NYS Learning/Core Content Standards (What needs to be ... ELA Curriculum.pdf · Use computer...

NYS Learning/Core

Standards

Content

(What needs to be taught?)

Themes/Book Selections

(All) Assessments Used

(Daily/Weekly/Benchmarks)

Time Line

RS/Foundational Skills #1b RS/Foundational Skills #1a RS/Literature #6 RS/Informational Text #5 RS/Informational Text #6 RS/Foundational Skills #1c RS/Literature #7

RS/Literature #9a

RS/Literature #7

RS/Literature #10 RS/Informational Text #10 RS/Literature #11

Reading Relate speech to print Concepts about print – (front/back of the book, where to start reading, follow direction of print- left/right, top/bottom, title, - author, illustrator and role of each) Understand that words are separated by spaces in print Relate pictures to print Distinguish between print and pictures One-one match voice with print (tracking) Read/recognize own name Draw on prior experience for understanding Make connections between personal /cultural experiences and story being read Predict what might happen next in a story Sequence story pictures (3 or more) Read and explain own writings and drawings Engages in pre-reading activities Actively engage in group reading activities with purpose and understanding With prompting and support, make connections between self, text, and the world around them (text, media, social interaction) Writing/Grammar Attempts to grasp writing tools age appropriately Begins to print first name correctly Maintains with teacher assistance, a portfolio of informational writings and drawings Attempts to create a drawing, picture, sign, or other graphic to represent a word or concept Responds to an experience using pictures or words Use computer software to support development of early writing skills

Themes: Kindergarten/Back to School ABC’s Apples Colors & Shapes Heavy Focus on Names Caterpillars/Butterflies Books: Teacher’s choice --- use a variety of titles from classroom libraries that address/introduce themes and content to be taught. Examples: “Miss Bindergarten Gets Ready For Kindergarten” “The Kissing Hand” “Chicka ,Chicka, Boom! Boom!” “The Seasons of Arnold’s Apple Tree” “Harold and the Purple Crayon” “Chrysanthemum” “The Very Hungry Caterpillar”

Teacher Observation Anecdotal recording AIMS WEB Testing

Letter Naming Fluency

Concepts About Print

September

SL S 1 a,b,c

Phonics/Phonemic Awareness/Decoding Begin to understand that letters represent sounds Begin alphabet letter recognition Hear/Identify similar and/or beginning sounds Listening/Speaking Listens respectively and responsively in conversations with diverse partners Attends to a listening activity for a specific period of time Identifies letters, words, and sentences on a chart Responds appropriately to what is heard (environmental sounds, pattern clapping, etc.) Use computer software to support development of early reading skills Use age appropriate vocabulary Use correct pronunciation of words Shares what they know, want to know and have learned about a specific topic (KWL) Participate in brainstorming activities Speak in complete sentences Maintains eye contact Uses appropriate volume, tone, and expression when speaking Speak to establish, maintain, and enhance personal relationships

Grid – 9/23/10

NYS Learning/Core

Standards

Content

(What needs to be taught?)


(All) Assessments Used

(Daily/Weekly/Benchmarks)

Time Line

RS/Foundational Skills #3c R/S Literature #4 RS/Informational Text #4 RS/Informational Text #8

RS/Foundational Skills #1d

*Continue reviewing all content introduced Reading Relate speech to print Concepts about print – (front/back of the book, where to start reading, follow direction of print- left/right, top/bottom, title, author, illustrator) Relate pictures to print Distinguish between print and pictures One-one match voice with print (tracking) Read/recognize own name Draw on prior experience for understanding Make connections between personal experiences and story being read Predict what might happen next in a story Sequence story pictures (3 or more) Read and explain own writings and drawings Engages in pre-reading activities Introduce high frequency words – I, a, my, the, of, and Introduce robust vocabulary words Begin to use comprehension strategies: summarize, reread, make inferences, make predictions, identify characters, generate questions With prompting and support, Identify the reasons an author gives to support points in a text Writing/Grammar To distinguish capital and lower case letters To write upper case and lower letters correctly To use capital letters when appropriate To identify and read names To write names of people and pets To write first/last names correctly Copies whole words

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 1 - 4 Theme 1: All About Me Theme 2: Families Additional Themes: Fall/Seasons Leaves Apples Pumpkins Fire Safety Christopher Columbus Spiders Bats Halloween HB “Storytown” Selections: “From Head to Toe” “Something Special” “How Tortoise Grew a Tail” “You and Me” “Kelly in the Mirror” “Elmer” “Bear’s Busy Family” “What Will Mommy Do When I’m At School?” “Who Will Tuck Me In Tonight?” Books: Teacher’s choice - use a variety of titles from classroom libraries that address/introduce themes and content to be taught.

Teacher Observation Anecdotal recording Writing Journals

October

WS 8 RS/Foundational Skills #3a

RS/Foundational Skills #2b

To identify and write labels, signs and captions and to understand their purpose To explore concepts of left and right To write from left to right across a page To gather information to answer a question Phonics/Phonemic Awareness/Decoding Demonstrate basic knowledge of one-one letter sound correspondences by producing the primary sound or many of the frequent sounds for each consonant Consonant /m/m Consonant /s/s Consonant /r/r Consonant / t/t Consonant /n/n Consonant /p/p Begin to understand phonemic awareness strategies : words in a sentence, count /pronounce syllables, syllable blending, syllable segmentation and deletion in spoken words Listening/Speaking Introduce high frequency words – I, a, my, Introduce robust vocabulary words (lessons 1-4) Introduce character education (Kelso)program

Grid – 9/23/10

NYS Learning/Core Standards

Content (What needs to be taught?)


(All) Assessments Used (Daily/Weekly/Benchmarks)

Time Line

RS/Foundational Skills #2a RS/Literature #5 RS/Literature #1 RS/Informational Text #1 RS/Literature #3 RS/Informational Text #2

*Continue reviewing all content introduced Reading Recognize and produce rhyming words Identify beginning consonants in a single syllable or word Understand printed words convey information Interprets information represented in pictures, illustrations, simple charts, web, texts and performances Distinguishes between texts with stories and texts with information (non-fiction/fiction – real/pretend) Use picture cues to determine words Discriminates between sounds Identify and apply letter sounds Identify key details (who, what, when, where, how) in a text Identify characters, setting, main idea, problem in fiction and non- fiction texts Substitute words in rhyming patterns Use comprehension strategies: generate questions, answer questions, make predictions, use story structure , (beginning/middle/end and first/next/last), use graphic organizers Writing/Grammar Begins phonetic spelling To associate sentences with complete thoughts To use proper conventions in writing To use periods to mark the ends of sentences To write a complete sentence To retell important events

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 5 - 8 Theme 2: Families Theme 3: Friends At School Additional Themes: Harvest Scarecrows Veterans Day Pilgrims/Indians Thanksgiving HB “Storytown” Selections: “Bear’s Busy Family” “What Will Mommy Do When I’m At School?” “Bee-Bim Bop!” “Up, Up, Up! It’s Apple Picking Time” “New Shoes for Silvia” “The Little School Bus” “Jessica” “Tucker’s Four Carrot School Day” “I Love School” “Sparky and Eddie: First Day of School” “Chicken Chickens Go To School” Books: Teacher’s choice -- use a variety of titles from classroom libraries that

Teacher Observation Anecdotal recording Writing Journals Report Card Harcourt Brace Storytown Benchmark Assessment -- Early In The Year Test 1st Quarter Writing Task

Narrative/Dictation

November

RS/Foundational Skills #3b

RS/Foundational Skills #2c RS/Foundational Skills #2e

RS/Foundational Skills #3d

RS/Informational Text #7

To decide what events are of interest To write a full sentence on a news topic To explore words that describe feelings To associate voices with feelings To write about personal lives and thoughts To think playfully about objects To write about everyday objects To write sentences that tell about objects To write on a topic of interest Fry Words 1-12 Phonics/Phonemic Awareness/Decoding Rhyming Words – recognition and production Consonant /c/c Alliteration Short Vowel /a/a Consonant /d/d Onset/Rime Blending/Segmenting Word Building : Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words Distinguish between similarly spelled words by Identifying the sounds of the letters that differ Phonograms : -am -at Listening/Speaking Introduce high frequency words – the, to, like, a, to, in Introduce/review robust vocabulary words –(lessons 4-8) Responds appropriately to what is said and heard Identifies similarities and differences in information about people, places, and events Correctly responds to comprehension questions from a story Acquires information from non-fiction texts Listens/responds to imaginative and informational texts and performances in order to : match spoken words with pictures

address/introduce themes and content to be taught.

RS/Literature #9



and identify specific people, places, and events Takes turns speaking in a group Speaks to express opinions Shares ideas Compares characters, settings, events and versions of 2 or more stories Recites poems, nursery rhymes, songs, and finger plays Dramatizes differences and similarities in characters With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures)





Time Line

*Continue reviewing all content introduced Reading Identify characters, setting, main idea, problem Summarizing Writing/Grammar To choose exact words to tell about pictures, objects and people To observe closely To write captions for pictures Phonics/Phonemic Awareness/Decoding Onset/Rime Blending Word Building Phonograms : -ap -an Listening/Speaking Introduce high frequency word – he Introduce/review robust vocabulary words –(lessons 7-8)

Themes: Harcourt Brace Reading Series “Storytown “ Lesson: 9 Theme 3: Friends At School Additional Themes: Evergreen Trees Winter/Seasons Reindeer Gingerbread Boy Holidays Around The World HB “Storytown” Selections: “The Little School Bus” “Jessica” “I Love School” “Chicken Chickens Go To School” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.


December





Time Line

RS/Literature #2

*Continue reviewing all content introduced Reading Correctly sequences a story using pictures Follows lines of print – left to right, top to bottom Defines title, author, illustrator Distinguishes between real and imaginary Points to words in a text when read Applies strategies with assistance to monitor reading for meaning Draws conclusions from a story Discusses characters, setting, and events Reads with assistance; informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas Use comprehension strategies: rereading, generate questions, answer questions, make predictions, make inferences, use story structure ,retells stories beginning/middle/end and first/next/last), use graphic organizers Identify details (who, what, when, where, how) Writing/Grammar Use capitalization; beginning of sentences, names and I Introduce and become familiar with punctuation Forms letters and numeral correctly Creates categories and organizes information Write lists and labels Brainstorms writing ideas Adds details to an idea Makes a poster Identifies interesting words To write a poem

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 10 - 14 Theme 4: On The Farm Theme 5: Whatever The Weather Additional Themes: New Year /Resolutions Martin Luther King Jr. Snow / Snowmen Mittens Animals in Winter Penguins /Polar Animals HB “Storytown” Selections: “Down on the Farm” “Farms Feed the World” “Millie and the Mud Hole” “Mrs. Wishy –Washy’s Farm” “The Little Red Hen and the Ear of Wheat” “Johnny and the Three Goats” “What Will The Weather Be Like Today?” “When a Storm Comes Up” “The Crow and the Pitcher” “Winter Lullaby” “Bear Snores On” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.

Teacher Observation Anecdotal recording Writing Journals AIMS WEB


Letter Sound Fluency

Phonemic Segmentation

Nonsense Word Fluency

2nd Quarter Writing Task

Narrative/Indepen-dent Writing

January

WS 7 RS/Foundational Skills #2d

To identify questions To ask questions To write questions To formulate questions for an interview To interview another person To participate in shared research and writing projects (ex. opinions about favorite authors) Fry Words 13-25 Phonics/Phonemic Awareness/Decoding Recognizes that words consist of a combination of sounds Matches pictures with letter sounds Phoneme Isolation : Initial , Medial, and Final Sounds Phoneme Identity - Initial Short Vowel /i/i Consonant /g/g Consonant /f/f Word Building Phonograms -it, -ip Consonant /b/b Consonant /k/k Word blending Phonograms – in, -ig Listening/Speaking Follows directions involving a few steps Forms an opinion about what is heard Listens for difference in opinions and viewpoints in , for example circle time and group discussions Listens to recognize differences in 2 or more versions of a familiar story or song Listens for the tone of voice and content that signals friendly communication Listens to friendly notes, cards, letters, etc. Listens to establish, maintain, and enhance personal relationships (conversations) Explains personal criteria for choosing a book,

poem, or story Expresses feelings and observations about what is heard, read, or observed Uses appropriate visual aids to illustrate a word or concept when speaking to share information Shares reading and writing experiences Recognizes and produces rhyming words Introduce high frequency word – come, here, this, me, for, where, do, Introduce/review robust vocabulary words –(lessons 10-14)





Time Line

RS/Foundational Skills #4

WS 1 WS 2 WS 3

*Continue reviewing all content introduced Reading Draws conclusions from a story Rereading strategies to monitor comprehension Fluency: Read emergent –reader texts with purpose and understanding Writing/Grammar To distinguish exclamations from statements and questions To use exclamation marks To use proper punctuation in writing To identify action words To use verbs in writing To write a command for an action To order events To use the words first, next, and last To write directions using time-order words To respond to stories in writing To write a personal story To draw, dictate, and write an opinion piece To draw, dictate, and write an informative piece To draw, dictate, write about events in order, with a reaction Phonics/Phonemic Awareness/Decoding Phoneme Categorization: Initial Short Vowel /o/o Phoneme Identity : Final Phoneme Categorization: Final Phoneme Identity : Medial Consonant /l/l Consonant /h/h Consonant /w/w Consonant /ks/x Word Blending

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 15 - 18 Theme 5: Whatever The Weather Theme 6: Let’s Play Additional Themes: Groundhog’s Day 100th Day of School Healthy Heart Month Valentine’s Day President’s Day Dental Health Month HB “Storytown” Selections: “What Will The Weather Be Like Today?” “When a Storm Comes Up” “The Crow and the Pitcher” “Winter Lullaby” “Bear Snores On” “Hello, Sun!” “Chugga-Chugga-Choo-Choo” “Snowmen at Night” “The Gingerbread Man” “I’m a Jolly Farmer” “David’s Drawings” “Anna’s Secret Friend” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.


February

SLS 2 SLS 3

Word Building Phonograms – ot, op Listening/Speaking To hear stories read aloud and to respond to them in discussion Introduce high frequency word – you, look, one, see, what, two Introduce/review robust vocabulary words –(lessons 13- 18) To ask and answer questions about details in text or other media To ask and answer questions to get information





Time Line

*Continue reviewing all content introduced Reading Points to words when reading Matches written words to objects Verbally sequences a story from beginning to end Retells a story in sequential order Recognizes environmental print: common signs, logos, advertisements and labels Substitutes words in rhyming patterns Identifies reality vs. fantasy Identifies and describes setting of a story Identifies and describes main idea of a story Use comprehension strategies: rereading, generate questions, answer questions, use story structure ,summarizing Writing/Grammar Use ending punctuation in sentences Explains personal writings and drawings with details about likes and dislikes Maintains, with teacher assistance, a portfolio or writings and drawings in response to literature Uses phonetically spelled words to write about experiences To identify people based on descriptions To explore adjectives and other describing words To write a description of a person To identify the size, shape and color of an object To use size, shape ,and color to describe objects To write a description of an object To use describing words to talk about a place

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 19 - 23 Theme 7: In The Neighborhood Theme 8 : Jobs People Do Additional Themes: Dr. Seuss Spring/Seasons Weather St. Patrick’s Day Leprechauns HB “Storytown” Selections: “Swing High, Swing Low” “The Most Perfect Spot” “The Town Mouse and the Country Mouse” “What a Treasure!” “Pet Show” “The Snug Little House” “Everybody Works” Zara’s Hats” “Caps For Sale” “My Teacher Can Teach …Anyone!” “Bravo Maurice!” “Pig Pig Gets a Job” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.

Teacher Observation Anecdotal recording Writing Journals 3rd Quarter Writing Task

Opinion/Independent Writing

March

WS 5 WS 11

To use relational words such as next to and behind To write a description of a place To identify dialogue in stories To use dialogue in writing To talk about characters in a story To make up a story character To write about a story character To use suggestions from others to add details to support writing To create/present a poem, dramatization, art work, or response to an author, or theme Fry Words 26-37 Phonics/Phonemic Awareness/Decoding Phoneme Categorization: Medial Phoneme Isolation Phoneme Blending Word Building Phonograms – ox,- ix Short Vowel /e/e Phonograms – ed, -en Phoneme Segmentation Consonant /v/v Consonant /j/j Phonograms – et, -eg Listening/Speaking Listens to recognize differences in 2 or more versions of a familiar story or song Speaks for information and understanding Reports accurate information to peers and adults Describes familiar places, objects, people, characters , and actions of characters in a story Introduce high frequency word – up, down,we, want, out, who, are, they, she, good Introduce/review robust vocabulary words –(lessons 19- 23)





Time Line

*Continue reviewing all content introduced Reading Identifies and describes characters of a story Identifies and describes setting of a story Identifies and describes main idea of a story Identify details (who, what, when, where, how) Use comprehension strategies: make inferences, use graphic organizers, use story structure Writing/Grammar To identify sentence beginnings To vary the beginnings of sentences To discuss why people write letters To explore letter-writing conventions To identify the different parts of a letter To generate ideas for a letter To write a friendly letter Phonics/Phonemic Awareness/Decoding Phoneme Segmentation Phoneme Isolation, Identify Phoneme Deletion Consonant /y/y Consonant /z/z Short Vowel /u/u Word Building Phonograms – un, -ut Listening/Speaking Describes familiar places, objects, people, characters , and actions of characters Introduce high frequency word –and, there, give, little Introduce/review robust vocabulary words –(lessons 24- 26)

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 24 - 26 Theme 8 : Jobs People Do Theme 9: Animals all Around Additional Themes: Author Visit (PARP) Bunnies/Rabbits Rain Forests Zoo Animals Earth Day Eggs Easter HB “Storytown” Selections: “Everybody Works” Zara’s Hats” “Caps For Sale” “My Teacher Can Teach …Anyone!” “Whose House?” “Red-Eyed Tree Frog” How Many Spots Does a Leopard Have?” “Good Morning Little Polar Bear” “Clever Tortoise” “How Chipmunk Got His Stripes” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.


April





Time Line

WS 6

*Continue reviewing all content introduced Reading Reading a variety of material with limited text, repetitive language and simple illustrations for social interaction Reads aloud with expression and fluency Mastery of consonant sounds Recognizes sight words that were taught Identifies and describes main idea of a story Identify details (who, what, when, where, how) Identifies reality vs. fantasy Draws conclusions from a story Use comprehension strategies: rereading, generate questions, answer questions, make inferences Writing/Grammar To discuss what invitations are To use proper writing conventions when writing invitations To write an invitation To choose words appropriate for a given audience To discuss thank-you notes and their purpose To write a thank-you note To distinguish factual stories from fiction To look for story ideas in personal history To write about a personal experience To explore different purposes and voices in writing To match voice to writing To explore digital tools to publish writing Fry Words 38-50

Themes: Harcourt Brace Reading Series “Storytown “ Lessons: 27 - 30 Theme 9: Animals all Around Theme 10 : On The Go Additional Themes: Ponds Seeds/Planting/Gardens Birds Insects Mother’s Day HB “Storytown” Selections: “Whose House?” “Red-Eyed Tree Frog” “Good Morning Little Polar Bear” “Clever Tortoise” “How Chipmunk Got His Stripes” “I Wish I Were A Pilot” “The Kite Festival” “The Three Billy Goats Gruff” “A Mouse Told His Mother” “Igor, The Bird Who Couldn’t Sing” “The Three Little Pigs” Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.

Teacher Observation Anecdotal recording Writing Journals Harcourt Brace Storytown Benchmark Assessment -- End of the Year Test AIMS WEB


Letter Sound Fluency

Phonemic Segmentation

Nonsense Word Fluency

4th Quarter Writing Task

Friendly Letter/Independent Writing

Concepts About Print Text Level - Informal

May

Phonics/Phonemic Awareness/Decoding Phoneme Substitution Short Vowel /kw/q **Review all content skills taught until end of the year Listening/Speaking Describes familiar places, objects, people, characters , and actions of characters Introduce high frequency word –that, have Introduce/review robust vocabulary words –(lessons 25- 30)





Time Line

*Continue reviewing all content introduced Reading Reading a variety of material with limited text, repetitive language and simple illustrations for social interaction Reads aloud with expression and fluency Mastery of consonant sounds Recognizes sight words that were taught Identifies and describes main idea of a story Identify details (who, what, when, where, how) Identifies reality vs. fantasy Draws conclusions from a story Use comprehension strategies: rereading, generate questions, answer questions, make inferences ***Review *** Writing/Grammar Writes first and last name correctly Writes on a daily basis for information and social interaction Writes to respond to text Uses proper spacing between words Applies sight word knowledge to writing Writes to convey information/opinions Writes in complete sentences Attempts to writes words using letter/sound knowledge Writes meaningful stories ***Review ***

Themes: Summer/Seasons Space Dinosaurs Flag Day/Patriotism Father’s Day End of School Year Books: Teacher’s choice -- use a variety of titles from classroom libraries that address/introduce themes and content to be taught.


June

Phonics/Phonemic Awareness/Decoding Identifies all letters upper/lowercase and their corresponding sounds correctly Uses letter/sound knowledge to read/write words ***Review *** Listening/Speaking Avoids interrupting Stays on Topic Speaks Confidently and Audibly Contributes ideas and asks questions relevant to the topic Retells more than one piece of information in sequence; illustrations may be used ***Review ***

NYS Learning/Core Content Standards (What needs to be ... ELA Curriculum.pdf · Use computer...

Documents

Transcript of NYS Learning/Core Content Standards (What needs to be ... ELA Curriculum.pdf · Use computer...