English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Listen to and comprehend literal/inferential meaning. | Read aloud, stopping to question frequently. Discuss vocabulary meaning as it occurs in context. | - Orally or in writing answer comprehension questions. - Create a story frame, template found in WRSD Literacy Guide , p.XV, A-8.
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- Explain story frame orally. - Sequence events logically.
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Compare and contrast story elements.
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- High-interest stories. - Several versions of same story. - Graphic Organizers, Novel Units - WRSD Literacy Guide |
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| 2
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| Read in clear, audible voice. | - Model reading with expression, fluency and clarity (through
reading aloud to class and giving oral directions). - Model different reading rates for students and explain when each is used. - Allow free choice reading by students.
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- Participate poetry readings, i.e.,
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- Running record. - WRSD Literacy Guide, section XII. - Read for an audience. - Tape record.
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- Read with audiotape and book. - Shared reading (teacher reads with class). - Partner reading. - Community Reading Day.
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- Video tapes - Cassette tapes - Headphones and tape recorders - Published book and tape sets - Volunteer readers - 50 Fabulous Fables by Barchers - Full Speed Ahead by Irving & Currie - Daily Poetry by Simpson - The Poet Tree by McEmeel - WRSD Literacy Guide |
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| 3
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| Make a prediction involving some situation heard, viewed, or read about. | Introduce K-W-L chart prior to reading a new book to make
predictions about setting, events and characters within the story. Same process can be
used with concept books as a guide for accessing prior knowledge. - WRSD Literacy Guide, XVA-11. |
- Make predictions orally - teacher records, in writing or
through pictures. - Verify, compare and augment predictions with information gained from reading and/or research. Add info to column 2 and 3 of K-W-L chart.
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Teacher assesses likelihood of predictions given orally, in writing and or in picture form. | - Make predictions about future changes in themselves, their
families or their community (school, neighborhood or town). - Create a theme book entitled Looking Ahead. - Create a new animal - make predictions about where they would live, how they would survive. |
- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty
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| 4
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| Alphabetize by first two letters. | Ask class to line up in ABC order by first name, then by last name. Review process. Check for students whose name begins with same letter. Give each student an index care bearing names of Massachusetts communities. | Arrange themselves in ABC order by community name (trade
cards, repeat lesson without speaking, repeat lesson with cards student make up).
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Correct ordering of names. | Create a learning center. Seek and find activity with
telephone book, and names of familiar stores or people.
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- Phone book. - Index cards. - MA map.
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| 5
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| Recognize sentence fragments and run-on-sentences.
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- Give directions for learning activity. Reinforce student responses. |
- Use response cards to classify sentences as read by
teacher. - Compare with classmate. - Use examples from language book, i.e., Write Away or Daily Oral Language to reinforce concept.
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Write Super Sentences that can be displayed or collected in
class book.
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- Find examples of Super Sentences in literature under study or other writing samples that they want to share with class. Illustrate and display. | - Write Away - Daily Oral Language, gr. 2 - Daily Oral Language Plus, gr. 2
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| 1
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| Produce a cluster or group of up to five related sentences that are easily understood, represent complete thoughts and tell a story. | - Introduce webbing as a pre-writing activity, WRSD
Literacy Guide, XV A-5, or Write Away, p.22. - Facilitate and record on overhead or chart paper student brainstorming of topic and detail. Post this for student reference. |
- Work with a partner, use the reference chart to develop a
cluster of five sentences. Then student sequence and record sentence to create a first
draft. - During follow up activities, student assume responsibility for webbing, sentence development, and first draft independently. |
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- Apply writing process skills with topics related to science
or social studies, i.e., African Safari, Machines, Habitat, Life Cycle. - Teacher could add distractor to webbing to see if students identify irrelevant data. - Zounds!, p.4 |
- Zounds! - WRSD Literacy Guide - Write Away
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| 2
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| Write legibly in manuscript. | - Model correct formation of letters, stressing starting
points, size, changes in strokes, etc. - Display posters, etc. with good models for student reference. |
- Practice correct formation of letters in isolation and in
context of daily work.
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- Research concept of sampler and make their own modern
version (in script or sewing depending on student interest.) Decorate with pictures and
symbols reflected of student's interests. - Zounds!, p. 53. |
Zounds!
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| 3
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| Write for varied purpose and audience.
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Apply writing skills in various assignments related to
purpose and according to parameters as established by the teacher.
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Teacher assesses students ability to write for varied
purposes and audience by assigning a wide variety of writing tasks across the curriculum.
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- Zounds!, p. 47.
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- Zounds! - Write Away, pp. 65- 167 - IIM Guide
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| 4
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| Use standard spelling for high frequency words.
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- Model use of Picture Dictionaries for verification of
correct spelling. - Display charts with examples of troublesome words in context for easy student reference. - Encourage students to create and maintain a personal dictionary. |
- Use a Picture Dictionary, personal dictionary as well as
classroom visual as reference tools for spelling. - Can access spell checking on word processing software. |
- Teacher assesses spelling in context of daily assignments. - WAWA (as appropriate). - WRSD Literacy Guide.
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- Identify with some personal symbol, words that they have
written that they know are not correct ("It doesn't look right!"), but have not
been able to verify correct spelling. - Self-edit their own writing for standard spelling. - Zounds!, p. 63. |
- Zounds! - WRSD Literacy Guide XV B-2 - Write Away - Spelling in Use, Laminack & Wood
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| 5
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| Avoid the overuse of so, and, and then.
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- Present models on overhead or chart paper of run on
sentences that overuse so, and or then. Read aloud with an exaggerated voice and manner to
emphasize the repeats of overused words. - Class edits these samples together creating Super Sentences to be displayed. |
- Work with a partner or small group to edit other examples
of run-on sentences. - Share and compare with class.
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- Create a role play of favorite character from literature
who speaks in run on sentences (As contrast, re-write the script in Super Sentence form).
Ex: Goldilocks explaining herself to the Three Bears. - Zounds!, p. 56.
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- Zounds! - Write Away - Standards in Practice, K-2, NCTE, Crafton
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| 6
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| Edit writing for capitals, spacing, and end marks.
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- Present models (OOPS-Sheets) on overhead or chart paper of
sentences that contain errors in capitalization, spacing and end marks. - Class edits these samples together creating Super Sentences to be displayed. |
- Work with a partner or small group to edit other examples
of OOPS- Sheets. - Share and compare with class. - Reinforce constantly through posters, verbal reminders and mnemonic devices: i.e. COPS. |
Teacher assesses group and individual editing of OOPS sheets as well as changes in use of these target skills in daily writing. | - Use computer to create a poster for classroom display that
reminds classmates of target writing skills. - Create a jingle or rap that help classmate remember target writing skills. |
- Write Away - Daily Oral Language, gr. 2 - Daily Oral Language Plus, gr. 2
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| 1
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| Connect text with prior knowledge through group discussion.
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Use a graphic organizer such as K-W-L chart or web - WRSD Literacy Guide, XV A-11 or XV A-23 or XI 7-8 - to help students access their prior knowledge. Record ideas on chart paper, easel or overhead for easy student reference. | - As they read, mark with post it notes, new ideas or
information related to web or K-W-L chart. - Students share their findings with each other and new data is recorded on the graphic organizer.
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Teacher assesses the students ability to add to graphic organizer as they read as a group activity, with a partner, and then individually. | Create their own graphic organizers in colors, shapes and
designs that interest them.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf were an Octopus, K-2 Foley & Bagley - Elementary Reading Strategies that Work Davis & Lass |
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| 2
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| Retell story using support details.
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Introduce a Story Frame, i.e., WRSD Literacy Guide, XV A-8,or Project Read: Story Map, and model its use with a well known story. | - Read a selection independently. - Work in small group to discuss what they read and then complete the story frame with appropriate details. - Share and compare with other groups.
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Teacher assesses accuracy of detail from oral participation in discussion as well as story frame. | - Retell (orally, in writing and picture) a story from
performance, video, play, etc. that they may have viewed and enjoyed. - Fill in Story Box form with picture detail. Swap with partner who tells story orally. |
- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf were an Octopus, K-2 Foley & Bagley - Elementary Reading Strategies that Work Davis & Lass |
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| 3
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| Recognize and apply literary elements - title, author, character, setting, problem, solution. | Introduce a Sample Story Frame, i.e., WRSD Literacy Guide,
XV A-6 or Project Read: Story Map, and model its use with several read aloud
stories.
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- Read story independently. - Work in small group to discuss what they read and then complete the story frame with appropriate details. - Share and compare with other groups. |
Teacher assesses accuracy of detail from oral participation in discussion as well as story frame. | Use story frame to create a book review of story read
independently. Student shares book review with an appropriate audience.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf were an Octopus, K-2 Foley & Bagley - Elementary Reading Strategies that Work Davis & Lass |
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| 4
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| Identify beginning, middle, end of story.
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Introduce a Story Box Frame.
Models its use with several read aloud stories. |
- Read story as directed by teacher. - Use a story box frame, draw and write the events from the story showing beginning, middle and end. |
Teacher assesses accuracy of detail from oral participation
in discussion as well as story frame.
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Create a set of cards that reflect the beginning, middle and
end of made up stories in written or picture form.The set is collected in baggie and
becomes a center activity at the Sequence Table.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf were an Octopus, K-2 Foley & Bagley - Elementary Reading Strategies that Work Davis & Lass |
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| 5
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| Identify main idea. | - Define term main idea and relate it to previous webs and
concept charts made for social studies and science. - Share web, e.g., Write Away, p. 184. - Help students identify main idea from position in web. |
- Work with class to identify parts of the web that are
missing. Teacher generates webs with main idea and asks students to give supporting
detail. - Then teacher generates webs with supporting detail and facilitates students' identification of the main idea.
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Create a thematic class book in which everything on a single
page ties into the same main idea. Ex: Hailstones & Halibut Bones.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf were an Octopus, K-2, Foley & Bagley - Elementary Reading Strategies that Work, Davis & Lass - Getting the Most from Literature Groups by Strube |
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| 6
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| Apply a variety of reading strategies - grapho-phonics (letter-sound associations). | - Model the application of sound symbol relationships to
decoding of words. - Review consonant blends, digraphs. - Review short vowels, r-controlled vowels and vowel combinations. Introduce vowel variants. |
- Apply knowledge in independent reading and writing as well
as oral reading. - Play a variety of word games such as Hangman, Rummy, Bingo to reinforce concepts. |
- Running record - Informal Reading Inventory - Teacher assesses transference into writing |
Create jumbled word, seek and find or crossword puzzles for
other classmates to solve.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf Were an Octopus, K-2, Foley & Bagley - Elementary Reading Strategies that Work, Davis & Lass - Project Read: Phonology Guide |
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| 7
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| Apply a variety of reading strategies - semantics (meaning). | - Model and explain CLOZE procedure on overhead or chart
paper; WRSD Literacy Guide, VI-3. - Emphasize what word(s) would make sense in this space. - Explain how to transfer to silent and oral reading. |
- Create CLOZE activities from literature or from scratch for
a partner and independent practice. - Compare and share with classmates. - Transfer to silent and oral reading.
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- Running record - Informal reading inventory
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Create CLOZE passages to reinforce concepts from science,
math or social studies.
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- WRSD Literacy Guide - Graphic Organizers, Novel Units - Graphic Organizers, Doherty - Hooked on Books, Muncy - Suppose the Wolf Were an Octopus, K-2, Foley & Bagley - Elementary Reading Strategies that Work, Davis & Lass - Project Read: Phonology Guide |
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| 8
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| Apply a variety of reading strategies - syntax
(nature/structure of language).
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Analyze samples of writing for elements of word structure as
directed by teacher. Mark with highlighter. Categorize share and compare with class.
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- Teacher assesses student knowledge through application to
writing. - Quiz on elements:
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In personal dictionary, go back and create a family of words
by adding or changing elements of language.
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- Write Away - Dictionary - Reading Teacher's Book of Lists - WRSD Literacy Guide - Project Read: Phonology Guide |
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| 1
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| Identify a variety of print media.
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Facilitate class discussion and web all the different forms of print media. Record on chart paper, post for student reference and add to as other ideas occur to students throughout year - TV and movie scripts, books, food labels, signs, maps, billboards, menus, cartoons, etc. | Work in small groups to make collages of print media. Display. | Create an interest survey to be used to determine preferences of print media from second graders in the school. Take survey, graph data and share results with an appropriate audience. | - Graph paper or graphing program, i.e., TableTop - Butcher paper for collage - Art supplies - Samples of print media
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| 2
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| Distinguish between fantasy and reality.
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- Read aloud examples of fantasy and reality. - Facilitate brainstorming session related to characteristics of each genre. - Categorize other read aloud books as they are read for reinforcement.
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- Classify books read (assigned and independently) and tell
how they know the category. - Go to the library (or use classroom library) for a book hunt find one of each, Fantasy and Reality. Share, compare with classmates, generate lists.
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Read books related to Africa and identify as either fantasy or reality. | - Trade Books - Nature videos - Cartoon of Woody Woodpecker or Bugs Bunny - Ranger Rick magazines
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| 3
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| Create and audiotape an original story. | - Provide a sturdy, student-friendly tape recorder. Label
(color code) buttons and prepare set of written directions for use with color code. - Model use of tape recorder to audiotape short story. Play back. Facilitate discussion about differences between taped and actual voice.
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Choose a story that they written to audiotape (this can be
done in center or under supervision of volunteer or student buddy (from older grade or as
a center activity).
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Teacher conferences with student and encourages them to self
assess their reading, fluency, expression and use of detail.
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Create a Kid Pix slideshow with student recording
their writing into the computer program. Share with appropriate audience.
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- Kid Pix - Blank audiotapes - Student-friendly tape recorder
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