Test including key details. Choice. Running Records RL.K.3-With prompting and support, identify characters, Strategy: Infer/Predict
|
|
- Daniella Phillips
- 6 years ago
- Views:
Transcription
1 Language Arts Pacing Guide Kindergarten Third Quarter (Week 19) ELA Unit 4: Lesson 17: Domain: General Science; Lesson Topic: Nature All Around Essential Question: How do living things change as they grow? Anchor Text: It Is the Wind (Realistic Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Sequence of Events Weekly Comprehension RL.K.2-With prompting and support, retell familiar stories, Skill: Author s Word Test including key details. Choice Running Records RL.K.3-With prompting and support, identify characters, Strategy: Infer/Predict settings, and major events in a story. ISEL/DRA RL.K.6-With prompting and support, name the author and Reader s Notebook illustrator of a story and define the role of each in telling the Observation story. RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear. RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10-Actively engage in group reading activities with READING INFORMATIONAL TEXT (RI): RI.K.1-With prompting and support, ask and answer questions about key details in a text. RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.5-Identify the front cover, back cover, and title page of a book. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: g Conferencing Print Concepts: /g/; Blending Words Word Wall Activities RF.K.1b-Recognize that spoken words are represented in High Frequency Words: Writing Samples written language by specific sequences of letters. RF.K.1c-Understand that words are separated by spaces in find, from, but, this, came, on Running Records print. Phonological Awareness: ISEL RF.K.1d-Recognize and name all upper- and lowercase Blend Phonemes; Sentence Writing letters of the alphabet. Segment Phonemes Journaling Phonological Awareness: Fluency: Read with DOL RF.K.2d-Isolate and pronounce the initial, medial vowel, and Expression final sounds in three-phoneme words. Word Wall Words Phonics & Word Recognition: Spelling Words RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or Vocabulary Words many of the most frequent sounds for each consonant. RF.K.3c-Read common high-frequency words by sight. RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding.
2 WRITING (W): Opinion Writing Drawing/Sentence W.K.1-Use a combination of drawing, dictating, and writing Focus Trait: Voice Writing to compose opinion pieces in which they tell a reader the Journaling topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7-Participate in shared research and writing projects. SPEAKING & LISTENING (SL): Strategy: Infer/Predict Writing Samples Conferences SL.K.1b-Continue a conversation through multiple Class Discussions exchanges. LANGUAGE (L): Grammar: Proper Nouns Reader s Notebook L.K.1a-Print many upper- and lowercase letters. for Places, People, and Weekly Grammar Test L.K.1f-Produce and expand complete sentences in shared Pets Weekly Vocabulary Test language activities. L.K.2c-Write a letter or letters for most consonant and short-vowel sounds. L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to Vocabulary Strategies: Multiple-Meaning Words texts.
3 Language Arts Pacing Guide Kindergarten Third Quarter (Week 20) ELA Unit 4: Lesson 18: Domain: Earth Science; Lesson Topic: Oceans and Waterways Essential Question: In what ways is the Atlantic Ocean special? Anchor Text: One-Dog Canoe (Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Author s Purpose Weekly Comprehension RL.K.6-With prompting and support, name the author and Skill: Figurative Language Test illustrator of a story and define the role of each in telling the story. Strategy: Analyze/Evaluate Running Records RL.K.7-With prompting and support, describe the ISEL/DRA relationship between illustrations and the story in which Reader s Notebook they appear. Observation RL.K.10-Actively engage in group reading activities with READING INFORMATIONAL TEXT (RI): RI.K.2-With prompting and support, identify the main topic and retell key details of a text. RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4-With prompting and support, ask and answer questions about unknown words in a text. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text. RI.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: r Conferencing Print Concepts: /r/; Blending Words Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and High Frequency Words: Writing Samples page by page. RF.K.1b-Recognize that spoken words are represented in will, into, your, be, that, who Running Records written language by specific sequences of letters. Phonological Awareness: ISEL RF.K.1d-Recognize and name all upper- and lowercase Blend Phonemes; Sentence Writing letters of the alphabet. Segment Phonemes Journaling Phonological Awareness: Fluency: Read with DOL RF.K.2d-Isolate and pronounce the initial, medial vowel, and Expression final sounds in three-phoneme words. Word Wall Words Phonics & Word Recognition: Spelling Words RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or Vocabulary Words many of the most frequent sounds for each consonant. RF.K.3b-Associate the long and short sounds with the common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight. RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding.
4 WRITING (W): Opinion Writing W.K.1-Use a combination of drawing, dictating, and writing Focus Trait: Conventions 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 or preference about the topic or book. W.K.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.6-With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SPEAKING & LISTENING (SL): Strategy: SL.K.2-Confirm understanding of a text read aloud or Analyze/Evaluate information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.4-Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. LANGUAGE (L): Grammar: Verbs in the L.K.1a-Print many upper- and lowercase letters. Future Tense L.K.1b-Use frequently occurring nouns and verbs. Vocabulary Strategies: L.K.1d-Understand and use question words. Context Clues L.K.1f-Produce and expand complete sentences in shared language activities. L.K.2a-Capitalize the first word in a sentence and the pronoun. L.K.2b-Recognize and name end punctuation. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Drawing/Sentence Writing Journaling Writing Samples Conferences Class Discussions Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
5 Language Arts Pacing Guide Kindergarten Third Quarter (Week 21) ELA Unit 4: Lesson 19: Domain: Recreation and Travel; Lesson Topic: Outdoor Adventures Essential Question: What kinds of things could happen on a hike? Anchor Text: Nicky and the Rainy Day (Fantasy) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Cause and Effect Weekly Comprehension RL.K.1-With prompting and support, ask and answer Skill: Sequence of Events Test questions about key details in a text. RL.K.2-With prompting and support, retell familiar stories, Strategy: Question Running Records including key details. ISEL/DRA RL.K.4-Ask and answer questions about unknown words in a Reader s Notebook text. Observation RL.K.6-With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10-Actively engage in group reading activities with READING INFORMATIONAL TEXT (RI): RI.K.4-With prompting and support, ask and answer questions about unknown words in a text. FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: d Conferencing Print Concepts: /d/; Blending Words Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and High Frequency Words: Writing Samples page by page. RF.K.1d-Recognize and name all upper- and lowercase go, here, soon, for, they, up Running Records letters of the alphabet. Phonological Awareness: ISEL Phonological Awareness: Blend Phonemes; Sentence Writing RF.K.2d-Isolate and pronounce the initial, medial vowel, and Segment Phonemes Journaling final sounds in three-phoneme words. Fluency: Pause for DOL Phonics & Word Recognition: Punctuation RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound Word Wall Words correspondences by producing the primary sound or Spelling Words many of the most frequent sounds for each consonant. Vocabulary Words RF.K.3c-Read common high-frequency words by sight. RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Opinion Writing Drawing/Sentence W.K.1-Use a combination of drawing, dictating, and writing Focus Trait Word Choice Writing to compose opinion pieces in which they tell a reader the Journaling topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.3-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 they occurred, and provide a reaction to what happened. W.K.5-With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. SPEAKING & LISTENING (SL): Strategy: Question Writing Samples Conferences SL.K.1a-Follow agreed-upon rules for discussions. Class Discussions
6 SL.K.1b-Continue a conversation through multiple exchanges. SL.K.4-Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. LANGUAGE (L): Grammar: Verbs in Past L.K.1b-Use frequently occurring nouns and verbs. Tense L.K.1f-Produce and expand complete sentences in shared Vocabulary Strategies: language activities. Antonyms L.K.2b-Recognize and name end punctuation. L.K.4b-Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word. L.K.5b-Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
7 Language Arts Pacing Guide Kindergarten Third Quarter (Week 22) ELA Unit 4: Lesson 20: Domain: General Science; Lesson Topic: Making Discoveries Essential Question: What do scientists do when they discover something new? Anchor Text: Duck & Goose (Fantasy) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Sequence of Events Weekly Comprehension RL.K.2-With prompting and support, retell familiar stories, Skill: Conclusions Test including key details. RL.K.4-Ask and answer questions about unknown words in a Strategy: Visualize Running Records text. ISEL/DRA RL.K.9-With prompting and support, compare and contrast Reader s Notebook the adventures and experiences of characters in familiar Observation stories. READING INFORMATIONAL TEXT (RI): RI.K.4-With prompting and support, ask and answer questions about unknown words in a text. RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Blending Review; Conferencing Print Concepts: Word Building; Long Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and Vowel i /i/; Long Vowel Writing Samples page by page. /i/ i_e Running Records RF.K.1d-Recognize and name all upper- and lowercase High Frequency Words: letters of the alphabet. of, so, many, where, ISEL Phonological Awareness: form, came, but, is, how, Sentence Writing RF.K.2d-Isolate and pronounce the initial, medial vowel, and find, this, on, into, that, Journaling final sounds in three-phoneme words. your, who, here, they, DOL RF.K.2e-Add or substitute individual sounds (phonemes) in will, be, go, for, soon, up simple, one-syllable words to make new words. Phonics & Word Recognition: Phonological Awareness: Add Phonemes RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound Fluency: Reading Rate correspondences by producing the primary sound or Word Wall Words many of the most frequent sounds for each consonant. Spelling Words RF.K.3b-Associate the long and short sounds with the Vocabulary Words common spellings (graphemes) for the five major vowels. RF.K.3c-Read common high-frequency words by sight. RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Opinion Writing Drawing/Sentence W.K.1-Use a combination of drawing, dictating, and writing Focus Trait Word Choice Writing to compose opinion pieces in which they tell a reader the Journaling topic or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.5-With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. SPEAKING & LISTENING (SL): Skill: Conclusions Writing Samples Conferences SL.K.1a-Follow agreed-upon rules for discussions. Class Discussions SL.K.1b-Continue a conversation through multiple exchanges.
8 LANGUAGE (L): L.K.1b-Use frequently occurring nouns and verbs. Grammar: Verbs: Past, Present, Future L.K.2a-Capitalize the first word in a sentence and the pronoun Vocabulary Strategies: Synonyms L.K.2c-Write a letter or letters for most consonant and short-vowel sounds. L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.5c-Identify real-life connections between words and their use. L.K.5d-Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
9 Language Arts Pacing Guide Kindergarten Third Quarter (Week 23) ELA Unit 5: Lesson 21: Domain: Social Relationships; Lesson Topic: Working Together Essential Question: How do musicians work together to make music? Anchor Text: Simon and Molly plus Hester (Realistic Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Sequence of Events Weekly RL.K.1-With prompting and support, ask and answer Skill: Conclusions Comprehension Test questions about key details in a text. RL.K.2-With prompting and support, retell familiar stories, Strategy: Visualize Running Records including key details. ISEL/DRA RL.K.6-With prompting and support, name the author and Reader s Notebook illustrator of a story and define the role of each in telling the Observation story. RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear. RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: Conferencing Print Concepts: Short o /o/; Blending Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and Words; Long o, Short o Writing Samples page by page. Phonological Awareness: High Frequency Words: make, them, give, play, Running Records RF.K.2d-Isolate and pronounce the initial, medial vowel, and say, new ISEL final sounds in three-phoneme words. Phonological Awareness: Sentence Writing Phonics & Word Recognition: Blend and Segment Journaling RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or Fluency: Read with Phonemes DOL many of the most frequent sounds for each consonant. Expression RF.K.3b-Associate the long and short sounds with the Word Wall Words common spellings (graphemes) for the five major vowels. Spelling Words RF.K.3c-Read common high-frequency words by sight. Vocabulary Words Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Informative Writing Drawing/Sentence W.K.2-Use a combination of drawing, dictating, and writing to Focus Trait: Organization Writing compose informative/explanatory texts in which they name Journaling what they are writing about and supply some information about the topic. W.K.7-Participate in shared research and writing projects. SPEAKING & LISTENING (SL): Strategy: Infer/Predict Writing Samples Conferences SL.K.1b-Continue a conversation through multiple exchanges. Class Discussions LANGUAGE (L): Grammar: Pronouns: he, Reader s Notebook L.K.1a-Print many upper- and lowercase letters. she, we Weekly Grammar Test L.K.1c-Form regular plural nouns orally by adding /s/ or /es/. L.K.1f-Produce and expand complete sentences in shared language activities. L.K.2c-Write a letter or letters for most consonant and shortvowel sounds. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.4b-Use the most frequently occurring inflections and Vocabulary Strategies: Multiple-Meaning Words Weekly Vocabulary Test
10 affixes as a clue to the meaning of an unknown word.l.k.5c- Identify real-life connections between words and their use. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
11 Language Arts Pacing Guide Kindergarten Third Quarter (Week 24) ELA Unit 5: Lesson 22: Domain: Life Science; Lesson Topic: Growing Up Essential Question: How do things change when someone is growing up? Anchor Text: A Tiger Grows Up (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Sequence of Events Weekly RL.K.2-With prompting and support, retell familiar stories, Skill: Conclusions Comprehension Test including key details. RL.K.3-With prompting and support, identify characters, Strategy: Visualize Running Records settings, and major events in a story. ISEL/DRA RL.K.6-With prompting and support, name the author and Reader s Notebook illustrator of a story and define the role of each in telling the Observation story. RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10-Actively engage in group reading activities with READING INFORMATIONAL TEXT (RI): RI.K.1-With prompting and support, ask and answer questions about key details in a text. RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4-With prompting and support, ask and answer questions about unknown words in a text. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: x Conferencing Print Concepts: /x/, j /j/ Word Wall Activities RF.K.1b-Recognize that spoken words are represented in High Frequency Words: Writing Samples written language by specific sequences of letters. RF.K.1d-Recognize and name all upper- and lowercase letters said, was, then, good, ate, could Running Records of the alphabet. Phonological Awareness: ISEL Phonological Awareness: Blend and Segment Sentence Writing RF.K.2d-Isolate and pronounce the initial, medial vowel, and Phonemes; Substitute Journaling final sounds in three-phoneme words. Phonemes DOL RF.K.2e-Add or substitute individual sounds (phonemes) in Fluency: Reading Rate simple, one-syllable words to make new words. Word Wall Words Phonics & Word Recognition: Spelling Words RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or Vocabulary Words many of the most frequent sounds for each consonant. RF.K.3c-Read common high-frequency words by sight. RF.K.3d-Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Informative Writing Drawing/Sentence W.K.2-Use a combination of drawing, dictating, and writing to Focus Trait: Organization Writing compose informative/explanatory texts in which they name Journaling what they are writing about and supply some information Writing Samples
12 about the topic. W.K.3-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 they occurred, and provide a reaction to what happened. SPEAKING & LISTENING (SL): Strategy: Analyze/Evaluate Conferences SL.K.2-Confirm understanding of a text read aloud or Class Discussions information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly. LANGUAGE (L): L.K.1a-Print many upper- and lowercase letters. Grammar: Pronouns: they, it, I L.K.2a-Capitalize the first word in a sentence and the pronoun. Vocabulary Strategies: Antonyms L.K.2b-Recognize and name end punctuation. L.K.4b-Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.l.k.5c- Identify real-life connections between words and their use. L.K.5b-Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
13 Language Arts Pacing Guide Kindergarten Third Quarter (Week 25) ELA Unit 5: Lesson 23: Domain: Life Science; Lesson Topic: How Things Grow Essential Question: What steps can someone follow to plant and grow flowers? Anchor Text: Oscar and the Frog (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Sequence of Events Weekly RL.K.4-Ask and answer questions about unknown words in a Skill: Text and Graphic Comprehension Test text. Features Running Records RL.K.10-Actively engage in group reading activities with Strategy: Visualize ISEL/DRA READING INFORMATIONAL TEXT (RI): Reader s Notebook RI.K.1-With prompting and support, ask and answer Observation questions about key details in a text. RI.K.2-With prompting and support, identify the main topic and retell key details of a text. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.9-With prompting and support, identify basic similarities in and differences between two texts on the same topic. RI.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: Conferencing Print Concepts: Short e /e/ Word Wall Activities RF.K.1b-Recognize that spoken words are represented in High Frequency Words: Writing Samples written language by specific sequences of letters. RF.K.1d-Recognize and name all upper- and lowercase letters she, all, over, when, her, some Running Records of the alphabet. Phonological Awareness: ISEL Phonological Awareness: Blend and Segment Sentence Writing RF.K.2e-Add or substitute individual sounds (phonemes) in Phonemes; Substitute Journaling simple, one-syllable words to make new words. Phonemes DOL Phonics & Word Recognition: Fluency: Pause for RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound Punctuation correspondences by producing the primary sound or Word Wall Words many of the most frequent sounds for each consonant. Spelling Words RF.K.3b-Associate the long and short sounds with the Vocabulary Words common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Informative Writing Drawing/Sentence W.K.2-Use a combination of drawing, dictating, and writing to Focus Trait: Organization Writing compose informative/explanatory texts in which they name Journaling what they are writing about and supply some information about the topic. W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SPEAKING & LISTENING (SL): Strategy: Analyze/Evaluate Writing Samples Conferences SL.K.2-Confirm understanding of a text read aloud or Class Discussions information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
14 SL.K.4-Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5-Add drawings or other visual displays to descriptions as desired to provide additional detail. LANGUAGE (L): Grammar: Pronouns: L.K.1a-Print many upper- and lowercase letters. L.K.1b-Use frequently occurring nouns and verbs. L.K.1c-Form regular plural nouns orally by adding /s/ or /es/. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.5a-Sort common objects into categories to gain a sense of the concepts the categories represent. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Proper Nouns for Day and Months Vocabulary Strategies: Context Clues Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
15 Language Arts Pacing Guide Kindergarten Third Quarter (Week 26) ELA Unit 5: Lesson 24: Domain: Life Science; Lesson Topic: Animal Colors Essential Question: How do animals colors help them survive? Anchor Text: Red Eyes and Blue Feathers (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Conclusions Weekly RL.K.1-With prompting and support, ask and answer Skill: Author s Purpose Comprehension Test questions about key details in a text. RL.K.9-With prompting and support, compare and contrast Strategy: Monitor/Clarify Running Records the adventures and experiences of characters in familiar ISEL/DRA stories. Reader s Notebook READING INFORMATIONAL TEXT (RI): Observation RI.K.2-With prompting and support, identify the main topic and retell key details of a text. RI.K.5-Identify the front cover, back cover, and title page of a book. RI.K.6-Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9-With prompting and support, identify basic similarities in and differences between two texts on the same topic. RI.K.10-Actively engage in group reading activities with FOUNDATIONAL SKILLS (RF): Phonics: Letter/Sound: h Conferencing Print Concepts: /h/, k /k/ Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and High Frequency Words: he, Writing Samples page by page. away, must, no, by, there Running Records RF.K.1b-Recognize that spoken words are represented in Phonological Awareness: written language by specific sequences of letters. Blend and Segment ISEL RF.K.1d-Recognize and name all upper- and lowercase letters Phonemes; Substitute Sentence Writing of the alphabet. Phonemes Journaling Phonological Awareness: Fluency: Pause for DOL RF.K.2d-Isolate and pronounce the initial, medial vowel, and Punctuation final sounds in three-phoneme words. Word Wall Words RF.K.2e-Add or substitute individual sounds in simple, onesyllable words to make new words. Vocabulary Words Spelling Words Phonics & Word Recognition: RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. RF.K.3b-Associate the long and short sounds with the common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Informative Writing Drawing/Sentence W.K.2-Use a combination of drawing, dictating, and writing to Focus Trait: Ideas Writing compose informative/explanatory texts in which they name Journaling what they are writing about and supply some information about the topic. W.K.5-With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Writing Samples
16 W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SPEAKING & LISTENING (SL): Strategy: Monitor/Clarify Conferences SL.K.1a-Follow agreed-upon rules for discussions. Class Discussions SL.K.1b-Continue a conversation through multiple exchanges. SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.4-Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. LANGUAGE (L): L.K.1d-Understand and use question words. L.K.2b-Recognize and name end punctuation. Grammar: Questions (Capitalization and Punctuation) L.K.4b-Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.l.k.5a- Sort common objects into categories to gain a sense of the Vocabulary Strategies: Classify and Categorize Describing Words concepts the categories represent. L.K.5a-Sort common objects into categories to gain a sense of the concepts the categories represent. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
17 Language Arts Pacing Guide Kindergarten Third Quarter (Week 27) ELA Unit 5: Lesson 25: Domain: Life Science; Lesson Topic: Growing Food Essential Question: How do people get food from plants? Anchor Text: Bread Comes to Life (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERTURE (RL): Skill: Text and Graphic Weekly RL.K.4-Ask and answer questions about unknown words in a Features Comprehension Test text. Skill: Sequence of Events Running Records RL.K.6-With prompting and support, name the author and Strategy: Summarize illustrator of a story and define the role of each in telling the ISEL/DRA story. Reader s Notebook READING INFORMATIONAL TEXT (RI): Observation RI.K.1-With prompting and support, ask and answer questions about key details in a text. RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4-With prompting and support, ask and answer questions about unknown words in a text. RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.9-With prompting and support, identify basic similarities in and differences between two texts on the same topic. FOUNDATIONAL SKILLS (RF): Phonics: Blending Review Conferencing Print Concepts: High Frequency Words: Word Wall Activities RF.K.1a-Follow words from left to right, top to bottom, and over, her, when, some, Writing Samples page by page. RF.K.1b-Recognize that spoken words are represented in away, must, by, there, make, play, said, good, Running Records written language by specific sequences of letters. them, give, say, new, was, ISEL RF.K.1d-Recognize and name all upper- and lowercase letters then, ate, could, she, all, Sentence Writing of the alphabet. he, no Journaling Phonological Awareness: Phonological Awareness: DOL RF.K.2d-Isolate and pronounce the initial, medial vowel, and Blend and Segment final sounds in three-phoneme words. RF.K.2e-Add or substitute individual sounds in simple, onesyllable Phonemes; Substitute Phonemes words to make new words. Phonics & Word Recognition: Fluency: Read with Expression RF.K.3a-Demonstrate basic knowledge of one-to-one lettersound Word Wall Words correspondences by producing the primary sound or Spelling Words many of the most frequent sounds for each consonant. Vocabulary Words RF.K.3b-Associate the long and short sounds with the common spellings for the five major vowels. RF.K.3c-Read common high-frequency words by sight. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. WRITING (W): Informative Writing Drawing/Sentence W.K.1-Use a combination of drawing, dictating, and writing to Focus Trait: Ideas Writing compose opinion pieces in which they tell a reader the topic Journaling or the name of the book they are writing about and state an opinion or preference about the topic or book. W.K.2-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5-With guidance and support from adults, respond to Writing Samples
18 questions and suggestions from peers and add details to strengthen writing as needed. W.K.6-With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.7-Participate in shared research and writing projects W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SPEAKING & LISTENING (SL): Strategy: Summarize Conferences SL.K.1a-Follow agreed-upon rules for discussions. Class Discussions SL.K.2-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. SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood. LANGUAGE (L): L.K.2a-Capitalize the first word in a sentence and the pronoun. Grammar: Exclamation (Capitalization and Punctuation) L.K.2b-Recognize and name end punctuation. L.K.2c-Write a letter or letters for most consonant and shortvowel sounds. Vocabulary Strategies: Classify and Categorize Seasons L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5c-Identify real-life connections between words and their use. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test
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 informationTaught 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 informationHoughton 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 information1 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 informationFirst 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 informationELA/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 informationUnit 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 informationImplementing 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 informationUNIT 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 informationTEKS 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 informationDYNAMIC 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 informationeguidelines 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 informationIdaho 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 informationLiteracy 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 informationLarge 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 informationRichardson, 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 informationCDE: 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 informationCalifornia 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 informationCorrespondence 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 informationCLASSIFICATION 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 informationGrade 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 informationGOLD 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 informationENGLISH 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 informationOpportunities 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 informationMercer 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 informationTABE 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 informationElementary Supplemental (purchase only) Instructional Materials -- Draft
Health 2014-15 Elementary Supplemental (purchase only) Instructional Materials -- Draft Instructional Materials Title NF (Not Funded) ISBN-13 Grade Price Copyright Health and Physical Education, Elementary
More informationThe 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 information4 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 informationAlignment 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 informationBooks 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 informationFlorida 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 informationKindergarten 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 informationDickinson 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 informationCalifornia 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 informationProgram 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 informationA 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 informationMissouri 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 informationStudent 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 informationTears. 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 informationAfter 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 informationGrade 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 informationGrade 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 informationFisk 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 informationPhonemic 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 information1 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 informationMARK 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 informationMARK¹² 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 informationText: envisionmath by Scott Foresman Addison Wesley. Course Description
Ms. Burr 4B Mrs. Hession 4A Math Syllabus 4A & 4B Text: envisionmath by Scott Foresman Addison Wesley In fourth grade we will learn and develop in the acquisition of different mathematical operations while
More informationTeachers: 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 informationMichigan 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 informationCommon 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 informationPrimary 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 informationSouth 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 informationLoveland 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 informationPROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials
Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online
More informationJ 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 informationDIBELS 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 informationKings 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 informationTest 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 informationCriterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations
Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,
More informationStages of Literacy Ros Lugg
Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities
More informationArizona 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 informationCoast 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 informationGrade 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 informationYMCA SCHOOL AGE CHILD CARE PROGRAM PLAN
YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL
More informationSubject: 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 informationThe Ontario Curriculum
The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9
More informationUnderstanding 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 informationNational 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 informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationLITERACY-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 informationComprehension 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 informationKindergarten 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 informationEmmaus 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 informationPublisher 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 informationFacing 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 informationMyths, 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 informationC 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 informationEnglish 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 informationReading 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 informationEpping 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 informationELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California
ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these
More informationA 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 informationPrewriting: Drafting: Revising: Editing: Publishing:
Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish
More information1. 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 informationAdjectives tell you more about a noun (for example: the red dress ).
Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective
More informationOrganizing Comprehensive Literacy Assessment: How to Get Started
Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?
More informationTHE 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 informationELA 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 informationPearson 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 informationScholastic Leveled Bookroom
Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content
More informationPAGE(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 informationWeave 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 informationGTPS 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 informationSample 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 informationMYP 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 informationWiggleWorks 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 informationCharacteristics 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 informationCase Study of Struggling Readers
Case Study of Struggling Readers Amy Haynes TE 846 Case Study 2 I. Brief Background and Reason for Project Focus According to Allington & Baker (2007), Research illustrates that mastering phonics skills
More information