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ELA Reading Phonemic awareness (from ECLAS) Rhyme recognition Knowing when two words rhyme Rhyme generation Naming a rhyming word Syllable clapping Clapping for each syllable in a word Initial and final consonants Identifying the first and last sounds in a word Blending Combine smaller phonological units (i.e., syllables, onset-rimes, or phonemes) into normally-spoken words Segmenting Given a whole word, the child can break the word into smaller chunks (i.e., syllables, onsets-rimes, and phonemes). Phonics (from ECLAS and Fountas & Pinnell) Alphabet recognition Knowing the letters of the alphabet Alphabet writing Writing the letters of the alphabet Spelling patterns Using existing phonetic patterns to read new words (aka Pattern Recognition) Decoding Ability to decipher printed words by recovering the spoken word that a printed word represents Word structure Prefixes, affixes, suffixes, roots etc Fluency (from ECLAS and Fountas & Pinnell) Automaticity Immediately recognizing letters and frequent clusters of letters Learning frequent words by Eg. mastery of Dolch word list sight Seeing phrases as wholes Using prediction skills within the phrase or clause Inflection Appropriate alteration in pitch or tone of the voice Attention to punctuation Pauses and inflection changes appropriate to punctuation Comprehension (from Nat’l Reading Standards, Fountas & Pinnell, Aussie, Ellin Keene, Heidi Hayes Jacobs, Lucy Calkins) Topic recognition Using cues within a text to determine what the topic or main idea of the text is Using context clues Words or phrases built into the sentences around a new word that can help with understanding of the new word Summarizing Identifying main idea and important details Self-monitoring Monitoring for accuracy and self correcting when necessary Questioning Reader generates questions to aid comprehension Literary story elements Plot, characters, setting, point of view, etc Inferring/drawing conclusions Making a judgment although the information is never clearly stated Interpreting graphics Understanding a graphic in the context of the text that accompanies it Relevant/irrelevant information Determining what information is important and what is not Following multiple events in a Searching for, and constructing meaning by thinking about how text one section of the text fits with the rest of the text. Closely studying and digging deeply into texts. Character analysis Understanding a character’s personality, motivations, relationships, etc Synthesizing Making meaning of a text by connecting different pieces of information. Genre attributes/characteristics Identifying the genre of a text and making valid predictions based on the genre. Background knowledge/ Reader accesses what they already know, makes connections predicting/ making to the text, and makes valid predictions based on

Children First Intensive 1 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

connections those connections. Note taking Taking organized notes that aid in comprehension. Cueing systems Assessed with running records and reading miscue analysis to illustrate the strategies that readers have at their disposal when confronting unfamiliar words – how these strategies are integrated, what readers do when they come to something they don’t know, what patterns emerge, how well readers self correct and what does what they have read mean to them. Productive reading depends on the inter-working of all three systems: graphophonic, syntactic, and semantic Text structure and features Recognizing features of layout and formatting that aid in comprehension Metacognition The ability to identify and refer to reading strategies used when reading and how they helped the reader construct meaning. Sensory images Visualizing or otherwise imagining what one is reading Literary devices Symbolism, metaphor, simile etc. Sequencing Ordering the events of the story accurately. Compare and contrast Highlight similarities and differences Retelling Recalling the main points and the details of a text after reading it. Vocabulary (from the Longman Vocabulary Website and Isabel Beck) Word structure Prefixes, affixes, suffixes, roots etc Using Context Clues Words or phrases built into the sentences around a new word that can help with understanding of the new word Synonyms Different words with the same meaning. Antonyms Words with opposite meanings. Homonyms Words with a similar sound and different meanings Tier 1 words Known, common words Tier 2 words Words to teach, high frequency, high utility Tier 3 words Low-frequency words; technical words

Children First Intensive 2 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Writing (from rubric of NYS standards) Meaning Student chooses their own subject for writing Understanding Interpretation Analysis Synthesis Evaluation Conveys a clear focus Organization Structure is appropriate to the genre Direction Shape Coherence Development Elaboration Choosing relevant evidence from a text Explaining relevant evidence from a text Maintain focus Language Use Awareness of audience and purpose Effective use of words Effective use of sentence structure Effective use of sentence variety Uses language appropriate to genre Voice Mechanics Grammar Syntax Capitalization Punctuation Paragraphing Spelling Speaking (from NYSESLAT) Precise and varied vocabulary Technical vocabulary Figurative language Appropriate to the subject Appropriate to the context Complex Sentence Structures Grammatically correct Multiple clauses Connectives Varied sentence structure Logical Presentation Information is plausible and precise Information is presented logically and with appropriate transitions. Fluency and Pronunciation Accurate pronunciation of individual sounds Natural speech rate Intonation Rhythm Speak respectfully and responsively Respect the age, gender, social position, and cultural traditions of the listener Respond to what the listener has said.

Children First Intensive 3 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Use speech in a socially appropriate manner. Listening (NYSESLAT, NYS ELA standards) Listen respectfully and responsively Respect the age, gender, social position, and cultural traditions of the speaker

Withhold judgment Appreciate the speaker’s uniqueness Demonstrate appropriate body language as a listener Encourage the speaker with appropriate facial expressions and gestures Listening Comprehension Topic recognition Using cues within a text to determine what the topic or main idea of the text is Using context clues Words or phrases built into the sentences around a new word that can help with understanding of the new word Summarizing (identifying main Identifying main idea and important details idea and important details) Self-monitoring Monitoring for accuracy and self correcting when necessary Questioning Reader generates questions to aid comprehension Literary story elements (plot, Plot, characters, setting, point of view, etc characters, etc) Inferring/drawing conclusions Making a judgment although the information is never clearly stated Relevant/irrelevant information Determining what information is important and what is not Following multiple events in a Searching for, and constructing meaning by thinking about how text one section of the text fits with the rest of the text. Closely studying and digging deeply into texts. Character analysis Understanding a character’s personality, motivations, relationships, etc Synthesizing Making meaning of a text by connecting different pieces of information. Genre attributes/characteristics Identifying the genre of a text and making valid predictions based on the genre. Background Reader accesses what they already know, makes connections knowledge/predicting to the text, and makes valid predictions based on /making connections those connections. Note taking (response) Taking organized notes that aid in comprehension. Text structure and features Recognizing features of layout and formatting that aid in comprehension Metacognition The ability to identify and refer to reading strategies used when reading and how they helped the reader construct meaning. Sensory images (visualizing) Visualizing or otherwise imagining what one is reading Literary devices (symbolism, Symbolism, metaphor, simile etc. metaphor, simile etc.) Sequencing Ordering the events of the story accurately. Compare and contrast Highlight similarities and differences Retelling Recalling the main points and the details of a text after reading it.

Children First Intensive 4 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Math (from NYS standards: PK-Alg2 grade level indicators, grouped into buckets) Number sense and operations Number systems Counting Base ten system Greater than/less than Fractions Decimals Percents Irrational numbers Number theory Properties of numbers (odd/even, prime/composite) Factors and GCF Multiples and LCM Prime factorization Operations Adding Subtracting Multiplying Dividing Fractions Decimals Percents Negative numbers Exponents Roots Factorial Absolute value Permutations Polynomials Complex numbers Sigma notation Estimation Justify the reasonableness of answers using estimation Estimate addition Estimate subtraction Estimate multiplication Estimate division Round numbers to the nearest whole number, 10, and up to 10,000 Estimate sums, differences, products, and quotients of decimals Estimate sums, differences, products, and quotients of fractions Algebra Variables and expressions One step equations Two step equations Translate verbal expressions into algebraic expressions Write verbal expressions that match given mathematical expressions Polynomials Graphs Factor trinomials Quadratics Exponential

Children First Intensive 5 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Equations and inequalities Use the symbols <, >, =, ≠ Proportions Evaluate formulas for given input values Distributive property Graph inequalities Linear equations and inequalities Patterns, relations and functions Describe and extend sequences and patterns Analyze a pattern or function and state the rule Move between a table, an equation, and a graph Intersection Coordinate geometry Solve systems of equations graphically Slope Determine the equation of a line Parallel and perpendicular lines Trigonometric functions Sine, cosine, and tangent ratios of an angle of a right triangle Determine the measure of an angle of a right triangle Find the measure of a side of a right triangle Pythagorean Theorem Geometry Shapes Congruency Similarity 2 dimensional shapes 3 dimensional shapes Perimeter Area Volume Surface area Geometric relationships Right triangles Total degrees in the interior angles of a polygon Pythagorean Theorem Perpendicular Parallel Properties of solids Transformational Geometry Symmetry Reflection Translation Rotation Dilation Coordinate Geometry Plot points Graph an inequality Solve systems of equations graphically Slope Determine the equation of a line Parallel and perpendicular lines Midpoint, length Constructions Congruent segments, angles, shapes Perpendicular/parallel lines

Children First Intensive 6 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Bisectors Locus Medians, altitudes, angle bisectors, and perpendicular bisectors Graph and solve compound loci in the coordinate plane Informal and Formal Proofs Negation of statement Compound statements Proofs with triangles Proofs using parallel lines Proofs with circles Measurement Units of measurement Use map scale Capacity Length Mass Unit price Currencies Rates Conversions between measurement systems Tools and methods Mass Capacity Length Protractor Units Time Angles Money Error and magnitude Explain how error can increase with magnitude Estimation Justify the reasonableness of an estimate Length Mass Capacity Surface area Volume Area Circumference Capacity Statistics and probability Collection of data Pose questions Record and organize data Collect data from a variety of sources Understand the differences among various kinds of studies (e.g., survey, observation, controlled experiment) Determine factors which may affect the outcome of a survey Organization and Display of Data Bar graphs Venn diagram Frequency table Pictograph Line graph

Children First Intensive 7 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Circle graph Histogram Cumulative frequency histogram Box-and-whisker plot Scatter plot Normal curve Analysis of data Interpret data in terms of the words: most, least, greater than, less than, or equal to Mean, median, mode, range Understand the difference between correlation and causation Predictions from data Likely and unlikely Formulate conclusions Make predictions Identify and explain misleading statistics and graphs Identify and describe sources of bias and its effect Determine from a scatter plot whether a linear, logarithmic, exponential, or power regression model is most appropriate Probability Determine the validity of sampling methods to predict outcomes Predict the outcome of an experiment Design and conduct an experiment to test predictions Compare actual results to predicted results Conditional probability Permutations Theoretical and empirical probability Binomial probabilities

Children First Intensive 8 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Science (from NYS standards) Earth science Process Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Students will access, generate, process, and transfer information, using appropriate technologies. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse of the constellations. Describe current theories about the origin of the universe and solar system. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates. Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Living environment (Process) The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process. Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent oneÕs thinking. Hone ideas through reasoning, library research, and discussion with others, including experts. Work toward reconciling competing explanations; clarify points of agreement and disagreement. Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world. (Process) Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. Devise ways of making observations to test proposed explanations. Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion. Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true. Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Children First Intensive 9 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

(Process) The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena. Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data. Apply statistical analysis techniques when appropriate to test if chance alone explains the results. Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported. Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. Develop a written report for public scrutiny that describes the proposed explanation, including a literature review, the research carried out, its result, and suggestions for further research. Living things are both similar to and different from each other and from nonliving things. Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Explain how the structure and replication of genetic material result in offspring that resemble their parents. Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. Individual organisms and species change over time. Explain the mechanisms and patterns of evolution. The continuity of life is sustained through reproduction and development. Explain how organisms, including humans, reproduce their own kind. Organisms maintain a dynamic equilibrium that sustains life. Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium. Explain disease as a failure of homeostasis. Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms. Plants and animals depend on each other and their physical environment. Explain factors that limit growth of individuals and populations. Explain the importance of preserving diversity of species and habitats. Explain how the living and nonliving environments change over time and respond to disturbances. Human decisions and activities have had a profound impact on the physical and living environment. Describe the range of interrelationships of humans with the living and nonliving environment. Explain the impact of technological development and growth in the human population on the living and nonliving environment. Explain how individual choices and societal actions can contribute to improving the environment.

Children First Intensive 10 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Chemistry Process Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Students will access, generate, process, and transfer information, using appropriate technologies. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Use atomic and molecular models to explain common chemical reactions. Apply the principle of conservation of mass to chemical reactions. Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance. Energy exists in many forms, and when these forms change, energy is conserved. Observe and describe transmission of various forms of energy. Explain heat in terms of kinetic molecular theory. Explain the benefits and risks of radioactivity. Energy and matter interact through forces that result in changes in motion. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Use atomic and molecular models to explain common chemical reactions. Apply the principle of conservation of mass to chemical reactions. Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance. Energy exists in many forms, and when these forms change energy is conserved. Observe and describe transmission of various forms of energy. Explain heat in terms of kinetic molecular theory. Explain the benefits and risks of radioactivity. Energy and matter interact through forces that result in changes in motion. Explain chemical bonding in terms of the behavior of electrons. Compare energy relationships within an atom's nucleus to those outside the nucleus. Physics Process Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Students will access, generate, process, and transfer information, using appropriate technologies. Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Children First Intensive 11 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Energy exists in many forms, and when these forms change energy is conserved. Explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles. Energy and matter interact through forces that result in changes in motion. Explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia). Compare energy relationships within an atom’s nucleus to those outside the nucleus. Energy exists in many forms, and when these forms change energy is conserved. Students can observe and describe transmission of various forms of energy. Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles. Energy and matter interact through forces that result in changes in motion. Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia). Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.

Children First Intensive 12 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Social Studies (from NYS standards) Global ANCIENT WORLD—CIVILIZATIONS AND RELIGIONS (4000 BC - 500 AD) Early peoples Neolithic Revolution and early river civilizations Classical civilizations The rise and fall of great empires The emergence and spread of belief systems EXPANDING ZONES OF EXCHANGE AND ENCOUNTER (500 - 1200) Gupta Empire (320-550 AD) Tang and Song Dynasty (618-1126 A D ) Byzantine Empire (330-1453 AD) Early Russia The spread of Islam to Europe, Asia, and Africa Medieval Europe (500-1400) Crusades GLOBAL INTERACTIONS (1200 - 1650) Early Japanese history and feudalism The rise and fall of the Mongols and their impact on Eurasia Global trade and interactions Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires Social, economic, and political impacts of the plague on Eurasia and Africa Renaissance and humanism Reformation and Counter Reformation The rise and impact of European nation-states/decline of feudalism THE FIRST GLOBAL AGE (1450 - 1770) The Ming Dynasty The impact of the Ottoman Empire on the Middle East and Europe Spain and Portugal on the eve of the encounter The rise of Mesoamerican empires: Aztec and Incan empires before 1500 The encounter between Europeans and the peoples of Africa, the Americas, and Asia Political ideologies: global absolutism The response to absolutism: The rise of parliamentary democracy in England AN AGE OF REVOLUTION (1750 - 1914) The Scientific Revolution The Enlightenment in Europe Political revolutions The reaction against revolutionary ideas Latin America: The failure of democracy and the search for stability Global nationalism Economic and social revolutions Imperialism Japan and the Meiji restoration A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 - 1945) World War I Revolution and change in Russia—causes and impacts Between the wars World War II—causes and impact THE 20TH CENTURY SINCE 1945 Cold War balance of power Role of the United Nations Economic issues in the Cold War and Post-Cold War era Organization of Petroleum Exporting Countries (OPEC): oil crisis in the 1970s

Children First Intensive 13 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

Chinese Communist Revolution Collapse of European imperialism Conflicts and change in the Middle East Collapse of communism and the breakup of the Soviet Union Political and economic change in Latin America GLOBAL CONNECTIONS AND INTERACTIONS Social and political patterns and change Economic issues The environment and sustainability Science and technology US History GEOGRAPHY The physical/cultural setting in the Americas Role/influence of geography on historical-cultural development Geographic issues today Demographics THE CONSTITUTION: THE FOUNDATION OF AMERICAN SOCIETY Historical foundations Constitutional Convention The Bill of Rights Basic structure and function: three branches and their operation Basic constitutional principles Implementing the new constitutional principles THE CONSTITUTION TESTED: NATIONALISM AND SECTIONALISM Factors unifying the United States, 1789-1861 Constitutional stress and crisis Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny The Constitution in jeopardy: The American Civil War THE RECONSTRUCTED NATION Reconstruction plans The North The New South End of Reconstruction The Impact of the Civil War and Reconstruction: Summary THE RISE OF AMERICAN BUSINESS, INDUSTRY, AND LABOR, 1865 - 1920 Economic transformation and the “search for order” Major areas of growth in business and industry Representative entrepreneurs: Case studies in concentrated wealth and effort New business and government practices: Popular and government responses Labor’s response to economic change: Organize Agrarian response to economic change: Organize and protest ADJUSTING SOCIETY TO INDUSTRIALISM: AMERICAN PEOPLE AND PLACES Impact of industrialization Immigration, 1850-1924 Reactions to the “new” immigration The frontier (1850-1890) REFORM IN AMERICA Pressures for reform Progress: Social and economic reform and consumer protection Progressivism and government action THE RISE OF AMERICAN POWER An emerging global involvement Restraint and involvement: 1914-1920 Wartime constitutional issues

Children First Intensive 14 May 2008 062ba164dae89a445b81ba6f558c5ea9.doc

The search for peace and arms control: 1914- 1930 WAR AND PROSPERITY: 1917 - 1929 Impact of war The twenties: Business boom or false prosperity? Mass consumption and the clash of cultural values THE GREAT DEPRESSION Onset of the Depression Franklin D. Roosevelt and the New Deal: Relief, recovery, and reform programs PEACE IN PERIL: 1933 – 1950 Isolation and neutrality Failure of peace; triumph of aggression The United States in World War II Demobilization PEACE WITH PROBLEMS: 1945 - 1960 International peace efforts Expansion and containment: Europe Containment in Asia, Africa, and Latin America The Cold War at home TOWARD A POSTINDUSTRIAL WORLD: LIVING IN A GLOBAL AGE Changes within the United States CONTAINMENT AND CONSENSUS: 1945 - 1960 Review postwar events Eisenhower foreign policies Domestic politics and constitutional issues The people DECADE OF CHANGE: 1960s The Kennedy years Johnson and the Great Society THE LIMITS OF POWER: TURMOIL AT HOME AND ABROAD, 1965 - 1972 Vietnam: sacrifice and turmoil THE TREND TOWARD CONSERVATISM, 1972 - 1985 Nixon as President, 1969-1974 The Ford and Carter Presidencies Reagan and Bush, the “new” federalism and growth of conservatism New approaches to old problems Renewed United States power image Trade imbalance and divesting United States—Soviet relations APPROACHING THE NEXT CENTURY 1986 - 1999 The Bush Presidency The Clinton Presidency

Children First Intensive 15 May 2008