School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: English Language Arts
CONTENT STANDARD: LANGUAGE STUDY
Language study is understood to include grammar, usage, and the mechanics of writing; as well as the history and sociology of language itself. All students are expected to use the conventions of standard written and spoken English to write and to speak correctly.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Space words and sentences properly
3. Spell frequently used words correctly on demand and other words phonetically
4. Demonstrate an initial understanding of alphabetizing words by first letter, using lists of no more than ten words
5. Demonstrate an initial understanding of nouns by writing and recognizing the names of many people, places, and things
6. Demonstrate an initial understanding of verbs by writing and recognizing many one- and two -syllable words that show action
7. Demonstrate an initial understanding of pronouns as words that refer to himself/herself and those he/she is talking to or about
8. Demonstrate an initial understanding of adjectives as words which describe people, places, and things
9. Demonstrate an initial understanding of a complete sentence and know that it should begin with a capital letter and end with a mark of punctuation.
CONTENT STANDARD: ORAL AND VISUAL COMMUNICATIONS
Oral communication includes skills traditionally referred to as speaking and listening. All students are expected to demonstrate the ability to speak and to listen in order to explore ideas; to present lines of thought; to represent and reflect upon human experience; and to communicate feelings, knowledge, and opinions. Visual communication includes critical viewing skills needed to make sense of the information presented in the media. All students are expected to demonstrate the ability to analyze, interpret, and evaluate what they see and hear in the media.
Performance Indicators: The learner will·
|
Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Listen courteously when others are reading or speaking
3. Listen to and follow one- and two-step directions
4. Demonstrate the ability to listen and view
á Appreciatively
á Attentively
á Marginally
5. Demonstrate an initial understanding of critical listening and viewing
6. Listen to and record information
7. Orally identify and manipulate phonemes in syllables and multi-syllabic words
8. Initiate and maintain appropriate conversations with peers and adults
9. Use oral language appropriate to the level of formality required
10. Use increasingly complex sentence structures and vocabulary in oral communication
11. Use oral language for diverse purposes (e.g., to inform, to persuade, to entertain)
12. Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns
13. Participate in creative dramatics
14. Contribute to group discussions
15. Seek the ideas and opinions of others
16. Begin to use evidence to support opinions
17. Report orally and summarize personal discoveries he/she has made as a result of reading, listening, and viewing
18. Summarize/paraphrase central concepts from oral and visual presentations
19. Ask and seek answers to questions
20. Demonstrate an initial understanding of verbal communication skills
á Word choice
á Voice control
á Projection
á Pace
á Tone
á Inflection
á Pronunciation
á Articulation
21. Demonstrate an initial understanding of non-verbal communication skills
á Poise
á Posture
á Hand control
á Facial expression
á Body language
á Eye contact
á Appearance
22. Use a variety of media and technological resources to make creative and expository oral presentations
CONTENT STANDARD: PROCESS WRITING
Process writing includes those steps through which writers move regardless of audience, purpose, focus, or particular mode of writing. All students are expected to use the skills and strategies of the writing process to explore ideas; to present lines of thought; to represent and reflect on human experience; and to communicate feelings, knowledge, and opinions.
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Generate ideas about which to write, focus on one topic, and use descriptive words to write about people, places, things, and events (initial pre-writing stage)
3. Demonstrate an initial understanding of how word choice affects the quality of his/her writing
4. Demonstrate an initial understanding of the kinds of questions writers ask
á What do you like about my piece?
á What do you want to know more about?
á What do you not understand about my piece?
5. Demonstrate an initial understanding of proofreading or checking his/her work for unintentional errors (initial editing stage)
6. Share writing with others
CONTENT STANDARD: CREATIVE WRITING
Creative writing is expressive and imaginative writing. All students are expected to use the techniques of creative writing to explore ideas; to represent and reflect on human experience; and to communicate feelings.
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Write stories that
á Show evidence of a beginning, middle, and end
3. Contribute to a group poem
CONTENT STANDARD: PRACTICAL WRITING
Practical writing is formulaic writing. All students are expected to be able to use writing skills to conduct personal and career-related business .
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Print his/her first and last name from memory
3. Print upper- and lower-case letters legibly
4. Demonstrate an initial understanding of the parts of a friendly letter
5. Demonstrate an initial understanding of how to send and receive electronic messages
CONTENT STANDARD: EXPOSITORY WRITING
Expository writing includes informative and persuasive writing. All students are expected to use the techniques of exposition to explore ideas; to present lines of thought; to represent and reflect on human experience; to communicate feelings, knowledge, and opinions; and to present information gleaned from research.
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Dictate and/or write simple essays that
á Show evidence of a beginning, middle, and end
3. Demonstrate an initial understanding of the research process, i.e., finding answers to questions
4. Demonstrate an initial understanding of plagiarism and the reasons to avoid it
CONTENT STANDARD: DEVELOPMENTAL (PROCESS) READING
Just as there are stages through which all effective writers pass to one degree or another, there are stages through which all effective readers pass. Developmental reading is characterized by the reader tackling the written language in order to differentiate among letters, words, sentences, and paragraphs. The reader learns decoding skills for recognizing and determining the meaning of unfamiliar words and learns to recognize various text structures and the organization of informational books. All students are expected to use the reading process to comprehend, interpret, evaluate, and appreciate what they have read.
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Seek out and enjoy experiences with a variety of print resources
3. Apply knowledge of how print is organized and read by
á Reading words from left to right and top to bottom on a printed page
á Matching voice with print÷associating oral phonemes, syllables, and words with their written forms
á Discriminating between words and sentences
4. Apply phonetic principles when reading by
á Using beginning and ending consonants in decoding monosyllabic words
á Using vowels sounds in decoding monosyllabic words
á Blending beginning, middle, and ending sounds to recognize and read words
á Using word patterns
5. Demonstrate an understanding that reading is a gradual process of constructing meaning and revising initial understandings through
á Reading complete texts
6. Figure out unknown words using a variety of strategies including re-reading, context clues, and knowledge of word structures and letter-sound relationships
7. Recognize and use clues within the text (sentence structure, word meanings, pictures, diagrams, titles, sub-titles), re-reading, and other strategies as aids in developing fluency and comprehension
8. Read for a variety of purposes
á To receive one- or two-step instructions
á To gain information
á To obtain pleasure
CONTENT STANDARD: FUNCTIONAL READING
Functional reading is characterized by the reader tackling diverse texts and purposes for reading. The reader learns to use background knowledge to aid comprehension and to apply some general strategies for remembering information. All students are expected to use reading strategies (1) to experience, understand, and appreciate literature and culture and (2) to extract meaning from, recognize assumptions and implications within, and evaluate ideas presented in informational texts.
Performance Indicators: The learner will·
|
Grade 1 |
1. Review and extend prior learning
2. Demonstrate comprehension of stories read to him/her by
á Understanding that reading is a way to gain information about the world
á Making and confirming predictions about what will be found in texts
3. Read and comprehend a variety of fiction and non-fiction selections in order to
á Relate previous experiences to what is read
á Ask and answer questions about what is read
á Identify similarities and differences in story elements in works from various cultures
á Identify characters and setting
á Distinguish between fiction and non-fiction
4. Seek appropriate assistance when attempting to comprehend challenging text
5. Read familiar stories, poems, and passages with increasing fluency and expression
6. Demonstrate an initial understanding of the parts of a book
á Spine
á Cover
á Table of contents
á Chapters
á Titles
á Pictures and captions
7. Locate resources in a library
á Books
á Periodicals
8. Begin to develop strategies for taking tests about literature
á Fill in the blanks
á Matching
á Multiple choice
á Short answer
á True-false
CONTENT STANDARD: RECREATIONAL READING
Recreational reading is characterized by the reader reading for pleasure or for personal purposes, not for purposes prescribed by a course of study or a career. All students are expected to use reading to fulfill personal and social needs.
Performance Indicators: The learner will·
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Kindergarten-Grade 12 |
1. Review and extend prior learning
2. Read for pleasure
3. Read for personal purposes
4. Listen as literature is read aloud
5. Read to others, especially to children
6. Select, abandon, and re-read texts according to personal needs and interests