GTPS Curriculum – English Language Arts-Grade1

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Unit R 6 weeks Topic: My World: What is all around me?

New Jersey Student Learning Standards

Reading Lit Key Ideas and Details xRL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. xxxRL.1.3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. xRL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Integration of Knowledge and Ideas xRL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

Fundamentals Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). xxxxxxb. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. xxxxxxxc. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition xxxxxRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. xb. Decode regularly spelled one-syllable words. e. Decode two-syllable words following basic patterns by breaking the words into syllables.

Fluency RF.1.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.

Language Conventions of Standard English L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. xxxc. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). xe. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). xf. Use frequently occurring adjectives. xxxj.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. xxb.Use end punctuation for sentences.

GTPS Curriculum – English Language Arts-Grade1

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Vocabulary Acquisition and Use L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. xxxc. Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. xxa.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). xc.Ask questions to clear up any confusion about the topics and texts under discussion. xxxSL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Essential Questions(Thematic) Week 1-Sam-What is around us at home?

Week 2-Snap!-Who is in our family?

Week 3-Tip and Tam-What is outside our door?

Week 4-The Big Top-What can we do with our neighborhood friends?

Week 5-School Day-What is around our school?

Week 6-Farmer’s Market-What can we see around our neighborhood?

Writing – Sentences

District on-demand prompt: “Introduce yourself to your teacher”

Week 1 – RS Nouns in sentences

Week 2 – RS Sentences

Week 3 - RS Verbs in Sentences

Week 4 -RS Simple Sentences

Week 5 – RS Adjectives in Sentences

Week 6 – RS Sentences

Learning Activities/ Materials/ Assessment Core Materials: Reading Street Common Core Edition© 2011 Resources:Pearsonsuccessnet.com

Supplemental Materials: Reading A-Z, ABCya, F&P

Leveled Text Guided Readers F & P aligned:

Concepts Literacy

Below level

On level

Above level

X:\TLF\Write On\Completed Binders

Assessments:

Formative DIBELS Progress Monitoring Lexia Assessment Teacher Observation Summative: Weekly and Unit Tests District Benchmark: Reading Street Placement Assessments Complete DIBELS

Alternative Assessment: Reading Theatre, Portfolio Assessments

GTPS Curriculum – English Language Arts-Grade1

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Unit 1 6 weeks

Topic: Animals, Tame and Wild: How are people and animals important to one another?

New Jersey Student Learning Standards

Reading Lit Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. xxxRL.1.3. Describe characters, settings, and major events in a story, using key details.

Integration of Knowledge and Ideas RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

Range of Reading and Level of Text Complexity RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Informational Key Ideas and Details xxRI.1.2. Identify the main topic and retell key details of a text.

Integration of Knowledge and Ideas RI.1.7. Use the illustrations and details in a text to describe its key ideas. RI.1.8. Identify the reasons an author gives to support points in a text.

Fundamentals Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. xxxxxxxxb. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. xxxxxc. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. xxd. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition xxxRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. a.Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). b.Decode regularly spelled one-syllable words. xf.Read words with inflectional endings.

Fluency xRF.1.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. xxb. Read grade-level text orally with accuracy, appropriate rate, and expression.

GTPS Curriculum – English Language Arts-Grade1

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Language Conventions of Standard English L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b.Use common, proper, and possessive nouns. xxxxxj.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. xxL.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. xb.Use end punctuation for sentences. xxxxd.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. b.Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c.Ask questions to clear up any confusion about the topics and texts under discussion.

Presentation of Knowledge and Ideas xSL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Writing Text Types and Purposes xW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. xxW.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing xxxxW.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Research to Build and Present Knowledge W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Essential Questions Week 1- Sam Come Back!-What do pets need? Week 2-Pig in a Wig-Who helps animals? Week 3-The Big Blue Ox-How do animals help people? Week 4-A Fox and a Kit-How do wild animals take care of their babies? Week 5-Get the Egg!-Which wild animals live in our neighborhood? Week 6-Animal Park-What can we learn about wild animals by watching them?

Writer's Workshop Writing – Personal Narrative

Week 1 – RS Story/voice Week 2 – RS Fantasy/ Conventions Week 3 - RS Poem/ sentences Week 4 -RS Personal Narrative/ voice Week 5 – RS Realistic Story / organization Week 6 – RS Brief Composition/ focus/ideas Process: Personal Narrative

Learning Activities/ Materials/ Assessment Core Materials: Reading Street Common Core Edition© 2011 Resources:Pearsonsuccessnet.com Supplemental Materials: Reading A-Z, ABCya, F&P Assessments:

Formative: Teacher observation Student sheets Summative

Unit Test and Weekly Assessments

On Demand Pieces District Benchmark: Reading Street Placement Assessments

Complete DIBELS

Alternative Assessment: Reading Theatre, Portfolio Assessments

GTPS Curriculum – English Language Arts-Grade1

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Unit 2 6 weeks

Topic: Communities: What is a community?

New Jersey Student Learning Standards

Reading Lit Key Ideas and Details xxRL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. xRL.1.3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Range of Reading and Level of Text Complexity RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Informational Key Ideas and Details RI.1.2. Identify the main topic and retell key details of a text. xRI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Integration of Knowledge and Ideas RI.1.7. Use the illustrations and details in a text to describe its key ideas. xxRI.1.8. Identify the reasons an author gives to support points in a text.

Fundamentals Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). xxxxxa.Distinguish long from short vowel sounds in spoken single-syllable words. xxxxb.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. xc.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. xd.Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition xxxRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. xa.Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). xb.Decode regularly spelled one-syllable words. xxc.Know final -e and common vowel team conventions for representing long vowel sounds. d.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Fluency xRF.1.4. Read with sufficient accuracy and fluency to support comprehension. a.Read grade-level text with purpose and understanding. xxb.Read grade-level text orally with accuracy, appropriate rate, and expression.

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Language Conventions of Standard English xxxL.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xxc. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. xxa.Capitalize dates and names of people. xxxd.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Vocabulary Acquisition and Use L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. a.Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. xa.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Presentation of Knowledge and Ideas xSL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Writing Text Types and Purposes xxxxxxxW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Production and Distribution of Writing W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Essential Questions

Week 1-A Big Fish For Max-What does a family do together? Week 2-The Farmer in the Hat-How is a school a community? Week 3-Who Works Here-Who works to make our community a nice place? Week 4-The Big Circle-How do animal communities work together to survive? Week 5-Life in the Forest-How are plant and animal communities important to each other? Week 6-Honey Bees-how is an insect community like a community of people?

Learning Activities/ Materials/ Assessment Core Materials: Reading Street Common Core Edition© 2011

Resources: Pearsonsuccessnet.com; X:\TLF\Write On\Completed Binders

Supplemental Materials: Reading A-Z, ABCya, F&P

Assessments: Formative: DIBELS Progress Monitoring Lexia Assessment Teacher Observation Summative: Weekly and Unit Tests District Benchmark: Reading Street Placement Assessments Complete DIBELS

GTPS Curriculum – English Language Arts-Grade1

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Unit 3 6 weeks

Topic: Changes :What is changing in our world?

New Jersey Student Learning Standards

Reading Lit Key Ideas and Details xxxxxRL.1.1. Ask and answer questions about key details in a text. xxRL.1.3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Integration of Knowledge and Ideas RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

Reading Informational Key Ideas and Details xxxRI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Fundamentals Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). xxxb. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. xxxc.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. xxxd. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition xxxxxRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode regularly spelled one-syllable words. xd. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. xxf. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words. Fluency RF.1.4. Read with sufficient accuracy and fluency to support comprehension. xxxxxb. Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English xL.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xc.Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). xxe.Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). xj.Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. xxxxd.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

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e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. xxa. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Presentation of Knowledge and Ideas SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Writing Text Types and Purposes W.1.1.. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. xxW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. xxW.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing xW.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Essential Questions(Thematic) Week 1-A Place to Play-How do places change?

Week 2-Ruby in Her Own Time-What do we learn as we grow and

change?

Week 3-The Class Pet-What can we learn about animals as they grow

and change?

Week 4-Frog and Toad Together-What changes happen in a garden?

Week 5-I’m a Caterpillar-What changes can be seen in nature?

Week 6-Where Are My Animal Friends? What do animals do when the

seasons change?

Learning Activities/ Materials/ Assessment Core Materials: Reading Street Common Core Edition© 2011 Resources:Pearsonsuccessnet.com

Supplemental Materials: Reading A-Z, ABCya, F&P

Write On!: X:\TLF\Write On\Completed Binders Assessments:

Formative: Teacher observations

Student sheets Story and Short Writing Pieces Process

Lexia Assessments

Summative: Unit Test On Demand Pieces District Benchmarks: Reading Street Placement Assessments Complete DIBELS

GTPS Curriculum – English Language Arts-Grade1

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Unit 4 6 weeks

Topic: Treasures: What do we Treasure?

New Jersey Student Learning Standards

Reading Lit Key Ideas and Details xxRL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. xxxxRL.1.3. Describe characters, settings, and major events in a story, using key details.

Integration of Knowledge and Ideas RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

Reading Informational Key Ideas and Details RI.1.1. Ask and answer questions about key details in a text. RI.1.2. Identify the main topic and retell key details of a text.

Craft and Structure RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Integration of Knowledge and Ideas xxRI.1.7. Use the illustrations and details in a text to describe its key ideas. RI.1.8. Identify the reasons an author gives to support points in a text.

Fundamentals Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. xxxxxb. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. xxxc. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. xxd. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition xxxxxxxxRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). b. Decode regularly spelled one-syllable words. xxxc.Know final -e and common vowel team conventions for representing long vowel sounds. f.Read words with inflectional endings.

Fluency RF.1.4. Read with sufficient accuracy and fluency to support comprehension. xxxxb.Read grade-level text orally with accuracy, appropriate rate, and expression.

Language Conventions of Standard English

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L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. xxxxf. Use frequently occurring adjectives. xj. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. xxxxd.Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Vocabulary Acquisition and Use L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. xb.Use frequently occurring affixes as a clue to the meaning of a word. L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Presentation of Knowledge and Ideas SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Writing Text Types and Purposes W.1.1.. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. xxxxxW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. xW.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing xW.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Research to Build and Present Knowledge W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Essential Questions(Thematic) Week 1-Mama’s Birthday Present-how can a surprise be a treasure?

Week 2-Cinderella-How can a story be a treasure?

Week 3-A Trip to Washington, DC-What treasures can we find in our

country?

Learning Activities/ Materials/ Assessment Teacher Choice Teacher selected lesson based on CCS, reading & comprehension

strategies, and word study concepts Core Materials: Reading Street Common Core Edition© 2011 Resources:Pearsonsuccessnet.com

GTPS Curriculum – English Language Arts-Grade1

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Week 4-A Southern Ranch-Why do we treasure special places?

Week 5-Peter’s Chair-What treasures can we share at home?

Week 6-Henry and Mudge-What treasures can we share with neighbors?

Write On! - X:\TLF\Write On\Completed Binders Supplemental Materials: Reading A-Z, ABCya, F&P Assessments: Formative: DIBELS Next Winter

The consensus decision of the teachers at the DIBELS Next training

clarifies the steps in the following instance.

During the ORF assessment, if 10 or more words are read correctly,

continue with the Retell. Teacher observation

Student sheets Story Assessments Short writing pieces

Process writing pieces

Summative

Unit Test

On Demand Pieces District Benchmarks: Reading Street Placement Assessments Complete DIBELS

GTPS Curriculum – English Language Arts-Grade1

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ELA Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special Ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions

● Scribe ● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials

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Integration of 21st Century skills through NJSLS 9

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP5. Consider the environmental, social and economic impacts of decisions. CRP11. Use technology to enhance productivity.

Integration of Technology through NJSLS 9

8.1.2.E.1 (Internet to explore questions with support)