nerstrand school standards-aligned literacy curriculum · pdf filenerstrand school...

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Nerstrand School Standards-aligned

Literacy Curriculum

For Kindergarten through Grade 5

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Reading: Kindergarten

Sub-strands A. and B.

I-A. Word Recognition, Analysis, and Fluency

Standard: I-A. Word Recognition, Analysis, and Fluency

Standard: The student will understand and apply knowledge of the sounds of the

English language (phonetic awareness) and of the sound-symbol relationship

(phonics).

I-B. Vocabulary Expansion

Standard: The student will use a variety of strategies to develop and expand reading,

listening, and speaking vocabularies.

Outcomes The student will develop the knowledge and skills necessary to begin to decode simple

CVC words and recognize some high frequency words.

Benchmarks:

Learner

Activities

Learner Activities/Benchmarks for Word Recognition, Analysis, and Fluency

1. See, hear, say and write the basic sounds (phonemes) of the English language.

2. Match consonant and short vowel sounds to appropriate letters, say the

common sounds of most letters, and begin to write consonant-vowel-consonant

words.

3. identify and name uppercase and lowercase letters of the alphabet

4. identify beginning consonant sounds and ending sounds in single-syllable

words

5. Identify, produce and say rhyming words in response to an oral prompt.

6. Read 10 high-frequency words

Learner Activities/Benchmarks for Vocabulary Expansion 1. Use words to describe and name people, places and things.

2. Use words to describe location, size, color, shape and direction.

3. Use words to describe actions

4. Use context to predict and infer word meanings.

5. Learn new words through explicit instruction.

Teaching

Strategies

*Use Scott Foresman Reading Series

*Implement “Letter of the Week” Activities:

Monday- Introduce letter and practice writing

Tuesday-Letter sound project and send homework home

Wednesday-Bring a letter item from home

Thursday-Cooking Activity

Friday-Go over homework together in class

*Make Class Books

*Teach Games and Activities

Materials Used Literature:

* Scott Foresman Reading Series uses a large variety of Big Books:

Animal ABC’s Mary Wore Her Red Dress

The Wheels on the Bus From Head to Toe

Mice Squeak, We Speak Big and Little

All I Am Mouse Mess

Growing Vegetable Soup Follow The Leader

Cat’s Colors No, No, Titus!

Looking For Crabs Mrs. McNosh Hangs Up Her Wash

Honk! Honk! Three Little Kittens

Jump Into The Jungle Five Little Ducks

I Need A Lunch Box Zoom! Zoom! Zoom! I’m Off To The Moon!

Flower Garden Machines At Work

*Scott Foresman Reading Series also uses a very large variety of trade books

*Ongoing observations

*Skills assessment – checklist attached

*Unit tests/End-of-the-year skills test

*Fine Motor skills test – attached

*Weekly Homework *Class Discussion/participation

Technology Each child will complete one slide show from Kid Pix Studio CD Rom

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Sub-strand C: Comprehension Standard: The student will listen to and understand the meaning of text

Outcomes Fluency and Understanding The student will develop the strategies, skills, and

knowledge necessary to comprehend and respond to a range of materials.

Understanding and Learning From Text

The student will investigate important issues in-depth, being involved with a variety of

genres, and demonstrate their understanding of issues and problems about the world

they live in.

Benchmarks:

1. Demonstrate literal comprehension by asking and answering questions about

narrative and informal text

2. Make predictions from illustrations and story content.

3. Write or draw a response that demonstrates comprehension.

4. Relates text to prior knowledge and experiences

Teaching

Strategies

*Use Scott Foresman Reading Series






Friday-Go over homework together in class

*Make Class Books







All I Am Mouse Mess






I Need A Lunch Box Flower Garden

Zoom! Zoom! Zoom! I’m Off To The Moon!

Machines At Work


Assessments *Ongoing observations


*Unit tests

*End-of-the-year skills test


*Weekly Homework

*Class Discussion

*Student and Parent surveys


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Sub-strand D. Literature Standard: The student will read or listen to a variety of texts

Outcomes Literature Appreciation

The student will be involved with texts representing a wide range of literary genres for

different purposes and will demonstrate their appreciation of literature through

responses that indicate their ability to connect text to their world.

Application and Action

The student will apply what they have learned from texts to their lives and to the lives

of others through the following themes; Getting to know myself and others, The world

around us, Learning and working, Traditions, Journeys in time and space, and

Creativity.

Benchmarks:

1. Listen to and understand the meaning of tests representing a variety of genres

(such as poetry, folk tales, drama, fantasy, realistic fiction, informational and

biological texts) from America , as well as from other countries.

2. Identify main characters , story events, and actions.

3. Retell familiar stories using beginning, middle and end.

4. Respond to literature using details from the story to make personal

connections.,

5. Listen to and look at literature for personal enjoyment.

Teaching

Strategies Teaching Strategies: *Use Scott Foresman Reading Series






Friday-Make Class Books







All I Am Mouse Mess






I Need A Lunch Box Zoom! Zoom! Zoom! I’m Off To The Moon!

Flower Garden Machines At Work




*Unit tests

*End-of-the-year skills test


*Weekly Homework

*Class Discussion

*Student and Parent surveys


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Writing: Kindergarten:

Spelling, Grammar and Usage

Standard: The student will begin to recognize correct spelling and punctuation.

Outcomes The learner will improve writing skills

Benchmarks:

The student will use a period after sentences.

The student will use knowledge of basic phonics to spell

Teaching

Strategies

• Scott Foresman Series writing activities

• Journal writing

• Make Class Books

• Games and Activities

• Mystery Name Person Activity

• Read- alouds

• Letter-of-the-Week Activities


*Scott Foresman Reading Series uses a large variety of Big Books

*Trade Books

*Class books written with 4th

and 5th

graders

Assessments *On-going observations

*Unit tests

* End-of-the-year skills test

*Weekly Homework

* Journal writing

*Class Discussion

Technology Each student will complete a slide show from Kid Pix Studio CD Rom

Handwriting and Word Processing Standard: The student will form letters and numbers.

Outcomes The learner will improve writing skills

Benchmarks:

Correctly form uppercase and lowercase letters.

Correctly write the numbers 0 – 9.

Write left to right and top to bottom.

Print his/her first and last names

Teaching

Strategies

*Scott Foresman Reading Series writing activities

*Journals

*Class Books

*Games and Activities

*Mystery Name Person

*Read- a-louds

*Letter-of-the-Week Activities

Materials Used *Scott Foresman Reading Series uses a large variety of Big Books

*Trade Books


and 5th

graders

Assessments

*On-going observations

*Unit tests


*Weekly Homework

* Journal writing

*Class Discussion


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Speaking, Listening and Viewing: Kindergarten

Speaking and Listening Standard: The student will communicate effectively through listening and speaking.

Outcomes The student will improve speaking and listening skills.

Benchmarks:

Learner

Activities

1. Participate in and follow classroom rules for conversation and class

discussion.

2. Follow two-step directions.

3. Attend to and understand the meaning messages

4. Communicate needs, feelings and ideas to peers and adults.

5. Recite and respond to poems, rhymes and songs.

6. Respond orally to language patterns in stories and poems.

7. Use voice level appropriate for language situation.

8. Ask and respond to questions.

Teaching

Strategies

*Scott Foresman Reading Series *Book Talks

*Journals *Daily Sharing

*Class Books *Spotlight

*Games and Activities *Letter-of-the-week Activities

*Mystery Name Person *Read-Aloud books



*Trade Books


and 5th

graders


*Unit tests


*Weekly Homework

* Journal writing

*Class Discussion


III-B: Viewing

Standard: The student will become familiar with the structure of printed material.

Outcomes The student will improve viewing skills.

Benchmarks:

1. Follow print (words and text) from left to right and top to bottom.

2. Turn pages sequentially from front to back.

Teaching

Strategies

*Scott Foresman Reading Series *Book Talks

*Journals *Daily Sharing

*Class Books *Spotlight

*Games and Activities *Letter-of-the-week Activities

*Mystery Name Person *Read-Aloud books



*Trade Books


and 5th

graders


*Unit tests


*Weekly Homework

*Journal writing

*Class Discussions


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Reading: Grade One

I.A.. Word Recognition, Analysis, and Fluency Phonic Skills and Decoding Strategies *Outcome:

**Standard:

*Students will develop phonetic knowledge and decoding strategies necessary to read

fluently.

**The student will understand and apply knowledge of the sounds of English language

(phonemic awareness), the sound-symbol relationship (phonics) to read grade-level

materials with accuracy and emerging fluency.

Learner

Activities

Benchmarks

Through reading phonic structured stories, playing phonic games, participating in

phonics activities students will develop a strong phonics knowledge

• letter/sound correspondence,

• short and long vowels,

• r-controlled vowels,

• diphthongs and vowel diagraphs,

• word families (generate rhyming words in a rhyming pattern)

• patterns (CVC, CVCe, ,CVVC)

• segment and blend initial, final, and medial phonemes’ substitute phonemes;

and blend syllables

Through participation in reading instruction time, reading a variety of genres, playing

games and completing activities, students will develop (and use) a range of decoding

strategies that enable them to read fluently and gain meaning from text

• identify letters, words and sentences

• match spoken words with print

• context clues

• try a word that makes sense and confirm with phonics

• chunk the word

• divide spoken and written words into syllables and identify phonemes and

phonograms within words.

• Use letter sounds, word patterns and parts of simple compound words to

decode unfamiliar words when reading.

• see, hear, say and write the letters, blends and diagraphs that correspond with

the common sounds of the English Language

• Generate rhyming words in a rhyming pattern

• Read 100 high frequency words

• Notice when reading breaks down, reread and use phonetic and other strategies

to self-correct

• Read aloud grade-appropriate text with accuracy and emerging fluency

Read Phonic Readers at home

Reread books introduced in group time for DEAR

Teaching

Strategies • Provide explicit instruction of phonetic skills using literature books, charts,

songs, games and student-focused activities.

• Use flexible grouping for re-teaching

• Model decoding strategies across the curriculum

Materials Used Scott-Foresman readers and Big Books

Phonics and vocabulary charts from Scott-Foresman/Companion

Student response log

Time for Kids magazine

Games and activities from Scott-Foresman and other sources

Assessments Pre-and post assessments

Running reading records

Individual reading conferences

Ongoing observation

Work Sampling system

Technology Storybook weaver

CD stories from Scott Foresman program to help develop fluency

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I.B. Word Recognition and Vocabulary Expansion

*Outcomes

**Standard

*Students will develop the knowledge and skills to fluently recognize printed words

which will enable them to read grade-level materials with accuracy and emerging

fluency.

**The student will use a variety of strategies to develop and expand reading, listening,

and speaking vocabularies.

Learner

Activities and

Benchmarks

Through participation in reading instruction time, reading a variety of prescribed and

self-selected books, working with activities, students will build a reading vocabulary

• Will learn new words through explicit instruction and independent reading

• will recognize and spell at least 100 high-frequency words

• will match spoken words with print

• use descriptive words when speaking of people, places, things, actions and

events

• identify and generate antonyms and synonyms and use them to understand and

express word meaning

• use context to predict and infer word meanings.

• will distinguish meaning and recognize spelling patterns for possessive nouns,

contractions, compound words, and word analysis (endings s, es, ed, ing)

Participate in classroom DEAR time

Read or be read to at home (prescribed homework)

Teaching

Strategies

Provide explicit instruction of sight words using literature books, charts, songs, games

(Oh Nuts) and student-focused activities.

Use writing experiences to reinforce words learned.

Materials Used Scott-Foresman readers, Big Books, and charts

Companion Reading charts

Time for Kids magazine

Games and activities from Scott-Foresman and other sources

Assessments Pre-and post assessments

Running reading records


Ongoing observation

Work Sampling system

Technology Storybook Weaver

CD stories from Scott Foresman to help develop fluency

Books on tape to help develop fluency

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I.C. Develops strategies for (fluency and) understanding Standard The student will actively engage in the reading process and read, understand, respond to

and appreciate a wide variety of fiction, poetic and non-fiction texts. Student will develop

literal and inferential comprehension strategies to read grade-appropriate text.

Benchmarks

Learner

Activities

Students will actively participate in group instruction and class discussion groups to

develop strategies, skills and knowledge necessary to (read fluently and) comprehend

text.

• Demonstrate literal and inferential comprehension by asking and answering

questions about narrative and informative text.

• use prior learning and preview text to prepare for reading

• identify or infer topics

• use story illustrations to enhance comprehension

• respond to text and use details from stories to support predictions and

inferences.

• retell stories using main characters, setting, sequence of beginning, middle and

end.

• make personal connections by relating text to prior knowledge and experiences

• notice when reading breaks down, reread and use phonetic and other strategies

to self-correct (use comprehension strategies of self-question, self-monitor, and

cross check)

• make predictions of outcomes and verify from texts

• write or draw a response that shows comprehension of a story that has been

read

Students will read and listen to stories for personal enjoyment

Students will read 5-10 unfamiliar grade appropriate texts a week with accuracy and

emerging fluency.

Students will respond to text through discussion and written responses

Teaching

Strategies

Direct instruction of strategies, skills and knowledge students need to use when reading

fiction and non-fiction materials.

Provide opportunities for students to apply strategies through oral discussions and written

responses

Read aloud books that are used to reinforce strategies ad skills taught.

Materials Used -Scott Foresman books, charts, worksheets and other materials.

-A classroom library of books of variety of genres and degrees of difficulty.

-Time for Kids magazine

Assessments Individual Reading Conferences/Running Reading Conferences

Teacher observation (Class discussion)

“Drive by conferences”

Write or draw a response that shows comprehension of a story that has been read

Technology Listen to recorded selections at listening center to hear fluency modeled

CD selections from Scott Foresman

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I.D. Literature All students will understand and learn from a variety of text.

Outcomes All students will read to gain meaning from text. Students will investigate important

issues in depth and will demonstrate their understanding of issues and problems in the

world.

Learner

Activities

Students will read from and listen to texts representing a variety of genres (such as

poetry, folk tales, drama, fantasy, realistic fiction, informational and biographical texts)

from America, as well as from other countries.

Students practice the following activities when reading as a group and individually:

• asking questions about a topic

• compare and contrast books read and discussed

• discuss important details in grade appropriate books

• identify sequence

• write labels, notes and captions

• categorize key concepts and related ideas

Student uses strategies to locate information

• using table of contents and chapter titles to locate information

• use a picture dictionary for spelling

• interpret bar graphs, lists, and maps

Teaching

Strategies

Through teacher-led discussions strategies that enable students to understand and learn

from text will be modeled.

Direct teaching and follow up activities when reading literature selections with children

Flexible grouping


Paper and pencil activities

Cooperative groups

Materials Used Picture dictionaries

Scott Foresman literature and supporting materials

Time For Kids

Everyday Math

Assessments Running Reading Records

Individual Reading Conferences

Teacher observation of work

Paper and pencil assignments

Drawing

Technology Using non-fiction media (videos) to gain information

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I.D. Literature

All students will demonstrate an appreciation of literature.

Students will read for information and enjoyment.

Standard

Outcomes

The student will actively engage in the reading process and read, understand, respond to

and appreciate a wide variety of fiction, poetic, and non-fiction texts.

Students will read a wide range of literary genres and will demonstrate their appreciation

for literature through responses that indicate their ability to connect with text.

Learner

Activities

Benchmarks

Students will learn about and practice the following skills when reading a wide range of

literary genres and respond through discussion, drama, retelling, art and writing

• Identify and describe main characters, setting, and sequences of story events

• Respond to text and use details from stories to support interpretation and make

personal connections

• Retell familiar stories using a beginning, middle and end.

• Knows the basic plot of simple stories

• Reads and listens to selections for personal enjoyment

• Understand the role of illustrations in conveying meaning in picture books.

• Makes predictions

• Distinguishes between real and imaginary, fact and fiction

• Compares and contrasts characters, plots, and different cultures in literature

• Recognizes rhyme, rhythm, repetition, narration, and dialogue

• Reads picture books, stories, poetry, expository articles, and fantasy

• Selects both classic and contemporary literature to read or to be read to

• Begins to recognize author’s craft and language

Teaching

Strategies

Direct instruction of skills through purposeful demonstration using a range of genres

Assignments that invite students to demonstrate skills through discussion, drama,

retelling, art, and writing.

Weave these skills through the daily routine – morning message, read-aloud books,

science, math, writing

Assign students to keep track of books read to validate a variety of genres read.

Materials Used

Big Books

Student texts

Classroom library collection

Paper and pencil activities

Poetry charts

Songs

Book charts listing genres of shared books

Assessments Teacher observation of student responses (art, drama, discussions)

Scott Foresman paper and pencil assessments

Individual Reading Conferences

Reading Journal

Technology Storybook Weaver computer program

Listening Station

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Application All students will apply what they have learned from texts

Outcomes Students will apply what they learned from texts to their lives and will be able to

communicate those ideas to others in a variety of ways

Learner

Activities

Students will use skills and information learned to

• Write 5-8 sentences with some editing

• Add graphic aids to text such as maps, graphs, and charts

• Prepare a picture brochure

• Conduct research from one or two sources

• Present information through a video, class book, display, poster, or multimedia

presentation with adult guidance

• Participate in group projects

• Learn to take simple notes

Teaching

Strategies

Model inquiry as a way for students to participate in group projects by deciding on group

research topic, suggesting resources for investigation, learn to take simple notes.

Instruction on how to work collaboratively with others

Materials Used Scott Foresman instruction materials

Social Studies project based curriculum

Trade books

Videos

Note-taking tablet

Paper supplies for posters, brochures, books

Assessments Student independent writing

Student presentations

Student self-assessment of cooperative learning experiences

Presentation checklist

Technology Use of computer to make presentation items such as brochures

Using the computer as a resource to gain information

Kid Pix or Storybook Weaver for presentation

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Reading- Grade Two

I. Word Recognition, Analysis, and Fluency

I.A. Decoding and Word Recognition

Standard: The student will understand and apply knowledge of the sounds of the English

language (phonemic awareness), the sound-symbol relationship (phonics) and word

recognition strategies to read grade-level materials with accuracy and fluency.

Outcomes Students will develop the skills and use a variety of decoding strategies to fluently

read a variety of texts.

Benchmarks:

Learner

Activities

1. Use word structure and phonics knowledge (including consonants, blends,

digraphs, and vowel combinations to decode words.

2. Identify individual word parts to decode and determine the meaning of compound

and multi-syllabic words

3. Fluently read 200 high-frequency words

4. Read aloud grade-appropriate text with accuracy, fluency and expression

5. Notice when reading breaks down, reread and use phonetic and other strategies to

self-correct.

*Preview and predict before reading a selection

*Read a variety of genre

*Learn a variety of decoding strategies

*Recognize and learn 200 high frequency words

*Use phonetic analysis for decoding

initial, final, and medial phonemes

blend syllables

base words

prefixes and suffixes

homophones and homonyms

*Reread selections for fluency

*Participate in classroom DEAR time

*Read Phonic Readers at home

Teaching

Strategies

*Conduct DEAR conferences to check on fluency and skill development

*Model decoding strategies

*Activate prior knowledge before reading a selection

*Use flexible grouping for re-teaching

Materials Used *Individual Reading Inventory for DEAR

*Running Reading Records from Scott-Foresman series

*Big Books and other literature books from a variety of genres

*Scott Foresman reading program

*Phonics and vocabulary charts

*Student response log (sample in appendix)

*Time for Kids magazine

Assessments *Observations (work and participation)

*Running Reading Records scores

*Leveled Practice and Test Links from the Scott Foresman program

*Work Sampling System

*DEAR conference notes

*Assessments provided by Scott Foresman

*Homework

*Response logs

Technology CD selections from Scott Foresman

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I.B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking

vocabularies.

Outcomes Students will develop the skills and use a variety of decoding strategies to fluently read

a variety of texts.

Benchmarks:

Learner

Activities

1. Learn and use new words through explicit instruction and independent reading

2. Use a growing range of descriptive words when speaking of people, places, things,

actions, and events.

3. Use context and word structure to help determine a word’s meaning.

4. Identify prefixes and suffixes

5. Generate and use antonyms, synonyms, and multiple-meaning words to express

meaning

6. Use a grade-appropriate dictionary or glossary to locate word meanings.

*Read a variety of genre

*Learn a variety of decoding and word meaning strategies

*Recognize and learn 200 high frequency words

*Use phonetic analysis for decoding

*Reread selections for fluency/comprehension

*Participate in classroom DEAR time

*Read outside school day

Teaching

Strategies

*Conduct DEAR conferences to check on fluency and skill development

*Model decoding strategies

*Activate prior knowledge before reading a selection



*Running Reading Records from Scott-Foresman series



*Phonics and vocabulary charts

*Student response log (sample in appendix)


Assessments *Observations (work and participation)

*Running Reading Records scores

*Leveled Practice and Test Links from the Scott Foresman program




*Homework

*Response logs

Technology Word Munchers computer program

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I.C. Comprehension/Strategies for Fluency and Understanding Standard: The student will actively engage in the reading process and use a variety of

comprehension strategies to understand the meaning of texts that have been read.

Outcomes Students will develop the strategies and skills to read, comprehend, and respond to

fiction and nonfiction grade-appropriate texts

Benchmarks:

Learner

Activities

1. Read aloud grade-appropriate texts (that have not been previewed) with accuracy

and comprehension

2. Recall and use prior learning and preview text to prepare for reading

3. Monitor comprehension, reread and use strategies to self-correct when necessary

4. Restate the sequence of events or ideas in a text, and summarize

5. Identify the topic, facts and supporting details in non-fiction texts

6. Learn and use a variety of comprehension strategies

predicting

verifying

context clues

visualizing

summarizing

Demonstrate comprehension by answering literal, inferential, and critical thinking

questions during guided reading

Follow two-step directions

*Respond to literature in response log

retelling

summarizing

extending ideas

making connections

*Read silently for an extended period of time

*Adjust the reading rate according to the purpose for reading

Teaching

Strategies

*Conduct DEAR conferences to check on retelling and comprehension

*Model comprehension strategies

*Guide the reading of the selection to set the purpose and check comprehension

*Assist students with a selection of an appropriate book for independent reading

*Flexible grouping for re-teaching


*Running Reading Records


*Student response log


Assessments *Observations

*Running Reading Records retelling and comprehension questions data

*Leveled Practice and Test Links



Technology Listen to recorded selections at listening center to hear fluency modeled

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Comprehension

Enhancing Understanding and Learning from Text

Standard: The student will actively engage in the reading process and use a variety of

comprehension strategies to understand the meaning of texts that have been read.

Outcomes 1. Students will read a variety of texts or genres in order to define the problems and

solutions.

2. Students will recognize that there are many different sources for locating

information.

Benchmarks:

Learner

Activities

*Generate questions to understand the text and locate more information

*Locate information by using pictures, table of contents, index, glossary, and headings

in fiction and nonfiction selections

*Read several books on one topic and compare and contrast how the topic was

presented

*Interpret graphs, charts, table, maps, diagrams, and time lines

*Organize and interpret information using graphic organizers

Teaching

Strategies

*Model generating questions to understand text

*Locating information in a variety of ways, using graphic organizers, and interpreting

graphs, charts, tables, maps. diagrams, and time lines

*Provide a variety of texts for the students to practice these skills

*Practice skills in a large group and small groups settings

*Reinforce the skills in all curriculum areas

Materials Used *Time for Kids magazine


*Everyday Mathematics

*A variety of graphic organizers

*Map skill activities in a social studies unit

*Books used for research projects

Assessments *Observations during flexible groupings


*Evaluation of research project

*Assessments in the Everyday Mathematics program

Technology *Use of internet to locate information

*MAC The Real Picture World Atlas (map skills)

Literature and Appreciation

Standard: The student will actively engage in the reading process and read, understand, respond

to and appreciate a wide variety of fiction, poetic and non-fiction texts.

Outcomes Students will read a variety of genres and will be able to relate own experiences to the

literary experience.

Benchmarks:

Learner

Activities

1. Read from and listen to texts representing a variety of genres( such as poetry, fold

tales, drama, fantasy, realistic fiction, informational and biography) from America, as

well as from other countries.

2. Identify and describe main characters, settings and plot.

Use details from the story to support interpretation

3. Compare and contrast words by different authors in the same genre or regarding

the same theme.

4. Compare and contrast two works by the same author.

5. Critically read and evaluate texts to determine the author’s purpose.

6. Students will read for information and enjoyment and will appreciate a variety of

literature

7. Use response log to compare and contrast their own lives to various aspects of the

selections that were read

8. Recognize the importance of the word choices made by the author

9. Describe how various cultures are represented in literature

10. Read a wide range of genres during DEAR time

11. Examine characters from different points of view

12. Participate in informal book talks

17 Teaching

Strategies

*Model relating literature to one’s own life and writing a response

*Introduce various genres to the students so that they become familiar

with the characteristics of each genre

*Create a format for recording books read during DEAR to indicate

the genre of the book

*Read books from different cultures with the same topic or theme and

compare and contrast them in a large group setting.

*Provide other opportunities for students to compare and contrast books

from different cultures in a small group setting

*Select read-alouds to include a variety of genres and cultural experiences

*Note the word choices made by authors while reading carefully selected books

*Model book talks and provide opportunities for students to share books

*Make books from a variety of genres available to the students in the classroom

Materials Used Selections from the Scott Foresman reading series

Literature book selections used for Social Studies and Literature classes

A variety of literature for independent reading

Assessments *Observations of the responses made during discussions

*Responses to literature in response log

*Selections entered on DEAR recording sheet


*Evaluation of book talks

Technology *MAC- The Real Picture World Atlas (information about and language of other

cultures)

*Power Pac-The Rosetta Stone (languages of various cultures)

Application and Action Outcomes Students will apply what they have learned from texts to their lives and the lives of

others.

Benchmarks

and

Learner

Activities

*Explore ideas for projects

*Choose an idea to research and formulate questions about that idea

*Select several resources for research purposes

*Brainstorm ways of presenting information in purposeful and creative manner

*Work cooperatively on a group project giving suggestions as well as accepting them

*Evaluate the results of the project

Teaching

Strategies

*Model the exploration and the brainstorming aspects of the project

*Set guidelines for working in a group cooperatively

*Provide materials for the students

*Intervene and provide support when a group needs assistance

*Provide a checklist to guide the students through the research process

Materials Used *Resource books from the media center

*Checklists

*Internet

*Kid Pix or other writing program

Assessments *Evaluation of the completed project

*Observation of work habits-independently and cooperatively with group

*Student’s self evaluation

Technology *Microsoft Word

*Internet

*Kid Pix

*Storybook Weaver

18

Reading Grade 3

I.A. Word Recognition, Analysis, and Fluency

Decoding and Word Recognition Standard: The student will apply word recognition strategies to decode unfamiliar multi-syllabic

words and will read grade-appropriate text with accuracy and fluency.

Outcomes Students will be able develop the knowledge and skills necessary to read fluently

Students will be able to decode and recognize printed words.

Benchmarks:

Learner

Activities

1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and

structural analysis

2. Read aloud narrative and expository text with fluency, accuracy, and appropriate

pacing, intonation and expression.

3. Notice when reading breads down, reread and use phonetic and other strategies to

self correct.

4. Decode words automatically in context, using a range of decoding strategies

*Recognize and spell at least 300 high frequency words

*Understand the meanings of and can spell most common homophones and

homographs

*Apply most spelling patterns and rules, including structural analysis

*Read literature in a variety of genres to find words with short/long vowel sounds,

spelling patterns, etc…

Play phonics games and activities

*Phonics readers

*Paper and pencil activities

*Weekly spelling words

*Daily word work

*Student homework

Teaching

Strategies

*Direct instruction of skills using literature in a variety of genres

*Phonics songs and charts

*Direct instruction of skills through spelling instruction


Materials Used *Scott Foresman reading program




Assessments *Daily homework assignments

*Running Reading Records and R.R. R. Rubrics

*Individual Reading Inventory

*On going assessment and observations

* Practice and Test Links (Scott Foresman)


*Weekly spelling test

Technology *Literature Selection CD (Scott Foresman)

I.B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking

vocabularies.

Outcomes Students will be able develop a broad vocabulary necessary for fluently and

comprehension.

Benchmarks:

1. Acquire, understand and use new vocabulary through explicit

instruction and independent reading.

2. Identify and correctly use antonyms, synonyms, homonyms and

multiple-meaning words.

*Recognize and spell at least 300 high frequency words

*Understand the meanings of and can spell most common homophones and

homographs

*Apply most spelling patterns and rules, including structural analysis

*Read literature in a variety of genres to find words with short/long vowel sounds,

19

Learner

Activities

spelling patterns, etc…

Play phonics games and activities

*Phonics readers


*Weekly spelling words

*Daily word work

*Student homework

Teaching

Strategies

*Direct instruction of skills using literature in a variety of genres

*Phonics songs and charts

*Direct instruction of skills through spelling instruction

*Flexible grouping for reteaching





Assessments *Daily homework assignments

*Running Reading Records and R.R. R. Rubrics

*Individual Reading Inventory

*On going assessment and observations

* Practice and Test Links (Scott Foresman)


*Weekly spelling test

Technology *Literature Selection CD (Scott Foresman)

Comprehension

Strategies for Fluency and Understanding Standard: The student will understand the meaning of texts using a variety of comprehension

strategies and will demonstrate literal, interpretive, and evaluative comprehension.

Outcomes Students will be able to use strategies, skills, and knowledge necessary to read fluently,

comprehend, and respond to a range of general and technical material.

Benchmarks:

Learner

Activities

1. Read aloud grade appropriate text (that has not been previewed) with accuracy and

comprehension.

2. Recall and use prior learning and preview text, using title, headings and

illustrations, to prepare for reading.

3. Generate and answer literal, inferential, interpretive and evaluative questions to

demonstrate understanding about what is read.

4. Retell, restate or summarize information orally, in writing, and through graphic

organizers.

5. Infer and identify main idea and determine relevant details in non-fiction text.

6. Monitor comprehension and use strategies to self-correct when needed.

7. Follow three-step written directions.

8. Read literature in a variety of genres to:

• Practice using multiple comprehension strategies (predicting, inferring,

monitoring, self-correcting, verifying, cross-checking, visualizing,

summarizing)

• Work on understanding the various purposes of reading (inform, entertain,

express, persuade)

• Activate prior knowledge and made connections to reading (before, during,

after)

• Adjust rate for the specific purpose of reading

• Respond to fiction and nonfiction critically and creatively, providing opinions,

evidence and alternative viewpoints

9. Participate in classroom D.E.A.R. time

10. Student/teacher D.E.A.R. conferences

11. Read/work in small groups or with partners

12. Use a response log while reading

Teaching *Modeling and direct instruction of strategies

20 Strategies *Student/teacher D.E.A.R. conferences

*Flexible grouping

*Guided reading groups

*Time For Kids magazine


*Student response logs

*Big Books and other literature

Assessments *Individual Reading Inventory

*Running Reading Records and Running Reading Record Rubrics

*D.E.A.R. conferences


*Ongoing observations

*Assessments provided by Scott Foresman reading program

Technology *Literature Selection CD (Scott Foresman

Literature

Enhancing Understanding and Learning from Text

Standard: The students will actively engage in the reading process and read, understand, respond

to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and

nonfiction texts.

Outcomes Students will read to investigate important issues in depth.

They will read a variety of literature and demonstrate their

understanding of issues and problems about the world

they live in.

Benchmarks:

Learner

Activities

1. Read from and listen to American literature, as well as literature from other

countries

2. Compare and contrast similar words by different authors in the same genre or the

same theme.

3. Compare and contrast two works by the same author

3. Refine questions to monitor their own thinking and consider appropriate strategies

for reading, learning, and problem solving.

4. Use a dictionary (alphabetizing to third letter, using guide words, and using

pronunciation key)

5. Use K-W-L, PQ2R, and graphic organizers (webs, charts, story maps) independently

before, during, and after reading

6. Verify information for accuracy by checking two additional sources.

Examine at least three resources related to an issue or problem, compare and contrast

information and perspectives, and justify generalizations formed

7. Locate and use many references: print (encyclopedia, almanac, atlas, dictionary,

thesaurus, textbook, telephone directory, newspapers, other reference materials); media

(internet, computer software, video, TV news and programming); and human

(speakers) to solve a problem or issue

8. Discuss and justify generalizations formed from multiple books on a topic

9. Interpret graphs, charts, tables, maps, diagrams, and time lines

Engage in discussions, support ideas with references, and listen to others’ perspectives

and ideas

Engage in literature groups and studies

Use a response log while reading

Teaching

Strategies

*Model appropriate use of a variety of reference materials

*Model appropriate behaviors for classroom discussions and listening skills

*Model use of K-W-L, PQ2R, and other graphic organizers before, during, and after

reading.


Materials Used *Dictionary, encyclopedia, almanac, atlas, thesaurus, textbook, telephone

directory, newspapers, etc…

*Guest speakers

*Various graphic organizers (webs, charts, story maps, K-W-L and PQ2R charts


21 *Literature in a variety of genres

*Student Response Logs


*Leveled Practice and Test Links


*Student homework

*Student classroom participation

*Response logs, journals, and other classroom work

Technology Internet, videos, computer software, TV news and programming

Literature and Appreciation Standard: The students will actively engage in the reading process and read, understand, respond

to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and

nonfiction texts.

Outcomes Students will be able to read literature in a variety of genres for different

purposes and will demonstrate their appreciation of literature through

responses that indicate their ability to connect text to their world

yesterday, today, and tomorrow.

Benchmarks:

Learner

Activities

*Students will read literature in a variety of genres to accomplish the following

activities;

1. Compare and describe similarities of plot, characters, setting, and theme in literature

2. Describe how various cultures are represented in literature

3. Analyze word choices used by the author, recognize figurative language (identify

and determine meanings of simile sand metaphors, idioms, slang, jargon) and

connotations and denotations

4. Respond to literature using ideas and details from the text to support reactions and

made literary connections.

5. Read from and respond to a variety of fiction, poetic and nonfiction texts of

increasing complexity for personal enjoyment.

6. Critically read and examine text to determine author’s purpose.

Explore how authors’ voices can evoke different responses and feelings

7. Recognize characteristics of historical fiction, fables, folk tales, myths, tall tales,

biographies, autobiographies, and limericks)

8. Read both classic and contemporary literature

9. Participate in informal book talks

10. Use vivid language to create visual images

11. Recognize elements of literature (dialogue, narration, personification, point of

view, symbolism)

12. Identify and describe poetic elements (alliteration, rhyme, rhythm, onomatopoeia)

13. Participate in Literature Groups/Studies

Teaching

Strategies

*Model skills and strategies to be taught through direct instruction


*Literature groups/studies

Materials Used *Literature in a variety of genres



Assessments *Classroom discussions

*On going assessments and observations


*Homework assignments

*Individual Reading Inventory (I.R.I.)

*Daily classroom activities

Technology: *Literature selections CD (Scott Foresman)

Application and Action Outcomes Students will be able to apply what they learn from texts to their lives

and to the lives of others.

Benchmarks: 1. Investigate problems or issues; prepare and implement an action

22

Learner

Activities

plan for an event, performance, or project

2. Check accuracy of sources by cross-checking, include interesting

details, demonstrate logical thinking, evaluate and discuss ways to

improve in the future

3. Work collaboratively in groups with little teacher direction,

communicate effectively with others

4. Plan creative ways to present information learned; attend to

composition, design, and neatness; formulate ideas to fit the

purpose; write results using appropriate structures of a chosen

genre

5. Students should be able to:

• Organize themselves for the tasks they need to

accomplish with little guidance. They are able to

• Evaluate their plan of action, predict cause and effect

• Adjust the plan to meet their audience and purpose, whether they are writing a

magazine article, creating a multimedia presentation, or drawing posters for a

play. (Humor begins appearing in students’ presentations).

• Provide details and take great pride in their final presentation.

Teaching

Strategies

*Model the exploration and the brainstorming aspects of the project

*Set guidelines for working in a group cooperatively

*Provide materials for the students

*Intervene and provide support when a group needs assistance

*Provide a checklist to guide the students through the research process

Materials Used *Resource books from the media center

*Checklists

*Internet

*Kid Pix or other writing program

Assessments *Evaluation of the completed project

*Observation of work habits; independently and cooperatively with group

*Student’s self-evaluation

Technology *Internet

*Kid Pix

*Storybook Weaver

*Microsoft Word

Key to Writing Learner Activities (Below)

Normal font – first through third grade

Bold font - second grade

Bold and underlined - 3rd

grade

Writing- The student will write clearly and coherently to communicate effectively for a variety of

audiences and purposes

Standard

Outcomes

The student will compose various pieces of writing

The student will write in a variety of modes to express meaning and to use informal

writing to record information or observations

Learner

Activities

1. The student will write to express meaning in a variety of modes including:

Narrative

Informative

Poetic

Functional

Descriptive

Friendly Letter

Autobiography

Journals

23 2. The student will use informal writing to record information or observations (note-

taking, listing and mapping)

The student will learn grammar and usage skills such as recognizing types of sentences, identifying nouns and verbs.

Teaching

Strategies

The teacher will model different types of writing across the curriculum

Including

• Journals

• Stories

• Reports

• Poetry

• Letters

Materials Used Writing will be addressed actors content areas and integrated into the curriculum.

Literature

Social Studies

Science

Writing for Eagle’s Nest

Assessments Writing samples/writing rubric

Self-assessment

Technology Use computers for work processing

Use overhead to share written work

Writing – Grades One, Two, Three II.B. Elements of Composition

The student will demonstrate emerging knowledge of the writing process with attention to organization,

topic and quality of ideas.

Standard

Outcomes

The student will engage in (demonstrate increased emerging knowledge of) a writing

process with attention to organization, topic and quality of ideas.

The student will write simple sentences using the 6-Traits process and strategies to plan,

compose, revise and edit own work (final copy).

Benchmarks

Learner

Activities

1. Write simple sentences using a process and strategies to plan, compost, revise and

edit.

2. Use verbalization, discussions, brainstorming, interviews or dictating to prepare for

writing).

3. Write a paragraph that includes:

• An indented or block style of paragraph

• A topic sentence

• 3-5 supporting sentences

• a concluding sentence 4. Use composing processes, including

• Prewriting – planning strategies such as brainstorming, journaling, sketching,

listing, outlining and determining audience, purpose and focus

• Writing/Drafting – organizing, supporting and putting ideas into sentences

and paragraphs

• Revising – improving the quality of content, organization, sentence structure

and word choice

• Editing/Final Copy – correcting errors in spelling and grammar

• Sharing/Publishing –producing a document and sharing the writing with

audiences.

4. The student will utilize the 6 Traits of Writing

24

• Ideas

• Organization

• Voice

• Word Choice

• Sentence Fluency

• Conventions

Teaching

Strategies

Explicit instruction and modeling of 6-traits writing process.

Facilitate student-writing time and provide for flexible instruction groups.

Use literature books as a springboard for writing

Materials Used Scott-Foresman program

6-Traits program

Literature books

Interdisciplinary studies (Social Studies, Science, Health topics)

Assessments Writing samples

Work sampling

Technology Use computers for work processing

Use overhead to share written work

II.C. Spelling, Grammar, and Usage

Standard

Outcomes

The student will demonstrate emerging knowledge of punctuation, spelling and

capitalization. The student will apply standard English Conventions when writing

The student will use basic punctuation and capitalization in own writing. The student

will learn to spell 3-4 letter words and grade appropriate words in final draft.

Benchmarks

Learner

Activities

The student will:

1. Use a period after sentences, numerals and initials

2. Capitalize the first letter of proper names, the pronoun I, and the first words of

sentences

3. Apply punctuation conventions correctly in writing including:

• Periods, question marks and exclamation mark

• Abbreviations

• Commas in a series

4. Compose simple/complete sentences

5. Use correct spelling for grade-appropriate high-frequency sight words, regular

plurals, and simple compound words. 6. Spell 3-4 letter words correctly/ Apply phonics knowledge and spelling rules to

produce correctly spelled words. Spell correctly one-syllable and two-syllable

words that have blends, contraction and compounds

7. Spell common homophones correctly. 8. Spell grade-appropriate words correctly in the final draft. Recognize and

correct spelling errors when writing

9. Identify and correctly use nouns, verbs, pronouns and adjectives

10. Identify and use descriptive words such as adjectives and adverbs

11. Write sentences with correct subject-verb agreement

Teaching

Strategies

Explicit instruction of writing conventions through literature and modeled writing.

6-traits

Writing across the curriculum

Teach editing skills

Materials Used Scott-Foresman program

6-Traits program

Literature books

Interdisciplinary studies (Social Studies, Science, Health topics)

25 Assessments Writing samples

Technology Computer use for word processing/spell check

II.D. Research Standard

The student will locate and use information in reference materials.

Benchmarks

Learner

Outcomes

1. Use grade level appropriate reference materials to obtain information (dictionaries,

glossaries, encyclopedias, and the Internet.

2. Alphabetize words by first/second letter and arrange words in alphabetical order

Students will learn to use reference materials to obtain information

• Table of contents

• Index

• Graphs and charts

Teaching

Strategies

Explicit instruction, modeling, and providing practice time for students to apply skills

Materials Used Interdisciplinary studies (Social Studies, Science, Health topics)

Reference materials such as dictionaries, encyclopedias, and computer programs

(internet)

Assessments Teacher observation of authentic research project

Technology Using the internet to locate information

II.E. Handwriting and Word Processing Standard

Outcome

The student will develop/improve legible handwriting

The student will use legible handwriting in all areas.

Benchmarks

Learner

Activities

The student will write uppercase and lowercase letters of the alphabet and numbers using

correct formation.

The student will space words (using correct spacing between letters in a word and

words in a sentence) and sentences appropriately

Begin to make the transition to cursive

Begin acquiring keyboarding skills

Students will practice D’Nelion handwriting, uppercase and lowercase using proper grip

and posture.

Teaching

Strategies

Explicit instruction and continual modeling of correct handwriting and spacing with

ample opportunities for reinforcement throughout student practice

Materials Used Manuscript paper designed for beginning writers

Assessments Writing samples

Self assessment by students

Technology Overhead transparencies

Using the space bar when composing on computer

26

Speaking, Listening and Viewing - Grades One, Two, Three

III.A. Speaking Standard

Outcomes

The student will communicate effectively (demonstrate understanding) through listening

and speaking.

The student will speak clearly and effectively for a variety of purposes and audiences.

Benchmarks

Learner

Activities

The student will communicate effectively through speaking in formal and informal

situations and will:

1. Participate in and follow agreed-upon rules for conversation and formal

discussions in large and small groups

2. Communicate (explain and clarify) needs, feelings and ideas to peers and adults

in complete sentences.

3. Recite and respond to stories, poems, rhymes and songs with expression.

Perform expressive oral readings of prose, poetry or drama. Give oral

presentations for different purposes.

4. Report on a topic by sharing facts, opinions, ideas, prior knowledge or

personal experiences in a logical sequence. Organize and express ideas

sequentially or according to major points. 5. Use voice level, phrasing, pace and intonation appropriate for language

situation

6. Ask and respond to questions,

Teaching

Strategies

Continual modeling and reinforcement

Set expectations for Sharing Time

Opportunities for Role playing

Storytelling

Materials Used Opportunities for presentations:

• Spotlight during Homeroom

• Presentations for Social Studies and Science

Assessments Self assessment

Peer assessment of presentations

Technology Listening Centers

III.A Listening Standard

Outcomes

The student will communicate effectively (demonstrate understanding) through

listening and speaking.

The student will actively listen to oral communication and media.

The student will communicate effectively through listening by responding appropriately.

The learner listens for enjoyment (to a variety of literature and music) and information

in personal and group situation

Learner

Activities

The student will demonstrate active listening skills for enjoyment and information and

will

1. Follow two- and three-step oral directions

2. Attend to and understand the meaning of messages

3. Respond to questions

4. Respond to stories, poems, rhymes and songs with expression Teaching Strategies Opportunities for listening to literature, speakers, and music

Materials Used Read Aloud literature

27 Books on Tape

Videos

Following Directions activities and games

Assessments The learner will demonstrate active listening behaviors as observed by the teacher

Paper and Pencil activities

Technology Listening to stories and music.

Viewing/Media Literacy – Grades One, Two, Three Standards

Outcomes

The student will become familiar with the structure of printed material. The student will

critically analyze information found in electronic and print media, and will use a

variety of these sources to learn about a topic and represent ideas.

The student will actively view and evaluate media

Benchmarks

Learner

Activities

The student will become familiar with printed materials and will:

1. Follow print from left to right and top to bottom.

2. Turn pages sequentially from front to back

3. Identify the cover, title page and glossary of a book

4. Recognize common signs and logos.

5. Understand that different types of books such as fiction, nonfiction, and

reference materials have different purposes.

6. Read print and view pictures and video images and identify differences in how

information is presented in print and non-print materials.

The student will gain information from viewing media and will:

1. Participate in group discussions

2. Take notes

3. Apply information to own presentations

4. Use print, pictures, audio and video to express ideas and knowledge gleaned

from the sources.

Teaching

Strategies

Explicit instruction of viewing expectations

Materials Used Videos, literature, computer programs

Assessments Written responses such as note-taking or picture

Class discussion

Technology Videos

Computer use

28

Reading – Grades 4 and 5 I.A. Word Recognition, Analysis, and Fluency

Decoding and Word Recognition

Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read

with fluency and expression.

Outcomes The student will develop the knowledge and skills to fluently decode and recognize printed

words.

Benchmarks:

Learner Activities

1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural

analysis in grade-appropriate text.

2. Read aloud narrative and expository text with fluency, accuracy and appropriate pacing,

intonation and expression.

3. Maintain automatic and effective decoding and spelling strategies through daily reading and

writing and applying these to increasingly difficult texts and social situations.

Teaching

Strategies • Explicit instruction and modeling

• Writer’s Workshop/Writing Conferences

• Individual Reading Conferences

• Literature Circles & Discussion using flexible literature groups and activities such as

“Say Something” and “Think, Pair, Share”

• Literature Discussion Preparation assignments for students

• Guided Reading

• Peer modeling

• Use of exemplars

• Flexible reading groups

Materials Used • Six Traits

• Literature books (see attached lists)

• Time for Kids Magazine

• Scott Foresman reading program

• CARS

• Exemplars

• Everyday Math

• Running Reading records

Assessments • Observations

• Participation in Literature Discussions


• Individual Writing Conferences

• Six Traits Rubrics

• ITBS

• CARS

• MCA’s

Technology • Word processing/Spell check program

• Kid Pix

I.A. Word Recognition, Analysis, and Fluency

Vocabulary Expansion

Standard: The student will use a variety of strategies to expand reading, listening and speaking

vocabularies.

Outcomes The student will develop the knowledge and skills to fluently decode and recognize printed

words.

Benchmarks:

Learner Activities

1. Acquire, understand and use new vocabulary through explicit instruction as well as

independent reading.

2. Identify and understand (use knowledge of) root words, derivations, antonyms, synonyms,

idioms, homonyms and multiple-meaning words to determine word meanings and to comprehend

text.

3. Use (analyze) context and word structure to determine word meanings.

4. Use word reference materials such as dictionaries and glossaries and thesaurus with ease to

find the meaning of new words.

5. Use knowledge of prefixes and suffixes to determine the meaning of unknown words.

6. Recognize the most common prefixes and suffixes/choose the appropriate prefix or suffix to

modify a word to create the desired meaning.

29 7. Apply/maintain automatic decoding and spelling strategies to increasingly complex texts

through daily reading and writing/maintain automatic and effective decoding and spelling

strategies, applying these to increasingly difficult texts and social situations.

Teaching

Strategies • Writer’s Workshop/Writing Conferences

• Demonstration speech rubric for fourth graders

• Million Dollar Project for fifth graders

• Identify unknown vocabulary in text with post-it notes or highlighters & make

meaningful substitutions

• Guided Reading

• Expand understanding of and interest in word derivation through vocabulary study and

Word of the Week

• Spelling Instruction

• Games such as Sparkle, Madlibs, and Balderdash.

• Vocabulary webs


• Flexible reading groups

Materials Used • Six Traits

• Literature books (see attached lists)



• Everyday Math

• 1,000 Most Frequently Used Spelling Words

Assessments • Observations

• Writing conference/Edited work

• Participation in Literature Discussions

• Comprehension Quiz/reading log

• Written Summaries


• Individual Writing Conferences

• Six Traits Rubrics

• CARS

• MCA’s

• ITBS

• Spelling Tests

Technology • Word processing/Spell check program

• Kid Pix

Develop Strategies for Fluency and Understanding

I.C. Comprehension

Standard: The student will understand the meaning of texts, using a variety of strategies, and will

demonstrate literal, interpretive, inferential and evaluative comprehension.

Outcomes The student will develop the strategies, skills and knowledge necessary to fluently read,

comprehend, and respond to a range of general and technical material

Benchmarks:

Learner Activities

1. Read aloud grade-appropriate text (that has not been previewed) with accuracy and

comprehension.

2. Recall and use prior learning and preview text to prepare for reading. 3. Think critically by making inferential, interpretive and evaluative questions about what is read to demonstrate understanding. 4. Summarize and paraphrase key ideas from the text

5. Infer and identify main idea and determine relevant details in non-fiction text.

6. Distinguish fact from opinion, determine cause and effect, and draw conclusions.

7. Demonstrate relationships between ideas or events in the texts using graphic organizers.

8. Monitor comprehension, notice when reading breaks down and use strategies to self-correct.

9. Follow multiple-step written instructions.

10. Compare and contrast information on the same topic from two (multiple) sources.

11. Critically read and evaluate text to identify author’s point of view and purpose.

12. Automatically apply multiple comprehension strategies to fluently read texts (i.e. predicting,

monitoring, verifying, rereading, crosschecking, inferring, context clues, visualizing,

summarizing) to self regulate and reflect on literacy growth.

13. Automatically apply knowledge of text structures to comprehension and experiment with a

range of text structures in own writing (i.e. main idea/supporting detail, cause/effect,

problem/solution, compare/contrast, description).

30 14. Regularly read for pleasure & to gain information from various genres and diverse perspectives 15. Automatically scan when searching for key words, skim text several pages using headings and key words to get to be able to summarize ideas 16. Read flashback and foreshadowing and automatically slot ideas in a sequence with other text ideas. 17. Draw on experiences and contests to interpret figurative language and multiple meanings 18. Form analogies for ideas in text.

Teaching

Strategies • Writer’s Workshop

• Individual Reading Conference

• Flexible Literature Circles

• Discussion Strategies such as “Say Something” and “Think, Pair, Share”

• Literature Discussion Preparation assignments for students

• Identify unknown vocabulary in text with post-it notes or highlighters & make

meaningful substitutions

• Guided Reading

• Teacher /peer modeling


Materials Used Six Traits

Literature books (see attached lists)

Time for Kids Magazine

Scott Foresman reading program

CARS

Running Reading Records

Everyday Math

Assessments Observation

Reading and Writing Conference

Participation in Literature Discussions

Comprehension Quiz/CARS comprehension assessment

Written Summaries

MCA/ITBS

Technology Word processing

Kid Pix

Enhancing Understanding & Learning from Text

I.D. Literature

Standard: The student will actively engage in the reading process and read, understand, respond to,

analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction text.

Outcomes The Student will investigate important issues, read a variety of genres, and demonstrate their

understanding of issues and problems about the world they live in.

Benchmarks:

Learner Activities

1. Develop interview techniques (probing, clarifying, restating and synthesizing ideas)

2. Show or explain something clearly enough for someone else to learn

3. Produce graphics to portray information using a variety of technological and informational

resources to gather, analyze and synthesize research information. 4. Listen to, compare, and value other’s perspectives and ideas; provide specific feedback for

others in a group 5. Develop individual criteria for content, style & organization, and make judgments about own

work

6. Recognize blatant bias embedded in text and learn to critically “read between the lines” to

detect the subtle effects. 7. Identify patterns of sounds such as rhyme and rhythm in poetry

8. Probe into issues & topics, reading widely across texts and develop questions for further

research

Teaching

Strategies • Elder Interview for Community Celebration

• Note Taking from social studies videos

• Research Paper

• Demonstration speech for fourth graders


• Writer’s Workshop instruction

• Guided Reading

• Teacher modeling

31 • Peer modeling


Materials Used • Literature books (see attached lists)



• CARS

• Everyday Math

• Six Traits

• Exemplars

Assessments • Observation

• Research Paper

• Class discussion

• Demonstration Speech Rubric for fourth graders


• Writer’s Conference

Technology • Video taping

• Word Processing

• Table and Graph making programs

• Internet

Literature and Appreciation

I.D. Literature

Standard: The student will actively engage in the reading process and read, understand, respond to,


Outcomes The student will read texts from a wide range of literary genres for multiple purposes and

demonstrate their appreciation of literature through responses that indicate their ability to connect

text to their world yesterday, today, and tomorrow.

Benchmarks:

Learner Activities

1. Read and respond to a variety of high quality, traditional, classical and contemporary

literary works specific to America, as well as significant words from other countries

2. Identify and analyze literary elements and devices in works of fiction including

characterization, plot, setting, tone, theme, foreshadowing, flashback, progressive

time) and the ways they convey meaning.

3. Evaluate nonfiction texts by analyzing structure, concept, development, design and

style. 4. Compare and evaluate similar words by different authors in the same genre or theme.

5. Compare and evaluate two words by the same author.

6. Distinguish among various literacy genres and subgenres.

7. Interpret literature by answering questions that ask for analysis and evaluation. 8. Identify and determine the meanings of similes and metaphors.

9. Identify first person and third person point of view.

10. Critically read and evaluate text to determine author’s purpose and point of view.

11. Respond to literature using ideas and details from the text to support reactions and

make literary connections.

12. Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing

complexity for personal enjoyment.

13. Describe and compare the human experience depicted across pieces of literature

14. Analyze characters, including their traits, changes they undergo, motivations, and

conflicts

15. Analyze plot development, building tension in a story, and resolution

16. Read widely in a range of genres and experiment with features of these genres

(personification, point of view) in their own writing

17. Analyze particular elements in varying communication forms of the same story

Teaching

Strategies • Literature Circles & Discussion

• Literature response

• Individual Reading Conference

• Writer’s Workshop

• Literature Discussion Preparation

32 • Story Webs

• Graphic organizers (story elements, story web, rising and falling action graphs

• Writing Conference

• Flexible literature groups

• Guided reading

• Teacher and peer modeling

• Project assignments

• Book circles


• Scott Foresman reading program materials

• Six Traits

• Individual Reading Conference forms

Assessments • Written responses

• Observation of student participation in literature discussions

• Individual Reading/Writing Conference

Technology • Videos of Literature Selections

• Videos/Audios that depict the social studies theme

Application and Action Standard: The student will actively engage in the reading process and read, understand, respond to,


Outcomes The Student will take what they learn from text and apply it to their lives and the lives of others.

Learner Activities

The student will investigate more complex issues independently using excellent techniques to

gather and process data from a variety of resources, use technology, organize and evaluate critical

information

Work with group members to agree on tasks that need to be done, develop a plan to complete

them, demonstrate leadership by consulting with others, facilitative group decision-making,

and maintaining records of the group. Present information confidently after organizing information appropriately for various forms

of publication, checking for accuracy.

Use word processing, publishing, presentation, graphics, drawing, and painting software

programs to produce reports, posters, and graphics for publishing.

Teaching

Strategies • Writer’s workshop

• Research Paper

• Slide Show

• End of Book Projects

• End of Unit Projects

• Graphic organizers

• Teacher modeling

• Peer modeling



• Scott Foresman reading program materials

• Six Traits

• Nerstrand Media Center collection

Assessments • Observation

• Research Paper

• Writing Rubric


• Performance/Final Product

Technology • Video Taping

• Word Processing

• Table and Graph making programs

• Internet

• Kid Pix

33

Writing – Grades Four and Five

II.A. Types of Writing Standard: The student will compose various pieces of writing.

Outcomes The Student will write clearly and coherently to communicate effectively for a variety of

audiences and purposes.

Benchmarks:

Learner Activities

The student will write in a variety of styles to express meaning:

• descriptive

• narrative

• informative

• friendly letter

• formal letter

• poetic

• persuasive

• thank you note

• report

Teaching

Strategies

•Writer’s Workshop

•Writing conference

•Graphic organizers

•Teacher modeling

•Peer modeling

•Exemplars

Materials Used •Literature books

•Scott Foresman reading program

•Six Traits

•Eagle’s Nest student newspaper

Assessments •Observation

•Rubric

•Writer’s Conference

• Final Product

Technology •Word Processing

•Internet

II.B. Elements of Composition Standard: The student will engage in the writing process with attention to organization, focus, and qualities

of ideas keeping in mind the purpose and the audience.

Outcomes The student will engage in writing, with attention to organization, focus, and quality of ideas.

Benchmarks:

Learner Activities

Write topic sentences

Create multiple paragraph compositions that include:

• correct paragraph indentation style

• an introductory paragraph formulates a thesis or opinion

• supporting evidence, in paragraph form, upholds an overall thesis

• a concluding paragraph as a summary

3. Use composing processes including:

• Prewriting- planning strategies such as brainstorming, journaling,

sketching, listing, outlining and determining audience, purpose and focus

• Drafting – organizing, supporting and putting ideas into sentences and paragraphs

• Revising- improving the quality of content, organiztion, sentence structure and word

choice.

• Editing- correcting errors in spelling and grammar

• Publishing- producing a document and sharing the writing with the audience

4. Create informative reports, including gathering material, formulating ideas based on

gathered material, organizing information, and editing for logical progression.

5. Use verbalization (discussions, interviews, brainstorming) to prepare for writing

6. Consider the intended audience in composing texts.

Teaching

Strategies

•Writer’s Workshop

•Writing conference

•Graphic organizers

•Teacher modeling

•Peer modeling

•Exemplars

34 Materials Used •Literature books

•Scott Foresman reading program

•Six Traits

•Eagle’s Nest student newspaper

Assessments •Observation

•Rubric

•Writer’s Conference

• Final Product

Technology *Word Processing

*Internet

II. C. Spelling, Grammar, and Usage Standard: The student will apply standard English conventions when writing

Outcomes The student will write for an audience by editing piece with a focus on writing conventions.

Benchmarks:

Learner Activities

1. Compose complete sentences when writing

2. Identify and correct spelling frequently used words and common homophones/Edit written

documents for correct spelling 3. Spell roots, suffixes and prefixes, and syllable constructions correctly

4. Apply grammar conventions correctly in writing, including:

• Verb tense

• Adverbs

• Prepositions/prepositional phrases

• Subject and verb agreement

• Possessive pronouns. Plural possessives

5. Apply punctuation conventions correctly in writing, including:

• Apostrophes

• Capitalization of proper nouns

• Abbreviations

• Sentence beginnings

• Commas in a series

• Question marks

Teaching

Strategies • Explicit instruction and modeling

• Writer’s Workshop/Writing Conferences

• Spelling program – individualized spelling lists based on 1,000 most frequently used

words

• Word of the Week (WOW)

• Daily Oral Language

• Editing lessons/individual conferences

• Literature Circles

• Six-Traits format

Materials Used • Student writing pieces

• Scott Foresman

• Six Traits guidelines

• Spelling list of 1,000 most frequently used words in writing

• Literature books

• Daily Oral Language

Assessments • Edited writing pieces/Final product

• Observation

• Six Traits Guideline rubric


• Daily Work

• ITBS or MAPS

• MCA

Technology • Word processing editing use (spell check, grammar check)

35

Research

Standard: The student will locate and use information in reference materials

Outcomes The students will conduct research and complete a final product.

Benchmarks:

Learner

Activities

1. Locate information in various reference materials including print, online

dictionaries, glossaries, encyclopedias, CD reference materials, and the

Internet.

2. Formulate research questions and collect relevant information or perform

observations that address such questions

3. Define plagiarism and avoid its use. 4. Student will complete a research project using criteria established by

classroom teacher

Teaching

Strategies

Model strategies for research

Use exemplars of research projects

Use of checklist for all steps in process

Work through process with whole class

Materials Used Reference materials from Media Center

Interview form

Internet

Exemplars of student work

Teacher developed “Research Guideline”

Assessments Observation/checklist of research process

Individual conferences

Final product

Technology Internet

Video and Audio sources

Work processing

Handwriting and Word Processing Standard: The student will write legibly and use a keyboard (demonstrate effective

keyboarding skills).

Outcomes The student will develop and use legible handwriting and keyboarding skills.

Benchmarks:

Write legibly in cursive

Apply keyboarding skills

Teaching

Strategies

Review cursive writing strokes and technique

Model across curriculum

Teach keyboarding skills

Materials Used Keyboarding lessons

D’Neleon handwriting materials

Assessments Keyboarding assessment

Everyday written work

Technology Computers for keyboarding

36

Speaking, Listening and Viewing for Grades Four and Five

III. A. Speaking and Listening Standard: The student will demonstrate understanding and communicate effectively through

listening and speaking.

Outcomes The student will speak clearly and effectively for a variety of purposed and audiences

and will use listening skills by responding appropriately.

Benchmarks:

Learner

Activities

1. Participate in a follow agreed-upon rules for conversation and formal discussions in

large and small groups.

2. Demonstrate active listening and comprehension.

3. Distinguish between speaker’s opinion and verifiable facts

4. Give oral presentations to different audiences for different purposes.

5. Organize and summarize ideas, using evidence to support opinions or main ideas.

6. Perform expressive oral reading of prose, poetry, or drama

Teaching

Strategies

Read-aloud literature books/Books on tape

Videos

Following directions activities

Modeling

Use of Exemplars (video of previous student presentations)

Discussion groups

Storytelling (by volunteer Mary Jones)

Materials Used Spotlight poster for Homeroom presentation

Guidelines for grade specific presentations:

-Demonstration speech rubric for fourth graders

-Million Dollar Project for fifth graders

Assessments Demonstration speech rubric for fourth graders

Million Dollar Project for fifth graders

The learner will demonstrate active listening behaviors as observed by the teacher.

Technology Listening to audio stories and historical events

Listening to music

III. C. Media Literacy Standard: The student will critically analyze information found in electronic and print media, and

will use a variety of these sources to learn about a topic and represent ideas.

Outcomes The student will become familiar with the structure of printed material and will gain

information from viewing media.

Benchmarks:

Learner

Activities

1. Read print, view pictures and video images and listen to audio files and identify

distinctions in how information is presented in print and non-print materials.

2. Begin to make informed judgments about messages promoted in the media, such as

those in film, television, radio and newspapers.

3. Use print, pictures, audio and video to express ideas and knowledge gleaned from

these sources.

4. Evaluate the accuracy and credibility of information found on Internet sites.

Teaching

Strategies

Explicit instruction of viewing expectations/benchmarks

Materials Used Newspapers

Videos

Commercials

Literature of various genres

CARS assessment

Assessments Written responses such as note-taking

Discussion groups

Observation

Technology Videos

TV

Computer/Internet

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