Language Arts Literacy - The Golden Door Charter · PDF fileC. Be familiar with the grade’s Language Arts standards as outlined in the NJ ... end of the year DRA and ... and it’s

Language Arts Curriculum Guide

K-2

Golden Door Charter School Language Arts Curriculum 2007-2008 First Draft

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Elements of a Comprehensive Reading Program(adopted from The National Reading Panel)

Phonemic Awareness: Ability to hear, identify, and manipulate individual sounds• Children need to learn that words are made up of a sequence of sounds and the sounds are related to the letters in the alphabet• Phonic awareness is different from phonics• It involves manipulating speech sounds without seeing letters• At the kindergarten stage it is known as one of the best predicators of how well a child will learn to read• In order to help students learn to read and spell, a systematic and explicit phonemic awareness program should be at the beginning of a reading program

Phonics: Instruction that assists children learn the relationship between letters of written language, the sounds spoken, and spelling patterns• Phonics instruction teaches children the relationship between letters(graphemes) of written language and the individual sounds (phonemes)• The purpose of phonics is for children to understand the relationship between letters and sounds• With phonics instruction children learn a way to remember how to read words• Phonics instruction begins in kindergarten and first grade.• It assist children with knowing how to decode words• From second through sixth grade, students learn how words work, word parts, inflectional endings, word meanings, word derivation and word history• Through writing children will be able to demonstrate their ability to analyze the relationship between spoken and written language (phonics)


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Elements of a Comprehensive Reading Program (continued)(adopted from The National Reading Panel)

Vocabulary: Vocabulary refers to words we recognize and use in print. It is correlated to reading comprehension• Taught directly—explicit teaching of individual words• Direct teaching assists in reading comprehension and the learning of new words• Taught indirectly—learned through conversation, independent reading, and hearing text read aloud• Important to reading instruction

The re are fou r types of vocabu l a r y :• L is ten i n g vocabu l a r y — t h e wo r ds needed to unde rs tand what is heard• Speak i n g vocabu l a r y — t h e wo r ds used when speak i n g• Read i n g vocabu l a r y — t h e wo r ds needed to unde rs tand wha t is read• Wr i t i n g vocabu l a r y — t h e wo r ds used in wr i t i n g

Fluency: The ability to read text accurately, quickly and with expression. Fluency is necessary for comprehension.

Text Comprehension: The reason for reading. Comprehension is the ability to process meaning through the text.


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Kindergarten –Second Grade Curriculum Guide

Prior to Students’ Arrival

A. Review first making period reading and pacing guide as applicable per grade level and begin reading professional resourcesB. Be familiar with your potentially students academically. Review portfolio of your students.C. Be familiar with the grade’s Language Arts standards as outlined in the NJ Core Curriculum Standards and the first few weeks of the Golden Door Literacy Curriculum mapD. Organize the classrooms and the materials in ways that foster independence and responsibility as referred to in the reading and writing checklists. See appendix A and B

a. Establish a classroom library—place books in baskets labeled by authors and/or genre. See picture appendix Cb. Create a word wall (place each letter in horizontal lines with space left below for the sight words the students will need to know during the school year. Do not set up the

entire sight words by the first week of school; these words with be gradually introduced during the year. )c. Create reading and writing workshop binders for your own record keeping. See appendix Dd. Create independent reading bags with reading folders per student. See appendix Ee. Create writing workshop folders per students. See appendix Ff. Create name plates per studentg. Display a daily schedule – name of subject, time, and picture. It should be created in a way for your students to read together and independent. See appendix Gh. Establish a sign-in area for children to write or check off their names when they arrive.

D. Review all literacy assessments from prior year—end of the year DRA and writing prompt assessment.


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During the First Week of School

A. Immediately begin beginning of the year literacy assessment (DRA2, writing prompt, alphabet assessment, phonological awareness, etc…) These assessments will be given to teachers

B. Read to the children—books, poetry, etc… about separation or beginning of the school.

C. Involve students in the shared reading of a poem and/or story. (The material should be in the form of a big book or chart paper. The children need to see the text. This is different from a read-a-loud)

D. Provide time for students to begin reading books from the classroom library.

E. Provide time for independent drawing and writing.

F. Begin to observe children’s understandings about reading and writing and continue to do so during the next few weeks so that you can plan your program based on your children’s strength and needs.

G. Begin to implement the suggested process towards independent reading:

1st 20 day of Independent Reading by Fountas and Pinnell (Grades 1-2) First 20 Days of Reading Workshop (Kindergarten Grade)

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Kindergarten –Second Grade Balanced LiteracyCurriculum Guide


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Word Study, Phonics, and Phonemic Awareness

Kindergarten and First Grade Name Study“In most kindergartens, teachers begin the year of word study through a name inquiry. Many teachers call this Star Names, and it’s based on the work of Patricia Cunningham. Each day, one of the students’ names is featured and the class studies the name in many ways. Through a Star Names study, children learn the concepts of word vs. letter, concepts of beginning, middle, and final letters, letter names and letter features. Students also learn how to hear and orally break down words into syllables. For example, if the featured name for the day is Theo, students might notice things like: Theo’s name starts with the same letter as Teneisha’s name; Theo’s name has four letters; the last letter looks like a circle; the first part of Theo’s name sounds like think and thirsty; ‘the’ is in Theo’s name; Theo’s name has two beats (syllables); and so on. In order to plan the instructional emphasis that will run through a Star Name study, you’ll want to administer a letter identification assessment to find out the ways in which your students can identify letters: by the name (It’s a B!), by a word (It’s boy!), and/or by the sound (It’s /b/b/b/). Your students will learn each other’s names while comparing and contrasting them during the Star Names study. Meanwhile, you may want to put each name on the word wall as you study it together. Many teachers also keep several name charts organized alphabetically around the room, especially near the easel, so that the names can be easily referenced during any of the balanced literacy components. In addition to the Star Names study, you will want to provide opportunities for your children to practice phonemic awareness through rhyming, paying attention to beginning sounds, and clapping out syllables.” Teacher’s College Calendar Kindergarten Curriculum

What is it: “Word study" gives students an opportunity to manipulate words (and parts of words) in meaningful and enjoyable activities. Reading ability can develop dramatically as word study lessons develop experience with:

1. Patterns of how words are spelled, such as word families 2. Letters and their sounds3. Word parts-- such as roots, prefixes, and suffixes 4. How parts of words often will give hints to the meaning of a word


Materials Mentor Text Assessment Teacher ResourceChart of children’s namePredictable books See appendix I

Concept books, picture books, predictable books

ObservationsConference notes

Video: Launching Literacy Work Stations by Debbie Diller

Classroom Management in Photographs by Maria Chang

Video: Word Study: Phonics and Spelling Lessons by Fountas and Pinnell

Video: Focus on Spelling by Diane Snowball

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Why: Of course, we were also taught some reading and spelling rules such as, "When two vowels go walking, the first one does the talking." But did you know that this rule, like many others that we were taught, holds true less than fifty percent of the time? (Clymer, 1996)

Who: Teacher’s Role:

• Provide a wide variety of activities centered around the study of the phonological • Plan instruction based on ongoing assessment of students’ reading and writing work• Provide instruction which is explicit, systematic, and purposeful• Guide children to apply acquired knowledge as they read and write independently

Student’s Role:• Learn the skills associated with words• Apply this knowledge when speaking, reading, and writing independently

When• 20 minutes a day—short focused lessons• Create literacy center activities based on (name study or phonological awareness) that have been introduced to students See appendix J

How• Use Name Study to conduct the following lessons: Use students’ class names to recognize beginning consonant sounds and the letters that represents them.

o Phonological awareness skillso Letter Recognition o Use of interactive writing o Students will recognize their own nameso Students will use left-to-right directionality of printo Students will hear similar beginning/ending phonemes in words

Sources:Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50(3), pp.182-187. Cunningham, P. (2004). Phonics they use: Words for reading and writ ing . New York: Longman. Teacher’s College Calendar Kindergarten Curriculum


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http://literacyconnections.com/0_0205410375.html

Phonological Awareness Skill Sequence

Skill Example Typically mastered in assigned grade

WORDIsolating words in a sentence Tomorrow/is/my/birthday PreschoolRHYMERecognition Does ‘chicken’ rhyme with ‘richen’ Preschool

Production What rhymes with ‘blue’? KindergartenSYLLABLEBlending cup+cake=cupcake PreschoolSegmentation cup/cake KindergartenDeletion Say cupcake without ‘cup’ KindergartenPHONEMEIsolation of initial/final sound What is the first sound in ‘fox’? KindergartenBlending What am I saying? ‘\/p/-/ounch/ 1st gradeComplete Segmentation What are the sounds in ‘cloud’?

/k/ /l/ /ou/ /d/1st grade

MANIPULATIONSAddition Add/w/ to ‘ed’ K-1st gradeDeletion Say ‘meat’ without /m/

Say ‘meat’ without /t/Say ‘clap’ without /k/Say ‘clap’ without /l/

1st grade1st grade2nd grade3rd grade

Substitution Say ‘hard’, & instead of /h/ say /k/ 1st-3rd gradeTransposition ‘Tomboy’ to ‘bomtoy’; spot to ‘stop’

What is changing? 1st-3rd grade

From Literacy First Process: Professional Development Institute


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Vowel Digraphs ai, ay, eigh, ea, ey pain play eight heyoa, oe, ow, ou, ew boat doe grow through sewee, ea, ei, ie see seat either chiefie, ye tie eyeue cue

ew, oo, oe, ui chew moo show suit

oo book

ou tough

au, aw pause paws saw

Mid 1st-3rd grade

Diphthongs oi, oy oil boy

ou, ow out cow

mid 1st-2nd grade

R or L Controlled er fernir birdur turnar parkor shortal haltair pair

mid 1st-third

Generalization for y at end of words y=long ey=ey

mid 1st-mid 2nd

Complete 1st 200 sight words Open and closed syllables mid-2ndReview single-syllable phonics, begin multisyllabic words Open and closed syllables

Homophones, homographs

mid-2nd

Generalization for c and g C or g followed by and I or an e (soft sound of c and g) Beginning to mid 2ndContinue structural analysis and syllabication Consonant-le mid 2nd onComplete 300 most frequently used sight words End of 2ndand structural analysis Prefixes, suffixes, homophones, homographs, and derivation 3rd on

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Interactive Read-Aloud

Materials AssessmentAge appropriate read- aloud text, poems, books, etc Student response to open-ended questions and students showing evidence to

backup their responses

What is it: Research states read aloud is the single most influential factor in your children’s success. Read aloud encourages listening skills, building vocabulary, building comprehension, and encourages a positive attitude in children towards reading. During interactive read-aloud, the teacher reads text to students. The text may be specifically chosen from any content area or genre.

Why: Interactive read-aloud provides an opportunity for students to grow and share their thinking through partner, small group, and whole group conversations. Also, it’s an opportunity for teachers to introduce and reinforce reading skills, reading behaviors, and possible word study


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Interactive Read-Aloud Continued

Who: Teacher’s Role

1. Preview the text ahead of time—plan ahead for significant vocab., phases, and HOT questions you’ll be interested in discussing with the children2. Introduce the text to the children—tell why you have selected the text and give some brief info. about the author

3. Discuss the cover—the information that is found on the cover, the illustrations. In addition discuss the dedication page4. Use an expressive voice that yields to character, plot, and tone of the text5. Invite talk about the reading:

Make predictions, then confirm or disprove the predictions as the text unfoldsMake text-to-text, text-to-self, and text-to world connectionsChart characters personality and connection to purpose of textENCOURAGE AND DEMONSTRATE SUPPORTING RESPONSES BY REFERRING TO THE TEXT

6. Reread text more that once7. Do not feel pressured to read the entire text in one setting

Student’s RoleListen actively as text are read aloudHave conversations with peers about textTransfer the skills/behavior practiced and models in the interactive read aloud to independent reading/writing work

When: Each day, at least once a day for approximately 20 minutes outside reading/writing workshop component. Text used during interactive read-aloud may be referred to during workshops mini-lessons.

What: Choose text of different genres that will support work done in content area and units of study. Purposely planned lessons pertaining to the interactive read loud are expected.

How: Teacher models thinking aloud to introduce and reinforce comprehension and reading behaviors.


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Guided ReadingMaterials Assessment Teacher Resource

Fountas and Pinnell Guided Reading Books

A-Z books from website



ObservationsConference notesRunning RecordsDRA assessment

Guided reading. Good first teaching for all children by Fountas and Pinnell

Video: Bridges to Independence: Guided reading with nonfiction by Tony Stead

Reading with Meaning by Debbie Miller

Video: Happy Reading by Debbie Miller

What is it: The teacher chooses a text for a small group (max. 6) of students to read. This group of students is homogenously grouped based on ability. The teacher observes students while they read and assist students practice a focus reading strategy while reading the text.

Why: This reading technique gives the teachers the opportunity to provide reading strategies to students with guidance. The goal is to assist students to become stronger independent readers.

Who: Teacher’s Role:

• Work with students at their instructional level to guide them in using the context, visual, and structure cues within stories to generate meaning. • Plan instruction based on ongoing assessment of students’ reading level• Provide instruction which is explicit, systematic, and purposeful• Guide children to apply acquired knowledge as they read independently

Student’s Role:• Learn a new strategy or skill about the reading process that can be tried on his/her own.• Apply this knowledge when reading independently• Extend repertoire of problem solving strategies when reading a new text.

When• About 20-25 minutes a day per group—the weakest group must be met on a daily basis


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How:Part 1: Teacher and whole group (5-7 minutes)

• Introduce book• Build on prior knowledge• Leads a shared, choral or echo reading ( may be necessary as a springboard or emergent readers or to clarify a teaching point)

Part 2: Student and teacher or student and student (15 minutes)

• Student reading is individualized as teacher listens in and gives specific feedback about reading to student. Teacher’s feedback is based on 3 reading cues (syntax, meaning, or visual)• Student reading with a partner as teacher listens in and gives specific feedback about reading to student. Teacher’s feedback is based on 3 reading cues (syntax, meaning, or visual)

Part 3: Teacher and whole group (5-7 minutes)

• Teacher teaches specific skill or strategy to entire group. For reading strategies and skills, see appendix L.

Sources: Fountas C.& Pinnell G. (1996). Guided reading. Good first teaching for all children., Portsmouth, NH: Heinemann.


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Shared ReadingMaterials Assessment

Shared Text (Open-Court)Big books, poems, charts of any genre that pertains to unit of study

Teacher Resource: Reading with Meaning by Debbie Miller



Student responseOpen-Court story assessment

What is it: A teaching method where the teacher and students read together from a text that is visible to all.Why: Shared reading provides an opportunity for teachers to model the reading cueing system (visual, syntax, meaning) in reading. Also, model what fluent readers do, conventions of print in writing, and build a classroom community.


• Choose a text that is supportive of the instruction of skills/strategies needed by the class as it is determined by ongoing assessment of student work• Point to the text while reading word-by word for beginning readers, and line-by-line for more proficient readers• Provide students with the opportunity to identify word study skills and concepts in a meaningful context• Observe and document student behavior and participation. Use documentation to plan future lessons.

Student’s Role• Join in and read along with teacher• Learn reading strategies and behaviors being taught• Apply reading strategies and behaviors in independent reading

When: Each day, at least once a day for approximately 20 minutes outside reading/writing workshop component. Text used during interactive read-aloud may be referred to during workshops mini-lessons.

What: Choose text of different genres that will support work done in content area and units of study. Purposely planned lessons pertaining to the interactive read loud are expected.

How: Teacher models reading behaviors and students join in. This is not round robin or read aloud. The text chosen by teacher can be used during the course of a week.

Sources: Fountas C.& Pinnell G. (1996). Guided reading. Good first teaching for all children., Portsmouth, NH: Heinemann.


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Reading Workshop/ Independent ReadingMaterials Mentor Text Assessment Teacher Resource

Books in baskets per table—concept books, predictable books, wordless books, books from A-Z website

Concept books, picture books, predictable books

Listen to informal conversationsConference notesBegin informal observations of book handling


Beginning of the year refer to 1 st 20 Days of Independent Reading by Fountas and Pinnell (Grades 1and 2)

Beginning of the year refer First 20 Days of Reading Workshop see pg. 20 in curriculum guide (Kindergarten Grade)

Additional mini-lessons based on curriculum map per assigned grades

Post-its to mark favorite placeWhat is it: Reading Workshop is a time for whole group instruction to help students learn to read independently for enjoyment by connecting to the text in a meaningful way.

Why: This instructional model allows the teacher to plan instruction that will meet the individual needs of as many students as possible during a given amount of time. By providing opportunities for a range of instructional groupings, the teacher can differentiate the content and rate of the skills/strategies taught to best meet the needs of the individual students, rather than being locked into the “one size fits all” instruction that is the result of the whole group instructional model. In addition, it moves students towards independence by providing time for them to work privately on the skills/strategies that have been taught. The level of engagement is high as the students are working with self-selected text.

Who:Teacher’s Role:

• Teach mini-lessons based on observations of student needs and on the curriculum pacing guide• Conference with individual students• Keep records of student progress

Student’s Role:• Take an active role for developing as an independent reader• Understand “Reading is Thinking”• Choose books that appeal to them and are at their instructional level• Verbally respond to test they are reading within whole group, small group, and individual share• Set personal reading goal for themselves• Develop metacognitively reading strategies they are using and not using


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Reading Workshop/ Independent Reading Continued

When: Each day during literacy block

How: The structure of reading workshop is as follows...• Mini-lesson : Time for whole group instruction. • Independent reading :

A. Reading: Students may be trying strategies that they learned during the mini-lesson or focusing on personal reading goals he/she has set for him/herself. B. Responding to Literature: Students may choose to respond to the literature they are reading by responding in their reading notebook( as see fix per grade appropriateness).C. Conferencing: The teacher should be conferencing with selected students and taking running records. Keeping documentation on discussions made during conference is

essential. For examples of teacher’s notes, see appendix K.

Share: At the end of the workshop, the students and teacher gather on the rug to highlight work done together. Conversations are focused on reading strategy and skills. Teacher may chart comments students have discovered. All students will not be able to share at once. Teacher may select a specific student/students to discuss a literacy point the whole class may benefit from.

What:• Prepare a mini-lesson• Have materials ready for guided reading or skill/strategy work• Have conferring note taking material ready for use

Sources: Fountas C.& Pinnell G. (1996). Guided reading . Good first teaching for all children., Portsmouth, NH: Heinemann.


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Kindergarten: Reading Workshop/ Independent Reading:Mini-lessons: For the First 20 days of reading workshop

Readers Build Good Habits

These mini-lessons are not listed in a sequential order. The teacher literacy decisions are based on the reading assessments of students.

Students will know classroom behavioral expectations for reading workshop• Readers will know what to do when finished reading• Readers will know what the classroom looks and sounds like during reading workshop (mini-lesson, independent, partner time, and share)• Readers will know how to choose books of their interest

Readers show early concept of print• Readers can find text• Readers will know how to take a picture walk • Readers will know how to use illustrations to help make meaning of text (tell the story)

Readers learn the parts of a book, and how to handle books with respect• Readers understand how to handle books with care (how to locate, pick, and put books away with care)• Readers will be able to locate parts of a books (cover, back, spine, title page, etc…)

Readers know what is partner reading • Readers will understand partners sit “hip to hip” with the book in between each other• Readers learn to talk on topic with a partner • Readers learn to face their partner during accountable talk—“eye-to-eye, knee-to-knee”• Readers know what to talk about with a partner

Readers make simple predictions about a text• Readers look at the cover and inside pages to predict what the book is about

First and Second Grade: Reading Workshop/ Independent Reading Mini-lessons: For the First 20 days of Reading Workshop—refer to Fountas and Pinnell resource

Model WritingMaterials Assessment Teacher Resource


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Word Wall—Students’ name printed in the chartChart paperMarkerSpacersCorrecting Tape

PenmanshipConventionsFeedback from discussion

Formal and explicit instructions on penmanship and conventions must be taught in the context of interactive writing



What is it: The teacher model demonstrates own writing strategies and the writing process by "thinking out loud" and recording a written message in a variety of genre in front of the students.

Why: This instructional model allows teachers to demonstrate how writing works-through thinking and recording. Students also develop an awareness of all components and traits of 6 +1 writing traits.

Who:Teacher’s Role:

• To demonstrate the way writing work• Act as a scribe, recording on a flip chart• To develop and refine ideas• To work at a level beyond children’s independent writing

Student’s Role:• Observe teacher as teacher demonstrates using the writing process sequence to develop and construct message on paper

When: Each day during literacy block and/or other instructional time

How: The structure of model writing is as follows...• Plan the lesson—have a clear objective in mind (the focus should be based on the students’ needs)• Tell students the objective of the lesson and access prior knowledge from students• Think our loud while writing• Reread and revise the text out loud to students• Discuss with students the objective and reflect on what they learned


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Shared WritingMaterials Assessment Teacher Resource


Feedback from discussion Formal and explicit instructions on penmanship and conventions must be taught in the context of interactive writing



What is it: Shared writing is a collaborative approach to writing instruction that helps children’s understand the process of written language.

Why: Shared writing provides an opportunity for teachers to model the writing process.


• To demonstrate the way writing work• Act as a scribe, recording on a flip chart• To develop and refine ideas• To work at a level beyond children’s independent writing

Student’s Role:• To contribute his/her own ideas• To identify features in the shared text to use in writing• To begin to incorporate the techniques modeled by the teacher into his/her own writing in guided/independent work

When: Each day during literacy and other content area instructional time


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How: The structure of shared writing is as follows...• Discuss and agree about the purpose of the writing task determine the structure, grammatical features and content;• Rehearse sentences orally before writing them down, this lets the children understand how to compose and generate an idea• Encourage the automatic habit of incorporating basic elements, e.g. capital letters and punctuation• Constantly and cumulatively re-read to gain a flow from one sentence into another• Explain to children why decisions have been made • Check for understanding/ misconceptions of children• Occasionally make deliberate errors as a way to discuss and tackle common errors or on errors related to a specific teaching objective• At the end of session discuss and share with children what they have learned and what will they apply to their independent writing


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Message-Time Plus—Modeled Writing During Morning MessageMaterials Assessment Teacher Resource

Word Wall—Students’ name printed in the chartChart paperMarker

Feedback from discussion Formal and explicit instructions on penmanship and conventions must be taught in the context of interactive writing



What is it: Message-Time Plus is a combination of model writing along with shared reading.

Why: provides an opportunity for teachers to model specific conventions, composition structure, and the writing process.

Who: Teacher’s Role: “Model the mechanics of writing — print directionality and sweep, capitalization, punctuation, and format. They also model vital elements of the writer's craft - word choice, genre, planning what to write about, how much detail to use, and using prior knowledge to create new work. The process also models phonemic awareness and phonics skills within a focused and meaningful context.”

Student’s Role: “Students then respond individually and as a whole group, practicing phonics and fluency while using their knowledge of vocabulary and comprehension skills.”

When: Each day during morning message

How: The structure of shared writing is as follows...• Pre-plan the content of the message (message is preplanned but not prewritten)• Think aloud to students (model pre-writing skills)• Write message (sight words included in the message, message is relevant to classroom experiences, curriculum themes, units of study, current events)• Length of the message increases throughout the year also change the form of the message throughout the year• As the year go on focus in on the attributes of the 6+1 writing traits that is appropriate per grade and quarter• Read message aloud to students• Students (about 5 per day) are invited to the board to choose one part of the message that they can read (letter, word, punctuation, etc..)


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• Teacher and students reread the message and check for comprehension Sources: Children’s Literacy Initiative website

Interactive WritingMaterials Assessment Teacher Resource






What is it: Form of shared writing that is teacher-guided. It is designed to teach children about the writing process and how written language works through the use of a “share-pen” technique.

Why: Allows teachers to share the process of writing with the students while scaffolding their development of skills and strategies that later can be applied to their independent writing.


• Help students compose and remember text • Bring students’ attention to print• Talk about where to start and where to go• Talk about how to make letters• Have students say the words slowly• Write in capital and lowercase letters• Skills increase and are appropriate to grade level

Student’s RoleInteract with the stories read aloudDiscuss the use of audience in the storiesShare their experiences sending and receiving invitationsCreate a class invitation with teacher assistanceParticipate in reflective discussions applying knowledge of audience to the composition of the class invitationTransfer the skills/behavior practiced and models in the interactive read aloud to independent reading/writing work


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Interactive Writing Continued

When: Especially at the beginning of the year, this teaching strategy should be done each day during literacy block or content area session.

How: The structure of the interactive writing is as follows…• Have materials readily available (pointer, marker, correcting tape, spacer, alphabet chart, chart paper or other writing tablet)• Have students sit in an area where they can all see the writing tablet.• Think of the topic. This topic should be one that is meaningful to children. It can include thank you notes, invitations, responses to literature, creation of a big book, etc. • Know ahead of time the text you want to construct with the students. The writing can be one letter, one word, or phrase at a time. This can be a joint effort between teacher and children.

Activities such as counting words and put the words on their fingers become important for allowing children to see the separation of words and spacing. The text should be brief (a few words or a single sentence) at the beginning part of the year.

• Prepare the paper. The area for text needs to be large enough to allow for student-produced work and teacher-guided corrections. • Write the text. The children write as much as they possibly can, with the teacher modeling, questioning, and focusing attention on concepts of prints and sounds in words. Alphabet charts

and classroom name charts can be used to support letter recognition and formation of letters. This time can also be used to help strengthen students' Phonemic Awareness. Children participation is important during interactive writing. The children are strongly encouraged to participate by forming letters in the air, whisper letters, use silent nonverbal signals, etc.

• The final text should look like a published text. Correction tape is an essential supply as children are guided to self-correct mistakes. This provides an important model of the editing and correcting that takes place in real writing.

• Read the text. After each word is written, it is read. Repetition helps reinforce many skills. • The finished text should be used as a reflection for the children. Ask students what they have learned about writing that they will try in their own work

Sources: McCarrier, Fountas.& Pinnell G. (2000). Interactive Writing: How Language & Literacy Come Together, K-2. Portsmouth, NH: Heinemann.


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Writing WorkshopMaterials Mentor Text Assessment Teacher Resource

PencilsFolders labeledWord Wall—Students’ name printed in the chartChart paperCrayons for publishingAppropriate paper with 1 or 2 lines

Labeled picture booksConcept books on…Color, Shape, Numbers, Letters

Student workConference notes

Launching Writing Workshop by Lucy Calkins

Video: In the Beginning: Young Writer’s Develop Independence by JoAnn Portalupi and Ralph Fletcher

Video: The Teaching Behind About the Authors: How to Support our Youngest Writers by Katie Wood Ray

Video: Learning to Confer: Writing Conferences in Action by Shelley Harwayne



What is it: Writing workshop is a teaching time for whole group, small group, and individual instruction where students are given a repeated exposure in the writing process in specific genres and units of study.

Why: The teacher is able to plan instruction that with meet the individual needs of the students.

Who:Teacher’s Role

• Teach the structures and expectation of the workshop model• Teaching planning is based on assessment and observation of student work• Provide time for guided practice• Meet with every student once a week to discuss and monitor progress—document conferences with students

Student’s Role• Use assigned writing time to practice becoming independent writers• Is actively engaged in all aspects of writing workshop


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Writing Workshop Continued

When: Each day during literacy block

How: The structure of the workshop is as follows…• Mini-lesson : Time for whole group instruction, • Independent reading : Students reading self-selected texts, and/or teacher meeting with small groups for guided reading lessons or other strategy/skill building lessons, conference occur at

this time. The teacher meets with an individual student/ to coach, encourage, or demonstrate a specific need. Keeping documentation on discussions made during conference is essential.

` Students can have opportunity for partner share: students have interactive conversations focused on book discussions and/or challenges they found• Share : At the end of the workshop, the students and teacher gather on the rug to highlight work done together. Conversations are focused on reading strategy and skills. Teacher may chart

comments students have discovered. All students will not be able to share at once. Teacher may select a specific student/students to discuss a literacy point the whole class may benefit from.

What:• Prepare a mini-lesson• Have materials ready for guided reading or skill/strategy work• Have conferring note taking material ready for use

*** Grammar, Usage, and Mechanics ( GUM) lessons must be taught in context of writing workshop.***


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Independent WritingMaterials Assessment Teacher Resource

Word Wall—Students’ name printed in the chartChart paperMarkerWriting tools






What is it: Children write pieces by themselves in the writing center, journals, class instructional time (response writing, content area),etc…

Why: Practice using writing skills and strategies that were taught

Who:Teacher’s Role

• Make routines and structure clear to students • Establishes a structure for regularly reviewing student writing• Decide what support the students need • Provide opportunities for students to generate ideas for writing • Tell students “what we’re doing and why” • Reviews student writing for the purpose of application and understanding of model writing session and for future planning

Student’s Role Generate ideas for writingUnderstand and communicate “what we’re doing and why”Write for the time allotted by the teacher Re-reads, confers, revises, edits, publishes as appropriate to grade level Shares writing with appropriate audience when appropriateRefer to charts, exemplars and other reference material to revise and edit their writing


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When: This teaching strategy should be done each day during literacy block or content area session


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Kindergarten

Language Arts Benchmarks – Kindergarten Children are expected to leave Kindergarten prepared to learn to read in the primary grades by meeting the following standards.

Attitudes About Reading and Writing:

• Chooses reading related activities for enjoyment. Chooses to read independently. • Chooses writing related activities for enjoyment. Chooses to write independently.• Develops a personal appreciation for types of genres and favorite author/illustrators • Has some knowledge of authors and similarities between texts.


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Developmental Reading Assessment Levels:• (DRA) Mid-year—(January) Level A• End of Year Level 3

Listening Comprehension and Speaking:• Listens attentively to stories, and poems read aloud. • Understands the social conventions of spoken language. • Uses talk to clarify ideas and experiences. • Comprehends stories and poems read aloud. • Understands vocabulary used in stories and poems. • Retells, reenacts, or dramatizes stories or parts of stories.

Concept about Print:Knows the parts of a book and their functions

1. Cover 2. Title 3. Holds book correctly4. Turns pages right to left 5. Reads left to right 6. Relates pictures to content 7. Points to print when reading or approximating reading 8. Understands directionality 9. Understands the concept of word10. Understands concepts of letter11. Identifies punctuation (periods, question mark, exclamation mark, quotation mark)

Reading Comprehension:

• Uses own experiences and picture cues to help predict the meaning. • Approximates reading by looking at pictures in text and talking about the content of the text.• Realizes the ideas and information is in the text. • Becomes a novice/emergent reader. • Read a few pattern books and/or picture books from memory. • Begins to retell stories and makes connections to schema. • Asks questions • Makes predictions• Makes connections


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• Activates prior knowledge

Phonological Awareness:

• Identifies rhyming sounds and can give additional words that rhyme. • Understands that words are composed of speech sounds, such as: back /b/ + /ak/. • Identifies the constituent sounds in one-a syllable word, such as: play /p/ + /l/ + /a/. • Understands blending of words: /s/ +/u/ + /n/= sun• Understands deleting of sounds: say “sit” without saying /s/• Understanding matching of sounds: which begins with the same sound as red? Bun, rip, or farm?• Given spoken segments, can blend into target word.

Phonics Knowledge:• Understands that the sequence of letters in a written word represents the sequence of sounds spoken (phonemes) in a word. • Corresponds sound to the letters of the alphabet. • Recites the letters of the alphabet. • Recognizes and names most of the uppercase and lower case letters of the alphabet. • Writes independently most of the upper case and lower case letters of the alphabet.

Sight Word Knowledge

• Recognizes some words by sight, including a few common words, names, and some environmental print.• Writes some high frequency words, such as: I, a, is, to, and my. • Able to write the kindergarten set of words within writing• Able to read the kindergarten set of word within reading.

Writing:

• Draws a picture that tells a story and approximates writing by labeling the picture or writing about the picture. (mid year kindergarten benchmark.) • Draws a picture that tells a story of genre studied and writes by writing about the picture in simple sentences. (end of year kindergarten benchmark.) • Uses the convention of leaving a space between words. (end of year kindergarten benchmark.) • Able to write the kindergarten set of sight words within writing• The student begins to develop personal style as a writer, acquires a way of thinking about writing, revisits, writing , and understands purposes for writing. • Applies grade-appropriate focus correction areas • Engages in the writing process • Writes in response to prompts • Uses drawing and words to express ideas


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• Stays on selected topic • Revises selected pieces for clarity • Maintains a writing folder • Demonstrates the characteristics of a emergent writer moving to a developing writer See appendix K

The student produces various Units of Study: Personal narrative Exposition Everyday writing The student demonstrates an understanding of punctuation, capitalization, spelling, handwriting, and grammar in writing.

Spelling:

• Attempts to write or label using beginning and ending sounds for spelling. (midyear kindergarten benchmark). • Spells words by using appropriate CVC letter correspondence, such as: KAT or CAT for cat, BED for bed (end of year kindergarten benchmark.) • Spells and writes his/her first name correctly. • Takes risks in attempting new conventions and spelling unfamiliar words

Penmanship:

• Draws shapes• Conventionally forms upper and lower case letters (manuscripts)• Write numbers• Spacing of words are present• Hold writing tools correctly

KindergartenGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

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LiteracyQuarterly Rubrics

Alphabet Names---Kindergarten


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Quarters 4Exceeds the benchmark

3Meets the benchmark

2Approaching the

benchmark

1Does not meet the

benchmarkQuarter 1 Letter Names:

Knows 54 letter namesLetter Names: Knows 30-20 letter names

Letter Names:Knows 19-10 letter names

Letter Names:Knows less than 10 letter names

Quarter 2 Letter Names:Knows 54 letter names




Quarter 3 Letter Names:Knows 54 letter names




Quarter 4 **** Letter Names:Knows 54 letter names



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Alphabet Sounds---Kindergarten


35




2Approaching the

benchmark

1Does not meet the

benchmark

Quarter 1 NA NA NA NA

Quarter 2 Letter Sounds:Knows 26-21 letter sounds

Letter Sounds:Knows 20-12 letter sounds


Letter Sounds:Knows less than 8 letter sounds

Quarter 3 Letter Sounds:Knows 26-25 letter sounds




Quarter 4 Letter Sounds:Knows 26 letter sounds




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Concept About Print (CAP)--KindergartenQuarters 4

Exceeds the benchmark3

Meets the benchmark2

Approaching the benchmark1

Does not meet the benchmarkQuarter 1 Exceeds all items as described

below for quarter 1Meets all items as described below for quarter 1

Meets 6-7 items described below for quarter 1

Meets less than 5 items described below for quarter 1

Quarter 2 Exceeds all items as described below for quarter 2

Meets all items as described below for quarter 2

Meets 4 items as described below for quarter 2

Meets less than 4 items as described below for quarter 2


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Quarter 3 MASTERED Meets all items as described below for quarter 3

Meets 3 items as described below for quarter 3

Meets less than 3 items as described below for quarter 3

Quarter 4 MASTERED MASTERED MASTERED MASTERED

Concept About Print (CAP) Skills:Quarter 1:

• Front of book • Back of book• Tile of Text• Title page• Where to begin reading the text• The direction on whish to read (left-to-right)• Where to go next at the end of the line (sweeping)• One-to-one word match

Quarter 2:• Frame one word/ two words • Show first letter in a word• Show last letter in a word• Show a capital letter• Show a lower case letter

Quarter 3:• Identifies period• Identifies question mark• Identifies exclamation point• Identifies quotation mark

Comprehension Strategies/ Skills---Kindergarten Note: Evidence may be oral, visual, or written

Yearlong 4Exceeds the benchmark


2Approaching the benchmark

1Does not meet the benchmark


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Quarter 1 Always able to use pictures, titles, and prior knowledge to make predictions about story content

Usually able to use pictures, titles, and prior knowledge to make predictions about story content

Sometimes able to use pictures, titles, and prior knowledge to make predictions about story content

Does not use pictures, titles, and prior knowledge to make predictions about story content

Quarter 2 Always able to use pictures, titles, and prior knowledge to make predictions about story content

Always able to sequence of events of story

Usually able to use pictures, titles, and prior knowledge to make predictions about story content

Usually able to sequence of events of story

Sometimes able to use pictures, titles, and prior knowledge to make predictions about story content

Sometimes able to sequence of events of story

Does not use pictures, titles, and prior knowledge to make predictions about story content

Is unable to sequence of events of story

Quarter 3 In addition to quarter 2

Always asks and answers questionsabout the text

DRA: more than 1

In addition to quarter 2

Usually asks and answers questionsabout the text

DRA: 1


Sometimes asks and answers questions about the text

DRA: less than 1


Does not ask and answer questions about the text

Unable to be assess with DRA

Quarter 4 In addition to quarter 3

DRA: more than 3


DRA: 3


DRA: less than 3

Unable to assess with DRA

DRA TESTING: DO NOT TEST ABOVE LEVEL 18

Phonological Awareness--KindergartenQuarters 4




Does not meet the benchmark


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Quarter 1 Exceeds the required benchmark of quarter 1

Meets all the required Quarter 1 benchmarks

Meets 2 out of 3 required benchmark Meet less that 2 of the required bench mark



Meets 1 out of 2 required benchmark Does not meet any of quarter 2 benchmarks



Meets 1 out of 2 required benchmark Does not meet any of quarter 4 benchmarks

Quarter 4 Mastered benchmarks and is able to delete and blend phonemes in words


Did not meet the required benchmark Did not meet the required benchmark

Phonological Awareness:Quarter 1:

• Isolating words in a sentence• Recognition of rhyme• Blending: (what word is this… /sh/ /oe/ ?)

Quarter 2:• Producing rhymes (what rhymes with man?)• Segmentation of syllables (cup/cake)

Quarter 3:• Deletion of syllable (say cupcake without cup)• Phoneme: Isolation of initial/final sounds (What is the first sound in boy?)

Quarter 4:• Manipulation : (add /m/ to ‘an’

Penmanship---KindergartenQuarters 4 3 2 1


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Exceeds the benchmark Meets the benchmark Approaching the benchmark Does not meet the benchmarkQuarter 1 Holds writing tool the proper way

Always writes 1st

and last name legible

Holds writing tool the proper way

Usually writes 1st name legible

Holds writing tool the proper way with teacher guidance

Writes first name with letters missing, reversed, or in the wrong order

Is unable to hold writing tool the proper way with teacher guidance

Write 1st name illegibly or odes not attempt to write name

Quarter 2 Holds writing tool the proper way

Writes 1st and last names legible with capital letter only at the beginning of the word

Writes most letters correctly using starting point and strokes


Usually writes 1st name legible with capital letter only at the beginning of the word

Writes letters taught using correct starting points and strokes


Usually writes 1st name legible with capital letter only at the beginning of the word with teacher guidance/reminder

Writes a few letters taught correctly with starting point and strokes

Is unable to hold writing tool the proper way with teacher guidance

Is unable to writes 1st name legible with teacher guidance/ reminder

Is unable to write letters using starting point and strokes

Quarter 3 Letters are formed with correct form

Usually upper and lower case letters are correctly formed

Letters within words are correctly spaced

Letters between words are spaced correctly

Writes first and last name using correct letter formation

Most letters are formed with correct form

Sometimes mixes upper case and lower case letters

Usually letters within a word are spaced correctly

Usually letters between words are spaced correctly

Write first name using correct letter formation

Sometimes letters are formed legible

Frequently mixes upper case and lower case letters

Does not put letters within a word are spaced correctly

Does not put letters between words are spaced correctly

Write first name

Writing continues to be illegible

Continues to need assistance when writing first and last name

Quarter 4 Same as quarter 3 Same as quarter 3 Same as quarter 3 Same as quarter 3

Writing Convention---KindergartenQuarters 4 3 2 1


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Exceeds the benchmark Meets the benchmark Approaching the benchmark Does not meet the benchmarkQuarter 1 NA NA NA NA

Quarter 2 Successfully uses correct sounds of letters to represent words

Often initial and final sounds in work to represent words

Occasionally initial and final sounds in work to represent words

Does not use any sounds in work to represent words

Quarter 3 Successfully uses ending punctuation in writing

Successfully uses capital letters at the beginning of sentences

Successfully spells words phonetically (beginning, middle, and ending sounds present)

Successfully places appropriate spaces between letters and words

Often uses ending punctuation in writing

Often uses capital letters at the beginning of sentences

Often spells words phonetically (beginning, middle, and ending sounds present)

Often places appropriate spaces between letters and words

Occasionally uses ending punctuation in writing

Occasionally uses capital letters at the beginning of sentences

Occasionally spells words phonetically (beginning, middle, and ending sounds present)

Occasionally places appropriate spaces between letters and words

Unable to use ending punctuation in writing

Unable to use capital letters at the beginning of sentences

Unable to spell words phonetically (beginning, middle, and ending sounds present)

Unable to place appropriate spaces between letters and words

Quarter 4 Successfully uses ending punctuation in writing

Successfully uses capital letters at the beginning of sentences

Successfully spells words phonetically (beginning, middle, and ending sounds present)

Successfully places appropriate spaces between letters and words

Spells taught sight words correctly

Often uses ending punctuation in writing

Often uses capital letters at the beginning of sentences

Often spells words phonetically (beginning, middle, and ending sounds present)

Often places appropriate spaces between letters and words

Often spells taught sight words correctly

Occasionally uses ending punctuation in writing

Occasionally uses capital letters at the beginning of sentences

Occasionally spells words phonetically (beginning, middle, and ending sounds present)

Occasionally places appropriate spaces between letters and words

Occasionally spells taught sight words correctly

Unable to use ending punctuation in writing

Unable to use capital letters at the beginning of sentences

Unable to spell words phonetically (beginning, middle, and ending sounds present)

Unable to place appropriate spaces between letters and words

Unable to spell taught sight words correctly

Writing Composition---Kindergarten


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Quarter 1 Successfully attempts to match drawing with text

Always participates in shared and interactive writing

Often dictates or retells story to teacher for scribing

Drawing often matches dictated story

Often participates in shared and interactive writing

Occasionally dictates or retells story to teacher for scribing

Occasionally participates in shared and interactive writing

Is unable to dictate or retell stories for teacher to scribe

Is unable to draw or label picture or text

Does not participate in shared and interactive writing

Quarter 2 Able to describe the role of the author and illustratorWrites independently from left to right and top to bottom and use the return sweeping action

Always labels beginning and ending sounds to pictures

Able to describe the role of the author and illustratorOften write from left to right and top to bottom and use the return sweeping action.

Usually label beginning sounds to pictures

Occasionally able to describe the role of the author and illustrator with some assistance

Writing has minimal text support


In unable to write from left to right and top to bottom and use the return sweeping action without teacher’s assistance

Does not participate in shared and interactive writing

Quarter 3 Able to describe the role of the author and illustrator

Write independently from left to right and top to bottom and use the return sweeping action

Stories written has text of 2 or more supporting details

Able to describe the role of the author and illustrator

Often write from left to right and top to bottom and use the return sweeping action

Begins to write stories and text with little support

Occasionally able to describe the role of the author and illustrator with some assistance

Inconsistently writes from left to right and top to bottom and use the return sweeping action

Writing has minimal text support


Unable to use pictures, labels, and familiar words in story

Unable to participate in shared and interactive writing

Unable to write from left to right and top to bottom and does not use sweeping action


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Quarter 4 Score on End-of –the-year writing prompt = above 3

Always participates in interactive and shared writing

Writing produced has pictures, labels, sight words, and shows a sentence structure with a few supporting details

Score on End-of –the-year writing prompt = 3

Often participates in interactive and shared writing

Most of writing produced has pictures, labels, sight words, and generally shows the beginning of sentence structure

Score on End-of –the-year writing prompt =2

Sometimes participates in interactive and shared writing

Some of the writing produced has pictures, labels, with limited sight words, and may show the beginning of sentence structure

Score on End-of –the-year writing prompt = less than 2

Does not participate in interactive and shared writing

Writing produced is limited to pictures, labels, sight words, and does not shows the beginning of sentence structure

Reading Curriculum Map KindergartenThese mini-lessons are not listed in a sequential order. The teacher literacy decisions are based on the assessment of the students.Quarter 1 Guiding Questions: How do I handle books with respect? How do I partner read? What are classroom behavioral expectations for reading workshop? How do I retell important facts from a fictional and informational read-a-loud? How can I tell the different parts of a book? How many words are in this sentence? How does this text relate to my life experience? How can the book’s title page help me to make predictions about the book? What letter is at the beginning of this work? Where to I begin reading? Where do I go after the end of the line (return sweep)? Where is the first word on the page? Where is the last word on the page? Can I find the last letter on the page? Can I find the first letter on the page?

Instructional Strategies

Teacher Resource Assessment Administrative Support


44

Alphabet Names: Use Phonics by Fountas and Pinnell

Interactive Read- aloud(Whole Group, orSmall Group)

Shared Reading(Whole Group, orSmall Group)

Coral Reading(Whole Group, orSmall Group)

Mini-lessons: For the First 20 days of reading workshop mini-lessons fromReaders Build Good Habits

NJ Core Curriculum Content Standards


Guided Reading: Good First Teaching for All Children by Fountas and Pinnell



Kindergarten assessment -Z website –concepts about print

Message Time Plus responses

Conduct grade level/study groups on reading material from Reading with Meaning by Debbie Miller chapters 1-4—grade level meeting study group

Video: Happy Reading by Debbie Miller—grade level meeting study group

Conduct grade level meeting Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapters 1-7

Review quarterly scoring sheets and create and suggest intensive teaching strategies for teachers to use on students who did not meet quarterly benchmarks

Class visitations during literacy block, theme units, etc…


Quarter 1 Continued

Instructional Strategies Teacher Resource Assessment Administrative SupportConcepts of PrintFront of bookBack of bookDirectionalityTitle PageBeginning point of reading


Shared Reading(Whole Group, or

Mini-lessons: For the First 20 days of reading workshopReaders Build Good Habits


Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with


Video: Happy Reading by Debbie Miller—grade level meeting study


45

1 to 1 word matchFirst word on pageLast work on pageFirst letter on pageLast letter on page

Small Group)






documentation sheetsAppropriate Rubric

group





Video: Bridges to Independence: Guided Reading with Nonfiction by Tony Stead

Instructional Strategies Teacher Resource Assessment Administrative SupportComprehension Strategies/ Skills:

Making connectionsPredictionsVisualizing Discuss character, actions, and conflicts





Video: Happy Reading by Debbie

Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheets




46

Model hoe to use support by citing specific passages from the reading

Retell story using complete sentences


Miller


Appropriate RubricConduct grade level meeting Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapters 1-7





Quarter 1 continued

Instructional Strategies Teacher Resource Assessment Administrative SupportGenreRhyming textRepetitive textConcept text

Phonological Awareness


Shared Reading(Whole Group, or



Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with


Video: Happy Reading by Debbie Miller—grade level meeting study


47

Isolating words in a sentence (word)Recognition of rhyme (rhyme)Beginning sounds

SpellingBegin name study by incorporating alphabet names and phonological awareness skills

Sight Words: See Phonics by Fountas and Pinnell

Small Group)






documentation sheetsAppropriate Rubric

group







48

Quarter 1 continued


VocabularyAwareness of academic language based on quarterly lessons and activities






Center Activities with Documentation Sheets

Informal retelling of story read by teacher








49

These mini-lessons are not listed in a sequential order. The teacher literacy decisions are based on the assessment of the students.

Quarter 1


Instructional Strategies


Wide Range of Reading Developing an enjoyment for reading through read alouds




Read aloud and shared reading



Interactive read alouds









50

Reading Curriculum Map KindergartenQuarter 2 Guiding Questions: How do I answer open-ended questions about the stories? How can I choose books that are related to topics of interest? How can I retell a story in sequence? How can I compare/ contract various books written by the same author? How can I make a text-to-text connection? What do I do when I come a across an unknown word? How can I share my thoughts with a partner? How can I tell the difference between a letter and a word? How can I use classroom resources to assist me with an unknown word? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? How does phonemes blending and segmentation help me as I learn to read? What is a personal narrative? Let’s examine label books. How can I compare/ contract various writing by the same author?


Instructional Strategies Teacher Resource Assessment Administrative SupportAlphabet NamesBenchmark Knowledge of selected 30-40 letters

See Phonics by Fountas and Pinnell

Interactive Read- aloud(Whole Group, orSmall Group)Shared Reading(Whole Group, orSmall Group)Coral Reading(Whole Group, orSmall Group)Reading Workshop

NJ Core Curriculum Content Standard



Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric







Video: Bridges to Independence: Guided Reading with Nonfiction by Tony Stead 51

Quarter 2 continued


Alphabet SoundsBenchmark: 12-20 letter sounds

See Phonics by Fountas and Pinnell


Golden Door Kindergarten Curriculum guide












52

Quarter 2 continued


53

Quarter 2 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportComprehension Strategies/Skills:

Making ConnectionsPredictionVisualizingDiscuss Character, actions & conflicts –model how to use support by citing specifics passages from readingRetell story using complete sentences













54


Instructional Strategies Teacher Resource Assessment Administrative SupportGenreLabel booksRepetitive textPersonal narratives












55

Quarter 2 continued


56


Phonological AwarenessBlending and segmenting sounds 2 part phonemes











57

Quarter 2 continued


58


Instructional Strategies Teacher Resource Assessment Administrative SupportPhonics:See Phonics by Fountas and Pinnell













59

Quarter 2 continued


60


SpellingContinue name study by incorporating alphabet names, alphabet sounds, and phonological awareness skills

Sight words: See Phonics by Fountas and Pinnell

Interactive Read- aloud(Whole Group, orSmall Group)Shared Reading(Whole Group, orSmall Group)Coral Reading(Whole Group, orSmall Group)Reading Workshop(Browsing baskets established)










61

Quarter 2 continued


62

Quarter 2 continued


Vocabulary Instructional Strategies Teacher Resource Assessment Administrative SupportAwareness of academic language based on quarterly lessons and activities










63

Quarter 3 Guiding Questions: How do I answer open-ended questions about the stories? How and why do good readers visualize as they read? How can I choose a book that is just right for me? How can I share my thoughts with other readers in a written format? How can I use classroom resources to assist me with an unknown word? How do readers make inferences about what they have read? How do readers use punctuation when they read? How does phonemes blending and segmentation help me as I learn to read? What strategies have I learned that helped me decode this word? Do I know this word without sounding it out? (Sight words, High Frequency Words)What sound do I hear at the beginning, middle, or end of this word?


Wide Range Reading: Instructional Strategies


Developing an enjoyment for reading through read alouds




ObservationsConferences






64

Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportAlphabet NamesKnowledge Benchmark upper case and lower case of 40-54 letters





Running Records Read around the room routineMessage Time PlusObservationsConference notesCenter Activities with documentation sheetsAppropriate Rubric







Alphabet SoundsBenchmark: 20-24 letter sounds


SAME AS ABOVE Running Records Read around the room routineMessage Time PlusObservationsConference notesCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

Instructional Strategies Teacher Resource Assessment Administrative SupportConcepts of PrintQuestion markExclamation markQuotation mark






Running Records Read around the room routineMessage Time PlusObservationsConference notesCenter Activities with documentation sheetsAppropriate Rubric







Comprehension Strategies/Skills:Making ConnectionsPredictionVisualizingDiscuss Character, actions & conflicts –model how to use support by citing specifics passages from readingRetell story using complete sentences


SAME AS ABOVEDRA2 Assessment Running Records Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

65

Quarter 3 continued

Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportGenre:Predictable Books/ Author Study

Poetry


Golden Door Kindergarten Curriculum guide





DRA2 Assessment Running Records Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric

Conduct grade level/study groups on reading material from Reading with Meaning by Debbie Miller chapters 7--11—grade level meeting study group





Phonological Awareness and Phonics/ Spelling:

Sight words

Blending and segmenting 3 part phonemes

Using phonics to generate writing


SAME AS ABOVE DRA2 Assessment Running Records Read around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

Instructional Strategies Teacher Resource Assessment Administrative SupportVocabularyAwareness of academic language based on quarterly lessons and activities





DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric







Wide Range ReadingInteractive Read- aloud(Whole Group, orSmall Group)Shared Reading(Whole Group, orSmall Group)Coral Reading(Whole Group, orSmall Group)Reading Workshop

SAME AS ABOVE DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

66

Quarter 4 Guiding Questions: How do I answer open-ended questions about the stories? How and why do good readers visualize as they read? How can I choose a book that is just right for me? How can I share my thoughts with other readers in a written format? How can I use classroom resources to assist me with an unknown word? How do readers make inferences about what they have read? How do readers use punctuation when they read? How does phonemes blending and segmentation help me as I learn to read? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? Do I know this word without sounding it out? (Sight words, High Frequency Words)


Instructional Strategies Teacher Resource Assessment Administrative SupportAlphabet Names:Knowledge of all upper case and lower case of 54 letters






DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesCenter Activities with documentation sheetsAppropriate Rubric







Alphabet Sounds:

20-23 letter sounds


SAME AS ABOVE DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

67


68


Instructional Strategies Teacher Resource Assessment Administrative SupportComprehension Strategies/Skills:Making ConnectionsPredictionVisualizingDiscuss Character, actions & conflicts –model how to use support by citing specifics passages from readingRetell story using complete sentences






DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric






GenreReading Procedural TextPersuasive


SAME AS ABOVE DRA2 Assessment Running RecordsRead around the room routineMessage Time PlusObservationsConference notesClass booksCenter Activities with documentation sheetsAppropriate Rubric

SAME AS ABOVE

69

Quarter 4 continuedGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

70


Instructional Strategies Teacher Resource Assessment Administrative SupportPhonological Awareness:Deleting, tapping and counting sounds

Phonics: Uses phonics to generate words by writing CVC words with a, I, and other taught vowels













Vocabulary: Awareness of academic language based on quarterly lessons and activities

Interactive Read- aloud(Whole Group, orSmall Group)Shared Reading(Whole Group, orSmall Group)Coral Reading(Whole Group, orSmall Group)Reading Workshop(Browsing baskets established)


71


72

Writer’s Workshop Units of Study-- Kindergarten Pacing Units of Study Focus/Purpose

Guiding questionsType of Publication/ Assessment

Teacher’s Recourses

Quarter 1

Literacy assessment 1st week of school

We are writers

1. Establishing Writing Time and Procedures and Expectations

2. Establishing a Writing Community

Introduce routinesMaterials, what is writing workshop? What is writing?How/Where to get writing materials? What to do when you are finished ‘writing”?What is the teacher doing while students are writing?,What to do if I have a question?Where do I put my name on my paper? How can I dictate my story clearly in order for my teacher to write it down? How do we get our ideas? How do I put them on paper? How do I use pictures to communicate? How can I label my pictures?

6+1 Benchmark writing rubric

Writing sample

Portfolio collected and reviewed

Message Time Plus

Observations

Conference notes

Center Activities with documentation sheets

Appropriate Rubric

Personal Journals –individualsSort works by their sounds

Reflection about writing goals/strengths


Nuts and Bolts of Teaching Writing by Lucy Calkins

Writing for Readers: Teaching Strategies and Skills by Lucy Calkins


73

Quarter 2 Expository Writing: Label Books

Personal Narrative

Expository: List Books

Focus on topicOne picture per page and one initial sound or ‘word’ per pageSounding out wordsUsing the alphabet chartReread, revise and edit

Personal Narrative (Small Moments) qualities of good writing: focus, details, sequence,sketching a small moment, storytelling with a partner (use a finger to point to details in pictures), Reread, revise and edit


Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric

Readers: Teaching Strategies and Skills by Lucy Calkins

Small Moments: Personal Narrative Writing for Readers by Lucy Calkins


Craft of Revision by Lucy Calkins

Quarter 3 Author Study/Prediction books 6wks.

Poetry: 4wks.

Author Study Live like an author; reading like an author; mentor text; author’s craft; compare/contrast book by same author; view self and perform as authors; try author’s language and illustrations in their own writing; spaces between words;

Predictable BooksSentence formationFocusConventionsFind a topic

Personal NarrativesPredictable BooksFocusing on a topic; writing patterned sentences; Write one sentence per page; using the word wall; using capital letters at the beginning of the sentence; Using periods at the end of a sentence; using question marks at the end of a sentence; drawing illustrations to match writing; changing the pattern on the last page; rereading and editing; publishing and celebrating

Authors as Mentors by Lucy Calkins

Writing For Readers by Lucy Calkins



74

Quarter 3 continued Poetry: 4wks Poetry:FocusMechanicsStyleSentence formation

Poetry:Pattering in poetry; When to use line breaks; focusing on a topic; using poet language; rereading, editing, and revising, publish and celebration

Quarter 4 How-to- Books 4 wks

All About Books/Persuasive writing (community project) 6 wks.

KindergartenCaring for Others

First GradeDoggie Parks

Second GradeRecycling Garbage

How-To Books: Labeling, sequencing, transitional words, beginning, ending

All About Books/PersuasiveWritingIntroducing all about booksFocus on topicMaking labeled Diagrams;Primary and Secondary ResourcesInterviewingTaking notesMaking text that teach

How-to- BooksIntroduce how to booksFocus on topic;One direction/ fact on each page; Sequencing; spacing between words; Using capital letter for names and beginning of sentences; using periods at the end of sentences; illustrations matching writing; rereading, editing, revising, publishing and celebration

Nonfiction Writing: Procedures and Reports by Lucy Calkins

Writing for Readers by Lucy Calkins

The Craft of Revision by Lucy Calkins

What is the fact?: Teaching Nonfiction Writing By Tony Stead grade level meeting/ study group text


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Quarterly Writing Rubrics


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Use the Six Trait Writing Assessment Rubric on Students’ Work

Ideas - The writer follows a main idea throughout the paper, including supporting details. The writer writes from experience and is focused and clear.

Organization – The writer writes with a clear sense of beginning, middle, and end. The piece flows smoothly. The piece opens with an engaging lead, builds to a high point and ends with a satisfying conclusion.

Voice – The writer conveys true feeling. He/she writes with a clear sincerity, enthusiasm, and commitment. There is a person behind the words.

Word Choice – The writer uses a variety of fresh, original and interesting words; language is descriptive and specific.

Sentence Fluency – The writer experiments with sentence variety. The writing is natural; it has cadence.

Conventions – The writer uses correct spelling, punctuation, and capitalization. The writer incorporates sound paragraphing.

Adapted from the Northwest Regional Education Laboratory


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SAMPLE REFLECTION QUESTIONS ABOUT WRITING:

ASK/ DISCUSS THE FOLLOWING SUGGESTED QUESTIONS WITH STUDENTS AT THE END OF A GENRE STUDY. THESE QUESTIONS CAN BE DISCUSS IN A GROUP SESSION AND INDIVIDUALLY.

1. What have we learned?2. What have you done well as a writer?3. What do you need to work on as a writer?


78

Writing Curriculum Map Quarter 1 Guiding Questions: How do I hold writing tools properly (pencils, crayons, and markers) ? How does talking about a topic organize my thoughts before I write? What does writing workshop look and sound like? What does writing during center time look and sound like? How can drawing and writing help me express my ideas? How can I share my writing ideas with others? How can I give constructive feedback to other’s writing? Why is it important to put my name of my work? Why is it important to begin my name with a capital letter? What are the procedures of interactive writing? How do I form letters? Where do I place my writing tool when I begin writing? How can I label my work with the initial sound in word? How can I use the name chart and other class resources to help label by work? How do I share my work in a more independent manner to an audience? What are concept books?


Instructional Strategies Teacher Resource Assessment Administrative SupportGenreEstablishing writing expectations and procedures

Interactive Writing(Whole Group, orSmall Group)

Shared Writing(Whole Group, orSmall Group)

Writing Workshop(Browsing baskets established)

Launching the Writing Workshop by Lucy Calkins and Leah Mermelstein

The Nuts and Bolts of Teaching Writing by Lucy Calkins

The Conferring Handbook by Lucy Calkins

Golden Door Charter School curriculum guide on Interactive Writing, Shared Writing, Modeled Writing, Message Time Plus



Observations from interactive writing, independent writing, writing workshop, and shared writing

Conference notes

Class books

Dated writing samples of student work

Class participation of writing activities

Sort words by their sounds

6+1 Kindergarten Benchmark writing rubric

Conduct grade level/study groups on reading and video material from writing resources

Review students’ writing samples from genre units

Review quarterly scoring sheets and create and suggest intervention teaching strategies for teachers to use on students who did not meet quarterly benchmarks

Class visitations during writing workshop and other instructional time

Review and monitor upkeep of student writing notebook and teacher’s conference notes

Review students quarterly writing reflections as appropriate to grade




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Quarter 1 Writing Continued


Instructional Strategies Teacher Resource Assessment Administrative SupportPenmanship:Practice holding writing tools the proper way

Writes 1st name

Interactive Writing(Whole Group, orSmall Group)Shared Writing(Whole Group, orSmall Group)Modeled Reading(Whole Group, orSmall Group)





Observations from interactive writing, independent writing, and writing workshop

Conference notes

Class books



Student begin name with capital letter








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Quarter 1 Writing Continued


Writing CompositionRecognize that thoughts and talk can be written down in words.

Observe the teacher modeling writing.

Generate and share ideas and experiences for a story.

Attempt to put ideas into writing, using pictures, developmentalspelling or conventional text.

Students participate in group writing such as experience stories, interactive writing, and shared writing

Teacher led prewriting activities in order to understand the writing process

Model, explain and practice routines

Begin “storying” with students

Begin a class idea list on a chart (using pictures with words)

Share writing with others

Describe the role of an author and illustrator

Write from left to right and top to bottom and use the return sweeping action.

Begin to use correct letter formation

Interactive Writing (Whole Group, orSmall Group)EVERY DAY

Shared Reading(Whole Group, orSmall Group)EVERY DAY

Writing WorkshopEVERY DAY




The Craft of Revision By Lucy Calkins





Write around the room routine


Conference notes

Class books



Writing Rubric


Student pictures support text

Student listen and respond with appropriate questions and comments


Sort words by their sounds


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Quarter 2 Guiding Questions: Do I know this word without sounding it out? (Sight words, High Frequency Words) What strategies do I apply to move from oral language to writing


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How do I write one sentence on each page? How can classroom resources help me write words? What are some special characteristics of some authors? How can I compare/ contract various writing by the same author? What can I try to use in my own work? What is a small moment story? What is writing journal? How and why do strong writers make details in their pictures and writing? How can I use classroom resources to assist me with an unknown word? How do readers use punctuation when they read? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me encode this word? Do I know this word without sounding it out (Sight words, High Frequency Words)? Why do I need to reread and revise my work? How do I use the alphabet chart to assist with the initial and ending sounds of a word? How do I sequence my story?


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsN/A


Writing sample

Message Time Plus

Observations

Conference notes


Appropriate Rubric







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Quarter 2 continuedQuarter 2 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportGenre:Expository Writing: Label Books

Personal Narrative



Writing Workshop(Browsing baskets established)EVERY DAY










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric

Writing Genre Reflection answers










Instructional Strategies Teacher Resource Assessment Administrative SupportWriting Convention:Initial and final sounds in words

Print capital letters and lower case letters

Writing Composition:Students recognize words are made of separate sounds

Demonstrate the use of beginning sounds to label pictures in work

Begin using literary models (interactive writing piece/s) to develop own writing.

Understand the final steps of the writing process: publish

Begin to experiment with punctuation

Understand the final steps of the writing process: publish and celebration

Demonstrate a focus on a topic

Demonstrate putting writing in a sequence

Apply strategies from moving oral language to writing (reread text to get to next word in the message

Interactive Writing(Whole Group, orSmall Group)EVERY DAY


Writing Workshop

EVERY DAY






Appropriate writing rubrics




Write around the room routine


Conference notes

Class books



Writing Rubric


Student pictures support text

Student listen and respond with appropriate questions and comments


Sort works by their sounds











84

Quarter 2 continued


85

Quarter 3 Guiding Questions: What are How-to-Books? What is the purpose of a how to book? How can I make my writing clear for my readers? How can I check my work? What is an editor? Creating cards, lists, signs, letters (independent and interactive writing ) In what ways can I record journal entries? What are some special characteristics of some authors? How can I compare/ contract various writing by the same author? What can I try to use in my own work? What is telling information to record in a journal? What is poetry? What does it mean to see through a poet’s eyes? How do I use showing not telling language in my poem?


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting Composition:

Writing and pictures demonstrate details in work

Use of classroom resources to assist with unknown words (word wall, class books, name chart)

Demonstrate the ability to write one sentence per page with the use of inventive spelling


Being able to stay on topic



Writing Workshop

EVERY DAY










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric

Personal Journals –individuals











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Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportGenre

Predictable BooksMake a predictable chart or big book with students interactive writing: EX: I Am… allowing each child to finish the sentence (Example: I am Jim. I am Briana.)

Author Study: Donald Crews

Poetry



Writing Workshop

EVERY DAY

Poetry: Powerful Thoughts in Tiny Packages by Lucy Calkins







Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric












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Instructional Strategies Teacher Resource Assessment Administrative SupportPenmanship

Writes 1st and last name with capital letter only at the beginning

Writes legible

Writes each upper and lower case letter correctly on wide-lined paper



Writing Workshop

EVERY DAY









Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric












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Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsInitial and final sounds


Recognizes the use of capital letters at the beginning of a sentence

Recognizes and begins to put spaced between words



Writing Workshop

EVERY DAY








Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative Support

Writing Composition:

Begin to use personal writing journals

Writing and pictures demonstrate details in work



Demonstrate the use of ending punctuation at the end of a sentence


Share revision ideas for group writing and individual writing


Shared Writing(Whole Group, orSmall Group)EVERY DAY









Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Quarter 4 Guiding Questions: What is non-fiction? What is the purpose of non-fiction? What do I do with the new information I read? How can I write and tell my audience what I read? What do I need to include in my writing? How so I locate information? What is the purpose of persuasive writing? How do I construct a text that teaches others? What are all about books? What are the features of how to writing? How do I revise my writing?


Instructional Strategies Teacher Resource Assessment Administrative SupportGenreNon fictionPersuasive

Writing ConventionsInitial, final, and some middle sounds








Writing Workshop(Browsing baskets established)EVERY DAY

Non Fiction: Procedures and Reports by Lucy Calkins

Bolts of Teaching Writing by Lucy Calkins




Is That a Fact?: Teaching Nonfiction Writing K-3 by Tony Stead


Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









Is That a Fact?: Teaching Nonfiction Writing K-3 by Tony Stead

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Quarter 4 continued


94



Writing Composition (continued):







Non Fiction: Procedures and Reports by Lucy Calkins

Bolts of Teaching Writing by Lucy Calkins




6 +1 Benchmark writing rubric

Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric








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First Grade

Literacy Benchmarks - Grade 1 Benchmarks for Grade 1 Speakers, Listeners, and ViewersThe student speaks, listens, and views effectively in formal and informal situations.

• Listens attentively• Asks questions• Participates in discussions• Describes common objects and events in general and specific language

The student speaks effectively using language appropriate to the situation and audience.• Participates in formal group conversations and use Standard English• Participates in discussions


97

• Recites simple poems• Participates in dramatic play


• Listens to and/or reads at least 10 different authors and illustrators• Listens to and/or reads at least 5 books by a single author, in a single genre, or on a single issue or subject• Develops a personal appreciation for types of genres and favorite author/illustrators• Select books at an appropriate level for independent reading.• Chooses to read independently. • Chooses to write independently. • Chooses to read in a sustained way for a period of time (15-20 minutes). • Chooses to write in a sustained way for a period of time (15-20 minutes). • Chooses reading related activities for enjoyment. • Chooses writing related activities for enjoyment. • Chooses to read from a variety of genres. • Chooses to write to a variety of audiences and for different purposes.

Literacy Benchmarks - Grade 1 continued

Developmental Reading Assessment Levels (DRA2)

• Beginning of Year Developing/ Independent Level 4-6 • Mid-year Independent Level 10 • End of Year Independent Level 16

Handwriting:

• Prints legible upper and lower case letters on standard-ruled paper• Prints legible when printing words and sentences

Grammar/ Usage/ Mechanics:Golden Door Charter School Language Arts Curriculum 2007-2008 First Draft

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• Uses Standard English in writing and speech (year-long benchmark)• Identify nouns, verbs, and adjectives in sentence• Identifies, explains, and implements the use of capital letters for the beginning of the sentence, for pronoun I, and for Proper names (mid year benchmark)• Identifies, explains, and implements the use of punctuation (period, question mark, and exclamation) (end of year benchmark)• Identifies, explains, and implements the use of commas (separating lists, in writing letters) (end of year benchmark)

Reading Comprehension:

• Transitions on the reading continuum as an emergent reader to a fluent reader. See appendix********• Relates prior knowledge• Makes predictions• Asks questions• Makes connections• Creates mental images• Considers and applies knowledge of text structure and elements of genre (fiction and nonfiction)• Retells key ideas of narrative and expository text

Reads with appropriate phrasing, pacing, and expression• Reads aloud with fluency and comprehension any text that is appropriately designed for grade one. • Demonstrates comprehension of text that is appropriately designed for grade one by answering higher order open-ended questions. • Reads to confirm predictions. • Uses background knowledge to predict and justify responses to events in stories appropriate for grade one.


• Appropriately answers open-ended questions from fiction and nonfiction texts that require finding support from the reading to support answer.• Uses appropriate word attach skills to decode and understand unknown words while reading first grade level text. • Applies reading strategies of retelling, making connections to schema, visualizing and wondering /questioning. • Makes connections between stories and real life situations. • Uses reading strategies before, during, and after reading• Integrates varied information sources (semantic, syntactic, graph phonic) by searching, predicting, confirming, self-correcting, and cross-checking to monitor read

Phonological Awareness:

• Demonstrates phonemic awareness by counting, tapping, or clapping the number of syllables in a word. • Recognizes rhymes and sequence of sounds in words. • Blends or segments sounds in multi-syllable words.


99

• Demonstrates full sound awareness.

Phonics Awareness:

• Decodes phonetically regular, one and two-syllable words• Applies phonics knowledge to sound out unknown words when reading text.

Word Specific Knowledge:

• Has a sight word vocabulary of 100 high frequency sight words. • Recognizes irregularly spelled words by sight, such as: have, said, where, two. • Uses known parts of words to decode unfamiliar words while reading.


In Whole and Small Group Settings for Speaking and Listening:

• Listens to others. • Uses “Turn to Your Partner” (e.g., faces partner, makes eye contact, listens attentively, contributes ideas about reading, question or topic). • Uses “Think, Pair, Share” (e.g., thinks quietly before sharing with partner). • Listens to and follows directions. • Understands and uses age appropriate basic interpersonal communication and academic vocabulary. • Listens to and comprehends appropriate content material designed for grade one. • Understands vocabulary used in stories and poems designed for grade one. • Listens to and retells a story in sequence. • Listens to and responds to peers in small group.


100

Writing:

• Applies grade-level punctuation, capitalization, and grammar expectations consistently• Takes risks in attempting new conventions and spelling unfamiliar words• Writes 4 or more different sentences/ideas about a topic• Supports writing with an illustration• Sequences events using transitional word such as first, next, then, last

• Uses conjunctions correctly in compound sentences

• Expresses feelings in writing• Produces and meets the genre benchmarks various types of writing (Personal Narratives, Poetry, Non-fiction, Letter Writing, Persuasive, Everyday writing (How to Books)• Able to write a text showing beginning, middle, and end (mid and end of the year benchmark)• Uses basic punctuation and capitalization. (end of the year benchmark) • Able to write a paragraph on a single topic (end of the year benchmark)• Demonstrates the understanding of the writing process• Writes in response to prompts• Shares writing for feedback• Revises selected pieces for clarity• Maintains a writing folder


Spelling:

• Spells words by matching all of the sounds in the word with an appropriate letter correspondence, such as: EGL for eagle, BOTM for bottom. (Quarter 1 benchmark) • Spells words by representing many of the visual aspects of English spelling, such as: e-marker pattern, double letters, vowels in all syllables, and vowel digraphs in spellings, such as:

EGUL for eagle and BOTUM for bottom. (Quarter 2 benchmark)• Spells many three and four letter phonetically regular, short vowel words correctly, such as: bat, sit, milk. Spells some high frequency, phonetically regular, long vowel words correctly,

such as: like, take, day. • Spells some high frequency, irregular sight words correctly, such as: of, the, one, and have.


• Writes compound sentences

• Uses varied sentence starters

• Uses punctuation to show feelings

101

Uses strategies to determine pronunciation and/or meaning of simple words

First GradeGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

102

LiteracyQuarterly Rubrics

Alphabet Knowledge---First Grade


Quarters 4Exceeds the Benchmark

3Meets the Benchmark

2Approaching the

Benchmark

1Does not meet the

BenchmarkQuarter 1 Mastered Letter Names:

Knows 54 letter namesLetter Names: Knows 45-54 letter names

Letter Names: Knows less than 54 letter names

Quarter 2 Mastered Mastered Mastered MasteredQuarter 3 Mastered Mastered Mastered MasteredQuarter 4 Mastered Mastered Mastered Mastered 103

Alphabet Sounds--First GradeQuarters 4

Exceeds the Benchmark3

Meets the Benchmark2

Approaching the Benchmark

1Does not meet the

BenchmarkQuarter 1 Mastered Knows most alphabet

sounds Knows some alphabet sounds

Knows limited alphabet sounds

Quarter 2 Mastered Mastered Mastered MasteredQuarter 3 Mastered Mastered Mastered MasteredQuarter 4 Mastered Mastered Mastered Mastered

First Grade—Comprehension Skills/Strategies4



Approaching the Benchmark1

Does not Meet the Benchmark

1st Quarter Consistently uses comprehension skills taught

Consistently uses comprehension strategies taught

Often uses comprehension skills taught

Often uses comprehension strategies taught

Occasional uses comprehension skills taught

Occasionally uses comprehension strategies taught

Is unable to use comprehension skills taught

Unable to use comprehension strategies taught

Consistently scores 1 on open-ended


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Consistently scores 4 on open-ended questions

DRA Independent Level Above 6


DRA Independent Level 4- 6


DRA Independent Level 3

questions

DRA Independent Level less than 3

2nd

QuarterConsistently uses comprehension skills taught















DRA Independent Level less than 6

3rd

QuarterConsistently uses comprehension skills taught

Consistently uses comprehension skills taught







Consistently scores 3 on open-ended questionsDRA Independent Level 10




Consistently scores 2 on open-ended questionsDRA Developing Level 10





DRA Developing Level less than 10

4th

QuarterConsistently uses comprehension strategies taught



Fluency rate 4




Fluency rate 3



DRA Instructional Level 16

Fluency rate 2



DRA Instructional Level less than 16

Fluency rate 1


105

Strategies Skills Taught:On going throughout the year—check pacing guide

• Story Structure• Fantasy and Realism• Predicting Outcome of story• Compare/ Contrast• Fact and Opinion• Categorize and Classify• Making Judgments• Topic/ Main Idea/ Details• Problem Solving• Making Inferences• Drawing Conclusions• Cause and Effect• Following Directions• Sequence of Events• Author’s Point of View• Problem Solving (new word,

Strategies Taught:• Predict/ Infer: Teacher and/or student reads first part of story. Students uses text

pictures clues, and personal knowledge

• Summarize: Teacher and/or student reads story. Student demonstrates understanding of beginning, middle, and end passage

• Evaluate: Student reads stories and form an opinion about what is read. HOT/ Open Ended questions

• Prior Knowledge: Student reads and makes connections between world, text, and self to deepen meaning.

• Monitor/ Clarify: Student monitors for understanding as he/she reads using (stop and jot—sticky notes, reading journal, story maps or fact sheets); Students notices words and ideas that don’t make sense and fixes them

• Questions: Students reads and asks “who, what, when, where, and why” questions to demonstrate understanding of details and important ideas in the text

• Visualization: Options for assessment Open Court theme tests

Integrate literature discussions in additional subjects…1. Guided reading, shared reading, leveled reading (conferences)2. Integrated studies (Science, Social Studies, Character Education)3. Literature Circle discussion

DRA TESTING: DO NOT TEST ABOVE LEVEL 28

First Grade Fluency Evaluation—Taught Year Long


106

1.• Very little fluency• All word-by-word reading with some long pauses between words• Perhaps a couple of two-word phrases, but generally is fluent• Almost no recognition of syntax or phrasing (expressive interpretation)• Very little evidence of awareness of punctuation• Some grouping awkward

2. • Mostly word-by-word reading, but with some two-word phrasing and even a couple of three- or four- phrases (expressive interpretation)• Evidence of syntactic awareness of syntax and punctuation, although not consistently so• Rereading for problem solving may be present

3.• A mixture of word-by-word reading• Fluent, phrased reading (expressive interpretation)• Evidence of attention to punctuation and syntax• Rereading for problem solving my be present

4.• Reads primarily in larger meaningful phrases• Fluent, phrased reading with few word-by-word-slow downs for problem solving• Expressive interpretation is evident at places throughout the reading• Attention to punctuation and syntax• Rereading for problem solving may be present, but is generally fluent

Source: Guided Reading: Good First Teaching for All Children (Fountas and Pinnell)

First Grade—Wide Range Reading4






107

1st Quarter Consistently uses strategies to choose “just right” books

Often usesstrategies to choose “just right” books

Occasional uses Strategies to choose “just right” books

Is unable to use strategies to select “just right” books

2nd

QuarterConsistently uses strategies to choose “just right” books

Consistently uses independent time to read daily alone or with a buddy

Consistently maintains a reading log to monitor book selection and goals for reading

Often uses Strategies to choose “just right” books

Often uses independent time to read daily alone or with a buddy

Often maintains a reading log and/or journal of book selection and goals for reading


Occasionally uses independent time to read daily alone or with a buddy

Occasionally maintains a reading log and/or journal of book selection and goals for reading


Is unable to use independent time to read daily alone or with a buddy

Is unable to maintain a reading log and/or journal of book selection and goals for reading

3rd


Consistently maintains a reading log and/or journal of books read

Consistently selects a variety of books of a variety of topics





Reading log/ reading journal shows reading done from a variety of genre



Occasionally maintains a reading log and/or journal of books read

Is unable to maintain a reading log/journal of books read

Is unable to select a variety of topics

Is unable to use independent time to read daily


4th


Consistently selects a variety of books of


Often uses independent time to read


Occasionally uses independent time to read




108

a variety of topics


Consistently uses independent time to read daily alone

daily alone or with a buddy


Reading log/ reading journal shows reading done from a variety of genre

daily alone or with a buddy




Strategies/ Skills Taught

Skills Taught:1. The 1st 20 days of independent reading—Fountas and Pinnell

2.• Fiction• Nonfiction• Poetry• Using reading journal• Recording on reading log

3. Reading Engagement Reflections and Attitudes about readingSuggested assessments Independent Reading

Reading log/journalsDiscussionsConferences

First Grade Writing Conventions to be used in All Content Area Subjects


109

4Exceeds the Benchmark


2Approaching the Benchmark

1Does not Meet the Benchmark

Quarter 1 Consistently uses capital letters for the beginning of a sentence, proper names, ”I”, or months

Consistently uses correct spacing between word

Consistently uses correct spelling for all high frequency words

Consistently uses correct initial consonants

Consistently uses correct final consonants

Consistently write capital and lower case letters appropriately within a word

Consistently uses end punctuation

Often begins to use capital letters for the beginning of a sentence, proper names, ”I”, or months

Often uses correct spacing between word

Often uses correct spelling for some high frequency words

Often uses correct initial consonants

Often uses correct final consonants

Often begins to write capital and lower case letters appropriately within a word Often experiments with end punctuation

Occasionally begins to use capital letters for the beginning of a sentence, proper names, ”I”, or months

Occasionally uses correct spacing between word

Occasionally uses correct spelling for some high frequency words

Occasionally uses correct initial consonants

Occasionally uses final consonants

Occasionally begins to write capital and lower case letters appropriately within a word

Occasionally experiments with end punctuation

Does not use capital letters for the beginning of a sentence, proper names, ”I”, or months

Does not use correct spacing between word

Does not use correct spelling for some high frequency words

Does not use correct initial consonants

Does not use final consonants

Does not write capital and lower case letters appropriately within a word

Does not experiment with end punctuation

First Grade Writing Conventions continued


110





Quarter 2 Consistently uses a ., ?, or ! at the end of a sentence (s)

Consistently uses capital letters for the beginning of a sentence, proper names, ”I”, or months

Consistently uses correct spacing between word

Consistently uses correct spelling for all high frequency words

Consistently spells CVC words correctly

Consistently write capital and lower case letters appropriately within a word

Begins to use a ., ?, or ! at the end of a sentence (s)

Often begins to use capital letters for the beginning of a sentence, proper names, ”I”, or months

Often uses correct spacing between word

Often uses correct spelling for some high frequency words

Often uses correct initial consonants

Often uses correct final consonants

Often begins to use short vowel sounds when writing words

Often begins to write capital and lower case letters appropriately within a word

Occasionally begins to use a., ?, or ! at the end of a sentence (s)

Occasionally begins to use capital letters for the beginning of a sentence, proper names, ”I”, or months

Occasionally uses correct spacing between word

Occasionally uses correct spelling for some high frequency words

Occasionally uses correct initial consonants

Occasionally uses final consonants

Occasionally uses short vowel sounds when writing words

Occasionally begins to write capital and lower case letters appropriately within a word

Does not use a., ?, or ! at the end of a sentence (s)

Does not use capital letters for the beginning of a sentence, proper names, ”I”, or months

Does not use correct spacing between word

Does not use correct spelling for some high frequency words

Does not use correct initial consonants

Does not use final consonants


Does not use short vowel sounds when writing words

First Grade Writing Conventions continued


111





Quarter 3 Consistently uses capital letters for the beginning of a sentence, proper names, “I”, or months throughout SOME of piece

Consistently uses a ., ?, or ! at the end of SOME sentences

Consistently spells words with correct middle vowel sounds

Consistently writes capital and lower case letters appropriately within a word

Correctly spells words placed on the word wall

Consistently writes in complete sentences

Consistently identifies common nouns and action verbs

Often uses capital letters for the beginning of a sentence, proper names, “I”, or months throughout SOME of piece

Often uses a ., ?, or ! at the end of SOME sentences

Often spells words with correct middle vowel sounds



Often writes in complete sentences

Often identifies common nouns and action verbs

Occasionally uses capital letters for the beginning of a sentence, proper names, “I”, or months throughout SOME of piece

Occasionally uses a ., ?, or ! at the end of SOME sentences

Occasionally spells words with correct middle vowel sounds



Occasionally writes in complete sentences

Occasionally identifies common nouns and action verbs

Does not use capital letters for the beginning of a sentence, proper names, “I”, or months throughout SOME of piece

Does not use a ., ?, or ! at the end of SOME sentences

Does not spell words with correct middle vowel sounds


Does not spell words placed on the word wall

Does not write in complete sentences

Does not identify common nouns and action verbs

First Grade Writing Conventions continuedGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

112





Quarter 4 Consistently uses capital letters for the beginning of a sentence, proper names, “I”, or months through MOST of piece

Consistently uses a ., ? or ! at the end of MOST sentences

Consistently uses middle vowel sounds in words

Consistently begins to use blends/diagraphs

Consistently uses capital and lower case letters appropriately within a word

Consistently begins to use correct grammar (subject/verb agreement, tense, pronoun agreement)

Consistently spells words placed on the word wall

Consistently uses is/are and we/were correctly

Often uses capital letters for the beginning of a sentence, proper names, “I”, or months through MOST of piece

Often uses a ., ? or ! at the end of MOST sentences

Often uses middle vowel sounds in words

Often begins to use blends/diagraphs

Often uses capital and lower case letters appropriately within a word

Often begins to use correct grammar (subject/verb agreement, tense, pronoun agreement)


Often uses is/are and we/were correctly

Occasionally uses capital letters for the beginning of a sentence, proper names, “I”, or months through MOST of piece

Occasionally uses a ., ? or ! at the end of MOST sentences

Occationally uses middle vowel sounds in words

Occasionally begins to use blends/diagraphs

Occasionally uses capital and lower case letters appropriately within a word

Occasionally begins to use correct grammar (subject/verb agreement, tense, pronoun agreement)

Occasionally spells words placed on the word wall

Occasionally uses is/are and we/were correctly

Does not use capital letters for the beginning of a sentence, proper names, “I”, or months through MOST of piece

Does not use a ., ? or ! at the end of MOST sentences

Does not use middle vowel sounds in words

Does not use blends/diagraphs

Does not use capital and lower case letters appropriately within a word

Does not use correct grammar (subject/verb agreement, tense, pronoun agreement)

Does not spell words placed on the word wall

Does not use is/are and we/were correctly

Option for Assessment: Writing Workshop, Writing journals, Answers to open-ended questions, Writing Centers, Content area writing

First Grade Writing CompositionGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

113





Quarter 1 Consistently stays on topic (sentence matches picture)

Consistently begins to emphasize writing more than drawing

Consistently writes two or more different sentences/ideas

Consistently groups a few words together to make simple sentences that correlate with the picture

Consistently writes left to right and top to bottom

Picture consistently conveys feelings

Consistently uses print size or repetition to show feelings

Consistently participates in shared writing

Consistently writes independently for 15 minutes

Consistently shares writing with peers and teachers

Consistently follows writing workshop routine

Often stays on topic (sentence matches picture)

Often begins to emphasize writing more than drawing

Often writes two or more different sentences/ideas

Often groups a few words together to make simple sentences that correlate with the picture

Often writes left to right and top to bottom

Picture often conveys feelings

Begins to use print size or repetition to show feelings

Often participates in shared writing

Often writes independently for 15 minutes

Often shares writing with peers and teachers

Often follows writing workshop routine

Occasionally stays on topic (sentence matches picture)

Occasionally begins to emphasize writing more than drawing

Occasionally writes two or more different sentences/ideas

Occasionally groups a few words together to make simple sentences that correlate with the picture

Occasionally writes left to right and top to bottom

Picture occasionally conveys feelings

Occasionally uses print size or repetition to show feelings

Occasionally participates in shared writing

Occasionally writes independently for 15 minutes

Occasionally shares writing with peers and teachers

Occasionally follows writing workshop routine

Is unable to stay on topic (sentence matches picture)

Is unable to emphasize writing more than drawing

Is unable to write two or more different sentences/ideas

Is unable to group a few words together to make simple sentences that correlate with the picture

Is unable to write left to right and top to bottom

Picture is unable to conveys feelings

Is unable to begin to use print size or repetition to show feelings

Is unable to participates in shared writing

Is unable to write independently for 15 minutes

Is unable to share writing with peers and teachers

Is unable to follow writing workshop routine

First Grade Writing Composition continued


114










Consistently begins to add details and facts to writing

Consistently begins to sequence events

Consistently attempts to use topic sentences or strong beginning

Consistently attempts to reread work for meaning to find parts that does not make sense






Often begins to add details and facts to writing

Often begins to sequence events

Often attempts to use topic sentences or strong beginning

Often attempts to reread work for meaning to find parts that does not make sense






Occasionally begins to add details and facts to writing

Occasionally begins to sequence events

Occasionally attempts to use topic sentences or strong beginning

Occasionally attempts to reread work for meaning to find parts that does not make sense

Is unable to stay on topic (sentence matches picture)

Is unable to participate in shared writing

Is unable to write independently for 15 minutes

Is unable to share writing with peers and teachers

Is unable to follow writing workshop routine

Is unable to add details and facts to writing

Is unable to sequence events

Is unable to use topic sentences or strong beginning

Is unable to reread work for meaning to find parts that does not make sense


115

First Grade Writing Composition continued






Consistently able to identify beginning, middle, and end of written work


Consistently add details and facts to support writing

Consistently sequence events

Consistently uses topic sentences or strong beginning

Consistently rereads work for meaning to find parts that does not make sense


Often able to identify beginning, middle, and end of written work


Often add details and facts to support writing

Often sequence events

Often uses topic sentences or strong beginning

Often rereads work for meaning to find parts that does not make sense


Occasionally able to identify beginning, middle, and end of written work


Occasionally add details and facts to support writing

Occasionally sequence events

Occasionally uses topic sentences or strong beginning

Occasionally rereads work for meaning to find parts that does not make sense

In unable to stay on topic (sentence matches picture)

In unable to identify beginning, middle, and end of written work

In unable to write independently for 20 minutes

In unable to add details and facts to support writing

In unable to sequence events

In unable to use topic sentences or strong beginning

In unable to reread work for meaning to find parts that does not make sense

First Grade Writing Composition continued4 3 2 1


116

Exceeds the Benchmark Meets the Benchmark Approaching the Benchmark Does not Meet the BenchmarkQuarter 4 Consistently writes independently for 20 minutes

Consistently writes 4 or more different sentences/ideas about a topic (1 paragraph)

Consistently add details and descriptions to support writing

Consistently sequence events with use of transitional words word such as first, next, then, last

Consistently uses punctuation to show feelings

Consistently expresses feelings in writing

Consistently use relevant descriptive words to make a topic or message clear to the reader (size, shape, color, number)

Consistently uses words specific to a topic

Consistently uses specific verbs

Consistently supports writing with an illustration



Often writes 4 or more different sentences/ideas about a topic (1 paragraph)

Often add details and descriptions to support writing

Often sequence events with use of transitional words word such as first, next, then, last

Often uses punctuation to show feelings

Often expresses feelings in writing

Begins to use relevant descriptive words to make a topic or message clear to the reader (size, shape, color, number)

Begins to use words specific to a topic

Begins to use specific verbs

Supports writing with an illustration



Occasionally writes 4 or more different sentences/ideas about a topic (1 paragraph)Occasionally add details and descriptions to support writing

Occasionally sequence events with use of transitional words word such as first, next, then, last

Occasionally uses punctuation to show feelings

Occasionally expresses feelings in writingOccasionally begins to use relevant descriptive words to make a topic or message clear to the reader (size, shape, color, number)

Occasionally begins to use words specific to a topic

Occasionally begins to use specific verbsOccasionally supports writing with an illustration


Unable to write independently for 20 minutes

Unable to write 4 or more different sentences/ideas about a topic (1 paragraph)

Unable to add details and descriptions to support writing

Unable to sequence events with use of transitional words word such as first, next, then, last

Unable to use punctuation to show feelings

Unable to express feelings in writing

Unable to use relevant descriptive words to make a topic or message clear to the reader (size, shape, color, number)

Unable to use words specific to a topic

Unable to use specific verbs

Unable to write with an illustration

Unable to reread work for meaning to find parts that does not make sense


117

Penmanship---KindergartenQuarters 4



Approaching the benchmark

1Does not meet the

benchmarkQuarter 1 Always holds writing tool the

correct way

Letters are consistently written in correct form

Always holds writing tool the correct way

Letters are often written in correct form

Occasionally holds writing tool the correct way

Letters are occasionally written in correct form

Unable to hold writing tool the correct way

Unable to write letters in correct form

Quarter 2, 3, 4 Always holds writing tool the correct way

Capital letters are consistently written in correct form—from top line to base line

Lowercase letters are consistently written in correct form- from midline to baseline

Descenders consistently drop below the line


Capital letters are often written in correct form—from top line to base line

Lowercase letters are often written in correct form- from midline to baseline

Descenders often drop below the line


Capital letters are occasionally written in correct form—from top line to base line

Lowercase letters are occasionally written in correct form- from midline to baseline

Descenders occasionally drop below the line


Capital letters are not written in correct form—from top line to base line

Lowercase letters are not written in correct form- from midline to baseline

Descenders do not drop below the line


118

Writer’s Workshop Units of Study in First Grade

Always use the last 1or 2 days of Unit of Study to reflect with students:

SAMPLE REFLECTION QUESTIONS:• What have we learned about writing?• What have you done well as a writer?• What do you need to work in your writing to make it stronger?

Units of Study in First GradeGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

119

Quarter 1

Complete literacy assessment before beginning Units of Study (picture prompt)

We are Writers

Establishing Writing Time and Procedures and Expectations

Establishing a writing community

Introduce routines materials. What is writing workshop? What is writing? What do we do when we are done? How do we spell words? What is the teacher doing while students are writing? What to do if I have a question? Where do I put my name and date on the paper? What is the writing process? How do I get my ideas for writing? How do I revise and edit my work?

Work in student folder

See appropriate rubrics and quarter 1 scores

Selected work to review for author’s share during celebration and publishing

Reflection of work




Quarter 2 Personal narratives/ small moments (5 weeks)

Personal Letters Writing (5 weeks)

Small Moments-qualities of good writing:How can I show focus in my writing?

How can I add details to my work?

How can I put my story in sequence?

How can I write legible in order for my reader to understand my work?

Do I have complete sentences in my work?

How do I reflect on my work?

Personal narratives/ memoirs

See appropriate rubrics

Writers for Readers: Teaching Strategies and Skills by Lucy Calkins



120

Personal Letters: Write with an audience in mind

What does the structure of a letter look like?

What conventions do I use in letter writing?

Who is my audience?



121

Quarter 3 Author Study: 4 wksTomie DePaola: Nana Upstairs, Nana Downstairs, Tom, Oliver is Not a Sissy, The Art Lesson—sample titles

Poetry: 4 wksFocusMechanicsStyleSentence formationLine BreaksVerse

Author Study:Live like an author; reading like an author; mentor text; author’s craft; author’s purpose for writing bookcompare/contrast book by same author; view self and perform as authors; try author’s language and illustrations in their own writing






122

Quarter 4 Expository Writing:

How-to-Books:Write explicitly Write for an audience

Writing Report/Persuasive Writing:Students 1st write about what they knowNext students can write about a whole-class inquiry project

Finally young writers can learn to divide their topic into sub-topics that can become separate chapters in a book

How-to-Books: Check for clarity, Revising words and pictures, Incorporating features, Editing

Writing Reports/Persuasive Writing: Introduce all about books, choosing paper and structure, making labeled diagrams, making texts that teach, persuade, and inform revising: learning from each other, fitting information into writing

An all about book

Writing report/ persuasive writing






123

First Grade Reading Curriculum MapQuarter 1 Guiding Questions: What is reading? How can readers take care of books and take care of reading time so everyone can do their best work? How do I handle books with respect? How do I partner read? What are classroom behavioral expectations for reading workshop? How do I retell important facts form a fictional and informational read-a loud? How can I tell the different parts of a book? How many words are in this line sentence? How does this text relate to my life experiences? How can the book’s title page be used to make oral predictions? What sound do I hear at the beginning or end of this word? How can I set goals for myself to make my reading stronger? How do I maintain my reading journal? What makes this a narrative text? Where and when should I stop to think about what I am reading? How can I share my thoughts with a partner? What new strategies have I learned that helped me decode this word? How do I retell a story? How can I make, confirm, and revise my predictions? What parts of the text structure (illustrations, photos, and heading) can assist me in focusing and recognizing the main idea of a story? Why did the author use punctuation marks?



Alphabet Names Knowledge

Alphabet Sounds




Reading Workshop/ Guided Reading

Making Words—P. Cunningham

Reading with Meaning by Debbie Miller chapters 1-6



For the First 20 days of Independent Reading

Language Arts assessment

Read around the room routine


Observations

Conference notes

Center Activities with Documentation sheets

Quarter 1 Reading Rubrics








124

Quarter 1 continued


125



Comprehension Strategies/Skills:StrategiesAsking Questions;Prediction;Visualizing;Monitoring and clarifying;Summarizing;Activate Prior Knowledge (Schema)

Skills-Book walkComparing and ContrastingMain Ideas and DetailsDrawing Conclusions

Non-fiction (science, social studies, and other non-fiction text)

Use illustrations, photos, and heading to assist in recognizing the main idea of a story





Reading with Meaning by Debbie Miller chapters 1-6—grade level meeting study group



For the First 20 days of Independent Reading by Fountas and Pinnell

Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapters 1-7




Observations

Conference notes


Quarter 1 reading rubrics


Weekly open-ended question—use rubric for grading








126

These mini-lessons are not listed in a sequential order. The teacher literacy decisions are based on the assessment of the students. Some of these lessons are not only restricted in the literacy block. They are strongly encouraged to be used during math, science, and social studies sessions.


127

Quarter 1 continued



Fluency:Modeled by teacherPracticed in coral reading

GenrePersonal narrative




Reading Workshop/Guided Reading

Reading Theatre—use to assist with development in fluency









Observations

Conference notes












128



129

Quarter 1 continued



Phonological Awareness BlendingComplete Segmentation

PhonicsSee alphabet sounds Decoding Strategies

SpellingSIGHT WORDS:A, is, on, the, an, in, was, are, and, I, make, makes, by, down, too, who, can, no, there, where, with, does, for he, what, yes, have—Unit 1 & 2 from Open Court (to be incorporated in message-time plus and other instructional activities)









Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapters 1-7, 13

Phonics by Fountas and Pinnell





Observations

Conference notes










130



131

Quarter 1 continued







Reading Workshop(Browsing baskets established for students with levels AA-B books from A-Z website and other independent reading sources)Phonological awareness skills taught









Observations

Conference notes










132



133

Quarter 1 continued



Wide Range of Reading and Reading AttitudeDevelop an enjoyment for reading through read alouds

Begin to set goal to improve reading—know strengths and weaknesses

Maintains a reading journal

Maintains a reading logAble to read “just right books”

Choosing books with a purpose in mind

Uses independent reading time alone or with a buddy













Observations

Conference notes










134


Quarter 2 Guiding Questions: How do I answer open-ended questions about character development, theme, and author’s purpose? How can I choose books that are related to topics of interest? How can I retell a story in sequence? How can I compare/ contract various books? How can I make a text-to-text connection? What do I do when I come a across an unknown word?How can I share my thoughts with a partner? How can I tell the difference between a letter and a word? How can I use classroom resources to assist me with an unknown word? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? How can you maintain your personal book baggies/bins/baskets? Can I identify the audience in mind from listening/ reading this text? What goals do you have for yourself as a reader? What growth do you see in yourself as a reader?


135



Alphabet Names Knowledge Mastered

Alphabet Sounds Phonics by Fountas and Pinnell




Reading Workshop Guided Reading




Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapter 13




Observations

Conference notes










136


137

Quarter 2 continued




SkillsClassifying and Categorizing;Comparing and Contrasting;Main Ideas and Details;Drawing Conclusion

Begin to cooperatively use open-ended comprehension rubric





Reading with Meaning by Debbie Miller chapters 1-6 grade level meeting study group



Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapters 1-7, 11, 12, 13




Observations

Conference notes












138

Quarter 2 continued


139



Fluency:DRA level 8-12Fluency score =3 Rereads on guided reading level with accuracy, expression, and pacing

GenrePersonal narrativesLettersResponding to story









Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapter 12 (fluency)




Observations

Conference notes












140


141

Quarter 2 continued



Phonological AwarenessBlending and segmenting sounds 2 part phonemes

Phonics: see alphabet sounds

SpellingPhonics by Fountas and Pinnell













Observations

Conference notes










142

Quarter 2 continued


143








Phonics by Fountas and PinnellReading with Meaning by Debbie Miller chapters 1-6—grade level meeting study group







Observations

Conference notes








144

Quarter 2 continued


145



Wide Range of Reading and Reading AttitudeDevelop an enjoyment for reading through

Sets goal to improve reading—know strengths and weaknesses


Able to read “just right books”

Chooses books with a purpose in mind


Reading log demonstrates choosing books from a variety of genre













Observations

Conference notes










146

Quarter 3 Guiding Questions: How do I answer open-ended questions about the stories? How and why do good readers visualize as they read? How can I share my thoughts with other readers in a written format? How can I use classroom resources to assist me with an unknown word? How do readers make inferences about what they have read? How do readers use punctuation when they read? How does phonemes blending and segmentation help me as I learn to read? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? Do I know this word without sounding it out (Sight words, High Frequency Words)? What do you know about the author? What is the author trying to tell you in the book? What do you like about the way the author has written the text? Who is telling the story? How do you know? What is the relationship between a reader and a writer? How do I read between the lines? How does the text structure help me to better understand the story? What is my purpose of reading this text? What does a reader gain from rereading or revisiting a text?


147



Alphabet SoundsPhonics by Fountas and Pinnell






Guided Reading: Good First Teaching for All Children


Video: Bridges to Independence: Guided Reading with Nonfiction by Tony

DRA2 Assessment


Message Time Plus

Observations

Conference notes

Class books


Appropriate Rubric

Reading Journals –class entries

Conduct grade level/study groups on reading material from Reading with Meaning by Debbie Miller chapters 5-—grade level meeting study group







148

Quarter 3 Continued


149




SkillsComparing and Contrasting;Main Ideas and Details;Drawing Conclusions; Discuss Character, actions & conflicts –model how to use support by citing specifics passages from reading;Retell story using complete sentences;




Reading Workshop/ Guided reading









Observations

Conference notes












150

Quarter 3 continued


151



Fluency:Rereads on guided reading level with accuracy, expression, and pacing

DRA level-14-16Fluency score= 3

GenrePoetryAuthor Study














Observations

Conference notes












152


153

Quarter 3 continued



Phonological AwarenessBlending and segmenting 3 part phonemes

PhonicsUses phonics to generate

writing

SpellingPhonics by Fountas and Pinnell













Observations

Conference notes











154

Quarter 3 continued


155
















Observations

Conference notes











156

Quarter 3 continued


157






















Observations

Conference notes











158

Quarter 4 Guiding Questions: How do I answer open-ended questions about the stories? How and why do good readers visualize as they read? How can I choose a book that is just right for me? How can I share my thoughts with other readers in a written format? How can I use classroom resources to assist me with an unknown word? How do readers make inferences about what they have read? How do readers use punctuation when they read? How does phonemes blending and segmentation help me as I learn to read? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? Do I know this word without sounding it out (Sight words, High Frequency Words)? What is fluency? How do I read with fluency? How can I show a connection to this text with my life/experience? How do texts differ? What is the author saying? What is the main idea? How would the text conventions help me to better understand the text? What questions do I have when I read the table of contents? How can I read this graph? What information is this graph telling me? How does certain vocabulary help me to better understand the text?


159



Alphabet Sounds







DRA2 Assessment


Message Time Plus

Observations

Conference notes

Class books


Appropriate Rubric










160

Quarter 4 continued


161
















Observations

Conference notes












162


163

Quarter 4 continued



Fluency:Fluency:Rereads on guided reading level with accuracy, expression, and pacing

DRA level 18Fluency score= 3














Observations

Conference notes












164


165

Quarter 4 continued



Phonological AwarenessDeleting, tapping and counting soundsPhonics by Fountas and Pinnell

PhonicsUses phonics to generate words by writing CVC words with a, i, and other vowels taughtChange the beginning, middle, and ending sounds to create new words


Spelling:Phonics by Fountas and Pinnell












Observations

Conference notes











166


167

Quarter 4 continued















Observations

Conference notes











168

Quarter 4 continued


169





















Observations

Conference notes











170

First Grade Writing Curriculum Map Quarter 1 Guiding Questions: How do I hold writing tools properly? (pencils, crayons, and markers) How does talking about a topic organize my thoughts before I write? What does writing workshop look and sound like? What does writing during center time look and sound like? How can drawing and writing help me express my ideas? How can I share my writing ideas with others? How can I give constructive feedback to other’s writing? Why is it important to begin my name with a capital letter? What are the procedures of interactive writing? How do I form letters? What strategies do I use to spell unfamiliar words? Why write? How is written language different from spoken language? Why would someone want to read my writing?


171


Instructional Strategies Teacher Resource Assessment Administrative SupportQuarter 1

GenreEstablishing writing expectations and procedures

Penmanship:Practice holding writing tools the proper way

Writes first and last name legible

Letters are lines










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









172

Quarter 1 Grade 1 Continued


173


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting Composition

Uses illustrations that matches the topic and include details

Participates in shared writingIs familiar with writing routines( writing workshop, interactive writing, message-time plus)

Writes independently

Shares writing with peers

Interactive Writing (Whole Group, or Small Group)Compose message togetherEVERY DAY










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









174


175



Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsGrammar: Capital letters-Names and I

Standard English grammar is used

Puts spaces between words


Spells unfamiliar words using strategies such as segmenting, sounding out, and matching familiar words and word parts

Interactive Writing(Whole Group, or Small Group)Compose message togetherEVERY DAY










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric


Reflection about writing goals/strengths Sort works by their sounds







176

Quarter 2 Guiding Questions: How is written language different from spoken language? Why would someone want to read my writing? How does hearing words in a sentence help me learn how to read and write them? What sound do I hear at the beginning and end of this word? How do I use phonemic strategies to spell unknown words? How can I match my pictures to the main idea of the words? Do I know this word without sounding it out (Sight words, High Frequency Words) Why do I need to reread and edit my work? What is a small moment story? How do I sequence my story? Why do I need to reread and revise my story? How do I use the alphabet chart to assist with initial and ending sounds? Why do we need to write lists? How can I edit my work? Who is my audience that I am writing to? How do I write a complete sentence? How can I reflect on my goal and set goals for the next genre? How can I write legible in order for my reader to understand my work? How can I make my ideas clear in order for my reader to understand my message?


177



GenrePersonal narratives (5 weeks)

Personal Letters (5 weeks)

PenmanshipNumbers are lines


Capital letters go from top to baseline









Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









178



179



Demonstrates understanding of rereading and editing written work


Write with an audience in mind

Able to write independently

Reread for meaning and sense in writing



Writing Workshop

EVERY DAY






Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









180



181


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting Conventions

Uses punctuation

Writes in complete standard English sentences

Grammar: Possessive nouns; singular and plural nouns; capitalization; end punctuation; adjectives; verbs

Interactive Writing(Whole Group, or Small Group)Compose message together








Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









182

Quarter 3 Guiding Questions: What can I try some of the language and illustrations from the author? How can I make my writing clear for my readers? How can I peer conference?How can I compare/contrast work by the same author? How can I check my work? Who is an editor? In what ways can I record journal entries? What are some special characteristics of some authors? What does it mean to see through a poet’s eyes? How do I use showing not telling language in my poem? How can I put line breaks in my own writing? How can I revise and edit my poems? How do I use a writer’s checklist?


183



GenreAuthor Study: 4wks.PossibilitiesDonald CrewsTomie DePaola

Poetry 4wks

PenmanshipWrites 1st and last name with capital letter only at the beginning

Writes legible

Writes each upper and lower case letter correctly on wide-lined paper









Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric










184

Quarter 3 continued


185


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsInitial and final sounds




Action Verbs

Common nouns

Interactive Writing (Whole Group, or Small Group)Compose message together


Writing Workshop

EVERY DAY








Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric










186


187

Quarter 3 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting CompositionBegin to use personal writing journalsWriting and pictures demonstrate details in work








Writing Workshop

EVERY DAY








Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric










188

Quarter 4 Guiding Questions: How can I make my writing clear for my readers? How can I peer conference? How can I check my work? In what ways can I record journal entries? How do I use a writer’s checklist? What is a how-to- book? How do I use a writer’s checklist? How can I revise my work? What is persuasive writing? What is procedural writing? How do I use word knowledge to spell other words? How do I use punctuation in my work? What primary resources do I use for the persuasive writing? How do I create a paragraph with supporting sentences on a topic? How do I publish and present my work for a large audience? How do I collect my favorite work and place it in a personal folder? How do I use graphic organizers to assist with planning my writing? How do I add voice to my expository writing?


189



GenrePersuasive Procedural Writing

PenmanshipDevelop personal pride in neat work

Recognizes own miscues in writing

Writes with speed and relaxation



Writing Workshop

EVERY DAY







Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









190

Quarter 4 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsInitial ,middle, and final sounds












Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric








Review students quarterly writing reflections as appropriate to grade 191


192

Quarter 4 continued


Instructional Strategies Teacher Resource Assessment Administrative SupportWriting CompositionBegin to use personal writing journalsWriting and pictures demonstrate details in work














Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









193


194

Second Grade

Benchmarks - Grade 2Developmental Reading Assessment Levels (DRA)

• Beginning of Year Level Instructional 18 • Mid-year Instructional Level 24 • End of Year Independent Level 28


195


• Chooses to read independently. • Chooses to write independently. • Chooses to read in a sustained way for a period of time (20-30 minutes). • Chooses to write in a sustained way for a period of time (20-30 minutes). • Chooses reading related activities for enjoyment. • Read chapter books with few illustrations. • Selects and reads text that is appropriate independent reading level.

Reading Comprehension and Fluency:

• Uses phonics knowledge to sound out words, including multi-syllable words, when reading text. • Reads and comprehends both fiction and nonfiction text that is appropriately designed for grade two. • Uses background knowledge to predict and justify what will happen next in stories appropriate for grade two. • Discusses “how,” “who,” and “what if” questions in fiction and nonfiction texts and can justify responses using the text appropriate for grade two. • Reads nonfiction material for answers to specific questions. • Uses appropriate decoding skills while reading second-grade-level text. • Identifies main characters, setting, and plot in stories. • Recognizes when meaning is confused or lost while reading. • Applies the reading strategies of making connections to schema, visualizing, wondering/questioning, making inferences, and determining important ideas. • Makes connections between stories and real life situations. • Demonstrates age appropriate knowledge of the world, literary genres, literary message, and connects knowledge to the text. • Demonstrates age appropriate ability to expand ideas and develop vocabulary. • Crosscheck reading cues (meaning, structure, and visual)• Paraphrase, summarize, organize and synthesize, information� Organize information into main idea and supporting details, story webbing, mapping, and organized lists

Phonemic Awareness:

• Fully mastered by the second grade.

Knowledge of Regular Phonics Patterns:

• Accurately decodes phonetically regular two syllable and muliti-syabbles words.


196

Word Specific Knowledge:

• Increases sight word recognition to include second-grade-level words. • Spells correctly a collection of second level spelling words and spelling patterns. • Accurately read many irregularly spelled words. • Decodes unfamiliar words using a range of strategies including using known parts of words to decode unfamiliar words while reading.

Speaking and Listening:

• Explains thinking in complete sentences with the use of Standard English. • Listens to others attentively. • Uses “Turn to Your Partner” (e.g., faces partner, makes eye contact, listens attentively, contributes ideas about reading, question or topic). • Uses “Think, Pair, Share” (e.g., thinks quietly before sharing with partner). • Listens to and comprehends appropriate content material designed for grade two. • Listens to and responds to text read orally in small or large groups at grade appropriate level. • Distinguishes between social and informational language and speaks in Standard English when in a group setting.

Vocabulary:

• Know high frequency words• Identify and create compound words• Identify root words, prefixes and suffixes• Give a synonym for a word• Give the correct meaning for multi-meaning words• Use word attack skills to read new and unfamiliar words• Use sentence and paragraph structure and word order to predict meaning.


197

Writing:

• Produces longer compositions, such as: descriptions, journal entries, and personal narratives. • Communicates thorough understanding when given an open response question/prompt and is able to support response. • Uses formal language patterns in place of speaking patterns in writing. • Uses revision and editing processes to clarify and refine his/her own writing. • Attends to spelling, mechanics, and presentation for final products. • Uses word wall, word lists, and dictionaries in writing, proofreading, and editing. • Expresses ideas, thinks creatively, and organizes information in ways that are appropriate for grade two. • Uses topic sentences and a variety of sentence structures.

Spelling:

• Uses specific word knowledge to spell an increasing number of second-grade-level words correctly. • Moves from inventing spellings in pieces of independent writing to more accurate spelling. • Spells common structural patterns and endings correctly. • Spells previously studied second grade level words and spelling patterns in his/her own writing. • Chooses writing related activities for enjoyment. • Chooses to read both fiction and nonfiction. • Chooses to write fiction and nonfiction in a variety of short compositions.

Handwriting:

• Writes upper and lower case letters in cursive. • Recognizes upper and lower case letters in cursive.• Being to apply cursive writing

Grammar:


198

• Use capital letters correctly• Recognize and utilize different kinds of sentences• Use quotation in work• Use subject and verbs that are in agreement• Use nouns and pronouns that are in agreement

Reference

• Use the library and computer to locate information• Use the dictionary, glossary, table of contents, index, and other information sources to locate information.• Collect data in an investigation and analyze those data.


199

Second GradeLiteracy

Quarterly Rubrics

Second Grade—Fluency4

Exceedsthe benchmark

3Meets

the benchmark




200

1st Quarter DRA Placement: Level 24 or above

Rate: 53-82 wpm

Consistently reads “Above Level” guided reading with accuracy, expression, and 3 to 4 word phasing

DRA Placement: Level 18-20

Rate: 53-82 wpm

Reads “On Level” guided reading with accuracy, expression, and 3 to 4 word phasing

DRA Placement: Level 16

Rate: 40-53 wpm

Reads “Below Level” guided reading (16) with accuracy, expression, and 3 to 4 word phasing

DRA Placement: below Level 16

Rate: less than 40 wpm

Unable to read “Below Level” guided reading (16) with accuracy, expression and word phasing

2nd

QuarterDRA Placement: Level 28 or

above

Rate: 78-106 wpm



Rate: 78-106 wpm

Consistently reads “On Level” 20-24 guided reading with accuracy, expression, and 3 to 4 word phasing


Rate: 46-77 wpm

Consistently reads “Below Level” guided reading (16-20) with accuracy, expression, and 3 to 4 word phasing

DRA Placement: Below Level 18

Rate: below 46 wpm

Unable to read “Below Level” (16) guided reading level with accuracy, expression, and word phasing

3rd

QuarterDRA Placement: Level 28 or above

Rate: 78-106 wpm



Rate: 78-106 wpm

Consistently reads “ On Level” guided reading 24 with accuracy, expression, and 3 to 4 word phasing


Rate: 46-77 wpm

Consistently reads “Below Level” guided reading (18-20) with accuracy, expression, and 3 to 4 word phasing

DRA Placement: Below Level 18

Rate: below 46 wpm

Unable to read “Below Level” guided reading (18) with accuracy, expression, and 3 to 4 word phasing

4th

QuarterDRA Placement: Level 30 or above

Rate: 94-124 wpm



Rate: 94-124 wpm

Consistently reads “On Level” guided reading 28 with accuracy, expression, and 3 to 4 word phasing


Rate: 65-93 wpm

Consistently reads “Below Level” (20-24) guided reading with accuracy, expression, and word phasing

DRA Placement: Below Level

Rate: below 64 wpm

Consistently reads “Below Level” (20) guided reading with accuracy, expression, and word phasing


201

Strategies Student Strategies:• Reading with expression• Reading with punctuation• Using appropriate phasing • Using appropriate rate

Teaching Strategies:• Fluent reading models• Opportunities for repeated readings, paired reading, shared reading• Corrective feedback

Assessment DRA (required 1st, 2nd, and 4th quarter) Running RecordLevel Reading Books Reader’s TheaterEcho ReadingChoral Reading

Second Grade—Comprehension Strategies/ Skills4




Does not meet the benchmark1st Quarter Consistently uses comprehension strategies

taught









202

Able to articulate 2/3 specific reading strategies and goals

Able to articulate 2 specific reading strategies and goals

Able to articulate 1 specific reading strategy

Unable to articulate specific reading strategies and goals

2nd



Able to articulate 2/3 specific reading strategies and goals and show evidence of implementation



Able to articulate 2 specific reading strategies and goals and show evidence of implementation



Able to articulate 1 specific reading strategy and goal and show implementation



Able to articulate 2/3 specific reading strategies and goals

3rd



Able to articulate more than 3 specific reading strategies and goals and show evidence of implementation










4th



Able to articulate more than 3 specific reading strategies and goals and show evidence of implementation










Strategies Comprehension Strategies Taught:On going throughout the year

• Predict/ Infer• Monitor/ Clarify• Summarize• Question• Monitor/Clarify• Evaluate

Strategies:• Predict/ Infer: Teacher and/or student reads first part of story.

Students uses text pictures clues, and personal knowledge

• Summarize: Teacher and/or student reads story. Student demonstrates understanding of beginning, middle, and end passage

• Evaluate: Student reads stories and form an opinion about what is Golden Door Charter School Language Arts Curriculum 2007-2008 First Draft

203

• Prior KnowledgeReading Skills Taught:

• Story Structure• Fantasy and Realism• Predicting Outcome of story• Compare/ Contrast• Fact and Opinion• Categorize and Classify• Making Judgments• Topic/ Main Idea/ Details• Problem Solving• Making Inferences• Drawing Conclusions• Cause and Effect• Following Directions• Sequence of Events• Author’s Point of View• Problem Solving (new word, • Theme

read. HOT/ Open Ended questions

• Prior Knowledge: Student reads and makes connections between world, text, and self to deepen meaning.

• Monitor/ Clarify: Student monitors for understanding as he/she reads using (stop and jot—sticky notes, reading journal, story maps or fact sheets); Students notices words and ideas that don’t make sense and fixes them

• Questions: Students reads and asks “who, what, when, where, and why” questions to demonstrate understanding of details and important ideas in the text

Assessments Open Court testsLiterature discussions in…

1. Guided reading, shared reading, leveled reading (conferences)2. Integrated studies (Science, Social Studies, Character Education)3. Literature Circle discussion

Teacher-made Open-Ended Questions from anthology and other shared reading text

DRA: DO NOT TEST ABOVE LEVEL 38Second Grade—Wide Range Reading

4Exceeds

the benchmark




1st Quarter Consistently uses strategies to choose “just right” books

Sustain reading with buddy or

Often usesStrategies to choose “just right” books Sustain reading with buddy or



Sustain reading with buddy or self


204

self for more than 20 minutes uninterrupted

self for 20 minutes uninterrupted

Sustain reading with buddy or self for 10-15 minutes uninterrupted

for less than 10 minutes uninterrupted

2nd


Consistently uses independent time to read daily alone or with a buddy


Sustain reading with self for more than 20 minutes uninterrupted


Often uses independent time to read daily alone or with a buddySustain reading with self for 20 minutes uninterrupted

Often maintains a reading log and/or journal of books read



Sustain reading with self for 10-15 minutes uninterrupted



Is unable to use independent time to read daily alone or with a buddy

Sustain reading with self for less than 10 minutes uninterrupted


3rd













4th












205

Consistently uses independent time to read daily alone



Strategies Skills Taught:1. The 1st 20 days of independent reading—Fountas and Pinnell

Assessments Independent ReadingReading log/journalsDiscussions

Second Grade Fluency Evaluation—Taught Year Long


206

1.• Very little fluency• All word-by-word reading with some long pauses between words• Perhaps a couple of two-word phrases, but generally is fluent• Almost no recognition of syntax or phrasing (expressive interpretation)• Very little evidence of awareness of punctuation• Some grouping awkward

2. • Mostly word-by-word reading, but with some two-word phrasing and even a couple of three- or four- phrases (expressive interpretation)• Evidence of syntactic awareness of syntax and punctuation, although not consistently so• Rereading for problem solving may be present

3.• A mixture of word-by-word reading• Fluent, phrased reading (expressive interpretation)• Evidence of attention to punctuation and syntax• Rereading for problem solving my be present

4.• Reads primarily in larger meaningful phrases• Fluent, phrased reading with few word-by-word-slow downs for problem solving• Expressive interpretation is evident at places throughout the reading• Attention to punctuation and syntax• Rereading for problem solving may be present, but is generally fluent

Source: Guided Reading: Good First Teaching for All Children (Fountas and Pinnell)

Second Grade Writing Conventions 4




Does not Meet the BenchmarkGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

207

Quarter 1 Writing always represents all sounds in words correctly

Consistently uses blends/ diagraphs correctly

Consistently uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Consistently uses ending punctuation appropriately( . ? ! ) throughout writing correctly

Consistently use commas appropriately

Consistently uses correct grammar (subject/verb agreement, tense, pronoun agreement)

Spells first grade level/ high frequency words (few, if any, spelling errors)

Consistently uses resources for more challenging words (few, if any, spelling errors)


Writing always represents all sounds in words

Often uses blends/ diagraphs

Often uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Often uses ending punctuation appropriately( . ? ! ) throughout writing

Begins to use commas appropriately

Often uses correct grammar (subject/verb agreement, tense, pronoun agreement)


Often uses resources for more challenging words (few, if any, spelling errors)

Often writes in complete sentences

Writing occasionally represents all sounds in words

Occasionally uses blends/ diagraphs

Occasionally uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Occasionally uses ending punctuation appropriately( . ? ! ) throughout writing

Occasionally use commas appropriately

Occasionally uses correct grammar (subject/verb agreement, tense, pronoun agreement)

Occasionally spells first grade level/ high frequency words (few, if any, spelling errors)

Occasionally uses resources for more challenging words (few, if any, spelling errors)


Writing does not represents all sounds in words

Unable to use blends/ diagraphs

Unable to use capital letters for days, titles (Mr., Mrs., etc.), book titles

Unable to use ending punctuation appropriately( . ? ! ) throughout writing

Unable to use commas appropriately

Unable to use correct grammar (subject/verb agreement, tense, pronoun agreement)


Unable to use resources for more challenging words (few, if any, spelling errors)

Unable to write in complete sentences

Unable to edit for capitalization, punctuation, and grammar

Second Grade Writing Conventions4





208

Quarter 2 Writing always represents all sounds in words correctly

Consistently uses blends/ diagraphs correctly

Consistently uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Consistently uses ending punctuation appropriately( . ? ! ) throughout writing correctly

Consistently use commas appropriately



Consistently uses resources for more challenging words (few, if any, spelling errors)


Consistently edits for capitalization, punctuation, and grammar

Writing always represents all sounds in words

Often uses blends/ diagraphs

Often uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Often uses ending punctuation appropriately( . ? ! ) throughout writing

Begins to use commas appropriately

Often uses correct grammar (subject/verb agreement, tense, pronoun agreement)


Often uses resources for more challenging words (few, if any, spelling errors)

Often writes in complete sentences Often edits for capitalization, punctuation, and grammar

Writing occasionally represents all sounds in words

Occasionally uses blends/ diagraphs

Occasionally uses capital letters for days, titles (Mr., Mrs., etc.), book titles

Occasionally uses ending punctuation appropriately( . ? ! ) throughout writing

Occasionally use commas appropriately


Occasionally spells first grade level/ high frequency words (few, if any, spelling errors)



Occasionally edits for capitalization, punctuation, and grammar

Writing does not represents all sounds in words

Unable to use blends/ diagraphs

Unable to use capital letters for days, titles (Mr., Mrs., etc.), book titles

Unable to use ending punctuation appropriately( . ? ! ) throughout writing





Unable to write in complete sentences

Unable to edit for capitalization, punctuation, and grammar

Second Grade Writing Conventions 4





209

Quarter 3 Consistently capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns


Uses ending punctuation appropriately ( . ? ! ) throughout ALL of pieces of writing

Uses commas appropriately

Uses resources for more challenging words (few, if any, spelling errors)

Proofread and revise for independently

Consistently capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns


Uses ending punctuation appropriately ( . ? ! ) throughout some writing



Begins to proofread and revise for independently

Occasionally capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns


Occasionally ending punctuation appropriately ( . ? ! ) throughout writing

Occasionally commas appropriately


Occasionally proofreads and revise for independently

Unable to capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns


Unable to use ending punctuation appropriately ( . ? ! ) throughout writing



Unable to proofread and revise for independently

Second Grade Writing Conventions4






210

Quarter 4 Consistently uses commas appropriately

Consistently uses apostrophes when appropriate

Uses ending punctuation appropriately ( . ? ! ) throughout ALL writing pieces


Uses resources for grade appropriate and challenging words (few, if any, spelling errors)

Proofreading is evident

Consistently uses commas appropriately

Begins to use apostrophes when appropriate

Uses ending punctuation appropriately ( . ? ! ) throughout MOST of piece




Occasionally uses commas appropriately


Occasionally ending punctuation appropriately ( . ? ! ) throughout SOME of writing piece


Occasionally uses resources for grade appropriate and challenging words (few, if any, spelling errors)

Proofreading is minimal


Unable to use ending punctuation appropriately ( . ? ! ) throughout MOST of piece


Unable to use resources for grade appropriate and challenging words (few, if any, spelling errors)

Proofreading is not evident

Option for Assessment: Writing Workshop, Writing journals, Answers to open-ended questions, Writing Centers, Content area writing

Second Grade Writing Composition4






211

Quarter 1 Begins to group ideas in a single paragraph

Consistently writes 4 or more sentences that support a main idea

Consistently uses an inviting hook, when appropriate

Begins to use a topic sentence

Attempts to use a concluding sentence

Consistently uses words specific to topic and audience

Consistently uses a variety of descriptive phrases and/or words





Begins to group ideas in a single paragraph

Often writes 4 or more sentences that support a main idea

Often uses an inviting hook, when appropriate



Often uses words specific to topic and audience

Often uses a variety of descriptive phrases and/or words





Occasionally writes 4 or more sentences that support a main idea

Occasionally uses an inviting hook, when appropriate

Occasionally uses words specific to topic and audience

Occasionally uses a variety of descriptive phrases and/or words





Unable to writes 4 or more sentences that support a main idea

Unable to uses an inviting hook, when appropriate

Unable to use words specific to topic and audience

Unable to use a variety of descriptive phrases and/or words

Unable to participate in shared writing


Unable to share writing with peers and teachers

Unable to follow writing workshop routine

Second Grade Writing Composition continued






212

Quarter 2 Begins to group ideas in a single paragraph

Consistently writes 4 or more sentences that support a main idea

Consistently uses an inviting hook, when appropriate



Consistently uses words specific to topic and audience

Consistently uses a variety of descriptive phrases and/or words





Begins to group ideas in a single paragraph

Often writes 4 or more sentences that support a main idea

Often uses an inviting hook, when appropriate



Often uses words specific to topic and audience

Often uses a variety of descriptive phrases and/or words





Occasionally writes 4 or more sentences that support a main idea

Occasionally uses an inviting hook, when appropriate

Occasionally uses words specific to topic and audience

Occasionally uses a variety of descriptive phrases and/or words





Unable to writes 4 or more sentences that support a main idea

Unable to uses an inviting hook, when appropriate

Unable to use words specific to topic and audience

Unable to use a variety of descriptive phrases and/or words

Unable to participate in shared writing


Unable to share writing with peers and teachers

Unable to follow writing workshop routine







213

Quarter 3 Consistently writes a simple paragraph with a clear topic sentence and supporting details Consistently revises by adding and/or deleting ideas

Consistently includes a labeled illustration to add detail to text, when appropriate

Consistently uses a topic sentence

Consistently uses a hook when appropriate

Consistently uses a concluding sentence

Consistently uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)


Often writes a simple paragraph with a clear topic sentence and supporting details Often revises by adding and/or deleting ideas

Often includes a labeled illustration to add detail to text, when appropriate

Often uses a topic sentence

Often uses a hook when appropriate

Often uses a concluding sentence

Often uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)


Occasionally writes a simple paragraph with a clear topic sentence and supporting details Occasionally revises by adding and/or deleting ideas

Occasionally includes a labeled illustration to add detail to text, when appropriate

Occasionally uses a topic sentence

Occasionally uses a hook when appropriate

Occasionally uses a concluding sentence

Occasionally uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)


Unable to write a simple paragraph with a clear topic sentence and supporting details Unable to revise by adding and/or deleting ideas

Unable to include a labeled illustration to add detail to text, when appropriate

Unable to use a topic sentence

Unable to use a hook when appropriate

Unable to use a concluding sentence

Unable to use appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)

Unable to reread work for meaning to find parts that does not make sense



214





Quarter 4 Consistently writes a simple paragraph with a clear topic sentence, details, and a concluding sentence

Consistently revises by adding and/or deleting ideas

Consistently includes a labeled illustration to add detail to text, when appropriate

Consistently writes a definite beginning, middle, end when writing

Consistently uses transition words and time orienters to connect ideas

Consistently presents ideas in a logical order

Consistently uses a definite concluding sentence

Often writes a simple paragraph with a clear topic sentence, details, and a concluding sentence

Often revises by adding and/or deleting ideas

Often includes a labeled illustration to add detail to text, when appropriate

Often writes a definite beginning, middle, end when writing

Often uses transition words and time orienters to connect ideas

Often presents ideas in a logical order

Often uses a definite concluding sentence

Occasionally writes a simple paragraph with a clear topic sentence, details, and a concluding sentence

Occasionally revises by adding and/or deleting ideas

Occasionally includes a labeled illustration to add detail to text, when appropriate

Occasionally writes a definite beginning, middle, end when writing

Occasionally uses transition words and time orienters to connect ideas

Occasionally presents ideas in a logical order

Occasionally uses a definite concluding sentence

Unable to write a simple paragraph with a clear topic sentence, details, and a concluding sentence

Unable to revise by adding and/or deleting ideas

Unable to include a labeled illustration to add detail to text, when appropriate

Unable to write a definite beginning, middle, end when writing

Unable to use transition words and time orienters to connect ideas

Unable to present ideas in a logical order

Unable to use a definite concluding sentence

Penmanship---Second GradeQuarters 4 3 2 1


215

Exceeds the benchmark Meets the benchmark Approaching the benchmark

Does not meet the benchmark

Quarter 1 Always holds writing tool the proper way

Letters are consistently written legible

Always holds writing tool the proper way

Letters are often written legible

Occasionally holds writing tool the proper way

Letters are occasionally written legible

Unable to hold writing tool the proper way

Unable to write letters legible

Quarter 2 and 3 Always holds writing tool the proper way

Capital letters are consistently written in correct form—from top line to base line

Lowercase letters are consistently written in correct form- from midline to baseline

Descenders consistently drop below the line


Capital letters are often written in correct form—from top line to base line

Lowercase letters are often written in correct form- from midline to baseline

Descenders often drop below the line


Capital letters are occasionally written in correct form—from top line to base line

Lowercase letters are occasionally written in correct form- from midline to baseline

Descenders occasionally drop below the line


Capital letters are not written in correct form—from top line to base line

Lowercase letters are not written in correct form- from midline to baseline

Descenders do not drop below the line

Quarter 4 Writes first name in cursive letters

Begins to write cursive letters taught

Occasionally writes cursive letters taught

Unable to write any letters taught in cursive

Second Grade Reading Curriculum MapQuarter 1 Guiding Questions: What is reading? What goals do I have for myself as a reader? What do I do well as a reader? How do I partner read? What are classroom behavioral expectations for reading workshop? How do I retell important facts form a fictional and informational read-a loud? What makes this a narrative text? How does this text relate to my life experiences? How cans the book’s title page we used to make oral predictions? What reading strategies do I use when coming across pronunciation of unknown text? What reading strategies do I Golden Door Charter School Language Arts Curriculum 2007-2008 First Draft

216

use when coming across definition of an unknown word? How can I identify story elements (setting, plot, characters, problem, conflict/solutions) is fictional work? What expressions should I put into my reading? What specific part should I read to answer a specific question? What do I do when I read aloud?



Comprehension Strategies/ Skills-Making Text-to-self connections-Visualizing-Asking questions-Predicting-Monitoring and clarifying-Book walkActivate Prior Knowledge-demonstrate the ability to recall facts and details of text-make inferences and support them with textual information-respond to text from open-ended questions and give support





Open Court Units 1









Observations

Conference notes










Review and monitor upkeep of guided reading binders

217


Quarter 1 continued


218



GenreNarrative--personal and fictional

Phonics:Recognize sound/letter relationship

Using decoding strategies





Open Court: Personal Narrative stories









Observations

Conference notes





Conduct grade level meetings with focus on open/ended literacy question

Monitoring running records—1 per month of each student; stored in guided reading binders

219


220



Fluency:Use of punctuation when reading

Model and practice reading with accuracy and expression

Formal Fluency AssessmentAt the start of the year (after Open Court, Unit 1, Lesson 5)

DRA Level= Independent 18Fluency Score=3

Research Recommends:� providing oral reading support to students while they themselves read� repeated readings� focusing instruction on proper and meaningful phrasing� providing readers with materials at their independent reading level (Rasinski, 2001)

Phonics and Phonemic Awareness:

-identify reading strategy when coming across an unknown word and use strategy- add, delete, or change middle sounds to change words-use knowledge of letter-sound correspondences to sound out unknown words






Open Court: Personal Narrative stories









Observations

Conference notes











221



222

Quarter 1 continued



Phonics/ Spelling:a/, /b/, /k/ spelled c, /d/, /e/, /f/ spelled f, /g/, /h/ spelled h_, /i/, /j/ spelled j, /k/ spelled k, /l/, /m/, /n/ spelled n, /o/, /p/, /kw/ spelled qu_, /r/ spelled r, /s/ spelled s, /t/, /u/, /v/, /w/ spelled w_, /ks/ spelled ■x, /y/, /z/ spelled z, initial consonant blends, double final consonants, /k/ spelled ■ck; multisyllabic words, short e spelled _ea_; final consonant blends; special spellings: al, all, /sh/; /th/; /ch/ spelled ch, ■tch; /n/ spelled kn_; /r/ spelled wr_; /f/ spelled ph; /hw/ spelled wh_, /ar/ spelled ar; /er/ spelled er, ir, ur; /or/ spelled or; special spellings wa, wor






Open Court Units Getting Started (15 days lessons) & Personal Narrative stories









Observations

Conference notes



Conduct grade level meetings with focus on open/ended literacy question

Monitoring running records—1 per month of each student; stored in guided reading binders

223


Quarter 1 continued


224



Phonics/ Spelling:final nk, /ng/ spelled ■ng, inflectional endings -ing, -ed; /j/ spelled ge, gi_, ■dge; /s/ spelled ce, ci_, long a spelled a_e; long e spelled e; long i spelled i; long o spelled o; long u spelled u, u_e, _ue, long a spelled _ay, ai_; long e spelled ee, ea, long i spelled _y, igh, i_e, _ie; long o spelled o_e, _oe, _ow, oa, long e spelled _y ; common final syllables: -y, -er, -le, /oo/ spelled oo; /ōō/ spelled u, u_e, _ue, _ew, oo , /ow/ spelled ow, ou_; review long o spelled _ow, /oi/ spelled oi, _oy; /aw/ spelled au_, aw; special spellings augh, ough






Open Court Units Getting Started ( 15 days lessons) Personal Narrative stories









Observations

Conference notes









225

Quarter 1 continued


226



Phonics/ Spelling:/j/ spelled ■dge; compound words; long e spelled e, ea, ee; /oo/ spelled oo; short vowels, multi-syllabic words; /ow/ spelled ow, ou_; contractions; compound words; -le endings; /m/ spelled mb; short e spelled _ea_; short vowel review; closed syllables cvc, /sh/ spelled sh; inflectional endings -ed and -ing; compound words; long a spellings, long e spelled e, ea, ee,_y; inflectional endings -ed and -ing; long e spellings, /ar/ spelled ar, /er/ spelled er, ir, ur; long i spellings






Open Court Units Getting Started (15 days lessons) and Personal Narrative stories









Observations

Conference notes



227

Quarter 1 continued


228



Vocabulary strategiesContext clues for unfamiliar words

-participate in daily word work in order to transfer and apply knowledge-Understand instructional vocabulary as well as appropriate words for comparisons (alike, different, but)

Academic Language/WordsLong vowelsComprehension strategiesPluralsUnderstand synonymsStory settingAuthor’s voice and purpose














Observations

Conference notes









229



230

Quarter 1 continued



Wide Range Reading


Uses independent reading time alone or with a buddy for 20 minutes uninterrupted

Develop an enjoyment for reading through

















Observations

Conference notes



231


Quarter 2 Guiding Questions: What goals do I have for myself as a reader? What do I do well as a reader? How do I retell important facts form a fictional and informational read-a loud? What makes this a narrative text? How does this text relate to my life experiences? What reading strategies do I use when coming across pronunciation of unknown text? What you are reading must always make sense. How do I jot down critical thinking in my reading journal? How do I maintain a reading journal? Describe the problem in the story. Was the problem solved? When did the same problem happen to you? What happened and how did you solve it? Do you see yourself being friends with any of the characters? Why or why not? Why do you think the author wrote this book? Do you think there is a message in the story?/ What is it?/ Support your response. What new words did I learn today that I can use tomorrow? What kind of expression should I put into my reading?


232

Quarter 2 continued



GenreNarrative--personal and fictional

Phonics:Recognize sound/letter relationship

Using decoding strategies




Reading Workshop Guided Reading


Guided Reading: Good First Teaching for All Children by Fountas and PinnellChapter 13

Reading with Meaning by Debbie Miller chapters 1-4




Observations

Conference notes









233




SkillsClassifying and Categorizing;Comparing and Contrasting;Main Ideas and Details;Drawing Conclusion

Begin to cooperatively use open-ended comprehension rubric









Open Court Units 3-5




Observations

Conference notes











234

Quarter 2 continued


235



Fluency:DRA Instructional Level= 18 or 20Fluency score =3 Rereads on guided reading level with accuracy, expression, and pacing

GenrePersonal narrativesLettersResponding to story









Open Court Units 3-5




Observations

Conference notes










236


237

Quarter 2 continued



Phonics: Interactive Read- aloud(Whole Group, orSmall Group)











Observations

Conference notes









238

Quarter 2 continued


239



Vocabulary

Academic Language/WordsRecognize figurative languageIdentify dialogueSubject/verb agreementCompound wordsWriting processHomonymsAntonymsSynonymsPluralsContractions












Observations

Conference notes









240

Quarter 2 continued


241






















Observations

Conference notes









242

These mini-lessons are not listed in a sequential order. The teacher literacy decisions are based on the assessment of the students. These lessons are not only restricted in the literacy block. They are strongly encouraged to be used during math, science, and social studies sessions.

Quarter 3 Guiding Questions: How do I answer open-ended questions about the stories? How and why do good readers visualize as they read? How can I share my thoughts with other readers in a written format? How can I use classroom resources to assist me with an unknown word? How do readers make inferences about what they have read? How do readers use punctuation when they read? How does phonemes blending and segmentation help me as I learn to read? What sound do I hear at the beginning, middle, or end of this word? What strategies have I learned that helped me decode this word? How does partner talk deepen our understanding of poetry? How do we use text to support our understanding of a poem? How can I identify the theme of the poem?How can we read the poem in unison or rounds to assist with fluency? Do I know this word without sounding it out? (Sight words, High Frequency Words)


243













Unit 9 Open Court




Observations

Conference notes











244

Quarter 3 continued


245




In the middle of the year (after Open Court Unit 3, Lesson 3)

Fluency score= 3

GenrePoetryAuthor Study










Unit 9 Open Court




Observations

Conference notes







Conduct grade level meeting Guided Reading: Good First Teaching for All Children by Fountas and Pinnell




246


247

Quarter 3 continued



Phonological AwarenessBlending and segmenting 3 part phonemes

PhonicsUses phonics to generate

writing

Spelling: Use Open Court





Unit 9 Open Court








Observations

Conference notes










248

Quarter 3 continued


249



VocabularyWord/line/stanzaSensesVisualizeWhile spaceLine breakThemeAudiencePurpose





Unit 9 Open Court








Observations

Conference notes










250

Quarter 3 continued


251














Unit 9 Open Court








Observations

Conference notes










252

Quarter 4 Guiding Questions: How do I answer open-ended questions about the stories? What text features are present in nonfiction? Why and how does a reader use these text features?How and why do good readers visualize as they read? How do I locate information from books? How do I use titles and other text features to assist me in locating information? How do I use the KWL and/or other to guide in my reading of non-fiction? How do I use the dictionary, glossary, table of contents, index, and other information sources to locate information? How do I put what I have read in my own words? How do I find the author’s purpose of a particular section of reading? How do I retell the important information and support in my own words? How can I share my critical thinking about non-fiction with other readers in my journal/ written format? How do readers make inferences about the author’s purpose and unknown words? What reading strategies do I need to read nonfiction text? What have you learned that you’d like to explain to others? What kind of research do you think the author did to write this book? What kinds of questions would you ask the author if you ever met him/her? How can you find our more about this topic? How is the language/grammar used in the book title, captions, graphs, tables, and diagrams different that that is the text?


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Quarter 4 continued







Unit 6 & 10 Open Court DRA2 Assessment


Message Time Plus

Observations

Conference notes

Class books


Appropriate Rubric









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Comprehension Strategies/Skills:PredictionsReaders use “read on” and “re-reading strategies to determine meaningReaders understand the difference between facts and opinionsReaders use evidence from text to support thinking about a topicReaders partner talk to deepen thinking about the topicReaders attentively listen and “piggy-back” off others during class discussionsReaders identify elements of expository text (table of contents, glossary, captions, …)Readers read with a purpose in mind








Unit 6 & 10 Open Court




Observations

Conference notes











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Quarter 4 continued




Formal Fluency AssessmentAt the end of the year (after Open Court Unit 4, Lesson 7)

DRA Independent=28 Fluency score= 3















Observations

Conference notes











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Quarter 4 continued



Phonological AwarenessDeleting, tapping and counting sounds

PhonicsUses phonics to generate words by writing CVC words with a, i, and other vowels taughtChange the beginning, middle, and ending sounds to create new words

Spelling:Sight Words: pull; pulling













Observations

Conference notes










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Quarter 4 continued



VocabularyTable of contentsGlossaryIndexBulletsAction VerbsLinking VerbsPresent tensePast tenseUse time order words













Observations

Conference notes


Reading rubrics




Conduct grade level meeting Guided Reading: Good First Teaching for All Children by Fountas and Pinnell Chapters 1-7




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Quarter 4 continued


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Observations

Conference notes




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Curriculum Calendar for Writer’s Workshop in Second Grade


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Always use the last 1or 2 days of Unit of Study to reflect with students:SAMPLE REFLECTION QUESTIONS:

• What have we learned?• What have I done well as a writer?• What do I need to work on as a writer?• What growth do you see in your work?• What have you learned about this genre?• If you could do this again, what would you change in your work?• Choose one thing from your portfolio and explain why you like it. How does it show your learning?• How does this piece of writing show what you have learned from other writers?

Units of Study in Second Grade


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Quarter 1

Complete literacy assessment before beginning Units of Study (picture prompt)

We are Writers

Establishing Writing Time and Procedures and Expectations

Establishing a writing community

Introduce routines materials. What is writing workshop? What is writing? What do we do when we are done? How do we spell words? What is the teacher doing while students are writing? What to do if I have a question? Where do I put my name and date on the paper? What is the writing process? How do I get my ideas for writing? How do I revise and edit my work?

Work in student folder

See appropriate rubrics and quarter 1 scores

Selected work to review for author’s share during celebration and publishing

Reflection of work




Open Court: Intro to WritingIntro. to the Writing Process (Units 1 & 2)

Quarter 2 Personal narratives/ small moments (5 weeks)

Personal Letters Writing (5 weeks)

Small Moments-qualities of good writing:How can I show focus in my writing?

How can I add details to my work?

How can I put my story in sequence?

How can I write legible in order for my reader to understand my work?

Do I have complete sentences in my work?


Personal Letters: Write

Personal narratives/ memoirs

See appropriate rubrics

Open Court: (Units 3-5)




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with an audience in mind

What does the structure of a letter look like?

What conventions do I use in letter writing?

Who is my audience?



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Quarter 3 Author Study: 4 wksCynthia RylandVera WilliamsSuggested authors

Poetry: 4 wksFocusMechanicsStyleSentence formationLine BreaksVerse

Author Study:Live like an author; reading like an author; mentor text; author’s craft; author’s purpose for writing bookcompare/contrast book by same author; view self and perform as authors; try author’s language and illustrations in their own writing





Unit 9 Open Court



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Quarter 4 Expository Writing:

How-to-Books:Write explicitly Write for an audience

Writing Report/Persuasive Writing:Students 1st write about what they knowNext students can write about a whole-class inquiry project

Finally young writers can learn to divide their topic into sub-topics that can become separate chapters in a book

How-to-Books: Check for clarity, Revising words and pictures, Incorporating features, Editing

Writing Reports/Persuasive Writing: Introduce all about books, choosing paper and structure, making labeled diagrams, making texts that teach, persuade, and inform revising: learning from each other, fitting information into writing

An all about book

Writing report/ persuasive writing







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Quarter 1 Guiding Questions: How does talking about a topic organize my thoughts before I write? What does writing workshop look and sound like? What does writing during center time look and sound like? What does legible writing look like? What writing piece would I like to revise? If I could do this again, what would I change to make my writing better?What is a writing notebook? How do I revise by using a different color marker? Why is legible writing important? What are the procedures of interactive writing? What strategies do I use to spell unfamiliar words? How can I share my writing ideas with others? How can I give constructive feedback to other’s writing?


Instructional Strategies Teacher Resource Assessment Administrative SupportQuarter 1

GenreEstablishing writing expectations and procedures

Penmanship:Practice holding writing tools the proper way

Show good pencil/paper position with speed and accuracy

Interactive Writing (Whole Group, orSmall Group)2-3 days per week

Shared Reading(Whole Group, orSmall Group)2-3 days per week










Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Participates in shared writingIs familiar with writing routines( writing workshop, interactive writing, message-time plus)



Uses standard English in writing

Use nouns and pronouns that are in agreement

Interactive Writing (Whole Group, or Small Group)2-3 days per week

Shared Writing(Whole Group, orSmall Group)2-3 days per week











Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsGrammar: Capital letters-Names and I

Standard English grammar is used


Spells unfamiliar words using strategies such as segmenting, sounding out, and matching familiar words and word parts

Spells words studied with consonant blends and digraphs

Uses capital letters for proper nouns, 1st names, 1st word in a sentence

Use spelling strategies (word wall, thinking about the base word and affixes)













Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Quarter 2 Guiding Questions:


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GenrePersonal narratives (5 weeks)

Personal Letters (5 weeks)

PenmanshipNumbers are lines


Capital letters go from top to baseline











Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Quarter 3 Guiding Questions: How can I peer conference? How can I compare/contrast work by the same author? How can I check my work? Who is an editor? In what ways can I record journal entries? What are some special characteristics of some authors? What does it mean to see through a poet’s eyes? What can I try some of the language and illustrations from the author?How can I make my writing clear for my readers? How do I use showing not telling language in my poem? How can I put line breaks in my own writing? How can I revise and edit my poems? How do I peer conference and ask/ give helping advice?


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Participates in shared writingIs familiar with writing routines (writing workshop, interactive writing, message-time plus)



Uses standard English in writing

Use nouns and pronouns that are in agreement













Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsConsistently capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns


Uses ending punctuation appropriately ( . ? ! ) throughout SOME of piece



Begins to proofread Use spelling strategies (word wall, thinking about the base word and affixes)












Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









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Quarter 3 Guiding Questions: How can I peer conference? How can I compare/contrast work by the same author? How can I check my work? Who is an editor? In what ways can I record journal entries? What are some special characteristics of some authors? What does it mean to see through a poet’s eyes? What can I try some of the language and illustrations from the author?How can I make my writing clear for my readers? How do I use showing not telling language in my poem? How can I put line breaks in my own writing? How can I revise and edit my poems? How do I peer conference and ask/ give helping advice?


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Quarter 3 continued


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Instructional Strategies Teacher Resource Assessment Administrative SupportWriting CompositionWrites a simple paragraph with a clear topic sentence, details, and a concluding sentence

Frequently revises by adding and/or deleting ideas

Includes a labeled illustration to add detail to text, when appropriate

Begins to include a beginning, middle, end when writing

Uses a topic sentence

Uses a hook when appropriate

Begins to use a concluding sentence

Uses a definite concluding sentence

Uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)

Begins to express point of view













Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric










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Quarter 4 Guiding Questions: What is the purpose of non-fiction writing? What is the structure of non-fiction writing? How do I use a library to find my information? How do I locate information from books? How do I use titles and other text features to assist me in locating information? How can I use my writer’s notebook to better show and demonstrate my understanding of informational text? How do I decide on my researching questions to investigate? How do I use primary and secondary research for my research? How do I find resources? Would you like to read more books about this topic? Why? What else would you like to find our about this topic?


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Instructional Strategies Teacher Resource Assessment Administrative SupportGenrePersuasive Procedural Writing

PenmanshipDevelop personal pride in neat work

Recognizes own miscues in writing

Show good pencil/paper position with speed and accuracy

Experiments with cursive writing












Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric









What is the fact? Teaching Nonfiction Writing By Tony Stead grade level meeting/ study group text



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Instructional Strategies Teacher Resource Assessment Administrative SupportWriting ConventionsConsistently uses commas appropriately


Uses ending punctuation appropriately ( . ? ! ) throughout MOST of piece




Use spelling strategies (word wall, thinking about the base word and affixes)












Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric













287



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Instructional Strategies Teacher Resource Assessment Administrative SupportWriting CompositionWrites a simple paragraph with a clear topic sentence, details, and a concluding sentence

Frequently revises by adding and/or deleting ideas

Includes a labeled illustration to add detail to text, when appropriate

Writes a definite beginning, middle, end when writing

Uses transition words and time orienters to connect ideas

Presents ideas in a logical order

Uses a definite concluding sentence

Uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.)

Begins to express point of view














Writing sample


Message Time Plus

Observations

Conference notes


Appropriate Rubric












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APPENDIX


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Language Arts Administrative Writing Workshop Checklist:Writing Workshop Checklist

Teacher______________________ Grade_________Golden Door Charter School Language Arts Curriculum 2007-2008 First Draft

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Writing Area/Center for writing material

Writing materials available and accessible

Reference materials available and accessible

Student folders available and accessible

Conference documentation recorded with date and notes

Mini-lessons documented (class charts, notes taken by students)

Classroom management reflects student knowledge of rituals and routines (writing workshop structure)

Published writing displayed on bulletin boards, class library, and/or in other published ways

Students are able to respond to the following questions:1. What do you do during writing workshop?2. Do you have a writing folder?3. How do you select your writing topic?4. What is a check list/ rubric?5. How does your teacher help you during writing workshop?6. What will you do to improve your writing?

Teachers are able to respond to the following questions:1. How do you plan your mini-lesson?2. How do you monitor student progress?3. Do you have student folders and conference notes on students?4. What was the lesson objective?5. What NJCCCS standards was your lesson connected to?

Clinton2005Language Arts Administrative Reading Workshop Checklist:

Reading Workshop ChecklistTeacher__________________ Grade___________

Books are developmentally appropriateGolden Door Charter School Language Arts Curriculum 2007-2008 First Draft

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Leveled books/materials for small group instruction and independent reading are available

Books in a variety of genres/topics are in the library area

Books are organized by genre/topic in clearly marked bins or containers

Student folders and reading bags are available and accessible

Student folders contain reading workshop materials (reading response and reading logs)

Reading response questions reflect higher levels of Bloom’s Taxonomy

Conference documentation (dates/notes) recorded

Mini-lesson documentation (class charts…)

Students are able to respond to the following questions:1. What do you do during reading workshop?2. Do you have a reading folder?3. Do you have a reading log?4. How do you select a book?5. What do you and teacher conference about?6. How does your teacher help you during reading workshop?7. What will you do to improve your reading?

Teachers are able to respond to the following questions:1. Where are your student folders?2. How do you determine which level books each child should read?3. What NJCCCS are you connecting to your lesson?4. What was the purpose of the mini-lesson

Clinton2005


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Language Arts Literacy - The Golden Door Charter · PDF fileC. Be familiar with the grade’s Language Arts standards as outlined in the NJ ... end of the year DRA and ... and it’s

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