English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Follow oral directions. | Lead a game of Simon Says. Incorporate vocabulary related classroom and bodies. Ex.: "Put right hand on left elbow." | - Practice with partner giving sets of 2-3 step directions. - Color a picture according to teacher's directions. - Arrange pictures on a flannel board. |
Teacher observation.
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Work with partner to copy a design from oral directions only (keep stimulus secret). | Flannelboard
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| 2
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| Speak audibly, using complete sentences.
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Model use of complete sentences. Introduce chants for
students to repeat.
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- Work with a partner. Perform a chant or nursery
incorporating movement/props as students choose. - Star of the Week oral or written and read to class. - Show and Tell. - Calendar discussion. - Take stuffed animal home and tell what happened. |
Teacher observation.
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Create/perform part in play or puppet show. | Oo-pples & Boo-noo-noos by Yapp & Yapp
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| 3
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| Retell meaningful events in chronological order, using related transition words. | Read story using flannel board. Discuss beginning, middle,
end. Introduce and emphasize transition - First, next, then.
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- Develop a story map that shows events in order. Read aloud,
filling in transition words. - Sequencing events of a story - The Mitten or The Enormous Turnip. - The story map activity from Project Read. |
Teacher observation. Logical sequence.
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- Tell an oral story of a personal experience that has
multiple steps. - Develop their own flannel board story. Share with an appropriate audience.
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- The Mitten by Jan Brett - The Enormous Turnip - Project Read manual - Flannelboard
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| 4
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| Use inflected endings (-s, -ed, -ing ) appropriately. | Introduce concept of base or root words. Model through clear pronunciation. Reinforce in daily work. | - Practice in oral language and revise as teacher prompts. - Goal: student (self - corrects). - Add endings to words in pocket charts stories by Scholastic. |
Teacher observation.
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Difficulty in achieving this outcome may signal difficulty
with auditory skills.
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- Daily Oral Language, gr.1 - Daily Oral Language Plus, gr.1, Great Source Education Group
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| 5
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| Alphabetize by first letter.
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- Introduce a Picture Dictionary. Encourage students to
explore and identify how words and pictures are arranged. - Facilitate discussion about alphabet and contexts in which it is important to arrange topics, etc. alphabetically. |
- Reinforce with spelling, vocabulary, science and social studies terms. |
Teacher assesses arrangement of words by student. | - Read variety of ABC books. - Create their own thematic ABC book(s), poetry, prose, i.e., ABC book/list related to their community or ABC about Africa. - Write Away, p. 166.
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- ABC books i.e., Jerry Pallotta - Write Away - WRSD Literacy Guide, IX-2
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| 1
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| Develop a composition that is understandable and demonstrates ability to identify and form all upper- and lower-case manuscript letters. | Facilitate discussion and write story as dictated by students emphasizing important element(s), e.g., capitals, spelling, etc. | - Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
Teacher conference with individual students.
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Make a slide for class slideshow adding picture and voice to journal sentences. | - Write One, Great Source Education Group - WRSD Literacy Guide - Kid Pix
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| 2
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| Develop a composition that is understandable and demonstrates
ability to use transitional spelling.
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Facilitate discussion and write story as dictated by students emphasizing important element(s), e.g., capitals, spelling, etc. | - Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
Teacher conference with individual students. - WAWA, WRSD Literacy Guide, XII-13.
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Make a slide for class slideshow adding picture and voice to journal sentences. | - WRSD Literacy Guide - Kid Pix
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| 3
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| Develop a composition that is understandable and demonstrates ability to express a beginning, middle, and end. | - Facilitate discussion and write story as dictated by
students emphasizing important element(s), e.g., capitals, spelling, etc. - Refer to template in WRSD Literacy Guide, p. XV C-6. |
- Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
Teacher conference with individual students.
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Make a slide for class slideshow adding picture and voice to journal sentences. | - WRSD Literacy Guide - Kid Pix
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| 4
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| Develop a composition that is understandable and demonstrates
ability to use standard spelling of some high-frequency words.
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- Facilitate discussion and write story as dictated by
students emphasizing important element(s), e.g., capitals, spelling, etc. - WRSD Literacy Guide, p. XV, B-1, XV B-9.
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- Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
- Teacher conference with individual students. - Skills Checklist, WRSD Literacy Guide, XII-15.
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Make a slide for class slideshow adding picture and voice to journal sentences. | - WRSD Literacy Guide - Kid Pix
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| 5
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| Develop a composition that is understandable and demonstrates ability to use capitals for beginning sentences and proper nouns. | Facilitate discussion and write story as dictated by students
emphasizing important element(s), e.g., capitals, spelling, etc.
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- Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
Teacher conference with individual students. | Make a slide for class slideshow adding picture and voice to
journal sentences. Ex: Kid Pix.
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Kid Pix | |
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| 6
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| Develop a composition that is understandable and demonstrates
ability to use end marks.
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Facilitate discussion and write story as dictated by students
emphasizing important element(s), e.g., capitals, spelling, etc.
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- Dictate or write personal journal entries. Make changes per
conference with teacher. - Handwriting lessons. - Sky writing. - Computer screen writing. - Back of hand writing. - Story mapping. - Story editing. |
Teacher conference with individual students.
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Make a slide for class slideshow adding picture and voice to
journal sentences. Ex: Kid Pix.
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Kid Pix
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| 7
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| Produce three to five related sentences that represent
complete thoughts and that tell a story.
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Read aloud Arthur Writes a Story. Discuss writing process with students. Provides a prompt for specific assignment. | - Brainstorm ideas related to prompt. Then develop sentences
from these ideas. Put sentences together in logical order. Share with classmate. - Journal writing. - Story response. - Book reports. - Write story related to theme of story in text. |
- Student reads aloud to teacher. - Teacher assesses per rubric (complete thoughts tell a story).
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Write, illustrate and perform a story for an author's tea or
reader's theater. Aesop's Fables: Plays for Young Children.
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- Arthur Writes a Story - Aesop's Fables: Plays for Young Children, Dr. Albert Cullum
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| 1
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| Retell story in own words.
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Read aloud The Napping House. Ask students to tell
about the animals in the story and what each did. Provide visual cues.
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- Read Pancakes for Breakfast or another wordless
book, then tell story in their words. - Draw pictures to retell story. - Retell using puppets or flannel board. - Written form. Act it out. |
Teacher listens to student's retelling.
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- Record their retelling on audiotape. Share with appropriate
audience. - Zounds!, p. 50. - Zounds!, pp. 51-52. |
- The Napping House - Pancakes for Breakfast by Tomie DePaola - The Snowman by Raymond Briggs - The Grouchy Ladybug by Eric Carle - Zounds!
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| 2
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| Relate theme to personal experience.
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Read aloud Arthur Sleeps Over or Itchy, Itchy
Chicken Pox! Encourage students to relate personal experiences.
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- Respond orally as regular part of literature response. Tell
about a time when something like this happened to you. - Read holiday story. Students write how they celebrate the holiday. |
Teacher observation.
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Find a book from classroom, school or personal library, that
relates to their life. Share with teacher.
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- Arthur Sleeps Over - Itchy, Itchy Chicken Pox
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| 3
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| Use illustrations to understand text.
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- Read aloud The Mitten by Jan Brett. Discuss how
author uses pictures to give hint about what's to come. - Zounds!, p. 48. |
Identify character that will occur next and predict what that character will do. | Teacher observation.
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- Develop personal book in which illustrations help readers
understand text. - Visit website for additional suggestions. |
- The Mitten by Jan Brett - The Hat by Jan Brett - Trouble with Trolls - Christmas Trolls - Zounds! |
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| 4
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- Teacher models using a pointer with chart, poster,
calendar, or big book. - Teacher uses hand under story charts and big books as she reads. Move hand under sentence strips/sentence cards. |
- Take turns using pointers to direct reading. - Read around the room activity with pencil toppers instead of pointers.
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Teacher observation. | - Do sentence maker activity, Project Read. - File folder with words on stickies.
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Project Read manual
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| 5
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| Identifying rhyming words. | Read aloud: songs, nursery rhymes, and rhyming books, Sheep in a Jeep. Emphasize/explain rhyming words. Teacher shows words and asks which words are color words/which words rhyme with______, which words are names of toys... | - Identify rhymes in stories. - Make rhymes with their own names or the names of family members and/or classmates.
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Teacher observation.
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- Develop silly rhymes in the style of Dr. Seuss. - Center - Rhyme Box with copies of chants and rhymes.
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- Oo-pples & Boo-noo-noos - Sheep in a Jeep - Rhyming Dictionary - Reading Teacher's Book of Lists
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| 6
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| Use a variety of reading strategies - grapho-phonics (letter-sound associations). | - Read aloud book with alliterations such as Dinorella.
Model alliterative sentences. - Share A-B-C books (see Jerry Pallotta). - WRSD Literacy Guide, p. IX-2. |
Pick a featured letter, write an alliterative sentence using that letter as much as possible. Illustrate and share. | Develop a tongue twister or square for Alphabet quilt related
to particular topic (Fruit and Vegetable Quilt).
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- Dinorella by Pamela Duncan Edwards - WRSD Literacy Guide
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| 7
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| Use a variety of reading strategies - semantics (meaning). | - Use DRTA or Bloom's Taxonomy to develop
questions related to particular story. - WRSD Literacy Guide, p. VI-4. |
Read to end of sentence and return to problem word - what
fill-in makes the most sense?
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Teacher peer assessment.
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Develop sentence samples - swap with partner and illustrate.
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- Suppose the Wolf Were an Octopus? - WRSD Literacy Guide
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| 8
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| Use a variety of reading strategies - syntax (nature/structure of language). | - Introduce verb tense, plurals, asking Is this the way we
say it? - Read aloud: Yo! Yes? emphasize inflections at end of sentences.
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Fill in (forced choice) sentences in packet chart with the
correct form of related words.
Could be done with or without teacher guidance. |
Teacher observation.
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Re-write newspaper headline or book title into a complete sentence. Illustrate and share with appropriate audience. | - Yo! Yes? by Chris Raschka - Daily Oral Language, Gr. 1 - Daily Oral Language Plus, Gr. 1
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| 9
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| Recognize and use basic sight words.
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- Use DRTA (or tapping) to introduce new sight words.
Reinforce in oral reading. - See WRSD Literacy Guide, p. VI-4 |
- Play Sight word Bingo. - Office Center at computer. Type sight words and print it. - Word search in trade books, i.e., find two short vowel words, three compound words, or tally how many times the sight word is found. |
- Teacher observation. - Forced choice quiz. |
Develop a personal dictionary adding new words as they
encounter them.
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- WRSD Literacy Guide - Sight Word Bingo - Rhyming Word Bingo
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| 10
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| Classify words. |
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- Have popsicle sticks with words and three cans (one for
each category). Student reads word on stick, places stick in correct can. - Play Rhyming Word Bingo. Identify in nursery rhymes and poems, identify in songs. |
Peer or teacher assessment.
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Create a file folder game with stickies (words) and either
pictures or category words. Share with classmate.
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- Sight Word Bingo - Rhyming Word Bingo
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| 1
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| Identify a variety of audio and visual media.
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Introduce listening center, filmstrip, video, laserdiscs, TV, radio. Ask students to classify things they see, things they hear. | Work in small group to cut magazine pictures and make collage of Things I See or Things I Hear. | Teacher observation. | Create a charade related to a media type. Classmates take turns identifying. | - Creative Teaching Press worksheets for using
computers - Computer charts
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| 2
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| Record on audiotape a song, chant, jingle, or poem from
memory.
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Introduce chant. Model recording for students. Play back and
discuss.
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Take turns practicing with a classmate. Record on audiotape. Share with appropriate audience. | Create a slideshow (Kid Pix ). Students record themselves and share with appropriate audience. | - Tape recorder - Blank tapes - Kid Pix
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| 3
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| Plan and perform readings of selected texts (story, predictable book, or poem). Record on audiotape a song, chant, jingle, or poem from memory. | Assign parts based on characters within story under study. Take role of narrator. Students read with appropriate expression. | Work with a partner. Read, plan and act out a selected story. | Peer assessment.
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- Pick a partner and prepare a partner poem to perform for an
appropriate audience. - Reader's Theater with Aesop's Fables Plays for Young Children |
- Joyful Noise - I Am Phoenix - Poems for Two Voices by Paul Fleischman - Aesop's Fables Plays for Young Children by Dr. Albert Cullum |
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