All Students Will Read a Variety of Materials and Texts with Comprehension and Critical

1 STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND CRITICAL ANALYSIS. READING Kindergarten Phonemic  Demonstrates understanding a. Students and teacher clap out the sounds in words. Awaren that words consist of a b. Teacher instructs students by using chunking (letterboxes, Elkonin boxes). ess sequence of phonemes c. Help students isolate and blend sounds.

 Recognizes rhyming words. a. Introduce Word Families. Box of Rhymes – Objects or words in a box and children pull out. The class tells if they rhyme or not. (ex: yes/no card) Rhyming Bingo Flip Books b. Read Sheep In A Jeep by Nancy Shaw, or Fish Fry Tonight by J. Koller. Pause before some of the rhymes to let children fill in the words.

 Associates sounds with letters a. Help students match pictures with beginning or ending sounds. in words, including initial and b. Chunking final consonants, and short and c. Cover the letter with manipulatives (ex: “Gg” – glitter). long vowels. d. Sort pictures by beginning, middle, or endings.

 Uses phonemic awareness and a. Students will journal write every day. letter knowledge to spell some b. Teacher dictates sentences every day to encourage emergent spelling. words independently (invented c. Make picture word books. or emergent spelling).

of 78 2 STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND CRITICAL ANALYSIS.

Concepts of  Recognizes, discriminates, and a. Read Chicka Chicka Boom Boom by Bill Martin Jr. / John Print names all upper- and lower- Archaumbault. case letters. b. Children form letters by using their bodies (kinesthetic). c. Alphabetasaurus puppet (Hickory Dickory Dock kit)

 Recognizes some words by a. Refer to environmental print e.g. cereal boxes, signs etc. sight in the context of book b. Use Rebus sentences/stories. print. c. Reference and model using Word Wall.

 Knows the parts of a book and a. Label a big book. their functions. b. Make a book.

 Knows how to track print (e.g., a. During shared reading have a student track print as you read. from left to right, top to bottom, b. Label left of page with a green dot and right of page with a red dot. beginning to end).

of 78 STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS Literature  Demonstrates a. Have children label books according to genre. Place these in the classroom familiarity with a library. number of types of ex: Math-blue stickers, Poetry-orange stickers, Magazines-yellow stickers, text (e.g., newspapers, cereal boxes etc. storybooks, expository text, poems, newspapers and everyday print).

 Demonstrates an a. Provide a variety of books to listen to, in listening centers. interest in and b. Teacher monitors independent free reading time. enjoyment of c. Share Good Night, Gorilla by P. Rathmann to generate an books by interest in reading. voluntarily choosing to look at or listen to a variety of text types.

 Recognizes the a. Character belt.(Children draw pictures of characters in book and characters and tie together to make a belt). settings in grade- b. Students create a story map centered on characters in a teacher read level literature. story. c. Students draw pictures of settings from stories read aloud by teacher. d. Teacher and students read Wilfred Gordon Mc Donald Partridge by M. Fox for character development or special friends. 4

STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS

Vocabulary  Uses new a. Show and Tell vocabulary and b. Sharing Time grammatical c. Author’s Chair constructions in d. Choose a word from word wall and create a sentence with the own speech. word in it.

 Recognizes a. Walk through the neighborhood (ex: Stop sign, Yield sign) environmental b. Bulletin board with environmental print (Bring in cereal boxes, print. McDonald’s wrapper, candy bar, etc.)

 Recognizes that a. Have opposite day in the classroom words have b. “Fishing” for opposites/synomons multiple meanings, c. Play bingo games synonyms and d. Play opposite lotto antonyms. e. Teacher and students read Truman’s Ant Farm by J. Rattigan containing plays on the word “ant”.

Comprehension Working with/interpreting text  Recognizes when a. Cut up simple sentences and scramble. Have students put them together. simple sentences don’t make sense.

 Retells, a. “Hot Seat” – Student becomes character in story. Other students summarizes, ask role questions. reenacts, or b. Sequence a story using pictures/simple sentences (Beginning, Middle & dramatizes stories End). or parts of stories. c. Puppet Show

 Correctly answers a. Read aloud with follow-up questions. Page 4 of 78 5

questions about b. Students and teacher participate in shared reading. stories read aloud.

Analyzing and critiquing text  Predicts, draws a. Shared Reading conclusions, b. Predicts identifies the main Read: Angus And The Ducks – by Marjorie Flack idea, compares, Draws Conclusions infers, and Read: Millions of Cats – by Wanda Gag recognizes cause Main Idea and effect based Read: Tortoise Plays A Trick On The Elephants on illustrations or Compares portions of stories Read: Peter And The Wolf – by Sergei Prokofiev read aloud. Cause And Effect Read: The Magic Porridge Pot – by Harriet Ziefert Inferences Read: Is Your Mama A Llama? – by Deborah Guarino Some of the book selections are in the Buckle My Shoe Teaching Kit

Extending understanding of text

 Connects a. Children share experiences about snowy weather. Read A Snowy Day by information and Ezra Jack Keats and compare main characters to his/her own events in read experiences. (similar/different). aloud text to life and life to text experience.

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Study Skills  Recognize that a. First-Letter Graph maps, charts, Graph children’s names according to beginning letter or how many graphs, Letters in a name. pictures and b. Graph of favorite book by author (ex. Mercer Myer) diagrams contain c. Make and follow a treasure map information. d. Word family charts e. Beginning consonant charts

Follows directions a. Use icons to label centers given orally or with b. Use icons to give directions (ex: picture of crayon-color, scissors- pictorial Cut). representations c. Simon Sez (e.g., icons, and d. Listening lotto symbols).

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STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS Reading process 1st Grade Phonemic Awareness  Use letter-sound a. Teacher and students read Bread and Jam for Frances by R. Hoban. Teacher correspondence models how illustrations help in “figuring out’ unknown words. to sound out most b. Teacher models using a known word to decode an unknown word. E.g. unknown words known word “dog” used to decode “log”, “hog”, “fog” etc. when reading c. Teacher models analyzing words from left to right. grade-level text. d. Teacher models solving unknown words by looking at large “chunks” of the word. e. Teacher models referring to the alphabet linking chart when solving an unknown word. Students have smaller copies of the chart in their folders for reference. (See Guided Reading: Good First Teaching for All Children By Fountas and Pinnell Appendix C page 213)

 Blends or a. Post and recite the following poem as a reminder to blend sounds. segments the “Remember the sounds you heard. Blend them now to make a word. Blend phonemes of all the sounds that you hear. Say the word loud and clear”. familiar words. b. Use magnetic letters to create words. c. Read and say word families e.g.; at, an, ake, op, etc.  Uses invented spelling/phonics- a. Teacher and students journal write daily based knowledge b. Teacher and students create writing prompts to encourage writing. to spell c. Teacher conferences with students to encourage use of emergent spelling. independently. Concepts of Print  Recognizes a. Students and teacher generate a word wall of irregularly spelled words. common, b. Words are put on flashcards and placed in a center. Students practice the irregularly spelled words with partners. words by sight.

 Shows spelling a. Students and teacher conference on one writing sample chosen by the consciousness or students to focusing on spelling. (conventional or emergent) sensitivity to b. Teacher models spelling self-evaluation by referencing the word walls.

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conventional spelling.

 Recognize and a. Teacher and students participate in an interactive writing activity. Teacher interprets basic models using appropriate punctuation and capitalization. punctuation, b. Teacher models using the computer to write in different fonts. Students are capitalization, font encouraged to write words in different size fonts to show emphasis. variations, and c. Teacher and students read Lullaby hullabaloo to illustrate an author’s purpose symbols in grade- in using different fonts. appropriate text. Literature  Reads and a. Teacher and students read Little Bear by E. Minarik (fiction) and Seven True comprehends Bear Stories by L. Geriner (non-fiction). Teacher and students chart the grade-level fiction differences and similarities between the two stories. and non-fiction.

 Relates grade- a. Students will compare/contrast the Literature selection: I Went Walking by level literature to Sue Williams, to a real life walk. Students will speak about their experiences. real-life b. Read Leo The Late Bloomer by Robert Kraus and have students’ complete experiences. story prompt: Once I couldn’t______but then one day, in my own good time, I bloomed. c. Teacher and students read My Steps by S. Derby and compare and contrast their own experiences with those of the character in the book.

 Demonstrates an a. Teacher encourages and provides time for independent reading in the interest and classroom library and during reading workshop. enjoyment of b. Students keep a literature log of all of the books they have read. books by c. Teacher and students create a favorite class author chart and or favorite voluntarily illustrator chart. choosing books d. Students contribute to the reader response wall. and stories to read.

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a. Students and teacher make a simile or metaphor train to hang around room.  Recognizes Students continually add to it. figurative b. Students and teacher create the classroom mood to reflect a literature language (i.e., selection. For example, turning off the lights before reading The Spooky Old similes, Tree by Stan & Jan Berenstein or In a Dark, Dark Room by A. Schwartz. metaphors, mood, c. See A Chorus of Cultures, Ada, A. et. Al. (Instructional Media Center) for and tone). poetry selections for figurative language.

a. Teacher and students read It’s Funny Where Ben’s Train Takes Him by R.  Identifies the Burleigh and create a character web. characters and b. Teacher and students read It’s Time to Come In by A. Roth. Students are settings in grade- asked to change the setting and predict the actions of the characters in the level literature. new setting. c. Teacher and students read Stega Nona by T. dePaola and chart the description of the setting. Vocabulary  Shows evidence a. Teacher will model discussing his/her favorite book. Students will take turns of expanding in the author’s chair discussing their favorite books. vocabulary, b. Students will learn to use a dictionary to find the meanings of unfamiliar including words. increased use of c. Teacher and students will read Beware of Boys by T. Blundell. Students and more formal teacher will generate a list of verbs that are used to describe the wolf’s language actions. The words may become part of the word wall. registers (i.e., d. Students will pretend that they are actors in a TV show and create the language dialogue for a scene. appropriate to social context).

 Understands and a. Teacher and students read So Many Cats by B. S. deRagniers. Start a “cat uses semantic study” with a semantic map e.g. breeds, colors, etc. mapping to build b. Refer to Silver Burdett and Ginn a New Day and Make a Wish. grade-appropriate vocabulary.

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 Identifies multiple a. Create “in process” charts on synonyms and antonyms. Students add words meanings of as they find them. words, synonyms, b. Read: Quick As A Cricket by Audrey Wood. Students make their own analogy antonyms, and books. analogies. Comprehension Working with/interpreting text  Monitors own a. Teacher takes Running Records on students to identify the percentage of self- reading and self- corrections that students make. corrects when an b. In the follow-up conference with the student, assist the student in identifying incorrectly and reinforcing the strategy used in the self-correction. identified word c. During Reading Workshop, students will keep a list of words which were does not fit with difficult. During the reading conference the teacher and student will discuss the cues provided which decoding strategy to use on the unfamiliar word. by the letters in d. Teacher will model the strategies to use to decode an unfamiliar word while the word or the reading. E.g., reading to the end of the line, looking at the first letter of the context word, looking for familiar words in the unfamiliar word, using a familiar word surrounding the pattern to assist in the decoding etc. word.

 Summarizes, a. In cooperative groups, students will reenact a selection. E.g. The Billy Goats retells, reenacts Gruff by Janet Stevens or Pretend You’re a Cat by J. Marzollo or dramatizes b. Teacher and students make puppets and dramatize a grade level text e.g. A grade-level text. Horse and a Hound, a Goat and a Gander by A. Provensen.

 Expresses new a. Teacher will scribe as students dictate a KWL chart about any topic. information b. Students use the author’s chair to share information gathered from a recently gained from read book. grade-appropriate text in own words.

Analyzing and

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critiquing text a. Teacher and students read Hold Tight Bear by R. Maris. Discussion should  Predicts, draws center on predicting the outcome of the story and/or generating ideas for conclusions, solving the problem. This story and A Friend of Oscar Mouse by J. Majewski identifies the main can also be used to illustrate cause and effect. idea, compares, b. Teacher and students read I Wish I Could Fly by R. Maris and The Mixed Up infers, and Chameleon by E. Carle. Students chart the similarities and differences recognizes cause between the two stories. and effect based on grade- appropriate text.

Extending understanding of text a. Create a Venn Diagram and model comparing ex: fictional character with a  Connects real person, fictional character with yourself. information and b. Teacher and students read Wilfrid Gordon McDonald Partridge by M. Fox; events in grade- Soap! Soap! Don’t Forget the Soap by T. Birdseye; Chrysanthemum by K. appropriate text to Henkes and/or Yoko by R. Wells and discuss memories and special friends. life and life to text experiences. Study Skills  Identifies a. Teacher and students read Caps For Sale by Esphyr Slobodkina and graph information colors of caps. gained from b. Teacher and students read The First Forest by J. Gile and web tree words. grade-appropriate Related activities can be found in Trees by T. Jennings. text and graphic c. Teacher and students read Brown Bear, Brown Bear, What Do You See? By organizers (e.g., Bill Martin and graph the number, legs, colors, etc. of the animals. maps, charts, graphs, pictures, and diagrams). a. Play “Simon Says” using written directions  Reads, b. Conduct a classroom treasure hunt. Students follow written directions. understands, and c. Make a beaded necklace by following written or oral directions. follows simple d. Groups of students work together to write directions for other groups to follow. e. Teacher reads Pretend You’re a Cat by J. Marzollo and students follow the Page 11 of 78 12

written directions. instructions. a. Teacher labels all items in the classroom. b. Pairs of students “read the room”. c. Teacher and students make environment print bulletin board e.g. cereal  Uses the boxes, signs, and food wrappers. environment as a resource for reading (e.g. word a. Play the Jeopardy Game wall). b. Students will use sentence strips and pocket chart to categorize Questions and Answers.  Recognizes the c. Literature: Read Will I Have a Friend? by M. Cohen or Are You My Mother? relationship by P. D. Eastman; Is Your Mama a Lama? by D. Guarino to illustrate between a relationships between questions and answers. question and an answer.

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STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS Reading Process 2nd GRADE Phonemic  Uses letter-sound a. Students are taught to “stretch” the word they want to write Awareness correspondence to sound out all using all the sounds they hear in word. Students say the phonetically spelled unknown word slowly and listen to there own voices make the words. sounds in order to develop their awareness. b. Students participate in a spelling game. Students take a flash card with pictures of things such as a circus, a flute, and a ship, etc. Students take turns identifying the picture and spelling the words.

 Reads many irregularly spelled a. After a lesson on diphthongs, special vowel spellings or words and spelling patterns common word endings, students look through current (e.g., diphthongs, special vowel newspapers and share the headlines. Students are spellings, common word challenged to cut out headlines and circle the vowel pairs, endings). diphthongs, or special word endings they find. Students are then asked to write their own headlines using these spelling patterns and do a report about class news.

 Recognizes and interprets basic a. Teacher models revising a narrative by editing punctuation, capitalization, font grammatical and organizational mistakes. Students are Concepts of Print variations, symbols, and given a sample narrative with similar mistakes and are organization in grade asked to correct it on their own or in pairs. appropriate text. b. Teacher and students re-write parts of the story Too Many Babas by C. Croll (Silver Burdett and Ginn Garden Gates) to demonstrate how different fonts dramatize words.

 Reads and comprehends grade- a. Teacher and students create a chart with the heading Literature level fiction and non-fiction. fiction and non-fiction. After each read aloud or story shared in class, the students write the title of the book under the appropriate heading on the chard. Page 13 of 78 14

b. Teacher and students read Evans Corner by E.S. Hill and Don’t Touch My Room by P. Lakin and make comparisons between fiction and non-fiction writing.

 Relates grade-level literature to a. Students listen to a chapter from a story the teacher is real life. currently reading to the class. At the conclusion of the read-aloud, students think about the images in their minds. The teacher asks, “Are you thinking about the story?” and “Are you thinking about something that happened to the character in the story which has also happened to you?” In response journals, students make a double entry under columns headed “What’s in the Story?” and “What’s in my mind?” b. Teacher and students read: Don’t Touch My Room by P. Lakin and Jemina Remembers by C. Dragonwagon. Students and teacher can chart the similarities and differences between the events in the stories and their own lives. Other suggestions: The Midnight Eaters (generational relationships) by A. Hest; The Monster in the Third Dresser Drawer (moving) by J.L. Smith; Junk Pile (friendships) by L. Borton.

 Demonstrates an interest and a. Students take responsibility for organizing the classroom enjoyment of books by library books according to topics such as animals, famous voluntarily choosing books and people, friends and family. They prepare a list for the stories to read. class. Each week a different child is responsible to being the librarian who helps others find books on topics they like and for checking out books to classmates. b. Students keep a log of the books that they have read. c. The teacher creates a reader’s response wall so that the students can make recommendations to their peers about various books that they have read. d. Students present oral presentations about their favorite Page 14 of 78 15

books and or authors.

 Identifies figurative language a. Teacher reads My Ol’Man by P. Palacco. Teacher and and its effects (i.e., similes, student identify the similes and metaphors found in the metaphors, mood, tone, story. alliteration, and onomatopoeia). b. Teacher and students brainstorm common similes and metaphors and put them on a chart for easy reference. Students are encouraged to add to the chart as they find additional examples in their independent reading. c. Students and teacher read Dark, Dark Tale by R. Brown and discuss how the illustrations and words chosen by the author set the mood for the story. d. See A Chorus of Cultures by A. Ada (Instructional Media Center) for poems using alliteration and onomatopoeia.

 Identifies the characters and a. Students and teacher read several of the “Nate the Great” settings in grade-level literature. books by S.M. Weinman. Students and teacher chart Nate’s characteristics as well as identify any similar characters in the series. Students volunteer to assume the roles of the characters from the stories. Classmates become reporters and interview the characters to clarify details about the characters. b. Teacher and students read Picnic at Mudsock Meadow by P. Polacco and identify the characters and the setting. Students are asked to change the setting in the story and discuss how the characters would act in this changed setting.

 Recognizes the use of formal a. Teacher and students describe the stars that they see Vocabulary language patterns in place of over their houses at night. Teacher and students read oral language patterns in grade- My House Has Stars by M. McDonald and compare the appropriate text. language used in the discussion with the language used in the story to describe star gazing. Page 15 of 78 16

b. After listening to a read-aloud by the teacher, students are asked to retell the story orally.

 Understands multiple meanings a. Teacher and students read any of the Amelia Bedelia of word, synonyms, antonyms, books by P. Parish. Teacher and students identify the homophones, homographs, and homophones and homographs used in the book. Groups analogies. of students read additional Amelia Bedelia books and chart the compare the homophones and homographs they identify in the books. b. Challenge pairs of students to come up with as many examples of synonyms, antonyms and analogies as possible. Post these on the walls for all to reference.

 Understands and uses semantic a. Before reading the poem “The Day We Saw the Sun mapping to build grade- Come Up” by Alice E. Goudey, the teacher models appropriate vocabulary. semantic mapping by charting the answers to the following questions: What does the sun do, and what does it look like?. After the students and teacher have read the poem they can add details to the semantic map that were not previously mentioned. Any new vocabulary words can be added to the word wall. b. Teacher and students read Danny and the Dinosaur by S. Hoff. Students and teacher create a semantic map with all of the words that they know about dinosaurs. This activity may involve creating several maps simultaneously. Students should be encouraged to use emergent spelling in generating the map. Conventional spelling can be added at a later time.

Working with/interpreting text Comprehension  Monitors own reading for a. The teacher models using self-correction strategies when meaning and self corrects when the meaning of a word or passage is not clear (i.e., read Page 16 of 78 17

comprehension is missing. on, reread, try an alternate pronunciation, try an alternate word, ask questions, and use resources).

 Summarizes, retells, reenacts or dramatizes grade level text. a. After reading, Frog and Toad Together by Arnold Lobel, the teacher discusses with students how they can turn the story into a skit. The class discusses what characters they will need and list the responses on the board. Next, the students discuss and list the important events that happened in the story in the order in which they happened. Students form small groups, and decide who will play what parts and what each will do and say to act out the skit. The teacher explains that they may use their own words, allow the snake and hawk to have more to say or add details the author did not give, as long as they include the most important events in the story. The teacher facilitates groups in dramatizing the story and practicing their parts. Students perform their skits for the rest to the class. b. Groups of students are a given fairy tale and each group is asked to rewrite their fairy tale as a skit. Later the groups act out their skits as one group member holds up cards to identify the introduction, problem and solution at the appropriate time during the performance.  Expresses new information gained from grade-appropriate a. The teacher models retelling a story remembering to tell text in own words. about the important parts of the story using his/her own words. The teacher writes the words whom, when, where and what happened as headings on the board. Students choose a story to read silently. Then, with a partner they take turns retelling the story to each other. Each listening partner makes sure the storyteller explains who, when, where, and what happened in the right order. Page 17 of 78 18

 Predicts, draws conclusions, identifies the main idea, a. Teacher and students read Overnight at Mary Bloom’s by compares, infers, and Aliki. Teacher and students identify the main idea, predict recognizes cause and effect what might happen and draw conclusions about the story. based on grade-appropriate b. Teacher and students read The Hop by A. H. Tomchek text. and Knots on a Counting Rope by Bill Martin Jr. and compare the two stories about Native Americans.  Identifies the author’s purpose in grade appropriate test. a. Teacher and students read a variety of texts as listed below and identify the author’s purpose(s).  The Post Office Book by Gail Gibbons, (to inform)  The Three Skills by A. Rockwell (to entertain)  Julian’s Glorious Summer by A Cameron (to teach a moral)  Homemade Secret Hiding Places by N. Hogrogian (to instruct)  Connects information and events in grade-appropriate text a. Students prepare to read Ezra Keats’ A Snowy Day by to life and life to text experience. first sharing their experiences with snowy weather. Then, they read the story and compare how the main characters experiences are similar or different from ones they have had. b. After reading, Eve Buntings book Fly Away Home to the class, the teacher discusses homelessness with students. They share knowledge they have on the topic and talk about feelings they would have in a situation like the one depicted in the book. Students respond to the question “What is important to most people?” in response journals.  Synthesizes information from grade-appropriate text into a a. The teacher reads several stories about grandparents, different context. including Anna Grossnichel Hines’ Grandma Gets Grumpy, Nick Daly’s Papa’s Lucky Shadow, Karen Archerman’s Song and Dance Man, and Tommie Page 18 of 78 19

DePaolo’s Tom. The children compare the various grandparents in the story and make a Venn diagram to compare the characters from these stories to their grandparents or an older person they are close to. b. Students read Cloudy With a Chance of Meatballs by Ron and Judi Barrett and Weather Words and Weather Forecasting by Gail Gibbons. Students then listen to forecasters and observe the weather to complete a chart with information about temperature and precipitation. Students discuss the information presented in the stories with the information presented in actual weather forecasts.

 Interprets information from a. Teacher reviews with children the different weather Study Skills grade-appropriate text and symbols and their meanings. Teacher displays them on graphic organizers (e.g., maps, the board. Children write a rebus weather report. The charts, graphs, pictures, children give an oral weather report for the day. Teacher timelines, and diagrams.) directs students to point or hold up pictures of their symbols when they give their reports. b. Teacher and students read Catch the Wind! All About Kites by G. Gibbons and make a kite by following the written directions and looking at the pictures. c. Students and teacher can use the same book to create a time-line, which reflects the history of the kite.

 Reads grade-appropriate non- a. Students research the question: “What kind of pet is best fiction, reference materials, and for a person who lives in the city to own?” To defend their web-based resources for point of view, students should cite examples from stories answers to specific questions or they have read as well as information they have learned for specific purposes. from television shows, encyclopedia, magazines and web- sites. Each student presents his/her research to the class.

 Uses the environment as a a. Teacher and students create word walls as well as bulletin Page 19 of 78 20

resource for reading (e.g., word boards filled with environmental print e.g., cereal boxes, wall). menus, signs, etc. b. Students are asked to continue to add to the bulletin board when they find new words on signs or in advertising. c. Students are encouraged to “read the room” with a partner.

 Identifies how his or her a. Teacher and students read Who Will Be My Friends? by responses to a question are S. Hoff to identify the responses to the questions the title related to the parts of the poses. question. b. Students will ask each other questions beginning with simple fact question e.g., What is your name? and building to opinion questions e.g., What do you think is the best tasting ice cream?

 Uses prior knowledge to a. After reading Keep the Light Burning, Abbie by Peter and interpret and answer questions. Connie Roop, have a discussion about lighthouses then and now by using children’s prior knowledge about the topic. Ask children if they think this story could happen today. Teacher will lead a discussion about the historical setting of the story. Children will compare events that took place in the story with the way they might happen today. Some aspects to discuss include equipment that is used on ships today, modern ways of predicting the weather and responsibilities of children.

Reading 3rd Grade Phonemic  Reads aloud with fluency and a. Teacher reads aloud Will You Please Feed Our Cat, by J. Awareness comprehension any grade-level Stevenson modeling reading with expression. text. b. Students choose a book to read to a partner, reading Page 20 of 78 21

group, and/or class. Students are encouraged to read their passages silently first and look for punctuation and word clues that will help them read with expression.

 Uses letter-sound a. Teacher models the strategies used to decode an correspondence and structural unfamiliar word. The strategies are: reading to the end of analysis to decode words. the sentence to use context clues, looking for a familiar word in the unfamiliar word, looking at the first, middle and last letters in the word, using a familiar word to help decode the unfamiliar word. b. Teacher and students discuss the use of metacognition, crosschecking and self-corrections when reading.

Concepts of  Recognizes and interprets basic a. During the interactive writing activity, students should edit Print punctuation, capitalization, font the writing for correct punctuation as the teacher scribes. variations, symbols, and b. Teacher and students read Forecast by M. Hall (Silver organization in grade-appropriate Burdett and Ginn Castles of Sand) and decide where using text. a different type font would enhance the dialogue.

Literature  Reads and comprehends grade- a. Students and teacher read The White Stallion (fiction) by level fiction and non-fiction. E. Shub (Silver Burdett and Ginn Castles of Sand), A Horse Named Paris (Non-fiction) by Lynn Sonberg, Mrs. Mack (non-fiction) by P. Polacco and Horses (non-fiction science) by L. Stone and discuss and chart the similarities and differences in the information. presented on a topic through fiction and non-fiction.

a. Have students tell about a day that everything went wrong for them. Then read Alexander and the Terrible, Horrible, Page 21 of 78 22

 Relates grade-level literature to No Good, Very Bad Day by J. Viorst. real-life experience. b. Teacher and students read Aunt Nancy and Cousin Lazy Bones by P. Root; Letter to Amy by E.J. Keats, My Mom Got Married and Other Disasters by B. Park and discuss the similarities and differences between the characters in the books and their experiences and the students’ own experiences.

a. Students organize the classroom library according to  Demonstrates an interest and genre, topic and/or author. Students rotate the job of being enjoyment of books by voluntarily the classroom librarian who is responsible for the choosing books and stories to circulation of books. read about different cultures, b. Students keep a reading log of all of the books that they ethnic groups, genders and ages. have read. c. Students contribute to the readers’ response wall. d. Students critique their favorite book during “author’s chair” time. e. Teacher and students read books about different cultures and create a bulletin board to celebrate cultural diversity. Literature suggestion: Dumpling Soup by J.K. Rattigan. The story is about the preparation of the traditional Chinese New Year soup.

a. Teacher and students read “Narcissa” by G. Brooks (Silver  Recognizes a variety of texts in a Burdett and Ginn Castles of Sand) and use the poem as a variety of formats (e.g., poetry, model for the poetry that they will write. fables, biographies, drama). b. Have students select one or two poems to read aloud to the class. c. Teacher and students read the biography of Phillis Wheatley, America’s first Black poet. d. Teacher and students read Aesop and Company: With Scenes Page 22 of 78 23

From His Legendary Life by B. Bader or Hired Hand, An African American Folktale by S. Souci.

a. Teacher and students read My Rotten Redheaded Older  Explains the role played by the Brother by P. Polacco and discuss the characters and the characters and settings in grade- relationship they have as siblings in the same house. level literature. Students can predict whether the relationship would be the same or different if the setting were changed.

a. Students and teacher create a wall chart of onomatopoeic  Understands the effect of words, which can be referred to during writing workshop. figurative language in grade- b. See A Chorus of Cultures by A. Ada (Instructional Media appropriate text (i.e., smiles, Center) for additional poems reflecting use of alliteration metaphors, mood, tone, and onomatopoeia. alliteration, onomatopoeia, c. Teacher and students read A Day When Frogs Wear imagery, flashback, Shoes by A. Cameron (Silver Burdett and Ginn Castles of foreshadowing, and Sand) and analyze the figurative language as it appears. personification). d. Teacher and students read Like Butter on Pancakes by J. London Or My Ol’Man by P. Polacco and identify the authors’ use of similes and metaphors.

Vocabulary  Understands the use of formal a. During the study of Unit 4 “Get the Message” (Silver and informal language patterns Burdett and to create meaning in grade- Ginn Castles of Sand) teacher and students should focus appropriate text. not only on signals as a way of communicating but also on the use of formal and informal language. Comparisons can be made between the way J. Viorst had Alexander speak in Alexander and the terrible, Page 23 of 78 24

Horrible, No Good Very Bad Day and how the way student s may have spoken in reaction to some of the same events.

 Infers word meanings from roots, a. Teacher models decoding a word by defining the root word prefixes and suffixes. and the prefix and suffix. E.g. read, readable, unreadable. Pairs of students can build their own words for others to decode and define.

 Expands vocabulary by using a. Teacher models using context clues to figure out an context clues. unknown word. b. Teacher and students write sentences containing a nonsense word that can only be defined by the context clues that surround them. c. Groups of students read Sea Otters by E. Shaw and use context clues to determine the meanings of unknown words.

 Understands multiple meanings a. Teacher and students read Headlines by M. Hall and of words, synonyms, antonyms, Thank You, Amelia Bedelia by P. Parish and discuss the homophones, homographs, multiple meaning of the words used in the stories. analogies, connotations and b. Teacher and students read Cook-A-Doodle-Doo by J. denotations. Stevens and discuss the author’s use of homophones to create a humorous story. c. Students create a wall chart of uncommon homophones and homographs. Students and teacher can add to the chart as they discover the new words

 Understands and uses semantic a. Teacher and students make a semantic map about mapping to build grade- blindness as a starting point for vocabulary development. Teacher and students read Through Granpa’s Eyes by P. Page 24 of 78 25

appropriate vocabulary. MacLachlan. The vocabulary may be part of the story to be read by the class. Prior knowledge of/and familiarity with blindness will enhance understanding of the story.

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Comprehension Working with/interpreting text

 Monitors own reading for a. Teacher models monitoring own reading by using meaning and self-corrects when strategies to comprehension is missing (e.g., decode an unfamiliar word or sentence. These strategies rereading a sentence that was include: not understood). re-reading a sentence that is misunderstood, using a familiar word to decode an unfamiliar word, using context clues, crosschecking.

 Summarizes, retells, reenacts or a. Pairs of students read a story. The students retell the story dramatizes grade-level text. to their partners. The students provide feedback to their partners on the accuracy of details and the comprehension of the story retold.

 Expresses new information a. During author’s chair time, students share new information gained from grade-appropriate gained from their reading with the class. text in own words. b. During individual reading conferences students discuss information gained from their reading with their teacher.

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Analyzing and critiquing text

 Predicts, draws conclusions, a. Teacher and students read The Wreck of the Zephyr by identifies the main idea, Chris Van compares, infers, and Allsburg (Silver Burdett and Ginn On the Horizon) and distinguishes cause and effect draw based on grade-appropriate text. conclusions about the old man, identify the main idea and compare the old man and the young boy.

 Distinguishes between fact and a. Students read the newspaper to determine which articles opinion in non-fiction text. contain facts and which contain opinions or both. Students create a bulletin board in the class and post the articles under the two headings. b. Groups of students write advertisements for their own products. They use facts and opinions to promote their product to other groups. Each group tries to separate the facts from the opinions.

 Interprets the theme and the a. Teacher presents a series of books on the same theme author’s purpose in grade and the appropriate text. students and teacher identify the authors’ purpose for writing the book. For Example: Egg to Robin by O.Owen (to inform/science); Egg Monsters from Mars by R.L. Stine (to scare); Egg Tree by K. Milhous (to inform/culture); Eggs Mark the Spot by A.J.Auch (to entertain). Page 27 of 78 28

Extending understanding of text

 Connects information, events, a. Teacher and students read I’ll Fix Anthony by J. Viorst (big and themes in grade- appropriate brother text to life and life to text little brother sibling problems); In Aunt Lucy’s Kitchen by C. experience. Rylant (dreams and pretend); Third Grade Bullies by E.Levy (bad start in a new school). Students discuss the similarities and differences between the characters and events in the books with their own experiences.

 Synthesizes information from a. Teacher and students read The Magic School Bus Lost in grade-appropriate text into a Space by different context. J. Cole as a start off point for a unit on the solar system. Groups of students conduct research on various aspects of the solar system and report out to the class at the end of the project.

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Study Skills  Interprets information from a. Teacher and students read several of the books by the grade-appropriate text and author graphic organizers (e.g., maps, Beverly Cleary. Groups of students can choose specific charts, graphs, pictures, areas of timelines, and diagrams.) the author’s writing to chart, graph or map. Students can use atlases and road maps to locate the states and cities that are part of B. Cleary’s life and work. (Silver Burdett and Ginn On the Horizon). Students can choose to graph the various topics the author has chosen to write about or the number of characters who are the same in several books. Students can create a timeline that reflects the years that the author has been writing or a timeline of the years that the students have been reading her books.

 Chooses grade-appropriate non- a. Students can continue the author study by researching fiction, reference materials, and Beverly web-based resources for Cleary on the Internet to ascertain how many books she answers to specific questions or has written for specific purposes. or if she has an e-mail address where they can write to her. b. Teacher and students can expand the author’s study by searching the Internet for the names of additional authors who have written as prolifically as B. Cleary.

 Outlines and takes notes for a. After reading Mississippi Possum by M. Miles (Silver information from grade- Burdett and appropriate text. Ginn On the Horizon) groups of students choose from the Page 29 of 78 30

following topics: possums, the Mississippi River, rainstorms, rivers, making a living on the river etc. Students write questions about what they want to know about their topics, create and outline from the questions, research their topics and take notes for the report.

 Uses the environment as a a. Teacher and students create a bulletin board of unfamiliar resource for reading (e.g., word words that they have seen or read in the environment. wall). Students are challenged to find the longest, silliest, strangest words that they can find. Students are encouraged to read the bulletin board and incorporate some of the words into their writing.

 Understands and uses various a. Teacher models the following test taking strategies: test-taking strategies to respond Reads the directions carefully. to short-answer and multiple- Knows what has to be done. choice questions. Knows how many answers are asked for. Reads the items. Answers the ones he/she is sure of first. Crosses out answers that are obviously wrong. Makes educated guesses. Writes in full sentences. Includes part of the question in the answer. Reads all choices before making a selection. b. Students use the above as a check list when taking a practice and /or authentic test.

 Uses prior knowledge to interpret a. Teacher models accessing prior knowledge to aid in Page 30 of 78 31

and answer questions. interpreting and answering questions. Questions to ask: What do I know about the topic already? How can I use what I already know to solve this problem? Is what I know about another topic related to this topic? If so, how can it be used? Did I read or hear or see something about this topic before? READING 4th Grade Phonemic  Reads aloud with fluency, a. Student will use tone, pitch, body movement, facial expression Awareness comprehension, and expression and any grade-level text. gestures to communicate feelings of story characters. Read aloud The Mysterious Zetabet by Scott Corbett – Silver Burdett and Ginn, Silver Secrets Concepts of  Recognizes and interprets basic a. In writing, punctuation plays the role of body language. Print punctuation, capitalization, font Students will variations, symbols, and use body language to interpret punctuation in speaking and organization in text. reading. Students may also write a paragraph dictated by the teacher. The student will include punctuation marks “heard” while writing the dictation. b. Literature: Verdi by J. Cannon is an example of the use of punctuation to hold the reader in suspense. Literature  Reads and comprehends grade- a. Students and teacher read: Robots by A. Kleiner (non-fiction) level fiction and non-fiction. and The Iron Giant by T. Hughes (fiction). Students and teacher Page 31 of 78 32

will discuss the elements of both fiction and non-fiction.  Relates grade-level literature to a. Literature: Read Harriet the Spy by L. Fitzhugh and The real-life experience. Noonday Friends by M. Stolz. Discuss the relationships between the friends in the stories and ask the students to relate the characters’ situations to their own life experiences. Use additional grade level literature to continue the process.

b. Student will describe something they did or an incident that happened that might be a worthy subject for realistic fiction.

 Demonstrates an interest and a. Student will complete Interest Inventories in reading workbooks enjoyment of books by voluntarily before choosing books and stories to each unit to identify books to choose from the library. read about different cultures, b. Students keep logs of books read in and out of school. They ethnicity, genders and ages. can survey own reading after a period of time to determine the types of reading that they choose most often. c. Students will write reader response cards and add to the bulletin board in the classroom. d. Students and Teacher read, Imp That Ate My Homework by L. Yep. Story is about intergenerational relationships.

 Identifies and responds to a a. Student will create a plot for similar story of their own in variety of literary forms (e.g., response to a Page 32 of 78 33

science fiction, historical fiction, literary form. For example, if they are reading science fiction poetry, drama, and nonfiction). such as Teeny, Tiny, Tinny Visitors by F.C. Bell, the student can continue the story or write a new story about other alien visitors. b. Students will assist in organizing the classroom library by genre.

 Identifies the relationship a. Teacher and students will read any grade appropriate piece of between the author’s purpose literature and discuss the author’s purpose for writing the piece and the text type (e.g., and why the particular text type was chosen. persuading, informing, b. Teacher will model writing a letter, poem, informational, or entertaining, and instructing). narrative piece and explain the purpose for the writing. c. Students will write an opposite view to a newspaper editorial, jokes to entertain classmates, summarize an informational article in a school textbook and write instructions for a recipe.

 Compares and contrasts the a. Student will construct a chart of similarities and differences roles played by various between Toby and Alistair in The Mad Puppet by M. Mahy. characters and settings in grade- b. Teacher and students will read literature depicting strong level literature. characters. Literature: The Two of Them by Aliki; Grandpa by J. Burningham; My Mother’s House, My Father’s House by C.B. Christiansen.

 Understands the effect of a. Teacher and Students will read: Owl Moon by J. Yolan for Page 33 of 78 34

figurative language in grade- examples of appropriate text (i.e., similes, similes; My Ol’ Man by P. Palacco for metaphors. metaphors, mood, tone, b. Student will find examples of other author’s use of figurative alliteration, onomatopoeia, language to give the writing more power and color to create a imagery, flashback, vivid mental picture. foreshadowing, and c. Students and teacher will create a “work in progress” chart of personification). figurative language to hang in the room. d. See A Chorus of Cultures by A. Ada et.al. (Instructional Media Center) for poems using alliteration, onomatopoeia. e. Working with partners, students will find places where figurative language can replace or be added to their own writing in a given writing task.

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Vocabulary  Understands the use of formal a. Teacher will discuss the use of both formal and informal and informal language patterns language patterns in writing by modeling writing a letter to a to create meaning in grade- friend inviting him/her to visit for the week (informal) and writing appropriate text. a letter to an author asking him/her to visit the classroom (formal). Students and teacher will chart the similarities and the differences.

 Infers word meanings from roots, a. Students will read the room and the environment to compile a prefixes and suffixes. list of frequently used prefixes and suffixes. The lists should be added to the word wall.

 Expands vocabulary by using a. Student will develop a checklist strategy to determine the context clues. meaning of an unknown work, i.e. Divide word into parts if possible. Read sentence with new word. Read sentences before and after this sentence. Take a guess at the meaning. Check if guessed meaning fits into the sentence.

 Understands multiple meanings a. Teacher and students will read various pieces of literature of words, synonyms, antonyms, looking for homophones, homographs, descriptive language. Goodbye Geese by N.W.Carlstrom; Tar analogies, connotations and Beach denotations. by Faith Ringgold; Guess Who My Favorite Person Is? By B. Baylor etc. b. Students will also read any of the Amelia Bedelia books by P. Parish to find examples of the use of multiple meanings of Page 35 of 78 36

words used to make humorous stories. c. Working with partners or in-groups, students should try to write their own Amelia Bedelia types of book. d. Teacher and students read Bookstore Mouse by P. Christian, which illustrates the power of words.

 Understands and uses semantic a. Student will use assigned or chosen topics to create semantic mapping to build grade- maps to develop vocabulary. For example, “places to visit” appropriate vocabulary. could lead to “purposes for visiting” to “supplies needed”. All of the topics would require adding related vocabulary.

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Comprehension Working with/interpreting text

 Monitors own reading for a. Teacher will take running records to determine if the student is self- meaning and self-corrects correcting, self-monitoring or crosschecking. when comprehension is b. Teacher will model the strategies used to monitor one’s own reading. For missing (e.g., rereading a example, readers should ask themselves if the words “sound right” or “does sentence that was not what the reader read “make sense”. understood).

 Summarizes, retells, a. Student will summarize orally a story that they have read, e.g. Two Piano reenacts or dramatizes Tuners by M.B. Goffstein – Silver Burdett and Ginn, Silver Secrets. grade-level text. b. Student will select a scene of a story from a text and add dialogue.

 Expresses new information a. Students and teacher will read Bicycle Rider by Mary Scioscia. It is the gained from grade- biography of Marshall Taylor, biking champion. Groups of students will give appropriate text in own a short oral or written summary of facts they learned about Marshall Taylor. words. b. Groups of students will be assigned a variety of topics to research. The group will report their findings orally to the class. Analyzing and critiquing text

 Predicts, draws a. Students will begin to read an assigned or self selected story. The teacher conclusions, identifies the will ask the student to stop at a specific place in the story. The students will main idea, compares, be asked to prediction what will happen next and to support the prediction infers, and distinguishes by pointing out story clues. cause and effect based on grade-appropriate text. b. Students will create a giant cause and effect relationship chart for the story. They will look for cue words such as because, as a result of, so or since. c. Students will use webbing to show the main idea and details.

 Distinguishes between fact a. Students will read an advertisement in a magazine or newspaper. They will and opinion in non-fiction differentiate between facts and opinions about the product. Students will then write their own advertisement about a product of their choice and use Page 37 of 78 38

text. facts and opinions to promote the product. Partners will read each other’s ads and try to distinguish between fact and opinion. Also see Silver Burdett and Ginn Silver Secrets pg. 708-709; 780-781.

 Interprets the theme and a. Student will read an editorial in the newspaper, find the author’s point of the author’s purpose and view/bias and give an oral or written account. point of view/bias in grade b. Teacher and student read The True Story of the Three Little Pigs by J. appropriate text. Scieszka and discuss point of view. c. Students will find examples of persuading (editorials), informing (front-page story), entertaining (cartoons) and instructing (cooking, sewing section in the newspaper). These can be cut out and labeled appropriately.

 Evaluates the author’s use a. Students and Teacher read: Aunt Chip and the Giant Triple Creek Dam of text type (e.g., Affair by P. Polacco. Discuss the author’s purpose or purposes for persuading, informing, writing the story. Evaluate whether the author achieved her purpose by entertaining, and reading the story to another class and asking the students to answer student instructing) to achieve his or generated questions about author’s purpose. her purpose.

Extending understanding of text  Connects information, a. Literature: Teacher and Students read: Annie and the Old One by M.Miles; events, and themes in My Parents Think I’m Sleeping by J. Prelutsky; Your Own Secret Place by grade- appropriate text to B.Baylor etc. Discuss the life text relationships. My Name is Maria Isabella life and life to text by A.F. Ada Use a Venn diagram to chart the similarities and differences. experience. b. Student and teacher read, Book Takes Root; The Making of a Picture Book byM. Kehoe. After reading the text, student and teacher attempt to make an original class picture book. c. Groups of students will attempt to write a “how to” book on a topic of their own choosing.

 Synthesizes information a. Literature: Teacher and students read: No Star Nights by A.E.Smucker. the story is a recollection of childhood in a steelmill town. Discussion should Page 38 of 78 39

from grade-appropriate text revolve around not only the text type (memoirs) but cross over into science, into a different context. and the environment. d. Literature: Teacher and Students read: The Arctic Land by B. Kalman The weather, geography etc. of the Arctic region is described. Discussions should revolve around science (weather) e. Literature: Teacher and students read: A Taste of Blueberries by D. Buchanan. Discussion should revolve around science (plants).

 Distinguishes personal a. Literature: Teacher and students read: Owls in the Family by F. Mowat. opinions from those of the Students differentiate between the author’s opinions about the owls as pets author. and their opinions about what should be a pet.

Study Skills  Interprets information from a. Teacher and students read, We Came From Vietnam by M. Stanek and grade-appropriate text and Juan Gets a New Home by Peggy Mann. Use graphic organizers to discuss graphic organizers (e.g., adjusting to a life in a new country. Use maps to locate the countries, maps, diagrams, charts, territories that the character migrated from. Use timelines, graphs and charts timelines and graphs). to study real life immigration to the U.S. from Puerto Rico and Vietnam.

 Accesses and assesses a. Teacher models by thinking aloud how to decide what resource to use to grade-appropriate non- gather information. Important questions to ask yourself are: what kind and fiction, web-based, and how much information do you need? Use the example “soccer”. Students reference materials to will brainstorm what they want to know about the game and what resources answer specific questions they will use to find the information. Groups of students will gather various or for specific purposes. pieces of information from a variety of sources including the Internet.

a. Students and teacher read Ming Lo Moves the Mountain by A. Lobel, The Page 39 of 78 40

 Outlines and takes notes for Trumpet of the Swan by E.B. White, and The Mountain That Loved a Bird by information from grade- A. McLerran. Teacher and students take notes on any information they appropriate text, including learned about mountains from reading the stories. Groups of students then technical manuals and refer to social studies texts, encyclopedias and the Internet to gather specific textbooks, in various information about mountains. disciplines (e.g., science, b. Teacher and Students read Iguanas by W.P. Mara Students information social studies, mathematics, gather applied technology, career from fiction and non-fiction sources. and consumer awareness). a. Students and teacher compile a list of words that they see frequently in the  Uses the environment as a environment. These words can be added to the word wall. Groups of resource for reading (e.g., students can work as teams searching for the most unusual or most word wall). frequently used word for while reading the “environment”.

a. See Silver Burdett and Ginn, Silver Secrets page 296-297, 515.  Evaluates which test-taking Teachers should model by thinking aloud how he/she would work through a strategy is effective for a variety of test types. particular test item (e.g., open-ended questions, and performance response).

READING 5th Grade Phonemic Awareness  Reads aloud with fluency, a. Select A Paying Job by Mary Stolz, (S.B.G. Dream Chasers) which comprehension, and contains dialogue, or select a play for the class to read. Have expression grade-level text students read through the selection silently or orally so that they become familiar with the mood and the plot. Have students take turns reading the story (or if you select a play, allow students to choose a role to portray). Instruct students to read with the correct expression, especially when reading dialogue. If you select a play,

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remind students to act out the characters’ feelings and follow the cues given throughout the play.

Concepts of Print  Recognizes and interprets a. Prepare a chart or transparency that gives the following information basic punctuation, about punctuation, fonts, and symbols usage in literature: capitalization, font  Bold capital letters usually mean give strong emphasis to variations, symbols, and words, or they signify what was stated on a sign, letter, note, organization in text. etc.  Italics usually means emphasis, or the words or phrases of a foreign language.  A hyphen usually means there is an interruption.  A period means the end of a sentence. The reader should drop the voice and come to a stop.  An exclamation point signals to read a sentence with extreme emotion.  Ellipsis means “and so on,” or to say the words, which precede and follow the ellipsis, slowly.  Quotation marks signal dialogue.  Words written in a smaller font usually signal that the passage is meant to be read softly or quietly. b. Good sources to have students read and find examples of these interpretive signals are: Keplik the Match Man from The Witch of Fourth Street and Other Stories by Myron Levoy; and Lullaby Hullabaloo

Literature  Reads and comprehends a. Teacher and students read an excerpt from an historical novel and grade-level fiction and non- a true story account of the same event or time period. Students use fiction. a Venn diagram to compare and contrast the two stories (i.e. comparing the historical facts in each text, and contrasting characters or settings.

 Relates grade-level a. Students read Extra Cash for Kids by Larry Belliston and Kurt Page 41 of 78 42

literature to real-life Hanks. Students speak about the jobs that they have done (or experience. would like to do) to earn money. Students then write an article about the way(s) they earned money. The article should include a description of the job; skills needed to qualify for the job; how much money was earned; and whether the student liked or disliked the job. Student work should be displayed.  Demonstrates an interest a. See A Chorus of Cultures, Ada, A. et. al. (Instructional Media and enjoyment of books by Center) for collection multicultural poems. voluntarily choosing books b. Student should keep a journal of books read. and stories to read about c. Groups of students could be formed to create bulletin boards with different cultures, information, book reviews and poetry related to diversity groups of ethnicity’s, genders and their own choosing. ages.

 Identifies and responds to a a. Teachers and students should read a variety of literary forms. variety of literary forms science fiction / historical fiction / realistic fiction / drama (e.g., science fiction, mystery / folktale / fairytale / biography / autobiography historical fiction, poetry, informational texts /poetry drama, and nonfiction). Discuss the characteristics of each type of genre. Review the samples. Throughout the course of the year, review the characteristics of each genre as your class reads a selection, which is an example of a particular genre.

 Identifies the relationship a. Read literature, which demonstrates differences in the author’s between the author’s purpose. (i.e. persuade, instruct, entertain, inform). Discuss the purpose and the text type characteristics of each with the students. Have students determine (e.g., persuading, the author’s purpose each time they read selections from the basal informing, entertaining, and or any reading material. instructing). b. Teacher and students read: The Complete Babysitter’s Handbook by C. Barkin and Amy, the Story of a Deaf Child by L.A.Walker. Discussion should follow each reading determining the author’s purpose for writing the piece of literature. A comparison Page 42 of 78 43

and contrast of the authors’ purposes can be charted.

 Compares and contrasts a. Teacher and students read My Home is Over Jordan by S. the roles played by various Forrester. Have students identify the main character(s) and the characters and settings in supporting characters. Groups of students can do the following: grade-level literature.  Identify the characters and their traits.  Predict how the story would change if a particular character were not in the story.  Discuss why the setting was important.  Predict how the story would have changed if there were a complete change in the setting (i.e. different part of the country, a different part of the world, a different decade or century).  Understands the effect of figurative language in a. Discuss figurative language. Teacher and students read literature grade-appropriate text (i.e., which contain examples of this type of language. Have students smiles, metaphors, mood, locate and write some of the examples found in the texts. Allow the tone, alliteration, students to share what they find. Listed below, are some stories onomatopoeia, imagery, and poems, which contain figurative language. flashback, foreshadowing, Paul Bunyan Swings His Axe by Dell McCormick and personification). (imagery, personification, mood, tone, exaggeration)

The Witch of Fourth Street and Other Stories by Myron Levy (onomatopoeia)

“Philbert Phlurk” (poem) by Jack Prelutsky (alliteration)

“Paul Revere’s Ride” (poem) by Henry Wadsworth Longfellow (simile, metaphor)

“America the Beautiful”(poem) by Katherine Lee Bates Vocabulary  Understands the use of a. Have students read “The Ballad of John Henry” and notice the formal and informal unconventional language. Ask students to tell why that type of

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language patterns to create informal language was used. Have students read the story orally. meaning in grade- Afterwards, have students substitute formal language for the appropriate text. informal language making sure it communicates the same message, with the same mood and tone as the original. Have students read the poem orally with the original words (in rhythm). Have students sing the song (the music teacher may be able to follow up with the singing of the song during the music period).

 Infers word meanings from a. Write suffixes or prefixes on a large chart (one per paper). As roots, prefixes and suffixes. students read pieces of literature, have them look for words with these beginnings or endings and add them to the chart during the month.

 Expands vocabulary by a. Teacher and Students read: My Life as a Fifth Grade using context clues. Comedian by E. Levy or My Life as a Blundering Ballerina by B. Myers. Use context clues to determine the meanings of unfamiliar words

 Understands multiple a. Read any of the Amelia Bedelia books aloud. Have students list meanings of words, words misunderstood by Amelia. Catagorize words - homophone, synonyms, antonyms, synonym, antonym. Look at other books in the series – groups of homophones, homographs, students can be assigned to each book. analogies, connotations and denotations. b. Read The Popcorn Blizzard by D. McCormick (S.B.G.Dream Chasers). Teacher and students should then list words from the story that denote and connote different ideas - e.g.; chuckled/laughed, waddled/walked.

 Understands and uses a. Use students’ prior knowledge to develop a semantic map. semantic mapping to build Teacher and students make a semantic map about “fear”. Start the map by answering the following questions. How do you Page 44 of 78 45

grade-appropriate feel when you’re afraid? What causes you to be afraid? What do vocabulary. you do when you’re afraid? Add the responses to the map and discuss other possibilities. b. Use a grade appropriate Thesaurus to find additional words to add to the semantic map.

of 78 STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS Comprehension Working with/interpreting text

 Monitors own a. Teacher monitor students’ ability to self-correct errors by taking a reading for running record. meaning and self- b. Teacher models strategies that can be used to decode words find corrects when meanings of unfamiliar words. comprehension is c. Teacher discusses and models cross-checking, self-monitoring and missing (e.g., self-correction while reading. rereading a sentence that was not understood).

 Summarizes, a. Teacher and students read the play. “Miss Louisa and the Outlaws” retells, reenacts or by Frances White. Groups of students summarize parts of the play. dramatizes grade- Groups of students volunteer to act out their favorite parts in the level text. play.

 Expresses new a. Assign individual or groups of students any of the following pieces information gained of literature: Homesick: My Own Story by J. Fritz; Log Cabin in the from grade- Woods: A True Story About a Pioneer Boy by J. Henry; Moved- appropriate text in Outers by F. Means. After reading the stories, students compare own words. what they have learned about re-location and the impact that such moves had on the characters in the stories. Analyzing and critiquing text

 Predicts, draws a. Students and teacher read The House of Dies Drear by Virginia conclusions, Hamilton. Students write/discuss the answers to the following identifies the main questions. Use similar questions for other stories. idea, compares,  After reading the first four pages of the story, do you think infers, and Thomas is going to like this house? Why or why not? distinguishes  What caused Thomas to think that the House of Dies Drear was cause and effect haunted? 47

Study Skills  Interprets a. Teachers will model the use of maps, charts, and graphs information from simultaneously in as many disciplines as possible. Maps are grade-appropriate taught in reading, language, math, and social studies. Graphs and text and graphic charts are taught in reading, language, math, science and social organizers (e.g., studies. maps, diagrams, charts, timelines and graphs).

 Accesses and a. Students will use the Internet to research a project. Some assesses grade- recommended Web - sites are listed below: appropriate non- http://www.yahooligans.com fiction, web-based, http://www.onlineschoolyard.com and reference http://www.webscout.com materials to answer specific questions or for specific purposes.

 Outlines and takes a. Students and teacher will write a class reports on a topic chosen by notes for the class for the project. The teacher and the students will information from generate questions they want answered about their topic and grade-appropriate convert the questions into an outline. Groups of students will be text, including assigned a specific question to answer. technical manuals b. Students will take notes on all the information gathered. and textbooks, in c. The students will use a variety of sources. various disciplines d. Students and teacher will compile information and write a class (e.g., science, report. social studies, mathematics, applied technology, career and consumer Page 47 of 78 48

awareness).

 Uses the a. Students will copy the messages seen on billboards. Students and environment as a teacher will discuss the propaganda tactic that was used to resource for persuade the public to buy the product or use the service being reading (e.g., word advertised. wall).  Overgeneralization: a generalization is made based on a few facts.  Testimonial: uses a celebrity or an expert to say something that supports the product or service.  Bandwagon: sends the message that “everybody” is using the product or service.  Transfer: associates celebrity with the product or service. b. Teacher and students will create a word wall in the classroom. The words will be those, which are related to a theme being studied, or which have been generated from a story that was read.

 Evaluates which a. Teacher models skim reading passages to summarize or identify test-taking strategy the main idea of passages. is effective for a b. Teacher models scanning to find details/recall/multiple choice particular test item answers. (e.g., open-ended c. Teachers model test taking techniques for multiple choice questions questions, and e.g. longest answer and/or the answer in the middle is usually performance correct. Also, two of the multiples are usually absolutely incorrect response). and two are very close in meaning.

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STANDARD 3.4 ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS Reading 6th Grade Phonemic Awareness  Reads aloud with a. Teacher models reading orally with fluency Students read poetry fluency, silently and then orally with fluency. Suggested reading, “Falling comprehension, and Up” by Silverstein or “Moon In Your Lunch Box” by Spooner. expression any grade- b. Teacher reads a passage from Harlem by Myers aloud ignoring level text. punctuation and using little or incorrect expression. Teacher asks for feedback from students. Class brainstorms guidelines for quality oral reading and creates a chart with those guidelines. c. During partner reading, students provide feedback to one another on oral reading using class established guidelines. Concepts of Print  Recognizes and a. Students demonstrate understanding and interpretation of various interprets basic forms of punctuation, capitalization and symbols by reading punctuation fictional text. Plays of Great Achievers by Kamerman or capitalization, font Outrageously Alice by Naylor. variations, symbols, b. Using social studies text, teacher discusses and models print and organization in features (e.g. italics, boldface, color) and organization of text. text. c. Students read nonfiction from the reading text or trade books, and outline the text using a graphic organizer. Suggested reading Amistad Affair by Myers. d. Compare and contrast the forms taken by free verse poems, rhyming poems, haikus, and concrete poems. Suggested poems “Goof Who Invented Homework: And Other School Poems” by Dalos; “Poems For Youth” by Dickinson; “Best Town in the World” by Baylor. Literature  Reads and a. Students will read a short selection, and discuss in groups, comprehends grade- specific reading strategies used that aided in comprehension (e.g. level fiction and non- re-reading and reading with others). Selection from text Mafatu fiction. and the Ma’o by Sperry. b. After reading fiction (e.g. science fiction, plays, fantasy, realistic fiction and short story) or nonfiction (e.g. autobiographies, narrative non-fiction, or science) teacher and students discuss the relationship between the title and topic of the selection. (short Page 49 of 78 50

stories- Oddly Enough by Coville, Athletic Shorts by Crutcher; sci- fi- Shadow Of The Red Moon by Myers; biography- Meet Maya Angelou by Spain; Ruben Blades by Marton). Teacher and students read a short story without its title and create a title that would be suitable. c. After reading a fantasy (e.g. The Hobbit), students will use their imaginations to create an additional character for the story. Students’ responses should be consistent with the text that was read.

 Relates grade-level a. Students will write about a time that they were given responsibility literature to real-life and how it made them feel. experiences. b. Students read Master and Pupil by Ullman and make a Venn diagram comparing and contrasting the character with themselves. Working in groups, students make a character map of a perfect friend. c. After reading one of the following novels, Nothing But the Truth by Avi; Beware the Fish by Korman; Harris and Me by Paulsen, students will choose a character from the book that they identify with, admire or respect and write a brief dialogue between the character and themselves.

 Demonstrates an a. Students will maintain a reading response log. interest and b. Students share self-selected books with others by preparing and enjoyment of books sharing a 5-minute book talk (e.g. chalktalks, puppets, scroll by voluntarily stories, or power point presentations). choosing books and c. Students maintain annotated lists of self-selected and teacher- stories to read about selected works read that represent diverse cultures, time periods, different cultures, and genres. ethnicity, genders and d. Students organize the classroom library by genre, theme or author ages. and rotate being responsible for monitoring the circulation of books.

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 Identifies and a. Teacher and students compare and contrast two literary forms responds to a variety showing how they are alike and different by using a graphic of literary forms (e.g. organizer. science fiction, b. Read passages from “Three Strong Women”, p.51 and “Memories historical fiction, of Helen Keller”, p.97, Wind by the Sea. Discuss and chart poetry, drama, and characteristics of a folk tale and biography. nonfiction)

 Identifies the a. Students read an important speech, such as the “Gettysburg relationship between Address” and analyzing Lincoln’s purpose, ideas and style. the author’s purpose Student groups discuss questions such as: Why was this address and text type (e.g. powerful? How did the author make his point? Why is it persuading, remembered? informing, entertaining b. After reading Goose Tracks and Blazing Stars by Morgan and instructing) Teacher and students discuss why the author may have written the selection. After reading books for an author study, students will read biographical information about the author to determine if the work is consistent with the author's past works. Suggested authors Paulsen, Myers, Stine, Blume.

 Compares and a. During a unit on mystery and horror, students analyze the roles, contrasts the roles characters, settings, and events in a literary work. Suggested played by various readings Nancy Drew Mysteries by Keene; Night Cry by Naylor. characters and b. In small groups, students will select two or more characters from settings in grade-level the story and write an original script that is consistent with the literature. setting, events and characters of the story.

 Understands the a. During unit on poetry, teacher/students read poetry aloud (Silver effect of figurative Burdett and Ginn Wind by the Sea page 40) and discuss it in light language in grade- of the following question, “How does this poem tell you about appropriate text (i.e. something you are familiar with in a different way?” or “What imagery is used?” Page 51 of 78 52

alliteration, b. Teacher models using real text to teach or reinforce similes, onomatopoeia, metaphors, and personification. (Silver Burdett and Ginn Wind by imagery, flashback, the Sea pages 803 & 907 T.E.). Students record additional foreshadowing, and examples of figurative language on a chart in the room. symbolism.) c. Teacher models the difference between author's mood (feelings) and tone (attitude) in The Summer of The Swans by Byars. Student partners discusses mood and tone of current novels being read.

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Vocabulary  Understands the use a. Compare formal (newspapers, magazines, and informational of formal and informal articles) to informal (short stories, friendly letters, plays, poems, language patterns to song lyrics). Read the poem, “Little Sister”, p.30 Wind by the Sea create meaning in and have students rephrase using formal language. grade appropriate b. Students work in groups to identify the characteristics of standard text. and non-standard English (e.g. rap music, Shakespeare's plays)

 Infers word meanings a. While reading trade books in an integrated curriculum, students from roots, suffixes expand their vocabulary by identifying unfamiliar words. They and prefixes. record the word on a 3x 5 card and note the page where it was used. Students attempt to define the word by using context and structural analysis clues. b. The class discusses meanings of the unfamiliar words and the students make corrections as needed. c. Teacher and students Identify meanings of affixes and create lists of words using the same affixes. Words are posted on the walls for reference.

 Expands vocabulary a. During reading students record 5 or more words that are using context clues. unfamiliar to them. With a partner they agree on a probable meaning and then check the meaning in a dictionary or glossary. b. Teacher models defining an unfamiliar word by using context clues. c. After reading a content area selection Mystery of Stonehenge by Branley, students identify context clues that they used to assist them in defining unfamiliar words. Students also locate examples of synonyms, antonyms, mood, tone and punctuation clues.

 Understands multiple a. Model using a dictionary as a source for vocabulary development meanings of words, in all subject areas. synonyms, antonyms, b. Display and refer students to vocabulary charts with homophones, representative words/phrases in each category. Students add vocabulary to charts. Page 53 of 78 54

homographs, analogies, connotations, and denotations.

 Understands and a. To access prior knowledge model a semantic map using the topic, uses semantic “Unfree Country” , (p. 80 TE Wind by the Sea). Chart student mapping to build responses, then read “Damon and Pythias”, p. 56. grade-appropriate b. After reading, revisit map and vocabulary generated for vocabulary. appropriateness to this story.

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Comprehension Working with/interpreting text.

 Monitors own reading a. Teacher models the strategies for monitoring reading for meaning for meaning and self- and self correction. These include thinking aloud, rereading a corrects when the sentence or paragraph, using context clues, cross-checking, self comprehension is questioning and using prior knowledge. missing (e.g. b. Students pair read and compare strategies used to enhance rereading a sentence comprehension. that was not understood).

 Summarizes, retells, a. Teacher and students read Paloma by Benchley ( Silver Burdett and reenacts or and Ginn Wind by the Sea . Students write short summaries for dramatizes grade- the text that was read. Pairs share their summaries and agree on level text. key concepts that should be included in summary. The summaries are share with the class. b. Partners choose favorite scenes to reenact. c. Students choose a character from a play “Damon and Pythias” (Silver Burdett and Ginn Wind by the Sea p. 83 T.E.) that they would like to portray. Groups of students make presentations focusing on vocal expressions and gestures. Audience provides feedback.

 Expresses new a. Students complete KWL process for selected texts. information gained b. During teacher/ student reading conferences, students share from grade- information gained from latest book read. appropriate text in c. Students compose a poem or song that expresses an idea or own words. concept that was recently learned.

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Analyzing and critiquing text.

 Predicts, draws a. Teacher and students read several short stories fromVisions: 19 conclusions, identifies Short Stories By Outstanding Writers For Young Adults by Gallo. the main idea, Pairs of students select an additional short story and read only the compares, infers, and beginning. They predict the ending, draw conclusions about distinguishes cause events and identify the main ideas. The pairs compare their and effect based on predictions etc. with other students who have read the same short grade appropriate story. text. b. After reading a novel, students create a cause and effect graphic organizer. Suggested reading Barn by Avi; Tucket’s Ride by G. Paulsen. c. Teacher and students discuss the difference between inferences and drawing conclusions then read part of a story The Disappearing Man (Silver Burdett and Ginn Wind by the Sea p. 271 T.E.). Students predict what might happen to the characters in the situation. Students work in groups to develop and present their predictions and the story clues that support the predictions.

 Distinguishes a. Students read The Monterey Bay Aquarium (Silver Burdett and between fact and Ginn Wind by the Sea p.657 T.E.) and summarize main points, opinion in nonfiction state new facts learned from the selection and identify opinions text. held by characters in the passage. b. After reading a persuasive piece The Second Mrs. Gioconda by Konigsburg students draw conclusions or make inferences about opinions of author. Discuss findings in small groups. c. Given an editorial, students will identify both a fact and opinion related to the topic. Teacher and students will create a fact and opinion bulletin board that can be added to as students read additional newspapers and advertisements. d. Teacher reads The Cat and the Golden Egg (Silver Burdett and Page 56 of 78 57

Ginn Wind by the Sea p. 437 T.E.) aloud to the class. Students draw conclusions about the time, location, characters and course of events in the story.

 Interprets the theme a. Teacher models then students read and discuss editorials. and author’s purpose Students work in groups to identify the author's point of view and and point of view/bias provide rationale for their answers. in grade appropriate b. While introducing concept of theme, teacher uses a story that is text. familiar to class, identifies the theme and then assists students in finding evidence in the story (stated or inferred) that supports the theme. Suggested reading Memories of Helen Keller (Silver Burdett and Ginn Wind by the Sea p. 135 T.E.) c. Teacher leads a discussion about biased opinions some adults have about teenage music and how adults express it. Teacher and students identify ways to recognize and evaluate bias (e.g. use of emotionally laden words, bandwagon, half-truths, and prestige), look for bias in persuasive readings. (essays or editorials)

 Evaluated the a. Students select and read a sports editorial. In cooperative author’s use of text learning groups, they identify (on a chart) informing, type (e.g. persuading, entertaining, and persuasive techniques used and discuss the informing, entertaining effects of these techniques on the reader. and instructing) to b. Groups of students will assess the effectiveness of the text type achieve his or her by stating their opinions as to whether or not they were informed, purpose. entertained, persuaded, or instructed. Groups support opinions with text examples. Suggested reading The Big Spring (Silver Burdett and Ginn Wind by the Sea p.679 T.E.) Extending understanding of text.

 Connects information, a. Students read It’s the Loving That Counts (Silver Burdett and Ginn Page 57 of 78 58

events, and themes in Wind by the Sea p. 239 T.E.) and write about a time that they grade appropriate text were in a situation similar to the situation of the character(s) in the to life and life story. In the reader's response log students write reactions to text experience. relating personal experiences to the characters, setting, events, or problems.

 Synthesizes a. Given a passage to read, the student will create an evidence information from chart. When evidence chart is completed they will pull the grade appropriate text evidence together in a unifying statement. into different context.

 Distinguishes a. After reading a novel and articles on a controversial issue in personal opinions groups, students summarize author's opinions. In Response log, from those of the write own opinion on topic and conduct mini-debate in class. author.

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Study Skills  Interprets information a. Students choose a graph from “USA Today” and work in groups to from grade create 5 questions based on the graph. Groups of students appropriate text and challenge each other to answer the questions using the graph. graphic organizers b. Using a world map, students chart geographical setting of reading (e.g. maps, diagrams, text selections. Then, in small groups, students plan a trip to one charts, timelines and or more locales using transportation time schedules to build on graphs). Internet itinerary.

 Accesses and a. Students read Number The Stars by Lowry and research the assesses grade author. Require that students use a combination of resources. appropriate nonfiction, b. Students participate in a scavenger hunt using Internet and web-based and reference materials. Students work in small groups to select reference materials to topics and questions, then use as many sources as possible to answer specific find information. questions for specific purposes.

 Outlines and takes a. Teacher will model the strategies for making an outline. The notes for information student will use the strategy to complete the outline, summarize from grade the purpose and method for outlining. appropriate text b. Students will read a technical manual and take notes on the steps including technical involved in the assembly or use of the product. Students review manuals and notes with a partner then develop an outline from the notes. textbooks in various Suggested reading a manual from VCR, DVD player, etc. disciplines.

 Uses the environment a. Support current reading with vocabulary charts or word boxes. as a resource for b. Use Internet to search for additional information related to reading (e.g. word readings. wall). c. Use a designated part of a bulletin board to display the "word of the day" d. Have written directions available in centers to assist students in being self-directed. Page 59 of 78 60

e. Display students’ writing samples. f. Write directions to activities and objectives of lessons on the board.

 Evaluates which test a. Complete practice GEPA reading exercises independently. With taking strategy is a partner review and talk about best test taking strategies to use effective for a (i.e. following directions carefully, eliminating unlikely choices, particular test item planning use of time). (e.g. open questions, performance response).

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GLOSSARY

The glossary contains definitions for terms that need explanation in order to make the intention of the language arts literacy standards and related activities clear.

Aesthetic response an expression that conveys appreciation of the beauty of the ideas and style of a communication.

Alphabetic Principle A writing system design principle that associates units from the limited set of phonemes of oral language with units from the limited set of letters of the alphabet, yielding a highly productive alphabetic writing system. Knowledge of the alphabetic principle is awareness that written words are composed of letters that are intentionally and conventionally related to phonemic segments of the words of oral language.

Assessment the process of describing the status of student learning, as through ongoing observation, interviews, portfolios, etc., to identify strengths and weaknesses in learning.

Audience the receiver of a communication, including the one who created it.

Author's Chair a chair in which students sit while they read their own writing aloud to other class members.

Big Books Oversized books that the offer opportunity to share the print and illustrations with a group of children in ways that one might share a standard sized book with just a few.

Book talk a discussion of one or more books by a teacher, library media specialist, or student to introduce new titles and induce others to read them.

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Brainstorming a technique in which students individually or in-groups generate as many ideas as possible to solve a problem or answer a question with no initial concern about the "rightness" or "wrongness" of the ideas.

Cognition knowing; specifically, the process or result of perceiving, recognizing, conceiving, judging, and reasoning.

Collaborative feedback the shared responses of others.

Composing the process of constructing meaning and symbolically encoding it. Writers, speakers, and other communicators draw upon words, ideas, images, and other aspects of their experience to create and shape meaningful text.

Context the circumstances that surround a spoken, written, or visual message and form a framework for its interpretation. Both the sender and the receiver of a given message operate within a context, and these contexts may differ for each.

Context clues textual information that helps identify a word or group of words. Sources of information include words, phrases, sentences, syntax, and illustrations.

Cooperative groups any pattern of classroom organization that allows students to work together to achieve their individual goals.

Critical thinking the process of thinking in order to evaluate and solve problems. The individual rearranges or transforms information, goes beyond the evidence provided, draws conclusions, and may derive new insights. When the task is to assess evidence to find a limited number or single reasonable answer, the process is called convergent thinking. When the task promotes elaborations that lead to new ideas or alternative interpretations of given information, the process is called divergent thinking.

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Cuing system sources that contribute to understanding. Individuals may use their knowledge of language, such as (1) sound-symbol relation ships (graphophonics), (2) word meaning (semantics), and (3) sentence structure (syntax). Prior knowledge and context also serve as sources that contribute to understanding.

Decoding Skills Skills in translating symbols (e.g., alphabet letters) into recognizable syllables and words.

Dialect A regional or social variety of a language distinguished by Pronunciation, grammar, or vocabulary, especially a variety of speech differing from the standard literary language or speech pattern of the culture in which it exists.

Directionality knowledge of such print concepts as reading or writing from left to right and top to bottom.

Drafting the act of putting words and images on paper (or on the computer). These ideas and images may or may not be part of a finished product.

Editing an activity involving the reading of text to identify and correct errors in sentence construction, mechanics, usage, and spelling.

Educational technology the media, technology, and products defined as tools for learning and working. These tools include computers, software, video disks, tapes, CD-ROMS, satellite downlinks, fiber optic and other carriers of voice, video, and data communication.

Emergent Literacy A range of activities and behaviors related to written language including those undertaken by very young children who depend on the cooperation of others and/or on creative playto deal with the material; reading and writing related activities and behaviors that change over time culminating in conventional literacy during middle childhood.

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Emergent Reading Reading related activities and behaviors, especially those prior to a child's achieving the capacity to read fluently and conventionally; This includes (a) the attentive presence of a child while another reads for the child's benefit, (b) the execution of acts with materials related to reading, e.g., page turning, letter naming, and (0 the pretense of processing and/or comprehending written language.

Emergent Writing Writing related activities and behaviors, especially those prior to a child's achieving the capacity to read fluently and conventionally; includes (a) the attentive presence of a child while another writes according to the child's intentions, (b) the execution of acts with materials related to writing, e.g., scribbing letter-like forms, inventive spelling, and (0 the pretense of producing text to be read.

Evaluation the act of examining or making a judgment at a particular moment in time based on a set of criteria that has a numerical and/or descriptive value. An evaluation may include an appraisal of growth, products, processes, or changes in these, using both formal (testing) and informal techniques.

Expressive Language Accuracy, fluency, and appropriateness in producing Capacity language

Fishbowl a demonstration tool used by teachers to model desired behaviors, such as participation in small-group writing conferences

Fluency Achieving speed and accuracy in recognizing words and comprehending connected text, and coordinating the two.

Freewriting writing that is unrestricted in form, style, content, and purpose. As a teaching technique, freewriting is designed to help the writer find a personal voice through uninhibited expression. If a topic is assigned, the procedure is called focused freewriting

Frustration Level/Reading Level at which a child's reading skills break down; fluency

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disappears, errors in word recognition are numerous, comprehension is faulty, recall is sketchy, and signs of emotional tension and discomfort become evident.

Genre a category of texts, such as narratives, poems, or films, charac terized by a particular style (distinctive characteristics), form (the structure or arrangement), or content (the subject matter, its qualities, and attributes).

Graphic organizers visual or verbal representations designed to plan for writing text or to show the relationships among ideas or topics in a reading text. These include Venn diagrams, semantic maps/webs, comparison/contrast boxes, story maps, herringbone organizers, structured overviews, and inquiry charts.

Guided practice a teaching strategy based on observed student needs that Includes demonstration and explanation of the task, guided application, coaching, and feedback throughout the lesson. Often, guided practice is followed by independent practice and Assessment through further observation.

Hypertext in computer software, a sophisticated program that allows the user to move among or to relate text, graphics, and sound data in any desired pattern and in any desired order.

Inductive method a teaching and learning method in which specific examples are first examined to identify a common characteristic and then used to develop a generalization or rule.

Inferential thinking the process of identifying ideas that are suggested in a commu nication. At the inferential level, individuals conceptualize ideas and perceive unstated, but implied relationships between them.

Intervention A supplementary program to address an identified or anticipated reading problem. Remedial interventions are aimed at school children who have been identified as achieving below expected levels. Preventive interventions are aimed at (younger) children who are thought to be at risk for developing reading problems. Page 65 of 78 66

Invented Spelling A child's spelling system based on letter names and/or sounds. It is also called inventive spelling, creative spelling, estimated spelling.

Jigsaw an approach through which small groups are given different research topics related-to a single unit, e.g., Balboa, Magellan, and Vespucci for a unit on explorers. Individual members of the groups are assigned numbers with related tasks, e.g., all number Is research the explorers' early lives, all number 2s research the explorers' source of financial support, and number 3 s research the explorers' destinations. Group members share their information with their numerical counterparts in the other groups. They then return to their original group to report all that they have learned about all the explorers.

Journals/logs/notebooks an ongoing record of learning activity kept by students to help them record learning experiences, reflect over these experiences, create new knowledge, and plan further learning. Students' records of their learning appear in varied forms, including learning logs, reading logs, reading and writing journals, response journals, double-entry notebooks, character logs, and reflective journals. These informal entries may later serve as a source of ideas for more finished literacy products.

Language Arts the abilities that enable one to: think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and nonverbal communications; formulate and answer questions; and search for, organize, evaluate, and apply information. The language arts are integrative, interactive ways of thinking that develop through reading, writing, speaking, listening, and viewing and through practice of habits of inquiry.

Language Experience an approach to language learning in which students' oral com Approach positions are transcribed and used as materials of instruction for speaking, listening, writing, reading, and viewing. Page 66 of 78 67

Language Milestones A significant point in language development, such as saying one's first word or beginning to combine words.

Literacy the ability to think as well as know how to extend knowledge for thinking and communicating. Literacy is more than the devel opment of a specific, predetermined set of skills. (e.g., reading, writing, speaking, listening, viewing, etc.). it is also recognizing one's own purposes for thinking and communicating (through .print or nonprint, verbal or nonverbal media) and being able to tap into one's own resources to achieve those purposes.

Literal thinking the process of identifying ideas that are directly stated in a com munication.

Literary criticism the analysis of literary works according to one of several formal principles or theories of criticism reflecting philosophical, politi cal. and cultural perspectives.

Literature circles a procedure in which students, meet to discuss books they are reading independently. The books are usually sets of books with the same title, sets of books written by the same author, or sets of books with a common theme.

Metacognition awareness and monitoring of one's own thinking processes and strategies: knowledge of what one knows and how one knows it.

Mini-lesson a focused lesson of no more than ten to fifteen minutes address ing a specific strategy, skill, technique, or operation needed by students to complete an ongoing literacy task.

Mode the medium in which language and thinking occurs, such as speech, writing, and sign language. Page 67 of 78 68

Morphology The aspects of language structure related to the ways words are formed from prefixes, roots and suffixes (e.g., "mis-spell-ing") and are related to each other.

Multimodal activities learning activities designed to appeal to different senses and diverse learning styles.

Onset The consonant(s) at the start of a syllable; the remainder of the syllable is called its “rime.” In “swift,” “sw” is the onset and “ift” is the rime.

Orthographic Awareness Knowing that letters and diacritics represent the spoken language; attending to predictable and frequent spelling patterns. (A diacritic is a mark, such as he cedilla of façade or the acute accents of resume, added to a letter to indicate a special phonetic value or distinguish words that are otherwise graphically identical.)

Orthography A method of representing spoken language by letters and Diacritical marks, spelling.

Phonemes In oral language, the small units that combine to form syllables and words (e.g., the phonemes in the standard English words “bit” and “hit” are the same except for the first segment and the word “hint” has one more phoneme that the word “hit.”)

Phoneme Segmentation To break words into phonemes.

Phonics Instructional practices that emphasize how spellings are related to speech sounds in systematic ways; letter-sound correspondences.

Phonological Awareness Knowing that oral language has structure that is separate from meaning; attending to the sub-lexical structure (i.e., structure

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within words) of oral language, e.g., “beg” has one syllable and three phonemes, “egg” has one syllable and two phonemes.

Phonology The aspects of language structure related to the distinctive features for the representation, production, and reception of sounds of language.

Portfolio a collection of varied materials, which may include teacher observations and student reflections, that document a student’s development, progress, and achievement.

Predictable text texts with repeated patterns, refrains, pictures, and rhymes that enable beginning readers to share the reading experience through their anticipation of the repetition and to develop confi- dence in their ability as readers.

Prereading/Previewing activities engaged in prior to reading. The activities are strategies designed to activate prior knowledge and develop positive attitudes toward the reading either through discussions of prior experiences relevant to the text or thorugh such strategies as SQ3R, anticipation guides, prediction maps, and segements of a KWL chart.

Prewriting/Planning activities engaged in prior to drafting. The activities are strategies designed to generate ideas, explore knowledge, and promote favorable attitudes toward drafting. These activities may include brain-storming, discussion, freewriting, drawing, webbing, and any of the other modes of language use.

Primary sources/texts original materials, such as The Declaration of Independence, the Autobiography of Benjamin Franklin, or My Brother Sam is dead.

Print concepts recognition of the way print is arranged (from left to right, top to

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bottom; with space between words and paragraphs) and shaped (letters, words, whole texts)

Prior knowledge knowing that stems from previous experience and activates relevant schemata for a new experience, including transactions with text.

Propaganda devices use of visual and verbal techniques intended to persuade an audience to accept a particular point of view, either good or bad, depending upon the propagandist’s intent. These techniques include manipulated visual images, connative and slanted language, half-truths, testimonials, guilt by association, and glittering generalities.

Purpose the reason for reading, writing, speaking, listening, and viewing; the goal(s) which the individual seeks to attain through a specific act of reading, etc. The goal(s) set for the task may be specified by self, others, or the text.

Question-Answer a reading strategy to improve literal and inferential comprehension

Relationship Strategy by categorizing questions as text explicit (the answer is stated in the text), and script implicit (the reader derives the answer using prior knowledge).

Reader's Theater an activity in which participants read and interpret literature aloud from adapted texts. After the children practice their pre sentation, they perform it, referring as necessary to their scripts. Reader's Theater does not require any special costumes, props, sets, lighting, or music.

Readiness To be prepared for instruction.

Reading/writing an oral verbalization; a technique or strategy in which the teacher pauses to think aloud or verbalize his or her strategies while reading a selection orally or composing a text, thus Page 70 of 78 71

modeling the processes of comprehension or composition.

Reciprocal Teaching A teaching process in which teachers and students take turns asking and answering questions in order to comprehend text and to learn comprehension strategies.

Recursive referring to the writer's shifting perspective of the text. Throughout the writing process, beginning with the decision to create a written product,, writers view their text from a number of perspectives: as planners, drafters, revisers, and editors. At any given time, they are shifting from one perspective to anoth er, planning what they want to write, drafting the text, revising their plans or draft, and editing the language. The various acts of writing may be repeated without a prescribed sequence until a desired result is attained. It is the continual shifting of perspec tives that is indicated by the term recursive.

Revising the act of making changes in the text. Writers read the text, monitoring whether the written words accurately express their ideas and identifying whether they need to rewrite, reorganize, add to, or delete portions of the text. Writers may revise their writing several times until a desired standard is attained.

Rhetorical devices verbal techniques and patterns used to create a certain effect. Rhetorical devices may be deliberate or accidental, facilitating or deliberately confusing or misleading (such as a logical fallacy).

Rime The portion of a syllable that follows the “onset” (see above).

Rubric a set of scoring guidelines that includes criteria for assessing or evaluating performance. A rubric, which may be either holistic or analytical, generally contains a scale of possible points and

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descriptors (the criteria) of each score point. A holistic rubric provides only a general description of performance at each score point. An analytical rubric presents multiple descriptors targeting different dimensions of performance at each score point. Rubrics frequently have an even number of score points (e.g., 4 or 6) to dissuade assessors from the tendency to choose or drift to the middle of the scale.

Scaffolding providing support for initial student learning through instruction, modeling, questioning, feedback, etc. After successive engage ments in the task, the scaffolding is gradually withdrawn, and the student assumes increasing responsibility for independent learning.

Schema a system of cognitive structures stored in memory. These struc tures abstractly present prior knowledge concerning events, objects, operations, processes, and relationships in the world, including knowledge about literacy. (The plural form of the term is sometimes represented as schemata.)

Search engine a computer path for accessing files ranging from research publi cations to periodicals to maps to commercial advertisements. Internet users can access a number of search engines, such as Yahoo!, Altavista, and Lycos, through browsers (software programs).

Secondary sources/texts commentaries on primary sources/texts, such as summarization of The Declaration of Independence in a history book, a biography of Benjamin Franklin, or a review of My Brother Sam is Dead . Semantics analysis of the meanings of words, phrases, sentences, and whole texts as well as the contexts in which they are presented or received.

Sentence combining a technique used to enhance the syntactic maturity of a text by combining kernel structures-the simplest statement of ideas-to form more complex structures.

Speech Discrimination Accurate identification of the distinctions in the range and Page 72 of 78 73

characteristics of sounds used in oral languages.

Story grammar a conceptual framework for understanding the relationships among the elements of a story: setting, initiating event, charac ters and their goals, a number of attempted solutions, outcomes, internal responses, reactions, and resolution.

Storyboard a panel on which sketches or cut-out ' t figures are used to show the characters and sequence of events in a story.

Syllable A unit of spoken language. In English, a syllable can consist of a vowel sound alone or a vowel sound with one or more consonant sounds preceding and following.

Syntax analysis of the pattern or structure of word order in sentences, clauses, or phrases.

Synthesize to unite parts into a whole; to conclude; to reason. Thematic unit an instructional sequence of literacy activities structured around a central theme.

Think-pair-share a teaching and learning strategy that invites children to think about a question or issue and then pair with a partner to share ideas before contributing to a whole-class discussion.

Visual aids representations in forms such as pictures, charts, graphs, pho- tographs, videos, physical demonstrations.

Word Attack An aspect of reading instruction that includes intentional strategies for learning to decode, sight read, and recognize written words.

Word Decoding An aspect of reading that involves deriving a pronunciation for a printed sequence of letters based on knowledge of spelling-sound correspondences.

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Word Recognition In reading, identifying as known words those that have been decoded or processed as whole words and associating the known words with their meaning and use in language being read.

Word Wall a collection of words studied and used by students for compre-hending or composing text. These word collections may be stored on a Word Wall or in a learning log or file box.

Writer's Workshop a block of classroom time devoted to student planning, drafting, revising, editing, and publishing of student compositions, often involving peer collaboration.

Writing process the activities that writers engage in to compose a written text: prewriting, drafting, revising, and editing. These activities may also be thought. of as characterizing the writer's perspectives of the text. Although the process is often discussed in terms of the stages of writing, the process itself does not have a preset order or fixed sequence of activities. Rather, writers shift back and forth among these perspectives as they compose, for example, mentally revising their plans before they ever actually write a word of text, or planning new text when they begin to revise. Therefore, the writing process is a unique experience for each individual in each incident of writing.

ELEMENTARY

Professional Resources

Ada, A., Harris, V., Hopkins, L. (1993). A chorus of cultures. Carmel, California: Hampton-Brown Books.

Allington, R., Walmsley, S. (Eds.). (1995). No quick fix: Rethinking literacy programs in America’s schools. New York: Teacher’s College, Columbia University.

Beck, I. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, Delaware: International Reading Association. Page 74 of 78 75

Burns, M.S. Griffin, P., Snow, C. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.

Calkins, L.M. (1986, 1999). The art of teaching writing. Portsmouth, NH: Heinemann.

Clay, M. M. (1979). The early detection of reading difficulties. Auckland, New Zealand: Heinemann Education.

Cooper, J. D. (1993). Literacy: Helping children construct meaning. (1993) Boston: Houghton Mifflin.

Cramer, E., Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain in reading education. Newark, Delaware: International Reading Association.

Cunningham, P., Allington, R. (1994). Classrooms that work: They can all read and write. New York: HarperCollins College Publishers.

Fletcher, R. (1993) What a writer needs. Portsmouth, NH: Heinemann.

Fountas, I., Pinnell, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Fountas, I., Pinnell, G. (1999). Matching books to readers: Using leveled books in guided reading, k-3. Portsmouth, NH: Heinemann.

Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Harris, T., Hodges, R. (Ed.). (1995). The Literacy Dictionary. Newark, Delaware: International Reading Association.

Hindley, J. (1998) In the company of children. Columbus, OH: Stenhouse Publishers.

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Hopkins, L. (1995) Pauses: Autobiographical reflections of 101 creators of children’s books. New York: HarperCollins Publishers.

Hurst, C. (1990). Once upon a time: An encyclopedia for successfully using literature with young children. Allen, Texas: DLM.

Hurst, C. (1995). Picture book guide. Worthington, OH: SRA Macmillan/McGraw Hill.

Hurst, C. (1996). Picture book guide: First and second grade. Worthington, OH: SRA Macmillan/McGraw Hill.

Hurst, C. (1996). Picture book guide: Prekindergarten through second grade. Using picture books in the math curriculum. Worthington, OH: SRA Macmillan/McGraw Hill.

Morrow, L.M. (1993). Literacy development in the early years. Needham Heights, MA: Allyn and Bacon.

Morrow, L., Strickland, D., Gee Woo, D. (1998) Literacy instruction in the half- and whole- day kindergarten. Newark, Delaware: International Reading Association.

Pinnell, G., Fountas, I. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

Slavin, R. (1995). Cooperative learning. Needham Heights, MA: Allyn and Bacon.

Snow, C., Burns, M. S., Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

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Professional Resources Middle School

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Boynton/Cook Publishers, Heinemann.

Atwell, N. (1990). Coming to know: Writing to learn in the intermediate grades. Portsmouth, NH: Heinemann.

Beck, I. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, Delaware: International Reading Association.

Beers, K., Samuels, B. (Eds.). Into focus: Understanding and creating middle school readers. Norwood, MA: Christopher-Gordon Publishers, Inc.

Calkins, L.M. (1999). The art of teaching writing. Portsmouth, NH: Heinemann.

Cooter, R., Flynt, E. (1996). Teaching reading in the content areas: Developing content literacy for all students. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Cramer, E., Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain in reading education. Newark, Delaware: International Reading Association.

Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann.

Fulwiler, T. (Ed.). (1987). The Journal Book. Portsmouth, NH: Boynton/Cook Publishers, Heinemann.

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Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Harris, T., Hodges, R. (Ed.). (1995). The Literacy Dictionary. Newark, Delaware: International Reading Association.

Hopkins, L. (1995). Pauses: Autobiographical reflections of 101 creators of children’s books. New York: HarperCollins Publishers.

Hutchinson, J. (1996). Motivating writing in middle school. Urbana, Illinois: National Council of Teachers of English.

Rief, L. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, NH: Heinemann.

Schurr, S., Thomason, J., Thompson, M. (1996). Teaching at the middle level. Lexington, MA: D. C. Heath and Company.

Slavin, R. (1995). Cooperative learning. Needham Heights, MA: Allyn and Bacon.