Curriculum and Standards All Grades · 3 Curriculum Writing Teams for Language Arts K-5 Kimberly...

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MSD Washington Township

Curriculum and Standards

Language Arts

K-5

May 2007

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Curriculum Writing Teams for Language Arts K-5 Kimberly McCann - Internal Chair

Sharon Smith Curriculum Coordinator

Kindergarten Team *Christy Brokamp John Strange/Fox Hill Literacy Specialist Anne Crooke Spring Mill Teacher Linda Flanagan Nora Teacher Karen Gropp Fox Hill Teacher Kathy McPeek Harcourt Speech Language Pathologist Jennifer Streit Spring Mill Teacher

First Grade MaryAnn Bailey John Strange Teacher Kathleen Ferguson Spring Mill/Allisonville Literacy Specialist Patty Hanafee Crooked Creek Teacher Tammy Hardy Fox Hill Teacher Jackie Kaiser Crooked Creek Teacher *Christian McNeilly Spring Mill Teacher Becky Miller Fox Hill Teacher Kelly Miller Greenbriar Speech Language Pathologist Pat Sanders Crooked Creek Teacher Barb Yeary Crooked Creek Teacher

Second Grade Jenny Abell Crooked Creek Teacher Annie Grimes Allisonville Teacher *Jessica Heidelberg Harcourt Teacher/Literacy Specialist Chris Knestrick Fox Hill Teacher

Third Grade Melisa Benefiel Allisonville Teacher Pam Hilt Allisonville Teacher Karen Gouge Harcourt Teacher Marie McNelis Crooked Creek Literacy Specialist *Kelli Meader Greenbriar Teacher

Fourth Grade Janet Bracher Nora Teacher Sally Gantz Nora Teacher Cathy Hogan Nora Teacher *Susan Schaeffer John Strange Teacher Beth Symons Greenbriar/Nora Literacy Specialist

Fifth Grade Megan Blackwell Harcourt Teacher Karie Cloe Crooked Creek Teacher Julie Lowe Greenbriar Teacher *Kimberly McCann Greenbriar Teacher Leslie Middleton John Strange Teacher Kelly Ouattarra Crooked Creek Teacher Keana Parquet Crooked Creek Teacher * Grade Level Chairperson

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Curriculum

and

Standards

Kindergarten

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Recommendations on Teaching Reading Increase • Teacher reading good literature aloud to students • Time for independent reading • Children’s choice of their own reading materials • Balance of easy and hard books • Exposing children to a wide and rich range of literature • Teacher modeling and discussing his/her own reading

processes • Primary instructional emphasis on comprehension • Teaching reading as a process:

o Use strategies that activate prior knowledge o Help students make and test predictions o Structure help during reading o Provide after-reading applications

• Social, collaborative activities with much discussion and interaction

• Grouping by interests or book choices • Silent reading followed by discussion • Teaching skills in the context of whole and meaningful

literature • Writing before and after reading • Encouraging invented spelling in children’s early writings • Use of reading in content fields (e.g., historical novels in

social studies) • Evaluation focused on holistic, higher-order thinking

processes • Measuring success of reading program by students’ reading

habits, attitudes, and comprehension

Decrease • Students compelled to read aloud to whole class or reading

group, being corrected and marked down for errors • Exclusive emphasis on whole-class or reading-group

activities • Teacher selection of all reading materials for individuals and

groups • Exclusively difficult “instructional level” books • Relying on selections in basal reader • Teacher keeping his/her own reading tastes and habits

private • Primary instructional emphasis on reading subskills such as

phonics, word analysis, syllabication • Teaching reading as a single, one-step act • Solitary seatwork • Grouping by reading level • Round-robin oral reading • Teaching isolated skills in phonics workbooks or drills • Little or no chance to write • Punishing pre-conventional spelling in students’ early

writings • Segregation of reading to reading time • Evaluation focused on individual, low-level subskills • Measuring success of reading program only by test scores

Recommendations on Teaching Writing Increase • Student ownership and responsibility by:

o helping students choose their own topics and goals for improvement

o using brief teacher-student conferences o teaching students to review their own progress

• Class time on writing whole, original pieces through: o real purposes and audiences for writing o instruction and support for all stages of writing o prewriting, drafting, revising, editing

• Writing for real audiences, publishing for the class and wider communities

• Teacher modeling writing o drafting, revising, sharing o as a fellow author and as demonstration of processes

• Learning grammar and mechanics in context, at the editing stage, and as items are needed

• Making the classroom a supportive setting, using: o active exchange and valuing of students’ ideas o collaborative small-group work o conferences and peer critiquing that give responsibility

to authors • Writing across the curriculum as a tool for learning • Constructive and efficient evaluation that involves:

o brief informal oral responses as students work o focus on a few errors at a time o thorough grading of just a few of student-selected

polished pieces o cumulative view of growth and self-evaluation o encouragement of risk taking and honest expression

Decrease • Teacher control of decision making by:

o deciding all writing topics o dictating improvements without student problem-

solving o setting learning objectives without student input o providing instruction only through whole-class activity

• Time spent on isolated drills on “subskills” of grammar, vocabulary, spelling, etc.

• Writing assignments given briefly, with no context or purpose, completed in one step

• Finished pieces read only by teacher • Teacher talks about writing but never writes or shares own

work • Isolated grammar lessons, given in order determined by

textbook, before writing is begun • Devaluation of students’ ideas:

o students viewed as lacking knowledge and language abilities

o sense of class as competing individuals o cooperation among students viewed as cheating,

disruptive • Writing taught only during “language arts” period • Evaluation as negative burden for teacher and student by:

o marking all papers heavily for all errors, making teacher a bottleneck

o editing by teacher, and only after paper completed, rather than student making improvements

o grading puntively, focused on errors, now growth

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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE: Kindergarten Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Essential Knowledge Examples of Strategies Concepts about Print ♦ K.1.1 Identify the front cover, back cover, and title

page of a book. ◊ Point to the place to start reading. ◊ Recognize conventions of print: period, question mark

and exclamation mark.

K.1.1 Take a Picture Walk Using Books Month by Month Building Blocks p. 105 Independent Reading (Conferences) Teacher’s Guide to Building Blocks

♦ K.1.2 Follow words from left to right and from top to bottom on the printed page.

◊ Use one to one correspondence and return sweeps.

K.1.2 Read big books using pointers, masking, highlighter tape Teacher’s Guide to Building Blocks p. 41 Focus on Phonics p. 78 Independent Reading (Conferences) Teacher’s Guide to Building Blocks

♦ K.1.3 Understand that printed materials provide information.

◊ Understand that pictures provide information.

K.1.3 Read a variety of materials such as: environmental print, picture books, newspapers and magazines, mail, flyers and advertisements, computer games, books Teachers Guide to Building Blocks p. 141

♦ K.1.4 Recognize that sentences in print are made up of separate words.

K.1.4 Predictable Chart Day 4: Sentence Builders Teacher’s Guide to Building Blocks p. 89

♦ K.1.5 Distinguish letters from words. K.1.5 Getting to Know You: Cut names into individual letters; count letters in names Month by Month Building Blocks p. 11 Independent Reading (Conferences) Teacher’s Guide to Building Blocks Morning Message

♦ K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

◊ Recognize and name letters of the alphabet in order

and isolation.

K.1.6 Getting to Know You Month by Month Building Blocks chapter 10

Phonemic Awareness ♦ K.1.7 Listen to two or three phonemes (sounds) when

they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order.

K.1.7 Sound Boxes Phonics They Use 4th Edition p. 35

♦ K.1.8 Listen and say the changes in spoken syllables (a word or part of a word that contains one vowel sound), words with two or three sounds when one sound is added, substituted, omitted, moved, or repeated.

K.1.8 Making Words Teacher’s Guide to Building Blocks p. 132

Although the standards are presented as a list, they are not distinct and separable; but, in fact, interrelated and should be considered as a whole.

♦ Indiana Academic Standards ◊ MSDWT Standards T MSDWT Technology Proficiencies X MSDWT Character Value Traits

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Required Assessments Developmental Reading Assessment (DRA) Potential Assessments Concepts About Print Checklist DRA Word Analysis Yopp-Singer Test of Phonemic Awareness Assessments from Month-by-Month Reading and Writing for Kindergarten Letter and Sound Recognition Checklist Observations by Teacher Anecdotal Records Websites: See Addendum

References/Potential Resources Teacher’s Guide to Building Blocks Dorothy Hall, Elaine Williams Month by Month Reading and Writing for Kindergarten; Pat Cunningham, Dorothy Hall Phonemic Awareness and the Alphabetic Principle; The Wright Group Phonological Awareness Handbook for Kindergarten and Primary Teachers Lita Ericson, IRA Foundations Indiana Department of Education Making Alphabet Books Dorothy Hall Tongue Twisters Joyce Kofeldt DRA Word Analysis Joetta M. Beaver The Administrator’s Guide to Building Blocks Dorothy Hall, Amanda Arens, and Karen Loman The National Reading Panel Report Tim Shanahan Phonemic Awareness Creative Teaching Press Earobics Software Interactive Charts Dorothy Hall, Karen Loman Predictable Charts Dorothy Hall, Elaine Williams The Complete Phonemic Awareness Handbook Steck Vaughn The Names Book Dorothy Hall, Pat Cunningham

Building Blocks Critical Understandings ◊ Children learn that reading provides both

enjoyment and information, and they develop a desire to learn to read and write.

◊ Students also learn many new concepts and add words and meaning to their speaking vocabularies.

◊ Children learn print concepts, including how to read from left to write, how to read from top to bottom, etc.

◊ Children develop phonemic awareness, including the concept of rhyme.

◊ Students learn to read and write some interesting-to-them words, such as “Pizza Hut”, “cat”, and “bear”.

◊ Students learn some letters and sounds – usually connected to the interesting words they have learned.

Building Blocks Activities/Experiences Kindergarten teachers can provide the necessary experiences for all their students by: Reading to their children (both fiction and nonfiction). Reading with their children (shared reading of predictable books and interactive charts). Providing opportunities for children to read by themselves. Writing for children (A Morning Message at the start of the day). Writing with children (predictable charts and interactive Morning Messages). Providing opportunities for children to write by themselves. Developing phonemic awareness (the oral). Working with letters and sounds or phonics (the written). Learning some “interesting-to-them” words (names, environmental print, etc.).

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Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE: Kindergarten Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Essential Knowledge Examples of Strategies

♦ K.1.9 Blend consonant-vowel-consonant (cvc) sounds and blend the sounds to make words.

K.1.9 Play blending and segmenting games Phonics They Use 4th Edition p. 32

♦ K.1.10 Say rhyming words in response to an oral prompt.

K.1.10 Recite nursery rhymes Building Blocks p. 123 Sing rhymes and read lots of rhyming books Phonics They Use 4th Edition p. 30

♦ K.1.11 Listen to one-syllable words and tell the beginning or ending sounds.

K.1.11 Have children listen as you say groups of three words, one group at a time. Ask them to repeat the two words that begin/end with the same sound (eg., cat, hat, car).

♦ K.1.13 Count the number of syllables in words. K.1.13 Getting to Know You Teacher’s Guide to Building Blocks Chapter 10 Sing Songs

Decoding and Word Recognition ♦ K.1.14 Match all consonant (mad, red, pin, top, sun) to

appropriate letters.

K.1.14 Match picture cards to letters

♦ K.1.15 Read one-syllable and high-frequency (often-heard) words by sight.

K.1.15 Morning Message Teacher’s Guide to Building Blocks p. 81 Lightning Words (the, to, I, and, you, is, we, my was, said, she, he, a, it, go) Independent Reading (Conferences) Teacher’s Guide to Building Blocks

♦ K.1.16 Use self-correcting strategies when reading simple sentences.

◊ Re-read when meaning is lost. ◊ Apply word knowledge to read simple sentences.

K.1.16 Predictable Chart Day 5: Cut Up Sentence Teacher’s Guide to Building Blocks p. 90 Independent Reading (Conferences) Teacher’s Guide to Building Blocks

♦ K.1.17 Read their own names. K.1.17 Getting to Know You Teacher’s Guide to Building Blocks Chapter 10 Daily sign-in

♦ K.1.18 Understand the alphabetic principle, which means that as letters in words change, so do the sounds.

K.1.18 Making Words Month by Month Building Blocks p. 81

♦ K.1.19 Learn and apply knowledge of alphabetic order (first letter) when using a classroom or school library/media center.

K.1.19 Getting to Know You Teacher’s Guide to Building Blocks Chapter 10 Environmental Print Books Month by Month Building Blocks p. 108 Teacher’s Guide to Building Blocks



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Indiana Academic Standard #2 READING: Reading Comprehension GRADE: Kindergarten Students identify the basic facts and ideas in what they have read, heard, or seen. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen to and begin to read grade-level-appropriate nonfiction, such as alphabet books, picture books on science, social studies, mathematics and other subjects, and beginners’ dictionaries.

Essential Knowledge Examples of Strategies Vocabulary and Concept Development ♦ K.1.20 Identify and sort common words in basic

categories. ◊ Identify opposites. ◊ Identify and use position words.

K.1.20 Use Venn Diagram Display theme word boards Phonics They Use 4th Edition p. 82 Identify opposites when found in shared literature. Use real objects and position words to follow teacher directions (example: Put the block “over” the paper.).

♦ K.1.21 Identify common signs and symbols. K.1.21 Display environmental print samples. Locate samples of environmental print from newspapers and magazines.

♦ K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

Practice word knowledge using books with simple text.

♦ K.2.3 Generate and respond to questions (who, what, where).

K.2.3 Conduct a Community Circle Teacher’s Guide to Building Blocks p. 12 Use KWL Chart Classrooms that Work p. 56-58 Take Field Trips Explicitly teach making connections (text-to-text, text-to-self, text-to-world) while reading

♦ K.2.4 Identify types of every day print materials. ◊ Seek information to answer questions.

K.2.4 Read aloud a variety of texts Teacher’s Guide to Building Blocks Chapter 2

♦ K.2.5 Identify the order (first, last) of information. ◊ Use the comprehension strategy of generating and

responding to questions (who, what, when, where, why, how).

◊ Choose reading material for self-interest.

K.2.5 After reading, act it out Teacher’s Guide to Building Blocks p. 51

Metacognitive/Thinking Strategies ◊ Use schema to identify connections with self, text, and

world. Build background knowledge. ◊ Use questioning to drive comprehension. ◊ Determine importance within text. ◊ Synthesize new information from text with schema to

produce new thinking. ◊ Use visualizations/sensory images to comprehend. ◊ Use inferring to develop predictions, inferences, and

draw conclusions. ◊ Use monitoring/fix-up strategies to check understanding.

Use activities from Reading with Meaning and Strategies That Work



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Building Blocks Critical Understandings ◊ Children learn that reading provides both enjoyment

and information, and they develop a desire to learn to read and write.







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Indiana Academic Standard #3 READING: Comprehension, Literary Response, and Analysis of Fiction GRADE: Kindergarten Students listen and respond to stories based on well-known characters, themes, plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen and respond to grade-level-appropriate fiction, such as classic and contemporary stories, Mother Goose nursery rhymes and other poems, songs, folktales, plays.

Essential Knowledge Examples of Strategies Analysis of Grade Level Appropriate Literary Text ♦ K.3.1 Distinguish fantasy from reality. ◊ Distinguish fiction from non-fiction. ◊ Utilize the terms fiction and non-fiction. ◊ Develop personal tastes in literature through guided

practice.

K.3.1 Create a T-Chart comparing the two genres. Read aloud a variety of genres.

♦ K.3.2 Retell (beginning, middle, end) familiar stories. ◊ Retell familiar stories, fairy tales, and nursery rhymes. ◊ Retell stories from illustrations, example: use wordless

books.

K.3.2 Create story map after shared reading. Independent Reading (Conferences) Teacher’s Guide to Building Blocks

♦ K.3.3 Identify characters, settings, and important events in a story.

K.3.3 Beach Ball Activity Shared Reading with Big Books p. 10

Χ Identify MSDWT Character Values in reading selections. ♦ K.3.4 Identify favorite books and stories. ◊ Respond creatively to literature, i.e., projects including

writing, oral discussion, art, music, technology, and drama, puppets, mime and body movement. Leads to intrinsic motivation and lifelong enjoyment.

◊ Experience literature for the rhythm, pattern, and beauty of

the language.

K.3.4 Allow students to select favorite books for read-aloud and self-selected reading. Read aloud from various genres. Model love of reading by talking about what you are reading. Listening Centers Design activities to lengthen student’s attention span. Use after reading activities Teacher’s Guide to Building Blocks p. 48

♦ K.3.5 Understand what is heard or seen by responding to questions (who, what, when, where, why, how).

Χ Introduce MSDWT Character Values through children’s literature.

Χ Develop an understanding of and respect for diversity across cultures, ethnic groups and regions.

◊ Interact with various genres and materials. Metacognitive/Thinking Strategies ◊ Use schema to identify connections with self, text, and


produce new thinking. ◊ Use visualizations/sensory images to comprehend. ◊ Use inferring to develop predictions, inferences, and draw

conclusions. ◊ Use monitoring/fix-up strategies to check understanding.


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Required Assessments Developmental Reading Assessment (DRA)

References/Potential Resources Teacher’s Guide to Building Blocks Dorothy Hall and Elaine Williams Shared Reading with Big Books Dorothy Hall and Joseph Fuhrman Conventions in Four Block Classrooms Sharon Arthur Moore Strategies That Work Stephanie Harvey and Anne Goudvis Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Reading with Meaning Debbie Miller

Potential Assessments Informal Assessments:

o Oral Classroom Discussion o Teacher Observation o Anecdotal Records o Student Response Options

Concepts About Print Checklist

Websites See Addendum









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Indiana Academic Standard #4 WRITING: Processes and Features GRADE: Kindergarten Students discuss ideas and tell stories for someone to write. Students use pictures, letters, and words to write.

Essential Knowledge

Examples of Strategies

♦ K.4.1 Discuss ideas to include in a story K.4.1 Session I: Starting the Writing Workshop, Launching the Writing Workshop Units of Study for Primary Writing p. 3

♦ K.4.2 Tell a story that the teacher or some other person will write.

K.4.2 End of Day Journal Teacher’s Guide to Building Blocks p. 76

♦ K.4.3 Write using pictures, letters, and words. ◊ Connect print or symbols to thought and picture.

K.4.3 Session VI: Using Both Pictures and Words, Just Like Famous Authors Do Units of Study for Primary Writing, Launching the Writing Workshop p. 51

♦ K.4.4 Write phonetically spelled words (words that are written as they sound) and consonant-vowel-consonant words (demonstrating the alphabetic principle).

K.4.4 Session VII Session VIII, and Session IX Units of Study for Primary Writing, Launching the Writing Workshop

♦ K.4.5 Write by moving from left to right and from top to bottom.

K.4.5 Demonstrate with big books during shared reading. Demonstrate during morning message. Practice during activities.

Research Process and Technology ♦ K.4.6 Ask how and why questions about a topic of

interest.

♦ K.4.7 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology).

♦ K.4.8 Organize and classify information into categories of how and why or by color or size.

◊ Demonstrate the proper use and care of materials. ◊ Use the library/media center for research. ◊ Understand that the library/media center is organized

by types of materials.

Τ Incorporate MSDWT Technology Standards Τ Locate and use information on a subject using

developmentally appropriate multimedia resources to support learning.

Τ Demonstrate developmentally appropriate keyboarding skills.

Τ Demonstrate appropriate skills for working with printers, monitors, and other multimedia devices.

Τ Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.



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References/Potential Resources First Steps Writing Developmental Continuum Heinemann Units of Study for Primary Writing Lucy Calkins Writing the Four Blocks Way Jim Cunningham and Pat Cunningham Teacher’s Guide to Building Blocks Dorothy Hall and Elaine Williams Writing Mini-Lessons for Kindergarten: The Building Blocks Model Dorothy Hall and Elaine Williams Month by Month Reading and Writing for Kindergarten Dorothy Hall and Pat Cunningham


o Portfolio o Student Reflection o Journals

Student Writing Sample Scored with Developmental Stages of Writing (Kindergarten Report Card Rubric) Units of Study for Primary Writing Checklist First Steps Writing Continuum Conferring










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Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE: Kindergarten In Kindergarten, students begin to write and draw pictures for specific purposes and for a specific audience (intended reader).

Essential Knowledge


♦ K.5.1 Draw pictures and write words for a specific reason.

K.5.1 Session XIII Widening Writing Possibilities, Lists and Letters Units of Study for Primary Writing, Launching the Writing Workshop p. 91

♦ K.5.2 Draw pictures and write for specific people or persons.

K.5.2 Session XIV Widening Writing Possibilities Real World Purposes Units of Study for Primary Writing, Launching the Writing Workshop p. 97

Τ Use the computer for writing Τ Use a multi-media software program to illustrate.



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References/Potential Resources Month by Month Reading and Writing for Kindergarten Dorothy Hall and Pat Cunningham First Steps Writing Developmental Continuum Heinemann Writing the Four Blocks Way Jim Cunningham and Pat Cunningham, et. al Units of Study for Primary Writing Lucy Calkins Writing Mini-Lessons for Kindergarten: The Building Blocks Model Dorothy Hall and Elaine Williams

Potential Assessments Informal Assessments

o Writing Portfolio o Student Self-Reflection o Journals o Teacher Observation/Anecdotal Records

Units of Study for Primary Writing Checklist Student Writing Sample Scored with Developmental Stages of Writing (Kindergarten Report Card Rubric) Conferring










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Indiana Academic Standard #6 WRITING: Written English Language Conventions GRADE: Kindergarten Students begin to learn the written conventions of Standard English.

Essential Knowledge


Handwriting ♦ K.6.1 Write capital and lowercase letters of the

alphabet, correctly shaping and spacing the letters. ◊ Write first and last name using correct letter formation

and proper capitalization.

K.6.1 Practice forming letters using many kinds of materials: White Boards Dotted Stamps Wikki Sticks Pipe Cleaners Shaving Cream Sand/Salt Box Finger-Paint Baggies Magnetic Letters Large Alphabet Cards Playdoh Handwriting Center Focus on Phonics p. 80 Draw attention to print conventions during shared reading Use Zaner-Bloser simplified continuous stroke manuscript

Spelling ♦ K.6.2 Spell independently using an understanding of

the sounds of the alphabet and knowledge of letter names.

◊ Use temporary or invented spelling (spelling like the

word sounds).

K.6.2 Experimental write with strategies such as: Make and Break Word Building Magnetic Letters Journals Month by Month Building Blocks p. 66 Independent Writing Center Activities Interactive Writing Elkonin Boxes



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References/Potential Resources Developmentally Appropriate Practice in Early Childhood Programs NAEYC, Bradekamp and Copple First Steps Writing Developmental Continuum Heinemann Writing the Four Blocks Way Jim Cunningham and Pat Cunningham, et al Units of Study for Primary Writing Lucy Calkins Writing Mini-Lessons for Kindergarten: The Building Blocks Model Dorothy Hall and Elaine Williams Zaner-Bloser Handwriting


o Writing Portfolio o Student Self-Reflection o Journals o Teacher Observation/Anecdotal Records

Units of Study for Primary Writing Checklist Student Writing Sample Scored with Developmental Stages of Writing (Kindergarten Report Card Rubric) Conferring










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Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE: Kindergarten Students listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests.

Essential Knowledge


Comprehension ♦ K.7.1 Understand and follow one- and two-step

spoken directions. ◊ Listen attentively and respond appropriately to a

variety of fiction and non-fiction materials.

K.7.1 Do jigsaw puzzles and construct models as listening and speaking activities First Steps Oral Language Development Continuum p. 33

Oral Communications ♦ K.7.2 Share information and ideas, speaking in

complete, coherent sentences.

K.7.2 Predictable Chart Day 1 and Day 2 Teacher’s Guide to Building Blocks p. 89 Getting to Know You: Interview Teacher’s Guide to Building Blocks p. 136 End of Day Journal Teacher’s Guide to Building Blocks p. 76 Plan activities based on the students’ personal knowledge. Example: “Star of the Week”, “Tell About a Favorite Book”

Speaking Applications ♦ K.7.3 Describe people, places, things (including their

size, color and shape), locations and actions.

K.7.3 Attribute Sorting Describe a person, place and thing Simon Says, I Spy, 20 Questions Description of student by students Getting to Know You

♦ K.7.4 Recite short poems, rhymes and songs. K.7.4 Interactive Charts Interactive Charts: Shared Reading for Kindergarten and First Grade Create a poetry book Sing songs Songs and poetry cards, Example: Raffi

♦ K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first, second, last).

K.7.5 Session VIII: Internalizing Story Shapes Units of Study for Primary Writing, Small Moments p. 63



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References/Potential Resources Month by Month Reading and Writing for Kindergarten Dorothy Hall and Pat Cunningham Phonics They Use Pat Cunningham Phonics That Work! Janiel Wagstaff Beyond Traditional Phonics Margaret Moustafa Teaching Phonics Today Dorothy Strickland Focus on Phonics Wendy Cheyney and Judith Cohen Units of Study for Primary Writing Lucy Calkins Teacher’s Guide to the Building Blocks Dorothy Hall and Elaine Williams


o Anecdotal Records/Teacher Observation o Classroom Discussion

First Steps Oral Language Continuum










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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE: Kindergarten Students listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests.

Essential Knowledge


Χ Use polite forms of address and introduction. Χ Work cooperatively with peers. Χ Modify volume according to situations. Χ Share information learned with others.

◊ Listening Χ Listen daily to a variety of teacher-read material

including fiction, non-fiction, poetry, and stories reinforcing MSDWT Character Values.

Χ Listen to speaker, adult or child Χ Use appropriate eye contact. Χ Demonstrate an interest in the knowledge being

shared. Χ Show respect for the speaker.



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References/Potential Resources Month by Month Reading and Writing for Kindergarten Dorothy Hall and Pat Cunningham Phonics They Use Pat Cunningham Phonics That Work! Janiel Wagstaff Beyond Traditional Phonics Margaret Moustafa Teaching Phonics Today Dorothy Strickland Focus on Phonics Wendy Cheyney and Judith Cohen Units of Study for Primary Writing Lucy Calkins Teacher’s Guide to the Building Blocks Dorothy Hall and Elaine Williams


o Anecdotal Records/Teacher Observation o Classroom Discussion

First Steps Oral Language Continuum










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Curriculum

and Standards

Grade 1

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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE: 1 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


Concepts about Print ♦ 1.1.1 Match oral words to printed words.

Concepts about Print 1.1.1 – 1.1.3 Walk the Word (students create a sentence, each word is written on cards and put on floor to walk each word as spoken) Label objects in classroom with legible print Make an environmental print bulletin board Construct classroom chart stories and identify letters, words and sentences Read big book stories to class and point out letters, words, sentences, punctuation, and capital letters Create class books and individual books (Ex., First Grade, First Grade What Do You See?) Earobics activities Morning Message

♦ 1.1.2 Identify letters, words, and sentences. ◊ Identify first and last word, “Show me the last word”. ◊ Follow words from left to right and from top to bottom

on the printed page. Know that left page is read before right page.

1.1.2 Letters and sounds as a resource

♦ 1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

◊ Understand that print and pictures carries message.



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Current District Writing Assessment DRA Word Analysis Running Records Dictation SSR Conferencing Letter Identification Checklist Sound Recognition Checklist Concepts About Print Sight Words Portfolios Indiana Academic Standards Resource (Curriculum Frameworks) Journals Periodic Performance Samples Teacher Observations Rubrics Earobics Software Analysis of errors during reading as phonetic, syntactic, and semantic (miscue analysis) Websites: See Addendum

References/Potential Resources Focus on Phonics Assessment and Instruction Wendy Cheney and E. Judith Cohen Complete Phonemic Awareness Handbook Steck Vaughn The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall and Cheryl Sigmon Month by Month Phonics for First Grade Patricia Cunningham and Dorothy Hall Teaching Phonics Steck Vaughn Publishers Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham Phonics They Use Patricia Cunningham Teaching Children to Care: Management in the Responsive Classroom Ruth Sidney Charney Kidz Writing The Wright Group Guided Reading: Good First Teaching for all Children Irene Fountas and Gay Su Pinnell Classrooms That Work Patricia Cunningham and Richard Allington Making Words Patricia Cunningham and Dorothy Hall Making More Words Patricia Cunningham and Dorothy Hall Authentic Assessment Kay Burke Words Their Way Donald R. Bear, et al Rhymes & Reasons Michael F. Optiz The Names Book Dorothy Hall and Pat Cunningham Strategies That Work Stephanie Harvey and Ann Goudvis Conversations in Four Blocks Classrooms Sharon Arthur Moore Comprehension Tool Kit Stephanie Harvey and Anne Goudvis Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman First Steps Reading Developmental Continuum Heinemann Predictable Charts Interactive Charts Lindamood-Bell Learning Processes DRA Word Analysis Activity Book School Literacy Resource Rooms Indiana Academic Standards (Curriculum Frameworks) Smart Chart Training Video Earobics Software

Goals of The Four Blocks Self-Selected Reading • To introduce children to all types of literature

through the teacher read-aloud. • To encourage children’s reading interests. • To provide instructional-level reading. • To build intrinsic motivation for reading.

Guided Reading • To teach comprehension skills and strategies. • To develop background knowledge, meaning

vocabulary, and oral language. • To teach children how to read all types of literature. • To provide as much instructional-level reading as

possible. • To maintain the motivation and self-confidence of our

struggling readers. Writing • To view writing as a way of telling about things. • To write fluently. • To apply grammar and mechanics in their own

writing. • To learn particular writing forms. • To learn to read through writing. • To maintain the motivation and self-confidence of

struggling writers.

Working With Words • To learn to read and spell the high-frequency words. • To learn how to decode and spell many other words

using patterns from known words. • To automatically and fluently use phonics and spelling

patterns while reading and writing.

33

Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE: 1 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

ESSENTIAL KNOWLEDGE EXAMPLES OF STRATEGIES Phonemic Awareness ♦ 1.1.4 Distinguish beginning, middle, and ending sounds

in single-syllable words (words with only one vowel sound).

Phonemic Awareness 1.1.4 – 1.1.9 Elkonin Boxes Getting to Know You Month by Month Phonics for First Grade p. 8 Name Activities Classrooms That Work p. 31 Tongue Twisters Month by Month Phonics for First Grade p. 35 Rounding up the Rhymes The Teacher’s Guide to the Four Blocks p. 159 Read Down by the Bay and incorporate lesson found on page 124 of Focus on Phonics Reading/Writing Rhymes The Teacher’s Guide to the Four Blocks p. 151 Sing and chant rhymes as a whole class or small group

♦ 1.1.5 Recognize different vowel sounds in orally stated single-syllable words.

♦ 1.1.6 Recognize that vowels’ sounds can be represented by different letters.

♦ 1.1.7 Create and state a series of rhyming words. ♦ 1.1.8 Add, delete or change sounds to change words 1.1.8 See Indiana Academic Standards Resource

(Curriculum Frameworks) 1.1.8 ♦ 1.1.9 Blend two to four phonemes (sounds) into

recognizable words.

1.1.9 Clap sounds or syllables in words. For phonemic awareness lessons, refer to Level 2 lesson plans, p. 118-154 Focus on Phonics Making Words lessons in Making Words and Month by Month Phonics for First Grade Phonemic Awareness Earobics activities Smart Chart activities



34

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Current District Writing Assessment DRA Word Analysis Running Records Dictation SSR Conferencing Letter Identification Checklist Sound Recognition Checklist Concepts About Print Sight Words Portfolios Indiana Academic Standards Resource (Curriculum Frameworks) Journals Periodic Performance Samples Teacher Observations Rubrics Earobics Software Analysis of errors during reading as phonetic, syntactic, and semantic (miscue analysis) Websites: See Addendum

References/Potential Resources Focus on Phonics Assessment and Instruction Wendy Cheney and E. Judith Cohen The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall and Cheryl Sigmon Month by Month Phonics for First Grade Patricia Cunningham and Dorothy Hall Teaching Phonics Steck Vaughn Publishers Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham Phonics They Use Patricia Cunningham Teaching Children to Care: Management in the Responsive Classroom Ruth Sidney Charney Kidz Writing The Wright Group Guided Reading: Good First Teaching for all Children Irene Fountas and Gay Su Pinnell Classrooms That Work Patricia Cunningham and Richard Allington Making Words Patricia Cunningham and Dorothy Hall Making More Words Patricia Cunningham and Dorothy Hall Authentic Assessment Kay Burke Words Their Way Donald R. Bear, et al Rhymes & Reasons Michael F. Optiz The Names Book Dorothy Hall and Pat Cunningham Comprehension Tool Kit Stephanie Harvey and Anne Goudvis Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in Four Blocks Classrooms Sharon Arthur Moore First Steps Reading Developmental Continuum Heinemann Predictable Charts Interactive Charts Lindamood-Bell Learning Processes DRA Word Analysis Activity Book School Literacy Resource Rooms Indiana Academic Standards (Curriculum Frameworks) Smart Chart Training Video Earobics Software








struggling writers.




35


ESSENTIAL KNOWLEDGE EXAMPLES OF STRATEGIES ◊ Develop an awareness of blends and vowel sounds. Decoding and Word Recognition ♦ 1.1.10 Generate the sounds from all the letters and

from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u) and blend those sounds into recognizable words.

◊ Read words by using word chunks (see definition) ◊ Read small words in bigger words

Decoding and Word Recognition 1.1.10 – 1.1.15 Use class names to teach sounds Classrooms That Work Teach and model using big books Post-It cover words for Cloze activities Post-It cover letters/chunks Teach phonics by context clues Circle specific sounds/chunks using Wikki Sticks Use a word wall for practice of sight words Month by Month Phonics for First Grade p. 30 Making Words lessons in Making Words, Teacher’s Guide to the Four Blocks and Making More Words Model “sh” as the whisper sounds “ou” as the pinch sound Model fluent reading Fluency Strategies Guide Book p. 9

♦ 1.1.11 Read common sight words (words that are often seen and heard).

Decoding and Word Recognition 1.1.10 – 1.1.15 (Cont) Strategies to teach students to use at difficulty with an unknown word: 1. Check the picture 2. Reread 3. Look at the first letter/part (3 or 4 letters) and predict. Ask, ‘does that make sense and look right? Visually scan entire word quickly to check prediction; 4. Look for chunks/parts 5. Use a word you know to help you get to an unknown word (use analogies, i.e., dog/log, tree/my=try) 6. Spell the word 7. Ask for help

♦ 1.1.12 Use phonics and context clues as self-correction strategies when reading.

Decoding and Word Recognition 1.1.10 – 1.1.15 (Cont) Model and teach how to predict words in text by looking at the beginning letters in a word First Steps Reading Developmental Continuum p. 35



36

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Current District Writing Assessment DRA Word Analysis Running Records Dictation SSR Conferencing Letter Identification Checklist Sound Recognition Checklist Concepts About Print Sight Words Portfolios Indiana Academic Standards Resource (Curriculum Frameworks) Journals Periodic Performance Samples Teacher Observations Rubrics Earobics Software Analysis of errors during reading as phonetic, syntactic, and semantic (miscue analysis) Websites See Addendum









struggling writers.


using patterns from known words. • To automatically and fluently use phonics and

spelling patterns while reading and writing.

37


ESSENTIAL KNOWLEDGE EXAMPLES OF STRATEGIES ♦ 1.1.13 Read words by using knowledge of vowel

digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the word ear).

♦ 1.1.14 Read common word patterns (-ite, -ate) ♦ 1.1.15 Read aloud smoothly and easily in familiar text. ◊ Use meaning (semantic cues), sound (phonetic cues)

and structural (syntactic cues) together to read unfamiliar words in context. Prompt by asking: “Does it sound right?” “Does it look right?” “Does it make sense?”

Vocabulary and Concept Development ♦ 1.1.16 Read and understand simple compound words

(birthday, anything) and contractions (isn’t, aren’t, can’t, won’t).

1.1.16 Teacher made games On the Back activities Teacher’s Guide to the Four Blocks and Month by Month Phonics for First Grade Guess The Covered Word Teacher’s Guide to the Four Blocks p. 148

♦ 1.1.17 Read and understand root words (look) and their inflectional forms (looks, looked, looking).

♦ 1.1.18 Classify categories of words. ◊ Listen to stories read aloud and use the vocabulary in

those stories in oral language. ◊ Develop an awareness of antonyms, synonyms, and

homophones.

1.1.18 Sort animal and other word/picture cards (Ex., what is similar/different about groups of cards) Smart Chart

♦ 1.1.19 Identify important signs and symbols, such as stop signs, school crossing signs, or restroom symbols, from the colors, shapes, logos, and letters on the signs or symbols.



38

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Current District Writing Assessment DRA Word Analysis Running Records Dictation SSR Conferencing Letter Identification Checklist Sound Recognition Checklist Concepts About Print Sight Words Portfolios Indiana Academic Standards Resource (Curriculum Frameworks) Journals Periodic Performance Samples Teacher Observations Rubrics Earobics Software Analysis of errors during reading as phonetic, syntactic, and semantic (miscue analysis) Websites See Addendum









struggling writers.




39

Indiana Academic Standard #2 READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 1 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 1, in addition to regular classroom reading, students begin to read a variety of nonfiction, such as alphabet books, picture books, books in different subject areas, children’s magazines and periodicals, and beginners’ dictionaries.

Essential Knowledge Examples of Strategies Structural Features of Informational Materials ♦ 1.2.1 Identify title, author, illustrator, and table of

contents of a reading selection.

◊ Identify parts of a book (front cover, back cover, spine, and title page).

◊ Locate age-and-content appropriate information online with the aide of a teacher or educator.

◊ Locate age-and-content appropriate information in the media center.

◊ Understand the use of print and non-print (pre-selected Internet sites and web pages) materials to answer questions.

◊ Develop personal tastes in non-fiction materials through guided practice.

1.2.1 Picture Walks

♦ 1.2.2 Identify text that uses sequence or other logical order. Example: Explain how an informational text is different from a story. Tell what might be included in an informational book that uses sequence, such as a book on making a bird feeder, like The Bird Table by Pauline Cartwright.

Analysis of Grade-Level-Appropriate Text 1.2.2 – 1.2.7 Choose verbs from Bloom’s Taxonomy to encourage higher-level thinking and responses (addendum 12) Play “Guess the Covered Word” Teacher’s Guide to the Four Blocks p. 148 Use a KWL Chart to access and record students’ prior knowledge Teacher’s Guide to the Four Blocks p. 68 Present sequencing tasks as whole, small group, or individual tasks.

Analysis of Grade-Level-Appropriate Text ♦ 1.2.3 Respond to who, what, when, where, and how

questions and discuss the main idea of what is read. ◊ Identify supporting details.

Model and teach who, what, when, where, and how one at a time during new telling. Students interview each other identifying who, what, when, where, and how through sketches. Use simple graphic organizers to relate information from text to the main idea. Encourage students to identify main idea through use of title and illustrations First Steps Reading Development Continuum p. 33

♦ 1.2.4 Follow one-step written instructions. ♦ 1.2.5 Use context (the meaning of the surrounding text)

to understand word and sentence meanings.

♦ 1.2.6 Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or cause-and-effect, such as because, since, therefore, so).

Prediction Activity Teacher’s Guide to the Four Blocks p. 67


40

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Rubrics “Book Review Non-Fiction” and “Observational Guide Reading of Informational Text” (Addendum) Revisit, Reflect, Retell Strategies for Improving Reading Comprehension Student Reflection Coaching Session: Informational Retells Revisit, Reflect, Retell Strategies for Improving Reading Comprehension p. 129 Expository Retelling Protocol Graphic Organizers Sequencing Tasks Assessment of Projects Analysis of Retellings Self-Assessment by Student of Own Understanding Conferring Observation of questions posed by student during and after reading Observation of strategies used during reading to make sense of the selections Indiana Academic Standards Resource (Curriculum Frameworks)

References/Potential Resources Invitations Regie Routman First Steps Reading Developmental Continuum Heinemann MSDWT Character Values Revisit, Reflect, Retell Strategies for Improving Reading Comprehension, Hoyt Chapter 4 Snapshots Linda Hoyt Nonfiction Matters? Stephanie Harvey Mosaic of Thought Books and Reading Strategies Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Strategies That Work Anne Goudvis and Stephanie Harvey Conversations in Four Blocks Classrooms Sharon Arthur Moore Indiana Academic Standards Resources (Curriculum Frameworks) Websites See Addendum








struggling writers.




41

Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 1 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 1, in addition to regular classroom reading, students begin to read a variety of nonfiction, such as alphabet books, picture books, books in different subject areas, children’s magazines and periodicals, and beginners’ dictionaries.

♦ 1.2.7 Relate prior knowledge to what is read. ◊ Build background knowledge. ◊ Understand and compare information from several

sources. ◊ Draw inferences. ◊ Understand and compare information from several

sources, print and non-print (pre-selected Internet sites and web pages).

Χ Identify problems and solutions. Χ Relate cause and effect.

Metacognitive/Thinking Strategies ◊ Use schema to identify connections with self, text,

and world. Build background knowledge. ◊ Use questioning to drive comprehension. ◊ Determine importance within text. ◊ Synthesize new information from text with schema to


draw conclusions. ◊ Use monitoring/fix-up strategies to check

understanding.




42

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Rubrics “Book Review Non-Fiction” and “Observational Guide Reading of Informational Text” (Addendum) Revisit, Reflect, Retell Strategies for Improving Reading Comprehension Student Reflection Coaching Session: Informational Retells Revisit, Reflect, Retell Strategies for Improving Reading Comprehension p. 129 Expository Retelling Protocol Graphic Organizers Sequencing Tasks Assessment of Projects Analysis of Retellings Self-Assessment by Student of Own Understanding Conferring Observation of questions posed by student during and after reading Observation of strategies used during reading to make sense of the selections Indiana Academic Standards Resource (Curriculum Frameworks)

References/Potential Resources Invitations Regie Routman First Steps Reading Developmental Continuum Heinemann MSDWT Character Values Revisit, Reflect, Retell Strategies for Improving Reading Comprehension, Linda Hoyt Chapter 4 Snapshots Linda Hoyt Nonfiction Matters? Linda Hoyt Mosaic of Thought Books and Reading Strategies Strategies That Work Anne Goudvis and Stephanie Harvey Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Conversations in Four Blocks Classrooms Sharon Arthur Moore Indiana Academic Standards Resources (Curriculum Frameworks) Websites See Addendum

Goals of The Four Blocks Self-Selected Reading • To introduce children to all types of literature through

the teacher read-aloud. • To encourage children’s reading interests. • To provide instructional-level reading. • To build intrinsic motivation for reading.




struggling readers. Writing • To view writing as a way of telling about things. • To write fluently. • To apply grammar and mechanics in their own writing. • To learn particular writing forms. • To learn to read through writing. • To maintain the motivation and self-confidence of

struggling writers.




43

Indiana Academic Standard #3 READING: Comprehension and Analysis of Literary Text GRADE 1 Students read and respond to a variety of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 1, students begin to read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres.

Essential Knowledge Examples of Strategies Analysis of Grade-Level-Appropriate Literary Text ♦ 1.3.1 Identify and describe the plot, setting, and

character(s) in a story. Retell a story’s beginning, middle, and ending.

◊ Respond accurately and creatively to literature (i.e.,

projects including but not limited to writing, oral discussion, art, music, technology, and drama).

◊ Experience literature for the rhythm, pattern, and

beauty of the language. ◊ Develop personal tastes in literature through guided

practice.

1.3.1 thru 1.3.5 Beach Ball activity The Teacher’s Guide to the Four Blocks p. 72 “Doing the Book” The Teacher’s Guide to the Four Blocks p. 73 Give students a purpose for reading by doing the “ERT” activity The Teacher’s Guide to the Four Blocks p. 62-63 Model BME (Beginning, Middle, End) graphic organizer using key points in story. Use graphic organizers to identify story elements through read aloud and guided reading. Respond to literature through reflective writing in a journal or log. Literary Letters – Compose a letter to one of the characters First Steps Reading Resource p. 106

♦ 1.3.2 Describe the roles of authors and illustrators. ◊ Author study (all books or poems)

Read aloud several books by an author or illustrator to the class. Feature author or illustrator study.

♦ 1.3.3 Confirm predictions about what will happen next in a story.

Χ Identify problem and solution.

Read part of a story to students then ask them to draw a picture/write of what they think will happen next First Steps Reading Developmental Continuum p. 33 Print story on sentence strips and/or use pictures to put strips in order (whole or small group).

♦ 1.3.4 Distinguish fantasy from reality. ◊ Utilize the terms fiction and non-fiction.



44

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Potential Assessments SSR Conferring forms and student logs Graphic Organizer Student Reflection Book Reports Indiana Reading Diagnostic Assessment Analysis of projects Indiana Academic Standards Resource (Curriculum Frameworks) Teacher Observations Basal Assessments Websites: See Addendum

References/Potential Resources Joyful Learning Bobbi Fisher Conventions Regie Routman Invitations Regie Routman First Steps Reading Resource Book Heinemann MSDWT Character Values C.L.A.S.S. Lifelong Guidelines Indiana Academic Standards Curriculum Frameworks Cunningham books – including Classrooms that Work Mosaic of Thought Books and Reading Strategies Snapshots Linda Hoyt Nonfiction Matters? Stephanie Harvey Literature Circles: Voice and Choice in Book Clubs and Reading Groups Harvey Daniels Guided Reading the Four Blocks Way Pat Cunningham, et al Strategies That Work Anne Goudvis and Stephanie Harvey Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Conversations in Four Blocks Classrooms Sharon Arthur Moore




vocabulary, and oral language. • To teach children how to read all types of

literature. • To provide as much instructional-level reading as

possible. • To maintain the motivation and self-confidence of

our struggling readers. Writing • To view writing as a way of telling about things. • To write fluently. • To apply grammar and mechanics in their own


struggling writers.

Working With Words • To learn to read and spell the high-frequency

words. • To learn how to decode and spell many other

words using patterns from known words. • To automatically and fluently use phonics and


45

Indiana Academic Standard #3 (Continued) READING: Comprehension and Analysis of Literary Text GRADE 1 Students read and respond to a variety of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 1, students begin to read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres.

Essential Knowledge Examples of Strategies ♦ 1.3.5 Understand what is read by responding to

questions (who, what, when, where, why, how). ◊ Read for sustained periods without interruption. ◊ Choose materials for self-interest. ◊ Use free time for reading and listening to a variety of

fiction and nonfiction materials. ◊ Promote lifelong reading. ◊ Seek information to answer questions. ◊ Interact with a variety of genres and materials

(classics and contemporary literature, folktales, poetry or songs, plays and others)

Χ Develop an understanding of and respect for diversity

across cultures, ethnic groups, and regions. Χ Identify MSDWT Character Values portrayed in

stories.

Identify MSDWT Character Values and Lifelong Guidelines Make available a wide range of reading material including many genres and readability levels. Poem of the Week Write class and individual books Books sent home daily to reinforce home/school connection and promote lifelong reading.





understanding.



46

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Potential Assessments SSR Conferring forms and student logs Graphic Organizer Student Reflection Book Reports Indiana Reading Diagnostic Assessment Analysis of projects Indiana Academic Standards Resource (Curriculum Frameworks) Teacher Observations Basal Assessments Websites: See Addendum

References/Potential Resources Joyful Learning Bobbi Fisher Conventions Regie Routman Invitations Regie Routman First Steps Reading Resource Book Heinemann MSDWT Character Values C.L.A.S.S. Lifelong Guidelines Indiana Academic Standards Curriculum Frameworks Cunningham books – including Classrooms that Work Mosaic of Thought books – reading strategies Snapshots Linda Hoyt Nonfiction Matters? Stephanie Harvey Literature Circles Voice and Choice in Book Clubs and Reading Groups Harvey Daniels Guided Reading the Four Blocks Way Patricia Cunningham, et al Conversations in Four Blocks Classrooms Sharon Arthur Moore Strategies That Work Anne Goudvis and Stephanie Harvey Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman









struggling writers.





47

Indiana Academic Standards #4 WRITING: Processes and Features GRADE 1 Students discuss ideas for group stories and other writing. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge Examples of Strategies Organization and Focus ♦ 1.4.1 Discuss ideas and select a focus for group

stories or other writing.

1.4.1 and 1.4.2 Brainstorm and list ideas on the board. Type or hand write list and give to students to keep. See page 93-94 in The Teacher’s Guide to the Four Blocks for mini-lesson ideas. Model thinking process aloud during writing mini-lesson, then model writing. Graphic Organizers Picture Plan Units of Study for Primary Writing for mini-lesson ideas Teacher/student conferencing Provide word walls Theme word charts

♦ 1.4.2 Use various organizational strategies to plan writing.

◊ Use pictures, letters, words, complete sentences, and

paragraphs when writing.

Evaluation and Revision ♦ 1.4.3 Revise writing for others to read. ◊ Observe teacher models of daily writing.

1.4.3 Script morning news during community circles and practice revising. Use an editor’s checklist The Teacher’s Guide to the Four Blocks p. 100 Revising partners, whole class editing Put students’ writing (with permission) on transparency to discuss revising possibilities. Magic ear phones – students cover ears and read story out loud to self, share who “catches” more mistakes. Use and develop writing rubrics with students when teaching, so that students use and understand rubrics for self-assessment.



48

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Potential Assessments Rubrics – Analytic/Holistic Portfolios Conferring Observation of prewriting activities Observation of strategies used during writing Observation of rereading during and after writing Assessment of written work Observation of sources for writing ideas Observation of student’s work within a group Indiana Reading Diagnostic Assessment Indiana Academic Standards Resource (Curriculum Frameworks) Basal Assessments Websites: See Addendum

References/Potential Resources First Steps Writing Resource Book Heinemann Interactive Writing Fountas and Pinnell Authentic Assessment Kay Burke Apprenticeship in Literacy Linda Dorn, et al Picture It Software Smart Chart Writing Mini-Lessons for First Grade Dorothy Hall, Patricia Cunningham, Denise Boger Units of Study for Primary Writing Lucy Calkins Writing the Four Blocks Way Pat Cunningham, et al Non-Fiction Craft Lessons JoAnn Portalupi, Ralph Fletcher Craft Lessons JoAnn Portalupi, Ralph Fletcher 6 +1 Traits of Writing: Primary Grades Ruth Culham Picture Books Ruth Culham Books, Lessons, Ideas for Teaching the Six Traits Great Source Education Group How’s it Going? Carl Anderson Writing Essentials Regie Routman One to One Lucy Calkins









struggling writers.





49

Indiana Academic Standards #4 (Continued) WRITING: Processes and Features GRADE 1 Students discuss ideas for group stories and other writing. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Τ Use the computer for writing Τ Incorporate MSDWT Technology Standards Τ Locate and use information on a subject using


Τ Demonstrate developmentally appropriate

keyboarding skills. Τ Demonstrate appropriate skills for working with

printers, monitors, and other multimedia devices. Τ Work cooperatively and collaboratively with peers,

family members, and others when using technology in the classroom.

◊ Utilize the library/media center’s resources for

research. ◊ Recognize that materials in the library/media center

are organized in a systematic manner. ◊ Locate age-and-content appropriate information using

the online catalog with the aid of a teacher or educator.

◊ Gather information from a variety of print and non-print (pre-selected Internet sites and web pages) sources.

◊ Demonstrate the proper use and care of resources.

Technology Recognize computer parts and use the mouse correctly. Use the space bar and return or enter keys. Use the shift key for capital letters. Recognize general location of letter keys. Be aware of using two hands on the keyboard. Type words. Edit using the cursor and delete keys. Load and eject a disk or CD Rom. Save a document. Open and quit an application. Close windows. Use multimedia software/programs to illustrate words, sentences, stories, and/or curriculum concepts.



50

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Potential Assessments Rubrics – Analytic/Holistic Portfolios Conferring Observation of prewriting activities Observation of strategies used during writing Observation of rereading during and after writing Assessment of written work Observation of sources for writing ideas Observation of student’s work within a group Indiana Reading Diagnostic Assessment Indiana Academic Standards Resource (Curriculum Frameworks) Basal Assessments Websites: See Addendum

References/Potential Resources First Steps Writing Resource Book Heinemann Interactive Writing Fountas and Pinnell Authentic Assessment Kay Burke Apprenticeship in Literacy Linda Dorn, et al Picture It Software Smart Chart Writing Mini-Lessons for First Grade Dorothy Hall, Patricia Cunningham, Denise Boger Units of Study for Primary Writing Lucy Calkins Writing the Four Blocks Way Pat Cunningham, et al Non-Fiction Craft Lessons JoAnn Portalupi, Ralph Fletcher Craft Lessons JoAnn Portalupi, Ralph Fletcher 6 +1 Traits of Writing (Primary) Ruth Culham Picture Books Ruth Culham Books, Lessons, Ideas for Teaching the Six Traits Great Source Education Group How’s it Going? Carl Anderson Writing Essentials Regie Routman One to One Lucy Calkins









struggling writers.





51

Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 1 At Grade 1, students begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Using the writing strategies of Grade 1 outlined in Standard 4 – Writing Processes and Features, students:

Essential Knowledge


♦ 1.5.1 Write brief narratives (stories) describing an experience.

Units of Study for Primary Writing for mini-lesson ideas Teach forms of writing. See Chapter 3 Narratives, Chapter 4 Recounts, Chapter 5-8 Information Text, in First Steps Writing Resource Book See page 106-112 in the Teacher’s Guide to the Four Blocks on how to write a letter and reports (1.5.1, 1.5.5) Students bring photos or drawings of themselves to school and write/dictate a caption for photo display First Steps Reading Developmental Continuum p. 33

♦ 1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event using sensory details.

♦ 1.5.3 Write simple rhymes.

1.5.3 Use popular rhymes as models and change the rhyming words to create a new rhyme. Make up wall charts of text from entire book, poem or rhyme to help students recognize rhyme and rhythmic pattern. First Steps Reading Developmental Continuum p. 34



52

Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments ISTEP Rubric Blackburn Cramp Six Traits Assessment of written work Observation of student sharing work with others Observation of student’s beginning self-reflection Observation of details used when writing Portfolios Conferring District wide Rubric (MSDWT writing assessment) Indiana Academic Standards Resource (Curriculum Frameworks) Basal Assessments Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum First Steps Writing Resource Book Heinemann Interactive Writing Fountas and Pinnell The Art of Teaching Writing Lucy Calkins Writing: Teachers and Children at Work Donald Graves Videos (available through Literacy Specialists and H. Dean Evans Community and Education Center) Trail Writing ISTEP Rubrics Writing Mini-Lessons for First Grade Dorothy Hall, Patricia Cunningham, Denise Boger Units of Study for Primary Writing Lucy Calkins Writing the Four Blocks Way Pat Cunningham, et al Non-Fiction Craft Lessons JoAnn Portalupi, Ralph Fletcher Craft Lessons JoAnn Portalupi, Ralph Fletcher 6 +1 Traits of Writing (Primary) Ruth Culham Picture Books Ruth Culham Books, Lessons, Ideas for Teaching the Six Traits Great Source Education Group How’s it Going? Carl Anderson Writing Essentials Regie Routman One to One Lucy Calkins







struggling writers.




53

Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 1 At Grade 1, students begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. Using the writing strategies of Grade 1 outlined in Standard 4 – Writing Processes and Features, students:

Essential Knowledge


♦ 1.5.4 Use descriptive words when writing. 1.5.4 See “Parts of Speech” lesson on page 102 in The Teacher’s Guide to the Four Blocks Model replacing common describing words as a revising mini-lesson Use Interactive Writing as an alternative type of modeling in mini-lessons. Sentence Makers – Use sentence strips and sentences from book, class writing or orally to expand or shorten sentences including additional adjectives, adverbs, phrases, and clauses. Extensions – Sentence transformation, matching sentence parts, sentence completion, sentence modeling, sentence comparison First Steps Writing Resource p. 154 Chain Writing – Choose a noun, make a list of modifying words (adjectives/verbs). Use words from the list to combine and make sentences First Steps Writing Resource p, 157 Extension – Physical Sentence Reconstruction – Put words on cards and allow students to be the word. Share student writing.

♦ 1.5.5 Write for different purposes and to a specific audience or person.

◊ Write sentences, stories, descriptions, captions, and

labels for drawings. ◊ Develop an awareness for using a pattern, language,

or format from a book or model to write. ◊ Write for different purposes: friendly letter, poetry,

notes, messages, and invitations.



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments ISTEP Rubric Blackburn Cramp Six Traits Assessment of written work Observation of student sharing work with others Observation of student’s beginning self-reflection Observation of details used when writing Portfolios Conferring District wide Rubric (MSDWT writing assessment) Indiana Academic Standards Resource (Curriculum Frameworks) Basal Assessments Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum First Steps Writing Resource Book Heinemann Interactive Writing Fountas and Pinnell The Art of Teaching Writing Lucy Calkins Writing: Teachers and Children at Work Donald Graves Videos (available through Literacy Specialists and H. Dean Evans Community and Education Center) Trail Writing ISTEP Rubrics Writing Mini-Lessons for First Grade Dorothy Hall, Patricia Cunningham, Denise Boger Units of Study for Primary Writing Lucy Calkins Writing the Four Blocks Way Pat Cunningham, et al Non-Fiction Craft Lessons JoAnn Portalupi, Ralph Fletcher Craft Lessons JoAnn Portalupi, Ralph Fletcher 6 +1 Traits of Writing (Primary) Ruth Culham Picture Books Ruth Culham Books, Lessons, Ideas for Teaching the Six Traits Great Source Education Group How’s it Going? Carl Anderson Writing Essentials Regie Routman One to One Lucy Calkins







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Indiana Academic Standard #6 WRITING: English Language Conventions GRADE 1 Students write using Standard English conventions appropriate to this grade level.

Essential Knowledge


Handwriting ♦ 1.6.1 Print legibly and space letters, words and

sentences appropriately ◊ Use proper letter formation and appropriate size.

1.6.1 Teacher modeling, editing with a teacher, and peer editing. Use configuration, clay, sand, yard, sand paper, back writing and groovy letters to practice and reinforce correct formation of the letters. Suggested time allotment is 20-30 minutes, 4 times per week. This time is flexible and may be incorporated into other instruction. Practice is needed for students to achieve automatically. Emphasis is on correct letter strokes and letter formation, proper spacing of words and letters using vertical continuous stroke manuscript (Zaner-Bloser).

Sentence Structure ♦ 1.6.2 Write in complete sentences.

1.6.2, 1.6.6, 1.6.7 Who Took Our Caps? The Teacher’s Guide to the Four Blocks p. 122

Grammar ♦ 1.6.3 Identify and correctly use singular and plural

nouns (dog/dogs).

1.6.3 – 1.6.5 On the Back activities The Teacher’s Guide to the Four Blocks p. 125 Guess the Covered Word The Teacher’s Guide to the Four Blocks p. 162 Adjective Checklist Conversations in Four Blocks Classrooms p. 81

♦ 1.6.4 Identify and correctly write contractions (isn’t, aren’t, can’t)

♦ 1.6.5 Identify and correctly write possessive nouns (cat’s meow, girl’s dresses) and possessive pronouns (my/mine, his/hers).

◊ Develop an awareness of naming words (nouns),

action words (verbs) and describing words (adjectives).



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Mechanics Rubrics Concepts About Print Checklist Assessment of legibility of student’s handwriting on finished piece Assessment of student’s understanding of grammar and usage-based terminology Assessment of student’s final piece for evidence of editing Observation of usage of appropriate capitalization, punctuation, and spelling Conferring District Writing Assessment Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum Heinemann Words Their Way Donald R. Bear, et al Word Matters Irene Fountas and Gay Su Pinnell Smart Chart Zaner-Bloser Handwriting Program Conversations in Four Blocks Classrooms Sharon Arthur Moore Teacher’s Guide to the Four Blocks Cunningham, Hall, Sigmon Guided Reading the Four Blocks Way Cunningham, Hall, Cunningham Month by Month Phonics for First Grade Cunningham, Hall Phonics They Use Pat Cunningham Units of Study for Primary Writing Lucy Calkins









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Indiana Academic Standard #6 (Continued) WRITING: English Language Conventions GRADE 1 Students write using Standard English conventions appropriate to this grade level.

Essential Knowledge


Punctuation ♦ 1.6.6 Correctly use periods (I am five.), exclamation

points (Help!), and question marks (How old are you?) at the end of sentences.

Capitalization ♦ 1.6.7 Capitalize the first word of a sentence, names of

people, and the pronoun I. ◊ Use capital letters for months of the year, days of the

week, and holidays.

Spelling ♦ 1.6.8 Spell correctly three- and four-letter words (can,

will) and grade-level-appropriate sight words (red, fish).

◊ Write phonetically and begin to use conventional

spelling by applying word patterns, analogies, and classroom resources.

1.6.8 Using Words You Know, a rhyming word activity to teach spelling patterns The Teacher’s Guide to the Four Blocks p. 149 Developmental Spelling Test Month by Month Phonics for First Grade p. 72 Clap, chant, and write word wall words daily. Word Sorts Phonics They Use Words Their Way Word Matters – Spelling Individualized spelling program Elkonin Sound Boxes – Guide Book Stretch the Word Smart Chart activities Have-a-Go 3-word attempt sheet for students when writing First Steps Reading Developmental Continuum p. 34 Sort words in different ways, i.e., visual patterns, sound patterns, and meaning based. Lower level – closed word sort – teacher determine categories. Higher level – open word sort – students determine categories. First Steps Reading Developmental Continuum p. 35



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Mechanics Rubrics Concepts About Print Checklist Assessment of legibility of student’s handwriting on finished piece Assessment of student’s understanding of grammar and usage-based terminology Assessment of student’s final piece for evidence of editing Observation of usage of appropriate capitalization, punctuation, and spelling Conferring District Writing Assessment Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum Heinemann Words Their Way Donald R. Bear, et al Word Matters Irene Fountas and Gay Su Pinnell Smart Chart Zaner-Bloser Handwriting Program Conversations in Four Blocks Classrooms Sharon Arthur Moore Teacher’s Guide to the Four Blocks Cunningham, Hall, Sigmon Guided Reading the Four Blocks Way Cunningham, Hall, Cunningham Month by Month Phonics for First Grade Cunningham, Hall Phonics They Use Pat Cunningham Units of Study for Primary Writing Lucy Calkins









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Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 1 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Comprehension ♦ 1.7.1 Listen attentively. ◊ Listen attentively and respond appropriately to a


1.7.1 Morning meeting/community circle Active Listening strategies Use Responsive Classroom techniques Sharing segment of Self-Selected Reading and Writing Four Blocks Framework Tell a story to class. Students tell this story to someone at home in exchange for another story. Students then retell the exchanged story at school to teacher, friend, class First Steps Developmental Continuum p. 33 Classroom circle stories Students sign up to share. The student sharing chooses three students to ask follow-up and clarifying questions (no yes/no questions). See morning meeting strategies in Teaching Children to Care: Management in the Responsive Classroom Interviewing and Shared Writing (and other getting to know you activities) Month by Month Phonics for First Grade p. 9 Visual Thinking Strategies/Thinking Through Art Program

♦ 1.7.2 Ask questions for clarification and understanding.

1.7.2 Use questioning strategies in Guided Reading Strategies That Work

♦ 1.7.3 Give, restate, and follow simple two-step directions.

◊ Respond appropriately to a speaker.



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Observation during discussions during school day Charting student’s type and frequency of response Assessment of student’s presentation to class Assessment of speaking in formal situations (e.g. with a classroom visitor) Assessment of staying on topic and using descriptive words Observe students retelling stories answering who, what, when, where, why, and how questions Chart students progress on reciting poems, rhymes, songs, and stories Observation of student during story times and discussions, noting types of follow up questions and responses by students Assessment of quality of retellings of an oral presentation Observe demonstration of using tow step oral directions Indiana Academic Standards Resource (Curriculum Frameworks)

References/Potential Resources First Steps Oral Language Developmental Continuum First Steps Oral Language Resource Book Heinemann First Steps Reading Developmental Continuum Heinemann Teaching Children to Care: Management in the Responsive Classroom Ruth Sidney Charney MSDWT Character Values Strategies That Work Stephanie Harvey and Anne Goudvis Month by Month Phonics for First Grade Pat Cunningham and Dottie Hall Websites: See Addendum









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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 1 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Organization and Delivery of Oral Communication ♦ 1.7.4 Stay on the topic when speaking.

♦ 1.7.5 Use descriptive words when speaking about people, places, things, and events.

◊ Speak clearly at an appropriate volume and maintain

eye contact.

Speaking Applications ♦ 1.7.6 Recite poems, rhymes, songs, and stories.

1.7.6 – 1.7.10 Month by Month Phonics for First Grade p. 17 for ideas on chanting rhymes and sharing rhyming books. Predictable Charts

♦ 1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

♦ 1.7.8 Relate an important life event or personal experience in a simple sequence.

1.7.8 Community Circle

♦ 1.7.9 Provide descriptions with careful attention to sensory detail.

1.7.9 Share science observations

♦ 1.7.10 Use visual aids, such as pictures and objects, to present oral information.

Χ Use polite forms of address and introduction. Χ Work cooperatively with peers. Χ Modify volume according to situations. Χ Share information learned with others.



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Required Assessments Developmental Reading Assessment (DRA) Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Observation during discussions during school day Charting student’s type and frequency of response Assessment of student’s presentation to class Assessment of speaking in formal situations (e.g. with a classroom visitor) Assessment of staying on topic and using descriptive words Observe students retelling stories answering who, what, when, where, why, and how questions Chart students progress on reciting poems, rhymes, songs, and stories Observation of student during story times and discussions, noting types of follow up questions and responses by students Assessment of quality of retellings of an oral presentation Observe demonstration of using tow step oral directions Indiana Academic Standards Resource (Curriculum Frameworks)

References/Potential Resources First Steps Oral Language Developmental Continuum First Steps Oral Language Resource Book Heinemann First Steps Reading Developmental Continuum Heinemann Teaching Children to Care: Management in the Responsive Classroom Ruth Sidney Charney MSDWT Character Values Strategies That Work Stephanie Harvey and Anne Goudvis Month by Month Phonics for First Grade Pat Cunningham and Dottie Hall Websites: See Addendum









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Curriculum

and

Standards

Grade 2

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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE 2 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent smooth and clear) oral and silent reading.

Essential Knowledge


Phonemic Awareness ♦ 2.1.1 Demonstrate an awareness of the sounds that

are made by different letters by: • distinguishing beginning, middle, and ending

sounds in words. • rhyming words. • clearly pronouncing blends and vowel sounds.

2.1.1 Play rhyming games, tongue twisters, make rhyming charts and make vowel songs. Use poetry Smart Chart activities Use poetry daily Choral Reading

Decoding and Word Recognition ♦ 2.1.2 Recognize and use knowledge of spelling

patterns (such as cut/cutting, slide/sliding) when reading.

2.1.2 Use magnetic letters, paper cardboard letters, or letter tiles to do word work or spelling patterns. Use Sound Boxes Smart Chart Activities 2.1.2 – 2.1.6 Reading Writing Rhymes, Changing Hen to Fox Month by Month Phonics for Grade 2 2.1.2 – 2.1.5 Word Chart – Use shared book experiences to develop a chart to record “discoveries” First Steps Reading Developmental Continuum p. 44

♦ 2.1.3 Decode (sound out) regular words with more than one syllable (dinosaur, vacation).

2.1.3 Decode more than one syllable On Solid Ground p. 118 – 121 Smart Chart Activities

♦ 2.1.4 Recognize common abbreviations (Jan., Fri.). 2.1.4 Use abbreviations during Calendar Time, and letter writing activities.

♦ 2.1.5 Identify and correctly use regular plural words (mountain/mountains) and irregular plural words (child/children, mouse/mice)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Developmental Reading Assessment Word Analysis Basal Assessments Conferring Notes Rubrics Journals Running Records Anecdotal Notes Observation Checklists Worksheets Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum

References/Potential Resources Focus on Phonics (Assessment and Instruction) Wendy Cheyney and E. Judith Cohen The Fluent Reader Tim Rasinski What Really Matters for Struggling Readers Richard L. Allington The National Reading Panel Report Timothy Shanahan Strategies That Work Anne Goudvis and Stephanie Harvey Guided Reading Fountas and Pinnell Guess the Covered Word Dorothy Hall and Pat Cunningham Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Tongue Twisters to Teach Phonemic Awareness and Phonics Joyce Kohfeldt Reading Recovery Marie Clay Phonics They Use Pat Cunningham Conversations in Four Blocks Classrooms Sharon A. Moore Month by Month Phonics Grade 2 Pat Cunningham On Solid Ground Sharon Taberski Make It Real Linda Hoyt The Fluent Reader Timothy Rasinski From Phonics to Fluency Timothy Rasinski First Steps Reading Developmental Continuum Heinemann Lindamood-Bell™ Learning Processes Edmark Reading Mastery Smart Chart Instructional Videos Media Specialists Language Arts Specialists MSDWT Curriculum Coordinator Media Technician Software

Goals of The Four Blocks Self-Selected Reading • To introduce children to all types of literature through the

teacher read-aloud. • To encourage children’s reading interests. • To provide instructional-level reading. • To build intrinsic motivation for reading.





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Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE 2 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent smooth and clear) oral and silent reading.


♦ 2.1.6 Read aloud fluently and accurately with appropriate changes in voice and expression

2.1.6 Have students practice reading aloud at the independent level. Teacher/student echo reading, choral reading, partner reading. Practice phrasing. Dramatize the story. See Fluency Strategies in Reading Recovery Guide Book, What Really Matters for Struggling Readers, The Fluent Reader Guess the Covered Word Phonics They Use 3rd Ed. p. 89 Have students read orally for a purpose; stories, poems or reports they have written, perform “Reader’s Theatre”, summaries of class events, review new books from library First Steps Reading Developmental Continuum p. 43

♦ 2.1.11 Know and use common word families (such as –ale, -est, -ine, -ock, -ump) when reading unfamiliar words.

◊ Use knowledge of consonants, short vowels, long vowels, digraphs, word patterns and blends to decode words in context.

◊ Use word chunks ◊ Identify root words and endings and parts of

compound words to decode words (suffix and prefix) ◊ Use meaning (semantic cues), sound (phonetic cues),

and structural (syntactic cues) together to read unfamiliar words in context. Prompt by asking: “Does it sound right?”, “Does it look right?”, “Does it make sense?”

Strategies to teach students to use at difficulty with an unknown word: 1. Check the picture 2. Reread 3. Skip the word, finish sentence, return for correction 4. Look at the first letter/part (3 or 4 letters) and: predict; ask does that make sense and look right?; visually scan entire word quickly to check prediction 5. Look for chunks/parts 6. Use a word you know to help you get to an unknown word (use analogies i.e., dog/log, tree/my=try). 7. Spell the word 8. Ask for help 9. Use a dictionary



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Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE 2 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent smooth and clear) oral and silent reading.


Vocabulary and Concept Development ♦ 2.1.7 Understand and explain common synonyms

(words with the same meaning) and antonyms (words with opposite meanings).

◊ Understand and explain common homophones/

homonyms (words that sound the same, but have different meanings and spellings)

2.1.7 Make charts, books, create songs, vocabulary games, discuss word meanings, act it out, draw pictures or symbols.

♦ 2.1.8 Use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop).

2.1.8 Demonstrate word parts with body movement On Solid Ground On the Back Activities Month by Month Phonics for Grade Two

♦ 2.1.9 Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as –ful).

2.1.9 Phonics They Use, 4th Edition, p. 146-154

♦ 2.1.10 Identify simple multiple-meaning words (change, duck).

2.1.10 Write sentences using multiple meaning words and illustrate. Word maps Conversations p. 138-140 Rivet Phonics They Use Alpha boxes Make It Real Word Matrix Guided Reading p. 50-51 Rounding Up the Rhymes p. 95 Teachers use correct prompts to help students at difficulty (Ex., Does that make sense? Does that sound right? Try that again. Read to the end of the sentence.) Guided Reading Interactive books and CD ROMs Read aloud and discuss books with multiple meanings of words such as Amelia Bedelia.



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Indiana Academic Standard #2 READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 2, in addition to regular classroom reading, students read a variety of nonfiction, such as book in many different subject areas, children’s magazines and periodicals, dictionaries, and other reference or technical materials.

Essential Knowledge Examples of Strategies Structural Features of Informational and Technical Materials ♦ 2.2.1 Use titles, tables of contents, and chapter headings

to locate information in text. ◊ Identify and interpret nonfiction features/conventions in

informational texts. ◊ Utilize dictionaries. ◊ Utilize a variety of print and non-print (pre-selected

Internet sites and web pages) materials. ◊ Develop personal tastes in non-fiction materials through

guided practice.

2.2.1 Use content area books and informational text to teach titles, tables of contents, and chapter headings to locate information in text. Use dictionary to define unknown words within the text.

♦ 2.2.11 Identify text that uses sequence or other logical order (alphabetical order or time).

2.2.11 Use nonfiction books that illustrate sequences of events, how-to books. Sequence can be led in with other things besides non-fiction.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text ♦ 2.2.2 State the purpose for reading.

2.2.2 Use the ERT (Everyone Read To) strategy from The Teacher’s Guide to the Four Blocks

♦ 2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

◊ Use all three cueing systems (semantic, syntactic, phonetic) for self-monitoring and cross checking while reading. Prompt by asking, “Does it sound right?”, “Does it look right?”, “Does it make sense?”

2.2.3 Use wide variety of nonfiction texts.

♦ 2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.4 Use activities from Conversations in Four Blocks Classroom Refer to Bloom’s Cognitive Taxonomy for Questioning

♦ 2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

2.2.5 Write in response to reading. After reading a Gail Gibbons text, students will identify, sketch, and write about a new idea.

♦ 2.2.6 Recognize cause-and-effect relationships in a text. 2.2.6 Use sticky notes to identify cause/effect elements. ♦ 2.2.7 Interpret information from diagrams, charts, and

graphs.

2.2.7 Make class graphs, Venn diagrams, locate graphs from newspapers, pantomime, dramatize. Ideas from First Steps – Teaching Emphases Teacher’s Guide to the Four Blocks p. 71 comparison notes Assess prior knowledge before reading story. Picture Walk Prompt: Check the picture



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Basal Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Running Records Graphic organizers Student Conference/Interviews Workbook Comprehension Workshops Rubrics Journals Story Extensions (i.e., activities) Teacher-made or Publisher Rubrics and Checklists to assess reading and writing Anecdotal Notes Assessment activities based on multiple intelligences Observations Checklists Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum Heinemann Strategies That Work Harvey and Goudvis Reading With Meaning Debbie Miller Conversations in Four Blocks Classrooms Sharon Moore Month by Month Phonics Pat Cunningham Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Zimmerman and Hutchins Mosaic of Thought Keene and Zimmerman Power of Reading Stephen Krashen Classrooms That Work Cunningham and Allington Guided Reading the Four Blocks Way Cunningham, Hall and Cunningham On Solid Ground Sharon Taberski Using Nonfiction in the Classroom E. Burke and S. Glazer Media Specialists Language Arts Specialists MSDWT Curriculum Coordinator Media Technician Classroom Library including non-fiction material International Reading Association National Council Teachers of English Inspiration Software Book Lists (see Media Specialists, Literacy Specialists and Teachers)









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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 2 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 2, in addition to regular classroom reading, students read a variety of nonfiction, such as book in many different subject areas, children’s magazines and periodicals, dictionaries, and other reference or technical materials.

Essential Knowledge


♦ 2.2.8 Follow two-step written instructions. ◊ Understand and compare information from several

sources.

2.2.8 Write “How To” and “All About Books” books Units of Study for Primary Writers

♦ 2.2.9 Use context (the meaning of the surrounding text) to understand word and sentence meanings.

2.2.9 After reading a Gail Gibbons text, students will identify, sketch, and write about a new idea.

♦ 2.2.10 Draw conclusions or confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as at the same time, after, then, next, at last, finally, now, when or cause and effect, such as because, since, therefore, so).

◊ Read environmental signs/print/ ◊ Use map-reading skills (ie., compass rose, key,

legend).





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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Basal Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Running Records Graphic organizers Student Conference/Interviews Workbook Comprehension Workshops Rubrics Journals Story Extensions (i.e., activities) Teacher-made or Publisher Rubrics and Checklists to assess reading and writing Anecdotal Notes Assessment activities based on multiple intelligences Observations Checklists Websites: See Addendum

References/Potential Resources First Steps Reading Developmental Continuum Heinemann

Strategies That Work Harvey and Goudvis

Reading With Meaning Debbie Miller

Conversations in Four Blocks Classrooms Sharon Moore Month by Month Phonics Pat Cunningham Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Zimmerman and Hutchins Mosaic of Thought Keene and Zimmerman Power of Reading Stephen Krashen Classrooms That Work Cunningham and Allington Guided Reading the Four Blocks Way Cunningham, Hall and Cunningham On Solid Ground Sharon Taberski Using Nonfiction in the Classroom E. Burke and S. Glazer

Media Specialists Literacy Specialists MSDWT Curriculum Coordinator Media Technician Classroom Library including non-fiction material International Reading Association National Council Teachers of English Inspiration Software Book Lists (see Media Specialists, Literacy Specialists and Teachers)









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Indiana Academic Standard #3 READING: Comprehension and Analysis of Literary Text GRADE 2 Students read and respond to a wide variety of significant words of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 2, students read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres.

Essential Knowledge


Analysis of Grade-Level-Appropriate Literary Text ♦ 2.3.1 Compare plots, settings, and characters

presented by different authors. ◊ Expose different common genres (types) of literature,

such as fables, fairy tales, and poetry. ◊ Develop personal tastes in literature through guided

practice. ◊ Read for sustained periods without interruption. ◊ Read selections that extend beyond a single sitting. ◊ Respond accurately and creatively to literature (i.e.,

projects including, but not limited to writing, oral discussion, art, music, technology and drama).

2.3.1 Allow time for students to talk about favorite books and read out loud parts of stories, poems and riddles. Could be done during news-telling time. Use opportunity to discuss focusing on comparing different selections or identifying use of rhythm, rhyme and alliteration. First Steps Reading Developmental Continuum p. 43 2.3.1 Use graphic organizers (visual representation that shows a way of organizing ideas).

♦ X 2.3.2 Create different endings to stories and identify the problem and the impact of the different ending.

2.3.2 Draw or write a different ending to a story.

♦ X 2.3.3 Compare and contrast versions of same stories from different cultures.

◊ Learn about other cultures through literature and

language.

2.3.3 Use Venn Diagram for compare/contrast. View a play or watch a video after reading several versions of the same text. Perform versions of the same stories in “Reader’s Theatre” style. Compare versions through discussion and/or writing. First Steps Reading Developmental Continuum p. 43

♦ 2.3.4 Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

◊ Experience literature for the rhythm, pattern, and

beauty of the language.

2.3.4 Allow time for students to talk about favorite books and read out loud parts of stories, poems and riddles. Could be done during news-telling time. Use opportunity to discuss focusing on comparing different selections or identifying use of rhythm, rhyme and alliteration. First Steps Reading Developmental Continuum p. 43 Use books from Dr. Seuss, Jack Prelutsky, Shel Silverstein, Robert L. Stevenson’s Child Garden of Verses



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Basal Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Running Records Graphic Organizers Student Conference/Interviews Workbook Comprehension Worksheets Rubrics Journals Story Extensions (i.e., activities) Teacher-made or Publisher Rubrics and Checklists to Assess Reading and Writing Anecdotal Notes Assessment Activities Based on Multiple Intelligences Observations Checklists Websites: See Addendum



Conversations in Four Blocks Classrooms Sharon Moore Month by Month Phonics Pat Cunningham Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Zimmerman and Hutchins Mosaic of Thought Keene and Zimmerman Power of Reading Stephen Krashen Classrooms That Work Cunningham and Allington Guided Reading the Four Blocks Way Cunningham, Hall and Cunningham On Solid Ground Sharon Taberski










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Indiana Academic Standard #3 (Continued) READING: Comprehension and Analysis of Literary Text GRADE 2 Students read and respond to a wide variety of significant words of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 2, students read a wide variety of fiction, such as classic and contemporary stories, poems, folktales, songs, plays, and other genres.

Essential Knowledge


♦ 2.3.5 Confirm predictions about what will happen next in a story.

♦ 2.3.6 Recognize the difference between fantasy and reality.

◊ Utilize the terms fiction and non-fiction.

♦ 2.3.7 Identify the meaning or lesson of a story. Metacognitive/Thinking Strategies ◊ Use schema to identify connections with self, text,




understanding.




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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Basal Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Running Records Graphic Organizers Student Conference/Interviews Workbook Comprehension Worksheets Rubrics Journals Story Extensions (i.e., activities) Teacher-made or Publisher Rubrics and Checklists to Assess Reading and Writing Anecdotal Notes Assessment Activities Based on Multiple Intelligences Observations Checklists Websites: See Addendum



Conversations in Four Blocks Classrooms Sharon Moore Month by Month Phonics Pat Cunningham Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Zimmerman and Hutchins Mosaic of Thought Keene and Zimmerman Power of Reading Stephen Krashen Classrooms That Work Cunningham and Allington Guided Reading the Four Blocks Way Cunningham, Hall and Cunningham On Solid Ground Sharon Taberski










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Indiana Academic Standard #4 WRITING: Processes and Features GRADE 2 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Organization and Focus ♦ 2.4.1 Create a list of ideas for writing

2.4.1 thru 2.4.3 Take a Chance. Make 3 sets of colored idea cards; first set setting, second set characters, third set problems/complications. Students work in groups, draw a card from each set and discuss possible ideas and oral story. Students write own stories elaborating details First Steps Writing Developmental Continuum p. 62 2.4.1 Brainstorm lists Place pictures in a sequence and orally tell a story. Write the story. First Steps Writing Developmental Continuum p. 62

♦ 2.4.2 Organize related ideas together to maintain a consistent focus.

2.4.2 Teacher models daily the writing process. Use graphic organizers. Teachers Guide to the Four Blocks p. 93-94

Research Process and Technology ♦ 2.4.3 Find ideas for writing stories and descriptions in

pictures or books.

2.4.3 Refer to Authors As Mentors in Units of Study for Primary Writing or Wondrous Words.

♦ 2.4.4 Understand the purpose of various reference materials (such as a dictionary, thesaurus, or atlas)

2.4.4 Gather and use information from both print and non-print resources for presentations. Learn to use the online catalog. Choose the correct volume from a set of encyclopedias. Use search strategies (i.e., spine labels, guide words, headings, and subheadings) to locate information in reference materials such as encyclopedias. Use technology to publish final form.

♦ 2.4.5 Use a computer to draft, revise, and publish writing.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Rubrics Anecdotal Notes Observations Editor’s Checklists Student Conferring/Interviews Writing Folders Developmental Reading Assessment Rubrics Bridge Kit First Steps Writing Developmental Continuum ISTEP+ Writing Development Rubric Assessment Tools for Technology Portfolios, Observations, Reports, Surveys, Interviews, Logs, Projects, and National Benchmarks Websites: See Addendum

References/Potential Resources Units of Study for Primary Writing Calkins and Hartman Writing The Four Blocks Way Amanda Arens Writing Mini Lessons Dorothy Hall and Pat Cunningham Wondrous Words Katie Wood Ray One-to-One Lucy Calkins Best Practice (Ch. 3) Daniels, Zemelman, Hyde Classrooms That Work Cunningham, Allington First Steps Writing Developmental Continuum Heinemann Teacher’s Guide to Four Blocks Pat Cunningham Month by Month Phonics, Grade 2 Pat Cunningham On Solid Ground Sharon Taberski Media Specialists Literacy Specialists MSDWT Curriculum Coordinator Media Technician Indiana Teachers of Writing Instructor Magazine Personal Editor’s Checklist Word Wall Kids Pics Software Wiggleworks Software National Council Teachers of English









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Indiana Academic Standard #4 (Continued) WRITING: Processes and Features GRADE 2 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Evaluation and Revision ♦ 2.4.6 Review, evaluate, and revise writing for

meaning and clarity.

2.4.6 Use peer editing and teacher conferences. The Craft of Revision Units of Study for Primary Writing

♦ 2.4.7 Proofread one’s own writing, as well as that of others, using an editing checklist or list of rules.

2.4.7 Use Word Wall and Editor’s Checklist First Steps Writing – Teaching Emphasis Model the proofreading process using anonymous student pieces.

♦ 2.4.8 Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.

2.4.8 Use Editor’s Checklist Teacher’s Guide to the Four Blocks p. 100 Writing the Four Blocks Way Use and develop writing rubrics with students when teaching, so that students use and understand rubrics for self-assessment.

Τ Use multi-media software incorporating graphics to illustrate words, sentences, stories, and/or curriculum concepts.



Τ Demonstrate developmentally appropriate keyboarding skills.

Τ Demonstrate appropriate skills for working with printers, monitors, and other multimedia devices.

Τ Work cooperatively and collaboratively with peers, family members and others when using technology in the classroom.



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References/Potential Resources Units of Study for Primary Writing Calkins and Hartman Writing The Four Blocks Way Amanda Arens Writing Mini Lessons Dorothy Hall and Pat Cunningham Wondrous Words Katie Wood Ray One-to-One Lucy Calkins Best Practice (Ch. 3) Daniels, Zemelman, Hyde Classrooms That Work Cunningham, Allington First Steps Writing Developmental Continuum Heinemann Teacher’s Guide to Four Blocks Patricia Cunningham Month by Month Phonics, Grade 2 Pat Cunningham On Solid Ground Sharon Taberski Media Specialists Literacy Specialists MSDWT Curriculum Coordinator Media Technician Indiana Teachers of Writing Instructor Magazine Personal Editor’s Checklist Word Wall Kids Pics Software Wiggleworks Software National Council Teachers of English









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Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 2 At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 2 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 2.5.1 Write brief narratives based on experiences that:: • move through a logical sequence of events

(chronological order, order of importance). • describe the setting, characters, objects, and

events in detail

2.5.1 Chapter 3, Narrative and Chapter 4, Recounts First Steps Writing Resource Book Teacher’s Guide to the Four Blocks p. 95-96

♦ 2.5.2 Write a brief description of a familiar object, person, place, or event that: • develops a main idea. • uses details to support the main idea.

2.5.2 Chapter 8, Expositions First Steps Writing Resource Book Teacher’s Guide to the Four Blocks p. 110-112 Graphic Organizers Pen Pals Model, Model, Model

♦ 2.5.3 Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

2.5.3 After reading aloud Dear Mrs. LaRue students will identify letter form. Write a letter and request a response Pen Pals Thank You Letters Friendly Letters In-Class Postal System

♦ 2.5.4 Write rhymes and simple poems.

2.5.4 Expose students to various poetic forms Poetry: Powerful Thoughts in Tiny Package (Calkins Kit) Familiarize with various kinds of poetry.



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References/Potential Resources Units of Study for Primary Writing Calkins and Hartman Writing The Four Blocks Way Amanda Arens Writing Mini Lessons for 2nd Grade Pat Cunningham Classrooms That Work Cunningham, Allington First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Best Practice Zemelman, Daniels, and Hyde On Solid Ground Sharon Taberski 6 +1 Traits of Writing Ruth Culham Picture Books Ruth Culham Write Source D.C. Heath Media Specialists Literacy Specialists MSDWT Curriculum Coordinator Media Technician Indiana Teachers of Writing National Council Teachers of English Instructor Magazine Personal Editor’s Checklist Word Wall









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Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 2 At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 2 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 2.5.5 Use descriptive words when writing. 2.5.5 Sentence Makers – Use sentence strips and sentences from book, class writing or orally to expand or reduce sentence including additional adjectives, adverbs, phrases, and clauses. Extensions – Sentence transformation, matching sentence parts, sentence completion, sentence modeling, sentence comparison First Steps Writing Resource p. 154 Chain Writing – Choose a noun (like spiders), make a list of modifying words (1) description words (2) what spiders do (3) combine some words to make sentences (4) list where spiders do things (5) combine and make different sentences First Steps Writing Resource p. 157 Extension – Physical Sentence Reconstruction – Put words on cards and allow students to be the word. Teacher’s Guide to the Four Blocks p. 102

♦ 2.5.6 Write for different purposes and to a specific audience or person.

◊ Write and explain in context the different purposes for

writing, i.e., shopping list, thank you letter, personal narrative, directions.

2.5.6 Model and have students write for purposes they see as relevant: a guide for visitors to the school, a play script from a favorite story to perform for an audience, a recipe to try at home, instructions for a game, a letter to a television station about a favorite program, advertisements for upcoming class events. First Steps Writing Developmental Continuum p. 63 Keep math journals, science and social studies notebooks. Purpose + Audience = Form (First Steps) Students will understand that the purpose for their writing and their audience will determine the format of their writing.



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Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 2 At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 2 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 2.5.7 Write responses to literature that: • demonstrate an understanding of what is read. • support statements with evidence from the text.

Research Application ♦ 2.5.8 Write or deliver a research report that has been

developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: • uses a variety of resources (books, technology,

pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).

• organizes information by categorizing it into single categories (such as size or color) or includes information gained through observation.

◊ Use the library/media center’s resources for research. ◊ Alphabetize to the second letter, and use alphabetical

order to locate information. ◊ Gather information from print and non-print (pre-

selected Internet sites and web pages) resources. ◊ Use search strategies (i.e., spine labels, guide words,

headings, and subheadings) to locate information in reference materials such as encyclopedias.

◊ Choose the correct volume from a set of

encyclopedias. ◊ Recognize the use of table of contents, index, and

glossary. ◊ Learn to use the on-line catalog.



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Essential Knowledge


Handwriting ♦ 2.6.1 Form letters correctly and space words and

sentences properly so that writing can be read easily by another person.

2.6.1 Refer to Zaner-Bloser Handwriting Materials Suggested time allotment is 20-30 minutes, 3 times per week in first semester to reach automaticity (skilled enough to write automatically). Use simplified vertical continuous stroke manuscript (Zaner-Bloser). This time is flexible and may be incorporated into other instruction; practice is needed for students to achieve automaticity. Second semester of grade two, introduce simplified cursive handwriting (Zaner-Bloser) with a focus on lower case letters (relevant capitals are to be demonstrated as needed). Relevant capitals are those needed for names and other immediate uses. Suggested time allotment is 20-30 minutes, 4 times per week. Include readiness, basic stroke and letter formation activities as well as cursive letter recognition activities. Letters are introduced in families of similar strokes. This suggested time frame is flexible and may be incorporated into other instruction; practice is needed for students to achieve automaticity.

Sentence Structure ♦ 2.6.2 Distinguish between complete (When Tom hit

the ball, he was proud.) and incomplete sentences (When Tom hit the ball).

2.6.2 thru 2.6.7 Use shared big book or poem to teach sentence structure, parts of speech, and print conventions through covering and predicting specific words. Students can find specific words with paper plate, stick, and overhead or Wikki Sticks First Steps Writing Resource p. 151 2.6.2 Have students read written work aloud to determine if it “sounds right” (syntactic cues).

♦ 2.6.3 Use the correct word order in written sentences. Grammar ♦ 2.6.4 Identify and correctly write various parts of

speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement).

◊ Identify adjectives (describing words) and pronouns.

2.6.4 Teacher’s Guide to the Four Blocks p. 102 Word choice activities example: word wheels-list synonyms for the verb “run” and identify them as verbs (run: spring, speed, gallop, jog)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Rubrics Anecdotal Notes Observations Editor’s Checklists Student Conferring/Interviews Writing Folders Developmental Reading Assessment Rubrics Bridge Kit First Steps Writing Developmental Continuum ISTEP+ Writing Development Rubric Weekly Spelling Tests Weekly Dictation Websites: See Addendum

References/Potential Resources SPEL… Is a Four Letter Word R. Gentry Focus on Phonics Cheyney and Cohen Phonics They Use Pat Cunningham Classrooms That Work Cunningham and Allington Month by Month Phonics, Grade 2 Pat Cunningham On Solid Ground Sharon Taberski First Steps Writing Resource Book Heinemann First Steps Spelling Resource Book Heinemann Media Specialists Literacy Specialists MSDWT Curriculum Coordinator Media Technician Indiana Teachers of Writing National Council Teachers of English Instructor Magazine Personal Editor’s Checklist Word Wall Smart Chart









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Essential Knowledge


Punctuation ♦ 2.6.5 Use commas in the greeting (Dear Sam) and

closure of a letter (Love, or Your friend) and with dates (March 22, 2000) and items in a series (Tony, Steve and Bill).

2.6.5 Draw a picture including 5 favorite items and write them in a list.

♦ 2.6.6 Use quotation marks correctly to show that someone is speaking. • Correct: “You may go home now,” she said. • Incorrect: “You may go home now she said.”

2.6.6 Write stories with conversation using speech bubble (call out bubbles) to introduce the concept of a need to quote the spoken word. In Reader’s Theater dialogue, highlight the spoken text to emphasize the placement of quotation marks and punctuation marks.

Capitalization ♦ 2.6.7 Capitalize all proper nouns (names of specific

people or things, such as Mike, Indiana, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials in names.

2.6.7 Develop a T-Chart to distinguish between common and proper nouns. Use anonymous student work to discover capitalization errors. Write stories, letters, poems, or notes.

Spelling ♦ 2.6.8 Spell correctly words like was, were, says, said,

who, what, and why, which are used frequently but do not fit common spelling patterns.

2.6.8 Phonics They Use Third Edition p. 54-86 Word Wall Activities, On-The-Back Activities Teacher’s Guide to the Four Blocks p. 97-98, 149-153 Personal spelling list

♦ 2.6.9 Spell correctly words with short and long vowel sounds (a, e, i, o, u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st). • short vowels: actor, effort, ink, chop, unless • long vowels: ace, equal, bird, corn, further • consonant blends: blue, crash, desk, speak, coast

2.6.9 Making Words activities Phonics They Use Third Edition p. 97 Reading Writing Rhymes Phonics They Use Third Edition p. 115 Changing Hen to a Fox Phonics They Use Third Edition p. 92 Smart Chart Activities During stretching or clapping of words and syllables for writing, teach that all words or syllables must contain a vowel.



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Essential Knowledge


Spelling (Continued) ◊ Use temporary (invented spelling in a first draft to

maintain fluency. ◊ Use words from books, word walls, and the classroom

environment when writing. ◊ Use word patterns and analogies (cat, cap), (hit, hot),

(tree, my, try), as a base for spelling. ◊ Reread, identify, and edit words not spelled

conventionally. ◊ Use conventional spelling in all published pieces. ◊ Use simple dictionaries to aid spelling. ◊ Use spell check on the computer ◊ Use common spelling rules (drop silent e when

adding suffixes, add es to make plurals when words end in s, x, ch, sh, or x).

◊ Use a variety of techniques to self-check spelling in

writing. ◊ Arrange words in alphabetical order. ◊ Identify and correctly write contractions. ◊ Identify and correctly write singular and plural

possessive nouns. ◊ Understand that a word or syllable must contain a

vowel.



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Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 2 Students listen critically and respond appropriately to oral communications. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a point of view or thesis statement. Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Comprehension ♦ 2.7.1 Determine the purpose or purposes of listening

(such as to obtain information, to solve problems, or to enjoy humor).

◊ Listen attentively and respond appropriately to a


2.7.1 Listen to books on tape.

♦ 2.7.2 Ask for clarification and explanation of stories and ideas.

♦ 2.7.3 Paraphrase (restate in own words) information that has been shared orally by others.

♦ 2.7.4 Give and follow three- and four-step oral directions.

◊ Listen attentively to others (active listening).

Organization and Delivery of Oral Communication ♦ 2.7.5 Organize presentations to maintain a clear

focus.

2.7.5 Discuss classroom events and school experiences. Model how to present a simple recount that includes when, who, where, what. First Steps Oral Language Developmental Continuum p. 46 Classification – Make classification charts related to curriculum topics. Discuss most appropriate groupings and have students sort under headings First Steps Oral Language Developmental Continuum p. 48

♦ 2.7.6 Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class)

◊ Use appropriate stance for public speaking.

2.7.6 Videotape presentation and self-evaluate. Use distance learning. Identify, discuss, and role play situations that require the use of clear Standard English and appropriate pace – introducing visitors, conveying a message, speaking at an assembly, seeking information First Steps Oral Language Developmental Continuum p. 56

♦ 2.7.7 Tell experiences in a logical order (chronological order, order of importance, spatial order).

2.7.7 Discuss classroom events and school experiences. Model how to present a simple recount that includes when, who, where, what. First Steps Oral Language Developmental Continuum p. 46 Do “Who Mixed Up Our Sentences?” Guided Reading the Four Blocks Way p. 126-127



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Indiana Reading Diagnostic Assessment Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Rubrics Checklists Journals Contracts Anecdotal Notes Observations Websites: See Addendum

References/Potential Resources First Steps Oral Language Developmental Continuum Heinemann Classrooms That Work Cunningham and Allington Guided Reading the Four Blocks Way Pat Cunningham Month by Month Phonics Grade 2 Pat Cunningham On Solid Ground Sharon Taberski The Fluent Reader Timothy Rasinski Using Nonfiction in the Classroom E. Burke and S. Glazer Responsive Classroom Materials C.L.A.S.S. Lifelong Guidelines Conflict Mediation Materials Discovery Health Books Media Specialists Literacy Specialists MSDWT Curriculum Coordinator National Council Teachers of English Instructor Magazine Peacemaking Books









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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 2 Students listen critically and respond appropriately to oral communications. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a point of view or thesis statement. Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


♦ 2.7.8 Retell stories, including characters, setting and plot.

2.7.8 Discuss classroom events and school experiences. Model how to present a simple recount that includes when, who, where, what. First Steps Oral Language Developmental Continuum p. 46 Use sticky notes to highlight story elements. Guided Reading the Four Blocks Way p. 210-211 Do oral report/dress as the character. Use a story map to organize.

♦ 2.7.9 Report on a topic with supportive facts and details.

Classification – Make classification charts related to curriculum topics. Discuss most appropriate groupings and have students sort under headings First Steps Oral Language Developmental Continuum p. 48 Use graphic organizers to organize thoughts.

♦ 2.7.12 Use descriptive words when speaking about people, places, things, and events.

Speaking Applications ♦ 2.7.10 Recount experiences or present stories that:

• move through a logical sequence of events (chronological order, order of importance, spatial order)

• describe story elements, including characters, plot, and setting.

2.7.10 Use SSR/Sharing from Four Blocks framework. Use plays, skits, or Reader’s Theater. Utilize community circles and responsive classroom strategies. Implement C.L.A.S.S. Lifelong Guidelines First Steps Oral Language Teaching Emphasis



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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 2 Students listen critically and respond appropriately to oral communications. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a point of view or thesis statement. Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


♦ 2.7.11 Report on a topic with facts and details, drawing from several sources of information.

♦ 2.7.13 Recite poems, rhymes, songs, and stories. ♦ 2.7.14 Provide descriptions with careful attention to

sensory detail. Χ Use polite forms of address and introduction. Χ Work cooperatively with peers. Χ Share information gathered collaboratively. Χ Modify volume according to situations. Χ Incorporate MSDWT Character Values and

C.L.A.S.S. Lifelong Guidelines in listening and speaking



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Curriculum

and

Standards

Grade 3

105










































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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE 3 Students understand the basic features of words. They select letter patterns and know how to translate them into spoken language using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


Decoding and Word Recognition ♦ 3.1.1 Know and use more difficult word families (-ight)

when reading unfamiliar words. ◊ Use phonics, syllables, word parts, and context cues

when reading unfamiliar words. ◊ Identify root words and endings, and parts of

compound words to decode words.

3.1.1 thru 3.1.3 Word Chart – Use shared book experiences with big books and overhead copies to focus on words. After students are familiar with text, focus on sound-symbol relationships noticed by students and/or guided by teacher. Develop a chart to record these “discoveries” and add to chart when students find other words belonging to particular group. First Steps Reading Developmental Continuum p. 44 What’s My Rule Month by Month Phonics for Third Grade p. 141 Sorts and Hunts Month by Month Phonics for Third Grade p. 75 Reading/Writing Rhymes Month by Month Phonics for Third Grade p. 50 3.1.1 Word walls with designated symbols for words with patterns The Teacher’s Guide to the Four Blocks p. 123 and The Teacher’s Guide to the Big Blocks “Sir Dwight and the Dragon” p. 23 from Indiana Academic Standards Resource (Curriculum Framework)

♦ 3.1.2 Read words with several syllables.

3.1.2 Word Sorts Phonics They Use p. 73 Smart Chart Activities Using Words You Know Month by Month Phonics for Third Grade p. 15 Making Words Month by Month Phonics for Third Grade p. 33 “Reading in Motion” p. 27 from Indiana Academic Standards Resource (Curriculum Frameworks)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Running Records Recorded Observations Teacher Made Tests Checklists Oral Reading Check in SOAR to Success Websites: See Addendum

References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Phonics They Use Patricia Cunningham Focus on Phonics Wendy Cheyney and Judith Cohen Month by Month Phonics for Third Grade Patricia Cunningham and Dorothy Hall Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman Flexible Grouping in Reading Michael Optiz Invitations Regie Routman A Reader’s Theatre Treasury of Stories Braun Conversations in Four Blocks Classrooms Sharon A. Moore First Steps Reading Developmental Continuum Heinemann Strategies That Work Anne Goudvis and Stephanie Harvey Smart Chart Activities – Syllabication Latin/Greek Derivatives Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Word Matters Fountas and Pinnell







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Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE 3 Students understand the basic features of words. They select letter patterns and know how to translate them into spoken language using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


♦ 3.1.3 Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression.

◊ Use meaning (semantic cues), sound (phonetic cues),

and structural (syntactic cues) together to read unfamiliar words in context. Prompt by asking: “Does it sound right?”, “Does it look right?”, “Does it make sense?”

3.1.3 Choral reading Guided Reading the Four Blocks Way p. 157 A Reader’s Theatre Treasury of Stories p. 103 Guess the Covered Word Month by Month Phonics for Third Grade p. 22 What Looks Right? Month by Month Phonics for Third Grade p. 91 Strategies to teach students to use at difficulty with an unknown word: 1. Check the picture 2. Reread 3. Skip word, finish sentence, return for correction 4. Look at the first letter/part (3-4 letters) and: predict; ask does that make sense and look right?; ;visually scan entire word quickly to check prediction 5. Look for chunks/parts 6. Use a word you know to help you get to an unknown word (use analogies i.e., dog/log, tree/my=try) 7. Spell the word 8. Ask for help 9. Use a dictionary

Vocabulary and Concept Development ♦ 3.1.4 Determine the meanings of words using

knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homophones (words that sound the same but have different meanings and spellings), and homographs (words that are spelled the same but have different meanings).

3.1.4 Word Wall Month by Month Phonics for Third Grade p. 8 See third grade list of word wall words in Addendum “Cooking Up Homophones” p. 29 from Indiana Academics Standards Resource (Curriculum Frameworks)



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References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Phonics They Use Patricia Cunningham Focus on Phonics Wendy Cheyney and Judith Cohen Month by Month Phonics for Third Grade Patricia Cunningham and Dorothy Hall Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman Flexible Grouping in Reading Michael Optiz Invitations Regie Routman A Reader’s Theatre Treasury of Stories Braun Conversations in Four Blocks Classrooms Sharon A. Moore First Steps Reading Developmental Continuum Heinemann Strategies That Work Anne Goudvis and Stephanie Harvey Smart Chart Activities – Syllabication Latin/Greek Derivatives Indiana Academic Standards Resource (Curriculum Frameworks) Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Word Matters Fountas and Pinnell







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Indiana Academic Standard #1 (Continued) READING: Word Recognition, Fluency, and Vocabulary Development GRADE 3 Students understand the basic features of words. They select letter patterns and know how to translate them into spoken language using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


♦ 3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.

3.1.5 During morning circle, discuss issues as they relate to local, state, and national elections, such as candidate, party, etc. “Vocabulary 4-Square” p. 31 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.1.6 Use sentence and word context to find the meaning of unknown words.

3.1.6 Utilize cloze activities such as Guess the Covered Word from Month by Month Phonics for Third Grade. Example: Use post-it notes to cover vocabulary in text for students to predict using context clues. “Context Clues” p. 35 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.1.7 Use a dictionary to learn the meaning and pronunciation of unknown words.

◊ Choose appropriate meanings from a dictionary or

glossary entry for a word in context.

3.1.7 Use the activity “What Looks Right” to learn to use the dictionary and check a possible spelling Phonics They Use p. 122 “Look it Up” p. 39 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.1.8 Use knowledge of prefixes (word parts added at the beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as –er, -ful, -less) to determine the meaning of words.

3.1.8 Word Chart – Use shared book experiences with big books and overhead copies to focus on words. After students are familiar with text, focus on sound-symbol relationships noticed by students and/or guided by teacher. Develop a chart to record these “discoveries” and add to chart when students find other words belonging to particular group. First Steps Reading Developmental Continuum p. 44 Smart Chart activities – Latin/Greek roots “Suffix Addition” p. 41 from Indiana Academic Standards Resource (Curriculum Frameworks) See Greek and Latin roots pages in appendix

♦ 3.1.9 Identify more difficult multiple-meaning words (such as puzzle or fire).

3.1.9 Have students draw pictures illustrating words with multiple meanings. These pictures could be generated on the computer using Kid Pix.



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References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Phonics They Use Patricia Cunningham Focus on Phonics Wendy Cheyney and Judith Cohen Month by Month Phonics for Third Grade Patricia Cunningham and Dorothy Hall Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman Flexible Grouping in Reading Michael Optiz Invitations Regie Routman A Reader’s Theatre Treasury of Stories Braun Conversations in Four Blocks Classrooms Sharon A. Moore First Steps Reading Developmental Continuum Heinemann Strategies That Work Anne Goudvis and Stephanie Harvey Smart Chart Activities – Syllabication Latin/Greek Derivatives Indiana Academic Standards Resource (Curriculum Frameworks) Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Word Matters Fountas and Pinnell







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Indiana Academic Standard #2 READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 3 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students ready a variety of nonfiction, such as biographies, books in many subject areas, children’s magazines and periodicals, and reference and technical materials.

Essential Knowledge


Structural Features of Informational and Technical Materials ♦ 3.2.1 Use titles, tables of contents, chapter headings,

a glossary, or an index to locate information in text.

3.2.1 Use content area materials during Guided Reading and Writing.

♦ 3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical).

◊ Use appropriate strategies for informational text and

stories. ◊ Identify and use key words and phrases during

informational reading/research gathering.

3.2.9 Any biographies that show timeline i.e., Martin Luther King, Jr., Benjamin Franklin, etc.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text ♦ 3.2.2 Ask questions and support answers by

connecting prior knowledge with literal information from the text.

◊ Develop personal tastes in non-fiction materials

through guided practice. ◊ Respond accurately and creatively to information (i.e.,

projects including, but not limited to writing, oral discussion, art, music, technology, and drama).

3.2.2 thru 3.2.5 Think Sheet – List all the headings and subheadings/ key phrases. Students work with partners to predict text information. Students read text and substantiate or revise predictions; meet with original partner to revise information and record any changes or additional information. Discuss main idea and supporting details as class. First Steps Reading Resource p. 64 3.2.2 Use a K-W-L Chart to activate prior knowledge and to identify what is learned from the text. Guided Reading the Four Blocks Way p. 84 Strategies That Work Chapter 6, p. 68

♦ 3.2.3 Show understandings by identifying answers in the text.

◊ Use all three cueing systems (semantic, syntactic,

phonetic) for self-monitoring and cross checking while reading. Prompt by asking, “Does it sound right?”, “Does it look right?”, “Does it make sense?”

3.2.3 Generate a question about information in a text, and then have students skim and scan the remaining text to find the answers to the question. “Getting it Quickly” p. 63 from Indiana Academic Standards Resource (Curriculum Frameworks) Classroom Assessments p. 87-97 from Indiana Academic Standards Resource (Curriculum Frameworks) Strategies That Work Chapter 7, p. 81



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Think-Alouds Recorded Observations Teacher Made Tests Conferences and Interviews Performance Assessments Rubrics Dialogue Journals and Literature Logs Literacy Development Checklists Questionnaires Student Artifacts Work Samples Student Self-Evaluation SOAR to Success Retell Websites: See Addendum

References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Mosaic of Thought Ellin Keene and Susan Zimmerman Flexible Grouping in Reading Michael Optiz Conversations in Four Blocks Classrooms Sharon A. Moore Guided Reading Gay Su Pinnell and Irene Fountas Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Invitations Regie Routman Strategies That Work Stephanie Harvey and Anne Goudvis Book Club Groups: A Multilevel Four Blocks Reading Strategy Dorothy Hall Indiana Academic Standards Resource (Curriculum Frameworks)







struggling writers.




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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 3 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students ready a variety of nonfiction, such as biographies, books in many subject areas, children’s magazines and periodicals, and reference and technical materials.

Essential Knowledge


♦ 3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.4 Read a story aloud, such as Storm in the Night by Mary Slattery Stoltz or part of Ramona Quimby by Beverly Cleary, and chart and predict what is going to happen next in the story. Confirm or revise the prediction based on further reading. “What to Expect” p. 67 from Indiana Academic Standards Resource (Curriculum Frameworks) Strategies That Work Chapter 10, p. 143 Strategies That Work Chapter 8, p. 195

♦ 3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.2.5 Read an informational text, such as The Magic School Bus Inside the Earth by Joanna Cole or Volcano by Christopher Lampton, and make a chart listing the main ideas from the text and the details that support them. “Keep Your Distance” p. 71 from Indiana Academic Standards Resource (Curriculum Frameworks) Classroom Assessments p. 87-97 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.2.6 Locate appropriate and significant information from the text, including problems and solutions.

◊ Compare/contrast information from several sources. Χ Incorporate MSDWT Character Values and

C.L.A.S.S. Lifelong Guidelines in problems and solutions.

3.2.6 Cause and Effect – Use books by Laura Joffe Numeroff such as If You Give a Mouse a Cookie and Causal Chains found on page 94 in Guided Reading The Four Blocks Way “What’s the Problem” p. 75 from Indiana Academic Standards Resource (Curriculum Frameworks) Classroom assessments p. 87-97 from Indiana Academic Standards Resource (Curriculum Frameworks) Strategies That Work Chapter 9, p. 117



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References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Mosaic of Thought Ellin Keene and Susan Zimmerman Conversations in Four Blocks Classrooms Sharon A. Moore Flexible Grouping in Reading Michael Optiz Guided Reading Gay Su Pinnell and Irene Fountas Invitations Regie Routman Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Strategies That Work Stephanie Harvey and Anne Goudvis Book Club Groups: A Multilevel Four Blocks Reading Strategy Dorothy Hall Indiana Academic Standards Resource (Curriculum Frameworks)







struggling writers.




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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 3 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students ready a variety of nonfiction, such as biographies, books in many subject areas, children’s magazines and periodicals, and reference and technical materials.

Essential Knowledge


♦ 3.2.7 Follow simple multiple-step written instructions. 3.2.7 Have students follow directions to make a recipe, build something, or to get from one location to another. Summary – Use a paragraph frame to organize information in order to write or tell a summary of what has been read Guided Reading the Four Blocks Way p. 134 Sequence – Students retell a story as teacher records on sentence strips. Shuffle the strips and have students put them in order. Inference – Have students draw pictures to show how they think a character felt, what the setting looked like, or what the characters might have done after the story ended. Story Elements – Give each student a set of bookmarks with story elements printed on them (such as character, setting, problem, solution). Students bookmark pages as they read where the information is located. Clarify – Use post-it notes for students to mark vocabulary they are unsure of or things they need to clarify. Interpret – Perform plays, make up songs or poems, make a diorama, invent a game, etc.

♦ 3.2.8 Distinguish between cause and effect and between fact and opinion in informational text.

3.2.8 Read and discuss The Three Little Pigs with The True Story of the Three Little Pigs by A. Wolf





understanding.




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References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Conversations in Four Blocks Classrooms Sharon A. Moore Mosaic of Thought Ellin Keene and Susan Zimmerman Flexible Grouping in Reading Michael Optiz Guided Reading Gay Su Pinnell and Irene Fountas Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Invitations Regie Routman Strategies That Work Stephanie Harvey and Anne Goudvis Book Club Groups: A Multilevel Four Blocks Reading Strategy Dorothy Hall Indiana Academic Standards Resource (Curriculum Frameworks)







struggling writers.




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Indiana Academic Standard #3 READING: Comprehension and Analysis of Literary Text GRADE 3 Students read and respond to a variety of significant words of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 3, students read a variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge


Structural Features of Literature ♦ 3.3.1 Recognize different common genres (types) of

literature, such as poetry, drama, fiction, and nonfiction.

3.3.1 Look at the same topic, such as cranes, and see how it is shown differently in various forms of literature, such as the poem “On the Run” by Douglas Florian, the play The Crane Wife by Sumiko Yagawa, Anne Laurin’s fictional book Perfect Crane, and the nonfiction counting book Counting Cranes by Mary Beth Owens.

Analysis of Grade-Level-Appropriate Literary Text ♦ 3.3.2 Comprehend basic plots of classic fairy tales,

myths, folktales, legends, and fables from around the world.

◊ Develop personal tastes in literature through guided

practice. ◊ Discuss and recommend books to others. ◊ Read for sustained periods of time. ◊ Read fiction books independently. ◊ Respond accurately and creatively to literature (i.e.,


3.3.2 thru 3.3.6 Reader’s Theater. Plan for whole class involvement, with parts for individuals, small groups and whole class. Students read parts from the text; they are not asked to memorize parts. First Steps Reading Developmental Continuum p. 42 Also see ‘plot mobiles’ from Indiana Academic Standards Resource (Curriculum Frameworks) p. 105 3.3.2 Read and discuss the plots of the folktales from around the world that explain why animals are the way they are, such as Why Mosquitoes Buzz in People’s Ears retold by Verna Aardena or How the Leopard Got Its Spots by Justine and Ron Fortes. Plot each story onto a story map.

♦ 3.3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

3.3.3 Discuss and write about the comical aspects of the motorcycle-riding mouse, Ralph S. Mouse, the main character in Beverly Cleary’s book The Mouse and the Motorcycle. Also see “What is the Character Like” p. 107 in Indiana Academic Standards Resource (Curriculum Frameworks)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Inventories and Questionnaires Dialogue Journals and Literature Logs Checklists Portfolios Websites: See Addendum

References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Mosaic of Thought Ellin Keene and Susan Zimmerman Flexible Grouping in Reading Michael Optiz Guided Reading Gay Su Pinnell and Irene Fountas Apprenticeship in Literacy Linda Dorn, Cathy French, and Tammy Jones Invitations Regie Routman Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore Fluency Instruction: Research Based Best Practices Tim Rasinkski Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Explaining Reading G. Duffy Indiana Academic Standards Resource (Curriculum Frameworks) C.L.A.S.S. Lifelong Guidelines MSDWT Character Values







struggling writers.




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Indiana Academic Standard #3 (Continued) READING: Comprehension and Analysis of Literary Text GRADE 3 Students read and respond to a variety of significant words of children’s literature. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 3, students read a variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge Examples of Strategies ♦ 3.3.4 Determine the theme or author’s message in fiction

and nonfiction text. ◊ Identify the setting in a selection.

3.3.4 Look at the admirable qualities in Abraham Lincoln as shown in both the fictional story, More than Halfway There by Janet Halliday Ervin, and the nonfiction biography Abe Lincoln’s Hat by Martha Brenner. Also see “Theme It!” p. 111 in Indiana Academic Standards Resource (Curriculum Frameworks) Use graphic organizers to chart the story elements of a given piece. Write a journal entry describing feelings about…

♦ 3.3.5 Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds.

3.3.5 Discuss the different words that are used to imitate sounds. To explore these words further, read a book on the topic, such as Cock-a-doodle-doo! What Does It Sound Like to You? by Marc Robinson, in which the author discusses the words that various languages use for such sounds as a dog’s bark, a train’s whistle, and water dripping. Also see “Noisy Words” p. 115 in Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.3.6 Identify the speaker or narrator in a selection. 3.3.6 Read a book such as Class Clown by Johanna Hurwitz or Dinner at Aunt Connie’s House by Faith Ringgold and identify who is telling the story. Share examples from the story that show how the reader can tell that the story is being told by that character. Also see “Who is the Narrator?” p. 117 in Indiana Academic Standards Resource (Curriculum Frameworks) Also see “Responses to Reading” p. 75 in Teacher’s Guide to the Four Blocks

♦ 3.3.7 Compare and contrast versions of the same stories from different cultures.

◊ Learn about other cultures through literature.

3.3.7Use Venn Diagram to compare/contrast a variety of Cinderella stories.

♦ 3.3.8 Identify the problem and solutions in a story. ◊ Form personal response to literature. ◊ Seek other words by favorite authors or by favorite types of

story.

3.3.8 Identify the problem faced by a character in a book, such as Nate the Great by Marjorie Sharmat and explain how the character solved his or her problem. Identify how problems can form the motivations for new discoveries or inventions by reading informational texts about famous inventors, scientists, or explorers, such as Thomas Edison or Jonas Salk.



produce new thinking. ◊ Use visualizations/sensory images to comprehend. ◊ Use inferring to develop predictions, inferences, and draw

conclusions. ◊ Use monitoring/fix-up strategies to check understanding.


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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Inventories and Questionnaires Dialogue Journals and Literature Logs Checklists Portfolios Websites: See Addendum

References/Potential Resources Guided Reading The Four Blocks Way Patricia Cunningham, Dorothy Hall, James Cunningham The Teacher’s Guide to the Four Blocks Patricia Cunningham, Dorothy Hall, James Cunningham Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Mosaic of Thought Ellin Keene and Susan Zimmerman Flexible Grouping in Reading Michael Optiz Guided Reading Gay Su Pinnell and Irene Fountas Apprenticeship in Literacy Linda Dorn, Cathy French, and Tammy Jones Invitations Regie Routman Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore Fluency Instruction: Research Based Best Practices Tim Rasinski Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman Explaining Reading G. Duffy Indiana Academic Standards Resource (Curriculum Frameworks) C.L.A.S.S. Lifelong Guidelines MSDWT Character Values






struggling readers. Writing • To view writing as a way of telling about things. • To write fluently. • To apply grammar and mechanics in their own writing. • To learn particular writing forms. • To learn to read through writing. • To maintain the motivation and self-confidence of struggling

writers.




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Indiana Academic Standard #4 WRITING: Processes and Features GRADE 3 Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Organization and Focus ♦ 3.4.1 Find ideas for writing stories and descriptions in

conversations with others; in books, magazines, or school textbooks; or on the Internet.

3.4.1 Use the Smart Board to model how to locate writing ideas form the Internet and other sources. Also see “Brainstorming” p. 149 Indiana Academic Standards Resource (Curriculum Frameworks) Inspiration Software for Mind-Mapping Activities Take a Chance. Make 3 sets of colored idea cards; first set setting, second set characters, third set problems/complications. Students work in groups, draw a card from each set and discuss possible ideas and oral story. Students write own stories elaborating details First Steps Writing Developmental Continuum p. 62

♦ 3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.

3.4.2 Use graphic organizers to develop ideas. Also see chapter 6 in Conversations in Four Blocks Classrooms

♦ 3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details.

3.4.3 Model in pre-writing mini-lessons topic sentence with supporting details. Also see Writing Mini-Lessons for Third Grade (The Four Blocks Model)

♦ 3.4.9 Organize related ideas together within a paragraph to maintain a consistent focus.

3.4.9 See 6 +1 Traits of Writing lessons on organization.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Conferences and Interviews Checklists Portfolios Rubrics Periodic Performance Samples Assessment Tools for Technology Portfolios, Observations, Reports, Surveys, Interviews, Logs, Projects, and National Benchmarks Websites: See Addendum

References/Potential Resources: Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Developmental Continuum First Steps Reading Resource Book Heinemann First Steps Writing Developmental Continuum First Steps Writing Resource Book Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Creating Classrooms for Authors Jerome Harste and Kathy Short Apprenticeship in Literacy Linda Dorn, Cathy French, Tammy Jones Writing: Teachers and Children at Work Donald Graves Conversations in Four Blocks Classrooms Sharon Arthur Moore Writing Mini-Lessons for Third Grade The Four Blocks Method Cheryl Sigmon and Sylvia Ford The Teacher’s Guide to Big Blocks Amanda Arens, Karen Loman, Patricia Cunningham, Dorothy Hall Units of Study for Teaching Writing: Grades 3-5 Lucy Calkins 6 +1 Traits of Writing District Binder Indiana Academic Standards Resource (Curriculum Frameworks)



Guided Reading • To teach comprehension skills and strategies. • To develop background knowledge, meaning vocabulary,

and oral language. • To teach children how to read all types of literature. • To provide as much instructional-level reading as possible. • To maintain the motivation and self-confidence of our


struggling writers.

Working With Words • To learn to read and spell the high-frequency words. • To learn how to decode and spell many other words using

patterns from known words. • To automatically and fluently use phonics and spelling


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Indiana Academic Standard #4 (Continued) WRITING: Processes and Features GRADE 3 Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Research Process and Technology ♦ 3.4.4 Use various reference materials (such as a

dictionary, thesaurus, atlas, encyclopedia, and online resources).

◊ Use the library/media center’s resources for research. ◊ Use the on-line catalog (searching by author, title,

subject, and keyword). ◊ Choose the correct volume from a set of

encyclopedias. ◊ Use search strategies (i.e., spine labels, guide words,

headings and subheadings) to locate information in reference materials such as encyclopedias.

◊ Identify information of a title and verso (copyright) page.

◊ Understand the ethical use of information.

3.4.4 Utilize the media center resources for hands-on activities using the atlas, encyclopedia, etc. Use the online catalog. Locate information in a variety of resources. Choose the correct volume from a set of encyclopedias. Use search strategies (i.e., spine labels, guide words, headings, and subheadings) to locate information in reference materials such as encyclopedias. Recognize the use of the table of contents, index, and glossary. Gather and use information for presentations. Use a variety of note-taking formats observing the rules of copyright. “Check It Out!” p. 153 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.4.6 Use a computer to draft, revise, and publish writing.

3.4.6 “Writing Magazine” p. 157 from Indiana Academic Standards Resource (Curriculum Frameworks) “Make It Better, Maxwell” p. 161 from Indiana Academic Standards Resource (Curriculum Frameworks)

Evaluation and Revision ♦ 3.4.7 Proofread one’s own writing, as well as that of

others, using an editing checklist or list of rules.

3.4.7 “All That’s Fit to Print” p. 165 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.4.8 Revise writing for others to read, improving the focus and progression of ideas.

3.4.8 Model the revision process, thinking aloud as you improve ideas and clarify your own writing. Use and develop writing rubrics with students when teaching, so that students use and understand rubrics for self-assessment. See 6 +1 Traits of Writing and ISTEP rubrics.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Conferences and Interviews Checklists Portfolios Rubrics Periodic Performance Samples Assessment Tools for Technology Portfolios, Observations, Reports, Surveys, Interviews, Logs, Projects, and National Benchmarks Websites: See Addendum

References/Potential Resources: Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Developmental Continuum First Steps Reading Resource Book Heinemann First Steps Writing Developmental Continuum First Steps Writing Resource Book Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Creating Classrooms for Authors Jerome Harste and Kathy Short Apprenticeship in Literacy Linda Dorn, Cathy French, Tammy Jones Writing: Teachers and Children at Work Donald Graves Conversations in Four Blocks Classrooms Sharon Arthur Moore Writing Mini-Lessons for Third Grade The Four Blocks Method Cheryl Sigmon and Sylvia Ford The Teacher’s Guide to Big Blocks Amanda Arens, Karen Loman, Patricia Cunningham, Dorothy Hall Units of Study for Teaching Writing: Grades 3-5 Lucy Calkins 6 +1 Traits of Writing District Binder Indiana Academic Standards Resource (Curriculum Frameworks)



Guided Reading • To teach comprehension skills and strategies. • To develop background knowledge, meaning vocabulary,

and oral language. • To teach children how to read all types of literature. • To provide as much instructional-level reading as possible. • To maintain the motivation and self-confidence of our


struggling writers.

Working With Words • To learn to read and spell the high-frequency words. • To learn how to decode and spell many other words using

patterns from known words. • To automatically and fluently use phonics and spelling


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Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 3 At Grade 3, students continue to write compositions that describe and explain familiar objects, events, and experiences. Students write both informal and formal letters. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and the purpose for writing. In addition to producing the different writing forms introduced in earlier grades, Grade 3 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 3.5.1 Write narratives that: • provide a context within which an action takes

place. • include details to develop the plot.

3.5.1 thru 3.5.6 Use 6 +1 Traits of Writing and ISTEP+ Language Conventions Rubrics 3.5.1 thru 3.5.3 Provide planning sheets to assist students when they are learning new forms of writing. See First Steps Writing Resource Book for suggested frameworks First Steps Writing Developmental Continuum p. 63 3.5.1 Write a story based on an article in a magazine, such as Cricket or Stone Soup, about what life was like 100 years ago. Students read book 2095 by John Scieszka and write a futuristic story. “You Were There” p. 191 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.5.2 Write descriptive pieces about people, places, things or experiences that: • develop a unified main idea. • use details to support the main idea.

3.5.2 Write a description of a favorite place using clear details so that the reader can picture that location and understand why it is a favorite. “Fortunately I Know How to Write a Good Story” p. 193 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.5.6 Write persuasive pieces that ask for an action or response.

3.5.6 Write a persuasive letter to your family asking for your favorite foods on a special occasion, such as your birthday or a holiday.

♦ 3.5.3 Write personal, persuasive, and formal letters, thank-you notes, and invitations that: • show awareness of the knowledge and interests

of the audience. • establish a purpose and context. • include the date, proper salutation, body, closing,

and signature.

3.5.3 Write a letter to a pen pal in another country describing your family, school and town and asking the pen pal questions about him/herself. Write thank-you notes. “Letters from Fairy Tale Land” p. 197 from Indiana Academic Standards Resource (Curriculum Frameworks)



128

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Conferences and Interviews Portfolios Rubrics Periodic Performance Samples Dialogue Journals and Literature Logs Websites: See Addendum

References/Potential Resources: Classrooms That Work Patricia Cunningham and Richard Allington Conversations Regie Routman First Steps Reading Developmental Continuum First Steps Reading Resource Book Heinemann First Steps Writing Developmental Continuum First Steps Writing Resource Book Heinemann Best Practice Steven Zemelman, Harvey Daniels, Arthur Hyde Creating Classrooms for Authors Jerome Harste and Kathy Short Apprenticeship in Literacy Linda Dorn, Cathy French, Tammy Jones Writing: Teachers and Children at Work Donald Graves Writing to Prompts in the Trait Based Classroom: Literature Response Ruth Culham and Amanda Weaver Writing to Prompts in the Trait Based Classroom: Content Areas Ruth Culham and Amanda Weaver Units of Study for Teaching Writing: Grades 3-5 Lucy Calkins Indiana Academic Standards Resource (Curriculum Frameworks)








struggling writers.




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Essential Knowledge


♦ 3.5.4 Use varied word choices to make writing interesting.

3.5.4 Present an interesting object such as a stuffed animal. Make a list as the students brainstorm descriptive words about the object. Have the students write a story using as many of these descriptive words as possible. “A World of Words” p. 207 from Indiana Academic Standards Resource (Curriculum Frameworks) Sentence Makers – Use sentence strips and sentences from book, class writing or oral discussion to expand or reduce sentences including additional adjectives, adverbs, phrases, and clauses. Extensions – Sentence transformation, matching sentence parts, sentence completion, sentence modeling, sentence comparison First Steps Writing Resource p. 154 Chain Writing – Choose a noun (like spiders), make a list of modifying words (1) description words (2) what spiders do (3) combine some words to make sentences (4) list where spiders do things (5) combine and make different sentences First Steps Writing Resource p. 157 Extension – Physical Sentence Reconstruction – Put words on cards and allow students to be the word. Teacher’s Guide to the Four Blocks p. 102 6 +1 Lessons for Word Choice



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Essential Knowledge Examples of Strategies ♦ 3.5.5 Write for different purposes and to a specific

audience or person. 3.5.5 Write letters, articles, stories or thank-you notes to share with other grade levels and adults. R.A.F.T.S. activities. See Writing to Prompts in the Trait Based Classroom Introduce Haiku, Limericks, Ladder poems, Name poems, Cinquains, etc. Model and have students write for purposes they see as relevant; a guide for visitors to the school, a play script from a favorite story to perform for an audience, a recipe to try at home, instructions for a game, a letter to a television station about a favorite program, advertisements for upcoming class events First Steps Writing Developmental Continuum p. 63 “Persuasion” p. 209 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.5.7 Write responses to literature that:: • demonstrate an understanding of what is read. • support statements with evidence from the text.

◊ Write simple forms of poetry. ◊ Complete a simple form with name, birthdate, address,

and phone number


developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: • uses a variety of sources (books, technology,

pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).

• organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.

◊ Gather and use information for research projects form a

variety of print and non-print (pre-selected Internet sites and web pages) sources.

◊ Use a variety of note-taking formats observing the rules

of copyright. ◊ Record information needed for works cited (title, author,

and publication information).

3.5.8 Tie in content areas with things like state or biography reports.


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Essential Knowledge


Handwriting ♦ 3.6.1 Write legibly in cursive, leaving space between

letters in a word, words in a sentence, and words and the edges of the paper.

3.6.1 Expect students to write legibly and neatly on a final draft. Instruction and re-teaching letter formation will be needed. Suggested time allotment is 20-30 minutes, 4 times per week in the first semester. Reintroduce lower case letters, introduce all capitals and focus on basic strokes, letter formation and connections in words using simplified cursive handwriting (Zaner-Bloser). Letters should be introduced and reviewed in families of similar strokes. This timeframe is flexible and may be incorporated into other instruction; practice is needed for students to achieve automaticity. Second semester emphasis is to reach automaticity (skilled enough to write automatically) in cursive.

Sentence Structure ♦ 3.6.2 Write correctly complete sentences of

statement, command, question, or exclamation, with final punctuation. • Declarative: This tastes very good. • Imperative: Please take your seats. • Interrogative: Are we there yet? • Exclamatory: It’s a home run!

3.6.2 Give students sets of card with ending punctuation printed on them. As teacher reads sentences, the students hold up the correct punctuation card. “Different Sentences for Different Situations” p. 217 from Indiana Academic Standards Resource (Curriculum Frameworks)

Grammar ♦ 3.6.3 Identify and use subjects and verbs that are in

agreement (we are instead of we is).

3.6.3 Model subject/verb agreement during pre-writing mini-lessons. Include errors for students to discover and help edit. Write examples of sentences, compare/contrast, and convert them. Controlled Cloze – Take sentences from an interesting piece of text to focus on a specific syntactic form; model, attach and encourage students to apply in writing “Carol (run, running, ran) to the car”. First Steps Writing Resource p. 163 “Subjects and Verbs: Working Together” p. 221 from Indiana Academic Standards Resource (Curriculum Frameworks)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Benchmark and Published Tests Recorded Observations Conferences and Interviews Portfolios Rubrics Periodic Performance Samples Websites: See Addendum

References/Potential Resources: Interactive Writing Fountas and Pinnell The Balanced Writing Program Rebel Williams 35 Rubrics and Checklists to Assess Reading and Writing Adele Fiderer First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Smart Chart Writing Mini-Lessons for Third Grade Cheryl Sigman and Sylvia Ford Month by Month Phonics for Third Grade Patricia Cunningham and Dorothy Hall Indiana Academic Standards Resource (Curriculum Frameworks)








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Essential Knowledge


♦ 3.6.4 Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.

3.6.4 Model proper usage of verb tenses. Apply in personal writing. “3 Tenses for Verbs” p. 225 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.6.5 Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.

3.6.5 and 3.6.6 “Be a Mind Reader” p. 74 in Month to Month Phonics for Third Grade See pages 58, 82-92 in Writing Mini-Lessons for Third Grade “Pronoun Pals” p. 227 from Indiana Academic Standards Resource (Curriculum Frameworks)

Punctuation ♦ 3.6.6 Use commas in dates (August 15, 2001),

locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).

◊ Use apostrophe in contractions and to show

possession. ◊ Use quotation marks correctly to show conversation.

3.6.6 Allow students to help write the date correctly during Calendar or Morning Meetings “Commas that Count” p. 231 from Indiana Academic Standards Resource (Curriculum Frameworks) Practice uses and corrective editing in punctuation.

Capitalization ♦ 3.6.7 Capitalize correctly geographical names,

holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)

3.6.7 Model capitalization and punctuation in mini lessons. Apply in personal writing. “Keeping up with Capitals” p. 235 from Indiana Academic Standards Resource (Curriculum Frameworks)



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Essential Knowledge


Spelling ♦ 3.6.8 Spell correctly one-syllable words that have

blends (walk, play, blend), contractions (isn’t, can’t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from –y to –ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare.

◊ Use spelling patterns as a base for spelling. ◊ Spell correctly basic high frequency words, days of

the week, months, and numbers. ◊ Use a variety of techniques to self-check spelling. ◊ Use common spelling patterns. ◊ Seek conventional spelling after attempting to spell. ◊ Use a dictionary as an aid to determine pronunciation

and spelling.

3.6.8 Do the activity “Using Words You Know” on p. 149 of The Teacher’s Guide to the Four Blocks “Two Homophones Too Many” p. 239 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.6.9 Arrange words in alphabetical order. 3.6.9 Given a list of words, such as apple, grapefruit, cherry, banana, pineapple, and peach, put them into correct alphabetical order: apple, banana, cherry, grapefruit, peach, and pineapple. Prepare nametags for students who then place themselves in alphabetical order by first names or last names. “Let’s Get it in Order” p. 243 from Indiana Academic Standards Resource (Curriculum Frameworks) “Word Sorts and Hunts” from Month to Month Phonics for Third Grade Use dictionaries, spell checks, word walls, other books, and words around the room Smart Chart Activities



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Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 3 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentation about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Comprehension ♦ 3.7.1 Retell, paraphrase, and explain what a speaker

has said.

3.7.1 Use the News Framework to summarize what students have heard or read (when? who? where? what? why?) See page 60 in First Steps Oral Language Resource Book. “Say It Again, Sam” p. 267 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.7.2 Connect and relate experiences and ideas to those of a speaker.

3.7.2 Have students write a response in their journal following a speaker presentation. Students’ journals should begin “The presentation reminded me of…”

♦ 3.7.3 Answer questions completely and appropriately. 3.7.3 Show a topic card, discuss the picture, ask students questions. Then, students choose a topic card and brainstorm questions (5 W’s). Play 20 questions using cards. See page 152 and 163 in First Steps Oral Language Resource Book.

♦ 3.7.4 Identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz).

3.7.4 Read tongue twisters and limericks to identify the aabba rhyming patterns as well as to count syllables. Practice writing own limericks about familiar topics, people, or characters. ”Poetry Perfection” p. 271 from Indiana Academic Standards Resource (Curriculum Frameworks) Students should memorize a piece of any form of poetry.

♦ 3.7.15 Follow three- and four-step oral directions. ◊ Listen attentively to others (active listening).

3.7.15 Within content areas ask students to follow 3-4 step oral directions in order to draw a picture of topic to be discussed.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Indiana Academic Standards Resource (Curriculum Frameworks) Recorded Observations Conferences and Interviews Rubrics Retellings Checklists Websites: See Addendum

References/Potential Resources: First Steps Oral Language Resource Book First Steps Oral Language Developmental Continuum Heinemann First Steps Reading Developmental Continuum Heinemann Conflict Mediation Materials Magazines Newspapers TV –Media Ads Book Club Groups: A Multilevel Four Blocks Reading Strategy Dorothy Hall and Cece Tillman Indiana Academic Standards Resource (Curriculum Frameworks)








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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 3 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentation about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Organization and Delivery of Oral Communication ♦ 3.7.5 Organize ideas chronologically (in the order that

they happened) or around major points of information.

3.7.5 Use picture book biographies to create a web of the person’s life. Share the webs with the rest of the class. See Four Blocks Book Club Groups chapter 4. “Get Your Thoughts in Order” p. 273 from Indiana Academic Standards Resource (Curriculum Frameworks) During school assemblies and newscast, have students read/present with a purpose; stories, poems or reports they have written. Perform “Reader’s Theatre”, summaries of class events, review new books from library First Steps Reading Developmental Continuum p. 43 Discuss, model, and practice polite forms of address and introduction during morning meetings (Character Value of Respect). Give opportunities for students to work in cooperative groups (Character Values of Respect, Responsibility, Honesty, Caring, Courage, and Self-Discipline).

♦ 3.7.6 Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea.

3.7.6 Use a BME Chart (Beginning/Middle/End) for planning oral presentations. Tape students for later analysis of BME and presentation skills.

♦ 3.7.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

3.7.7 Use jigsawing to introduce and discuss a topic. See page 84 in First Steps Oral Language Developmental Continuum.

♦ 3.7.8 Clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts.

3.7.8 Encourage students to make first person reports, dressing up as that person using props, charts, etc. to explain the presentation. “Time Machine” p. 281 from Indiana Academic Standards Resource (Curriculum Frameworks)



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Essential Knowledge


♦ 3.7.9 Read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages of the text being read.

3.7.9 Do Choral Reading. See p. 157 in Guided Reading: The Four Blocks Way “Prose and Poetry with Pizzazz” p. 283 from Indiana Academic Standards Resource (Curriculum Frameworks) During school assemblies and newscast, have students read/present with a purpose; stories, poems or reports they have written. Perform “Reader’s Theatre”, summaries of class events, review new books from library First Steps Reading Developmental Continuum p. 43 Reader’s Theatre Discuss, model, and practice polite forms of address and introduction during morning meetings (Character Value of Respect). Give opportunities for students to work in cooperative groups (Character Values of Respect, Responsibility, Honesty, Caring, Courage, and Self-Discipline).

Analysis and Evaluation of Oral and Media Communications ♦ 3.7.10 Compare ideas and points of view expressed

in broadcast and print media or on the Internet.

3.7.10 Use a Venn Diagram

♦ 3.7.11 Distinguish between the speaker’s opinions and verifiable facts.

3.7.11 Give students cards with fact and opinion printed on them. Students listen as teacher makes statements on a content area subject (ex. spiders),and then hold up the appropriate card from print, magazines, TV. “Spot the Facts” p. 285 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.7.16 Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims.



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Essential Knowledge Examples of Strategies Speaking Applications ♦ 3.7.12 Make brief narrative presentations that:

• provide a context for an event that is the subject of the presentation.

• provide insight into why the selected event should be of interest to the audience.

• include well-chosen details to develop characters, setting, and plot that has a beginning, middle, and end.

3.7.12 Students should complete a book review or report using a paper bag with objects that represent different elements of the story “Historical Pen Friends” p. 289 from Indiana Academic Standards Resource (Curriculum Frameworks). During school assemblies and newscast, have students read/present with a purpose; stories, poems or reports they have written. Perform “Reader’s Theatre”, summaries of class events, review new books from library First Steps Reading Developmental Continuum p. 43 Discuss, model, and practice polite forms of address and introduction during morning meetings (Character Value of Respect). Give opportunities for students to work in cooperative groups (Character Values of Respect, Responsibility, Honesty, Caring, Courage, and Self-Discipline).

♦ 3.7.13 Plan and present dramatic interpretations of experiences, stories, poems, or plays.

3.7.13 Plan for students to “do the book” after reading. Students move and talk like characters in the book or poem. See page 102 in Guided Reading: The Four Blocks Way “The Play’s The Thing” p. 291 from Indiana Academic Standards Resource (Curriculum Frameworks)

♦ 3.7.14 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

Χ Use polite forms of address and introduction. Χ Work cooperatively with peers. Χ Modify volume according to situations. Χ Share information learned with others. Χ Demonstrate MSDWT Character Values and C.L.A.S.S.

Lifelong Guidelines in speaking and listening.

3.7.14 Create a diorama, mobile, puppet show, or write a song or rap for an explanation. During school assemblies and newscast, have students read/present with a purpose; stories, poems or reports they have written. Perform “Reader’s Theatre”, summaries of class events, review new books from library First Steps Reading Developmental Continuum p. 43 Discuss, model, and practice polite forms of address and introduction during morning meetings (Character Value of Respect). Give opportunities for students to work in cooperative groups (Character Values of Respect, Responsibility, Honesty, Caring, Courage, and Self-Discipline).



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Curriculum

and

Standards

Grade 4

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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE 4 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


Decoding and Word Recognition ♦ 4.1.1 Read aloud grade-level-appropriate literary and

informational texts with fluency and accuracy and with appropriate timing, change in voice, and expression.

◊ Use phonics, syllables, word parts and context clues

to read unfamiliar words. ◊ Read words with several syllables.

4.1.1 – 4.1.6 Develop cloze activities in which graphophonic cues provide the information that enables students to choose possible alternatives, for example “The boys and girls were ex_____ because they were going on a school camp. Smart Chart and Guess the Covered Word activities 4.1.1 Teacher models with daily oral reading emphasizing proper phrasing, inflection and giving voice to the character. Use textbook on tape for fluency modeling. Use computer program Read Naturally as another resource. Word Wall Activities Month by Month Phonics for Upper Grades Look at letters and think about the sounds (“Does it look right?”) Making Words Activities Making Big Words Smart Chart Activities

Vocabulary and Concept Development ♦ 4.1.2 Apply knowledge of synonyms (words with the

same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.

4.1.2 Synonym/Antonym Continuum Words Their Way Synonym/Antonym Dictionaries, Etc. Teach idioms using texts, i.e., The King Who Reigned, There’s a Frog in My Throat, Scholastic Idiom Dictionary

♦ 4.1.3 Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.

4.1.3 Smart Chart, Nifty Thrifty Fifty Activities (Latin/Greek derivatives)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of student growth during WWW activities Assessment of projects and assignments First Steps Developmental Reading Individual Continuum Anecdotal notes during teacher/student conference Observations of fluency and strategies used during student reading Self-monitoring of reading strategies by students Running Records Websites See Addendum

References/Potential Resources

Classrooms That Work Pat Cunningham

Phonics They Use Pat Cunningham

Teachers Guide to Big Blocks Amanda Arens and Karen Loman

Word Mattters Pinnell and Fountas

Month by Month Phonics Pat Cunningham

Making and Writing Words Tim Rasinski

Best Practice Steven Zemelman, et. al.

Indiana Academic Standards Resource (Curriculum Framework)

Apprenticeship in Literacy: Transitions Across Reading and Writing Dorn, French and Jones

There’s a Frog in My Throat Loreen Leedy

The King Who Reigned Fred Gwynne

Focus on Phonics Cheyney and Cohen

Words Their Way Donald R. Bear, et. al.

First Steps Reading Developmental Continuum Heinemann

Strategies That Work Stephanie Harvey and Anne Goudvis

Conversations in Four Blocks Classrooms Sharon A. Moore

Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman

Prefixes and Suffixes: Systematic Phonics and Spelling Pat Cunningham

Systematic Sequential Phonics They Use Pat Cunningham

Fred Gwynne Book Series

Latin and Greek Derivatives Books

Smart Chart

Scholastic Idiom Dictionary

Scholastic Synonym/Antonym Dictionary Goals of The Four Blocks

Self-Selected Reading • to introduce students to all types of literature through the

teacher read-aloud • to model strategies in mini-lessons that effective readers

use • to encourage students’ reading interests • to provide and encourage independent level-reading • to provide instructional guidance and support as students

apply decoding and comprehension strategies in their reading

• to engage students in conversations about their reading • to build intrinsic motivation for reading

Writing • to help students see writing as a way of telling about things • to develop students’ fluency in writing • to provide opportunities for students to learn to use grammar

and mechanics in the context of their own writing • to help students learn about specific forms of writing during

focused instruction • to ensure that struggling writers are supported in order to

maintain their motivation and self-confidence

Guided Reading • to teach comprehension strategies • to teach students how to read and respond to all types of

literature including content texts • to develop background knowledge and vocabulary • to provide as much instructional-level material as possible • to maintain the self-confidence and motivation of

struggling readers

Working With Words • to teach students the correct spelling for high-frequency, often

irregularly-spelled, words • to teach students key words containing the major prefixes,

suffixes, and spelling changes and how to use these to decode, spell, and build meaning for many polysyllabic words

• to teach students that spelling rhyming words is not as easy as decoding them because some rhymes, such as right/bite, claim/name, toad/code, have two spelling patterns

• to teach students to use cross-checking while reading and a visual checking system while writing to apply what they are learning in the Working with Words Block as they engage in meaningful reading and writing

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Indiana Academic Standard #1 (CONTINUED) READING: Word Recognition, Fluency, and Vocabulary Development GRADE 4 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

Essential Knowledge


♦ 4.1.4 Use common roots (meter = measure) and word parts (therm = heat) derived from Green and Latin to analyze the meaning of complex words (thermometer).

4.1.4 Word origins Words Their Way p. 253-255 Synonym/Antonym Dictionary, etc.

♦ 4.1.5 Use a thesaurus to find related words and ideas.

4.1.5 In cooperative groups, have students make a list of synonyms for a given word (races, games…) using a thesaurus. Substitute synonyms in writing. Use a dictionary to determine pronunciation, spelling, word origins, and parts of speech.

♦ 4.1.6 Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word).

4.1.6 Write a sentence using multiple meaning words leaving out the word. Have a friend guess which multiple meaning word is appropriate for sentence. Guess the Covered Word Activity Cloze Activities – Example: I divide my paper into (quarters) so I will have four parts.

♦ 4.1.7 Use context to determine the meaning of unknown words.

◊ Use knowledge of prefixes (word parts added at the

beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as –er, -ful, -less) to determine the meaning of words.

◊ Use meaning (semantic cues), sounds (phonetic

cues), and structural (syntactic cues) together to read unfamiliar words in context. Prompt by asking: “Does it sound right?”, “Does it look right?”, “Does it make sense?”

4.1.7 Guess the Covered Word Activity Reread the sentence using context clues to unlock unknown words. Use Greek and Latin derivatives. Strategies to teach students to use when encountering an unknown word: 1. Check the picture 2. Reread 3. Skip word, finish sentence, return for correction 4. Look at the first letter/part (3 or 4 letters) and predict. Ask, ‘does that make sense and look right? Visually scan entire word quickly to check prediction 5. Look for chunks/parts 6. Use a word you know to help you get to an unknown word (use analogies, i.e., dog/log, tree/my=try) 7. Spell the word 8. Ask for help 9. Use a dictionary



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of student growth during WWW activities Assessment of projects and assignments First Steps Developmental Reading Individual Continuum Anecdotal notes during teacher/student conference Observations of fluency and strategies used during student reading Self-monitoring of reading strategies by students Running Records Websites See Addendum


Classrooms That Work Pat Cunningham

Phonics They Use Pat Cunningham

Teachers Guide to Big Blocks Amanda Arens and Karen Loman

Word Mattters Pinnell and Fountas

Month by Month Phonics Pat Cunningham

Making and Writing Words Tim Rasinski

Best Practice Steven Zemelman, et. al.

Indiana Academic Standards Resource (Curriculum Framework)

Apprenticeship in Literacy: Transitions Across Reading and Writing Dorn, French and Jones

There’s a Frog in My Throat Loreen Leedy

The King Who Reigned Fred Gwynne

Focus on Phonics Cheyney and Cohen

Words Their Way Donald R. Bear, et. al.

First Steps Reading Developmental Continuum Heinemann

Strategies That Work Stephanie Harvey and Anne Goudvis


Seven Keys to Comprehension Chryse Hutchins and Susan Zimmerman

Prefixes and Suffixes: Systematic Phonics and Spelling Pat Cunningham

Systematic Sequential Phonics They Use Pat Cunningham

Fred Gwynne Book Series

Latin and Greek Derivatives Books

Smart Chart

Scholastic Idiom Dictionary

Scholastic Synonym/Antonym Dictionary Goals of The Four Blocks

Self-Selected Reading • to introduce students to all types of literature through the











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Indiana Academic Standard #2 READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE: 4 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Essential Knowledge Examples of Strategies Structural Features of Informational and Technical Materials ♦ 4.2.1 Use the organization of informational text to

strengthen comprehension. ◊ Use the features of informational texts, such as formats,

graphics, diagrams, illustrations, charts, maps, and organizations, to find information and support understanding.

◊ Interpret data from databases and charts. ◊ Analyze text that is organized in sequential or

chronological order. ◊ Use appropriate strategies for informational text and

stories. ◊ Develop personal tastes in non-fiction materials through

guided practice. ◊ Respond accurately and creatively to information (i.e.,


◊ Recognize the author’s purpose and audience.

4.2.1 Teach the features of non-fiction text: Venn diagrams, webs, flow charts, concepts and maps; skimming – look for key vocabulary in content area texts; note taking – model on overhead as read in text Use table of contents, index, glossary, and guide words to find information Integrate content area into Guided Reading Block. Use Determining Importance and Most Important Word activities. Web Quests

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text ♦ 4.2.2 Use appropriate strategies when reading for

different purposes

4.2.2 Seek factual information from a variety of selections (books, magazines, articles, Science and Social Studies text). Retell a variety of texts. Read and take notes on an informational text that will be used for a report. Skim text to locate specific information.

♦ 4.2.3 Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.

◊ Use all three cueing systems (semantic, syntactic,

phonetic) for self-monitoring and cross checking while reading. Prompt by asking, “Does it sound right?”, “Does it look right?”, “Does it make sense?”

4.2.3 Use KWL Charts for rivers of Indiana using read aloud Bears of Blue River (also nonfiction). While reading a mystery, such as Encyclopedia Brown: Boy Detective by Donald Sobol, predict what is going to happen next in the story. Confirm or revise predictions based on further reading. After reading an information text, such as Camouflage: A Closer Look by Joyce Powzyk, use information gained from the text to predict what an animal might do to camouflage itself in different landscapes.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of story maps, products and projects completed by students Comprehension questions to be answered following reading First Steps Developmental Reading Continuum for individual students Self-Assessment by student of own understanding Observations during class discussions Observations of self-correction during reading Assessment of contributions to discussion Individual Reading Inventory and analysis of syntactic and semantic errors, strategies used and self-corrections during reading Comprehension Rubrics Edu Test

References/Potential Resources Teacher’s Guide to Big Blocks Amanda Arens Book Club Groups Dorothy Hall, CeCe Tillman Spotlight on Comprehension Linda Hoyt Make It Real Linda Hoyt Reading With Meaning Debbie Miller Guided Reading The Four Blocks Way Pat Cunningham The Comprehension Toolkit Stephanie Harvey, Anne Goudvis Conversations in Four Blocks Classrooms Sharon Moore Best Practice Steven Zemelman 7 Keys to Comprehension Susan Zimmerman Improving Comprehension with Think-Aloud Strategies Jeffrey Wilhelm Strategies That Work Stephanie Harvey, Anne Goudvis Indiana Academic Standards Resource (Curriculum Frameworks) First Steps Reading Resource Book First Steps Reading Developmental Continuum Heinemann Graphic Organizers such as T-Charts, Venn Diagrams, webs, flow charts, timelines Current Event Resources i.e., Time for Kids, National Geographic for Kids, Kids Discover, etc. Read Naturally Computer Program

Goals of The Four Blocks Self-Selected Reading • to introduce students to all types of literature through the











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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE: 4 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Essential Knowledge


♦ 4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.

4.2.3 and 4.2.4 Think Sheet – List all headings and subheadings/key phrases. Students work with partners to predict text information. Students read text and substantiate or revise predictions. Meet with original partner to revise information and record any changes or additional information. Discuss main idea and supporting details. 4.2.4 Design T Chart to compare new and old information using social studies text. Compare what is already known and thought about the rain forest to new information encountered in reading, such as in the book People in the Rain Forest by Saviour Pirotta.

♦ 4.2.5 Compare and contrast information on the same topic after reading several passages or articles.

4.2.5 Use a Venn Diagram to compare and contrast such as British and French reasons for being in America. Evaluate different online sources on same topic.

♦ 4.2.6 Distinguish between cause and effect and between fact and opinion in informational text.

4.2.6 Use newspapers and news broadcasts. In reading an article, distinguish fact from opinion, such as about how snowshoe rabbits change color, distinguish facts (such as Snowshoe rabbits change color from brown to while in the winter) from opinions (such as Snowshoe rabbits are very pretty animals because they can change colors).

♦ 4.2.7 Follow multiple-step instructions in a basic technical manual.

4.2.7 Follow directions to learn how to use technology. Such as computer commands, program a VCR, and use software, video game instruction booklets. Use environmental print material.

♦ 4.2.8 Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology.

♦ 4.2.9 Recognize main ideas and supporting details presented in expository (informational texts).



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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE: 4 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Essential Knowledge


Reading Nonfiction-on-Demand (Lifelong Learning Skill) ◊ Identify and recognize the relationship of literature to

life’s experiences (i.e., human motive, conflicts, and values).

◊ Follow multi-step written directions. ◊ Extend comprehension through noting concepts from

other subject areas in one’s reading.





understanding.




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Indiana Academic Standard #3 READING: Literary Response and Analysis GRADE 4 Students read and respond to a wide variety of significant works of children’s literature. The selections in the Indiana Reading List (wwwid.eo.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge Examples of Strategies Structural Features of Literature ♦ 4.3.1 Describe the differences of various imaginative

forms of literature, including fantasies, fables, myths, legends, and other tales.

◊ Describe the differences in common genres such as

poetry, drama, fiction, and non-fiction. ◊ Develop personal tastes in literature through guided



◊ Recognize the relationship of literature to life’s experiences (i.e., human motive, conflicts, and values).

4.3.1 Compare and identify different language features and genres by using a graphic organizer.

Analysis of Grade-Level-Appropriate Literary Text ♦ 4.3.2 Identify the main events of the plot, including their

causes and the effects of each event on future actions, and the major theme from the story action.

◊ Determine the theme or author’s main message. ◊ Recognize the author’s purpose and audience.

4.3.2 & 4.3.3 Encourage students to make use of the “Who, What, Where, When” question framework when reflecting on a text. 4.3.2 Use story map and summarizing activities before, during, and after reading i.e., Guided Reading format. After reading, discuss the causes and effects of the main event of the plot. Describe the effects of an event. Plot the story onto a story map. Evaluate character actions using the MSDWT Character Values and C.L.A.S.S. Lifelong Guideline attributes.

♦ 4.3.3 Use knowledge of the situation, setting, and a character’s traits, motivations, and feelings to determine the causes for that character’s actions.

4.3.3 Compare character traits and discuss character motivation in such stereotypical characters such as Big Bad Wolf, Queen in Snow White and Stepmother in Cinderella. For example, after reading The Indian in the Cupboard by Lynne Reid Banks, tell how the Native American character’s actions are influenced by his being in an unfamiliar setting and how the child’s actions are motivated by his wanting to keep the secret about his toys. Teach Character Analysis. Emphasize MSDWT Character Values: Respect, Responsibility, Honesty, Self-Discipline, Caring, and Courage, and Lifelong Guidelines in all literary and content area selections through activities, reading, writing, and discussions.

♦ 4.3.4 Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures.

4.3.4 Choose a fairy tale and find a variety of versions from different cultures. Describe similarities in these tales as well as differences. Have students use graphic organizers to compare and contrast. Author searches/profiles on the internet.


162

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of student’s projects and literary responses Evaluation of a collection of student’s projects and written work Assessment of student’s use of information from fiction and nonfiction selections in projects and in discussions Charting types of student’s questions and responses Observations of student’s choices in reading materials Teacher/student conferences on book selection Observation of student’s reading selections and strategies Websites: See Addendum

References/Potential Resources First Steps Reading Resource Book First Steps Reading Developmental Continuum Heienmann Words Their Way Donald Bear, et al Book Club Groups Dorothy Hall, CeCe Tillman MSDWT Character Values Spotlight on Comprehension Linda Hoyt Make It Real Linda Hoyt Reading With Meaning Debbie Miller Guided Reading the Four Blocks Way Pat Cunningham Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in Four Blocks Classrooms Sharon Moore Best Practice Steven Zemelman Teacher’s Guide to Big Blocks Amanda Arens 7 Keys to Comprehension Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks)

Goals of The Four Blocks Self-Selected Reading • to introduce students to all types of literature through

the teacher read-aloud • to model strategies in mini-lessons that effective

readers use • to encourage students’ reading interests • to provide and encourage independent level-reading • to provide instructional guidance and support as

students apply decoding and comprehension strategies in their reading

• to engage students in conversations about their reading

• to build intrinsic motivation for reading

Writing • to help students see writing as a way of telling about things • to develop students’ fluency in writing • to provide opportunities for students to learn to use

grammar and mechanics in the context of their own writing • to help students learn about specific forms of writing during



Guided Reading • to teach comprehension strategies • to teach students how to read and respond to all types

of literature including content texts • to develop background knowledge and vocabulary • to provide as much instructional-level material as

possible • to maintain the self-confidence and motivation of

struggling readers

Working With Words • to teach students the correct spelling for high-frequency,

often irregularly-spelled, words • to teach students key words containing the major prefixes,




163

Indiana Academic Standard #3 (Continued) READING: Literary Response and Analysis GRADE 4 Students read and respond to a wide variety of significant works of children’s literature. The selections in the Indiana Reading List (wwwid.eo.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 4, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge Examples of Strategies ♦ 4.3.5 Define figurative language, such as similes,

metaphors, hyperbole, or personification, and identify its use in literary works. • Simile: A comparison that uses like or as • Metaphor: an implied comparison • Hyperbole: an exaggeration for effect • Personification: a description that represents a

thing as a person

4.3.5 Teach poetry strategies. Identify a simile, such as Twinkle, twinkle, little star… like a diamond in the sky. Identify a metaphor, such as You are the wind beneath my wings. Identify an example of hyperbole, such as brighter than the stars. Identify an example of personification, such as The North Wind told the girl that he would blow so hard it would be impossible to walk up the steep hill. Have students create their own. See Quick as a Cricket Audrey Wood (similes) Children’s Poetry (metaphors) and Tall Tales (hyperboles)

♦ 4.3.6 Determine the theme ♦ 4.3.7 Identify the narrator in a selection and tell

whether the narrator or speaker is involved in the story.

◊ Recognize that authors represent diverse backgrounds and traditions.

◊ Recognize an author’s purpose and audience. ◊ Make and revise predictions about stories based on

prior knowledge and story clues. ◊ Read and appreciate a variety of factual and fictional

genres both past and present. ◊ Seek other works by favorite author or by favorite

type of story. Χ Develop an understanding of and respect for diversity

across cultures, ethnic groups and regions. Χ Identify MSDWT Character Value traits and

C.L.A.S.S. Lifelong Guideline attributes in literature and nonfiction.





understanding.


164

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of student’s projects and literary responses Evaluation of a collection of student’s projects and written work Assessment of student’s use of information from fiction and nonfiction selections in projects and in discussions Charting types of student’s questions and responses Observations of student’s choices in reading materials Teacher/student conferences on book selection Observation of student’s reading selections and strategies Websites: See Addendum

References/Potential Resources First Steps Reading Resource Book First Steps Reading Developmental Continuum Heienmann Words Their Way Donald Bear, et al Book Club Groups Dorothy Hall, CeCe Tillman MSDWT Character Values Spotlight on Comprehension Linda Hoyt Make It Real Linda Hoyt Reading With Meaning Debbie Miller Guided Reading the Four Blocks Way Pat Cunningham Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in Four Blocks Classrooms Sharon Moore Best Practice Steven Zemelman Teacher’s Guide to Big Blocks Amanda Arens 7 Keys to Comprehension Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks)














struggling readers






165

Indiana Academic Standard #4 WRITING: Processes and Features GRADE 4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Essential Knowledge


Organization and Focus ♦ 4.4.1 Discuss ideas for writing. Find ideas for writing

in conversations with others in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.

4.4.1 thru 4.4.4 Writer’s Workshop, 6 +1 Traits of Writing, Writing the Four Blocks Way Teacher’s Guide to Big Blocks Units of Study for Teaching Writing Grades 3-5 Writing Mini-Lessons for the Upper Grades Non-Fiction Writers 4.4.1 Written dialogue between teacher/student and student/student suggesting topics for writing. Generate student interest lists and use student journals.

♦ 4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing.

4.4.2 Utilize writing process in other subject areas. Teach how to use a variety of writing planning sheets and/or graphic organizers and provide opportunities for students to write some of the following forms of text: stories, character portraits, descriptions, poems, sets of instructions, recipes, advertisements, expositions, slogans and posters, invitations, interview questions, lists, reports, recounts, jokes, explanations.

♦ 4.4.3 Write informational pieces with multiple paragraphs that: • provide an introductory paragraph • establish and support a central idea with a topic

sentence at or near the beginning of the first paragraph

• include supporting paragraphs with simple facts, details, and explanations

• present important ideas or events in sequence or in chronological order

• provide details and transitions to link paragraphs • conclude with a paragraph that summarizes the

points • use correct indention at the beginning of

paragraphs

4.4.3 Teach informational text. Writing Mini-Lessons for the Upper Grades Inspiration Software for Mind-Mapping Activities

♦ 4.4.4 Use logical organizational structures for providing structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question.

4.4.4 Familiarize students with organizational structures through class discussions and exposure to many examples of a particular type of text.



166

Required Assessments

Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments

Evaluation of a finished piece of writing using ISTEP rubric Assessment of student notebook First Steps Writing Developmental Continuum of individual students Observation of strategies used during pre-writing, writing, and editing phases in all content areas Observations of student’s beginning self-reflection Conferring with students Evaluation of writing across the curriculum using ISTEP rubrics Evaluation of individual writing traits using ISTEP rubrics Assessment Tools for Technology

Portfolios, Observations, Reports, Surveys, Interviews, Logs, Projects, and National Benchmarks Websites: See Addendum


Writing the Four Blocks Way Pat Cunningham

6+1 Traits of Writing Ruth Culham

Using Picture Books to Teach Writing with the Traits Ruth Culham

Books, Lessons, Ideas for Teaching the 6 Traits Vicki Spandel

Writing Mini-Lessons for the Upper Grades Dorothy Hall

What a Writer Needs Ralph Fletcher

Traits of Good Writing Jennifer Overend Prior

Writing Through the Tween Years Bruce Morgan, Deb Odom, Ellin Keene

First Steps Writing Developmental Continuum First Steps Writing Resource Book Heinemann

In the Middle Nancy Atwell

Teacher’s Guide to the Big Blocks Pat Cunningham and Amanda Arens

Units of Study for Teaching Writing Grades 3-5 Lucy Calkins

Art of Writing Lucy Calkins

Non-Fiction Matters Stephanie Harvey

MSDWT Works Cited (Bibliography)

6+1 Traits of Writing Guide from NWREL

Inspiration Software

Indiana Academic Standards Resource (Curriculum Frameworks)














struggling readers






167

Indiana Academic Standard #4 (CONTINUED) WRITING: Processes and Features GRADE 4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Research Process and Technology ♦ 4.4.5 Quote or paraphrase information sources, citing

them appropriately. ◊ Use the on-line catalog (searching by author, title,

subject, and keyword). ◊ Understand the use of call numbers. ◊ Recognize the use of a classification system (Dewey

Decimal System) to organize materials in the library/ media center.

◊ Use the table of contents, index, glossary, and guide words to find information.

◊ Identify the information on a title and verso (copyright) page.

◊ Understand the ethical use of information.

4.4.5 Use MSDWT format to cite works when needed. See Resources and Addendum. Use a variety of note taking formats, such as Cornell Notes. Understand the ethical use of information observing the rules of copyright. Identify and use information on a title and verso (copyright) page.

♦ 4.4.6 Locate information in reference texts by using organizational features, such as prefaces and appendixes.

4.4.6 Introduce text books by guided scanning. Apply also to almanacs, periodicals, newspapers, etc. Teach how to use table of contents, index, glossary, etc. Teach non-fiction text features.

♦ 4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing.

4.4.7 Use the online catalog, encyclopedias, etc. Recognize the use of a classification system (Dewey Decimal System) to organize materials in the Media Center/Library.

♦ 4.4.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials

4.4.8 Introduce text books by guided scanning. Apply also to almanacs, periodicals, newspapers, etc. Teach how to use table of contents, index, glossary, etc. Teach non-fiction text features.

♦ 4.4.9 Use a computer to draft, revise and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.



Τ Demonstrate developmentally appropriate

keyboarding skills. Τ Demonstrate appropriate skills for working with

printers, monitors, and other multimedia devices. Τ Work cooperatively and collaboratively with peers,

family members and others when using technology in the classroom.

4.4.9 Teach to use proper keyboarding skills. Encourage students to type 15 words per minute with 85% accuracy during straight copy. Teach and practice editing functions. Teach students time management skills to use with writing assignments and projects.


168





































struggling readers






169

Indiana Academic Standard #4 (CONTINUED) WRITING: Processes and Features GRADE 4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Τ Use an online public access catalog to search by title, author, and subject.

Τ Utilize a web browser. Τ Model ethical behavior relating to security, privacy,

passwords, and persoal information. Τ Demonstrate an understanding of copyright by citing

sources of materials and information in papers, projects, and multimedia presentations.

Τ Differentiate between legiminate and suspect sources

of information. Τ Use technology resources for problem-solving, self-

directed learning, and extended learning activities. Τ Develop presentations through printed and electronic

means. Τ Prepare audio-visual documentation of information. Τ Participate in distance learning opportunities. Τ Demonstrate a continued use of fundamental and

practical applications. Τ Engage in positive daily activities utilizing technology Τ Use technology for personal expression (websites,

essays, video and audio compositions).



4.4.10 Model revision process.

♦ 4.4.11 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

4.4.11 Teach students to do peer editing. Use and develop writing rubrics with students when teaching, so that students use and understand rubrics for self-assessment. See 6 +1 Traits of Writing and ISTEP+ rubrics.

♦ 4.4.12 Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.

4.4.12 Teach technical skills to revise writing such as cut-and-paste and post-its. Have students write on every other line.



170





































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171

Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 4 At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 4 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 4.5.1 Write narratives that: • include ideas, observations, or memories of an

event or experience. • provide a context to allow the reader to imagine

the world of the event or experience. • use concrete sensory details.

4.5.1 Write a short personal narrative. Use 6 +1 Traits Language and mini-lessons Examine, model and have students write Recount Stories Writing Mini-Lessons for the Upper Grades Writing the Four Blocks Way Write a friendly letter to a friend or relative describing a memory of an event or experience. Complete an envelope accurately.

♦ 4.5.2 Write responses to literature that:: • demonstrate an understanding of a literary work. • support statements with evidence from the text.

4.5.2 Write a persuasive piece supporting a position. Have students identify MSDWT Character Values and Lifelong Guidelines. Example: Write a response to literature based on a character who did or did not demonstrate character values. Write a description of a favorite character in a book. Include examples from the book to show why this character is such a favorite.

♦ 4.5.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

4.5.4 Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it.


4.5.5 Use a thesaurus to vary words in personal writing and to rewrite a given piece. Use word choice activities. Write stories using descriptive words and vivid verbs in place of common words, for instance use enormous, gigantic, or giant for the word big.

♦ 4.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person.

4.5.6 Write personal letters to real audiences for a variety of purposes (thank-you notes, invitations, persuasive, descriptive, memoir, etc.).



172

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Evaluate finished piece of writing in all content areas using the ISTEP rubric First Steps Writing Developmental Continuums for individual students Assessment of students’ notebook Assessment of student’s research projects Observation of use of media center and reference materials both printed and online Peer evaluation of student work Anecdotal notes regarding student progress during conferences 6 +1 Traits of Writing ISTEP Rubric Websites: See Addendum


First Steps Writing Developmental Continuum Heinemann

Content Area Textbooks


6+1 Traits of Writing Pat Cunningham



Writing Mini Lessons for the Upper Grades Dorothy Hall




Teacher’s Guide to the Big Blocks Amanda Arens




6 +1 Traits of Writing Guide from NWREL















struggling readers






173

Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 4 At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 4 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge



developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: • includes information from a variety of sources

(books, technology, multimedia) and documents sources (titles and authors).

• demonstrates that information that has been gathered has been summarized.

• organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reduce, and recycle) or includes information gained through observation.

◊ Evaluate, gather, organize and prepare information

for presentations as an individual and as part of a group.

◊ Use a variety of note taking formats, observing the rules of copyright.

◊ Prepare a works cited following MSDWT format for elementary students.

4.5.3 Use Informational Report Activities Writing Mini Lessons for the Upper Grades Writing the Four Blocks Way Generate possible topics for informational reports that extend learning in the content areas. Confer with students about report writing. Use information from a variety of sources, including speakers, books, newspapers, media sources, and the Internet to provide facts and details for a report. Use a variety of note-taking formats, observing the rules of copyright. Evaluate gather, organize, and prepare information for presentations as an individual and as a part of a group.

Τ Edit by using computer for the above using cut, copy, paste, spell check, and different fonts and styles.

Τ Create a multimedia presentation using graphics and

scanned pictures.



174

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Evaluate finished piece of writing in all content areas using the ISTEP rubric First Steps Writing Developmental Continuums for individual students Assessment of students’ notebook Assessment of student’s research projects Observation of use of media center and reference materials both printed and online Peer evaluation of student work Anecdotal notes regarding student progress during conferences 6 +1 Traits of Writing ISTEP Rubric Websites: See Addendum


First Steps Writing Developmental Continuum Heinemann

Content Area Textbooks


6+1 Traits of Writing Pat Cunningham



Writing Mini Lessons for the Upper Grades Dorothy Hall




Teacher’s Guide to the Big Blocks Amanda Arens




6 +1 Traits of Writing Guide from NWREL















struggling readers






175


Essential Knowledge


Handwriting ♦ 4.6.1 Write smoothly and legibly in cursive, forming

letters and words that can be read by others.

4.6.1 Practice simplified cursive forms (Zaner-Bloser) for maintenance of skills, incorporating practice into written activities. Model correct letter formation using simplified cursive handwriting. Assign a portion of assignments to be completed in cursive.

Sentence Structure ♦ 4.6.2 Use simple sentences (Dr. Vincent Stone is my

dentist) and compound sentences (His assistant cleans my teeth, and DR. Stone checks for cavities.) in writing.

4.6.2 thru 4.6.4 Model writing daily, focusing on different teaching points such as compound sentences, interesting sentences, etc. Allow students the opportunity to apply in their own writing based on student or teachers selected topic. Practice daily. Writing Mini Lessons for the Upper Grades 6 +1 Traits of Writing Manual Writing in the Four Blocks Classroom Units of Study for Teaching Writing Grades 3-5

♦ 4.6.3 Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions. • Verbs: We strolled by the river. • Adjectives: brown eyes, younger sister • Adverbs: we walked slowly. • Appositives: noun phrases that function as

adjectives, such as We played the Cougars, the team from Newport.

• Participial phrases: verb phrases that function as adjectives, such as The man walking down the street saw the delivery truck.

• Prepositional phrases: in the field, across the room, over the fence

• Conjunctions: and, or, but

4.6.2 and 4.6.3 Guess What! Students write a few sentences to describe a common object. Partners try to guess what is being described. 4.6.3 Write sentences with varied beginnings within a composition. Crazy Cloze (Mad Libs Style) Ask students to list ten adjectives of any sort on a piece of paper. Give them a passage that has ten adjectives deleted. Insert list of adjectives and read aloud

Grammar ♦ 4.6.4 Identify and use in writing regular (live/lived,

shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between).

4.6.4 thru 4.6.7 Integrate grammar and conventions into 6-Trait instruction.



176

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of finished student writing Assessment of words spelled correctly in daily writing as well as Working with Words activities Periodic performance spelling sample of Word Wall words ISTEP Rubrics (see appendix) Observation of student’s spelling strategies while writing Editor’s Checklist Websites: See Addendum

References/Potential Resources First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Writing in Four Blocks Classrooms Pat Cunningham Writing Mini Lessons for the Upper Grades Dorothy Hall, et al Making Big Words Pat Cunningham Month by Month Phonics for the Upper Grades Pat Cunningham SPEL… Is a Four Letter Word R. Gentry Best Practice Zemelman Schools That Work Allington and Cunningham Teacher’s Guide to the Big Blocks Amanda Arens Units of Study for Teaching Writing: Grades 3-5 Lucy Calkins Grammar Rocks Videos Ruth Heller Series of Parts of Speech 6 +1 Traits of Writing Guide from NWREL Indiana Academic Standards Resource (Curriculum Frameworks)

Goals of The Four Blocks Self-Selected Reading • to introduce students to all types of literature

through the teacher read-aloud • to model strategies in mini-lessons that effective

readers use • to encourage students’ reading interests • to provide and encourage independent level-

reading • to provide instructional guidance and support as




Writing • to help students see writing as a way of telling about

things • to develop students’ fluency in writing • to provide opportunities for students to learn to use

grammar and mechanics in the context of their own writing

• to help students learn about specific forms of writing during focused instruction

• to ensure that struggling writers are supported in order to maintain their motivation and self-confidence

Guided Reading • to teach comprehension strategies • to teach students how to read and respond to all

types of literature including content texts • to develop background knowledge and vocabulary • to provide as much instructional-level material as


struggling readers


often irregularly-spelled, words • to teach students key words containing the major

prefixes, suffixes, and spelling changes and how to use these to decode, spell, and build meaning for many polysyllabic words



177


Essential Knowledge


Punctuation ♦ 4.6.5 Use parentheses to explain something that is

not considered of primary importance to the sentence, commas in direct quotations (He said, “I’d be happy to go.”), apostrophes to show possession (Jim’s shoes, the doe’s food), and apostrophes in contractions (can’t didn’t won’t).

♦ 4.6.6 Use underlining, quotation marks, or italics to identify titles of documents. • When writing by hand or by computer, us

quotation marks to identify the titles of articles, short stories, poems, or chapters of books.

• When writing on a computer italicize the following, when writing by hand underline them: the titles of books, names of newspapers and magazines, works of art, and musical compositions.

Capitalization ♦ 4.6.7 Capitalize names of magazines, newspapers,

works of art, musical compositions, organizations, and the first work in quotations, when appropriate.

Spelling ♦ 4.6.8 Spell correctly roots (bases of words, such as

unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, ness, mis-, un-) and syllables (word parts each containing a vowel sound, such as sur*prise or e*col*o*gy),

◊ Use a dictionary to determine pronunciation, spelling,

word origins, and part of speech.

4.6.8 Practice and review Word Wall Words, Working with Words activities, Nifty Thrifty Fifty. Making Words Activities Making Big Words Word Sorts Teach functional spelling strategies to use on first draft to keep writing fluent. Encourage homophones to be spelled correctly What Looks Right Activity Month by Month Phonics for Upper Grades Brand Name Phonics



178

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of finished student writing Assessment of words spelled correctly in daily writing as well as Working with Words activities Periodic performance spelling sample of Word Wall words ISTEP Rubrics (see appendix) Observation of student’s spelling strategies while writing Editor’s Checklist Websites: See Addendum

References/Potential Resources First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Writing in Four Blocks Classrooms Pat Cunningham Writing Mini Lessons for the Upper Grades Dorothy Hall, et al Making Big Words Pat Cunningham Month by Month Phonics for the Upper Grades Pat Cunningham SPEL… Is a Four Letter Word R. Gentry Best Practice Zemelman Schools That Work Allington and Cunningham Teacher’s Guide to the Big Blocks Amanda Arens Units of Study for Teaching Writing: Grades 3-5 Lucy Calkins Grammar Rocks Videos Ruth Heller Series of Parts of Speech 6 +1 Traits of Writing Guide from NWREL Indiana Academic Standards Resource (Curriculum Frameworks)

Goals of The Four Blocks Self-Selected Reading • to introduce students to all types of literature















struggling readers






179

Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 4 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentation about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Comprehension ♦ 4.7.1 Ask thoughtful questions and respond orally to

relevant questions with appropriate elaboration.

4.7.1 thru 4.7.4 Hold discussions about a variety of topics.

♦ 4.7.2 Summarize major ideas and supporting evidence presented in spoken presentations.

4.7.2 Follow presentations with responses (share two facts from presentations orally or written, summarize main topic, compare content with other presentations…) Include note taking and comparisons.

♦ 4.7.3 Identify how language usage (sayings and expressions) reflects regions and cultures.

♦ 4.7.4 Give precise directions and instructions. 4.7.4 Have one student give directions while another follows the directions as given (i.e., peanut butter sandwich, putting on trousers…)

♦ 4.7.15 Connect and relate experiences and ideas to those of a speaker.

◊ Listen attentively to others (active listening) ◊ Follow multi-step oral directions.

4.7.15 Help students build schema and make connections to ideas conveyed by a speaker. Listen for important ideas, keywords and phrases, and how the details put a picture in the mind. Be specific with students as to what is attentive listening.

Organization and Delivery of Oral Communication ♦ 4.7.5 Present effective introductions and conclusions

that guide and inform the listener’s understanding of important ideas and details.

4.7.5 thru 4.7.9 Practice appropriate stance for public speaking, i.e., eye contact, posture, voice, facial expression, gestures, poise, articulation.

♦ 4.7.6 Use logical structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.

4.7.5 thru 4.7.9 Use rubrics and vide to help students set expectations and critique work. Share writing pieces or selections from personal journals Writing Through the Tween Years – “A Day in the Life…”

♦ 4.7.7 Emphasize points in ways that help the listener or viewer follow important ideas and concepts

♦ 4.7.8 Use details, examples, anecdotes (stories of a specific event), or experiences to explain or clarify information.

♦ 4.7.9 Engage the audience with appropriate words, facial expressions, and gestures.



180

Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of student’s presentations/projects Observation of student sharing own work with others in a cooperative group Observations of student s during discussion Rubric for teacher to assess narrative and informational presentation (use 4.7.1 and 4.7.12 to create rubric) Student/peer assessment using simple rubric. Video of presentation – self and peer critiques. Websites: See Addendum

References/Potential Resources First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann First Steps Oral Language Developmental Continuum First Steps Oral Language Resource Book Heinemann Books of Poetry Writing Through the Tween Years: Supporting Writers Grade 3-6 Bruce Morgan, Deb Odom, Ellin Keene Time for Kids Scholastic News Kids Discover National Geographic for Kids Newspapers Reader’s Theater resources Indiana Academic Standards Resource (Curriculum Frameworks)














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181

Indiana Academic Standard #7 (CONTINUED) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 4 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentation about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge Examples of Strategies Analysis and Evaluation of Oral and Media Communications ♦ 4.7.10 Evaluate the role of the media in focusing

people’s attention on events and in forming their opinions on issues.

4.7.10 Direct student attention to the persuasive powers of media (yellow journalism, advertising, etc.). Analyze, compare/contrast information in order to distinguish between propaganda and fact. Follow a current event comparing/contrasting different media sources.

♦ 4.7.16 Distinguish between the speaker’s opinions and verifiable facts.

◊ Work cooperatively and share information in partner

activities and group settings.

4.7.16 Use a graphic organizer to chart distinctions between fact and opinion during a presentation. Listen for words that signal opinions: I feel, think, possibly, everybody.

Speaking Applications ♦ 4.7.11 Make narrative presentations that:

• relate ideas, observations, or memories about an event or experience.

• provide a context that allows the listener to imagine the circumstances of the event or experience.

• provide insight into why the selected event or experience should be of interest to the audience.

4.7.11 and 4.7.12 Hold class debate on narrative presentation or informational presentation. 4.7.11 Prepare short presentation for sharing in classroom community circles about personal experience or event. Share information reports – see Standard 4.5.3

♦ 4.7.17 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things or experiences.

◊ Include well-chosen details to develop characters,

setting and plot.

4.7.17 Share examples of descriptive writing that engage audiences.

♦ 4.7.12 Make informational presentations that: • focus on one main topic. • include facts and details that help listeners focus. • incorporate more than one source of information

(including speakers, books, newspapers, television broadcasts, radio reports, or Websites).

4.7.12 Instruct students to prepare an artifact to symbolize or represent a topic. Prepare short presentation for school broadcast.



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References/Potential Resources First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann First Steps Oral Language Developmental Continuum First Steps Oral Language Resource Book Heinemann Books of Poetry Writing Through the Tween Years: Supporting Writers Grade 3-6 Bruce Morgan, Deb Odom, Ellin Keene Time for Kids Scholastic News Kids Discover National Geographic for Kids Newspapers Reader’s Theater resources Indiana Academic Standards Resource (Curriculum Frameworks)














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Indiana Academic Standard #7 (CONTINUED) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 4 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentation about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge Examples of Strategies ♦ 4.7.13 Deliver oral summaries of articles and books

that contain the main ideas of the event or article and the most significant details.

Χ Work cooperatively with peers. Χ Use polite forms of address and introduction. Χ Demonstrate MSDWT Character Values in speaking

and listening. Χ Modify volume according to situations. Χ Share information learned with others.

4.7.13 Create a commercial/jingle advertising book/article using video equipment or in presentation style. Students prepare book reflections and share with other students. Other examples: shadow boxes, book jackets, bookmarks, posters, and commercial, to include main idea and detail. Flexibility to make report audience appropriate (book buddies).



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References/Potential Resources First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann First Steps Oral Language Developmental Continuum First Steps Oral Language Resource Book Heinemann Books of Poetry Time for Kids Scholastic News Kids Discover National Geographic for Kids Newspapers Reader’s Theater resources Indiana Academic Standards Resource (Curriculum Frameworks)

Goals of The Big Blocks Self-Selected Reading • to introduce students to all types of literature through













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Curriculum

and

Standards

Grade 5

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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE 5 Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Essential Knowledge


Decoding and Word Recognition ♦ 5.1.1 Read aloud grade-level appropriate narrative

text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

5.1.1 Teacher models timing, voice, and expression. Read dialogue in stories, plays or poetry (Reader’s Theater). Choral, echo, and ear to ear reading.

Vocabulary and Concept Development ♦ 5.1.2 Use word origins to determine the meaning of

unknown words. ◊ Use a dictionary to determine pronunciation, spelling,

word origins, and part of speech.

5.1.2 Develop Cloze activities in which graphophonic cues provide the information that enables students to choose possible alternatives, for example, “The boys and girls were ex___ because they were going on a school camp.” After listening to a story of the myth of Hercules, when it is read aloud, use the knowledge of the story to understand the phrases Herculean task. Smart Chart activities Greek and Latin derivatives Nifty Thrifty Fifty in Month by Month Phonics for Upper Grades

♦ 5.1.3 Understand and explain frequently used synonyms (words with the same meaning), antonyms (words with opposite meanings), and homographs (words that are spelled the same but have different meanings).

5.1.3 Class activities utilizing dictionaries and thesaurus 6 +1 Traits Word Choice Activities

♦ 5.1.4 Know less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

5.1.4 Groups of students use dictionary to look for common patterns and Greek/Latin derivatives Greek and Latin Derivatives Indiana Academic Standards Resource (Curriculum Frameworks), pages 27-31 Common Greek and Latin Roots (see addendum)



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts

Potential Assessments

STAR (Accelerated Reader)

Observe use of dictionary and thesaurus during writing and editing

Observe self-monitoring during oral reading

Individual Reading/Writing Conferences

Anecdotal Notes

Observations

Performance Task and Rubrics

Teacher-Made Tests

Word Journals

Learning Logs

6 +1 Writing Rubrics

ISTEP Content and Conventions Rubrics

Websites: See Addendum

References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall

Month by Month Phonics for the Upper Grades Dorothy Hall and Patricia Cunningham

Big Words for Big Kids: Systematic Sequential Phonics and Spelling Patricia Cunningham

Reader’s Theater Resources (Google Reader’s Theater)

Thesaurus

Dictionary

Classroom Reading Materials

Smart Chart

Greek and Latin Derivatives

Picture Books Peter Bellamy, Ruth Culham

Guess the Covered Word for Grade 4 and Grade 5 Joyce Kohfeldt and Helen Collier

6 +1 Writing Trait Binder

Strategies That Work Stephanie Harvey, Anne Goudvis


Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman


Goals of The Big Blocks Self-Selected Reading • to introduce students to all types of literature















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Indiana Academic Standard #1 READING: Word Recognition, Fluency, and Vocabulary Development GRADE 5 Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Essential Knowledge


♦ 5.1.5 Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky).

◊ Apply knowledge of idioms (expressions that cannot

be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.

5.1.5 Read a literature selection such as The Lion, the Witch and the Wardrobe, and identify similes and metaphors. Explain the meaning of similes and metaphors identified in literature. Model the use of similes and metaphors in writing selections. Expect students to incorporate them into written pieces. Indiana Academic Standards Resource (Curriculum Frameworks) p. 33-34 Picture Books 6 +1 Writing Traits Activities for Word Choice

♦ 5.1.6 Understand unknown words by using word, sentence, and paragraph clues to determine meaning.

5.1.6 Guess the Covered Word Activities Teacher’s Guide to Big Blocks Teacher modeling during read aloud



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments STAR (Accelerated Reader) Observe use of dictionary and thesaurus during writing and editing Observe self-monitoring during oral reading Individual Reading/Writing Conferences Anecdotal Notes Observations Performance Task and Rubrics Teacher-Made Tests Word Journals Learning Logs 6 +1 Writing Rubrics ISTEP Content and Conventions Rubrics Websites: See Addendum

References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Month by Month Phonics for the Upper Grades Dorothy Hall and Patricia Cunningham Big Words for Big Kids: Systematic Sequential Phonics and Spelling Patricia Cunningham Reader’s Theater Resources (Google Reader’s Theater) Thesaurus Dictionary Classroom Reading Materials Smart Chart Greek and Latin Derivatives Picture Books Peter Bellamy, Ruth Culham Guess the Covered Word for Grade 4 and Grade 5 Joyce Kohfeldt and Helen Collier 6 +1 Writing Trait Binder Strategies That Work Stephanie Harvey, Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks)







Writing • to help students see writing as a way of telling about things • to develop students’ fluency in writing • to provide opportunities for students to learn to use grammar and

mechanics in the context of their own writing • to help students learn about specific forms of writing during






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Indiana Academic Standard #2 READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 5 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be ready by students. At Grade 5, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Essential Knowledge


Structural Features of Informational and Technical Materials ♦ 5.2.1 Use the features of informational texts, such as

formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.

◊ Develop personal tastes in non-fiction materials

through guided practice. ◊ Respond accurately and creatively to information (i.e.,



5.2.1 Locate specific information in a social studies textbook, newspapers, and current events publications by using its organization and textual features such as sections, headers, maps, charts. Indiana Academic Standards Resource (Curriculum Frameworks) p. 53-57 Comprehension strategies activities for determining importance Use nonfiction periodicals (National Geographic Explorer, Time for Kids, Scholastic News, USA Studies Weekly) Interpret data from databases and charts

♦ 5.2.2 Analyze text that is organized in sequential or chronological order.

5.2.2 Develop a timeline of events using the social student text, Pedro’s Journal, etc. Indiana Academic Standards Resource (Curriculum Frameworks) p. 59-61 Use comic strips and picture books for students to put into sequential order Analyze manuals of household items



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Benchmarks STAR (Accelerated Reader) Observe Self-Monitoring During Oral Reading Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Analysis of Retellings Observation of questions posed by students during the reading process Observe comprehension strategies used by students Review student responses to questions Assess contributions to discussions Performance Task and Rubrics Teacher-Made Tests Learning Logs Graphic Organizers

References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey and Anne Goudvais 7 Keys to Comprehension Chryse Hutchins and Susan Zimmerman Conversations in Four Blocks Classrooms Sharon A. Moore Indiana Academic Standards Resource (Curriculum Frameworks) Scholastic News Time for Kids National Geographic for Kids Weekly Reader USA Studies Weekly AVID Binder Websites: See Addendum














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Indiana Academic Standard #2 (Continued) READING: Comprehension and Analysis of Nonfiction and Informational Text GRADE 5 Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be ready by students. At Grade 5, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Essential Knowledge Examples of Strategies Analysis of Grade-Level-Appropriate Nonfiction and Informational Text ♦ 5.2.3 Recognize main ideas presented in texts,

identifying and assessing evidence that supports those ideas.

5.2.3 Read nonfiction biographical stories and explain why they were a great person in history. Identify details that support this idea. Indiana Academic Standards Resource (Curriculum Frameworks) p. 63 – 66 Note-taking skills (Cornell Notes) Read lead paragraphs of newspaper articles to determine main idea. Use graphic organizers to list main idea and supporting details.

♦ 5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

5.2.4 Comprehension strategy activities for Making Inferences Indiana Academic Standards Resource (Curriculum Frameworks) p. 67-69 Previewing activities: picture walks, think alouds, NKQ charts and making predictions.

♦ 5.2.6 Follow multi-step instructions in a basic technical manual.

5.2.6 Use manuals for household items Follow recipes

Expository (Informational) Critique ♦ 5.2.5 Distinguish among facts, supported inferences,

evidence, and opinions in text.

5.2.5 Use editorial from the newspaper Indiana Academic Standards Resource (Curriculum Frameworks) p. 71-73 Comprehension strategy activities for Making Inferences and Determining Importance




draw conclusions. ◊ Use monitoring/fix-up strategies to check understanding.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Benchmarks STAR (Accelerated Reader) Observe Self-Monitoring During Oral Reading Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Analysis of Retellings Observation of questions posed by students during the reading process Observe comprehension strategies used by students Review student responses to questions Assess contributions to discussions Performance Task and Rubrics Teacher-Made Tests Learning Logs Graphic Organizers

References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey and Anne Goudvis 7 Keys to Comprehension Chryse Hutchins and Susan Zimmerman Conversations in Four Blocks Classrooms Sharom A. Moore Indiana Academic Standards Resource (Curriculum Frameworks) Scholastic News Time for Kids National Geographic for Kids Weekly Reader USA Studies Weekly AVID Binder Websites: See Addendum














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Indiana Academic Standard #3 READING: Comprehension and Analysis of Literary Text GRADE 5 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge


Structural Features of Literature ♦ X 5.3.1 Identify and analyze the characteristics of

poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

◊ Develop personal tastes in literature through guided



◊ Recognize the relationship of literature to life’s experiences (i.e., human motive, conflicts, and values.)

5.3.1 Use text sets in small groups to read varying genres (comic strips, newspaper articles, magazine articles, menus, games and riddles, along with traditional fiction and nonfiction selection) to analyze the author’s or form’s purpose. Develop familiarity with titles, authors, illustrators, and writing styles (ex., class author of the month) Indiana Academic Standards Resource (Curriculum Frameworks) p. 105-107 Read and respond to historically or culturally significant literature. Relate to the author’s sense of emotion. X Develop an understanding of and respect for diversity across cultures, ethnic groups and regions.

Analysis of Grade-Level-Appropriate Literary Text ♦ X 5.3.2 Identify the main problem or conflict of the plot

and explain how it is resolved.

5.3.2 Use of graphic organizers Use district character values to help identify a conflict and help problem solve. Indiana Academic Standards Resource (Curriculum Frameworks) p. 109-111 Read a story, discuss the conflict between characters, and how the conflict is solved. Activities in Conversations in Four Blocks Classrooms



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments STAR (Accelerated Reader) Observe Self-Monitoring During Oral Reading Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Analysis of Retellings Observation questions posed by students during the reading process Observe of comprehension strategies used by students Review student responses to questions Assess contributions to discussions Teacher-Made Tests Learning Logs Graphic Organizers Reader Response Journals

References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey and Anne Goudvis Conversations in a Four Blocks Classrooms Sharon A. Moore MSDWT Supplementary Novel List Various reading level novels, myths, fables, fairy tales Novel sets The Art of Teaching Writing Lucy Calkins Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Indiana Academic Standard #3 (Continued) READING: Comprehension and Analysis of Literary Text GRADE 5 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Essential Knowledge


♦ X 5.3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

5.3.3 Read a book such as Shiloh, in which different characters are motivated in opposing ways. Discuss how the contrast between innocence and worldly experience is important to the plot of the book. Character Interviews – Select one student to role-play a character from a known story. Have 3 or 4 other students ask the character questions to help build up a character. Indiana Academic Standards Resource (Curriculum Frameworks) p. 113-115 Discussion Web Conversations in Four Blocks Classrooms p. 188 Recognize that literature mirrors life, reflects human motives, conflicts, and values, and relate literature to personal experiences. X Compare and contrast character values in literary works to MSDWT Character Values.

♦ 5.3.4 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly.

5.3.4 Introduce the concept of theme through the use of fairy tales, fables, legends, and myths. Most Important Word Conversations in Four Blocks Classrooms p. 105 Indiana Academic Standards Resource (Curriculum Frameworks) p. 117-119 Making Inferences activities from Strategies That Work p. 109



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References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey, Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore MSDWT Supplementary Novel List Various reading level novels, myths, fables, fairy tales Novel sets The Art of Teaching Writing Lucy Calkins Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Essential Knowledge


♦ 5.3.5 Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.

5.3.5 Class discussion and mini-lesson using The Lion, the Witch, and the Wardrobe. Example of imagery mini-lesson: Students write about their favorite place without naming the place. Students share pieces and then guess, through the use of imagery pieces, where this place might be. Indiana Academic Standards Resource (Curriculum Frameworks) p. 121-123 Use activities for the strategy of Visualizing (draw pictures to represent figurative language) District writing lessons for fall and spring (ISTEP Prep)

♦ 5.3.8Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a character involved in the story.

5.3.8 Read and discuss plays.

Literary Criticism ♦ 5.3.6 Evaluate the meaning of patterns and symbols

that are found in myth and tradition by using literature from different eras and cultures.

5.3.6 Read aloud The Lottery Rose, by Irene Hunt. After the completion of the book the students write how the rose symbolized Georgia’s life. Discuss the meaning of the walls in The Secret Garden by Frances Hogsdon Burnett Use Chris Van Allsburg and Eve Bunting books. Indiana Academic Standards Resource (Curriculum Frameworks) p. 125-126



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References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey, Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore MSDWT Supplementary Novel List Various reading level novels, myths, fables, fairy tales Novel sets The Art of Teaching Writing Lucy Calkins Best Practice Zemelman, Daniles, Hyde Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Essential Knowledge


♦ 5.3.7 Evaluate the author’s use of various techniques to influence readers’ perspectives.


5.3.7 Use newspapers to analyze the author’s perspectives. Previewing activities: picture walks, think alouds, predictions. Use a character web to analyze Bridge to Terabithia by Katheryn Patterson, using MSDWT Character Values Conferences during self-selected reading Indiana Academic Standards Resource (Curriculum Frameworks) p. 127-128





understanding.



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References/Potential Resources Teacher’s Guide to Big Blocks Arens, Cunningham, Loman, Hall Strategies That Work Stephanie Harvey, Anne Goudvis Conversations in Four Blocks Classrooms Sharon A. Moore MSDWT Supplementary Novel List Various reading level novels, myths, fables, fairy tales Novel sets The Art of Teaching Writing Lucy Calkins Best Practice Zemelman, Daniels, Hyde Seven Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Indiana Academic Standard #4 WRITING: Processes and Features GRADE 5 Students discuss and keep a list of ideas for writing. They use graphic organizers. Student write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

Essential Knowledge


Organization and Focus ♦ 5.4.1 Discuss ideas for writing, keep a list or notebook

of ideas, and use graphic organizers to play writing.

5.4.1 Ideas activities from 6+1 Traits Binder Creating a list of topics from Writing Mini Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 171-173 Inspiration for graphic organizers District writing lessons for fall and spring (ISTEP Prep)

♦ 5.4.2 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

5.4.2 Cut and compare – With student’s help, jointly compose a written retell of a known tale. Make copies for students and have them cut up sections and match each part of the original story. Compare language used. Paragraphing in Stories lessons from Writing Mini Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 175-176 Show pictures (calendar, magazines, postcards, wordless picture books) and have students develop a multi paragraph story.

♦ 5.4.3 Write informational pieces with multiple paragraphs that: • present important ideas or events in sequence or

in chronological order. • provide details and transitions to link paragraphs. • offer a concluding paragraph that summarizes

important ideas and details.

5.4.3 Use information from content areas (social studies, science) to demonstrate sequence of events. Provide graphic organizers (sequential chains, etc.) to generate ideas. Indiana Academic Standards Resource (Curriculum Frameworks) p. 177-178 Informational Text Focused writing lesson from Writing Mini-Lessons for Upper Grades Retell events from field trip in class writing or class newsletter.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Observe questions posed by students during the writing process Observe writing strategies used by students Review student written responses to questions Assess contributions to discussions Response Journals Learning Logs Graphic Organizers Rubrics Writers’ Notebooks Pre and Post Self-Reflections 6 +1 Traits of Writing (NWREL Website) Assessment Tools for Technology: Portfolios, Observations, Reports, Surveys, Interviews, Logs, Projects, and National Benchmarks

References/Potential Resources Teacher’s Guide to Big Blocks Patricia Cunningham, Amanda Arens, Karen Loman The Art of Teaching Writing Lucy Calkins First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Non-Fiction Matters Stephanie Harvey, Shelley Harwayne MSDWT Works Cited (Bibliography) – See Appendix Word Lists – See Appendix Writing Mini-Lessons for Upper Grades Hall, Cunningham, Arens Writing the Four Blocks Way Cunningham, Cunningham, Hall, Moore Craft Lessons Ralph Fletcher What a Writer Needs Ralph Fletcher Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Indiana Academic Standard #4 (Continued) WRITING: Processes and Features GRADE 5 Students discuss and keep a list of ideas for writing. They use graphic organizers. Student write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

Essential Knowledge


♦ 5.4.11 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data.

5.4.11 Use organization lessons from 6 +1 Traits binder. Model, practice, and display all steps of the writing process

Research Process and Technology ♦ 5.4.4 Use organizational features of printed text, such

as citations, endnotes, and bibliographic references, to locate relevant information.

◊ Use the on-line catalog (searching by author, title,

subject, and keyword) to locate materials. ◊ Use classification system (Dewey Decimal System) to

find materials in the library/media center. ◊ Understand and demonstrate the use of call numbers. ◊ Use the table of contents, index, glossary, and guide

words to find information. ◊ Identify the information on a title and verso (copyright)

page. ◊ Understand the ethical use of information.

5.4.4 Use table of contents, index, glossary, and guide words to find information. Conduct a scavenger hunt in the library or in different texts. Locate information in reference texts by using organizational features, such as prefaces and appendixes. Indiana Academic Standards Resource (Curriculum Frameworks) p. 179-180 Use various reference materials and online information (the Internet) as an aid to writing. T Utilize a web browser. T Differentiate between legitimate and suspect sources of information. Participate in distance learning opportunities.



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Essential Knowledge


♦ 5.4.5 Use note-taking skills when completing research for writing.

◊ Observe rules of copyright.

5.4.5 Evaluate, gather, organize, and prepare information for presentation as an individual and as a part of a group. Use a variety of note-taking formats, including Cornell notes. Use varied colored note cards for placing information to match subtopics. Four Blocks Matrix The Teacher’s Guide to Big Blocks Indiana Academic Standards Resource (Curriculum Frameworks) p. 181-184 Use an online public access catalog to search by title, author, and subject.

♦ 5.4.6 Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

5.4.6 Use a computer to draft and revise writing, demonstrating basic keyboarding skills and familiarity with common computer terminology. Indiana Academic Standards Resource (Curriculum Frameworks) p. 185-186 Write a research paper to practice using these features. T Edit by using cut, copy, and paste. Teach shortcuts for each. T Use different fonts and styles. T Use page set-ups to adjust margins, layouts, and paper size. T Develop presentations through printed and electronic means.

♦ 5.4.7 Use a thesaurus to identify alternative word choices and meanings.

5.4.7 Word Choice Activities from 6 +1 Traits Binder Indiana Academic Standards Resource (Curriculum Frameworks) p. 187-188



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Essential Knowledge




5.4.8 Model, practice, and display steps in the writing process. Peer conference Use and develop writing rubrics with students when teaching, so that students use and understand rubrics for self-assessment. See 6 +1 Traits of Writing and ISTEP+ rubrics. Indiana Academic Standards Resource (Curriculum Frameworks) p. 189-190

♦ 5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors.

5.4.9 Editing your Writing Lesson from Writing Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 191-194 Use child’s work with permission to model editing. Use picture book Eloise to demonstrate editing.

♦ 5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

5.4.10 Modeling Revision from Writing Lessons for Upper Grades Rereading for relevant and irrelevant information.



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Indiana Academic Standard #5 WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 5 At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 5.5.1 Write narratives that: • establish a plot, point of view, setting, and

conflict. • show, rather than tell, the events of the story.

5.5.1 6 +1 Traits activities for word choice and organization from the binder. Letters – Students work in pairs and each write a letter to a story character. They swap letters and write a reply from the character’s point of view. Indiana Academic Standards Resource (Curriculum Frameworks) p. 211-214 Focused writing for memoir from Writing Mini-Lessons for Upper Grades

♦ 5.5.2 Write responses to literature that: • demonstrate an understanding of a literary work. • support statements with evidence from the text. • develop interpretations that exhibit careful reading

and understanding.

5.5.2 Model and write an essay, telling how two authors are similar or different in terms of their writing styles, choice of topics, and the themes of their books. Support the opinion with specific examples. Victim or Villain – Read a well-known tale and discuss the “villain”, example, the wolf in Red Riding Hood. Students rewrite the story from the villain’s point of view. Compare and share in groups. Indiana Academic Standards Resource (Curriculum Frameworks) p. 215-218 Create written response journals or written conversations.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Observe questions posed by students during the writing process Observe writing strategies used by students Review student written responses to questions Assess contributions to discussions Response Journals Learning Logs Graphic Organizers Rubrics Writers’ Notebooks Pre and Post Self-Reflections 6 +1 Traits of Writing (NWREL Website)

References/Potential Resources In the Middle Nancy Atwell First Steps Writing Resource Book First Steps Writing Developmental Continuum Heinemann Non-Fiction Matters Stephanie Harvey, Shelley Harwayne Writing Mini-Lessons for Upper Grades Hall, Cunningham, Arens Writing the Four Blocks Way Cunningham, Cunningham, Hall, Moore Comprehension Tool Kit Stephanie Harvey, Anne Goudvis MSDWT Works Cited (Bibliography) Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














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Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 5 At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 5.5.4 Write persuasive letters or compositions that: • state a clear position in support of a proposal. • support a position with relevant evidence and

effective emotional appeals. • follow a simple organizational pattern, with the

most appealing statements first and the least powerful ones last.

• address reader concerns.

5.5.4 Write authentic persuasive letters to school board, business leaders, etc. Restate in your conclusion the most powerful points of persuasion. Complete an envelope accurately. Use graphic organizers to state position with supporting details and conclusion. Use comas correctly in dates and addresses.


5.5.5 6 +1 Traits activities for word choice from the binder Indiana Academic Standards Resource (Curriculum Frameworks) p. 223-226

♦ 5.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate.

5.5.6 Write same piece to differing audiences. Compare and contrast differences. 6 +1 Traits activities for voice from the binder. Write a skit or a puppet show to present to your class.



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Indiana Academic Standard #5 (Continued) WRITING: Applications (Different Types of Writing and Their Characteristics) GRADE 5 At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 – Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in Standard 4 – Writing Processes and Features to:

Essential Knowledge


♦ 5.5.7 Write summaries that contain the main ideas of the reading selection and the most significant details.

5.5.7 Summarize readings in content areas Twenty word summaries Gist (synthesis, Comprehension Tool Kit) Most Important Word and defend your answer Conversations in Four Blocks Classrooms


developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: • uses information from a variety of sources (books,

technology, multimedia) and documents sources (titles and authors).

• demonstrates that information that has been gathered has been summarized.

• organizes information by categorizing and sequencing.

◊ Evaluate, gather, organize, and prepare information

for presentations as an individual and as part of a group.

◊ Use a variety of note taking formats, observing the rules of copyright.

◊ Prepare a works cited following MSDWT format for elementary students.

5.5.3 Focused writing on informational text from Writing Mini Lessons for Upper Grades Use the online catalog Indiana Academic Standards Resource (Curriculum Frameworks) p. 219-222 Recognize the use of a classification system (Dewey Decimal System) to organize materials in the Media Center/Library.



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Essential Knowledge


Sentence Structure ♦ 5.6.1 Identify and correctly use prepositional phrases

(for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence). • We began our canoe trip on the White River

(prepositional phrase) when it stopped raining (subordinate clause).

• Famous for their first flight at Kitty Hawk (appositive), the Wright brothers are legendary in aviation (main clause).

5.6.1 Model writing daily during mini lessons, focusing on different teaching points such as prepositional phrases, appositives, main clauses, transitions, etc. Allow students opportunity to apply in their own writing based on student or teacher selected topic. Lesson for appositives in Writing Mini Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 233-234

♦ 5.6.2 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.

5.6.2 Use student writing examples and edit to improve student writing. Transitions in writing lesson in Writing Mini Lessons for Upper Grades

♦ 5.6.8 Use simple sentences (Dr. Vincent Stone is my dentist) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities) in writing.

5.6.8 6 +1 Traits activities for sentence fluency from the binder. Sentence Diagrams – Small or whole group discussion to focus on simple sentence expansion. Text: “We went to the pool.” Ask who, how… Make a diagram to show possibilities.



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Individual Reading/Writing Conferences Anecdotal Notes Assessment of Projects Observe questions posed by students during the writing process Observe writing strategies used by students Review student written responses to questions Response Journals Learning Logs Graphic Organizers Rubrics ISTEP Writing Rubric Writers’ Notebooks Pre and Post Self-Reflections Teacher-Made Tests Performance Tasks Guided Practice

References/Potential Resources In the Middle Nancy Atwell First Steps Writing Resource Book Heinemann Making Big Words Patricia Cunningham Month by Month Phonics for the Upper Grades Patricia Cunningham Grammar School House Rock software Writing Mini-Lessons for Upper Grades Hall, Cunningham, Arens Indiana Academic Standards Resource (Curriculum Frameworks) Greek and Latin Derivatives Books Websites: See Addendum














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Essential Knowledge


Grammar ♦ 5.6.3 Identify and correctly use appropriate tense

(present, past, present participle, past participle) for verbs that are often misused (lie/lay, sit/set, rise/raise).

5.6.3 Text – We went to the pool. Ask who, how… Make a diagram to show possibilities. Review present and past tense. Indiana Academic Standards Resource (Curriculum Frameworks) p. 235-236 Students create posters to display in the classroom for a reference. Edit or do correction exercises.

♦ 5.6.4 Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its). • Correct: On the walls there are many pictures of

people who have visited the restaurant. • Incorrect: There are many pictures of people who

have visited the restaurant on the walls. • Correct: Jenny and Kate finished their game. • Incorrect: Jenny and Kate finished her game.

5.6.4 Nouns and pronouns lesson in Writing Mini Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 237-238 Word Wall Activities Photocopy a piece of text from a story. Highlight pronouns with the students. They identify the noun it modifies.

Punctuation ♦ 5.6.5 Use a colon to separate hours and minutes

(12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done).

5.6.5 Model writing a selection from a play in paragraph form. Allow students to practice. Punctuating dialogue lesson in Writing Mini Lessons for Upper Grades Indiana Academic Standards Resource (Curriculum Frameworks) p. 239-240 Create what the characters are saying in a comic strip. Written conversations. Students write back and forth to each other. Add in speaker identification (he said… she said…) and proper punctuation.



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Essential Knowledge


Capitalization ♦ 5.6.6 Use correct capitalization.

5.6.6 Capitals Letter lesson in Writing Mini Lessons for Upper Grades Model in mini-lessons

Spelling ♦ 5.6.7 Spell roots or bases of words, prefixes

(understoodmisunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won’t, it is/it’s, they would/they’d), and syllable constructions (in*for*ma*tion, mol*e*cule) correctly.

5.6.7 Making Words activities in Making Big Words What Looks Right activities Nifty Thrifty Fifty activities Word Wall activities Indiana Academic Standards Resource (Curriculum Frameworks) p. 241-242 Greek and Latin derivatives



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Indiana Academic Standard #7 LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 5 Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Comprehension ♦ 5.7.1 Ask questions that seek information not already

discussed.

5.7.1 Hold discussions of a variety of reading materials. Critique each other or videos Indiana Academic Standards Resource (Curriculum Frameworks) p. 263-264 Reading Comprehension Strategy of Questioning Visual Thinking Strategies/Thinking Through Art Program

♦ 5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

5.7.2 Body language simulations – charades 6 +1 Traits writing lessons on voice. Indiana Academic Standards Resource (Curriculum Frameworks) p. 265-270 Watch a TV show on mute, pause and discuss nonverbal cues. Visual Thinking Strategies/Thinking Through Art Program

♦ 5.7.3 Make inferences or draw conclusions based on an oral report.

5.7.3 Comprehension strategy activities for inferring. Use graphic organizers to follow reports – clues leading to inference. Teacher modeling

♦ 5.7.12 Give precise directions and instructions.

5.7.12 Create and deliver how-to reports. Teacher follows literal steps. Students write directions to house or around the school. Students write how to use an electronic device. Demonstration Speeches



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Required Assessments Developmental Reading Assessment (DRA) ISTEP Writing Prompts Potential Assessments Assessment of speaking in formal situations (ex. with a classroom visitor) Observation of contributions within collaborative groups Assessment of impromptu speeches, book reports, and demonstrations Observations of speaking during morning meetings Assessment of summary of an oral presentation Rubrics AVID Checklists

References/Potential Resources Graphic Organizers Newspapers MSDWT Character Values AVID 6 +1 Traits Binder 7 Keys to Comprehension Chryse Hutchins, Susan Zimmerman Indiana Academic Standards Resource (Curriculum Frameworks) Websites: See Addendum














types of literature including content texts • to develop background knowledge and

vocabulary • to provide as much instructional-level material as


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Working With Words • to teach students the correct spelling for high-

frequency, often irregularly-spelled, words • to teach students key words containing the major




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Indiana Academic Standard #7 (Continued) LISTENING AND SPEAKING: Skills, Strategies, and Applications GRADE 5 Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Essential Knowledge


Organization and Delivery of Oral Communication ♦ 5.7.4 Select a focus, organizational structure, and

point of view for an oral presentation.

5.7.4 Share multiple graphic organizers with students. Organization activities from the 6 +1 Traits Binder Read and analyze editorials. Demonstration Speeches

♦ 5.7.5 Clarify and support spoken ideas with evidence and examples.

5.7.5 Share graphic organizers. Indiana Academic Standards Resource (Curriculum Frameworks) p. 271-274 Conduct debates on controversial topics. Demonstration Speeches

♦ 5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance meaning.

5.7.6 Model read alouds Students practice fluency through reading aloud – reader’s theater, poetry Indiana Academic Standards Resource (Curriculum Frameworks) p. 275-278 Demonstration Speeches

♦ 5.7.13 Emphasize points in ways that help the listener or viewer follow important ideas and concepts.

5.7.13 Practice changing volume according to the situation Teacher modeling Speeches on varied genres Demonstration Speeches

Analysis and Evaluation of Oral and Media Communications ♦ 5.7.7 Identify, analyze, and critique persuasive

techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages.

5.7.7 Share examples of each of the techniques Indiana Academic Standards Resource (Curriculum Frameworks) p. 279-282 Share video clips of different persuasive techniques View commercials and discuss propaganda.



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Essential Knowledge


♦ 5.7.14 Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support these claims.

♦ 5.7.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

5.7.8 Use current events and the content area curriculum to select a focus for an oral presentation. Analyze news and other TV/media Follow a current event comparing/contrasting different media sources Use television broadcast to analyze sources of information, entertainment, and persuasion Use the school news broadcast to analyze, compare/contrast information in order to distinguish between propaganda and fact. Indiana Academic Standards Resource (Curriculum Frameworks) p. 283-286

Speaking Applications ♦ 5.7.9 Deliver narrative (story) presentations that:

• establish a situation, plot, point of view, and setting with descriptive words and phrases.

• show, rather than tell, the listener what happens.

5.7.9 Make an oral presentation based on a recently read self-selected book) book reports, book jackets, commercial advertising poster, shadow boxes, etc.) Use rubrics for instruction and assessment Expressing viewpoints – have students role-play characters from traditional stories or fables. Each character tells the story from her or her point of view. Discuss the power of language to persuade, or example – use of voice, choice of words, emotive expressions. Indiana Academic Standards Resource (Curriculum Frameworks) p. 287-288 Journal Sharing and Stories



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Essential Knowledge


♦ 5.7.15 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things or experiences.

5.7.15 Deliver presentations based on content in Social Studies including people, places, and culture.

♦ 5.7.10 Deliver informative presentations about an important idea, issue, or event by the following means: • frame questions to direct the investigation. • establish a controlling idea or topic. • develop the topic with simple facts, details,

examples, and explanations.

5.7.10 Prepare and deliver oral presentations based on current Social Studies or Science topic. Indiana Academic Standards Resource (Curriculum Framework) p. 289-294 Use social studies content topic to select poem for memorization and delivery.

♦ 5.7.11 Deliver oral responses to literature that: • summarize important events and details. • demonstrate an understanding of several ideas or

images communicated by the literary work. • use examples from the work to support

conclusions.

5.7.11 Indiana Academic Standards Resource (Curriculum Frameworks) p. 295-298 Conduct Socratic Seminar after reading a literature selection. Use content area or current events to summarize important events that are happening in the world.

Χ Work cooperatively in group settings. Χ Use polite forms of address and introduction. Χ Modify volume according to situations.



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Definitions

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Definitions

Alliteration The repetition of initial sounds in words. Alphabetic Principle English and Spanish are alphabetic languages. Each speech sound (phoneme) is represented by a symbol or alphabet (grapheme). Auditory Discrimination The ability to hear likenesses and differences in phonemes and words. Balanced Literacy Instruction Balanced literacy instruction refers to a balance among the reading, writing, speaking, and listening activities that children and teachers use on a daily basis. Some professional educators broaden this description to include a balance or relationship between instruction for skills and meaning, explicit and implicit instruction, and content and process goals. Consonants A consonant is a speech sound in which the tongue, teeth, lips, or a combination of these stops the flow of breath. Most single consonants are regular and represent only one sound. Clusters of consonants may be divided into digraphs or blends. Curriculum Modifications Changes from a standard curriculum plan are usually made when a student needs to learn information or strategies that are not typically presented for instruction at the child’s grade level. Differentiated Instruction To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is and assisting in the learning process. Early Success Early Success is a small group early intervention program designed to help struggling readers develop independent reading strategies by rereading for fluency, shared and coached reading, working with words, and writing sentences daily. Echo Reading This is a form of reading in which students repeat after the teacher or another reader. Elkonin Boxes (Sound Boxes) A technique, used by Marie Clay and others, which involves using a set of squares (boxes), drawn next to each other, with each square representing one sound in a word. The student moves a marker to the square as he says each sound. ESL/ENL/ELL English as a Second Language (ESL), English as a New Language (ENL), and English Language Learners (ELL) are all terms used to describe students whose first or home language is a language other than English.

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Everybody Read To (ERT) Expository Texts Expository texts present information organized around main ideas. These texts are the informational type of material found in newspapers, magazines, textbooks, and the Internet. Students often have difficulty with expository text because it follows a less clear-cut pattern; the organization depends on the type of information and the purpose of the text. Figurative Language Figurative Language uses such figures of speech as similes, metaphors, and personification to show one thing as if it were something else. Imagery is a form of figurative language using descriptions to produce mental images. Using a word, object, or action that suggests something else by association, resemblance, or convention is symbolism (ex. A flag might stand for a nation). A metaphor is a figure of speech that compares two different things without using the word like or as. A simile is a figure of speech that compares two things and uses the word like or as. Personification is a figure of speech in which an idea, object, or animal is given the characteristics of a person. First Steps First Steps provides a framework for linking assessment with teaching and learning. Each of the four areas of oral language, reading, writing, and spelling has a developmental continuum to identify the phases in a child’s development from pre-literacy to independence. By analyzing children’s work with reference to the continua, every child’s development can be assessed and monitored. Resource books are available in each of the four areas. Fluency Reading fluency is the ability to read text accurately and quickly. Fluency bridges word decoding and comprehension. Fluency is a set of skills that allows readers to rapidly decode text while maintaining high comprehension. Four Block Framework The Four Blocks Framework is a balanced literacy framework developed by Pat Cunningham and Dottie Hall. Every day, four different approaches to teaching children to read are used: Guided Reading, Self-Selected Reading, Writing, Working With Words. Four Blocks is a comprehensive language arts model that allows students to develop their reading, writing, speaking and listening skills towards becoming effective, literate communicators. The main focus of the model is reading; however, the model allows for integration between and among all of the language arts areas and among all curricular content area. This framework is referred to as Building Blocks at the Kindergarten level and Big Blocks at the Intermediate level. Graphophonemic The term relates to print-sound relationships; this is one of the cueing systems readers use to make sense of a text.

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Guided Reading Guided reading is a component of balanced literacy that has specific diagnostic, instructional, and evaluative intent. It supports and encourages the development of strategies for independence in reading within a small group. Guided Reading lessons consist of a Before Reading segment in which prior knowledge is assessed and the purpose for reading is set, During Reading in which students practice the skill, and After Reading in which students share what they have discovered in relation to the purpose. Children have their own copies of the selection from a set of leveled books or other appropriate selections, which is at the group’s instructional level. Each child is in the role of the reader. It is not traditional “round robin” reading aloud. Children are grouped according to similar needs. These small groups are flexible and ever changing. Guided Writing Guided Writing is a teaching component designed to teach a specific skill or strategy to the whole group, a small group, or individuals and to give children practice in the writing. Each child has his or her own writing materials and space. The children do the writing, but are supported as needed by a teacher who provides instruction through mini-lessons and conferences. IEP, AEP, LAP An IEP stands for Individual Education Plan. It is used to design and educational program for students with special education identification. An AEP is an Individual Alternative Education Plan. It is a similar procedure used by MSDWT to plan for students who are considered to be failing in and attempt to improve their educational standing. ISTEP+ In Indiana, all students in grades 3 through 10 take the Indiana Statewide Testing for Educational Progress-Plus. Based on Indiana’s Academic Standards, the test includes English/Language Arts and Math at each grade, as well as Science at grades 5 and 7. Informational Text Informational text is a term used in the Indiana Academic Standards to describe a type of expository text and to insure that teachers and students focus on learning how to read such material. This type of text is found in textbooks, informational books, and directions. Evidence shows that focusing on structures of text will enhance comprehension. Interactive Writing Interactive writing is a group experience that increases student’s participation in the act of writing and helps them attend to letters, sounds, and words while working on a meaningful text. Teachers and students compose text together by saying words slowly and thinking about how to write them. Students may contribute letters, groups of letters, or words. Completed interactive writing also provides texts for reading. Invented Spelling The developmental phases of spelling are: scribble or picture, random letter, temporary spelling, and conventional spelling. Sometimes called invented spelling, temporary spelling is the phase between the random letter phase and the conventional spelling. Temporary spelling demonstrates that a student is associating letters and sounds, while not yet having all of the spelling conventions in place. It demonstrates the student’s knowledge of print-sound relationships. Temporary spelling will be present in most elementary classrooms.

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KWL (What we Know, What we Want to know, What we Learned) KWL is a strategy for activating students’ prior knowledge and to help determine purposes for reading expository text. It requires students to focus on two thinking processes before reading (What I Know and What I Want to Know) and one after reading (What I Learned). Students chart their responses. Literacy Specialist Specially licensed teachers who are building based. While their role includes varied responsibilities, Literacy Specialists primarily support students, teachers, and language acquisition activities throughout the elementary schools and the school system. Lightning Words Lightning words are the high frequency words that all kindergarten students at MSDWT are expected to know. They are: the, and, to, said, I, you, he, in, it, was, they, or, if, is, she. Literature Circles/Book Clubs The common purpose of literature circles is to encourage students to read and respond to literature. Students who have read the same selection form a group and react to the literature together, using a broad variety of techniques. Myth/Legend/Fable All three terms refer to fictitious stories, usually handed down by tradition (although some fables are modern). Myths explain a belief or natural phenomenon (usually concerning gods or semidevine heroes). Legends are usually associated with a real person, place, or subject. Fables often have animals or inanimate things as speakers or actors. They are designed to teach a lesson. Narrative Text Narrative texts tell a story and are organized into a sequential pattern that includes a beginning, middle, and an end. Within this pattern, any given narrative may be composed of several episodes, each consisting of characters, a setting, a problem, action, and a resolution of the problem (the outcome). Onset The onset is the initial consonant sound of a word or syllable (e.g. f as in fan). Words can have multiple onsets. Partner Reading Partner reading activities allow students to help each other read (both silently and orally). To be effective, children need to learn a variety of ways to partner read. This normally occurs during your Guided Reading block. Phoneme The smallest unit of speech sounds that make a difference in communication.

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Phonemic Awareness Phonemic awareness is the knowledge that words have different parts; that spoken words are composed of a sequence of sounds or phonemes. It is a part of a broader category known as phonological awareness, which includes all of the aspects of sounds of language; separate and apart from meaning. It includes the ability to hear and distinguish sounds or phonemes; the ability to blend, segment, and manipulate phonemes. Segmenting is the process of hearing a spoken word and being able to identify its phonemes, while blending is the ability to put phonemes together to make a word. Phonemic awareness is a prerequisite for learning phonics. It is possible to segment and blend without knowing letter names. Phonics Phonics is the study of the relationships between the speech sounds and the letters that represent them (sometimes called decoding). It is the “sounding out” of unknown words. Phonics Tool Kit Set of activities from the Indiana Department of Education, Center for School Improvement, which provides teachers with information about the importance of phonics knowledge, complimenting the Indiana grade specific reading standards. Limited copies are available from the CEC and from IDOE. Picture Walk A picture walk is one of the many techniques used to activate prior knowledge. The teacher (or later, the student) “walks” through the work to be read using the pictures, illustrations, or other graphics to develop the big picture of what the text is all about. Plot The plot is the action of sequence of events in a story. The plot is usually a series of related incidents that build upon one another, including the five basic elements of a plot line (exposition, rising action, climax, falling action, and resolution). Portfolio A portfolio is a systematic and organized collection of evidence used to monitor growth of one’s knowledge, skill, and attitude. Many types of portfolios with specific uses exist. Predictable Text Highly patterned, rhythmic, structured text that contains a repeated sentence, a word pattern, a sound pattern, or a rhyme. Return Sweeps With written language (in English), when the edge of a paper is reached, print begins again on the left. This requires our eyes to move to the right and the sweep back to the left, a movement that occurs automatically for experienced readers. This arbitrary convention of print is one of many concepts about print that learners must understand to become readers and writers. Rime The rime is the vowel sound and any following consonants of a syllable or word (e.g. an in fan). Words can have multiple rimes. Rubric A rubric is a set of criteria or guidelines used as a scoring mechanism. Rubrics used for the ISTEP+ Test are included in the addendum of this document.

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Self-Selected Reading (SSR) SSR is the part of a balanced literacy program when the reader chooses what he or she wants to read and to what part he or she wishes to respond. In the Four Blocks Framework, the self selected reading block includes teacher read alouds, children reading on their own level from a variety of books, teachers conferring with students, and opportunities for children to share what they are reading with their peers. Sight Words High frequency words students know without the necessity of word analysis. These words are understood quickly and easily. Soar to Success A daily structured small group intervention program designed to accelerate reading growth for older students reading below grade level. The goals are attained through fast-paced, structured lessons using authentic literature, graphic organizers, and reading strategies based upon Reciprocal Teaching strategies. The strategies include: clarify, predict, question, and summarize. Story Elements (Theme, plot, setting, characters, problem, action, resolution) The theme of the story is the basic idea, stated or unstated, around which the story is written. If the theme is unstated, then the reader must infer the main idea. The plot is the organization of the story, often organized in episodes. The setting is the time and place of the story. The characters are the people or animals that carry out the action. The problem is the situation that leads to the events of the story. The action is what happens as a result of the problem. The resolution (or outcome) is the events that lead to the solution. Story Map A story map is a graphic representation of the elements of the story, which may take many different forms, depending on the story’s structure.

Summary A written synopsis of the most important ideas from a reading selection. The reader uses his or her own words to combine the ideas into a simple paragraph or two.

Teacher Read Aloud Strategy often used when the text is too difficult for the student to read, to build comprehension and understanding of fluent reading, as well as to model the act of reading as an enjoyable activity. Students do not usually have a copy of the text being read.

Temporary Spelling See Invented Spelling Vowels In vowels, the flow of breath is relatively unobstructed. Short vowels are sometimes referred to as “unglided”, and in long vowels, the name of the letter is heard. Vowel sounds are divided into short vowels, long vowels, vowel digraphs, diphthongs, the schwa sound, exceptions to expected vowel sounds, as well as y and w functioning as vowels.

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Words Chunks When decoding words, students are taught to look for chunks (parts of words) that they know. These chunks could involve a sound pattern, an ending, an analogy from a known word, or a word pattern.

Word Patterns/Word Families Many word patterns exist. Examples are: onsets, rimes, root words, affixes, rhyming words, etc. Relevant and predictable patterns assist beginning readers, not rules. About 500 primary words are derived from only 37 phonograms (ex. –ack, -ap, -ick), often referred to as word families.

Word Walls Words walls are used to display words of interest and to remind students of words for writing. Within the Four Blocks Framework, Word Walls have a significant and daily role in instruction as part of the Working with Words Block.

Working With Words Working with Words is the part of the Four Blocks Framework that is concerned with phonics, spelling, and word patterns. In this block, teachers depend on a daily word wall activity, as well as other activities, to help students become better decoders and spellers.

Writing Block/Writer’s Workshop The writing block is carried out in “writers workshop” fashion. It begins with a teacher lead mini-lesson in which the teacher writes and models all the things writers do. Next the children go to their own writing. While the children write, the teacher conferences with individuals. The block ends with “author’s chair” in which several students each day share work in progress or a published piece.

Writing Process This approach to teaching allows students to take charge of their own writing. It involves five steps. According to the Indiana Academic Standards 2006, these steps are pre-writing, drafting, revising, editing, and publishing. Other terms commonly used are: selecting a topic, planning, and previewing as part of pre-writing; composing as part of drafting; and proofreading instead of editing.

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Websites

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Websites

www.teachers.net www.carolhurst.com/index.html www.proteacher.com www.edhelper.com www.nwrel.org www.blocks4reading.com www.readinglady.com www.nwrel.org/assessment www.ncrel.org/sdrs/areas/as0cont.html www.webquest.sdsu.edu/webquest.html www.debfourblocks.com www.rubistar4teachers.org www.doe.state.in.us www.teachersdesk.org/4block_activities www.kimskorner4teachertalk.com www.cherylsigmon.com www.wfu.edu/academics/fourblocks www.readingatoz.com www.scholastic.com www.timeforkids.com www.heinemann.com www.eduplace.com www.funbrain.com www.school-house-rock.com www.unitedstreaming.com Websites for publishing student work:

See page 96 of The Teacher’s Guide to Big Blocks; Arens, Loman, Cunningham, Hall

Current events websites CNN, FOX News, NBC, Scholastic News, National Geographic for Kids,

Newspapers, Magazines

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Addendum

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