Reading en Español Scope and Sequence. Non-transferable license: Istation ref: 11/2/

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1 Reading en Español Scope and Sequence

2 The Scope and Sequence outlines the framework of skills that are taught, practiced and reviewed in istation Reading en Español. This document is divided into sections based on grade level bands. There are two components in each section: Interactive Reading en Español Curriculum Teacher Led Small Group Instruction (ISIP Español & Reading en Español) The Interactive Reading Curriculum is organized into cycles of instruction. Each cycle provides intensive and direct instruction, practice and repetition with multiple opportunities for skill application. Student placement in the scope and sequence and the skills taught and practiced in a cycle are based on need. Skill level as measured in istation s Indicators of Progress (ISIP Español) Benchmark and Continuous Progress Monitoring System is the primary consideration when placing students. These results are also used to determine when a student is ready to transition to more challenging instruction, including advancement beyond current grade level skills. Istation Reading en Español automatically notifies teachers when students would benefit from additional intervention or extension activities. Integration with the Classroom is an essential component of the curriculum framework. Classroom teacher led interventions are recommended through Priority Reports based on ISIP Español results and interaction with the reading curriculum. Supplemental teacher led instruction is recommended to extend or reinforce student learning.

3 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Interactive Spanish Reading Curriculum Listening Take ISIP Español assessment, Listening initially and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Follow Directions: Listen and follow directions of peer tutors and narrator. Poetry/Rhyme: Listen for and participate in the musical elements of language through rhymes and poetry. Books: Listen responsively to stories read aloud in each letter lesson to get information and to enjoy and appreciate reading. Introduce, practice and review high frequency words in a game. Identify high frequency words in a game. Answer Questions: Apply comprehension strategies and answer relevant questions in listening activities. Book and Print Awareness Book Handling: Hold a book in its correct position and turn its pages correctly. Book Handling: Identify front and back of a book. Kindergarten-Grade 1 Scope and Sequence 3 Copyright 2012 istation All rights reserved.

4 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Print Conventions: Recognize that print represents spoken language and conveys meaning. Concept of a Word: Recognize that written words are separated by spaces. Directionality: Follow print from left to right, top to bottom. Tracking Print: Match print to speech through use of visual tracking that highlights words as they are spoken. Recognize that pictures convey meaning of print. Concept of Sentence: Recognize that words spoken or read together communicate an idea. Concept of Words: Spoken words are represented by a sequence of letters. Concept of a Sentence: Recognize that sentences have a beginning and end and consist of words. Capitalization: Recognize the uses of capital letters at beginning of sentences and special names. Punctuation: Recognize the uses of a period, question mark, and exclamation mark. Kindergarten-Grade 1 Scope and Sequence 4 Copyright 2012 istation All rights reserved.

5 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Phonological and Phonemic Awareness Take ISIP subtest Phonemic Awareness for initial program placement and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Identify and isolate initial sound in spoken words in each letter lesson. Identify the initial sound in spoken words and blend word parts. Identify the final sound in spoken words and blend word parts. Blend individual phonemes to produce syllables in spoken words. Identify and segment syllables in spoken words, counting the number of syllables, including dipthongs and hiatus. Identify the middle syllable in spoken words and blend word parts. Blend beginning, middle and/or final syllable to create a word. Segment spoken sentences into words and count number of words. Listen and participate in animated rhymes. Phonics Take ISIP Español subtests Knowledge and Alphabetic Decoding for initial program placement and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Alphabet: Listen and participate in the alphabet and letter song to learn names of letters and their proper order. Kindergarten-Grade 1 Scope and Sequence 5 Copyright 2012 istation All rights reserved.

6 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Knowledge: Name and identify each letter of the alphabet, upper and lower case. Aa, Ee, Ii,Oo,Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc, Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq,Zz,Hh,rr Kk,Xx,Ww Sounds: Learn and apply letter/sound correspondences through direct instruction and practice, including "Cc", "Gg", "Rr" and "Xx". "Hh": Identify the letter "Hh" as the only one without a sound in written and spoken words. Decode words with the syllables: queand qui-. Apply letter/sound correspondence to blend and decode CVCV/ CVC words. Blend syllables to create words using all previously taught letters and sounds, including the strong and soft sound of "C" and "G". Decode words with consonant blends Decode words with diagraphs "Ch ch", "Ll ll", "rr" in context and isolation. Blend previously taught letter sounds with common phonogram patterns to read words. Kindergarten-Grade 1 Scope and Sequence 6 Copyright 2012 istation All rights reserved.

7 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Use letter/sound knowledge to read words in connected decodable text. Decode words in context using semantic, syntactic and phonics cues; including the word "y". Decode words with orthographic accent. Read irregular and regular high frequency words. Take cumulative review of letters, sounds and phonemic knowledge at the end of the cycle of instruction with reteaches as needed. Writing and Spelling Writing: Trace upper and lowercase letters on screen. Aa, Ee, Ii,Oo,Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc, Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq,Zz,Hh,rr Kk,Xx,Ww Spelling: Correctly spell high frequency words. Spelling: Use letter/sound syllable patterns to spell words. Use letter/sounds patterns to spell words with consonant blends. Use letter sound patterns to spell CVC words. Use letter sound patterns to spell CVCV words. Kindergarten-Grade 1 Scope and Sequence 7 Copyright 2012 istation All rights reserved.

8 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Technology Mouse: Use proper mouse skills to interact with virtual environment to enhance learning. Vocabulary Recognize and use technology vocabulary such as click, arrow, flashing button, narrator, point, pointer, button, exit, stop, repeat, check mark, and keyboard. Take ISIP subtest Vocabulary for initial program placement and thereafter every four weeks in animated game like episodes of A ver cuánto sabes! Recognize and use words that name locations such as beginning, middle, end, top. Identify and use direction words such as left, right, up, down, etc. Expand vocabulary through listening/reading meaningful texts that provide rich and concrete experiences. Use vocabulary that is taught directly. Kindergarten-Grade 1 Scope and Sequence 8 Copyright 2012 istation All rights reserved.

9 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Develop vocabulary, words embeded in a sentence, by listening to and participating in the introduction of animated letter activities. Words are from universal themes such as family, home, food, body, clothing, feelings, animals, school, and community. Identify and read personal pronouns such as yo, tu, él, ellos, etc... Listen and participate in games introducing high frequency words. Review and place the HFW on the word wall, classifying them by inicial sound. Build sentences with high frequency words to strengthen the understanding of their connection to other words. Form and identify high frequency words in a group to foster fluency. Take cumulative review of previously taught high frequency words in cycle of instruction with reteaches as needed. Fluency Develop automaticity of letter naming and sound/symbol recognition in animated games. Kindergarten-Grade 1 Scope and Sequence 9 Copyright 2012 istation All rights reserved.

10 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Listen to modeled fluent readings of read alouds and follow highlighted text. Kindergarten-Grade 1 Scope and Sequence 10 Copyright 2012 istation All rights reserved.

11 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Comprehension Recognize that pictures convey meaning. Respond to Questions: Demonstrate understanding by responding to both explicit and implicit questions on stories read aloud or independently. Listen to and participate with narrator as strategies and behaviors used by good readers are modeled. Read simple sentences using all previously taught skills or match pictures to text and text to pictures. Identify characters and settings in a story. Kindergarten-Grade 1 Scope and Sequence 11 Copyright 2012 istation All rights reserved.

12 2/23/2015 Grades PreK - Kinder Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Teacher-Led Small Group Instruction ISIP Español Priority Report Interventions Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. ISIP Intervention Lessons Teacher-Led Small Group Cycle-Based Teacher Resources Instruction Curriculum Priority Report Interventions (Readig en Español) Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. Kindergarten-Grade 1 Scope and Sequence 12 Copyright 2012 istation All rights reserved.

13 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Interactive Spanish Reading Curriculum Listening Take ISIP Español assessment, Listening initially and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Follow Directions: Listen and follow directions of peer tutors and narrator. Poetry/Rhyme: Listen for and participate in the musical elements of language through rhymes and poetry. Books: Listen responsively to stories read aloud in each letter lesson to get information and to enjoy and appreciate reading. Introduce, practice and review high frequency words in a game. Identify high frequency words in a game. Answer Questions: Apply comprehension strategies and answer relevant questions in listening activities. Book and Print Awareness Book Handling: Hold a book in its correct position and turn its pages correctly. Book Handling: Identify front and back of a book. Grade 1-Grade 2 Scope and Sequence Page 13 Copyright 2012 istation All rights reserved.

14 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Print Conventions: Recognize that print represents spoken language and conveys meaning. Concept of a Word: Recognize that written words are separated by spaces. Directionality: Follow print from left to right, top to bottom. Tracking Print: Match print to speech through use of visual tracking that highlights words as they are spoken. Recognize that pictures convey meaning of print. Concept of Sentence: Recognize that words spoken or read together communicate an idea. Concept of Words: Spoken words are represented by a sequence of letters. Concept of a Sentence: Recognize that sentences have a beginning and end and consist of words. Grade 1-Grade 2 Scope and Sequence Page 14 Copyright 2012 istation All rights reserved.

15 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Capitalization: Recognize the uses of capital letters at beginning of sentences and special names. Punctuation: Recognize the uses of a period, question mark, and exclamation mark. Phonological and Phonemic Awareness Take ISIP subtest Phonemic Awareness for initial program placement and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Identify and isolate initial sound in spoken words in each letter lesson. Identify the initial sound in spoken words and blend word parts. Identify the final sound in spoken words and blend word parts. Blend individual phonemes to produce syllables in spoken words. Identify and segment syllables in spoken words, counting the number of syllables, including dipthongs and hiatus. Identify the middle syllable in spoken words and blend word parts. Blend beginning, middle and/or final syllable to create a word. Grade 1-Grade 2 Scope and Sequence Page 15 Copyright 2012 istation All rights reserved.

16 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Segment spoken sentences into words and count number of words. Listen and participate in animated rhymes. Grade 1-Grade 2 Scope and Sequence Page 16 Copyright 2012 istation All rights reserved.

17 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Phonics and Word Analysis Take ISIP subtests Knowledge and Alphabetic Decoding for initial program placement and every four weeks thereafter until comprehensive reading ability criteria is met. Assessments are animated game-like episodes of A ver cuánto sabes! Alphabet: Listen and participate in the alphabet and letter song to learn names of letters and their proper order. Knowledge: Name and identify each letter of the alphabet, upper and lower case. Aa, Ee, Ii,Oo,Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc, Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq,Zz,Hh,rr Kk,Xx,Ww Sounds: Learn and apply letter/sound correspondences through direct instruction and practice, including "Cc", "Gg", "Rr" and "Xx". "Hh": Identify the letter "Hh" as the only one without a sound in written and spoken words. Decode words with the syllables: queand qui-. Apply letter/sound correspondence to blend and decode CVCV/ CVC words. Grade 1-Grade 2 Scope and Sequence Page 17 Copyright 2012 istation All rights reserved.

18 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Blend syllables to create words using all previously taught letters and sounds, including the strong and soft sound of "C" and "G". Decode words with consonant blends Use letter/sound knowledge to read words in connected decodable text. Decode words with diagraphs "Ch ch", "Ll ll", "rr" in context and isolation. Blend previously taught letter sounds with common phonogram patterns to read words. Decode words in context using semantic, syntactic and phonics cues; including the word "y". Decode words with orthographic accent. Read irregular and regular high frequency words. Take cumulative review of letters, sounds and phonemic knowledge at the end of the cycle of instruction with reteaches as needed. Grade 1-Grade 2 Scope and Sequence Page 18 Copyright 2012 istation All rights reserved.

19 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Writing and Spelling Take ISIP subtest, Spelling, once comprehensive reading ability crteria is met every four weeks in animated game-like episodes of A ver cuánto sabes! Writing: Trace upper and lowercase letters on screen. Aa, Ee, Ii,Oo,Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc, Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq,Zz,Hh,rr Kk,Xx,Ww Spelling: Correctly spell high frequency words. Spelling: Use letter sound syllable patterns to spell words. Use letter/ sounds patterns to spell words with consonant blends. Use letter sound patterns to spell CVC words. Use letter sound patterns to spell CVCV words. Technology Mouse: Use proper mouse skills to interact with virtual environment to enhance learning. Grade 1-Grade 2 Scope and Sequence Page 19 Copyright 2012 istation All rights reserved.

20 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Vocabulary Take ISIP subtest Vocabulary for initial program placement and thereafter every four weeks in animated game like episodes of A ver cuánto sabes! Recognize and use technology vocabulary such as click, arrow, flashing button, narrator, point, pointer, button, exit, stop, repeat. Recognize and use words that name locations such as beginning, middle, end, top. Identify and use direction words such as left, right, up, down, etc. Expand vocabulary through listening/reading meaningful texts that provide rich and concrete experiences. Use vocabulary that is taught directly. Develop vocabulary, words embeded in a sentence, by listening to and participating in the introduction of animated letter activities. Words are from universal themes such as family, home, food, body, clothing, feelings, animals, school, and community. Grade 1-Grade 2 Scope and Sequence Page 20 Copyright 2012 istation All rights reserved.

21 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Identify and read personal pronouns such as yo, tu, él, ellos, etc... Listen and participate in games introducing and reviewing high frequency words. Build sentences with high frequency words to strengthen the understanding of their connection to other words. Form and identify high frequency words in a group to foster fluency. Take cumulative review of previously taught high frequency words in cycle of instruction with reteaches as needed. Fluency Take subtest, Text Fluency every four weeks once comprehensive reading ability criteria is met in animated game-like episodes of A ver cuánto sabes! Develop automaticity of letter naming and sound/symbol recognition in animated games. Develop automaticity of high frequency words (regular and irregular spellings) in animated game. Grade 1-Grade 2 Scope and Sequence Page 21 Copyright 2012 istation All rights reserved.

22 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Practice blending words with previously taught syllable spelling patterns in animated game. Identify words that name actions (verbs) and words that name persons, places and things (nouns) Listen to modeled fluent readings of read alouds and follow highlighted text. Reread books through student virtual library of all previously read books to practice fluency. Comprehension Recognize that pictures convey meaning. Take ISIP subtest Reading Comprehension for program placement and differentiated instruction in animated game-like episodes of A ver cuánto sabes! Take subtest every four weeks. Respond to Questions: Demonstrate understanding by responding to both explicit and implicit questions on stories read aloud or independently. Listen to and participate with narrator as strategies and behaviors used by good readers are modeled. Grade 1-Grade 2 Scope and Sequence Page 22 Copyright 2012 istation All rights reserved.

23 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Read simple sentences using all previously taught skills or match pictures to text and text to pictures. Identify characters and settings in a story. Identify where and when a story takes place. Identify the main problem and its ultimate solution in a story. Sequence story events. Determine the main idea and supporting details. Monitor reading and self-correct when a word does not fit with cues provided or the context surrounding the word. Grade 1-Grade 2 Scope and Sequence Page 23 Copyright 2012 istation All rights reserved.

24 Grades 1st- 2nd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Teacher-Led Small Group ISIP Intervention Lessons I n struction ISIP Español Priority Report Interventions Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. Teacher-Led Small Group Cycle-Based Teacher Resources I n struction Curriculum Priority Report Interventions (Readig en Español) Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. Grade 1-Grade 2 Scope and Sequence Page 24 Copyright 2012 istation All rights reserved.

25 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Interactive Spanish Reading Curriculum Listening Take ISIP Español assessment, Listening initially and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Follow Directions: Listen and follow directions of peer tutors and narrator. Poetry/Rhyme: Listen for and participate in the musical elements of language through rhymes and poetry. Books: Listen responsively to stories read aloud in each letter lesson to get information and to enjoy and appreciate reading. Introduce, practice and review high frequency words in a game. Identify high frequency words in a game. Answer Questions: Apply comprehension strategies and answer relevant questions in listening activities. Grade 2 - Grade 3 Scope and Sequence Page 25 Copyright 2012 istation All rights reserved.

26 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Book and Print Awareness Book Handling: Hold a book in its correct position and turn its pages correctly. Book Handling: Identify front and back of a book. Print Conventions: Recognize that print represents spoken language and conveys meaning. Concept of a Word: Recognize that written words are separated by spaces. Directionality: Follow print from left to right, top to bottom. Tracking Print: Match print to speech through use of visual tracking that highlights words as they are spoken. Recognize that pictures convey meaning of print. Concept of Sentence: Recognize that words spoken or read together communicate an idea. Grade 2 - Grade 3 Scope and Sequence Page 26 Copyright 2012 istation All rights reserved.

27 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Concept of Words: Spoken words are represented by a sequence of letters. Concept of a Sentence: Recognize that sentences have a beginning and end and consist of words. Capitalization: Recognize the uses of capital letters at beginning of sentences and special names. Punctuation: Recognize the uses of a period, question mark, and exclamation mark. Grade 2 - Grade 3 Scope and Sequence Page 27 Copyright 2012 istation All rights reserved.

28 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Phonological and Phonemic Awareness Identify and isolate initial sounds in spoken words in each letter lesson. Identify the initial sound in spoken words and blend word parts. Identify the final sound in spoken words and blend word parts. Blend individual phonemes to produce syllables in spoken words. Identify and segment syllables in spoken words, counting the number of syllables, including dipthongs and hiatus. Identify the middle syllable in spoken words and blend to form words. Blend beginning, middle and/or final syllable to create a word. Segment spoken sentences into words and count number of words. Listen and participate in animated rhymes. Grade 2 - Grade 3 Scope and Sequence Page 28 Copyright 2012 istation All rights reserved.

29 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Phonics and Word Analysis Alphabet: Listen and participate in the alphabet and letter song to learn names of letters and their proper order. Knowledge: Name and identify each letter of the alphabet, upper and lower case. Aa, Ee, Ii,Oo,Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc, Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq,Zz,Hh,rr Kk,Xx,Ww Sounds: Learn and apply letter/sound correspondences through direct instruction and practice, including "Cc", "Gg", "Rr" and "Xx". "Hh": Identify the letter "Hh" as the only one without a sound in written and spoken words. Decode words with the syllables: que- and qui-. Apply letter/sound correspondence to blend and decode CVCV/ CVC words. Grade 2 - Grade 3 Scope and Sequence Page 29 Copyright 2012 istation All rights reserved.

30 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Blend syllables to create words using all previously taught letters and sounds, including the strong and soft sound of "C" and "G". Decode words with consonant blends Use letter/sound knowledge to read words in connected decodable text. Decode words with diagraphs "Ch ch", "Ll ll", "rr" in context and isolation. Blend previously taught letter sounds with common phonogram patterns to read words. Decode words in context using semantic, syntactic and phonics cues; including the word "y". Decode words with orthographic accent. Decode multisyllabic words using structural and semantic cues Grade 2 - Grade 3 Scope and Sequence Page 30 Copyright 2012 istation All rights reserved.

31 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Decode words with variant vowels and diphthongs. Read irregular and regular high frequency words. Take cumulative review of letters, sounds and phonemic knowledge at the end of the cycle of instruction with reteaches as needed. Writing and Spelling Take ISIP subtest, Spelling for program placement and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Writing: Trace upper and lowercase letters on screen. Aa, Ee, Ii, Oo, Uu Mm, Pp, Ll, Ss Tt, Rr, Nn, Dd Cc,Ff, Bb Jj, Gg, Chch Ññ, Vv, Ll ll, Yy Qq, Zz, Hh, rr Kk, Xx, Ww Spelling: Correctly spell high frequency words. Spelling: Use letter sound syllable patterns to spell words. Use letter sounds patterns to spell words with consonant blends. Spelling: Use letter sound patterns to spell CVC words. Use letter sound patterns to spell CVCV words. Grade 2 - Grade 3 Scope and Sequence Page 31 Copyright 2012 istation All rights reserved.

32 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Technology Mouse: Use proper mouse skills to interact with virtual environment to enhance learning. Vocabulary Take ISIP subtest Vocabulary for initial program placement and thereafter every four weeks in animated game like episodes of A ver cuánto sabes! Recognize and use technology vocabulary such as click, arrow, flashing button, narrator, point, pointer, button, exit, stop, repeat. Recognize and use words that name locations such as beginning, middle, end, top. Identify and use direction words such as left, right, up, down, etc. Expand vocabulary through listening/reading meaningful texts that provide rich and concrete experiences. Use vocabulary that is taught directly. Grade 2 - Grade 3 Scope and Sequence Page 32 Copyright 2012 istation All rights reserved.

33 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Develop vocabulary words embedded in a sentence, by listening to and participating in the introduction of animated letter activities. Words are from universal themes such as family, home, food, body, clothing, feelings, animals, school, and community. Identify and read personal pronouns such as yo, tu, él, ellos, etc... Listen and participate in games introducing and reviewing high frequency words. Build sentences with high frequency words to strengthen the understanding of their connection to other words. Review and place high frequency words on the word wall classifying them by initial sound. Grade 2 - Grade 3 Scope and Sequence Page 33 Copyright 2012 istation All rights reserved.

34 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Form and identify high frequency words in a group to foster fluency. Identify synonyms and antonyms. Take cumulative review of previously taught high frequency words in cycle of instruction with reteaches as needed. Fluency Take ISIP subtest, Text Fluency for program placement and every four weeks thereafter in animated game-like episodes of A ver cuánto sabes! Develop automaticity of letter naming and sound/symbol recognition in animated games. Develop automaticity of high frequency words (regular and irregular spellings) in animated game. Practice blending words with previously taught syllable spelling patterns in animated game. Identify words that name actions (verbs) and words that name persons, places and things (nouns) Grade 2 - Grade 3 Scope and Sequence Page 34 Copyright 2012 istation All rights reserved.

35 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Identify words that name Adjetives and adverbs. Listen to modeled fluent readings of read alouds and follow highlighted text. Reread books through student virtual library of all previously read books to practice fluency. Comprehension Take ISIP subtest Reading Comprehension for program placement and differentiated instruction in animated game-like episodes of A ver cuánto sabes! Take subtest every four weeks. Recognize that pictures convey meaning. Respond to Questions: Demonstrate understanding by responding to both explicit and implicit questions on stories read aloud or independently. Immediate corrective feedback is provided on incorrectly answered comprehension questions, providing strategies for looking back in the text and determining the correct answer. Grade 2 - Grade 3 Scope and Sequence Page 35 Copyright 2012 istation All rights reserved.

36 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Listen to and participate with narrator as strategies and behaviors used by good readers are modeled. Read sentences using all previously taught skills and match pictures to text and text to pictures. Identify characters in a story. Identify where and when a story takes place. Determine the main idea and supporting details. Identify the main problem and its ultimate solution in a story. Sequence of Story Events: Identify the beginning, middle, and end of story. Monitor reading and selfcorrect when a word does not fit with cues provided or the context surrounding the word. Use evidence from the text to draw conclusions and make generalizations. Grade 2 - Grade 3 Scope and Sequence Page 36 Copyright 2012 istation All rights reserved.

37 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Use clues from text and illustrations in chapter books to predict events. Grade 2 - Grade 3 Scope and Sequence Page 37 Copyright 2012 istation All rights reserved.

38 Grades 2nd -3rd Cycle of Instruction Cycle 1 Cycle 2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Cycle 7 Cycle 8 Cycle 9 Cycle 10 Cycle 11 Cycle 12 Teacher-Led Small Group I n struction ISIP Priority Report Interventions ISIP Intervention Lessons Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. Teacher-Led Small Cycle-Based Teacher Resources Group Instruction Curriculum Priority Report Interventions (Readig en Español) Participate in small group lessons provided by the teacher to students demonstrating weakness in areas as recommended on Priority Reports. Grade 2 - Grade 3 Scope and Sequence Page 38 Copyright 2012 istation All rights reserved.