Elementary Curriculum Alignment - wfisd.net · Strand/Objective TEKS TAAS/T.P.R.I....
Transcript of Elementary Curriculum Alignment - wfisd.net · Strand/Objective TEKS TAAS/T.P.R.I....
Elementary Curriculum AlignmentSubject Area: Language Arts
Grade: 2Book 1: Lady Bug BookBook 2: Sunflower Book
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
LISTENING/SPEAKING/PURPOSES
Determine the purpose(s) forlistening such as to get information,to solve problems, and to enjoy andappreciate
2.1-ATeacher observationthroughout the year
Bk 1-T12E“Summer Goes”Bk 1 – T92E “Homeon the Range”Bk 2 – T68E“Vacation”Bk 2 – T250E “TheLion and theMouse”;
REFER TO p. Tx 1
Foundations forWriting – Lesson11;Houghton-MifflinEnglish – Unit 1
Stories fromtextbook:“Cactus FlowerBakery” and“Rats On TheRoof”(Compassion)
Respond appropriately andcourteously to directions andquestions (developed daily)
2.1-BTeacher observationthroughout the year
Bk 1 – T 32 “Anne’sFirst Day”Bk 1 – T 212 “BestFriend’s Club “Bk 2 – T88 “BestVacation E ver”Bk 2 – T 278Officer Buckle andGloria;
REFER TO p. Tx 1
Houghton-MifflinEnglish – Unit 1
Participate in rhymes, songs,conversations, and discussions(developed daily)
2.1-C Teacher observationthroughout the year
Throughout LeveledBooks;
REFER TO p. Tx 1-2
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Listen critically to interpret andevaluate
2.1-D Teacher observationthroughout the year
Bk 1 – T 12E“Summer Goes”Bk 1 – T 92EHome on the RangeBk 2 – T 68EVacationBk 2 – 250EThe Lion and theMouse;REFER TO p. Tx 2
Listen responsively to stories andother texts read aloud, includingselections from classic andcontemporary works (developeddaily)
2.1-ETeacher observationthroughout the year
Bk 1 – T 10 What’sNew ?Bk 2 – T 10Look Around;REFER TO p. Tx 2
Houghton-MifflinEnglish – Unit 1
T 18 This is theWay We Go ToSchool
Identify the musical elements ofliterary language such as its rhymes,repeated sounds, or instances ofonomatopoeia (developed daily)
2.1-FTeacher observationthroughout the year
Bk 1 – pp 12,13“Rabbit in the RainBk 1 – pp 56, 57The Green FieldBk 2 – pp 12, 13Neighborhood BookBk 2 – pp 68, 69City Zoo;REFER TO p. Tx 2
Houghton-MifflinEnglish – Unit 7
LISTENING/SPEAKING/CULTURE
Connect experiences and ideas withthose of others through speakingand listening (developed daily)
2.2-ATeacher observationthroughout the year
Bk 1 – T 124,125The Merry-Go-RoundBk 2 – T 89 StoryActivities;REFER to p. Tx 2
Houghton MifflinEnglish – Unit 1
Compare language and oraltraditions (family stories) thatreflect customs, regions, andcultures (developed daily)
2.2-BTeacher observationthroughout the year
Bk 1 – T 18 –Cultural PerspectiveBk 2 – T 48 – StoryActivity
Houghton MifflinEnglish – Unit 1Refer to p. Tx 2
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
LISTENING/SPEAKING/AUDIENCES/ORAL GRAMMAR
Choose and adapt spoken languageappropriate to the audience,purpose, and occasion, including useof appropriate volume and rate(developed daily)
2.3-ATeacher observationthroughout the year
Bk 1 -T10H – AssessmentChecklistBk 2 - T10H –AssessmentChecklist
Foundations forWriting – Lesson11;Houghton MifflinEnglish – Unit 1Refcr to p. Tx 2
Use verbal and nonverbalcommunication in effective wayswhen making announcements,giving directions, or makingintroductions (developed daily)
2.3-B
Teacher observationthroughout the year
Bk 1 – T 94D –Pantomime CluesBk 2 – T43NPresentation/Communication
Houghton-MifflinEnglish – Unit 1Refer to p. Tx 2
Ask and answer relevant questionsand make contributions in small orlarge group discussions (developeddaily)
2.3-CTeacher observationthroughout the year
Bk 1 – T125 Merry-Go RoundBk 2 –T 42 StudySkillsRefer to p. Tx 3
Present dramatic interpretations ofexperiences, stories, poems, or plays 2.3-D
Teacher observationthroughout the year
Bk 1 – T 158CDevelop OralLanguageBk 2 – T149D –Group PresentationRefer to p. Tx 3
Present book reportDistrict
Gain increasing control of grammarwhen speaking such as usingsubject-verb agreement, completesentences, and correct tense(developed daily)
2.3-E
Teacher observationthroughout the year
Bk 1 – T 243OGrammar andUsageBk 2 – T245OGrammar andUsageRefer to p. Tx3
Foundations forWriting – Lesson11
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
LISTENING/SPEAKING/COMMUNICATION
Use vocabulary to describe clearlyideas, feelings, and experiences
2.4-A 3rd GR TAAS Obj 5;Teacher observationthroughout the year
Bk 1 –T246D VocabularyBk 2 – T 238C BuildBackgroundRefer to p. Tx3
Foundations forWriting –Lesson 11
Jamaica TagAlong p. 218
Clarify and support spokenmessages using appropriate propssuch as objects, pictures, or charts
2.4-BTeacher observationthroughout the year
Bk 1 – T246C-Shark DiagramsBk 2 – T238C FossilFact ChartRefer to p. Tx 3
Houghton-MifflinEnglish-Unit 1
Retell a spoken message bysummarizing or clarifying
2.4-C 3rd GR TAAS Obj 3;Teacher observationthroughout the year
(Leveled Books)Bk 1 – T209 – MiniLesson- SummarizeBk 2 – T240Sequence of EventsRefer to p. Tx 3
READING/WORDIDENTIFICATION
Decode by using all letter-soundcorrespondences within a word
2.5-A
2.5-A
Tchr Observationduring oral readingand small groupinstruction
TPRI-Task 7
Bk 1 – T 344BTiger’s Friends andLeveled BooksBook 2 – T238BWhen You’re Anarcheologist andLeveled Books ReferTo p. Tx 4;
Bk 1 –pp 36/37My Dog Jake –(silent e)_______;
Bk 1 – pp 192,193A surprise for
Spelling Book –Unit 5, Lessons 27and 28;
2.5-A
2.5-A
2.5-A
Tchr Observationduring oral readingand small groupinstruction
TPRI – Task 7
TimBk 1 – pp 216,217Arthur, Arthur;ar, ir, or, er ur)
Bk Little Sister 2 –pp 310,311Bk 1 (ea) pp 320,321The Pony ExpressBk 1 (ee) pp 342,343
Tiger’s Friends;(ee, ea)___________
Bk 1- pp 128, 129My Friends;(oo, ue, and ew)___
Bk 1 – pp 92, 93My Goat Tom;( o and oa)_______
Bk 2 -pp 212, 213 –Digging (ow);_____
Bk 1- pp 156, 157Lost and RoundKite (ou);________
Bk 2 – pp. 68, 69City Zoo (aw); ___
Bk 2 – pp. 212, 213Digging (oy, oi);___
T 344A Skill/Chart92;
Spelling Book –Unit 4, Lesson 21;
Spelling Book –Unit 4, Lesson 20;
Spelling Book –Unit 4, Lesson 23
Spelling Book –Unit 4, Lesson 22
Blend initial letter-sounds withcommon vowel spelling patterns toread words
2.5-B TPRI-Task 1;TPRI-Task 4
Leveled BooksRefer to p. Tx 4;(ph) Bk 2 – pp. 92,93 Questions AboutBats;
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Recognize high frequency irregularwords such as said, was, where, andis
2.5-CTchr Observationduring oral readingand small groupinstruction
Leveled BooksBk 1 – Ann’s FirstDayBk 2 – BestVacation EverRefer To p. Tx 4
Spelling Book- Unit4, Lesson 20
Identify multisyllabic words byusing common syllable patterns
2.5-D Tchr Observationduring oral readingand small groupinstruction
Bk 1 – T 341Q PonyExpress (Pattern)Book 2 – p. 32Charlie Anderson
Refer to p. Tx4
Spelling Book –Unit 4, Lesson 23
Use structural cues to recognizewords such as compounds, basewords, and inflections such as –s, -es, -ed, and –
2.5-E3rd Gr TAAS-Obj 1;TPRI-Task 8;TPRI-Task 9
Bk 1 – T 191K ALetter to Amy/Teach Chart 49Bk 2 – CharlieAnderson
Refer to p. Tx4;(er) Bk 1 pp. 290,291 The Visit
Spelling Book –Unit 4, Lesson 22
Use structural cues such as prefixesand suffixes to recognize words, forexample, un- and –ly (2.5-F)
2.5-F3rd Gr TAAS-Obj 1 Bk 1 – The Best
Friends Club,T215L
Bks 2 – The BremenTown Musicians, T149KRefer to p. Tx4
Use knowledge of word order(syntax) and context to supportword identification and confirmword meaning
2.5-G3rd Gr TAAS-Obj 1 Bk 1 – Ann’s First
Day, T35E andT35G (Chart 4 & 5)Bk 2 – CharlieAnderson, T43G(Chart 110)Refer To p. Tx 5
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Read both regular and irregularwords automatically such asthrough multiple opportunities toread and reread
2.5-H
Leveled BooksBk 1 – TheRoundup at RioRanch, T113 F(Phonics, Day 4Routine)Bk 2 – TheWednesdaySurprise, T 211E/FRefer to p. Tx5
READING FLUENCY
Read regularly in independent-levelmaterials (texts in which no morethan approximately 1 in 20 words isdifficult for the reader)
2.6-ATPRI-Task andteacher observationfor reading level
Leveled BooksRefer to p. Tx5
Library Books
Read regularly in instructional-levelmaterials that are challenging butmanageable (texts in which no morethan approximately 1 in 10 words isdifficult for the reader; a “typical”second grader reads approximately70 wpm)
2.6-B
TPRI-Tasks 10-17and teacherobservation forreading level
Leveled BooksRefer to p. TX 5
Library Books
Read orally from familiar texts withfluency (accuracy, expression,appropriate phrasing, and attentionto punctuation
2.6-CTchr observation Leveled Books
Refer to p. Tx 5Library Books
Self-select independent level readingsuch as by drawing on personalinterest, by relying on knowledge ofauthors and different types of texts,and/or by estimating text difficulty
2.6-D
TPRI-Tasks 10-17and teacherobservation forreading level
Leveled BooksRefer top. Tx 5
Library Books;Reference Books
Read silently for increasing periodsof time
2.6-E Leveled BooksRefer to p. Tx 5
Library Books
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
READING/VARIETY OF TEXTS
Read classic and contemporaryworks
2.7-A Teacher and studentselections
All Story PagesAll Leveled BooksRefer to p. Tx 5
Library Books
Read from a variety of genres forpleasure and to acquire informationfrom both print and electronicsources
2.7-BTeacher and studentselections
Bk 1 – Henry AndMudge , T38 & T41Phonics CD RomBk 2 – CharlieAnderson, T 18(Audio Recordings)Refer to p. TX 5-6
Library Books;Reference Books
Read to accomplish variouspurposes, both assigned and self-selected
2.7-CTeacher and studentselections
Bk 1 – Whe’s NewIn Our School?,T35A/DBk 2, This Is YourLand, T91 A/DAll Leveled BooksRefer to p. Tx6
Library Books;Encyclopedias;Reference Books
READING/VOCABULARYDEVELOPMENT
Discuss meanings of words anddevelop vocabulary throughmeaningful/concrete experiences
2.8-AReading selections;Whole and smallgroup instruction
Bk 1 – Lemonadefor Sale, T133Mini-LessonBk 2 – The BremenTown Musicians, T138Refer to p. Tx6
Handbook forReaders & Writers– R9
Develop vocabulary by listening toand discussing both familiar andconceptually challenging selectionsread aloud
2.8-BReading selections;Whole and smallgroup instruction
Bk 1 – Time forKids, p 373-375Bk 2 – The BremenTown Musicians, P.133-145Refer to P. Tx6
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Develop vocabulary throughreading
2.8-C Reading selections;Whole and smallgroup instruction
Bk 1 – Time forKids, p 373, 375Bk 2 – The BremenTown Musicians,pp. 133-145Refer to p. Tx6
All readingmaterial bothnarrative andexpository
* Introduce grade-leveled basic sightvocabulary
District District list/DolchWords;Word Wall
Use resources and references suchas beginners’ dictionaries,glossaries, available technology, andcontext to build word meanings andto confirm pronunciation of words
2.8-D
Bk 1 – TheRoundup at RioRanch, T111(Research)Bk 2 – Leveledbook: Sequoyah,T211B – PhonicsCD-RomRefer to p. Tx6
Houghton MifflinEnglish - Student’sHandbook
Introduce use of context clues District 3rd Gr TAAS-Obj 1
READING/COMPREHENSION
Use prior knowledge to anticipatemeaning and make sense of texts
2.9-A Tchr Observation
Establish purposes for reading orlistening such as to be informed, tofollow directions, and to beentertained
2.9-BTchr Observation Bk 1 – T340, Skills
Bk 2 – Are You aFossil Fan? , P. 238-241Refer to p. Tx7
Retell or act out the order ofimportant events in stories
2.9-C Tchr Observation Bk 1 – The PonyExpress, T 341DBk 2 – Tomas andThe Library Lady,T297 (LanguageSupport)Refer to p. Tx7
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Monitor his/her own comprehensionand act purposefully whencomprehension breaks down usingstrategies such as rereading.searching for clues, and asking forhelp
2.9-D
TPRI-Tasks 10-17 Bk 1 –Nine-In_one,Grr!, Grr!, T 364Student Self-AssessBk 2 – PrincessPooh, T 334Student Self-AssessRefer to p. Tx7
Library Books
Draw and discuss visual imagesbased on text descriptions
2.9-E Tchr Observation Bk 1 – Change forthe Quarter, T 370EActivityBk 2 – PrincessPooh, T339N, EasyActivityRefer p. Tx 7
Identify main idea District 3rd Gr TAAS-Obj 2 Throughout books
Recall facts/details District 3rd Gr TAAS-Obj 2;3rd Gr TAAS-Obj 3;
Throughout books
Make and explain inferences fromtexts such as determining importantideas and causes and effects, makingpredictions, and drawingconclusions
2.9-F
3rd Gr TAAS-Obj 4;3rd Gr TAAS-Obj 5
Bk 1 –(LeveledBook) How FrogLost His Tail,T369CBk 2 – (Leveledbook)Everybody’sHappy, T 339ARefer to p. Tx 7
Identify similarities and differencesacross texts such as in topics,characters, and problems
2.9-GTchr observation inwhole and smallgroup instruciton
Bk 1 – Ann’s FirstDay and Luka’sQuiltBk 2 – OfficerBuckle and Gloriaand SwimmyRefer to p. Tx7
Webbing;Character Maps
Summarize orally District 3rd Gr TAAS-Obj 3Produce summaries of textselections
2.9-H 3rd Gr TAAS-Obj 3;3rd Gr TAAS-Obj 5
Bk 1 – ArthurWrites A Story,T284 (Retell Story)Bk 2 - OfficerBuckle and Gloria,T 271 (Mini-lesson)Refer to P. Tx 8
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Predict probable future outcomes District 3rd Gr TAAS-Obj 4 Throughout booksCategorize District 3rd Gr TAAS-Obj 2Place events in sequential order District 3rd Gr TAAS-Obj 2
HBJ Treasury:“Jeremy’s Tail”; “Our Home is theEarth”
Introduce fact/opinion (District) 3rd Gr TAAS-Obj 6Represent text information indifferent ways, including storymaps, graphs, and charts
2.9-ITchr observation Bk 1-Henry and
Mudge, T50,Predictions ChartBk 2- Gotta Find aFootprint,T236E/ActivityRefer to p. Tx8
READING/LITERARYRESPONSE
Respond to stories and poems inways that reflect understanding andinterpretation in discussion(speculating, questioning) in writing,and through movement, music, art,and drama
2.10-A
Tchr observation Bk 1 – SummerGoes, T12E, ActivityBk 2 – CharlieAnderson, T25,ActivitiesRefer to p. Tx8
HBJ Treasury:“Mike’s Kite”
Demonstrate understanding ofinformational text in various wayssuch as through writing, illustrating,developing demonstrations, andusing available technology 2.10-B
Tchr observation;Monitored by bothteacher and studentin daily activities
Bk 1-The BestFriend’s Club,T212-213, Write anAd or Draw aClubhouseBk 2- Officer Buckleand Gloria, T 278-279, Write a storyor Draw SafetySignsRefer to p. Tx 8
Support interpretations orconclusions with examples drawnfrom text
2.10-C Tchr observation Bk 1- Leveledbooks/All StoriesBk 2-LeveledBooks/All StoriesRefer to p. Tx8
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Connect ideas and themes acrosstexts
2.10-D Tchr observation inwhole and smallgroup instruction
Bk 1 – Realisticfiction:Henry andMudgeBk 2 – Realisticfiction: PrincessPooh,Refer to p.Tx9
Webbing;GraphicOrganizers
READING/TEXTSTRUCTURES/LITERARY
CONCEPTSDistinguish different forms of textssuch as lists, newsletters, and signsand the functions they serve
2.11-ATchr Observation inwhole and smallgroup instruction
Bk 1 – pp 195-211“Best Friends Club”Bk 2 – p. 41“Charlie Anderson”activity:Make a ListRefer to p. Tx 9
Identify text as written forentertainment (narrative) or forinformation (expository)
2.11-BTchr observation inwhole and smallgroup instruction
Bk 1 –(narrative)pp 131-151“Lemonade forSale”Bk 2 – (expostory)pp. 118-121 “GoingBatty for Bats”Refer to p. Tx9
Distinguish fiction from nonfiction,including fact and fantasy
2.11-C 3rd Gr TAAS-Obj Bk 1- “Best Wishes,Ed” pp. 293-315(T293)Bk 2 – pp 14 – 38“Charlie Anderson”p. 19:realistic fictionp. 16: fantasy (TV)Refer to p. Tx 9
Dance to theMusic: “Mr.McGill Goes ToTown”
Recognize the distinguishingfeatures of familiar genres,including stories, poems, andinformational texts
2.11-DDaily discussions;Tchr observation
Bk 1 – pp 372-375“Change for theQuarter”(informational)Bk 2 – P 93“Questions AboutBats” (poem)Refer to p. Tx 9
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Compare communication indifferent forms such as contrasting adramatic performance with a printversion of the same story orcomparing story variants
2.11-E
Tchr Observation Bk 1- T341DActivityBk 2- pp 71-87 TheBest Vacation Ever(Letter writing)Refer to p. Tx 9
GraphicOrganizers
Understand and identify simple literary terms such as title,author, and illustrator across a variety of literary forms
2.11-FClass discussionsand tchrobservation
Bk 1 – T36A (AboutAuthors/Illustrators)Bk 2- p 39 (meetAuthor/Illustrator)Refer to p. Tx9
Understand literary forms byrecognizing and distinguishingamong such types of text as stories,poems, and information books
2.11-GClass discussionsand tchrobservation
Bk 1 – pp 372-375“Change for theQuarter”(informational)Bk 2 – p 93“Questions AboutBats” (poem)Refer to p. Tx 9
Analyze characters, including theirtraits, feelings, relationships, andchanges
2.11-H3rd Gr TAAS-Obj 5 Bk 1 –Luka’s Quilt,
pp. 58-86(relationships)Bk 2 – T56 (feelings)“Fernando’s Gift”Refer to p. Tx 9
“The EmptyPot”(Perseveranceand Honesty)
Identify the importance of thesetting to a story’s meaning
2.11-I 3rd Gr TAAS-Obj 2 Bk 1-“Roundup atRio Ranch, pp 95-109Bk 2- pp 70-87 “BestVacation Ever”Refer to p. Tx9
Grand Openings:“Our Home is theSea”
“The EmptyPot”(Perseveranceand Honesty)
Recognize the story problem(s) orplot
2.11-J 3rd Gr TAAS-Obj 2 Bk 1- “JamaicaTag-along”, pp 218-238Bk 2 – T99, GuidedInstruction:BatsRefer to p. Tx 9
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
READING/INQUIRY/RESEARCH
Identify relevant questions forinquiry such as “Why do birds builddifferent kinds of nests?”
2.12-AClass discussionsand tchrobservation
Bk 1 – BuildBackground, T246C “Sharks”Bk 2 – p. 90, MapStudy SkillsRefer to p. Tx9
Use alphabetical order to locateinformation
2.12-B Class discussionsand tchrobservation
Bk 1 – TelephoneDirectory, p 340Bk 2 – T22 –Research/InquiryRefer to p. Tx 10
Houghton MifflinEnglish StudentHandbook
Recognize and use parts of a book tolocate information, including tableof contents, chapter titles, guidewords, and indices
2.12-CClass discussionsand tchrobservation
Bk 1 –T289M/N,ExplanatoryWritingBk 2 – T95 :Facts/ConclusionsRefer to p. Tx 10
Textbooks;Library Books;Reference Books
Use multiple sources, includingprint such as an encyclopedia,technology, and experts, to locateinformation that addressesquestions
2.12-D
Class discussionsand tchrobservation
Bk 1 –T317, 318Story ActivitiesBk 2 – T50 Researchand InquiryRefer to p. Tx 10
Reference Books
Interpret and use graphic sources ofinformation such as maps, charts,graphs, and diagrams
2.12-E Class discussionsand tchrobservation
Bk 1 –p 111, Map ofRio RanchBk 2 – T70C:Makea ChartRefer to p. Tx 10
GraphicOrganizers; Maps,Charts, Graphs,Diagrams
Locate and use important areas ofthe library/media center
2.12-F Class discussionsand tchrobservation
Bk 1 –T341D, 353DResearch/InquiryBk 2 – T125Research/InquiryRefer to p. Tx 10
Library
Demonstrate learning throughproductions and displays such asmurals, written and oral reports,and dramatizations
2.12-GClass discussionsand tchrobservation
Bk 1 – T158C,Birthday Party WebBk 2- T98/ CrossCurricular:Language ArtsRefer to p. Tx 10
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Draw conclusions from informationgathered
2.12-H Class discussionsand tchrobservation
Bk 1 –pp 246-251,SharksBk 2 –T127,DrawConclusionsRefer to p. Tx 10
READING/CULTURE
Connect his/her own experienceswith the life experiences, language,customs, and culture of others
2.13-AClass discussionsand tchrobservation
Bk 1-T58C, Craft orFood ChartBk 2 – T 309A-309CLeveled BooksRefer to p. Tx 10
Guest Speakers ofdifferent cultures;
Compare experiences of charactersacross cultures
2.13-B Class discussionsand tchrobservation
Bk 1 –T358 ,CulturalPerspectivesBk 2 – T328,CulturalPerspectivesRefer to p. Tx 10
Guest Speakers ofdifferent cultrues;
READING APPLICATION(DISTRICT)
Apply active reading strategies District Class discussionsand tchrobservation
Done daily throughGuided andIndependentReading
WRITING/PURPOSESWrite to record ideas and reflections 2.14-A Bk 1 –T153, Story
ActivitiesBk 2 – P306, Writean Adventure StoryRefer to p. Tx 10
HBJ Writer’sJournal;
Write to discover, develop, andrefine ideas
2.14-B Bk 1- T341,ExplanatoryWritingBk 2 – T373C,Write a storyRefer to p. Tx 11
HBJ Writer’sJournal;Foundations forWriting(throughout book)
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Write to communicate with avariety of audiences
2.14-C Tchr observationand editing ofwriting
Bk 1 –P213, Findout MoreBk 2 – T371N,Presentation IdeasRefer to p. Tx 11
HBJ Writer’sJournal;Foundations forWriting: Lessons2, 5, 8, 15, 17, and20
Write in different forms fordifferent purposes such as lists torecord, letters to invite or thank,and stories or poems to entertain
2.14-DTchr observation Bk 1 –p. 160, Make
an invitationBk 2 – P209, Make acalendar,bookcover, postcardHoughton MifflinEnglish: Unit 11
HBJ Writer’sJournal;Foundations forWriting: Lessons12 and 19
WRITING/PENMANSHIP/CAPITALIZATION/
PUNCTUATION
Gain increasing control of aspects ofpenmanship such as pencil, grip,paper position, stroke, and posture,and using correct letter formation,appropriate size, and spacing
2.15-A
Tchr observationand studentresponsibility
Zaner-BlosserHandwriting(throughout book)
Use word and letter spacing andmargins to make messages readable
2.15-B Tchr observationand studentresponsibility
Zaner-BlosserHandwriting(throughout book)
Use basic capitalization andpunctuation correctly such ascapitalizing names and first lettersin sentences, using periods, questionmarks, and exclamation points
2.15-C Monitored dailythroughout writtenassignments
Houghton-MifflinEnglish – Unit 10
Use more complex capitalizationand punctuation with increasingaccuracy such as proper nouns,abbreviation, commas, apostrophes,and quotation marks
2.15-D Monitored in dailywriting
Houghton MifflinEnglish- Unit 10
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
WRITING/SPELLINGUse resources to find correctspellings, synonyms, andreplacement words
2.16-ATchr observation Bk 1- T341K, 369K
,379I, SynonymsBk 2 – T179R,Practice/ExtendT371O&P,SynonymsRefer to p. Tx12
Houghton MifflinEnglish Student’sHandbook;Foundations forWriting: Lessons4, 22, 23, and 29;Dictionaries; Spellcheck oncomputer;Thesaurus
Write with more proficient spellingof regularly spelled patterns such asconsonant-vowel-consonant (CVC)(hop), consonant-vowel-consonant-silent e (CVCe) (hope)k and one-syllable words with blends (drop)
2.16-B
Monitored in dailywriting,concentrating oncommon patterns
Bk 1 – T14A, ShortVowels;T38A, LongVowels; T55E,55G,Long vowelsBk 2 – T309G, Longvowels, T361G,Long VowelsRefer to p. Tx 12
Spelling BookWord Walls
Write with more proficient spellingof inflectional endings such asplurals and verb tenses
2.16-CMonitored in dailywriting
Bk 1- T191P, PluralNouns; T T341P,Past TenseVerbs;T369P, usingHaveBk 2 – T91P,Irregular VerbsRefer to p. Tx 12Houghton MifflinEnglish- Units 4 & 6
Write with more proficient use oforthographic patterns and rulessuch as keep/cap, sack/book, out/cow,consonant doubling, dropping e, andchanging y to i
2.16-D
Monitor dailythrough writing andspelling lessons aswell as assignments
Bk 1 –T155 Q,RPhonics/Bk 2 - Phonics,T91GRefer to p. Tx 12
Introduce most often misspelledwords-p. 342 (review)
District Monitored by bothteacher and student
Everyday Spelling District SpellingList
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
WRITING/GRAMMAR/USAGE
Use singular and plural forms ofregular nouns
2.17-A Monitored by bothteacher and student
Bk 1 – T155P, T191P, T215P(nouns)Refer to p. Tx12
Compose complete sentences inwritten texts and use theappropriate end punctuation
2.17-B4th Gr TAAS -Writing
Bk 1- 379P, 341PBk 2 – Writing,T179MRefer to p. Tx 12Houghton-MifflinEnglish – Unit 2
Foundations forWriting: Lessons 2and 5 in particular(but also scatteredthroughout book)
Compose sentences with interesting,elaborated subjects
2.17-C 4th Gr TAAS -Writing
Bk 1-P 32,Write apersonal narrativeBk 2 – Writing,T179MRefer to p. Tx12Houghton-MifflinEnglish – Unit 9
Foundations forWriting: Lessons2, 5, 8, 13, 14, 15,17, 20, 24, 34, and35
Edit writing toward standardgrammar and usage, includingsubject-verb agreement; pronounagreement, including pronouns thatagree in number; and appropriateverb tenses, including to be, in finaldrafts
2.17-D
4th Gr TAAS -Writing
Bk 1 – T113 O & Psubject/verbagreementBk 2 T 149,179,O/PPronounsRefer to p. Tx 12Houghton MifflinEnglish- GettingReady to write-Unit5
WRITING/WRITING
Processes
Generate ideas for writing by usingprewriting techniques such asdrawing and listing key thoughts
2.18-ABk 1 – T 191M –Venn DiagramBk 2 – T182CWord WebRefer to p. Tx 12Houghton MifflinEnglish – Unit 3 & 5
Webbing, KWL
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Develop drafts 2.18-B Teacher observation Bk 1- T 113M, T243M DraftsBk 2 – T211MExpository WritingHoughton MifflinEnglish-GettingReady to Write-Unit5
Foundations forWriting:Lesson 5
Revise selected drafts for variedpurposes, including to achieve asense of audience, precise wordchoices, and vivid images
2.18-CMonitored by bothstudent and teacher
Houghton MifflinEnglish-GettingReady to Write-Unit 5Bk 1 – T241M,T253MBk 2 – Revise,T211N, 235M
Grand Openings:“How the GuineaFowl Got HerSpots”;Foundations forWriting: Lessons3, 9, and 37;Editing partners
Edit for appropriate grammar,spelling, punctuation, and featuresof polished writings
2.18-DMonitored by bothstudent and teacher
Houghton MifflinEnglish-GettingReady to WriteBk 1 – 215M, 279MBk 2 – Edit, T211N,235MRefer to p. Tx 13
Foundations forWriting:Lesson 3;Editing partners
Use available technology for aspectsof writing, including wordprocessing, spell checking, andprinting
2.18-EMonitored by bothstudent and teacher
Bk 1-T191M, 215MTechnology tipsBk 2 – T179M,T211M Technologyti psRefer to Tx 13
Introduce paragraph indention District Monitored by bothstudent and teacher
Houghton MifflinEnglish-GettingReady to Write
Introduce brainstorming/webbinginformation as a group
District Monitored by bothstudent and teacher
Houghton MifflinEnglish-GettingReady to Write
Foundations forWriting:Lesson 1
Introduce information paragraphsas a group
District Monitored by bothstudent and teacher
Houghton MifflinEnglish-Unit 3
Foundations forWriting:Lesson 7
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Develop descriptive writing District Monitored by bothstudent and teacher
Houghton MifflinEnglish-Unit 9
Foundations forWriting:Lessons 12, 15,18, 26, 27, 29 and30
Develop writing a friendly letter District Monitored by bothstudent and teacher
Houghton MifflinEnglish-Unit 11
Develop reference studies District Monitored by bothstudent and teacher
Foundations forWriting:Lessons 22 and23;Houghton MifflinEnglish Student’sHandbook
Introduce written book report District Houghton MifflinEnglish –Units3,5,7,9
Develop “How to” writing District Monitored by bothstudent and teacher
Foundations forWriting:Lesson 29
Write an individual informationparagraph
District Monitored by bothstudent and teacher
Houghton MifflinEnglish-Unit 3
Foundations forWriting:Lessons 8, 9, 10,and 19
Write an individual poem District Monitored by bothstudent and teacher
Introduce narrative writing as agroup
District Monitored by bothstudent and teacher
WRITING/EVALUATION
Identify the most effective featuresof a piece of writing criteriagenerated by the teacher and class
2.19-ATchr Observation Bk 1- T155M
Bk 2 – T245MRefer to p. Tx13
Foundations forWriting
Respond constructively to others’writing
2.19-B Bk 1 – T155M.Bk 2 – T 245 MRefer to p. Tx13
Strand/Objective TEKSTAAS/T.P.R.I.
District/Teacher/OtherTextbook/Correlation
by PageOther
Resources Character Ed. Multicultural Ed.
Determine how his/her own writingachieves its purposes
2.19-C Tchr Observation Bk 1 –T215MBk 2 – T245MRefer to p. Tx13
Foundations forWriting:Lesson 26
Use published pieces as models forwriting
2.19-D Tchr Observation Bk 1- T289MBk 2 – T373C,FreewritingRefer to p. Tx 13
Foundations forWriting:Lessons 12, 16and 17
Review a collection of his/her ownwritten work to monitor growth as awriter
2.19-ETchr Observation Bk 1 – T191N
Bk 2 – T373F,Communicationtips,record storiesRefer to p. Tx13
Foundations forWriting
WRITING/INQUIRY/RESEARCH
Write or dictate questions forinvestigating
2.20-A Tchr Observation Bk 1 –T246, T200Bk 2 – T371D,InvestigateRefer to p. Tx13
Record his/her own knowledge of atopic in various ways such as bydrawing pictures, making lists, andshowing connections among ideas
2.20-BTchr Observation Bk 1-T243N,
Presentation ideasBk 2 – T371N,Presentation ideasRefer to p. Tx 13
Webbing, KWL
Take simple notes from relevantsources such as classroom guests,information books, and mediasources
2.20-CTchr Observation Bk 2- T247C,
Language control;T125M- Make a listRefer to p. Tx13
Compile notes into outlines, reports,summaries, or other written effortsusing available technology
2.20-DTchr Observation Bk 2 – p. 112:Write
a report(usetechnology)
Computer
Correlated TEKS Social Studies p. Tx 14-16Correlated TEKS Math p Tx 17,18Correlated TEKS Science p Tx18-20Correlated TEKS Health p Tx 20Correlated TEKS Art p. Tx 20, 21Correlated TEKS Music p. Tx 21Correlated TEKS Theatre p. Tx 22
Books That You May Find Helpful When Teaching Specific Skills
LISTENING/SPEAKING/COMMUNICATION:
Jamaica Tag Along by Juanita Havill
READING/TEXT STRUCTURES/LITERARY CONCEPTS:
The Empty Pot
Book Banks Available (E-mail Trish Dillmon or call extension 3105)
BOOK BANK ONE - PHONICS: “-am, -an, -ank, -at, -ap familiesBOOK BANK TWO - PHONICS: “-at, -ack, -ate, -ake, -ame families”BOOK BANK THREE - PHONICS: “-ell, -est, -et families”BOOK BANK FOUR - PHONICS: “-ip, -it, -ig, -ing, -in families”BOOK BANK FIVE - PHONICS: “-ine, -ill, -ink, -ice, -ide families”BOOK BANK SIX - PHONICS: “-oke, -ock, -op, -ot families”BOOK BANK SEVEN - PHONICS: “-ump, -ug, -uck, -unk families”BOOK BANK EIGHT- PHONICS: MISCELLANEOUSBOOK BANK NINE - SPORTSBOOK BANK TEN - PREDICTABLE / RHYMING BOOKSBOOK BANK ELEVEN - FAMILY AND FRIENDSBOOK BANK TWELVE – FARMBOOK BANK THIRTEEN - NOUNS AND VERBBOOK BANK FOURTEEN - TRANSPORATIONBOOK BANK FIFTEEN - MUSICBOOK BANK SIXTEEN - MATHBOOK BANK SEVENTEEN - PREDICTABLE / RHYMING BOOKSBOOK BANK EIGHTEEN - ANIMALSBOOK BANK NINETEEN – ANIMALSBOOK BANK TWENTY - ANIMALSBOOK BANK TWENTY-ONE - ANIMALSBOOK BANK TWENTY-TWO - ARTBOOK BANK TWENTY-THREE - COUNTINGBOOK BANK TWENTY-FOUR - DINOSAURSBOOK BANK TWENTY-FIVE - IMAGINATIONBOOK BANK TWENTY-SIX - FAMILY AND FRIENDSBOOK BANK TWENTY-SEVEN - FROGS AND BUTTERFLIESBOOK BANK TWENTY-EIGHT - ANTONYMS/SYNONYMSBOOK BANK TWENTY-NINE - SCHOOLBOOK BANK THIRTY - WEATHER AND SEASONSBOOK BANK THIRTY-ONE - BEACH, OCEAN, WATERBOOK BANK THIRTY-TWO - NOUNS AND VERBSBOOK BANK THIRTY-THREE - THE BODYBOOK BANK THIRTY-FOUR - FOODBOOK BANK THIRTY-FIVE – FOODBOOK BANK THIRTY-SIX - SOCIAL STUDIESBOOK BANK THIRTY-SEVEN - SOCIAL STUDIESBOOK BANK THIRTY-EIGHT - INSECTS, BUGS, AND SCIENCEBOOK BANK THIRTY-NINE – SCIENCEBOOK BANK FORTY - SCIENCEBOOK BANK FORTY-ONE - SCIENCE