J.O. Combs Unified School District Foreign Language Standards and Benchmarks Middle School Novice Spanish Semester 1

Size: px
Start display at page:

Download "J.O. Combs Unified School District Foreign Language Standards and Benchmarks Middle School Novice Spanish Semester 1"

Transcription

1 Middle School Novice Spanish Semester 1 use the FL ST1-6-1 Use verbal and written exchanges to gather and share personal information (e.g., age, birth date, favorite foods). FL ST2-6-2 Recognize and understand nonverbal cues when listening to or observing a speaker. FL ST3-6-2 Recombine elements of a story in order to create story. FL ST4-1-1 Explore a variety of expressive forms from the target culture including art, music, dance, song, and literature. develop a deeper the FL ST5-6-1 Demonstrate an awareness that there is more than one way to express ideas across languages. use the disciplines. FL ST6-4-1 Know vocabulary and terms used to describe subject areas in language at this developmental level (e.g., historical events such as the development of one s home state; geographical concepts such as absolute and relative location and different elements of maps; measuring units including ounces, pounds, grams, and kilograms). show using FL ST7-3-1 Use the library and sources to select books, magazines, CDs in language; share their content with s.

2 FL ST1-6-2 Express preferences concerning leisure activities and current events, in written form or orally, with peers. J.O. Combs Unified School District Foreign Language Standards and Benchmarks Middle School Novice Spanish Semester 1 FL ST4-3-1 Identify and describe a variety of objects from the cultures including toys, dress, dwellings, and foods. FL ST4-4-1 Identify and discuss behavior and interactions from culture in a variety of settings and situations including school, family, and community. FL ST7-5-1 Listen to and understand a variety of ations. FL ST7-5-2 Create original material including short stories and poems to share with s within and

3 Middle School Novice Spanish Semester 2 use the FL ST1-6-4 Use appropriate vocabulary to ask questions for a variety of reasons (e.g., to obtain information, to seek elaboration, to clarify ideas). FL ST2-6-1 Understand familiar topics of personal interest ed in the classroom. FL ST3-6-1 Present information on topics of shared personal interest in one s daily life. FL ST4-1-1 Explore a variety of expressive forms from the target culture including art, music, dance, song, and literature. develop a deeper the FL ST5-6-1 Demonstrate an awareness that there is more than one way to express ideas across languages. use the disciplines. FL ST6-4-1 Know vocabulary and terms used to describe subject areas in language at this developmental level (e.g., historical events such as the development of one s home state; geographical concepts such as absolute and relative location and different elements of maps; measuring units including ounces, pounds, grams, and kilograms). show using FL ST7-3-1 Use the library and sources to select books, magazines, CDs in language; share their content with s.

4 Middle School Novice Spanish Semester 2 FL ST2-6-3 Use known various strategies to make informed guesses about the meaning of longer, more complicated messages delivered orally and in writing (e.g., guess at the meaning of unknown words based on the context in which they are used). FL ST3-6-2 Recombine elements of a story in order to create story. FL ST4-6-1 Demonstrate an various cultural activities and practices of peers in FL ST4-6-3 Know themes, ideas, behaviors, or perspectives that are considered socially acceptable in the target FL ST4-7-2 Know areas of the U.S. where the is most commonly spoken. FL ST6-6-1 Use sources in the to find simple facts for classes including dates and population FL ST7-5-1 Listen to and understand a variety of ations.. FL ST7-5-2 Create original material including short stories and poems to share with s within and FL ST7-6-2 Attend or view via media cultural events and social activities.

5 Middle School Spanish Semester 1 use the FL ST1-7-3 Give and follow directions for movement, procedures, and tasks. FL ST1-7-4 Acquire goods and services through basic negotiation and exchange of monies. FL ST2-7-1 Understand adapted, classroom generated, materials on familiar written topics. FL ST3-7-1 Write notes or short letters to peers in culture on topics of shared personal interest including everyday events and activities. FL ST4-7-1 Know and recognize patterns of behavior or interaction of one s age group in various settings within culture (social activities, telephone usage, or etiquette). develop a deeper the FL ST5-7-1 Recognize that there are linguistic and cultural concepts that exist in one language and not in an. use the disciplines. FL ST6-7-1 Use sources in the to identify historical events and geographical show using FL ST7-7-1 Request or exchange information around topics of personal and community interest with s who speak the language.

6 Middle School Upper Spanish Semester 1 use the FL ST1-8-3 Use non-verbal and verbal ones (e.g., rephrasing, circumlocution, repetition, gestures) to assist in communicating spoken messages and maintain listening comprehension. FL ST2-7-1 Understand adapted, classroom generated, materials on familiar written topics. FL ST3-8-3 Use a variety of verbal and nonverbal strategies effectively to assist in ing oral reports or ations (e.g., repetition, rephrasing, gestures). components of FL ST4-7-1 Know and recognize patterns of behavior or interaction of one s age group in various settings within culture (social activities, telephone usage, or etiquette). FL ST4-7-2 Know areas of the U.S. where the is most commonly spoken. FL ST4-8-1 Explore a variety of institutions and systems of diverse communities. develop a deeper the FL ST5-7-1 Recognize that there are linguistic and cultural concepts that exist in one not in an. use the disciplines. FL ST6-2 Entry Use a variety of sources written in the to locate and organize information at this developmental level (e.g., primary sources, news sources such as newspapers, news magazines, television and radio, videotapes; artifacts). show using FL ST7-5-2 Create original material including short stories and poems to share with s school setting. FL ST7-7-1 Request or exchange information around topics of personal and community interest with s who speak the language.

7 STUDENT PROGRESSION THROUGH SPANISH COURSES SPANISH 1 SPANISH 2 SPANISH 3 SPANISH 4 ADVANCED SPANISH OR AP SPANISH LANGUAGE

8 Spanish IA use the FL ST1-2-2 Understand and use courtesy phrases. FL ST2-1-1 Demonstrate comprehension of short songs, and stories on familiar topics. FL ST3-3-1 Present simple oral reports or ations about family members and friends, objects in the everyday environment, and common school and home activities. FL ST4-1-1 Explore a variety of expressive forms from the target culture including art, music, dance, song, and literature. develop a deeper the FL ST5-2-1 Distinguish the sound system of the same elements in their native language. use the disciplines. FL ST6-2-1 Know vocabulary and terms used to describe subject areas in language at this developmental level (e.g., geographical vocabulary used to describe weather, including rain, snow, sunshine; mathematical vocabulary used in counting; names of animals such as frogs, dogs, cats). show using FL ST7-2-1 Perform a song or simple skit for an audience.

9 Spanish IA FL ST1-3-2 Exchange information about general events and topics (e.g., family, school, places, weather, memorable experiences). FL ST1-3-3 Use appropriate vocabulary to express common classroom phrases including requesting permission and failure to understand. FL ST1-4-2 Exchange information about general events and topics including time and meals. FL ST Give and follow precise directions, instructions and commands in the (e.g., for games, tasks, recipes, travel). FL ST2-2-1 Interpret gestures, voice inflections, and visual and auditory cues. FL ST3-5-1 Recite proverbs and popular sayings with appropriate rhythm and expression. FL ST4-3-2 Identify parts of the world where language is spoken including some major cities and geographical features. FL ST4-4-2 Interpret messages in a variety of graphic formats from culture (e.g., signs, symbols, advertisements). FL ST4-5-1 Use culturally appropriate language and behaviors in basic school and social situations. FL ST4-5-2 Explore cultural beliefs and perspectives relating to family, school, work, and play. FL ST5-2-2 Compare nonverbal expressions in the target and native cultures. FL ST5-3-1 Understand the elements of the writing system of how these elements differ from the same elements of one s native language. FL ST5-5-1 Understand the relationships among different languages (e.g., cognates, similarity of idioms). FL ST7-4-1 Identify people in the community who use language at home, at work and in the community. FL ST7-4-2 Present information to s (in English if necessary) about FL ST7-6-1 Use various media from culture for entertainment.

10 FL ST1-5-3 Ask and answer simple questions and use interrogatives. FL ST1-5-4 Use appropriate vocabulary, gestures, and oral expressions for greetings, introductions, leave takings, and common or familiar interactions including name, age, address, phone number, place of origin, and general health/state of being. FL ST1-6-3 Express and react to a variety of feelings (e.g., words that describe happiness, sadness, anger) and expressions for appropriate reactions (e.g., How nice! That s too bad!). J.O. Combs Unified School District Foreign Language Standards and Benchmarks Spanish IA

11 Spanish IB use the FL ST1-5-1 Engage in discussions with s about various topics (e.g., personal likes and dislikes, feelings, needs, simple preferences, pieces of literature). FL ST2-3-2 Follow simple written instructions. FL ST3-4-1 Present short skits and scenes. FL ST4-3-1 Identify and describe a variety of objects from the cultures including toys, dress, dwellings, foods. develop a deeper the FL ST5-1-1 Understand the similarity of words (i.e., cognates) the native language. use the disciplines. FL ST6-4-1 Know vocabulary and terms used to describe subject areas in language at this developmental level (e.g., historical events such as the development of one s home state; geographical concepts such as absolute and relative location and different elements of maps; measuring units including ounces, pounds, grams and kilograms). show using FL ST7-1-1 Participate in school or community celebrations.

12 Spanish IB FL ST2-5-1 Demonstrate comprehension of short written messages. FL ST3-5-2 Write short informal notes or messages that describe or provide information about oneself, friends, family, school activities, celebrations, and holidays. FL ST4-4-1 Identify and discuss behavior and interactions from culture in a variety of settings and situations including school, family, and community. FL ST4-6-1 Demonstrate an various cultural activities and practices of peers in FL ST4-6-3 Know themes, ideas, behaviors, or perspectives that are considered socially acceptable in the target FL ST5-4-1 Make comparisons the celebrations of the target culture and their native FL ST5-6-1 Demonstrate an awareness that there is more than one way to express ideas across languages. FL ST6-6-1 Use sources in the to find simple facts for classes including dates and population. FL ST7-3-1 Use the library and sources to select books, magazines, CDs in language; share their content with s. FL ST7-5-1 Listen to and understand a variety of ations. FL ST7-5-2 Create original material including short stories and poems to share with s within and

13 Spanish 2A use the FL ST1-8-3 Use non-verbal and verbal cues (e.g., rephrasing, circumlocution, repetition, gestures) to assist in communicating spoken messages and maintain listening comprehension. FL ST2-7-1 Understand adapted, classroom generated, materials on familiar written topics. FL ST3-8-3 Use a variety of verbal and nonverbal strategies effectively to assist in ing oral reports or ations (e.g., repetition, rephrasing, gestures). FL ST4-7-1 Know and recognize patterns of behavior or interaction of one s age group in various settings within culture (social activities, telephone usage, etiquette). FL ST4-7-2 Know areas of the U.S. where the is most commonly spoken. FL ST4-8-1 Explore a variety of institutions and systems of diverse communities. develop a deeper the FL ST5-7-1 Recognizes that there are linguistic and cultural concepts that exist in one language and not in an. use the disciplines. FL ST6-2 Entry Use a variety of sources written in language to locate and organize information at this developmental level (e.g., primary sources, news sources such as newspapers, news magazines, television and radio, videotapes, artifacts). show using FL ST7-5-2 Create original material including short stories and poems to share with s within and FL ST7-7-1 Request or exchange information around topics of personal and community interest with s who speak the language.

14 Spanish 2B use the FL ST1-7-3 Give and follow directions for movement, procedures and tasks. FL ST2-3-1 Understand the elements of short stories and children s literature (e.g., plot, setting, conflict, climax, principal characters). FL ST3-5-3 Present their interpretations, reactions, and feelings about a piece of literature. FL ST4-8-2 Compare products and expressive forms of the different communities within culture (e.g., popular music and dance; appropriate authentic texts, such as children s magazines, comic books, children s literature; the use of color, common or everyday artwork such as designs typical of the culture s clothing, pottery, ceramics, paintings, architectural structures) develop a deeper the FL ST5-8-1 Understand proverbs, idioms, and idiomatic expressions. use the disciplines. FL ST6-2 Entry Use a variety of sources written in language to locate and organize information at this developmental level (e.g., primary sources, news sources such as newspapers, news magazines, television and radio, videotapes; artifacts). show using FL ST7-7-1 Request or exchange information around topics of personal and community interest with s who speak the language.

15 Spanish 2B FL ST1-7-4 Acquire goods and services through basic negotiation and exchange of monies. FL ST1-8-1 Use verbal and written exchanges about personal information, events, and memorable experiences. FL ST1-8-2 Use appropriate vocabulary to support opinions about topics and current events of personal or common interest orally and in written form. FL ST2-8-4 Comprehend well developed paragraphs containing complex sentences and idiomatic expressions. FL ST2-7-2 Identify emotions and feelings from a variety of literary genres, written media. FL ST2-8-2 Understand the main ideas, themes, and significant details of authentic written material on familiar topics. FL ST2-8-3 Understand the main ideas, themes, principal characters, and significant details of authentic literature. FL ST3-6-2 Recombine elements of a story in order to create story. FL ST3-8-1 Present cultural, literary works and student generated works. FL ST3-8-2 Summarize the plot and provide brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes. FL ST7-7-2 Perform for a school or community celebration.

16 Spanish 3A use the FL ST1-1 Entry Use various discussion strategies (e.g., initiating and ending engaging in small talk ). FL ST2-6-2 Recognize and understand nonverbal cues when listening to or observing a speaker. FL ST3-7-1 Write notes or short letters to peers in culture on topics of shared personal interest including everyday events and activities. FL ST4-6-2 Know cultural traditions and celebrations that exist in culture and that those traditions and celebrations may differ amongst communities of develop a deeper the FL ST5-8-3 Understand the similarities and differences in the ways in which the target and native languages express respect or communicate status. use the disciplines. FL ST6-7-1 Use sources in the to identify historical events and geographical show using FL ST7-6-2 Attend or view via media cultural events and social activities.

17 Spanish 3A FL ST1-2 Entry Use appropriate cultural responses in diverse exchanges (e.g., gratefulness, extending and receiving invitations, apologizing, communicating preferences and dissatisfaction ). FL ST2-6-3 Use known various strategies to make informed guesses about the meaning of longer, more complicated messages delivered orally and in writing (e.g., guess at the meaning of unknown words based on the context in which they are used). FL ST2-1 Entry Understand the main ideas and significant details of extended discussions, lectures, formal ations, and various forms of media (e.g., radio or television programs, movies) that are appropriate at this developmental level FL ST3-7-2 Present brief reports to the class on topics of personal interest or on topics that have been studied in subject areas. FL ST3-2 Entry Present a short original piece (e.g., essay, story, poem) on a given topic. FL ST4-1 Entry Understand various patterns of behavior or interactions that are typical of one s age group (e.g., extracurricular activities, social engagements) FL ST4-2 Entry Understand age appropriate expressive forms of culture (e.g., literature, popular books, periodicals, videos, commercials, fine arts such as music, dance, design, painting) and their significance in the wider community. FL ST5-1 Entry Compare the use of idioms and idiomatic expressions.

18 Spanish 3B use the FL ST1-3 Entry Narrate anecdotes and original stories. FL ST2-1 Entry Understand the main ideas and significant details of extended discussions, lectures, formal ations, and various forms of media (e.g., radio or television programs, movies) that are appropriate at this developmental level. FL ST3-1 Entry Present cultural and literary works in language that are appropriate at this developmental level (e.g., perform scenes from plays, recite poems or excerpts from short stories, humorous stories, jokes, anecdotes). FL ST4-1 Entry Understand various patterns of behavior or interactions that are typical of one s age group (e.g., extracurricular activities, social engagements). develop a deeper the FL ST5-8-3 Understands the similarities and differences in the ways in which the target and native languages express respect or communicate status. use the disciplines. FL ST6-8-1 Use sources in the to assist in work for classes. show using FL ST7-8-1 Use a variety of sources in the to obtain information on topics of personal interest to share with s.

19 Spanish 4A use the FL ST1-1 Use adequate vocabulary and non-verbal skills to acquire goods and services in the for personal needs and leisure (e.g., locating items in a pharmacy, finding a hotel or train station, repairing a tape recorder, asking for information). FL ST2-1 Understand the main ideas and significant details in both oral ations and written texts. FL ST4-1 Understand the function of products of the culture (e.g., institutions, crafts, laws, music) and how they are perceived. develop a deeper the use the disciplines. FL ST6-1 Research a topic being studied in subjects. show using

20 FL ST1-3 Exchange information about current or past events and aspirations in one s personal life and in those of family, friends, and community. FL ST1-4 Use rephrasing and circumlocution to communicate a message in the. FL ST1-6 Use appropriate vocabulary to compare and contrast ideas, people, places, and things. FL ST1-7 Express one s point of view through exchange of personal feelings and ideas with members of J.O. Combs Unified School District Foreign Language Standards and Benchmarks Spanish 4A

21 Spanish 4B use the FL ST1-2 Use appropriate vocabulary to exchange information about national and international topics (e.g., information from newspaper or magazine articles, programs on television, radio or video). FL ST1-5 Use complex sentences with connective expressions and idioms orally and in written language. FL ST3-1 Make a persuasive ation with documentation (e.g., visuals, interviews, quotes) from sources. FL ST3-2 Present a research project orally, in writing, or in a video. develop a deeper the FL ST5-1 Know various linguistic elements of language (e.g., time, mood, tense) and how these elements compare to linguistic elements of one s native language. use the disciplines. FL ST6-2 Prepare and reports about content areas. show using FL ST7-1 Investigate an area of personal interest in a target

22 Spanish 4B FL ST3-3 Summarize orally or in writing the content of various expository texts appropriate at this developmental level (e.g., feature magazine or newspaper articles) on topics of current or historical interest to members of the target FL ST3-4 Write letters to peers in cultures describing and analyzing current events of mutual interest.

23 Advanced Spanish A use the FL ST1-1 Advanced Engage in conversation or ations with native or near native speakers of language (e.g., ideas, texts, events) FL ST 1-2 Advanced Engage in debates, arguments, and negotiations in the. FL ST3-2 Advanced Present a analysis of two or more written, recorded, or authentic works. FL ST3-3 Advanced Present a research-based analysis or exhibit of a current event or topic of interest. develop a deeper the FL ST5-1 Advanced Use authentic materials to compare and contrast the treatment of current issues in both target and native cultures. FL ST5-2 Advanced Identify recent linguistic developments. use the disciplines. FL ST6-1 Advanced Use language to describe topics, concepts, and terms in academic disciplines at this developmental level. FL ST6-2 Advanced Use a dictionary or thesaurus entirely in the to select appropriate words for use in preparing written and oral reports. show using

24 Advanced Spanish B use the FL ST1-3 Advanced Use appropriate vocabulary to exchange perspectives on issues of contemporary and historical interest in and native cultures. FL ST2-2 Advanced Understands the stylistic conventions and cultural nuances of various literary genres. FL ST3-1 Advanced Analyze literary and artistic works, noting stylistic conventions, theme, and cultural nuances. FL ST2-3 Advanced Understand main plot and relevant sub-plots in authentic, abilityappropriate written literature, as well as the descriptions, roles, and significance of individual characters. FL ST 4-2 Advanced Identify major social, political, and economic institutions of the target culture and their significance. develop a deeper the use the disciplines. FL ST6-3 Advanced Synthesize the concepts and details in various informational texts in language (e.g., reports, technical manuals, historical papers, government documents) to draw new conclusions. show using FL ST7-1 Advanced Produce or publish an original work related to a target

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

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks

Monticello Community School District K 12th Grade. Spanish Standards and Benchmarks Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards

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

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

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

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.

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

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

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves... BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,

More information

Strands & Standards Reference Guide for World Languages

Strands & Standards Reference Guide for World Languages The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand

More information

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

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

More information

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

The Common European Framework of Reference for Languages p. 58 to p. 82

The Common European Framework of Reference for Languages p. 58 to p. 82 The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Literature and the Language Arts Experiencing Literature

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

More information

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

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

More information

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

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

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

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

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

5. UPPER INTERMEDIATE

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

More information

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

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

More information

Spanish III Class Description

Spanish III Class Description Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

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

5 th Grade Language Arts Curriculum Map

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

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie

Big Fish. Big Fish The Book. Big Fish. The Shooting Script. The Movie Big Fish The Book Big Fish The Shooting Script Big Fish The Movie Carmen Sánchez Sadek Central Question Can English Learners (Level 4) or 8 th Grade English students enhance, elaborate, further develop

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

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

More information

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

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

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

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

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

More information

Arlington Public Schools STARTALK Curriculum Framework for Arabic

Arlington Public Schools STARTALK Curriculum Framework for Arabic Arlington Public Schools STARTALK Curriculum Framework for Arabic Theme: Trip to Egypt Proficiency Levels: Novice-low, Novice-Mid, and Intermediate- Low Number of Hours; 60 hours Curriculum Design: Fadwa

More information

Creating Travel Advice

Creating Travel Advice Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,

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

Pearson Longman Keystone Book D 2013

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

More information

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

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

EMC Publishing s C est à toi! Level 3, 2 nd edition Correlated to the Oregon World Language Content Standards

EMC Publishing s C est à toi! Level 3, 2 nd edition Correlated to the Oregon World Language Content Standards EMC Publishing s C est à toi! Level 3, 2 nd edition Correlated to the Oregon World Language Content Standards Oregon Correlation C est à toi! Level 1, 2 nd edition to the: Oregon World Language Content

More information

5th Grade English Language Arts Learning Goals for the 2nd 9 weeks

5th Grade English Language Arts Learning Goals for the 2nd 9 weeks 5th Grade English Language Arts Learning Goals for the 2nd 9 weeks Skills students should demonstrate at the end of the 2nd 9 weeks of school: Unit 2A Power of Persuasion * Learning Goal: The student will,

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

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

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

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

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

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

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES Students will: 1. Recognize main idea in written, oral, and visual formats. Examples: Stories, informational

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

The College Board Redesigned SAT Grade 12

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

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

Modern Fantasy CTY Course Syllabus

Modern Fantasy CTY Course Syllabus Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and

More information

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

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

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK A focus on Dr Jean Ashton Faculty of Education and Social Work Conclusive national and international research evidence shows that the first five years of

More information

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

YMCA 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 information

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.

Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level. The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,

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

Text Type Purpose Structure Language Features Article

Text Type Purpose Structure Language Features Article Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

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

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

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

More information

MOTION PICTURE ANALYSIS FIRST READING (VIEWING)

MOTION PICTURE ANALYSIS FIRST READING (VIEWING) MOTION PICTURE ANALYSIS FIRST READING (VIEWING) Look at the motion picture: Describe the character, scene, setting, or element that had the biggest effect on you. Describe how your answer above made you

More information

ANGLAIS LANGUE SECONDE

ANGLAIS LANGUE SECONDE ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service

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

English as a Second Language Unpacked Content

English 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 information

Geographical Location School, Schedules, Classmates, Activities,

Geographical Location School, Schedules, Classmates, Activities, Week Marking Period 1 Week Marking Period 3 1 Greetings and make introductions. Use 21 expressions of courtesy 2 22 3 23 4 24 5 25 Weather, Outdoor Activities according to Geographical Location 6 26 7

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

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

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

Pearson Longman Keystone Book F 2013

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

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

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

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

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

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

Teaching Literacy Through Videos

Teaching Literacy Through Videos Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,

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

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

HIGH SCHOOL COURSE DESCRIPTION HANDBOOK

HIGH SCHOOL COURSE DESCRIPTION HANDBOOK HIGH SCHOOL COURSE DESCRIPTION HANDBOOK 2015-2016 The American International School Vienna HS Course Description Handbook 2015-2016 Page 1 TABLE OF CONTENTS Page High School Course Listings 2015/2016 3

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

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week Making Sales Calls Classroom at a Glance Teacher: Language: Eric Bartolotti Arabic I Grades: 9 and 11 School: Lesson Date: April 13 Class Size: 10 Schedule: Watertown High School, Watertown, Massachusetts

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

Missouri GLE THIRD GRADE. Grade Level Expectations and Glossary

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

More information

The newly revised NCSSFL-ACTFL Can-Do Statements offer language educators a

The newly revised NCSSFL-ACTFL Can-Do Statements offer language educators a Using the Newly Revised Can-Do Statements to Make Learning Transparent By Jessica Haxhi and Jacque Bott Van Houten Access the newest version of the Can-Do Statements at actfl.org/global_statements. The

More information

What the National Curriculum requires in reading at Y5 and Y6

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

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Orange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown

Orange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown Orange Coast College Spanish 180 T, Th Syllabus Instructor: Jeff Brown Office: Lit. and Lang. 207 Office Hours: T, Th 2.30-4.30 pm Telephone: Voice mail (714) 432-5046 E-mail jbrown@occ.cccd.edu (I prefer

More information

USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH

USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH By: ULFATUL MA'RIFAH Dosen FKIP Unmuh Gresik RIRIS IKA WULANDARI ABSTRACT: Motivation becomes an important part in the successful

More information

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay

Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

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

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

lgarfield Public Schools Italian One 5 Credits Course Description

lgarfield Public Schools Italian One 5 Credits Course Description lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great

More information

TEKS Correlations Proclamation 2017

TEKS Correlations Proclamation 2017 and Skills (TEKS): Material Correlations to the Texas Essential Knowledge and Skills (TEKS): Material Subject Course Publisher Program Title Program ISBN TEKS Coverage (%) Chapter 114. Texas Essential

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

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