English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Speaking in clear, audible voice, describe orally a favorite object, photograph or person. | Model through oral reading, class discussion and giving directions. | Apply skill in oral language to activities such as: - Surprise Bag - Star of Week - Headline Time - each student tells one thing to share in beginning of session. |
- Teacher observation. - Speech and Language teacher observations. - Use of tape recorder microphone, record and playback for student self assessment. |
Make presentations in events such as Author's Tea, plays and
performances. - Zounds!, p. 3. |
- The Missing Piece by Shel Silverstein - Zounds! |
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| 2
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| Follow prescribed rules for class discussions and listening. | Use character education posters: respect, cooperation, friendship. | - Help develop classroom rules and illustrate. - Role play situations in which rules are applied. |
- Observation of teachers. - Caught You Caring Board. - Good Housekeeping Jar. |
- Illustrate rule book and send home to parents. - Develop family rules with parents and share at school. |
Two as a Team
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| 3
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| Participate in choral speaking activities - chants, rhymes, etc. |
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Sing, chant, act out as directed by teacher. | Teacher observes and assesses individual levels of participation. | - Create words to chant or to sing with a familiar tune. - Teach to classmates. |
- Raising the Roof by Irving and Currie - Readings for Linking Literacy and Play IRA - The House that Jack Built - Animal Fables from Aesop by Barbara McClintock - The Little Red Hen by Paul Galdone |
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| 4
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| Make predictions about text as it is read. | - Read books with predictable text such as The House that
Jack Built or The Little Red Hen or Animal Fables from Aesop. - Pause at appropriate intervals and ask: What do you think will happen next? |
- Make predictions about possible next events. - Assess their predictions as either probable or possible. - Check their predictions against what actually happens. |
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| 1
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| - Scribble, copy, or write for a purpose. | - Model using daily newspaper, brainstorming, dictation and
labels around room. - Thank you notes. |
- Dictate entries for journalwriting. - Use post office writing center, computer, or typewriter, rubber stamps. |
Teacher observation of student writing. | |||
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| 2
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| Use transitional spelling to write words. | Model transitional spelling. | Create class books with help of teacher. | Writing samples.
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Create individual books, labeling classroom materials, science and math journals. | Marie Clay books.
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| 3
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| Order pictures, words, or symbols to represent story events.
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- Read familiar story and retell story using picture sequence
cards. - Story mapping.
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- Copy daily schedule with pictures.
- Listen to story and draw pictures of beginning, middle and ending. - Use Pocket chart to show sequence. - Sequence story in mini-books. |
- Samples of work. - Observation. - Participation in class. |
Act out sequence of events of story. | - Predictable books - Charts - Nursery rhymes
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| 4
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| Practice forming both lower- and upper-case manuscript
letters.
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Model printing individual letters. | Practice letter formation using play dough, salt trays, sand, paint, sandpaper letters, sky writing, pudding. | Observation and work samples. | Use magnetic letters (or words) to send messages to teacher/class. | Hands at Work at Play
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| 1
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| Connect written word and personal experience.
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Introduce prompt (could be object or activity). Facilitate class discussion. Record story as dictated by student. | - Journal writing. - Remakes on books. - Newspaper - Kindergarten news. |
Written product. Sample of work into portfolios. | Send objects home - pet rocks, teddy bears, sea shells - for written word and connecting experiences. | - Big Books - Library books
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| 2
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| Participate in choral reading. | Use Big Books, familiar poems, rhymes - change or develop own wordings or extensions to create new story lines, poems, rhymes. | Poems, rhythms, charts, daily activities, songs/singing. | Teacher observation, tape recording.
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View video related to big book story. | - Story box - Use manuals for each story ideas - Guided Reading by Irene C. Fountas |
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| 3
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| Retell a familiar story including important details related to character and events. | Model character/story mapping. Use flannel board. Circle
story. Ex. Give a Mouse a Cookie!
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Unwrap a tale - Use ball of yarn; each knot is the stopping place to add a new part to the story. | Observation. Samples of work in portfolios.
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Illustrate and develop functional spelling for unwrapping a tale. | - Puppets - Books with props - Masks - Flannel board - Pocket chart - Murals - story mural |
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| 4
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| Recognize own name in print.
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- Name Hunt - Teacher holds up child's name with
sticker and child locates cubby, coat hook and attendance tag. - Line children up when teacher holds name card in front of class. |
- Taking attendance with name cards. - Choice boards with names. - Name graphs. - Name hops. - Name substitution in poetry. |
Classroom observation.
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Match other children's names to their pictures. | ||
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| 5
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| Use context to predict next word or event. | - As Big Books and other stories are read, stop occasionally
before turning page. Ask What do you think will happen next? - Guided reading with small groups. |
Participate in large and small group activities such as poems, rhythms, charts, daily activities, songs/singing. | Teacher observation.
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View video or Innovations of familiar stories.
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Story box | |
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| 6
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| Make prediction about text as it is read. | Read repetitions or rhyming book and let children fill in missing word. | Draw a picture to show prediction of what will happen next. | Tape recording, participation, student work. | - Use manuals for each story idea - Guided Reading by Irene C. Fountas |
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| 7
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| Associate sounds with letters.
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- Alphabet bean bags - Hang Man - Alphabet books
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Classroom work, e.g., functional spelling, class
participation. - Skills checklist, - WRSD Literacy Guide, XII-15 |
Foundations in Reading computer program. | - Alpha Time Program - Outside the Box Ray's Readers A-Z - Chick a Chick a Boom Boom - Foundations in Reading computer program - WRSD Literacy Guide |
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| 1
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| Identify a variety of media devices.
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- Model correct procedure for using tape recorder. - Model correct procedure using computer e.g. keyboard, mouse disks, various programs. |
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Observation of media skills while using devices. | Buddy system with computer literate kindergarten or upper grade partner. | - School media technician - Various kindergarten software such as Foundations in Reading
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| 2
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| Describe orally a favorite object, photograph, or person. |
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- Use attribute chart to help describe their object.
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- Teacher observation. - Use of tape record, play back for student self assessment. |
Present their own work in Author's Tea or participate in
plays and performances as directed by teacher.
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