Monroe Township Schools Curriculum Management System

Monroe Township Schools

Curriculum Management System

Language Arts Literacy

Grades K-6

July 2002 Anticipated Implementation Date: September 2003 Board Approval Date:

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Page 6 National and State Standards Pages 7 - 69 Goals/Objectives/Instructional Tools/Activities Pages 70-244 Benchmarks Page 245 Appendix Refer to second binder

MONROE TOWNSHIP BOARD OF EDUCATION

MONROE TOWNSHIP

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

BOARD OF EDUCATION

Mr. Joseph Homoki, President Ms. Kathy Kolupanowich, Vice President

Mr. Marvin Braverman Mr. Harold Pollack Ms. Susan Cohen

Mr. John Leary Ms. Carol Haring Mr. Lew Kaufman

Ms. Kathy Leonard Ms. Amy Speizer

JAMESBURG REPRESENTATIVE

Patrice Faraone

Student Board Members

J. William DeBaun Darren Goldberg Brian Hackett

Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Robin Silverman

Bethanne Augsbach Tillie Kahle Kathy Majewski Bernice Schultz Lisa Zelenkow Kathy Czizik Carol Lange

Supervisor Name: Lorna A. Fairess, Supervisor of Humanities Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy The Monroe Township School District’s Language Arts/Literacy Curriculum is an integrative, interactive approach to instruction which develops effective communication through speaking, listening, writing, reading, and viewing. This language arts literacy curriculum is intended to support the learning of all students and promote higher levels of student performance through differentiated instructional strategies which foster critical thinking, problem-solving, and creativity. This program links instruction with district, state, and national proficiency standards. Students acquire skills and use strategies by exploring language in its many dimensions which they will carry with them as contributing members of society. Through a balanced literacy program, students develop the appreciation and self-motivation to read great literature, every day text, and communicate effectively through speech and writing. The program weaves the arts, technology, cross-curricular instruction, and life skills to create an interdisciplinary approach to literacy which extends beyond the classroom to everyday experiences relating to self, others, and the world.

Educational Goals

1. The program includes instruction in phonemic awareness, phonics, fluency, vocabulary study, and text comprehension.

2. The program provides skills in a sequential manner which spiral as students continue along a K-6 continuum.

3. The program offers educators several activities that appeal to students’ diverse learning styles.

4. The program promotes students’ love for reading by exposing them to a variety of literary genres.

5. The program offers several technological components which make learning language arts literacy skills more interesting.

New Jersey Core Curriculum Content Standards for

Language Arts Literacy

INTRODUCTION

The Vision

The New Jersey Core Curriculum Content Standards for language arts literacy capture language experiences all children need in order to grow intellectually, socially, and emotionally in classrooms across the curriculum. The standards are intended to promote students' capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.

The language arts are integrative, interactive ways of communicating that develop through reading, writing, speaking, listening, and viewing. They are the means through which one is able to receive information; think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and nonverbal communications; formulate and answer questions; and search for, organize, evaluate, and apply information. Literacy is a way to acquire knowledge for thinking and communicating; it is more than the acquisition of a specific, predetermined set of skills in reading, writing, speaking, listening, and viewing. Literacy is also recognizing and understanding one's own purposes for thinking and communicating (through print or nonprint, verbal or nonverbal means) and being able to use one's own resources to achieve those purposes.

Underlying the standards for language arts literacy are four assumptions about language learning. First, language is an active process for constructing meaning. Even the quiet listener is actively working to link prior knowledge and understanding to what other people say. Second, language develops in a social context. While language is used in private activities, the use of language almost always relates to others. Each of us is an active audience for those who create spoken, written, or visual texts; others listen to our thoughts and read our writing. Third, language ability increases in complexity if language is used in increasingly complex ways. Language learners must engage in texts and conversations that are rich in ideas and increasingly complex in the patterns of language they display. Finally, learners achieve mastery of language arts literacy not by adding skills one-by-one to their repertoire, but rather by using and exploring language in its many dimensions.

The language arts literacy standards are intended to support the learning of all students through challenging activities that bring students to higher levels of performance. Although the standards define five areas of language arts, each art is not a set of discrete skills but meant to work together to inform and enrich each other. The language arts are interdependent processes that often merge in an integrated act of rehearsal, reflection, and learning. The division of language arts into separate standards and lettered strands is merely a method that allows us to highlight the special features of each and to identify developmentally appropriate skills and behaviors among language arts learners. The separation is not meant to suggest hierarchical order or any linear or sequential approach to literacy instruction. The standards are not intended to be a curriculum guide but should be used as a catalyst for curriculum alignment and renewal. They are the foundation for the universal thinking skills and strategies that enable all learners to contribute effectively to a global society.

The standards represent the importance of language arts to learning in two distinct but complementary ways. On the one hand, students develop the skills they will carry with them into adulthood as contributing members of society: critical thinking, problem solving, and creativity. On the other hand, students discover the inner joy and self-illumination that come with reading great literature and communicating through speech and writing. The two views are complementary; in striving for the goals of one, the goals of the other are fostered.

State Reading Goal

A primary state goal for reading, and cornerstone of Governor McGreevey’s education reform initiative, is that "Students will read well and independently by the end of the third grade." In order to accomplish this goal, the language arts committee has placed a strong emphasis on developing performance benchmarks in grades K-12 that reflect both a state and national perspective on reading achievement. Teachers and parents can assist students in achieving these proficiencies by recognizing that learning extends beyond the classroom door to everyday experiences related to self, others, and the world.

The following set of beliefs about students, teaching, and the language arts learning process were established as the underlying framework for standards revisions. A "balanced approach" to instruction is essential in all language arts programs and classrooms should provide students with:

• Differentiated instructional strategies to address individual learning styles;

• Exposure to and experience with many literary genres through reaction, reflection, and introspection;

• Instructional skills and strategies (including direct and explicit instruction, modeling of skills/strategies for students, and opportunities for students to be a teacher to others) that ready students to become competent readers, writers, speakers, listeners, and viewers;

• Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning;

• "Active learning" in which students are engaged in active questioning, active listening, authentic activities, and the learning process;

• Explicit teaching of skills as a means of supporting mastery of standard English conventions, comprehension strategies, and communication skills;

• Acquisition of reading and literacy skills in all content areas to support learning;

• Development of self-help strategies that are practiced across all disciplines;

• Connections to prior knowledge as a necessary component of new learning and retention;

• Learning that is meaningful; giving students choices (empowerment), and providing them with parameters that lead to ownership and responsibility for their learning;

• Immersion in reading, writing, listening, speaking, and viewing strands that leads to deeper and wider understanding;

• Use of textual resources, especially those linked to current technologies, as an integral part of a language arts literacy program;

• Experiences using technology as a tool for learning, especially as it applies to research and data retrieval;

• Time to reflect on their work as an important part of the learning process; and

• Activities encouraging problem-solving and inquiry skills as critical attributes to learning.

The language arts classroom should be purposeful, stimulating to the senses, and engaging for all types of learners, including varied activities for the visual, auditory, and kinesthetic learners. Classroom organization should include some form of team and partner work and provide an environment that is responsive to students’ personal and academic goals.

Brain-based research clearly shows implications for student learning when there are links to the arts, like classical music, and the real world. For example, by having young children recite the alphabet with a song enables the learner to remember and retain the information longer. Language arts classrooms should be alive with authentic learning opportunities that motivate and incorporate the arts.

Revised Standards

The language arts standards adopted by the State Board of Education in 1996 and the revised standards continue to be aligned with national standards developed by the National Council of Teachers of English and the International Reading Association. Achieve, Inc., reviewed New Jersey’s 1996 standards in language arts literacy and provided recommendations for improvement. They suggested that the standards provide more clarity and specificity by including benchmarking at more grade levels. In addition, New Jersey standards should reflect sufficient rigor and complexity from grade level to grade level. Achieve recommended that attention be given to the primary grades and integration of phonics instruction in the context of meaningful reading and writing tasks. Achieve’s recommendations are reflected in the revised standards.

The revised standards are also influenced by the research of the National Reading Panel (1998). There are six dimensions in early reading that must be developed so that young students become proficient readers. A comprehensive and balanced elementary literacy program should include the following areas:

• Phonemic awareness;

• Explicit and systematic phonics;

• Reading fluency;

• Reading comprehension;

• Vocabulary development; and

• Individual child’s motivation.

The reading standard (3.1) incorporates these literacy components throughout the grades and takes into consideration individual differences and student motivation. Specific to reading, speaking, and listening standards are oral language, decoding, comprehension, vocabulary development, and phonemic awareness. Phonemic awareness, a child’s ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words, contributes to early, emergent reading development. Since phonemic awareness is mastered by most students prior to the third grade, these skills are included only at the K-2 grade level. With regard to phonics, even though there are different approaches to teaching phonics, the literature states that comprehensive phonics programs should include explicit and systematic instruction. Phonics programs should provide ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories. Good instruction in the early grades includes providing students with a variety of literary genres, including decodable books that contain specific letter-sound words they are learning (National Institute for Literacy, 2001). Hence, students understand that there is a predictable relationship between sounds and letters in spoken and written language, and in the language found in their favorite books.

The expectation for reading at all grade levels is that students will read widely. It is important for all students, including students with disabilities and second language learners, to have opportunities to participate in read-alouds, shared and individual reading of high quality materials. Guided repeated oral reading is an effective way of helping students to improve their comprehension and fluency skills. Many studies have found that students who become fluent readers read a great deal (National Reading Panel, 2000). Good readers read and comprehend text using similar strategies. Some effective strategies used by good readers at all grade levels include:

• Drawing from prior knowledge to make meaning from print;

• Creating visual images in one’s mind to enhance understanding;

• Monitoring one’s own reading and checking for understanding;

• Asking questions to identify key points in text and remembering them;

• Making conscious inferences about important information presented;

• Synthesizing new information with existing understanding about topic;

• Summarizing and understanding how different parts of text are related; and

• Evaluating and forming opinions about ideas presented.

In the language arts classroom, the role of writing is an integral part of reading instruction and offers a means for readers to extend and clarify their ideas. Students need many opportunities to write each day. Through writing workshops, students learn specific

writing strategies and produce their own authentic writings. It is important that students at all grade levels write a range of pieces, including narrative, persuasive, informational, fiction, and poetry. In addition, there should be a seamless integration of word processing activities into a program of reading and writing instruction. Technology can be used as an effective tool for literacy tasks, and can facilitate reading comprehension and assist in areas like vocabulary development, phonemic awareness, and word processing.

Standards and Strands

There are five language arts literacy standards, each of which has lettered strands and learning expectations for individual grades (K-4) and small grade-level clusters (5-6, 7-8, 9-12). The standards and strands are outlined below:

3.1 Reading

A. Concepts About Print

B. Phonological Awareness

C. Decoding and Word Recognition

D. Fluency

E. Reading Strategies (before, during, and after reading)

F. Vocabulary and Concept Development

G. Comprehension Skills and Response to Text

H. Inquiry and Research

3.2 Writing

A. Writing as a Process

B. Writing as a Product

C. Mechanics, Spelling, and Handwriting

D. Writing Forms, Audiences, and Purposes

3.3 Speaking

A. Discussion

B. Questioning (Inquiry) and Contributing

C. Word Choice

D. Oral Presentation

3.4 Listening

A. Active Listening

B. Listening Comprehension

3.5 Viewing and Media Literacy

A. Constructing Meaning

B. Visual and Verbal Messages

C. Living with Media

Governor McGreevey’s Executive Order No. 8 on Literacy Standards Task Force (February 25, 2002) requires the Department of Education to develop literacy standards in grades 2, 3, and 4. This mandate supports the development of individual grade-level indicators in kindergarten through fourth grade for all five language arts, in order to close the literacy achievement gap for all New Jersey students and address the federal requirement for testing in grades 3-8. The new third grade assessment, as well as future state-selected tests, will be aligned with the revised language arts literacy standards.

The early elementary school experiences are critical to school success. Five-year-olds enter school with a wide range of abilities, motivation to learn, and preschool and home literacy experiences. It is understood that some schools continue to provide half-day kindergartens, while others provide full-day programs for children. Half-day kindergarten programs should make every effort to address the prescribed grade-level expectations outlined in this document. It may be necessary for administrators to review their existing kindergarten schedule, program, staff needs, or classroom materials in order for all students to achieve these standards.

Summary

The revised standards for language arts literacy, along with the vision statement, offer a framework for classroom instruction and curriculum development in our schools. While this is a powerful challenge to students, teachers, principals, and parents, it can be met through a united commitment. The singular goal of increasing student achievement through effective instruction in the skills required to live and work in a 21st century global community is the driving force of this challenge and these standards. The primary grades are building blocks that lay the foundation for learning and skill development so that each succeeding grade builds on the foundation achieved by each student in their effort to become fluent readers, writers, speakers, listeners, and viewers. As language arts skills spiral and become increasingly sophisticated, students progress through the grades with increased confidence and proficiency in oral and written language, comprehension, and critical thinking skills. Language skills are essential to furthering learning, communication, career development, and the human spirit.

Resources

The language arts literacy committee would like to thank and acknowledge the following states for providing standards documents to assist in our standards revisions:

Massachusetts English Language Arts Curriculum Framework: Prepublication Draft, November 2000.

California English Language Arts Content Standards for Public Schools, California Department of Education, 1998.

Texas Language Arts Standards, Texas Department of Education, 1998.

Maryland Reading Standards, and Standards for Instructional Content in English Language Arts, K-12, July 1999, Maryland State Department of Education

Pennsylvania Academic Standards for Reading, Writing, Speaking, and Listening, Pennsylvania Department of Education, 1999.

Other References

Calkins, L. (2001). The Art of Teaching Reading. New York: Addison-Wesley Educational Publishers, Inc.

Directory of Test Specifications in Language Arts Literacy, New Jersey Department of Education, February 1998.

Griffin, P., Smith, P., & Burrill, L. (1995). The American Literacy Profile Scales: A Framework for Authentic Assessment. Portsmouth, NH: Heinemann.

Keene, E. & Zimmerman, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop., Heineman Books

National Reading Panel (2000) Report of the National Reading Panel: Teaching Children to Read. Reports of the Subgroup. Washington, DC: National Institute of Child Health and Human Development.

New Standards Performance Standards, English Language Arts, National Center on Education and the Economy and the University of Pittsburgh, 1997.

Ray, Katie Wood (1999). Wondrous Words: Writers and Writing in the Elementary Classroom, National Council of Teachers of English.

Reutzel, D. & Cooter, R. (2000). Teaching Children to Read: Putting the Pieces Together. Third Edition. Saddle River, NJ: Prentice-Hall, Inc.

Snow, C.E., Burns, S.M., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.

Standards for the English Language Arts, National Council of Teachers of English and International Reading Association, 1996.

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

Descriptive Statement: A primary reading goal is for students at all grades to read independently with fluency and comprehension, in an effort to become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.

In early reading instruction, children need to know about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct, systematic phonics instruction enables many students to grasp a knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.

The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.

Cumulative Progress Indicators

By the end of Kindergarten, students will:


3.1.K.A.1 Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).

3.1.K.A.2 Distinguish letters from words.

3.1.K.A.3 Recognize that words are separated by spaces.

3.1.K.A.4 Follow words left to right and from top to bottom.

3.1.K.A.5 Recognize that print represents spoken language.

3.1.K.A.6 Demonstrate understanding of the function of a book and its parts, including front and back and title page.

B. Phonological Awareness (oral language activities)

3.1.K.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.

3.1.K.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.

3.1.K.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

3.1.K.B.4 Learn many, though not all, one-to-one letter sound correspondences.

3.1.K.B.5 Given a spoken word, can produce another word that rhymes with it.


3.1.K.C.1 Recognize some words by sight.

3.1.K.C.2 Recognize and name all uppercase and lowercase letters of the alphabet.

3.1.K.C.3 Recognize and read their name.

D. Fluency

3.1.K.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.

3.1.K.D.2 Recognize when a simple text fails to make sense when listening to a story read aloud.

3.1.K.D.3 Attempt to follow along in their book while listening to a story read aloud.

3.1.K.D.4 Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).


3.1.K.E.1 Begin to track or follow print when listening to a familiar text being read.

3.1.K.E.2 Think ahead and make simple predictions about text.

3.1.K.E.3 Use picture clues to aid understanding of story content.

3.1.K.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.

3.1.K.E.5 "Reads" familiar texts emergently, not necessarily verbatim from the print alone.


3.1.K.F.1 Continue to develop a vocabulary through meaningful, concrete experiences.

3.1.K.F.2 Identify and sort words in basic categories.

3.1.K.F.3 Explain meanings of common signs and symbols.


3.1.K.G.1 Respond to a variety of poems and stories through movement, art, music, and drama.

3.1.K.G.2 Verbally identify the main character, setting, and important events in a story read aloud.

3.1.K.G.3 Identify favorite books and stories.

3.1.K.G.4 Retell a story read aloud using main characters and events.

3.1.K.G.5 Participate in shared reading experiences.


3.1.K.H.1 Locate and know the purposes for various literacy areas of the classroom and the library/media center.

3.1.K.H.2 Choose books related to topics of interest.

Building upon knowledge and skills gained in preceding grades, by the end of Grade One, students will:


3.1.1.A.1 Match oral words to printed words (e.g., pointing to print as one reads).

3.1.1.A.2 Practice reading print in the environment at school and at home with assistance.

3.1.1.A.3 Locate and identify the title, author, and illustrator of a book or reading selection.

3.1.1.A.4 Interpret simple graphs, charts, and diagrams

B. Phonological Awareness (oral language activities)

3.1.1.B.1 Demonstrate understanding of all sound- symbol relationships.

3.1.1.B.2 Blend or segment the phonemes of most one-syllable words.

3.1.1.B.3 Listen and identify the number of syllables in a word.

3.1.1.B.4 Merge spoken segments into a word.

3.1.1.B.5 Add, delete, or change sounds to change words (e.g., cow to how, cat to can).


3.1.1.C.1 Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh,).

3.1.1.C.2 Recognize and use rhyming words to reinforce decoding skills.

3.1.1.C.3 Decode regular one-syllable words and nonsense words (e.g., sit, zot).

3.1.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.

3.1.1.C.5 Recognize high frequency words in and out of context.

3.1.1.C.6 Decode unknown words using basic phonetic analysis.

3.1.1.C.7 Decode unknown words using context clues.

D. Fluency

3.1.1.D.1 Answer questions correctly that are posed about stories read.

3.1.1.D.2 Begin to read simple text with fluency.

3.1.1.D.3 Read with fluency both fiction and nonfiction that is grade-level appropriate.


3.1.1.E.1 Use prior knowledge to make sense of text.

3.1.1.E.2 Establish a purpose for reading and adjust their reading rate.

3.1.1.E.3 Use pictures as cues to check for meaning.

3.1.1.E.4 Check to see if what is being read makes sense.

3.1.1.E.5 Monitor their reading by using fix-up strategies (e.g., searching for clues).

3.1.1.E.6 Use graphic organizers to build on experiences and extend learning.

3.1.1.E.7 Begin to apply study skills strategies (e.g., survey, question, read) to assist with retention and new learning.


3.1.1.F.1 Develop a vocabulary of 300-500 high-frequency sight words and phonetically-regular words.

3.1.1.F.2 Use and explain common antonyms and synonyms.

3.1.1.F.3 Comprehends common and/or specific vocabulary in informational texts and literature.


3.1.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.

3.1.1.G.2 Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

3.1.1.G.3 Sequence information learned from text into a logical order to retell facts.

3.1.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.

3.1.1.G.5 Make simple inferences.

3.1.1.G.6 Read regularly in independent-level materials

3.1.1.G.7 Engage in silent independent reading for specific purposes.


3.1.1.H.1 Ask and explore questions related to a topic of interest.

3.1.1.H.2 Draw conclusions from information and data gathered.

3.1.1.H.3 Read a variety of fiction and nonfiction, and produce evidence of reading.

Building upon knowledge and skills gained in preceding grades, by the end of Grade Two, students will:

A. Concepts About Print/Text

3.1.2.A.1 Use titles, tables of contents, and chapter headings to locate information.

3.1.2.A.2 Recognize the purpose of a paragraph.


3.1.2.B.1 Add, delete, or change middle sounds to change words (e.g., pat to put).

3.1.2.B.2 Use knowledge of print-sound mappings to sound out unknown words.


3.1.2.C.1 Look for known chunks or small words to attempt to decode an unknown word.

3.1.2.C.2 Reread inserting the beginning sound of the unknown word.

3.1.2.C.3 Decode regular multisyllable words and nonsense words (e.g., capital, Kalamazoo).

3.1.2.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

D. Fluency

3.1.2.D.1 Pause at appropriate end points (e.g., comma, period).

3.1.2.D.2 Use appropriate pace; not choppy or word –by- word.

3.1.2.D.3 Use appropriate inflection for dialogue, exclamations, etc.

3.1.2.D.4 Read internally without finger or lip movement.

3.1.2.D.5 Self-monitor when text does not make sense.

3.1.2.D.6 Use more than one strategy to determine if text makes sense.

3.1.2.D.7 Employ earlier strategies without being prompted.


3.1.2.E.1 Skip difficult words in an effort to read on and determine meaning.

3.1.2.E.2 Return to the beginning of a sentence and try again.


3.1.2.F.1 Develop a vocabulary of 500-800 regular and irregular sight words.

3.1.2.F.2 Know and relate meanings of simple prefixes and suffixes.

3.1.2.F.3 Demonstrate evidence of expanding language repertory.

3.1.2.F.4 Understand concept of antonyms and synonyms.


3.1.2.G.1 Demonstrate ability to recall facts and details of text.

3.1.2.G.2 Recognize cause and effect in texts.

3.1.2.G.3 Make inferences and support with textual information.

3.1.2.G.4 Continue to identify story elements in texts.

3.1.2.G.5 Respond to text by using how, why, and what-if questions.


3.1.2.H.1 Locate information using alphabetical order.

3.1.2.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:


3.1.3.A.1 Recognize that printed materials provide specific information.

3.1.3.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and boldprint.

3.1.3.A.3 Use a glossary or index to locate information in a text.


No additional indicators at this grade level


3.1.3.C.1 Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

3.1.3.C.2 Use letter-sound knowledge and structural analysis to decode words.

3.1.3.C.3 Use context to accurately read words with more than one pronunciation.

D. Fluency

3.1.3.D.1 Recognize grade-level words accurately, quickly, and with ease so that a text sounds like spoken language when read aloud.

3.1.3.D.2 Read longer text and chapter books independently and silently.

3.1.3.D.3 Read aloud with fluency and comprehension any text that is appropriately designed for grade level.

E. Reading Strategies (before, during, after reading)

3.1.3.E.1 Set purpose for reading and check to verify or change predictions during/after reading.

3.1.3.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.

3.1.3.E.3 Use pictures and context clues to assist with decoding of new words.

3.1.3.E.4 Use graphic organizers to build on experiences and extend learning.


3.1.3.F.1 Spell previously studied words and spelling patterns accurately.

3.1.3.F.2 Point to or clearly identify specific words or wording that are causing comprehension difficulties.

3.1.3.F.3 Infer word meanings from taught roots, prefixes, and suffixes.


3.1.3.G.1 Recognize purpose of the text.

3.1.3.G.2 Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.

3.1.3.G.3 Interpret information in graphs, charts, and diagrams.

3.1.3.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.

3.1.3.G.5 Discuss underlying theme or message in interpreting fiction.

3.1.3.G.6 Summarize major points from fiction and nonfiction texts.

3.1.3.G.7 Draw conclusions and inferences from texts.

3.1.3.G.8 Recognize first-person "I" point of view.

3.1.3.G.9 Compare and contrast story plots, characters, settings, and themes.

3.1.3.G.10 Participate in creative responses to texts (e.g., dramatizations, oral presentations).

3.1.3.G.11 Read regularly in materials appropriate for their independent reading level.


3.1.3.H.1 Use library classification systems, print or electronic, to locate information.

3.1.3.H.2 Draw conclusions from information and data gathered.

3.1.3.H.3 Read a variety of nonfiction and fiction books and produce evidence of understanding.



3.1.4.A.1 Develop knowledge about various print formats, including newspapers, magazines, books, and reference resources.

3.1.4.A.2 Recognize purposes for print conventions such as paragraphs, end-sentence punctuation, and bold print.

3.1.4.A.3 Identify and locate features that support text meaning (e.g., maps, charts, illustrations).




3.1.4.C.1 Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

3.1.4.C.2 Know and use common word families to decode unfamiliar words.

3.1.4.C.3 Recognize compound words, contractions, and common abbreviations.

D. Fluency

3.1.4.D.1 Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

3.1.4.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.


3.1.4.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

3.1.4.E.2 Identify specific words or passages causing comprehension difficulties and seek clarification.

3.1.4.E.3 Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams; cf. mathematics standard 4.4-A).


3.1.4.F.1 Infer word meanings from learned roots, prefixes, and suffixes.

3.1.4.F.2 Infer specific word meanings in the context of reading passages.

3.1.4.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.

3.1.4.F.4 Use a grade-appropriate dictionary (independently) to define unknown words.


3.1.4.G.1 Discuss underlying themes across cultures in various texts.

3.1.4.G.2 Distinguish cause and effect, fact and opinion, main idea and supporting details in nonfiction texts (e.g., science, social studies).

3.1.4.G.3 Cite evidence from text to support conclusions.

3.1.4.G.4 Understand an author’s opinions and how s/he addresses culture, ethnicity, gender, and

historical periods (cf. social studies standards).

3.1.4.G.5 Follow simple multiple-steps in written instructions (cf. mathematics standard 4.4).

3.1.4.G.6 Recognize an author’s point of view.

3.1.4.G.7 Identify and summarize central ideas in informational texts.

3.1.4.G.8 Recognize differences among forms of literature (poetry, drama, fiction, nonfiction).

3.1.4.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.

3.1.4.G.10 Identify some literary devices in stories.

3.1.4.G.11 Identify the structures in poetry.

3.1.4.G.12 Identify the structures in drama (cf. visual and performing arts standards).

3.1.4.G.13 Read regularly in materials appropriate for their independent reading level.


3.1.4.H.1 Use library classification systems, print or electronic, to locate information.

3.1.4.H.2 Investigate a favorite author and produce evidence of research.

3.1.4.H.3 Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.



3.1.6.A.1 Use a text index and glossary appropriately.

3.1.6.A.2 Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).




3.1.6.C.1 Use a dictionary, context clues, or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words before, during, and after reading.

3.1.6.C.2 Interpret and use new words correctly ( refer to word parts and word origin).

D. Fluency

3.1.6.D.1 Adjust reading speed appropriately for different purposes and audiences.

3.1.6.D.2 Apply knowledge of letter-sound associations, language structures, and context to recognize words.

3.1.6.D.3 Read aloud in ways that reflect understanding of proper phrasing and intonation.

3.1.6.D.4 Read silently for the purpose of increasing speed, accuracy, and reading fluency.


3.1.6.E.1 Activate prior knowledge and anticipate what will be read or heard.

3.1.6.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.

3.1.6.E.3 Reread to make sense of difficult paragraphs or sections of text.

3.1.6.E.4 Make revisions to text predictions during and after reading.

3.1.6.E.5 Use reference aids for word meanings when reading.

3.1.6.E.6 Apply graphic organizers to illustrate key concepts and relationships in a text (cf. mathematics standard 4.4-A).


3.1.6.F.1 Use the dictionary for a variety of purposes (e.g., word origins, parts of speech).

3.1.6.F.2 Use a thesaurus to identify alternative word choices and meanings.


3.1.6.G.1 Respond critically to an author’s ideas, views, and beliefs.

3.1.6.G.2 Select texts for a particular purpose using the genre format of the text as a guide.

3.1.6.G.3 Distinguish between fact/opinion, problem/solution, and cause/effect across texts.

3.1.6.G.4 Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

3.1.6.G.5 Recognize propaganda techniques used to influence readers.

3.1.6.G.6 Recognize historical and cultural biases and different points of view.

3.1.6.G.7 Distinguish between major and minor details.

3.1.6.G.8 Make inferences using textual information and provide supporting evidence.

3.1.6.G.9 Recognize common organizational patterns in text that support comprehension.

3.1.6.G.10 Identify and analyze text type, literary forms, elements, and devices in nonfiction.

3.1.6.G.11 Recognize characterization, setting, plot, theme, and point of view in fiction.

3.1.6.G.12 Identify and respond to the elements of sound and structure in poetry.

3.1.6.G.13 Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.

3.1.6.G.14 Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

3.1.6.G.15 Explain ways that the setting contributes to the mood of a novel.


3.1.6.H.1 Develop and revise questions for investigations prior to, during, and after reading.

3.1.6.H.2 Use multiple sources to locate information relevant to research questions.

3.1.6.H.3 Draw conclusions from information gathered from multiple sources.

3.1.6.H.4 Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

3.1.6.H.5 Summarize and organize information by taking notes, outlining ideas, and/or making charts.

3.1.6.H.6 Produce projects and reports, using visuals, media, and/or technology to support learning.

3.1.6.H.7 Select books to fulfill one’s purposes.

3.1.6.H.8 Compare themes, characters, settings and ideas across texts or works, and produce evidence of understanding.



3.1.8.A.1 Identify and use common textual and graphic features and organizational structures to comprehend information. These include: textual features (e.g., paragraphs, topic sentence, index, table of contents); graphic features (e.g., charts, maps, diagrams) and organizational structure (e.g., logical order, comparison/contrast, cause/effect).


No additional indicators at this grade level.


3.1.8.C.1 Distinguish among the spellings of words that are similar in sound.

3.1.8.C.2 Apply spelling rules that aid in correct spelling.

3.1.8.C.3 Continue to use structural analysis and context analysis to decode new words.

D. Fluency

3.1.8.D.1 Read aloud in selected texts reflecting understanding of the text and engaging the listener.

3.1.8.D.2 Read increasingly difficult texts silently with comprehension and fluency.

3.1.8.D.3 Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.

3.1.8.D.4 Reread informational text for clarity


3.1.8.E.1 Monitor reading for understanding by automatically setting a purpose for reading, asking essential questions, and relating new learning to background experiences.

3.1.8.E.2 Use increasingly complex text guides, maps, charts, and graphs to assist with reading

comprehension.


3.1.8.F.1 Develop an extended vocabulary through both listening and reading independently.

3.1.8.F.2 Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.

3.1.8.F.3 Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology sources.

3.1.8.F.4 Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.


3.1.8.G.1 Speculate about text by generating literal and inferential questions.

3.1.8.G.2 Distinguish between essential and nonessential information.

3.1.8.G.3 Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.

3.1.8.G.4 Articulate the purposes and characteristics of different genre.

3.1.8.G.5 Analyze ideas and themes found in texts.

3.1.8.G.6 Compare several authors’ perspectives of a historical character, setting, or event.

3.1.8.G.7 Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

3.1.8.G.8 Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and provide textual evidence of understanding.

3.1.8.G.9 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and provide textual evidence of understanding.

3.1.8.G.10 Respond critically to text ideas and craft by using textual evidence to support interpretations.

3.1.8.G.11 Locate and analyze literary techniques and elements (such as figurative language, meter, rhetorical and stylistic features, etc.) of text.

3.1.8.G.12 Identify and analyze recurring themes across literary works.

3.1.8.G.13 Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).

3.1.8.G.14 Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

3.1.8.G.15 Understand perspectives of authors in a variety of interdisciplinary works.

3.1.8.G.16 Interpret text ideas through journal writing, discussion, and enactment.

3.1.8.G.17 Demonstrate familiarity with everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.


3.1.8.H.1 Produce written and oral work that demonstrates comprehension of informational materials.

3.1.8.H.2 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

3.1.8.H.3 Begin to develop and collect materials for a portfolio that reflect possible career choices.

3.1.8.H.4 Self-select materials appropriately related to a research project.

3.1.8.H.5 Read and compare at least two works or texts, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).








D. Fluency

3.1.12.D.1 Read developmentally-appropriate materials (at an independent level) with accuracy and speed.

3.1.12.D.2 Use appropriate rhythm, flow, meter, and pronunciation when reading.

3.1.12.D.3 Read a variety of genres and types of text with fluency and comprehension.


3.1.12.E.1 Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.

3.1.12.E.2 Practice visualizing techniques before, during, and after reading to aid in comprehension.

3.1.12.E.3 Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.


3.1.12.F.1 Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

3.1.12.F.2 Use knowledge of root words to understand new words.

3.1.12.F.3 Apply reading vocabulary in different content areas.


3.1.12.G.1 Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).

3.1.12.G.2 Identify, describe, evaluate, and synthesize the central ideas in informational texts.

3.1.12.G.3 Understand the study of literature and theories of literary criticism.

3.1.12.G.4 Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.

3.1.12.G.5 Understand the relationship between past literary traditions and contemporary writing.

3.1.12.G.6 Analyze how works of a given period reflect historical and social events and conditions.

3.1.12.G.7 Understand appropriate literary concepts, such as rhetorical device, logical fallacy, and jargon.

3.1.12.G.8 Understand the effect of literary devices, such as alliteration and figurative language, on readers’ emotions and interpretation.

3.1.12.G.9 Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).

3.1.12.G.10 Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, and reasoning.

3.1.12.G.11 Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.

3.1.12.G.12 Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

3.1.12.G.13 Analyze how an author’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

3.1.12.G.14 Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.


3.1.12.H.1 Select appropriate electronic media for research and evaluate the quality of the information received (cf. workplace readiness standard 8.4-C).

3.1.12.H.2 Develop materials for a portfolio that reflect a specific career choice.

3.1.12.H.3 Develop increased ability to critically select works to support a research topic.

3.1.12.H.4 Read and critically analyze a variety of works or texts, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

3.1.12.H.5 Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

3.1.12.H.6 Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. All phases of the writing process are employed, including prewriting, drafting, revising, editing of multiple drafts, and post-writing processes that include publishing, presenting, evaluating, and/or performing.

Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.



A. Writing as a Process (prewriting, drafting, revising, editing, post-writing)

3.2.K.A.1 Recognize that thoughts and talk can be written down in words.

3.2.K.A.2 Generate and share ideas and experiences for a story.

3.2.K.A.3 Begin to use sentences.

3.2.K.A.4 Write their first and last names.

3.2.K.A.5 Draw pictures to support writing.

B. Writing as a Product (resulting in a formal product or publication)

3.2.K.B.1 Begin to sequence story events for writing.

3.2.K.B.2 Dictate stories for others to write.

3.2.K.B.3 Begin to place thoughts, ideas, and talk into the written word.


3.2.K.C.1 Use letter/sound knowledge in attempting to write some words.

3.2.K.C.2 Spell one’s name.

3.2.K.C.3 Recognize and begin to use spacing between words when writing.

3.2.K.C.4 Gain increasing control of penmanship, including pencil grip, paper position, and beginning stroke.

3.2.K.C.5 Write all letters of the alphabet (uppercase and lowercase) from teacher copy.


3.2.K.D.1 Communicate personal response to literature through drawing, telling, or writing.

3.2.K.D.2 Show and talk about one’s favorite work (drawing or writing) with teacher and family.

3.2.K.D.3 Begin to collect favorite work samples to place in personal writing folder.

Building upon knowledge and skills gained in preceding grades, by the end of Grade One, students will:


3.2.1.A.1 Begin to generate ideas for writing through talking, sharing, and drawing.

3.2.1.A.2 Use clear and fluent sentences.

3.2.1.A.3 Revisit pictures and writings to add, modify, or revise them.

3.2.1.A.4 Begin to mimic an author’s voice and develop one’s own voice in writing.

3.2.1.A.5 Begin to use graphic organizers to assist with organized writing.

3.2.1.A.6 Begin to use a simple checklist to evaluate elements of one’s writing.

3.2.1.A.7 Begin to use simple computer writing applications during some of the writing process.


3.2.1.B.1 Produce finished writings to share with class and/or for publication.

3.2.1.B.2 Begin to use the writing process to focus on the content and organization of writing.

3.2.1.B.3 Focus on one specific writing area for concentration and improvement of writing.


3.2.1.C.1 Write all letters of the alphabet from memory.

3.2.1.C.2 Use basic punctuation and capitalization.

3.2.1.C.3 Apply sound/symbol relationships to writing.

3.2.1.C.4 Use invented spelling or phonics-based knowledge to spell independently, when necessary.

3.2.1.C.5 Show spelling consciousness to conventional spelling.

3.2.1.C.6 Write messages that move left-to-right and top-to-bottom on the page.


3.2.1.D.1 Create own written texts for others to read.

3.2.1.D.2 Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations, printed text, and other graphics.

Building upon knowledge and skills gained in preceding grades, by the end of Grade Two, students will:


3.2.2.A.1 Generate ideas for writing through brainstorming, hearing stories, and recalling experiences.

3.2.2.A.2 Begin to write correctly in simple sentences.

3.2.2.A.3 Create written texts for others to read.

3.2.2.A.4 Use graphic organizers to assist with organizing writing.

3.2.2.A.5 Compose readable first drafts using appropriate parts of the writing process with attention to planning, drafting, rereading for meaning, and self-correction.

3.2.2.A.6 Participate with peers to comment on and react to each other’s writing.

3.2.2.A.7 Read and reread one’s writing to check correctness.

3.2.2.A.8 Use a simple checklist to evaluate elements of one’s writing.

3.2.2.A.9 Use computer writing applications during some of the writing process.


3.2.2.B.1 Produce developmentally-appropriate writings.

3.2.2.B.2 Use steps in the writing process to focus on the content and organization of writing.

3.2.2.B.3 Focus on one to two areas for concentration and improvement of one’s writing.


3.2.2.C.1 Attend to spelling, mechanics, and presentation for final products.

3.2.2.C.2 Use correct end point punctuation.

3.2.2.C.3 Use correct spelling of some high frequency words.

3.2.2.C.4 Begin to apply basic rules of capitalization.


3.2.2.D.1 Write for a specific purpose and audience.

3.2.2.D.2 Use details to make one’s story come alive.

3.2.2.D.3 Generate ideas and write on topics in science, social studies, or other subject areas.

3.2.2.D.4 Use writing as a tool for learning (self-discovery, reflection, refinement of ideas).

3.2.2.D.5 Use researched information and technology to support writing.

3.2.2.D.6 Use everyday words in appropriate written context.

3.2.2.D.7 Produce a narrative writing with a beginning, middle, and end.

3.2.2.D.8 Write in a variety of simple genres to satisfy their personal, academic, and social needs.

3.2.2.D.9 Organize their favorite work samples by genre in a writing folder or portfolio.

Building upon knowledge and skills gained in preceding grades, by the end of Grade Three, students will:


3.2.3.A.1 Generate possible ideas for writing (e.g., discussion, drawing, listening to stories).

3.2.3.A.2 Begin to develop an awareness of form, structure, and author’s voice in various genres.

3.2.3.A.3 Compose first drafts from prewriting work.

3.2.3.A.4 Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, closings, and improving word choice to show voice.

3.2.3.A.5 Participate with peers to comment on and react to each other’s writing.

3.2.3.A.6 Review and edit work for spelling, usage, and clarity.

3.2.3.A.7 Group sentences with related information into paragraphs.

3.2.3.A.8 Continue to develop author’s voice in own writing.

3.2.3.A.9 Use a variety of reference materials to revise work, such as a dictionary, thesaurus, and internet/software resources.

3.2.3.A.10 Use computer word-processing applications during parts of the writing process.

3.2.3.A.11 Understand and use a checklist and/or rubric to evaluate writing.

3.2.3.A.12 Reflect on own writing, noting strengths and areas needing improvement.


3.2.3.B.1 Examine real-world examples of writing to understand how authors communicate ideas to readers.

3.2.3.B.2 Write descriptive pieces.

3.2.3.B.3 Write the events of a story in a clear sequence.

3.2.3.B.4 Write narrative pieces based on personal experiences.

3.2.3.B.5 Write nonfiction pieces and simple informational reports across the curriculum.

3.2.3.B.6 Produce writing that demonstrates the use of a variety of sentence types.

3.2.3.B.7 Present and discuss own writing with other students and respond helpfully to others’ compositions.

3.2.3.B.8 Apply elements of grade-appropriate scoring rubric to evaluate writing.

C. Mechanics, Spelling, Handwriting

3.2.3.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.

3.2.3.C.2 Use simple and complex sentences.

3.2.3.C.3 Indent in own writing to show the beginning of a paragraph.

3.2.3.C.4 Use grade appropriate knowledge of English grammar and usage to craft writing: singular and plural nouns, subject/verb agreement, appropriate parts of speech.

3.2.3.C.5 Use end punctuation correctly and develop control over internal punctuation, such as commas and quotation marks.

3.2.3.C.6 Use capital letters correctly on sentence beginnings and proper nouns.

3.2.3.C.7 Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.

3.2.3.C.8 Spell and use high frequency words and common homophones correctly in writing.

3.2.3.C.9 Use knowledge of structural analysis as an aid in spelling words correctly.

3.2.3.C.10 Develop knowledge of English spelling patterns, such as –ight, and use of silent –e.

3.2.3.C.11 Use a dictionary and or internet/software resources to edit written work.

3.2.3.C.12 Write legibly in manuscript or cursive to meet district standards.


3.2.3.D.1 Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences

(e.g., self, peers, community).

3.2.3.D.2 Write clear sentences and paragraphs to develop a central idea or theme.

3.2.3.D.3 Write and tell events of a story sequentially.

3.2.3.D.4 Understand the value of writing to communicate ideas.

3.2.3.D.5 Generate ideas for writing in a variety of situations.

3.2.3.D.6 Write to express oneself, to share experiences, and to communicate socially.

3.2.3.D.7 Respond to literature through writing to demonstrate an understanding of the text.

3.2.3.D.8 Demonstrate development of a personal style of writing.

3.2.3.D.9 Write narrative text (e.g., realistic, humorous).

3.2.3.D.10 Write expository text (e.g., reports, directions).

3.2.3.D.11 Write formal and informal letters.

3.2.3.D.12 Show sensitivity to text structure in writing as well as in reading (e.g., recognize that a report is organized differently from a story).

3.2.3.D.13 Elaborate fully all written work with specific details.

3.2.3.D.14 Demonstrate a strong organizational strategy and/or sequencing in written work.

3.2.3.D.15 Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).



3.2.4.A.1 Generate possible ideas for writing through talking, hearing stories, brainstorming, discussing models of writing, asking questions, and recalling experiences.

3.2.4.A.2 Develop an awareness of form, structure, and voice in various genres.

3.2.4.A.3 Use strategies such as writing about personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

3.2.4.A.4 Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

3.2.4.A.5 Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

3.2.4.A.6 Review own writing with others to understand the reader’s perspective and to consider ideas for revision.

3.2.4.A.7 Review and edit work for spelling, mechanics, clarity, and fluency.

3.2.4.A.8 Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or Internet/software resources.

3.2.4.A.9 Use computer writing applications during most of the writing process (cf. workplace readiness standard 8.4-A).

3.2.4.A.10 Understand and use a checklist and/or rubric to evaluate writing.

3.2.4.A.11 Reflect on one’s writing, noting strengths and areas needing expansion or improvement.


3.2.4.B.1 Create narrative pieces, such as memoir or personal narrative that contain description and relate ideas, observations, or recollections of an event or experience.

3.2.4.B.2 Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

3.2.4.B.3 Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

3.2.4.B.4 Build knowledge of the characteristics and structures of a variety of genres.

3.2.4.B.5 Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

3.2.4.B.6 Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

3.2.4.B.7 Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

3.2.4.B.8 Improve the clarity of writing by rearranging words, sentences, and paragraphs.

3.2.4.B.9 Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.

3.2.4.B.10 Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

3.2.4.B.11 Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

3.2.4.B.12 Use the responses of others to review content, organization, and usage for publication.

3.2.4.B.13 Understand and apply elements of grade-appropriate scoring criteria to evaluate writing.


3.2.4.C.1 Use Standard English conventions that are appropriate to the grade level (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

3.2.4.C.2 Use increasingly complex sentence structure and syntax to express ideas.

3.2.4.C.3 Use grade appropriate knowledge of English grammar and usage to craft writing: subject/verb agreement, pronoun usage and agreement, appropriate verb tenses.

3.2.4.C.4 Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

3.2.4.C.5 Use capital letters correctly in sentences, on proper nouns, and in titles.

3.2.4.C.6 Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

3.2.4.C.7 Indent in own writing to show the beginning of a paragraph.

3.2.4.C.8 Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

3.2.4.C.9 Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

3.2.4.C.10 Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.


D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

3.2.4.D.1 Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share, etc.) and a variety of audiences (e.g., self, peers, community).

3.2.4.D.2 Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

3.2.4.D.3 Develop independence by setting self-selected purposes and generating topics for writing.

3.2.4.D.4 Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, poetry).

3.2.4.D.5 Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

3.2.4.D.6 Respond to literature in writing to demonstrate an understanding of the text and to explore personal reactions, and to connect personal experiences with the text.

3.2.4.D.7 Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

3.2.4.D.8 Write informational reports that frame a topic, include facts and details, and draw information from several sources.

3.2.4.D.9 Write letters for a variety of audiences and purposes, formal and informal.

3.2.4.D.10 Use a variety of strategies to organize writing, including sequential, chronological, and cause/effect.

3.2.4.D.11 Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

3.2.4.D.12 Use relevant graphics in writing (e.g., maps, charts, illustrations).

3.2.4.D.13 Demonstrate the development of a personal style and voice in writing.

3.2.4.D.14 Review scoring criteria of a writing rubric.




3.2.6.A.1 Generate ideas for writing through reading and making connections across the curriculum and with current events.

3.2.6.A.2 Expand knowledge about form, structure, and voice in a variety of genre.

3.2.6.A.3 Use strategies such as using graphic organizers and outlines to elaborate and organize ideas for writing.

3.2.6.A.4 Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.

3.2.6.A.5 Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

3.2.6.A.6 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

3.2.6.A.7 Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.

3.2.6.A.8 Review and edit work for spelling, usage, clarity, organization, and fluency.

3.2.6.A.9 Use a variety of reference materials to revise work.

3.2.6.A.10 Use computer writing applications during the writing process (cf. workplace readiness standard 8.4-A).

3.2.6.A.11 Apply the elements of a grade-appropriate scoring rubric to evaluate writing.

3.2.6.A.12 Reflect on own writing, noting strengths and setting goals for improvement.


3.2.6.B.1 Expand knowledge of characteristics, structures, and tone of selected genres.

3.2.6.B.2 Write a range of grade-appropriate essays across curricula (e.g., persuasive, personal, descriptive, or issue-based).

3.2.6.B.3 Write grade-appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critiques, or research reports).

3.2.6.B.4 Write pieces that contain narrative elements, such as memoir, biography, or autobiography.

3.2.6.B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple authoritative sources.

3.2.6.B.6 Prepare a works-cited page for reports or research papers.

3.2.6.B.7 Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.


3.2.6.C.1 Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

3.2.6.C.2 Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.

3.2.6.C.3 Use knowledge of English grammar and usage to express ideas effectively.

3.2.6.C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.

3.2.6.C.5 Use quotation marks and related punctuation correctly in passages of dialogue.

3.2.6.C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

3.2.6.C.7 Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.

3.2.6.C.8 Spell frequently misspelled words correctly in writing.

3.2.6.C.9 Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.



3.2.6.D.1 Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share, etc.) and a variety of audiences (e.g., self, peers, community).

3.2.6.D.2 Gather, select, and organize information appropriate to a topic, task, and audience.

3.2.6.D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday workplace writing.

3.2.6.D.4 Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experience, and referring to the text through sustained use of examples.

3.2.6.D.5 Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

3.2.6.D.6 Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

3.2.6.D.7 Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works-cited page.

3.2.6.D.8 Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

3.2.6.D.9 Demonstrate the ability to write business letters in correct format and coherent style.

3.2.6.D.10 Use a variety of strategies to organize writing, including sequential, chronological, cause/effect, problem/solution, and order of importance.

3.2.6.D.11 Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

3.2.6.D.12 Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, and photographs).

3.2.6.D.13 Demonstrate the development of a personal style and voice in writing.

3.2.6.D.14 Review scoring criteria of relevant rubrics.




3.2.8.A.1 Engage in the full writing process (from prewriting through post-writing) by writing daily and for sustained amounts of time.

3.2.8.A.2 Revise drafts by rereading for meaning, narrowing focus, elaborating, deleting, reorganizing, creating sentence variety as needed, maintaining consistency of voice, and reworking introductions, transitions, conclusions, and awkward passages.

3.2.8.A.3 Review and edit work for spelling, usage, clarity, organization, and fluency.

3.2.8.A.4 Demonstrate understanding of writing conventions by using a grade-appropriate rubric to evaluate writing.

3.2.8.A.5 Compose, edit, revise, and publish writing using appropriate word processing software (cf. workplace readiness standard 8.4-A).


3.2.8.B.1 Extend knowledge of specific characteristics, structures, and appropriate tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.

3.2.8.B.2 Write pieces that contain narrative elements, such as short stories, biography, autobiography, or memoir.

3.2.8.B.3 Write reports across the curriculum based on research and including footnotes, quotations, and a bibliography.

3.2.8.B.4 Write a range of essays, including persuasive, descriptive, personal, or issue-based.



3.2.8.C.2 Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.

3.2.8.C.3 Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.

3.2.8.C.4 Use subordination, coordination, apposition, and other devices to indicate relationships between ideas.

3.2.8.C.5 Use transition words to reinforce a logical progression of ideas.

3.2.8.C.6 Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.




3.2.8.D.1 Employ effective strategies and appropriate formats to create writing for a variety of purposes and audiences.

3.2.8.D.2 Gather, select, and organize the most effective information appropriate to a topic, task, and audience.

3.2.8.D.3 Apply knowledge and strategies for composing pieces in a variety of genres (narrative, expository, persuasive, poetic, and everyday workplace or technical writing, etc.).

3.2.8.D.4 Write responses to literature and develop insights into interpretations by connecting to personal experiences, referring to textual information, and using other works and authors to support judgments.

3.2.8.D.5 Write personal narratives, short stories, memoirs, biographies, and autobiographies that relate clear, coherent events or situations through the use of specific details.

3.2.8.D.6 Use narrative and descriptive techniques (e.g., dialogue, specific actions of characters, background information, sensory description, thoughts and feelings of characters, and comparison and contrasting of characters.)

3.2.8.D.7 Use a variety of primary and secondary sources and describe the value of each when writing a research report.

3.2.8.D.8 Write reports based on research and include a bibliography, footnotes, and quotations.

3.2.8.D.9 Explore the central idea or theme of an informational reading and support analysis with details from the article, other texts, and personal experiences.

3.2.8.D.10 Demonstrate writing clarity when answering open-ended and essay questions across the curriculum.

3.2.8.D.11 Develop open-ended questions in response to literature and in content areas.

3.2.8.D.12 State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

3.2.8.D.13 When writing persuasive essays, present evidence, examples, and justification to support arguments, distinguishing between fact and opinion.

3.2.8.D.14 Choose an appropriate organizing strategy to effectively present a topic, point of view, or argument.

piece of writing.


3.2.8.D.17 Develop a collection of writing (e.g., a literacy folder, a literacy portfolio).



3.2.12.A.1 Engage in the full writing process by writing daily and for sustained amounts of time.

3.2.12.A.2 Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.

3.2.12.A.3 Analyze and revise writing to improve style, clarity of thought, word choice, sentence variety, and subtlety of meaning.

3.2.12.A.4 Review and edit work for spelling, usage, clarity, and fluency.

3.2.12.A.5 Use the computer and word-processing software to compose, revise, edit, and publish a piece (cf. workplace readiness standard 8.4).

3.2.12.A.6 Use a scoring rubric to evaluate own writing and the writing of others.

3.2.12.A.7 Reflect on own writing and establish goals for growth and improvement.


3.2.12.B.1 Continue analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge appropriately, considering the purpose, audience, and context of the writing.

3.2.12.B.2 Critique published works for authenticity and credibility.

3.2.12.B.3 Demonstrate knowledge and application of a range of organizational structures.

3.2.12.B.4 Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

3.2.12.B.5 Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem /solution, hypothesis/results, rhetorical questions, parallelism).

3.2.12.B.6 Write a range of grade-appropriate essays across the curriculum, such as persuasive, analytic, issue-based, or critical.

3.2.12.B.7 Write grade-appropriate expository pieces such as criticism, analysis, or position papers.

3.2.12.B.8 Write research papers that synthesize and cite data using researched information and technology to support writing.

3.2.12.B.9 Use primary and secondary sources to provide evidence, justifications, or to extend a position and cite sources from books, periodicals, interviews, discourse, electronic sources, etc.

3.2.12.B.10 Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

3.2.12.B.11 Provide compelling openings and a strong closure to written pieces.

3.2.12.B.12 Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).

3.2.12.B.13 Use the responses of others to review content, organization, and usage for publication.

3.2.12.B.14 Understand and apply elements of grade-appropriate scoring criteria to evaluate writing.



3.2.12.C.2 Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3.2.12.C.3 Use subordination, coordination, apposition, and other devices to indicate relationships between ideas.

3.2.12.C.4 Use transition words to reinforce a logical progression of ideas.

3.2.12.C.5 Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

3.2.12.C.6 Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.




3.2.12.D.1 Employ the most effective writing formats and strategies for the purpose and audience.

3.2.12.D.2 Relate logical content to topic, audience, and purpose.

3.2.12.D.3 Demonstrate grade-appropriate command of the following writing genres:

• Persuasive essay

• Personal narrative

• Research report

• Literary research paper

• Descriptive essay

• Critique

• Response to literature

• Parody of a particular narrative style (fable, myth, short story, etc.)

• Poetry

• Business correspondence

3.2.12.D.4 Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

3.2.12.D.5 Use graphic organizers, outlines, and notes to organize information

3.2.12.D.6 Use a variety of primary and secondary sources when writing across the curriculum

3.2.12.D.7 Synthesize information from multiple sources into a formal, written report or essay.

3.2.12.D.8 Write a research paper that synthesizes and cites data using researched information and technology to support writing.

3.2.12.D.9 Create bibliographies and footnotes correctly, citing sources from books, periodicals, interviews and discourse, electronic sources, etc.

3.2.12.D.10 Apply all copyright laws to information used in written work..

3.2.12.D.11 When writing, employ predictable structures to support the reader, such as transition words, chronology, hierarchy, and/or sequence, and forms, such as headings and subtitles.

3.2.12.D.12 Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, college applications, and memoranda.

3.2.12.D.13 Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.


3.2.12.D.15 Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning; it is the foundation of all learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations.

Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language.



A. Discussion

3.3.K.A.1 Share experiences and express ideas.

3.3.K.A.2 Participate in conversations with peers and adults.

3.3.K.A.3 React to stories, poems, and songs.


3.3.K.B.1 Share in conversations with others.

3.3.K.B.2 Use oral language to extend learning.

C. Word Choice

3.3.K.C.1 Use language to describe feelings, people, objects, and events.

3.3.K.C.2 Suggest rhyming words during word play, songs, or read-aloud.


3.3.K.D.1 Sing familiar songs and rhymes to promote oral language development.

3.3.K.D.2 Begin to use social conventions of language.

Building on the knowledge and skills gained in preceding grades, by the end of Grade One, students will:

A. Discussion

3.3.1.A.1 Speak in complete sentences.

3.3.1.A.2 Offer personal opinion in discussion

3.3.1.A.3 Role-play and/or improvise predictions of what will happen next to story characters.


3.3.1.B.1 Respond to ideas and questions posed by others.

3.3.1.B.2 Ask and answer "why" questions.

C. Word Choice

3.3.1.C.1 Attempt to use new vocabulary borrowed from shared literature and classroom experiences.

3.3.1.C.2 Use descriptive words to clarify and extend ideas.


3.3.1.D.1 Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).

3.3.1.D.2 Participate in choral reading to develop phonemic awareness, oral language, and fluency.

3.3.1.D.3 Retell a story to check for understanding.

3.3.1.D.4 Read aloud with attention to expression, voice tone, and rhythm.

Building on the knowledge and skills gained in preceding grades, by the end of Grade Two, students will:

A. Discussion

3.3.2.A.1 Elaborate on experiences and ideas.

3.3.2.A.2 Begin to stay focused on a topic of discussion.

3.3.2.A.3 Begin to give constructive feedback related to topics of discussion.


3.3.2.B.1 Ask for repetition, restatement, or explanation to clarify meaning.

3.3.2.B.2 Evaluate and respond to ideas posed by others.

3.3.2.B.3 Paraphrase to demonstrate understanding.

3.3.2.B.4 Identify a problem and simple steps for solving the problem.

C. Word Choice

3.3.2.C.1 Expand one’s comparative/superlative vocabulary (e.g., greater, greatest).

3.3.2.C.2 Incorporate new vocabulary gained from literature and classroom experiences.


3.3.2.D.1 Participate in a dramatization or play.

3.3.2.D.2 Begin to understand and respond to non-verbal behaviors (e.g., facial expressions, lack of attention) of others when speaking.

3.3.2.D.3 Begin to use graphic organizers to structure a short, oral presentation on a topic of interest.

Building on the knowledge and skills gained in preceding grades, by the end of Grade Three, students will:

A. Discussion

3.3.3.A.1 Solicit others’ comments or opinions.

3.3.3.A.2 Give constructive feedback related to topics of discussion.


3.3.3.B.1 Assume individual roles in a variety of group situations.

3.3.3.B.2 Support an opinion with details.

C. Word Choice

3.3.3.C.1 Use a range of vocabulary related to a particular topic.

3.3.3.C.2 Adapt language to persuade, explain, or seek information.

3.3.3.C.3 Incorporate synonyms, antonyms, and some similes and metaphors language to enhance speaking.


3.3.3.D.1 Use notes, pictures, and graphic organizers to plan and execute an oral presentation.

3.3.3.D.2 Attempt to revise future presentations based on feedback from peers and teacher.


A. Discussion

3.3.4.A.1 Elaborate on thoughts using details to support central ideas or express a point of view.

3.3.4.A.2 Develop and discuss criteria for evaluating oral presentations.

3.3.4.A.3 Stay focused on a topic and ask relevant questions.


3.3.4.B.1 Develop questioning techniques (e.g., " who, what, when, where, why, and how" questions).

3.3.4.B.2 Use interview techniques to develop inquiry skills.

3.3.4.B.3 Explore concepts by describing, narrating, or explaining how and why things happen.

3.3.4.B.4 Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

3.3.4.B.5 Solve a problem or understand a task through group cooperation.

C. Word Choice

3.3.4.C.1 Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

3.3.4.C.2 Use synonyms, antonyms, similes and metaphors.

3.3.4.C.3 Use appropriate vocabulary to support or clarify a message.

3.3.4.C.4 Adapt language to persuade, explain, or seek information.


3.3.4.D.1 Speak for a variety of audiences and purposes.

3.3.4.D.2 Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

3.3.4.D.3 Give instructions clearly and accurately.

3.3.4.D.4 Present a point of view to a large audience.

3.3.4.D.5 Dramatize familiar stories showing understanding.

3.3.4.D.6 Use notes or other memory aids to structure a presentation.

3.3.4.D.7 Read aloud with fluency.

3.3.4.D.8 Use appropriate grammar in extended sentences to express ideas and opinions.

3.3.4.D.9 Select appropriate materials and technology for specific activities.

3.3.4.D.10 Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

3.3.4.D.11 Ask questions to elicit information or inform an audience.


A. Discussion

3.3.6.A.1 Support a position with organized, appropriate details.

3.3.6.A.2 Accept others' opinions and respond appropriately.


3.3.6.B.1 Use speech to construct meaning by listening to others, reflecting on thought processes, and integrating knowledge.

3.3.6.B.2 Demonstrate effective use of a variety of levels of questions, including literal, inferential, and evaluative questions.

C. Word Choice

3.3.6.C.1 Use varied word choice to clarify, illustrate, and elaborate.

3.3.6.C.2 Select and use suitable vocabulary to fit a range of audiences.

3.3.6.C.3 Attempt to use special forms of language (e.g., dialects, accents in written dialogue).


3.3.6.D.1 Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

3.3.6.D.2 Use clear, precise, organized language that reflects the conventions of spoken English.

3.3.6.D.3 Use visuals such as charts or graphs when presenting for clarification.

3.3.6.D.4 Use teacher-selected multimedia equipment to illustrate ideas in oral language.

3.3.6.D.5 Attend to verbal and nonverbal elements of delivery.

3.3.6.D.6 Modify oral communication in response to verbal and nonverbal reactions of others.

3.3.6.D.7 Plan, rehearse, and deliver a brief announcement, including the necessary facts and key information (e.g., date, time, place).

3.3.6.D.8 Plan and conduct a mock interview.


A. Discussion

3.3.8.A.1 Support a position, acknowledging opposing views.

3.3.8.A.2 Present ideas and opinions spontaneously in response to a topic or other speakers.

3.3.8.A.3 Apply rules for cooperative or whole groups (e.g., follow rules for formal debate on a controversial issue).

3.3.8.A.4 Define group roles using consensus to ensure task is understood and completed.

3.3.8.A.5 Participate in an informal debate (e.g., small group discussion).


3.3.8.B.1 Paraphrase others' comments to clarify viewpoints.

3.3.8.B.2 Question to clarify others' opinions.

3.3.8.B.3 Talk with others to identify and explore issues and problems.

C. Word Choice

3.3.8.C.1 Paraphrase, illustrate, clarify, and/or expand on a topic or ideas when asked.

3.3.8.C.2 Develop and use advanced vocabulary related to a topic.

3.3.8.C.3 Use language that stimulates an audience's interest.

3.3.8.C.4 Use varied sentence structure for impact.


3.3.8.D.1 Use writing to prompt discussion and enhance planning of formal and informal presentations.

3.3.8.D.2 Apply transitional words and phrases to sequence an oral presentation.

3.3.8.D.3 Use visual aids, media, and/or technology to support oral communication.

changes in delivery (e.g., gestures, vocabulary, pace, visuals), and using language for dramatic effect.

3.3.8.D.5 Acknowledge a speaker through eye contact, and use appropriate verbal responses and questions to clarify the speaker's message.

3.3.8.D.6 Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.

3.3.8.D.7 Expand their oral language repertoire by practicing introductions (e.g., introducing a celebrity, business person, or government official).

3.3.8.D.8 Plan and participate in a mock job interview.


A. Discussion

3.3.12.A.1 Support a position integrating multiple perspectives.

3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions.

3.3.12.A.3 Assume leadership roles in student-directed discussions, projects, and forums.

3.3.12.A.4 Summarize and evaluate tentative conclusions, and take the initiative in moving discussions to the next stage.


3.3.12.B.1 Ask prepared and follow-up questions in interviews and other discussions.

3.3.12.B.2 Extend peer contributions by elaboration and illustration.

3.3.12.B.3 Analyze, evaluate, and modify group processes.

3.3.12.B.4 Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.

3.3.12.B.5 Question critically the position or viewpoint of an author.

3.3.12.B.6 Respond to audience questions by providing clarification, illustration, definition, and elaboration.

3.3.12.B.7 Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g.,

explore a question and consider perspectives).

C. Word Choice

3.3.12.C.1 Modulate their tone and clarify their thoughts through word choice.

3.3.12.C.2 Improve their word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).


3.3.12.D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, and personal expression).

3.3.12.D.2 Draw on a variety of resources (e.g., personal experience, research) when speaking.

3.3.12.D.3 Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words).

3.3.12.D.4 Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation) when speaking.

3.3.12.D.5 Edit drafts of speeches independently and in peer discussions.

3.3.12.D.6 Use props and costumes to stage a dramatic presentation (cf. visual and performing arts standards).

3.3.12.D.7 Access and evaluate on-line, print, and non-print resources to research and present a topic.

3.3.12.D.8 Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

3.3.12.D.9 Use feedback on an early draft to improve the final draft of an oral presentation.

3.3.12.D.10 Respond to teacher feedback by writing a self-assessment to guide future oral presentations.

STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Through active listening, students gain understanding and appreciation of language and communication. Students call on different listening skills depending on their purpose for listening (e.g., listening to sounds, comprehending

information, evaluating a message, appreciating a performance). Effective listeners are able to listen actively, restate, interpret, respond to, and evaluate increasingly complex messages. Students need to recognize that what they say, read, write, and view contributes to the content and quality of their listening experiences.


By the end of Kindergarten students will:

A. Active Listening

3.4.K.A.1 Listen fully to understand instructions or hear daily messages.

3.4.K.A.2 Listen to identify main characters and events in stories.

3.4.K.A.3 Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.


3.4.K.B.1 Listen attentively to books teacher reads to class.

3.4.K.B.2 Answer questions correctly about books read aloud.


A. Active Listening

3.4.1.A.1 Listen and respond appropriately to directions.

3.4.1.A.2 Listen to hear initial, final, and eventually middle sounds in words.

3.4.1.A.3 Listen to a familiar text being read to begin tracking print.

3.4.1.A.4 Listen to a spoken word to produce another word that rhymes with it.


3.4.1.B.1 Listen to make predictions about stories read aloud.

3.4.1.B.2 Follow simple oral directions.

3.4.1.B.3 Recall information from listening to stories, poems, television and film.

3.4.1.B.4 Retell, reenact, or dramatize stories or parts of stories heard.

3.4.1.B.5 Respond appropriately to questions about stories read aloud.

3.4.1.B.6 Begin to track print when listening to a familiar text being read or when rereading their own writing.

3.4.1.B.7 Ask questions for clarification and explanation of stories and ideas heard.


A. Active Listening

3.4.2.A.1 Listen critically to identify main ideas and supporting details.

3.4.2.A.2 Begin to distinguish between types of speech (e.g., a joke, a chat, a warning)

3.4.2.A.3 Listen and contribute to class discussions.


3.4.2.B.1 Follow one- and two- step oral directions.

3.4.2.B.2 Develop a strong listening vocabulary to aid comprehension and oral and written language growth.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will :

A. Active Listening

3.4.3.A.1 Connect messages heard to prior knowledge and experiences

3.4.3.A.2 Exchange information through verbal and nonverbal messages.


3.4.3.B.1 Follow two- to three- step directions.

3.4.3.B.2 Listen to a story read aloud and/or information from television or film, and summarize main ideas.

3.4.3.B.3 Paraphrase information shared by others.


A. Active Listening

3.4.4.A.1 Listen actively for a variety of purposes such as enjoyment and obtaining information.

3.4.4.A.2 Listen attentively and critically to a variety of speakers.

3.4.4.A.3 Interpret vocabulary gained through listening.


3.4.4.B.1 Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident.

3.4.4.B.2 Develop listening strategies (e.g., asking questions, taking notes) to understand what is heard.

3.4.4.B.3 Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.

3.4.4.B.4 Make inferences based on an oral report or presentation.

3.4.4.B.5 Describe how language reflect specific regions and/or cultures.

3.4.4.B.6 Follow three- and four-step oral directions.


A. Active Listening

3.4.6.A.1 Evaluate the effect of a speaker’s choice of language and speaking style on an audience.

3.4.6.A.2 Recognize and analyze persuasive techniques while listening.

3.4.6.A.3 Gain an appreciation of the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).


3.4.6.B.1 Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

3.4.6.B.2 Compare and contrast oral selections and determine the most valuable supporting data to use in group or individual projects.

3.4.6.B.3 Ask pertinent questions, take notes, and draw conclusions based on information presented.


A. Active Listening

3.4.8.A.1 Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one, small group).

3.4.8.A.2 Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.

3.4.8.A.3 Give appropriate feedback to a variety of speakers.

3.4.8.A.4 Recognize persuasive techniques and credibility in oral communication.

3.4.8.A.5 Listen to determine a speaker’s purpose, attitude, and perspective.


3.4.8.B.1 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

3.4.8.B.2 Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

3.4.8.B.3 Critique information heard or viewed.

3.4.8.B.4 Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).


A. Active Listening

3.4.12.A.1 Explore and reflect on ideas while hearing and focusing attentively.

3.4.12.A.2 Listen skillfully to distinguish emotive and persuasive rhetoric.

3.4.12.A.3 Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.


3.4.12.B.1 Listen to summarize, make judgments, and evaluate.

3.4.12.B.2 Evaluate the credibility of a speaker.

3.4.12.B.3 Determine when propaganda and argument are used in oral forms.

3.4.12.B.4 Listen and respond appropriately to a debate.

STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.

Descriptive Statement: Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, film). A media literate person is able to evaluate media for credibility and understands how words, images, and sounds influence the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing.




3.5.K.A.1 Make predictions about visual information (e.g., pictures in books).

3.5.K.A.2 Discuss favorite characters from books, film, and television.


3.5.K.B.1 Begin to sequence a series of pictures or images to tell a story.

3.5.K.B.2 Show understanding of purpose for pictures in books.



3.5.1.A.1 Retell the story from a favorite media program (e.g., television, movie).

3.5.1.A.2 Distinguish between "pretend" and "real" in the media.

3.5.1.A.3 Begin to recognize that media messages have different purposes.

3.5.1.A.4 Speculate about visual representations (e.g., pictures, artwork).

3.5.1.A.5 Use simple graphs and charts to report data (cf. mathematics standard 4.4-A).

3.5.1.A.6 Begin to recognize the work of a favorite illustrator.

3.5.1.A.7 Begin to compare and contrast media characters.


3.5.1.B.1 Begin to interpret messages in simple advertisements.

3.5.1.B.2 Sequence a series of pictures or images to tell a story.



3.5.2.A.1 Speculate about characters, events and settings in books, film and television.

3.5.2.A.2 Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, or persuade).

3.5.2.A.3. Use graphs and charts to report data.

3.5.2.A.4 Recognize the work of a favorite illustrator.

3.5.2.A.5 Compare and contrast media characters.


3.5.2.B.1 Interpret messages in simple advertisements.

3.5.2.B.2 Use a simple rating scale to judge media products.

3.5.2.B.3 Begin to look at the effects of visual arts on one’s mood and emotions.



3.5.3.A.1 Begin to demonstrate an awareness of different media forms and how they contribute to communication.

3.5.3.A.2 Identify the central theme and main ideas in different media.


3.5.3.B.1 Recognize the effects of visual arts on one’s mood and emotions.

3.5.3.B.2 Begin to explore and interpret messages found in advertisements and other texts.



3.5.4.A.1 Interpret information found in pictorial graphs, map keys, and icons on a computer screen.

3.5.4.A.2 Respond to and evaluate the use of illustrations to support text.

3.5.4.A.3 Use graphs, charts, and diagrams to report data.

3.5.4.A.4 Distinguish between factual and fictional visual representations.

3.5.4.A.5 Identify the central theme in a movie, film, or illustration.

3.5.4.A.6 Identify the target audience for a particular program, story, or advertisement.

3.5.4.A.7 Demonstrate an awareness of different media forms and how they contribute to communication.


3.5.4.B.1 Understand that creators of both print media and electronic media have a purpose and target audience for their work.

3.5.4.B.2 Explore and interpret various messages found in advertisements and other texts.

3.5.4.B.3 Discuss the emotional impact of photos and how they aid understanding.

3.5.4.B.4 Compare and contrast media sources, such as film and book versions of a story.


3.5.4.C.1 Express preferences for media choices.



3.5.6.A.1 Understand uses of persuasive text related to advertising in society.

3.5.6.A.2 Classify television programs and other works according to genre (news, drama, comedy, science fiction, animation, etc.).

3.5.6.A.3 Research how the media covers different age groups in print, radio, and television.

3.5.6.A.4 Distinguish different points of view in media texts.


3.5.6.B.1 Understand the uses of technology (e.g., the Internet for research).

3.5.6.B.2 Interpret verbal and nonverbal messages reflected in personal interactions with others.


3.5.6.C.1 Express and justify preferences for media choices.

3.5.6.C.2 Examine and evaluate effects of media in the family, home, and school.



3.5.8.A.1 Identify aspects of print and electronic texts that support the author’s point of view (e.g., opinion, attitudes).

3.5.8.A.2 Consider the use of setting in conjunction with other elements (e.g., theme, characters) to support media presentations.

3.5.8.A.3 Recognize and respond to visual and print messages of humor, irony, metaphor.


3.5.8.B.1 Discuss and compare values in visual and verbal advertising.

3.5.8.B.2 Evaluate media messages for credibility.

3.5.8.B.3 Compare and contrast a news story across different news sources.

3.5.8.B.4 Develop criteria to judge the effectiveness of visual and verbal presentations.


3.5.8.C.1 Understand television, video games, music, and motion picture ratings as measurements of content appropriateness.

3.5.8.C.2 Analyze media content for emotional effect on audience.


A. Constructing Meaning from Media

3.5.12.A.1 Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

3.5.12.A.2 Identify and evaluate how a media product expresses the values of the culture that produced it.

3.5.12.A.3 Identify and select media forms appropriate for the viewer’s purpose.


3.5.12.B.1 Analyze media for stereotyping (e.g., gender, ethnicity).

3.5.12.B.2 Compare and contrast three or more media sources.


3.5.12.C.1 Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family and social institutions. Cf. health and physical education standards and visual and performing arts standards).

3.5.12.C.2 Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

3.5.12.C.3 Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.

Grade K/Language Arts Literacy

Mandated Assessment

Curriculum Management System Grade Level/Subject: Grade K/Language Arts Literacy

Goal 1: The student will be able to speak and listen responsively and actively for a variety of purposes.

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VA Objectives / Cluster Concepts /

Cumulative Progress Indicators (CPI's) The student will be able to:

Instructional Tools / Materials / Technology / Resources

Learning Activities / Interdisciplinary Activities / Assessment Model

5 days per week

X X 1.1 share experiences and express ideas. CPI 3.2.K.A.1, 3.2.K.A.2 WR 8.1.4.A.1, 8.1.4.B.1

1.2 participate in conversations with

peers and adults. CPI 3.3.K.8.2, 3.3.K.B.1 WR 8.1.4.B.2

1.3 react to stories, poems, and songs.

CPI 3.3.K.A.2, 3.3.K.C.1

1.4 use language to describe feelings, people, objects, and events. CPI 3.3.K.A.1.3, 3.3.K.B.1, 3.3.K.C.1 WR 8.1.4.B.2

1.5 suggest rhyming words during word

play, songs, and read alouds. CPI 3.3.K.C.2, 3.3.K.D.1 WR 8.1.4.B.2

1.6 sing familiar songs and rhymes.

CPI 3.3.K.A.3, 3.3 K.D.1 WR 8.1.4.B.2

1.7 promote oral language development.

CPI 3.3.K.B.2, 3.3.K.C.2, 3.3.K.D.2 WR 8.1.4.B.1

1.8 begin to use social conventions of

• New Jersey Language Arts Literacy Curriculum Framework

pages 187-223 • Scott Foresman Anthology • SRA Listening Skills Series

• Arts and Crafts Materials

• Flow Chart Venn Diagram (See

Appendix) Suggested Literature: 1, 2, 3 Puppets – Totline Books 1, 2, 3 Stories, Rhymes, and Songs – Totline Books Piggyback Song Books – Totline Theme- A-Saurus – Totline Hand Rhymes – Mark Brown Noisy Pictures – Scott Foresman Berenstain Bears – Learn About Good Manners – Stan Berenstain Please and Thank You Book – Richard Scarry The Three Little Pigs –Scott Foresman The Three Bears- Scott Foresman The Little Red Hen- Scott Foresman There is a Nightmare in My Closet - Mercer Mayer

• “Action, Please Game” – Students listen while oral directions are given. Begin with one direction and expand to three and four.

• “Simon Says Game”

• Students can interact with any

text by doing the following: rhythmic chanting, finger snapping, clapping, and substituting sounds or actions for certain words.

• Students complete sentences or

phrases from memory.

• Choral reading – assign various sections or phrases to groups of children.

• Use tapes and worksheets to

follow directions (color the second ball blue, draw a line under the tree, etc.).

• Book report done orally with

illustrations

Mandated Assessment



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language. CPI 3.3.K.C.1, 3.3.K.D.2 WR 8.1.4.8.2, 8.1.4.B.2

1.9 speak and listen politely.

CPI 3.3.K.C.1, 3.3.K.D.2 WR 8.1.4.8.2, 8.1.4.B.2

1.10 develop the ability to speak

correctly in tone and choice of words. CPI 3.3.K.A.2, 3.3.K.C.1 WR 8.1.4.B.2, 8.1.4.B.5

1.11 speak in varying situations. (small

group, large group, one-to-one) CPI 3.3.K.C.1, 3.3.K.D.1 WR 8.1.4.B.5

1.12 exchange ideas, observations,

and experiences and respond appropriately to questions. CPI 3.3.K.B.1, 3.3.K.C.1 WR 8.1.4.A.1, 8.1.4.B.3

1.13 share information and

experiences relating to cultural traditions and holidays. CPI 3.3.K.A.1, 3.3.K.B.1, 3.3.K.C.1 WR 8.1.4.B.1

1.14 develop an appreciation of

various genres of literature.

The Old Lady Who Was Not Afraid of Anything – Linda Williams The Doorbell Rang – Pat Hutches Technology: Politeness is a Good Sport Game (filmstrip by Scholastic) Action CDs (Greg and Steve We All Live Together) Scott Foresman stories on tape Internet Sites: www.storytelling.com www.funschool.com www.sfreading.com

• Observe seasonal changes with respect to weather, growing things, etc. Express concepts orally during circle time.

• “Show and Tell” • Discuss words that end with the

same sounds. Take turns saying a word and choosing a student to make up a matching rhyming word.

• Create a “Holiday Around the World Booklet.” Culminate with a cultural presentation displaying various foods and artifacts.

• Display pictures of children

expressing various emotions. Discuss reasons why a child might feel the way he/she does. Role play various scenarios.

• Students practice speaking in a

variety of environments (library, lunchroom, classroom, and playground).

• Divide students into groups of

two or three. Each group must construct a building with blocks without talking. After task discuss when/why people need to communicate.

Mandated Assessment



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CPI 3.3.K.A.3, 3.4.K.B.2 1.15 listen and follow general and

multi-task directions. CPI 3.3.K.D.2, 3.4.K.A.1 WR 8.1.4.B.1

• “Person of the Week”

• “Author’s Chair”

• “Circle Time Activity” – each student tells about his/her personal activities during a recent school recess or over a weekend.

• From taped recordings,

distinguish among various animal, transportation, or environmental sounds.

• Design a mitt using a utility glove.

Make faces for the 5 family members in the poem “This is my Mother” or use any five-finger play activity.

• Brainstorm roles of mothers and

fathers. Compare and contrast these roles using a Venn diagram.

• Create a mystery house.

Students will dictate and/or write clues concerning who is in the house.

• Create a commercial for a

Mandated Assessment



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favorite food or toy.

• After completing the social studies unit on “Living in Communities,” the class will brainstorm concepts. Create a class web. Invite guest speakers to the class for a presentation.

• Share I Am the Dog, I am the Cat by Barry Moser. As the teacher reads the story, students hold up the appropriate character on a craft stick.

Assessment

Teacher observation Student participation

Mandated Assessment


Goal 2: The student will be able to explore and develop an understanding of the concepts of print.

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Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:



5 days a week

X X 2.1. recognize and read letters in his/her name. CPI 3.1.K.A.2, 3.1.K.C.3 WR 8.1.4.A.1

2.2. recognize alphabet letters upper

and lower case. CPI 3.1.K.B.2

2.3 recognize consonants and vowels.

CPI 3.1.K.F.2 2.4 identify letter sound correspondences.

CPI 3.1.K.B.4 2.5 blend sounds to make words.

CPI 3.1.K.B.2 2.6 begin to read word families.

CPI 3.1.K.C.2 2.7 follow words left to right and top to

bottom nd realize there are spaces between words. CPI 3.1.K.E.1

2.8 recognize rhyming patterns. CPI 3.1.K.B.2

2.9 recognize some words by sight.

CPI 3.1.K.C.1 WR 8.1.4.A.1

• New Jersey Literacy Language Arts Curriculum pages 263-265

• Scott Foresman Reading Level K Phonics Workbook Phonics Take Home Reader Scott Foresman Research Base Alphabet Theme – A - Saurus Tot line 1,001 props - Totline Flash Cards of alphabet letters by student and teacher Liquid dish soap, paint, pudding, zip-lock bags String and macaroni Glitter, glue Arts and Craft Supplies Sentence Strips Egg Cartons Marbles Magnetic letters ABC Cards ABC Puzzles Chalkboards Word Charts Linking Letter, Building Blocks Pointers of various kinds (chopstick, fly swatter)

• Provide a special pointer and allow students to read everything hanging around the room. Posters, bulleting boards, word walls, student names, job chart.

• Display picture card. Ask students to tell which two pictures begin with the same sound. Divide into two teams and continue game with initial sounds.

• Create individual student books with signs from the environment (exit, stop, bus stop). Use words and pictures.

• Alphabet Soup – Magnetic alphabet letters in a kettle. Students choose a letter or create sight words.

• Bag Writing – Prepare pudding as a class project. Put pudding in a zip- lock bag for children to practice letter formation.

• Use glitter glue to create jumbo letters or sight words.

• Initiate Scavenger Hunt by placing words around the room. Students use clues given by teacher. This can also be used to locate areas of the media center.

• Students will create a story globe by tracing his/her hand and writing the names of characters from particular stories. Students share and retell the story that’s in the globe as a graphic organizer.

Mandated Assessment



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2.10 retell, act out, and dramatize stories heard through the mediums of art and music. CPI 3.1.K.G.1, 3.1.K.G.4 WR 8.1.4.B.4

2.11 follow along in their book while

listening to a story. CPI 3.1.K.E.1

2.12 make predictions and understand details when stories are read. CPI 3.1.K.E.2, 3.1.K.E.3 WR 8.1.4.B.1

2.13 use picture clues to help understand

and retell a story. CPI 3.1.K.E.3 WR 8.1.4.A.1

2.15 relate personal experiences and

make the connection to a story characters, customs, and cultures. CPI 3.1.K.E.4 WR 8.3.4.A.4

2.16 read and retell a story to identify

main characters, setting, and events. CPI 3.1.K.D.1, 3.1.K.D.4 WR 8.1.4.B.2

2.17 explain meanings of environmental

See Appendix for worksheet to reinforce letter sounds Suggested Literature: Miss Spider’s ABS – David Curt A is For Angry – Sandra Boyton Dr. Seuss’s ABC – Theodore Geisel The Accidental Zucchini – Max Grover A to Z, Do You Ever Feel Like Me? – Bonnie Hausman Technology Connection: AstroWord CD – Rom The Know Zone – CD – Rom Testworks – CD – Rom Scott Foresman Phonics, Songs, and Rhymes CDs

• Read together various multicultural stories (Mary Wore Her Red Dress, and Head to Toe.) Create a class mural depicting favorite scenes.

• Read the story Who Uses This? Identify the tools for each occupation. Children create paper dolls for the different occupations. Students can dictate or write their own story. Glue the story on the paper doll’s shirt. Follow up with an ABC Community Helper Big Book

• Clap the amount of letters in a student’s name.

• Make a list of words that begin with the same sound as a student’s name. Graph and sort names by letters, beginning sounds, and number of letters.

• Write each student’s name on a sentence strip. Have student cut it apart and place the letters in order to spell his/her name.

• Letter/Sound search: Assign homework – Find an object or picture that is small enough to hold and not valuable. It must start with the designated letter and sound. Encourage parental participation. Students share with class.

• Read Turkey in the Straw. Create an

interactive book. Have turkey move from page to page by attaching with

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science. Identify and categorize words. CPI 3.1.K.F.2

2.18 demonstrate and understand the

parts of a book. CPI 3.1.K.G.2, 3.1.K.H.1

2.19 know the purpose of the media

center and how to choose a book of interest. CPI 3.1.K.H.1, 3.1.K.H.2 WR 8.3.4.A.3

Velcro. After the story has been read, have children retell the story and put the pictures in the correct sequence. Play turkey letter bingo as a follow-up.

• “Blend Walk” – Arrange several chairs with pictures or words that begin with a particular blend. Children form a line and begin to walk when the music starts. When the music stops, each child picks up a card and names the blend.

• “Spin and Win” – Design Cards with alphabet letters or sight words. Direct students to pace cards face down on table and spin a spinner to see how many cards to pick up. One child picks up the cards and reads the words to the others. One point is given to each word read correctly. Unknown words are placed under the pile.

• “Egg carton Spelling” – Write 1 letter in each cup. Place the marble in the cup of any letter you choose. Student can flip the marble in the air to another space to spell a word that is found on the class word wall. Make a separate list of the words spelled. One point is awarded for each letter in a word a student spells.

• Create individual books with each letter of the alphabet that is a shape (“S” for snake, “P” for pig, etc.).

• Children learn to sequence using cut-

Mandated Assessment



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up sentences from class stories. Leave model on display.

• Children create their own puppets to act out a nursery rhyme or story. The correct sequence of the story is modeled on chart paper. Choral reading words and picture prompts can be used.

• Tape record individual students reciting, writings, poems, or original stories. Student points to the words on the chart as he/she hears his/her voice telling the story.

Assessment Scott Foresman Assessment Handbook Scott Foresman Unit and End of year benchmark test Teacher Observation Student Participation Homework Assignments reinforcing correct skills learned

Mandated Assessment


Goal 3: The student will be able to use the writing process to communicate for a variety of purposes and audiences.

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5 days per week

X X 3.1 recognize that thoughts, ideas, and speech can be written down in words. CPI 3.2.K.1.A, 3.3.K.C.1 WR 8.1.4.A.2

3.2 communicate ideas, opinions, and

experiences with others to create a story. CPI 3.2.K.B.3, 3.2.K.D.1 WR 8.1.4.B.1, 8.1.4.B.2

3.3 sequence stories heard orally.

CPI 3.2.K.B.1 WR 8.1.4.B.2

3.4 draw pictures to support writing.

CPI 3.2.K.A.5 WR 8.1.4.B.2

3.5 dictate original story to teacher.

CPI 3.2.K.B.2, 3.2.K.B.3 WR 8.1.4.A.1

3.6 use the correct pencil grip, paper

position, and beginning stroke while writing. CPI 3.3.K.C.4

3.7 write and spell his/her first and last

name. CPI 3.2.K.C.2, 3.2.K.C.4

3.8 use letters and correct sounds to

• New Jersey Curriculum Framework pg. 225-245

• Scott Foresman Reading Level K Units 1-6

• Scott Foresman Anthology • Scott Foresman : My Read, Write,

and Listen Practice Book • Scott Foresman : daily writing

practice Book • Arts and Craft Supplies • Examples of materials for writing

center: Letter stamps Mini chalk boards Magic slates Reading cards Envelopes Date stamps Story starter pictures Paper of various sizes color, lined and un-lined Assorted blank books Story line paper Technology Connection:

• Create a writing activity center. Provide different kinds of materials each week to enable students to practice letter formation, writing words, writing sentences, and bookmaking.

• Design individual posters on a particular theme (bus safety).

• Using student-generated illustrations, write the words that fit the illustrations to complete a class book.

• Students create an “All About Me” booklet or poster. Students of the week will share their booklets to their peers.

• Designate a special toy as the class mascot. Each weekend, a student takes this mascot home. He/she enters the activities relative to the toy’s experiences into a class journal. This can be done with illustrations, words, or sentences. Share entry with class.

• Pick a topic of student interest. Model the beginning of a story with an illustration. Each student has the opportunity to take the journal home and add to it to create a class book. Parent participation is encouraged.

• Brainstorm supplies needed for a

construction center. Groups of

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begin to write some words. CPI 3.2.K.C.1

3.9 write all the letters of the alphabet

both upper and lowercase from teacher model. CPI 3.2.K.C.4, 3.2.K.C.5

3.10 begin to use correct spacing

when writing a series of words. CPI 3.2.K.C.3, 3.2.K.C.4

3.11 collect favorite stories in a portfolio

or journal. CPI 3.2.K.B.3, 3.2.K.D.2, 3.2.K.D.3 WR 8.1.4.B.1

www.kidfun.com www.webbingintoliteracy.com www.billthebean.com WiggleWorks CD – Rom • Scott Foresman Teacher’s resource

Planner CD - Rom

students build the center cooperatively. They describe various buildings, create road signs, maps, and labels for their project.

• Create a classroom post office. • Create a classroom newspaper with

articles and illustrations to share with parents.

Journals: Personal/Unit Journals – Children write topics of their own choice. They can draw and dictate their original work. Alphabet Journals – Use an Elison dye cut machine to cut out the letters of the alphabet. A different letter is pasted on each piece of paper in the journal. Students transform that letter into an animal or another object that begins with that letter. Students brainstorm a list of words (or write a sentence) for each letter of the alphabet. (Use classroom word wall). Monday Journals – Each Monday teacher models the thinking and writing about the weekend. Students then write or draw something for their weekend. Class Journals – Record events such as birthdays, lost teeth, special school events, field trips, visitors, and add photographs

Mandated Assessment



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Book Journals – Teacher selects a piece of literature. Students draw a response by labeling the characters, the setting, and the conflict. Use a graphic organizer to sequence the beginning, middle, and the end of the story. Share Sam and the Lucky Money – Karen Chinn. Construct a chart describing Chinese New Year customs. Use the five senses: Sight – red leisses Sounds- thumping drums Taste- coconut buns Touch – fireworks Feel- excitement Share On the Day You Were Born – Deborah Frasier. Brainstorm items in nature in which students are grateful. Construct a class web. Using Frasier’s collage techniques, create new illustrations. Assessment Teacher observation Student participation Homework assignments to reinforce skills learned

Mandated Assessment


Goal 4: The student will be able to read critically in order to construct meaning from text.

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5 days per week

X X 4.1. recall, retell, and reenact stories through art, music, creative movement and drama. CPI 3.3.K.8.3, 3.3.K.D.1, 3.3.K.D.4 WR 8.1.4.B.3

4.2. listen and respond to both fiction and nonfiction literary selections. CPI 3.3.K.A.1, 3.3.K.B.1 WR 8.1.4.B.2

4.3. make predictions about stories through text and illustrations. CPI 3.3.K.A.1, 3.3.K.D.3 WR 8.1.4.B.3, 8.1.4.B.C

4.4. identify cause and effect in a variety of genres. CPI 3.3.K.B.1.2, 3.3.K.C.2 WR 8.1.4.8.1

4.5. identify author’s purpose and draw conclusions about a particular literature selection. CPI 3.3.K.B.1.2, 3.3.K.D.3 WR 8.1.4.8.1

4.6. identify main characters, setting, and important events in a literature selection. CPI 3.2.K.D.1, 3.3.K.A.1, 3.3.K.D.2

4.7. identify author and cover of a book. CPI 3.1.K.A.6

4.8. locate the name of the author and illustrator of a book. CPI 3.1.K.A.6

• Framework pages 247-281 • Scott Foresman Big Books • Scott Foresman Leveled Readers A

through C • Weekly Readers • Pre-recorded taped stories that

accompany books including stories read by parents, students, and siblings

• White Christmas Lights • An artificial tree • Sunglasses • Pillows • An old bathtub Suggested literature for storytelling: School Bus – Donald Cruise The Dandelion’s Seed – Joseph Anthony Is Your Mama a Llama? Deborah Guaino Polar Bear, Polar Bear, What Do You

Hear? Bill Martin, Jr. Story Telling Materials: Story telling apron Story telling mitt Prop bag Musical instruments Story starter pictures Arts and crafts supplies Word Wall

• Provide opportunities for students to practice skills multiple times with guided oral reading from teachers, peers, or parents using any print material.

• Paired reading • Shared reading • Collaborative oral reading • Echo reading • Assisted oral reading with tape

recorder or computer • Share Rain Song/Snow Song –

Philomel Sturges and Year of Beasts – Ashley Wolfe. Brainstorm cause and effect in both stories and create a class mural using these concepts.

• Spotlight one author each month (Eric Carle, Leo Lionni, etc). Have children dress up as a character from one of the books.

• Create a flipbook for The Mitten by Jan Brett.

• Share book What Can I Offer? – Donald Carrick. Help students recognize their abilities and talents. They discover their own unique gifts. On an index card, students will draw (write) a different talent, ability, or gift they possess. Graph the results. Students see the individual and collective abilities. Brainstorm ways that students can cooperate with

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Alphabet Chart Environmental Signs Message Board Technology Connection: Shake, Rattle, and Read CD- Jack

Hartman Bailey’s Book House CD-Rom Scott Foresman audio cassette/CD www.geocities.com/EnchantedForest/706

5 www.kindercorner.com www.libraryspot.com http://readinglady.com/interactivewordwal

l.htm

each other using their different abilities.

• Share The Foot Book by Dr. Seuss. Students brainstorm the opposites mentioned in the book as well as additional opposites. Then, each student will create his or her own foot page of a pair of opposites. Create a book titled “Putting Both Feet Forward.”

• Share Around the Pond: Who’s Been There? by Lindsay Barrett George. As the book is read, encourage students to examine the clues and determine the creature’s identity. As a follow-up, students complete a lift-a-flap booklet. Teacher writes one clue that student has dictated about an animal in the story. Underneath the student draws a picture of that animal.

• Place pillows in an old bathtub to create an inviting reading area.

• Create special magical reading glasses. Remove lenses from sunglasses. Students can wear these glasses during reading time.

• Create a “Magical Reading Tree Center.” Provide leveled readers. Students sit under the tree to read. Students also record their names and the title of their book on leaves.

• Conduct a book brunch.

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Encourage each student to bring a theme-related book to share. Also, encourage students to wear a related costume and/or bring a related prop. Share the books and eat a tasty treat related to the theme.

• Share If You Give a Mouse a Cookie by Laura Numeroff. Each student traces his or her hand. Teacher models while class brainstorms main ideas, supporting details, and sequence of events. Students write main idea on palm of hand and sequence events on their fingers.

• Pair students and give each a graded reader. Have each partner take turns reading one page aloud. Then, direct partner to quote, mirror, or paraphrase what was read. Students continue this until book is completed. Each group gives the class a short summary of the book. Students write the title, the name of the author, and draw an illustration. Bind the completed projects into a book entitled “Reading Reflections.”

Mandated Assessment


Goal 5: The student will be able to view a variety of media to enhance reading, writing, listening, and speaking.

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5 days per week

X X 5.1. understand the purpose of purpose of pictures that tell a story through a variety of media. CPI 3.5.K.A.1, 3.3.K.B.1 WR 8.1.4.B.2

5.2. compare and contrast favorite characters from books, movies, and television. CPI 3.5.K.A.1, 3.5.K.A.2 WR 8.1.4.A.2

5.3. sequence pictures to tell a story. CPI 3.1.K.E.3, 3.5.K.B.2 WR 8.1.4.B.2

5.4. make predictions from various media sources.

Framework pages 283-299 Scott Foresman Reading Program Level K Scott Foresman CDs Weekly Reader Newspaper Magazines (Lady bug, Sesame Street, Your Big Backyard) Technology Connection: Bailey’s Bookhouse CD-Rom Scott Foresman Teachers Technology CD-Rom www.amazon.com www.highlights.com www.pbs.org

• Cut pictures ads from newspapers and magazines. At circle time, require each student to choose an ad and tell what he or she thinks the ad is marketing.

• Read an appropriate heading to the class from the newspaper. Encourage students to predict the article’s meaning. Set up a current events center.

• Distribute each student a page from a newspaper or magazine. Require students to search for and circle longest word, shortest word, a certain letter, a certain word, the letters in their own name, etc.

• View the video “The Lady in the Bus” by Marnie Backer. Using a large appliance box, cut lengthwise and leave open. Students decorate one half of the box with writing or pictures that tell how the video made them feel. Then, brainstorm ideas that students can do to help their community. On the other half of the box, students write about or illustrate their helping out in some way. Students bring canned food and soup to donate.

• Students bring in photos from

magazines depicting people engaged

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in an activity. Teacher asks questions related to the picture. Students write one/two sentences describing what is happening in the photo. Attach sentences to photo and display prominently.

• Conduct a survey of students’ favorite television shows and movies. Chart the results. Display titles of books that have been made into movies. Have the class read the books and view the video. Students vote on which presentation they preferred.

• Share the book Arthur and the Crunch Cereal Contest by Marc Brown. Brainstorm ways Arthur might have worked through his writers’ block. Divide students into groups. Each group will invent a new kind of cereal to present to the class as a live commercial. Students are encouraged to create props and illustrations. Video presentations.

• Brainstorm a list of different types of newspaper sections (classified ads and comics). Students locate these sections in their newspaper and paste under appropriate areas on posterboard.

• Share Zin! Zin! Zin! A Violin by Lloyd Moss. Ask students to listen carefully to each instrument and its sound as the book is read. Play a recording of chamber music and let the students

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try to identify the various instruments. Assessment Teacher Observation Student Participation

Mandated Assessment


Goal 6: The student will be able to utilize an apply research and study skills through thinking, listening, speaking, reading, writing, and viewing.

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5 days per week

X X 6.1. locate, and obtain all materials necessary to complete classroom and homework assignments. CPI 3.4.K.A.1 WR 8.1.4.B.1

6.2. complete a task independently by listening to instructions from various sources in a variety of situations. CPI 3.3.K.B.1 WR 8.1.4.B.1

6.3. understand and follow daily classroom routines and responsibilities. CPI 3.4.K.A.1 WR 8.1.4.A.2

6.4. choose books and materials of interest from the media center and class library. CPI 3.1.K.H.2 WR 8.1.4.A.2

6.5. identify the various parts of a book: cover, title page, author, illustrator, etc. CPI 3.1.K.A.6, 3.5.K.A.1 WR 8.1.4.B.2

Framework pages 187-299 Scott Foresman Take Home Books Scott Foresman Anthology Technology Connection: www.libraryspot.com www.scholastic.com www.kindergarten.com

• Assign classroom buddies to assist each other with checking for correct page and materials necessary for class work and homework.

• Share Owls in the Family by Farley Mowat. Students create a K-W-L chart about owls. In the media center, locate additional information using books, magazines, and the Internet. Students create their own clay owls and habitats as a diorama.

• Scavenger Hunt – teacher explains directions. Example: Find the page that shows the title: find the last page of the book; the page number of a particular picture, etc.

• As a class, take a tour of the media center. Create a map of the different areas. Students read the map and go to the various areas directed by the teacher. This is a good team activity for playing “Hot and Cold.”

• Display a map of the United States. Share My Sister’s Rusty Bike by Jim Aylesworth. For each discovery the cyclist makes, choose various students to label a card and tack it at the appropriate place on the map.

Grade 1/Language Arts Literacy

Mandated Assessment

Curriculum Management System Grade Level/Subject: Grade 1/ Language Arts Literacy


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5 days per week

X

X

1.1 listen to make predictions, classify, and recall and retell and to recognize main idea, fact and fantasy and sequence.

CPI 3.4.1.B.1 WR 8.3.A.4

1.2 use school vocabulary to describe colors, shapes, sizes, numbers, and positions.

CPI 3.3.2.C.2 WR 8.1.B.2 1.3 listen for musical elements of language (rhyme, rhythm, and cadence).

CPI 3.4.1.A.1 WR 8.3.A.2

1.4 listen for one step and multi- task directions.

CPI 3.4.1.B.5 WR 8.3.A.2

1.5 use oral language to share personal ideas and life experiences.

CPI 3.3.1.A.2 WR 8.1.B.2 1.6 identify and speak in complete sentences.

CPI 3.2.1.A.1 WR 8.2.B.2

• Scott Foresman background building audio cassettes

• Scott Foresman rhyme charts and audio cassettes

• Scott Foresman big books • Scott Foresman workbooks • Daily Oral Language With

Character, Young People’s Press • Oral Language For Daily Use,

Instructional Fair Inc. • Scott Foresman leveled readers • Scott Foresman selection audio

cassettes Suggested Literature: Green Eggs And Ham, Dr. Seuss Lunch, Denise Fleming Brown Bear What Do I See? Eric Carle Never Talk To Strangers The Three Pigs I Like Me, Nancy Carlson What Do You Say Dear: A Book Of Manners, Sesyle Joslin Perfect Pigs: An introduction To Manners, Stephen Krensky Inch by Inch, Leo Lionni Tikki Tikki Tembo, Mosel Toy telephones

• Using big books, students will predict story from illustrations.

• Using big book “Lunch,” students will

name color words to describe foods in the story.

• After reading the story “Inch By Inch,”

students will use number and size words to describe parts of the story.

• Using rhyme charts and tapes,

students will listen and sing songs and rhymes.

• Play “Simon Says, Red Rover” • Students will discuss favorite parts of

stories read. • Students will brainstorm main idea

and characters from stories read. • Take turns having children tell about

a recent outing or event.

Mandated Assessment



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1.7 understand reasons for speaking and listening carefully.

CPI 3.2.1.D.4 WR 8.2.B.2 1.8 speak fluently, correctly, and appropriately for the audience.

CPI 3.2.1.D.4 WR 8.2.B.2 1.9 identify, differentiate and apply asking and telling sentences.

CPI 3.2.1.A.1 WR 8.2.B.2 1.10 engage in choral reading.

CPI 3.2.1.D.2 WR 8.2.B.5 1.11 identify, apply and understand reasons for telephone etiquette.

CPI 3.2.1.B.1 WR 8.6.B.1-3 1.12 identify syllables in words.

CPI 3.4.1.A.2 1.13 dramatize stories.

CPI 3.4.1.B.4 WR 8.1.B.5

“Never Talk To Stranger” Board Game • Create pictures following teacher specific directions. Scott Foresman activity Unit 1 TE pg 111

• Play “I Spy” game using color words. • Role play stories • Choral reading of stories and poetry • Role play telephone conversations in

various situations. Ex: Inviting a friend, calling to say thank you

• Social Studies Connection: Phone

conversations with a stranger, conversations when you’re alone in the house

• Students share personal preferences for career goals. “When I grow up, I want to be…”

• Clapping syllable game Assessment Teacher Observation Assorted Performance Rubrics Unit Skills Tests Textbook Program Assessment Materials Assorted Performance Rubrics

Mandated Assessment

Curriculum Management System Grade Level/Subject: Grade 1/Language Arts Literacy


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Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI’s) The student will be able to:



5 days per week

X

X

2.1 recognize and name alphabet letters. CPI 3.1.K.C.2

2.2 identify high frequency words.

CPI 3.1.1.C.5 2.3 use sound/letter relationships to:

decode words, identify consonants (initial, medial, final), identify short and long vowels, identify consonant blends, identify digraphs, and identify rhyming words. CPI 3.1.1.A.1, 3.1.1.B.1, 3.1.1.B..2,

3.1.1.C.1, 3.1.1.C.

2.4 use sound/letter relationships and structural analysis to spell beginning reading words. CPI 3.1.1.B.1

2.5 use structural cues to identify and

use contractions, compounds, and possessives. CPI 3.1.1.C.6

2.6 use decoding strategies, including

common word families and patterns. CPI 3.1.1.B.4, 3.1.1.C.4

2.7 use structural cues to decode words

• Scott Foresman phonics workbook • Scott Foresman vocabulary word

charts • Scott Foresman vocabulary word

cards • Scott Foresman magnetic letter set • Scott Foresman grammar workbook • Scott Foresman phonics take home

Books • Scott Foresman leveled readers Suggested Literature: Hop On Pop, Dr. Suess The Cat In The Hat , Dr. Suess Happy Alphabet, Anna Jane Hays Amelia Bedelia, Peggy Parish Chicken Soup And Rice, Maurice Sendak The Foot Book, Dr. Suess Technology Connection: Reader Rabbit CD-Rom Freddy Fish CD-Rom Living Book Series CD-Rom www.theknowzone.com www.seussville.com www.randomhouseforkids.com www.pbskids.org/arthur • Scott Foresman phonics workbook

• Play “Memory” game with letters and high frequency words.

• Use magnetic letters and magnetic

board to create words. (cooperative groups)

• Use magnetic words and magnetic

board to create sentences. (cooperative groups)

• Play “Concentration” using high

frequency word cards. • Create Jigsaw Spelling Puzzles.

Students work in pairs cutting spelling words and high frequency words in parts. Have them trade puzzles and put them back together.

• Create word family houses.

Mandated Assessment



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with inflected endings. CPI 3.1.1.C.6

2.8 recognize and use antonyms,

synonyms, and homophones. CPI 3.1.1.F.2

WR 8.1.B.2 2.9 identify nouns, verbs, adjectives,

pronouns and proper names in sentences. CPI 3.1.1.C.5

WR 8.1.B.2 2.10 build strategies to recognize and use

multiple meaning, compound, and onomatopoeiac words. CPI 3.1.1.C.5, 3.1.1.C.6, 3.1.1.C.7

WR 8.1.B.2

• Scott Foresman vocabulary word charts

• Scott Foresman vocabulary word cards

• Scott Foresman magnetic letter set • Scott Foresman grammar workbook • Scott Foresman phonics take home

Books Technology Connection: Reader Rabbit CD-Rom Freddy Fish CD-Rom Living Book Series CD-Rom www.theknowzone.com www.seussville.com www.randomhouseforkids.com www.pbskids.org/arthur

• After reading Amelia Bedelia,

students work with partners to create a book of multiple meaning words.

Assessment Teacher Observation Phonics Workbook Unit Skills Tests Textbook Program Assessment Materials Assorted Performance Rubrics

Mandated Assessment



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5 days per week

X

X

3.1 write all alphabet letters, both upper and lowercase. CPI 3.2.1.C.1

3.2 distinguish between letters and words. CPI 3.2.1.C.1

3.3 draw and label pictures. CPI 3.2.1.A.1

3.4 dictate or write sentences in shared writing. CPI 3.2.1.C.2, 3.2.1.C.3 WR8.3.A

3.5 write sentences about a chosen topic. CPI 3.2.1.B.2 WR 8.3.A

3.6 write sentences beginning with a capital letters, spacing between words, and ending punctuation. CPI 3.2.1.C.5, 3.2.1.C.2

3.7 contribute to a group writing activity.

CPI 3.2.1.D.1 WR 8.1.B.5

3.8 edit and revise written work.

• Journals • Zaner-Bloser handwriting books • Individual chalkboards • Individual dry erase boards • Frank Shafer “Story Starters” • Writing process charts and

transparency • Story webs, flow charts, Venn

diagrams • Scott Foresman practice workbooks Suggested Literature: Chicka Chicka Boom Boom, Martin Technology Connection: Storybook Weaver CD-Rom Wiggle Works CD-Rom www.seussville.com www.randomhouseforkids.com www.pbskids.org/arthur www.funbrain.com www.theknowzone.com www.learningpage.com Scott Foresman workbook

• Practice writing alphabet letters using individual chalkboards and dry erase boards.

• After reading a story, students

illustrate favorite parts and story details and label pictures.

• Students practice writing teacher-

dictated sentences using high frequency and story words

• Daily journal writing on teacher

selected and student choice topics. • New Jersey Language Arts Literacy

Curriculum Framework, Activity E page 295

• Students work together to create a

class book on a given topic. Ex: ”Things We Like To Do” /Sentences and illustrations

Assessment Teacher Observation Phonics Workbook Unit Skills Tests Assorted Performance Rubrics • Students write paragraphs on a given

Mandated Assessment



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CPI 3.2.1.A..3 WR 8.2.B.2

3.9 make a list. CPI 3.2.1.A.5 WR 8.2.B.2

3.10 write descriptive and narrative paragraphs. CPI 3.2.1.D.2

3.11 write a friendly letter, postcard,

thank you note, and how-to directions.CPI 3.2.1.D.2 WR 8.1.B.1

3.12 write original stories and poetry, using the writing process of prewriting, drafting, editing, revising and publishing.

CPI 3.2.1.D.2,3.2.1.B.2, 3.2.1.B.3 WR 8.2.B.2

3.12 write to express an opinion, to

describe, and to persuade.

Scott Foresman grammar workbook Graphic Organizers - Venn diagrams, story element charts, summary charts story flow charts, story webs Suggested Literature: Arthur Writes A Story, Marc Brown Technology Connection: Storybook Weaver CD-Rom Wiggle Works CD-Rom Scott Foresman workbook

topic such as: My Favorite Place, The Perfect Vacation, I Am Special. Once rough drafts are completed, they should then be checked by teacher and student, edited and revised. Paragraphs are then shared with class or used for a creative writing bulletin board.

• New Jersey Language Arts/Literacy

Curriculum Framework, Activity E page 289

• After reading the story “Alexander

And the Horrible No Good Really Bad Day,” students will write a friendly letter to Alexander telling about their worst day and the feelings they had.

• In preparation for an Authors’ Tea,

students will draft original stories and poetry, edit and revise their work.

• Students will create advertisements

to persuade the consumer to buy a

Mandated Assessment



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CPI 3.2.1. D.2 WR 8.1.A.2

Scott Foresman grammar Workbook Newspapers, magazines, poster board, markers New Jersey Language Arts Literacy Curriculum Framework

real or fictitious product. • New Jersey Language Arts Literacy

Curriculum Framework activity page 279, Activities E and M

Assessment Teacher Observation Phonics Workbook Unit Skills Test Textbook Program Assessment Materials Assorted Performance Rubrics

Mandated Assessment


Goal 4: The student will be able to read critically in order to construct meaning from written text.

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5 days per week

X

X

4.1 respond to stories read aloud by recalling, retelling, and summarizing. CPI 3.1.1.G.3 WR 8.3.A.3

4.2 identify main idea, characters, setting and details in a story. CPI 3.1.1.G.4 WR 8.3.A.3

4.3 identify sequence of events in a story. CPI 3.1.1.G.3 WR 8.3.A.3

4.4 use context clues to gain meaning of an unknown word. CPI 3.1.1.C.5 WR 8.3.A.3

4.5 preview, predict and set a purpose for

reading a story. CPI 3.1.1.E.1

4.6 identify cause and effect, character

traits, problem and solution in a story. CPI 3.1.1.G.1 WR 8.3.A.1-3

4.7 identify author’s purpose and writing

• Scott Foresman practice workbook • Scott Foresman leveled readers • Story Web transparencies • Story Chart transparencies • Scott Foresman graphic organizers Suggested Literature: Do You Live In A Nest? Carmen Tafolla Chompy’s Afternoon, G. Brian Caras Dinosaur Babies, Lucille Recht Penner Tadpole To Frog, Fay Robinson Technology Connection: Living Books CD-Rom Bailey’s Book House CD-Rom www.sfreading.com www.theknowzone.com Scott Foresman reader

• After reading the story “Do You Live In A Nest? (Scott Foresman Unit 6 Reader), students will take turns acting out the play.

• After reading the poem “ Something

Big Has Been Here” by Jack Prelutsky, students will draw conclusions as to the author’s intent and subject.

• Students will read together

“Chompy’s Afternoon” and “Dinosaur Babies.” They will then brainstorm the differences between real and fictional stories.

• Students will create timelines

depicting events in their lives in chronological order. Original drawings and photographs will be used.

Science Connection After reading TadpoleTo Frog, students will create life cycle books of the frog. • Monthly book review meetings to

Mandated Assessment



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style. CPI 3.1.1.G.5 WR 8.3.A.4

4.8 identify realism and fantasy in a given

story. CPI 3.1.1.G.2 WR 8.3.A.4

4.9 draw conclusions, make inferences, and create alternative endings for stories. CPI 3.1.1.G.5 WR 8.3.A.4

4.10 identify features of a play. CPI 3.1.1.G.2 WR 8.3.A.2

4.11 respond to text by dramatizing stories. CPI 3.3.1.D.1

4.12 develop an appreciation of literature and a variety of writing styles. CPI 3.1.1.G.6 WR 8.2.A.3

4.13 develop an appreciation for a variety of authors, illustrators and

Scott Foresman workbook Scott Foresman grammar workbook Scott Foresman leveled readers Classroom library School library Character cutouts, tongue depressors Various assortment of trade books Technology Connection: www.theknowzone.com

discuss feelings about individual selections, authors’ purpose and writing styles.

• Author of the month, thematic studies • Independent classroom reading

periods Ex: DEAR (Drop Everything And Read)

• Create character puppets to

dramatize stories and plays read. Author Of The Month/ Thematic Studies Children will enjoy sharing a wide

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their works. CPI 3.1.1.G.6, 3.5.1.A.6 WR 8.2.A.2-3

www.seussville.com www.randomhouseforkids.com www.pbskids.org/arthur

selection of trade books written by a specific author each month. Internet sites will be used to research author information and shared with the class. New Jersey Language Arts Literacy Curriculum Framework page 287 Assessment Teacher Observation Phonics Workbook Unit Skills Tests Assorted Performance Rubrics

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5 days per week

X

X

5.1 participate in listening to, reading, and discussing different genres.

CPI 3.1.1.G.2 5.2 recognize features of picture books,

realistic fiction, and nonfiction. CPI 3.1.1.H3 5.3 recognize dialogue and poetry. CPI 3.1.1.G.2 WR 8.1.B.2 5.4 recognize a folktale, narrative

nonfiction and fantasy. CPI 3.1.1.G.2 WR 8.1.B.2 5.5 identify features of nonfiction and

fiction. CPI 3.1.1.G.2

WR 8.1.B.2 5.6 identify features of a play.

CPI 3.1.1.G.2 WR 8.1.B.2

Scott Foresman leveled readers Scott Foresman big books The Random House Book Of Poetry For

Children, Jack Prelutsky Trade books Scholastic News magazine Weekly Reader magazine Scott Foresman story and background

building audio cassettes Internet Sites New Jersey Language Arts Literacy

Curriculum Framework Suggested Literature: Chompy’s Afternoon, G. Brian Caras Dinosaur Babies, Lucille Recht Penner Arthur’s Computer Disaster, Marc Brown Technology Connection: Reader Rabbit CD-Rom Freddy Fish CD-Rom Living Book Series CD-Rom Wiggleworks CD-Rom www.seussville.com www.randomhouseforkids.com www.pbskids.org/arthur

• Monthly book reviews to discuss

feelings about individual selections, authors’ purpose, and writing styles.

• Poetry folders containing a variety of

poetry (rhyming, haiku, limerick, and cinquain) written by various poets

Assessment Teacher Observation Phonics Workbook Unit Skills Tests Performance Rubrics

Mandated Assessment


Goal 6: The student will be able to utilize and apply research and study skills through thinking, listening, speaking, reading, writing, and viewing.

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5 days per week

X X

X X

6.1 begin to alphabetize words and use a glossary.

CPI 3.1.1.F.3 WR 8.4.B.2

6.2 identify the cover and title of a book. CPI 3.1.1.A.3 WR 8.4.B.2

6.3 locate the names of authors and illustrators.

CPI 3.1.1.A.3 WR 8.4.B.2

6.4 begin to use a table of contents with teacher direction.

CPI 3.1.1.F.3 WR 8.4.B.2

6.5 research information on a given topic using various media.

CPI 3.1.1.H.2 WR 8.4.A.1, 8.4.C.1

6.6 begin to locate information on a map. CPI 3.1.1.A.4 WR 8.6.B.2

6.7 present information by constructing a bar graph, with teacher direction.

• Scott Foresman readers • Practice workbooks • Grammar workbooks • Webster’s Dictionary • Nonfiction trade books • Harcourt Brace Social Studies

textbook • Harcourt Brace practice workbook • Weekly Reader magazine • Scholastic News magazine Suggested Literature: Thomas And The Library Lady, Pat Mora Danny And The Dinosaur, Syd Hoff Technology Connection: www.geocities.com www.nationalgeographic.com www.groliers.com www.encarta.com www.scholastic.com Harcourt Brace Social Studies textbook,

practice books, desk maps Scholastic News Weekly Reader

• Using picture cards and word cards, students will work in teams to put cards in alphabetical order.

• Students will line up during the day in alphabetical order.

• During scheduled library time,

students will locate titles and authors of books selected.

• Using basal readers, students will

use the table of contents to predict what the stories will be about.

• Working in cooperative groups,

students will construct simple maps of the neighborhood using pictures, symbols and labels.

• Children brainstorm a list of favorite

snacks, and then narrow the list down to four or five choices. With teacher modeling, a class bar graph is then created.

• After reading “ Chompy’s Afternoon,” (Scott Foresman Unit 5) students will then work in groups to gather information on other dinosaurs using a variety of sources. Ex: Internet sites, selected nonfiction trade books, & encyclopedia

• Within a unit on patriotism and citizenship, have students research

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X

X

3.1.1.E.6, 3.5.1.A.5 WR 8.3.A.1-4

6.8 begin to use charts and tables to

locate and present information. CPI 3.1.1.E.6, 3.5.1.A.5 WR 8.3.A.1-4

New Jersey Language Arts Literacy Curriculum Framework Technology Connection: www.nj.gov.com www.scholasticnews.com www.whitehouse.com

political candidates using a variety of sources (Weekly Reader, Scholastic News) concluding with a class vote, tally, and report of results.

Assessment Teacher Observation Phonics Workbook Unit Skills Tests Performance Rubrics

Grade 2/Language Arts/Literacy

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Five Days A Week

X X 1.1. identify why listening and speaking are important. CPI: 3.3.2.D.3 WR: 8.2.B.2 1.2. listen politely and use complete sentences in making relevant responses. CPI: 3.4.2.A.3 WR: 8.2.B.2

• Listening Center for Independent Learning

• Graphic Organizers For Reading,

Writing, and More Scholastic

• All About Me Write & Read Books Scholastic

• Scott Foresman Reading Why We Speak - Unit One

Why We Listen - Unit One

• Who AM I?/ or Coat of Arms Map Students introduce themselves at the beginning of the year. Use a Who AM I ? or Coat of Arms graphic organizer to put together thoughts prior to speaking. Emphasize students’ strengths and positive things in their lives to support a positive self-image and

self-esteem. See appendix for graphic organizers. • Scott Foresman Reading Unit One – Six

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1.3. use correct grammar and usage when speaking. CPI: 3.3.2.C.1 WR: 8.2.B.2 1.4. tell a story using experiences, ideas, background knowledge, and personal culture. CPI: 3.3.2.A.1 WR: 8.1.B.2

• Phonemic Awareness Songs &

Rhymes

• Scott Foresman Reading Unit One – Six

• Stories about Friends Model a story about fun things you have done with your friends. Read aloud a familiar story about friendship such as The Lion and the Mouse. Set the purpose by telling the students they will be retelling the story orally. Remind students they must listen carefully so that they can remember the story. Think about what happens first, next, and last. Let them retell the story to small groups or whole class.

Follow-up activity: Have students talk about their best friends and how they have a good time. (Pattern after story )

• Scott Foresman Units One – Six

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1.5. listen for musical elements of language (rhyme, rhythm, and cadence). CPI: 3.4.1.A.4 WR: 8.3.A.2 1.6. broaden oral or listening vocabulary by listening to and participating in discussions. CPI: 3.3.2.C.1-2, 3.4.2.B.2 WR: 8.1.B.2 1.7. listen carefully to and participate in oral readings, dramatizations, and

Scholastic

• Rhyming Words Read aloud a rhyming story to the

whole class. Guide students to recognize the rhyme in the story. Reread the story to the students and pause before the end of a line where a rhyming word appears and let them say the word. Help the students understand that rhymes make a story not only fun to read but to listen to as well. Have students make up their own rhymes to read orally to the class.

• Poetry Readings

• Scott Foresman Reading Units Two – Six

• Discussion Web

Helps students look at both sides of an issue before drawing conclusions. This strategy helps students develop their ability to listen, understand, accept other points of view, and enrich and refine their own understandings.

• Scott Foresman Reading Units One - Six

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discussions about literature. CPI: 3.3.2.D.1, 3.3.2.A.3 WR: 8.2.B.5, 8.1.B.5 1.8. listen and respond appropriately to questions, details, descriptions, text read aloud, sequence, and directions.

• Paired Reading • Shared Reading • Collaborative Oral Reading • Assisted Oral Reading (with tape

recorder or computer) • Echo Reading • Dramatize Model for children using body

language to communicate. Have students use their face, hands, arms, and body to aid their oral readings. Demonstrate some familiar feelings and gestures, such as being sad or impatient, saying hello, applauding, and so on. Practice by writing situations on a slip of paper: swimming in a lake, hiking in a forest. Have students act out their situation without using words.


• Sequence - Scott Foresman

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CPI: 3.3.2.B.1-4, 3.4.2.B.1 WR: 8.1.B.4 1.9. give directions, descriptions, accurate information, and make introductions and announcements. CPI: 3.3.2.B.1-4, 3.4.2.B.1 WR: 8.1.B.4 1.10. adapt spoken language to audience. CPI: 3.3.3.C.2 WR: 8.2.B.2

Units Three – Six

• Group Discussion: Display a picture. Model for children

how to describe what is happening in the picture. Group students in threes or fours. Assign each group a picture. Have group discuss what they see and what the picture is about. Have students from each group describe orally what the group observed about the picture.

• Directions – Scott Foresman

Units Three – Six • Scott Foresman Reading

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1.11. listen and speak for various purposes. CPI: 3.3.2.A.1-2 WR: 8.2.B.2 1.12. speak orally with appropriate fluency (accuracy, expression, style, and attention to phrasing and punctuation). CPI: 3.1.2.D.3, 3.3.2.D.1-2 WR: 8.2.B.2

Units Two - Six • Give a Demonstration Model a demonstration for your

students. As you give the demonstration, model these behaviors:

Identify all required materials. Demonstrate steps in sequence,

using props when appropriate. Speak slowly and clearly. Face the audience and project your

voice. Have students demonstrate how to

play with their favorite toy. Let classmates ask questions about the toy.

• Poetry Readings • Scott Foresman Reading Units One - Six • Video Presentations

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1.13. use comprehension skills and strategies while listening to oral readings and discussions. CPI: 3.4.2.A.1-3 WR: 8.3.A.4

• Scott Foresman Assessment Technology

Testworks CD-Rom Multimedia Studio CD-Rom The Know Zone CD-Rom

Video oral presentations for students to respond to.


• Summarize an Article Ask students to listen carefully as you read aloud an article. Tell children to listen for the main, or most important idea. As you form a whole class summary, model these behaviors: Focus on the main idea. Use important facts to support your ideas. Stay on topic. Have students share what they thought the article was about. Have them share one or two important details about the article that supports the main idea.

• Scott Foresman Unit Five

• NJ Literacy Framework pp. 187 – 223

Assessment:

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Teacher Observation Class Participation Class Work Assignments Assorted Performance Rubrics Textbook program assessment materials

Mandated Assessment


Goal 2: The student will be able to explore and develop an understanding of the concept of print.

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Five Days A Week

X X 2.1. develop fluency in decoding words with short vowels, long vowels, consonant blends and digraphs, vowel diagraphs and diphthongs, r-controlled vowels, hard and soft c and g and the schwa sound. CPI: 3.1.2.1&4, 3.1.2.C.2-3 WR: 8.1.B.2 2.2. identify consonants (initial, medial, final), and recognize words with silent consonants (kn, mb). CPI: 3.1.2.C.1-2 WR: 8.1.B.2 2.3. use phoneme manipulation of blending and segmenting. CPI: 3.1.2.C.1 WR: 8.1.B.2

• Scott Foresman Decodable Readers • Scott Foresman Phonics Readers,

Workbooks, and Take-Home Readers

• Graphic Organizers for Reading,


• Scott Foresman

Graphic Organizers Graphic Organizer Flip Chart Graphic Organizer Transparencies

• Scott Foresman Spelling Workbook

• Scott Foresman Teachers Resource Book and Black line Masters

• Short and long vowel reference strips

on students’ desks

• Scott Foresman Reading Units One – Six Students learn a carefully selected

and useful set of sound-letter relationships, organized into a logical instructional sequence.

• Encourage students to apply their

phonics knowledge while reading connected text and writing.

• Language Arts Literacy Centers for Independent Learning

• Phonics and Word-Building Boards

• Blending - Scott Foresman Reading

Units One - Six • Word Wall, Individual Word Walls,

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2.4. use phonograms (word families). CPI: 3.1.2.B.1 WR: 8.1.B.2 2.5. identify nouns, verbs, adjectives, pronouns, and proper nouns in sentences. CPI: 3.1.1.C.5 WR: 8.1.B.2

• Magnetic Word Building Boards • Easy Lessons for Teaching Word

Families Scholastic

• Read and Write Mini-Books That

Teach Word Families Scholastic • Teaching Reading & Writing with

Word Walls Scholastic • A Mink, A Fink, A Skating Rink

What is a Noun? • To Root, To Toot, To Parachute

What is a Verb? • Hairy, Scary, Ordinary

What is an Adjective? Brian P. Cleary

• Madlibs: www.oceancat.com www.searsportrait.com • Learning Sights Words is Easy!

Portable File-Folder Word Walls, Word Wall Cards

• Word Families - Scott Foresman

Units One – Six

• Madlibs

Students work with a partner to fill nouns, verbs, adjectives and pronouns into blanks in sentences that are part of a fun story. Students then read the crazy stories back to each other.

• Introduce new vocabulary before

reading the texts.

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2.6. develop a pool of known high-frequency words and expand vocabulary through listening and discussing, through meaningful and concrete experiences, and through reading. CPI: 3.1.2.F.3, 3.1.2.F.1 WR: 8.1.B.2 2.7. use structural clues to decode words

Scholastic • Portable File-Folder Word Walls

Scholastic • Scott Foresman

Daily Word Routines Flip Chart

• Scott Foresman Vocabulary Flip Chart and cards

• Independent learning using Word

Building Boards • Expose students to words/vocabulary

through read-alouds, discussions, and independent reading (in material they can read fluently).

• Provide opportunities for students to

learn new words in rich context. • Provide opportunities for repetition

and multiple exposures to new words.

• Explore computers as a way to teach

vocabulary. • Use a variety of instructional methods

for teaching vocabulary. • High-Frequency Vocabulary Scott Foresman Reading Units One – Six Daily Instruction • Inflected Endings, Scott Foresman

Units One – Six

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with inflected endings and comparative endings. CPI: 3.1.2.C.4 WR: 8.1.B.2 2.8. use structural clues such as base words, endings, prefixes, and suffixes to decode words. CPI: 3.1.2.C.4 WR: 8.1.B.2 2.9. use knowledge of contextual, structural, and picture clues to identify meanings of unfamiliar words. CPI: 3.1.3.C.2-3 WR: 8.1.B.2 2.10. recognize and use compound words, and contractions.

• Prefixes, Suffixes, Root Words

Blackline Workbook Bryan House • Context Clues

Blackline Workbook Bryan House

• Word Tree Project

A word tree contains words that originate from a root or base word. Related words “grow” from common root or base word and share similar meanings because of their shared foundation.

• Discuss Unknown Words

Write a paragraph on the board. Underline unknown words. Have students use clues in the sentences around the unknown words to help them figure out their meanings. Ask the children what they think the words mean and what clues they used to figure out their meanings.

• Headline Hunt for Compound Words • Compound Word Labels • Scramble Compound Words

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CPI: 3.1.2.C.1 WR: 8.1.B.2 2.11. recognize and use plurals and possessives. CPI: 3.1.2.F.3 WR: 8.1.B.2 2.12 distinguish antonyms, synonyms,

• Building Grammar 100+ Reproductible Activities Instructional Fair • Antonyms, synonyms, and

homophones charts and resource guides.

Carson-Dellosa

• Compound Word Memory Game • Naming Foods and Toys • Compound Word Puzzles • Compound Word Match • Rebus Sentences

• Compound Words - Scott Foresman Unit Two

• Possessives – Scott Foresman

Units Two - Six

• Plurals – Scott Foresman Units Two – Six

• Antonyms Bingo • Antonym class stories and books • Antonym Mobiles, Flashcards,

Memory Game, and Charts

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and homophones. CPI: 3.1.2.F.4 WR: 8.1.B.2 2.13. recognize the appropriate meanings of multiple-meaning and onomatopoeiac words. CPI: 3.1.2.C.3 WR: 8.1.B.2 2.14. know abbreviations, acronyms, and shortened forms of words. CPI: 3.1.2.F.1 WR: 8.1.B.2 2.15 use a glossary to identify word meaning use and use. CPI: 3.1.2.A.1

• Technology Connection:

Scott Foresman Reading CDs and Audiocassettes

Spellbound! CD-Rom

• Synonym Tree • Synonym Matching Game • Synonym Word search puzzle and

Thesaurus Word Hunt • Synonym File Folder Games • Matching Homophones • Homophone Books and Stories • Clothespin Matching • Antonyms, Synonyms, and

Homophones – Scott Foresman Units Two – Six • Read aloud Amelia Bedelia Books Discuss how the author uses multiple

meaning words. • Multiple-meaning words Scott Foresman • Abbreviations - Scott Foresman • Glossary – Scott Foresman Units One – Six • Social Studies, Math, Science, and

Health Connection

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WR: 8.6.B.2

Spelling and Vocabulary The Learning Company Spelling words, worksheets, puzzles: www.edhelper.com Language Worksheets: www.teach-nology.com Nursery Rhymes: www.enchantedlearning.com • Scott Foresman

Assessment Technology Testworks CD-Rom Multimedia Studio CD-Rom

The Know Zone CD-Rom

Have students use glossaries in the textbooks to make vocabulary flash cards to learn new word meanings.

• NJ Literacy Curriculum Framework

pp. 263 – 265 Assessment: Teacher Observation Class Discussion Class Work Assignments Assorted Performance Rubrics Selection Tests Textbook program assessment materials

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Five Days A Week

X X 3.1. engage in modeled, shared, interactive writing. CPI: 3.2.2.A.1-9, 3.2.2.B.2 WR: 8.1.B.5, 8.3.A.1-4 3.2. use the five-step writing process. CPI: 3.2.2.A.1-5, 3.2.2.B.2 WR: 8.3.A.1-4 3.3. prewrite using various strategies. CPI: 3.2.2.A.1-5 WR: 8.3.A.4 3.4. develop a draft. CPI: 3.2.2.A.1-5 WR: 8.3.A.1-4 3.5. revise for complete and varied types

• How to Make Books with Children Series

Evan-Moor

• Writing As a Recursive Process Diane S. Bloom and Anne Wilkins • Graphic Organizers For Reading,


• Scott Foresman

Graphic organizers Graphic organizer transparencies

Graphic organizer flip chart • Scott Foresman

Writing transparencies Models the writing process

• Writing Process - Scott Foresman Unit One – Six

• Writers’ Workshop

• Brainstorming/Prewriting Strategies: Idea Generating/Planning Webbing, Mapping, Clustering,

Outlining Listing Draw a Picture Multi-Sensory Clustering

• Draft: Encourage students to write down

their ideas without worrying about conventions. Encourage and coach them as they get their ideas down on paper.

• Revising: judging your ideas,

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of sentences, and to include supporting details, adjectives, clue words, main idea and details, and logical order and recognize the purpose of a paragraph. CPI: 3.2.2.A.6-8, 3.1.2.A.2 WR: 8.1.B.2 3.6. edit for correct spelling, grammar, usage, and mechanics. CPI: 3.2.2.A.6-8, 3.2.2.C.1-4, 3.1.2.D.1 WR: 8.1.B.2 3.7 publish a final product. CPI: 3.2.2.A.1, 3.2.2.B.1-3 WR: 8.1.B.2

• Great Grammar Mini-Books

Scholastic

• Scrambled Sentences Frank Schaffer • Daily Oral Language

Instructional Fair, Inc.

• Scott Foresman Grammar Practice Book

• 75 Creative Ways To Publish

Students’ Writings

reorganizing, refocusing, clarifying, reordering ideas, paragraphs, and sentences

• Read Aloud Technique • Checklists • Quality Vs. Quantity • Student/Teacher Conference

• Editing: polishing text, correct spelling and punctuation, correct usage

• Check Lists • Peer Editing • Quality Vs. Quantity • Student/Teacher Conference • Create Grammar Mini-Books

Scott Foresman Units 0ne - Six

• For writing to be meaningful, students need a chance to present their

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3.8. evaluate writing. CPI: 3.2.2.A.6 WR: 8.3.A.1 3.9. use technology in writing. CPI: 3.2.2.D.5 WR: 8.4.A.1-4

Cherlyn Sunflower • KidPix Studio • Desktop Publishing • Printshop Deluxe • Wiggle Works

• Wiggle Works Scholastic

finished product to various audiences.

Publishing Methods: Newspapers Greeting Cards Accordion Books Broadcasting Big Books Author’s Chair-Peer Sharing Whole-Group Books

• Scott Foresman

Units One – Six

• Holistic Writing Evaluation Form • Self-Response • Peer Response • Literacy Roundtable • Student/Teacher Response

• Scott Forseman

Units One – Six

• Multi-Media Student Portfolios • Publish Writing using district provides

Mandated Assessment



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3.10. independently and collaboratively write stories and descriptive and informative paragraphs, narratives, poems, character descriptions, comparisons and contrasts, how – to reports, personal opinion, reviews, book

• Spellbound! CD-Rom Spelling and Vocabulary The Learning Company • Story Book Weaver CD-Rom • Printshop Deluxe CD-Rom

• Kidspiration CD-Rom

• Kidpix Studio CD-Rom • Really Writing!

Ready to Use Writing Process Activities For the Elementary Grades

software. • Literacy Centers for Independent

Learning

• Scott Foresman Reading Units One – Six

• Character Relationship Map Students can understand the

relationships among and between characters in a story with this map.

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reports, and friendly and persuasive letters. CPI: 3.2.2.D.2-9, 3.1.2.G.5 WR: 8.2.B.2, 8.1.A.2, 8.1.B.5

Cherlyn Sunflower • Write on Target Practical Advice From Real Teachers Cindy Merrilees and Pamala Haack

• The Five W’s

Who? What? Where? When? Why? Bryan House

• Creative Writing Reproducible

Activities Milliken • Pocket Poetry Mini-Books Scholastic • 150 Totally Terrific Writing Prompts Scholastic

• Bookmark Book Report/Organizer • Descriptive Name Tags for first Day

of School. • Advice For Younger Students • New Words of Wisdom • “Secrets About Me” Similes • “I Used To Be” Memories • “Why Do” Questions • Terribly Terrific Tongue Twisters • How Far Will It Stretch? • Comic Strips • Play Dialogue • “Very Bad Day” Stories • Spooky Stories • Tall Tales • Wanted Posters / Fortunes • “Mystery Bag” Riddles • Descriptions of Objects • Time Capsules • Awesome Math Problems • Pen Pals Diaries • Art Project Directions • How to Play My Favorite Game • Formulating Field Trip Questions • Movie/Television Reviews • Biography Sketch • Let’s Write a Letter • Incredible Inventions

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3.11. take notes, write summaries, and explanatory and persuasive paragraphs. CPI: 3.2.2.D.2-9 WR: 8.2.B.2, 8.1.A.2, 8.1.B.5 3.12. write for real audiences and purposes. CPI: 3.2.2.D.1 WR: 8.3.A.1-4

• Bicycle For Sale • Group and Individual Cheers • Shape Poems • Rhythm Poems • Cinquain Poems • “If Only” Poems • Folk Songs • Scott Foresman

Units One- Six • Creating an Outline • Unbelievable Excuses • Thank You Notes • Thoughts to the President • Advertisements • Campaign Speeches • Scott Foresman

Units One – Six • Students must learn that their teacher

(for purpose of a grade) should not be their only audience.

• Alternative Audiences: Family Members

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3.13. write for personal use (response logs, notes for comprehension, journal entries). CPI: 3.2.2.D.4 WR: 8.1.A.1-2 3.14.use and understand proofreading symbol. CPI: 3.2.2.C.1-4 WR: 8.3.A.3

• Blank composition notebooks

Trusted Adults Classmates Self to World of Unknown Readers Elected officials to affect change in their community • Reasons for Communicating in

written form: Convey Information Request Something Extend Memory Organize Ideas Clarify Feelings Entertain Persuade Inform/Explain

• Daily Writer’s Journal • Diary • Daily Reading/Writing Schedule

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• Proofreading poster to display in classroom

• Technology Connection Writing Prompts:

www.sanjuan.edu www.canteach.ca

www.bcpl.net www.everdayspelling.com www.tengrrl.com www.ccweb.nsd.org www.d23.org www.geocities.com

Postcards www.postcards.org

Themes K-2: www.ccsd.k12.wy.us Madlibs: www.oceancat.com www.searsportrait.com

NJ Literacy Curriculum Framework pp. 225 – 245

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• Scott Foresman



Assessment: Student/teacher Conferences Portfolios Class Participation Class Work Assignments Assorted Performance Rubrics Textbook program assessment materials

Mandated Assessment

Curriculum Management System Grade Level/Subject: Grade 2 / Language Arts Literacy


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Five Days A Week

X X 4.1. use comprehension strategies (before, during and after reading). CPI: 3.1.2.D.6-7, 3.1.2.E.1-2 WR: 8.3.A.1-4 4.2. preview, predict and set a purpose for

• Family Reading Guide Scott Foresman

• Explain specific strategies to students and model the reasoning associated with their use. Use a combination of strategies appropriate for a reading task. Reading Process: preview and activate prior knowledge predict set a purpose read self monitor use fix-up strategies summarize reflect and respond Construct Meaning: from text knowledge of selection and topic illustrations text features technological/software resources resource people

• Use graphic and semantic organizers: Students make graphic presentations, including story maps, of the material/reading to assist comprehension.

• Prereading Organizer

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reading a story. CPI: 3.1.2.D.6-7 WR: 8.3.A.1-4 4.3. read with fluency, independently or cooperatively, silently or orally, and discuss with confidence and comprehension a variety of texts. CPI: 3.1.2.H.2 WR: 8.1.B.2 4.4. engage in Self-Selected Reading.

• Reading List: Henry and Mudge Cynthia Rylant Arthur Series Marc Brown

Magic Tree House Series Mary Pope Osborne Wings Christopher Meyers Bailey School Kids Series Debbie Dadey Goosebump Series R.L. Stine Horrible Harry Series Suzy Kline Amelia Bedelia Series

Make predictions about story by webbing out clues from pictures, titles, headlines, etc.

• Whole-class prediction chart or

individual prediction/reading journal • Predicting - Scott Foresman Units One – Six

• Model fluent, confident reading to the students by reading orally to them 3-5 times a week.

• Paired Reading • Shared Reading • Collaborative Oral Reading • Assisted Oral Reading (with tape

recorder or computer) • Echo Reading • Guided Repeated Oral Reading • Thematic Units • Scott Foresman Reading Units One – Six • D.E.A.R programs

Drop Everything and Read

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CPI: 3.1.2.D.4 WR: 8.1.B.2 4.5. recognize distinguishing features of realistic fiction, fantasy, rhyming fiction, mystery, folk tales, and photo essays. CPI: 3.1.2.H.2 WR: 8.1.B.2 4.6. recognize features of narrative and expository nonfiction. CPI: 3.1.2.H.2 WR: 8.1.B.2 4.7. recognize story elements and compare plot, theme, setting, and characters with real life and other literary

Peggy Parish Herman S. Parish

Junie B. Jones Series Barbara Park Cam Jansen Adventure Series David A. Adler Box Car Series Gertrude Chandler Warner Dr. Seuss Series Eloise Books Kay Thompson Jigsaw Jones Series James Preller Stuart Little E.B. White

• Sustained Silent Reading with

guidance from teacher • Readers Choice Time • Fiction/ Fantasy/Fairytales Scott Foresman Units One - Six

• Reading Wheels

Make individual 8” wheels labeled with 9 basic literature genres, plus blank spaces so students can fill in book titles to match each genre. A description of each genre should be printed on back.

• Expository Nonfiction Scott Foresman, Unit Two • Narration – Scott Foresman

Unit One

• Story Structure Activities Using Webs Students learn to ask and answer who, what, where, when, why

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works. CPI: 3.1.2.G.4, 3.5.2.A.1&5 WR: 8.1.B.3 4.8. participate in discussions on and recognize author’s purpose and language and develop an appreciation for a variety of authors and illustrators and their works.

Berenstain Bear Scouts Series Stan and Jan Berenstain The Adventures of Wishbone Series Michael Jan Friedman Amber Brown Series Paula Danziger Pee Wee Scouts Series Judy Delton Pony Pals Series Jeanne Betancourt

questions about the plot and/or to map out the time line, characters, and events in stories.

• Character Relationship Map Students can understand the relationships among and between characters in a story with this map.

• Character Mobile • Character Study

See Appendix for character graphic organizers.

• Character – Scott Foresman

Units One – Six

• Plot/Setting - Scott Foresman Units One - Six

• Author’s Purpose – Scott Foresman

Units One – Six

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CPI: 3.4.2.A.3, 3.5.2.A.4, 3.1.2.H.2 WR: 8.3.A.2, 8.2.A.3 4.9. respond to text by comparing and contrasting, identifying steps in a process, sequencing, and making charts. CPI: 3.5.2.A.3 WR: 8.3.A.1-4 4.10. respond to text by summarizing, retelling, recognizing context clues, distinguishing cause and effect, and identifying the problem and solution in a story. CPI: 3.1.2.G.1 WR: 8.3.A.3

• Guided Reading Comprehension

Cubes For Informational Text with Resource Guide

Carson-Dellosa

• Book Club • Author of the Month • Author/Topic of the Week • Author’s Chair

• Book Summary Organizer Use web to identify and organize story elements.

• Story Map/Chart/Frame

See appendix for graphic organizers. • Sequence and Charts – Scott

Foresman, Unit Two • Use Venn diagram to represent

information that is being compared and contrasted.

• Compare & Contrast Scott Foresman, Unit Two • Summarizing:

Students read a literature selection. Have students identify and write the most important ideas that integrate separate ideas or meanings into a

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4.11. respond to text by recognizing main ideas, distinguishing fact and opinion, and writing reports. CPI: 3.1.2.G.1, 3.1.2.H.2, 3.5.2.A.1 WR: 8.3.A.3

coherent whole.

• Cause and Effect: Read aloud a story. Set purpose by asking children to listen critically to the story to understand what happens and why the events happen. Guide children to understand that an effect is something that happens and a cause is why that thing happens. Have students share their responses.

• Cloze Activities: Students read factual or imaginative story selections. Students provide their own words or words from a list to respond to a comprehensive review of the story selection.

• Steps in a Process – Scott Foresman Unit Two • Main Idea Pyramid Display on chart paper the various

layers of details that support the main idea. Organizes details and evidence to support a main idea or conclusion.

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4.12. respond to text by drawing conclusions, making inferences, and creating alternative endings for stories. CPI: 3.1.2.G.3 WR: 8.3.A.4 4.13. respond to text by evaluating realism and fantasy, and creating visual or dramatic presentations. CPI: 3.1.2.H.2 WR: 8.3.A.2 4.14 reflect on reading and respond in a variety of ways. CPI: 3.1.2.D.5 WR: 8.3.A.1-3 4.15. use critical thinking skills (infer, analyze, organize ideas and information, make judgments, hypothesize, synthesize ideas from different texts and media, evaluate and critique ideas and text, and draw analogies) .

• Three-Word Main Idea Map Students select three main idea

words and expand details out from each word.

• Drawing Conclusions Scott Foresman, Units One – Six • Puppet Shows • Pattern Plays Based on Story

Selections • Dramatizations of Stories w/ alternate

ending written by students • Did I like The Story? Read aloud a picture book to your

students. Draw a Venn diagram on the chalkboard. Label the circles Likes the Pictures and Liked the Story. Label the intersection Liked both. Invite students to write their

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CPI: 3.1.2.G.3 WR: 8.3.A.1-4

• Technology Connection: www.theknowzone.com www.randonhouseforkids.com www.pbs.org Themes: www.ccsd.k12.wy.us Reading Comprehension: www.rhlschool.com www.abcteach.com www.mamatee.k12.us Reading Sites: www.ipl.org/div/kidsspace/storyhour www.kidsspace www.magickeys.com www.wondervista.com www.aboutschool.com www.worksheets.teach-nology.com

names in the space that best describes their feelings about the book.

Finally, have a whole class discussion and have students verbalize their feelings about the book.

• Students develop questions about

favorite class books: author, illustrator, title, characters, settings, problems, solutions, etc. and challenge one another to answer the questions.

• Critical Thinking Skills Scott Foresman

Units One - Six NJ Literacy Curriculum Framework pp. 247 – 281

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www.theschoolbell.com www.nucleus.com www.storyplace.com www.tetramedia.com www.web.pop.com www.oink.demon.co.uk www.readroom.com www.kidsdomain.com www.randomhouse.com www.successlink.org www.atozteacherstuff.com www.seussville.com • Scott Foresman



Assessment: Teacher/Student Conferences Teacher Observation Class Participation Class Work Assignments Assorted Performance Rubrics Textbook program assessment materials

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Five Days A Week

X X 5.1. develop awareness and understanding of the importance of print, visual and electronic media. CPI: 3.1.3.H.1, 3.5.2.A.2&5, 3.5.2.B.1-2 WR: 8.4.A.1-4 5.2. interact with a variety of print and non-print media for a range of purposes (e.g., to learn, to receive information, to evaluate, to interpret, to appreciate). CPI: 3.1.3.H.2, 3.5.2.A.2&5, 3.5.2.B.1-2 WR: 8.4.A.1-4 5.3. compare and contrast print, visual, and electronic media. CPI: 3.1.3.A.1, 3.5.2.A.5, 3.5.2.B.1-3 WR: 8.4.A.1-4

• Internet Guide - Scott Foresman Projects and activities

• Multimedia Studio CD-ROM

Helps students create dynamic multimedia presentations

• Scott Foresman Reading Web Site Access to information, activities, and projects for students, parents and teachers

• Scott Foresman Audiocassettes/CDs • AstroWord CD-Rom

Reinforces phonics, vocabulary, and word study skills Scott Foresman

• The Know Zone Provides test preparation on-line

Scott Foresman • Testworks CD-Rom

Create personalized, tests and worksheets

• Technology Connection

www.nj.gov.com

• Literacy Centers for Independent Learning

• Electronic Portfolios • Compare/Contrast Print Version Of

Story/Book To Video Form For example: Stuart Little

• Use a variety of media to complete

projects. • Scott Foresman Reading Units One - Six • NJ Literacy Curriculum Framework

pp. 283 – 299

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www.washingtonpost.com www.nytimes.com www.cbs.com www.msnbc.com www.cnn.com www.scholasticnews.com

www.abcnews.go.com www.msn.espn.go.com www.foxnews.com www.foxsports.com References/Media: www.worldalmanacforkids.com www.tvguide.com www.nbcpublish.console.net www.windowsmedia.com www.hollywood.com www.disney.go.com www.musichollywoodandvine.com www.universalstudios.com www.warnerbros.com

• Scott Foresman

Assessment Technology Testworks CD-Rom

Assessment:

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Multimedia Studio CD-Rom The Know Zone CD-Rom

Teacher Observation Class Discussion Class Work Assignments Assorted Performance Rubrics Textbook program assessment

materials

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Five Days A Week

X X 6.1. locate information on maps and signs. CPI: 3.5.2.A.3 WR: 8.6.B.2 6.2. use graphic sources, charts, and tables to locate, interpret, and organize data. CPI: 3.5.2.A.3 WR: 8.3.A.1-4 6.3 locate and present data in a bar graph, pictograph, or circle graph. CPI: 3.5.2.A.3 WR: 8.3.A.1-4

• Social studies text book , practice book and desk maps

Harcourt Brace • Graphic Organizers for Reading,


• Weekly Readers Scholatic

• Social Studies Connection Identify types of maps and their purposes. Construct maps of classroom and students’ neighborhoods using pictures, keys, and a compass rose to locate a variety of locations.

• Scott Foresman Reading Units One - Six • Weave Word Webs

Create a word web for graphs. Write the word graphs on the chalkboard. Circle the word. Invite the children to call out any words they can think of that tell about graphs. Record the words in a web format.

• K-W-L Chart Helps students understand what they

know, what they want to know, and what they learned.

Visual tool to involve student by tapping into prior knowledge and letting them set their own purpose for learning.

• Make graphs to show class favorites.

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6.4. recognize and use a table of contents. CPI: 3.1.2.A.1 WR: 8.3.A.3 6.5. recognize and use parts of a book. CPI: 3.1.2.A.1, 3.1.2.H.2

• Math Text Book Scott Foresman, Addison Wesley

• Math Connection

Use students to make an interactive class graph or bar graph outlined on floor with masking tape. Have students stand on graph to represent information.

• Graphic Sources – Scott Foresman

Teacher Resources • Graphs – Scott Foresman

Units One - Six • Table of Contents – Scott Foresman

Units One - Six • Tell students the unit name of study

for a class period and have them use the table of contents to locate the page number in the text they should open to.

• Parts of a Book – Scott Foresman Units One – Two

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WR: 8.3.A.3 6.6. contribute to research reports using a variety of reference sources to gather, analyze, and synthesize information. CPI: 3.2.2.D.5 WR: 8.3.A.1-4 6.7. use knowledge of alphabetical order (to second letter) to locate words in a glossary.

• Reference sources:

Dictionary Encyclopedia Atlas Internet • ABC reference strip on students’

desks.

• The Great Book Race

Have students work in groups to find teacher selected parts of a book. Every team that finds all the parts wins!

• Big Question Research Map Using an authentic question involves

students in research and problem solving. This organizer/activity requires students to plan their research of a topic and it promotes their ability to learn and think independently. See Appendix for graphic organizer.

• Have students collaboratively

research a topic using different media/reference sources. Students can create a presentation using words, music, illustrations, and props to share with the whole class and parents.

• Alphabetical Order – Scott Foresman

Units One – Two

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CPI: 3.1.2.H.1 WR: 8.4.B.2 6.8. organize content systematically (e.g., sequentially, or around main ideas). CPI: 3.5.2.A.1 WR: 8.3.A.2 6.9. use specific study strategy to find or learn information. CPI: 3.5.2.A.1-5 WR: 8.3.A.1-4 6.10. take notes and form and revise relevant questions for inquiry. CPI: 3.1.2.G.5 WR: 8.3.A.1-4

• Individual student highlighters • Index cards • Assignment pads • Technology Connection:

News: www.abcnews.go.com

• Alphabetize weekly spelling list.

• Use a highlighter to identify the main idea, or important information related to the main idea.

• Study Skills – Scott Foresman Units One-Six

• Review content area concepts using index cards that students can make into flashcards. Write word or concept on one side, definition on the other.

• Use teacher modeled notes/study

guides so students can begin to recognize the value of and use good study strategies.

• Instruct students on how to effectively

use homework assignment pads.

• NJ Literacy Framework pp. 187 – 299

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www.cbs.com www.cnn.com www.msn.espn.go.com www.foxnews.com www.foxsports.com www.msnbc.com

References/Media: www.worldalmanacforkids.com www.tvguide.com www.nbcpublish.console.net www.windowsmedia.com www.hollywood.com www.disney.go.com www.musichollywoodandvine.com

www.universalstudios.com www.warnerbros.com www.yahooligans.com • Scott Foresman



Assessment: Teacher Observation Class Participation Class Work Assignments

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Homework Assignment Assorted Performance Rubrics Textbook program assessment materials


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5 days per week

X X 1.1 participate in discussions and speak effectively to convey ideas, present information, and persuade others. CPI: 3.3.3.A.1, 3.3.3.A.2, 3.3.3.B.1, 3.3.3.B.2, 3.3.3.C.2, 3.1.3.G.10 WR: 8.1.B.1-3, 8.1.B.5

• Scott Foresman anthology • Independent reading selections • Daily Journal • Reader Response Journal • Picture prompts • Puppets • Student writing • Speaker’s Checklist (See

Appendix)

• Question wheel (Graphic

• Formal presentations: book projects, biography walk, book reviews; content presentations, etc.

• Informal presentations: show and tell, introductions of self and others, sharing experiences

• Oral responses to stories read • Prepare and deliver a speech to

communicate directions (“How To”), and inform others about an interest or personal narrative.

• Draw a response to a story heard or read; present an oral presentation of the illustration and retell the scene or emotion.

• Provide picture prompts, encourage student to view, interpret, and share.

• Puppet play to promote oral communication among students

• Students participate in Author’s chair and share their personal writing.

• Provide weekly Reading Stars: students read aloud to small groups on assigned days.

Interdisciplinary Connection • Prepare and deliver a speech to

run for a class election.

• Students share a brief personal

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1.2 use questioning and inquiry to share and expand ideas, opinions, and discussions. CPI: 3.3.3.A.1, 3.3.3.A.2, 3.3.3.B.1, 3.3.3.B.2 WR: 8.1.B.1, 8.1.B.2, 8.1.B.5 1.3 understand and retell spoken messages, main ideas, and supporting evidence from text and spoken messages. CPI: 3.3.3.B.1, 3.3.3.B.2, 3.4.3.B.2, 3.4.3.B.3 WR: 8.1.B.1, 8.1.B.2

Organizer Transparency 4) • Reader Response Journals • Discussion Web (See Appendix)

• Scott Foresman anthology • Chart of listening strategies

(developed collaboratively in class)

• Retelling Form (See Appendix)

• Weekly vocabulary lists from reading, social studies, and science

experience after which listeners voluntarily ask a question or make a comment in a round robin fashion.

• Students use discussion webs to organize thoughts and draw conclusions to present information to others (See Appendix)

Interdisciplinary Connection • Develop scientific hypotheses

from asking questions. • Pairs take turns retelling favorite

fairy tales, movies, or TV shows. Peer evaluation with Retelling Form.

• Play “The Telephone Game” with a focus on hearing the message correctly. Pass a message around the circle. Ask what helps them hear the message correctly, list responses. Send a 2nd message. If it differs, resume discussion. Next have student check for understanding while passing the message.

• Oral retelling following read alouds

• Repeating oral directions • Incorporate new vocabulary into

daily activities. • Scott Foresman Daily Word Work

Chart activities

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1.4 expand vocabulary through listening and speaking. CPI: 3.3.3.C.1, 3.3.3.C.3, 3.4.3.B.1 WR: 8.1.B.2 1.5 speak with expression, intonation, and body language. CPI: 3.3.3.B.1, 3.3.3.C.2, 3.4.3.A.2 WR: 8.1.B.2

• Scott Foresman Daily Word Work Chart

• Scott Foresman vocabulary discussion questions

• Scott Foresman anthology • Assorted reading material

• Scott Foresman anthology • Plays and adaptable stories: i.e.

Scott Foresman’s Herbie and

• Vocabulary riddles and games: “I’m thinking of a word … it means the opposite of nibble and is the sound a turkey makes.”

• Use pictures and illustrations as a springboard to effectively present an idea.

• Small groups practice reading character dialogue with expression and body language.

• Tape record stories and students read along.

• Teacher modeling of appropriate expression, intonation, pitch, and character expressions through read alouds

• Individuals “read to the wall”: Practice using punctuation to vary pitch, expression, and rate.

• Various expressive vocabulary games such as Charades and Pictionary

• Small groups select parts from stories to act out.

• Alternate roles as “Talk Show” host/guest and game show situations.

• Participate in an advice radio show following Herbie and Annabelle, Allie’s Basketball

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1.6 develop speaking skills by participating in oral, choral, and echo reading, literature discussion, and dramatic readings. CPI: 3.1.3.G.10, 3.3.3.A.1, 3.3.3.A.2, 3.3.3.B.1, 3.3.3.B.2, 3.3.3.D.2 WR: 8.1.A.1, 8.1.B.1-3, 8.1.B.5 1.7 listen and speak for a variety of

Annabelle , Unit 1, p. 92; The Fox and the Stork, Unit 4, p. 35

• Various holiday poetry • Literature Discussion Group

response logs and group evaluation sheets

• Multiple copies of literature selections

• The Herbie Jones Readers’

Theater: Funny Scenes to Read Aloud (Kline)

• Scott Foresman anthology • Harcourt Horizons Social Studies

text • McGraw-Hill Science text

Dream, Brave as a Mountain Lion, and Your Dad Was Just Like You (all Scott Foresman), in which students articulate advice for main characters’ story problems.

• Poetry reading and holiday poetry performances

• Act out a new ending to a story or act out what could happen next.

• Prepare and deliver commercial advertising a story read.

• Small roundtable discussions of thoughts and reactions to stories heard and read

• Participate in Literature Discussion Groups.

• Large group, small group, and dyad choral reading activities

• “Peer Interview”: pairs ask one

another specific questions and share the information to the class by way of introducing the student.

• Model polite, formal and informal introductions and etiquette. In circle or small group, take turns making introductions and greeting one another.

• “Three Question Interview”: pairs ask one another three different questions relating to likes and interests and write them down.

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purposes including giving directions, summarizing, clarifying, making introductions, and sequencing. CPI: 3.3.3.A.2, 3.3.3.B.1, 3.3.3.B.2, 3.4.3.A.1, 3.4.3.B.1, 3.4.3.B.2, 3.4.3.B.3 WR: 8.1.A.5, 8.1.B.1, 8.1.B.2 1.8 speak effectively by using complete sentences and correct grammar and

• Scott Foresman grammar workbook

• Scott Foresman daily word work flip chart

Rotate through class members. After 15-20 minutes, introduce an individual: “This is _______ What do people know about ______?” ; interviewers share what they recall or wrote.

• Make and revise predictions in whole class and small group settings.

• Present a story critique as “Siskel and Roeper”.

• Play “The Description Game”: 3 students give different oral descriptions of the same object without naming it; others take turns identifying the object.

• Invite guest speakers to present a variety of information.

• Model correct grammar through daily written messages and Daily Oral Language exercises in which students make grammatical changes.

• In small groups individuals use sensory clues to describe an animal, weather condition, sport, etc. (as related to subject of study) without naming it. Participants guess its identity.

• Shared Writing in which the class cooperatively writes a story by dictating parts

• Whole class or small group discussions to build background,

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usage. CPI: 3.3.3.C.1, 3.3.3.C.2 WR: 8.1.B.2 1.9 speak and listen to activate prior knowledge and build background and conceptual understanding. CPI: 3.3.3.A.1, 3.3.3.B.2, 3.4.3.A.1 WR: 8.1.B.3, 8.3.A.4 1.10 identify why listening and speaking are important. CPI: 3.3.3.A.1, 3.3.3.A.2, 3.3.3.B.1, 3.4.3.A.1, 3.4.3.A.2 WR: 8.1.A.1, 8.1.A.5, 8.2.A.1, 8.2.B.2, 8.3.A.4

• Scott Foresman anthology • Scott Foresman background

building audio tapes • Webs

• Various print and electronic media

make and refine predictions, and connect to stories

• Whole class or small groups web of related concepts

• Students share personal experiences as related to reading material.

• Scott Foresman Unit 1, page 39e and 67e

• Brainstorm, chart, and list good speaking and listening behaviors.

• Participate in delivering and viewing TV/radio advertisements, news reports, interview, talk shows, sports announcements, comedy (jokes and riddles), and musical presentations.

• Read aloud Zzzng! Zzzng! Zzzng! and explore onomatopoeia in story; brainstorm other onomatopoeic words associated with insects and animals; make a class book.

• Find examples of onomatopoeia, alliteration, or words with a rhythmic beat; note these devices add drama and help one visualize.

• Students participate in story scavenger hunt to find words that have a similar sound or repetitive pattern (Unit 2 187e).

• Incorporate sound effects into retellings and sharing.

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1.11 listen to appreciate sounds and rhythm. CPI: 3.4.3.A.1, 3.4.3.A.2

• Scott Foresman anthology • Scott Foresman Rhyming Flip

Chart and audiotapes • Poems, songs, rhyming books,

tongue twisters

Suggested Literature: Aster Aardvark’s Alphabet Adventures

(Kellogg) Oh Say Can You Say (Seuss) On Beyond Z (Seuss) A is For Alligator Zzzng! Zzzng! Zzzng! A Yoruba Tale

(Gershator) The Z Was Zapped (Van Allsburg) The Worryworts (Edwards)

• Various classroom materials

• Seated in a circle, each student has a card with a letter written on it. Students should make a sentence using as many words as possible with their letter. Attempt to go through the whole alphabet (leave out X); i.e.: “I am going to Brazil to balance bright blue bananas.”

• Publish class books using alliteration and onomatopoeia.

• Play Simon Says. • With partners, one student gives

oral directions for a familiar task. His/her partner pantomimes the action in each step.

• Small groups discuss the steps in doing a job, chore or completing a real-world task. Collaboratively order the steps; share orally with the rest of the class.

• Partners devise sequential steps to an activity or task. Present steps. Class guesses task.

• Individual give directions, partner draws what is heard/described.

Interdisciplinary Connection • Students participate in steps of a

scientific experiment. • Students retell ideas from spoken

messages. • Participate in round robin retelling

in which students take turns

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1.12 follow oral directions. CPI: 3.4.3.B.1 WR: 8.1.A.4, 8.3.A.2 1.13 listen to summarize spoken messages or convey main ideas. CPI: 3.4.3.B.2, 3.4.3.B.3 WR: 8.1.A.1

• Any reading material or oral narrative

retelling a story. • In small groups, individuals

practice summarizing a passage in their own words highlighting the main idea or major events.

• Remove 5 students from the class and read a brief story (or Scott Foresman leveled reader). A student brings in student #1 and retells the story; #1 brings in #2 and retells the story, etc; whole class discussion when the last student has retold the story to the class.

• Pairs “whisper read” to one another.

• Large group, small group, and dyad choral reading activities

• Individuals listen to anthology stories on tape and read along.

• Paired Reading activity in which individuals select material, practice silently, and then read to a partner three times while using the Reading Partner Assessment form.

Interdisciplinary Connection

• Read aloud from content text and trade books.

• Engage in discussions that link anthology stories to content areas.

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1.14 read fluently. CPI: 3.1.3.D.1, 3.1.3.D.3, 3.3.3.B.1, 3.3.3.D.2

• Scott Foresman anthology • Scott Foresman audio tapes • Partner Reading Assessment

(See Appendix) Technology Connection

• http://www.aaronshep.com/rt/ • http://www.ukans.edu/cwis/units/

coms2/vp/vpa.htm • www.sfreading.com

Assessment Teacher observation Student participation Student self and peer evaluation Event task Speaking rubric Presentations, video and audio tapes,

performances, and artistic materials

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5 days per week

X X 2.1 understand letter/sound correspondences, segment sounds, and blend into words.

CPI: 3.1.3.C.2 2.2 recognize and apply knowledge of

• Scott Foresman phonics rhyme chart • Scott Foresman phonics song tapes • Sound boxes • Cm connecting cubes • Puppets • Scott Foresman phonics practice

• Model segmenting sounds (/c/a/t/) and blending those sounds into recognizable words; segment words for students, have them blend and pronounce (See Scott Foresman Units 1-6).

• Use math cm connecting cubes; show one cube for each sound in a word as you segment; blend the sounds together as you connect the cubes.

• Provide picture prompts and sound boxes (# of boxes equal number of sounds in word); students chant word and move object (disk, penny) into corresponding box; then write word’s letters in the appropriate boxes and pronounce.

• Use hand puppet to stretch and blend sounds in words. Have students guess the word.

• Cut picture into pieces to show that the pieces when put together properly make a picture. Relate to sounds and words. Write word, exaggerate each sound, and when done, say normally.

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consonants, consonant blends, and consonant digraphs.


short and long vowels.

book • Scott Foresman phonics readers • Scott Foresman phonics activity mats • Scott Foresman songs and rhymes

tapes and flip chart • Consonant and number cubes • Word webs • Scott Foresman phonics practice

book

• Double consonants: illustrate double consonant makes one sound: practice writing double consonant words but replacing consonants with dot; students plug in correct consonants on white board.

• Segment and blend sounds in words with double consonants to illustrate that double consonants represent one sound.

• Introduce digraphs and blends by associating actions for each, i.e. /st/ = stand, /ch/ = chop. Write digraphs and blends on cards, show card, call on student to perform the action.

• Make a cube with a different consonant blend or digraph on each side and label a 6 column chart with each. Provide another cube with three sides labeled 1 and three sides labeled 2. Students roll both dice and writes a word that begins with the blend or digraph rolled and has the number of syllables shown.

• Fold paper into quarters: label each quarter with a consonant digraph; dictate words, students write under appropriate digraph heading.

• Word Webs (See Activities for objective 2.6)

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vowel digraphs and diphthongs. CPI: 3.1.3.C.3 2.5 recognize and apply knowledge of r-

controlled vowels and the schwa sound.


common word families. CPI: 3.1.3.C.3, 3.1.3.F.1, 3.2.3.C.10,

• Scott Foresman phonics readers • Scott Foresman phonics activity mats • Scott Foresman songs and rhymes

tapes and flip chart • Scott Foresman phonics practice

book • Scott Foresman phonics readers • Scott Foresman phonics activity mats • Scott Foresman songs and rhymes

tapes and flip chart • Venn diagram • Scott Foresman phonics practice

book • Scott Foresman phonics readers • Scott Foresman phonics activity mats

1 and 3 • Scott Foresman songs and rhymes

tapes and flip chart • Word family lists • Rhyming books:

• Introduce CVC pattern to identify short vowel sounds.

• Use CVCe pattern to identify long vowel sounds. Provide cloze format words for students to add long vowel (i.e. c_ke).

• Vowel tic-tac-toe: prepare cards with vowel sounds taught; students mark a word with the vowel called.

• Use Venn Diagram to help students

explore the long and short vowel sound or different letter combinations that make one vowel sound.

• Identify patterns and sounds of r-

controlled vowels. Search for words with r-controlled vowels and sort.

• Model decoding words with schwa sound and provide examples.

• Identify common phonograms, then

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3.1.3.F.1 2.7 reinforce and build upon previously

learned sight words. CPI: 3.1.3.D.1

The Cat in the Hat (Seuss) There’s a Wocket in My Pocket (Seuss) Chicken Soup With Rice (Sendak) Sheep in a Ship (Shaw) Silly Sally (Wood) “Ickle Me, Pickle Me, Tickle Me Too” from Where the Sidewalk Ends (Silverstein) • Onset and rime dice or spinners • Scott Foresman anthology • Self-selected reading material • Scott Foresman take home readers

blend initial consonants, consonants, and consonant digraphs to create rhyming words.

• Word Webs: write a word family in the center of a web (-at); add single consonants to create new words (cat, rat); add consonant blends to the single consonants (chat, drat), expand web by adding inflected endings, multi-syllable words, and compound words.

• Students write silly rhymes with words from a word family.

• Create word family flip books. • Provide index cards with various

word family words printed on them. Small groups sort by pattern.

• Read rhyming poetry. Have students identify rhyming words; read again and leave out selected words; have students supply the rhyming words.

• Use letter cards or magnetic letters to help students explore how changing the initial letter of a word can make a new rhyming word.

• After reading There’s A Wocket in My Pocket!, point out that Dr. Seuss made up rhyming words. Revisit the rhymes and distinguish between real and nonsense words. Students select a word family and write real and nonsense rhyming words.

• Review and reinforce previously learned sight words.

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2.8 use semantic, syntactic, and

graphophonic clues to identify unfamiliar words and their meanings.

CPI: 3.1.3.C.1, 3.1.3.C.2, 3.1.3.E.3, 3.1.3.F.1, 3.1.3.F.3 WR: 8.3.A.3 2.9 use context clues, picture clues,

illustrations, and graphic sources to assist with word meaning.

CPI: 3.1.3.C.1, 3.1.3.C.3, 3.1.3.E.3,

• Scott Foresman leveled readers • Bingo cards • Colored markers • (2.8) Scott Foresman anthology • Scott Foresman practice book • Teacher-created cloze passages • Scott Foresman anthology • Scott Foresman practice book • Scott Foresman vocabulary lists

• Sight Word Circles: List 10 or more sight words. Students sort by identifying 2 or more words with the same phonetic pattern and circling with a colored marker. Repeat with another pattern and color until all words are circled.

• Select sight words and play Bingo. • Provide a Mystery Word every week

and use it in conversations, lessons, and directions. Challenge students to use your context and submit their definition.

• Encourage students to decode by analogy using familiar spelling patterns.

• Use sticky notes to cover key words in sentences. Ask students to guess the covered word using context clues. Then, reveal the first letter and have students modify their guess or make a new one. Revel the next letter or two, repeating the process until students correctly identify the word and check the sentence for meaning.

• Provide cloze sentences and

encourage students to use context to plug in the appropriate word.

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3.1.3.F.1, 3.1.3.F.3 2.10 use synonyms and antonyms to

build conceptual understanding of new and existing vocabulary .

CPI: 3.1.3.C.3 WR: 8.1.B.2

• Graphic organizer Transparency 5 Suggested Literature: Outrageous, Bodacious Boliver Boggs (Harper) Miss Alaineus: A Vocabulary Disaster (Frasier) • Vocabulary words from Scott

Foresman Reading, Harcourt Horizons social studies, and McGraw- Hill Science

• Graphic organizers (webs) • Index cards

• Introduce new story vocabulary in context via overhead. Cover new words with sticky note and encourage students to use context.

• Provide small groups with nonsense words. Groups make up definitions and write sentences related to Outrageous, Bodacious Boliver Boggs that convey meaning. Groups share words and context and classmates guess meaning.

• Introduce new vocabulary with a web

of synonyms and related phrases; students use these to clues to determine the new word.

• Provide a list of words from the text,

students select a synonym to replace it; students can select their own words to replace with synonyms and read to partner.

• Word Chains: make paper chains showing conceptual relationships of words. Write vocabulary word on one link, one synonym or related word on each link; build; use for content vocabulary.

Interdisciplinary Connection • Integrate content vocabulary with

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2.11 use homonyms, homophones,

and homographs to assist with meaning and understand word relationships.

CPI: 3.1.3.C.3 2.12 use context to select appropriate

meaning of multiple meaning words.

• Scott Foresman anthology • Scott Foresman daily word work flip

chart Suggested Literature: Chocolate Moose for Dinner (Gwynne) The King Who Rained (Gwynne) Knight Night

reading vocabulary. • Verbal-Visual-Vocabulary Squares:

small groups work with one word and use context to cooperatively determine meaning then confirm with glossary. Write word in the center of a paper, in each corner students write: group definition based on context, a synonym, a sentence, and draw a picture.

• Vocabulary Stairs: present two vocabulary words, one from reading and one from content; draw a 5 or 6 stair staircase; students connect the two words using synonyms and conceptual links.

• Provide several homographs and

have students write each in a few sentences where it has a different meaning each time.

• Use homophones in riddles, have students identify the correct spelling as used.

• Write sentences or phrases containing homographs on index cards. Challenge students to re-write the sentences correctly (i.e.: Aye gnu ewe wood bee hear = I knew you would be here).

• Chart homographs into two categories: same pronunciation/ different meaning and different

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CPI: 3.1.3.E.3 WR: 8.1.B.2 2.13 support vocabulary learning with

graphic organizers to dissect, group, and classify words.

CPI: 3.1.3.E.4 WR: 8.3.A.4 2.14 use word structure such as base

words, inflected endings, prefixes, suffixes, and compound words to assist with word meaning.

CPI: 3.1.3.C.1, 3.1.3.C.2, 3.1.3.F.3

• Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw-Hill Science text • Self-selected reading • Dictionary Suggested Literature: More True Lies: 18 Tales for You to Judge (Shannon) • Vocabulary lists or cards from Scott

Foresman reading, Harcourt Horizons, and McGraw-Hill science.

• Knowledge Rating Guide (see appendix)

• Graphic Organizer Transparency 27 • List-Label-Group-Write worksheet

(See Appendix) • Vocabulary lists or cards from Scott

Foresman reading, Harcourt

pronunciation/different meaning. • Provide several sentences using one

word that exemplify various meanings. Have students use the dictionary to match the appropriate definition to the appropriate sentence.

• What Do You Mean? Provide cards numbered 1-6. Call out a word with multiple meanings and use in context. Student look up the word, select the appropriate meaning, and hold up the number card that represents the meaning used.

• Students self-assess vocabulary

understanding using the Knowledge Rating Guide.

• Students classify vocabulary words by categories such as feelings, places, things you do, etc.

• Venn Diagram vocabulary words and their relationship to two characters or two themes

Interdisciplinary Connection • Use List, Label, Group, and Write

strategy for science and social studies (See Appendix).

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2.15 recognize and use syllabication

and common syllable patterns for word identification.

2.16 recognize and apply knowledge

of noun and verb endings and

Horizons, and McGraw Hill science • Scott Foresman • Anthology • Scott Foresman grammar practice

book • Scott Foresman Daily Word Work

Flip Chart • Puppets

• Provide a set of index cards with regular verbs written on them and another set with –ed and –ing. Challenge students to use base words and endings to make new words.

• Story scavenger hunt: locate verbs to add inflected endings to chart.

• Provide compound words and have students use word parts to create a definition and drawing.

• Write a root word on the board. Invite students to add prefixes, suffixes, and additional words onto the root to create new words. Talk about the how the meaning of each word changes.

Interdisciplinary Connection • Add inflected endings to social

studies and science vocabulary. • Model using syllables to assist with

reading new words. • Use student first names to emphasis

syllables: say name, clap each syllable; students say and clap along.

• Guess the Word: pronounce words

syllable by syllable; students must guess the word; provide a visual representation after word is identified. (Use a puppet.)

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irregular plurals. CPI: 3.1.3.C.1 2.17 recognize and apply knowledge

of apostrophes use for contractions and possessives.

2.18 recognize that printed materials

provide specific information and resources including dictionaries, indexes, and glossaries.

CPI: 3.1.3.A.1, 3.1.3.A.3, 3.1.3.H.1 WR: 8.3.A.3 2.19 develop fluency. CPI: 3.1.3.D.1, 3.1.3.D.2, 3.1.3.D.3, 3.1.3.G.11 WR: 8.1.A.2

• Scott Foresman grammar practice


Flip Chart • Scott Foresman grammar practice


Flip Chart • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw-Hill Science text • Dictionary • Dictionary Detective sheet (See

Appendix)

• Replace words in sentences with dashes representing the number of syllables represented in the missing word; read the sentence and clap for each syllable; students guess word.

• Students copy irregular plural nouns

onto card and illustrate. On the other side, copy and illustrate the singular form of the noun. Students shuffle and select a card, identify the singular form of the plural or vice versa.

• Write two words that create

contractions. Circle the letters that are removed by the apostrophe. Rewrite the word as a contraction with elbow macaroni as the apostrophe.

• Make addition sentences to illustrate

how contractions are formed: did + not = didn’t.

• Play Dictionary Detective (see Appendix)

• Have students compare Scott Foresman glossary definitions with those in classroom dictionary.

Interdisciplinary Connection • Use the dictionary as a source for

exploring content vocabulary. Ask

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2.20 recognize purposes for print

conventions such as punctuation, paragraphing, and bold print.

CPI: 3.1.3.A.2

• Scott Foresman Anthology • Self-selected reading material • Chart paper • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scott Foresman grammar practice

book Technology Connection • www.sfreading.com • http://www.pbskids.org/lions/index.ht

ml

students about surprising meanings and other forms of the word.

• Model fluent reading through daily

read alouds. • Write a short, daily message and

model fluent reading. Students then read along with you two times. Ask one student to read it alone.

• Opportunities for echo reading • Establish reading buddies with K or

1st grade; students practice reading simple books to read to their buddies.

• Provide opportunities for students to read to peers.

• Demonstrate examples of ignored

punctuation that change sentence meaning. Students revise.

• Provide passages of copied text and place slash marks at natural breaks. Students should use slashes to guide fluency.

• Add bold print, captions, etc. Assessment • Teacher Observation • Student Participation • Self and Peer Evaluation

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• http://www.funbrain.com/kidscenter.html

• http://www.puzzlemaker.com/chooseapuzzle.html

• Event Task • Story and Unit Test • Rubrics • Informal Reading Inventories

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5 days per week

X X 3.1 recognize writing as a process using the five-step writing process through modeled, shared, and interactive writing.

CPI: 3.2.3.A.1-12 WR: 8.4.A.2 3.2 use pre-writing as a means to

selecting and focusing on a topic. CPI: 3.2.3.A.1, 3.2.3.D.5 WR: 8.3.A.4

• Individual writing folders with pockets • Story prompts • Story paper • Word processing tools • Checklists • Rubrics Suggested Literature: What Do Authors Do? (Christelow, Scott Foresman Unit 3, p. 261) Meet the Dooples (Hunter) The Dooples Meet the Shapes (Hunter & Normandia) If I Were a Writer ( ?? ) How a Book Is Made (Aliki) • Scott Foresman Writing

transparencies • Webs • The Big Question organizer (See

Appendix) • Writing Organizer (See Appendix) • Scott Foresman graphic organizer 12

(Story Sequence 2)

• Model the 5 steps of the writing process: brainstorming, drafting, revising, editing, and sharing.

• Whole class shared writing on specific topics related to current Scott Foresman story or read aloud (i.e. Goldilocks: write a different version of a fairy tale).

• Relay Writing: small or large groups cooperatively write a story one member of the team at a time.

• Encourage multiple drafts of written work to demonstrate the growth of written pieces.

• Model selecting writing topics from

personal experience and things at which the writer is an “expert”.

• Model using a web graphic organizer for pre-writing.

• The Big Question: model selecting story idea by posing questions about the topic selected.

• Help students to narrow broad topic by drawing a pizza labeled with writing topic. Draw another pizza and divide into pieces; guide student to name narrower topics within the broad topic selected; help student select one of the “pieces of the pie”.

• Small group oral brainstorming to

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3.3 use a variety of materials as a

springboard to writing: personal experiences, picture prompts, literature, graphics, and media.

CPI: 3.2.3.A.1, 3.2.3.B.1 WR: 8.3.A.4

• Picture prompts cut from magazines

and newspapers • Story prompts • Journal topics • Graphic sources such as graphs,

diagrams, and time lines. • Field Trip Writing Frame (See

Appendix) Suggested Literature: Have You Ever Done That? (Larios)

gather ideas • Use role playing or creative

dramatics to spark topic development.

• Students draw topic scene or cartoon to help the topic take shape.

• Brainstorm and chart common

experiences and topics, copy for individual writing folders or laminate and post.

• Read Have You Ever Done That? Ask students to write a response to the question: Have you ever …? Switch with another student who can answer no. That student responses with “I’ve never …. But once I …” and elaborates. Use as a springboard for writing from personal experience.

• Provide prompt cards with story starters and intriguing topics.

• Provide laminated picture prompts from newspapers, magazines, and calendars.

Interdisciplinary Connection • Write an explanatory paragraph

interpreting the results of a bar graph. • Use a time line of an important

figure’s life to write an informational paragraph.

• Using the Field Trip Writing Frame, students sequence information

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3.4 while drafting, write simple sentences

and paragraphs to convey ideas, opinion, and give information.

CPI: 3.2.3.A.3, 3.2.3.A.7, 3.2.3.C.2, 3.2.3.D.2 WR: 8.1.A.2 3.5 revise written drafts to include more

detailed, well-developed paragraphs. CPI: 3.2.3.A.4, 3.2.3.A.7, 3.2.3.B.2, 3.2.3.C.2, 3.2.3.D.2, 3.2.3.D.13 WR: 8.1.B.5 3.6 employ editing strategies and

proofreading marks for self and peer. CPI: 3.2.3.A.5, 3.2.3.A.63.2.3.B.7,

• Scott Foresman writing

transparencies • Drafting checklist (see Appendix) • Scott Foresman Writing

Transparencies • Revision Checklist • Structure Word list or laminated

cards (see Appendix) • Peer Revision Checklist • Colored pens, markers, and

highlighters

learned. • Students write an original story using

content vocabulary as springboard. • To emphasize the free write nature of

drafting, engage in timed writing exercises.

• Provide Structure Words: category

prompts that trigger students to add depth and detail to writing.

• Cut drafts apart and glue pieces to another paper to provide space for adding information during revising.

• Student authors “read to the wall”, listening for usage and meaning irregularities.

• Peer assistance with revision; writer reads piece to peer reviser, who listens and makes suggestions.

• Model appropriate use of proofreading marks.

• Provide members of small group different colored and assign each a particular feature to proofread for (punctuation). Rotate papers through group and have each editor mark paper with his or her colored pen.

• Write a self-description by way of

introduction.

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3.2.3.C.1, 3.2.3.C.4, 3.2.3.C.5, 3.2.3.C.6 WR: 8.1.B.5 3.7 write in a variety of formats such as

personal narratives, persuasion paragraphs, news stories, research reports, character sketches, letter, journal entries, and literature responses.

CPI: 3.2.3.A.2, 3.2.3.B.2-5, 3.2.3.D.7, 3.2.3.D.9, 3.2.3.D.10, 3.2.3.D.11 WR: 8.1.B.2, 8.1.B.5

• Scott Foresman Writing

Transparencies • Editing checklist • Peer Editor checklist • Colored pens, markers, and

highlighters • Scott Foresman Writing

Transparencies • Graphic Organizers • Reading Response Journals • Social Studies Journal (Harcourt

Horizons Thinking Organizers T6 • Literature Response Sheets Suggested Literature: • Nothing Ever Happens on 90th Street

(Schotter) • Cool Melons – Turn to Frogs! The

Life and Times of Issa (Gollub) • A Pocketful of Poems (Grimes) • Pen Pals (Holub) • The Gardener (Stewart) • Stringbean’s Trip to the Shining Sea

(Williams) • Crocodile Listens (Sayre)

• Write a narrative paragraph about a trip, adventure, or special event.

• Write an expository piece based on a biography or historical selection.

• Write an expository paragraph explaining “how to” using steps in a process.

• Write a compare/contrast paragraph about real life object, story characters, or places.

• Write an original, fictional story with developed characters and dialogue

• Write a descriptive story concerning a wish or dream; encourage the use of sense and structure words to develop details and descriptions; encourage students to add one descriptive word for every noun.

• Write a descriptive paragraph about an object, animal, or place

• Write a variety of poetry including couplets, haiku, diamante, rhyming, shape, concrete, and free form.

• Students create their own type of poetry.

• Establish electronic or traditional pen pals in other geographical areas or across age levels.

• Write a character sketch. • Write an original fairy tale. • Write lists and outlines such as a list

of classroom rules.

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• Outrageous, Bodacious Boliver Boggs (Harper)

• Write an advertisement stating an opinion.

• Write a Help Wanted Ad (STORY). • Write a fictional story about an animal

based on factual information gained through research. Introduce with Crocodile Listens.

• After reading several Magic School Bus series books, tell students the principal at that school is canceling Ms. Frizzles’ field trips. Write a letter to the principal to persuade him to change his mind.

• Write a letter to a former teacher about your new school experiences.

• Write a critique of literature. • During Children’s Book Week,

students write an Incredible Excuse for an overdue library book.

• Creative, outrageous excuses modeled on Outrageous, Bodacious Boliver Boggs. Tie to use of exaggeration while reading How I Spent My Summer Vacation (Scott Foresman, Unit 1, p. 17).

Interdisciplinary Connection • Write a community news article.

(Harcourt Horizons Chapters 1 & 2) • Create a country (see Scott

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3.8 publish written work in a variety of

formats and for a variety of audiences such as self, peers, family.

CPI: 3.2.3.A.10, 3.2.3.C.12, 3.2.3.D.15 WR: 8.4.A.1-3, 8.5.C.1, 8.4.D.2 3.9 produce neat and visually appealing

end products through correct handwriting, illustrations, and multimedia.

CPI: 3.2.3.A.10, 3.2.3.C.12, 3.2.3.D.15 WR: 8.4.A.1-3, 8.5.C.1, 8.4.D.2 3.10 monitor written work with attention

• Computers and programs such as

KidPix, MS Works, MS PowerPoint, etc.

• Story paper • Writer’s checklists • Rubrics • Story paper • Zaner-Blosner Handwriting book • Crayons and markers • Computer software

Foresman, Unit __, p. ). • Read a story about a famous figure.

Write journal entries about his/her life and job.

• Write about a science experiment gone wrong.

• Make books from a variety of materials.

• Create personal brochures. • Write and illustrate poetry, story

response, and journal entries. • Create an electronic portfolio. • Provide lined story paper with space

for illustrations for final copies of written work.

• Use word processing programs for final copies.

• Provide construction paper covers for stories and include a title page and “About the Author” section.

• Understanding sentences, Scott Foresman, Unit 1

• Understanding nouns including singular, plural, possessive, common and proper nouns; Scott Foresman, Unit 2

• Play Noun Scattegories: select a category (animals) and 3 letters and write across top of 3 column chart; students have 3 minutes to write as many nouns in the selected category

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to proficient spelling of grade level words, correct usage, and mechanics.

CPI: 3.2.3.A.5, 3.2.3.A.11, 3.2.3.B.8, 3.2.3.C.1, 3.2.3.C.4, 3.2.3.C.5, 3.2.3.C.6

• Scott Foresman Spelling workbook • Scott Foresman Grammar workbook • Self Evaluation Checklists Suggested Literature: Kites Sail High: A Book About Verbs (Heller) Up, Up, and Away (Heller) A Cache of Jewels (Heller) Hailstones and Halibut Bones (O”Neill)

that begin with the selected letters; can be varied to include the different types of nouns.

• Noun Pop-Up: provide cards with common/proper, plural/possessive; read or write a noun; students show corresponding card for type of noun.

• Understanding verbs, verb tenses, and irregular verbs; Scott Foresman, Unit 3.

• Play Verb Tense Simon Says. • Understand adjectives and adverbs,

Scott Foresman, Unit 4. • Mystery webs: students list a noun in

center of a web; cover with sticky note, use senses to describe object, partner guesses; collaboratively write paragraph about noun; read to another dyad who guesses object.

• Provide pairs with paragraph devoid of all adjectives; each adds adjectives and compare different versions.

• Act out adverbs (quickly, quietly, etc); students guess how the actions was done (adverb).

• Mad Libs • Understanding subject, object, and

possessive pronouns; using prepositions and conjunctions; Scott Foresman, Unit 5.

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3.11 evaluate own and peer writing. CPI: 3.2.3.A.5, 3.2.3.A.6, 3.2.3.B.7, 3.2.3.B.8 WR: 8.1.B.5, 8.3.A.2 3.12 use writing to respond effectively

to literature. CPI: 3.2.3.D.1, 3.2.3.D.4, 3.2.3.D.6, 3.2.3.D.7 WR: 8.1.A.2, 8.1.B.1-3 3.13 write across texts.

• Self-evaluation checklists • Rubrics • Scott Foresman story Quick Writes

(various stories)

• Sharing of written work with others • Personal Pizza Portfolio: students

self-select written work and complete tag explaining why the piece was selected.

• Critics Corner: Following Author sharing, individuals make positive comments regarding what peers have written.

• Provide prompts for students to

respond to stories in their Reader Response Journals.

• Personal Story Webs: using blank web, students write story name in center and write clearly stated personal connections to the story in each circle.

• Write letters to story characters or authors.

• Compare Scott Foresman anthology story and paired selection; see Writing Across Texts practice pages.

• Use compare and contrast graphic organizer to compare themes, events, people, and settings in paired selections.

• Use Story Comparison Graphic Organizer 13 to compare literature. Compare Scott Foresman anthology selection to a class read aloud,

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CPI: 3.2.3.D.1, 3.2.3.D.2, 3.2.3.D.7

• Reader Response Journals • Personal Story Webs • Peer editor checklists • Rubric • Scott Foresman Writing Across Texts

practice pages (see Teacher Resource Guide)

• Venn Diagrams • Compare and Contrast Graphic

Organizer 14 • Story Comparison Graphic Organizer

Transparency 13

another piece by the same author, or a story similar in theme, characters, or content.

Interdisciplinary Connection • Pair Scott Foresman anthology

selections with Harcourt Horizons social studies and McGraw Hill science.

Assessments • Teacher Observation • Checklists • Self and Peer Evaluation • Event Task • Published work • Portfolio Selection • Electronic Portfolio • Rubrics • Scott Foresman Benchmark tests

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Technology Connection • http://eduplace.com/kids/rdg/chall.ht

ml • http://www.kidsthinklink.com/ • http://www.TheCase.com/kids/writing • http://kidswriting.miningco.com/ • http://www.worlddance.com • http://www.angelfire.com/wi/writingpr

ocess/ • http://www.amazing-kids.org/ • http://www.eduplace.com/tales/ • http://www.en-garde.com/kidpub/ • http://rdz.stjohns.edu/kidopedia/ • http://www.sfreading.com

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5 days per week

X X 4.1 use reading comprehension strategies to construct meaning from text, knowledge of selection and topic, text features, and print and technology resources.

CPI: 3.1.3.A.1, 3.1.3.G.1, 3.1.3.G.11, 3.1.3.H.3 WR: 8.1.A.2, 8.1.B.3, 8.2.A.1-3, 8.3.A.1-4, 8.4.1.1, 8.5.C.1 4.2 understand and apply before- reading

comprehension strategies such as previewing, activating prior knowledge, and predicting.

CPI: 3.1.3.E.1, 3.1.3.E.4 WR: 8.1.B.5, 8.2.A.1, 8.3.A.1, 8.3.A.4

• Scott Foresman Unit 1-6 • Harcourt Horizons social studies text • McGraw Hill Science text • Variety of print resources • Dr. Martin Luther King, Jr. (Adler) • George Washington: A Picture Book

Biography (Giblin) • Storms (Seymour) • Scott Foresman anthology • Harcourt Horizons social studies text • McGraw Hill Science text • Independent reading materials • Scott Foresman Background Building

audio tapes • Prereading organizer (see Appendix) • Predict-o-gram (see Appendix) • Graphic Organizer Transparency 23 • The Big Question graphic organizer

• Illustrate that text has meaning segments: write several verses of a familiar song or rhyme; erase key words and discuss how meaning is affected; students replace erased words with new ones.

• Read a variety of genres to expand students’ experiences with various text structures; point out features such as bold print, headings, captions, etc. Model thinking aloud about how you use these features to understand the genre and purpose.

• Modeling making predictions based

on story title and pictures. • Take a picture walk and investigate

illustrations. • Listen to and discuss background

building audio tapes. • Activate prior knowledge of story

topic through discussion, story sharing, and responding in writing to Scott Foresman selection “Quick Writes”, “Read Aloud and Writes”, and “Theme Links” found on Activate Prior Knowledge pages.

• Partners take picture walk and provide summary of illustrations to one another.

• Predict-o-gram: preview story, use

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4.3 understand and apply during-reading

comprehension strategies such as making predictions, questioning, verifying, visualizing, and making personal connections.

CPI: 3.1.3.E.2, 3.1.3.E.4, 3.1.3.G.4 WR: 8.1.B.1-5, 8.2.A.1-2, 8.3.A.1-4

• Scott Foresman Units 1-6 • Harcourt Horizons social studies text • McGraw Hill science text • Scott Foresman audio selections • Sensory Imaging Chart • DR-CA Chart (See Appendix)

knowledge of vocabulary words and plug words under appropriate category (character, setting, events, problem, solution, other).

• Expand predict-o-gram to write sentences that might possibly appear in the story; verify after reading.

• What If? Write on index cards. Present several what if questions to students. Have them create their own. Small groups select a card and discuss their answers to the question. Connect activity to predicting various outcomes while reading.

• Pairs select one piece of writing from writing folder and share the title only with partner; partner predicts story direction; students continue writing after predictions are share.

• Use The Big Question organizer to predict who, when, where, and why.

• Anticipation Guide: list statements from a non-fiction or informational story; students predict which are true and false; read to confirm predictions.

• Model revising predictions while reading during Guided Reading think aloud.

• During Guided Reading, practice questioning “Jeopardy” style. Provide an answer, and encourage students to generate questions to the answer.

• Via read-aloud, model using the five senses to create mental images while

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4.4 use and apply after-reading

comprehension strategies such as verifying, checking for understanding/self-monitoring, summarizing, and making personal connections.

CPI: 3.1.3.E.1, 3.1.3.E.2, 3.1.3.E.4, 3.1.3.G.6, 3.1.3.G.7 WR: 8.1.B.1-5, 8.2.A.1-2, 8.3.A.1-4

• Scott Foresman Units 1-6 • Harcourt Horizons social studies text • McGraw Hill science text

reading. Chart images. Use with Sam and the Lucky Money (Chinn, Scott Foresman, Unit 4, p. 41)

• Play Scott Foresman audio selection. Stop at pre-selected places, students draw what they’ve visualized during read aloud.

• “Say Something”: while reading silently as class, small group, or partners, stop at a given point and “say something”: a personal connection, ask a question for clarification, or make a prediction.

• Directed Reading-Connecting Activity: Model drawing on background knowledge to make predictions and relate to story; have students respond to connection questions and generate new predictions.

• Story wheels: large spinner with story elements and prompts written on it. Students spin and make predictions or tell visual images relating to the prompt spun.

• Check for understanding. • Create comic strips that retell the

story using dialogue and illustrations. • We Can Chart (See Appendix) • Personal Story Webs: students enter

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4.5 determine and retell the sequence of

important story events and list steps in a process.

CPI: 3.1.3.E.4, 3.1.3.G.2, 3.1.3.G.3 WR: 8.1.B.4, 8.2.A.1

• Scott Foresman graphic organizers • We-Can Chart (see Appendix) • Personal Story Web • Comprehension Cubes • Scott Foresman, Unit 1, 2 & 3 • Scott Foresman practice book • Time line • 4-8 step flow chart (Scott Foresman

Graphic Organizer #22) • Harcourt Horizons Thinking

Organizer T14 Suggested Literature: • Hand in Hand: An American History

Through Poetry (Hopkins) • How to Make an Apple Pie and See

the World (Priceman) • Stringbean’s Trip to the Shining Sea

(Williams)

story title in center of web. In each circle, students relate a personal experience that reminds them of something from their own experiences.

• Comprehension Cubes: toss story cube or beach ball with story prompts written on it (character, setting, favorite illustration, etc.) in a small story, students respond to prompt under their right thumb.

• Gather objects that can be arranged

in order of size, length, or height. • Students make a filmstrip from white

construction paper squares and black construction paper strips. Draw and label 5 story events and head with story title and author. Construct into filmstrip.

• Make a time line showing chronology of student’s life.

• Create a flow chart showing story events.

• Draw a map and write directions from one point to another.

• List events in daily life, create an events chart in which students list in order activities before, at school, after school, and at bedtime.

• Make a “Step Book” listing and illustrating story events. (3 sheets of 8 ½ x 11 copy paper, stagger tops 1-1 ½” inches apart; fold in half to

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4.6 draw conclusions, make inferences

and judgments using text evidence and personal experience.

CPI: 3.1.3.G.2, 3.1.3.G.5, 3.1.3.G.7, 3.1.3.H.2 WR: 8.1.B.4, 8.2.A.3, 8.2.B.1-2, 8.3.A.1-4

• Scott Foresman Unit 1 • Drawing Conclusion Clue Sheet (See

Appendix) • Scott Foresman practice book • Picture prompts • Stellaluna (Cannon) • Pigs Will Be Pigs (Axelrod)

create a stepped look, staple. Students write story event on tab showing and illustrate under the step.

• Small groups draw story events in order on roll paper; retell story to class in chronological order.

Interdisciplinary Connection • Read aloud Hand in Hand: An

American History Through Poetry. Organize events on time line or sequence chart.

• Make a time line of an important historical figure, a time period, or events in Monroe Township.

• Create a flow chart showing plant or animal life cycles and the steps on the food chain.

• Present several real-life facts; ask students to make a conclusion based on the facts.

• Present objects, pictures, or words and have students identify which one does not belong and why the others do (i.e. bed, table, apple, chair).

• Provide picture prompts of events; small groups brainstorm list of possible causes and select most appropriate.

• Provide sentences with information that students may use to answer what will happen next. (i.e. At recess, the students got their gloves, bats, and balls. What are they likely to do?).

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4.7 identify and state author’s purpose. CPI: 3.1.3.A.1, 3.1.3.G.1 WR: 8.2.A.1-2 4.8 recognize the relationship between

cause and effect. CPI: 3.1.3.G.2 WR: 8.6.C.1-3

• Scott Foresman, Unit 1, 2 & 5 • Scott Foresman practice book • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scott Foresman Unit 1 & 4 • Brave Irene (Steig), Scott Foresman

Unit 5, page 201 • Scott Foresman practice book • Cause and Effect relationship chart

(See Appendix) • Harcourt Horizons Thinking

Organizer T11

• Use classroom events and daily

activities to illustrate the purposes people have for reading and writing.

• Identify authors’ purposes of inform and entertain: using 3 column chart, list purposes, clues in text, and clues in photos. Partners search story for supporting evidence.

• Because: Sitting in a circle, first

player makes a statement describing an everyday situation, i.e. “My shoes are muddy”. The next player must tell the reason why: “Because it’s raining outside.” The third player must stae a probable effect: “And I got footprints all over the floor.” The next player begins with another scenario.

• Ask why and because questions. • Chart cause (why) and effect (event)

on cause and effect graphic organizers.

• Read Brave Irene. Identify cause and

effect relationships and chart. Students select a cause and imagine who the story would be different if it never happened. Create “Because of Irene” class book.

• Teacher models charting of

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4.9 identify story grammar including

characterization, setting, time and place, plot and theme.

CPI: 3.1.3.A.1, 3.1.3.G.5, 3.1.3.G.9 WR: 8.1.B.5, 8.3.A.1, 8.3.A.4 4.10 read and organize information

from graphic sources including maps, graphs, charts, and diagrams.

CPI: 3.1.3.A.1, 3.1.3.E.4, 3.1.3.G.3, 3.1.3.H.2 WR: 8.3.A.2, 8.3.A.3, 8.4.A.4

• Scott Foresman Uunit 1, 4, & 6 • Scott Foresman practice book • Getting to Know My Character (See

Appendix) • Character Traits Map (See Appendix) • Time line • Scott Foresman Unit 2 & 5 • Scott Foresman practice book • Scholastic News • Weekly Reader • Geo Skills CD-Rom • A Pair of Red Sneakers (Lawston) • Wet Windy and Wild • Mapping Penny’s World (Leedy) • The Greedy Triangle (Burns)

characters’ actions and what these actions show.

• Complete Character Trait Maps. • Conduct character interviews of main

characters in story; model developing questions to ask based on character actions.

• Convert daily or weekly classroom activities/events into charts and graphs: i.e. lunch count, books read, or by weather criteria.

• After reading Tops and Bottoms (Scott Foresman, Unit 3, p. 287), create own plant, label parts and functions.

• Poll class members on favorite book, candy, etc.; model creating bar, circle, and line graphs to portray information.

• Draw map of story setting. • Read aloud A Pair of Red Sneakers.

Challenge students to create a pair of sneakers using imagination and adjectives. Draw a diagram and label all special parts.

Interdisciplinary Connection • Interpret information from a weather

map. Keep a weather journal based on information gained from daily weather maps.

• Label parts of a plant (ESPA prep book).

• Provide picture prompts as visuals

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4.11 identify and define the

distinguishing features between realism/realistic fiction and fantasy.

CPI: 3.1.3.G.1, 3.1.3.G.2 4.12 use context clues to support word

identification and determine meanings of new and unfamiliar words.

CPI: 3.1.3.E.2, 3.1.3.E.3, 3.1.3.F.2 WR: 8.3.A.3, 8.3.A.4 4.13 define and distinguish between

• Scott Foresman Unit 2, 3 & 6 • Scott Foresman practice book Suggested Literature: • Cloudy With a Chance of Meatballs

(Barrett) • Scott Foresman Units 1-6 • Harcourt Horizons Social Studies text • McGraw Hill Science • Scott Foresman practice book • Graphic Organizer Transparency # 8 Suggested Literature: • Miss Alaneius’ Vocabulary Disaster • Frindle (Clements) • Scott Foresman Unit 2 & 5

and support student to write why the picture is realistic or fantasy and support with personal experience/prior knowledge; share with class.

• Collaboratively create realism/fantasy chart: list realistic objects and scenarios (cloud) followed by fantasy objects (cloud that rains gumdrops).

• Read aloud Miss Alaneius. • Read aloud The Frindle; brainstorm

new words for familiar classroom items; model using context to determine meaning of nonsense words; students use nonsense words in context; partners determine meaning.

• Students write 5 statements of fact

and 5 statements of opinion about themselves; share with partner and determine whether each meets criteria for fact/opinion; extend to story being read.

• Model selecting facts and opinions in newspaper and magazine articles and advertisements and write on T chart; students develop own opinion and present orally.

Interdisciplinary Connection • Students chart facts and opinions on

content topics such using Fact or Fudge chart.

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fact and opinion. CPI: 3.1.3.G.1, 3.1.3.G.2 4.14 identify main idea and supporting

details. CPI: 3.1.3.G.2, 3.1.3.G.5, 3.1.3.G.6 WR: 8.3.A.1, 8.3.A.3 4.15 identify components of text

structure and use these to support comprehension.

CPI: 3.1.3.A.1, 3.1.3.E.1, 3.1.3.G.5,

• Scott Foresman practice book • Harcourt Horizons Thinking

Organizer T10 • Fact or Fudge pattern (See

Appendix) Suggested Literature: • Sarah, Plain and Tall (MacLachlan) • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scott Foresman practice book • Graphic Organizers • Story Comparison Graphic Organizer

13 • Story wheel • Story Pyramid (See Appendix) Suggested Literature:

• Introduce main idea by presenting a

list of words without a heading; ask students to think of a word or phrase that could be used to describe what the group of words is about.

• Model finding the main idea of a small passage by pulling specific statements and using them as factors in an addition problem: (Specific statement) + (specific statement) + (specific statement) = (The main idea).

• After reading a fictional story,

students use a story wheel spinner labeled with story elements: characters, setting, theme, plot, point of view, and beginning, middle, and end. Students spin and identify the element the spinner points to.

• Students complete a story pyramid to illustrate story elements in fiction.

• Read Squanto’s Journey: The Story

of the First Thanksgiving. Compare to The Pilgrims at Plymouth as told from the Pilgrim’s point of view. Pairs can act out retellings using tagboard masks of a Pilgrim and Squanto.

• Use various graphic organizers to diagram specific text patterns in non-fiction.

• Compare and contrast the wolf in The

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3.1.3.G.8, 3.1.3.G.9 WR: 8.3.A.1-4 4.16 compare and contrast story

elements within individual stories and across texts.

CPI: 3.1.3.G.5, 3.1.3.G.7, 3.1.3.G.9 WR: 8.2.A.1 4.17 use illustrations and literary

devices such as figurative language to support comprehension.

• Two Bad Ants (Van Allsburg, Scott Foresman, Unit 6, page 369)

• Alexander and the Terrible, Horrible, No Good, Very Bad Day (Viorst)

• Squanto’s Journey: The Story of the First Thanksgiving (Bruchac)

• The Pilgrims at Plymouth (Penner) • Story Comparison Graphic Organizer

#13 • Venn Diagram • Literature and accompanying video • Various versions of favorite fairy tales Suggested Literature: • The Chocolate Touch (Catling) • King Midas and the Golden Touch

(Craft) • Scott Foresman anthology Suggested Literature: • A Poke in the I (Janeczko) • Doodle Dandies (Lewis) • Quick as a Cricket (Woods) • All the Colors of the Earth

(Hamanaka)

Three Little Pigs and The True Story of the Three Little Pigs (Scieszka).

• Compare stories with similar themes using Graphic Organizer.

• Use Venn Diagrams to compare stories and characters.

• Divide class into 3 groups. Have two groups act out two different stories and the third groups compare and contrast them.

• Use A Poke in the I to explore concrete poems and the use of multi-media in illustrations. Students write their own concrete poem.

• Introduce similes using Quick as a Cricket.. Students write self-describing similes and compile into classroom book.

• Read All the Colors of the Earth. Students compose original similes that compare the color of their hair, skin, or eyes to an object in nature.

• Model telling a story using illustrations as you take a picture walk; guide students through developing the narrative to a wordless picture book, Deep in the Forest (Turkle); small groups collaboratively write narrative to another selection.

• Read aloud Parts or More Parts and discussion the use of figurative and idiomatic expressions. Have students illustrate idiomatic expressions.

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WR: 8.1.B.2

• Parts; More Parts (Arnold) • Ogres! Ogres! Ogres! (Heller) • Amelia Bedelia books (Parish) Wordless picture books: • Tuesday (Wiesner) • Free Fall (Wiesner) • Sector 7 (Wiesner) • Ben’s Dream (Van Allsburg) • Time Flies (Rohmann) • Pancakes for Breakfast (DePaola) Technology Connection • www.sfreading.com • http://www.thekids.com/kids • http://www.bookadventure.com • http://www.cache.net/kids/reading.ht

ml • http://www.storybookonline.net/main.

html • http://www.worldreading.org • http://ipl.sils.umich.edu/youth/AskAut

Interdisciplinary Connection • Write similes for animals, matter, and

something else. • Student use figurative language to

describe their school, town, and country communities.

Assessments • Scott Foresman practice book • Scott Foresman story tests • Scott Foresman Benchmark test • Teacher Observation • Student and peer evaluation • Participation • Rubrics • Event tasks

Mandated Assessment



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hor/ • www.weather.com

Mandated Assessment



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5 days per week

X X 5.1 develop awareness and understanding of the importance of media.

CPI: 3.5.3.A.1 WR: 8.1.B.3, 8.2.A.1-3, 8.5.C.1 5.2 interact with a variety of print and

non-print media to learn, receive information, evaluate, interpret, and appreciate.

CPI: 3.1.3.A.1, 3.5.3.A.1 WR: 8.3.A.1-4, 8.4.A.1

• Books • Newspapers • Periodicals • TV • Video tapes • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scholastic News • Newspapers and periodicals • Video recorder • Video tapes • Computer with Internet • Venn Diagram

• Read aloud widely from various types of print media.

• Present variety of print media. In small groups, students view each type and suggest its purpose.

• Read level appropriate editorial from newspaper; develop responses to

• Write a class newspaper and publish for parents.

• Design greeting cards using Print

Show Deluxe. • Develop, practice, present, and

videotape TV talk shows. • Develop, practice, present, and

videotape video advertisements. • Compare and contrast artists’

interpretations of different versions of a story. Record observations on Venn Diagram.

• Analyze print advertisements for facts and opinions.

Interdisciplinary Connection • Create a collage from magazine

pictures to illustrate a concept: 5 themes of geography; animal habitats; cycles of science.

• Compare and contrast weather reports from local and national newspapers, TV, and the Internet (www.weather.com).

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5.3 use comprehension skills and

strategies to understand messages conveyed by the media.

CPI: 3.5.3.A.1, 3.5.3.A.2, 3.5.3.B.2 WR: 8.3.A.3 5.4 recognize bias, propaganda, and

persuasion techniques. CPI: 3.5.3.B.1, 3.5.3.B.2 WR: 8.1.B.2, 8.3.A.1, 8.4.B.2, 8.4.C.2, 8.6.C.1-2

• Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scholastic News • Newspapers and periodicals • Videos • TV • Various literature • Newspapers • Microphone

• Create a Then and Now chart and use books, reference sources, and video to compare dress, shelter, transportation, and services of the past and the present.

• Research a content related topic using a variety of print media, the Internet, and video.

• Have students watch a favorite weekly TV show to watch and predict the action. Students take note, review notes during commercials and make new predictions. Share predictions and revisions in small groups in the classroom.

• Write headlines or captions that summarize newspaper and periodic articles.

• Ask 5 W questions to check for understanding of print media.

• Collaborative Listening-Viewing Guide (See Appendix)

• Engage in debates over school-related issues.

• After reading Arthur and the Crunch Cereal Contest, have students collaborate on creating and promoting their own cereal.

Interdisciplinary Connection

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5.5 compare and contrast print, visual,

and electronic media. CPI: 3.5.3.A.2, 3.5.3.B.2 WR: 8.4.1-4, 8.4.B.1-2

Suggested Literature: • The Story of Ruby Bridges (Coles) • The Other Side (Woodson) • Dear Benjamin Banneker (Pinkney) • If A Bus Could Talk (Ringgold) • Vision of Beauty: The Story of Sarah

Breedlove Walker (Lasky) • Arthur and the Crunch Cereal

Contest (Brown) • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scholastic News • Newspapers and periodicals • Various electronic media • Venn Diagram Technology Connection

• Participate in a classroom election in which persuasive speeches and debates are used.

• Read The Other Side. Challenge students to identify physical and mental barriers and which can be beneficial and which can create problems.

• Following Dear Benjamin Banneker, students review current events from print media, locate topics of interest with a question of justice, and keep a journal along with the reference source. Select one topic from journal and write a persuasive letter about the injustice.

• See “Writing Across Texts, 3.14 • Visit www.sfreading.com and gather

relevant information to extend reading experience.

• Compare and contrast available print and video media pairs:

Thunder Cake (Polacco) The Lorax (Seuss) Magic School Bus Series (Cole) Assessment: • Teacher Observation

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• http://www.sfreading.com • http://www.weather.com • http://www.yakscorner.com/ • http://www.zuzu.org/ • http://www.timeforkids.com/TFK/new

s/now/ie4

• Student self and peer evaluation • Event Task • Presentations

Mandated Assessment



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5 days per week

X X 6.1 locate, acquire, and present information.

CPI: 3.1.3.A.1, 3.1.3.A.3, 3.1.3.G.3, 3.1.3.H.1-3 WR: 8.1.A.5, 8.2.A.1, 8.3.A.2-3, 8.4.A.1, 8.4.C.1 6.2 locate information and data, consider

• Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Scholastic News • Internet • Various trade books • K-W-L chart • Geo Skills CD-Rom Suggested Literature: How My Family Lives in America (Kuklin) My Sister’s Rusty Bike (Aylesworth)

• Model using interest and curiosity to form questions about a topic. List students questions and provide access to multiple sources of information on topic and time to read several.

• Use multiple sources to gather information on a variety of topics.

• Use a K-W-L. Interdisciplinary Connection • Read How My Family Lives in

America to begin discussion of immigration. Students use interviewing, Internet, non-fiction books, and atlases to locate information about their own cultural heritage, traditions, and country. Create a collage or poster with information gained.

• Create a travel brochure of a state. Include state flag, motto, capital, governor, and points of interest.

• Gather a variety of books on a new topic of study (animals Unit A & B, Weather Unit C; the Solar System Unit D). Students pose initial question then read multiple sources to gather information. Share background gathered on new topic.

Mandated Assessment



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purpose and audience, and organize and deliver presentations.

CPI: 3.3.3.D.1, 3.1.3.A.1, 3.1.3.A.3 WR: 8.1.A.5, 8.2.A.1, 8.3.A.2-3, 8.4.A.1, 8.4.C.1 6.3 read and interpret graphic sources

such as charts, graphs, diagrams, and tables.

CPI: 3.1.3.A.1, 3.1.3.E.4, 3.1.3.G.3 WR: 8.3.A.2-3, 8.4.A.4, 8.4.D.1 6.4 draw conclusions from information

gathered. CPI: 3.1.3.H.2 WR: 8.4.A.1, 8.4.D.1, 8.5.C.1

• Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Assorted non-fiction literature • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Geo Skills CD-Rom • Time line Suggested Literature: If You Lived … series The Shipwrecked Sailor: An Egyptian Tale With Hieroglyphs (Bower) • Scott Foresman anthology • Harcourt Horizons Social Studies text

• Use various resources to gather information on content topic (i.e. mammals, states, planets). Write 5 clues.

• Hold a Science and Literature Fair in which students conduct a research science investigation based on a piece of literature read. Display book and the projects completed.

• Create a picture dictionary of artifacts from particular time periods. Use literature, Internet, and reference books to gather information.

• Read The Shipwrecked Sailor: An Egyptian Tale With Hieroglyphs. Challenge students to develop their own picture language modeled on hieroglyphs and write and interpret messages using a key for their symbols.

Interdisciplinary Connection • Sequence historical events on a time

line. • Create a flow chart depicting levels

and branches of government. • Gather multiple sources on a cross-

content topic (plants, tornadoes, or cultures). Small groups pose questions of interest and search through minimum of 4 sources to draw conclusions in answer to questions.

Mandated Assessment



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6.5 locate and use areas of the media

center to gather information. CPI: 3.1.3.H.1 WR: 8.4.B.2 6.6 check accuracy of sources by

comparing one source to another. CPI: 3.1.3.H.2, 3. 5.3.1.2 WR: 8.1.B.5, 8.3.A.3, 8.4.C.1, 8.4.D.1 6.7 produce written reports, artistic

representations, displays, and

• McGraw Hill Science text • Semantic Feature Map • Media Center • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text • Assorted literature

• Create a matrix showing similarities and differences among vocabulary and concepts. Write features of an item across top (fur, feathers, hatch, live birth, vertebrate, etc.) and list terms or concepts on left side (horse, eagle, lion, snake, etc.) Indicate with + or – if feature relates to item in left column. Summarize by drawing conclusions about information presented.

• Create a class map of the media

center. Tour the media center using the map as a guide.

• Media Center Scavenger Hunt: challenge students to find particular authors, topics, and reference material.

• Create Inquiry Charts: Pose

questions about topic. Chart What We Know and information gained from class text, trade books, reference sources, and the Internet. Summarize information.

• Read a biography. Use it and other

sources to prepare clues for Biography Walk.

• Create a scrapbook of a famous

Mandated Assessment



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dramatizations from research. CPI: 3.1.3.G.10 WR: 8.1.B.2, 8.4.A1, 8.4.A.2, 8.4.C.1, 8.5.C.1 6.8 know and use parts of a book,

including dictionaries, thesauruses, and reference books.

CPI: 3.1.3.A.1, 3.1.3.A.3, 3.1.3.G.1 WR: 8.4.B.2

• Teacher-created Inquiry Charts • Semantic Feature Map • Various print and non-print sources • Art materials • Scott Foresman anthology glossary • Dictionaries • Dictionary Detectives sheet (See

Appendix)

individual using various sources to gather information on individual’s childhood, job, and accomplishments.

Interdisciplinary Connection • Research a state and create a

diorama. • Design model or mobile of the

phases of the moon. • Create poster of the water cycle. • Students make a barometer. • Create a robot from recycled

material. • See commercials and other

presentations • Research and present information

about a particular culture. • Produce a good or service, identify

different resources needed, and market the product.

• Introduce part of a book, model locating title, author, copyright, table of contents, index, and glossary. Pose challenge questions relating to parts of a book.

• Play Dictionary Detective (See Appendix)

• Create a classroom dictionary or glossary.

• Challenge students to find new and interesting words from print media. Pronounce and find the definition for

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6.9 take effective notes for research and

to further understanding of written and visual information.

WR:8.2.B.1-2

• Thesauruses • Assorted reference materials Suggested Literature: • Donavan’s Word Jar (DeGross) • Scott Foresman anthology • Harcourt Horizons Social Studies text • McGraw Hill Science text Suggested Literature: If You Traveled West in a Covered Wagon (Levine) Other books in the If You Lived… series Technology Connection • www.Britannica.com • www.nj.gov.com • www.yahooligans.com • http://www.timeforkids/TFK/news/now

each word before gluing to construction paper kite. Add four or more syllable words to tail.

• Students read articles and use a tape-recorder to record important facts.

• Read aloud short articles and have students record things they want to remember in their own words. Share.

• Use content and non-fiction text headings to pose questions. Jot question on sticky note and attach to each section. Read to confirm and write verifying phrase on sticky note.

Interdisciplinary Connection • Model taking notes in phrases.

Provide index cards for students to jot down facts learned as you read aloud If You Traveled West in a Covered Wagon. Students incorporate these facts in a pioneer story.

Assessment • Teacher Observation • Student/Peer Assessment • Event tasks • Rubrics

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/ie4 • http://www.nationalgeographic.com/m

edia/world/index.html • http://www.npac.syr.edu/textbook/kid

sweb/ • http://www.mhscience02.com • http://www.harcourtschool.com/social

studies


Mandated Assessment


Goal 1: The student will be able to speak and listen actively and respond for a variety of purposes.

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5 days per week

X 1.1 share opinions an ideas with others to inform, persuade, and entertain. CPI 3.3.4.A.1-3, 3.3.4.B.1-5, WR 8.1.4.B.1-2 1.2 question (inquire) and contribute, demonstrating effective word choice and expressive vocabulary. CPI 3.3.4.B.1 WR 8.3.4.A.1-4 1.3 listen responsively and actively.

CPI 3.4.4.A.1-2 WR 8.2.4.B.1

1.4 listen to a variety of speakers for a variety of purposes. (i.e. to inform, to entertain, to persuade, etc.) CPI 3.4.4.B.1 WR 8.3.4.A.4 1.5 listen and respond to stories and passages read aloud. CPI 3.4.4.B.1 WR 8.3.4.A.4 1.6 follow or give oral set of directions. CPI 3.4.4.B.3 WR 8.2.4.B.2

INSTRUCTIONAL TOOLS/MATERIALS • Scott Foresman Reading Series

Seeing is Believing – audiotape and CD supplements:

~ Background-Building audiotapes, CDs support concept development for every main selection. ~ Selection audiotapes/CDs allows students to listen to each selection and follow along word for word.

• Scott Foresman Reading Series Seeing is Believing – T.E. Read Aloud Theme Launch. (Teacher reads aloud story at the start of each unit. Selections introduce genre, establish a theme connection, and provide background knowledge.)

• Speaker’s Chair – Formal presentations (e.g. reading)

• Amplification System (e.g. hand-held microphone)

TECHNOLOGY

• SF TestWorks CD –Rom: create free-response tests and worksheets

• SF Teacher’s Resource Planner CD-Rom: Scheduling and planning tool that prints worksheets and correlate

LEARNING ACTIVITIES • At least once in each marking

period, students will participate in an oral presentation such as telling about an event, discussing fact/opinion, reading poetry aloud, sharing directions or descriptions, reading student-authored writing, or presenting a report.

• Students will support oral presentation with visual aid that supports the topic being presented.

• Discussion of reading material to determine cause/effect, character traits, similarities/differences.

• Working in small groups, students follow a set of oral directions given by the teacher or other group spokesperson and duplicate a graphic or geometric shape. Groups compare results.

INTERDISCIPLINARY ACTIVITIES

• Pair note-taking with video/filmstrip viewing

• Role-playing (historical characters, story characters)

• Explain thinking in any content area using carefully chosen words.

Mandated Assessment


Goal 1: The student will be able to speak and listen actively and respond for a variety of purposes.

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1.7 retell a reading selections, news item, poem, personal memory, or adventure.

CPI 3.3.4.D.1 (.5) (.8) WR 8.2.4.B.2

curriculum to specific objectives.

• SF The Know Zone: On-line test preparation techniques and reinforcement. www.sforesman.com

• Student activity web-site:

www.sfreading.com Every story has a complementary literature selection which provides background knowledge for the student. Text entries are non-fiction informational text from newspapers, magazines, and on-line sources.

RESOURCES • Supplemental teacher resource

books (e.g. Good Apple, Carson-Delosa)

• Differentiated Instruction Strategies (See Appendix)

ASSESSMENT MODEL • Rubric for speaking. Teacher

uses to assess and conference with learner.

• Peers complete rubric to foster understanding of specific focus areas.

• TE sidebar questions and prompts

• Reading Series - Practice Book

Mandated Assessment



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5 days per week

X 2.1 demonstrate established knowledge of phonics skills acquired in grades K-3. vowel digraphs, CVCe, VCCV patterns, 3 letter blends, dipthongs, consonant sounds CPI 3.1.4.C.1 (.2) WR 8.1.4.B.2 2.2 use letter/sound correspondence to decode new words. CPI 3.1.4.E.1 WR 8.1.4.B.2 2.3 read fluently and at different speeds, including skimming and careful reading. CPI 3.1.4.D.2 WR 8.3.4.A.1 (.2-.4) 2.4 demonstrate vocabulary skills by inferring word meanings from roots, prefixes, suffixes, and context clues. CPI 3.1.4.F.1 (.2) WR 8.3.4.A.1, 8.3.4.B.2 2.5 use structural analysis to decode unfamiliar words (syllabication, schwa) CPI 3.1.4.C WR 8.1.4.B.2 2.6 spell grade appropriate words

INSTRUCTIONAL TOOLS/MATERIALS • SF Daily Word Routine flip chart • Phonics Blackline Master

Workbook • Spelling Workbook

TECHNOLOGY

• Student activity web-site: www.sfreading.com

RESOURCES

• Supplemental teacher resource books (e.g. Good Apple, Carson-Delosa)


LEARNING ACTIVITIES • SF Daily Word Routine flip chart • Phonics Blackline Masters

Workbook •


• Emphasize syllabic split when decoding or spelling content area words (e.g. cir-cum-fer-ence)

• Emphasize root word/structural analysis when decoding or spelling content area words (e.g. dia-meter)

ASSESSMENT MODEL

• SF Unit Skills Tests • Benchmark Tests

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correctly, with particular attention to high-frequency words, contractions, homophones silent consonants, possessives and irregular plurals. CPI 3.1.4.C WR 8.1.4.B.2

Mandated Assessment


Goal 3: The student will be able to write in a clear, concise, organized language that varies in content and form for different audiences and purposes.

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5 days per week

X 3.1. understand writing as both a process and a product. CPI 3.2.4.A.2, 3.2.4.B WR 8.4.4.A.2 (.3) 3.2 use mechanics of writing. CPI 3.2.4.C.1 WR 8.4.4.A.2 3.3 apply cursive writing to all written work. CPI 3.2.4.C.11 WR 8.2.4.B.2 3.4 write for a varied purposes and audience. CPI 3.2.4.D.1 WR 8.4.4.A.1 (-.4) 3.5 write in many formats. (lists, outlines, organizers) CPI 3.2.4.D.9 (.10) 3.6 revise, edit and proofread written work. CPI 3.2.4.A.7 WR 8.4.4.A.2 3.7 respond to literature.

INSTRUCTIONAL TOOLS/MATERIALS • SF Writing Process

transparencies • SF Graphic Organizer

transparencies • SF Teacher’s Resource Book • SF Daily Word Routine Chart • SF Grammar Practice Book • Student journals • Reader Response Log (see TE) • Author’s Chair • Writer’s Checklist (from ESPA

test specifications booklet) • Cursive wall charts, cursive desk

strips, teacher reminders to write in cursive.

• Picture prompts (calendar, magazine, literature illustrations)

TECHNOLOGY

• Word process student writing • Spell-Check, grammar-check,

and Thesaurus • Student-created PowerPoint

presentations • Student activity web-site

LEARNING ACTIVITIES • SF Teacher’s Resource Book • SF Daily Word Routine Chart • SF Grammar Practice Book • Self-editing and peer-editing of

authentic writing, using conventional proofreading marks. Focus areas of editing should include: capitalization, end punctuation, complete sentences, correct spelling of common words, paragraph structure, comma usage, abbreviations, and subject/verb agreement.

• Journals • Book reports • Class-wide timed writing using

the same picture prompt. Compare stories.

• Noun/verb/adjective/etc. Hunt – Use a paragraph from any printed source and have students circle/highlight/list target part of speech.

• Plural Match – Conduct in the

Mandated Assessment


Goal 3: The student will be able to write in a clear, concise, organized language that varies in content and form for different audiences and purposes.

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CPI 3.2.4.D.1 WR 8.3.4.D.1 3.8 use varied and correct parts of speech in original writings (nouns, adjectives, etc., singular, plurals, subject-verb agreement, possessives). CPI 3.2.4.C.8 (.9) WR 8.1.4.B.2 3.9 use correct and varied syntax when writing CPI 3.2.4.B.8 WR 8.1.4.B.2

www.sfreading.com This website provides printable worksheets for reader’s responses. There are two questions, the first requiring a literal comprehension response that encourages the writer to interact with the text, restating what has been read. The second question incoporates critical thinking skills.

• Student writing folders or portfolios (ongoing collections of all efforts in the writing process)

RESOURCES



same manner as a spelling bee. The teacher gives a singular word, and the student pronounces the word in plural form, spells the plural correctly, and restates the word. Highest team score wins. Note: To maintain interest level, allow students who miscue to remain on the team, and a member of the other team is chosen as a forfeit. Nouns can be chose from any appropriate source.


• Write a biographical sketch. • SF TE Leveled Writing Prompts • Note taking and observation log

entries in content areas. • Math writing responses, including

note taking, “What I Learned Today” responses.

• Research projects, reports, and presentations (e.g. New Jersey county posters, Power Point presentations, or brochures)

ASSESSMENT MODEL

• TE Writing Rubrics. Choose 3, 4, 5, or 6 point rubrics listed in the Additional Resources sections of TE.

Mandated Assessment



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5 days per week

X 4.1 make meaning of text. CPI 3.1.4.E.1 WR8.3.4.A.3 4.2 problem-solve by predicting, summarizing, and creating a new ending. CPI 3.1.4.G WR 8.3.4.A.1 4.3 understand the cause/effect relationship. CPI 3.1.4.G.2 4.4 draw conclusions. CPI 3.1.4.G.3 WR 8.3.4.A.4 4.5 understand the sequential progress. CPI 3.2.4.B.2 4.6 identify the steps in a process. CPI 3.1.4.G.7 WR 8.3.4.A.2 4.7 identify story elements (characters, setting, plot). CPI 3.1.4.G.9 4.8 identify main idea and supporting details. CPI 3.1.4.G.2

TECHNOLOGY • Student activity web-site

www.sfreading.com This website has supplemental reading material to enhance the unit stories. The web selections are all everyday text, including newspaper articles, web articles, and web links. This website can be used independently, with student partners, or as a group activity.

• Student activity web-site www.randomhouseforkids.com

This website list authors and books for students to choose from. RESOURCES



• Reading Response Journals – Student entries include written predictions for story, vocabulary words with definitions and sentences.

• Students create a cartoon strip of story read. Cut cartoon frames apart and exchange with a classmate to resequence cartoon strips.

• Students write a paragraph describing a character and read it aloud to the class. The audience guesses which character is being described.

• Chalkboard activity: Students dictate names of characters from a specific story. Students supply adjectives to describe individual character traits. Discuss similarities and differences.

• Book reports INTERDISCIPLINARY

• Determine main idea and pertinent supporting details in content areas.

ASSESSMENT

• Written responses in Reader Skills and Benchmark tests.

Mandated Assessment



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4.9 develop literature appreciation. CPI 3.1.4.G.13 4.10 read for a purpose. CPI 3.1.4.G.8 WR 8.3.4.A.1 4.11 identify the author’s purpose. CPI 3.1.4.G.6 WR 8.3.4.A.4 4.12 use reading comprehension strategies. (e.g. preview, predict, visualize, summarize) CPI 3.1.4.G.3 4.13 use prior knowledge to scaffold new reading experiences. CPI 3.1.4.G.13 WR 8.3.4.A.4 4.14 experience and identify a variety of genres and sources. CPI 3.1.4.G.8 WR 8.3.4.A.3 4.15 identify some literary devices in stories. (e.g. onomatopoeia, simile, metaphor) CPI 3.1.4.G.10

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4.16 differentiate between fact and opinion. CPI 3.1.4.G.2 WR 8.3.4.A.4 4.16 follow simple multi-step written directions. CPI 3.1.4.G.5 WR 8.3.4.A.2 4.17 regularly read ability-appropriate reading materials independently. CPI 3.1.4.G.13

Mandated Assessment


Goal 5: The student will be able to use and apply research and study skills through thinking, listening, speaking, reading, writing, and viewing.

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5 days per week

X 5.1 use reference sources and library aids to gather information. Sources will include dictionaries, encyclopedias, card catalogs, reference books, CD-Rom reference materials, almanacs, atlases, and search engines CPI 3.1.4.H.3 WR 8.3.4.A.3 5.2 understand and effectively use parts of a book, including table of contents, glossary, index, section heads, captions, margins, front and endnotes, and introductory texts. CPI 3.1.4.A.1 WR 8.3.4.A 5.3 use note-taking skills. CPI 3.2.4.D.1 (.3) WR 8.2.4.A.2 5.4 use listening skills. CPI 3.4.4.A.1 WR 8.1.4.B.5 5.5 use outlining skills. CPI 3.2.4.D.10 5.6 use skimming and scanning skills. CPI 3.1.4.D.2 5.7 use KWL chart.

INSTRUCTIONAL TOOLS/MATERIALS • KWL chart • SQ35 • TE pages for Note-taking. • Graphic organizers • Note frames • Transparencies • Teacher-modeled notes • Graphic organizers and

transparencies of KWL, SQ3R charts • TE pages • Class instruction and discussion. • Videos and filmstrips • Homework pad to accurately record

assignments, due dates, etc. • Mnemonic devices (e.g. HOMES for

Great Lakes) • Index cards • Notes • Text review pages • Examples of each type of test TECHNOLOGY

• MS Word – Thesaurus • On-line encyclopedia • Search engines

LEARNING ACTIVITIES • Scott Foresman Practice Book • Scott Foresman Teacher Resource

Book • Students will independently write and

research topics (e.g. New Jersey county presentations, famous Americans, endangered animals.)

• Students will use internet to obtain supplemental information for content area topics.

• Students will use Scott Foresman website www.sfreading.com to access story extenders.

• Play “Ready, Set, Search”. Buddy pairs use Table of Contents - or – Index to locate target information in text.

• Learners will complete KWL charts as a pre-reading

• Students’ personal spelling booklet/dictionary - contains words that student frequently misspells.

• Elicit responses from students about study habits (e.g. when and where they study)

• Teacher models and monitor progress

• Conferencing with teacher • Students complete ready- made/teacher-made activity sheets.

Mandated Assessment


Goal 5: The student will be able to use and apply research and study skills through thinking, listening, speaking, reading, writing, and viewing.

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CPI 3.1.4.E.2 (.3) 5.8 use SQ3R chart (survey, question, read, recite, review.) CPI 3.1.4.E.3 5.9 adjust reading rate based on reading purpose. CPI 3.1.4.D.2 WR 8.2.4.B.2 5.10 plan a time and place to study. WR 8.2.4.A.1 8.2.4.B.2 5.11 gather, organize, proofread, and evaluate all written work. CPI 3.2.4.A.7 WR 8.3.4.A.2 (.3) 5.12 review and recall information for test-taking purposes several days before the evaluation. CPI 3.3.4.A.3, 3.3.4.B.1 (.4) WR 8.2.4.A.1 5.13 use effective strategies for essay or short-answer tests. CPI 3.3.4.C.4 WR 8.2.4.A.1

• Peer editing as part of the writing process

• Partners quiz each other • Class playsJeopardy game. Note:

Advance preparation required. • Team review. Note: Use review

pages as source of questions. INTERDISCIPLINARY ACTIVITIES • Use KWL and SQ3R for content area

topics


Mandated Assessment



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5 days per week

X X 1.1 identify purposes for listening and speaking.

CPI: 3.3.6.B.1, 3.4.4.A.1 1.2 listen and speak effectively with attention to listening carefully, posing thoughtful questions, using appropriate language and grammar, adjusting volume and intonation, and enunciating clearly.

CPI: 3.1.6.D.3, 3.3.6.C.2, 3.3.6.D.2, 3.4.4.A.2 WR: 8.1.8.B.4

1.3 listen more actively for specific purposes such as following directions, monitoring learning, and understanding sequence.

CPI: 3.4.6.B.1 1.4 develop confidence in speaking for a variety of situations.

CPI: 3.3.6.D.1 WR: 8.1.8.A.1

1.5 listen to and identify text structure and determine main ideas and supporting details.

CPI: 3.4.4.B.1 1.6 speak to explain, compare, and contrast.

CPI: 3.4.6.B.2

1.7 connect personal experiences,

• Reading text and practice book • Selection audiocassettes • Building background audiocassettes • Graphic organizer transparencies • Directory of Test Specifications –

Speaker’s Checklist (refer to Appendix)

• Tape recorder Technology Connection: www.sfreading.com aol@school www.funbrain.com www.theknowzone.com www.learningpage.com

• NJ Literacy Curriculum Framework pp. 187 – 223

• Have small groups prepare an explanation of how to play a common children’s game.

• After reading several story selections, students are asked to prepare a 30-second radio commercial to advertise their story.

• Each student prepares and delivers a one-minute story detailing a personal school experience.

• Students summarize and retell a recent story selection in play form. Children can use puppets, scenery, and flannel boards.

• After completing a novel, or unit of study, students dress up as a major character and summarize from the character’s point of view.

• Have students read stories from tape and complete comprehension questions.

• Allow students graphic organizers to organize thoughts for an oral presentation.

• Have a class discussion after listening or reading from a selection, to explain, compare/contrast, summarize, or check for understanding.

Mandated Assessment



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including one’s personal culture, with those of others during listening and speaking.

CPI: 3.3.6.C.3, 3.4.4.B.5 WR: 8.1.4.B.3

1.8 consider an audience when preparing to speak.

CPI: 3.3.6.C.2, 3.3.6.D.1 WR: 8.1.8.B.1

1.9 listen critically, analyzing a speaker’s message and persuasive techniques (bandwagon, etc…).

CPI: 3.4.6.A.2 1.10 present oral reports that include visuals, props, and graphic tools to support ideas.

CPI: 3.3.6.D.3-4 WR: 8.4.8.A.1-3

1.11 clarify and support ideas with elaboration and examples.

CPI: 3.3.6.A.1, 3.3.6.C.1 1.12 listen to summarize, paraphrase, or directly quote.

CPI: 3.4.6.B.3 1.13 speak effectively in various situations, including group discussions, oral interpretations, dramatizations, public speeches, and peer editing.

CPI: 3.3.6.D.1-8 WR: 8.1.8.B.1, 2, 4

Assessment: Class discussion Classwork assignments Homework assignments Assorted performance rubrics Teacher made tests/quizzes Textbook program assessment materials

Mandated Assessment



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3-4 days per week

X X 2.1 decode words using a variety of decoding strategies and structural cues, including complex spelling patterns (r-controlled vowels, vowel digraphs, diphthongs: ow, ou, common word patterns: CVCe & VCCV, hard/soft consonant sound, silent consonants, and schwa sound).

CPI: 3.1.6.C.1, 3.1.6.D.2, 3.2.6.C.6 WR: 8.3.8.A.3

2.2 use knowledge of multiple-meaning words, base words, homophones, antonyms, synonyms, and context clues to figure out word meanings.

CPI: 3.1.6.C.1, 3.1.6.D.2 WR: 8.3.8.A.3

2.3 use Latin and Greek roots, prefixes and suffixes, and inflected endings to understand and clarify the meanings of words.

CPI: 3.1.6.C.1-2 WR: 8.3.8.A.3

2.4..use multiple reference aids, such as dictionaries, glossaries, and thesauruses to clarify meanings.

CPI: 3.1.6.C.1, 3.1.6.F.1-2 WR: 8.3.4.A.3

• Reading text and practice book • Phonics workbook (blackline master) • Spelling workbook • Daily word routine flip chart • Word wall • Graphic organizer transparencies Technology Connection: www.sfreading.com aol@school www.funbrain.com www.theknowzone.com www.learningpage.com


• Play “Dictionary Drill” in which students look up words in the dictionary and must:

1. Spell the word 2. Tell part of speech 3. Write definition 4. Create a sentence using

context clues • Students can work in pairs to use the

letters and letter combinations of the week to form words and then classify the words according to the sounds they represent. Have students use the words in sentences.

• Ask students to take three minutes to search a reading passage to find examples of words with the decoding concept of the week.

• Have students take spelling words and break them apart according to their syllables.

• Complete phonics practice pages.

Mandated Assessment



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• Complete spelling workbook pages. • Review phonics using daily word

routine flip chart. • Create a word wall using spelling

and/or vocabulary words of the week. • Use graphic organizers for spelling

and/or vocabulary activities. Assessment: Class discussion Read aloud Classwork assignments Homework assignments Portfolio assessment Teacher made tests/quizzes Textbook program assessment materials

Mandated Assessment



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5 days per week

X X 3.1 apply the writing process, which includes prewriting, developing, revising, editing, and publishing.

CPI: 3.2.6.A.1-12 WR: 8.3.4.A.1-4

3.2 write for a variety of purposes. CPI: 3.2.6.D.1 WR: 8.3.8.A.3

3.3 write in a variety of formats. CPI: 3.2.6.B.2-7, 3.2.6.D.3-9 WR: 8.3.4.A.4

3.4 revise and edit words, sentences, and paragraphs.

CPI: 3.2.6.C.8-9 WR: 8.2.8.B.3

3.5 apply capitalization, punctuation, and all mechanics of writing, as well as correct syntax and grammar usage.

CPI: 3.2.6.C.1 WR: 8.2.8.B.3

• Reading textbook and practice book • Grammar Workbook • Daily word routine flip chart • World of Language text • Graphic organizers • Writing transparencies • Directory of Test Specifications –

Writer’s Checklist (refer to Appendix) Technology Connection: www.sfreading.com aol@school www.funbrain.com www.theknowzone.com www.learningpage.com


• Complete grammar workbook pages. • Complete exercises in World of

Language text to reinforce skills. • Review language skills by using daily

word routine flip chart. • Write a paragraph to summarize,

paraphrase, express opinions, compare/contrast, inform, and persuade.

• Have students write a journal entry, personal narrative, book review, character sketch, business letter, or a poem.

• Use graphic organizers (KWL, Venn diagram, flow chart, etc…), writing transparencies, and outlines to organize ideas.

Assessment: Class discussion Classwork assignments Homework assignments Assorted performance rubrics Portfolio assessment Teacher made tests/quizzes Textbook program assessment materials

Mandated Assessment



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5 days per week

X X 4.1 read for the purpose of increasing speed, accuracy, and reading fluency.

CPI 3.1.6.D.4 WR 8.2.8.B.2

4.2 identify and analyze story elements. CPI: 3.1.6.G.9 WR: 8.3.8.A.3

4.3 identify and utilize various reading strategies and skills (sequence, character, generalizing, cause and effect, author’s purpose, fact and opinion, drawing conclusions, summarizing, main idea and supporting details, predicting, paraphrasing, theme, and making judgments).

CPI: 3.1.6.E.1-6, 3.1.6.G.1-15 WR: 8.3.8.A.3

4.4 read, interpret, and compare a variety of texts and genres (drama, realistic fiction, expository nonfiction, fantasy, fable, historical fiction, myth, biography, and narrative nonfiction).

CPI: 3.1.6.G.2, 3.2.6.D.3 WR: 8.3.8.A.3

4.5 reflect on reading and respond in a various of ways.

CPI: 3.1.6.G.1, 3.2.6.D.4

• Reading text and practice book • Selection audiocassettes • Building background audiocassettes • Trade book library • Leveled reader resources Technology Connection: www.sfreading.com aol@school www.funbrain.com www.theknowzone.com www.learningpage.com


• Read story selections in reading texts.

• Complete skill pages in practice book.

• Complete leveled reader practice pages.

• Read trade books and complete a book report.

• Discussion of reading material to determine main idea, story elements, characterization, etc…

• Listen to selection tapes to practice fluency.

Assessment: Class discussion Classwork assignments Homework assignments Assorted performance rubrics Selection tests Textbook program assessment materials

Mandated Assessment



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5 days per week

X X 5.1 develop an awareness and an understanding of the importance of media.

CPI: 3.5.6.B.1 WR: 8.3.4.A.3

5.2 interact with a variety of print and non-print media for a range of purposes.

CPI: 3.5.6.C.1 WR: 8.3.4.A.3

5.3 use comprehension skills and strategies to understand messages conveyed by media.

CPI: 3.5.6.A.4 WR: 8.3.8.A.3

5.4 compare and contrast print, visual, and electronic media.

CPI: 3.5.6.C.1 WR: 8.3.8.A.3

• Reading text and practice book • Trade book library • Internet • Newspapers • Magazines • Radio • Television • Videos • Tape recorder Technology Connection: www.sfreading.com www.NYTimes.com www.ethnicnewswatch.com


• Describe how illustrations contribute to the text.

• Compare/contrast the print version of a story to the video.

• Use a variety of media to complete a research project.

• View cooking shows on TV, web sites, and magazines to collect recipes from a different culture. Have students make a recipe book of their findings on the computer.

Assessment: Class discussion Classwork assignments Homework assignments Assorted performance rubrics Teacher made tests/quizzes Textbook program assessment materials

Mandated Assessment



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3-4 days per week

X X 6.1 state the steps of the research process which include: set a purpose, frame questions, choose sources, collect information, organize and present information.

CPI: 3.1.6.H.1-8 WR: 8.3.4.A.1-4

6.2 use a variety of sources relevant to research to gather, analyze and synthesize information.

CPI: 3.1.6.H.2-5 WR: 8.4.8.C.1-2

6.3 understand and effectively use parts of a book.

CPI: 3.1.6.A.1-2 6.4 interpret and use graphic sources to address research questions.

CPI: 3.1.6.H.3-4 WR: 8.3.8.A.3

6.5 develop proficiency in word processing, publishing aids, and graphics to produce reports and posters.

CPI: 3.1.6.H.6 WR: 8.4.8.A.1-3

6.6 use specific study strategies to find or learn information.

CPI: 3.1.6.H.5 WR: 8.2.8.B.2

• Reading text and practice book • World of Language text • Reference sources (dictionary,

encyclopedia, thesaurus, almanac, atlas, internet access, etc…)

• Note cards • Highlighters • Graphic organizers • Teacher-modeled notes/study guide • Assignment pads • Directory of Test Specifications –

Writer’s Checklist (refer to Appendix) Technology Connection: www.sfreading.com aol@school


• Have students research a different country and write a report. Conclude with “International Day” to celebrate the various cultures that were researched. During this time, students can display pictures, posters, music and videos that they have created to share with classmates.

• Instruct students how to effectively use their assignment pads.

• Review vocabulary (or any concept) using note cards. Put the word on one side, and the definition on the other.

• Use a highlighter to point out main idea, or important information related to a specific topic.

• Use teacher-modeled notes/study guide so students can begin taking good notes. Eventually, allow students to create their own notes/study guide.

Assessment

Mandated Assessment



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Class discussion Classwork assignments Homework assignments Assorted performance rubrics Teacher made tests/quizzes Textbook program assessment materials


Mandated Assessment


Goal 1: The student will be able to read and interpret a variety of texts with fluency and comprehension.

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180 180 45 90

X X X

X X X

1.1 Read, comprehend, and appreciate text on a literal and inferential level.

CPI 3.1.6:E.1, 2, 8 Be sure literature choices are

meaningful and ability-appropriate. 1.2 Understand and independently apply

reading strategies that activate prior knowledge, encourage predicting and rereading, develop graphic organizers, and use references when necessary. CPI 3.1.6: E. 1, 2, 3, 4, 5, 6

1.3 Read orally to increase speed,

fluency, and comprehension. CPI 3.1.6: D.1, 3 This objective is especially appropriate for all content areas.

1.4 Define and identify elements and characteristics of various genres (drama, realistic fiction, historical fiction, fantasy, biography, personal narrative, expository nonfiction, poetry).

CPI 3.1.6: E. 2, 6; G.2, 9, 13, 14 Identification of genre helps with understanding of plot; also necessary for Goal #2 (writing)

• Scott Foresman reading materials Individual Reading Inventories

Leveled Readers Practice Book Trade Book Resource Guide Intervention Handbook Practice Book Ten Important Sentences • Prentice Hall reading materials Selection Support: Skills Development Reader’s Companion Fine Art Transparencies Authors in Depth Vocabulary & Spelling Workbook Everyday Reading Strategies Beyond Literature • Content area textbooks • District GEPA Practice Binder • READ magazine (Scholastic) • K-6 Library Skills Benchmarks • TIME for Kids (Scholastic) • NewsCurrents • Classroom Connections and other

TerraNova preparation materials • Student-selected literature

Scott Foresman Thematic Units: Discovering Ourselves The Living Earth Goals Great and Small The Way We Were-The Way We Are Into the Unknown I’ve Got It! Prentice Hall Thematic Units: Growing and Changing Reaching Out Proving Yourself Seeing It Through Mysterious Worlds *Many reading objectives are appropriate and essential in LAL as well as all other content areas.

Mandated Assessment



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180 180 180 45

X X X

X X X

1.5 Read nonfiction and fiction critically and with comprehension, using appropriate strategies for test-taking purposes.

CPI 3.1.6: D. 1; E.1, 2, 3; G. 10

1.6 Identify main ideas and supporting details.

CPI 3.1.6: G.7 Identification of main idea is crucial for reading in all content areas.

1.7 Develop comprehension through the use of skills (predicting, comparing and contrasting, drawing conclusions, identifying cause and effect, sequencing, identifying author’s purpose, identifying fact and opinion, summarizing).

CPI 3.1.6: E.2, 4, 6; G.3, 9

1.8 Identify figurative language and its purpose in literature (simile, metaphor, alliteration, personification, hyperbole).

CPI 3.1.6: G.12

1.9 Investigate an author’s life

• Reading Array (appendix) • TRADE BOOK LIBRARY

Poetry: Piping Down the Valleys Wild Historical Fiction: Across Five Aprils (Civil War) By the Great Horn Spoon (Gold Rush) Number the Stars (Holocaust) Out of the Dust (Depression) Realistic Fiction (survival): Hatchet Island of the Blue Dolphins My Side of the Mountain Call of the Wild Realistic Fiction (family/friendship): Bridge to Terabithia Where the Red Fern Grows Holes The Big Wave Walk Two Moons Wringer The View from Saturday Roll of Thunder, Hear My Cry! Year of the Boar/Jackie Robinson Fantasy The Cricket in Times Square Mrs.Frisby & the Rats of NIMH (and others depending on selections

• Prereading activities (SF background

audiotapes/CDs) to activate prior knowledge and connect to personal experiences

• Appropriate graphic organizers or

outlines to identify, compare, contrast, or trace main ideas, character development, and plot structure

• Teacher-assigned book reports that

focus on specific objectives for reading, writing, speaking, and listening (Book Buddies, BookTalks)

• Literature Circles • Cooperative group activities • SQ3R strategies to develop

comprehension • Bloom’s six levels of questioning:

knowledge, comprehension, application, analysis, synthesis, evaluation

• Three kinds of questions : right there,

think and search, on my own

Mandated Assessment



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45 45 45 45

X X

X X

experiences and their effect on his/her writing (Gary Paulsen, Lois Lowry, Jerry Spinelli)

CPI 3.1.6: E.1; G.1, 4, 6 Author’s background also may contribute to bias (1.19)

1.10 Identify styles and voices of poets through their work (Robert Frost, William Carlos Williams, Shel Silverstein, Jack Prelutsky, Edward Lear).

CPI 3.1.6: G.1, 4, 6, 12

1.11 Identify main and supporting characters; identify characters’ roles in story and their effect on the plot and solution; changes in characters from the beginning of a story to the end.

CPI 3.1.6: G.10, 11 Use as a basis to write compare/contrast paragraphs

1.12 Identify theme and conflict; provide evidence to support choices.

CPI 3.1.6: G.8, 9, 10 All discussions, writing assignments, open-ended questions, or objective assignments must provide opportunities for the reader to use literal or inferential evidence from

by Media Specialists) Technology:

SF Teacher’s Resource Planner (CD) SF Testworks Software (CD) SF Teacher’s Tech Companion (CD) PH Test Bank Software PH Resource Pro PH Online Access Pack www.sfreading.com www.scholastic.com www.phschool.com www.monroetwplibrary.org www.ala.org www.inspiration.com

Resources:

Reading Reminders (Jim Burke) Reader’s Handbook (Great Source) Better Than Life (Daniel Pennac) How to Get Your Child to Love Reading

(Esme Raji Codell)

• Story boards to identify plot, rising

action, climax, solution • Hands-on projects that provide

opportunites for all types of learners to demonstrate comprehension and understanding

• Creation of board games based on

literature (also an opportunity for students to write sequenced, specific directions)

• Literature terms bingo game • Maintain and encourage use of a

classroom library • Accommodate visits from Monroe

Township Youth Librarian; encourage all students to have a library card and use the library’s resources and online reference help

Mandated Assessment



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35 180 90 45

X X X X

X X X

the readings to support answer choices.

1.13 Identify rising action, climax, and denouement; provide evidence to support choices.

CPI 3.1.6: G. 9, 10

1.14 Provide evidence of passages and selections from the literature to support comprehension answers or identify skill responses.

CPI 3.1.6: G. 8

1.15 Identify setting and its importance on the outcome and events of the story.

CPI 3.1.6: G. 9, 10, 11, 15

1.16 Identify author’s style through his/her use of flashback, foreshadowing, tone, point of view, dialogue, figures of speech and other literary devices; compare to other works by the same author or different authors.

CPI 3.1.6: G. 6, 10, 11; H. 8

1.17 Participate in Sustained Silent

Opportunities for Advanced Learners: • Scott Foresman Leveled Readers Challenge Level C Practice for Leveled Readers Leveled Practice in Test Format • Appropriate-ability, High Interest

Trade Books for Self-Selected Reading

• PH Extension Activities • PH Literary Analysis for Enrichment • PH Literature Library of Novels,

Plays, and Nonfiction • PH Literature Libray of Literature Collections • PH Resources for Teaching Novels, Plays, and Literature Collections • PH Videotape Library • PH Authors in Depth

Assessments:

• Scott Foresman Practice Book • SF Test Talk transparencies • SF Assessment Handbook • SF Leveled Practice & Test Link • SF Placement Test • SF Unit Skills tests • SF Unit Benchmark tests • SF Teacher’s Resource Book • SF Extended Response Pages in

NJ ASK Format • Teacher-developed formal and

informal assessments • Student observations • Teacher-developed rubrics • Prentice Hall Assessment

Practice Workbook • PH Open Book tests • PH Standardized Test

Preparation Workbook • PH Performance Assessment &

Portfolio Management • PH Formal Assessment

Mandated Assessment



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45 180 180 90

X X X X

X X X X

Reading in the classroom on a regular basis to develop reading stamina and concentration.

CPI 3.1.6: D. 1, 4 SSR can be extended to provide

journal writing time to respond to individual reading choices.

1.18 Apply word attack skills to identify

and understand vocabulary words (context clues, dictionary, thesaurus, analogies, word parts, word origins, affixes). CPI 3.1.6: A.1, 2; C. 1, 2; D. 2; E. 5; F. 1, 2

1.19 Understand and apply

appropriate use of glossary, table of contents, section headings, captions, introductions, and summaries. CPI 3.1.6: A.1, 2; C. 1, 2; G. 9

1.20 Recognize and evaluate

purposes of propaganda, historical, cultural, or personal bias in fiction and nonfiction writing. CPI 3.1.6: G. 1, 5, 6

Career Education CPI 9.2.8: A. 4 1.21 Develop the ability and desire to

choose personal reading materials

Opportunites for Below-Level Learners: • Scott Foresman Leveled Readers Easy Level A Practice for Leveled Readers Leveled Practice in Test Format • Appropriate-ability, High Interest

Trade Books for Self-Selected Reading

• SF Intervention Collection for Readers

• SF Adding English • SF Ten Important Sentences • Prentice Hall Review & Remediaton

Skill Book • PH Reading Diagnostic &

Improvement Plan • PH Basic Reading Skills • PH Adapted Reader’s Companion • PH English Learner’s Companion • PH Writing Models and Graphic

Organizers on Transparencies

Mandated Assessment



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that sustain and nurture personal experiences, provide purposeful reading, and contribute to meaningful literary development.

CPI 3.1.6: G. 2; H. 7 Encourage individual reading choices that are meaningful and appropriate for the reader.

Mandated Assessment


Goal 2: The student will be able to use the writing process to communicate in clear concise, organized language for a variety of audiences and purposes.

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2.1 Identify and use consistently appropriate prewriting methods (graphic organizers, outlines) for a variety of writing.

CPI 3.2.6: A. 3, 4 Graphic Organizers can be used in

all content areas to organize ideas from text, or to organize ideas for writing.

2.2 Use consistently the entire writing

process: prewriting, drafting, revising(peer and self) , editing, publishing in all content areas.

CPI 3.2.6: A. 3, 4, 7, 9, 12 CPI 9.2.8: C. 1, 2 ,3, 4, 5, 6 2.3 Develop study skills methods for

retaining information for tests and quizzes in all content areas.

CPI 3.2.6: A. 3; B. 5; D. 1 2.4 Use daily homework planner to

organize work, record assignments and directions, plan long-term assignments, and communicate with home for all content areas.

CPI 3.2.6: D. 1

• Scott Foresman Grammar Practice Book Grammar and Writing Handbook Spelling Workbook • Silver, Burdett and Ginn World of Language textbook Writer’s Activity Book • Prentice Hall Grammar Exercise Workbook Extra Grammar and Writing Exercises Writing Support Transparencies Writing Support Activity Book Vocab and Spelling Practice Book Daily Language Practice Review and Remediation Skills PH Fine Art Transparencies • Daily Oral Language PLUS • Student journals • Daily homework planner • NJ Writing/Editing Guide • NJ Revising/Editing Scoring Guide

• Four-square prewriting and organizing techniques

• Appropriate graphic organizers • Peer editing and cooperative group

work. • Teacher-modeled outlining and note-

taking strategies • Journal writing • Advertisements: created and

analyzed • Original poems using figures of

speech, found poems, and parallel poems.

• Original or favorite poetry published

on the school sidewalk in chalk. • Adverbs and quotation usage with

“Tom Swifties”. • Daily proofreading assignments

Mandated Assessment



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2.5 Write appropriate responses to writing

prompts (pictures, political cartoons, poetry) using writing strategies.

CPI: 3.2.6: A. 1, 4; B. 2; D. 1, 5, 6

2.6 Publish written works with computer applications, cursive, or manuscript using the writing process.

CPI 3.2.6: A. 10; C. 10 CPI 8.1.8: A. 5, 8, 11

2.7 Write cross-curricular journal

responses (respond to literature, historical events, science experimentation).

CPI 3.2.6: A. 2; D. 1, 2, 11 2.8 Identify components of narrative,

descriptive, persuasive, expository, poetry, critiques, and personal writing and be able to write grade appropriate multi-paragraph essays of each.

CPI 3.2.6: A. 1, B. 2, 3 2.9 Write narratives establishing plot,

conflict, characters, setting, and narratives techniques. CPI 3.2.6: D. 6

2.10 Develop and use various strategies to organize writing, and support with appropriate details or

• District GEPA Practice Binder • Writing Array (appendix) • Various Poetry Anthologies • Four Square Writing (prewriting and

organization) • Six Trait Writing (Ideas and Content,

Organization, Voice, Word Choice, Sentence Fluency, conventions)

• Piping Down the Valleys Wild poetry

anthology • Love That Dog by Sharon Creech Technology: http://poetryexpress.org http://kidswriting.miningco.com http://ccc.commnet.edu/grammar/ http://www.inspiration.com http://www.manythings.org/

• Art interpretation and analysis

(Norman Rockwell paintings: historical and social background/inferences)

• Maintain and encourage daily use of

a student writing center stocked with materials and references

• Write four paragraphs (narrative,

descriptive, expository, persuasive) about the same topic or prompt

• Power Point Presentations-group

discussions and participation (Punctuation, More Punctuation,

Parts of Speech) • Parts of Speech bingo games

Mandated Assessment



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relevant graphics. CPI 3.2.6: 10, 12 2.11 Be familiar with NJ open-ended

and holistic scoring rubrics, and be able to appropriately score samples of model writing.

CPI 3.2.6: A. 8, 11; D. 14 Rubrics should be studied and analyzed, and copies kept in students’ notebooks for easy and frequent reference.

2.12 Write a cohesive indented,

paragraph with a strong introduction, appropriate supporting details with transitions, and an effective conclusion.

CPI 3.2.6: A. 1, 6, 8; B. 2, 5, 7; C. 7; D. 1, 2, 11

2.13 Expand a well-written one-paragraph essay into three paragraphs with specific, detailed support.

CPI 3.2.6: B. 5, 7 2.14 Incorporate figures of speech,

quotations, anecdotes, or dialogue into the writing of a paragraph.

Resources: On Writing (Stephen King) Lasting Impressions (Shelley Harwayne) A Fresh Look at Writing (Donald Graves) Writers Express (Great Source) Writing Reminders (Jim Burke) Four Square Writing (Judith Gould) Zen in the Art of Writing (Ray Bradbury) In the Middle (Nancie Atwell) What You Know By Heart (Katie Wood Ray) Writing Down the Bones (Natalie Goldberg) Writing Clearly (Janet Lane/Ellen Lange) Along These Lines (John Biays) The Write Source 2000 (Great Source)

Assessment: • Teacher-created rubrics • NJ State rubrics Registered Holistic Scoring Rubric NJ Open-Ended Scoring Rubric

Mandated Assessment



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CPI 3.2.6: A. 5 2.15 Use elaboration and vary

sentence beginnings in writing. CPI 3.2.6: A. 5

2.16 Write a well-organized summary

of a literature selection with support from the literature.

CPI 3.2.6: B. 5; D. 4, 11

2.17 Write a business letter expressing an opinion or asking for information.

CPI 3.2.6: A. 3, 4; D. 9 2.18 Identify and be able to use

precise, explicit language, and the eight parts of speech correctly.

CPI 3.2.6: A. 5; C. 3

2.19 Identify and correctly use simple

and compound subject and predicates.

CPI 3.2.6: C. 2 2.20 Identify and correctly use four

kinds of sentences and appropriate punctuation.

CPI 3.2.6: C. 2

Mandated Assessment



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2.21 dentify and correctly use simple, compound, complex, dependent and independent clauses; avoid use of run-on, and fragments.

CPI 3.2.6: C. 2 2.22 Identify and correct spelling

errors; apply spelling rules correctly; use homonyms correctly.

CPI 3.2.6: C.1, 6, 8 2.23 Capitalize and punctuate words

and sentences correctly. (comma, period, quotation marks, question mark, exclamation mark, apostrophe, semicolon).

CPI 3.2.6: C. 1, 4, 5 2.24 Use correct subject-verb

agreement. CPI 3.2.6: C. 2

2.25 Use direct quotations and correct

punctuation in writing narratives. CPI 3.2.6: C. 2, 5

2.26 Maintain and evaluate a portfolio

of assorted writing styles, revisions, and published works.

CPI 3.2.6: D. 15

Mandated Assessment


Goal 3: The student will be able to speak in clear, concise, organized language for a variety of audiences and purposes.

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3.1..Define roles and apply rules for cooperative group work.

CPI 3.3.6: A. 2; B. 1 CPI 9.2.8: C. 1, 2, 3, 4, 5, 6 3.2 C onsider an audience when

preparing to speak. CPI 3.3.6: A. 1; B. 1; D. 2, 7

3.3 Present formal, oral reports that

include visuals, props, or graphic tools to support ideas, and that have a central theme with a logical sequence, introduction, main ideas, supporting ideas, and concluding remarks.

CPI 3.3.6: A. 1; D. 1, 2, 5, 6, 3.4 Clarify and support spoken ideas with

elaboration and examples. CPI 3.3.6: A. 1, 2; B. 1, 2

3.5 Orally summarize, paraphrase, or

restate in response to text materials. CPI 3.3.6: B. 1, 2

3.6 Speak effectively with organized and

appropriate details and clear, precise language in various situations (formal and informal): group discussions, oral interpretations, public speeches, peer

• Scott Foresman Literacy Activities (see Skills Overview in TE) • Silver Burdett & Ginn World of Language • Speaking Array (appendix) Resources: Writers Express (Great Source)

• Morning announcements • Poetry during morning

announcements (Poetry Month) • Oral BookTalks • Student Council Speeches • Student Council representatives’

reports • Oral presentations in content area

classes Assessment: • Teacher-Created Rubrics • NJ State Speaking Rubric

Mandated Assessment


Goal 3: The student will be able to speak in clear, concise, organized language for a variety of audiences and purposes.

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editing. CPI 3.3.6: A. 1, 2; B. 2; D. 2

3.7 Exhibit confidence while speaking to a

group CPI 3.3.6: A. 1, 2

3.8 Prepare appropriately to speak to a

group. CPI 3.3.6: A. 1, 2 3.9 Use appropriate vocabulary, varied

word choice, and special forms of language in oral communication. CPI 3.3.6: C. 1, 2, 3

3.10 Use visuals, graphic aids, or

multimedia equipment to support presentations.

CPI 3.3.6: D. 3, 4

3.11 Plan and conduct a mock interview.

CPI 3.3.6: D. 8

Mandated Assessment


Goal 4: The student will be able to listen actively in a variety of situations. Su

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4.1 Listen to restate, rephrase, summarize after an oral presentation.

CPI 3.4.6: B. 1, 3

4.2 Respond appropriately to oral directions.

CPI 3.4.6: B.1

4.3 Listen and respond to morning and afternoon school announcements.

CPI 3.4.6: B. 1

4.4 Respond to presentations of others and ask appropriate questions.

CPI 3.4.6: B. 1

4.5 Listen effectively and critically; determine relevant information for note-taking.

CPI 3.4.6: A. 1, 2; B. 3

4.6 Listen to audio tapes/CDs of literature, poetry or speeches and be able to summarize, paraphrase, or answer questions.

CPI 3.4.6: A. 3; B. 3

• SF Audio Tapes/CDs (Selections, Background Building)

• PH audio/video selections • Books on Tape Resources: Hey! Listen to This (Jim Trelease) Read All About It! (Jim Trelease) The Read Aloud Handbook (Jim

Trelease)

• School Announcements • School assemblies and speakers • Teacher directions • Teacher/students reading orally • Teacher/student presentations Assessment: Teacher-Created Rubrics

Mandated Assessment


Goal 4: The student will be able to listen actively in a variety of situations. Su

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4.7 Listen and respond appropriately to school assemblies, speakers, and administrators.

CPI 3.4.6: B. 1, 3 4.8 Compare and contrast oral

selections and evaluate supporting data used.

CPI 3.4.6: B. 2

Mandated Assessment


Goal 5: The student will be able to view, evaluate, and respond to a variety of media to enhance reading, writing, listening, and speaking.

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5.1 Compare and contrast a novel/short story with the video/film version.

CPI 3.5.8: B. 4

5.2 Engage in critical viewing and note-taking (videos, power point, speakers) in all content areas.

CPI 3.5.6:

5.3 Identify and respond to advertising techniques and bias in media.

CPI 3.5.6: A. 1, 4: B. 2,

5.4 Understand and respond to simple political cartoons and news editorials.

CPI 3.5.6: C. 1, 2

5.5 Research and identify genre, point of view, target age/audience, and purpose of materials viewed.

CPI 3.5.6: A. 2, 3, 4, B. 2

5.6 Understand the uses and influences of technology (Internet) in communication

CPI 3.5.6: B. 1, 2

• School library videos • Newscurrents • School speakers/presentations • Time for Kids • Viewing Array (appendix)

• Note-taking while viewing video • Venn Diagrams • Appropriate graphic organizer • Comparison paragraphs • Advertisements • Activate prior knowledge through

discussion • Power Point Presentations Assessment: • Teacher-Created Rubrics

Mandated Assessment


Goal 6: The student will be able to use and apply research and study skills through reading, writing, listening. speaking, and writing.

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6.1 Develop and draw conclusions from a thesis statement.

CPI 3.1.6: H. 1 6.2 Create an outline from research;

organize data in appropriate graphic organizers.

CPI 3.1.6: H. 3 CPI 8.1.8: A. 11 6.3 Write a multi-paragraph research

paper with a well-developed and supported main idea and authoritative sources; publish using technology.

CPI 3.1.6: E. 6; H. 3 CPI 3.2.6: D. 7

CPI 8.1.8: A. 3, 4, 5, 8 6.4 Choose, evaluate and use multiple

reference sources, with a works-citied sheet.

CPI 3.2.6: A. 9; B. 6 6.5 Understand and identify ways to avoid

plagiarism. CPI 3.5.6: B. 1

6.6 Develop and consistently use

appropriate note-taking techniques. CPI 3.4.6: B. 3

• Scott Foresman (Unit 5) • Silver Burdett & Ginn World of

Language • Elementary Research Manual

(anticipated) • K-6 Library Skills Benchmarks Resources: Writers Express (Great Source) The Write Source 2000 (Great Source) Technology: www.monroetwplibrary.org

• Organized, detailed notebooks in content areas with indexes

• Media Center research activites • Internet research activites • Always give credit to sources Assessment: • Teacher-created Rubrics • NJ State Rubrics

Mandated Assessment


Goal 6: The student will be able to use and apply research and study skills through reading, writing, listening. speaking, and writing.

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6.7 Develop a study guide based on notes and materials to prepare for a test.

CPI 3.1.6: H. 5

Grades K – 5 Language Arts Literacy COURSE BENCHMARKS

• The student will be able to speak and listen actively and respond for a variety of purposes. • The student will be able to explore and develop an understanding of the concepts of print. • The student will be able to use the writing process to communicate for a variety of purposes and audiences. • The student will be able to read critically in order to construct meaning from written text. • The student will be able to view a variety of media to enhance reading, writing, listening, and speaking. • The student will be able to utilize and apply research and study skills through thinking, listening, speaking, reading, writing,

and viewing.

Grade 6 Language Arts Literacy COURSE BENCHMARKS

• The student will read and interpret a variety of texts with fluency and comprehension. • The student will use the writing process to communicate in clear, concise, organized language for a variety of audiences and

purposes. • The student will speak in clear, concise, organized language for a variety of audiences and purposes. • The student will listen actively in a variety of situations. • The student will view, evaluate, and respond to a variety of media to enhance reading, writing, listening, and speaking. • The student will use and apply research and study skills through reading, writing, listening, speaking, and viewing.

Monroe Township Schools Curriculum Management System

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