 |
Core Content and Skills
English Language Arts 1
2008-2009
BOE Approved
| |
|
|
|
Reading Workshop Routines
|
Concepts About Print
|
Getting Your Mind Ready
|
Early Print Strategies
|
Partner Reading Behaviors
|
|
Apply concepts about print
|
Predict storyline using pictures and title
|
Solve unknown words by using initial consonants and asking what makes sense
|
Record texts read in a reading log
|
Monitor reading for meaning and structure
|
Read with a reading partner
|
Retell with partners
|
|
| |
| Launching the Writing Workshop with quick publishing |
|
|
|
|
Writing Workshop Routines
|
|
Write stories
|
|
Use supplies independently
|
Say each word slowly and record the sounds heard
|
Use writing tools
|
Plan how a piece of writing will go
|
Draft a piece of writing
|
Pictures match the words
|
|
|
Reinforce letter, sound, and word concepts
|
|
Recognize rhyme
|
Hear sounds in sequence
|
Reinforce letter names and sounds
|
Say words slowly to predict letter sequence
|
Change the first letter of a word to make a new word
|
Word Wall focus on column one of 120 high frequency word list
|
|
| |
|
| |
| Readers read just right books and use print strategies |
|
|
|
|
|
Print strategies
|
Read "just right books"
|
|
Use a variety of print strategies
|
Monitor for meaning
|
Choose and read books that match the reader's reading level
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
Read fluently
|
Self-correct and then reread
|
Reread for a variety of purposes
|
Activate prior knowledge/schema
|
Reinforce the work of the previous unit
|
|
| |
| Small Moments - Personal Narrative |
|
|
|
|
Beginning a Small Moment Story
|
Getting more on the page
|
Revision Strategies
|
|
Make plans for writing by thinking aloud
|
Use sound/symbol relationships to write words, phrases, and sentences
|
Use story language
|
Read the stories they have written
|
Retell a sequence of events with precise detail
|
Plan for their writing by talking to a partner
|
Craft small moment pieces
|
Draw a focused story across pages
|
|
| |
| Phonics, Phonemic Awareness, and Word Work |
|
|
|
|
|
|
Reinforce beginning and ending sounds in words
|
Identify onset and rimes
|
Change and add beginning sounds in words
|
Make plurals, add s at the end of words
|
Word Wall focus on column one and beginning column 2 of 120 high frequency word list
|
|
| |
|
| |
| Readers use patterns in books to read with accurac |
|
|
|
|
Texts have patterns
|
|
Print strategies
|
|
Observe patterns in texts (leveled, types of texts (ABC)
|
Define patterns in texts
|
Use patterned texts to problem solve unknown words, and read fluently
|
Use word patterns to help solve unknown words and add to bank of known words (i.e. cat, bat,fat)
|
Discuss patterns in text with partners
|
Record patterns in texts on note-taking sheets
|
Reinforce the work of the previous unit
|
|
| |
| Writing for Readers: Teaching skills and strategies |
|
|
|
|
Record sounds, words, silences and meanings
|
|
Focus on high frequency words
|
|
Write with partners
|
|
Say each word slowly and record the sounds heard
|
Writing with sight words
|
Use a space between words
|
Write for partners
|
Revise with partners
|
Peer edit
|
Reinforce work from previous unit
|
|
| |
| Phonics, Phonemic Awareness, and Word Work |
|
|
|
|
|
|
Notice vowels in words
|
Learn common short vowel patterns
|
Learn phonograms (at, an, etc.)
|
Use what you know about words to make new words
|
Word Wall focus on reinforcement of column one and continue column two of 120 high frequency word list
|
Use known words or word parts to solve a new word
|
|
| |
|
| |
| Readers talk about books to grow ideas: a spotlight on comprehension |
|
|
|
|
|
|
Use print strategies
|
Monitor for meaning
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
Read with fluency and phrasing
|
Self-correct and reread
|
Use post-its to mark places where one notices something
|
Reinforce the work of previous units
|
|
| |
| Revision: Teaching Skills and Strategies Through Small Moments |
|
|
|
|
|
The basics of revision
|
|
Qualities of good writing
|
|
|
Apply sound/symbol relationships for more sophisticated inventive spelling
|
Use spaces between words more consistently
|
Work with partners to make their writing easier to read
|
Show not tell
|
Revise endings
|
Use different genres
|
Learn revision from authors
|
Edit
|
|
|
Fancy up the writing
|
Use a caret
|
Use a flap
|
Resequence a story
|
Delete information from the text
|
Add additional information to the text
|
Use more high frequency words to write in full sentences
|
|
| |
|
| |
|
|
|
|
Writing crafts
|
|
New text structures
|
Writing mentors
|
|
Discover and stretch small moments like a published author.
|
Write with come back lines
|
Study and learn from an author's writing
|
Write a many moments story
|
Use more details
|
Emulate authors in ways that matter
|
Write "About the Author" blurbs
|
Edit
|
Revise
|
Begin a story with the time of day and/or the weather
|
Use a list
|
Use a Tiny Topic notebook
|
Notice and try new techniques from other writers
|
|
| |
| Readers bring word power to reading |
|
|
|
|
|
Print strategies
|
Comprehension Strategies
|
|
Monitor for reading
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
Read with fluency and phrasing
|
Self correct at or near point of error
|
Decode multisyllabic words
|
Figure out the meaning of unfamiliar words
|
Reinforce the work from previous units
|
|
| |
|
| |
| Nonfiction reading strategies |
|
|
|
|
|
|
Apply a variety of print strategies
|
Monitor for meaning
|
Identify conventions of non fiction
|
Integrate sources for information (graphophonic, syntactic, semantic)
|
Synthesize and determine importance in texts
|
Use context and prior knowledge to figure out unknown words and unfamiliar concepts
|
Make connections and develop theories
|
|
| |
| Nonfiction Writing: procedures and reports |
|
|
|
|
Writing How-to Books
|
Writing All-About Books
|
|
Select a topic
|
Plan steps in the procedure in an organized and well thought out way
|
Check for clarity
|
Reread and revise when necessary
|
Incorporate features of How-To books
|
Learn revision from a variety of How-To books
|
Edit: use periods, parentheses, and colons
|
Structuring All About books: Table of Contents
|
Plan each chapter: choose papers and structures
|
Make labeled diagrams
|
Make texts that teach
|
Revise: fit in additional information
|
Edit: become resourceful word solvers
|
Celebrate nonfiction writing
|
|
| |
|
| |
| Readers listen to the song of a text |
|
|
|
|
Poetry
|
Fluency and phrasing that reflects the meaning of the text
|
|
Monitor for meaning
|
Read with fluency, phrasing that reflects the meaning of the text
|
Reread for a variety of purposes
|
Compare poems and poets
|
Apply a variety of print strategies
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
Talk about texts with partners
|
Get your mind ready to read poetry
|
Notice the features of poetry (line breaks, shape, rhymes, punctuation)
|
Reinforce the work from the previous units
|
|
| |
|
| |
|
|
|
Soak in the sights and sounds of poetry
|
Powerful thoughts in tiny packages
|
|
Language and sound
|
|
Bringing together language and meaning
|
|
Appreciate poetry as a genre
|
Choose topics of importance
|
Convey strong feelings by creating images
|
Produce lots of poems
|
Revise and edit
|
|
| |
| Readers Care About Characters |
|
|
|
|
Characteristics of characters
|
|
Monitor for meaning
|
Infer character traits and develop theories comparing/contrasting characters
|
Use text evidence to support ideas
|
Make connections (Text to Self and Text to Text)
|
Reinforce the work of the previous units
|
Identify main character and secondary characters
|
Identify the character's appearance
|
Identify the character's personality traits
|
Identify the character's relationships
|
Apply a variety of print strategies
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
Use meaning to read with fluency and phrasing
|
|
| |
|
| |
| Readers Think Across Books |
|
|
|
|
Whole Class Author Study: Eric Carle
|
Author Studies
|
|
Monitor for meaning
|
Use meaning to read with fluency
|
Make connections across books/characters
|
Synthesize text and determine importance in texts
|
Talk about books
|
Reinforce the work of the previous units
|
Notice the author's craft and how it helps you as a reader
|
Apply a variety of print strategies
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
|
| |
|
|
|
|
Using the story elements to write made up stories (setting, character, problem/solution)
|
Using story language
|
Use strategies learned from narrative writing to create realistic fiction stories
|
|
Revise and edit
|
Use dialogue and feelings to show not tell
|
Develop a character's internal and external traits
|
Use punctuation that matches the meaning of the story
|
Spell word wall words correctly
|
Write in complete sentences that are neat and readable
|
|
| |
|
| |
| Readers make plans for their reading |
|
|
|
|
Reflection
|
Planning
|
Reading strategies
|
|
Monitor for meaning
|
Reflect on growth and change
|
Reread texts for pleasure
|
Make plans for reading
|
Determine reading identities and tastes
|
Reinforce the work of the previous units
|
Apply a variety of print strategies
|
Integrate sources of information (graphophonic, syntactic, semantic)
|
|
| |
| Writers live a writerly life & make plans for writ |
|
|
|
|
Recalling kinds of writing
|
Finding purposes for writing
|
|
Independently choose the topics and genre in which to write
|
Make plans for summer writing
|
|
| |
|
|
 |
| |
Putnam Valley Central School District, 146 Peekskill Hollow Road, Putnam Valley,
NY 10579
Phone (845) 528-8143 Fax (845) 528-0274 |
|
|
