Language Arts Literacy Curriculum

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1 STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ Language Arts Literacy Curriculum ―Aligned to the CCCS 2004‖ This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board of Education Meeting April 30, 2009

Transcript of Language Arts Literacy Curriculum

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STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ

Language Arts Literacy

Curriculum

―Aligned to the CCCS 2004‖

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting April 30, 2009

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Mission Stafford Township School District, together with parents and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society. Philosophy The main goal of the language arts literacy program is to enable students to be fluent, effective communicators and lifelong learners who understand themselves, their society and the world. Effective language arts literacy instruction stresses the connections between reading, writing, speaking, listening and thinking as an integrated whole and not as an isolated collection of individual skills and strategies. Therefore, the teacher of language arts literacy must use strategies that make connections between these components. Teachers must provide students with authentic reasons to read, write, listen, speak, and think. Promoting and respecting individual student growth, the language arts literacy program recognizes that:

All children can learn.

Children learn through trial and error.

Becoming a reader and becoming a writer are closely related.

Children need to read and write for various purposes, including their own.

Becoming literate is a social act and a search for meaning.

Children need varied language experiences.

Reading must be approached through strategies that focus primarily on meaning.

Parents have the right and need to be involved in their children’s education.

As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:

Have high expectations for all children.

Surround children with good books.

Accept invented spelling for initial drafts and teach spelling and spelling strategies.

Make learning to read and write a desirable, pleasurable, and meaningful experience.

Encourage, model and provide time for children to practice and share what has been read and written.

Help children to develop strategies that make use of semantics, structure, and phonics.

Teach word investigation strategies to enhance vocabulary acquisition.

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Make use of various types and kinds of reading material, including narrative, informational, real-life, and persuasive text.

Explicitly teach how to do particular processes through modeling as well as explanation.

Communicate regularly and clearly with parents and encourage them to be part of the process.

Stay abreast of current research to continually enhance their expertise. Vision/ Statement of Beliefs Literature is a resource that enables students to acquire the knowledge needed for thinking and communicating. It has been shown that frequent and positive contact with books creates an interest in reading; increased interest results in more reading; more reading results in better reading. Better reading can influence better writing, enhanced listening and speaking, and improved thinking. Literature helps students to clarify their own emotions; it offers entertainment and broadens student awareness of life by helping them make sense of what they read and what they feel and the world in which they live. The foundation of the Stafford Township School District language arts literacy program has been developed on the belief that the more children read, the better readers they become and the more children write, the better writers they become. The more they read and write the better they communicate with themselves, each other, and the world. Quality is therefore positively influenced by quantity. Although, children do not acquire literacy competence by following a set of prescribed steps for language arts acquisition, following one specific sequence, curriculum objectives and learning outcomes do give direction to instruction. However, it is essential that the language arts literacy program emphasizes flexibility in materials and activities, student and teacher choice, and viewing each child as a unique individual rather than as a third grader, a special needs student, a bluebird or an eagle. Teachers are encouraged to use their professional judgment to experiment, to explore, to take risks, to try new things, to take pride in their efforts, and to realize their abilities to influence student achievement. General expectations for every grade level include the following:

Students and teachers are focused on what is to be learned.

Students are aware of why it is important to learn the task at hand.

Students are taught explicitly through explanation and modeling.

Teachers use authentic tasks to ensure application of learning and not those materials created solely for the practice of a particular skill.

Teachers monitor student progress and make adjustments to their teaching to ensure the success of all students.

Teachers know that some skills and strategies need to be taught to automaticity but do not impede student progress by holding them back until they are mastered. Instead they find alternate ways to promote retention as they continue to move forward.

As a result we believe that there are activities, non-negotiables that must occur daily to ensure effective literacy instruction.

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The non-negotiables include the following:

Reading Instruction o Through a variety of instructional techniques teachers will model the skills and

strategies necessary for becoming a critical reader. Reading Instruction should be no more than 10-15 minutes and should include the skills that are significant to enhance a student’s reading competence. (Appendix A)

Reading Practice o Self selected reading will encompass the reading practice time. Students must

be given time to apply the information presented to them during reading instruction to enable them to become strategic independent readers. During this time teachers will conference with individual students about their reading. (Appendix B)

Writing Instruction o Using a variety of topics in a variety of formats, teachers will model the skills

and strategies that are necessary to become a good writer. Lessons should be no more that 10-15 minutes and should include instruction on only those items that enhance a students’ writing capabilities. Teacher will model writing through think alouds giving the student insight into the writing process and the decisions that need to be made from the beginning of a writing piece until the final thought is written down. (Appendix C)

Writing Practice o Students need time to write and utilize the strategies and skills they have been

taught during instruction. Writing practice will enable them to try new tings in their writing pieces. It is important to note that every students writing sample need not be edited to a final draft stage. Instead students should be working with an ―ongoing‖ writing portfolio made up of works in progress. As writing instruction takes place, students can edit ―on going‖ pieces in an attempt to make them better. During writing practice time, teachers should be conferencing with individual students about their writing. (Appendix D)

Word Work o In order to read and write independently, students must learn to recognize,

decode and spell high frequency words that occur in what they are reading. Teacher will model how to look for patterns in words so students can not only spell familiar words but spell words they have not been taught. (Appendix E, Appendix F)

Implementing the non-negotiables in conjunction with the Stafford Township Language Arts Literacy Curriculum will satisfy the requirements of the New Jersey Curriculum Core Content Standards.

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These following suggested tips for lesson design are predicated on these non-negotiables:

Each classroom must have a usable word wall where frequently used words are displayed. This word wall can have additional words that are being used in unit study but should be color-coded to highlight the differences. (Appendix G)

There must be charts that identify reasons for writing so that students can have choice when they are applying skills that are learned. (See Appendix H)

Every student must maintain a writing portfolio that houses all writing tasks that have been assigned. It must be noted that not all writing tasks will be finished nor graded. (Appendix I)

Teachers must maintain a literature rich environment and provide students with numerous opportunities to read and write, as well as listen to and respond to good literature.

Teachers must believe that students who need help with reading and writing must be given more time to read and write. Isolated skill instruction must be blended into this authentic practice in order to have influence or impact on student progress.

All students learn differently and have different abilities. As a result, differentiated instruction must be implemented. (See Appendix J)

Supporting Writing Students must be provided with real reasons for writing (Appendix K). In addition, literature can be used to motivate interest. For instance, after reading a few alphabet books, students can create their own. After reading a few books by a favorite author, students can also be given an opportunity to write an additional chapter for one of their favorite books. Literature can promote writing and model appropriate expectations. Teachers must demonstrate to students that writing can be powerful and influential. When students write about hotels, amusement parks, toys, and food, they should be given the opportunity to send their writing to the very people who would appreciate their responses. The following books are examples of literature that can support these expectations: Mr. Lincoln’s Whiskers, K. Winnick (letter writing) Toot and Puddle, H. Hobie (travel postcards) Keepers, J. Watts and F. Marshall (family stories) Snapshots from the Wedding, G. Soto (photo-captions)

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Grade Level Tasks At every grade level there will be literature selections chosen to which all students will be exposed. Students will complete a response to at least four of these literature experiences, which will be housed in their individual portfolios. Students can choose a response from a suggested list but they are encouraged to complete four different responses. In kindergarten through grade 2 authors and/or series collections have been chosen rather than individual titles. The literature selections for each grade level are as follows: Kindergarten

Eric Carle selections

Leo Lionni selections

Frank Asch selections

Laura Joffe Numeroff selections

Ezra Jack Keats selections

Grade 1

Clifford series

Jan Brett selections

Froggy series

Hello Reader series

Tommie dePaola selections Grade 2

Frog and Toad series

Arthur series

Harry Horrible series

Henry & Mudge series

Little Bill series

Grade 3 Core Literature Books

Boxcar Kids Series, (any)

Cam Jansen Series, Adler (any)

Junie B. Jones Smells Something Fishy, Park

Magic Tree House Series, (any)

Paint Brush Kid, Bulla

Ramona Quimby, Age 8, Cleary

Third Grade Pet, Cox Grade 4 Core Literature Books

Charlotte’s Web, White

Dear Mr. Henshaw, Cleary

Hundred Penny Box, Mathis

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Number the Stars, Lowry

Sarah, Plain and Tall, MacLachlan

Stone Fox, Gardiner

Mr. Popper’s Penguin, Atwater Grade 5

Core Literature Books

Danny Champion of the World, Dahl

Dogsong, Paulsen

Mouse and the Motorcycle, Cleary

Summer of the Swans, Byars

A Jar of Dreams, Uchida

Anastasia Has All the Answers, Lowry

From the Mixed Up Files, Konigsburg

Homesick, Fritz

True Confessions of Charlotte Doyle, Avi

Racina the Sun, Pitts Grade 6

Core Literature Books

Bridge to Terabithia, Paterson

Daniel’s Story, Mathis

Island of the Blue Dolphins, O’Dell

Julie of the Wolves, George

Lyddie, Patterson

My Side of the Mountain, George

Tuck Everlasting, Babbit

Wastons Go to Birmingham, Curtis

Greek Myths and Legends, Osborne

Jacob Have I Loved, Paterson In addition, “Rites of Passages” have been selected to promote grade level appropriate literacy balances.

Grade 1

Keep a class log of significant happenings.

Grade 2

Become a pen pal with students in another building.

Grade 3

Keep a writer’s notebook Grade 4

Establish an e-mail correspondence with a favorite writer.

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Grade 5

Produce photographic essays. Grade 6

Write an original story and publish in district book. Grade Level Projects Additional writing tasks are assigned to each grade level and will also be housed in individual portfolios. These portfolios will be shared with teachers who can review the information to determine progress as well as need. Kindergarten Writing Tasks

Personal Writing

o Writing lists. o Keep a writing journal. o Stories about ―Me.‖

Subject Writing o Making alphabet books. o Making posters. o Labeling a picture.

Creative Writing o Writing patterns. o Writing rhymes.

Reflective Writing o Writing responses after a literature experience.

First Grade Writing Tasks

Personal Writing

o Keep a writing journal. o Writing lists. o Stories about ―My Family‖.

Subject Writing

o Writing about others. o Writing a description. o Writing a friendly note. o Making posters. o Writing simple reports.

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Creative Writing

o Story writing. o Writing poetry.

Reflective Writing

o Writing responses after a literature experience. Second Grade Writing Tasks

Personal Writing

o Keep an idea notebook. o Journal writing. o Paragraph writing. o Stories about ―My Class/School‖.

Subject Writing

o Descriptive narrative. o Writing friendly letters. o Writing directions. o Book making.

Creative Writing

o Writing circle stories. o Writing add-on stories. o Poetry writing.

Reflective Writing

o Book reviewing. o Writing responses after a literature experience.

Third Grade Writing Tasks

Personal Writing

o Keep a writing journal. o Keep an idea notebook. o Writing narrative paragraphs. o Personal narratives about ―My Community‖.

Subject Writing

o Writing family stories. o Writing descriptive paragraphs. o Writing expository paragraphs. o Writing to explain. o Writing a summary. o Become an author.

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Creative Writing

o Writing realistic stories. o Writing plays. o Writing free-verse poetry. o Writing other types of poetry.

Reflective Writing

o Book reviews. o Writing responses after a literature experience. o Persuasive paragraph.

Fourth Grade Writing Tasks

Personal Writing

o Keep a writing journal. o Personal narratives about ―My State‖. o Keep an idea notebook.

Subject Writing

o Writing open ended questions across the content area. o Writing observation reports. o Descriptive essays. o Writing newspaper stories. o Writing business letters. o Writing explanations. o Writing a summary.

Creative Writing

o Writing realistic stories. o Writing free-verse poems. o Writing plays. o Outlining and paraphrasing in the content areas.

Reflective Writing

o Book reviews. o Writing responses after a literature experience. o Applying for information.

Fifth Grade Writing Tasks

Personal Writing

o Keep a personal journal. o Narrative essays about ―My Country‖. o Anticipation guide. o I-chart.

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Subject Writing o Writing letters of complaint. o Writing newspaper stories. o Expository essays. o Informational essays. o Content area reports.

Creative Writing o Writing stories from history. o Writing dialogue. o Traditional poetry. o Writing songs/lyrics.

Reflective Writing o Writing a review with a special focus. o Writing a letter to an editor. o Book reviews. o Writing responses after literature experience.

Sixth Grade Writing Tasks

Personal Writing

o Keep a personal journal. o Narrative essays about ―My World‖.

Subjective Writing o Writing essays. o Writing newspaper stories. o Writing letters of request. o Content area reports.

Creative Writing o Writing fantasies/myths/legend. o Writing poetry. o Writing plays*.

Reflective Writing o Book reviews. o Writing a letter to an editor. o Writing responses after literature experience.

*District Writing Task:

Draw or write what you would like to be when you grow up.

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Benchmark Assessments Valuable assessment provides needed information to not only inform instruction but also to identify student progress. Through observation and individual student conferencing, teachers can assess student achievement and while identifying the appropriate reading instruction as needed to ensure student success. Standardized assessments are also scheduled at identified grade levels. Performance on these tests yields important information regarding student progress. Classroom Assessments

DRA Teacher observation Dibbles Teacher-created assessment Learnia District-created assessment Children’s Progress Running records

Standardized Assessments Test of Cognitive Skills – grade 2 NJ ASK – grades 3-6

Learning Outcomes Learning outcomes drive instruction and provide teachers with a blue print of grade level expectations. These learning outcomes have been directly aligned with the NJCCCS (2004) and are designed to ensure student success. The specific content areas of this curriculum are aligned to the NJCCCS. Each content curricula area is supported with strands and cumulative progress indicators. Extension activities and Connection are provided to assist with the content integration that is pivotal during the kindergarten day. The Preschool Teaching and Learning Expectations: Standards of Quality are integrated throughout the curriculum. Kindergarten staff will assist in developing the social/emotional development of our students by enhancing the following expectations housed with the Preschool Standards:

Expectation 1: Children demonstrate self-confidence. Expectation 2: Children demonstrate self-direction. Expectation 3: Children identify and express feelings.

New Jersey Curriculum Core Content Standards & the Preschool Teaching and Learning Expectations: Standards of Quality

(Aligned with NJCCCS -2004)

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Expectation 4: Children exhibit positive interactions with other children and adults.

Expectation 5: Children exhibit pro-social behavior. Expectation 6: Children exhibit attending and focusing skills. Expectation 7: Children participate in group routines.

Enduring Understanding When we read we make connections between the story and our lives and we apply them to other stories in our lives. Essential Question How can we show we understand a story? Enduring Understanding We learn and enjoy from fictional and factual stories. Essential Question How are fiction and non-fiction different? Enduring Understanding We have the need to express thoughts, feelings, and experiences for ourselves and others for many life purposes. Essential Question Why do we write? KINDERGARTEN STUDENT LEARNING GOALS Language Arts The kindergarten student will be immersed in a print-rich environment to develop oral language skills, phonological awareness, print awareness, vocabulary, comprehension, and an appreciation for literature. The reading of fiction and nonfiction selections will enable students to develop an awareness of print materials as sources of information and enjoyment. The kindergarten student will have the opportunity to use words that describe people, places, and events. The students will recognize and print letters of the alphabet, use the basic phonetic principles of identifying and writing beginning sounds, identify story elements, and communicate ideas though pictures and writing. Differentiated instruction for advanced learners is characterized by the introduction of advanced content, open-ended tasks, variations in pacing, and complexity of thought. Student choice, self-directed learning skills, and peer, self, and teacher assessment are also integral parts of the program. There is a dual commitment to establishing a strong foundation in the core learning objectives for kindergarten and implementing designate curriculum extensions.

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Reading (3.1)

The student will understand how print is organized and read. (3.1.A.2-4)

Hold print materials in the correct position and identify the front cover, back cover, and title page of a book. (3.1.A.6)

Distinguish letters from words.

Follow words from left to right and top to bottom on a printed page.

Match voice with print: syllables, words, and phrases.

Explain that printed materials provide information. (3.1.A.1)

Identify common signs and logos. (3.1.F.3)

Read twenty five high frequency words. (3.1.C.1)

The student will develop an understanding of basic phonetic principles. (3.1.B.1,3)

Identify and name both uppercase and lowercase letters of the alphabet. (3.1.C.2)

Match consonant and short vowel sounds to appropriate letters. (3.1.B.4)

Identify beginning consonant sounds in single-syllable words.

The student will demonstrate comprehension of fiction and nonfiction.

Use pictures to make predictions about content. (3.1.E.2; 3.1.G.6)

Follow along with a story to make sense and retell familiar parts using beginning, middle, and end. (3.1.D.1-4)

Respond and discuss characters, setting, and events and relate them to a personal experience. (3.1.G.1-5)

Use story language in discussion and retellings.

Identify what an author does and what and illustrator does.

Identify the topics of nonfiction selections.

Recognize and generate rhyming words. (3.1.B.2,5)

Recognize and read one’s name. (3.1.C.3)

Track print to read. (3.1.E.1)

Use strategies when reading to understand story elements. (3.1.E.3,5)

Story and classify words. (3.1.F.2)

Locate and know the purpose of literacy areas within school environment to choose books. (3.1.H.1-2)

Writing (3.2)

The student will print the uppercase and lowercase letters of the alphabet independently. (3.2.C.5)

Hold writing instrument properly. (3.2.C.4)

Print and spell own name. (3.2.A.5; C.2)

The students will talk about writing samples and share ideas for stories. (3.2.A.3)

The student will write to communicate ideas.

Draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects, or events in sequence. (3.2A.4 &7; 3.2.C.1))

Write left to right and top to bottom and in sequence with directionality. (3.2.C.4)

Recognize thoughts can be written down. (3.2.A.1)

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Collect favorite pieces of written work and share thoughts. (3.2.B.1-2; 3.2.D.2)

Participate in group writing experiences with personal responses. (3.2.A.6; 3.2.D.1)

Observe teacher modeling writing. (3.2 A.2) Speaking (3.3)

Share experiences, feelings, and ideas through conversations with peers and adults to extend learning. (3.3.A.1-2; 3.3.B.1-2; 3.3.C.1)

Sing familiar songs and rhymes and reach to stories, songs, and poems. (3.3.A.3; 3.3.C.2; 3.3.D.1)

Use social conventions of language. (3.3.D.2) Listening (3.4)

Listen fully to understand instructions and identify story elements. (3.4.A.1-2)

Listen to rhymes, poems, and songs to develop letter/sound relationships. (3.4.A.3)

Listen, respond and share experience of hearing a story. (3.4.B.1-2) Viewing & Media Literacy (3.5)

Make predictions about presented visual information. (3.5.A.1)

Sequence a favorite literary experience to tell a story. (3.4 A.2; 3.5.B.1)

Explain and share the purpose of pictures in books. (3.5.B.2) Extensions Speaking

Increase fluency and expression through creative dramatic play

Create and present speeches.

Reading

Identify character traits.

Create a reading journal.

Become a reading buddy.

Writing

Write and illustrate a book.

Create alliterative sentences.

Use dialogue.

Send correspondence to pen pals. Connections The following activities are examples of how this subject will connect knowledge across the disciplines: Social Studies: Use a variety of resources to gain information and talk about people, places, and things.

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Science & Life Skills: Use words, phrases, and sentences to describe plant/animal growth, needs, and care. Mathematics: Use oral language to compare attributes of objects (length, height, weight, temperature) and to explain operations. Fine Arts: Communicate ideas through a variety of art media; sing songs which relate to topics studies. Health & Physical Education: Follow one and two step directions to explore movement and space. Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Concepts About Print

Match oral words to printed words (e.g., pointing to print as one reads). (3.1.A.1)

Practice reading print in the environment at school and at home with assistance. (3.1.A.2)

Locate and identify the title, author, and illustrator of a book or reading selection. (3.1.A.3)

Interpret simple graphs, charts, and diagrams. (3.1.A.4) Essential Question 2 How are sounds represented by letters? Enduring Understanding 2 Letters and letter combinations represent sounds. Phonological Awareness:

Demonstrate understanding of all sound- symbol relationships. (3.1.B.1)

Blend or segment the phonemes of most one-syllable words. (3.1.B.2)

Listen and identify the number of syllables in a word. (3.1.B.3)

Merge spoken segments into a word. (3.1.B.4)

First Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (A-I)

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Add, delete, or change sounds to change words (e.g., cow to how, cat to can). (3.1.B.5)

Essential Question 3 How do I figure out a word I do not know? Enduring Understanding 3 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Decoding and Word Recognition:

Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh). (3.1.C.1)

Recognize and use rhyming words to reinforce decoding skills. (3.1.C.2)

Decode regular one-syllable words and nonsense words (e.g., sit, zot). (3.1.C.3)

Use sound-letter correspondence knowledge to sound out unknown words when reading text. (3.1.C.4)

Recognize high frequency words in and out of context. (3.1.C.5)

Decode unknown words using basic phonetic analysis. (3.1.C.6)

Decode unknown words using context clues. (3.1.C.7)

Essential Question 4 How does fluency affect comprehension? Enduring Understanding 4 Fluent readers group words quickly to help them gain meaning from what they read. Fluency:

Answer questions correctly that are posed about stories read. (3.1.D.1)

Begin to read simple text with fluency. (3.1.D.2)

Read with fluency both fiction and nonfiction that is grade-level appropriate. (3.1.D.3) Essential Question 5 What do readers do when they do not understand everything in a text? Enduring Understanding 5 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Use prior knowledge to make sense of text. (3.1.E.1)

Establish a purpose for reading and adjust reading rate. (3.1.E.2)

Use pictures as cues to check for meaning. (3.1.E.3)

Check to see if what is being read makes sense. (3.1.E.4)

Monitor their reading by using fix-up strategies (e.g., searching for clues). (3.1.E.5)

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Use graphic organizers to build on experiences and extend learning. (3.1.E.6)

Begin to apply study skills strategies (e.g., survey, question, read, recite, and review— SQ3R) to assist with retention and new learning. (3.1.E.7)

Essential Question 6 Why do readers need to pay attention to a writer’s choice of words? Enduring Understanding 6 Words powerfully affect meaning. Vocabulary and Concept Development:

Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words. (3.1.F.1)

Use and explain common antonyms and synonyms. (3.1.F.2)

Comprehend common and/or specific vocabulary in informational texts and literature. (3.1.F.3)

Essential Question 7 How do readers construct meaning from text? Enduring Understanding 7 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Draw simple conclusions from information gathered from pictures, print, and people. (3.1.G.1)

Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers. (3.1.G.2)

Sequence information learned from text into a logical order to retell facts. (3.1.G.3)

Identify, describe, compare, and contrast the elements of plot, setting, and characters. (3.1.G.4)

Make simple inferences. (3.1.G.5)

Read regularly in independent-level materials. (3.1.G.6)

Engage in silent independent reading for specific purposes. (3.1.G.7)

Essential Question 8 Why conduct research? Enduring Understanding 8 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Ask and explore questions related to a topic of interest. (3.1.H.1)

Draw conclusions from information and data gathered. (3.1.H.2)

Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. (3.1.H.3)

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Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product? Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Begin to generate ideas for writing through talking, sharing, and drawing. (3.2.A.1)

Observe the modeling of writing. (3.2.A.2)

Begin to use a basic writing process to develop writing. (3.2.A.3)

Use simple sentences to convey ideas. (3.2.A.4)

Increase fluency (ability to write ideas easily) to improve writing. (3.2.A.5)

Continue to use pictures, developmental spelling or conventional text to create writing drafts. (3.2.A.6)

Revisit pictures and writings to add detail. (3.2.A.7)

Begin to mimic an author’s voice and patterns. (3.2.A.8)

Begin to use a simple checklist to improve writing with teacher support. (3.2.A.9)

Begin to use simple computer writing applications during some parts of the writing process. (3.2.A.10)

Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Produce finished writings to share with class and/or for publication. (3.2.B.1)

Produce stories from personal experiences. (3.2.B.2)

Show and talk about own writing for classroom audience. (3.2.B.3)

Collect favorite works to place in personal writing folder. (3.2.B.4) Essential Question 3 How do rules of language affect communication? Enduring Understanding 3

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Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting

Write all upper and lowercase letters of the alphabet from memory. (3.2.C.1)

Begin to use basic punctuation and capitalization. (3.2.C.2)

Apply sound/symbol relationships to writing words. (3.2.C.3)

Use developmental spelling or phonics-based knowledge to spell independently, when necessary. (3.2.C.4)

Develop awareness of conventional spelling. (3.2.C.5)

Use left-to-right and top-to-bottom directionality and use appropriate spacing between words. (3.2.C.6)

See Appendix F for first grade spelling words/word wall words Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of writing):

Create written texts for others to read. (3.2.D.1)

Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text. (3.2.D.2)

Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Speak in complete sentences. (3.3.A.1)

Offer personal opinions in discussion and retell personal experiences. (3.3.A.2)

Role-play situations and dramatize story events. (3.3.A.3) Essential Question 2

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When is it appropriate to ask questions? How do speakers express their thoughts and feelings? Enduring Understanding 2 Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing

Respond to ideas and questions posed by others. (3.3.B.1)

Ask and answer various types of questions. (3.3.B.2) Essential Question 3: How does the choice of words affect the message? Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Attempt to use new vocabulary learned from shared literature and classroom experiences. (3.3.C.1)

Use descriptive words to clarify and extend ideas. (3.3.C.2)

Essential Question 4 How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation

Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes). (3.3.D.1)

Participate in choral reading to develop phonemic awareness, oral language, and fluency. (3.3.D.2)

Retell a story to check for understanding. (3.3.D.3)

Read aloud from developmentally appropriate texts with attention to expression. (3.3.D.4)

Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Listening Essential Question 1 Can one hear but not listen?

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Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening:

Listen and respond appropriately to directions. (3.4.A.1)

Listen to hear initial, final, and eventually middle sounds in words. (3.4.A.2)

Listen to a familiar text being read to begin tracking print. (3.4.A.3)

Listen to a spoken word to produce another word that rhymes with it. (3.4.A.4) Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension

Listen to make predictions about stories read aloud. (3.4.B.1)

Follow simple oral directions. (3.4.B.2)

Recall information from listening to stories, poems, television, and film. (3.4.B.3)

Retell, reenact, or dramatize stories or parts of stories heard. (3.4.B.4)

Respond appropriately to questions about stories read aloud. (3.4.B.5)

Begin to track print when listening to a familiar text being read or when rereading their own writing. (3.4.B.6)

Ask questions for clarification and explanation of stories and ideas heard. (3.4.B.7) Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1 People experience the same media message differently. Constructing Meaning

Retell the story from a favorite media program (e.g., television, movie). (3.5.A.1)

Distinguish between "pretend" and "real" in the media. (3.5.A.2)

Begin to recognize that media messages have different purposes. (3.5.A.3)

Speculate about visual representations (e.g., pictures, artwork). (3.5.A.4)

Use simple graphs and charts to report data. (3.5.A.5)

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Begin to recognize the work of a favorite illustrator. (3.5.A.6)

Begin to compare and contrast media characters. (3.5.A.7) Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view. Visual and Verbal Messages:

Begin to interpret messages in simple advertisements. (3.5.B.1)

Sequence a series of pictures or images to tell a story. (3.5.B.2) Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Concepts About Print

Use titles, tables of contents, and chapter headings to locate information. (3.1.A.1)

Recognize the purpose of a paragraph. (3.1.A.2) Essential Question 2 How are sounds represented by letters? Enduring Understanding 2 Letters and letter combinations represent sounds. Phonological Awareness

Add, delete, or change middle sounds to change words (e.g., pat to put). (3.1.B.1)

Second Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (E-M)

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Use knowledge of letter-sound correspondences to sound out unknown words. (3.1.B.2)

Essential Question 3 How do I figure out a word I do not know? Enduring Understanding 3 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Decoding and Word Recognition

Look for known chunks or small words to attempt to decode an unknown word. (3.1.C.1)

Reread inserting the beginning sound of the unknown word. (3.1.C.2)

Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo). (3.1.C.3)

Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings. (3.1.C.4)

Essential Question 4 How does fluency affect comprehension? Enduring Understanding 4 Fluent readers group words quickly to help them gain meaning from what they read. Fluency

Pause at appropriate end points (e.g., comma, period). (3.1.D.1)

Use appropriate pace; "not choppy" or word-by-word. (3.1.D.2)

Use appropriate inflection (e.g., dialogue, exclamations, questions). (3.1.D.3)

Read silently without finger or lip movement. (3.1.D.4)

Self-monitor when text does not make sense. (3.1.D.5)

Employ learned strategies to determine if text makes sense without being prompted. (3.1.D.6)

Essential Question 5 What do readers do when they do not understand everything in a text? Enduring Understanding 5 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Skip over difficult words in an effort to read on and determine meaning. (3.1.E.1)

Return to the beginning of a sentence and try again. (3.1.E.2) Essential Question 6 Why do readers need to pay attention to a writer’s choice of words?

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Enduring Understanding 6 Words powerfully affect meaning. Vocabulary and Concept Development

Develop a vocabulary of 500-800 regular and irregular sight words. (3.1.F.1)

Know and relate meanings of simple prefixes and suffixes. (3.1.F.2)

Demonstrate evidence of expanding language repertory. (3.1.F.3)

Understand concept of antonyms and synonyms. (3.1.F.4)

Begin to use a grade-appropriate dictionary with assistance from teacher. (3.1.F.5) Essential Question 7 How do readers construct meaning from text? Enduring Understanding 7 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Demonstrate ability to recall facts and details of text. (3.1.G.1)

Recognize cause and effect in text. (3.1.G.2)

Make inferences and support them with textual information. (3.1.G.3)

Continue to identify story elements in text. (3.1.G.4)

Respond to text by using how, why, and what-if questions. (3.1.G.5) Essential Question 8 Why conduct research? Enduring Understanding 8 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Locate information using alphabetical order. (3.1.H.1)

Read a variety of nonfiction and fiction books and produce evidence of reading. (3.1.H.2)

Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product?

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Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. (3.2.A.1)

Observe the modeling of writing. (3.2.A.2)

Begin to develop an awareness of simple story structures and author’s voice. (3.2.A.3)

Use sentences to convey ideas in writing. (3.2.A.4)

Maintain the use of a basic writing process to develop writing. (3.2.A.5)

Use graphic organizers to assist with planning writing. (3.2.A.6)

Compose readable first drafts. (3.2.A.7)

Use everyday words in appropriate written context. (3.2.A.8)

Reread drafts for meaning, to add details, and to improve correctness. (3.2.A.9)

Focus on elaboration as a strategy for improving writing. (3.2.A.10)

Participate with peers to comment on and react to each other’s writing. (3.2.A.11)

Use a simple checklist to improve elements of own writing. (3.2.A.12)

Use computer writing applications during some parts of the writing process. (3.2.A.13) Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Produce finished writings to share with classmates and/or for publication. (3.2.B.1)

Produce stories from personal experiences. (3.2.B.2)

Produce a narrative with a beginning, middle, and end. (3.2.B.3)

Write nonfiction pieces, such as letters, procedures, biographies, or simple reports. (3.2.B.4)

Organize favorite work samples in a writing folder or portfolio. (3.2.B.5) Essential Question 3 How do rules of language affect communication? Enduring Understanding 3 Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting

Use correct end point punctuation. (3.2.C.1)

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Apply basic rules of capitalization. (3.2.C.2)

Use correct spelling of some high frequency words. (3.2.C.3)

Apply sound/symbol relationships to writing words. (3.2.C.4)

Recognize and apply basic spelling patterns. (3.2.C.5)

Write legibly to meet district standards. (3.2.C.6) See Appendix F for second grade spelling words/word wall words

Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Create written texts for others to read. (3.2.D.1)

Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. (3.2.D.2)

Use writing as a tool for learning self-discovery and reflection. (3.2.D.3)

Use reading and technology to support writing. (3.2.D.4)

Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports. (3.2.D.5)

Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Elaborate on experiences and ideas. (3.3.A.1)

Begin to stay focused on a topic of discussion. (3.3.A.2)

Offer personal opinions related to topics of discussion. (3.3.A.3)

Wait their turn to speak. (3.3.A.4) Essential Question 2 When is it appropriate to ask questions? How do speakers express their thoughts and feelings? Enduring Understanding 2

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Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing

Ask for explanation to clarify meaning. (3.3.B.1)

Respond to ideas posed by others. (3.3.B.2)

Restate to demonstrate understanding. (3.3.B.3)

Identify a problem and simple steps for solving the problem. (3.3.B.4) Essential Question 3 How does the choice of words affect the message? Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Use new vocabulary learned from literature and classroom experiences. (3.3.C.1)

Recognize and discuss how authors use words to create vivid images. (3.3.C.2) Essential Question 4 How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation

Participate in a dramatization or role play. (3.3.D.1)

Begin to understand the importance of looking at a speaker. (3.3.D.2)

Talk about an experience or work sample in front of a small group. (3.3.D.3) Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Listening Essential Question 1 Can one hear but not listen? Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening:

Listen critically to identify main ideas and supporting details. (3.4.A.1)

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Begin to distinguish between types of speech (e.g., a joke, a chat, a warning). (3.4.A.1)

Listen and contribute to class discussions. (3.4.A.1) Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension

Follow one- and two- step oral directions. (3.4.B.1)

Develop a strong listening vocabulary to aid comprehension and oral and written language growth. (3.4.B.2)

Listening resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1 People experience the same media message differently. Constructing Meaning

Speculate about characters, events, and settings in books, film, and television. (3.5.A.1)

Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade). (3.5.A.2)

Use graphs and charts to report data. (3.5.A.3)

Recognize the work of a favorite illustrator. (3.5.A.4)

Compare and contrast media characters. (3.5.A.5) Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view. Visual and Verbal Messages

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Interpret messages in simple advertisements. (3.5.B.1)

Use a simple rating scale to judge media products. (3.5.B.2)

Begin to look at the effects of visual arts on one’s mood and emotions. (3.5.B.3) Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Concepts About Print

Recognize that printed materials provide specific information. (3.1.A.1)

Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print. (3.1.A.2)

Use a glossary or index to locate information in a text. (3.1.A.3) Essential Question 2 How are sounds represented by letters? Enduring Understanding 2 Letters and letter combinations represent sounds. Phonological Awareness:

Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs). (3.1.B.1)

Essential Question 3 How do I figure out a word I do not know? Enduring Understanding 3 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.

Third Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (I-P)

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Decoding and Word Recognition

Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion). (3.1.C.1)

Use letter-sound knowledge and structural analysis to decode words. (3.1.C.2)

Use context to accurately read words with more than one pronunciation. (3.1.C.3) Essential Question 4 How does fluency affect comprehension? Enduring Understanding 4 Fluent readers group words quickly to help them gain meaning from what they read. Fluency

Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud. (3.1.D.1)

Read longer text and chapter books independently and silently. (3.1.D.2)

Read aloud with proper phrasing, inflection, and intonation. (3.1.D.3) Essential Question 5 What do readers do when they do not understand everything in a text? Enduring Understanding 5 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Set purpose for reading and check to verify or change predictions during/after reading. (3.1.E.1)

Monitor comprehension and accuracy while reading in context and self-correct errors. (3.1.E.2)

Use pictures and context clues to assist with decoding of new words. (3.1.E.3)

Develop and use graphic organizers to build on experiences and extend learning. (3.1.E.4)

Essential Question 6 Why do readers need to pay attention to a writer’s choice of words? Enduring Understanding 6 Words powerfully affect meaning. Vocabulary and Concept Development

Spell previously studied words and spelling patterns accurately. (3.1.F.1)

Point to or clearly identify specific words or wording that cause comprehension difficulties. (3.1.F.2)

Infer word meanings from taught roots, prefixes, and suffixes. (3.1.F.3)

Use a grade-appropriate dictionary with assistance from teacher. (3.1.F.4)

Use pictures and context clues to assist with meaning of new words. (3.1.F.5)

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Essential Question 7 How do readers construct meaning from text? Enduring Understanding 7 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Recognize purpose of the text. (3.1.G.1)

Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts. (3.1.G.2)

Interpret information in graphs, charts, and diagrams. (3.1.G.3)

Ask how, why, and what-if questions in interpreting nonfiction texts. (3.1.G.4)

Recognize how authors use humor, sarcasm, and imagery to extend meaning. (3.1.G.5)

Discuss underlying theme or message in interpreting fiction. (3.1.G.6)

Summarize major points from fiction and nonfiction texts. (3.1.G.7)

Draw conclusions and inferences from texts. (3.1.G.8)

Recognize first-person "I" point of view. (3.1.G.9)

Compare and contrast story plots, characters, settings, and themes. (3.1.G.10)

Participate in creative responses to texts (e.g., dramatizations, oral presentations). (3.1.G.11)

Read regularly in materials appropriate for their independent reading level. (3.1.G.12)

Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. (3.1.G.13)

Use information and reasoning to examine bases of hypotheses and opinions. (3.1.G.14)

Essential Question 8 Why conduct research? Enduring Understanding 8 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Use library classification systems, print or electronic, to locate information. (3.1.H.1)

Draw conclusions from information and data gathered. (3.1.H.2)

Read a variety of nonfiction and fiction books and produce evidence of understanding. (3.1.H.3)

Reading resources may be viewed at:

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http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product? Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion. (3.2.A.1)

Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice. (3.2.A.2)

Use graphic organizers to assist with planning writing. (3.2.A.3)

Compose first drafts from prewriting work. (3.2.A.4)

Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice. (3.2.A.5)

Participate with peers to comment on and react to each other’s writing. (3.2.A.6)

Build awareness of ways authors use paragraphs to support meaning. (3.2.A.7)

Begin to develop author’s voice in own writing. (3.2.A.8)

Use reference materials to revise work, such as a dictionary or internet/software resource. (3.2.A.9)

Edit work for basic spelling and mechanics. (3.2.A.10)

Use computer word-processing applications during parts of the writing process. (3.2.A.11)

Understand and use a checklist and/or rubric to improve writing. (3.2.A.12)

Reflect on own writing, noting strengths and areas needing improvement. (3.2.A.13) Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Write a descriptive piece, such as a description of a person, place, or object. (3.2.B.1)

Write a narrative piece based on personal experiences. (3.2.B.2)

Write a nonfiction piece and/or simple informational report across the curriculum. (3.2.B.3)

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Present and discuss writing with other students. (3.2.B.4)

Apply elements of grade-appropriate rubrics to improve writing. (3.2.B.5)

Develop a collection of writings (e.g., a literacy folder or portfolio). (3.2.B.6) Essential Question 3 How do rules of language affect communication? Enduring Understanding 3 Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting

Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling. (3.2.C.1)

Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech. (3.2.C.2)

Study examples of narrative and expository writing to develop understanding of paragraphs and indentation. (3.2.C.3)

Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words. (3.2.C.4)

Write legibly in manuscript or cursive to meet district standards. (3.2.C.5)

See Appendix F for third grade spelling words/word wall words Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community). (3.2.D.1)

Develop fluency by writing daily and for sustained amounts of time. (3.2.D.2)

Generate ideas for writing in a variety of situations and across the curriculum. (3.2.D.3)

Write to express thoughts and ideas, to share experiences, and to communicate socially. (3.2.D.4)

Write the events of a story sequentially. (3.2.D.5)

Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. (3.2.D.6)

Respond to literature through writing to demonstrate an understanding of a text. (3.2.D.7)

Write narrative text (e.g., realistic or humorous story). (3.2.D.8)

Write non-fiction text (e.g., reports, procedures, letters). (3.2.D.9)

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Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Listen and follow a discussion in order to contribute appropriately. (3.3.A.1)

Stay focused on topic. (3.3.A.2)

Take turns. (3.3.A.3)

Support an opinion with details. (3.3.A.4) Essential Question 2 When is it appropriate to ask questions? How do speakers express their thoughts and feelings? Enduring Understanding 2 Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing

Develop appropriate questions to explore a topic. (3.3.B.1)

Contribute information, ideas, and experiences to classroom inquiry. (3.3.B.2) Essential Question 3 How does the choice of words affect the message? Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Use vocabulary related to a particular topic. (3.3.C.1)

Adapt language to persuade, explain, or seek information. (3.3.C.2)

Use new vocabulary and figurative language learned from literature and classroom experiences. (3.3.C.3)

Essential Question 4

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How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation

Use pictures to support an oral presentation. (3.3.D.1)

Attempt to revise future presentations based on feedback from peers and teacher. (3.3.D.2)

Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume. (3.3.D.3)

Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Listening Essential Question 1 Can one hear but not listen? Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening

Connect messages heard to prior knowledge and experiences. (3.4.A.1)

Exchange information through verbal and nonverbal messages. (3.4.A.2)

Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension

Follow two-and three-step directions. (3.4.B.1)

Listen to a story read aloud and/or information from television or film, and summarize main ideas. (3.4.B.2)

Paraphrase information shared by others. (3.4.B.3) Listening resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html

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Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1 People experience the same media message differently. Constructing Meaning

Begin to demonstrate an awareness of different media forms and how they contribute to communication. (3.5.A.1)

Identify the central theme and main ideas in different media. (3.5.A.2) Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view. Visual and Verbal Messages:

Recognize the effects of visual arts on one’s mood and emotions. (3.5.B.1)

Begin to explore and interpret messages found in advertisements and other texts. (3.5.B.2)

Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.

Fourth Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (L-R)

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Concepts About Print

Identify differences of various print formats, including newspapers, magazines, books, and reference resources. (3.1.A.1)

Recognize purposes and uses for print conventions such as paragraphs, end sentence punctuation, and bold print. (3.1.A.2)

Identify and locate features that support text meaning (e.g., maps, charts, illustrations). (3.1.A.3)

Essential Question 2 How do I figure out a word I do not know? Enduring Understanding 2 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Decoding and Word Recognition

Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. (3.1.C.1)

Know and use common word families to decode unfamiliar words. (3.1.C.2)

Recognize compound words, contractions, and common abbreviations. (3.1.C.3) Essential Question 3 How does fluency affect comprehension? Enduring Understanding 3 Fluent readers group words quickly to help them gain meaning from what they read. Fluency

Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks. (3.1.D.1)

Read at different speeds using scanning, skimming, or careful reading as appropriate. (3.1.D.2)

Essential Question 4 What do readers do when they do not understand everything in a text? Enduring Understanding 4 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading. (3.1.E.1)

Identify specific words or passages causing comprehension difficulties and seek clarification. (3.1.E.2)

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Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams). (3.1.E.3)

Essential Question 5 Why do readers need to pay attention to a writer’s choice of words? Enduring Understanding 5 Words powerfully affect meaning. Vocabulary and Concept Development

Infer word meanings from learned roots, prefixes, and suffixes. (3.1.F.1)

Infer specific word meanings in the context of reading passages. (3.1.F.2)

Identify and correctly use antonyms, synonyms, homophones, and homographs. (3.1.F.3)

Use a grade-appropriate dictionary (independently) to define unknown words. (3.1.F.4)

Essential Question 6 How do readers construct meaning from text? Enduring Understanding 6 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Discuss underlying themes across cultures in various texts. (3.1.G.1)

Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies). (3.1.G.2)

Cite evidence from text to support conclusions. (3.1.G.3)

Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods. (3.1.G.4)

Follow simple multiple-steps in written instructions. (3.1.G.5)

Recognize an author’s point of view. (3.1.G.6)

Identify and summarize central ideas in informational texts. (3.1.G.7)

Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction. (3.1.G.8)

Recognize literary elements in stories, including setting, characters, plot, and mood. (3.1.G.9)

Identify some literary devices in stories. (3.1.G.10)

Identify the structures in poetry. (3.1.G.11)

Identify the structures in drama. (3.1.G.12)

Read regularly in materials appropriate for their independent reading level. (3.1.G.13) Essential Question 7 Why conduct research?

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Enduring Understanding 7 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Use library classification systems, print or electronic, to locate information. (3.1.H.1)

Investigate a favorite author and produce evidence of research. (3.1.H.2)

Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading. (3.1.H.3)

Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product? Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. (3.2.A.1)

Develop an awareness of form, structure, and author’s voice in various genres. (3.2.A.2)

Use strategies such as reflecting on personal experiences, reading, doing interviews or

research, and using graphic organizers to generate and organize ideas for writing. (3.2.A.3)

Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. (3.2.A.4)

Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice. (3.2.A.5)

Review own writing with others to understand the reader’s perspective and to consider ideas for revision. (3.2.A.6)

Review and edit work for spelling, mechanics, clarity, and fluency. (3.2.A.7)

Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources. (3.2.A.8)

Use computer writing applications during most of the writing process. (3.2.A.9)

Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing. (3.2.A.10)

Reflect on one’s writing, noting strengths and areas needing improvement. (3.2.A.11)

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Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience. (3.2.B.1)

Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information. (3.2.B.2)

Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue. (3.2.B.3)

Build knowledge of the characteristics and structures of a variety of genres. (3.2.B.4)

Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately. (3.2.B.5)

Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words. (3.2.B.6)

Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing. (3.2.B.7)

Improve the clarity of writing by rearranging words, sentences, and paragraphs. (3.2.B.8)

Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles. (3.2.B.9)

Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas. (3.2.B.10)

Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion. (3.2.B.11)

Essential Question 3 How do rules of language affect communication? Enduring Understanding 3 Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting

Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. (3.2.C.1)

Use increasingly complex sentence structure and syntax to express ideas. (3.2.C.2)

Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses. (3.2.C.3)

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Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue. (3.2.C.4)

Use capital letters correctly in sentences, for proper nouns, and in titles. (3.2.C.5)

Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation. (3.2.C.6)

Indent in own writing to show the beginning of a paragraph. (3.2.C.7)

Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones. (3.2.C.8)

Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing. (3.2.C.9)

Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work. (3.2.C.10)

Write legibly in manuscript or cursive to meet district standards. (3.2.C.11)

See Appendix F for fourth grade spelling words/word wall words Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community). (3.2.D.1)

Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection. (3.2.D.2)

Develop independence by setting self-selected purposes and generating topics for writing. (3.2.D.3)

Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry). (3.2.D.4)

Use writing to paraphrase, clarify, and reflect on new learning across the curriculum. (3.2.D.5)

Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text. (3.2.D.6)

Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events. (3.2.D.7)

Write informational reports that frame a topic, include facts and details, and draw information from several sources. (3.2.D.8)

Write formal and informal letters for a variety of audiences and purposes. (3.2.D.9)

Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect. (3.2.D.10)

Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature. (3.2.D.11)

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Use relevant graphics in writing (e.g., maps, charts, illustrations). (3.2.D.12)

Demonstrate the development of a personal style and voice in writing. (3.2.D.13)

Review scoring criteria of a writing rubric. (3.2.D.14)

Develop a collection of writings (e.g., a literacy folder or a literacy portfolio). (3.2.D.15)

Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Use details, examples and reasons to support central ideas or clarify a point of view. (3.3.A.1)

Stay focused on a topic and ask relevant questions. (3.3.A.1)

Take turns without dominating. (3.3.A.1) Essential Question 2 When is it appropriate to ask questions? How do speakers express their thoughts and feelings? Enduring Understanding 2 Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing

Develop questioning techniques (e.g., who, what, when, where, why, and how). (3.3.B.1)

Use interview techniques to develop inquiry skills. (3.3.B.2)

Explore concepts by describing, narrating, or explaining how and why things happen. (3.3.B.3)

Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning. (3.3.B.4)

Reflect and evaluate information learned as a result of the inquiry. (3.3.B.5)

Solve a problem or understand a task through group cooperation. (3.3.B.6) Essential Question 3 How does the choice of words affect the message?

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Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Use convincing dialogue to role-play short scenes involving familiar situations or emotions. (3.3.C.1)

Use figurative language purposefully in speaking situations. (3.3.C.2)

Use appropriate vocabulary to support or clarify a message. (3.3.C.3)

Adapt language to persuade, explain, or seek information. (3.3.C.4) Essential Question 4 How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation

Speak for a variety of audiences and purposes. (3.3.D.1)

Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement. (3.3.D.2)

Use notes or other memory aids to structure a presentation. (3.3.D.3)

Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation. (3.3.D.4)

Participate in a dramatization or role-play across the curriculum. (3.3.D.5)

Read aloud with fluency. (3.3.D.6)

Understand and use criteria for a rubric to improve an oral presentation. (3.3.D.7) Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Listening Essential Question 1 Can one hear but not listen? Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening

Listen actively for a variety of purposes such as enjoyment and obtaining information. (3.4.A.1)

Listen attentively and critically to a variety of speakers. (3.4.A.2)

Interpret vocabulary gained through listening. (3.4.A.3)

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Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension

Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident. (3.4.B.1)

Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard. (3.4.B.2)

Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems. (3.4.B.3)

Make inferences based on an oral report or presentation. (3.4.B.4)

Describe how language reflects specific regions and/or cultures. (3.4.B.5)

Follow three-and four-step oral directions. (3.4.B.6) Listening resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1: People experience the same media message differently. Constructing Meaning

Interpret information found in pictorial graphs, map keys, and icons on a computer screen. (3.5.A.1)

Respond to and evaluate the use of illustrations to support text. (3.5.A.2)

Use graphs, charts, and diagrams to report data. (3.5.A.3)

Distinguish between factual and fictional visual representations. (3.5.A.4)

Identify the central theme in a movie, film, or illustration. (3.5.A.5)

Identify the target audience for a particular program, story, or advertisement. (3.5.A.6)

Demonstrate an awareness of different media forms and how they contribute to communication. (3.5.A.7)

Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view.

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Visual and Verbal Messages

Understand that creators of both print media and electronic media have a purpose and target audience for their work. (3.5.B.1)

Explore and interpret various messages found in advertisements and other texts. (3.5.B.2)

Discuss the emotional impact of photos and how they aid understanding. (3.5.B.3)

Compare and contrast media sources, such as film and book versions of a story. (3.5.B.4)

Essential Question 3 What affects media choice? Enduring Understanding 3 Media choice is affected by personal experience and sense of need. Living with Media:

Express preferences for media choices. (3.5.C.1) Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Concepts About Print

Use a text index and glossary appropriately. (3.1.A.1)

Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). (3.1.A.2)

Essential Question 2 How do I figure out a word I do not know?

Fifth Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (P-T)

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Enduring Understanding 2 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Decoding and Word Recognition:

Use the pronunciation key of a dictionary to decode new words. (3.1.C.1)

Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. (3.1.C.2)

Interpret new words correctly in context. (3.1.C.3)

Apply spelling and syllabication rules that aid in decoding and word recognition. (3.1.C.4)

Essential Question 3 How does fluency affect comprehension? Enduring Understanding 3 Fluent readers group words quickly to help them gain meaning from what they read. Fluency

Adjust reading speed appropriately for different purposes and audiences. (3.1.D.1)

Apply knowledge of letter-sound associations, language structures, and context to recognize words. (3.1.D.2)

Read aloud in ways that reflect understanding of proper phrasing and intonation. (3.1.D.3)

Read silently for the purpose of increasing speed, accuracy, and reading fluency. (3.1.D.4)

Apply self-correcting strategies to decode and gain meaning from print both, orally and silently. (3.1.D.5)

Essential Question 4 What do readers do when they do not understand everything in a text? Enduring Understanding 4 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Activate prior knowledge and anticipate what will be read or heard. (3.1.E.1)

Vary reading strategies according to their purpose for reading and the nature of the text. (3.1.E.2)

Reread to make sense of difficult paragraphs or sections of text. (3.1.E.3)

Make revisions to text predictions during and after reading. (3.1.E.4)

Apply graphic organizers to illustrate key concepts and relationships in a text. (3.1.E.5)

Essential Question 5

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Why do readers need to pay attention to a writer’s choice of words? Enduring Understanding 5 Words powerfully affect meaning. Vocabulary and Concept Development:

Infer word meanings from learned roots, prefixes, and suffixes. (3.1.F.1)

Infer specific word meanings in the context of reading passages. (3.1.F.2)

Identify and correctly use antonyms, synonyms, homophones, and homographs. (3.1.F.3)

Use a grade-level appropriate dictionary independently to define unknown words. (3.1.F.4)

Use a thesaurus to identify alternative word choices and meanings. (3.1.F.5) Essential Question 6 How do readers construct meaning from text? Enduring Understanding 6 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Identify author’s purpose, views, and beliefs. (3.1.G.1)

Identify genre by their distinctive elements (e.g. tall tale-exaggeration). (3.1.G.2)

Use cause and effect and sequence of events to gain meaning. (3.1.G.3)

Anticipate and construct meaning from text by making conscious connections to self, an author, and others. (3.1.G.4)

Recognize persuasive and propaganda techniques used to influence readers. (3.1.G.5)

Recognize historical and cultural biases and different points of view. (3.1.G.6)

Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly. (3.1.G.7)

Distinguish between major and minor details. (3.1.G.8)

Make inferences using textual information and provide supporting evidence. (3.1.G.9)

Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). (3.1.G.10)

Identify and analyze text types, formats, and elements in nonfiction. (3.1.G.11)

Recognize literary elements in stories, including setting, characters, plot, and mood. (3.1.G.12)

Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). (3.1.G.13)

Identify and respond to the elements of sound and structure in poetry. (3.1.G.14)

Identify the structures in drama. (3.1.G.15)

Read regularly in materials appropriate for their independent reading level. (3.1.G.16)

Interpret idiomatic expressions. (3.1.G.17)

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Essential Question 7 Why conduct research? Enduring Understanding 7 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Use library classification systems, print or electronic, to locate information. (3.1.H.1)

Develop and revise questions for investigations prior to, during, and after reading. (3.1.H.1)

Use multiple sources to locate information relevant to research questions. (3.1.H.1)

Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading. (3.1.H.1)

Draw conclusions from information gathered from multiple sources. (3.1.H.1)

Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. (3.1.H.1)

Summarize and organize information by taking notes, outlining ideas, and/or making charts. (3.1.H.1)

Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. (3.1.H.1)

Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product? Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. (3.2.A.1)

Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. (3.2.A.2)

Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. (3.2.A.3)

Develop an awareness of form, structure, and author’s voice in various genres. (3.2.A.4)

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Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. (3.2.A.5)

Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. (3.2.A.6)

Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. (3.2.A.7)

Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. (3.2.A.8)

Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision. (3.2.A.9)

Review and edit work for spelling, usage, clarity, organization, and fluency. (3.2.A.10)

Use a variety of reference materials to revise work. (3.2.A.11)

Use computer writing applications during the writing process. (3.2.A.12)

Understand and apply the elements of a scoring rubric to improve and evaluate writing. (3.2.A.13)

Reflect on own writing, noting strengths and setting goals for improvement. (3.2.A.14)

Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Expand knowledge of characteristics and structures of selected genres. (3.2.B.1)

Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). (3.2.B.2)

Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). (3.2.B.3)

Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements. (3.2.B.4)

Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. (3.2.B.5)

Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately. (3.2.B.6)

Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words. (3.2.B.7)

Prepare a works consulted page for reports or research papers. (3.2.B.8)

Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. (3.2.B.9)

Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion. (3.2.B.10)

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Essential Question 3 How do rules of language affect communication? Enduring Understanding 3 Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting:

Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. (3.2.C.1)

Use increasingly complex sentence structure and syntax to express ideas. (3.2.C.2)

Use knowledge of English grammar and usage to express ideas effectively. (3.2.C.3)

Use correct capitalization and punctuation, including commas and colons, throughout writing. (3.2.C.4)

Use quotation marks and related punctuation correctly in passages of dialogue. (3.2.C.5)

Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing. (3.2.C.6)

Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation. (3.2.C.7)

Edit writing for correct grammar usage, capitalization, punctuation, and spelling. (3.2.C.8)

Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. (3.2.C.9)

Write legibly in manuscript or cursive to meet district standards. (3.2.C.10)

See Appendix F for fifth grade spelling words/word wall words Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). (3.2.D.1)

Gather, select, and organize information appropriate to a topic, task, and audience. (3.2.D.2)

Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing. (3.2.D.3)

Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. (3.2.D.4)

Use transitions between and within paragraphs. (3.2.D.5)

Organize paragraphs using topic sentences. (3.2.D.6)

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Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution. (3.2.D.7)

Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters). (3.2.D.8)

Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page. (3.2.D.9)

Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed. (3.2.D.10)

Demonstrate the ability to write friendly/business letters in correct format and coherent style. (3.2.D.11)

Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance. (3.2.D.12)

Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. (3.2.D.13)

Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs). (3.2.D.14)

Demonstrate the development of a personal style and voice in writing. (3.2.D.15)

Review scoring criteria of relevant rubrics. (3.2.D.16)

Develop a collection of writings (e.g., a literacy folder, a literacy portfolio). (3.2.D.17) Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Use details, examples, and reasons to support central ideas or clarify a point of view. (3.3.A.1)

Stay focused on a topic and ask relevant questions. (3.3.A.2)

Accept others’ opinions and respond appropriately. (3.3.A.3)

Respond orally to literature. (3.3.A.4)

Participate in class discussions appropriately. (3.3.A.5) Essential Question 2 When is it appropriate to ask questions? How do speakers express their thoughts and feelings?

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Enduring Understanding 2 Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing:

Respond orally by adding questions and comments while integrating knowledge. (3.3.B.1)

Use interview techniques to develop inquiry skills. (3.3.B.2)

Explore concepts by describing, narrating, or explaining how and why things happen. (3.3.B.3)

Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning. (3.3.B.4)

Reflect and evaluate information learned as a result of the inquiry. (3.3.B.5)

Solve a problem or understand a task through group cooperation. (3.3.B.6) Essential Question 3 How does the choice of words affect the message? Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Use convincing dialogue to role-play short scenes involving familiar situations or emotions. (3.3.C.1)

Use varied word choice to clarify, illustrate, and elaborate. (3.3.C.2)

Use figurative language purposefully in speaking situations. (3.3.C.3)

Select and use suitable vocabulary to fit a range of audiences. (3.3.C.4) Essential Question 4 How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation

Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents. (3.3.D.1)

Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement. (3.3.D.2)

Use clear, precise, organized language that reflects the conventions of spoken English. (3.3.D.3)

Use visuals such as charts or graphs when presenting for clarification. (3.3.D.4)

Use props effectively while speaking. (3.3.D.5)

Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation. (3.3.D.6)

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Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus. (3.3.D.7)

Read aloud with fluency. (3.3.D.8)

Understand and use criteria from a rubric to improve an oral presentation. (3.3.D.9)

Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery. (3.3.D.10)

Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Listening Essential Question 1 Can one hear but not listen? Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening

Listen actively for a variety of purposes such as enjoyment and obtaining information. (3.4.A.1)

Listen attentively and critically to a variety of speakers. (3.4.A.2)

Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message. (3.4.A.3)

Recognize and analyze persuasive techniques while listening. (3.4.A.4)

Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature). (3.4.A.5)

Listen to determine a speaker’s purpose, attitude, and perspective. (3.4.A.6)

Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions. (3.4.A.7)

Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension:

Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling). (3.4.B.1)

Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems. (3.4.B.2)

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Ask pertinent questions, take notes, and draw conclusions based on information presented. (3.4.B.3)

Make inferences based on an oral report or presentation. (3.4.B.4)

Follow three-and four-step oral directions. (3.4.B.5) Listening resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1 People experience the same media message differently. Constructing Meaning:

Respond to and evaluate the use of illustrations to support text. (3.5.A.1)

Use graphs, charts, and diagrams to report data. (3.5.A.2)

Distinguish between factual and fictional visual representations (e.g. political cartoons). (3.5.A.3)

Identify the central theme in a movie, film, or illustration. (3.5.A.4)

Identify the target audience for a particular program, story, or advertisement. (3.5.A.5)

Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication. (3.5.A.6)

Understand uses of persuasive text related to advertising in society. (3.5.A.7)

Distinguish different points of view in media texts. (3.5.A.8) Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view. Visual and Verbal Messages

Understand that creators of both print media and electronic media have a purpose and target audience for their work. (3.5.B.1)

Evaluate media messages for credibility. (3.5.B.2)

Explore and interpret various messages found in advertisements and other texts. (3.5.B.3)

Interpret verbal and nonverbal messages reflected in personal interactions with others. (3.5.B.4)

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Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding. (3.5.B.5)

Compare and contrast media sources, such as film and book versions of a story. (3.5.B.6)

Understand the uses of technology (e.g., the Internet for research). (3.5.B.7) Essential Question 3 What affects media choice? Enduring Understanding 3 Media choice is affected by personal experience and sense of need. Living with Media

Express and justify preferences for media choices. (3.5.C.1)

Choose the most appropriate media for a presentation. (3.5.C.2)

Use a rubric to evaluate the content of media presentations. (3.5.C.3)

Examine and evaluate effects of media on the family, home, and school. (3.5.C.4) Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Reading Essential Question 1 How does understanding a text’s structure help me better understand its meaning? Enduring Understanding 1 Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Concepts About Print:

Use a text index and glossary independently and appropriately. (3.1.A.1)

Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs). (3.1.A.2)

Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources). (3.1.A.3)

Essential Question 2 How do I figure out a word I do not know?

Sixth Grade Language Arts Literacy Learning Outcomes (Aligned with NJCCCS -2004) Guided Reading Levels (S+)

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Enduring Understanding 2 Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Decoding and Word Recognition

Use a dictionary to decode new words independently. (3.1.C.1)

Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. (3.1.C.2)

Apply knowledge of new words correctly (refer to word parts and word origin). (3.1.C.3)

Apply spelling and syllabication rules that aid in decoding and word recognition. (3.1.C.4)

Essential Question 3 How does fluency affect comprehension? Enduring Understanding 3 Fluent readers group words quickly to help them gain meaning from what they read. Fluency

Adjust reading speed appropriately for different purposes and audiences. (3.1.D.1)

Read aloud in ways that reflect understanding of proper phrasing and intonation. (3.1.D.2)

Read silently for the purpose of increasing speed, accuracy, and reading fluency. (3.1.D.3)

Apply self-correcting strategies to decode and gain meaning from print, both orally and silently. (3.1.D.4)

Essential Question 4 What do readers do when they do not understand everything in a text? Enduring Understanding 4 Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Reading Strategies (before, during, and after reading)

Activate prior knowledge and anticipate what will be read or heard. (3.1.E.1)

Vary reading strategies according to their purpose for reading and the nature of the text. (3.1.E.2)

Reread to make sense of difficult paragraphs or sections of text. (3.1.E.3)

Make revisions to text predictions during and after reading. (3.1.E.4)

Use reference aids for word meanings when reading. (3.1.E.5)

Apply graphic organizers to illustrate key concepts and relationships in a text. (3.1.E.6)

Essential Question 5:

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Why do readers need to pay attention to a writer’s choice of words? Enduring Understanding 5 Words powerfully affect meaning. Vocabulary and Concept Development:

Infer word meanings from learned roots, prefixes, and suffixes. (3.1.F.1)

Infer specific word meanings in the context of reading passages. (3.1.F.2)

Identify and correctly use antonyms, synonyms, homophones, and homographs. (3.1.F.3)

Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech). (3.1.F.4)

Use a thesaurus to identify alternative word choices and meanings. (3.1.F.5) Essential Question 6 How do readers construct meaning from text? Enduring Understanding 6 Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Comprehension Skills and Response to Text

Respond critically to an author’s purpose, ideas, views, and beliefs. (3.1.G.1)

Identify genre by their distinctive elements (e.g. tall tale-exaggeration). (3.1.G.2)

Use cause and effect and sequence of events to gain meaning. (3.1.G.3)

Construct meaning from text by making conscious connections to self, an author, and others. (3.1.G.4)

Recognize persuasive and propaganda techniques used to influence readers. (3.1.G.5)

Recognize and understand historical and cultural biases and different points of view. (3.1.G.6)

Identify and analyze features of themes conveyed through characters, actions, and images. (3.1.G.7)

Distinguish between major and minor details. (3.1.G.8)

Make inferences using textual information and provide supporting evidence. (3.1.G.9)

Recognize common organizational patterns in text that support comprehension (e.g., headings captions). (3.1.G.10)

Identify and analyze text types, formats, and elements in nonfiction. (3.1.G.11)

Recognize characterization, setting, plot, theme, and point of view in fiction. (3.1.G.12)

Recognize sensory details, figurative language, and other literary devices in text. (3.1.G.13)

Identify and respond to the elements of sound and structure in poetry. (3.1.G.14)

Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture. (3.1.G.15)

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Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed. (3.1.G.16)

Explain ways that the setting contributes to the mood of a novel, play, or poem. (3.1.G.17)

Interpret idiomatic expressions. (3.1.G.18) Essential Question 7 Why conduct research? Enduring Understanding 7 Researchers gather and critique information from different sources for specific purposes. Inquiry and Research

Develop and revise questions for investigations prior to, during, and after reading. (3.1.H.1)

Select and use multiple sources to locate information relevant to research questions. (3.1.H.2)

Draw conclusions from information gathered from multiple sources. (3.1.H.3)

Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. (3.1.H.4)

Summarize and organize information by taking notes, outlining ideas, and/or making charts. (3.1.H.5)

Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. (3.1.H.6)

Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding. (3.1.H.7)

Reading resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html Writing Essential Question 1 How do good writers express themselves? How does process shape the writer’s product? Enduring Understanding 1 Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Writing as a Process (prewriting, drafting, revising, editing, post writing)

Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary. (3.2.A.1)

Generate ideas for writing through reading and making connections across the curriculum and with current events. (3.2.A.2)

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Expand knowledge about form, structure, and voice in a variety of genres. (3.2.A.3)

Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. (3.2.A.4)

Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing. (3.2.A.5)

Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. (3.2.A.6)

Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. (3.2.A.7)

Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision. (3.2.A.8)

Review and edit work for spelling, usage, clarity, organization, and fluency. (3.2.A.9)

Use a variety of reference materials to revise work. (3.2.A.10)

Use computer writing applications during the writing process. (3.2.A.11)

Understand and apply the elements of a scoring rubric to improve and evaluate writing. (3.2.A.12)

Reflect on own writing, noting strengths and setting goals for improvement. (3.2.A.13)

Essential Question 2 How do writers develop a well written product? Enduring Understanding 2 Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Writing as a Product (resulting in a formal product or publication)

Expand knowledge of characteristics, structures, and tone of selected genres. (3.2.B.1)

Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). (3.2.B.2)

Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). (3.2.B.3)

Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements. (3.2.B.4)

Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. (3.2.B.5)

Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately. (3.2.B.6)

Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words. (3.2.B.7)

Prepare a works consulted page for reports or research papers. (3.2.B.8)

Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. (3.2.B.9)

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Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion. (3.2.B.10)

Essential Question 3 How do rules of language affect communication? Enduring Understanding 3 Rules, conventions of language, help readers understand what is being communicated. Mechanics, Spelling, and Handwriting

Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting. (3.2.C.1)

Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way. (3.2.C.2)

Use knowledge of English grammar and usage to express ideas effectively. (3.2.C.3)

Use correct capitalization and punctuation, including commas and colons, throughout writing. (3.2.C.4)

Use quotation marks and related punctuation correctly in passages of dialogue. (3.2.C.5)

Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing. (3.2.C.6)

Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing. (3.2.C.7)

Edit writing for correct grammar usage, capitalization, punctuation, and spelling. (3.2.C.8)

Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. (3.2.C.9)

Write legibly in manuscript or cursive to meet district standards. (3.2.C.10)

See Appendix F for sixth grade spelling words/word wall words Essential Question 4 Why does a writer choose a particular form of writing? Enduring Understanding 4 A writer selects a form based on audience and purpose. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). (3.2.D.1)

Gather, select, and organize information appropriate to a topic, task, and audience. (3.2.D.2)

Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing. (3.2.D.3)

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Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. (3.2.D.4)

Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution. (3.2.D.5)

Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters). (3.2.D.6)

Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page. (3.2.D.7)

Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed. (3.2.D.8)

Demonstrate the ability to write business letters in correct format and coherent style. (3.2.D.9)

Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance. (3.2.D.10)

Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. (3.2.D.11)

Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs). (3.2.D.12)

Demonstrate the development of a personal style and voice in writing. (3.2.D.13)

Review scoring criteria of relevant rubrics. (3.2.D.14)

Develop a collection of writings (e.g., a literacy folder or a literacy portfolio). (3.2.D.15)

Writing resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html Speaking Essential Question 1 How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understanding 1 Oral discussion helps to build connections to others and create opportunities for learning. Discussion

Support a position with organized, appropriate details. (3.3.A.1)

Stay focused on a topic and ask relevant questions. (3.3.A.2)

Acknowledge others’ opinions and respond appropriately. (3.3.A.3)

Respond orally to literature. (3.3.A.4)

Participate in class discussion appropriately. (3.3.A.5) Essential Question 2

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When is it appropriate to ask questions? How do speakers express their thoughts and feelings? Enduring Understanding 2 Questioning and contributing help speakers convey their message, explore issues and clarify their thinking. Questioning (Inquiry) and Contributing

Respond orally by adding questions and comments while integrating knowledge. (3.3.B.1)

Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions. (3.3.B.2)

Explore concepts by describing, narrating, or explaining how and why things happen. (3.3.B.3)

Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning. (3.3.B.4)

Reflect and evaluate information learned as a result of the inquiry. (3.3.B.5)

Solve a problem or understand a task through group cooperation. (3.3.B.6) Essential Question 3 How does the choice of words affect the message? Enduring Understanding 3 A speaker’s choice of words and style set a tone and define the message. Word Choice

Use varied word choice to clarify, illustrate, and elaborate. (3.3.C.1)

Use figurative language purposefully in speaking situations. (3.3.C.2)

Select and use suitable vocabulary to fit a range of audiences. (3.3.C.3)

Essential Question 4 How does a speaker communicate so others will listen and understand the message? Enduring Understanding 4 A speaker selects a form and organizational pattern based on the audience and purpose. Oral Presentation:

Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents. (3.3.D.1)

Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement. (3.3.D.2)

Use clear, precise, organized language that reflects the conventions of spoken English. (3.3.D.3)

Use visuals such as charts or graphs when presenting for clarification. (3.3.D.4)

Use props effectively while speaking. (3.3.D.5)

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Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus. (3.3.D.6)

Read aloud with fluency. (3.3.D.7)

Understand and use criteria from a rubric to improve an oral presentation. (3.3.D.8)

Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery. (3.3.D.9)

Speaking resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html Listening Essential Question 1 Can one hear but not listen? Enduring Understanding 1 Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages. Active Listening

Listen actively for a variety of purposes such as enjoyment and obtaining information. (3.4.A.1)

Listen attentively and critically to a variety of speakers. (3.4.A.2)

Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message. (3.4.A.3)

Recognize and analyze persuasive techniques while listening. (3.4.A.4)

Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature). (3.4.A.5)

Listen to determine a speaker’s purpose, attitude, and perspective. (3.4.A.6)

Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions. (3.4.A.7)

Essential Question 2 How does a listener understand a message? Enduring Understanding 2 Effective listeners are able to interpret and evaluate increasingly complex messages. Listening Comprehension:

Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g. summarizing, reacting, retelling). (3.4.B.1)

Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems. (3.4.B.2)

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Ask pertinent questions, take notes, and draw conclusions based on information presented. (3.4.B.3)

Make inferences based on an oral report or presentation. (3.4.B.4)

Follow three and four-step oral directions. (3.4.B.5) Listening resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html Viewing and Media Literacy Essential Question 1 What’s the media message? Enduring Understanding 1 People experience the same media message differently. Constructing Meaning:

Respond to and evaluate the use of illustrations to support text. (3.5.A.1)

Use graphs, charts, and diagrams to report data. (3.5.A.2)

Distinguish between factual and fictional visual representations (e.g. political cartoons). (3.5.A.3)

Identify the central theme in a movie, film, or illustration. (3.5.A.4)

Identify the target audience for a particular program, story, or advertisement. (3.5.A.5)

Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication. (3.5.A.6)

Understand uses of persuasive text related to advertising in society. (3.5.A.7)

Distinguish different points of view in media texts. (3.5.A.8) Essential Question 2 What values, lifestyles, and points of view are represented in, or omitted from, media messages? Enduring Understanding 2 Media have embedded values and points of view. Visual and Verbal Messages

Understand that creators of both print media and electronic media have a purpose and target audience for their work. (3.5.B.1)

Evaluate media messages for credibility. (3.5.B.2)

Explore and interpret various messages found in advertisements and other texts. (3.5.B.3)

Interpret verbal and nonverbal messages reflected in personal interactions with others. (3.5.B.4)

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Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding. (3.5.B.5)

Compare and contrast media sources, such as film and book versions of a story. (3.5.B.6)

Understand the uses of technology (e.g., the Internet for research). (3.5.B.7)

Essential Question 3 What affects media choice? Enduring Understanding 3 Media choice is affected by personal experience and sense of need. Living with Media:

Express and justify preferences for media choices. (3.5.C.1)

Choose the most appropriate media for a presentation. (3.5.C.2)

Use a rubric to evaluate the content of media presentations. (3.5.C.3)

Examine and evaluate effects of media on the family, home, and school. (3.5.C.4) Viewing and Media Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html

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Appendix A Reading Instruction Note: All sample activities can be modified to address multiple grade levels, developmental levels, and learning styles. Reading instruction resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html Fix Up Strategies One of the things we know from studying good readers is that they look for meaning and ―fix up‖ any places where the text is not making sense. Self-monitoring and checking for understanding keep the reader focused on constructing meaning from the text. If this process breaks down, the reader needs a repertoire of strategies to ―fix up‖ the problem. This is really a problem solving approach to reading for understanding. The steps in teaching fix up strategies are: Explain “fix up” strategies. (When I don’t understand what I read, I do certain things to make sure that I understand before I continue reading.) See attached fix up strategies chart. Make a chart. With ―Fix Up Strategies‖ on the top, record what you do to monitor and repair comprehension during think alouds while reading various texts. For example, notice when understanding is lost, stop and go back to clarify thinking, reread to enhance understanding, read ahead to clarify meaning, identify and talk about what is confusing about the text, recognize that all questions about a text have value, speak to another reader, read the text aloud, go slowly. Read and stop for 2-3 think alouds. While reading _____________________, I realized that I didn’t understand ______________________, so I used the Fix Up Strategy ____________________ to help me understand. Have students practice on leveled texts. Conference with individual students.

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Share. Discuss students’ strategies. Fix Up Strategies

Reread (sentence, paragraph). Read ahead, then come back.

Adjust rate.

Think about your purpose.

Look at the pictures, charts.

Stop and check your understanding.

Use context.

Try your word attack system:

putting in a word that makes sense

then see if it’s right by looking at the parts

read back or reread ahead

get help

Does the word have a part that you know? Get your mouth ready.

Match a sound to each letter.

Copyright 2003 Maryland Public Television

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Student Name _____________________ Date ___________________ Fix Up Strategies T-Chart

While I was reading …………. I used the Fix Up Strategy ………

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For more information about fix-up strategies: http://www.readwritethink.org/lessons/lesson_view.asp?id=95 Book Talks Book talks are brief teasers that teachers give to interest students in particular books. Book talks can be used to introduce students to books in the classroom, books for a book club, a set of books based on a theme, or books by a certain author. The steps in presenting a book talk are: Show students how you choose books. Choose books by showing them the New York Times Book Review. Show them the ―top ten‖ lists for fiction, non-fiction, and children’s books to see what other people are reading. Students can develop their own top ten list also. Select one or more books to share. When more than one book is shared, the books are usually related in some way – on the same theme, on a related topic, or written by the same author. Plan a one or two minute talk. The talk should include the title, author, genre, and a brief summary of the plot. Students use the same steps when they give a book talk. For more information about book talks: http://nancykeane.com/booktalks/ Strategies for Dealing with Unknown Words – WORD ATTACKING Some students’ only strategy for dealing with unknown words is to sound them out. Often this leads to a habit of pronouncing nonsense words while they continue reading. The students’ focus on comprehension can often be lost. Using this limited strategy, students’ reading soon stops making sense. Such students need to learn a variety of strategies employed by successful readers to deal with unknown words. The steps in dealing with unknown words are: Using a passage projected on an overhead or during a read aloud, demonstrate for students, as you read, the thinking processes you use as a proficient reader when you come to a word you don’t know. Emphasize that just trying to sound out the word is not enough especially if comprehension is lost.

I skipped it and kept going; little or no meaning is lost.

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I read to the end of the sentence, paragraph, or page and came back to put in a meaningful substitution.

I asked myself, “Does that make sense?” I thought about what the author was talking about and thought about the flow of the

authors’ language. I checked the picture. I got my mouth ready for the word and thought about the story.

A next step would be to select a passage with some, but not too many words, with which the students may have difficulty. If students have difficulty with too many words, then they will not be gaining enough general meaning to try effective strategies for dealing with unknown words. Let students work as partners, helping each other select appropriate strategies for dealing with unknown words. A chart might be devised where the student partners list words they had trouble with and which strategies they used to figure them out. When you listen to students read aloud and they come to unknown words, discuss their use of the strategies that focus on meaning. For more information about word attack: http://carlscorner.us.com//new_page_2.htm http://classroom.jc-schools.net/read/stuckword.htm Rereading Rereading is a strategy that is useful to all readers in order to improve comprehension. The steps in teaching rereading are:

Read aloud a piece of nonfiction

Retell what you’ve read on the spot. Rate yourself on your comprehension. Immediately reread the piece, retell it again, and rate your comprehension. Students will witness your increase in understanding firsthand.

Demonstrate how you reread. During shared reading, shared writing, and guided reading, demonstrate how you reread to monitor and maintain comprehension.

For more information about rereading: http://www.thinkport.org/9157d784-ff3a-477b-9aa8-8457e21b13d7.asset Reading Activities Sample Reading Activity – Grade 1 The Click or Clunk Strategy To help children self-monitor their comprehension, teachers can introduce the click or clunk strategy. Teachers model and explain to children that as long as their reading is making sense, everything clicks and rolls along smoothly. When there is a clunk the reading gets

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bumpy; there is a halt---something is broken, not quite right. Once the reading has broken down, it needs to be fixed (using a fix-up strategy). Follow these steps:

The teacher reads a book aloud, all the way through, to the group.

As the teacher reads, children indicate whether they understand by raising their fingers. One finger = yes (click); two fingers = no (clunk).

The teacher reads the text again. This time he/she stops if any of the children display tow finger in any section. Other children then share their understandings and any strategies they use (or could use) to make sense of the text.

o Discuss if there were fewer confusions the second time reading through the text. If so, why?

Children are encouraged to use clicks and clunks during independent reading/guided reading (flag with sticky notes, removable highlighting tape, highlighters, etc.)

(Mosaic of Thought, Keene and Zimmermann)

For more information about the Click or Clunk Strategy: http://www.readwritethink.org/lesson_images/lesson95/poster.pdf http://www.jimwrightonline.com/pdfdocs/clickclunk.pdf Sample Reading Activity – Grade 2 Guided Reading Group Focus on comprehension and monitoring. Students are beginning to read a short chapter book. Teacher

Questions students about the book format. Explains the use of the table of contents by asking what page a certain chapter

begins. Draws on students’ background knowledge to enable them to make

connections to the story. Writes a literal comprehension question on the whiteboard. Directs students to read the first two pages to themselves to find the answer

and then write it down. Encourages students to reread if necessary. Asks one student to read the sentence that answers the question. Differentiate by changing question. Students who need challenge can be asked

to analyze - interpret. Students who struggle can be asked to list or label. For more information about guided reading: http://www.sasked.gov.sk.ca/docs/mla/read.html http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/others.html#centers

Sample Reading Activity – Grade 3

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Reading Conferences During a reading conference, the teacher focuses on an individual or a small group of students to find out how well they comprehend what they are reading. Through conversations, students are prompted to think about as well as recall what they have read. (Having a conversation is also a more authentic form of comprehension assessment.) The teacher may simply sit beside a student during independent reading time and have the student share personal thoughts on the text. The conversation may begin in any of the following ways:

Tell me what the book is about so far.

What have you learned so far from what you have read?

What do you remember so far about what you have read?

Students may then be asked to talk about:

Their reactions to the text.

Connections between the text and their own lives (text to self).

Connections between the text they are reading and other texts they have read (text to text).

How the author uses language to paint a picture.

How the characters are portrayed and why.

Concepts the author has included.

The author’s purpose for writing.

aspects of the topic that have been omitted and why.

The teacher can use data collected (e.g., running records, anecdotal records) to determine the direction of future conferences/instruction by collecting relevant information. Examples:

Does the student o Sub vocalize? o Reread? o Use illustrations and visuals? o Understand the humor? o Skip over difficult vocabulary? o Read a variety of genres?

For more information about reading conferences: http://www.wresa.org/ERR/Module%206.pdf

Sample Reading Activity – Grade 4 Critical Literacy Providing students with multiple perspectives on the same event or topic is a great way to demonstrate that text reflects and author’s personal viewpoints and values. What follows is an example based on a reading of the book Voices in the Park by Anthony Browne.

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The teacher reads aloud Voices in the Park, in which the same park experience is told from four different perspectives (two parents and two children).

There is a class discussion, with the teacher using various questions to prompt students’ thoughts about perspective. For example:

o Think about each of the four characters. What kind of person do you think each character is portraying?

o What view of the world do you think each character has? o Why do you think the author wrote this book using four voices? o Why these four voices?

The discussion continues with a focus on student experiences involving different perspectives. For example, have any of them had a disagreement with someone and described the incident quite differently than the other person involved? Did anyone who witnesses the disagreement have yet another perspective?

It is through talk and writing that students develop new ideas. To become critically literate, students must learn to:

Examine meaning within text.

Consider the text creator’s purpose and motive.

Identify the audience to whom the text is intended to appeal.

Understand that texts are not neutral, that they represent particular views, silence other points of view, and influence people’s ideas and ways of thinking.

Notice what has been intentionally left out of the text and what is inferred (between the lines) but not stated in order to present a certain belief or perspective.

Question and challenge the ways in which texts have been constructed.

Respond to what they hear, see, and view (e.g., by taking a stance on an issue, considering social action, etc.)

(Comprehensive Literacy Resource for Grades 3-6 Teachers by Miriam P. Trehearne)

For more information about critical literacy:

http://www.reading.org/resources/issues/focus_critical.html Sample Reading Activity – Grade 5 Guided Reading/Literature Circles (20 Minutes) Students will either meet for guided reading groups or with their literature circle. For example, students will be asked to discuss if there is any propaganda being heard within their reading texts. (Be sure to reiterate the properties of propaganda.) Literature Circles Literature circles are small, literary discussion groups that meet regularly to share views, ideas, and understanding of a text. The groups are comprised of 5-6 students, all of whom have read the same text. Students take complete ownership of their learning while the teacher acts as the facilitator. Predetermined roles are assigned by the teacher or group members to maximize discussion.

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Literature Circle Roles and Responsibilities

Discussion Director: Selects one or two questions from a class-created list to initiate and guide the group discussion.

Connector: Makes text-to-self, text-to-text, and text-to-world connections.

Illustrator: Finds or creates one or two images that show what readers might visualize as they read the text.

Literary Luminary: Locates a brief passage in the text that warrants rereading and further discussion by the group and leads the discussion.

Vocabulary Enricher: Selects and clarifies for the group vocabulary that might have special importance or that posed some difficulty.

Summarizer: Prepares a brief summary of the day’s reading to share with the group.

Before Literature Circles

The teacher introduces the concept of literature circles and explicitly teaches the roles. Detailed information about each role, including appropriate stems or questions, is then posted in the classroom.

The teacher assigns students to specific roles or groups. Alternatively, group members determine their roles together.

Before the group meets, the teacher establishes routines and behavior expectations.

A time frame for the entire activity is determined and opportunities for in-class

Either the teacher or the literature circle group members select the text to be read.

During Literature Circles

Students complete the tasks associated with their roles. Roles may change for the next discussion.

Students engage in meaningful discussion, sharing ideas, predictions, questions, opinions, connections to the text, etc. The teacher listens to their conversations and acts as a facilitator, redirecting conversations or groups as needed.

Students self-monitor their group to ensure maximum participation and individual accountability. The teacher assesses individuals or groups using anecdotal observations or checklists.

Students set a reading schedule for the next circle.

After Literature Circles

The teacher provides opportunities for reflection. Students assess their own contributions and the performance of their groups. The teacher reinforces exemplary behavior and quality responses.

Using their in-class reading time, students read the next predetermined chunk of text.

Students fulfill the tasks associated with their roles. (Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels)

For more information on literature circles: http://www.litcircles.org/

Sample Reading Activity – Grade 6

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Summarizing Being able to summarize what has been read is an important comprehension and study skills technique, but it is often difficult for students to do. Students have to learn how to select the essential points of the text and incorporate inference, synthesis, and analysis. They may summarize orally or in writing.

The teacher provides students with a short story or an informational piece. The text can be read aloud or silently by the students.

After reading, students ask themselves on of these 2 questions: What should I be able to tell someone else about this? What are the most important points that were made in the text? Students identify these important points.

The teacher reminds the students that a summary includes only essential information that readers need to remember. This information includes important ideas, events, details, and characters from the text.

Through teacher modeling, as well as group and individual practice, students learn to apply the steps to create brief summaries of text.

The teacher records summary points in jot-note form so everyone can read them.

The class discusses and numbers these points.

In discussion with students, the teacher rewrites the points so they become full sentences. The class reviews the sentences and their order to ensure that a short summary of the information or story has been completed.

(Comprehensive Literacy Resource for Grades 3-6 Teachers by Miriam P. Trehearne)

Sample Approach to Summarizing

Delete unnecessary material. Eliminating information that is unnecessary or trivial is much easier than eliminating redundant material.

Delete information that is repeated (redundant) and is not useful.

Choose a word to replace a list of terms. For example, the text may indicate that the character has bought peaches, pears, apples, and cherries. That would be summarized in one word --- fruit.

Choose a word to replace individual parts of an action. For example, the text may indicate that the character unlocked the car door, put the key in the ignition, looked behind him, and drove out of the parking lot. This idea could be summarized as, ―The character drove out of the parking lot.‖

Select a topic sentence if there is one.

If there is no topic sentence, create one. (Reading Comprehension: New Directions for Classroom Practice by John D. McNeil)

For more information about summarization: http://wvde.state.wv.us/strategybank/summarization.html

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http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=c85fe7321fd51010VgnVCM1000003d01a8c0RCRD http://forpd.ucf.edu/strategies/stratsummarization.html http://www.readwritethink.org/lessons/lesson_view.asp?id=290

Appendix B Reading Practice Note: All sample activities can be modified to address multiple grade levels, developmental levels, and learning styles. Reading practice resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html

Sample Reading Practice Activities – Grade 1 Sample Reading Practice Strategies Students will read independently selecting both fiction and non-fiction books. Students will show evidence by keeping a reading log.

Students will choose appropriate books to read on their level. Students will use the five-finger method. (Put up a finger every time you come to an unknown word. If five fingers are up within a short period of time, the student knows to switch his/her book. After independent reading, have selected students share in the Author’s Chair. Grand Conversations A grand conversation is a discussion about a book in which students explore interpretations and reflect on their feelings. Students sit in a circle so that they can see each other. Teachers serve as facilitators but the talk is primarily among the students.

The steps in a grand conversation are:

Read the book.

Prepare for the grand conversation. Students respond to the book in a quick write or in a reading log.

Discuss the book. Students get together as a class or in smaller groups to discuss the book.

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Share ideas. Students take turns sharing their ideas about the book (the story, personal connections to the story, the language, the illustrations, and the author). To start the grand conversation, the teacher asks students to share their ideas and to ask questions. Possible openers are ―Who would like to begin?‖ ―What did you think?‖ and ―Who would like to share?‖ Students each participate and may build on classmates’ comments and ask for clarifications. Students may refer back to the book or read a short piece to make a point.

Ask questions. Teachers ask open-ended questions.

Reflect on the conversation. Students write a quick write or in a reading log. For more information on grand conversations: http://www.frankserafini.com/PubArticles/BeforeCons.htm Tea Party Students and the teacher participate in a tea party to read or reread excerpts from a story, informational book, or content-area textbook. Sometimes teachers have students reread favorite excerpts to celebrate a book they have finished reading, or they use the tea party to introduce or review concepts from informational books. Teachers make several copies of selected excerpts, back them with tagboard, and laminate them. Then students move around the classroom, reading their cards to each other and talking about the excerpt they have read.

The steps in the tea party are:

Make the cards. Teachers make cards with excerpts from the story or informational book that students are reading.

Practice reading. Students practice reading the excerpts several times to themselves until they can read them fluently.

Share excerpts. Students move around the classroom, stopping to read their excerpts. When students pair up, they take turns reading their excerpts. After the first student reads, both students discuss the text. Then students move apart and find other classmates to read their cards to.

Share the excerpts with the class. Students return to their desks after 10 to 15 minutes, and teachers invite several students to read their excerpts to the class and talk about what they learned.

Tea party is a way to review concepts and vocabulary presented in informational books or to review story elements. Students can choose the excerpts they want to read. For more information about tea party: http://forpd.ucf.edu/strategies/stratTeaParty.html http://www.mcte.org/resources/beers.html

Sample Reading Practice Activities – Grade 2

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Independent Reading Students choose books on their “just right” level. Teachers set the purpose for reading by choosing one of the following:

Try using the strategy(ies) we’ve been working on. Notice how your character is behaving and what makes him behave that way. Visualize a setting the author describes. Make a connection to your life. Be on the lookout for a strong chapter lead – an enticing beginning. Reread when you lose meaning. Use what you already know to figure out what words mean. Note how an illustration or visual helps your understanding.

After students finish reading, they can share with a partner in a small group or as a whole class. Teacher asks a student to read aloud a great lead or description or share a favorite passage. Independent reading resources may be viewed at: http://www.eduplace.com/rdg/res/literacy/in_read1.html http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent.cfm Partner Reading Teacher models what partner reading looks like and sounds like. Students use the following guidelines: The reader holds the book

Sit close enough so both partners can see the words. Take turns reading. Go back and reread if you don’t understand. Turn and talk – tell your partner what happened. Both partners should talk. Problem solve with your partner. (If one partner doesn’t want to read so much,

the other partner can read more). If your partner is stuck on a word:

Give your partner time to think (wait time). Go back and reread. Read past the tricky word and come back to it. Stretch it out. Put in what makes sense. Cover part of the word and ask ―What does it say?‖ Look at the pictures.

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Ask ―Would you like me to help you?‖ Tell your partner what the word is. Enjoy reading!

Partner reading resources may be viewed at:

http://library.thinkquest.org/J001156/helpothers/cp_buddyreading.htm

http://www.jimwrightonline.com/pdfdocs/prtutor/prtutor_lesson3.pdf

http://www.nwrel.org/scpd/sdpp/conference_resources/Do_We_Really_Have_to_Read_This/Paired%20Reading.pdf

Sample Reading Practice Activities – Grade 3 Reading Logs Reading logs help students keep track of the texts they have read (or gave up on) and the genres of those texts. This form of record keeping helps students think about their reading and helps teachers and parents monitor students’ reading interests and behaviors.

For more information about reading logs:

http://classiclit.about.com/od/forstudents/ht/aa_readinglog.htm

http://abcteach.com/directory/basics/reading/reading_logs/

http://edhelper.com/teachers/reading_log.htm Readers Theater Readers Theater is a planned-for dramatic presentation of a script, poem, or an adapted text by individuals or a group of readers. Unlike a formal stage production, Readers Theater relies mainly on the reader’s voices to convey the meaning of the text; the words, not the actions, are the focus.

Students assume the role of the characters in the text, and then communicate the theme, plot, and mood by using their voices and facial expressions with limited action. Memorization is not necessary; however, rehearsal provides for a stronger performance. Readers bring the characters and action to life to enable the listeners to visualize the text.

Readers Theater provides an opportunity for students to:

Read rich literature repeatedly.

Improve reading fluency through rehearsal.

Interpret the meaning of text.

Develop positive attitudes toward reading.

Link reading and writing activities.

Examine the differences between two genres: story/poem/text and script.

Collaborate with group members and participate in decision making.

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For more information about Readers Theater: http://www.readwritethink.org/lessons/lesson_view.asp?id=172 http://bms.westport.k12.ct.us/mccormick/rt/RTHOME.htm http://www.literacyconnections.com/ReadersTheater.html CATS CATS is a pre-reading activity that helps students to learn the before-reading strategies that most effective readers use. Effective readers preview the text before seriously beginning to read independently. They predict what the text will be about and decide if they want to read any or all of the text. It is important for teachers to model the CATS technique before read-alouds, shared reading, or guided reading sessions. Encourage students to use CATS whenever they are choosing a new book.

C – What do the front and back covers tell us about the book? A – What do we know about the author and other books he or she may have written? T – What does the title suggest the text may be about? S – Skim the text. Notice any pictures, charts, drawings, diagrams, and maps. Now, make your prediction.

For more information about skimming text: http://www.uefap.com/reading/efficien/skim/skim.htm http://www.ehow.com/how_2092682_skim-text-content.html Mental Imagery (Visualizing) Students who create mental images during and after reading understand the text with greater depth. The text becomes more memorable as students use these images to recall details from it and create their own interpretations of what they have read.

Can You See It?

Two students work together. One partner reads a text selection aloud while the other partner listens with eyes open or shut, visualizing what she or he is hearing. After the reading, the listener orally describes or sketches the image visualized.

Tableaux

Students may create tableaux (frozen action shots) that capture the essence of a text scene, historical event, or significant moment.

For more information about visualizing: http://www.readwritethink.org/lessons/lesson_view.asp?id=229 http://forpd.ucf.edu/strategies/stratvisualization.htm

Sample Reading Practice Activities – Grade 4

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Repeated Reading When the same passage is read over and over, the number of word recognition errors decreases, reading speed increases, and oral reading expression improves. Repeated reading (at the student’s reading level) can be carried out individually (possibly into a tape recorder), with partners, in small groups, or with the whole class.

For more information about repeated reading:

http://www.stenhouse.com/pdfs/8208-Ch07.pdf

Jigsaw Jigsaw is a cooperative learning strategy that helps students work collaboratively to divide a task into manageable chunks. It can be used when reading content area text and can assist students with understanding complicated material. The teacher presents the topic to be learned and divides students into small groups. Each student is responsible for reading and summarizing part of the information on the topic. The student will present the summary of the information to the small group. Each student's part is essential just like all pieces of a jigsaw puzzle are necessary for the complete picture. Each student gets to become a teacher! For more information about Jigsaw: http://www.jigsaw.org/tips.htm http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ Question – Answer Relationships (QAR) This technique involves teaching students how to create and then find answers to questions. Teachers often inundate students with questions, but don’t often teach them how or where they might find the answers. QAR also helps students to learn to ask a variety of questions, including those that require higher-level thinking and promote self-questioning.

1. The teacher introduces QAR and the category terms and explains that there are 2 main categories of questions and answers:

In the Book (on the page): answers are stated in the text.

In My Head (off the page): answers are not specifically stated in the text.

2. The teacher then explains and models (using think-aloud) the two types of question- answer relationships for each category:

In the Book = Right There and Think and Search

In My Head = On My Own and Author and Me

3. Pairs of students are provided with a variety of questions to answer and then classify.

4. During read-aloud and guided reading, students are given opportunities to ask each kind of question.

5. Students formulate their own questions during guided reading. They work with a partner or a small group to first answer the questions. Then they classify the questions as right there, think and search, on my own, or author and me. Encourage

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students to engage in debates and discussions as they make their decisions about question types.

For more information on QAR: http://www.readwritethink.org/lessons/lesson_view.asp?id=227 http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading/Reading%20Strategies/QAR.htm

Sample Reading Practice Activities – Grade 5 Self-Selected Reading – Students should take this time to read at their independent reading level the book of their choice. For more information about self-selected reading:http://classroom.jcschools.net/read/cue.html Reciprocal Teaching The Reciprocal Teaching strategy involves a role reversal: students "become" teachers of reading strategies. After training students in specific reading strategies and modeling these strategies when analyzing texts, teachers divide classes into small groups and assign individual students to take turns "teaching" and "modeling" the strategies in their small group. This metacognitive exercise encourages students to think about their own thought processes when using reading strategies.

Palincsar and Brown (1984) argue that Reciprocal Teaching should always train students in…

1. Predicting upcoming information. 2. Asking questions. 3. Identifying and clarifying confusing information. 4. Summarizing as a means of self-review.

Steps to Reciprocal Teaching:

1. Select a well-structured text selection for the exercise. Distribute copies of the selection to the class.

2. Explain the four reading skills that you will demonstrate: summarizing, questioning, clarifying, and predicting.

3. Model each of these skills by analyzing the first paragraph of the document. 4. Divide the class into small groups. Assign each student in the groups one of the

remaining paragraphs. Have the student "teach" the four reading skills to the group, using their assigned paragraph.

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5. Encourage discussion within the groups both during and after the student presentations. Ask students to identify the skills that were most and least effectively used.

For more information about reciprocal teaching: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm http://www.sdcoe.k12.ca.us/score/promising/tips/rec.html http://teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/resources/reciprocal.html

Sample Reading Practice Activities – Grade 6 Summarization ―In my experience, students understand – and summarize – best those text structures with which they are most familiar. It’s important, then, for teachers in every subject area to teach their students about the various ways authors structure text and about the various graphic formats they can use to summarize text effectively.‖ (Summarization in Any Subject by Rick Wormeli) Who Wants But So / Something Happened and Then This simple technique can be used by students to quickly summarize the main conflict and resolution in fiction.

1. The teacher models the technique for students by completing a Who Wants But So Chart for a familiar story.

2. Students may then use this technique on their own when summarizing fiction by identifying

the character(s) Who

what the character(s) wants Wants

what is preventing the character(s) from achieving the goal; i.e., the problem But

how the problem is solved So

Provide the following set of prompts to students before they read nonfiction:

Something (independent variable)

Happened (change in the independent variable)

And (effect on the dependent variable)

Then (conclusion) For more information about Who Wants But So: http://www.hmschooltopia.com/?p=15 The GIST Procedure (Generating Interactions between Schemata and Text) Students create summaries of 15 words or less for increasingly large amounts of text, beginning with simple sentences and working incrementally to an entire paragraph. Teachers begin by working with the whole class to create a GIST summary. Then they direct students to work in small groups, and finally have students create a GIST summary on their own.

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(Classrooms That Work: They Can All Read and Write by Patricia M. Cunningham and Richard L. Allington)

For more information about the GIST procedure: http://www.maepd.org/wbt/reading/readingstrategies.pdf http://www.warrenlocal.k12.oh.us/whs/literacy/STRAT/GIST.htm Appendix C Writing Instruction Note: All sample activities can be modified to address multiple grade levels, developmental levels, and learning styles. Writing instruction resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html

Sample Writing Activities – Grade 1 Sample Strategies Show students two samples of writing. Discuss each sample. Find the better

example, discuss why the sample has more colorful words, better sentence structure, and makes sense.

Gather ideas from your class. Model an appropriate writing example. Display the example for reference

Make a check list for students to use during writing practice. Writing for an Audience One of the most difficult aspects of writing is keeping the audience in mind throughout the writing process. Through interactive writing, students work together to create a genuine invitation letter for a group of their peers. Students will then write invitation letters for their families. Steps in writing an invitation keeping the audience in mind:

Read stories by Alma Flor Ada (e.g. With Love, Little Red Hen; Dear Peter Rabbit; Yours Truly, Goldilocks). Use these books to initiate a discussion about how characters in the stories used letters to communicate with one another.

Ask students if they ever received an invitation letter. Generate ideas about what information was included.

Tell students they will be inviting another class to come to a literacy event that your class is preparing. (Examples of literacy events; poetry readings, Reader’s Theater, dramatic interpretations of stories, book shares, author chairs). Ask students for suggestions on ways to invite the other class to come to the literacy event. Listen

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while students brainstorm ideas and help them propose writing a letter as an option. Talk about what should be included in the letter. Explain to students that it is important to understand to whom they are writing when they are composing a letter. Give examples from the books read to show how the audience was considered.

Discuss the benefits of writing a letter. Work as a group on the invitation to their peers.

Give students stationary. Ask students to write a letter to their families inviting them to the same literacy event. Brainstorm how writing the letters to their families will be different or the same as writing a letter to their peers. While writing their letters, continually remind them of their audience and how the wording of their messages will affect the audience. What information to include in the invitations and how can their families be persuaded to attend the event?

For more information about writing for an audience: http://www.readwritethink.org/lessons/lesson_view.asp?id=242 WritingThrough a Mask This is a descriptive writing project which allows children to write an imaginative and fun essay. Children are encouraged to become the thing they are writing about. It’s a great way to describe a subject from the inside out. The steps in writing through a mask:

Start by reading Sierra by Diane Siebert. Ask questions such as, ―What did you notice about how she writes, I am the mountain …‖ Of course, Diane Siebert is a woman, not a mountain, but in this book she pretends to be the thing she is writing about.

Tell students that this is a great way to write about the things they are learning about. Say: Become the bumblebee. Where did you fly to? What is life like in your hive? Pretend you are a member of an ant community. What do you do each day? Introduce yourself and explain what you do, what you eat, and who your friends and enemies are.

(Nonfiction Craft Lessons: Teaching Information Writing K-8 by JoAnn Portalupi and Ralph Fletcher)

Sample Writing Activities – Grade 2 Mini Lessons A successful mini-lesson is short, teacher-directed, and discusses only one topic.

Actual class procedures used during the writing period. Rules for the writing period made by teacher and/or students. Teacher models writing using ―think-alouds‖.

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Working together with the class on shared writing. ―Words Authors Use‖ (Have a word a day. Examples: publish, illustrate, edit,

topic, dedicate, etc.) Grammar and Usage (nouns: words that mean a person, place, or thing; verbs:

words that show action; adjectives: words that describe) Capital Letters Punctuation Marks How to ―Set a Scene‖ (setting) Fiction Nonfiction Mysteries Stories that teach ―Feelings‖ in writing Read a book, any book! Books are great writing models How to add to or change a story Staying on the topic Rhyming words Synonyms Homonyms Antonyms Poetry (This could turn into a week of mini-lessons) Letter writing Interview Riddles Jokes Newspapers How to make a list Student Pieces (Always use a piece that a student has done correctly!)

Sample Writing Activities – Grade 3

Modeled Writing Effective teachers model writing for students, using think-alouds while composing. These sessions allow teachers to make the writing process more obvious to students and provide an opportunity to convey an enthusiasm for writing. Modeled writing is generally done with the whole class or a group. Using think-alouds or write-alouds, teachers can demonstrate concepts/processes such as:

How to create a good lead.

How to reread to make sure that the writing makes sense.

How to find a word on the word wall or a chart.

How to make good word choices.

How to vary sentence length.

How to come up with ideas.

How and when to create a good title.

How to revise.

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For more information about modeled writing:

http://www.cfisd.net/dept2/curricu/ellang/Modeled%20Writing.pdf

Improving Word Choice Students need to understand that some words are overused or boring and need to be retired. Teachers have been known to involve their students in the burying process. Once the words have been buried, they can’t be used anymore.

Lackluster vocabulary can be brought to the students’ attention by making lists of alternative words. Students love the term million-dollar words and enjoy brainstorming possible replacements for tired words. For example, alternatives to the word walk might include stroll, race, saunter, lumber, etc. The lists then appear as wall charts and are referred to often by the teacher and students.

Teachers should regularly use mentor texts to exemplify how authors communicate descriptions, emotions, actions, etc. through effective word choice.

The teacher might take a paragraph from a literature selection and modify some of the stronger words, explaining to students that some of the original words have been changed.

Students work in pairs to rewrite the paragraph to improve word usage.

Students share their pieces with other pairs or small groups, who provide feedback on the words used.

The teacher shares the original author’s paragraph after discussing word choice, students decide which revisions they think were the strongest and why.

For more information about word choice:

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/wordchoice.htm

http://www.ncte.org/collections/workshop/strategies/118133.htm

Sample Writing Activities – Grade 4

Putting Voice into Nonfiction Writing Show students how they can breathe voice into nonfiction writing by using a text sample from a non-fiction book that exemplifies the use of voice to present factual information (i.e., Wolves by Seymour Simon) and an encyclopedia text entry on the same topic. Discuss the differences, share various approaches using multiple mentor texts, model the process of integrating voice into non-fiction writing, and have students utilize voice when writing non-fiction pieces/research papers.

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(Nonfiction Craft Lessons: Teaching Information Writing K-8 by JoAnn Portalupi and Ralph Fletcher) For more information about voice: http://www.nylearns.org/Content/view_content.asp?ContentID=4741 http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=0&trait=3 http://books.heinemann.com/shared/onlineresources/E01056/Hoyt_IR23_Titlelist.pdf Sharpening the Focus Once students have built up sufficient fluency to write long, complicated stories, they have difficulty leaving anything out. For these writers, it’s time to think about focus – not only the accumulation but also the selection of details and events. The teacher can begin by sharing numerous books on a single topic. For example, the teacher could read many picture books about grandparents (i.e., Grandpa’s Face by Eloise Greenfield, Thunder Cake by Patricia Polacco, Song and Dance Man by Karen Ackerman) and talk about how the books are about similar topics but are very different stories. After looking at each book, discuss how the author decided on the one story that told the most about his grandparent. Through a detailed account of one important story, the reader gets to know the grandparent and the relationship much better than if the author had told everything. Students should revisit the stories they are working on; rather than retelling everything, they should focus on the most important part. (Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and JoAnn Portalupi) For more information about sharpening the focus: http://www.midlakes.org/GreatBeginnings/snow_details_1.html http://leo.stcloudstate.edu/acadwrite/sensorydetails.html Sample Writing Activities – Grade 5 Mini-Lesson (5-10 Minutes) Place a magazine on every other desk and have students sift through them with their partners. Find ads and try to critique them. Ask students to think about who the ad appeals to and why? What is the ad selling at first glance? How effective is the photography? Could words along sell the same product? Why do advertisers feel the need to use propaganda techniques? Why don’t they just tell the truth about products? The objective is to show what makes propaganda influential so that it can be appropriately utilized. For more information about advertisements: http://www.readwritethink.org/lessons/lesson_view.asp?id=97 http://www.readwritethink.org/lessons/lesson_view.asp?id=785 http://www.media-awareness.ca/english/resources/educational/lessons/elementary/advertising_marketing/food_advertising.cfm For more information about propaganda techniques: http://www.readwritethink.org/lessons/lesson_view.asp?id=405

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http://www.reading.org/resources/tools/lessons/203.html Persuasive Writing It is enjoyable to introduce persuasive writing with one of two poems by Shel Silverstein. Sick from Where the Sidewalk Ends is a poem about a girl who does not want to go to school and uses verse to try to convince her parents that she should stay home. Little Abigail and the Beautiful Pony in A Light in the Attic is a poem about a girl who tries to convince her parents to buy her a pony. It is important to establish what persuasive text is and the characteristics that make it effective.

Using both facts and opinions.

Doing research to find the facts needed to make a good argument.

Using connectives (because, so, therefore, etc.) to defend the point of view.

Using diagrams, drawings, and tables to make the points stronger.

Keeping the audience in mind.

Starting with a strong beginning and stating your opinion.

Facts are written in an order that makes sense.

Ending with a strong conclusion. Students should be encouraged to share their pieces aloud so that the audience can hear the passion. The best topics are those that students themselves feel strongly about! For more information about persuasive writing: http://www.readwritethink.org/lessons/lesson_view.asp?id=56 http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm http://www.region15.org/curriculum/pwp.pdf http://www.copyblogger.com/persuasive-writing/ http://www.kent.k12.wa.us/curriculum/writing/elem_writing/Bib/Persuasive.htm Sample Writing Activities – Grade 6 Advertising Techniques Media literacy – the ability to understand, assess, and evaluate the hidden messages, the intentions, and the target audience of a message, as well as who profits, how they profit, and why they profit from the message. An important part of media literacy is understanding how advertisers promote the sale of products. Advertisers use techniques such as: attractive but vague, bandwagon, fantasy appeal, fear, health or environmental benefits, humor, novelty, patriotism, plain folks, price appeal, pride, product character, product comparison, product slogan or jingle, repetition, science and statistics, slice of life, status appeal, testimonials or celebrity approval, urgency. After brainstorming real-world examples as a class, have students create their own advertisements for using a particular math algorithm, supporting a science theory, promoting a historical event, issuing health and safety messages, etc.

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For more information about advertising techniques: http://www.readwritethink.org/lessons/lesson_view.asp?id=97 http://www.webenglishteacher.com/media-ads.html http://cmch.tv/mentors_teachers/lp_advertising.asp Varying Length of Sentences Students should be reminded that dull text usually has sentences that have the same rhythm and length. Good writers can create an effect for the reader by varying the length of sentences. The reader can be lulled into complacency with several long sentences and then – WHAM! a short sentence. Fragment. When used in the right way a short sentence or sentence fragment can have dramatic power. Demonstrate this writing strategy through the use of mentor texts (e.g., The Iron Giant by Ted Hughes). Have students revisit pieces in their writing portfolios and try to notice whether their sentences all have roughly the same length. If they do, students should try following several long sentences with a very short one. Read aloud to a partner and try implementing peer suggestions. (Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and JoAnn Portalupi) For more information about varying sentence length: http://www.nwrel.org/assessment/lessonplans.php?odelay=3&d=1&search=1&grade=0&trait=5 http://www.cyberspaces.net/6traits/mini-sf.html http://www.ttms.org/writing_quality/sentence_fluency.htm http://owl.english.purdue.edu/owl/resource/573/01/ Appendix D Writing Practice Note: All sample activities can be modified to address multiple grade levels, developmental levels, and learning styles. Writing practice resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html

Sample Writing Practice Activities – Grade 1 Sample Strategies Have students write a piece from background experiences. (Use reading practice as a

reflection.) Students may write a letter in which they have an important point to make (current

events, school issue, classroom issue, personal issue). Teachers may also participate in this activity.

Have students pick an old piece of writing and make personal improvements.

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Note: At the early primary area, writing every day is very important. Themes, etc. do not have to be prompted. Let students make the appropriate choices.

This plan is both comprehensive and uncomplicated. The format presented here is applicable for the entire school team. I feel any new teacher, substitute or regular classroom teacher would find this plan easy to understand, follow, and adapt to everyday activity.

Sample Writing Practice Activities – Grade 2 Double Entry Journal A double-entry journal is a special type of reading log in which the pages are divided into two columns. In the left column, students write quotes from the story or informational book they are reading, and in the right column, they reflect on each quote. They may relate a quote to their own lives, react to it, write a question, or make some other connection. The steps in writing a double-entry journal are:

Design journal pages. Students divide the pages in their reading logs into two columns. They may label the left column ―Quotes‖ and the right column ―Comments‖ or ―Reflections‖.

Write quotes in journals. As students read or immediately after reading, they copy one or more important or interesting quotes in the left column of their reading logs.

Reflect on the quotes. Students reread the quotes and make notes in the right column about their reasons for choosing the quote or what the quote means to them.

Double-entry journals can be used in several other ways. For example, students can write ―Reading Notes‖ for one column and ―Reactions‖ in the other. They can write ―Predictions‖ and ―What Happened‖. They can write ―Reading Notes‖ and ―Discussion Notes‖.

Learning Logs Students write in learning logs as part of across-the-curriculum thematic units. Learning logs, like other types of journals, are notebooks or booklets of paper in which students record information they are learning, write questions and reflections about their learning, and make charts, diagrams, and clusters. The great value of learning logs is that students use them as tools for learning. The steps in making a learning log are:

Prepare learning logs. Make learning logs by using lined or unlined paper and construction paper or wallpaper.

Plan activities for students to use their learning logs. Examples include taking notes, drawing diagrams, quick writing, and clustering. Students’ writing is impromptu in learning logs, and the emphasis is on using writing as a learning tool rather than creating polished products. Even so, students should be encouraged to work carefully and to spell content-related words posted on the wall correctly.

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Monitor students’ entries. Teachers read students’ learning logs and answer their questions and clarify confusions.

Students use learning logs to make notes and to respond to information as they read. They also make charts, maps, and clusters. They can write questions to investigate, draw pictures, or write a letter to the teacher listing the five most important things they learned.

Sample Writing Practice Activities – Grade 3 Using Patterns Students often enjoy stories and songs written with patterns, rhymes, rhythm, or repetition. Using these patterns also helps to scaffold their writing. Using a familiar pattern provides security, boosts confidence, and often leads to success. Even experienced writers sometimes enjoy the opportunity to take a pattern and run with it. There are numerous books that lend themselves to pattern writing.

Lesson using The Important Book by Margaret Wise Brown

The teacher leads a choral reading of the last sentence, which is generally the same.

The class works together to publish their own Big Book based on the writing pattern of The Important Book.

The teacher leads the class in creating the first page of the book

Students then work individually or in pairs to create more pages to add to the book

The pattern in this book lends itself to writing about science or social studies topics.

Using Graphic Organizers During Prewriting Graphic organizers such as tables, charts, semantic maps, frames, webs, and storyboards are tools that support thinking. Graphic organizers rely on students’ visual literacy to aid comprehension before, during, and after reading. They can also be used as springboards for writing. Graphic organizers demonstrate both what students are thinking and how they are thinking. They help students to clarify their thoughts and think about their own thinking (metacognition). The purpose of completing a graphic organizer is not just to fill in the blanks. Graphic organizers are interactive tools for constructing knowledge and generating understanding and new ideas. Though using graphic organizers can be helpful, students should not be made to feel locked into the organizer. For more information about graphic organizers: http://www.writedesignonline.com/organizers/ http://www.eduplace.com/graphicorganizer/ http://edhelper.com/teachers/graphic_organizers.htm http://www.sdcoe.k12.ca.us/SCORE/actbank/torganiz.htm

Sample Writing Practice Activities – Grade 4

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Interviews Interviews provide opportunities for students to plan questions that enable them to delve deeper into what they are reading, hearing, or viewing. Students might interview each other in role as the author or illustrator, or as characters in factual, narrative, or poetic texts. Writer’s Notebook A writer’s notebook is not a diary or simply a journal. It is a place to record reactions, thoughts, feelings, sensations, and opinions – things the writer notices or wonders about and doesn’t want to forget. Many writers keep lists of favorite books, words, names, things that bother them, and places they love. Their writer’s notebook also often include: drawings, artifacts (e.g., ticket stubs from sporting events, concerts, movies, vacations), photographs, secrets, favorite poems, etc. For more information about writer’s notebook: http://www.middleweb.com/ReadWrkshp/JK45.html http://www.ralphfletcher.com/tips.html http://www.nea.org/classmanagement/ifc040406.html

Sample Writing Practice Activities – Grade 5 Writing (20-25 Minutes) - Students will write their own advertisements opposing the use of alcohol. They can create these in the form of dialogue between two characters or they could choose to describe the perfect anti-alcohol propaganda commercial.

3-2-1 (This is a popular format for exit cards in differentiated classrooms.) Ask your students to write the numerals 3, 2, and 1 down the left side of their paper, leaving a few lines of space between each number. Then post or announce prompts for each number, asking students to write three of something, two of something, and one of something. For example, students might explain three new things they learned from the lesson, two areas in which they are still confused, and one way they might apply what they’ve learned to another area. The specific prompts will vary with the lesson content and your instructional goals, but many teachers make the ―one item‖ task more challenging than the ―three item‖ task. Example: 3 – Identify at least 3 differences between acids and bases 2 – List 2 uses of acids and 2 uses of bases. 1 – State one reason knowledge of acids and bases is important to citizens in our community. (Summarization in Any Subject by Rick Wormeli – pp. 39-40)

Sample Writing Practice Activities – Grade 6 Literary News Reports Students learn to summarize when they turn stories into front-page news reports.

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The teacher brainstorms with students the types of information that appear in a news report. Elements include headline, dateline, byline, and body of the report. A newspaper article or report is shown to students to demonstrate.

The class then identifies the order of the contents of a news report: the lead, the specific details arranged from most to least important, and the ending.

The teacher models the technique using a familiar story. The group then completes the literary news report together. For example, a headline for the story of Little Red Riding Hood might read, ―Wolf captured!‖ The lead might be, ―A quick-thinking hunter saved a grandmother and granddaughter from a hungry wolf yesterday in the forest outside of town.‖

Students work in pairs or small groups to create literary news reports based on a read-aloud, shared, or guided reading text. They then share their reports with other groups.

For more information about writing new reports: http://www.emints.org/ethemes/resources/S00001200.shtml http://www.readwritethink.org/lessons/lesson_view.asp?id=249 http://www.media-awareness.ca/english/resources/educational/lessons/secondary/broadcast_news/writing_newspaper_article.cfm RAFT This is a great strategy that integrates reading and writing in a nontraditional way. It asks that students take what they have read and create a new product that illustrates their depth of understanding; it may be used with fiction and nonfiction texts. The format is very flexible and offers numerous opportunities for creativity for both students and teachers. When you are first using a RAFT with your students you will develop the specifics for each element in the acronym. They are as follows: Role – In developing the final product, what role with the students need to take on? (ex: writer, character in the novel, artist, politician, doctor) Audience – Who should the students consider as the audience for the product? (ex: other students, parents in the community, journalists, other characters in the text) Format – What is the best product that will demonstrate the students’ in-depth understanding of their interactions with the text? (ex: writing task, travel brochure, lyrics, field guide, newscast) Time (or Topic) – This is the setting or the specific time period of the final project. (ex: same time period as the novel, during a storm, Potato Famine) Using a RAFT list that has been generated by the teacher (or teacher and students), students will take on a role and will communicate a given topic to a specific audience using a specific format.

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For more information about RAFT: http://www.readingquest.org/strat/raft.html http://www.garethstevens.com/products/TGteachingstrategies.pdf http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf Appendix E Word Work Note: All sample activities can be modified to address multiple grade levels, developmental levels, and learning styles. Word work resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html

Sample Word Work Activities – Grade 1 Phonetic Awareness Use names of children in your class to develop understanding of words and letters.

Make a chart and display names. Count number of letters in each, compare and contrast beginning and ending sounds. Use names later in simple context. Display names on your word wall for future reference.

(Visual, auditory, and kinesthetic activities)

Give students index cards with various letters. (Amount of letters determined by the teacher). Have vowel letter in a different color print for easy recognition. Have students make as many words as they can in a short period of time (Number of lettered words optional – number should increase as school year processes). Endings, rhyming words, etc. can be added. Suggestion: Magnetic letters are a good tool to use.

Write tongue twisters with all words beginning with the same letter (letter recognition).

Sample: Cathy caught chunky chickens.

Use magnetic letters to show how words work. Do one principle at a time. Show many examples.

To make a different word, you can:

o Add on to the front of a word (and/sand, is/his)

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o Add a letter to the end of a word (see/seed. car/cart) o Add inflections (look/looks, help/helping) o Change the first letter (look/book, take/bake) o Change the last letter (cat/can, hat/has/had) o Change the beginning and ending letter o (has>had>dad>mad) o Change the middle letter (sat/sit, hat/hot/hit) o change initial clusters (stand/brand, play/tray) o Change end clusters (will/with, last/lamp) o Change middle clusters (sheet/shirt. coat/cart) o Add clusters to make longer words (at>cat>catch>catcher) o Work out an unknown word by analogy (gray=green+ play)

For more information about phonetic awareness: http://www.ldonline.org/article/6254 http://reading.uoregon.edu/pa/ http://www.readingrockets.org/article/c52/ Word Sorts Word Sorts is a strategy for examining and categorizing words according to their meanings, sound-symbol correspondences, or spelling patterns. The purpose of word sorts is to help students focus on conceptual and phonological features of words and identify recurring patterns. For example, as students sort word cards with such words as stopping, eating, hugging, running, and raining, they discover the rule for doubling the final consonant in short vowel words before adding an inflectional ending.

Students sort a group of words according to the following:

conceptual relationships such as words related to different characters in a

story rhyming words such as words that rhyme with ball, cat, car, and rake consonant sounds such as words beginning with r or l sound-symbol relationships such as words in which the final y sounds like

long i (cry) and words in which the final y sounds like long e (baby) spelling patterns and rules, such as long e words with various spelling

patterns (sea, greet, be, Pete) number of syllables such as pig, happy, afternoon, and television root words and affixes homonyms

Many of the words chosen for word sorts should come from the books students are reading. The steps in doing a word sort are:

Choose a topic – Teachers choose a language skill and decide whether it will be an open or closed sort. In an open sort, students determine the

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categories themselves based on the words they are sorting. In a closed sort, teachers present the categories.

Compile a list of words – Teachers compile a list of 6 to 20 words, depending on grade level, that exemplify particular categories, and write the words on small cards.

Introduce the sorting activity – In a closed sort, introduce the categories. In a closed sort students will look for possible categories, and then add category labels.

Make a permanent record - Glue the cards or write the words on paper. For more information about word sorts: http://www.readwritethink.org/lessons/lesson_view.asp?id=795 http://www.eduplace.com/rdg/hmsv/8/letterwordcards/p004-5.pdf

Sample Word Work Activities – Grade 2 Play WORDO (a variation of Bingo) Supplies needed: Paper with 25 blocks drawn in (reproducible available) 24 Word Cards (word lists available) Chips or small objects to use as markers Rules:

Teacher/caller shows students each word card one at a time Students copy each word in a different block on their WORDO game

board leaving the center space FREE Caller shuffles cards and calls out the words one at a time Students chant the spelling of the word and place marker on the word First person to have a complete row of covered words wins WORDO! Winner must tell you the covered words and spell them If the student misspells a word, he cannot win and play continues

“Be a Mind Reader” (Word Wall Review) Game Rules:

Teacher thinks of a word on the word wall and then gives clues to that word

Teacher writes the word on scrap paper but does not show students Students number their papers from 1-5 to see if they can read the

teacher’s mind and figure out the word written on the paper Teacher gives 5 clues For the first clue, the teacher tells students something that will narrow

down their choices to words which begin with one to three letters (…it’s a word that begins with a, b, or c)

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Each succeeding clue should narrow down what the word can be until by the fifth clue, there is only one possible word

As the teacher gives each clue, students write the word they believe the chosen word to be next to the number

After the final clue is given, show the students the word you wrote on your scrap paper and ask who has the word written next to number 4? 3? 2? 1? (all students should have the correct word written next to number 5)

Clues can be modified to meet the needs of struggling students and can be more challenging for the advanced students. For more information about word wall activities: http://www.teachingfirst.net/wordwallact.htm http://www.kllynch2000.com/wordwallactivites.html http://www.wearablelessons.com/wordwalllinks.html Sample Word Work Activities – Grade 3 Spelling Strategies Matching spelling strategies to the way students most easily learn is one way of helping students become better spellers.

For auditory learners: sounding out, sound-symbol matching, exaggerating hard-to-hear sounds, spelling words out loud, listening for rhyming patterns, clapping or tapping syllables

For visual learners: highlighting tricky letters, which words look right, shape/configuration, sorting words by visual pattern, personal word walls, word hunts, cloze

For tactile/kinesthetic learners: using a keyboard or whiteboard, sorting word cards or playing word games, making words with letter cards, making illustrated words, making words with a group (human spelling), sorting words in hoops

For more information about spelling strategies: http://www.decs.sa.gov.au/curric/files/pages/saisop/VacationLiteracy/spsmain.htm http://www.ldonline.org/article/6192 http://www.ilovethatteachingidea.com/ideas/subj_spelling.htm http://www.resourceroom.net/readspell/sightwordspell.asp Mnemonics Method Have students create associations to remember spellings of certain words. For example, to remember how to spell the word friend, say ―I’ll see my friend at the end of the week on Friday.‖ Encourage students to come up with ways to try to ―think out” how to spell other words.

For more information about mnemonic methods:

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http://www.web-us.com/memory/mnemonic_techniques.htm

Sample Word Work Activities – Grade 4 Word Banks One way to create an individualized student word bank is to use three envelopes, hole-punched in the upper left-hand corner, and held together with a ring. The envelopes are labeled New, Learning, and Mastered. Students move words from envelope to envelope as they are learned.

For more information about word banks:

http://www.readwritethink.org/student_mat/student_material.asp?id=3 Word Work Activities Suggested homework activities that focus on vocabulary-building:

Identify and record three, four, five, and six-syllable words in text

Develop or complete crossword puzzles and word searches

Unscramble high-frequency or content-specific vocabulary

Write alliterative sentences or stories

Sort word cards by parts of speech

Generate word lists with like prefixes and suffixes

List million-dollar words to describe a photo from a magazine

Illustrate the meaning of homographs and homophones

Build words from a finite number of letters

For more information about word work activities:

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html

Sample Word Work Activities – Grade 5 Working with Words (5-10 Minutes) - Place several terms on the board reflective of persuasion and advertisements. Ask students to compare the terms on the board and classify them into some type of order. Do not tell the students why you chose the words for the boards. Once they have figured out their relationships, see if anyone can add words to the list. For more information about working with words: http://www.epsbooks.com/downloads/articles/Word_Study_through_Sorting.pdf Concept Sorts Sorting words by concepts or meaning is a good way to link vocabulary instruction to students’ conceptual understanding. Mathematical terms, science concepts, and social studies vocabulary words all can be sorted into conceptual categories for greater understanding.

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Concept sorts can be used for assessing and building background knowledge before embarking on a new unit of study. A discussion of the reasons behind their conceptual groupings is most revealing! As the unit progresses, this sort can be revisited and used for teaching core concepts and vocabulary. Concept sorts can be used as advanced organizers for anticipating new reading; they can be revisited and refined after reading, and they can be used to organize ideas before writing.

For more information about concept sorts: http://www.adlit.org/strategies/21829 http://www.learnnc.org/lp/editions/ell-readcomp0708/

Sample Word Work Activities – Grade 6 Root Webs Using a spider map, place a common root (e.g., photo, geo, aqua, astro) in the center of the map. Have students brainstorm related words either independently or in small groups. Students can use dictionaries to locate roots, verify their meaning, find their origin, and search for related words. Brainburst In this game, players compete to brainstorm as many words as they can that are derived from the same root. Only unique words will earn points. Materials: Write different roots on cards such as graph, phon, scope, aut, dict, port, tract, struct, spect, etc. Choose roots that have a wide variety of possible derivations. Each team or player needs a pencil and sheet of paper. A timer is needed, as well as a standard dictionary (condensed dictionaries may not have enough words). Procedures:

1. A card is turned over and the timer is set for 2-3 minutes. Each player or team tries to think of as many words as possible derived from that root.

2. When the timer goes off, players draw a line under their last word and count the number they have.

3. The player with the longest list reads the list aloud. If another player has the same word, it is crossed off of everyone’s list. Any words that are not on another list are checked.

4. Each player in turn reads aloud any words that no one else has called to determine if he or she has a unique word. Disputes should be settled with the help of a dictionary.

5. The player or team with the most unique words is the winner of the round. Variations: This game can also be played with prefixes (ex, sub, pre, post, etc.) and suffixes (ible, able, ant, ent, etc.) (Words Their Way by Donald R. Bear) For more information about root words:

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http://www.readwritethink.org/lessons/lesson_view.asp?id=1042 http://teacher.scholastic.com/products/Instructor/Mar05_prefixessuffixes.htm http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/bingo_lingo.pdf http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html#Latin

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Appendix F Vocabulary Words

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

author cartoon abbreviation apostrophe audience autobiography

blend chapter adjective cause & effect character development bibliography

book compound word adverb context clue chronological order biography

character conversation antonym contraction citation dialogue

date dictionary central idea explanation cue figurative language

fairy tale discussion compare & contrast fiction essay homonym

first name drawing conclusion graphic organizer imagery homophone

last name letter detail guide words inference interview

long vowel magazine directions introduction mood italics

lowercase main character fantasy nonfiction motive metaphor

newspaper map genre passage plot development periodical

poem margin glossary phrase point of view personification

question message illustration prior knowledge preface persuasion

retell movie journal sequential order rules of conversation plagiarism

rhyme photographer opinion summarize sound effect research paper

sentence publish paragraph syllable suspense resolution

short vowel respond to literature proofread symbolism tense salutation

title speech quotation thesaurus time line simile

uppercase table of contents story elements topic sentence tone stereotype

vocabulary theater synonym word choice voice transition

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Appendix G Spelling Lists/Word Wall Words First Grade Spelling Words/Word Wall Words a all and are as at be but by for from had have he his I in is it not of on one or that the they this to was were what when with you Second Grade Spelling Words/Word Wall Words about after again air also an another any around away back because been between big called came can come could day did different do does down each end even every find first found get give go good great has help her here him home how if into its just know last left like line little long look made make man many may me men more most much must my name never new no now number off old only other our out over own part people place put read right said same say see set she should small so some still such take tell than their them then there these think three through time too two under up us use very water way we well went where which who why will words work would write your Third Grade Spelling Words/Word Wall Words above across add against ago almost along always American animal answer asked became before began being below best better black body book both boy brought car change children city close cold country course cut didn’t don’t done door during early earth eat enough ever example face family far father feet few fish five food form four front gave going got ground group half hand hard head hear heard high himself house

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however I’ll I’m idea important inside it’s keep kind knew land large later learn learned let life light live lived living might money morning mother move near need next night nothing often once open order page paper picture plants play point really red remember room run sad saw school sea second seen sentence several short show side since something soon sound space story study sun sure table thing those though thought today together told took top toward tree true try turn turned United States until upon usually want while white whole without world year young Fourth Grade Spelling Words/Word Wall Words able alone already although am among animals anything area ball beautiful become begin behind blue boat bottom box bring build built cannot can’t care carefully carry center certain check class common complete dark deep distance dog draw dry easy either else English everyone everything fact fall fast feel felt field finally fine fire floor follow foot friend full game girl glass gold gone green grow happened heart heavy held hold horse hot hour hundred ice instead itself job kept language lay least leave leaves less letter list longer low main map matter mean mind miss moon notice oh outside past pattern perhaps person piece poor possible power probably problem question quite rain ran reading ready real rest river road rock round sat shell ship shown simple six size sky snow someone special stand start state stay stood stop strong suddenly summer surface system talk tall ten that’s themselves third tiny town understand voice walked warm watch weather whether wide wild wind winter within yes yet Fifth Grade Spelling Words/Word Wall Words addition age ahead amount ask baby bad base bed beside bird bit blood bright

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brother business buy case cat catch caught child choose circle clear color copy corner correct couldn’t cover dead difference difficult direction doesn’t edge eight energy especially except explain eye famous farm fell figure flat fly force forest forward free fun garden general government grass grew guess hair happy heat he’s history hit huge human information iron island isn’t I’ve late led length listen lost lot machine mark material maybe measure meet middle milk minute modern moment mountain mouth music natural necessary nor north note object ocean oil pair party pay period plan plane practice present race rather reach reason record region result rich ride sand seem sent seven shape sign single skin sleep soft soil south speak speed spring square step stone store straight strange street subject suppose tail teacher team temperature test thin thousand thus travel trip trouble unit various village wait wall war wasn’t week weight we’ll whose wife window wish woman won’t wood wrong wrote yellow you’re yourself Sixth Grade Spelling Words/Word Wall Words according act action afraid afternoon ancient anyone apart appear arm ate attention bank basic bear beat believe beyond board born bought bread break broken brown busy capital careful cattle cause century chair chance clean coast column compare contain control cool corn cost cotton cross deal death decide describe desert dinner drive drop east electric engine equal evening exercise experiment farther fear fight fill happen hat hole hope hurt I’d inch include interest key king kitchen knowledge lady lead level love major meant meat mental method million movement narrow nation nature neither nine nose office opposite particular pass path pick please position pretty process produce product public pull quiet radio return ring rope rose row rule safe salt scale science section sell send sense separate sharp sheep shop shore sight silver similar sing sit sold son song speech spend spent spoke spot

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spread steel stick sugar teeth therefore thick throughout total touch train truck twice type unless useful value visit wear west wire women won wonder wouldn’t yard you’ll Appendix H Real Reasons for Writing (an incomplete list)

Advertisements

Advice columns

Analytical paragraphs/papers

Anecdotes/stories

Announcements

Applications

Bibliography annotations

Biographical sketches

Birthday greetings

Blurbs: TV lists/book covers

Board games instructions

Books

Brochures

Bumper stickers

Captions

Cartoon strips

Children’s Books

Commentaries

Comparison paragraphs/papers

Computer programs

Congratulatory notes

Consumer guide or report

Contest entries

Contrast paragraphs/papers

Debate outlines/notes

Declarations

Definitions/dictionaries

Dialogues

Dictionary entries

Directions: guide to places, how-to, survival manuals

Editorials

E-mail

Encyclopedia entries

Environmental impact reports

Epitaphs

Eulogies

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Expense accounts and defense

Field guides

Get well messages

Goodbye messages

Greeting card or text

Historical accounts

Imaginative Literature: Fairy tales, myths, novels, plays

Invitations

Poems

Science Fiction

Short stories

Songs & ballads

Story beginnings

Indexes

Instructions

Internet

Interviews (real/imaginary)

Introduction

Invitations

Job specifics

Journal entries

Lab reports

Last wills and testaments

Legislation

Lesson plans

Letters: advice, application, resignation, informational, complaint, congratulation, from imaginary places, inquiry

Logs

Pen-pal letters

Permission slips

Persuasive: to public officials, to the editor, recommendations

Lists

Lost and found postings

Manuals

Math notes/observations

Math problem solutions

Math record books

Math story problems

Memos

Monologues

Mottoes

News stories—paper/radio/TV

Orations

Paraphrases

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Parodies

Petition writing

Phone messages

Placards

Postcards

Prophecies and predictions

Proposals

Public notices

Reaction papers

Reading recommendations

Requests

Responses and rebuttals

Résumés

Reviews: movies, outside reading, radio/TV programs

Scripts/Screenplays

Ship’s logs

Shopping lists

Skits

Sideshow scripts

Slogans

Songs

Speeches: expository speeches, nominating speeches

Storyboards

Suggestion boxes

Summaries

Tables of contents

Telegrams

Telephone dialogues

Telephone messages

Test questions

Thumbnail sketches: content idea, famous people, historical events, places

Top ten lists

Travel guides

Umpire reports

Undercover reports

Wanted posters

War communiqués

Welcome notes

Word puzzles and games

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Appendix I Writing Portfolios All writings must include student’s first name, last name, and date

Assessment Monthly tasks (as outlined in pacing guide) must be graded by teacher and sent home. Teacher may choose to have students select writing pieces from Writing Collection to

grade and send home. Teacher may grade and send home teacher selected writing assignments.

Display Portfolio

(district writing portfolio)

a collection of K-6 “What Do I Want to be

When I Grow Up?” writing pieces

each year - 2 samples of students’ best

writings (1 from first half of year and 1

from second half of year)

at end of each year

o letter to next year’s teacher

(student’s self reflection as a

writer)

What Do I Want to be

When I Grow Up?

completed as early

as possible in the

school year

not edited or graded

by teacher

Writing Collection

(working portfolio)

writings that are in various stages of

development

o students think they are finished

o students want to come back to

them later

o students started but never

finished

at end of year

o keep 5 pieces to be sent on to

next year’s teacher

o all remaining pieces are for

students to take home (includes

monthly choices not moved to

display portfolio)

Monthly

each student selects one

favorite/best piece

o attach writing

self evaluation

o not edited or

graded by

teacher

monthly choices from Sept.

to Dec.

o move one of

those pieces to

display portfolio

monthly choices from Jan.

to May

o move one of

those pieces to

display portfolio

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Name _________________________________________ Date _________________________________________

First Grade Writing Rubric

Topic Subtopics Points

Content/Organization (2 points each)

Stays on topic; follows directions for assignment

Has an order; has a beginning, middle, and end

Has many details

Appropriate length

Varies sentences

Uses original ideas

Makes sense

Usage/Mechanics Correct usage

(1 point each) Correct use of upper and lowercase letters

Correct punctuation

High frequency words spelled correctly

Appropriate use of developmental spelling

Legible handwriting; proper spacing

Total points = /20

Please sign and return _____________________________

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2nd

Grade Writing Rubric

Score 1 2 3 4

CONTENT and ORGANIZATION

Communicates intended message to intended audience

Relates to topic Opening and

closing Focused Logical

progression of ideas

Transitions Appropriate details

and information

May lack opening and/or closing

May lack opening and/or closing

Generally has opening and/or closing

Opening and closing

Minimal response to topic; uncertain focus

Usually has a single focus

Single focus Single focus

Sense of unity and coherence

Key ideas developed

No planning evident; disorganized

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Generally fluent

Attempts compositional risks

Details random, inappropriate, barely apparent

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

USAGE Tense formation Subject-verb

agreement Pronouns

usage/agreement Word

choice/meaning Proper modifiers

Numerous errors Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few/no errors

SENTENCE CONSTRUCTION

Variety of type, structure, and length

Correct construction

Assortment of incomplete and/or incorrect sentences

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few/no errors

MECHANICS Spelling Capitalization Punctuation

Numerous errors Patterns of errors evident

No consistent pattern of errors

Some errors that do not interfere with meaning

Few/no errors

MH/1/06

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NJ Holistic Scoring Rubric (Grades 3-5)

Inadequate Command Limited Command Partial Command Adequate Command

Strong Command

Score 1 2 3 4 5 CONTENT and ORGANIZATION

Communicates intended message to intended audience

Relates to topic Opening and closing Focused Logical progression of

ideas Transitions Appropriate details and

information

May lack opening and/or closing

May lack opening and/or closing

May lack opening and/or closing

Generally has opening and/or closing

Opening and closing

Minimal response to topic; uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus

Single focus Single focus

Sense of unity and coherence

Key ideas developed

No planning evident; disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Details random, inappropriate, barely apparent

Details lack elaboration that could highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

USAGE Tense formation Subject-verb agreement Pronouns

usage/agreement Word choice/meaning Proper modifiers

No apparent control

Severe/numerous errors

Numerous errors Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors

SENTENCE CONSTRUCTION

Variety of type, structure, and length

Correct construction

Assortment of incomplete and/or incorrect sentences

Excessive monotone/same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few/no errors MECHANICS

Spelling Capitalization Punctuation

Errors so severe they detract from meaning

Numerous serious

errors

Patterns of errors evident

No consistent pattern of errors

Some errors that do not interfere with meaning

Few errors

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NJ Holistic Scoring Rubric (Grades 6-7)

Inadequate Command

Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

CONTENT and ORGANIZATION

Communicates intended message to intended audience

Relates to topic Opening and

closing Focused Logical

progression of ideas

Transitions Appropriate details

and information

May lack opening and/or closing

May lack opening and/or closing

May lack opening and/or closing

Generally has opening and/or closing

Opening and closing

Opening and closing

Minimal response to topic; uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus

Single focus Single focus

Sense of unity and coherence

Key ideas developed

Single, distinct focus

Unified and coherent

Well-developed

No planning evident; disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent, cohesive

Compositional risks successful

Details random, inappropriate, barely apparent

Details lack elaboration that could highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/or pertinent

USAGE Tense formation Subject-verb

agreement Pronouns

usage/agreement Word

choice/meaning Proper modifiers

No apparent control

Severe/ numerous errors

Numerous errors

Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

SENTENCE CONSTRUCTION

Variety of type, structure, and length

Correct construction

Assortment of incomplete and/or incorrect sentences

Excessive monotone/same structure

Numerous errors

Little variety in syntax

Some errors

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

MECHANICS Spelling Capitalization Punctuation

Errors so severe they detract from meaning

Numerous serious

errors

Patterns of errors evident

No consistent pattern of errors

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

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Appendix J All students learn differently however district expectations and goals do not change. The delivery of instruction will be modified to meet the individual needs of all students. Students will be required to demonstrate their understanding on different levels. The following table outlines ways to assist teachers in differentiating their instruction. Terms to Help Differentiate Knowledge Comprehension Application

find label list locate name recall relate state tell write (Who, what, where, when)

compare describe discuss distinguish explain interpret outline predict report restate translate (Comparing/contrasting)

classify construct demonstrate illustrate interpret show solve use (How can it be applied/used?)

Analysis Synthesis Evaluation

analyze categorize compare contrast debate dissect distinguish examine explain identify investigate take apart (What does this mean?)

assemble compose construct create design devise formulate imagine invent plan predict prepare propose (What can you develop? What model would show what has been learned?)

argue assess choose debate decide determine discuss justify measure prioritize rate recommend select verify (What conclusion can be made? What is the most meaningful interpretation?)

Additional differentiated instruction resources may be viewed at: http://www.allkindsofminds.org/ http://www.cast.org/publications/ncac/ncac_diffinstruc.html http://www.internet4classrooms.com/di.htm http://www.in2edu.com/downloads/thinking/blooms_taxonomy_chart.pdf http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html http://www.fctel.uncc.edu/pedagogy/basicscoursedevelop/BloomWritingObjectives.html

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Appendix K Authentic Writing Ideas The following list comprises authentic writing forms used daily in the world outside school. Teachers and students should think about the wide range of possibilities for reporting and add whatever forms they like. E-mail – Communicate with e-mail pen pals, friends, family, etc. Scripts – A script is an excellent way to delineate an encounter between two people. (e.g., John Adams and Thomas Jefferson discussing slavery) Songs - Songs can mark special occasions. (e.g., write both the music and lyrics to a song celebrating Earth Day) Logs - ―Captain’s Log: Stardate 2098‖ (Certainly captured our imagination!) Cartoon Strips - Kids love to doodle. This gives them a legitimate reason. Advertisement - ―Come all separatists! Tired of taxes? Join us on a nautical adventure to the New World….‖ Postcards - These provide a visual (a drawing or a photograph) and textual account of a topic and can include a writer’s personal thoughts. Brochures - Travel or sales brochures can explain a variety of things (e.g., whales and whale watching, climbing Mt. Everest) Catalogues - Catalogues can describe artifacts from a specific time period or culture (e.g., weapons and armor from the Middle Ages, the dress of various Native American tribes) Field Guides - Field guides are useful forms for science writing, providing writers with an opportunity to classify and describe animals, plants, and habitats. Dictionaries - These define common terms (e.g., from a historic period, from a particular culture, scientific terms) Alphabet Books - Alphabet books can be designed around a specific theme (e.g., women in World War II) Manuals - Instruction booklets may be written on many subjects (e.g., how to operate a software program, how to care for the class iguana, now to access certain Web sites on the Internet) Travel Guides - These are useful for writing about the culture and history of specific places.

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Course Syllabuses and Textbooks - Students can design courses on a topic and even write a companion textbook. Schools that practice diversity in reading and writing can be places where wonderful and imaginative research writing bubbles to the surface. Nancie Atwall says ―When teachers admit the many possible forms that school reports might take, they also admit the strong possibility that writers will enjoy writing as well as learn from it.‖ (1990, 163). Writing to learn is one of the highest purposes for putting words on paper. Research writing can take on multiple forms and genres that breathe life into it, give it authenticity, promote engagement, and foster deep learning. What more could a teacher ask for? Additional Language Arts Literacy resources may be viewed at: http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_K_5.html http://www.state.nj.us/education/njpep/classroom/classroom_resources/lal_standards_resources_Gr_6_8.html Appendix L Standardized Test Expectations

Students will be expected to read silently for an extended period of time and answer questions.

Students will be expected to know the main idea, recognize the author’s purpose, skim and scan to find answers, and decode unfamiliar words from content.

Students will be expected to respond to literature (poetry) in writing.

Students will be expected to write independently for extended periods of time and organize their writing into a meaningful, sequential and relevant response.

Students will be expected to read directions silently, evaluate their effectiveness and then restate the directions in a concise and accurate retelling.

Students will be expected to respond to a speculative prompt by creating a related narrative.

Students will be expected to respond to a situation based on how they feel that situation could best be resolved.

Students will be expected to respond to an issue relevant to them and support the response with reasons, examples, and other evidence.

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While no direct instruction should be spent teaching to the test, it is important for students to become familiar with skills and strategies they will be expected to know. Additional assessment resources may be viewed at: http://www.state.nj.us/education/njpep/assessment/index.html http://www.reading.org/ http://www.ncte.org/ http://www.readingrecovery.org/ http://www.schwablearning.org/print_resources.asp?type=article&r=878%20&popref=http%3A//www.schwablearning.org/articles.aspx%3Fr%3D878%26f%3Dsearch

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Curricular Integration Mathematics 4.1 NUMBER AND NUMERICAL OPERATIONS: All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.

How do mathematical ideas interconnect and build on one another to produce a coherent whole?

How can we compare and contrast numbers?

One representation may sometimes be more helpful than another; and, used together, multiple representations give a fuller understanding of a problem

A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.

Numeric fluency includes both the understanding of and the ability to appropriately use numbers.

How do mathematical representations reflect the needs of society across cultures? 4.2 GEOMETRY AND MEASUREMENT: All students will develop spatial sense and ability to use geometric properties, relationships, and measurement to model, describe, and analyze phenomena.

How can measurements be used to solve problems?

What situations can be analyzed using transformations and symmetries? 4.3 PATTERNS AND ALGEBRA: All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.

How can patterns, relations, and functions be used as tools to best describe and help explain real-life situations?

How can we use mathematical models to describe physical relationships?

How can we use physical models to clarify mathematical relationships? 4.4 DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

How can attributes be used to classify data/objects?

Grouping by attributes (classification) can be used to answer mathematical questions.

How can the collection, organization, interpretation, and display of data be used to answer questions?

4.5 MATHEMATICAL PROCESSES: All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.

Recognize that mathematics is used in a variety of contexts outside of mathematics.

Apply mathematics in practical situations and in other disciplines.

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Trace the development of mathematical concepts over time and across cultures (cf. world languages and social studies standards).

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Analyze and evaluate the mathematical thinking and strategies of others.

Use the language of mathematics to express mathematical ideas precisely.

Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.

Use graphing calculators and computer software to investigate properties of functions and their graphs.

Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).

Use computer software to make and verify conjectures about geometric objects.

Use computer-based laboratory technology for mathematical applications in the sciences.

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Social Studies 6.1 SOCIAL STUDIES SKILLS: All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.

Apply terms related to time including past, present, and future.

Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet).

Retell events or stories with accuracy and appropriate sequencing.

Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).

Organize events in a time line.

Distinguish between an eyewitness account and a secondary account of an event.

Distinguish fact from fiction.

Assess the credibility of primary and secondary sources.

Analyze data in order to see persons and events in context. 6.2 CIVICS: All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities and roles of a citizen in the nation and the world.

Explain that a responsibility means something you must or should do.

Explore basic concepts of diversity, tolerance, fairness, and respect for others.

Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo).

Participate in activities such as dance, song, and games that represent various cultures.

Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.

Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them.

Explain why it is important to understand diverse peoples, ideas, and cultures.

Explain that even within a culture, diversity may be affected by race, religion, or class.

Identify aspects of culture and heritage presented in literature, art, music, sport, or the media.

Examine common and diverse traits of other cultures and compare to their own culture.

Use technology to learn about students and their families in other countries through classroom links, email, and Internet research.

Define stereotyping and discuss how it impacts self-image and interpersonal relationships.

6.3 WORLD HISTORY: All students will demonstrate knowledge of World History in order to understand life and events in the past and how they relate to the present and the future.

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Describe the physical and cultural changes that shaped the earliest human communities as revealed through scientific methods, including:

Early hominid development, including the development of language and writing

Migration and adaptation to new environments

Differences between wild and domestic plants and animals

Locations of agricultural settlements

Differences between hunter/gatherer, fishing, and agrarian communities

Describe how environmental conditions impacted the development of different human communities (e.g., population centers, impact of the last Ice Age).

6.4 UNITED STATES/NEW JERSEY HISTORY: All students will demonstrate knowledge of United States/New Jersey history in order to understand life and events in the past and how they relate to the present and future.

Tell about their family heritage using stories, songs, and drawings.

Discuss how families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations.

Describe situations in which people from diverse backgrounds work together to solve common problems. Identify and discuss major scientific discoveries and inventions, the scientists and inventors who developed them (e.g., Thomas Edison), and their impact on life today.

Discuss the experiences of immigrants who came to the United States and New Jersey, including reasons for immigrating, experiences at Ellis Island, and working and living conditions in America.

6.5 ECONOMICS: All students will acquire an understanding of key economic principles.

Explain how the products individuals eat, wear, and use impact their health and safety and the environment.

Identify various forms of currency (e.g., penny, nickel, quarter, dollar).

Explain what it means to "save" money.

Identify various jobs and explain how workers in these jobs receive income for their work.

Compare ways to save money, including checking and savings accounts, stocks and bonds, and the relationship between risk and return in investments.

Describe the role credit plays in the economy and explain the difference in cost between cash and credit purchases.

Compare and contrast various careers, examining educational requirements and costs, salary and benefits, longevity, impact on society and the economy, and demand.

6.6 GEOGRAPHY: All students will apply understanding of knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.

Explain that the globe is a model of the earth and maps are representations of local and distant places.

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Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons. Describe the role of resources such as air, land, water, and plants in everyday life.

Describe the impact of weather on everyday life.

Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important.

Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time).

Estimate distances between two places on a map using a scale of miles.

Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.

Differentiate between living and non-living natural resources.

Explain the nature, characteristics, and distribution of renewable and non-renewable resources.

Estimate distances between two places on a map using a scale of miles, and use cardinal and intermediate directions when referring to a relative location.

Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

Predict effects of physical processes and changes on the Earth.

Discuss how the community and its environment function as an ecosystem.

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Science 5.1 SCIENCE PRACTICES: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

Use outcomes of investigations to build and refine questions, models, and explanations.

Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.

Use basic science terms and topic-related science vocabulary.

Identify and use basic tools and technology to extend exploration in conjunction with science investigations.

Measure, gather, evaluate, and share evidence using tools and technologies.

Communicate and justify explanations with reasonable and logical arguments.

Communicate with other children and adults to share observations, pursue questions, and make predictions and/or conclusions.

Revise predictions or explanations on the basis of learning new information.

Represent observations and work through drawing, recording data, and ―writing.‖

Actively participate in discussions about student data, questions, and understandings.

Demonstrate how to safely use tools, instruments, and supplies. 5.2 PHYSICAL SCIENCES: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

Sort and describe objects based on the materials of which they are made and their physical properties.

Determine the weight and volume of common objects using appropriate tools.

Calculate the density of objects or substances after determining volume and mass.

Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid.

Compare, citing evidence, the heating of different colored objects placed in full sunlight.

Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.

Draw and label diagrams showing several ways that energy can be transferred from one place to another.

Illustrate and explain what happens when light travels from air into water. 5.3 LIFE SCIENCES: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

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Describe the requirements for the care of plants and animals related to meeting their energy needs.

Compare how different animals obtain food and water.

Illustrate the flow of energy (food) through a community.

Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats.

Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat.

Describe similarities and differences in observable traits between parents and offspring.

Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments.

5.4 EARTH SCIENCES SYSTEMS: Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day.

Identify patterns of the Moon’s appearance and make predictions about its future appearance based observational data.

Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets).

Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs.

Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.

Create a model to represent how soil is formed.

Categorize unknown samples as either rocks or minerals.

Predict the types of ecosystems that unknown soil samples could support based on soil properties.

Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images.

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Visual & Performing Arts AESTHETICS 1.1: All students will apply aesthetic knowledge in the creation of and in response to dance, music, theater, and visual arts.

Compare and contrast culturally and historically diverse works of art that evoke emotion and communicate cultural meaning/interpretation.

Use imagination to create a story based on an arts experience that communicates an emotion or feeling in each of the art forms

Distinguish patterns in nature found in works of art. PERFORMANCE 1.2: All students will utilize those skills, media, methods, and technologies appropriate to the creation, performance, and presentation of dance.

Move the body in a variety of ways, with and without music.

Participate in simple sequences of movements.

Create and perform planned and improvised movement sequences using the elements of dance with and without musical accompaniment, to communicate meaning around a variety of themes.

Perform planned and improvised sequences with a distinct beginning, middle, and end that manipulate time, space, and energy and accurately transfer rhythmic patterns from the auditory to the kinesthetic.

PERFORMANCE 1.2: All students will utilize those skills, media, methods, and technologies appropriate to the creation, performance, and presentation of music.

Participate in and listen to music from a variety of cultures and times.

Clap, sing or play on pitch from basic notation in the treble clef with consideration of pitch, rhythm, dynamics and tempo.

Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.

PERFORMANCE 1.2: All students will utilize those skills, media, methods, and technologies appropriate to the creation, performance, and presentation of theater.

Use memory, imagination, creativity and language to make up new roles and act them out.

Participate in and listen to stories and dramatic performances from a variety of cultures and times.

Portray characters demonstrating logical story sequence, given circumstances, plot, thematic intent, and informed character choices.

Demonstrate planning, persistence and problem solving skills while working independently, or with others, during the creative process.

Use vocabulary to describe various art forms, artists and elements in the visual arts.

Create more recognizable representations as eye-hand coordination and fine motor skills develop.

Employ basic verbal and visual art vocabularies and demonstrate knowledge of materials, tools and methodologies used in the creation of visual story telling.

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ELEMENTS AND PRINCIPLES 1.3: All students will demonstrate an understanding, of the elements and principles of dance.

Analyze both formal and expressive aspects of time, shape, space, and energy and differentiate basic choreographic structures in various dance works.

ELEMENTS AND PRINCIPLES 1.3: All students will demonstrate an understanding, of the elements and principles of music.

Categorize families of instruments and identify their associated musical properties.

Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

ELEMENTS AND PRINCIPLES 1.3: All students will demonstrate an understanding, of the elements and principles of visual art.

Compare and contrast works of art in various mediums that utilize the same art elements and principles of design.

Recognize the main subject or theme in works of dance, music, theater, and visual art. ARTS HISTORY/CULTURE 1.5: All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.

Identify characteristic theme-based artworks, such as family and community, from various historical periods and world cultures.

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World Language All students will be able to use a world language in addition to English to engage in meaningful conversations, understand and interpret the spoken and written language, and present information, concepts, and ideas while gaining an understanding of the perspectives of other cultures. They will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

Recognize familiar words and phrases spoken or written contained in culturally authentic electronic information sources related to targeted themes.

Compare and contrast the use of verbal and non-verbal etiquette in the target culture with one’s own culture in the use of gestures, intonation, and other cultural practices.

Compare and contrast the main idea and theme and the main characters and setting in readings from age-appropriate, culturally authentic selections.

Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.

Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

Use language in a variety of settings to further personal, academic, and career goals.

Present orally or in writing information from age-appropriate, culturally authentic selections.

Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience.

Describe in writing people and things from the home/school environment.

Tell or retell stories from age-appropriate, culturally authentic selections orally or in writing.

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Career & Life Sciences 9.1 21st CENTURY LIFE SKILLS: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures.

Apply critical thinking and problem solving skills in classroom and family settings.

Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.

Demonstrate effective use of communication and media during classroom activities. 9.2 PERSONAL FINANCIAL LITERACY: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.

Explain the difference between a career and a job and identify various jobs in the community and related earnings.

Identify potential sources of income and their limitation

Distinguish between cash, check, credit card, and debit card.

Distinguish between saving and investing.

Compare and contrast advertising facts vs. advertising claims. 9.3 21st CENTURY CAREER AWARENESS, EXPLORATION & PREPARATION: All students will apply knowledge about and engage in the process of career awareness, exploration and preparation in order to navigate the globally competitive work environment of the information age.

Identify various life roles and civic and work-related activities in the school, home, and community

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Technology 8.1 EDUCATIONAL TECHNOLOGY: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Recognize that the number keys are in a row on the top of the keyboard.

Create and present a multimedia presentation that includes graphics.

Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

Produce a media-rich digital story about a significant local event or issue based on first-person interviews.

Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue.

Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies.

Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps.

Select and apply digital tools to collect, organize, and analyze data that support a scientific finding.

8.2 TECHNOLOGY EDUCATION, ENGINEERING, AND DESIGN: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

Using a digital format, compare and contrast how a technology product has changed over time due to economic, political, and/or cultural influences.

Investigate the influence of a specific technology on the individual, family, community, and environment.

Explain the positive and negative effect of products and systems on humans, other species, and the environment.

Demonstrate how reusing a product affects the local and global environment. Collect and post the results of a digital classroom survey about a problem or issue and use data to suggest solutions.

Communicate with students in the United States or other countries using digital tools to gather information about a specific topic and share results.

Explain the importance of safety in the use and selection of appropriate tools and resources for a specific purpose.

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Health & Physical Education 2.1 WELLNESS: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.

Summarize information about food found on product labels.

Differentiate between healthy and unhealthy eating practices.

Summarize the benefits and risks associated with nutritional choices, based on eating patterns.

Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost.

Compare and contrast nutritional information on similar food products in order to make informed choices.

Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescents.

Identify community helpers who assist in maintaining a safe environment.

Determine possible causes of conflict between people and appropriate ways to prevent and resolve them.

Compare and contrast how individuals and families attempt to address basic human needs.

Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

2.2 INTEGRATED SKILLS: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

Express needs, wants, and feelings in health- and safety-related situations.

Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.

Determine ways parents/guardians, peers, technology, culture, and the media influence health decisions.

Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others.

Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community.

Predict situations that may challenge an individual’s core ethical values.

Explain the impact of participation in different kinds of service projects on community wellness.

Develop a position about a health issue in order to inform peers.

Determine the validity and reliability of different types of health resources. 2.3 DRUGS AND MEDICINES: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.

Compare and contrast short- and long-term effects and the potential for abuse of commonly used over-the-counter and prescription medicines and herbal and medicinal supplements.

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Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse.

Determine how advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs.

2.4 HUMAN RELATIONSHIPS AND SEXUALITY: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

Compare and contrast different kinds of families locally and globally.

Compare and contrast how families may change over time.

Compare and contrast the physical differences and similarities of the genders.

Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior.

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Accommodations for Special Education Students as Specified in Their IEP & for English Language Learners

Access to Special Equipment and Instructional Materials

Calculator.

Tape recorder/CD player.

Slant board.

Special pens, pencils and paper.

Computer.

FM systems.

Communication board /augmentative communication devices.

Class Work Curricular Procedures

Allow additional time to complete work.

Assist in organizing materials.

Cue students attention.

Functional or practical emphasis (specify in IEP).

Limit oral reading unless student volunteers.

Modify reading assignments.

Modify writing requirements.

Ongoing monitoring of work produced during class.

Peer tutoring or partner learning.

Preferential seating.

Provide alternate content objectives (specify in IEP).

Provide copies of class notes.

Provide organizational aids (folders, schedules).

Provide repetition/practice.

Provide student a daily schedule/established routine.

Provide study guides.

Reading assistance in content area.

Reduce content objectives.

Reduce length/number of written assignments.

Review, restate and repeat directions.

Simplify verbal/.written directions.

State expectations clearly.

Teach to learner’s auditory style.

Teach to learner’s multi sensory style.

Teach to learner’s visual style.

Facilitating Appropriate Behavior

Assign activities which require some movement.

Avoid the use of confrontational techniques.

Consistently enforce school rules.

Designate a ―time-out‖ location within the classroom.

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Encourage student to accept responsibility for behavior.

Ignore minor annoying behaviors.

Involve parents/guardians to coordinate approach.

Minimize situations that the student may perceive as embarrassing.

Monitor levels of tolerance and be mindful of signs of frustration.

Provide clear and concise classroom expectation and consequences.

Provide student with alternative.

Reinforce student for appropriate behaviors.

Speak privately, without the audience of peers, to student about inappropriate behavior.

Use praise generously.

Check for student behavior plan. Homework

Homework assignment book checked by special education mainstream. teacher(s) and parent/guardian daily.

Reduce length of assignments.

Reduced alternative reading work.

Reduced alternative written work.

Time in school to complete. Modifying Test

Allow open book tests/open note tests (circle).

Allow student to edit a ―first draft‖ on essay questions and grade final edited copy.

Allow student to give answers orally.

Allow student to type.

Allow student to make corrections on returned tests for additional credit.

Allow test to be given by special education teacher.

Allow use of instructional aids (calculator, computer, etc.).

Improve font/spatial organization of test.

Math tools for tests (fact chart, number line calculator).

Minimize essay questions.

Modify test format.

Modify the content of the test.

Retake failed tests using alternative strategies.

Test only on key concepts.

Time of test determined by instructor.

Use word banks. Modifying the Environment

Frequently check the organization of the student’s notebook.

Help keep the student’s work area free of unnecessary materials.

Monitor the student’s use of his/her assignment sheet.

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Provide a specific place for turning in completed assignments.

Provide opportunities for movement/activity change.

Seat student in an area free of distractions.

Use checklists to help the student get organized.

Use preferential seating.

Use study carrels. Modifying the Grading

Allow for spelling errors.

Grade determined through collaboration of general/special education teacher.

Modify homework/class work expectations. Modifying the Presentation of Materials

Assign tasks at an appropriate reading level.

Break assignment into segments of shorter tasks.

Cue student by calling his/her name before asking questions.

Familiarize student with any new vocabulary before beginning the lesson.

Frequently check on progress of independent work.

Give additional presentations by varying the methods using repetition, simpler explanations, more examples and modeling.

Give written directions to supplement verbal directions.

Highlight important concepts to be learned in text of material.

Monitor the student’s comprehension of language used during instruction.

Provide a checklist for long, detailed tasks.

Provide clear and well defined worksheets.

Provide clear, concise directions and concrete examples for homework/class work assignments.

Provide due date on written assignments.

Provide graph paper for math computation.

Reduce the number of concepts presented at one time.

Student qualifies for Books on Tape.

Use concrete examples of concepts before teaching the abstract.

Utilize manipulative, hands-on activities.

Utilize visual aids such as charts and graphs. Instructional Strategies and Techniques that Address Learning Style

Multi-sensory approach.

Stress visual presentation.

Stress auditory presentation.

Modify written expectations.

Provide positive reinforcement.

Provide support/encouragement.

Provide structured environment.

Set clear limits and consequences.

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Use concrete examples.

Simplify directions.

Provide repetition and practice.

Allow frequent activity changes.

Provide small group instruction.

Reduce work increments.

Set short-term goals.

Preferential seating.

Use study carrels to increase concentration.

Seat in area of minimal distraction.

Model skills/techniques to be mastered.

Have student repeat directions.

Utilize peer buddy as needed. BD/bt/km/1/19/10