Curriculum and Assessment Guide (CAG) Elementary · PDF fileCurriculum and Assessment Guide (CAG) Elementary 2011-2012 Houghton Mifflin Second Grade . 9 . 10 ... Summative Test Summative

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Curriculum and Assessment

Guide (CAG)

Elementary 2011-2012

Houghton Mifflin

Second Grade

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CORE INSTRUCTIONAL MATERIALS

2011-2012

Grade 2

English Language Arts

Houghton-Mifflin Reading - 2002

Anthology, Adventures 2.1

Anthology, Delights 2.2

Practice Book 2.1

Practice Book 2.2

Open Court Reading - 2002

Anthology 1

Anthology 2

First Reader

Comprehension & Language Arts Skills Workbook

Spelling & Vocabulary Skills Workbook

4-Color Decodable Take Home Reader

Mathematics

Pearson enVision Math – Pupil Edition

Pearson enVision Math – Teacher Edition

Science

Scott Foresman – Science Big Book Flip Chart (former Rio Linda Schools)

Scott Foresman – Student Text (former North Sacramento Schools)

MacMillan-McGraw Hill, 2007 Student Edition (former Del Paso Schools)

History/Social Studies

Scott Foresman/Prentice Hall – Then and Now – Flip Chart

Scott Foresman/Prentice Hall – Then and Now – Newsprint – Pupil Edition

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Base Program Description: Reading/Language Arts I. Content and Coverage:

The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking.

II. Materials:

A. Houghton Mifflin Reading (HMR) or Open Court Reading (OCR) were selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. HMR or OCR program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking.

III. Content Scheduling:

A. The Language Arts program in TRUSD is made up of two essential elements:

The first element is “Houghton Mifflin Reading/Writing” and “Open Court Reading” which is whole-class instruction using the HMR or OCR grade-level materials focusing on the content standards in reading and writing.

The second element is “Differentiated Instruction” small, homogenously-grouped, using materials at the students’ instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students.

B. It is recommended that the Language Arts instruction be scheduled for at least two and one-half hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level.

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IV. Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid

grouping within a classroom. Student groups will change throughout the year based on student assessments.

B. The ELD portion of the day provides the opportunity to differentiate for

English Learners. A minimum of 30 minutes of ELD instruction is required based on students’ CELDT levels.

C. Assigned homework will vary based on the instructional level of the

students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning.

V. Pupil Evaluation: Assessment should be ongoing and regular.

A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to

target specific needs while continuing to teach the core program to all students.

B. Monitoring assessments are used to:

o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program.

o Help the teacher emphasize areas of the core instructional program to meet the needs of students.

o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students.

C. Outcome/Summative assessments are used to:

o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school.

o Provide student learning data on the long-term outcomes of the instructional program.

o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts.

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Twin Rivers Unified School District Language Arts Program

Houghton Mifflin Reading or Open Court Reading

Grade Level Core instruction

plus

Differentiated Instruction Flexible grouping based on student instructional level

Standards-Based Standards-Based

Reading Instruction Writing Instruction

Program Management Universal Access/ Cross-Curricular Assessment

Planning/Pacing/ Flexible Grouping Integration for placement

Instructional grouping EL, RSP, GATE, Other and to inform

instruction

Spelling

Vocabulary

Comprehension

Writing

Strategies/

Application

s

Grammar

&

English-

Language

Decoding/

Structural

Analysis

Research &

Technology

Listening &

Speaking

Library/Media

Center Connection

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READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT

Houghton Mifflin Reading Or Open Court Reading

Differentiated Instruction

• Whole class

• Flexible small groups

• “Core grade level” material (the same for all students)

“Differentiated instructional level” material (advanced, proficient, basic, below basic and far below basic)

• exposure to general concepts

• “practice” with readable text

skills and concepts are

standards-based

skills and concepts are

standards-based

Focus on language arts

content standards

Focus on strengths and needs

of students

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Twin Rivers Unified School District Houghton-Mifflin Reading

Second Grade 2011/2012 Pacing Guide Second Grade Implementation Implementation Implementation Implementation Assessments Measures

Theme 1 Silly Stories

Aug. 22, 2011 “Shopping” from Dragon

Gets By

Julius

Mrs. Brown Went to

Town

Aug 11– Aug 19 Back to School Unit

CELDT Testing

Theme Skills Test

Theme Skills Data due in Measures

Sept. 23, 2011

Theme 2 Nature Walk

Sept. 26, 2011

Henry and Mudge and the Starry Night

Exploring Parks with

Ranger Dockett

Around the Pond: Who’s

Been Here?

HMR First Trimester Summative Test

Summative Data due in Measures

Oct. 28, 2011

Theme 3

Around Town: Neighborhood and

Community

Nov. 1, 2011

Chinatown

A Trip to the Firehouse

Big Bushy Mustache

Jamaica Louise

James

HMR Mid-Year Summative Test

Summative Data due in Measures

Jan. 13, 2012

Theme 4 Amazing Animals

Jan. 9, 2012

Officer Buckle and Gloria

Ant

The Great Ball Game

Theme Skills Test

Theme Skills Data due in Measures

Feb. 17, 2012

Theme 5 Family Time

Feb. 27, 2012

Brothers and Sisters

Jalapeno Bagels

Carousel

Thunder Cake

Theme Skills Test

Theme Skills Data due in Measures

April 3, 2012

Theme 6 Talent Show

April 10, 2012

The Art Lesson

Moses Goes to a

Concert

The School Mural

STAR Testing

HMR End-of Year Summative Test

Theme 6 Data due in Measures

May 17, 2012

*Running Record due in MEASURES: Tri. 1 October 28, 2011, Tri. 2 February 17, 2012, Tri. 3 May 17, 2012 (Former Rio Linda sites only)

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Reading/Language Arts Houghton-Mifflin Reading

Writing & Fluency Pacing Schedule 2011 – 2012

2nd – 6th Grades Writing Prompts: Delivered with the Standards Theme

Tests

Theme 1 writing prompts ~ Scores due in Measures September 23 Theme 2 writing prompts ~ Scores due in Measures October 28

Theme 3 writing prompts ~ Scores due in Measures January 13

Theme 4 writing prompts ~ Scores due in Measures February 17 Theme 5 writing prompts ~ Scores due in Measures April 3 Theme 6 writing prompts ~ No writing prompt given

2nd – 6th Grades Fluency: Delivered at the beginning of the trimester

Trimester 1 Fluency Assessment ~ Scores due in Measures October 29

Trimester 2 Fluency Assessment ~ Scores due in Measures February 17

Trimester 3 Fluency Assessment ~ Scores due in Measures May 17

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Houghton Mifflin

District Writing Prompts

Scope and Sequence Theme Grade 2

1 Story about a character

2 Description

3 Friendly Letter

4 Research Report

5 Personal Narrative

6 No Prompt Given

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Houghton Mifflin Reading 2nd Grade Writing Rubric

F – Far Below Basic D – Below Basic C – Basic B – Proficient A - Advanced

Pre-Spelling/Spelling

Use logical phonetic spelling, most sounds in words are represented. Include some vowels (may not be the correct ones). Spells few high-frequency words correctly.

Use logical phonetic spelling (including reasonable choices of vowels) in some syllables. Correctly spell some high-frequency words used in sentences.

Use logical phonetic spelling (including reasonable choices of vowels) in most syllables. Correctly spell many high-frequency words used in sentences.

Begin to spell unknown words using knowledge of word structures such as “un-“ and “-ing.” Correctly spell most high-frequency words used in sentences

Spell unknown words using knowledge of word structures such as “un-“ and “-ing.” Correctly spell all high-frequency words used in sentences

Word, Sentence, Paragraph

Write zero sentences on related topic.

Begin to write two - three sentences on a related topic.

Write 4 – 5 sentences on a related topic.

Begins to write paragraphs correctly.

Writes paragraphs correctly.

Conventions

Use both upper and lower case letters. Separate words with spaces.

Correctly capitalize first word in a sentence, names and the pronoun “I”; use lower case appropriately. Continue to separate words with spaces.

Correctly capitalize first word in a sentence, the pronoun “I”, and proper nouns. Begin to correctly use subject-verb agreement & plurals. Continue to separate words with spaces.

Begin to use grade-appropriate conventions (sentence structure, capitalization, and grammar). Begin to use indenting appropriately.

Check and use grade-appropriate conventions (sentence structure, capitalization, and grammar). Use indenting appropriately.

Punctuation

Experiment correctly use periods and question marks. Experiment with using apostrophes in contractions and possessive nouns.

Begin to use periods and question marks. Begin to correctly use apostrophes in contractions and possessive nouns.

Begin to use periods, question marks, and exclamation marks. Begin to use apostrophes in contractions and possessive nouns.

Correctly uses grade-appropriate punctuation.

Correctly uses grade-appropriate punctuation.

Word Choice

Begin to choose interesting words. Begin to choose words to make meaning clear. Begin to add detail to clarify meaning.

Choose words to make meaning clear. Add detail to clarify meaning.

Organization

Response does not address prompt

Less than 50% of response addresses the prompt.

Begin to organize information & ideas based on purpose (begin to use graphic organizers). Response answers the prompt. 75% addresses prompt

Begin to organize information & ideas based on purpose and intended form (using graphic organizers as appropriate). Response entirely answers the prompt and stays on topic

Begin to organize information & ideas based on purpose, audience, and intended form (using graphic organizers as appropriate). Response entirely answers the prompt and stays on topic

Narrative & Expository Writing

For narrative pieces: -begin to write using some descriptive words -includes character & setting For expository pieces: -begin to use descriptive words and sensory details about a topic.

For narrative pieces: -begin to write using a logical sequence (beginning, middle, & end). For expository pieces: -begin to write (with guidance) brief compositions with supporting details using information from other sources (e.g., non-fiction books, magazines, Internet, etc.)

For narrative pieces: -begin to write using a logical sequence (beginning, middle, & end). For expository pieces: -begin to write brief compositions with supporting information from other sources (e.g., non-fiction books, magazines, Internet, etc.)

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English Learner (EL) Program

The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators.

English Language Development

I. Content and Coverage:

The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing.

II. Materials:

A. The Houghton Mifflin: Handbook for English Language Learners.

B. Rigby: On Our Way to English

C. Hampton Brown: Avenues III. Content Scheduling:

As a separate curricular area, the TRUSD English Language Development program is made up of:

• Instruction based on the ELD Standards

• ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP)

• Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes

• Academic language instruction addressed in listening, speaking, reading and writing.

• Various grouping formats as determined by the teacher and/or school site.

IV. Teaching Strategies:

A. Teachers differentiate instruction to match the type and complexity of skills

and concepts being taught in order to meet the needs, interests, and learning styles of the students.

B. The essential components of an ELD lesson are:

• Address specific ELD standards

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• Explicitly link concepts to background experiences

• Explicitly link past learning with new concepts

• Emphasize key vocabulary (i.e. introduce, write, repeat or highlight)

• Provide modeling, comprehensible input, guided practice, and independent practice

• Pupil Evaluation

C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October.

D. The Language Dominance test is administered to EL students to

determine proficiency in their primary language.

Alternative Bilingual Early Exit Program

An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators.

All students in grades K-3 participating in the Alternative Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum.

EL/ELD is to be checked for all EL students except those redesignated (RFEP).

English Learning Students

English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency.

• Beginning

• Early Intermediate

• Intermediate

• Early Advanced

• Advanced Notification of the designated proficiency level of a student will be provided to the classroom teacher.

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Levels of English Proficiency

CELDT Level Listening/Speaking Writing Reading Beginner (May or may not be in the

silent stage of language

production)

Limited comprehension and demonstrates the use of a few basic words.

May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student’s primary language.

Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence.

Early Intermediate

Some basic social language, demonstrates limited comprehension. Speaks using simple words.

Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning.

Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures.

Intermediate

Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary.

Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details.

Below Basic * Understands some comprehension questions, can grasp main idea and sequencing.

Early Advanced

Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors.

Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics.

Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations.

Advanced

Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary.

Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics.

Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level.

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Houghton Mifflin Language Arts – 2011/2012 Print Shop Orders Second Grade

Summative Tests—Second Grade One per 2nd grade student at each school: Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Frontier, Garden Valley, Hillsdale, Joyce, Kohler, Madison, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint, Sierra View, Village, Westside and Woodridge -Sent three times per year, as follows: Theme Skills and Summative 1 delivered by August 15, 2011 Summative 2 and Theme Skills delivered by November 1, 2011 Theme Skills & End of Year Summative delivered by February 27, 2012

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2011-2012 Elementary Report Card

Reading/Language Arts Standards Marking

Fluency standards are expressed in words correct per minute (wcpm).

Fluency standards change each trimester. See guide below for Fluency

standards.

FluencyFluencyFluencyFluency Trimester 1

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Adv A 80+ 106+ 115+ 125+ 130+

Prof B 53 – 79 79 – 105 99 – 114 105 – 124 115 – 129

B C 39 – 52 60 – 78 78 – 98 86 – 104 96 – 114

BB D 25 – 38 41 – 59 56 – 77 66 – 85 76 – 95

FBB F 0 – 24 0 – 40 0 – 55 0 – 65 0 – 75

Trimester 2

Adv A 65+ 100+ 122+ 130+ 135+ 140+

Prof B 35 – 64 70 – 99 92 – 121 108 – 129 114 – 134 125 – 139

B C 26 – 34 53 – 69 69 – 91 87 – 107 93 – 113 106 – 124

BB D 17 – 25 36 – 52 46 – 68 66 – 86 71 – 92 86 – 105

FBB F 0 – 16 0 – 35 0 – 45 0 – 65 0 – 70 0 – 85

Trimester 3

Adv A 83+ 120+ 137+ 140+ 145+ 150+

Prof B 53 – 82 89 – 119 107 – 136 112 – 139 118 – 144 135 – 149

B C 40 – 52 68 – 88 81 – 106 94 – 111 97 – 117 113 – 134

BB D 26 – 39 46 – 67 54 – 80 76 – 93 76 – 96 91 – 112

FBB F 0 – 25 0 – 45 0 – 53 0 – 75 0 – 75 0 – 90

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