorful) Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Lesson 7: Sounds and Language RLK2 RLK3 With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. RFK1a Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. RFK3f WK2 Identifican las letras que representan a las vocales( Aa, Ee, Ii, Oo, Uu incluyendo el uso de la ye (y) como equivalente a la i) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name

11 what they writing about and supply some information about the topic. SLK1b Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Continue a conversation through multiple exchanges. SLK2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LK2b Recognize and name end punctuation LK5d Distinguish shades of meaning among verbs describing the same general action (e.g. gatear, caminar, marhar, correr) by acting out the meanings. Lesson 8: Ways to Move RLK6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RLK10 Actively engage in group reading activities with purpose and understanding.

12 RIK2 RIK10 RFK1b With prompting and support, identify the main topic and retell key details of a text. Actively engage in group reading activities with purpose and understanding. Recognize that spoken words are represented in written language by specific sequences of letters. RFK4 Read emergent reader texts with purpose and understanding. WK2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they writing about and supply some information about the topic. WK7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them). LK1a Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. LK6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Lesson 9: Machines and Wheels

13 RLK6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RLK7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts). RFK1d Recognize and name all upper and lowercase letters of the alphabet. RFK3a Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary or many of the most frequent sound for each consonant. WK5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. WK6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. SLK3 SLK6 LK1d Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Speak audibly and express thoughts, feelings, and ideas clearly. Understand and use question words (interrogatives) (e.g. who, what, where, when, why and how)

14 LK5a Sort common object into categories (e.g. formas, alimentos) to gain a sense of the concepts the categories represent. Lesson 10: Using Shapes RLK5 Recognize common types of texts (e.g. storybooks, poems) RLK10 Actively engage in group reading activities with purpose and understanding. RFK1c Understand that words are separated by spaces in print. RFK2d Isolate and pronounce the intial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, o r CVC words. Include words that end with /l/ and /r/ (e.g. sal, sol, mar por) WK5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. WK6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. SLK4 Describe familiar people, places, things, and event and with prompting and support, provide additional details.

15 SLK5 Add drawings or other visual displays to descriptions as desired to provide additional details. LK2c Write a letter or letters for most consonant and vowel sounds. LK2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Unit 3: Lesson 11: Seasons RLK4 Ask and answer questions about unknown words in a text. RLK10 Actively engage in group reading activities with purpose and understanding. RIK3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RIK6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RFK2a Recognize and produce rhyming words.

16 RFK3d Distinguish between similarly spelled words by identifying the sounds of the letters that differs. WK3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which occurred, and provide a reaction to what happened. WK6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. LK4a Identify new meaning for familiar words and apply them accurately (e.g. saber que el Zapatero es la persona vende o arregla zapatos) LK5c Identify real-life connections between words and their use (e.g el describir actividades divertidas en la escuela o en el parque). Lesson 12: Weather RLK2 RLK3 RIK1 With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. With prompting and support, ask and answer questions about key details.

17 RIK10 Actively engage in group reading activities with purpose and understanding. RFK2h Separan y cuentan oralmente las silabas de una palabra. RFK3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. WK2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they writing about and supply some information about the topic. WK3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which occurred, and provide a reaction to what happened. LK1b Use frequently occurring nouns and verbs. LK2b Recognize and name end punctuation Lesson 13: Animals Bodies

18 RLK4 Ask and answer questions about unknown words in a text. RLK10 Actively engage in group reading activities with purpose and understanding. RIK5 Identify the front cover, back cover, and title page of a book. RIK8 RFK1b With prompting and support, identify the reasons an author gives to support points in a text. Recognize that spoken words are represented in written language by specific sequences of letters. RFK1c Understand that words are separated by spaces in print. WK3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which occurred, and provide a reaction to what happened. WK8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LK1f Produce and expand complete sentences in shared language activities.

19 Lk4b Use the most frequently occurring inflections and affixes (e.g. re- bi-, -ita ito, -ota ote) como clave para el significado de una palabra desconocida. Lesson 14: Animal Homes RIK7 With prompting and support, describe the relationship between illustrations and the text in which they appear (what person,, place, thing, or idea in the text an illustration depicts). RIK9 With prompting and support, identify basic similarities in and differences between tow tests on the same topic(e.g. illustration, descriptions, or procedures) RFK3a Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary or many of the most frequent sound for each consonant. RFK3c Read common high-frequency words by sight. (e.g. el, la, veo, un, una, mi, es) WK5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. WK7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them). SLK2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

20 SLK6 LK2d LK6 Speak audibly and express thoughts, feelings, and ideas clearly. Spell simple words phonetically, drawing on knowledge of sound-letter relationships Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Lesson 15: Up in the Sky RLK3 With prompting and support, identify characters, settings, and major events in a story. RLK7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts). RIK2 RIK8 RFK1d With prompting and support, identify the main topic and retell key details of a text. With prompting and support, identify the reasons an author gives to support points in a text. Recognize and name all upper and lowercase letters of the alphabet.

21 RFK3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. SLK1a Follow agreed-upon rules for discussions (e.g listening to others and taking turns speaking about the topics and texts under discussion). SLK5 Add drawings or other visual displays to descriptions as desired to provide additional details. LK2a Capitalize the first word in a sentence. LK2c Write a letter or letters for most consonant and vowel sounds. Unit 4: Lesson 16: Testing Ideas RLK1 RLK9 With prompting and support, ask and answer questions about key details in a text. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RFK2g Combinan dos silabas para formar palabras bisilabas que les son familiares: ma + no= mano; ma + ma= mama; ma + pa= mapa; sa + po= sapo; so + pa= sopa.

22 RFK4 Read emergent reader texts with purpose and understanding. WK1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion r preference about the topic or book (e.g. My favorite book is..) SLK2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SLK6 Speaks audibly and express thoughts, feelings, and ideas clearly. LK5c Identify real-life connections between words and their use (e.g el describir actividades divertidas en la escuela o en el parque). LK6 Use words and phrases acquired through conversations, reading and being read to, and responding to text.

23

24

25

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

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

eguidelines Aligned to the Common Core Standards

eguidelines Aligned to the Common Core Standards eguidelines Aligned to the Common Core Standards The Idaho Early Learning eguidelines conform with national models by organizing early childhood development into 5 key areas; Approaches to Learning and

More information

Idaho Early Childhood Resource Early Learning eguidelines

Idaho Early Childhood Resource Early Learning eguidelines Idaho Early Childhood Resource Early Learning eguidelines What is typical? What should young children know and be able to do? What is essential for school readiness? Now aligned to the Common Core Standard

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MARK 12 Reading II (Adaptive Remediation)

MARK 12 Reading II (Adaptive Remediation) MARK 12 Reading II (Adaptive Remediation) The MARK 12 (Mastery. Acceleration. Remediation. K 12.) courses are for students in the third to fifth grades who are struggling readers. MARK 12 Reading II gives

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

MARK¹² Reading II (Adaptive Remediation)

MARK¹² Reading II (Adaptive Remediation) MARK¹² Reading II (Adaptive Remediation) Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These

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

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

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

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

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

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

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

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

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

Generative Second Language Acquisition & Foreign Language Teaching Winter 2009

Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Instructor: Tiffany Judy Course Content: Generative Second Language Acquisition (GSLA): This course will present a brief overview

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

Kindergarten Curriculum Guide

Kindergarten Curriculum Guide Our Mission as a Friends School A handbook of the curriculum will always be a work in progress, a phrase that describes many aspects of schools with dynamic vision. We invite your comments so that we can

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

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

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

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

Not the Quit ting Kind

Not the Quit ting Kind About the Book I ve been trying out some hobbies, A few things here and there. But how come no one warned me that first-timers should beware!? An endearing story about a spunky young girl who tries out

More information

VOCABULARY WORDS Energía Calor Sol Tierra Fila Columna Sumar Multiplicar

VOCABULARY WORDS Energía Calor Sol Tierra Fila Columna Sumar Multiplicar Nombre: BIA SPANISH IMMERSION----THIRD GRADE HOMEWORK CALENDAR From: Tuesday September 6th to, Friday, September 10th Please check and sign under the day column to indicate that you have reviewed your

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

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

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

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

Michigan GLCE Kindergarten Grade Level Content Expectations

Michigan GLCE Kindergarten Grade Level Content Expectations Michigan GLCE Kindergarten Grade Level Content Expectations A Guide for Parents, Teachers and Students St. Robert Bellarmine School St. Robert Bellarmine School Dear Parents, Teachers and Students: The

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

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

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

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

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

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES Phonemic Awareness Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org Participants will: Understand the importance of phonemic awareness in early literacy development.

More information

Kings Local. School District s. Literacy Framework

Kings Local. School District s. Literacy Framework Kings Local School District s 2016 Table of Contents Introduction... 1 Vision... 1 TABLE OF CONTENTS Balanced Literacy... 3 Gradual Release of Responsibility... 9 Phonemic Awareness... 10 Phonics...13

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

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

Curriculum Scope and Sequence

Curriculum Scope and Sequence Curriculum Scope and Sequence First Baptist Academy Mathematics: Number and Counting Concepts Understand that numbers are used to denote quantity: two birds Count to 10 by rote Count to 10 in Spanish Begin

More information

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking,

More information

Spanish 2 INSTRUCTIONS. Segment 1

Spanish 2 INSTRUCTIONS. Segment 1 Spanish 2 Segment 1 INSTRUCTIONS A. I need all question and answer assignments in this format 1) Question Answer ----------------Add 1 Space------------ B. How to answer Question in Spanish, 1) please

More information

1/19/2012. Common Core Georgia Performance Standards Kindergarten. Presenters Sallie Mills and Andria Bunner

1/19/2012. Common Core Georgia Performance Standards Kindergarten. Presenters Sallie Mills and Andria Bunner Common Core Georgia Performance Standards Kindergarten Presenters Sallie Mills and Andria Bunner 1 Welcome Children are apt to live up to what you believe of them. Lady Bird Johnson (1912-2007) Former

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

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Jenny W. Hamilton jenny.hamilton@voyagersopris.com VSLWebinars@voyagersopris.com www.voyagersopriswebinars.com www.facebook.com/voyagersopris

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

Present tense I need Yo necesito. Present tense It s. Hace. Lueve.

Present tense I need Yo necesito. Present tense It s. Hace. Lueve. Unit Title Unit 1 Unit Topic (AP Course Theme) Greetings and Introductions: US (Personal Identity) Language Function Present tense your name is/my name is Cómo te llamas tú? Yo me llamo. Present tense

More information

THE HEAD START CHILD OUTCOMES FRAMEWORK

THE HEAD START CHILD OUTCOMES FRAMEWORK THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

Preschool - Pre-Kindergarten (Page 1 of 1)

Preschool - Pre-Kindergarten (Page 1 of 1) Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.

More information

West Windsor-Plainsboro Regional School District French Grade 7

West Windsor-Plainsboro Regional School District French Grade 7 West Windsor-Plainsboro Regional School District French Grade 7 Page 1 of 10 Content Area: World Language Course & Grade Level: French, Grade 7 Unit 1: La rentrée Summary and Rationale As they return to

More information

Get Your Hands On These Multisensory Reading Strategies

Get Your Hands On These Multisensory Reading Strategies Get Your Hands On These Multisensory Reading Strategies Laurie Wagner Master Instructor Accredited Phonics First Orton-Gillingham Multisensory Reading Instruction Reading and Language Arts Centers, Inc.

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

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

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

Daily Assessment (All periods)

Daily Assessment (All periods) School Year 04 05 Distribution of marks & types of questions Grade One العام الدراسي: - 04 05 Daily Assessment (All periods) Participation Work sheets Activity Book& homework (segment &blend ) Oral Fluency

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

Technical Report #1. Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional

Technical Report #1. Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional Beginning Kindergarten Decision Rules Page 1 IDEL : Indicadores Dinámicos del Éxito in la Lectura Technical Report #1 Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional Recommendations

More information

Number of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.

Number of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program. IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand

More information

Dear Family, Literature

Dear Family, Literature Chapter 2 Dear Family, My class started Chapter 2 this week. I will learn about place value of numbers to 1,000. I will also learn about comparing these numbers. Love, Vocabulary compare To describe whether

More information

West Windsor-Plainsboro Regional School District Spanish 2

West Windsor-Plainsboro Regional School District Spanish 2 West Windsor-Plainsboro Regional School District Spanish 2 Page 1 of 10 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 1: Describing Myself and My Peers Summary and Rationale What

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

DIBELS Next BENCHMARK ASSESSMENTS

DIBELS Next BENCHMARK ASSESSMENTS DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading

More information

Reading Horizons. A Look At Linguistic Readers. Nicholas P. Criscuolo APRIL Volume 10, Issue Article 5

Reading Horizons. A Look At Linguistic Readers. Nicholas P. Criscuolo APRIL Volume 10, Issue Article 5 Reading Horizons Volume 10, Issue 3 1970 Article 5 APRIL 1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Copyright c 1970 by the authors. Reading Horizons

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

TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis

TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis Sample Lesson meeting the Alaska English/Language Arts Standards Grade 4 By Nita Rearden Vocabulary List: Pick words

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

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 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

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

Understanding and Supporting Dyslexia Godstone Village School. January 2017

Understanding and Supporting Dyslexia Godstone Village School. January 2017 Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by

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

Chapter 5. The Components of Language and Reading Instruction

Chapter 5. The Components of Language and Reading Instruction Chapter 5 The Components of Language and Reading Instruction Multiple references have been made in preceding chapters to the use of balanced reading instruction in studies of reading instruction. Prior

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

Individual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION

Individual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION L I S T E N I N G Individual Component Checklist for use with ONE task ENGLISH VERSION INTRODUCTION This checklist has been designed for use as a practical tool for describing ONE TASK in a test of listening.

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

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1 Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English

More information

Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form

Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form Orthographic Form 1 Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form The development and testing of word-retrieval treatments for aphasia has generally focused

More information