PA 2.6 Distinguish and identify the beginning, middle and ending sounds in words. PHONEMIC AWARENESS I can say and hear the beginning, middle and end sounds in words. How can I use beg., mid., and end sounds to solve unknown words? Houghton Mifflin series (phonics lesson in each section and the phonics library) Making Words (Systematic Phonics) Daily Language lessons Word Journies Ohio Reading Diagnostics, Form A, Activity 1 Houghton Mifflin Assessment book Spelling List/Test with series DSA PA 2.1 Identify rhyming words with the same or different spelling patterns. on PA 2.3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. Ohio Reading Diagnostics, Form A, Activity 8 PA 2.4 Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. PA 2.5 Segment letter, letter blends and syllables to read unknown words with one or more syllables Ohio Reading Diagnostics, Form A, Activity 9 PA 2.7 Identify words as having either short- or long-vowel sounds. 1 Revised May 2009
PA 2.8 Demonstrate a growing stock of sight words. PHONEMIC AWARENESS I can read and say a growing number of sight words. How can I increase the number of words that I can read and say? Why is it important that I can read these words quickly? Phonics Lessons (Pinell) Phonics Lessons (Houghton-Mifflin) Daily Oral Language Checked Word List (1,000 word list) Mini Lessons w/in Guided Reading Send home a list of words for parental support PA 2.2 Read regularly spelled multi-syllable words by sight. AV 2.4 Read accurately highfrequency sight words. PA 2.9 Read text using fluid and automatic decoding skills. Running Records, Ohio Reading Diagnostics, Form A, Activity 10 PA 2.10 Read passages fluently with appropriate changes in voice, timing and expression. Fluency rubric, Ohio Reading Diagnostics, Form A, Activity 10 AV 2.1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. ACQUISITION OF VOCABULARY I can use what I know to read and understand words. What do I need to know to read and understand new words? Guided Reading groups/mini lessons Leveled Readers Phonics Lessons (Pinell) Guided Reading (Pinell) Hougton Mifflin Reading Program Ohio Reading Diagnostics, Form A, Activity 10 Running Records Aimsweb 2 Revised May 2009
AV 2.2 Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). Ohio Reading Diagnostics, Form A, Activity 4 & 5 on-going AV 2.3 Classify words into categories (e.g., colors, fruits, vegetables). Observation on-going AV 2.4 Read accurately high frequency sight words. AV 2.5 Read homographs aloud correctly, adjusting sounds to fit meaning, and use words in context. AV 2.6 Determine the meaning of common compound words (e.g., lunchroom, baseball) by explaining the relationship between the words contained in the compound. Observation Observation, Student written response AV 2.7 Identify contractions and common abbreviations and connect them to whole words. Ohio Reading Diagnostics, Form A, Activity 2 3 Revised May 2009
PA 2.9 Use root words (e.g. smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning of words. AV 2.8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including -er, -est, - ful, -less. ACQUISITION OF VOCABULARY AV 2.10 Determine the meaning and pronunciations of unknown words using a beginner's dictionary, glossaries and technology. 1st quarter teacher model and students gain independence for the remainder of the year RP 2.6 Answer literal, inferential and evaluative questions to demonstrate comprehension of gradeappropriate print texts and electronic visual media. RP 2.5 Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension. READING PROCESS How can I find answers to questions in the text? How can I figure out what the author doesn't directly state? How can I make a judgment using informaton from the text? Houghton Mifflin reading series Houghton Mifflin Graphic Organizer Blackline Masters Guided Reading Groups Mini-lessons Houghton Mifflin Levled Readers Teacher Read aloud Houghton Miffinlin Weekly Skills Test Houghton Mifflin Ohio Standard Aligned Theme Tests short Screener (December) Reading Diagnostic Form C (May) 4 Revised May 2009
RP 2.2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge. RP 2.1 Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained. Guided Reading groups/mini lessons Leveled Readers Phonic Lessons (Pinell) Guided Reading (Pinell) Hougton Mifflin Reading Program RP 2.10 Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). 1st and 2nd quarters teacher model; students independent 3rd and s RP 2.9 Use criteria to choose independent reading materials (e.g. personal interest, knowledge of authors and genres or recommendations from others). RP 2.4 Summarize text by recalling main ideas and some supporting details. READING PROCESS How can I recall main ideas and supporting details to summarize the text? How can I use details to support the main idea? RP 2.3 Compare and contrast information in texts with prior knowledge and experience. 5 Revised May 2009
CM 2.2 Compare what is heard with prior knowledge and experience. RP 2.7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension. RP 2.8 Monitor reading comprehension by identifying word errors and self-correcting. IT 2.4 Classify ideas from informational texts as main ideas or supporting details. IT 2.1 Use the table of contents, glossary, captions and illustrations to identiify information and to comprehend text. INFORMATIONAL TEXT How can I use details to support the main idea? What is the main idea? What is the central idea? What are important things, or important details, or important ideas? Houghton Mifflin reading series Houghton Mifflin Graphic Organizer Blackline Masters Guided Reading Groups Mini lessons Houghton Mifflin Leveled Readers Teacher read aloud Houghton Mifflin Weekly skills test Houghton Mifflin Ohio Standard Aligned Theme Tests Short Screener (December) Reading Diagnostic Form C (May) IT 2.2 Arrange events from informational text in sequential order. 6 Revised May 2009
IT 2.6 Analyze a set of directions for proper sequencing. CM 2.4 Follow two- and threestep oral directions. IT 2.5 Identify information in diagrams, charts, graphs, and maps. CM 2.3 Identify the main idea of oral presentations and visual media. IT 2.3 List questions about esesential elements from informational text (e.g. why, who, where, what, when and how) and idenitfy answers. LT 2.3 Retell the plot of a story. How can I retell the main events in sequence? How can I retell a story by stating the beginning, middle and end. Houghton Mifflin reading series Houghton Mifflin Graphic Organizer Blackline Masters Guided Reading Groups Mini lessons Hourghton Mifflin Leveled Readers Teacher read aloud Houghton Mifflin Weekly skills test Houghton Mifflin Ohio Standard Aligned Theme Tests Short Screener (December) Reading Diagnostic Form C (May) 7 Revised May 2009
LT 2.2 Describe characters and setting. LY 2.4 Distinguish between stories, poems, plays, fairy tales and fables. LT 2.1 Compare and contrast different versions of the same story. LT 2.5 Identify words from texts that appeal to the seness. LT 2.6 Identify the theme of a text. 8 Revised May 2009
IT 2.3 List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers. How can I retell the main events in sequence? How can I retell a story by stating the beginning, middle and end. Hourghton Mifflin reading series Houghton Mifflin Graphic Organizer Blackline Masters Guided Reading Groups Mini lessons Hourghton Mifflin Leveled Readers Teacher read aloud IT 2.1 Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text. IT 2.5 Identify information in diagrams, charts, graphs and maps. LT 2.2 Describe characters and setting. LITERARY TEXT LT 2.3 Retell the plot of a story. LT 2.4 Distinguish between stories, poems, plays, fairy tales and fables. 9 Revised May 2009
LT 2.1 Compare and contrast different versions of the same story. LT 2.5 Identify words from texts that appeal to the senses. LT 2.6 Identify the theme of a text. RS 2.4 Identify important information and write brief notes about the information. RESEARCH How can I find important infomration and write brief notes about it? Non-ficition literature Nettrecker Internet Library Reading for Meaning by Debbie Miller, Is that a Fact by Tony Stead, Strategies that Work by Stephanie Harvey RS 2.2 Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources). 10 Revised May 2009
RS 2.3 Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic. RS 2.5 Sort relevant information about the topic into categories with teacher assistance. RS 2.6 Report important findings to others. RS 2.1 Create questions for investigations, assigned topic or personal area of interest. 11 Revised May 2009
CM 2.8 Deliver informational presentations that: a. present events or ideas in logical sequence and maintain a clear focus; b. demonstrate an understanding of the topic; c. include relevant facts and details to develop a topic; d. organize information with a clear beginning and ending; e. include diagrams, charts or illustrations as appropriate; and f. identify sources. COMMUNICATIONS How can I present events in sequence? How can I demonstrate an understanding of my topic? How can I include relevant facts about my topic? How can I organize my writing with a clear beginning, middle and ending? How can I make diagrams and charts about my topic? How can I identify my sources? Non-ficition literature Nettrecker Internet Library Reading for Meaning by Debbie Miller, Is that a Fact by Tony Stead, Strategies that Work by Stephanie Harvey CM 2.6 Select language appropriate to purpose and use clear diction and tone. CM 2.7 Adjust volume to stress important ideas. CM 2.1 Use active listening strategies, such as making eye contact and asking for clarification and explanation. CM 2.5 Demonstrate an understanding of the rules of the English language. 12 Revised May 2009
CM 2.10 Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories). CM 2.9 Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. WP 2.2 Develop a main idea for writing. WRITING PROCESS How can I develop a main idea for my writing? Houghton Mifflin Writer's Workshop, Response to a Book of the Month, Teacher Read Aloud, Craft Lessons by Ralph Fletcher, Wondrous Wolrds by Katie Wood-Ray Writng Rubrics Indedpendent Wring samples using Ohio Diagnostic Rubric Wriitng Diagnotic Activity 1 (Letter in April) Writing Diagnostic Acitivity 2 (Story in March) Teacher created rubrics 1sr quarter and on-going WP 2.5 Organize writing with a developed beginning, middle and end. WP 2.3 Develop a purpose and audience for writing. WP 2.1 Generate writing ideas through discussions with others. 13 Revised May 2009
WP 2.4 Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing. 1xt quarter nd WP 2.5 Orgnaize writing with a developed beginning, middle and end. WP 2.6 Use a range of complete sentences, including declarative, interrogative and exclamatory. WP 2.8 Use language for writing that is different from oral language, mimicking writing style of books when appropriate. WP 2.7 Include transitional words and phrases. WP 2.9 Use available technology to compose text. WP 2.10 Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair). WRITING PROCESS How can I rreread my writing to check if it makes sense? 14 Revised May 2009
WP 2.6 Use a range of complete sentence including declarative, interrogative and exclamaotry. WP 2.7 Include tranisitonal words and phrases WP 2.8 Use language for writing that is different from oral language, reflecting writing style of books when appropriate. WP 2.11 Add descriptive words and details and delete extraneous information. onoging WP 2.12 Use resources (e.g., word wall, beginner's dictionary and word bank) to select effective vocabulary. WP 2.15 Rewrite and illustrate writing samples for display and for sharing with others. WP 2.13 Proofread writing to improve conventions (e.g., grammar, spelling, punctuation and capitalization). Did I check for spelling, punctuation, and capitalization errors? 15 Revised May 2009
1t quarter and WP 2.12 Use resources (e.g. word wall, beginner's dcitionary and word bank) to selsect effective vocabualry. 1st qwuarter and WP 2.14 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. WA 2.1 Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events. WRITING ACQUISITION Is my message clear? Did I include details? Can I use vivid langauge? Is my writing in a logical sequence? Houghton Mifflin Writer's Workshop Response to Book of the Month Teacher Read Aloud Craft Lessons by Ralph Fletcher Wondrous Words by Kate Wood-Rae Writng Rubrics Indedpendent Wring samples using Ohio Diagnostic Rubric Wriitng Diagnotic Activity 1 (Letter in April) Writing Diagnostic Acitivity 2 (Story in March) Teacher created rubrics WA 2.2 Write responses to stories by comparing text to other texts, or to people or events in their own lives. WA 2.3 Write letters or Can I follow the letter writing format? invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature. 16 Revised May 2009
WA 2.4 Produce informal writings (e.g., messages, journals, notes and poems) for various purposes. WC 2.1 Print legibly, and space letters, words and sentences appropriately. Did I print legibly and space my letters, words and sentences appropriately? Hougton Mifflin series Phonics Lesson by Fountas and Pinnell Spelling Activities Spelling Tests Observations Writng Daignostic Acitivy One Writing Diagnostic Acticity 2 WC 2.3 Spell regularly used and high frency words correctly onoging WC 2.4 Spell words studied (e.g., word lists, text words) correctly. WC 2.8 Use periods, question marks and exclamation points as endpoints correctly. WC 2.9 Use quotation marks. WC 2.10 Use correct punctuation for contractions and abbreviations. WC 2.11 Use correct capitalization (e.g., proper nouns, the first word in a sentence, months and days). 17 Revised May 2009
WC 2.7 Use spelling strategies (e.g., word wall, word lists, thinking about base word and affixes). WRITING ACQUISITION Can I use tools and reaourcs to help me spell words? 1st qwuarter and onlging onoging WC 2.3 Spell regularly used and high-frequency words correctly. WC 2.4 Spell words studied (e.g., word lists, text words) correctly. WC 2.6 Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding - ing). WC 2.2 Spell words with consonant blends and digraphs. WC 2.5 Spell plurals and verb tenses correctly. WC 2.12 Use nouns, verbs and adjectives correctly. How can I use parts of speech correctly in my writing? onoging WC 2.13 Use subjects and verbs that are in agreement. WC 2.16 Use nouns and pronouns that are in agreement. WC 2.14 Use personal pronouns. WC 2.15 Use past and present verb tenses (e.g., "we were" rather than "we was"). 18 Revised May 2009