K-2nd Language Arts



| |Read own first and last name | | |

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|Phonemic | | | |

|Awareness, Word | | | |

|Recognition and | | | |

|Fluency | | | |

| |Identify and complete rhyming words |Rhyming Rapping Rabbit Game |Lindamood Phonemic Sequencing Program|

| |and patterns | | |

| | |Patterns in poems and rhymes |Fundations/Wilson Reading |

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| | |Phonological awareness packet |Orton Gillingham |

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| | |Rhyme Rodeo Game |Intervention By Design |

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| | |Word Family Sort |Making Words |

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| | | |Academy of Reading |

| |Distinguish the number of syllables |Segmenting Syllables Name Game |Elkonin Boxes |

| |in words by using rhythmic clapping, | | |

| |snapping or counting. | |Fundations/Wilson Reading |

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| | | |Orton Gillingham |

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| | | |Intervention By Design |

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| | | |Academy of Reading |

| |Distinguish and name all upper- and |Letter Sound Activities |Earobics |

| |lower-case letters. | | |

| | |Paw Park Uppercase and Lowercase | |

| | |match Earobics game |Fundations/Wilson Reading |

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| | |Starfall |Orton Gillingham |

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| | |ABC Match |Intervention By Design |

| |Recognize, say and write the common |Letter Combination Activities | |

| |sounds of letters. | | |

| | |Alphabet Action | |

| |Distinguish letters from words by |Starfall |Ladders to Literacy |

| |recognizing that words are separated | | |

| |by spaces. | |Fundations/Wilson Reading |

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| | | |Orton Gillingham |

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| | | |Intervention By Design |

| |Hear and say the separate phonemes in|Build-A-Word Game |Letter-sound Association Activity |

| |words, such as identifying the |Sounding Out Activity | |

| |initial consonant sound in a word, | |Fundations/Wilson Reading |

| |and blend phonemes to say words. |Phonological Awareness Activity | |

| | | |Orton Gillingham |

| | |Phonics Build a Word Picture match | |

| | |Game |Intervention By Design |

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| | |Starfall |Making Words |

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| | |Word Family Sort |Academy of Reading |

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| | | |Reading A-Z |

| |Read one-syllable and often-heard |Word Recognition Activities - |Language Experience Approach |

| |words by sight. |FreeReading | |

| | | |Fundations/Wilson Reading |

| | |Starfall | |

| | | |Orton Gillingham |

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| | | |Intervention By Design |

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| | | |High Frequency Word Intervention |

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| | | |Reading A-Z |

| |Reread stories independently or as a |Speed Reading |Repeated Reading |

| |group, modeling patterns of changes | | |

| |in timing, voice and expression. |Repeated Reading |Nuclear Reading |

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| | |Paired Reading |PALS |

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| | | |Intervention By Design |

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| | | |Read Naturally |

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| | | |Guided Reading |

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| | | |Reading A-Z |

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| | | |Academy of Reading |

| |Understand new words from the context|Bump A Word Game |Making Words |

| |of conversations or from the use of | | |

|Acquisition of |pictures within a text. |Making Words |Guided Reading |

|Vocabulary | | | |

| |Recognize and understand words, signs| | |

| |and symbols seen in everyday life. |High Frequency Words |Word Walls |

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| | |Word Walls |Read Naturally |

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| | |Knowledge Ratings | |

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| | |Magic Squares | |

| |Identify words in common categories |Semantic Word Maps |Word Sorts |

| |such as color words, number words and| | |

| |directional words. |Semantic Feature Analysis (SFA) |List Group Label. |

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| | |Word Sorts | |

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| | |List Group Label | |

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| | |What’s in the Bag? Game | |

| |Determine the meaning of unknown |Word Recognition Activitites |Making Words |

| |words, with assistance, using a | | |

| |beginner’s dictionary. | | |

|Reading Process: |Demonstrate an understanding that |Finger Pointing/Following |Wilson Reading Program |

|Concepts of Print,|print has meaning by explaining that | | |

|Comprehension |text provides information or tells a | |Reading Comprehension SBR strategy |

|Strategies and |story. | | |

|Self-Monitoring | | |Intervention By Design |

|Strategies | | | |

| | | |Kurzweil |

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| | | |Guided Reading |

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| | | |Academy of Reading |

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| | | |Reading A-Z |

| |Hold books right side up, know that | |Guided Reading |

| |people read pages from front to back | | |

| |and read words from left to right | | |

| |Know the differences between | |Guided Reading |

| |illustrations and print | | |

| |Visualize the information in texts, |Picture Sentences |Sketch to Stretch |

| |and demonstrate this by drawing | | |

| |pictures, discussing images in texts |Guided Imagery |Academy of Reading |

| |or dictating simple descriptions. | | |

| | |Mental Imagery: Recall | |

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| | |LINCS | |

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| | |Learning Boxes (pair visual with | |

| | |words) | |

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| | |Comic Book Creator | |

| |Predict what will happen next, using |Story Impressions |Support Reading Strategy (Morris & |

| |pictures and content as a guide. | |Nelson, 1992) |

| | |Anticipation Guides | |

| | |Mental Imagery: Recall |Prior Knowledge |

| | | | |

| | |Directed Reading Thinking Activity |Intervention By Design |

| | |(DRTA) | |

| | | |Reading A-Z |

| |Compare information (e.g., recognize | |Shared Book Experience (Holdaway, |

| |similarities) in texts using prior |KWL Chart |1979) |

| |knowledge and experience. | | |

| |Recall information from a story by |Sequencing |Literal Comprehension Coaching |

| |sequencing pictures and events. | | |

| | |Doodle Splash Game |Intervention By Design |

| |Answer literal questions to |Click or Clunk |Question Generation |

| |demonstrate comprehension of orally | | |

| |read grade-appropriate texts. | |Intervention By Design |

| | | | |

| | | |Academy of Reading |

| |Monitor comprehension of orally read | |Reading Recovery |

| |texts by asking and answering |KWL Chart | |

| |questions. | |Intervention By Design |

| | |Expectations Outline | |

| | | |Academy of Reading |

| | |ReQuest | |

| |Identify favorite books and stories |Super Sorter | Reading Centers |

| |and participate in shared oral | | |

| |reading. |Online Books | |

|Reading |Use pictures and illustrations to aid|Picture Sequencing game |Reading A-Z |

|Applications: |comprehension | | |

|Informational, | | | |

|Technical and | | | |

|Persuasive Text | | | |

| |Identify and discuss the sequence of |Summarizing Informational Texts |Think-Pair-Share |

| |events in informational text | | |

| | |Story Scramble |Question Generation |

| | | | |

| | | |Intervention By Design |

| |Tell the main idea of a selection |Main Idea Intervention |Intervention By Design |

| |that has been read aloud. | | |

| | |Reintroduce Main Idea | |

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| | |Build Mastery: Main Idea | |

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| | |Main Idea Online Quizzes | |

| |Identify and discuss simple maps, | | |

| |charts and graphs. |Frayer Model |Storyboard |

| |Follow simple directions | |Storyboard |

|Reading |Identify favorite books and stories |Online Book Quiz | |

|Applications: | | | |

|Literary Text | | | |

| |Identify the characters and setting |Create a Character | |

| |in a story. | | |

| |Retell or re-enact a story that has | |Reciprocal Teaching |

| |been heard. | | |

| |Distinguish between fantasy and |Comparing Fiction and Nonfiction | |

| |reality. | | |

| |Recognize predictable patterns in | | |

| |stories. | | |

|Writing Processes |Generate writing ideas through |Book Buddies |Word Sorts |

| |discussions with others. | | |

| | | |Exploring Writing |

| |Choose a topic for writing. |Writer Workshop (topic) | |

| |Determine audience |Teaching Audience through interactive| |

| | |writing | |

| |Organize and group related ideas. | | |

| |Write from left to right and top to |Daily Writing Assignments | |

| |bottom. | | |

| |Use correct sentence structures when |Poetry Portfolios | |

| |expressing thoughts and ideas | | |

| |Reread own writing. |Revising Collaborative Stories | |

| | | | |

| | |Story Grammar Checklist | |

| |Use resources (e.g., a word wall) to |Semantic Word Maps | |

| |enhance vocabulary | | |

| | |Semantic Feature Analysis (SFA) | |

| | | | |

| | |Knowledge Ratings | |

| |Rewrite and illustrate writing |Pre-writing and Drafting | |

| |samples for display and for sharing | | |

| |with others. | | |

|Writing |Dictate or write simple stories, |Letter Writing Activity |Exploring Writing |

|Applications |using letters, words or pictures. | | |

| | |Draw a Story | |

| |Name or label objects or places. |Magic Key Characteristics | |

| |Write from left to right and from top| | |

| |to bottom. | | |

| |Dictate or write informal writings |Writing Quality Intervention | |

| |for various purposes. | | |

|Writing |Print capital and lowercase letters, |Proofreading Online Tool | |

|Conventions |correctly spacing the letters. | | |

| |Leave spaces between words when | | |

| |writing. | | |

| |Show characteristics of early letter |Spellits game | |

| |name-alphabetic spelling. | | |

| |Use some end consonant sounds when | | |

| |writing. | | |

| |Place punctuation marks at the end of| | |

| |sentences. | | |

|Research |Ask questions about a topic being |ReQuest | |

| |studied or an area of interest | | |

| |Use books or observations to gather |Outline talking about a topic | |

| |information, with teacher assistance,| | |

| |to explain a topic or unit of study. | | |

| |Recall information about a topic, | | |

| |with teacher assistance. | | |

| |Share findings visually or orally. |Reverse Outlining | |

|Communication |Listen attentively to speakers, | | |

| |stories, poems and songs. | | |

| |Connect what is heard with prior |KWL Chart | |

| |knowledge and experience. | | |

| |Follow simple oral directions. | | |

| |Speak clearly and understandably. | | |

| |Deliver informal descriptive or | | |

| |informational presentations about | | |

| |ideas or experiences in logical order| | |

| |with a beginning, middle and end. | | |

| |Recite short poems, songs and nursery|Diamante Poems | |

| |rhymes. | | |

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