California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners

California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners

Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums in what feels like half the time can be frustrating and daunting for many teachers. However, the materials that follow are designed to alleviate some of your concerns and increase the success you and your students will have with California Treasures. These materials include: combination class lesson planners to make daily planning easier; cross-grade standards correlations to enable you to teach related skills in whole-class settings; suggested daily schedules with time frames to help you effectively monitor your time and coordinate small groups; tips for making combination classes easier to teach and manage; and ideas for enlisting the help and support of adistrators, colleagues, and parents. 10 Tips for Making Combination Classes Easier to Manage 1. Have clear expectations for all students from the beginning of the school year. Spend the first 4 6 weeks teaching classroom routines and structure. Slowly phase in centers, an increased number of small groups, and other activities requiring student independence. 2. Ask the principal or adistrator to select students for your class who are independent workers and can function well in a combination class. Motivated students who can work independently and with peers need less teacher direction and are ideal for this setting. (Note: In many yearround schools, this is not always possible as late-registering students are placed in these settings. If students can be moved from one class to another shortly after the school year starts, request necessary changes.) 3. Use the combination lesson planners provided in this document. These planners highlight related skills across grades and whole-class versus small-group instructional requirements. 4. Recruit class parents or members of the PTA to assist in your combination classroom. Actively recruit help. The more adults in the classroom especially ones who can conduct or help manage small-group instructional sessions the more successful you will be. 5. Create a physical environment that matches your goals and will work easily for both grades. Clearly indicate and separate noise zones from quiet zones. Note that it will be necessary to have one noisy zone in the classroom. In addition, establish consistent centers. Centers can help control behavior as they engage students and keep them on task. To make centers successful, consider the following: Provide a center contract for each student and hold him/her accountable for completing each day s activities. (See the Weekly Contracts provided.) Assign specific centers to each group of students each day so the student flow through activities is appropriate and comprehensive. Use the Rotation Chart to assign centers. See the following for a five-group example (e.g., Group A goes to the Reading Center on Monday). 1 Macmillan/McGraw-Hill

Center Rotation Chart Reading Center Center Phonics/ Word Study Center Content Area Center Computer Center Mon. A B C D E Tues. E A B C D Wed. D E A B C Thurs. C D E A B Fri. B C D E A Model center projects and appropriate center behaviors. Establish a small set of center rules and strictly enforce them. Appoint a center helper to monitor supplies, questions, and behavior while you work with small groups. A parent volunteer, if available, is particularly effective for this. Otherwise, a strong older student can fill this position. Have a Question Chair in which students with concerns wait until you have an appropriate break from small group instruction to address their concerns. Analyze materials so there is a mix of structured activities (e.g., Workstation Flip Charts) and free-play activities such as puzzles and games. Some student choice will actually help with discipline issues. 6. Be flexible. Continually assess what is working and what needs to be changed. 7. Vary your teaching to include both whole-group and small-group instruction as well as independent work time so that students have an opportunity to learn, practice, and apply what they are learning. 8. Let students learn from each other. Form partner teams for many of the activities. Pair students who can assist each other, but are not too far apart in terms of skill abilities as frustration for the stronger partner may result. 9. Maintain open communication with parents. Keep them informed about what reading standards and concepts their child should be mastering during the school year. Ask for their help with your combination classroom. 10. Rely on colleague support for planning, troubleshooting, and interacting professionally with parents and district personnel. 2 Macmillan/McGraw-Hill

Ideas for Enlisting the Help and Support of Adistrators, Colleagues, and Parents Adistrative Support Your principal can greatly affect your success by helping you and your grade-level teams select students who will function best in combination classrooms. Select these students based on overall skill level, ability to work independently, and classroom behavior. For example, high-functioning students can be placed in a combination classroom. Students similar in ability (e.g., mid/high Grade 4 with low Grade 5) also work well and make for a more homogeneous setting. Smaller class sizes are especially ideal for combination classes. To highlight the importance of student selection and its relation to combination classroom success, download the article Teachers Views About Combination Classes (Mason, Bums, Armesto; 1993; California Educational Research Cooperative, University of California, Riverside) at http://www.schoolwisepress.com/expert/images/combination_classes.pdf for your principal to read. Also, enlist the help of your principal in getting volunteers or aides in your classroom. Be very vocal about getting this help. If no money is available for teacher aides, enlist the help of local colleges (e.g., teacher education candidates), high school students, members of local religious or service organizations, and parents. Remember that volunteers are just that volunteers. Don t criticize them when they cannot maintain a consistent schedule, always plan knowing that they may not be able to assist you on any given day, and continually thank them for the support they do provide. Colleague Support Work with your grade-level teams to form groups for reading and math in which students are shared across classrooms. This will decrease the number of small groups you will need to teach and decrease your preparation time and workload. If that is not able to be arranged, recommend that students in at least one of your two grades go to other classrooms for content area lessons (e.g., Science and History- Social Science). This will require you to do only one preparation for these content areas, instead of two. Parent Support Actively seek the help of parents. Clearly indicate your needs and time requirements. For example, some parents will be able to come once a week during the reading block. These parents can monitor centers while you work with small groups, alleviating management concerns. A few parents may be interested and/or able to help with some small-group instruction, especially for those students who need larger amounts of one-on-one support. Parents can also help with the following: Copy and collate homework packets Make instructional charts for the next day s lessons Gather materials for small group lessons File student works in portfolios Plan fieldtrips and classroom parties Cut and mount bulletin board displays Record listening center tapes Coordinate book orders Create, organize, and maintain center materials Order classroom supplies Type the weekly or monthly newsletter Coordinate or seek out donations from local businesses and agencies Make classroom games, flashcards, and other learning tools Adister individual tests or review missed work for absent students 3 Macmillan/McGraw-Hill

978-0-02-202140-5 MHID: 0-02-202140-X 978-0-02-202146-7 MHID: 0-02-202146-9 978-0-02-202142-9 MHID: 0-02-202142-6 978-0-02-202141-2 MHID: 0-02-202141-8 Why Treasures Works for Combination Classrooms Most combination classes are formed when there are not enough students at one grade level to form an entire class. Therefore, an additional teacher is not funded. The result is one teacher is given students from two grades. This increases the prep time required by teachers in these settings. Many of the materials in California Treasures are ideal for combination classrooms and will assist in your success and decrease your prep time. These include the following and more: Theme Overview Chart Personal Experiences History/Social Science Creative Expression Teamwork Science Spotlight on Grade GRADE 1 All About Us Our Families, Our Neighbors Have Fun! Let s Team Up Nature Watch Adventures GRADE 2 Friends and Family Community Heroes Let s Create Better Together Growing and Changing The World Around Us GRADE 3 Let s Learn Neighborhoods and Communities Express Yourself Our Teams Those Amazing Animals Storytellers GRADE 4 GRADE 5 GRADE 6 KINDERGARTEN Growing Up Taking a Stand Our Stories Making a Difference The American West Ancient Civilizations Unit 1 Families Unit 6 Neighborhood The Power of Working Together Habitats Problem Solving Words Team Up to Using Your Wits Investigations Changes Survive A Question of Achieving Our Incredible Rescue 9-1-1 Values Dreams Earth Unit 2 Unit 3 Unit 4 Unit 5 Friends Transportation Food Animals Unit 7 Unit 8 Unit 9 Unit 10 Weather Plants Amazing Creatures I Know a Lot! Thematic Instruction: The overall structure of the program, in which the same themes are taught at each grade level (e.g., Creative Expression, Teamwork) but with increasing complexity, allow for multi-grade research projects, book lists, and other activities. Informational Nonfiction Ellis Island The Golden Doors by Louise Orlando Macmillan/McGraw-Hill Informational Nonfiction Ellis Island The Golden Doors by Louise Orlando Macmillan/McGraw-Hill Informational Nonfiction Ellis Island by Louise Orlando Macmillan/McGraw-Hill Informational Nonfiction Ellis Island The Golden Doors by Louise Orlando Macmillan/McGraw-Hill Skills-Based Practice Readers: These leveled books can be used across grades as the Approaching Level books are written 1 2 grades below level and the Beyond books are written 1 2 grades above level. Literacy Workstation Flip Charts: These ready-made resources make planning and preparing for centers easy and quick. Just flip over the next activity and you are done! The activities are tightly connected to the week s main skills and strategies, ensuring purposeful independent work. 4 Macmillan/McGraw-Hill

Aa apple Macmillan/McGraw-Hill / photo Stockdisc / PunchStock Description of Sound The sound of a in apple is called short a. It is a vowel. The vocal cords vibrate when making the short a sound. The tongue is behind the lower teeth and the sound is made at the front of the mouth. How to Make the Sound Position your tongue behind your bottom teeth. With your mouth wide open, pull back your lips in a partial smile. Articulation Words for Oral Practice Initial Position add, ah, an, and, ant, as, ask, at Medial Position bad, bag, cat, dad, gap, jam, last, map, mat, nap, pan, ran, sat, tap, zap a Small Group Word Lists 1 TeacherWorks Plus: This technology allows you to modify lesson plans with ease. Sound-Spelling Cards: A consistent set of Sound-Spelling Cards is used across K 6, allowing this valuable phonics/spelling resource to be used with all students. Name Date My To-Do List Put a check next to the activities you complete. Reading Practice fluency Read a newspaper article Phonics Word Study Write and pronounce words with short vowels Make homophone pairs Teacher-Led Small Groups Red Science Macmillan/McGraw-Hill Write about a civil rights leader Report on the civil rights movement History Social Science Research world records Write an article Technology Vocabulary Puzzlemaker Make a science time line of the 1950s and 1960s Draw conclusions about this time Practice Readers Write About It! Content Connection Independent Practice Practice Book, 9 20 Literacy Workstations Blue Orange Independent Activities Green Fluency Solutions Listening Library www.macmillanmh.com Contracts Unit 1 Goin Someplace Special 3 Technology Resources: A vast array of technology tools connected to the core curriculum provide valuable practice and application opportunities and keep students engaged during independent work time. These include StudentWorks Plus, Listening Library, and Fluency Solutions Audio CDs. Rotation Chart and Weekly Contracts: These resources make classroom management easier, especially small-group rotations which can be initially challenging for students. READING GRADE 4 GRADE 5 GRADE 6 R 4.1.1 Read narrative and expository text aloud R 5.1.1 Read aloud narrative and expository text R 6.1.1 Read aloud narrative and expository text with grade-appropriate fluency and accuracy fluently and accurately and with appropriate fluently and accurately and with appropriate and with appropriate pacing, intonation, and pacing, intonation, and expression. pacing, intonation, and expression. expression. R 4.1.4 Know common roots and affixes derived R 5.1.4 Know abstract, derived roots and affixes R 6.1.3 Recognize the origins and meanings of from Greek and Latin and use this knowledge from Greek and Latin and use this knowledge frequently used foreign words in English and to analyze the meaning of complex words (e.g., to analyze the meaning of complex words (e.g., use these words accurately in speaking and international). controversial). writing. R 4.3.1 Describe the structural differences of R 5.3.1 Identify and analyze the characteristics R 6.3.1 Identify the forms of fiction and describe various imaginative forms of literature, including of poetry, drama, fiction, and nonfiction and the major characteristics of each form. fantasies, fables, myths, legends, and fairy tales. explain the appropriateness of the literary forms chosen by an author for a specific purpose. R 4.3.2 Identify the main events of the plot, R 5.3.2 Identify the main problem or conflict of R 6.3.3 Analyze the influence of setting on the their causes, and the influence of each event on the plot and explain how it is resolved. problem and its resolution. future actions. R 4.3.3 Use knowledge of the situation R 5.3.3 Contrast the actions, motives (e.g., R 6.3.2 Analyze the effect of the qualities of the and setting and of a character s traits and loyalty, selfishness, conscientiousness), and character (e.g., courage or cowardice, ambition motivations to detere the causes for that appearances of characters in a work of fiction or laziness) on the plot and the resolution of the character s actions. and discuss the importance of the contrasts to conflict. the plot or theme. Vocabulary Routine Use the routine below to discuss the meaning of each word. Define: Memorials are reders that honor someone who died. Example: The memorials are for the soldiers who died. Ask: What kinds of people are honored with memorials? Define: A monument is a public place that pays tribute to a person or event. Example: The city built a monument to the founding settlers. Ask: What monuments have you visited or read about? Define: An obelisk is a four-sided shaft of stone that gradually becomes smaller toward the top. Example: The obelisk seemed to disappear into the sky at its top. Ask: What effect do you think an obelisk has on observers? Meeting Grade-Level Expectations Chart: This resource, located at the back of each Teacher s Edition, shows related standards across multiple grades for skills taught in each unit. The chart shows what standards students should have mastered in the previous year, what the target standard is this year, and what related standard you are working towards for the upcog year. Classroom Routines: Consistent classroom instructional routines (e.g., Define/Example/ Ask vocabulary routine) are used across grades, accelerating student retention with routines and procedures. 5 Macmillan/McGraw-Hill

Theme Overview Chart The related themes in California Treasures enables the connection of literature readings, the learning of new concepts, and research projects across multiple grades. Theme Overview Chart Personal Experiences History/ Social Science Creative Expression Teamwork Science Spotlight on Grade GRADE 1 All About Us Our Families, Our Neighbors Have Fun! Let s Team Up Nature Watch Adventures GRADE 2 Friends and Family Community Heroes Let s Create Better Together Growing and Changing The World Around Us GRADE 3 Let s Learn Neighborhoods and Communities Express Yourself Our Teams Those Amazing Animals Storytellers GRADE 4 Growing Up Making a Difference The Power of Words Working Together Habitats Problem Solving GRADE 5 Taking a Stand The American West Using Your Wits Team Up to Survive Investigations Changes GRADE 6 Our Stories Ancient Civilizations A Question of Values Achieving Dreams Our Incredible Earth Rescue 9-1-1 Unit 1 Families Unit 2 Friends Unit 3 Transportation Unit 4 Food Unit 5 Animals KINDERGARTEN Unit 6 Neighborhood Unit 7 Weather Unit 8 Plants Unit 9 Amazing Creatures Unit 10 I Know a Lot! 6 Macmillan/McGraw-Hill

Suggested Daily Schedule for K 1, 1 2, and 2 3 Combination Classrooms Effectively Managing Classroom Time Whole Group Time: 15 Minutes Materials: Teacher s Edition, Read Aloud Anthology, Big Books (See also Cross-Grade Standards Correlations on the following pages.) Description: Teacher reads from Read Aloud Anthology, Trade Book, or Big Book for fluency instruction and vocabulary building. Use this time for Theme Introduction and Big Question Board discussions, skills review, and research project set-up throughout the unit. Use this time to teach skills that are the same across grades (e.g., phonics or comprehension skill or strategy) based on Cross-Grade Standards Correlations. Grade [1] Reading Group Time: 30 utes Materials: Teacher s Edition, Student Anthology, Practice Book Description: Meet with one grade using Student Anthology and associated lessons in Core Curriculum. Focus on reading of selection, preteaching vocabulary, and phonics portion of lessons. Grade [2] Reading Group Time: 30 utes Materials: Workstation Flip Charts, Weekly Contracts, Rotation Chart Description: Other students work in centers (using Weekly Contracts, Rotation Chart, FlipCharts, Software) If aide available, she/he teaches spelling, grammar, and additional vocabulary lessons. Grade [2] Reading Group Time: 30 utes Materials: Teacher s Edition, Student Anthology, Practice Book Description: Meet with the other grade using Student Anthology and associated lessons in Core Curriculum. Focus on reading of selection, preteaching vocabulary, and phonics portion of lessons. Grade [1] Reading Group Time: 30 utes Materials: Workstation Flip Charts, Weekly Contracts, Rotation Chart Description: Other students work in centers (use Weekly Contracts, Rotation Chart, FlipCharts, Software) If aide available, she/he teaches spelling, grammar, and additional vocabulary lessons. 7 Macmillan/McGraw-Hill

Whole Group Time: 30 utes Materials: Teacher s Edition, Writer s Notebooks Description: Teach related writing skills to whole group. For skills that are not in common between the two grades, teach two 15-ute lessons while other students write in their Writer s Notebooks/Journals. Skills-Based Small Groups Time: 45 utes (three 15-ute groups) Materials: Teacher s Edition, English Learner Resource Book, manipulatives, Skills-Based Practice Readers Description: Meet with three groups each day: English Learners, Approaching Level, and (alternate) On-Level/Beyond Level If aide available, she/he meets with three groups from other grade. Alternate grades each day if no aide is available. Other students work on assignments from reading and writing lessons from that day. The other students will do one or more of the following: 1. Reread the day s selection (or portion read) with partners. Use Partner Feedback Fluency Forms or comprehension questions at end of selection to make students accountable for time. 2. Read Skills-Based Practice Reader individually or with partner and complete comprehension questions. 3. Read Wonders Content Readers and complete text structure writing frame and comprehension questions. 15 utes daily English Learners * If aide available, she/he will conduct same group with the other grade s students. 15 utes daily Approaching Level * If aide available, she/he will conduct same group with the other grade s students. 15 utes daily Alternate On-Level and Beyond Level * If aide available, she/he will conduct same group with the other grade s students. 8 Macmillan/McGraw-Hill

Suggested Daily Schedule for 3 4, 4 5, and 5 6 Combination Classrooms Effectively Managing Classroom Time Whole Group Time: 15 Minutes Materials: Teacher s Edition, Read Aloud Anthology, Trade Books (See also Cross-Grade Standards Correlations on the following pages.) Description: Teacher reads from Read Aloud Anthology or Trade Book to teach fluency skill and build vocabulary. Use this time for Theme Introduction and Big Question Board discussions, skills review, and research project set-up throughout the unit. Use this time to teach skills that are the same across grades (e.g., phonics or comprehension skill or strategy) based on Cross-Grade Standards Correlations. Grade [4] Reading Group Time: 20 utes Materials: Teacher s Edition, Student Anthology, Practice Book Description: Meet with one grade using Student Anthology and associated lessons in Core Curriculum. Focus on reading of selection, preteaching vocabulary, and phonics portion of lessons. Grade [5] Reading Group Time: 20 utes Materials: Workstation Flip Charts, Weekly Contracts, Rotation Chart Description: Other students work in centers (use Weekly Contracts, Rotation Chart, FlipCharts, Software) If aide available, she/he teaches spelling, grammar, and additional vocabulary lessons. Grade [5] Reading Group Time: 20 utes Materials: Teacher s Edition, Student Anthology, Practice Book Description: Meet with the other grade using Student Anthology and associated lessons in Core Curriculum. Focus on reading of selection, preteaching vocabulary, and phonics portion of lessons. Grade [4] Reading Group Time: 20 utes Materials: Workstation Flip Charts, Weekly Contracts, Rotation Chart Description: Other students work in centers (use Weekly Contracts, Rotation Chart, FlipCharts, Software) If aide available, she/he teaches spelling, grammar, and additional vocabulary lessons. 9 Macmillan/McGraw-Hill

Whole Group Time: 20 utes Materials: Teacher s Edition, Writer s Notebooks Description: Teach main writing lesson whole group. For skills that are not in common between the two grades, teach two 15-ute lessons while other students write in their Writer s Notebooks/Journals. Skills-Based Small Groups Time: 45 utes (three 15-ute groups) Materials: Teacher s Edition, English Learner Resource Book, manipulatives, Skills-Based Practice Readers Description: Meet with three groups each day: English Learners, Approaching Level, and (alternate) On-Level/Beyond Level If aide available, she/he meets with three groups from other grade. Alternate grades each day if no aide is available. Other students work on assignments from reading and writing lessons from that day. The other students will do one or more of the following: 1. Reread the day s selection (or portion read) with partners. Use Partner Feedback Fluency Forms or comprehension questions at the end of the story to make students accountable for time. 2. Read Skills-Based Practice Reader individually or with partner and complete comprehension questions. 3. Read Wonders Content Readers and complete text structure writing frame and comprehension questions. 15 utes daily English Learners * If aide available, she/he will conduct same group with the other grade s students. 15 utes daily Approaching Level * If aide available, she/he will conduct same group with the other grade s students. 15 utes daily Alternate On-Level and Beyond Level * If aide available, she/he will conduct same group with the other grade s students. 10 Macmillan/McGraw-Hill

Combination Class Standards Correlations Enabling Teachers to Teach Connected Skills During Whole-Group Time Grades K 1 KINDERGARTEN GRADE 1 READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print 1.1 Identify the front cover, back cover, and title page of a book. 1.2 Follow words from left to right and from top to bottom on the printed page. 1.3 Understand that printed materials provide information. 1.4 Recognize that sentences in print are made up of separate words. 1.2 Identify the title and author of a reading selection. 1.1 Match oral words to printed words. 1.5 Distinguish letters from words. 1.3 Identify letters, words, and sentences. 1.6 Recognize and name all uppercase and lowercase letters of the alphabet. 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/ ). 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonantvowel, or consonant-vowel-consonant). 1.9 Blend vowel-consonant sounds orally to make words or syllables. 1.10 Identify and produce rhyg words in response to an oral prompt. 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 1.12 Track auditorily each word in a sentence and each syllable in a word. 1.13 Count the number of sounds in syllables and syllables in words. = no related standard 1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). 1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). 1.8 Blend two to four phonemes into recognizable words (e.g., /k/ /a/ /t/ = cat; /f/ /l/ /a/ /t/ = flat). 1.6 Create and state a series of rhyg words, including consonant blends. 1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.9 Segment single-syllable words into their components (e.g., /k/ /a/ /t/ = cat; /s/ /p/ /l/ /a/ /t/ = splat; /r/ /i/ /ch/ = rich). 11 Macmillan/McGraw-Hill

Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). 1.10 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. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words. 1.15 Read common word families (e.g., -ite, -ate). 1.13 Read compound words and contractions. Vocabulary and Concept Development 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 1.16 Read aloud with fluency in a manner that sounds like natural speech. 1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys). 1.18 Describe common objects and events in both general and specific language. 2.0 Reading Structural Features of Informational Materials 2.1 Locate the title, table of contents, name of author, and name of illustrator. 2.1 Identify text that uses sequence or other logical order. and Analysis of Grade-Level-Appropriate Text 2.2 Use pictures and context to make predictions about story content. 2.4 Use context to resolve ambiguities about word and sentence meanings. 2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). 2.3 Connect to life experiences the information and 2.6 Relate prior knowledge to textual information. events in texts. 2.4 Retell familiar stories. 2.7 Retell the central ideas of simple expository or narrative passages. 2.5 Ask and answer questions about essential elements of a text. 2.2 Respond to who, what, when, where, and how questions. 2.3 Follow one-step written instructions. 12 Macmillan/McGraw-Hill

3.0 Literary Response and Analysis Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 3.3 Identify characters, settings, and important events. WRITING 1.0 Strategies Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom. 3.2 Describe the roles of authors and illustrators and their contributions to print materials. 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story s beginning, middle, and ending. 3.3 Recollect, talk, and write about books read during the school year. 1.1 Select a focus when writing. 1.2 Use descriptive words when writing. Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters. 1.3 Print legibly and space letters, words, and sentences appropriately. 2.0 Applications (Genres and Their Characteristics) 2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Recognize and use complete, coherent sentences when speaking. Spelling 1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names. Grammar 1.1 Write and speak in complete, coherent sentences. 1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly. 1.2 Identify and correctly use singular and plural nouns. 1.3 Identify and correctly use contractions (e.g., isn t, aren t, can t, won t) and singular possessive pronouns (e.g., my/e, his/her, hers, your/s) in writing and speaking. 13 Macmillan/McGraw-Hill

Punctuation Capitalization LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies 1.1 Understand and follow one- and two-step oral directions. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Organization and Delivery of Oral Communication 1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences. 1.6 Use knowledge of the basic rules of punctuation and capitalization when writing. 1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. 1.3 Give, restate, and follow simple two-step directions. 1.2 Ask questions for clarification and understanding. 1.1 Listen attentively. 1.4 Stay on the topic when speaking. 1.5 Use descriptive words when speaking about people, places, things, and events. 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.4 Provide descriptions with careful attention to sensory detail. 2.2 Recite short poems, rhymes, and songs. 2.1 Recite poems, rhymes, songs, and stories. 2.3 Relate an experience or creative story in a logical sequence. 2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 2.3 Relate an important life event or personal experience in a simple sequence. 14 Macmillan/McGraw-Hill

Grades 1 2 READING GRADE 1 GRADE 2 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print 1.1 Match oral words to printed words. 1.2 Identify the title and author of a reading selection. 1.3 Identify letters, words, and sentences. 1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). 1.6 Create and state a series of rhyg words, including consonant blends. 1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). 1.8 Blend two to four phonemes into recognizable words (e.g., /k/ /a/ /t/ = cat; /f/ /l/ /a/ /t/ = flat). 1.9 Segment single-syllable words into their components (e.g., /k/ /a/ /t/ = cat; /s/ /p/ /l/ /a/ /t/ = splat; /r/ /i/ /ch/ = rich). Decoding and Word Recognition 1.10 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. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words. 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.13 Read compound words and contractions. 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 1.15 Read common word families (e.g., -ite, -ate). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/ wives). 1.16 Read aloud with fluency in a manner that sounds like natural speech. 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. 15 Macmillan/McGraw-Hill

Vocabulary and Concept Development 1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys). 1.7 Understand and explain common antonyms and synonyms. 1.8 Use knowledge of individual words in unknown compound words to predict their meaning. 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly). 1.10 Identify simple multiple-meaning words. 2.0 Reading Structural Features of Informational Materials 2.1 Identify text that uses sequence or other logical order. 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. and Analysis of Grade-Level-Appropriate Text 2.2 Respond to who, what, when, where, and how questions. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 2.3 Follow one-step written instructions. 2.8 Follow two-step written instructions. 2.4 Use context to resolve ambiguities about word and sentence meanings. 2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). 2.6 Relate prior knowledge to textual information. 2.5 Restate facts and details in the text to clarify and organize ideas. 2.7 Retell the central ideas of simple expository or narrative passages. 3.0 Literary Response and Analysis Narrative Analysis of Grade-Level-Appropriate Text 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story s beginning, middle, and ending. 3.2 Describe the roles of authors and illustrators and their contributions to print materials. 2.2 State the purpose in reading (i. e., tell what information is sought). 2.3 Use knowledge of the author s purpose(s) to comprehend informational text. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. 3.1 Compare and contrast plots, settings, and characters presented by different authors. 3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 16 Macmillan/McGraw-Hill

3.3 Recollect, talk, and write about books read during the school year. 3.3 Compare and contrast different versions of the same stories that reflect different cultures. 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. WRITING 1.0 Strategies Organization and Focus 1.1 Select a focus when writing. 1.1 Group related ideas and maintain a consistent focus. 1.2 Use descriptive words when writing. Penmanship 1.3 Print legibly and space letters, words, and sentences appropriately. Research 1.2 Create readable documents with legible handwriting. 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail. 2.0 Applications (Genres and Their Characteristics) Using the writing strategies of grade one outlined in Standard 1.0, students: 2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. 2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of events. b. Describe the setting, characters, objects, and events in detail. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Write and speak in complete, coherent sentences. Grammar 1.2 Identify and correctly use singular and plural nouns. 1.3 Identify and correctly use contractions (e.g., isn t, aren t, can t, won t) and singular possessive pronouns (e.g., my/e, his/her, hers, your/s) in writing and speaking. 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. 17 Macmillan/McGraw-Hill

Punctuation 1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences. 1.6 Use knowledge of the basic rules of punctuation and capitalization when writing. 1.4 Use commas in the greeting and closure of a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Capitalization 1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. Spelling 1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). correctly. 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies 1.1 Listen attentively. 1.1 Detere the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask questions for clarification and understanding. 1.3 Give, restate, and follow simple two-step directions. 1.2 Ask for clarification and explanation of stories and ideas. 1.4 Give and follow three- and four-step oral directions. 1.3 Paraphrase information that has been shared orally by others. Organization and Delivery of Oral Communication 1.4 Stay on the topic when speaking. 1.5 Organize presentations to maintain a clear focus. 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). 1.5 Use descriptive words when speaking about people, places, things, and events. 1.9 Report on a topic with supportive facts and details. 1.7 Recount experiences in a logical sequence. 1.8 Retell stories, including characters, setting, and plot. 18 Macmillan/McGraw-Hill

2.0 Speaking Applications (Genres and Their Characteristics) Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students: 2.1 Recite poems, rhymes, songs, and stories. 2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 2.3 Relate an important life event or personal experience in a simple sequence. 2.4 Provide descriptions with careful attention to sensory detail. 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. 19 Macmillan/McGraw-Hill

Grades 2 3 READING GRADE 2 GRADE 3 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/ wives). 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms. 1.8 Use knowledge of individual words in unknown compound words to predict their meaning. 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly). 1.10 Identify simple multiple-meaning words. 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. 1.2 Decode regular multisyllabic words. 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to detere the meanings of words. 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to detere the meaning of words. 2.0 Reading Structural Features of Informational Materials 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. 1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things). 1.6 Use sentence and word context to find the meaning of unknown words. 1.7 Use a dictionary to learn the meaning and other features of unknown words. 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. 20 Macmillan/McGraw-Hill

and Analysis of Grade-Level-Appropriate Text 2.2 State the purpose in reading (i. e., tell what information is sought). 2.3 Use knowledge of the author s purpose(s) to comprehend informational text. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 2.5 Restate facts and details in the text to clarify and organize ideas. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.5 Distinguish the main idea and supporting details in expository text. 2.8 Follow two-step written instructions. 2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcog information. 2.6 Extract appropriate and significant information from the text, including problems and solutions. 3.0 Literary Response and Analysis Structural Features of Literature 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). Narrative Analysis of Grade-Level-Appropriate Text 3.1 Compare and contrast plots, settings, and characters presented by different authors. 3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 3.3 Compare and contrast different versions of the same stories that reflect different cultures. 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. 3.3 Detere what characters are like by what they say or do and by how the author or illustrator portrays them. 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 3.4 Detere the underlying theme or author s message in fiction and nonfiction text. 3.6 Identify the speaker or narrator in a selection. 21 Macmillan/McGraw-Hill

WRITING 1.0 Strategies Organization and Focus 1.1 Group related ideas and maintain a consistent focus. Penmanship 1.2 Create readable documents with legible handwriting. Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail. 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details. 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. 2.0 Applications (Genres and Their Characteristics) 2.1 Write brief narratives based on their 2.1 Write narratives: experiences: a. Provide a context within which an action a. Move through a logical sequence of events. takes place. b. Describe the setting, characters, objects, and events in detail. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable. 2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature. 2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature. 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. 1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking. 22 Macmillan/McGraw-Hill

Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Punctuation 1.4 Use commas in the greeting and closure of a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Capitalization 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies 1.1 Detere the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. 1.4 Give and follow three- and four-step oral directions. 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. 1.6 Use commas in dates, locations, and addresses and for items in a series. 1.5 Punctuate dates, city and state, and titles of books correctly. 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly. 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forg the plural), and common homophones (e.g., hair-hare). 1.9 Arrange words in alphabetic order. 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. 1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia). 23 Macmillan/McGraw-Hill