ing Sense of the Literacy Curriculum · There is no gerund form (-ing) and/or no distinctions...

68

Appendices

69

APPENDIX I MTSS/RTII STRATEGIES

Area Of Concern Strategy

Co

mp

reh

ensi

on

3-2-1 Summarizer

3 things you learned; 2 things you found interesting; 1 question you still have (modify the categories as needed)

Activating Non-Fiction Comprehension

K-W-L, Summarizing, Coding (marking up text), Questioning

Activating Prior Knowledge

K-W-L, Brainstorming, Mapping, Class Discussions, Organizers

Click or Clunk

A self-check technique for comprehension

Daily Guided Reading

Students are provided with "good fit" books so that they are able to accurately read and comprehend a text. Students are provided with

reading instruction that is tailored to their unique reading needs.

Directed Reading/Thinking Activities

Encourages students to make predictions while they are reading. After reading segments of a text, students stop, confirm or revise previous

predictions, and make new predictions about what they will read next.

Expository Text Structure

Multi-Step Text Review: headings, subheadings, asking questions, locate key information; self-questioning

Use of Graphic Organizers

Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to represent logical

relationships between ideas or concepts.

Interactive Charts

The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an individual word, an entire line

of text, or a phrase. What changes in the selection depends on the text.

Interactive Reading Logs

Students write reflections on texts read silently. These logs can be exchanged with other students or with the teacher who can write questions

or responses to what students have written.

Partner Reading and Summarization

A cooperative learning strategy in which two students work together to read an assigned text.

Prediction Strategy

Readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate

what they are about to read (or what comes next).

QAR (Question/Answer Relationships)

A questioning strategy that emphasizes that a relationship exists between the question, the text, and the background of the reader. Students

use four (QAR’s) to find the information they need to answer the question. (Think & Share; Right There; Author & You; On My Own)

70


Flu

ency

Buddy Reading

Students read aloud to each other

Choral Reading

Reading aloud in unison with a whole class or group of students

Chunking the Text

Breaking and organizing the text into shorter, more manageable units.

Echo Reading

After a reader reads a line or sentence modeling pace and expression, the students read it out loud. They try to imitate the way the leader

reads the text.

Books available for students’ independent reading level

Students should read materials that can be read accurately (95 to 98% accuracy). Material should be carefully selected so that the student is

not frustrated by reading text that is too difficult.

Oral Reading

A passage is read aloud, modeling fluent reading. Then students reread the text quietly, on their own, sometimes several times. The text

should be at the student's independent reading level. Next, the students read aloud and then reread the same passage.


Voca

bu

lary

Frayer Model

A graphic organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe

the meaning of a word or concept (definition, essential characteristics, examples, non-examples)


Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to represent logical

relationships between ideas or concepts

Interactive Charts

The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an individual word, an entire line

of text, or a phrase. What changes in the selection depends on the text.

Juxtaposition Strategies

Unassociated ideas, words, or phrases are placed next to one another

Labeling Objects and Activities

Meaningful print is displayed throughout the room; Objects that children see and use are labeled; Print is placed at children’s eye level.

Making Words

Students are guided through the process of using a limited number of letters to make a series of words. They begin by creating short words

and end with longer ones.

Personal Dictionary

Create “personal dictionaries” in which to write words they want to remember, together with their own definitions of the words

71

Area of Concern Strategy

Word

Rec

ogn

itio

n:

Dec

od

ing,

Ph

on

ics,

Ph

on

emic

Aw

are

nes

s

Alphabetic Principles Activities

The understanding that there are systematic and predictable relationships between written letters and spoken sounds

Blending and Segmenting Games

Blending is the ability to smoothly combine, or pull together, individual phonemes or syllables into words. Segmenting is the

opposite of blending. When children are segmenting words or sentences, they are breaking them apart.

Elkonin Box

The goal of Elkonin boxes or sound boxes is to help children hear the individual phonemes in a word. They help students

build phonological awareness by segmenting words into sounds or syllables.


Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to

represent logical relationships between ideas or concepts.

Interactive Charts

The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an

individual word, an entire line of text, or a phrase. What changes in the selection depends on the text.

72

APPENDIX II ENGLISH LANGUAGE LEARNER RESOURCES

78

Language

Transfer Issue Languages

Sample Transfer

Errors in English

There are no definite articles.

Chinese

Hmong

Korean

Vietnamese

He goes to one class on Wednesdays.

=He goes to a class on Wednesdays.

I bought one cake from bakery.

=I bought a cake from a bakery.

The article can be omitted. Hmong

Do you have book?

=Do you have the book?

=Do you have a book?

The indefinite article is not

used before a profession.

Chinese

Haitian Creole (article is optional if the predicate contains the

verb be)

Korean

Spanish

Vietnamese

He is teacher.

=He is a teacher

My sister is famous doctor.

=My sister is a famous doctor.

The definite article is used

before a title. Spanish

The Professor Ruiz is helpful.

=Professor Ruiz is helpful.

Singular and plural definite

articles follow the nouns.

Haitian Creole Examples:

zanmi an = friend (the)

zanmi yo = friend (the)

Note: Students may place definite articles incorrectly.

There is no plural form for nouns (plurals

can be expressed through an adjective

quantifier).

Chinese

Hmong

Korean (plurals are used for "people" nouns,

such as my friends)

Vietnamese

I have many good idea.

=I have a many good ideas.

The paper has several problem.

=The paper has several problems.

There is no plural form after a number.

Chinese

Haitian Creole (plural form is often omitted)

Hmong

Korean

Vietnamese

There are three new student.

=There are three new students.

Vacation is four week.

=Vacation is four weeks.

A plural is formed by placing a plural

marker after the nouns.

Haitian Creole (indefinite plurals are unmarked)

Korean

Note: Students may add an additional word rather than

adding -s to the noun.

79

Language


Sample Transfer

Errors in English

In English, -es is added only after the

consonants s,x,ch,sh, and z. Also y is

changed to i before adding -es.

In other languages, -es is added to nouns

that end in y or any consonant to form the

plural.

Spanish walles = walls

rayes =rays

English contains noncount nouns that do

not have plural form (i.e. fishing, money,

bread, honesty, water, snow).

Chinese

Haitian Creole

Hmong

Korean

Vietnamese

I like dancings.

=I like dancing

She wears jewelrys.

=She wears jewelry.

Proper names can be listed last name first.

Chinese example:

Chan Fu Kwan is written last name first

without a comma.

Vietnamese example:

Tran My Boa is written last, middle, first.

Chinese (always last name first)

Hmong (in Asia)

Korean

Vietnamese

Note: Teachers and students may confuse first and last

names.

A first name is preferred when repeating a

person's name. Hmong

Vietnamese

Mr. Kou Xiong is a teacher.

Mr. Kou (first name) speaks many languages.

Possessive nouns are formed with an of

phrase.

Haitian Creole (Southern Haiti only)

Spanish

Vietnamese

This is the chair of Jamie.

=This is Jamie's chair.

There is no distinction between subject

and object pronouns.

Chinese

Haitian Creole

Hmong

Vietnamese

I gave the forms to she.

=I gave the forms to her.

Him helped I.

=He helped me.

There is no gender difference for third

person singular pronouns.

Chinese (spoken language only)

Haitian Creole

Hmong (uses the pronoun it)

Vietnamese (uses familiar form of third person singular)

Talk to the girl and give it advice.

=Talk to the girl and give her advice.

80

Language


Sample Transfer

Errors in English

There is no distinction between simple,

compound, subject, object, and reflexive

pronouns. Hmong

The book is I.

=The book is mine.

She is I sister

=She is my sister.

I go I

=I go by myself.

There are no relative pronouns.

Korean (modifying clause can function as a relative

clause)

Vietnamese

Look at the backpack is on the floor.

=Look at the backpack that is on the floor.

It is possible to omit the pronoun it as a

subject

Chinese

Hmong

Korean

Vietnamese

What time?

=What time is it?

Three o'clock already.

=It is three o'clock already.

A possessive pronoun is formed by

placing a separate word or character

before the pronoun. Vietnamese

This car is (of) him.

=This car is his.

A possessive pronoun is placed after the

noun. Haitian Creole

That book is (for) me.

=That is my book.

The verb be can be omitted with

adjectives and prepositional phrases.

Chinese

Haitian Creole

Hmong

Korean

Vietnamese

We always cheerful.

=We are always cheerful.

I hungry.

=I am hungry.

You at home.

=You are at home.

The verb be is not used for adjectives or

places. Hmong

Vietnamese

She beautiful.

=She is beautiful.

The book on the table.

=The book is on the table.

81

Language


Sample Transfer

Errors in English

A verb is not inflected for person and

number.

Chinese

Haitian Creole

Hmong

Korean (verbs are inflected to reflect age or status)

Vietnamese

That house have a big door.

=That house has a big door.

Everyone like you.

=Everyone likes you.

Several verbs can be used together with

no words or punctuation to separate them. Hmong

Vietnamese

I cook eat at home.

=I cook and eat at home.

There is no gerund form (-ing) and/or no

distinctions between gerunds and

infinitives.

Chinese (no form to show that an actions is ongoing)

Haitian Creole

Hmong

Korean

Spanish

Vietnamese

She hates to read.

=She hates reading.

The verb be can be used in place of have. Korean I am car.

=I have one car.

Infinitives are not used to indicate

purpose. Haitian Creole

I want learn English.

=I want to learn English

I go to the library for study.

=I go to the library to study.

A that clause is used rather than an

infinitive. Hmong

Spanish

I want that they try harder.

=I want them to try harder.

Have is used in place of there is, there

are, or there was, there were. Hmong

Vietnamese

In the library have many books.

=In the library, there are many books.

The verb have is used to express states of

being (such as age or hunger). Have

(tener) is followed by a noun. Spanish

She has ten years.

=She is ten years old.

I have hunger.

=I am hungry.

I have heat.

=I am hot.

82

Language


Sample Transfer

Errors in English

Two-words verbs, or phrasal verbs, exist

in very few languages. (in addition to

English, they are found in a few other

languages, such as Dutch, German, and

Scandinavian languages.

Note: Most ESL students find two-word verbs difficult, but

it is necessary to learn them in order to understand informal

conversational English.

There are no tense inflections. Tense is

usually indicated through context or by

adding an expression of time.

Chinese

Hmong (infinitive form of the verb used with an

expression of time)

Vietnamese

When I am small, I ask many questions.

=When I was small, I asked many questions.

She teach math next semester.

=She will teach math next semester.

Verb tense does not change within the

same sentence. Haitian Creole

Hmong

When we finish, we leave.

=When we finish, we will leave.

Present perfect tense can be used in place

of past tense. Haitian Creole

I have seen Lucas yesterday.

=I saw Lucas yesterday.

Present tense can be used in place of

future tense.

The present tense is used in place of the

present perfect.

Haitian Creole

Hmong

Spanish

I finish it tomorrow.

=I will finish it tomorrow.

I live here a long time.

=I have lived here a long time.

Adverbs are not used. Two adjectives or

two verbs can be used to describe an

adjective or verb. Hmong

I run fast fast.

=I run really fast.

I run run to school.

=I run quickly to school.

Adjectives follow the nouns they modify.

Hmong

Spanish (The position of the adjective can also indicate

meaning. In Spanish, limiting adjectives go

before the noun, descriptive adjectives go after

noun)

Vietnamese

They have a house big.

=They have a big house.

We live in a village Laotian.

=We live in a Laotian village.

Adjectives can reflect number and gender. Spanish I have kinds parents.

=I have kind parents.

83

Language


Sample Transfer

Errors in English

Some nouns and adjectives share the same

form. Chinese

Note: Students may have difficulty choosing between noun

and adjectives forms.

She wants to be independence.

=She wants to be independent.

Comparative adjectives do not change

form. They are expressed with the

equivalent of more and most.

Hmong (add adverbs after the adjective)

Korean

She is fast more.

=She is faster.

A definitive article is used in place of a

possessive adjective.

Spanish

(definite article used for parts of the body and

articles of clothing)

Ana broke the leg.

=Ana broke her leg.

A possessive adjective is formed by

placing a separate word, character, or

article between the pronoun and the noun.

Chinese (suffix may be omitted in some cases)

Hmong

he (possessive character) book

=his book

Possessive adjectives are omitted when

the association is clear. Korean

Vietnamese

He raised hand.

=He raised his hand.

There is no distinction between personal

pronouns and possessive adjectives. Vietnamese

It is book I.

=It is my book.

Meanings of prepositions do not always

correspond to those in English. Spanish

I like the songs in the CD.

=I like the songs on the CD.

The verb may precede the subject. Spanish Arrived the teacher late.

=The teacher arrived late.

Verbs are placed last in a sentence. The

usual word order is subject-object-verb. Korean

The teacher the assignment gave.

=The teacher gave the assignment.

Subject and verb order is rarely changed. Chinese

Haitian Creole

Korean

She is content and so I am.

=She is content and so am I.

84

Language


Sample Transfer

Errors in English

A subject pronoun can be omitted when

the subject is understood.

Chinese

Korean (can omit the subject pronoun you)

Spanish

Is crowded.

=It is crowded.

Am hungry.

=I am hungry.

A direct object precedes an indirect object

when the indirect object is a pronoun. Chinese (Cantonese only)

I gave an apple him.

=I gave him an apple.

Adverbs and adverbial phrases can

precede verbs. Chinese

Korean

I hard study.

=I study hard.

He by train goes to school.

=He goes to school by train.

Yes/No questions can be formed by

adding an element to the end of

declarative statement.

Chinese

Hmong

Korean

Vietnamese (statement followed by phrase "or not")

The book is interesting, yes?

=Is the book interesting?

You like that color no?

=Do you like that color?


adding a verb followed by its negative

within a statement.

Chinese

Vietnamese

You want not want watch movie?

=Do you want to watch a movie or not?


adding the question word between the

pronoun and the verb. Hmong

You (question word) like the school?

=Do you like the school?

Question words are placed according to

the position of the answer. For example, if

the answer functions as an object, the

question words are placed in the regular

object position.

Chinese

Korean

He told you what?

=What did he tell you?

Tell me he is where?

=Tell me where is he is?

The answers yes and no vary depending

upon the verb used in the question. Hmong

Note: Students may substitute a verb for a yes or no answer.

Do you speak English? Speak.

=Do you speak English? Yes.

Do you speak English? No speak.

Do you speak English? No.

85

Language


Sample Transfer

Errors in English

Commands can be formed by adding an

adverb after the verbs to be emphasized.

Hmong (add the adverb now)

Vietnamese (add the adverb right now)

Do now.

=Do it!

Commands can be formed by adding a

time indicator after the verbs to be

emphasized. Hmong

Fix the car at 3:00.

=Fix the car.

Commands can be formed by adding the

verb go for emphasis at the end of the

sentence. Vietnamese

Buy my groceries, go!

=Buy my groceries.

Commands can be formed by changing

the verb ending. Korean

Bring(ing) it over here.

=Bring it over here.

Double negatives are routinely used. Haitian Creole

Spanish

They don't like nothing.

=They don't like anything.

The negative marker goes before the verb

phrase.

Korean (especially in informal situations)

Spanish (when using perfect tense)

Joey not has finished the homework.

=Joey has not finished the homework.

Sentences do not always include a subject. Spanish

Is fun cook?

=Is it fun to cook?

Is raining.

=It is raining.

Is your mother? Yes is.

=Is she your mother? Yes, she is.

87

APPENDIX III PA CORE ELA STANDARDS BY GRADE BAND (PreK-2)

1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.

PreK Kindergarten Grade 1 Grade 2

Book

Handling

CC.1.1.PK.A Practice appropriate

book handling skills.

CC.1.1.K.A Utilize book handling skills.

Intentionally left blank. Intentionally

left blank.

Print

Concepts

CC.1.1.PK.B Identify basic features of print.

Differentiate between

numbers and letters and letters

and words.

Recognize and name some

uppercase and lowercase

letters of the alphabet.

CC.1.1.K.B Demonstrate understanding of the organization

and basic features of print.

Follow words left to right, top to

bottom, and page by page.

Recognize that spoken words are

represented in written language by

specific sequences of letters.

Understand that words are separated

by spaces in print.

Recognize and name all upper and

lower case letters of the alphabet.

CC.1.1.1.B Demonstrate understanding of the

organization and basic features of

print.

Recognize the

distinguishing features of a

sentence. Intentionally

left blank.

88

Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)



Phonological

Awareness

CC.1.1.PK.C Demonstrate understanding of spoken

words, syllables, and sounds

(phonemes).

Recognize rhyming words and

when two or more words begin

with the same sound

(alliteration).

Count syllables in spoken

words.

Segment single-syllable

spoken words.

Isolate and pronounce initial

sounds.

CC.1.1.K.C Demonstrate understanding of spoken

word, syllables, and sounds (phonemes).

Recognize and produce rhyming

words.

Count, pronounce, blend and

segment syllables in spoken

words.

Blend and segment onsets and

rimes of single-syllable spoken

words.

Isolate and pronounce the initial,

medial, vowel, and final sound

(phonemes) in three phoneme

(CVC) words.

CC.1.1.1.C Demonstrate understanding of spoken

word, syllables, and sounds

(phonemes).

Distinguish long from short

vowel sounds in spoken single-

syllable words.

Count, pronounce, blend, and

segment syllables in spoken and

written words.

Orally produce single-syllable

words, including consonant

blends and digraphs.

Isolate and pronounce medial

vowel, and final sounds

(phonemes) in spoken single-

syllable words.

Add or substitute individual

sounds (phonemes) in one-

syllable words to make new

words.

Intentionally

left blank.

89




Phonics and

Word

Recognition

CC.1.1.PK.D Develop beginning

phonics and word

skills.

Associate some

letters with their

names and

sounds.

Identify familiar

words and

environmental

print.

CC.1.1.K.D Know and apply grade level phonics

and word analysis skills in decoding

words.

Demonstrate basic knowledge

of one-to-one letter-sound

correspondence.

Associate the long and short

sounds with common

spellings for the five major

vowels.

Read grade level high-

frequency sight words with

automaticity.

Distinguish between similarly

spelled words by identifying

the sounds of the letters that

differ.

CC.1.1.1.D Know and apply grade level

phonics and word analysis

skills in decoding words.

Identify common

consonant digraphs,

final e, and common

vowel teams.

Decode one and two-

syllable words with

common patterns.

Read grade level

words with

inflectional endings.

Read grade

appropriate

irregularly spelled

words.

CC.1.1.2.D Know and apply grade level phonics


words.

Distinguish long and short

vowels when reading regularly

spelled one-syllable words.

Decode two-syllable words with

long vowels and words with

common prefixes and suffixes.

Read grade level high frequency

sight words and words with

inconsistent but common

spelling sound correspondences.

Read grade appropriate

irregularly spelled words.

90




Fluency

Intentionally

left blank.

CC.1.1.K.E Read emergent reader text

with purpose and

understanding.

CC.1.1.1.E Read with accuracy and fluency to support

comprehension:

Read on-level text with purpose and

understanding.

Read on-level text orally with

accuracy, appropriate rate, and

expression on successive readings.

Use context to confirm or self-correct

word recognition and understanding,

rereading as necessary.

CC.1.1.2.E Read with accuracy and fluency to support

comprehension:


understanding.




Use context to confirm or self-correct

word recognition and understanding,

rereading as necessary.

91


1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections

among ideas and between texts with focus on textual evidence.


Key Ideas &

Details: Main Idea

CC.1.2.PK.A With prompting and support, retell key

details of text that support a provided

main idea.

CC.1.2.K.A With prompting and support,

identify the main idea and

retell key details of the text.

CC.1.2.1.A Identify the main idea

and retell key details of

the text.

CC.1.2.2.A Identify the main idea of a multi-

paragraph text as well as the focus

of specific paragraphs within the

text.

Key Ideas &

Details: Text Analysis

CC.1.2.PK.B Answer questions about a

text.

CC.1.2.K.B With prompting and support,

answer questions about key

details in a text.

CC.1.2.1.B Ask and answer

questions about key

details in a text.

CC.1.2.2.B Ask and answer questions such as

who, what, where, when, why,

and how to demonstrate

understanding of key details in a

text.

Key Ideas &


CC.1.2.PK.C With prompting and support, make connections between

information in a text and

personal experiences.

CC.1.2.K.C With prompting and support,

make a connection between

two individuals, events,

ideas, or pieces of

information in a text.

CC.1.2.1.C Describe the connection

between two individuals,

events, ideas, or pieces

of information in a text.

CC.1.2.2.C Describe the connection between

a series of events, concepts, or

steps in a procedure within a text.

Craft &

Structure:

Point of View Intentionally left blank. Intentionally left blank. Intentionally left blank. Intentionally left blank.

Craft &

Structure: Text Structure

CC.1.2.PK.E Identify the front cover, back cover,

and title page of a book.

CC.1.2.K.E Identify parts of a book (title,

author) and parts of a text

(beginning, end, details).

CC.1.2.1.E Use various text features

and search tools to

locate key facts or

information in a text.

CC.1.2.2.E Use various text features and

search tools to locate key facts or

information in a text efficiently.

Craft &

Structure:

Vocabulary

CC.1.2.PK.F With prompting and support, answer questions

about unfamiliar words read aloud from a text.

CC.1.2.K.F With prompting and support,

ask and answer questions

about unknown words in a

text.

CC1.2.1.F Ask and answer

questions to help

determine or clarify the

meaning of words and

phrases in a text.

CC.1.2.2.F Determine the meaning of words

and phrases as they are used in

grade level text including

multiple-meaning words.

92





Integration of

Knowledge &

Ideas: Diverse

Media

CC.1.2.PK.G With prompting and support, answer

questions to connect illustrations to the

written word.

CC.1.2.K.G Answers questions to

describe the relationship

between illustrations and

the text in which they

appear.

CC.1.2.1.G Use the illustrations and details in

a text to describe its key ideas.

CC.1.2.2.G Explain how graphic

representations contribute to and

clarify a text.

Integration of

Knowledge &

Ideas: Evaluating

Arguments

Intentionally left blank.

CC.1.2.K.H With prompting and

support, identify the

reasons an author gives to

support points in a text.

CC.1.2.1.H Identify reasons an author gives to

support points in a text.

CC.1.2.2.H Describe how reasons support

specific points the author makes

in a text.

Integration of

Knowledge &

Ideas: Analysis

Across Texts

CC.1.2.PK.I With prompting and support, identify

basic similarities and differences

between two texts read aloud on the

same topic.

CC.1.2.K.I With prompting and

support, identify basic

similarities and differences

between two texts (read or

read aloud) on the same

topic.

CC.1.2.1.I Identify basic similarities in and

differences between two texts on

the same topic.

CC.1.2.2.I Compare and contrast the most

important points presented by two

texts on the same topic.

Vocabulary

Acquisition and Use

CC.1.2.PK.J Use new vocabulary and phrases

acquired in conversations and from

being read to.

CC.1.2.K.J Use words and phrases

acquired through

conversations, reading, and

being read to, and

responding to texts.

CC.1.2.1.J Use words and phrases acquired

through conversations, reading,

and being read to, and responding

to texts, including words that

signal connections and

relationships between the words

and phrases.

CC.1.2.2.J Acquire and use accurately grade-

appropriate conversational,

general academic and domain-

specific words and phrases.

Vocabulary

Acquisition and Use

CC.1.2.PK.K With prompting and support, clarify

unknown words or phrases read aloud.

CC.1.2.K.K Determine or clarify the

meaning of unknown or

multiple-meaning words

and phrases based upon

grade level reading content.

CC.1.2.1.K Determine or clarify the meaning

of unknown and multiple-meaning

words and phrases based on grade

level reading and content.

CC.1.2.2.K Determine or clarify the meaning

of unknown and multiple-

meaning words and phrases based

on grade level reading and

content, choosing from a range of

strategies and tools.

Range of

Reading

CC.1.2.PK.L With prompting and support, actively

engage in group reading activities with

purpose and understanding.

CC.1.2.K.L Actively engage in reading

group activities with


CC.1.2.1.L Read and comprehend literacy of

fiction and informational text on

grade level, reading independently

and efficiently.

CC.1.2.2.L Read and comprehend literacy

and non-fiction and informational

text on grade level reading,

reading independently and

proficiently.

93


1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, making connections among ideas and

between texts with a focus on textual evidence.


Key Ideas &

Details: Theme

CC.1.3.PK.A With prompting and

support, retell a familiar

story in sequence with

picture support.

CC.1.3.K.A With prompting and support,

retell familiar stories including

key details.

CC.1.3.1.A Retell stories, including key

details, and demonstrate

understanding their central

message or lesson.

CC.1.3.2.A Recount stories and determine their central

message, lesson, or moral.

Key Ideas &


CC.1.3.PK.B Answer questions about a

particular story (who,

what, how, when, and

where).

CC.1.3.K.B Answer questions about key

details in a text.

CC.1.3.1.B Ask and answer questions

about key details in a text.

CC.1.3.2.B Ask and answer questions such as who,

what, where, when why, and how to

demonstrate understanding of key details in

a text.

Key Ideas &

Details: Literary

Elements

CC.1.3.PK.C With prompting and

support, answer

questions to identify

characters, settings, and

major events in a story.


identify characters, settings, and

major story elements.

CC.1.3.1.C Describe characters, settings,

major events in a story using

key details.

CC.1.3.2.C Describe how characters in a story respond

to major events and challenges.

Craft &

Structure:

Point of View

CC.1.3.PK.D With prompting and

support, name the author

and illustrator of a story.

CC.1.3.K.D Name the author and illustrator

of a story and define the role of

each in telling the story.

CC.1.3.1.D Identify who is telling the story

at various points in a text.

CC.1.3.2.D Acknowledge differences in the points of

view of characters, including by speaking in

a different voice for each character when

reading dialogue aloud.

Craft &

Structure: Text Structure

CC.1.3.PK.E With prompting and

support, recognize

common types of text.

CC.1.3.K.E Recognize common types of

texts.

CC.1.3.1.E Explain major differences

between books that tell stories

and books that give

information, drawing on a wide

reading or range of text types.

CC.1.3.2.E Describe the overall structure of a story,

including describing how the beginning

introduces the story and the ending

concludes the action.

Craft &

Structure:

Vocabulary

CC.1.3.PK.F Answer questions about

unfamiliar words read

aloud from a story.

CC.1.3.K.F Ask and answer questions about

unknown words in a text.

CC.1.3.1.F Identify words and phrases in

stories or poems that suggest

feelings of appeal to the senses.

CC.1.3.2.F Describe how words and phrases supply

rhythm and meaning in a story, poem, or

song.

Integration of

Knowledge &

Ideas: Sources of

Information

CC.1.3.PK.G Describe pictures in

books using details.

CC.1.3.K.G Make connections between the

illustrations and the text in a

story (read or read aloud).

CC.1.3.1.G Use illustrations and details in a

story to describe characters,

setting, or events.

CC.1.3.2.G Use information from illustrations and

words, in print or digital texts to

demonstrate understanding of characters,

setting and plot.

94


1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, making connections among ideas and

between texts with a focus on textual evidence.


Integration of

Knowledge &

Ideas: Analysis

Across Texts

CC.1.3.PK.H Answer questions to

compare and contrast

the adventures and

experiences of

characters in familiar

stories.

CC.1.3.K.H Compare and contrast the

adventures and experiences of

characters in familiar stories.

CC.1.3.1.H Compare and contrast the

adventures and experiences of

characters in stories.

CC.1.3.2.H Compare and contrast two or more versions

of the same story by different authors or

from different cultures.

Vocabulary

Acquisition &

Use Strategies

CC.1.3.PK.I With prompting and

support, clarify

unknown words or

phrases read aloud.

CC.1.3.K.I Determine or clarify the meaning

of unknown or multiple meaning

words and phrases, based upon

grade level reading and content.

CC.1.3.1.I Determine or clarify the

meaning of unknown and

multiple-meaning words and

phrases based on grade level

reading and content.

CC.1.3.2.I Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade level reading and

content, choosing from a range of strategies

and tools.

Vocabulary

Acquisition

and Use

CC.1.3.PK.J Use new vocabulary and

phrases acquired in

conversations and being

read to.

CC.1.3.K.J Use words and phrases acquired

through conversations, reading,

and being read to, and

responding to texts.

CC.1.3.1.J Use words and phrases

acquired through conversations,

reading and being read to, and

responding to texts, including

words that signal connections

and relationships between the

words and phrases.

CC.1.3.2.J Acquire and use grade-appropriate

conversational, general academic and

domain-specific words and phrases.

Range of

Reading

CC.1.3.PK.K With prompting and

support, actively engage

in group reading

activities with purpose

and understanding.

CC.1.3.K.K Actively engage in group reading

activities with purpose and

understanding.

CC.1.3.1.K Read and comprehend literature

on grade level, reading

independently and proficiently.

CC.1.3.2.K Read and comprehend literature on grade

level, reading independently and

proficiently.

95


1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and

appropriate content.


Informational &

Explanatory

CC.1.4.PK.A Draw/Dictate to compose

informative/explanatory

texts examining a topic.

CC.1.4.K.A Use a combination of drawing,

dictating, and writing to compose

informative/explanatory texts.

CC.1.4.1.A Write informative/explanatory

texts to examine a topic and

convey ideas and information.

CC.1.4.2.A Write informative/explanatory texts to

examine a topic and convey ideas and

information clearly.

Informational &

Explanatory: FOCUS

CC.1.4.PK.B With prompting and

support, draw/dictate

about one specific topic.

CC.1.4.K.B Use a combination of drawing,

dictating, and writing to focus on

one specific topic.

CC1.4.1.B Identify and write about one

specific topic.

CC.1.4.2.B Identify and introduce the topic.

Informational &

Explanatory: CONTENT

CC.1.4.PK.C With prompting and

support, generate ideas to

convey information.


generate ideas and details to

convey information that relates to

the chosen topic.

CC.1.4.1.C Develop the topic with two or

more facts.

CC.1.4.2.C Develop the topic with facts and/or

definitions.

Informational &

Explanatory: ORGANIZATION

CC.1.4.PK.D With prompting and

support, make logical

connection between

drawing and details.

CC.1.4.K.D Make logical connections between

drawing and dictation/writing.

CC.1.4.1.D Group information and

provide some sense of

closure.

CC.1.4.2.D Group information and provide a

concluding statement or section.

Informational &

Explanatory: STYLE


CC.1.4.K.E With prompting and support,

illustrate using details and

dictate/write using descriptive

words.

CC.1.4.1.E Choose words and phrases for

effect.

CC.1.4.2.E Choose words and phrases for effect.

96





Informational &

Explanatory: CONVENTIONS

OF LANGUAGE


CC.1.4.K.F Demonstrate a grade appropriate

command of the conventions of

standard English grammar, usage,

capitalization, punctuation, and

spelling.

Capitalize the first word in

a sentence and pronoun I.

Recognize and use end

punctuation.

Spell simple words

phonetically.

CC.1.4.1.F Demonstrate a grade

appropriate command of the

conventions of standard

English grammar, usage,

capitalization, punctuation,

and spelling.

Capitalize dates and

names of people.

Use end punctuations;

use commas in dates

and words in a series.

Spell words drawing

on common spelling

patterns, phonemic

awareness and

spelling conventions.

CC.1.4.2.F Demonstrate a grade appropriate

command of the conventions of standard

English grammar, usage, capitalization,

punctuation, and spelling.

Capitalize proper nouns.

Use commas and apostrophes

appropriately.

Spell words drawing on

common spelling patterns.

Consult reference material as

needed.

97


1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective

and appropriate content.


Opinion &

Argumentative Intentionally left blank.

CC.1.4.K.G

Use a combination of

drawing, dictating, and

writing to compose opinion

pieces on familiar topics.

CC.1.4.1.G

Write opinion pieces on

familiar topics.

CC.1.4.2.G

Write opinion pieces on familiar topics

or texts.

Opinion &

Argumentative:

FOCUS


CC.1.4.K.H

Form an opinion by

choosing between two given

topics.

CC.1.4.1.H

Form an opinion by

choosing among given

topics.

CC.1.4.2.H

Identify the topic and state an opinion.

Opinion &

Argumentative:

CONTENT


CC.1.4.K.I

Support the opinion with

reasons.

CC.1.4.1.I

Support the opinion with

reasons related to the

opinion.

CC.1.4.2.I

Support the opinion with reasons that

include details connected to the

opinion.

Opinion &

Argumentative:

ORGANIZATION


CC.1.4.K.J

Make logical connections

between drawing and

writing.

CC.1.4.1.J

Create an organizational

structure that includes

reasons and provides some

sense of closure.

CC.1.4.2.J

Create an organizational structure that

includes reasons and includes a

concluding statement.

Opinion &

Argumentative:

STYLE

Intentionally left blank. Intentionally left blank.

CC.1.4.1.K

Use a variety of words and

phrases.

CC.1.4.2.K

Use a variety of words and phrases to

appeal to the audience.

98





Opinion &

Argumentative CONVENTIONS

OF LANGUAGE


CC.1.4.K.L Demonstrate a grade





spelling.

Capitalize the first

word in a sentence and

the pronoun I.

Recognize and use end

punctuation.

Spell simple words phonetically.

CC.1.4.1.L Demonstrate a grade



English, grammar, usage,

capitalization, punctuation

and spelling.

Capitalize dates and names of people.

Use end punctuation; use commas in dates and words in series.

Spell words drawing on common

spelling patterns,

phonemic awareness,

and spelling

conventions.

CC.1.4.2.L Demonstrate a grade appropriate command

of the conventions of standard English,

grammar, usage, capitalization,

punctuation and spelling.


Use commas and apostrophes appropriately.

Spell words drawing on common spelling patterns.

Consult reference material

as needed.

99

Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2) 1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and



Narrative

CC.1.4.PK.M Dictate narratives to

describe real or imagined experiences or events.

CC.1.4.K.M Use a combination of drawing,

dictating, and writing to

compose narratives that

describe real or imagined

experiences or events.

CC.1.4.1.M Write narratives to develop real

or imagined experiences or

events.

CC.1.4.2.M Write narratives to develop real or imagined

experiences or events.

Narrative: FOCUS

CC.1.4.PK.N Establish “who” and

“what” the narrative

will be about.

CC.1.4.K.N Establish “who” and “what”

that narrative will be about.

CC.1.4.1.N Establish “who” and “what”

that narrative will be about.

CC.1.4.2.N Establish a situation and introduce a narrator

and/or characters.

Narrative: CONTENT

CC.1.4.PK.O With prompting and

support, describe experiences and

events.

CC.1.4.K.O Describe experiences and

events.

CC.1.4.1.O Include thoughts and feelings

to describe experiences and

events.

CC.1.4.2.O Include thoughts and feeling to describe

experience and events to show the response

of characters to situations.

Narrative: ORGANIZATION

CC.1.4.PK.P Recount a single event

and tell about the

events in the order in

which they occurred.

CC.1.4.K.P Recount a single event or

several loosely linked events,

tell about the events in the

order in which they occurred,

and provide a reaction to what

happened.

CC.1.4.1.P Recount two or more

appropriately sequenced events

using temporal words to signal

event order and provide some

sense of closure.

CC.1.4.2.P Organize a short sequence of events, using

temporal words to signal event order;

provide a sense of closure.

Narrative: STYLE



CC.1.4.1.Q Use a variety of words and

phrases.

CC.1.4.2.Q Choose words and phrases for effect.

100





Narrative: CONVENTIONS

OF LANGUAGE Intentionally left blank.

CC.1.4.K.R Demonstrate a grade




capitalization, punctuation,

and spelling.

Capitalize the first

word in the sentence

and the pronoun I.

Recognize and use

end punctuation.

Spell simple words

phonetically.

CC.1.4.1.R Recount two or more

appropriately sequenced events

using temporal words to signal

event order and provide some

sense of closure.

Capitalize dates and

names of people.

Use end punctuation;

use commas in dates

and words in a series.

Spell words and draw

on common spelling

patterns, phonemic

awareness and spelling

conventions.

CC.1.4.2.R Organize a short sequence of events, using

temporal words to signal event order;

provide a sense of closure.


Use commas and apostrophes

appropriately.

Spell words drawing on common

spelling patterns.

Consult reference materials as

needed.

101





Responses to

Literature Intentionally left blank. Intentionally left blank. Intentionally left blank. Intentionally left blank.

Production &

Distribution

of Writing:

Writing

Process

CC.1.4.PK.T

With guidance and

support from adults

and peers, respond to

questions and

suggestions, add details

as needed.

CC.1.4.K.T

With guidance and support

from adults and peers, respond

to questions and suggestions

from peers, and add details to

strengthen writing as needed.

CC.1.4.1.T

With guidance and support

from adults and peers, focus

on a topic, respond to

questions and suggestions

from peers, and add details

to strengthen writing as

needed.

CC.1.4.2.T

With guidance and support from adults

and peers, focus on a topic and

strengthen writing as needed by

revising, and editing.

Technology

and

Publication


CC.1.4.K.U

With guidance and support,

explore a variety of digital

tools to produce and publish

writing including in

collaboration with peers.

CC.1.4.1.U

With guidance and support,

use a variety of digital tools

to produce and publish

writing including in


CC.1.4.2.U

With guidance and support, use a

variety of digital tools to produce and

publish writing including in


Conducting

Research

CC.1.4.PK.V

Ask questions about

topics of personal

interest to gain

information; with teacher

guidance and support,

locate information on the

chosen topic.

CC.1.4.K.V

Participate in individual or

shared research projects on a

topic of interest.

CC.1.4.1.V

Participate in individual or

shared research and writing

projects.

CC.1.4.2.V

Participate in individual or shared

research and writing projects.

Credibility,

Reliability,

& Validity of

Sources

CC.1.4.PK.W

With guidance and

support, recall

information from

experiences or books.

CC.1.4.K.W With guidance and support,

recall information from

experiences or gather

information from provided

sources to answer a question.

CC.1.4.1.W With guidance and support,

recall information from

experiences or gather

information from provided

sources to answer a

question.

CC.1.4.2.W Recall information from experiences or

gather information from provided

sources to answer a question.

102





Range of

Writing Intentionally left blank.

CC.1.4.K.X Write routinely over a short

time frame.

CC.1.4.1.X Write routinely over

extended time frames (time

for research, reflection, and

revision) and shorter time

frames (a single sitting or a

day or two) for a range of

discipline-specific tasks,

purposes and audiences.

CC.1.4.2.X Write routinely over extended time

frames (time for research, reflection,

and revision) and shorter time frames (a

single sitting or a day or two) for a

range of discipline-specific tasks,

purposes and audiences.

103


1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as

individuals or in a group discussion.


Comprehension

&

Collaboration:

Collaborative

Discussions

CC.1.5.PK.A

Participate in

collaborative

conversations with

peers and adults in

small and larger

groups.

CC.1.5.K.A

Participate in collaborative

conversations with peers and

adults in small and larger

groups.

CC.1.5.1.A

Participate in collaborative

conversations with peers

and adults in small and

larger groups.

CC.1.5.2.A

Participate in collaborative conversations

with peers and adults in small and larger

groups.

Comprehension

&

Collaboration:

Critical

Listening

CC.1.5.PK.B

Answer questions

about key details in a

text read aloud or

information presented

orally or through other

media.

CC.1.5.K.B

Ask and answer questions

about key details in a text

read aloud or information

presented orally or through

other media.

CC.1.5.1.B

Confirm understanding of a

text read aloud or

information presented orally

or through other media by

asking and answering

questions about key details

and requesting clarification

if something is not

understood.

CC.1.5.2.B

Recount or describe key ideas or details

from a text read aloud or information

presented orally or through other media.

Comprehension

&

Collaboration:

Evaluating

Information

CC.1.5.PK.C

Respond to what a

speaker says in order to

follow directions, seek

help, or gather

information.

CC.1.5.K.C

Ask and answer questions in

order to seek help, get

information, or clarify

something that is not

understood.

CC.1.5.1.C

Ask and answer questions

about what a speaker says in

order to gather additional

information or clarify

something that is not

understood.

CC.1.5.2.C

Ask and answer questions about what a

speaker says in order to clarify

comprehension, gather additional

information, or deepen understanding of

a topic or issue.

Presentation of

Knowledge

& Ideas:

Purpose,

Audience &

Task

CC.1.5.PK.D

Using simple sentences,

share stories, familiar

experiences, and

interests, speaking

clearly enough to be

understood by most

audiences.

CC.1.5.K.D

Share stories, familiar

experiences, and interests

speaking clearly enough to be

understood by all audiences

using appropriate volume.

CC.1.5.1.D

Describe people, places,

things and events with

relevant details, expressing

ideas and feelings clearly.

CC.1.5.2.D

Tell a story or recount an experience with

appropriate facts and relevant,

descriptive details, speaking audibly in

coherent sentences.

104


1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as

individuals or in a group discussion.


Presentation of

Knowledge

& Ideas:

Context

CC.1.5.PK.E

Using simple sentences,

express thoughts,

feelings, and ideas,

speaking clearly

enough to be

understood by most

audiences.

CC.1.5.K.E

Speak audibly and express

thoughts, feelings and ideas

clearly.

CC.1.5.1.E

Produce complete sentences

when appropriate to task

and situation.

CC.1.5.2.E

Produce complete sentences when

appropriate to task and situation in order

to provide requested detail or

clarification.

Integration of

Knowledge

& Ideas:

Multimedia

Intentionally left blank. Intentionally left blank.

CC.1.5.1.F

Add drawings or other

visual displays when

sharing aloud to

clarify ideas, thoughts,

and feelings.

CC.1.5.2.F

Add drawings or other visual displays to

presentations when appropriate to clarify

ideas, thoughts, and feelings.

Conventions of

Standard

English

CC.1.5.PK.G

Demonstrate command

of the conventions of

standard English when

speaking, based on

prekindergarten level

and content.

CC.1.5.K.G

Demonstrate command of the


English when speaking,

based on kindergarten level

and content.

CC.1.5.1.G

Demonstrate command of

the conventions of standard

English when speaking

based on grade 1 level and

content.

CC.1.5.2.G


conventions of standard English when

speaking based on grade 2 level and

content.

105

APPENDIX III PA CORE ELA STANDARDS BY GRADE BAND (3 - 5)


Grade 3 Grade 4 Grade 5

1.1.3.A Book Handling &

1.1.3.B Print Concepts Intentionally left blank. Intentionally left blank. Intentionally left blank.

1.1.3.C Phonological

Awareness Intentionally left blank. Intentionally left blank. Intentionally left blank.

Phonics and Word

Recognition

CC.1.1.3.D

Know and apply grade level phonics and word

analysis skills in decoding words:

Identify and know the meaning of the

most common prefixes and

derivational suffixes.

Decode words with common Latin

suffixes.

Decode multi-syllable words.

Read grade-appropriate irregularly

spelled words.

CC.1.1.4.D

Know and apply grade level phonics


words:

Use combined knowledge of

all letter-sound

correspondences, syllabication

patterns, and morphology to

read accurately unfamiliar

multisyllabic words.

CC.1.1.5.D

Know and apply grade level phonics


words:

Use combined knowledge of

all letter-sound

correspondences,

syllabication patterns, and

morphology to read

accurately unfamiliar

multisyllabic words.

Fluency

CC.1.1.3.E

Read with accuracy and fluency to support

comprehension:


understanding.




Use context to confirm or self-

correct word recognition and

understanding, rereading as

necessary.

CC.1.1.4.E

Read with accuracy and fluency to

support comprehension:

Read on-level text with




expression on successive

readings.




necessary.

CC.1.1.5.E

Read with accuracy and fluency to

support comprehension:

Read on-level text with




expression on successive

readings.




necessary.

106

Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)




Key Ideas & Details:

Main Idea

CC.1.2.3.A

Determine the main idea of a text; recount the

key details and explain how they support the

main idea.

CC.1.2.4.A

Determine the main idea of a text and

explain how it is supported by key

details; summarize the text.

CC.1.2.5.A

Determine two or more main ideas in

a text and explain how they are

supported by key details; summarize

the text.


Text Analysis

CC.1.2.3.B

Ask and answer questions about the text and

make inferences from text; refer to text to

support responses.

CC.1.2.4.B

Refer to details and examples in text

to support what the text says explicitly

and make inferences.

CC.1.2.5.B

Cite textual evidence by quoting

accurately from the text to explain

what the text says explicitly and make

inferences.


Text Analysis

CC.1.2.3.C

Explain how a series of events, concepts, or

steps in a procedure is connected within a

text, using language that pertains to time,

sequence, and cause/effect.

CC.1.2.4.C

Explain events, procedures, ideas, or

concepts in a text, including what

happened and why, based on specific

information in the text.

CC.1.2.5.C

Explain the relationships or

interactions between two or more

individuals, events, ideas, or concepts

in a text based on specific information

in the text.

Craft & Structure: Point of

View

CC.1.2.3.D

Explain the point of view of the author. CC.1.2.4.D

Compare and contrast an event or

topic told from two different points of

view.

CC.1.2.5.D

Analyze multiple accounts of the same

event or topic, noting important

similarities and differences in the

point of view they represent.

Craft & Structure:

Text Structure

CC.1.2.3.E

Use text features and search tools to locate

and interpret information.

CC.1.2.4.E

Use text structure to interpret

information (e.g., chronology,

comparison, cause/effect,

problem/solution).

CC.1.2.5.E

Use text structure, in and among texts,

to interpret information (e.g.,

chronology, comparison, cause/effect,

problem/solution).

107





Craft & Structure:

Vocabulary

CC.1.2.3.F

Determine the meaning of words and phrases

as they are used in grade level text,

distinguishing literal from non-literal meaning

as well as shades of meaning among related

words.

CC.1.2.4.F

Determine the meaning of words and

phrases as they are used in grade level

text, including figurative language.

CC.1.2.5.F



text, including interpretation of

figurative language.

Integration of Knowledge &

Ideas:

Diverse Media

CC.1.2.3.G

Use information gained from text features to

demonstrate understanding of a text.

CC.1.2.4.G

Interpret various presentations of

information within a text or digital

source and explain how the

information contributes to an

understanding of text in which it

appears.

CC.1.2.5.G

Draw on information from multiple

print or digital sources, demonstrating

the ability to locate an answer to a

question quickly or to solve a problem

efficiently.


Ideas:

Evaluating Arguments

CC.1.2.3.H

Describe how an author connects sentences

and paragraphs in a text to support particular

points.

CC.1.2.4.H

Explain how an author uses reasons

and evidence to support particular

points in a text.

CC.1.2.5.H

Determine how an author supports

particular points in a text through

reasons and evidence.


Ideas:

Analysis Across Texts

CC.1.2.3.I

Compare and contrast the most important

points and key details presented in two texts

on the same topic.

CC.1.2.4.I

Integrate information from two texts

on the same topic to demonstrate

understanding of that topic.

CC.1.2.5.I

Integrate information from several

texts on the same topic to demonstrate

understanding of that topic.

108





Vocabulary Acquisition

and Use

CC.1.2.3.J

Acquire and use accurately grade-appropriate

conversational, general academic, and

domain-specific words and phrases, including

those that signal spatial and temporal

relationships.

CC.1.2.4.J

Acquire and use accurately grade-

appropriate conversational, general

academic, and domain-specific words

and phrases, including those that

signal precise actions, emotions, or

states of being and that are basic to a

particular topic.

CC.1.2.5.J

Acquire and use accurately grade-

appropriate conversational, general

academic, and domain-specific words


signal contrast, addition, and other

logical relationships.

Vocabulary Acquisition

and Use

CC.1.2.3.K

Determine or clarify the meaning of unknown

and multiple-meaning words and phrases

based on grade level reading and content,

choosing flexibly from a range of strategies

and tools.

CC.1.2.4.K

Determine or clarify the meaning of

unknown and multiple-meaning words

and phrases based on grade level

reading and content, choosing flexibly

from a range of strategies and tools.

CC.1.2.5.K


unknown and multiple-meaning words

and phrases based on grade level



Range of Reading

CC.1.2.3.L

Read and comprehend literary non-fiction and

informational text on grade level, reading

independently and proficiently.

CC.1.2.4.L

Read and comprehend literary non-

fiction and informational text on grade


proficiently.

CC.1.2.5.L

Read and comprehend literary non-

fiction and informational text on grade


proficiently.

109


1.3 Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making

connections among ideas and between texts with focus on textual evidence.



Theme

CC.1.3.3.A

Determine the central message, lesson,

or moral in literary text; explain how it is

conveyed in text.

CC.1.3.4.A

Determine a theme of a text from

details in the text; summarize the text.

CC.1.3.5.A

Determine a theme of a text from

details in the text, including how

characters in a story or drama respond

to challenges or how the speaker in a

poem reflects upon a topic; summarize

the text.


Text Analysis

CC.1.3.3.B

Ask and answer questions about the text

and make inferences from text, referring

to text to support response.

CC.1.3.4.B

Cite relevant details from text to

support what the text says explicitly

and make inferences.

CC.1.3.5.B

Cite textual evidence by quoting

accurately from the text to explain

what the text says explicitly and make

inferences.


Literary Elements

CC.1.3.3.C

Describe characters in a story and

explain how their actions contribute to

the sequence of events.

CC.1.3.4.C

Describe in depth a character, setting

or event in a story or drama, drawing

on specific details in the text.

CC.1.3.5.C

Compare and contrast two or more

characters, settings or events in a story

or drama, drawing on specific details

in the text.

Craft & Structure: Point of View

CC.1.3.3.D

Explain the point of view of the author. CC.1.3.4.D

Compare and contrast an event or

topic told from two different points of

view.

CC.1.3.5.D

Analyze multiple accounts of the same

event or topic, noting important

similarities and differences in the

point of view they represent.

Craft & Structure:

Text Structure

CC.1.3.3.E

Refer to parts of texts when writing or

speaking about a text using such terms as

chapter, scene and stanza and describe

how each successive part builds upon

earlier sections.

CC.1.3.4.E

Explain major differences between

poems, drama and prose and refer to

the structural elements of each when

writing or speaking about a text.

CC.1.3.5.E

Explain how a series of chapters,

scenes or stanzas fits together to

provide the overall structure of a

particular story, drama or poem.

110


1.3 Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making



Craft & Structure: Vocabulary

CC.1.3.3.F



text, distinguishing literal from non-

literal meaning as well as shades of

meaning among related words.

CC.1.3.4.F



text, including figurative language.

CC.1.3.5.F



text, including interpretation of

figurative language.

Integration of Knowledge & Ideas:

Sources of Information

CC.1.3.3.G

Explain how specific aspects of a

text’s illustrations contribute to what

is conveyed by the words in a story

(e.g., create mood, emphasize aspects

of a character or setting).

CC.1.3.4.G

Make connections between the text of

a story or drama and a visual or oral

presentation of the text, identifying

where each version reflects specific

descriptions and directions in the text.

CC.1.3.5.G

Analyze how visual and multimedia

elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic

novel, multimedia presentation of

fiction, folktale, myth, poem).

Integration of Knowledge & Ideas:

Analysis Across Texts

CC.1.3.3.H

Compare and contrast the themes,

settings, and plots of stories written by

the same author about the same or

similar characters.

CC.1.3.4.H

Compare and contrast similar themes,

topics, and patterns of events in

literature, including texts from

different cultures.

CC.1.3.5.H

Compare and contrast texts in the

same genre on their approaches to

similar themes and topics as well as

additional literary elements.

Vocabulary Acquisition & Use

Strategies

CC.1.3.3.I


unknown and multiple‐meaning words

and phrases based on grade‐level



CC.1.3.4.I






CC.1.3.5.I






111


1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, vocabulary acquisition, and making



Vocabulary Acquisition and Use

CC.1.3.3.J

Acquire and use accurately grade‐ appropriate conversational, general

academic, and domain‐specific words


signal spatial and temporal

relationships.

CC.1.3.4.J


academic, and domain‐specific words


signal precise actions, emotions, or

states of being and that are basic to a

particular topic.

CC.1.3.5.J


academic, and domain‐ specific words


signal contrast, addition, and other

logical relationships.

Range of Reading

CC.1.3.3.K

Read and comprehend literary fiction

on grade level, reading independently

and proficiently.

CC.1.3.4.K



and proficiently.

CC.1.3.5.K



and proficiently.

112





Informational & Explanatory

CC.1.4.3.A

Write informative/explanatory texts to



CC.1.4.4.A




CC.1.4.5.A




Informational & Explanatory:

FOCUS

CC.1.4.3.B

Identify and introduce the topic.

CC.1.4.4.B

Identify and introduce the topic

clearly.

CC.1.4.5.B

Identify and introduce the topic

clearly.


CONTENT

CC.1.4.3.C

Develop the topic with facts,

definitions, details, and illustrations,

as appropriate.

CC.1.4.4.C


definitions, concrete details,

quotations, or other information and

examples related to the topic; include

illustrations and multimedia when

useful to aiding comprehension.

CC.1.4.5.C


definitions, concrete details,

quotations, or other information and

examples related to the topic;

include illustrations and multimedia

when useful to aiding

comprehension.


ORGANIZATION

CC.1.4.3.D

Create an organizational structure

that includes information grouped

and connected logically with a

concluding statement or section.

CC.1.4.4.D

Group related information in

paragraphs and sections, linking ideas

within categories of information using

words and phrases; provide a

concluding statement or section;

include formatting when useful to

aiding comprehension.

CC.1.4.5.D

Group related information logically

linking ideas within and across

categories of information using words,

phrases, and clauses; provide a

concluding statement or section;

include formatting when useful to

aiding comprehension.

113






STYLE

CC.1.4.3.E

Choose words and phrases for effect.

CC.1.4.4.E

Use precise language and domain-

specific vocabulary to inform about or

explain the topic.

CC.1.4.5.E

Write with an awareness of style.

Use precise language and

domain-specific vocabulary to

inform about or explain the

topic.

Use sentences of varying

length.


CONVENTIONS

OF LANGUAGE

CC.1.4.3.F Demonstrate a grade-appropriate




spelling.

CC.1.4.4.F

Demonstrate a grade-appropriate




spelling.

CC.1.4.5.F

Demonstrate a grade-appropriate




spelling.

114





Opinion & Argumentative

CC.1.4.3.G

Write opinion pieces on familiar topics

or texts.

CC.1.4.4.G

Write opinion pieces on topics or texts. CC.1.4.5.G

Write opinion pieces on topics or texts.

Opinion & Argumentative: FOCUS

CC.1.4.3.H

Introduce the topic and state an

opinion on the topic.

CC.1.4.4.H



CC.1.4.5.H



Opinion & Argumentative:

CONTENT

CC.1.4.3.I

Support an opinion with reasons. CC.1.4.4.I

Provide reasons that are supported by

facts and details.

CC.1.4.5.I

Provide reasons that are supported by

facts and details; draw from credible

sources.


ORGANIZATION

CC.1.4.3.J


that includes reasons linked in a

logical order with a concluding

statement or section.

CC.1.4.4.J


that includes related ideas grouped to

support the writer's purpose and

linked in a logical order with a

concluding statement or section

related to the opinion.

CC.1.4.5.J

Create an organizational structure that

includes related ideas grouped to

support the writer's purpose; link

opinion and reasons using words,

phrases, and clauses; provide a

concluding statement or section

related to the opinion.


STYLE

CC.1.4.3.K

Use a variety of words and sentence

types to appeal to the audience.

CC.1.4.4.K

Choose words and phrases to

convey ideas precisely.

CC.1.4.5.K



length.

Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and

style.


CONVENTIONS

OF LANGUAGE

CC.1.4.3.L

Demonstrate a grade- appropriate




spelling.

CC.1.4.4.L





spelling.

CC.1.4.5.L





spelling.

115





Narrative

CC.1.4.3.M

Write narratives to develop real or

imagined experiences or events.

CC.1.4.4.M



CC.1.4.5.M



Narrative:

FOCUS

CC.1.4.3.N

Establish a situation and introduce

a narrator and/or characters.

CC.1.4.4.N

Orient the reader by establishing a

situation and introducing a narrator

and/or characters.

CC.1.4.5.N

Orient the reader by establishing a

situation and introducing a narrator

and/or characters.

Narrative:

CONTENT

CC.1.4.3.O

Use dialogue and descriptions of

actions, thoughts, and feelings to

develop experiences and events or

show the response of characters to

situations.

CC.1.4.4.O

Use dialogue and descriptions to

develop experiences and events or

show the responses of characters to

situations; use concrete words and

phrases and sensory details to convey

experiences and events precisely.

CC.1.4.5.O

Use narrative techniques such as

dialogue, description, and pacing, to

develop experiences and events or show

the responses of characters to situations;

use concrete words and phrases and

sensory details to convey experiences

and events precisely.

Narrative:

ORGANIZATION

CC.1.4.3.P

Organize an event sequence that

unfolds naturally, using temporal

words and phrases to signal event

order; provide a sense of closure.

CC.1.4.4.P

Organize an event sequence that

unfolds naturally, using a variety of

transitional words and phrases to

manage the sequence of events;

provide a conclusion that follows from

the narrated experiences and events.

CC.1.4.5.P

Organize an event sequence that unfolds

naturally, using a variety of transitional

words and phrases to manage the

sequence of events; provide a

conclusion that follows from the

narrated experiences and events.

Narrative:

STYLE

CC.1.4.3.Q

Choose words and phrases for effect. CC.1.4.4.Q

Choose words and phrases to convey

ideas precisely.

CC.1.4.5.Q



length.

Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and style.

Narrative:

CONVENTIONS OF LANGUAGE

CC.1.4.3.R





spelling.

CC.1.4.4.R





spelling.

CC.1.4.5.R


command of the conventions of standard

English grammar, usage, capitalization,

punctuation, and spelling.

116





Responses to Literature

CC.1.4.3.S

Draw evidence from literary or

informational texts to support analysis,

reflection, and research, applying

grade-level reading standards for

literature and informational texts.

CC.1.4.4.S






CC.1.4.5.S






Production & Distribution of

Writing: Writing Process

CC.1.4.3.T

With guidance and support from peers

and adults, develop and strengthen

writing as needed by planning,


CC.1.4.4.T





CC.1.4.5.T




revising, editing, rewriting, or trying a

new approach.

Technology and Publication

CC.1.4.3.U

With guidance and support, use

technology to produce and publish

writing (using keyboarding skills) as

well as to interact and collaborate with

others.

CC.1.4.4.U

With some guidance and support, use

technology, including the Internet, to

produce and publish writing as well as

to interact and collaborate with others;

demonstrate sufficient command of

keyboarding skills to type a minimum

of one page in a single sitting.

CC.1.4.5.U

With some guidance and support, use

technology, including the Internet, to

produce and publish writing as well as

to interact and collaborate with others;

demonstrate sufficient command of

keyboarding skills to type a minimum

of two pages in a single sitting.

Conducting Research

CC.1.4.3.V

Conduct short research projects that

build knowledge about a topic.

CC.1.4.4.V


build knowledge through investigation

of different aspects of a topic.

CC.1.4.5.V


use several sources to build knowledge

through investigation of different

aspects of a topic.

Credibility, Reliability,

& Validity of Sources

CC.1.4.3.W

Recall information from experiences

or gather information from print and

digital sources; take brief notes on

sources and sort evidence into

provided categories.

CC.1.4.4.W Recall relevant information from

experiences or gather relevant

information from print and digital

sources; take notes and categorize

information, and provide a list of

sources.

CC.1.4.5.W Recall relevant information from

experiences or gather relevant

information from print and digital

sources; summarize or paraphrase

information in notes and finished

work, and provide a list of sources.

Range of Writing



and revision) and shorter time frames

(a single sitting or a day or two) for a


purposes, and audiences.













117


1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in a

group discussion.


Comprehension

& Collaboration:

Collaborative Discussions

CC.1.5.3.A

Engage effectively in a range of

collaborative discussions on grade-

level topics and texts, building on

others' ideas and expressing their own

clearly.

CC.1.5.4.A





clearly.

CC.1.5.5.A





clearly.

Comprehension

& Collaboration:

Critical Listening

CC.1.5.3.B

Determine the main ideas and

supporting details of a text read aloud

or information presented in diverse

media formats, including visually,

quantitatively, and orally.

CC.1.5.4.B

Paraphrase portions of a text read

aloud or information presented in

diverse media and formats, including

visually, quantitatively, and orally.

CC.1.5.5.B

Summarize the main points of written

text read aloud or information

presented in diverse media and

formats, including visually,

quantitatively, and orally.

Comprehension & Collaboration:

Evaluating Information

CC.1.5.3.C

Ask and answer questions about

information from a speaker, offering

appropriate detail.

CC.1.5.4.C

Identify the reasons and evidence a

speaker provides to support particular

points.

CC.1.5.5.C

Summarize the points a speaker makes

and explain how each claim is

supported by reasons and evidence.

Presentation of Knowledge

& Ideas: Purpose, Audience & Task

CC.1.5.3.D

Report on a topic or text, tell a story,

or recount an experience with

appropriate facts and relevant,

descriptive details; speak clearly with

adequate volume, appropriate pacing,

and clear pronunciation.

CC.1.5.4.D

Report on a topic or text, tell a story,

or recount an experience in an

organized manner, using appropriate

facts and relevant, descriptive details

to support main ideas or themes; speak

clearly with adequate volume,

appropriate pacing, and clear

pronunciation.

CC.1.5.5.D

Report on a topic or present an

opinion, sequencing ideas logically

and using appropriate facts and

relevant, descriptive details to support

main ideas or themes; speak clearly

with adequate volume, appropriate

pacing, and clear pronunciation.

118


1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in a

group discussion.


Presentation of Knowledge

& Ideas:

Context

CC.1.5.3.E

Speak in complete sentences when

appropriate to task and situation in

order to provide requested detail or

clarification.

CC.1.5.4.E

Differentiate between contexts that

require formal English versus informal

situations.

CC.1.5.5.E

Adapt speech to a variety of contexts

and tasks, using formal English when

appropriate to task and situation.

Integration of Knowledge

& Ideas:

Multimedia

CC.1.5.3.F

Create engaging audio recordings of

stories or poems that demonstrate fluid

reading at an understandable pace; add

visual displays when appropriate to

emphasize or enhance certain facts or

details.

CC.1.5.4.F

Add audio recordings and visual

displays to presentations when

appropriate to enhance the

development of main ideas or themes.

CC.1.5.5.F

Include multimedia components and

visual displays in presentations when

appropriate to enhance the

development of main ideas or themes.

Conventions of Standard English

CC.1.5.3.G



speaking, based on Grade 3 level and

content.

CC.1.5.4.G




content.

CC.1.5.5.G




content.

119

APPENDIX IV COMPONENTS OF THE READING BLOCK ACROSS THE GRADES

Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning

Support

Read Aloud &

Literature

Discussions Fountas&Pinnell: The

Continuum of Literacy Learning Grades Prek-8

Read Aloud conducted

whole group

Anytime

throughout the day

Texts have simple

plots with easy to understand

problems and

solutions.

Books can have

rhyme, rhythm, and repetition with

sentences or

dialogue that is simple and easy for

children to follow.

Illustrations are

large, clear, and

colorful and add to the meaning of a

story.

Illustrations offer

high support for comprehension.

Informational texts have simple

illustrations or

sometimes labels.

Teacher notices

when students:

- acquire new words,

- use words in

discussion of the text,

- understand and talk about

interesting

information from a text or retell a story

using the pictures

after hearing several times.

Anytime throughout the

day

Text can be short poems, nursery rhymes, and

songs, traditional

folktales, memoirs, realistic fiction, factual

texts with language and

word play, familiar

topics, everyday events,

and a few topics beyond

children’s immediate experiences.

Illustrations offer high

support for

comprehension. Plots will be simple with easy

to understand problems

and solutions.

Teacher notices when

students:

- acquire new

vocabulary from

listening and use in discussion,

- follow the events and

remember the plot,

- notice and derive

information from

pictures and mimic intonation,

- acquire an

understanding of new words from context, use

words in discussion of text, understand and talk

about simple problems or

interesting information learned from text,

- can retell a story using

the pictures after hearing several times,

- show awareness of a

topic from a text and make connections.


day

Text can be short poems,

nursery rhymes, songs, traditional tales, animal

fantasy, realistic fiction,

factual text, informational books

with a simple sequence

description sometimes repeating patterns.

Illustrations offer high

support for comprehension.


students:

- follow the events of the

plot with multiple

events, use important information from the

story in discussions,

- acquire understanding

of new words from

content,

- acquire new vocabulary from

listening, and use in

discussion,

- recall the events of a

story and remember after

reading,

- mimic teacher’s

intonation on refrains or

repetitive text, notice and respond to stress and

tone of voice,

- use details from

illustrations to support

points in discussion,

- understand simple

problems and talk about

them,

- show awareness of a

topic and make related

comments or pose related questions.


day

Text can be poems, traditional literature,

fantasy, traditional folk

and fairy tales with repeating patterns,

realistic fiction,

informational text with

simple description,

simple biographies,

memoirs, factual texts with a sequence that

includes description,

compare and contrast, etc.

Illustrations have details

and add more to the meaning of the text.

Chapter books have few

black and white illustrations, texts center

on problems related to

family, friends, and school.


students:

- remember facts,

concepts, or ideas from a

text,

-provide an oral

summary of a text,

- remember story events in sequence, understand

the problem and solutions,

- self monitor,

- ask questions when meaning is lost,

- recognize new

meanings for known words and use them in

discussion and in

writing,

- follow multiple events

in stories to understand the plot.

Anytime throughout the day

Text can be poems,

traditional literature, fantasy,

traditional folk and fairy tales with more repeating patterns,

realistic fiction, simple

biographies on well-known subjects, memoirs, mysteries,

informational text with

simple descriptions and factual texts with sequence

and clearly defined

categories, compare and contrast, etc.

Text structure and text

features help readers understand / navigate through

non-fiction texts.

Some illustrations are complicated with many

details and require

interpretations, some needing description while the teacher

is reading.


students:

- recognize and work to solve

new vocabulary words, use

new vocabulary words in discussion and in writing,

- recognize and actively work to learn the meaning of

complex, specialized, and technical vocabulary words,

- follow multiple events and multiple characters in a

story,

- understand how one event

builds on another throughout

the text,

- access information and

develop new concepts and ideas from reading.

Anytime throughout the day

Before reading:

Generate background

knowledge with picture walks, talk about the meaning of

pictures, and make predictions.

Review parts of the book, front-load vocabulary by

presenting pictures or oral

definitions of key words from the story, list words and have

students decide with a partner

which words might be in the book. Make connections with

the story and students’ lives.

Partner students to maximize learning and language

development, and assess

understanding by listening to their conversations.

During reading: Think aloud and provide

opportunities for conversation,

e.g., turn and talk. Prompt students to use thumbs up

when pre-taught vocabulary is

heard. Gesture actions in the book to explain words without

having to stop the reading.

After reading:

Recap the story or ask

questions that extend comprehension, have students

make personal connections to the story or with characters.

Students can draw or write in a

journal about their favorite part, character, or setting from

the story independently, with a

partner, or in a group. .

Level 1 ELLs can be paired

with two partners for extra linguistic support.

Anytime

throughout the day

All students with

disabilities have an

IEP. Please read

the IEP at a glance

to review each

child’s specific

reading needs.

Always begin

where the child is

instructionally.

After the teacher

reads the story

aloud with discussion of the

vocabulary,

characters and plot, (s)he may:

First, provide the student with the

opportunity to

follow the text through audio tape

or CD or internet.

Next, provide the

student with the

opportunity to sub-vocalize along with

the text being read.

Last, provide the

student with the opportunity to read

and reread the text.

The teacher should

stop often to check

for understanding and comprehension.

Teacher:

Reads from texts of all

genres: literature, magazines, newspapers,

poems, letters, and

informational text to model fluent, expressive

reading.

Promotes reading as a

learning and thinking

tool, provides models of the English language.

Develops and encourages active listening, shares

information and builds

background knowledge.

Demonstrates problem-

solving strategies readers use.

Provides exposure to a variety of genres and

purposes for reading;

focuses on meaning or comprehension.

Selects texts that are above the students’

instructional level.

120


Support

Shared Reading Fountas&Pinnell: The

Continuum of Literacy Learning

Grades Prek-8

Texts have simple

plots that are easy

to understand.

Texts can have

language and word play, rhyme,

alliteration, short,

simple sentences that are easy to

understand.

Illustrations are

bright, clear,

colorful and provide high

support for

comprehension and language.

Teacher notices

when students:

- recognize simple

punctuation, notice some

letters, remember and use repeating

language patterns,

- mimic teacher’s

expression, talk

about story, make predictions,

express personal

connections with texts,

- recognize and talk about the

beginning and

ending of story, understand and

begin to use the

term “illustrator” talk about whether

or not they liked a

book, talk about favorite parts.

Texts have predictable

plots with some

figurative language that is easy to

understand. Stories are

simple with a clear beginning, middle, and

end.

Text can have simple

rhyme and rhythm

with some memorable

characters, and simple

dialogue.


students:

- can recognize a few high-frequency

words, remember

and use repeated language,

- ask questions, notice information in

pictures, talk about characters,

problems, and events,

- recognize and use

simple punctuation,

make predictions, use background

knowledge,

- use details from

illustrations, recognize

and identify beginning and ending, recognize

when texts are

realistic, fantasy, or

true informational

texts,

- notice how layout of

pictures or print

affects the way you read it – for example,

larger font or bold,

- check information in

the text against their

own experiences.


plots and stories with

some figurative language that is easy to

understand.

Stories are more

complex with a definite

beginning middle, end.


students:

- can track print,

acquire understanding

of new words, participate in more

complex reading with

alternate parts,

- read aloud with

fluency, talk about characters,

problems, and events,

express personal connections, make

connections between texts that they have

read, heard read, or read

in unison with others,

- use details from

illustrations to support points made in

discussion, predict what

a character, infer a character’s feelings or

motivations,

- understand and

discuss title, author, and

illustrator,

- notice and understand

texts are based on established sequences

such as numbers, days

of the week, or seasons.


plots and stories with

some figurative language and play on words.

Stories with multiple episodes offering

selection for readers’

theatre.

Text with rhyme and

rhythm and characters

who learn and change.


students:

- use high frequency

words to monitor accuracy, read aloud

with fluency,

self-correct,

- show interpretation of

character’s intentions or feelings in the voice

while reading, express personal connections,

infer a character’s

feelings or motivations,

- recognize and identify

parts of stories, begin to understand the subtle

changes in meaning that

a writer can convey through word choice,

- notice when the writer has used words with

different connotations

and reflect understanding

in the voice.

Texts have predictable plots

and stories with figurative

language and play on words.

Stories with multiple

episodes offering selection

for readers’ theatre.

Text with rhyme and

rhythm, poetic texts that do not rhyme, characters who

learn and change.


students:

- understand the meaning of words,

- notice that words have multiple meanings,

- read with accuracy,

fluency, and phrasing in unison with others and in

solo parts,

- reflect meaning with the

voice through pause, stress, and phrasing,

- self-correct intonation, phrasing, and pausing while

reading aloud,

- automatically recognize

and use a full range of punctuation, reflecting it in

the voice while reading,

- make connections between

texts that they have read

before and use knowledge

to inform oral reading,

- begin to understand the subtle changes in meaning

that a writer can convey

through word choice,

- demonstrate mastery of

written response using the

Short Answer Response

Rubric.

Before reading:

Select texts with familiar topics

to draw on students’ prior knowledge. Take a picture

walk, make predictions, and ask

questions to tune the students into the text. Build vocabulary

lists and use pictures to promote

topic discussion. Provide explicit strategy lessons.

During reading:

Initially read the story from

beginning to end. Model aspects of English grammar to build

ability to use structural cues,

allow for exploration of sound-letter relationships, Involve the

students in discussions focused

on the language and organizational features of the

texts. Pause reading to expand

academic vocabulary and allow personal connections with text

using turn and talk, stop and jot,

or stop and think. Think aloud to remind students of strategies.

Quick sketch to aid comprehension. Make

connections between cognates

in the first language and English.

After reading:

Use graphic organizers,

sequence events, write responses in journal, have a

whole-group or partner

discussion, cloze activity focusing on a grammar element.

Allow students to reread the

text.

Considerations:

Beginner ELLs may listen or mouth the words as the story is

being read and reread. Use

highly repetitive texts for exposure to the sounds, rhythm

and intonation of English. Ask

either-or questions, and questions that require one word

answers.

All students

with disabilities

have an IEP.

Please read the

IEP at a glance

to review each

child’s specific

reading needs.

Always begin

where the child

is

instructionally.

Many of the

strategies listed for ELL can

also be used for

students with IEPs.

Provide background

support for

students to make a

connection to the story.

Read the story multiple times.

The first time-

read it straight through;

the second

time- read it and leave out

the last word;

the third time-the teacher and

the child can

read the story

together.

Provide tactile support so that

the child can

experience the story through

multisensory

experiences.

Shared Reading is when students

read from a common text. It can be enlarged such as a big book,

chart or projected text, or

students can have their own copy of the text. The teacher leads the

group or reading can be in

unison. The teacher shares the reading with the students.

Allows everyone to participate and feel successful as a reader,

make accessible text that may be

too difficult for students to read alone.

Lays the foundation for reading and writing skills, strategies, and

behaviors.

Teaches the structure and

organization of different genres

of text to help with comprehension.

Serves as a bridge between read aloud and independent reading

and as the foundation for

teaching comprehension skills further reinforced during guided

reading.

Provides opportunities for

reinforcing and developing oral

language.

Provides opportunities for

students to cite evidence from the text when responding to a prompt

(some prompts may require

students to provide a written response).

Develops reading fluency and aids in learning decoding skills.

121

Pre K Kindergarten Levels Pre-Reading - D

Grade 1 Levels E-J

Grade 2 Levels K-M

Grade 3 Levels N-P

ELL Learning

Support

Guided Reading Fountas&Pinnell: The

Continuum of Literacy

Learning Grades Prek-8

Students are

beginning to notice

print in environment and

books.

Engage in shared

reading and group

reading of enlarged texts read with

support of teacher.

After shared reading of text,

students may use

pointer to read independently or

with partner.

Students depend on

picture, memory

and awareness of language.

Teacher points out

directionality, letter

formation, spaces,

words, and aspects of language.

Teachers notice and encourage emergent

literacy behaviors.

Build strong oral language

foundation, engage students in wide

variety of read

aloud texts and many opportunities

for exploring

writing and drawing.

The teacher notices

when students:

Pre-Reading:

- locate words that

begin with particular

letters - engage in choral

reading of texts

- track spaces and words - oral language

vocabulary is

developing

LEVELS A & B:

- use the picture as a source for information

- work on one to one

matching - can continue a pattern

after reading the first

page

LEVELS C & D:

- similar to Levels A&B

- unknown words can be

figured out using

graphophonic cues (decoding) and longer

patterns

- sight word bank is developing

The teacher notices when

students:

LEVEL E:

- recognize many high

frequency words - look through the word to

begin chunking

- build comprehension by predicting, making

connections, synthesizing,

inferring, summarizing

LEVELS F & G:

- build comprehension by predicting, making

connections, synthesizing,

inferring - figure out difficult

vocabulary

- self –monitor by using all cuing system

LEVELS H & I:

- develop inferencing skills

- recognize features of the

text - maintain fluency when

reading compound

sentences

LEVEL J:

- understand sentence structures that get more

complex - decode many words with

complex letter sound

relationships - continue to refine and

master dealing with

meaning, structure and visual changes

The teacher notices

when students:

LEVELS K-L-M:

- recall what the

problem is across more pages of text

- retell a simple, clear

plot structure (what happened in the

beginning, middle,

and end) - recognize one

problem and one

solution - decode

multisyllabic words

and deal with context clues

- hypothesize about

how characters could have behaved

differently

- recognize dialogue

- compare and

contrast two or more

versions of the same story

The teacher notices

when students:

LEVELS: N-O-P

- recognize that the

plot structure has layers - one central

problem with smaller

problems surrounding it

- recognize that

characters change from beginning to end

- work around

figurative language (use visualization)

- recognize the author

will show not tell about the character

- pay attention to

character actions, speech, and thinking

- pay attention to how

secondary characters

treat the main

character

- recognize problem-resolution (i.e.

problem doesn’t get

solved, it may just resolve)

- draw conclusions

from information - notice that graphics

provide information to support

comprehension

- use table of contents, glossary,

headings, etc.

Before reading:

Introduce the text with a picture

walk, provide a brief summary from beginning to end, preview

key and unfamiliar vocabulary,

read the first section of the text for or with students to establish

the sentence structure or patterns

that will help students make predictions based on prior

knowledge.

Provide a purpose for reading,

using visual strategy cards.

Model the use of the strategy. Point out a particular aspect of

language ELLs may have

difficulty reading such as certain sounds, high-frequency words, or

language structures.

During reading:

Provide guiding questions to

focus the reading of a selected

section of text,

listen to students’ use of

strategies, monitor decoding, fluency, and reading

comprehension.

Considerations:

Look at the features or layout of

the text to determine if they might support or confuse the

students, including captions, speech bubbles, text is top to

bottom, etc.

Ensure the illustrations support

the text.

Students may be familiar with words in their first language, but

not English. This limits their

ability to draw on semantic cues.

Guidelines for

Students with

IEPs include:

Please read the

IEP at a glance to

review each

child’s specific

reading needs.

Always begin

where the child is

instructionally.

Many of the

strategies ELL listed can be also

be used for

students with IEPs.

Students with learning

disabilities have

difficulties with

perceiving, storing

and recalling

information. Therefore pre-

teach all

vocabulary especially Tier 2

words and key

concepts with multiple

exposures.

Guided Reading involves the

teacher working with a small group of students (4 to 6) for

approximately 15 - 20

minutes. All students in the group should be at the same


The same leveled text is used with all students in the group.

Before Reading:

Develop students’ background knowledge by providing a

strong book introduction that

will help students make meaning from the text.

Introduce concepts and

vocabulary that may cause a

problem to the students as

they read.

During Reading:

Listen to, record behaviors

and scaffold each student as

the student reads text aloud (to the teacher).

Teach with a selected focus.

After Reading:

Discuss with students what

skills and strategies they used

in order to make meaning from the text.

Students who are fluent in grade 3 may engage in small

group instruction though

literature circles.

122


Support

Independent

Reading Fountas&Pinnell: The



Students choose any

book

Excellent classroom

library

Time is spent

looking at books.

Students gain confidence as readers

by browsing,

interacting and

enjoying text that

they choose.

Students choose any book at their

“just-right-level”.

Students read mostly “just right”

books

Excellent classroom library

Teacher may guide selection

Daily time to read

Time is spent looking at books.

Students gain confidence as

readers by browsing, interacting and enjoying text that they

choose.

Students may read with a buddy

or partner.

Time is used to become familiar

with the way books work,

concepts of print, informational books, authors, fiction books and

poetry to develop positive

attitudes about reading.

Teacher walks around the room

informally assessing students by listening in and making notes as

students read.

Students

choose any

book at their “just-right-

level”.

Students read

mostly “just

right” books

Excellent

classroom

library

Teacher may guide

selection

Daily time to

read

Teaching occurs during

a conference

Partner

Reading

Students choose

any book at their

“just-right-level”.

Students read

mostly “just right” books


Teacher may

guide selection

Daily time to read

Students keep a

reading record

Teacher monitors

comprehension

Teaching occurs

during a conference

Teacher and

student set

reading goals

Partner Reading

Students read mostly “just

right” books

Students read fluently and

enjoy reading


Teacher may guide selection

Daily time to read examine,

and critically evaluate

narrative and expository

texts

Students keep a reading

record

Teacher monitors

comprehension

Teaching occurs during a

conference

Teacher and student set

reading goals

Partner Reading

Reading Clubs

Continue to create a climate that fosters critical reading

and personal response

Teach children to:

- examine ideas in texts

- use word identification

strategies appropriately and

automatically when encountering unknown

words

- recognize and discuss

elements of different text structures

- make critical connections between texts

Allow students to explore

and self-select books at

his or her independent reading level.

Help student understand what makes a book easy

or hard, so they choose

just right books.

Provide books that relate

to students’ culture and

interests.

Sit next to students and listen to them read.

Talk with student briefly

about the text, review a strategy and help the

student put that strategy

into practice right then while you’re sitting side

by side.

Take notes about what

you taught each ELL

about reading and about

language.

Pair student with a reading buddy, a supportive

partner who can model

language and literacy.

Provide reading materials

in students’ first language. It will increase

knowledge, especially

when related to content taught in the classroom,

cognitive ability, and will

strengthen English language development.

All students with disabilities

have an IEP. Please read

the IEP at a glance to review

each child’s specific reading

needs. Always begin where

the child is instructionally.

Many of the strategies listed

for ELL can be also be used

for students with IEPs.

Ensure that leveled text is at

students’ independent level.

Provide ample opportunities for student to reread story.

Students with disabilities

need explicit strategies taught one at a time.

Strategies must be pre-taught,

modeled and practiced until mastered.

Students choose books they

are interested in to develop

a love of reading.

Teachers provide students

with opportunities to practice and try strategies

demonstrated and worked

on in class.

Teacher provides students

with opportunities to build fluency by reading books at

their independent level.

123

Grades 4 – 5 ELL Learning Support

Read-Aloud

& Literature

Discussion Fountas&Pinnell: The Continuum of

Literacy Learning

Grades Prek-8

The Text and

The Teacher

Shared

Reading Fountas&Pinnell: The



The Text and

The Teacher

Read Aloud conducted whole

group anytime throughout the

day.

Teacher:

Reads from texts

of all genres: literature,

magazines,

newspapers, poems, letters, and

informational text

to model fluent, expressive

reading.

Promotes reading

as a learning and

thinking tool,

provides models of

the English

language.

Develops and

encourages active listening, shares

information and builds background

knowledge.

Demonstrates

problem-solving

strategies readers use.

Provides exposure to a variety of

genres and

purposes for reading, and

focuses on

meaning or comprehension.

Texts can be short stories, realistic fiction, historical

fiction, informational texts, poems, memoirs, satire allegory

monologue, some topics that go

beyond the listeners’ personal experience, themes can be

complex with multiple

perspectives.

Texts being read are often beyond the instructional level of

the student.

Illustrations may have complex

graphics requiring study, picture book illustrations that reflect

theme, author’s tone, and

contribute to mood.


students:

-add new vocabulary to their

own speaking and writing

-recognize subtle meanings of words in context

-self monitor understanding and

ask questions

-gather and understand details

while listening to the text

-keep mental summaries

-use evidence from the text to support thinking

-use specific vocabulary to talk

about the text (plot, character

development, etc.)

-think critically about historical fiction with accurate reflection

of historical events

-recognize the narrator of the

text and how the choice of 1st or 3rd person contributes to the

effectiveness of writing

Shared Reading is when students read

from a common text. It can be enlarged such

as a big book, chart or

projected text, or students can have their

own copy of the text.

The teacher leads the group or reading can

be in unison.

Allows everyone to

participate and feel successful as a reader;

makes accessible text

that may be too difficult for students to

read alone.

Lays the foundation

for reading and writing

skills, strategies, and

behaviors.

Teaches the structure

and organization for

different genres of text to help with

comprehension.

Serves as a bridge

between read-aloud and independent

reading and as the

foundation for preparing students

with skills for guided

reading.

Provides opportunities for reinforcing and

developing oral

language.

Develops reading fluency and aids in

learning decoding.

Texts have predictable plots and stories with figurative language and play on words.

Stories may have multiple episodes offering

selection for readers’ theatre.

Text may have rhyme and rhythm, poetic

texts that do not rhyme, and characters who learn and change.

Nonfiction texts will have content specific

vocabulary and distinctive text features.

Teacher notices when students:

-understand the meaning of Tier II

vocabulary and notice that words have multiple meanings

-read with accuracy, fluency, and phrasing

in unison with others and in solo parts

-reflect meaning with the voice through

pause, stress, and phrasing,

self-correct intonation, phrasing, and

pausing while reading aloud,

-automatically recognize and use a full

range of punctuation, reflecting it in the voice while reading,

-make connections between texts that they have read before and use knowledge to

inform oral reading

-begin to understand the subtle changes in

meaning that a writer can convey through

word choice

-find a common theme throughout the story

-look for structures within a non-fiction text

-determine main ideas of a text and explain

how they are supported by key details

-compare, analyze, evaluate, synthesize

literary components in both fiction and non-fiction texts through close reading

-demonstrate mastery in written responses to Text Dependent Analysis (TDA)

questions using the PDE TDA rubric (Gr.4-

8)

Read-Aloud & Shared Reading

Before reading:

Generate background knowledge with picture walks, talk about the meaning of pictures, and make predictions. Review parts of the book,

front-load vocabulary by presenting pictures or oral definitions of key

words from the story, list words and have students decide with a

partner which words might be in the book. Make connections with the

story and students’ lives. Partner students to maximize learning and

language development, assess understanding by listening to their conversations.

During reading:

Think aloud and provide opportunities for conversation, e.g., turn and talk. Prompt students to use thumbs up when pre-taught vocabulary is

heard. Gesture actions in the book to explain words without having to

stop the reading.

After reading:

Recap the story or ask questions that extend comprehension, have

students make personal connections to story or with characters. Students can draw or write in a journal about their favorite part,

character, or setting from the story independently, with a partner, or in

a group.

Level 1 ELLs can be paired with two partners for extra linguistic support.

Shared Reading Before reading: Select texts with familiar topics to draw on students’

prior knowledge. Take a picture walk, make predictions, and ask

questions to tune the students into the text. Build vocabulary lists and use pictures to promote topic discussion. Provide explicit strategy lessons. During reading: Initially read the story from beginning to end.

Model aspects of English grammar to build ability to use structural

cues, allow for exploration of sound-letter relationships. Involve the students in discussions focused on the language and

organizational features of the texts. Pause reading to expand academic

vocabulary and allow personal connections with text using turn and talk, stop and jot, or stop and think. Think aloud to remind students of

strategies. Quick sketch to aid comprehension. Make connections

between cognates in the first language and English. After Reading: use graphic organizers, sequence events, write

responses in journal, have a whole-group or partner discussion, cloze

activity focusing on a grammar element. Allow students to reread. Considerations: Beginner ELLs may listen or mouth the words as it is

being read and reread. Use highly repetitive texts for exposure to the

sounds, rhythm and intonation of English. Ask either-or questions, or questions that require one word answers.

Read-Aloud All students with

disabilities have an IEP.

Read the IEP at a glance

to review each child’s

specific reading needs.

Always begin where the

child is instructionally.

First, provide the student with the opportunity to

follow the text through

tape, CD or internet. Next, provide the student

with the opportunity to

sub-vocalize along with the text being read.

Last, provide the student

with the opportunity to read and reread the text.

The teacher should stop

often to check for understanding and

comprehension.

Shared Reading Many of the strategies

listed for ELL can also be used for students with

IEPs.

Provide background

support for students to

make a connection to the story.

Read the story multiple times, the first time-read it

straight through,

the second time- read it and leave out the last word,

the third time-the teacher

and the child can read the story together.

Provide tactile support so

that the child can experience the story

through multisensory

experiences.

124

Grades 4 – 5 ELL Learning

Support

(Guided) Small

Group

Instruction Fountas&Pinnell: The



The Text and

The Teacher

Independe

nt Reading Fountas&Pinnell

The Continuum

of Literacy Learning Grades

Prek-8

The Text and

The Teacher

Teacher works with a small (4 to 6) group of

students using the same

leveled text or adapted

anthology resources.

Spend approximately 20

minutes per group.

Before Reading:

Develop students’

background knowledge

by providing a strong book introduction that

will help students make

meaning from the text.

Introduce concepts and

vocabulary that may

cause a problem to the

students as they read.

During Reading:

Listen to, record

behaviors and scaffold each student as the

student reads text aloud

(to the teacher).

Teach with a selected

focus.

After Reading:

Discuss with students what skills and strategies

they used in order to

make meaning from the text.

Fluent readers may

participate in Literature

Circles or Book Clubs using a common text.

Content of the text is carried mostly by print, not pictures.

Content in most informational

texts is supported or extended

by illustrations (diagrams, maps, scales with legend).

Some texts have deeper

meaning and require reader to

take on diverse perspectives.

Texts have multiple points of

view revealed through characters’ behavior.

Texts have many words with prefixes, suffixes, multi-

syllable proper nouns.

The teacher notices when

students:

- monitor accuracy and understanding, self-correcting

when meaning is interrupted,

- apply problem solving

strategies to technical words or

proper nouns that are challenging,

- search for information in graphics,

- process long sentences,

- form implicit questions and

search for answers while reading,

- demonstrate phrasing, fluent

oral reading.

Students choose books they are

interested in to

develop a love

of reading.

Teachers provide students

with

opportunities to practice and try

strategies

demonstrated and worked on

in class.

Teacher

provides

students with opportunities to

build fluency by

reading books at their

independent

level.

The “just right” text will have been

self selected by students.

The text should be at least one grade

level below the students’


The texts should have strong interest

for students.

When conferring with students

during independent reading, the

teacher will notice:

- how students apply strategies for

new vocabulary and comprehension,

- how students interact in peer teams

as they share their reading, asking

questions and finding evidence,

- if students are making progress

with various genre as recorded in

their reading logs.

Guided Reading

Before Reading: Introduce the text with a picture walk, provide a brief summary from

beginning to end, preview key and unfamiliar vocabulary, read the first

section of the text for or with students to establish the sentence structure or patterns that will help students make predictions based on prior

knowledge.

Provide a purpose for reading, using visual strategy cards. Model the

use of the strategy. Point out a particular aspect of language ELLs may have difficulty reading such as certain sounds, high-frequency words, or

language structures.

During Reading: Provide guiding questions to focus the reading of a selected section of

text, listen to students’ use of strategies, monitor decoding, fluency, and

reading comprehension.

Considerations: Look at the features or layout of the text to determine if they might

support or confuse the students, including captions, speech bubbles, text

is top to bottom, etc.

Ensure the illustrations support the text.

Students may be familiar with words in their first language, but not English. This limits their ability to draw on semantic cues.

Independent Reading Allow students to explore and self-select books at his or her independent reading level.

Help student understand what makes a book easy or hard, so they choose

just right books.

Provide books that relate to students culture and interests.

Sit next to students and listen to them read.

Talk with student briefly about the text, review a strategy and help the student put that strategy into practice right then while you’re sitting side

by side.

Take notes about what you taught each ELL about reading and about

language.

Pair student with a reading buddy, a supportive partner who can model language and literacy.

Provide reading materials in students’ first language. It will increase

knowledge, especially when related to content taught in the classroom,

cognitive ability, and will strengthen English language development.

Guided Reading

Guidelines for Students

with IEPs include:

Please read the IEP at a

glance to review each

child’s specific reading

needs. Always begin

where the child is

instructionally.

Many of the strategies

listed for ELL can also be used for students with

IEPs.

Students with learning

disabilities have

difficulties with

perceiving, storing and

recalling information.

Therefore pre-teach all vocabulary especially

Tier 2 words and key

concepts with multiple exposures.

Independent Reading Many of the strategies

listed for ELL can also be

used for students with IEPs.

Ensure that leveled text is

at students’ independent

level.

Provide ample opportunities for student

to reread story.

Students with disabilities

need explicit strategies taught one at a time.

Strategies must be pre-

taught, modeled and

practiced until mastered.

125

Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning

Support

Home Connections Read aloud to

your child on a

regular basis.

Let your child

pretend to read

to you.

Let your child

listen to

recorded stories

and retell what

they heard.

Read aloud to

your child on a

regular basis.

Talk about the

characters and

the setting in a

story that your

child has heard

or read.

Have your child

use pictures and

words to

understand a

story.

Have your child

retell a story in

the order that

they heard or

read.

Read aloud to

your child on a

regular basis.

Have your child

retell a story in the

order that they

heard or read that

includes important

details.

Have your child

talk and write

about what

happened at the

beginning, the

middle and the

end of a story that

they heard or read.

Have your child

make predictions

about what might

happen next in a

story.

Have your child

read aloud to you

on a regular basis.

Read aloud to

your child on

regular basis.

Have your child

read aloud to you

on a regular

basis.

Have your child

talk about the big

ideas in the

stories and books

that they read.

Have your child

make connections

between new

information from

a story or book

and what the

child already

knows about the

subject or another

book, movie or

television

program.

Have your child

read aloud to you

on a regular basis.

Have your child

read silently most

of the time and then

talk about what

they read.

Have your child

identify the main

idea and important

events and details

in a story or book.

Have your child

read a wide variety

of stories, books

and magazine

articles.

Have your child

read to siblings.

Read to your child

on a regular basis.

Have your child

read aloud to you.

Have your child

talk about what

they read.

Have your child

write about what

they read.

Read to your child

on a regular basis.

Read with your

child nightly.

Talk with your

child about the

stories read.

Have your child

read to you or

their siblings.

Have your child

retell a story in

order.

126

APPENDIX V COMPONENTS OF THE WRITING BLOCK ACROSS THE GRADES

Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Support

Modeled Writing Morning Message

Teacher writes

two/three

sentences related

to the lesson, or

the day’s events.

Thematic Word

Teacher writes one

or two words

related to the

current unit of

study.

Song

Teacher has a song

partially written

on a chart and

then models

“thinking out loud”

to remember

which word comes

next in the song and

then fills in the

blanks.

Today’s Menu

Teacher writes the

lunch menu on the

wipe off board.

Graphs

The teacher writes a

question and

possible responses

on a wipe off

board or chart

paper. Children

participate by

identifying the

answer he/she

prefers. Counting

and discussion

follows.

Any time

throughout the

day including

during math,

science, social

studies.

- classroom

chants, songs,

poems

- reminder notes

for what should go

home or schedule

changes

- any time the

teacher needs to

write, s/he can

think aloud to

model authentic

writing

- taking attendance.

“This student is

absent so I will

write ‘A’ for

absent. This

student is late so I

will write ‘L’ for

late.

- Mini lesson

- Anchor Chart

- Handwriting

instruction occurs outside of writing

workshop.

Modeled Writing

takes place daily,

during Message

Time Plus, and/or

Writing Workshop

mini-lessons.

Teacher models

writing when she/he

introduces a new

genre, new writing

paper, skill and

strategy, or lessons

based on the needs

of the students.

Teacher models and

thinks aloud, that

writers write what

they know

(memories,

experiences), that

they think first, then

make a sketch from

the image in

their mind, and then

write.

Use in conjunction

with Mentor or

Touchstone Texts to

show a writing genre

(Narrative,

Informative/Explanat

ory,

Opinion/Argument)

and/or domain

(Focus, Content,

Organization, Style,

Conventions).

-Mini lessons

-Lists, anchor charts

-Classroom poems,

chants, songs

Modeled Writing can

occur across the

curriculum.

Use in conjunction with

Mentor or Touchstone

Texts to show a writing

genre (Narrative,

Informative/Explanatory,

Opinion/Argument)

and/or domain (Focus,

Content, Organization,

Style, Conventions).

Whole class or

Small Group.

Give ELLs the

opportunity to

repeat and/or

chant portions

of the writing to

develop oral

language

proficiency.

- Incorporate

visual supports

(i.e.

underlining,

color-coding,

symbols) to

illustrate the

skill and/or

strategy being

modeled.

- Highlight and

explicitly teach

important/key

vocabulary

using visuals

and/or supports

in the first

language.

*ELLs in

particular rely

on modeling

from teachers

and peers as

they produce

social and

instructional

English.

Special education

students should be

provided accommodations

to access grade level

general education

curriculum successfully.

The following

adaptations can be made:

Teacher demonstrates

manipulation of writing

utensils and how to trace

prewriting strokes, lines

and shapes.


writing pre-dotted letters

(the alphabet and numbers)

and the proper way to hold

and use writing utensils

pencils, pens, crayons and

markers. Teacher shows

how each printed letter is

written upper and lower

case.


writing using words taken

from stories, word wall and word students see daily.


writing sentences that

retell a story. Students

listen to a story made up

about a favorite character.

By the third grade teacher

demonstrates cursive

letters.

May be conducted as a

whole group, small group,

or one on one activity.

The teacher is in control

of what is being modeled.

The teacher composes text

and demonstrates the way

an effective writer works.

The teacher plans explicit

skills, strategies or

processes to be modeled

based on the observed

needs of the students.

It is crucial that

the teacher ‘thinks aloud’

while

composing the text.

Students participate

by listening and

watching.

This mini-lesson should take 10 - 20 minutes.

127


Shared Writing Poem

Teacher introduces a

poem partially written

(missing words) on

chart paper. Using

rhyme or context she

asks the children for the

“next word” and then

models the writing of

that word.

Recipe

Teacher introduces

recipe for a cooking

activity written on chart

paper with missing

ingredients or

measurements. With the

children’s help the

teacher models writing

the missing

words/numbers.

Or

Teacher and children

list ingredients needed

for a recipe together.

Letters

Together with the

children teachers

compose and write

friendly letters or thank

you notes.

Experience Stories

Teachers and

students compose

a text to review

information in

content areas.

Teachers and students

together write classroom chants,

songs, poems, and

language experience stories.

The teacher

establishes a purpose

and goal depending

on student needs.

The text is written by

the teacher, in front of

the students with their

input in areas where

they need to improve.

A n example could be

paragraph structure.

Lessons are planned

for teachers to model and

engage students in

challenging writing

strategies.

Teachers and students

compose a text together to

review information in content

areas.

Shared writing can include

writing class letters, class

ideas for a party, cards,

important topics, lists, and

language experience stories.

Shared writing occurs

across the curriculum

in all content areas.

After modeling how to

answer a Writing Prompt

(See PDE rubrics) children

and teacher together can

practice responding to the

prompt with the children

expressing the response

orally and then in writing.

Teachers will notice that

students:

-Use a variety of

beginnings to engage the

reader

-Present ideas clearly and in

a logical sequence

-Introduce ideas followed

by supportive details and

examples

-Use vocabulary specific to

the topic

-Bring a piece to closure

through an ending or

summary statement

Done on an as needed

basis.

Create a risk free

environment for

sharing by giving

ELLs time to talk with a

partner before sharing

ideas with the whole

class. When possible,

allow ELLs to discuss

and share ideas in their

first language.

-Use visual supports

(i.e. underlining, color-

coding, symbols) to

illustrate and draw

attention to letters,

words, and sounds.

When possible, use the

students’ first language

to explain/clarify

writing processes and

conventions.

-Highlight and

explicitly teach

important/key

vocabulary using

visuals, pictures, and

supports in the first

language.

*ELLs will need a lot

of shared and

interactive writing

experiences to see how

writing works and how

their ideas can be

transferred to paper.

Students contribute

information orally to a

morning story as teacher

writes on chart paper or

the board.

Students retell stories as

the teacher writes.

Teacher emphasizes

t h e sound of letters as

she writes. Students

repeat sounds.

Shared writing may be

conducted as a whole

group session.

The teacher initiates and

models the writing, while

students contribute their

ideas orally.

Teacher and students

work together to

compose messages and

stories.

The teacher models how

writing works, the

processes that are

involved and draws

attention to letters,

words, and sounds

during the writing.

The object of

shared writing is to

demonstrate and teach

the necessary skills and

conventions of fluent

writing.

The skill, strategy or

process c a n become

the focus of both

guided and independent

writing.

Shared Writing is a

5 to 20 minute

whole group writing

lesson.

128

Pre K Kindergarten Grade 1 Grade 2 Grade 3– 4 - 5 ELL Learning Support

Interactive

Writing

In Pre-K,

children are more

involved in

identifying what

they know on

previously written

text. Children may

circle letters, words

or punctuation.

Journals

Children are

encouraged to

record journal

entries routinely.

Children’s

entries include

pictures, writing

attempts, and

dictated text.

Children who

are ready can help

the teacher write

the dictated story.

Small Group

variations on

modeled writing

strategies from

above.

Interactive writing

can be used:

- to develop pattern

words. (-at- family, etc.)

- to create a record

of class learning.

Can be conducted as

a mini-lesson during

Writing Workshop.

Can be used to teach

letter/sound

relationships, print

directionality, upper

& lower case letters,

sentence structure,

etc.

Lessons are planned for

teachers to model and

engage students in

challenging writing

strategies.

Teachers establish a

purpose and goal

depending on students

needs.

The text is written by

the teacher with students

assisting in the writing of

the text.

Interactive writing can

occur when:

- writing a prediction for

a science experiment

- writing an observation

about a math graph

- writing a sentence

about the number of

students present

7.

Interactive Writing

allows the teacher to

scaffold students’

writing to retell or

summarize a story, to

write a hypothesis to a

science experiment, to

record information in a

social studies lesson.

Can include the

creation of an Anchor

Chart, Venn Diagram,

and interactive class

charts or other record

of class learning.

Can happen during a

mini-lesson and during

a Writing Workshop.

Unless there is a

specific learning need,

Interactive Writing is

not usually used in

third ,fourth or fifth

grade.

Encourage ELLs to

compose text orally (with

support in first language when

possible) and use graphic

organizers to provide

structured opportunities for

ELLs to participate in aspects

of the interactive writing (See

appendix for sample graphic

organizers).

- Explicitly demonstrate how

to write letters, words, and

sentences with emphasis on

key/important concepts of

print (e.g. letter formation),

language forms (e.g. parts of

speech) and conventions (e.g.

punctuation).

- Emphasize key vocabulary

and important ‘word chunks’

through pictures, matching/

labeling activities, and

support in the first language

when possible.

*Interactive writing provides

ELLs with opportunities to

practice vocabulary, language

structures, and writing

conventions. Brief

interactive writing activities

can be used with ELLs

during independent writing

time to scaffold the

independent writing.

Teacher in collaboration with

students write words that begin

with a specific letter sounding

words out as they write.

Students suggest the words to

write.

Students practice writing pre-

dotted letters. Students write

words, their names on a 3x5

card. Teachers hang words on a

word tree or word wall.

Students listen to half a story,

and write their own endings to

the story in small groups. Each

group comes to the board or

chart paper to write their

group’s story ending.

Teacher and students together

write a story about a favorite

character.

Teachers and students create

a menu of their favorite foods

while both contribute to the

writing.

Interactive writing may

be conducted as a whole

group, small group, or one-

on-one activity where

students “share the pen”.

Interactive Writing is

a 10 to 20 minute writing

activity.

Students interact with the

process of recording the

words, phrases or sentences.

The teacher and students

create text that is written

word by word, with the

teacher demonstrating the

process and students

participating in aspects of the

writing.

Interactive writing provides

students with letter formation

practice; opportunities to look

for ‘word chunks,’ clusters, or

patterns; experience with

punctuation, and an increased

awareness of differences

between letters and words and

spaces between words.

129


Guided Writing Journals

Children are

encouraged to record

journal entries

routinely. When

children show interest

in forming symbols to

represent print, teacher

provides

one-on-one support to

help children form

symbols beginning with

letters in name.

Signing In or other

name writing

opportunities.

Labels

Children should

routinely label any

work produced.

Teacher

conferences with

individuals or small

groups during

Writing

Workshop when

most of class is

writing

independently.

Graphic

organizers,

sentence starters

and/or language

frames c a n b e

u s ed to scaffold

the writing

assignment.

While students are

engaged in writing

workshop, the teacher

conferences with one

student or a small group

to address specific writing

strategies they need in

order to be successful

writers.

Graphic organizers,

sentence starters and/or

language frames c a n

b e u s ed to scaffold

the writing assignment.

While students are

engaged in writing

workshop, the teacher

conferences with one

student or a small group

to address specific

writing strategies they

need in order to be

successful writers.

Children use spelling

strategies and resources

to help them to write.

Teacher groups students

according to writing

skills they need to work

on.

While students are

engaged in writing

workshop, the

teacher conferences

with one student or a

small group to

address specific

writing strategies

they need in order to

be successful writers.

When teaching the

various genres

(narrative,

informative/explanat

ory, opinion) and the

domains (focus,

content,

organization, style,

and conventions)

refer to the PDE

rubric for scoring an

independent writing

prompt.

Provide ELLs with

graphic organizers, sentence starters

and/or language frames to scaffold the

writing assignment. At times, allow

ELLs to write in their first language

and/or a mixture of English and their

first language (see examples in appendix

II).

- Actively address “language transfer

errors” through mini-lessons. “Language

transfer errors” occur when ELLs apply

the language rules of

their first language to English. Teachers

of ELLs should be aware of language

transfer issues and design appropriate

instruction to

address these issues (see appendix I I

for examples of common language

transfer errors).

- Pre-teach key vocabulary that students

will need to complete the writing

assignment, and encourage ELLs to use

specific and technical vocabulary to

enhance their writing through use of

graphic organizers and vocabulary

focused mini-lessons.

Students in small

groups are each given an index card with a

word on it. Students

together as a group form a sentence using

their word cards

including correct punctuation and

capitalization.

Students are given

specific rules to

follow for writing

beginning, middle,

ending, punctuation

etc., teacher guides

students’ writing and

teacher assists

students with re-

writing and editing.

Guided writing may be

conducted one-on-one or

with small groups of

children with similar needs.

Guided writing

involves very specific

and focused instruction.

Each student in a group

composes an individual

piece of writing with the

intense support of the

teacher.

They hold the pen and

have ownership over their

writing.

The purpose is to support

students in becoming

independent writers through

building on the writing

behaviors emphasized in

modeled and shared writing

sessions.

Groups are flexible and

based on the individual

needs of the students.

writing as needed.

Guided writing often follows the mini- lesson or modeled

writing during writing

workshop.

Guided writing can take from

5-20 minutes depending on

the age of the children.

130


Independent

Writing

Writing Center

Wide variety of

writing materials,

supplies, reference

books, visuals etc.

which children can

utilize.

Writing Around

the Room

All classroom centers

should contain

writing materials and

a variety of props to

support the writing

process.

Fine Motor

Development

Activities that

strengthen motor

control, precision and

accuracy of

movement should be

fostered, such as

cutting with scissors,

eye droppers, peg

board, play dough,

puzzles, etc.

All learning

centers or workstations

should have writing

materials available.

Students have

independent writing time

DAILY during Writing

Workshop.

Students may interact

with different kinds of

paper, but are not

expected to write

correctly on lines until

the end of

Kindergarten.

At beginning of the year,

students start with blank

paper

or paper with a space

for drawing and a line

for writing

approximations. As

students build skills and

positive work habits, the

duration of independent

writing increases.

During independent

writing time, the teacher

confers with individual

students or does

interactive or guided

writing with small

groups.

SEE THE STAGES OF

WRITING (pages 40-41)

After a writing mini-lesson, or an

intentional read aloud to inspire

writing, the students are sent off to

write independently.

Students choose their own

stories (experiences) to write

about. "If it's real, and it's true,

and it happened to you, then

write about it."

Writing tools such as different

types of writing paper (with space

for illustrations), writing folder,

list of names of classmates or

family members, word wall,

word/picture books, stapler,

pencils, crayons, markers, and

colored pencils could be available.

At this time the teacher may

confer with individuals or a small

group.

At the end of the writing period,

the writers are called together

again so that 1 or 2 students may

share what they have written

from the "Author's Chair".

As students progress, use and

share with students the PDE

Writing Domain Scoring Guide

(page 132).

Children explore

their own writing

preferences by

thinking, talking, and

writing with others.

Children tell stories to

a partner and then

write them.

Peer conferencing

during writer’s

workshop.

Students use

classroom resources

while they write

(word wall, charts

around the room, the

“words I use when I

write” book, other

reference materials).

Use and share with

students the PDE Writing Domain

Scoring Guide (page

132).

Children are writing

everyday while the teacher

conferences with individuals

or small groups to provide

feedback.

Students are writing across

the curriculum

in all subject areas.

Students do independent

writing individually at any

time during the day including during the writing workshop.

The student plans, composes,

revises, and edits text on his/her own. This can be done

in a daily journal or a

narrative, opinion, or informative piece the student

is working on.

Use and share with students

the PDE Writing Genres

Rubric (Gr. 3-5) (pages 133-135).

Short Answer responses and

Text Dependent Analysis

should be included as a weekly exercise as part of a

response to literature or

content area writing. (Use PDE rubrics for Short Answer

Response , Gr. 3 (page 131),

and Text Dependent analysis Gr.4-8) (page 130).

Connect the independent

writing assignment to

modeled, shared, interactive

and guided writing so that

ELLs can take advantage of

the language already

developed.

If necessary, allow ELLs to

communicate through

pictures and symbols and

give ELLs the opportunity

to write in their first

language and/or a mixture

of English and their first

language (see examples in

appendix II).

Errors in language forms

and conventions should be

addressed after the

independent writing

assignment through

one-on-one conferences

and/or small group mini-

lessons.

Encourage the use of

specific and technical

vocabulary to enhance

writing through one-

on-one conferences

and/or small group mini-

lessons after the

independent writing

assignment.

*While some ELLs may

not yet be communicating

independently

through written words, all

ELLs should understand

that symbols

communicate.

Give students choices

of writing utensils

and paper and pencil

grips.

Students write at least

one paragraph daily in

journals. Students may

choose a topic or are

given topics to write

about in their own

words.

Assisted technology

may be used to help

with the mechanical

aspect of writing.

Visual aids and graphic

organizers are useful

supports.

During independent

writing, students take

responsibility for their

own writing.

Independent writing

provides an opportunity

to demonstrate processes

and strategies that have

been demonstrated

through the other

elements of the writing

block.

It is crucial that

sufficient scaffolding of

the processes and

strategies required to

successfully complete

the task have occurred

prior to students

working

independently.

Some students will

require more support

than others and may

need to be part of a

small group constructing

a joint text.

Independent writing

occurs for 30-45 minutes

daily.

131

APPENDIX VI AN EXAMPLE OF A WRITING BLOCK

Please note: This is one possible sample of a classroom-writing block. Teachers should adapt their writing block instruction to the strengths and needs of

their individual students. A block similar to this one should occur every day.

Essential Elements of a Writing Block Role of the Teacher Role of the Students

Modeled or Shared Writing – Explicit Instruction (10-20 Minutes) *

The session begins with the teacher explicitly focusing on a key element of the writing

process. It may involve modeled, shared or interactive writing. Modeling of effective

strategies and procedures occur. The focus will depend on the particular needs of the

children and will vary from one session to the next. A number of mini-lessons will occur

within a week. Each session has a very specific focus.

These may include:

Moving through the writing process-planning, drafting, conferring, refining,

publishing

Teaching specific strategies-predicting, self-questioning, creating images, determining importance, paraphrasing/summarizing, connecting, comparing, rereading, synthesizing, sounding out, chunking, using visual memory, using spelling generalizations, using analogy, using meaning, consulting an authority, using memory aids. During these sessions we use ‘think alouds’ to let children in on the secret of writing.

It is best to focus on one key element to build deep understanding rather than try to

cover too many different elements.

The teacher takes control of

this process, slowly releasing

control to students.

Students listen actively

and share their ideas

and make suggestions.

Guided Writing (20 Minutes) *

Involves working with small groups of children with a common identified need. The needs

are identified through working with the children and analyzing their writing on a daily

basis. Groups are very fluid and are rarely the same from one day to the next.

The focus may include:

Punctuation

Writing a complete sentence

Creating paragraphs

Hearing and recording the sounds in words

Print conventions

Focus

Content

Organization

Style

The teacher carefully

analyzes students’ work to

identify common elements

for an explicit teaching

focus.


based on a common need.

Teacher supports children in

successfully engaging in

their writing.

Students are more

actively involved in this

component.

132

*Teachers should adjust times according to the needs of the students.

Essential Elements of a Writing Block Role of the Teacher Role of the Students

OR

Interactive Writing

Involves working with whole group, small groups of children, either group based on

need or heterogeneous groups (to provide different role models), and/or individual

students. Groups are fluid and based on a specific focus. An Interactive Writing

session could focus on recounting a Big Book, a pre-teaching episode with students on

how to write a recipe or writing a response to a shared book. The options are endless.

The teacher carefully

analyzes students’ work to

identify common elements

for an explicit teaching

focus.


based on a common need.

Teacher supports children in

successfully engaging in

their writing.

Students are more actively

involved in this component.

Independent Writing

During this time students have the opportunity to compose their own texts and

demonstrate their control of what has been modeled to them in previous parts of the

session. During this time children write for real purposes and audiences. The teacher

participates in short conferences with individual students to discuss, listen, ask questions,

and give feedback to further support their writing.

Engage students in

purposeful writing tasks.

Observe and record what is

happening for each child.

Provide feedback to students

through conferencing.

Actively involved in all

processes of writing.

Author’s Chair/Sharing

This is a crucial part of each session. Students have the opportunity to share what they

have done or are working on as well as share what strategies and processes they have

used. They can receive constructive feedback from others on what they can do to

improve their writing. It is important to spend time teaching the children how to be

critical friends to their peers to ensure this is productive.

This information is then fed back into future planning so it targets specific needs and

children.

Put structures in place for

effective sharing.

Facilitate the process.

Provide feedback.

Be an active member of the

audience.

Share work with others.

Provide feedback to others.

Be an effective audience

member.

133

APPENDIX VII PDE READING RUBRICS

134

Pennsylvania Department of Education’s Reading Response Rubric

(Guidelines for the Grade 3 – 3 Point Short Answer Questions) The PSSA open-ended items for Reading ask students to organize their thinking and statements in a short, concise

manner, using patterns of development that focus on the meanings of the texts. The classroom teacher uses this rubric

to score the open - ended items for Reading.

GENERAL DESCRIPTION OF SCORING GUIDELINES FOR READING

3 Points

The response provides a complete answer to the task (e.g., a statement that offers a correct answer

as well as text-based support).

The response provides specific, appropriate, and accurate details (e.g., naming, describing,

explaining, or comparing) or examples.

2 Points

The response provides a partial answer to the task (e.g., indicates some awareness of the task and at

least one text-based detail).

The response attempts to provide sufficient, appropriate details (e.g., naming, describing,

explaining, or comparing) or examples; may contain minor inaccuracies.

1 Point

The response provides an incomplete answer to the task (e.g., indicating either a

misunderstanding of the task or no text-based details).

The response provides insufficient material for scoring.

The response is inaccurate in all aspects.

0 Points

The response provides insufficient material for scoring

The response is inaccurate in all aspects

Categories within zero reported separately:

BLK (blank) - No response or written refusal to respond or too brief to determine response

OT - Off task/topic

LOE - Response in a language other than English

IL - Illegible

135

APPENDIX VIII PDE WRITING RUBRICS

PENNSYLVANIA ASSESSMENT WRITING DOMAIN SCORING GUIDE

(GRADES 1 AND 2)

FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS

Clear ideas that the

reader understands all

about the topic

Lots of information and

details about the topic

Complete explanation

Good beginning

with characters and

setting

Middle with details

Definite ending

Everything

explained in order

Colorful language

Exact words

Variety of

sentences

Mechanics,

spelling,

capitalization,

punctuation

Complete sentences

FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS

4 Sharp focus:

Clear ideas that the

reader understands

all about the topic

Well developed ideas

with much detail

Clear organization Sentences are varied

in type and length

Words are colorful

Few mistakes

3 Satisfactory focus Satisfactory content:

Contains some

explanation and details

Acceptable

organization

Some variety with

sentence and/or word

choice

Some mistakes but

reader can

understand

2 Unclear focus:

Does not stay on

topic

Limited content with

few or confused ideas

and details

Partially organized Sentences all the same

with limited word

choice

Mistakes make it

somewhat difficult

for reader to

understand

1 No focus Unrelated or very

little content

Little or no attempt at

organization

Little or no sentence

or word variety

Many mistakes

make it hard for

reader to

understand

NON-SCORABLE OFF PROMPT

Is illegible: i.e., includes so many undecipherable words that

no sense can be made of the response

Is incoherent: i.e., words are legible but syntax is so garbled that

response makes no sense

Is insufficient: i.e., does not include enough to assess domains

adequately

Is a blank paper

Is readable but did not respond to prompt

139

APPENDIX IX HIGH FREQUENCY WORDS

High Frequency words are the most frequently used words that children are able to recognize without

having to sound them out. Some high frequency are irregular that have letter sound relationships that are

not common.

First 100 Words – Kindergarten to Grade 1

1. the 26. or 51. will 76. number

2. of 27. one 52. up 77. no

3. and 28. had 53. other 78. way

4. a 29. by 54. about 79. could

5. to 30. words 55. out 80. people

6. in 31. but 56. many 81. my

7. is 32. not 57. then 82. than

8. you 33. what 58. them 83. first

9. that 34. all 59. these 84. water

10. it 35. were 60. so 85. been

11. he 36. we 61. some 86. called

12. was 37. when 62. her 87. who

13. for 38. your 63. would 88. oil

14. on 39. can 64. make 89. sit

15. are 40. said 65. like 90. now

16. as 41. there 66. him 91. find

17. with 42. use 67. into 92. long

18. his 43. an 68. time 93. down

19. they 44. each 69. has 94. day

20. I 45. which 70. look 95. did

21. at 46. she 71. two 96. get

22. be 47. do 72. more 97. come

23. this 48. how 73. write 98. made

24. have 49. their 74. go 99. may

25. from 50. if 75. see 100. part

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Second 100 Words – Grade 1 to Grade 2

1. over 26. say 51. set 76. try

2. new 27. great 52. put 77. kind

3. sound 28. where 53. end 78. hand

4. take 29. help 54. does 79. picture

5. only 30. through 55. another 80. again

6. little 31. much 56. well 81. change

7. work 32. before 57. large 82. off

8. know 33. line 58. must 83. play

9. place 34. right 59. big 84. spell

10. years 35. too 60. even 85. air

11. live 36. means 61. such 86. away

12. me 37. old 62. because 87. animal

13. back 38. any 63. turn 88. house

14. give 39. same 64. here 89. point

15. most 40. tell 65. why 90. page

16. very 41. boy 66. ask 91. letter

17. after 42. follow 67. went 92. mother

18. things 43. came 68. men 93. answer

19. our 44. want 69. read 94. found

20. just 45. show 70. need 95. study

21. name 46. also 71. land 96. still

22. good 47. around 72. different 97. learn

23. sentence 48. form 73. home 98. should

24. man 49. three 74. us 99. America

25. think 50. small 75. move 100. world

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Third 100 Words – By Grade 3

Adapted from Dr. Edward B. Fry's High Frequency Words

1. high 26. saw 51. important 76. miss

2. every 27. left 52. until 77. idea

3. near 28. don't 53. children 78. enough

4. add 29. few 54. side 79. eat

5. food 30. while 55. feet 80. face

6. between 31. along 56. car 81. watch

7. own 32. might 57. mile 82. far

8. below 33. close 58. night 83. Indian

9. country 34. something 59. walk 84. real

10. plant 35. seem 60. white 85. almost

11. last 36. next 61. sea 86. let

12. school 37. hard 62. began 87. above

13. father 38. open 63. grow 88. girl

14. keep 39. example 64. took 89. sometimes

15. tree 40. begin 65. river 90. mountains

16. never 41. life 66. four 91. cut

17. start 42. always 67. carry 92. young

18. city 43. those 68. state 93. talk

19. earth 44. both 69. once 94. soon

20. eyes 45. paper 70. book 95. list

21. light 46. together 71. hear 96. song

22. thought 47. got 72. stop 97. being

23. head 48. group 73. without 98. leave

24. under 49. often 74. second 99. family

25. story 50. run 75. late 100. it's

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APPENDIX X TIERED VOCABULARY

Tiered Vocabulary: Definitions and Examples

Definition: Tiered Vocabulary is an organizational framework for categorizing words and suggests

implications for instruction. (The three-tier framework was developed by Isabel Beck and Margaret

McKeown.)

Tier 1: Common, Known Words

Examples: big, small, house, table, family

Tier I words are basic, everyday words that are a part of most children’s vocabulary. These are words used

every day in conversation, and most of them are learned by hearing family, peers, and teachers use them

when speaking. These words are especially important for English language learners who may not be familiar

with them.

Tier 2: High-Frequency Words (aka Cross-Curricular Vocabulary)

Examples: justify, explain, expand, predict, summarize, maintain

Tier 2 words include frequently occurring words that appear in various contexts and topics and play an

important role in verbal functioning across a variety of content areas. These are general academic words and

have high utility across a wide range of topics and contexts.

Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and

“predict” frequently appear in Science, Social Studies, and English texts.

Tier 3: Low-Frequency, Domain-Specific words

Examples: isotope, tectonic plates, carcinogens, mitosis, lithosphere

Tier 3 words are domain specific vocabulary. Words in this category are low frequency, specialized words

that appear in specific fields or content areas. We anticipate that students will be unfamiliar with Tier 3

words. Beck suggests teaching these words as the need arises for comprehension in specific content areas.

No Tears for Tiers: Common Core Tiered Vocabulary Made Simple May 26, 2013

http://www.learningunlimitedllc.com/wp-content/uploads/2013/05/tiered-3.png

143

ACKNOWLEDGEMENTS

CORE TEAM MEMBERS

Allison W. Still - Office of Multilingual Curriculum and Programs

Antoine O’Karma - Office of Curriculum, Instruction and Assessment

Belinda Miller - Office of Specialized Services

Carol Hirshfeld - Consultant

Cecelia Cannon - Expect Excellence, Consultant

Christopher Shaffer - Office of Curriculum, Instruction and Assessment

Danielle Wolfe - University of Pennsylvania Graduate School of Education

Deborah Wei - Office of Multilingual Curriculum and Programs

Diane Castelbuono - Office of Early Childhood Education

Donna Jacklin – Office of Curriculum, Instruction and Assessment

Donna Runner - Office of Curriculum, Instruction and Assessment

Doria N. Mitchell - Office of Early Childhood Education

Eve Carter - Office of Specialized Services

Fran Newburg - Office of Curriculum, Instruction and Assessment

Jennifer Dianna – Office of Curriculum, Instruction and Assessment

Joy Diljohn - Office of Early Childhood Education

Karen Kolsky – Office of Professional Development and Leadership

Karren Dunkley - Chief Academic Office

La Tanya Miller - Office of Curriculum, Instruction and Assessment

Megan Conley – Office of Office of Curriculum, Instruction and Assessment

Michelle Linder - Coates - Office of Early Childhood Education

Michael Lowe - Office of Curriculum, Instruction and Assessment

Nancy Bratton - Office of Curriculum, Instruction and Assessment

Paula Don - Office of Curriculum, Instruction and Assessment

Renay Boyce - Office of Specialized Services

Renee Queen Jackson - Office of Early Childhood Education

Robert Rivera - Amezola - Office of Multilingual Curriculum and Programs

Rodney Johnson - Office of Curriculum, Instruction and Assessment

Sara Schwartz Chrismer - Office of Education Technology Group

Sharai Cunningham - Office of Early Childhood Education

TEAM MEMBERS

Alison Walters - Clara Barton Elementary School, Teacher

Amber Yancy - Office of Early Childhood Education

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TEAM MEMBERS continued…

Ami Patel - Office of Early Childhood Education

Askia Harris - Office of Curriculum, Instruction and Assessment

Brenda Fox - Children’s Literacy Initiative

Bridget Ruffin - Office of Curriculum, Instruction and Assessment

Brittany Tyler - Office of Early Childhood Education

Colleen Bowen - Clara Barton Elementary School, Principal

Denise Ellis - Office of Early Childhood Education

Donna Widmaier - Anna B. Day Elementary School, Teacher

Dorothy Strickland - Rutgers University Graduate School of Education

Elaine Pickens-Brown –Henry C. Lea, Parent

Janicka Newbill - Office of Curriculum, Instruction and Assessment

Jennifer Pakola - George Washington Elementary School, Teacher

Jill Valunas - Children’s Literacy Initiative

Joanne Beaver - Thomas K. Finletter, Principal

Joyce Dukes - Office of Specialized Services

Kara Adams - Office of Curriculum, Instruction and Assessment

Katherine Bradstreet - Office of Early Childhood Education

Loraine Hightower - University of Pennsylvania Graduate School of Education

Malika Savoy - Brooks - Rudolph Blankenberg Elementary School, Principal

Marla Spivey - Thurgood Marshall Elementary School, Teacher

Matthew Aigen - Office of Early Childhood Education

Michelle Gales - Office of Early Childhood Education

Nancy Blair - AIM Academy

Nancy Hennessy - Education Consultant

Novella Green – Office of Early Childhood Education

Patricia Roberts - AIM Academy

Rachel Lucks-Hecht - Office of Multilingual Curriculum and Programs

Rahshene Davis - Children’s Literacy Initiative

Rosemary Yudiskas-Leslie - George W. Childs Elementary School, Teacher

Sharon Marino - Jay Cooke Elementary School, Teacher

Tamika Williams - Office of Early Childhood Education

Viva Mackey - Francis D. Pastorius Elementary School, Parent

Vivian Gadsden - University of Pennsylvania Graduate School of Education

Special thanks to the University of Pennsylvania Graduate School of Education students: Christine Gottshall,

Christopher Rodgers, Katrina Jacobs, Kenloy Henry, Nora Peterman and Suzanne Van Fleet for their hard work, time and

professionalism in revising the Comprehensive Literacy Framework.

ing Sense of the Literacy Curriculum · There is no gerund form (-ing) and/or no distinctions...

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