DOCSLIB.ORG

Resource Manual EL Education Language Arts Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Resource Manual EL Education Language Arts Curriculum Language Arts Grades K-2: Reading Foundations Skills Block Resource Manual EL Education Language Arts Curriculum K-2 Reading Foundations Skills Block: Resource Manual EL Education Language Arts Curriculum is published by: EL Education 247 W. 35th Street, 8th Floor New York, NY 10001 www.ELeducation.org ISBN 978-1683622710 FIRST EDITION © 2016 EL Education Inc. Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license, visit https://creativecommons.org/ licenses/by/4.0/. Licensed third party content noted as such in this curriculum is the property of the respective copyright owner and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third party content rests with parties desiring to use such content. For example, certain third party content may not be reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those permissions or remove the applicable content before reproduction or distribution. Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are subject to the public license located at http://www.corestandards.org/public-license/. Cover art from “First Come the Eggs,” a project by third grade students at Genesee Community Charter School. Used courtesy of Genesee Community Charter School, Rochester, NY. For more information about this project, visit http://modelsofexcellence.ELeducation.org/projects/first-come-eggs. 1 2 3 4 5 6 7 8 9 10 ii Table of Contents K-2 Resource Manual About EL Education . .v Getting Started. vi Independent and Small Group Work. 1 Syllabication Guidance. 27 Handwriting Guidance. 31 Assessment Overview. 37 Assessment Conversion Chart. 47 Phases and Microphases . 53 Benchmark Assessments . 59 Letter Name and Sound Identification Teacher Guidance . 60 Letter Name and Sound Identification Scoring Sheet . .61 Letter Name and Sound Identification Student Materials . 63 Phonological Awareness Teacher Guidance . 65 Phonological Awareness Scoring Sheet . 66 Spelling Skills Teacher Guidance. 72 Spelling Skills Scoring Sheet . .77 Spelling Skills Student Materials . .81 Decoding Skills Teacher Guidance . 82 Decoding Skills Scoring Sheet. 83 Decoding Skills Student Materials (Decoding Word Lists). .84 Fluency Teacher Guidance. 93 Fluency Scoring Sheet. 95 Fluency Student Materials. 103 Activity Bank. 109 ABC Puppets . 112 Alphabet Shapes . 113 Baking and Making Words. 114 Blending Boxes . 115 Clothespin Match . 117 Cups Game . 118 Digraph Dominoes . 119 Dominoes . 120 Eggs. 121 EL Education Curriculum iii Reading Foundations Skills Block Find the Ending . 122 Find Your Corner . 124 Fishing for Sight Words . 126 Follow the Rainbow Road (or Follow the Yellow Brick Road) . .127 Fried Eggs . 128 Go Fish . 129 Gotcha!. 130 Kaboom! . .131 Kapow/Zap! . .132 Lego Word Land . 133 Letter Match . 134 Letter Roll Reading. 135 Magic e Wands . .136 Make It Match. 137 Musical Word Chairs. 138 Noisy Letter Teams. .139 Popsicle Stick Sight Words . 140 Punch It Out . .141 Read and Check . 142 Roll and Write . 144 Short and Long Vowel Sorts . 145 Short Vowel Flowers . ..
Load more

Recommended publications
  • Activity As Arrive IDEAS for SIMON SEZ NO out Freeze Dance Clap Position (With Sound, Like Huh) Get to Clap Position, Then Once, Twice, Etc
    Activity as Arrive IDEAS FOR SIMON SEZ NO OUT Freeze Dance Clap Position (with sound, like huh) Get to clap position, then once, twice, etc. Welcome in new people Hands normal Words and pix mismatch No flinch Introduce to partners Debrief (JED): - What we just did is “making downtime funtime” - When walked in, could have sat around waiting, looked at phones, or maybe just felt awkward if you didn’t know anyone in room - Instead….fun activity to make downtime funtime - What we are here to discuss - Also, need to model behavior for staff like we did here. Actions speak louder then 1 words….need to walk the talk! - Bonus Debrief! (ROZ) - Why great camp game? - For those that focus on building life skills or 21 st century skills, does it in a fun way…. - Listening Skills - Cooperation/ collaboration (instead of competition) - OK to laugh at yourself - Practice makes you better at everything! - Everyone can have a seat…. 1 ROZ 3:30 – 5 MRPA Thanks for joining us. Announcements from Conference…. Love this session because lots of play. ALSO….a fun benefit of technology…you are going to help determine the content in a few minutes. Going to talk about how you make every minute of the camp day a unique & special part of the experience. We will explore the different times in the camp day when staff can easily transition down-time into fun-time using creative games, activities, songs, dances and more. Can email presentation. Don’t waste paper…give cards at end to email or sign 3 sheet.
    [Show full text]
  • Scouting Games. 61 Horse and Rider 54 1
    The MacScouter's Big Book of Games Volume 2: Games for Older Scouts Compiled by Gary Hendra and Gary Yerkes www.macscouter.com/Games Table of Contents Title Page Title Page Introduction 1 Radio Isotope 11 Introduction to Camp Games for Older Rat Trap Race 12 Scouts 1 Reactor Transporter 12 Tripod Lashing 12 Camp Games for Older Scouts 2 Map Symbol Relay 12 Flying Saucer Kim's 2 Height Measuring 12 Pack Relay 2 Nature Kim's Game 12 Sloppy Camp 2 Bombing The Camp 13 Tent Pitching 2 Invisible Kim's 13 Tent Strik'n Contest 2 Kim's Game 13 Remote Clove Hitch 3 Candle Relay 13 Compass Course 3 Lifeline Relay 13 Compass Facing 3 Spoon Race 14 Map Orienteering 3 Wet T-Shirt Relay 14 Flapjack Flipping 3 Capture The Flag 14 Bow Saw Relay 3 Crossing The Gap 14 Match Lighting 4 Scavenger Hunt Games 15 String Burning Race 4 Scouting Scavenger Hunt 15 Water Boiling Race 4 Demonstrations 15 Bandage Relay 4 Space Age Technology 16 Firemans Drag Relay 4 Machines 16 Stretcher Race 4 Camera 16 Two-Man Carry Race 5 One is One 16 British Bulldog 5 Sensational 16 Catch Ten 5 One Square 16 Caterpillar Race 5 Tape Recorder 17 Crows And Cranes 5 Elephant Roll 6 Water Games 18 Granny's Footsteps 6 A Little Inconvenience 18 Guard The Fort 6 Slash hike 18 Hit The Can 6 Monster Relay 18 Island Hopping 6 Save the Insulin 19 Jack's Alive 7 Marathon Obstacle Race 19 Jump The Shot 7 Punctured Drum 19 Lassoing The Steer 7 Floating Fire Bombardment 19 Luck Relay 7 Mystery Meal 19 Pocket Rope 7 Operation Neptune 19 Ring On A String 8 Pyjama Relay 20 Shoot The Gap 8 Candle
    [Show full text]
  • Response Generalization in Individual Participants Receiving Constraint-Induced Aphasia Therapy
    THE EFFECT OF CONSTRAINT-INDUCED APHASIA THERAPY ON NAMING AND DISCOURSE IN INDIVIDUALS WITH APHASIA by JESSICA DAWN RICHARDSON (Under the Direction of Anne Bothe and Rebecca Shisler Marshall) ABSTRACT Participation in aphasia therapy generally results in positive outcomes. Constraint-induced aphasia therapy (CIAT) researchers in particular make bold claims about the efficacy of the approach, but pervasive methodological problems throughout the literature detract from the impact of those claims. The study reported in this dissertation was designed to determine the effect of CIAT on standardized measures of language ability, functional communication, and quality of life. In addition, continuous assessment of dependent variables occurred to ensure that improvements in naming and discourse behaviors could be attributed to CIAT and not to other extraneous factors. Six adults with aphasia participated in this modified single-subject, multiple- baseline across individuals design consisting of a baseline, treatment, and maintenance phase. Results provide the new information that the CIAT protocol utilized in this study resulted in a reduction in activity and participation limitations. Furthermore, this study demonstrated the effect of CIAT on naming of trained items and on untrained discourse tasks though the stability criteria used in this study did not prevent the occurrence of accelerating trends in baseline data and therefore reduces the impact of these claims. Results also supply needed information about treatment elements and preliminary
    [Show full text]
  • Hand-To-Hand Combat, Or Mouth-To-Mouth Resuscitation?
    BEHAVIORAL AND BRAIN SCIENCES (2003) 26, 199–260 Printed in the United States of America From mouth to hand: Gesture, speech, and the evolution of right-handedness Michael C. Corballis Department of Psychology, University of Auckland, Private Bag 92019, Auckland, New Zealand. [email protected] Abstract: The strong predominance of right-handedness appears to be a uniquely human characteristic, whereas the left-cerebral dom- inance for vocalization occurs in many species, including frogs, birds, and mammals. Right-handedness may have arisen because of an association between manual gestures and vocalization in the evolution of language. I argue that language evolved from manual gestures, gradually incorporating vocal elements. The transition may be traced through changes in the function of Broca’s area. Its homologue in monkeys has nothing to do with vocal control, but contains the so-called “mirror neurons,” the code for both the production of manual reaching movements and the perception of the same movements performed by others. This system is bilateral in monkeys, but pre- dominantly left-hemispheric in humans, and in humans is involved with vocalization as well as manual actions. There is evidence that Broca’s area is enlarged on the left side in Homo habilis, suggesting that a link between gesture and vocalization may go back at least two million years, although other evidence suggests that speech may not have become fully autonomous until Homo sapiens appeared some 170,000 years ago, or perhaps even later. The removal of manual gesture as a necessary component of language may explain the rapid advance of technology, allowing late migrations of Homo sapiens from Africa to replace all other hominids in other parts of the world, including the Neanderthals in Europe and Homo erectus in Asia.
    [Show full text]
  • Founder's Day
    Vol. XXXI No, 9 An ATLANTA UNIVERSITY CENTER Institution March 2, 1979 ~~ MAC Students Founder’s Day ’79 Represent Clark By Jaki Buckley at Howard Staff Writer Clark College celebrated its Ward, who has a master’s difference.” 110th Founders Day Con­ By Charles Anderson degree in African studies from Ward stated that he also vocation Tuesday, February By Michael H. Cottman the University of California in realizes that standards are be­ 20, at the Vivian W. Henderson Panther Staff Writer Staff Writer Los Angeles, said that his own ing applied to programs Building. experience in various African designed to assist minorities in Recollecting and rededicat­ Blacks must emphasize the Communications and countries has led him to ques­ this country which are quite ing the school’s purposes, Dr. importance that the un­ Health was the overall theme tion the effectiveness of these different from those used to Elias Blake, president of the productive members in this for this year’s eighth annual programs. judge other areas of college said, “Founders Day is progressing society cannot Howard University Com­ “The Food for Peace government spending. an occasion when we remind tolerate their predicaments, munications Conference. Program has acted as Ward said, “Washington’s ourselves that what we have said the Deputy Mayor of New The conference, which was inability or unwillingness to should not be taken for York City Tuesday at Clark disincentives to local produc­ held in Washington D.C., provide needed assistance to granted.” College’s Vivian W. tion and ultimate self-reliance shared the attendance from New York City will force us to The program began with the Henderson gymnasium.
    [Show full text]
  • CONSTITUTIONAL COURT of SOUTH AFRICA Case CCT 311/17 in the Matter Between: GELYKE KANSE First Applicant DANIËL JOHANNES ROSSOU
    CONSTITUTIONAL COURT OF SOUTH AFRICA Case CCT 311/17 In the matter between: GELYKE KANSE First Applicant DANIËL JOHANNES ROSSOUW Second Applicant PRESIDENT OF THE CONVOCATION OF THE UNIVERSITY OF STELLENBOSCH Third Applicant BERNARDUS LAMBERTUS PIETERS Fourth Applicant MORTIMER BESTER Fifth Applicant JAKOBUS PETRUS ROUX Sixth Applicant FRANCOIS HENNING Seventh Applicant ASHWIN MALOY Eighth Applicant RODERICK EMILE LEONARD Ninth Applicant and CHAIRPERSON OF THE SENATE OF THE UNIVERSITY OF STELLENBOSCH First Respondent CHAIRPERSON OF THE COUNCIL OF THE UNIVERSITY OF STELLENBOSCH Second Respondent UNIVERSITY OF STELLENBOSCH Third Respondent Neutral citation: Gelyke Kanse and Others v Chairperson of the Senate of the University of Stellenbosch and Others [2019] ZACC 38 Coram: Mogoeng CJ, Cameron J, Froneman J, Jafta J, Khampepe J, Madlanga J, Mathopo AJ, Mhlantla J, Theron J, Victor AJ Judgments: Cameron J (unanimous): [1] to [51] Mogoeng CJ (concurring): [52] to [63] Froneman J (concurring): [64] to [98] Heard on: 8 August 2019 Decided on: 10 October 2019 Summary: Section 29(2) of the Constitution — “reasonably practicable” — constitutionality of the language policy of the University of Stellenbosch — Afrikaans as a medium of instruction – access to higher education Section 6 of the Constitution — protection and promotion of indigenous minority languages — diminished use and status ORDER On direct appeal from the High Court of South Africa, Western Cape Division, Cape Town: 1. Leave to appeal is granted. 2. The appeal is dismissed, with no order as to costs in this Court. 3. The costs orders in the High Court are set aside. 4. In their place is substituted: “There is no order as to costs.” 2 JUDGMENT CAMERON J (Mogoeng CJ, Froneman J, Jafta J, Khampepe J, Madlanga J, Mathopo AJ, Mhlantla J, Theron J and Victor AJ concurring): Introduction [1] At issue is the 2016 Language Policy (2016 Language Policy) of Stellenbosch University, the third respondent.
    [Show full text]
  • Download the Devils Horn Free Ebook
    THE DEVILS HORN DOWNLOAD FREE BOOK Michael Segell | 336 pages | 18 Sep 2006 | Picador USA | 9780312425579 | English | New York, NY, United States The Devil's Horn: The Story of the Saxophone, from Noisy Novelty to King of Cool Fall TV Frank Zappa can be seen jokingly making the gesture in the film Baby Snakes in response to the audience, commenting, "That's right, spindle twice. Many of its members in the lower ranks are simply not aware of the true purpose of the organization. Lovecraft Country: Season 1. Starting in earlyCoven concerts always began and ended with Dawson giving the sign on The Devils Horn. Add Article. The Devils Horn 14, Brian rated it it was amazing. It was a symbol that I thought was reflective of what that band was supposed to be all about. Larry Weinstein's tribute to the saxophone doesn't know when to stop wailing, but there's enough fascinating material here to appeal to the ordinary viewer, not just woodwind aficionados. August Learn how and when to remove this template message. For the most part I The Devils Horn that, so there's the good. Back to School Picks. And perhaps it is this split personality-- jazz and legit, brass and woodwind, sweet and devilish-- that appeals to me, a gemini in many senses, in The Devils Horn history of this magnificent instrument. Error rating book. Learn how and when to remove these template messages. Beginning The Devils Horn the early s, the horns were known as the "P-Funk sign" to fans of Parliament-Funkadelic.
    [Show full text]
  • About Mentoring
    ALL ABOUT MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 41 • Summer 2012 ALL ABOUT MENTORING ABOUT ALL Issue 41 • Summer 2012 1 Union Ave. Saratoga Springs, NY 12866-4391 518-587-2100 www.esc.edu Printed by SUNY Empire State College Print Shop ALL ABOUT MENTORING ISSUE 41 SUMMER 2012 Alan Mandell College Professor of Adult Learning and Mentoring Editor Karen LaBarge Faculty Development Projects Coordinator Associate Editor Gael Fischer Designer Debra Park Phyllis M. Cunningham: 1927 - 2012 Copy Editor P H O T O G R A P H Y “Education is not simply about attaining knowledge, Photos courtesy of Stock Studios, education is about the politics of knowledge. and faculty and staff of SUNY Empire State College, Education is not about the preservation of status unless otherwise noted. and elitism; education is about democratization of Cover photo by Suzanne Orrell, “Palindrome” (detail). power relationships.” P R O D U C T I O N Kirk Starczewski Phyllis M. Cunningham, Director of Publications “Let’s Get Real: A Critical Look at the Ron Kosiba Print Shop Supervisor Practice of Adult Education,” Janet Jones Journal of Adult Education, 22(1), Keyboard Specialist College Print Shop fall 1993, pp. 3 - 15 Send comments, articles or news to: All About Mentoring c/o Alan Mandell SUNY Empire State College 325 Hudson St., 5th Floor New York, NY 10013-1005 646-230-1255 [email protected] 1 Table of Contents Editorial – Against Teaching . 2 The Obama Administration as History: First Waves of Interpretation Alan Mandell A Sabbatical Report . 77 Wayne Willis, Genesee Valley Center Rewards and Challenges of Community Engagement Through Service Learning .
    [Show full text]
  • Less Than Exciting Behaviors Associated with Unneutered
    1 c Less Than Exciting ASPCA Behaviors Associated With Unneutered Male Dogs! Periodic binges of household destruction, digging and scratching. Indoor restlessness/irritability. N ATIONAL Pacing, whining, unable to settle down or focus. Door dashing, fence jumping and assorted escape behaviors; wandering/roaming. Baying, howling, overbarking. Barking/lunging at passersby, fence fighting. Lunging/barking at and fighting with other male dogs. S HELTER Noncompliant, pushy and bossy attitude towards caretakers and strangers. Lack of cooperation. Resistant; an unwillingness to obey commands; refusal to come when called. Pulling/dragging of handler outdoors; excessive sniffing; licking female urine. O UTREACH Sexual frustration; excessive grooming of genital area. Sexual excitement when petted. Offensive growling, snapping, biting, mounting people and objects. Masturbation. A heightened sense of territoriality, marking with urine indoors. Excessive marking on outdoor scent posts. The behaviors described above can be attributed to unneutered male sexuality. The male horomone D testosterone acts as an accelerant making the dog more reactive. As a male puppy matures and enters o adolescence his primary social focus shifts from people to dogs; the human/canine bond becomes g secondary. The limited attention span will make any type of training difficult at best. C a If you are thinking about breeding your dog so he can experience sexual fulfillment ... don’t do it! This r will only let the dog ‘know what he’s missing’ and will elevate his level of frustration. If you have any of e the problems listed above, they will probably get worse; if you do not, their onset may be just around the corner.
    [Show full text]
  • Non-Heterosexual Students Journey Toward Safer Schools
    ABSTRACT EATON, LUCILLE ELIZABETH. Constructing Rainbow Classrooms: Non-heterosexual Students Journey Toward Safer Schools. (under the direction of Anna Victoria Wilson and Bonnie Fusarelli) According to the 2003 National Student Climate Survey (Kosciw, 2004), there is a widespread existence of victimization against non-heterosexual students in U.S. high schools. 80% of the students surveyed experience some form of verbal, sexual or physical harassment at school (Kosciw, 2004). In nearly 75% of these harassment incidents, neither a teacher nor an administrator intervened, providing an unsafe environment for these students. Recent research (Kosciw, 2004; Evans, 2000; LeCompte, 2000; Schneider & Owens, 2000) suggests that creating safe schools for non-heterosexual students improves their academic performance, their relationships with faculty, and their general attitude toward school. Using Narrative Inquiry, I interview three non-heterosexual female high school students in order to give voice to their experiences of alienation, harassment, and struggle with sexual identity. Additionally, the students discuss their visions of safe schools and their roles in creating and maintaining safe and welcoming school environments. Within the matrix of queer theory and queer pedagogy, I examine the components of safe schools that currently exist in these students’ schools and relay what the students are doing to improve the level of tolerance and safety in their schools. I interview three other non-heterosexual females in order to contextualize the high school students’ experiences. One teacher, one youth support group volunteer, and one young woman currently out of school provide additional layers of perspective as I analyze the narratives and suggest modifications in curriculum materials, instructional practices and administrative policies that will construct safer school environments.
    [Show full text]
  • Un Scénario De Julien Rappeneau & Jérome Salle
    Un scénario de Julien Rappeneau & Jérome Salle – Publication à but éducatif uniquement – Tous droits réservés - Merci de respecter le droit d’auteur et de mentionner vos sources si vous citez tout ou partie d’un scénario. ZULU Screenplay by Julien Rappeneau and Jérôme Salle Based on the novel by Caryl Férey A film by Jérôme Salle September 21 2012 "Forgiveness liberates the soul. It removes fear That is why it is such a powerful weapon." Nelson Mandela 2. 1 INT. KWAZULU-NATAL TOWNSHIP / ALI’S HOUSE - NIGHT 1 CU on a ten-year-old black child, Ali Sokhela. His face is pressed up to the window. ALI (frightened) Baba... Daddy... Outside, some twenty men in a state of frenzy throw a thirty- year-old black man to the ground. They hit him, insult him, screaming “This is what we do with scum like you!” “All you ANC shits will die!” “We’re gonna fry him like a pig!” KWAZULU-NATAL - SOUTH AFRICA - 1978 A tire is put around the man’s neck. The men throw a lit lighter at him. The tire bursts into flames. Screams of pain blend in with the torturers’ screams of joy. Still pressed up to the window, Ali’s face is lit by the flames. Suddenly a hooded man appears right in front of him, on the other side of the window. Terrified, Ali jumps back. He rushes for the door. Just as he reaches it, two hands try to grab him. He barely escapes. 2 EXT. KWAZULU-NATAL TOWNSHIP - NIGHT 2 In only his underpants, Ali runs as fast as he can.
    [Show full text]
  • Music ORCHESTRA PERFORMANCE MUSIC 57
    orchestra PERFORMANCE music ORCHESTRA PERFORMANCE MUSIC 57 Adventure Suite Allegro from Sonata in F STRING ORCHESTRA Music by Katherine J Punwar Arr. Loreta Fin (SO) (2) ................................................$52.00 00-17360____ (WSO) (3-3.5) .....................................$45.00 76-30175____ PERFORMANCE The Adventures of “Stringman” Allegro Giocoso Music by Richard Meyer By Michael Senturia LITERATURE (SO) (3) ................................................$55.00 00-23364____ (HSO) (3) ..............................................$48.00 00-40464____ Aeolian Waltz Allegro Giocoso (From Symphony No. 4) Numeric By Loreta Fin By Johannes Brahms / arr. Robert Sieving 21 Guns (WSO) (2) ............................................$45.00 76-30153____ (HSO) (4) ..............................................$60.00 00-31609____ From Green Day’s 21st Century Breakdown African Adventure Allegro in C Major Music by Green Day / arr. Bob Phillips By Robert Sheldon Music by Wolfgang Amadeus Mozart / arr. Merle Isaac (HSA) (2) ..............................................$45.00 00-33750____ (SIS) (2) ................................................$45.00 00-35956____ (SO) (3) ................................................$60.00 00-12747____ 21st Century Breakdown, Selections from African Bell Carol (for String Orchestra Allegro Molto Featuring: 21st Century Breakdown / Know Your Enemy / and Percussion) From Gran Partita, K. 361, First Movement 21 Guns Traditional / arr. Robert W. Smith By Wolfgang Amadeus Mozart / arr. Douglas E. Wagner
    [Show full text]