Lancaster High School Standards... · Web viewUse spelling strategies (e.g. word wall, word lists,...

Lancaster City Schools

Grade 2

STANDARDS CALENDAR

Pacing for Instruction & Assessment

2009 - 2010

Lancaster City SchoolsGrade 2

Standards CalendarPacing for Instruction & Assessment

AUGUST-SEPTEMBER

Revised 3/11/09August 20 – General, Building and Staff InserviceAugust 21 – Teacher Work DayAugust 24 – First Day of School for StudentsSeptember 7 – All Schools Dismissed - Labor DaySeptember 24 – Interim Reports Sent to ParentsGrade Level Meetings:

Sept 14-Title/SE; Sept 16-Gr 2Sept 15-Gr 3&5 Sept 17-Gr K&4

27 instructional days

READING – Indicators (180 min) LANGUAGE ARTS – IndicatorsUnit 1

Phonemic Awareness, Word Recognition and FluencyPA1 Identify rhyming words with the same or different spelling patterns.PA2 Read regularly spelled multi-syllable words by sight.PA 3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.PA 4 Use knowledge of common word families (e.g. –ite or-ate) to sound out unfamiliar words.PA 7 Identify words as having either short or long vowel sounds.PA 8 Demonstrate a growing stock of sight words.PA 9 Read text using fluid and automatic decoding skills.PA 10 Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 4 Read accurately high-frequency sight words.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of words.AV 10 Determine the meaning and pronunciations of unknown words using a beginner’s dictionary, glossaries and technologies.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 4 Summarize text by recalling main ideas and some supporting details.RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Reading Applications: Informational, Technical and Persuasive TextIT 1 Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.IT 4 Classify ideas from informational texts as main ideas or supporting details.

Reading Applications: Literary TextLT 2 Describe characters and setting.LT 3 Retell the plot of a story.

Writing Project: Personal Narrative

Writing Processes

WP 13 Proofread writing to improve conventions (e.g. grammar, spelling, punctuation and capitalization)

Writing Conventions

WC 3 Spell regularly used and high-frequency words correctly.

WC 4 Spell words studied (e.g. word lists, text words) correctly.WC 7 Use spelling strategies (e.g. word wall, word lists, thinking about the base words and affixes)

WC 8 Use periods, question marks and exclamation points as endpoints correctly.

WC 11 Use correct capitalization (e.g. proper nouns, the first word in a sentence, months and days).

WC 12 Use nouns, verbs and adjectives correctly.

Technology

Standard 3- Identify and describe the purpose of various types of computer and multimedia technology.Use correct terminology when talking when talking about computers and multimedia technology.Know that software is necessary to operate computer technology.Use a variety of computer and multimedia technology resources for directed learning activities (e.g. computer, VCR/DVD player, audio player, camera)

Standard 3- Use proper keyboarding techniques.

Standard 4- Use media to view information.

23 24 25 26 27 28 29

30 31 1 2 3 4 56 7 8 9 10 11 12

13 14

15

16

17 18 19

20 21 22 23 24 25 2627 28 29 30

SEPTEMBER ‘09S M T W Th F S



AUGUST-SEPTEMBER

Revised 3/11/09August 20 – General, Building and Staff InserviceAugust 21 – Teacher Work DayAugust 24 – First Day of School for StudentsSeptember 7 – All Schools Dismissed - Labor DaySeptember 24 – Interim Reports Sent to ParentsGrade Level Meetings:

Sept 14-Title/SE; Sept 16-Gr 2Sept 15-Gr 3&5 Sept 17-Gr K&4


MATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min)NS 6. Model, represent and explain subtraction as comparison, take-away and part-to-whole: e.g. solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?” can be represented as 6 + ? = 10 or 10 – 6 = ?

NS 9. Model and use the commutative property for addition.

NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.

PF 2 Use patterns to make generalizations and predictions: e.g. determine a missing element in a pattern.

PF 5 Understand equivalence and extend the concept to Situations involving symbols: e.g. 4 + 5 = 9 and 9 = 4 + 5 and 4 + 5 = 3 + 6 = ∆ + □ . . .

PF 6 Use symbols to represent unknown quantities and Identify values for symbols in an expression or equation Using addition and subtraction: e.g. ∆ + O = 10, ∆ - 2 = 4

Resources : Scott Foresman: Envisions Topic 1 Understanding Addition & Subtraction: 7 Lessons Topic 2 Addition Strategies: 8 Lessons Topic 3 Subtraction Strategies: 6 Lessons *6 days allowed for Assessments, pacing, reteaching.

Assessments: Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made Tests

Technology Components: CDs: TE, Student Edition, Animations for each lesson, eTools, Quiz Shows

Health: Safety and First Aid –see curriculum guide2-3 weeks (Resource: chapter 9 of health book)Science-Ready, Set, Science!

SI 6. Recognize that explanations are generated in response to observations, events and phenomena.

SI 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools).

SI 8. Measure properties of objects using tools such as rulers, balances and thermometers.

SI 9. Use whole numbers to order, count, identify, measure and describe things and experiences.

SI 10. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.

Resources: Lessons 1, 2, and 3 of Harcourt Science

TechnologyStandard 2- Explain ways communities can manage waste and keep people safe.

SOCIAL STUDIES – Indicators (30 min)

G 1. Read and interpret a variety of maps.G 2. Construct a map that includes a map title and key that explains all symbols that are used. G 3. Name and locate the continents and oceans.E 3. Recognize that most people work in jobs in which they produce a few special goods or services.H 2. Explain how people are both buyers and sellers of goods and services.H 3. Recognize that most people work in jobs in which they produce a few special goods or services.GV 4. Explain the purpose of rules in the workplace.GV 5. Predict the consequences of following rules or violating rules in different settings.C 1. Demonstrate skills and explain the benefits of cooperation when working in group settings:a. Manage conflict peacefully; b. Display courtesy; c. Respect others.

Second Step Program

TechnologyStandard 1- Recall common terms, facts and basic concepts relative to technology.Standard 2- Discuss how making products meets our wants and needs.

23 24 25 26 27 28 29

30 31 1 2 3 4 56 7 8 9 10 11 12

13 14

15

16

17 18 19

20 21 22 23 24 25 2627 28 29 30

SEPTEMBER ‘09S M T W Th F S



OCTOBER

Revised 3/11/09October 5-9 – Gr 3 Reading Achievement TestingOctober15 -- All Schools Dismissed - Fairfield

County Fair October 16 – All Schools Dismissed - Central OEA

DayOctober 26-30 – Gr 3-4-5 MIT/RITOctober 30 – End of Grading Period


READING – Indicators (180 min) LANGUAGE ARTS – IndicatorsUnit 2Phonemic Awareness, Word Recognition and FluencyPA 2 Read regularly spelled multi-syllable words by sight.PA 3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.PA 4 Use knowledge of common word families (e.g. –ite or-ate) to sound out unfamiliar words.PA 8 Demonstrate a growing stock of sight words.PA 9 Read text using fluid and automatic decoding skills.PA 10 Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 2 Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).AV 4 Read accurately high-frequency sight words.AV 7 Identify contractions and common abbreviations and connect them to whole words.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 1 Establish a purpose for reading (e.g. to be informed, to follow directions or to be entertained).RP 2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.RP 3 Compare and contrast information in texts with prior knowledge and experience.RP 4 Summarize text by recalling main ideas and some supporting details.RP 5 Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive TextIT 1 Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.IT 2 Arrange events from informational text in sequential order.IT 3 List questions about essential elements from informational text (e.g. why, who, where, what, when and how) and identify answers.IT 4 Classify ideas from informational texts as main ideas or supporting details.IT 5 Identify information in diagrams, charts, graphs and maps

Reading Applications: Literary TextLT 3 Retell the plot of a story.

Writing Project: Explanatory/ How to

Writing Processes


Writing Conventions

WC 2 Spell words with consonant blends and diagraphs.


WC 4 Spell words studied (e.g. word lists, text words) correctly.

WC 7 Use spelling strategies (e.g. word wall, word lists, thinking about the base words and affixes).



Research

R 2 Utilize appropriate searching techniques to gather information from a variety of locations (e.g. classroom, school library, public library or community resources)

Technology

Standard 1- Describe, identify and demonstrate appropriate systematic planning strategies in order to complete a task.

S M T W Th F S1 2 3

4 5 6 7 8 9 1011 12 13 14 1

516 17

18 19 20 21 22 23 2425 2

627

28

29

30 31

OCTOBER ‘09



OCTOBER

Revised 3/11/09October 5-9 – Gr 3 Reading Achievement TestingOctober15 -- All Schools Dismissed - Fairfield

County Fair October 16 – All Schools Dismissed - Central OEA

DayOctober 26-30 – Gr 3-4-5 MIT/RITOctober 30 – End of Grading Period


MATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min) *NS 9. Model and use the commutative property for addition.*NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.

NS 1 Use place value concepts to represent, compare and order whole numbers using physical models, numbers and words, with ones, tens and hundreds. For example:

a. Recognize 10 can mean “10 ones” or a single Entity. (1 ten) through physical models and trading games.

b. Read and write 3 – digit numerals e.g. (243 as two hundred forty-three, 24 tens and 3 ones, etc.) and construct models to represent each.(This goes more with Topic 17)NS 2 Recognize and classify numbers as odd or even.

NS 11. Add and subtract multiples of 10.

NS 12. Demonstrate multiple strategies for adding and subtracting 2 and 3 digit whole numbers such as: a. Compatible numbers

b. Compensatory numbers c. Informal use of commutative and associative

Properties of addition.

NS 13. Estimate the results of whole number addition and subtraction problems using front-end estimation, and judge the reasonableness of the answers.DA 5. Identify untrue or inappropriate statements about a given set of data.


*Continued Practice of these two indicators

Resources : Scott Foresman: EnvisionsTopic 4 : Place Value: Numbers to 100: 10 LessonsTopic 6 : Mental Additon : 5 LessonsTopic 7 : Mental Subtraction : 5 Lessons

3 – 4 Days for Assessments, pacing, reteaching (will go into beginning part of Nov.)Assessments: Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made Tests


Science-Earth and Space Science

ES 1. Recognize that there are more stars in the sky than anyone can easily count.

ES 2. Observe and describe how the sun, moon and stars all appear to move slowly across the sky.

ES 3. Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks.

Resources: Chapter 1 of Harcourt Science

Also do Fire Safety during Fire Safety Week

SOCIAL STUDIES – Indicators (30 min)G 1. Read and interpret a variety of maps.

G 2. Construct a map that includes a map title and key that explains all symbols that are used.

G 3. Name and locate the continents and oceans.

G 4. Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models.

G 5. Compare how land is used in urban, suburban and ruralenvironments.

G 6. Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development.

E 1. Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel).

E 2. Explain how people are both buyers and sellers of goods and services.E 3. Recognize that most people work in jobs in which they produce a few special goods or services.

Second Step Program

S M T W Th F S1 2 3

4 5 6 7 8 9 1011 12 13 14 1

516 17

18 19 20 21 22 23 2425 2

627

28

29

30 31

OCTOBER ‘09



NOVEMBER

Revised 3/11/09November 6 – Elementary Students Dismissed –

Parent/Teacher Conf.November 11 – Gr 3-4-5 MI/RIT DUE to A PaynNovember 25 - All Students Dismissed -

Parent/Teacher Conferences November 26 & 27 - All Schools Dismissed -

Thanksgiving Holiday Grade Level Meetings:

Nov 16-Title/SE & Gr 1 Nov 17-Gr 3&5 Nov 19-Gr K,2&4



Phonemic Awareness, Word Recognition and Fluency

PA 2 Read regularly spelled multi-syllable words by sight.PA 3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.PA 4 Use knowledge of common word families (e.g. –ite or-ate) to sound out unfamiliar words.PA 8 Demonstrate a growing stock of sight words.PA 9 Read text using fluid and automatic decoding skills.PA 10 Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of Vocabulary

AV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 2 Identify words that have similar meaning (synonyms) and words that have opposite meanings (antonyms)AV 4 Read accurately high-frequency sight words.AV 8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.AV 10 Determine the meaning and pronunciations of unknown words using a beginner’s dictionary, glossaries and technologies.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies

RP 4 Summarize text by recalling main ideas and some supporting details..RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive Text

IT 5 Identify information in diagrams, charts graphs and maps.

Reading Applications: Literary Text

LT 5 Identify words from texts that appeal to the senses.

Writing Project: Persuasive

Writing Processes


Writing Conventions




WC 7 Use spelling strategies (e.g. word wall, word lists, thinking about the base words and affixes)




WC 13 Use subjects and verbs that are in agreements.

1 2 3 4 5 6 78 9 10 11 12 13 1415 1

617 18 1

9 20 21

22 23 24 25 26

27 28

29 30

NOVEMBER ‘09S M T W Th F S



NOVEMBER

Revised 3/11/09November 6 – Elementary Students Dismissed –

Parent/Teacher Conf.November 11 – Gr 3-4-5 MI/RIT DUE to A PaynNovember 25 - All Students Dismissed -

Parent/Teacher Conferences November 26 & 27 - All Schools Dismissed -

Thanksgiving Holiday Grade Level Meetings:

Nov 16-Title/SE & Gr 1 Nov 17-Gr 3&5 Nov 19-Gr K,2&4


MATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min)*NS 9. Model and use the commutative property for addition.

*NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.*Continued Practice needed on these two indicators.





NS 13. Estimate the results of whole number addition and subtraction problems using front-end estimation, and judge the reasonableness of the answers

DA 5. Identify untrue or inappropriate statements about a given set of data.


Complete Assessments of Topic 7 From October .

Resources : Scott Foresman: Envisions

Topic 8 : Adding Two-Digit Numbers : 7 Lessons

Topic 9 : Subtracting Two-Digit Numbers : 7 Lessons

3- 4 Days for Assessments, pacing, reteaching. (will carry into part of December.)

Assessments:

Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made Tests

Technology Components:

CDs: TE, Student Edition, Animations for each lesson, eTools, Quiz Shows

Science-Earth and Space Science

Complete from October.

ES 1. Recognize that there are more stars in the sky than anyone can easily count.

ES 2. Observe and describe how the sun, moon and stars all appear to move slowly across the sky.

ES 3. Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks.Resources: Chapter 1 of Harcourt ScienceBegin Weather and Daily Weather

ES 4. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

ES 5. Describe weather by measurable quantities such as temperature and precipitation.

Resources: Daily Weather Curriculum Guide

Chapter 2 of Harcourt Science


H 3. Place a series of related events in chronological order on a time line.H 4. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past. H 5. Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.H 6. Identify and describe examples of how science and technology have changed the daily lives of people and compare:a. Forms of communication from the past and present;b. Forms of transportation from the past and present.H 7. Recognize the importance of individual action and character and explain how they have made a difference in others' lives with emphasis on the importance of: a. Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.); b.Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong).TechnologyStandard 2- Demonstrate and give examples of how technology has changed the way people lived and worked through history.

1 2 3 4 5 6 78 9 10 11 12 13 1415 1

617 18 1

9 20 21

22 23 24 25 26

27 28

29 30

NOVEMBER ‘09S M T W Th F S



DECEMBER

Revised 3/11/09December 3 – Interim Reports Sent to ParentsDecember 21 – Board of Education MeetingDecember 21 – January 1 - All Schools Dismissed - Holiday Vacation






AV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.

AV 2 Identify words that have similar meaning (synonyms) and words that have opposite meanings (antonyms)

AV 4 Read accurately high-frequency sight words.AV 8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.

AV 10 Determine the meaning and pronunciations of unknown words using a beginner’s dictionary, glossaries and technologies.


RP 4 Summarize text by recalling main ideas and some supporting details..

RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.


IT 5 Identify information in diagrams, charts graphs and maps.


LT 5 Identify words from texts that appeal to the senses.

Writing Project: Persuasive

Writing Processes


Writing Conventions








WC 13 Use subjects and verbs that are in agreements.

1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 2

122

23

24

25 26

27 28

29

30

31 1

DECEMBER ‘09S M T W Th F S



DECEMBER

Revised 3/11/09December 3 – Interim Reports Sent to ParentsDecember 21 – Board of Education MeetingDecember 21 – January 1 - All Schools Dismissed - Holiday Vacation









NS 3. Count money and make change using coins and a dollar bill.

NS 4. Represent and write the value of money using the ¢ Sign and in decimal form when using the $ sign.

DA 5. Identify untrue or inappropriate statements about a given set of data.



*Allow for carry over days for instruction/assessments From November.

Topic 10 : Using Addition and Subtraction : 7 Lessons

Topic 5 : Money : 6 Lessons ** Additional lessons forInstruction will more than likely be needed for most Students. Carry over into January. Assessments: Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made Tests


Science

Complete Weather and Daily Weather

ES 4. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

ES 5. Describe weather by measurable quantities such as temperature and precipitation.

Resources: Daily Weather Curriculum Guide

Chapter 2 of Harcourt Science

SOCIAL STUDIES – Indicators (30 min)E 1. Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel).

E 2. Explain how people are both buyers and sellers of goods and services.

E 3. Recognize that most people work in jobs in which they produce a few special goods or services.

E 4. Explain why people in different parts of the world earn a living in a variety of ways.

E 5. Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

Technology:Standard 2: Technology and Society InteractionBenchmark A: Indicator 1: Discuss how making productsmeets our needs and wants.

Second Step Program

1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 2

122

23

24

25 26

27 28

29

30

31 1

DECEMBER ‘09S M T W Th F S



JANUARY

Revised 3/11/09January 18 - All Schools Dismissed - Martin Luther King DayJanuary 19-22 – Gr 1 thru 5 MI/RIT TestingJanuary 22 - End of Grading Period/First SemesterJanuary 27 – Gr 1 thru 5 MI/RIT DUE to A Payne


READING – Indicators (180 min) LANGUAGE ARTS – IndicatorsUnit 4Phonemic Awareness, Word Recognition and FluencyPA 2 Read regularly spelled multi-syllable words by sight.PA 3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.PA 4 Use knowledge of common word families (e.g. –ite or-ate) to sound out unfamiliar words.PA 5 Segment letter, letter blends and syllable sounds in words.PA 8 Demonstrate a growing stock of sight words.PA 9 Read text using fluid and automatic decoding skills.PA 10 Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 4 Read accurately high-frequency sight words.AV 6 Determine the meaning of common compound words (e.g. lunchroom, baseball) by explaining the relationship between the words contained in the compound.AV 7 Identify contractions and common abbreviations and connect them to whole words.AV 8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of the words.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.RP 3 Compare and contrast information in texts with prior knowledge and experience.RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive TextIT 2 Arrange events from informational text in sequential order.IT 3 List questions about essential elements from informational text (e.g. why, who, where, what, when and how) and identify answers.IT 5 Identify information in diagrams, charts graphs and maps.

Reading Applications: Literary TextLT 2 Describe characters and setting.

Writing Project: Research

Writing Conventions




WC 9 Use quotation marks.



Technology

Standard 5- Discuss the question assigned by the teacher and where the information might be found.Use the online library catalog to locate information sources by title, author or subject.Select needed information from teacher-selected Web sites, electronic encyclopedias and other electronic collections.Record and organize information to generate a product.Give credit to the sources used for work by listing the author and the name given to the source.Tell how information was found.Search for information is an online encyclopedia using a topical search.Read information from a Web site assigned by teacher and identify the name and topic of the Web site.

1 23 4 5 6 7 8 910 11 12 13 14 15 1617 1

819

20

21

22 23

2431 25 26 2

7 28 29 30

JANUARY ‘10S M T W Th F S



JANUARY

Revised 3/11/09January 18 - All Schools Dismissed - Martin Luther King DayJanuary 19-22 – Gr 1 thru 5 MI/RIT TestingJanuary 22 - End of Grading Period/First SemesterJanuary 27 – Gr 1 thru 5 MI/RIT DUE to A Payne




NS 3. Count money and make change using coins and a dollar bill.

NS 4. Represent and write the value of money using the ¢ Sign and in decimal form when using the $ sign.


G 1. Identify , describe, compare and sort three-dimensional objects (cones, spheres, prisms, cubes, cylinders, pyramids) according to the shape of the faces or the number of faces, edges, or vertices.

G 2. Predict what new shapes will be formed by combining or Cutting apart existing shapes.

G 3. Recognize two-dimensional shapes and three- Dimensional objects from different positions.

G 4. Identify and determine whether two-dimensional shapes are congurent (same shape and size) or similar (same shape different size) by copying or using superposition(Lay one thing on top of another)

G 5. Create and identify two-dimensional figures with a line symmetry. e.g. what letters, shapes, logos, polygons are symmetrical?

*Week of January 19 th Administer the MITS Data due to Amy Payne by January 27 th .

Resources : Scott Foresman: EnvisionsTopic 5 : Money Complete lessons and assessments .Topic 11 : Geometry : 8 Lessons

*Pace instructional days and assessments to complete Money and Geometry during this month.



SCIENCE: Light and Sound

PS 1. Explore how things make sound (e.g., rubber bands, tuning fork and strings).

PS 2. Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects.

PS 3. Explore with flashlights and shadows that light travels in a straight line until it strikes an object.

Resource: Chapter 6 of Harcourt Science


H 7. Recognize the importance of individual action and character and explain how they have made a difference in others' lives with emphasis on the importance of: Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman

GV 2. Explain how a system of government provides order to a group such as a school or community and why government is necessary including: a. Making and enforcing laws; b. Providing leadership; c. Providing services; d. Resolving disputes

GV 4. Explain the purpose of rules in the workplace.

GV 5. Predict the consequences of following rules or violating rules in different settings.

Second Step Program

1 23 4 5 6 7 8 910 11 12 13 14 15 1617 1

8 19 20 21 22 232431 25 26 2

7 28 29 30

JANUARY ‘10S M T W Th F S



FEBRUARY

Revised 3/11/09Grade Level Meetings:

Feb 1-Title/SE & Gr 1 Feb 2-Gr 2,3&5 Feb 4-Gr K&4

February 15 - All Schools Dismissed - Presidents’ DayFebruary 25 – Interim Reports Sent to Parents



Phonemic Awareness, Word Recognition and FluencyPA 2 Read regularly spelled multi-syllable words by sight.PA 3 Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.PA 4 Use knowledge of common word families (e.g. –ite or-ate) to sound out unfamiliar words.PA 5 Segment letter, letter blends and syllable sounds in words.PA 8 Demonstrate a growing stock of sight words.PA 9 Read text using fluid and automatic decoding skills.PA 10 Read passages fluently with appropriate changes in voice, timing and expression.

Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 4 Read accurately high-frequency sight words.AV 6 Determine the meaning of common compound words (e.g. lunchroom, baseball) by explaining the relationship between the words contained in the compound.AV 7 Identify contractions and common abbreviations and connect them to whole words.AV 8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of the words.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.RP 3 Compare and contrast information in texts with prior knowledge and experience.RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive TextIT 2 Arrange events from informational text in sequential order.IT 3 List questions about essential elements from informational text (e.g. why, who, where, what, when and how) and identify answers.IT 5 Identify information in diagrams, charts graphs and maps.


Writing Project: Research

Writing Conventions





WC 11 Use correct capitalization (e.g. proper nouns, the first word in a sentence, months and days)


Technology

Standard 5- Discuss the question assigned by the teacher and where the information might be found.Use the online library catalog to locate information sources by title, author or subject.Select needed information from teacher-selected Web sites, electronic encyclopedias and other electronic collections.Record and organize information to generate a product.Give credit to the sources used for work by listing the author and the name given to the source.Tell how information was found.Search for information is an online encyclopedia using a topical search.Read information from a Web site assigned by teacher and identify the name and topic of the Web site.

1 2 3 4 5 67 8 9 10 11 12 1314 1

5 16 17 18 19 2021 22 23 24 25 26 2728

FEBRUARY ‘10S M T W Th F S



FEBRUARY


Feb 1-Title/SE & Gr 1 Feb 2-Gr 2,3&5 Feb 4-Gr K&4

February 15 - All Schools Dismissed - Presidents’ DayFebruary 25 – Interim Reports Sent to Parents


MATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min)*NS 9. Model and use the commutative property for addition.*NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.NS 5. Represent fractions (halves, thirds, fourths, sixths, and eighths) using words, numerals, and physical models. For Example:

a. Recognize that a fractional part can mean different amounts depending on the original quantity.

b. Recognize the fractional part of a rectangle does not have to be shaded with contiguous parts.

c. Identify and illustrate parts of a whole and parts of sets of objects.

d. Compare and order physical models of halves, thirds, and Fourths in relation to 0 and 1.

M 1. Identify and select appropriate measures for:a. Length: centimeters, meters,inches, feet, yardsb. Capacity(volume): liters, cups,pints, quartsc. Weight: grams, ounces, poundsd. Time: hours, half hours, quarter-hours, minutes

time designations: am pm

M 2. Establish personal or common referents for units of Measure to make estimates and comparisons. e.g width of finger is a centimeter,a large bottle of soda is 2 liters, small paper clip weighs about a gram.

M 3. Describe and compare the relationships among units of measure, such as centimeters and meters, inches, feet and yards, cups, pints, quarts, ounces, pounds hours, half hours, quarter-hours, e.g How many inches in a foot?

M 5. Estimate and measure the length and weight of common objects using metric and U.S. units to the nearest unit.

M 6. Select and use appropriate measurements using different tools. e.g. ruler to draw segment 3 inches long, scale to weigh candy, cup to measure rice into a bowl.

M 7. Make and test predictions about measurements, using different units to measure the same length or volume.

PF 2 Use patterns to make generalizations and predictions: e.g. determine a missing element in a pattern. Resources : Scott Foresman: EnvisionsTopic 12 : Fractions 6 LessonsTopic 13 : Measurement: Length & Area : 8 LessonsTopic 14 : Measurement: Capacity & Weight: 8 Lessons Pace Measurement Lessons to cover required indicatorsand try to remain within the 19 days including Assessments if possible. Some of the measurement lessons can be omitted.Assessments: Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made TestsTechnology Components: CDs: TE, Student Edition, Animations for each lesson, eTools, Quiz Shows

Science-InventionsST 1. Explain that developing and using technology involves benefits and risks.ST 2. Investigate why people make new products or invent new ways to meet their individual wants and needs.ST 3. Predict how building or trying something new might affect other people and the environment.ST 4. Communicate orally, pictorially, or in written form the design process used to make something.SI 1. Ask “how can I/we” questions.SI 2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions.SI 3. Explore and pursue student-generated “how” questions.Language Arts: Inventions Presentation8. Deliver informational presentations that:a. present events or ideas in logical sequence and maintain a clear

focus;b. demonstrate an understanding of the topic;c. include relevant facts and details to develop a topic;d. organize information with a clear beginning and ending;e. include diagrams, charts or illustrations as appropriate; andf. identify sources.TechnologyStandard 1- Describe the connections between technology and other fields of study. Standard 3-Develop a slide show presentation with teacher assistance.Standard 1: Benchmark C: 1. Describe how problems lead to invention and innovation(e.g. the invention and development of ear-muffs)Standard 6: Design :Benchmark A:Identify problems and potential technological solutions: Indicators: 1. 2. 3. 4. Benchmark B: Indicators: 1. 2. 3. 4.Benchmark C: Indicators: 1. 2. 3. 4: Standard 7: Designed WorldSOCIAL STUDIES – Indicators (30 min)H 7. Recognize the importance of individual action and

character and explain how they have made a difference in others' lives with emphasis on the importance of: Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman




Second Step Program

1 2 3 4 5 67 8 9 10 11 12 1314 1

5 16 17 18 19 2021 22 23 24 25 26 2728

FEBRUARY ‘10S M T W Th F S



MARCH

Revised 3/11/09March 22-26 – Gr 1 thru 5 MI/RIT TestingMarch 26 – End of Grading Period March 22-26 – Gr 1 thru 5 MI/RIT DUE to A Payne




Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 4 Read accurately high-frequency sight words.AV 6 Determine the meaning of common compound words (e.g. lunchroom, baseball) by explaining the relationship between the words contained in the compound.AV 7 Identify contractions and common abbreviations and connect them to whole words.AV 8 Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including –er, -est, -ful,-less.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of words.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the ext or background knowledge.RP 3 Compare and contrast information in texts with prior knowledge and experience. RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive TextIT 2 Arrange events from informational text in sequential order.IT 3 List questions about essential elements from informational text (e.g. why, who, where, what, when and how) and identify answers.IT 5 Identify information in diagrams, charts, graphs and maps.


Writing Project: Realistic Fiction

Writing Conventions







1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 2

223

24

25

26 27

28 29 30 31

MARCH ‘10S M T W Th F S



MARCH

Revised 3/11/09March 22-26 – Gr 1 thru 5 MI/RIT TestingMarch 26 – End of Grading Period March 31 – Gr 1 thru 5 MI/RIT DUE to A Payne


MATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min)NS 12. Demonstrate multiple strategies for adding and subtracting 2 and 3 digit whole numbers such as: a. Compatible numbers



M 1. Identify and select appropriate measures for:d. Time: hours, half hours, quarter-hours, minute: time

designations: am pm. M 3. Describe and compare the relationships among units such as hours, half hours, quarter-hoursM 4. Tell time to the nearest minute on digital and to the nearest 5 minute interval on analog timepieces.

PF 7. Describe qualitative and quantitative changes, especially those involving addition and subtraction: e.g. a student growing taller versus a student growing two inches in one year.

DA 1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picturegraphs and bar graphs.

DA 2. Read, interpret and make comparisons and predictionsfrom data represented in charts, line plots, picture graphs andbar graphs.

DA 4. Write a few sentences to describe and compare categories of data represented in a chart or graph, and makeStatements about the data as a whole.

DA 5. Identify untrue or inappropriate statements about a givenset of data.

DA 6. Recognize that data may vary from one population to another.e.g.Faviorite TV shows of children and parents.

*Week of March 22nd Administer the MITSData due to Amy Payne by March 31st.Resources : Scott Foresman: EnvisionsTopic 15: Time and Temperature: 6 Lessons Additional Lessons/practice needed to Supplement for telling time.Topic 16 : Graphs and Probability: 7 LessonsTopic 18: Three – Digit Addition and Subtraction(Begin for MITS)*Additional Days for Assessments, pacing, reteaching Assessments: Teacher choice of the following: Topic Multiple Choice Tests Topic Free Response Tests Topic Performance Assessments Topic Tests OAT Format Teacher –Made TestsTechnology Components: CDs: TE, Student Edition, Animations for each lesson, eTools, Quiz Shows

Science-Living Things Need Energy

LS 1. Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive.

LS 5. Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).LS 6. Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).Health: Human Body and Digestion–see Curriculum GuideNutrition-See Curriculum GuideDental Health-See Curriculum Guide

SOCIAL STUDIES – Indicators (30 min)H 7. Recognize the importance of individual action and

character and explain how they have made a difference in others' lives with emphasis on the importance of: Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman




Second Step Program

1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 2

223

24

25

26 27

28 29 30 31

MARCH ‘10S M T W Th F S



APRIL

Revised 3/11/09April 2 – 9 -- All Schools Dismissed - Good

Friday/Spring BreakApril 19-23 – Gr 1- MI/RIT TestingApril 19-30 – Gr 3 thru 8 Achievement TestingApril 28 – Gr 1- MI/RIT Data DUE to A Payne




Acquisition of VocabularyAV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 4 Read accurately high-frequency sight words.AV 6 Determine the meaning of common compound words (e.g. lunchroom, baseball) by explaining the relationship between the words contained in the compound.AV 7 Identify contractions and common abbreviations and connect them to whole words.AV 8 Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including –er, -est, -ful,-less.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of words.

Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring StrategiesRP 2 Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the ext or background knowledge.RP 3 Compare and contrast information in texts with prior knowledge and experience. RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.

Reading Applications: Informational, Technical and Persuasive TextIT 2 Arrange events from informational text in sequential order.IT 3 List questions about essential elements from informational text (e.g. why, who, where, what, when and how) and identify answers.IT 5 Identify information in diagrams, charts, graphs and maps.


Writing Project: Realistic Fiction

Writing ConventionsWC 3 Spell regularly used and high-frequency words correctly.





WC 12 Use nouns, verbs and adjectives correctly

1 2 34 5 6 7 8 9 10

11 12 13 14 15 16 1718 1

920

21

22

23 24

25 26

27

28

29

30

APRIL ‘10S M T W Th F S



APRIL

Revised 3/11/09April 2 – 9 -- All Schools Dismissed - Good

Friday/Spring BreakApril 19-23 – Gr 1- MI/RIT TestingApril 19-30 – Gr 3 thru 8 Achievement TestingApril 28 – Gr 1- MI/RIT Data DUE to A Payne



*NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.






NS 1 Use place value concepts to represent, compare and order whole numbers using physical models, numbers and words, with ones, tens and hundreds. For example:

a. Recognize 10 can mean “10 ones” or a single Entity. (1 ten) through physical models and trading games.

b. Read and write 3 – digit numerals e.g. (243 as two hundred forty-three, 24 tens and 3 ones, etc.) and construct models to represent each


Topic 17: Numbers and Patterns to 1,000 : 9 Lessons

Topic 18 : Three-digit Addition and Subtraction : 9 Lessons Complete Lessons during this month.



Science-Living Things and Their EnvironmentOhio Plants and Animals

LS 2. Identify that there are many distinct environments that support different kinds of organisms.LS 3. Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects).LS 4. Compare similarities and differences among individuals of the same kind of plants and animals, including people.LS 7. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.LS 8. Compare the activities of Ohio’s common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering.LS 9. Compare Ohio plants during the different seasons by describing changes in their appearance.

Resources: Chapters 3 and 5 of Harcourt Science Use ODNR’s Wild Ohio for KidsHave students complete a PowerPoint at the end of unit

SOCIAL STUDIES – Indicators (30 min)PS 1. Describe the cultural practices and products of people on different continents

.PS 2. Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture

.PS 3. Explain how contributions of different cultures within the United States have influenced our common national heritage.

PS 4. Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

SS 2. Identify sources used to gather information: a. People; b. Printed materials; c. Electronic sources.

Second Step Program

1 2 34 5 6 7 8 9 10

11 12 13 14 15 16 1718 1

920

21

22

23 24

25 26

27

28

29

30

APRIL ‘10S M T W Th F S



MAY/JUNE


May 3-Title/SE & Gr 1 May 4-Gr 2,3&5 May 6-Gr K&4

May 6 – Interim Reports Sent to ParentsMay 31 – All Schools Dismissed - Memorial Day June 4 – Last Day of School for StudentsJune 6 – Commencement ServicesJune 7 – Staff Records Day






AV 1 Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.AV 2 Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).AV 4 Read accurately high-frequency sight words.AV 7 Identify contractions and common abbreviations and connect them to whole words.AV 8 Determine the meaning of prefixes, including un-, re-, pre-, and suffixes, including –er, -est, -ful, -less.AV 9 Use root words (e.g. smile) and their various inflections (e.g. smiles, smiling, smiled) to determine the meaning of words.


RP 3 Compare and contrast information in texts with prior knowledge and experience.RP 6 Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.RP 7 Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension.


IT 5 Identify information in diagrams, charts, graphs and maps.


IT 2 Describe characters and setting.IT 3 Retell the plot of a story.

Writing Project: Compare/Contrast

Writing Processes


Writing Conventions







12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 3

1 1 2 3 4

MAY/JUNE ‘10S M T W Th F S



MAY/JUNE


May 3-Title/SE & Gr 1 May 4-Gr 2,3&5 May 6-Gr K&4

May 6 – Interim Reports Sent to ParentsMay 31 – All Schools Dismissed - Memorial Day June 4 – Last Day of School for StudentsJune 6 – Commencement ServicesJune 7 – Staff Records Day

24 instructional daysMATH – Indicators (75 min) HEALTH/SCIENCE – Indicators (30 min)*NS 9. Model and use the commutative property for addition.

*NS 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions: e.g. 9 + 9 = 18 and 18 - 9 = 9.

NS 11. Demonstrate joining multiple groups of objects, each containing the same number of objects; e.g., combining 3 bags of candy, each containing 2 pieces.

NS 12. Partition or share a small set of objects into groups of equal size; e.g., sharing 6 stickers equally among 3 children.

NS 13. Recognize the number of quantity of sets up to 5 without counting; e.g., recognize without counting the dot arrangement on a domino as 5.


Topic 19 : Multiplication Concepts : 6 LessonsTopic 20: Division Concepts and Facts : 5 Lessons


Technology Components:

CDs: TE, Student Edition, Animations for each lesson, eTools, Quiz Shows

Science-Ohio Plants and Animals Cont.

Language Arts SkillsResearch

R 1. Create questions for investigations, assigned topic or personal area of interest.

R 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).

R 3. Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.

R 4. Identify important information and write brief notes about the information.

R 5. Sort relevant information about the topic into categories with teacher assistance.

R 6. Report important findings to others.

SOCIAL STUDIES – Indicators (30 min)PS 1. Describe the cultural practices and products of people on different continents.

PS 2. Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.

PS 3. Explain how contributions of different cultures within the United States have influenced our common national heritage.

PS 4. Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

Second Step Program

12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 3

1 1 2 3 4

MAY/JUNE ‘10S M T W Th F S

Lancaster High School Standards... · Web viewUse spelling strategies (e.g. word wall, word lists,...

Documents

Transcript of Lancaster High School Standards... · Web viewUse spelling strategies (e.g. word wall, word lists,...