Learning Skills: Listen, Follow Directions



Learning Skills: Listen ( Follow Directions ( Collaborate ( Write Learning Reports ( Use Graphic Organizers

| |1st quarter |2nd quarter |3rd quarter |4th quarter |

| |Use visual elements to clarify how the |Ask/answer questions with evidence from text: |Ask/answer questions with evidence from text: |Explain central message or lesson of a story |

|READING |setting and characters change and the plot|analytic, inferential |analytic, inferential |Identify characters, settings, key events |

|1B Skills and Strategies |develops |Determine the theme of a text |Explain central message or lesson of a story |Infer motives, feelings |

|1C Comprehend diverse texts |Identify sequence, relate to cause-effect |Use key details in stories, fables, folktales |Distinguish own point of view from that of |Compare/contrast drama and prose stories |

| |Describe traits, motives, feelings of |to identify lesson or moral |characters in story |including the structural elements of drama |

| |characters and how they relate to events |Analyze features of legends, myths, folktales |Analyze author’s techniques (craft and |Compare/contrast animated or live action |

| |Ask/answer questions with evidence from |(e.g. heroes and villains; quests) |structure) |adaptation of a story to reading it |

| |text: analytic, inferential |Compare the treatment of similar ideas and |Predict |Compare/contrast characters or events from |

| |Identify main idea/theme and supporting |themes and character types in myths and other |Summarize a text and identify theme from details|different stories addressing similar themes or |

| |details |traditional literature | |by the same author |

| |Compare/contrast |Infer traits, motives, feelings of characters, |Infer word meaning from context |Predict |

| |Classify fact/opinion |relate to actions |Contrast poetry and prose, identify structure |Summarize |

| |Predict |Distinguish literal and figurative language |and techniques of poems |Read with purpose |

| |Read with purpose |Predict |Analyze use of metaphors and similes in poetry | |

| | |Infer word meaning from context |Identify how a narrator’s perspective or point | |

| | |Read with purpose |of view influences how events are described | |

| | |Summarize |Read with purpose | |

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|GENRES |Fiction/Literature: |Fiction/Literature: |Fiction/Literature: |Fiction/Literature: |

|ILS1C |_ story _ folk tale __tall tale |_ story _ folk tale __tall tale |_ story _ folk tale __tall tale |_ story _ folk tale __tall tale |

|Distinguish and comprehend |__fable _ fantasy _poem |__fable _ fantasy _poem |__fable _ fantasy _poem |__fable _ fantasy _poem |

|different text types |__myth |__myth |__myth |__myth |

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|2ABC |Non-Fiction: |Non-Fiction: |Non-Fiction: |Non-Fiction: |

|Interpret literature of |_topic/trade books |_topic/trade books |_topic/trade books |_topic/trade books, |

|different cultures |_ biographies _ histories |_ biographies _ histories |_ biographies _ histories |_ biographies _ histories |

| |_ videos |_ videos |_ videos |_ videos |

|Fluency |Rate |Rate |Rate |Rate |

|ILS1B 4AB |Expression |Expression |Expression |Expression |

| |Comprehension |Comprehension |Comprehension |Comprehension |

| |1st quarter |2nd quarter |3rd quarter |4th quarter |

|WORD KNOWLEDGE |Use phonics and word analysis skills in |pronouns |compound words |compound words |

|IL1A |decoding words |root words |suffixes |antonyms |

|Apply phonics, sight words, |sight words |prefixes |antonyms |multi-meaning words |

|and vocabulary skills to |adjectives |synonyms |multi-meaning words |Use academic vocabulary |

|reading and writing. |plurals |literal and non-literal words and phrases |similes | |

| |use dictionary and glossary |Use academic vocabulary |metaphors | |

| |Use academic vocabulary | |Use academic vocabulary | |

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| |Write and expand a variety of kinds of |Outline and write expository essay |Outline, write, and edit expository essay |Participate in shared research and writing |

|LEARNING TO WRITE |sentences with appropriate subject-verb |Use academic vocabulary in writing about a topic|Gather information from experiences or texts to |projects |

|WRITING TO LEARN |agreement | |answer a specific question |Gather information from experiences or texts to |

|Connect to content |Use appropriate verb tenses |Improve essay |Organize and write narrative |answer a specific question |

|and reading |Organize and write paragraph to explain an|Use quotation marks | |Write and support opinion about a topic with |

|3A precision |idea with examples |Align pronoun and antecedent | |reasons, using words such as “because” to link |

|3B clarity |Use essential punctuation | | |opinions and reasons |

|3C vary formats |Journal | | | |

|Art |ART |ART |ART |ART |

|and |color |color |color |color |

|Music |line |line |line |line |

| |shape |shape |shape |shape |

|Connect to math, reading, |size |size |size |size |

|writing, and social studies. |Interpretation |Interpretation |Interpretation |Interpretation |

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| |MUSIC |MUSIC |MUSIC |MUSIC |

| |Rhythm |Rhythm |Rhythm |Rhythm |

| |Interpretation |Interpretation |Interpretation |Interpretation |

Learning Skills: Listen ( Follow Directions ( Collaborate ( Write Learning Reports ( Use Graphic Organizers

| |1st quarter |2nd quarter |3rd quarter |4th quarter |

|SCIENCE |Topic: |Topic: |Topic: |Topic: |

|> observe/read | | | | |

|> do | | | | |

|> list/draw | | | | |

|> graph/chart |Observe and form hypothesis |Investigate hypothesis |Collect and organize data |Collect and organize data |

|> diagram |Locate information |Locate and classify information |Sequence |Sequence |

|> write |Collect data |Collect and organize data |Interpret data/observations |Interpret data/observations |

|> present |Classify |Sequence |Report |Report |

| |Compare/contrast |Gather information to answer a question |Use and make glossary |Use and make glossary |

| |Sequence |Make and interpret graphs |Make and interpret graphs |Make and interpret graphs |

| |Gather information to answer a question |Report |Draw conclusions |Draw conclusions |

| |Make and interpret graphs | |Report |Report |

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|SOCIAL STUDIES |North America Past |North America Today |South and Central America: Past |South and Central America Today |

|> read/listen/do | | | | |

|> list/draw | | | | |

|> graph/chart |Nonfiction Reading |Nonfiction Reading |Nonfiction Reading |Nonfiction Reading |

|> diagram |Read with purpose |Read with purpose |Read with purpose |Read with purpose |

|> write |Identify the main topic, main ideas, and key |Analyze and infer cause-effect relations |Collect information to answer a question |Compare and contrast two texts on same topic |

|> present |details of a text |Quote from a text to support statements about |Identify the main topic, main ideas, and key |Explain the relationships between two or more |

| |Describe how events, ideas, or information |the text |details of a text |historical events. |

| |are organized in a whole text or part of it. |Interpret maps, timelines, graphs, diagrams |Summarize |Analyze two accounts of the same event or topic |

| |Ask and answer questions with evidence |Use text features and search tools to locate |Use and make glossary |and describe similarities and differences in the|

| |Use illustrations to clarify a text |information relevant to a topic |Describe how events or ideas in a text relate |details they provide. |

| |Interpret maps, timelines, graphs |Summarize |Interpret and make maps, timelines, graphs, |Summarize |

| |Use text features to locate information about|Explain how an author uses evidence to support |diagrams |Interpret and make maps, timelines, graphs, and |

| |a topic |claims |Synthesize information from different texts |diagrams |

| |Classify information |Make and support claims based on evidence |Use academic words and phrases |Use academic words and phrases |

| |Use academic words and phrases |Use academic words and phrases | | |

Learning Skills: Listen ( Follow Directions ( Collaborate ( Write Learning Reports ( Use Graphic Organizers

| |1st quarter |2nd quarter |3rd quarter |4th quarter |

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|MATH | | | | |

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|Math Vocabulary | | | | |

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MATH CONTENT 5th GRADE This chart lists terms from the Illinois Learning Standards and the ISAT sample.

|Operations/Problem Solving | Fractions, Decimals, Percentages |

|amount |denominator |

|calculate |fraction |

| |greater than > |

|determine |less than < |

|difference |numerator |

| |ratio |

|digit |mixed number |

|divide, divisible |improper fraction |

| |decimal |

|division |decimal point |

|each |equivalent |

| |fraction bar |

|estimate |per |

|factors |percent |

| |proportion |

|formula | |

|greatest common factor | |

| | |

|label | |

|likely | |

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|multiply | |

|number line numerals | |

| | |

|operation probability | |

|order of operations | |

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|order, ordered pairs | |

|place value | |

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|product | |

|sign | |

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|solve | |

|square | |

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|total | |

|unit | |

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|value | |

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|Analyzing Graphs and Data |Geometry |

|average |cone |

|bar graph |congruent |

|circle graph | |

|coordinate |cylinder |

|data |cube, cubic |

|intersect, intersecting lines | |

|line graph |diameter |

|mean, median, mode |figure |

|pattern | |

|pie graph |hexagon |

|table |line |

|tally, tally chart | |

|stem and leaf plot |line of symmetry |

| |parallel |

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| |equilateral triangle |

| |Isosceles triangle |

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| |polygon |

| |prism |

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| |ray |

| |pyramid |

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| |shape |

| |sphere |

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| |two-dimensional |

| |vertical |

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| |volume |

| |obtuse angle |

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| |acute angle |

| |right angle |

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| |vertex |

| |vertices |

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|Measurement |

|exactly |

|gram |

|mass |

|ounce |

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|height |

|kilometer |

|perimeter |

|scale |

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|gallon |

|measure |

|non-standard unit |

|liter |

| |

|kilogram |

|mile |

|Miles per hour |

|degrees, Celsius, Fahrenheit |

| |

ISAT - Student Writing Checklist () Expository, Grade 3-5

Focus

❑ I have an interesting beginning to my composition that clearly explains what I am going to write about.

❑ My composition is about the subject or topic.

❑ If I use previewing, I remember to write about each point.

❑ I write a closing that successfully ties my ideas together.

Support

❑ I use specific examples and details to explain each of my points.

❑ I use the same amount of support and detail for each of the points I make.

❑ I use the same voice* throughout my composition.

❑ I use a variety of specific and descriptive words to make my composition more interesting for the reader.

❑ I use words correctly and purposefully.

Organization

❑ My composition is organized so that it makes sense.

❑ I use paragraphing to help organize my thoughts.

❑ I use transition words to connect my sentences and paragraphs so that my composition flows smoothly when I read it.

❑ My sentences begin in different ways.

❑ My sentences are different lengths to make my composition more interesting.

❑ I avoid using the same words over and over again.

Conventions

❑ I use complete sentences.

❑ I spell familiar words correctly.

❑ I spell higher-level words the way they sound.

❑ I use capitalization and punctuation correctly.

❑ I make sure that the subject of my sentence agrees with the verb.

❑ I use the same verb tense throughout my composition.

*Voice

The reader has the feeling that the writer is talking directly to him or her.

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