ENGLISH LANGUAGE DEVELOPMENT K-2

Transcription

1 READING: Fluency and Systematic Vocabulary Development Beginning Curriculum Standard: The Reading-Fluency and Systematic Vocabulary Development standard for English Language Learners (ELL) will develop fluent oral and silent reading. The standard will increase fluency by building vocabulary through the use of actions, oral words, phrases, and sentences and by transferring this understanding to reading. 1. Vocabulary and Concept Development 1.1 respond appropriately to some social participate in a "share time" session, and academic interactions (e.g., simple question/answer, negotiate play). Kindergarten V/CD discussing an object brought in to share with the class. A question and answer time will be allowed. Who has an object like this at home? Why is the object fun (helpful, heavy, etc.)? What do you do with an object like this? 1.2 identify and sort common words in basic categories (e.g., colors, shapes, numbers). Kindergarten V/CD sort and classify grade-appropriate pictures with words into three categories. Example: colors shapes numbers blue triangle 2 two green circle 6 six 1.3 read aloud simple words in stories or games (e.g., nouns and adjectives). H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 1 read teacher selected grade-appropriate decodable words found in stories in Open Court Minibooks. (Minibooks for grades 1-2)

2 READING: Fluency and Systematic Vocabulary Development Beginning 1. Vocabulary and Concept Development 1.4 demonstrate comprehension of simple respond with appropriate actions (e.g., Also addressed in Listening and Speaking. vocabulary with an appropriate action. Kindergarten V/CD touch your nose, stand up, sit down, raise your hand) to TPR (Total Physical Response) lesson. 1.5 retell simple stories using drawings, words, or phrases. Kindergarten V/CD 1.6 produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects). Kindergarten V/CD illustrate the beginning, middle, and ending of a story. Using each drawing the students will retell key details of the story. role play situations that require asking a question, responding with a yes/no answer, and using complete sentences. Example: Ask students to order what they would want at a drive-through (McDonalds) restaurant. H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 2

3 READING: Fluency and Systematic Vocabulary Development Early Intermediate Curriculum Standard: The Reading-Fluency and Systematic Vocabulary Development standard for English Language Learners (ELL) will develop fluent oral and silent reading. The standard will increase fluency by building vocabulary through the use of actions, oral words, phrases, and sentences and by transferring this understanding to reading. 1. Vocabulary and Concept Development 1.1 produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings. make statements to verbalize needs, such as "I need paper." or "I want that pencil." 1.2 read simple vocabulary, phrases, and sentences independently. 1.3 read aloud an increasing number of English words. 1.4 demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud. demonstrate knowledge of words by successfully participating in the OC blending and dictation lessons and corresponding minibooks. read high-frequency word lists and newly acquired vocabulary. demonstrate progress on fluency assessments for appropriate proficiency levels. self-correct when responding to a variety of "wh" questions about a story recently read. read a passage and be prompted to correct errors, orally rereading the passage with corrections. Example: "Me can run fast in the hall." (This is a self-correcting standard for which the teacher needs to monitor and document progress throughout the year.) H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 3

4 READING: Fluency and Systematic Vocabulary Development Intermediate Curriculum Standard: The Reading-Fluency and Systematic Vocabulary Development standard for English Language Learners (ELL) will develop fluent oral and silent reading. The standard will increase fluency by building vocabulary through the use of actions, oral words, phrases, and sentences and by transferring this understanding to reading. 1.1 demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. 1. Vocabulary and Concept Development self-correct when responding to "wh" questions about a story recently read. read a passage and be prompted by the teacher to locate errors, orally rereading the passage with corrections. (This is a self-correcting standard for which the teacher needs to monitor and document progress throughout the year.) 1.2 use decoding skills to read more complex words independently. 1.3 classify grade-appropriate categories of words (e.g., concrete collections of animals, food, toys). 1st Grade V/CD use OC decoding strategies to decode unfamiliar words. participate in a cut and paste activity sorting and classifying words into three categories. H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 4

5 READING: Fluency and Systematic Vocabulary Development Intermediate 1. Vocabulary and Concept Development 1.4 use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings (e.g., classroom discussions, mediation of conflicts). ask and respond to questions during class discussions, using more complex vocabulary and varied sentence structure. 2. Vocabulary and Concept Development, Decoding, and Word Recognition 1.5 describe common objects and events in both general and specific language. Kindergarten V/CD 1.6 apply knowledge of content-related vocabulary to discussions and reading. Kindergarten V/CD 2.1 recognize simple prefixes and suffixes when attached to known vocabulary (e.g., remove, jumping). describe a picture or an object in 2-3 complete sentences. Refer to the benchmark for 1.4 on p. 5. answer the following questions. 1st: Circle the suffix in each of the following words. j u m p i n g r u n n e r s a d l y 2nd:Underline the prefixes in the following words. r e m o v e u n d o n e p r e r e a d H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 5

6 READING: Fluency and Systematic Vocabulary Development Early Advanced Curriculum Standard: The Reading-Fluency and Systematic Vocabulary Development standard for English Language Learners (ELL) will develop fluent oral and silent reading. The standard will increase fluency by building vocabulary through the use of actions, oral words, phrases, and sentences and by transferring this understanding to reading. 1.1 recognize simple antonyms and synonyms in stories or games (e.g., good, bad; blend, mix). 1. Vocabulary and Concept Development K-1: orally produce the opposite for the word given by the teacher using a picture or word card. 2nd: complete the Skills Assessment from OC, 2nd Grade, p use simple prefixes and suffixes when attached to known vocabulary. 1.3 know the meaning of simple prefixes and suffixes (e.g., re, un, er, less, ly, ment). 2nd Grade V/CD K: orally connect a prefix to a known word pre-selected by the teacher (from word list in OC, Appendix 2) and correctly use it in a sentence. Students will explain how the meaning was changed. 1st: identify words within stories that contain a prefix or suffix and provide meaning. 2nd: complete the Skills Assessment from OC, 2nd Grade, p. 61. H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 6

7 READING: Fluency and Systematic Vocabulary Development Advanced Curriculum Standard: The Reading-Fluency and Systematic Vocabulary Development standard for English Language Learners (ELL) will develop fluent oral and silent reading. The standard will increase fluency by building vocabulary through the use of actions, oral words, phrases, and sentences and by transferring this understanding to reading. 1.1 understand and explain common antonyms and synonyms. 2nd Grade V/CD 1. Vocabulary and Concept Development 1.2 identify simple multiple-meaning words. 2nd Grade V/CD 1.3 apply knowledge of academic and social vocabulary to achieve independent reading. 1.4 use knowledge of individual words in unknown compound words to predict their meaning. 2nd Grade V/CD 1.5 read narrative and texts aloud with appropriate pacing, intonation, and expression. Teachers will assess Advanced English Language Learners using the suggested benchmarks indicated in the Elk Grove Unified School District's English/ Language Arts Standards and Benchmarks document as a guide. Advanced ELL students will be evaluated for standards mastery with the benchmarks from their current grade level. H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 7

8 READING: Fluency and Systematic Vocabulary Development Advanced 2. Decoding and Word Recognition (D/WR) 2.1 match all consonant and short-vowel sounds to appropriate letters. Kindergarten D/WR 2.2 read simple one-syllable and highfrequency words (i.e., sight words). 2.3 understand that as letters change, so do the sounds (i.e., the alphabetic principle). 2.4 generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1st Grade D/WR 2.5 read common, irregular sight words (e.g., the, have, said, come, give, of). 2.6 use knowledge of vowel digraphs and r-controlled letter-sound associations to read words. 2.7 read compound words and contractions. 2.8 read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 2.9 read common word families (e.g., -ite, -ate). H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 8

9 READING: Fluency and Systematic Vocabulary Development Advanced 2.10 read aloud with fluency in a manner that sounds like natural speech recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 2nd Grade D/WR 2.12 apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per, vowel-consonant/consonant = sup/per) decode two-syllable nonsense words and regular multisyllable words recognize common abbreviations (e.g., Jan., Sun., Mr., St.) identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives). H:\DATA\WORD\ELD\S&BS\READING\FLUEK-2.DOC2/22/02 9

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