tboe approved 8/26/2013 page 2 - trenton public … · 2015-09-24 · grade level cluster : 1- 2...

TBOE Approved 8/26/2013

UNIT: 4

Grade Level Cluster : 1- 2 District-Approved Text: Rigby, On Our Way To English

Stage 1- Desired Results Enduring Understandings:

• Effective readers use a variety of strategies to make sense of key ideas and details presented in the text.

Essential Questions:

• What do good readers do? • Do I understand the text? • Can I ask and answer questions about the text?

ESL Support:

• Story Map • Role play • Word Wall • Partner Work • Graphic Organizers • Pictures/Photographs • Choice Questions

Standards

Student Learning Objectives (SLO)

Content objective (CO) Language objective (LO)

Suggested Instructional Scaffold Skills

Suggested Assessments

Suggested Resources

CCSS RL.1.1, RI.1.1. CCSS RI.2.1 Ask and answer questions about key details in a text.

Grade 1-SLO 1, 2 Grade 2 – SLO 5

CO Answer questions such as who, what where, when, and how about key details in a text.

LO Answer informational and clarifying questions about key details in a text using

ELP 1 Answer “yes/no” or either/or questions about the text with single words or phrases. ELP 2 Answer “WH-” questions about the text using simple phrases and simple sentences with general language related to topic or content areas.

Formative Observations Questioning Discussions Summative State assessments District benchmark interim assessments

Rigby leveled readers Scholastic leveled readers

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/WordWall.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf


WIDA ELDS: 1- 5 Speaking Reading Writing Listening

a story map.

ELP 3 Answer questions in simple sentences with general and some key content based vocabulary. ELP 4 Answer questions in complete sentences using specific and some content based vocabulary. Use a variety of sentence lengths. ELP 5 Answer questions using complex sentences with specific and content based vocabulary. Use a variety of sentence lengths with embedded clauses.

End-of-unit Chapter tests

Stage 2 - Assessment Evidence

Suggested Performance Tasks: • I can identify key details in a text • I can ask answer who, what, when, where, why, how questions • I can ask and answer questions before, during and after

reading a text.

Other Evidence:

• Teacher observations • Self assessment • Comprehension questions worksheet


UNIT: 4



• Effective readers use a variety of strategies to make sense of key ideas and details presented in text.


• What do good readers do? • Do I understand the story enough to retell it? • What is the main idea?

ESL Support:

• Story Map • Role play • Charts • Word Wall • Sentence frames • Transition words • Time line • Visuals

Standards





Suggested Resources

CCSS RL.1.2, RI.1.2 CCSS RI.2.2, RI. 2.6 Retell stories, including key details, and

Grade 1- SLO 3, 4 Grade 2 – SLO 6 CO Retell stories, including key details learned from text into logical order. LO Retell stories, identify main idea, including key details learned from text in order using pictures, graphic organizer

ELP 1 Retell stories by answering choice questions using single words. ELP 2 Retell stories using phrases and illustrations. ELP 3 Retell stories using simple sentences and some content-based

Formative Observations Think pair share Exit slips Summative End of chapter tests







demonstrate understanding of their central message or lesson in literature and informational texts. WIDA ELDS: 1- 5 Speaking Reading Writing Listening

and Timeline.

vocabulary. ELP 4 Retell expanded sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary. ELP 5 Retell stories using complete sentences with grade-level-appropriate grammatical structures and content-based vocabulary.

Unit Tests


Suggested Performance Tasks: • I can retell the story using key details. • I can define the central message of the story.

Other Evidence: • Practice Presentations • Teacher Observations • Self Assessments


UNIT: 4



• Effective readers use a variety of strategies to make sense of key ideas and details presented in text.


• What do good readers do? • Am I clear about what I just read? • How do I know?

ESL Support:

• Story Map • Role play • Songs • Charts • Word Wall • Partner Work • Pictures/Photographs • Choice Questions • Realia • Games • Sentence frames • Cloze activities • Transition words • Time line

Standards





Suggested Resources

CCSS RL.1.3 , RI. 1.3 CCSS RI 2.3

Grade 1 – SLO 5, 6 Grade 2- SLO 7

ELP1 describe events in a story with single words in appropriately leveled or adapted text.

Formative Questioning

Rigby leveled readers





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf

http://www.corestandards.org/ELA-Literacy/RL/1/3/


Describe characters, individuals, settings, and major events in a story or informational text, using key details. WIDA ELDS: 1- 5 Speaking Reading Writing Listening

CO Describe how characters or individuals in a story respond to major events and challenges. LO Describe actions of characters using a story map, timeline and/or a character web.

ELP2 describe events in a story with phrases in appropriately leveled or adapted text.

ELP3 describe events in a story using simple sentences in appropriately leveled or adapted text.

ELP4 describe events with clear details using complete sentences in appropriately leveled text.

ELP5 describe events with clear details using complex sentences in appropriately leveled text.

Graphic organizers Summative Unit Test Chapter test

Scholastic leveled readers


Suggested Performance Tasks: • I can define characters in a story • I can define settings and major events in a story. • I can use key details to describe characters, settings and key

details.

Other Evidence: • Individual whiteboards • Quizzes • Exit slips


UNIT: 4



• Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding.


• What is the difference between a story and an informational text?

ESL Support:

• Graphic organizers • Timeline • Visuals • Venn diagrams • Cloze activities • Sentence frames

Standards





Suggested Resources

CCSS RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. WIDA ELDS: 1- 5

Grade 1- SLO 2 CO Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. LO Orally compare and contrast fiction and informational texts using a Graphic Organizers

ELP 1 compare and contrast fiction and informational texts in a variety of leveled text. ELP 2 compare and contrast fiction and informational texts in a variety of leveled text. ELP 3 compare and contrast fiction and informational texts in a variety of leveled texts using simple sentences and key, content-based vocabulary.

Formative Graphic organizers Response logs Summative Unit test Chapter test


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/GraphicOrganizers.pdf



Speaking Reading Writing Listening

ELP 4 compare and contrast fiction and informational texts in a variety of leveled texts using expanded and some complex sentences. ELP 5compare and contrast fiction and informational texts in a variety of grade level texts using complex sentences.


Suggested Performance Tasks: • I can read or listen to books that tell stories and give

information. • I can tell the difference between the genres.

Other Evidence:

• Concept Map • Verbal and Visual Word Association


UNIT: 4





• What is the difference between a story and an informational text? • What is the beginning, middle and end of a story?

ESL Support:

• Graphic organizers • Timeline • Visuals • Venn diagrams • Cloze activities • Sentence frames

Standards





Suggested Resources

CCSS RI. 1.5 CCSS RI. 2.5, RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,

Grade 1 – SLO 11 Grade 2 – SLO 2, 8 CO Identify and use various text features (e.g., captions), to locate key facts or information and to determine the meaning of words and phrases (RI) Describe how the beginning of a story introduces the story and the ending concludes the action.(RL)

ELP 1 Use single words to identify text features found in an appropriately leveled text. ELP 2 Use key vocabulary in phrases and short sentences to identify text features found in a leveled text. ELP 3 Use key vocabulary in multiple, simple sentences to identify and explain the purpose of

Formative T- chart Posters Summative Quizzes Tests Projects



electronic menus, icons) to locate key facts or information in a text efficiently. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. WIDA ELDS: 1- 5 Speaking Reading Writing Listening

LO Answer comprehension questions by applying information gained from text features and the text using pictures and graphs.(RI) Describe the beginning and ending of a story using a timeline.(RL)

text features found in a leveled text. ELP 4 Use key vocabulary in expanded and some complex sentences to identify and explain the purpose of text features found in a leveled text. ELP 5 Use precise vocabulary in multiple, complex sentences to identify and explain the purpose of text features.


Suggested Performance Tasks: • I can identify and give examples of text features. • I can explain how they help locate key facts and information. • I can locate key facts and information by using text features.

Other Evidence:

• Student made posters • Four corners


UNIT: 4





• What makes a story a “great” story?

ESL Support:

• Word wall of rhyming words • Feeling words • Emotions vocabulary • Role play • Dramatizations • Model Poem • Word Families

Standards





Suggested Resources

CCSS RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or

Grade 2- SLO 1 CO Identify examples of rhymes and describe how they supply rhythm and meaning in a story, poem, or song. LO Identify poetic features (stanzas, lines, verses and rhymes) using a model poem.

ELP 1 Use single words to identify feelings or senses in an appropriately leveled poem or story ELP 2 Use phrases to identify feelings or senses in an appropriately leveled poem or story ELP 3 Use simple sentences to identify feelings or senses in an appropriately leveled poem or story

Formative Sense-o-gram (Graphic Organizer) Word Detective Summative Unit test Chapter test



song. WIDA ELDS: 1- 5 Speaking Reading Writing Listening

ELP 4 Use expanded sentences to identify feelings or senses in an appropriately leveled poem or story ELP 5Use complete sentences to identify feelings or senses in a grade level poem or story.


Suggested Performance Tasks: • I can identify the five senses. • I can identify sensory words and phrases. • I can identify alliterations and rhymes in a story or a poem.

Other Evidence:

• Visual representation • Discussion


UNIT: 4





• What makes a story interesting?

ESL Support:

• Dramatization • Role play • Highlighted text • Visuals

Standards





Suggested Resources

CCSS RL 1.6 Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding WIDA ELDS: 1- 5 Speaking Reading

Grade 1- SLO 8 CO Identify who is telling the story at different points in a text. LO Identify who is telling the story at different points in a text by marking the text.

ELP 1 Use pictures and high-frequency, key single words to identify who is telling the story in a leveled text. ELP 2 Use key vocabulary in phrases and short sentences to identify who is telling the story in a leveled text. ELP 3 Use key vocabulary in a series of simple, related sentences to identify who is telling the story in a leveled text

Formative Inside outside circle Individual whiteboards Summative Chapter test

Unit test



Writing Listening

ELP 4 Use key vocabulary in expanded sentences with emerging complexity to identify who is telling the story in a leveled text. ELP 5 Use precise vocabulary in multiple, complex sentences to identify who is telling the story at different points in a grade-level text.


Suggested Performance Tasks: • I can define the characters in a story. • I can define point of view of the character. • I can show different points of view of a character when I read a

story.

Other Evidence:

• Learning/Response logs • Discussion


UNIT: 4



• Analyzing text for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding.


• What information do I get from pictures and words in an informational text?

ESL Support:

• Visuals • Pictures • Photographs • Word bank • Realia

Standards





Suggested Resources

CCSS RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. WIDA ELDS: 1- 5

Grade 1-SLO 12 CO Distinguish the difference between information acquired through Illustrations/diagrams/drawings and information acquired from words in informational texts. LO Orally explain the difference between visual and written information acquired in informational texts, by using a Venn Diagram.

ELP 1 Explain the differences between visual and written information in informational texts using visuals and key, high-frequency vocabulary ELP 2 Explain the differences between visual and written information in informational texts using visuals and key vocabulary in phrases and short sentences. ELP 3 Explain the differences between visual and written

Formative Verbal and visual Word association Constructive Quizzes Summative Chapter end test Unit End test


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf


Speaking Reading Writing Listening

information in informational texts using key vocabulary in multiple, simple sentences ELP 4 Orally explain the differences between visual and written information in informational texts using key vocabulary in expanded and some complex sentences. ELP 5 Orally explain the differences between visual and written information in informational texts using precise vocabulary in multiple, complex sentences.


Suggested Performance Tasks: • I can locate pictures and illustrations in a text. • I can identify a purpose for reading. • I can identify an author’s main purpose for writing it.

Other Evidence:

• Learning/Response logs • Discussion


UNIT: 4



• To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning and claims in diverse formats.


• How do diagrams, illustrations and images help me understand the details in a text?

ESL Support:

• Picture dictionaries • Diagrams • Illustrations • Photos

Standards





Suggested Resources

CCSS RI. 2.7, RL.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. WIDA ELDS: 1- 5 Speaking Reading

Grade 2-SLO 3, 9 CO Explain how a specific image (e.g., graphic, diagram) adds to text comprehension and clarifies information. LO Describe and explain how an image contributes to the understanding of

ELP 1Use single words that match a description of the image using general, content-related vocabulary. ELP 2 Describe and explain how the images contribute to the text short sentences in formulaic sentence patterns and general, content-based vocabulary. ELP 3 Describe and explain how an image contributes to the text producing simple sentences using

Formative Graphic Organizers Concept Map Summative Chapter end test Unit end test



Writing Listening

repetitive structures and key, content-based vocabulary. ELP 4 Describe and explain how an image contributes to the text producing expanded and some complex sentences with an emerging complexity of grammatical structures and content-based vocabulary. ELP 5 Describe and explain how an image contributes to the text in clear and coherent, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


Suggested Performance Tasks: • I can describe an illustration and identify details in a text. • I can explain how pictures add meaning to the text. • I can use the images to help me understand what I am

reading.

Other Evidence:

• KWL Chart • KWLS Chart • T chart


UNIT: 4



• To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning and claims in diverse formats


• Why does an author provide supporting details in an informational text? • How does it help me understand the text?

ESL Support:

• Picture dictionaries • Visuals • Photos • Diagrams, • Graphic organizer

Standards





Suggested Resources

CCSS RI 2.8 Describe how reasons support specific points the author makes in a text. WIDA ELDS: 1- 5 Speaking Reading

Grade 2-SLO 10 CO Describe how reasons support specific points the author makes in a text. LO Describe the reasons the author gives to support his point of view using a graphic organizer.

ELP 1 Identify using single words specific examples of the main idea and details from a leveled informational text. ELP 2 Identify using phrases specific examples of the main idea and details from a leveled informational text. ELP 3 Identify specific examples of the main idea and details from a

Formative Presentations Individual whiteboards Summative Chapter test Unit test



Writing Listening

leveled informational text using simple sentences. ELP 4 Identify specific examples of the main idea and details from a leveled informational text using expanded and some complex sentences. ELP 5 Identify specific examples of the main idea and details from a grade level informational text using complex sentences.


Suggested Performance Tasks: • I can identify an author’s purpose of writing a text. • I can identify specific points made in a text. • I can describe reasons the author uses to support each point.

Other Evidence: • Four corners • Thumbs up side down • Fist to five check


UNIT: 4



• To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning and claims in diverse formats


• How can I match similarities and identify differences between two texts on the same topic?

ESL Support:

• Picture dictionaries • Venn diagrams • Images

Visuals • Photos • Graphic organizers • Illustrations

Standards





Suggested Resources

CCSS RI.1.9, RL 1.9 CCSS RI.2.9, RL 2.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in

Grade 1-SLO 9,10 Grade 2 – SLO 4, 11 CO Compare and contrast two texts on the same topic. LO Compare and contrast illustrations and photos in a text using foldables, Venn diagrams, Graphic Organizers, Word Wall and pictures.

ELP 1Use illustrations and single words to match two versions of the same story. ELP 2Use illustrations and sentence frames to match two versions of the same story. ELP 3 Compare and contrast two versions of the same story using key, content-based vocabulary

Formative Venn Diagram T chart Summative Chapter test Unit test






illustrations, characters, descriptions, or procedures). WIDA ELDS: 1- 5 Speaking Reading Writing Listening

in simple, related sentences with repetitive, grammatical structures. ELP 4 Compare and contrast two versions of the same story using key, content-based vocabulary in expanding and some complex sentences with varying grammatical structures. ELP 5 Compare and contrast two versions of the same story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.


Suggested Performance Tasks:

• I can identify characters. • I can see how characters are the same and different in two

or more versions of the story. • I can compare two texts to see how they are alike. • I can compare two texts to see how they are different. • I can identify most important points in two texts on the same

topics.

Other Evidence:

• Observations • Questioning • Inside Outside circle • Individual white boards • Response journals


UNIT: 4



• Effective readers use a variety of strategies to make sense of the ideas and details presented in the text.


• What strategies do good readers use?

ESL Support:

• Picture dictionaries • Visuals • Images • Sentence frames • Word banks • Graphic organizers

Standards





Suggested Resources

CCSS RL 1.10, RI. 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. WIDA ELDS: 1- 5 Speaking

Grade 1- SLO 13 CO With prompting and support, read prose, poetry and informational text of appropriate grade-level complexity. LO Read prose, poetry and informational text of appropriate grade-level complexity, using Teacher Support.

ELP 1 Read and comprehend a variety of literature using leveled texts and recognize sight words. ELP 2 Read leveled prose, poetry and informational text using phrases and short sentences from leveled text. ELP 3 Read leveled prose, poetry and informational text in simple sentences.

Formative Graphic Organizers Visual representations Response Logs Summative Chapter test Unit test


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf


Reading Writing Listening

ELP 4 Read leveled and some grade-level prose, poetry and informational text. ELP 5 Read grade level prose, poetry and informational text.



• I can read sight words. • I can read short books and poems. • I can use some reading strategies. • I know when a book is too easy or hard for me.

Other Evidence:

• Observations • Questioning • Concept maps


UNIT: 4



• Word analysis and decoding skills are foundational for success as a reader.


• How do sounds and letters create words? • What can I do if a word doesn’t make sense? • What do good readers do? • What do good writers do?

ESL Support:

• Vocabulary games • Manipulatives • Word family charts • Magnetic letters • White boards • Word Wall

Standards





Suggested Resources

CCSS RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.3a Know the spelling-sound

Grade 1-SLO 14, 15, 16, 17, 18, 19 CO Decode words with common consonant digraphs (e.g., fish, lunch) LO Decode words with consonant digraphs (e.g., fish, lunch) by using manipulatives.

CO Count the syllables in printed multisyllabic words.

ELP 1Identify basic letter sounds, some sight words and vowel sounds. ELP 2 Identify sight words, basic letter and vowel sounds and consonant diagraphs. ELP 3Decode one syllable words and identify sight

Formative Spelling tests Individual whiteboards Summative DRA


http://www.corestandards.org/ELA-Literacy/RF/1/3/a/


correspondences for common consonant digraphs. RF.1.3b Decode regularly spelled one-syllable words. RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3f Read words with inflectional endings. RF.1.3 g Recognize and read grade-appropriate irregularly spelled

LO Count syllables in printed multisyllabic words by clapping, snapping. CO Identify and read grade-level high-frequency /irregular words in and out of context. LO Identify and read high-frequency/irregular words in and out of context by identifying and reading them in and out of context using a word wall.

words, high frequency words. ELP 4 Identify long vowels from the final –e and vowel teams. ELP 5 Identify two syllable patterns and inflectional endings.

IRLA


words. WIDA ELDS: 1- 5 Reading Writing Listening


Suggested Performance Tasks: • I know letter sounds and common diagraphs. • I can decode one syllable words. • I know long and short vowels. • I can identify and decode two syllable words. • I know some inflectional endings.

Other Evidence:

• Spelling bee • Guided reading • Individual reading • Spelling tests


UNIT: 4



• Word analysis and decoding skills are foundational for success as a reader.


• How do sounds and letters create words? • When a word doesn’t make sense what can I do?

ESL Support:

• Word games • Phonics books • Manipulatives • Magnetic letters • Phonics workbooks

Standards





Suggested Resources

CCSS RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 2.3b Know spelling-sound correspondences for additional common vowel teams.

Grade 2-SLO 12, 13, 14, 15 CO• Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for vowel diphthongs (e.g. au, ou/ow, oi/oy). • Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for (e.g. ar, er, ir, or, ur) • Apply vowel pattern pronunciation generalizations to read words with these vowel diphthongs and r-controlled vowels.

ELP 1 Identify letters, vowels, some sight words. ELP 2Identify words with two syllables and long vowels. ELP 3Identify words with two syllables, long vowels and prefixes. ELP 4Identify words with long vowels, two syllables, prefixes and suffixes.

Formative Spelling tests Individual whiteboards Magnetic letters Summative DRA IRLA Word Analysis



RF 2.3d Decode words with common prefixes and suffixes. RF 2.3e Identify words with inconsistent but common spelling-sound correspondences. RF 2.3f Recognize and read grade-appropriate irregularly spelled words. WIDA ELDS: 1- 5 Reading Writing Listening

LO Apply vowel pattern rules, when reading, using pictures and vowel chart. CO Decode regularly spelled two-syllable words with long vowels. LO Decode two syllable words with long vowel sounds using a vowel chart, pictures and other manipulatives. CO Decode words with common prefixes (e.g., un-, dis-, re-, pre-, mis) and common suffixes (e.g., -ful, -less, er) LO Decode words with prefixes and suffixes using Word Walls and charts. CO Identify common irregularly spelled words (e.g., bread, love, would, could, their, there, none, both). LO Identify irregularly spelled words using pictures, Word Walls and Vocabulary Flash Cards.

ELP 5Identify long vowels, two syllable words, prefixes, suffixes and irregularly spelled words.


Suggested Performance Tasks: • I can identify letters and sounds. • I know long and short vowel patterns. • I know vowel teams. • I can identify two syllable words, and prefixes and suffixes.

Other Evidence:

• Spelling bee • Partner work • Hand signals



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/VocabularyFlashCards.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/VocabularyFlashCards.pdf


UNIT: 4



• Fluent readers accurately process text with expression at an appropriate rate. Essential Questions:

• What do good readers do? • Why does fluency matter?

ESL Support:

• Leveled reading books • Picture support • Sight word vocabulary

Standards





Suggested Resources

CCSS RF 1.4 CCSS RF 2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally

Grade 1-SLO 20, 21 Grade 2 – SLO 16, 17, 18 CO Use reading strategies to establish a purpose for reading and to answer comprehension questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection). LO Make predictions using illustrations, headings and prior knowledge.

ELP 1 Read single words with accuracy, fluency and comprehension. ELP 2 Read phrases and short sentences with accuracy, fluency and comprehension. ELP 3 Read appropriately leveled texts with accuracy, fluency and comprehension. ELP 4 Read near grade level texts with accuracy, fluency and comprehension.

Formative Leveled reading DRA Summative Unit tests Guided reading level



with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. WIDA ELDS: 1- 5 Reading Writing

CO Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. LO Read with accuracy, fluency and comprehension by using pictures and word patterns.

ELP 5 Read grade level texts with accuracy, fluency and comprehension.



• I know that reading fluently means that reading is smooth, easy and automatic.

• I know when a word does not make sense. • I can re read with corrections.

Other Evidence:

• Guided reading • Individual reading • Shared reading


UNIT: 4



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the readers.


• What do good writers do? • What’s my purpose and how do I develop it?

ESL Support:

• Word/Picture Wall • Teacher Support • Graphic Organizers • Shared Writing • Gesture • Sentence Frame

Standards





Suggested Resources

CCSS W.1.1 L.1.2 d,e Writing opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,

Grade 1 – SLO 22

CO Apply the writing process to write an opinion piece in which the topic or book they are writing about is introduced and which includes a statement of their opinion, a reason for their opinion, and closing statement.

LO Express an opinion in writing using a Graphic Organizers.

ELP 1 Express an opinion with supporting reasons either by drawing a picture about a topic and write one-word labels that express opinion. ELP 2 Express an opinion with supporting reasons either by using key vocabulary in phrases and short sentences.

Formative • Conferencing • Check for

Understanding • Graphic Organizer/ • Template • Response Journals Summative • State Assessments



and provide some sense of closure. WIDA ELDS: 1- 5 Reading Writing

ELP 3 Express an opinion with supporting reasons using key vocabulary in multiple, simple sentences. ELP 4 Express an opinion with supporting reasons using key vocabulary in expanded and some complex sentences. ELP 5 Express an opinion with supporting reasons using precise vocabulary in multiple, complex sentences.

• Benchmarks • End-of- the Unit

tests. • ACCESS Test


Suggested Performance Tasks: • I can identify my opinion on a topic or book. • I can support my opinion with reasons. • I can link my opinions and reasons with connecting words. • I can write an opinion piece with an introduction, supporting

reasons, and a conclusion.

Other Evidence: • Teacher observation • Self-assessment /peer assessment • Rubrics • Classwork


UNIT: 4



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.


• What do good writers do? • What’s my purpose and how do I develop it?

ESL Support:

• Teacher Support • Visuals • Graphic organizer • Word/picture wall • Template • Pictures and Photographs

Standards





Suggested Resources

CCSS W.2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or

Grade 2-SLO 19 CO Apply the writing process to develop an informative/explanatory composition that introduces the topic, provides researched facts and definitions to develop specific points, and includes a closing sentence. LO Write an informative/explanatory composition applying the steps of the writing process using a graphic organizer

ELP 1 Write an informative or explanatory text using single, illustrated words in phrase patterns and that represents key ideas. ELP 2 Write an Informative or explanatory text using selected vocabulary in key phrases and short sentences. ELP 3 Write an Informative or explanatory text using key


Understanding • Graphic Organizer • Response Journals Summative • State Assessments • Benchmarks



section. WIDA ELDS: 1- 5 Reading Writing

or template.

vocabulary in a series of simple, related sentences. ELP 4 Write an informative or explanatory text using key vocabulary in expanded sentences with emerging complexity. ELP 5 Write an Informative or explanatory text producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

• End-of- the Unit tests.

• ACCESS


Suggested Performance Tasks: • I can select a topic and identify information to share. • I can use facts and definitions to share points and ideas about

my topic. • I can present my information by writing an informative paper

with a topic, facts, and ending sentence.

Other Evidence:

• Group Work • Partner Work


UNIT: 4



• Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology.

• Essential Questions:

• Writing clearly: What makes a difference? • Final product: What does it take?

ESL Support:

• Teacher support • Visuals • Graphic organizer • Peer support • Word wall • Partner Work • Illustrations/Diagrams • Drawings • Pictures/Photographs • Digital Tools

Standards





Suggested Resources

CCSS W.1.5, W.1.6, L.1.2.b CCSS W.2.5, W.2.6, L.2.1.f, L.2.2.e

Grade 1 – SLO 23, 24 Grade 2 – SLO 20, 21 CO With guidance, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing.

ELP 1 Exchange ideas about a topic by responding to wh – questions in and add one-word or picture details to writing. ELP 2 Exchange ideas about a topic by responding in short


Understanding • Graphic Organizer • Response Journals



With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. WIDA ELDS: 1- 5 Reading Writing

LO Exchange ideas about a topic adding details by using digital tools, visuals, graphic organizers and suggestions from peers.

phrases to add one or two word details to writing incorporating general vocabulary. ELP 3 Exchange ideas by speaking in simple sentences in order to add simple sentence length details about a topic incorporating general and content-based vocabulary. ELP 4 Exchange ideas by speaking in complete sentences in order to add sentence length and details about a topic incorporating content based vocabulary. ELP 5 Exchange ideas by speaking in complex sentences in order to add complex sentence length details about a topic incorporating content- based vocabulary.

Summative • State Assessments • Benchmarks • End-of- the Unit

tests. • Portfolio


Suggested Performance Tasks: • I can write about a topic. • I can answer question about my writing • I can add details that will help the reader understand my topic. • I can recognize that a good piece requires more than one

draft. • I can revise my writing by listening to ideas from my teachers

and peers. • I can edit my writing by checking for errors in capitalization,

punctuation, and spelling. • I can prepare a new draft with changes that strengthens my

writing.

Other Evidence:

• Rubric • Teacher Observation • Classwork


UNIT: 4



• Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.


• What do good researchers do? • “Cut and Paste: What’s the problem?

ESL Support:

• Graphic organizer • Adapted Text • Pictures/Photographs • Partner work • Sentence Frames • Choice questions • Template • Shared Writing • Word/Picture Wall • Illustrations/diagrams/drawings • Digital tools

Standards





Suggested Resources

CCSS W.1.8 CCSS W.2.8 With guidance and support from adults, recall

Grade 1 – SLO 25 Grade 2 – SLO 22 CO Compose a response to a question based on recalled experiences or information gathered from provided

ELP 1 Draw pictures or write using single words. ELP 2 Draw pictures and write using phrases or sentence frames.


Understanding • Graphic Organizer



information from experiences or gather information from provided sources to answer a question. WIDA ELDS: 1- 5 Reading Writing

sources. LO Compose a response based on recalled information from experiences or gathered information using Shared Writing and notes.

ELP 3 Produce a writing sample using sentence frames and repetitive sentences. ELP 4 Produce a writing sample with sentences of varying length. ELP 5 Write using complex sentences and grade level vocabulary.

• Response Journals Summative • State Assessments • Benchmarks • End-of- the Unit

tests.


Suggested Performance Tasks: • I can answer questions using information gathered or recalled. • I can write about a personal experience. • I can research to find out answers to questions.

Other Evidence: • Teacher observations • Self-assessment • Peer assessment


UNIT: 4



• Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.


• What makes up a good presentation of ideas? • Does it really matter how I say something?

ESL Support:

• Story Map • Word and picture wall • Small group • Sentence Frames • Gestures • Illustrations • Story Element Worksheet

Standards





Suggested Resources

CCSS SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Grade 1 – SLO 26 CO Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. LO Orally describe people, places, things, and events with details, using a Story Elements Worksheet.

ELP 1 Orally describe story elements using a leveled text, use pictures, gestures and selected vocabulary in key phrases. ELP 2 Orally describe story elements using a leveled text, use pictures and selected vocabulary in key phrases and short sentences.


Understanding • Graphic Organizer • Response Journals Summative



WIDA ELDS: 1- 5 Speaking Listening

ELP3 Orally describe story elements in a leveled text using key vocabulary in a series of simple sentences. ELP 4 Orally describe story elements in a leveled text using key vocabulary in expanded and some complex sentences. ELP 5 Orally describe story elements in a grade-level text using precise vocabulary in multiple, complex sentences.

• State Assessments • Benchmarks • End-of- the Unit

tests.


Suggested Performance Tasks: • I can use details to describe people, places, things, and

events. • I can express ideas and feelings clearly.

Other Evidence:

• Class Participation • Flash Cards • Teacher Observation • Partner Work


UNIT: 4



• Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.


• What makes up a good presentation of ideas? • Does it really matter how I say something?

ESL Support:

• Word/Picture Wall • Drawings • Visuals • Model • Partner • Illustrations

Standards





Suggested Resources

CCSS SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Grade 1 – SLO 27 CO Add drawings, models, or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. LO Orally describe ideas and feelings using drawings and visuals.

ELP 1Orally describe ideas and feelings and using drawings, pictures, gestures and selected single words. ELP 2 Orally describe ideas and feelings and use drawings, pictures and selected vocabulary in key phrases and short sentences.


Understanding • Word Web

Summative • State Assessments



WIDA ELDS: 1- 5 Speaking Listening

ELP 3 Orally describe ideas and feelings using key vocabulary in a series of simple, related sentences. ELP 4 Orally describe ideas and feelings using key vocabulary in expanded and some complex sentences. ELP 5 Orally describe ideas and feelings using precise vocabulary in multiple, complex sentences.

• Benchmarks • End-of- the Unit

tests. • Response Journals • ACCESS


Suggested Performance Tasks: • I can identify places in my work where ideas, thoughts, or

feelings are not clear. • I can add drawings or visual displays to clarify my ideas,

thoughts, or feelings.

Other Evidence: • Group Participation • Classwork • Homework


UNIT: 4


Stage 1- Desired Results Enduring Understandings: • Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.


• What makes collaboration meaningful? • Making meaning from a variety of sources: What will help?

ESL Support:

• Graphic organizer • Cue Cards • Manipulatives • Word Wall • Pictures/Photographs • Choice questions • Partner work • Sentence Frame • Templates • Visuals

Standards





Suggested Resources

CCSS SL.2.1, SL.2.3, SL.2.6 Participate in collaborative conversations with diverse partners about Grade 2

Grade 2 –SLO 23, 24, 25 CO Respond, one at a time, to topics of discussion regarding a read text, build on input provided by peers, and ask for additional information from peers as needed.

ELP1 Ask and answer questions with single words and memorized routines, using specific, culturally appropriate verbal and nonverbal cues. ELP 2 Ask and answer questions and use selected vocabulary in


Understanding • Response Journals

Summative



topics and texts with peers and adults in small or large groups. a. Follow agreed upon rules discussions (ex. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. WIDA ELDS: 1- 5 Speaking Listening

LO Ask and answer questions in small and large group discussions using Word Wall.

short phrases, using specific, culturally appropriate verbal and nonverbal cues. ELP 3 Ask and answer questions using key vocabulary in simple, related sentences, using culturally appropriate verbal and nonverbal cues. ELP 4 Ask and answer questions using key vocabulary in expanded and some complex sentences, using culturally appropriate verbal and nonverbal cues. ELP 5 Ask and answer questions using precise vocabulary in multiple, complex sentences, using culturally appropriate verbal and nonverbal cues.


tests.


Suggested Performance Tasks: • I can identify and follow the agreed upon rules for discussion.

Other Evidence:

• Small group discussion


• I can listen to the comments of others and share my own ideas.

• I can ask questions when I do not understand.

• Think Pair Share


UNIT: 4



• Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language.


• Why do rules of language matter? • Communicating clearly: What does it take?

ESL Support:

• Graphic organizer • Pictures/Photographs • Small Groups • Sample sentences • Model • Word and picture wall • Sentence frames • Cartoons • Feelings Chart • Alphabet Chart

Standards





Suggested Resources

CCSS L.1.1b, c, e, f, j Demonstrate command of the conventions of standard English grammar and usage when

Grade 1 – SLO 28, 29, 30 , 31, 32 CO b, c Use common, proper, and possessive nouns, also use singular and plural nouns with matching verbs in basic sentences appropriately when writing or speaking.

ELP 1 Use the correct noun and verb when writing or speaking and supply a high-frequency noun to match the verb in basic phrases. ELP 2 Use the correct noun, verb and adjective when writing or


Understanding • Vocabulary

Knowledge Scale • Vocabulary



writing or speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. WIDA ELDS: 1- 5 Speaking

LO Write and speak with correct common, proper and possessive nouns and also use singular and plural nouns with matching verbs. CO.e Use verbs that depict past, present, and future (e.g. walk, walked, will walk) appropriately. LO Produce correct tense in sentences using pictures and key time words. CO f Use frequently occurring adjectives when writing or speaking (e.g., happy, nice, big). LO Write and speak using frequently occurring adjectives using a feelings Chart. CO j Use Prompts (e.g., phrases, pictures/photographs) to produce or expand complete and compound declarative, interrogative, imperative, and exclamatory sentences. LO Write or speak using complete and compound declarative, interrogative, imperative, and exclamatory sentences using Cartoons.

speaking and use pictures with phrases and short sentences. ELP 3 Use the correct noun, verb, and adjective when writing or speaking in simple sentences. ELP 4 Use the correct noun, Verb, adjective and a variety of sentence forms when writing or speaking in expanded and some complex sentences. ELP 5 Use the correct noun, verb, adjective and a large variety of sentences when writing or speaking.

Assessment Magazine

• Response Journals


tests.


Writing


Suggested Performance Tasks: • I can define collective nouns and use them correctly. • I can identify irregular plural nouns and use them correctly. • I can identify irregular verbs in the past tense and use them

correctly. • I can identify adjectives and use them correctly. • I can identify and create simple sentences and compound

sentences. • I can expand and rearrange simple and compound sentences.

Other Evidence:

• Teacher observation of student participation • Classwork • Homework


UNIT: 4



• Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.


• When a word doesn’t make sense, what can I do? • How do I use what I know to figure out what I don’t know?

ESL Support:

• Reference materials • Dictionaries • Word games • Pictures and Photographs • Gestures • Word/picture Wall • Teacher created word generation chart • Adapted Text • Word strips • Charts

Standards





Suggested Resources

CCSS L.1.4 b CCSS L.2.4b, e Determine or clarify the meaning of unknown and multiple meaning

Grade 1 – SLO 33 Grade 2 – SLO 26, 27 CO Use sentence-level context and frequently occurring prefixes (e.g., dis-) as a clue to determine the meaning of a word or phrase. Using both the meaning of a known prefix

ELP 1 Identify the meaning of previously taught, selected vocabulary words with added affixes and match to pictures. ELP 2 Identify the meaning of previously taught, selected


Understanding • Word Web

Summative



words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. b. Use frequently occurring affixes as a clue to the meaning of a word. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. WIDA ELDS: 1- 5 Speaking Reading

and a known root word, define a newly formed word in which the prefix was added to the root word. LO Use context and frequently occurring prefixes to determine meanings of words using Charts. Determine the meaning of a newly formed word using the meaning of previously taught prefixes and root words using a Word Wall and Charts.

vocabulary words with added affixes and match to sentence frames. ELP 3 Identify the meaning of previously taught, key vocabulary words with added affixes from adapted texts. ELP 4 Identify the meaning of previously taught, key vocabulary words with added affixes in grade level band. Use dictionaries to find unknown words. ELP 5Identify the meaning of new words containing prefixes from grade-level texts. Use dictionaries to find unknown words.


tests. • Response Journals • ACCESS


Writing Listening


Suggested Performance Tasks: • I can identify common affixes of unknown words. • I can use affixes to help me define new words. • I can recognize and define common prefixes. • I can determine the meaning of an unknown word by using

glossaries and beginning dictionaries. .

Other Evidence:



UNIT: 4


Stage 1- Desired Results Enduring Understandings: • Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.



ESL Support:

• Word strips • Pictures/Photographs • Partner Work • Sentence Frame • Web • Template • Role Play • Word/Picture Wall • Illustrations/diagrams/drawing • TPR • Visuals

Standards

Student Learning Objectives (SLO) Content objective (CO)

Language objective (LO)



Suggested Resources

CCSS L.1.5 d With guidance and support from adults, demonstrate

Grade 1 – SLO 34 CO With guidance and support, distinguish between shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare,

ELP 1 Orally explain, or dramatize or illustrate the differences in meaning between two verbs and two adjectives. ELP 2 Orally explain or dramatize


Understanding • Graphic Organizer



understanding of figurative language, word relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. WIDA ELDS: 1- 5 Speaking Reading Writing Listening

scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. LO Orally explain the differences in meaning among verbs differing in manner and adjectives differing in intensity using pictures and Role Play.

or draw the differences in meaning between simple phrases consisting of two verbs or two adjectives. ELP 3 Orally explain in simple sentences the differences in meaning between three verbs and three adjectives. ELP 4 Orally explain in expanded and some complex sentences the differences in meaning between three – five verbs and three – five adjectives. ELP 5 Orally explain in multiple, complex sentences the differences in meaning between five verbs and five adjectives.

• Response Journals Summative • State Assessments • Benchmarks • End-of- the Unit

tests.


Suggested Performance Tasks: • I can tell the difference between similar verbs by defining,

choosing, or acting out the meanings. • I can tell the difference between similar adjectives by defining,

choosing, or acting out the meanings.

Other Evidence:



UNIT: 4



• Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary. Essential Questions:


ESL Support:

• Word/Picture Wall • Pictures/photographs • Sentence frames • Cloze sentence • Gestures • Charts/Posters • Sentence Starter

Standards





Suggested Resources

CCSS L.1.6 CCSS L.2.6 Use words and phrases acquired through conversations, reading and being

Grade 1 –SLO 35, 36 Grade 2 –SLO 28 CO Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or). Use familiar words and phrases acquired through conversations, reading and being read to and

ELP 1 Appropriately describe events, characters, etc. using words and phrases acquired through conversations, reading, and read alouds using words and gestures to identify symbols, icons, and environmental print.


Understanding • Graphic Organizer • Response Journals



read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). WIDA ELDS: 1- 5 Speaking Reading Writing Listening

responding to texts, including adjectives and adverbs to describe appropriately. LO Speak and write with conjunctions using Sentence Starter and a Word Wall. Appropriately describe using words and phrases acquired through conversations, reading, and read-alouds using a Word Wall and pictures.

ELP 2 Appropriately describe events, characters, etc. using words and phrases acquired through conversations, reading, and read-alouds using phrases and short sentences with illustrations. ELP 3 Appropriately describe events, characters, etc. using words and phrases acquired through conversations, reading, and read-alouds in multiple, simple sentences. ELP 4 Appropriately describe events, characters, etc. using words and phrases acquired through conversations, reading, and read-alouds in expanded and some complex sentences. ELP 5 Appropriately describe events, characters, etc. using words and phrases acquired through conversations, reading, and read-alouds in multiple, complex sentences.


tests.


Suggested Performance Tasks: • I can discover new words and phrases through reading,

listening, and conversation. • I can use my new words and phrases when speaking and

writing. • I can use conjunctions when speaking and writing. • I can discover new words and phrases through reading,

listening, and conversation.

Other Evidence:

• Class Participation • Classwork • Self-Reflection


• I can use my new words and phrases when speaking and writing.

• I can use adjectives and adverbs when speaking and writing.

tboe approved 8/26/2013 page 2 - trenton public … · 2015-09-24 · grade level cluster : 1- 2...

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