| A | B | C | D | E | F | G | H | I | |
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1 | Clarion Area English/Language Arts Curriculum Map | ||||||||
2 | Month | Enduring Understand (Statement sharing what longterm knowledge is expected.) | Essential Questions (Encourages inquiry and investigations) | Concepts | Skills | Assessments | Standards | Cross Curricular Standards | Chapter 339 Standards |
3 | Students will understand that... | Thought provoking questions that cause discussion and develop enduring understanding | Broad topics/general idea | Application of concepts using verbs. Students will be able to... | Specific description of performance tasks, formative assessments, summative assessments | Per content area with PA Standards as a priority (identified above your first entry) | What standards are supported outside of your content area? | Which of the 4 CEW standards are supported? | |
4 | August/September | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? Why learn new words? How does the readers' read influence how they should read it? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies Vocabulary, vocabulary acquisition and use | Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | 13.2.3.A-Career Acquisition 13.3.3.A -Career Retention and Advancement 13.3.B-Career Retention and Advancement *Done throughout the year. 13.3.C-Career Retention and Advancement *Done throughout the year. 13.3.E-Career Retention and Advancement *Done throughout the year. 13.3.F-Career Retention and Advancement *Done throughout the year. | |
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6 | October | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | How does a reader know a source can be trusted? What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? How does the readers' read influence how they should read it? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Write own name using a capital letter. Print upper case and lower case letters. Draw and label parts of speech. Draw a picture and write a complete sentence about the picture. Spell weekly words correcly. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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8 | November | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? How does the readers' read influence how they should read it? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | 13.1.3.A, 13.1.3.B-Career Awareness and Preparation 13.1.3.D-Career Awareness and Preparation | |
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10 | December | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? How does the readers' read influence how they should read it? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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12 | January | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? How does the readers' read influence how they should read it? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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14 | February | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? How does the readers' read influence how they should read it? Why learn new words? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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16 | March | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? How does the readers' read influence how they should read it? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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18 | April | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? How does the readers' read influence how they should read it? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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20 | May/June | Active listeners make meaning from what they hear by questionong, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective readers use appropriately strategies to construct meaning. An expanded vocabulary enhances ones ability to express ideas and information. Critical thinkers actively and skillfully intrepret, analyze, evaluate and synthesize information. Audience and purpose influence the writers choice of organizational pattern, language, and literacy techniques. Rules of grammar and convention of language support clarity of communications between writers/speakers and readers/listeners. Effective research requires multiple sources of information to gain or expand knowledge. | What do good listeners do? How do active listeners make meaning? How do active listeners know what to believe in what they hear? How do task, purpose and audience influence how speakers craft and deliver a message. How do speakers employ language and utilize resources to effectively communicate a message? How do strategic readers create meaning from informational and literary texts? What is this text really about? How do readers know what to believe? How does interaction with text provoke thinking and response? How does a readers' purpose influence how texts should be read? How does the readers' read influence how they should read it? Why learn new words? What strategies and resources do I use to figure out unknown vocabulary? Why do writers write? What is the purpose? What makes clear an effecive writing? Who is the audience? How do grammar and the conventions of language influence spoken and written communication? How does one present findings best? What does a reader look for and how can he/she find it? How does a reader know a source can be trusted? | Collaborative Discussion, critical listening, evaluation information Conventions of standard English, Purpose, audience, and task, context Book handling, print concepts, phonological awareness, phonics and word recognition, fluency, text structure, diverse media, evaluating arguments, analysis across text, main idea, text analysis (key details, character/setting), range of reading, point of view, sources of information, theme, literary elements, range of reading, strategies | Identifying capital letters and lower case letters Identify and produce rhyming words Read common sight words Identify and produce letter sounds, beginning sounds and ending sounds. Blend and seperate sounds orally into words. Independently read sentences. Understand a text read aloud. Listen to and demonstrate understanding through verbal responses Listens to others without interruption Listens and follows three step directions Participates in whole group discussions Communicate ideas verbally using complete sentences Follows words from top to bottom, left to right, and page by page Identifies basic features of print | Weekly skill checks *sight words *CVC words *sentences Practice pages Weekly spelling tests Observation | CC.1.5.K.A, CC.1.5.K.B, CC.1.5.K.C CC.1.5.K.G, CC.1.5.K.D, CC.1.5.K.E CC.1.1.K.A, CC.1.1.K.B, CC.1.1.K.C, CC.1.1.K.D , CC.1.1.K.E, CC.1.2.K.E, CC.1.2.K.G, CC.1.2.K.H, CC.1.2.K.I, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.L, CC.1.3.K.D, CC.1.3.K.G, CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C, CC.1.3.K.K, CC.1.3.K.I CC.1.3.K.F, CC.1.2.K.J, CC.1.2.K.K | ||
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