ORT RESUMES - files.eric.ed.gov · PDF filefaide. to %adze, Zaafeeeife "kw. LISTENING-SPEAKING...
153
ORT RESUMES ED 011 181 TE 000 083 GUIDE TO TEACHING LANGUAGE ARTS, LISTENING SPEAKING WRITING, KINDERGARTEN GRADE SIX. BY- SIMONSON, EVELYN AND OTHERS MADISON PUBLIC SCHOOLS, WIS. PUB DATE 66 EDRS PRICE MF-$0.75 HC-$6.12 151P. DESCRIPTORS- *AVERAGE STUDENTS, *CURRICULUM GUIDES, *ELEMENTARY GRADES, *ENGLISH INSTRUCTION, LISTENING, SPEAKING, WRITING, MADISON, WISCONSIN DEVELOPED FOR USE IN THE MADISON, WISCONSIN, PUBLIC SCHOOLS, THIS GUIDE FOR GRADES K-6 PROVIDES THE FRAMEWORK FOR AN INTEGRATED LANGUAGE ARTS PROGRAM WITH EMPHASIS ON LISTENING AND SPEAKING. THE OBJECTIVES OF THE PROGRAM ARE STATED IN TERMS OF THE EXPECTED ACHIEVEMENTS OF THE AVERAGE STUDENT. A FLOW CHART, ARRANGED FROM AGES 5-12, SHOWS THE CORRELATION BETWEEN CHILDREN'S CHARACTERISTIC MATURITY TRAITS AND THEIR INTERESTS PERTAINING TO LANGUAGE ARTS. THE CHART ALSO LISTS SUGGESTED ACTIVITIES TO IMPLEMENT THE DEVELOPMENT OF COMMUNICATION SKILLS IMPLIED BY THAT CORRELATION. SUGGESTIONS FOR DEVELOPING EXPECTANCIES AY EACH GRADE LEVEL ARE GIVEN IN THREE SEPARATE SECTIONS -- LISTENING, SPEAKING, AND WRITING. A. SAMPLE UNIT ON A TRIP TO AN AIRPORT, ADAPTABLE FOR USE IN ANY GRADE, ILLUSTRATES RELATED LEARNING EXPERIENCES, SPECIFIC INTERRELATIONSHIPS IN LANGUAGE, OUTCOMES AND ABILITIES ACQUIRED, AND GRADE LEVEL EXPECTANCIES. REFERENCES FOR TEACHERS AND A SECTION ENTITLED "QUESTIONS AND ANSWERS ABOUT LANGUAGE" ARE ALSO INCLUDED. THIS GUIDE IS A COMPANION TO "GUIDE TO TEACHING READING AND LITERATURE." (SEE TE 000 082.) RECOMMENDED BY THE NCTE COMMITTEE TO REVIEW CURRICULUM GUIDES, AND NOTED IN "ANNOTATED LIST OF RECOMMENDED ELEMENTARY AND SECONDARY CURRICULUM GUIDES IN ENGLISH, 1967" (SEE TE 000 140), IT IS ALSO AVAILABLE FROM THE MADISON PUBLIC SCHOOLS, P.O. BOX 2189, MADISON, WISCONSIN 53701, $3.00. (MM)
Transcript of ORT RESUMES - files.eric.ed.gov · PDF filefaide. to %adze, Zaafeeeife "kw. LISTENING-SPEAKING...
ORT RESUMESED 011 181 TE 000 083
GUIDE TO TEACHING LANGUAGE ARTS, LISTENING SPEAKING
WRITING, KINDERGARTEN GRADE SIX.BY- SIMONSON, EVELYN AND OTHERSMADISON PUBLIC SCHOOLS, WIS.
PUB DATE 66
EDRS PRICE MF-$0.75 HC-$6.12 151P.
DESCRIPTORS- *AVERAGE STUDENTS, *CURRICULUM GUIDES,*ELEMENTARY GRADES, *ENGLISH INSTRUCTION, LISTENING,SPEAKING, WRITING, MADISON, WISCONSIN
DEVELOPED FOR USE IN THE MADISON, WISCONSIN, PUBLICSCHOOLS, THIS GUIDE FOR GRADES K-6 PROVIDES THE FRAMEWORK FORAN INTEGRATED LANGUAGE ARTS PROGRAM WITH EMPHASIS ONLISTENING AND SPEAKING. THE OBJECTIVES OF THE PROGRAM ARESTATED IN TERMS OF THE EXPECTED ACHIEVEMENTS OF THE AVERAGESTUDENT. A FLOW CHART, ARRANGED FROM AGES 5-12, SHOWS THECORRELATION BETWEEN CHILDREN'S CHARACTERISTIC MATURITY TRAITSAND THEIR INTERESTS PERTAINING TO LANGUAGE ARTS. THE CHARTALSO LISTS SUGGESTED ACTIVITIES TO IMPLEMENT THE DEVELOPMENTOF COMMUNICATION SKILLS IMPLIED BY THAT CORRELATION.SUGGESTIONS FOR DEVELOPING EXPECTANCIES AY EACH GRADE LEVELARE GIVEN IN THREE SEPARATE SECTIONS -- LISTENING, SPEAKING,AND WRITING. A. SAMPLE UNIT ON A TRIP TO AN AIRPORT, ADAPTABLEFOR USE IN ANY GRADE, ILLUSTRATES RELATED LEARNINGEXPERIENCES, SPECIFIC INTERRELATIONSHIPS IN LANGUAGE,OUTCOMES AND ABILITIES ACQUIRED, AND GRADE LEVELEXPECTANCIES. REFERENCES FOR TEACHERS AND A SECTION ENTITLED"QUESTIONS AND ANSWERS ABOUT LANGUAGE" ARE ALSO INCLUDED.THIS GUIDE IS A COMPANION TO "GUIDE TO TEACHING READING ANDLITERATURE." (SEE TE 000 082.) RECOMMENDED BY THE NCTECOMMITTEE TO REVIEW CURRICULUM GUIDES, AND NOTED IN"ANNOTATED LIST OF RECOMMENDED ELEMENTARY AND SECONDARYCURRICULUM GUIDES IN ENGLISH, 1967" (SEE TE 000 140), IT ISALSO AVAILABLE FROM THE MADISON PUBLIC SCHOOLS, P.O. BOX2189, MADISON, WISCONSIN 53701, $3.00. (MM)
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ls
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ricul
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ent
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culu
m D
evel
opm
ent
2
P9 a J '`
1 J fi J
FO
RE
WO
RD
The
Mad
ison
Pub
licSc
hool
s ac
know
ledg
eth
e ef
fort
s of
man
yte
ache
rs in
the
prep
arat
ion
of th
iscu
rric
ulum
gui
de f
orth
e el
emen
tary
grad
es, K
inde
rgar
ten
-G
rade
Six
. Eac
hse
ctio
n in
clud
es c
urre
nttr
ends
in th
eory
and
prac
tice
whi
ch h
ave
infl
uenc
ed te
achi
ng in
the
elem
enta
rycl
assr
oom
s ov
er th
e pa
stfe
w y
ears
.
The
pre
para
tion
of G
uide
to T
each
ing
Lan
guag
e A
rts-
- L
iste
ning
Spea
king
Wri
ting
invo
lved
thre
e ye
ars
of s
tudy
,co
nfer
ence
s, a
nd w
ritin
g on
the
part
of
man
y
teac
hers
and
pri
ncip
als.
Muc
h at
tent
ion
has
been
pla
ced
on h
elpi
ngch
ildre
n to
inte
rpre
t the
str
uctu
reof
wha
t the
y ar
ele
arni
ng in
the
lang
uage
arts
pro
gram
;ex
pect
anci
es a
rein
dica
ted
for
each
gra
dele
vel w
ith s
ugge
sted
lear
ning
act
iviti
esdi
rect
ed to
war
d a
com
plet
ede
velo
pmen
tal p
rogr
amw
ith a
dapt
atio
ns s
uite
dfo
r th
e
aver
age,
slow
er m
ovin
g, a
ndra
pid
lear
ning
pup
ils.
Res
ourc
eful
teac
hers
will
cont
inue
to im
prov
e on
pres
ent p
ract
ice
and
will
impl
emen
t the
sug
gest
ions
in th
is g
uide
so
that
boy
s an
d gi
rls
acqu
ire
the
usef
ul
know
ledg
e, s
kills
, and
unde
rsta
ndin
gs th
roug
hac
tiviti
es w
hich
will
pre
pare
them
to
mee
t the
cha
lleng
esof
our
tim
es a
nd th
efu
ture
.
Sinc
ere
appr
ecia
tion
is g
rate
fully
expr
esse
d to
all
pers
ons
mak
ing
this
gui
de
poss
ible
.
RO
BE
RT
D. G
ILB
ER
TS
Supe
rint
ende
nt o
f Sc
hool
s
3
PRE
FAC
E
All
teac
hers
of
lang
uage
art
sin
the
Mad
ison
elem
enta
ry s
choo
ls h
ave
had
oppo
rtun
ities
toco
ntri
bute
to th
e de
velo
pmen
tof
this
gui
de. W
ithou
t
thei
r w
illin
gnes
s to
offe
r su
gges
tions
, the
guid
e co
uld
not h
ave
been
wri
tten.
Hel
p w
as a
lso
deri
ved
from
cur
ricu
lar
mat
eria
lspr
evio
usly
pre
pare
d in
the
Mad
ison
Pub
licSc
hool
s, a
nd f
rom
cur
rent
tren
ds e
xpre
ssed
inte
xtbo
oks,
cour
ses
of s
tudy
,re
sear
ch, a
nd p
rofe
ssio
nal
liter
atur
e.
Thi
s gu
ide
prov
ides
aba
sic
fram
ewor
k fo
rte
achi
ng a
n in
tegr
ated
lang
uage
art
s pr
ogra
mw
ith e
mph
asis
on
liste
ning
and
spea
king
. In
a gr
ow-
ing
scho
ol s
yste
m,
whe
re s
tude
nts
freq
uent
lytr
ansf
er f
rom
one
sch
ool t
o
anot
her,
allo
catio
ns o
fsug
gest
ed e
xpec
tanc
ies,
lear
ning
exp
erie
nces
, and
mat
eria
ls o
f in
stru
ctio
nsh
ould
hel
p to
giv
e sc
ope
and
sequ
ence
to th
eto
tal
lang
uage
art
s pr
ogra
m.
The
gui
de r
ecom
men
dspr
oced
ures
, bib
liogr
aphy
,
and
a ph
iloso
phy
ofin
stru
ctio
n.
From
teac
hers
' wor
kshe
ets
and
disc
ussi
ons,
the
follo
win
g ge
nera
liza-
tions
can
be
mad
e:
1.In
the
Mad
ison
poi
ntof
vie
w th
e te
ache
r pl
ans
the
lang
uage
art
s
activ
ities
to p
rom
ote
optim
um g
row
th in
eig
htm
ajor
are
as o
f th
e
lang
uage
art
s:de
velo
pmen
tal r
eadi
ng,
liter
atur
e, li
sten
ing,
spea
king
,
gram
mar
and
usa
ge,
wri
ting,
spe
lling
, and
hand
wri
ting.
The
eig
ht
area
s ar
e ta
ught
as
situ
atio
ns a
rise
; the
y ar
eco
rrel
ated
with
var
ious
units
, or
they
are
taug
htdi
rect
ly.
2.L
iste
ning
is th
e m
ost u
sed
of a
ll th
e la
ngua
ge a
rts,
but p
erha
ps th
e
leas
t und
erst
ood.
Res
earc
hin
dica
tes
that
we
spen
d ha
lf o
urtim
e
liste
ning
, tha
t the
re is
nee
dfo
r im
prov
emen
t of
our
liste
ning
hab
its,
and
that
we
devo
te a
disp
ropo
rtio
nate
ly s
mal
l am
ount
of ti
me
to
inst
ruct
ion
in li
sten
ing.
Thi
s gu
ide
give
s su
gges
tions
for
syst
emat
ic
inst
ruct
ion
in li
sten
ing,
for
deve
lopi
ng h
abits
,at
titud
es, a
nd th
ough
t
proc
esse
s ne
cess
ary
for
effe
ctiv
e lis
teni
ng a
sw
ell a
s fo
r sp
eaki
ng a
nd
wri
ting.
3.G
row
th in
ora
l lan
guag
eta
kes
plac
e be
st in
afu
nctio
nal s
ituat
ion
set
in a
stim
ulat
ing
envi
ronm
ent.
A s
uper
ior
com
mun
icat
ion
prog
ram
incl
udes
org
aniz
atio
n an
dde
velo
pmen
t of
idea
s, c
orre
ct u
sage
,en
un-
ciat
ion
of w
ords
, and
goo
dde
liver
y. E
mph
asis
is p
lace
d on
the
unde
rsta
ndin
g th
at o
bser
vatio
nan
d th
inki
ng p
rece
deor
al e
xpre
ssio
n.
4.T
his
guid
e st
ress
es th
ein
terd
epen
denc
e am
ong
allt
he f
acet
s of
lang
uage
art
s w
hich
hel
ps to
rein
forc
e ea
ca o
ne a
ndst
reng
then
the
tota
l pro
gram
.N
otw
ithst
andi
ng th
is r
elat
ions
hip,
it is
prac
tical
to e
xam
ine
clos
ely
spec
ific
asp
ects
of
lang
uage
.Fo
r
this
rea
son
sepa
rate
rea
ctio
ns a
rede
vote
d to
ora
lcom
mun
icat
ion
and
liste
ning
. Com
posi
tion
orw
ritin
g is
als
o a
natu
ral s
eque
nce
in th
e to
tal l
angu
age
arts
.It
com
es la
st in
the
natu
ral s
eque
nce
of li
sten
ing,
spe
akin
g,re
adin
g, s
pelli
ng, a
ndha
ndw
ritin
g. A
ll
blen
d to
giv
e a
tota
l lan
guag
e ar
tsex
peri
ence
.
5.L
angu
age
is le
arne
d th
roug
h us
e.Si
tuat
ions
and
exp
erie
nces
whi
ch g
ive
child
ren
a re
ason
toco
mm
unic
ate
prov
ide
unex
celle
d
mot
ivat
ion
for
the
syst
emat
icde
velo
pmen
t of
lang
uage
ski
lls.
The
ski
llful
, dis
cern
ing
teac
her
uses
a w
ide
rang
e of
activ
ities
to f
urth
er la
ngua
ge p
ower
.T
he p
hysi
cal p
rope
rtie
s of
the
clas
s-
room
pro
vide
real
and
vic
ario
us e
xper
ienc
esw
hich
may
stim
ulat
e
the
tota
l lan
guag
e ar
ts p
rogr
am.
6.T
he e
xpec
tanc
ies
desc
ribe
d in
the
scop
e an
d se
quen
cech
arts
and
grad
e le
vel l
earn
ing
expe
rien
ces
are
in te
rms
ofth
e pr
obab
le
achi
evem
ents
of
a la
rge
num
ber
of c
hild
ren,
and
not
in te
rms
of
the
slow
er m
ovin
g ch
ild o
rth
e ac
cele
rate
d ac
com
plis
hmen
tof
able
chi
ldre
n. U
tiliz
ing
the
goal
s, a
ctiv
ities
, and
teac
hing
sugg
estio
ns o
f th
e to
tal
lang
uage
art
s pr
ogra
m im
plie
sse
tting
sigh
ts a
ccor
ding
to th
em
atur
ity a
nd a
bilit
y of
indi
vidu
als,
and
keep
ing
expe
ctan
cies
rea
listic
and
chal
leng
ing
at a
lltim
es.
We
exte
nd o
ur th
anks
toth
e co
mm
ittee
, the
chai
rman
, con
sult-
ants
and
all
teac
hers
who
ass
iste
d in
the
prep
arat
ion
of th
is g
uide
.
AR
TH
UR
H. M
EN
NE
SD
irec
tor
of C
urri
culu
mD
evel
opm
ent 5
PH
ILO
SO
PH
Y -
PO
INT
OF
VIE
W
Why
We
Em
phas
ize
Lang
uage
Lan
guag
e is
that
cha
nnel
thro
ugh
whi
chth
ough
t or
know
ledg
e m
oves
--
the
med
ium
for
und
erst
andi
ng a
nd e
xpre
ssin
g id
eas.
It is
eve
r
asso
ciat
ed w
ith th
ough
t; on
e ca
nnot
exi
stw
ithou
t the
oth
er.
The
sta
tem
ent,
"Kno
wle
dge
is p
ower
,"
spec
ific
ally
impl
ies
the
impo
rtan
ceof
lang
uage
to th
e-in
divi
dual
and
to th
ose
with
who
m w
e
com
mun
icat
e. T
hrou
gh la
ngua
ge w
ega
in k
now
ledg
e by
list
enin
g an
dre
adin
g (t
he a
udio
-vis
ual)
, and
thro
ugh
lang
uage
we
expr
ess
our
thou
ghts
. As
anin
divi
dual
thin
ks, s
o he
exp
ress
eshi
mse
lf.
But
wor
ds a
re th
ings
, and
a s
mal
ldr
op o
f in
k,Fa
lling
like
dew
upo
n a
thou
ght,
Prod
uces
that
whi
ch m
akes
thou
sand
s,Pe
rhap
s m
illio
ns th
ink.
- -L
ord
Byr
on
Nev
er b
efor
e ha
s co
mm
unic
atio
nbe
en a
s vi
tal a
n in
flue
nce
as it
is to
day.
How
suc
cess
ful w
e ar
e in
inte
rpre
ting
and
conv
eyin
gid
eas
depe
nds
on o
ur s
kill
and
man
ner
ofco
mm
unic
atio
n. I
ndiv
idua
l hap
pine
ss, g
roup
beha
vior
, and
wor
ld p
eace
are
all
base
d up
on r
eact
ions
and
expr
essi
ons.
Hen
ce, o
ne c
anno
t aff
ord
tom
inim
ize
the
impo
rtan
ce o
f pr
ovid
ing
guid
ance
and
inst
ruct
ion
in b
uild
ing
pow
er in
com
-
mun
icat
ion.
Lan
guag
e is
pow
er in
atta
inin
gth
e go
al o
f th
e "g
ood
life"
for
all.
*
Tod
ay's
wor
ld, t
oo, d
eman
ds m
aste
ry o
fco
mm
unic
atio
n sk
ills.
Eac
h da
y re
quir
es a
gre
ater
volu
me
c ob
serv
ing,
list
enin
g, a
nd u
nder
-
stan
ding
. Our
com
plex
pro
blem
s de
man
dth
e be
st q
ualit
ies
of a
naly
sis
and
inte
rpre
tatio
n an
d th
e be
st q
ualit
ies
of e
xpre
ssio
n.C
omm
unic
atio
n to
day
may
wel
l det
erm
ine
the
fate
of to
mor
row
's w
orld
.
Em
phas
es a
nd T
rend
s in
Tod
ay' s
Lang
uage
Pro
gram
1.D
evel
opm
enta
l pro
cess
es o
f la
ngua
ge w
ith a
ttent
ion
toan
alyt
ical
and
dis
crim
inat
ive
thin
king
are
basi
c to
toda
y's
lang
uage
art
s
prog
ram
s.
2.In
tere
sts
and
attit
udes
of
child
ren
are
rela
ted
to th
e pr
esen
t. T
each
ers
mus
t be
awar
eof
cha
ngin
g ne
eds.
3.L
iste
ning
ski
lls a
re g
iven
em
phas
is. M
ere
hear
ing
does
not
insu
re li
sten
ing;
and
com
men
tssu
ch a
s "L
et's
all
liste
n" a
re o
f lit
tle
valu
e.
4.L
iste
ning
is a
t the
hig
hest
leve
l in
pre-
scho
ol y
ears
and
see
ms
to d
eter
iora
te a
sch
ildre
n le
arn
to r
ead
and
wri
te. H
owev
er,
toda
y
the
amou
nt o
f lis
teni
ng is
gre
ater
than
eve
rbe
fore
: It i
s sa
id th
at w
e lis
ten
a bo
ok a
day;
talk
a b
ook
a w
eek;
rea
d a
book
am
onth
;
and
wri
te a
boo
k a
year
.**
*Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n,M
adis
on P
ublic
Sch
ools
, 195
8.
**B
urns
, Pau
l C.,
"Tea
chin
g L
iste
ning
in th
eE
lem
enta
ry S
choo
ls, "
Ele
men
tary
Eng
lish,
Jan
uary
, 196
1,11
-14.
U5.
Chi
ldre
n de
velo
p sp
eech
in r
elat
ion
to th
e la
ngua
ge s
poke
n in
thei
r en
viro
nmen
t. H
eari
ng o
f co
rrec
t spe
ech
patte
rns
is e
mph
asiz
edto
day.
The
lang
uage
hea
rd is
the
lang
uage
we
spea
k_
6.Pr
ovin
cial
ism
in la
ngua
ge is
dis
appe
arin
g. T
oday
's c
hild
ren
freq
uent
ly e
ncou
nter
a v
arie
ty o
f di
alec
ts a
nd s
peec
h pa
ttern
s.
7.D
etec
tion
of e
rror
s th
roug
h he
arin
g is
enc
oura
ged
IsT
hen
editi
ng w
ritte
n w
ork.
8.A
gre
ater
:mow
ledg
e of
the
hist
ory
and
char
acte
r of
the
Eng
lish
lang
uage
is e
ncou
rage
d. O
urs
is a
livi
ng la
ngua
ge a
nd c
orre
ctne
ssis
rel
ativ
e. W
hat i
s no
n-st
anda
rd to
day
may
be
stan
dard
tom
orro
w.
9.St
udie
s su
gges
t tha
t beg
inni
ng k
inde
rgar
ten
child
ren
are
mor
e ad
vanc
ed in
lang
uage
than
ear
lier
rese
arch
indi
cate
d.
10.
Wri
ting
shou
ld b
e tr
eate
d te
nder
ly. T
he te
ache
r's d
uty
is to
enc
oura
ge, n
ot o
nly
to c
orre
ct.
The
Sco
pe o
f the
-Lan
guag
e A
rts
It is
fre
quen
tly s
tate
d th
at e
very
teac
her
is a
teac
her
of la
ngua
ge. T
o in
terp
ret t
his
stat
emen
t ful
ly, o
ne n
eeds
a b
road
vie
w o
f th
ela
ngua
ge p
rogr
am.
The
are
a of
the
lang
uage
art
s is
fre
quen
tly in
terp
rete
d to
incl
ude
the
follo
win
g: r
eadi
ng, l
iste
ning
, wri
ting,
and
spe
akin
g. T
hese
, in
turn
, can
be
grou
ped
unde
r a
two-
way
pro
cess
: the
impr
essi
onal
whi
ch in
volv
es e
xper
ienc
es th
roug
h se
eing
, rea
ding
, and
list
enin
g, a
nd th
eex
pres
sion
al w
hich
fol
low
s th
e as
sim
ilatin
g an
d in
terp
reta
tion.
(Se
e ch
art p
. 8)
Thi
s in
Ftru
ctio
nal g
uide
off
ers
mat
eria
ls o
n lis
teni
ng, s
peak
ing,
and
wri
ting.
Its
purp
ose
is to
pre
sent
the
Mad
ison
poi
nt o
f vi
ew, a
ndto
giv
e a
broa
d an
d &
taile
d ac
coun
t of
som
e of
the
area
s to
be
deve
lope
d in
com
mun
icat
ion.
It is
hop
ed th
at it
will
sug
gest
pro
cedu
res
and
stim
ulat
e go
od te
achi
ng p
ract
ices
.
TH
E L
AN
GU
AG
EP
RO
CE
SS
TH
E C
HIL
D
AN
D L
AN
GU
AG
E D
EV
ELO
PM
EN
T
FLO
W C
HA
RT
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
KIN
DE
RG
AR
TE
N-
- -
GR
AD
E S
IX
CH
AR
AC
TE
RIS
TIC
MA
TU
RIT
Y T
RA
ITS
AN
D T
HE
IR IM
PLI
CA
TIO
NS
FO
R B
UIL
DIN
GP
OW
ER
IN C
OM
UN
CA
TS
EQ
UE
NT
IAL
GR
OW
TH
PA
TT
ER
NS
A. C
HA
RA
CT
ER
IST
IC M
AT
UR
ITY
TR
AIT
S
AG
E 5
AG
E 6
1.Is
dev
elop
ing
larg
e m
uscl
es1.
Beg
ins
to d
evel
op c
ontr
ol o
f la
rge
mus
cles
2.Is
inco
mpl
ete
in e
ye-h
and
coor
dina
tion
2-Is
ver
y po
or in
eye
-han
d co
ordi
natio
n -
dom
inan
t han
ded-
3.D
eriv
es p
erso
nal s
atis
fact
ion
from
par
ticip
atin
g in
act
iv-
ness
evi
dent
.iti
es3.
Evi
denc
es p
urpo
se in
act
iviti
es -
enc
oura
gem
ent n
eede
d4.
Is e
nerg
etic
ally
act
ive
and
rest
less
to c
ompl
ete
task
s5.
Play
s in
sm
all g
roup
s w
ithou
t con
cern
for
gro
up c
oope
ra-
4.Is
con
stat
tly a
ctiv
e in
all
situ
atio
nstio
n.5.
Play
s in
larg
er g
roup
s -
little
, con
cern
for
gro
up w
elfa
re6.
Lik
es a
nd r
equi
res
imm
edia
te a
ppro
val o
f te
ache
r6.
Is u
ndec
ided
abo
ut w
hen
to a
sk te
ache
r's h
elp
- lik
es7-
Enj
oys
appr
oval
but
doe
s no
t req
uire
pra
ise
teac
her
but t
ends
to h
old
her
in a
we
7.N
eeds
app
rova
l and
pra
ise
8.E
njoy
s ha
ving
thin
gs b
ut is
car
eles
s in
thei
r us
e8.
Col
lect
s al
l sor
ts o
f th
ings
with
out o
rgan
izat
ion
9.Po
sses
ses
self
con
fide
nce
and
is u
sual
ly s
erio
us9.
Is v
ery
emot
iona
l - h
as c
hang
es o
f m
oods
- u
ps a
nd d
owns
10.
Enj
oys
gene
ral g
ood
heal
th b
ut f
atig
ues
easi
ly10
-E
vide
nces
rel
ativ
ely
slow
gro
wth
rat
e -
still
sus
cept
ible
to f
atig
ue
AG
E 7
1. 2. 3. 4- 5. 6. 7. 8. 9. 10.
Dev
elop
s sk
ill in
use
of
smal
l mus
cles
Is im
prov
ing
in e
ye-h
and
coor
dina
tion
- no
t rea
dy f
or c
lose
wor
k or
activ
ity r
equi
ring
too
long
a p
erio
d of
tim
eB
egin
s to
dev
elop
ski
ll in
usi
ng to
ols
Is le
ss c
onst
antly
act
ive
but h
as in
terv
als
of e
xtre
me
activ
ityE
vide
nces
gre
ater
coo
pera
tion
in g
roup
pla
y -
play
s in
disc
rim
inat
ely
with
boy
s or
gir
lsT
ends
to b
e a
perf
ectio
nist
. Nee
ds c
onst
ant a
ppro
val a
nd d
epen
dson
the
teac
her
Lik
es p
rais
e bu
t pre
fers
that
it b
e gi
ven
indi
rect
lyC
olle
cts
thin
gs f
or th
e m
ere
joy
of c
olle
ctin
g th
emW
ants
to p
leas
e -
is m
oody
- is
oft
en s
erio
us a
nd lo
st in
thou
ght
Is a
ctiv
e an
d he
alth
y -
tires
eas
ily
B. I
NT
ER
ES
TS
RE
LAT
ING
TO
TH
E L
AN
GU
AG
E A
RT
S
1. I
s eg
ocen
tric
and
inte
rest
ed p
rinc
ipal
ly in
imm
edia
tesu
rrou
ndin
gs. T
he w
orld
cen
ters
aro
und
"me,
""n
ow,"
and
"he
re"
1. E
xplo
des
into
his
env
iron
men
t - in
vest
igat
es, c
urio
usly
,its
for
ces
in o
rder
to g
et a
cqua
inte
d w
ith th
e "h
ere"
and
"now
"
1. I
s gr
adua
lly le
arni
ng to
gai
n ra
ppor
t with
his
gro
up th
roug
h fr
eedi
scus
sion
alth
ough
indi
vidu
al d
esir
es s
till p
rom
inen
t - is
less
pre
-oc
cupi
ed w
ith th
e im
med
iate
- s
how
s an
exp
andi
ng in
tere
st in
mor
edi
stan
t pla
ces
to.e
s c)u[
Inca o. U
2- I
s a
grea
t tal
ker
- te
nds
to s
peak
in in
com
plet
ese
nten
ces
- ar
ticul
ates
and
enu
ncia
tes
(unl
ess
baby
talk
is p
rolo
nged
) cl
earl
y an
d qu
ite c
orre
ctly
- m
ayha
ve d
iffi
culty
with
cer
tain
sou
nds
- ev
iden
ces
little
mee
ting
of th
e m
inds
(co
nver
satio
n m
ay b
e pa
ralle
lbu
t eac
h ch
ild a
pt to
tell
of o
wn
expe
rien
ce)
2- I
s an
ince
ssan
t tal
ker
- te
nds
to p
aral
lel d
iscu
ssio
n an
dco
nver
satio
n -
evid
ence
s lit
tle m
eetin
g of
the
min
ds w
ithas
soci
ates
2. I
s re
lativ
ely
quie
t - is
incr
easi
ngly
aw
are
of o
ther
s an
dse
nsiti
ve to
thei
r op
inio
ns a
nd a
ttitu
des
- ta
kes
in m
ore
than
he
give
s ou
t
3. H
as m
uch
to le
arn
abou
t act
ual w
orld
and
is li
kely
toco
nfus
e m
ake-
belie
ve w
ith r
ealit
y -
pref
ers
true
situ
a-tio
ns a
nd tr
ue li
fe s
tori
es -
like
s fo
lk ta
les
and
poet
ry
4. I
mita
tes
activ
ities
and
spe
ech
of a
dults
- in
volv
esth
e "h
ere"
and
"no
w"
in a
ctiv
ities
- e
mpl
oys
imag
-in
atio
n in
pro
vidi
ng f
or m
ost p
rope
rtie
s in
dra
mat
iza-
tion
3. I
s be
ginn
ing
to d
istin
guis
h be
twee
n fa
ct a
nd f
ancy
- p
re-
fers
act
ual c
hara
cter
s an
d si
tuat
ions
that
dea
l with
the
"her
e" a
nd "
now
" -
likes
to h
ear
stor
ies
abou
t him
self
4. I
s vi
goro
usly
dra
mat
ic a
nd id
entif
ies
him
self
with
cha
rac-
ters
he
find
s in
pic
ture
s -
likes
dra
mat
ic p
lay
(can
eas
ilypr
eten
d to
be
a m
ilkm
an o
r an
air
plan
e)
3. H
as a
bilit
y to
dis
tingu
ish
betw
een
fact
and
fan
cy -
inte
rest
ed in
fair
ies,
mag
ic, a
nd s
uper
man
- is
inte
rest
ed in
sci
ence
sto
ries
,es
peci
ally
thos
e ab
out a
nim
als
4- E
njoy
s sp
onta
neou
s dr
amat
ic a
ctiv
ities
- e
mpl
oys
muc
h ac
tion
and
mov
emen
ts in
dra
mat
ic p
lay
- lik
es to
use
viv
id s
peec
h
5. E
njoy
s be
ing
read
to, a
nd e
spec
ially
enj
oys
soun
dof
wor
ds -
like
s to
look
at b
ooks
- p
rete
nds
ofte
n to
be r
eadi
ng
5. E
njoy
s lis
teni
ng to
wha
t is
bein
g re
ad -
thin
ks a
bout
wha
t a s
peak
er is
say
ing
5. E
njoy
s be
ing
read
to, b
ut is
bec
omin
g m
ore
depe
nden
t on
own
peru
sal
of b
ooks
aro
und
him
- b
egin
s to
sho
w in
tere
st in
wha
t oth
ers
say
bym
akin
g co
mm
ents
or
aski
ng q
uest
ions
C. I
MP
LIC
AT
ION
S F
OR
BU
ILD
ING
PO
WE
R IN
CO
MM
UN
ICA
TIO
N
1..
Prov
ide
larg
e m
ater
ials
for
man
ipul
atio
n in
dev
elop
ing
the
read
ines
s fo
r ha
ndw
ritin
g2.
Pla
n vo
cabu
lary
and
lang
uage
exp
erie
nces
aro
und
thin
gsch
ild c
an s
ee a
nd h
ear
in th
e im
med
iate
env
iron
men
t3.
Pro
vide
env
iron
men
t for
fre
e co
mm
unic
atio
n of
idea
s w
ithot
hers
4. P
rovi
de f
or d
iscu
ssio
n, p
lann
ing,
eva
luat
ing
5. P
rovi
de e
xper
ienc
es th
at a
llow
chi
ld to
bec
ome
cent
er o
fat
tent
ion
6. P
rovi
de o
ppor
tuni
ties
to d
ram
atiz
e an
d im
itate
7. P
repa
re f
or im
port
ant e
vent
s w
ell i
n ad
vanc
e an
d pl
anpr
oced
ure
and
cond
uct
(The
abo
ve im
plic
atio
ns s
tres
s ne
ed f
or r
eadi
ness
in w
ritte
nex
pres
sion
)
1. U
se la
rge
mat
eria
ls a
nd e
quip
men
t2.
Mak
e no
atte
mpt
to c
hang
e ha
nded
ness
3. P
rovi
de f
or r
elat
ivel
y sh
ort p
erio
ds o
f ac
tivity
(w
ork,
res
t,pl
ay)
4- P
rovi
de m
any
telin
g op
port
uniti
es5-
Com
pose
man
y ex
peri
ence
cha
rts,
sto
ries
, inv
itatio
ns,
note
s to
par
ents
, not
ices
for
bul
letin
boa
rd, n
ews
for
scho
ol p
aper
, sto
ries
to a
ccom
pany
pic
ture
s, e
tc.
6. A
ttend
to a
ll "r
eadi
ness
" ac
tiviti
es a
dequ
atel
y
1. 2. 3- 4- 5- 6-
Prov
ide
freq
uent
per
iods
for
res
t and
rel
axat
ion
Prov
ide
prim
ary
penc
il, p
aper
, etc
., fo
r w
ritin
g
Prov
ide
oppo
rtun
ities
for
dra
mat
izat
ion
- us
e au
dio-
visu
al a
ids,
rhyt
hmic
act
iviti
esIn
crea
se w
ritin
g ex
peri
ence
s an
d de
velo
p si
mpl
e m
echa
nics
of
wri
ting
Prov
ide
oppo
rtun
ity to
dis
play
nea
t and
legi
ble
wor
k fo
r ot
hers
Enc
oura
ge f
reed
om o
f ex
pres
sion
10
'ER
IST
IC M
AT
UR
ITY
TR
AIT
S A
ND
TH
EIR
IMP
LIC
AT
ION
S F
OR
BU
ILD
ING
PO
WE
R IN
CO
MU
NIC
AT
IO;-
----
4-41
-1.1
."1.
......
......
......
1111
.1.1
.111
11.1
1.."
11S
EQ
UE
NT
IAL
GR
OW
TH
PA
TT
ER
NS
AG
E 6
IA
GE
7A
GE
8
cont
rol o
f la
rge
mus
cles
e-ha
nd c
oord
inat
ion
- do
min
ant h
ande
d-
e in
act
iviti
es -
enc
oura
gem
ent n
eede
d
ye in
all
situ
atio
nsou
ps -
littl
e.co
ncer
n fo
r gr
oup
wel
fare
.t w
hen
to a
sk te
ache
r's h
elp
- lik
esto
hol
d he
r in
aw
ed
prai
seof
thin
gs w
ithou
t org
aniz
atio
n-
has
chan
ges
of m
oods
- u
ps a
nd d
owns
ely
slow
gro
wth
rat
e -
still
sus
cept
ible
1. D
evel
ops
skill
in u
se o
f sm
all m
uscl
es2.
Is
impr
ovin
g in
eye
-han
d co
ordi
natio
n -
not r
eady
for
clo
se w
ork
orac
tivity
req
uiri
ng to
o lo
ng a
per
iod
of ti
me
3. B
egin
s to
dev
elop
ski
ll in
usi
ng to
ols
4. I
s le
ss c
onst
antly
act
ive
but h
as in
terv
als
of e
xtre
me
activ
ity5.
Evi
denc
es g
reat
er c
oope
ratio
n in
gro
up p
lay
- pl
ays
indi
scri
min
atel
yw
ith b
oys
or g
irls
6. T
ends
to b
e a
perf
ectio
nist
. Nee
ds c
onst
ant a
ppro
val a
nd d
epen
dson
the
teac
her
7. L
ikes
pra
ise
but p
refe
rs th
at it
be
give
n in
dire
ctly
8 C
olle
cts
thin
gs f
or th
e m
ere
joy
of c
olle
ctin
g th
em9.
Wan
ts to
ple
ase
- is
moo
dy -
is o
ften
ser
ious
and
lost
in th
ough
t10
. Is
activ
e an
d he
alth
y -
tires
eas
ily
1 In
crea
ses
in s
peed
and
sm
ooth
ness
in p
erfo
rman
ce, i
ndic
atin
g im
-pr
oved
con
trol
of
smal
ler
mus
cles
2. I
s ga
inin
g in
abi
lity
to ju
dge
dist
ance
and
rel
atio
nshi
ps w
ith th
e ey
es3.
Is
gain
ing
in a
bilit
y to
use
ski
lls in
exp
ress
ing
idea
s m
ore
conc
rete
ly-
has
an im
prov
ed c
once
pt o
f w
hat c
onst
itute
s a
fini
shed
pro
duct
4. I
s al
way
s in
a h
urry
- c
onst
antly
on
the
go5.
Pla
ys w
ith b
oys
or g
irls
but
wan
ts a
spe
cial
fri
end
of s
ame
sex
-pr
efer
s ga
ngs
or c
lubs
com
pose
d of
sam
e se
x6.
Is
beco
min
g m
ore
inde
pend
ent o
f th
e te
ache
r -
resp
onds
wel
l to
hum
or-
does
not
like
to b
e co
rrec
ted
by th
e te
ache
r7.
Is
sens
itive
to c
ritiC
sm -
nee
ds p
rais
e -
likes
to h
ave
atte
ntio
nca
lled
to h
is im
prov
emen
t8.
Beg
ins
to a
rran
ge c
olle
ctio
ns -
has
ver
y gr
eat i
nter
est i
n co
llect
ing
and
stor
ing
thin
gs9.
Is
criti
cal a
nd im
patie
nt b
ut h
as a
goo
d se
nse
of h
umor
10-
Tir
es le
ss f
requ
ently
s en
viro
nmen
t - in
vest
igat
es, c
urio
usly
,to
get
acq
uain
ted
with
the
"her
e" a
nd1.
Is g
radu
ally
lear
ning
to g
ain
rapp
ort w
ith h
is g
roup
thro
ugh
free
disc
ussi
on a
lthou
gh in
divi
dual
des
ires
stil
l pro
min
ent -
is le
ss p
re-
occu
pied
with
the
imm
edia
te -
sho
ws
an e
xpan
ding
inte
rest
in m
ore
dist
ant p
lace
s
1. H
as p
rogr
esse
d fa
r be
yond
the
"her
e" a
nd "
now
" -
deve
lops
inte
rest
in f
orei
gn la
nds
- di
spla
ys in
tere
st, s
ympa
thy,
and
und
er-
stan
ding
for
cul
ture
s ot
her
than
ow
n
lker
- te
nds
to p
aral
lel d
iscu
ssio
n an
did
ence
s lit
tle m
eetin
g of
the
min
ds w
ith2-
Is
rela
tivel
y qu
iet -
is in
crea
sing
ly a
war
e of
oth
ers
and
sens
itive
toth
eir
opin
ions
and
atti
tude
s -
take
s in
mor
e th
an h
e gi
ves
out
2. C
ontin
ues
to b
e a
grea
t tal
ker
- ex
agge
rate
s an
d bo
asts
- li
kes
tote
ll ta
les
- pa
rtic
ipat
es w
ell i
n gr
oup
plan
ning
- is
lear
ning
tosu
bord
inat
e hi
s id
eas
to g
roup
stin
guis
h be
twee
n fa
ct a
nd f
ancy
- p
re-
ters
and
situ
atio
ns th
at d
eal w
ith th
e"
- lik
es to
hea
r st
orie
s ab
out h
imse
lf
3. H
as a
bilit
y to
dis
tingu
ish
betw
een
fact
and
fan
cy -
inte
rest
ed in
fair
ies,
mag
ic, a
nd s
uper
man
- is
inte
rest
ed in
sci
ence
sto
ries
,es
peci
ally
thos
e ab
out a
nim
als
3. H
as w
ell d
evel
oped
abi
lity
to d
istin
guis
h be
twee
n fa
ct a
nd f
ancy
-is
inte
rest
ed in
mak
e-be
lieve
and
true
-to-
life
,. at
ic a
nd id
entif
ies
him
self
with
cha
rac-
pict
ures
- li
kes
dram
atic
pla
y (c
an e
asily
-1km
an o
r an
air
plan
e)
4- E
njoy
s sp
onta
neou
s dr
amat
ic a
ctiv
ities
- e
mpl
oys
muc
h ac
tion
and
mov
emen
ts in
dra
mat
ic p
lay
- lik
es to
use
viv
id s
peec
h4-
Los
es h
imse
lf in
his
ver
y re
al a
bilit
y to
dra
mat
ize
as s
pont
aneo
usdr
amat
ics
play
per
sist
s -
tend
s in
crea
sing
ly to
dra
mat
ize
the
mor
eor
gani
zed
stor
ies
he r
eads
and
hea
rs -
nee
ds v
ery
few
"pr
ops"
(as
asa
sh o
r a
hat)
to b
ecom
e a
char
acte
r in
dra
mat
izat
ion
to w
hat i
s be
ing
read
- th
inks
abo
uts
sayi
ng5.
Enj
oys
bein
g re
ad to
, but
is b
ecom
ing.
mor
e de
pend
ent o
n ow
n pe
rusa
lof
boo
ks a
roun
d hi
m -
beg
ins
to s
how
inte
rest
in w
hat o
ther
s sa
y by
mak
ing
com
men
ts o
r as
king
que
stio
ns
5. R
eads
, wri
tes,
and
talk
s in
hig
h ge
ar -
has
inte
rest
in n
earl
y al
l typ
esof
sto
ries
- r
espo
nds
to th
e ap
peal
that
an
auth
or m
akes
to th
e fi
vese
nses
(si
ght,
hear
ing,
touc
h, ta
ste,
sm
ell)
*ids
and
equ
ipm
ent
to c
hang
e ha
nded
ness
ivel
y sh
ort p
erio
ds o
f ac
tivity
(w
ork,
res
t,
ling
oppo
rtun
ities
xper
ienc
e ch
arts
, sto
ries
,it,
not
ices
for
bul
letin
boa;
invi
tatio
ns,
c1, n
ews
for
tori
es to
acc
ompa
ny p
ictu
res,
etc
.re
adin
ess"
act
iviti
es a
dequ
atel
y
1. P
rovi
de f
requ
ent p
erio
ds f
or r
est a
nd r
elax
atio
n
2- P
rovi
de p
rim
ary
penc
il, p
aper
, etc
., fo
r w
ritin
g
3. P
rovi
de o
ppor
tuni
ties
for
dram
atiz
atio
n -
use
audi
o-vi
sual
aid
s,rh
ythm
ic a
ctiv
ities
Incr
ease
wri
ting
expe
rien
ces
and
deve
lop
sim
ple
mec
hani
cs o
f w
ritin
g
5. P
rovi
de o
ppor
tuni
ty to
dis
play
nea
t and
legi
ble
wor
k fo
r ot
hers
6. E
ncou
rage
fre
edom
of
expr
essi
on
1. P
rovi
de o
ppor
tuni
ty to
rea
d si
lent
ly w
ith li
ps c
lose
d to
impr
ove
wri
ting
spee
d
2. P
lan
long
er w
ork
peri
ods
3 E
ncou
rage
act
ivity
of
colle
ctio
ns4-
Enc
oura
ge ta
lkin
g fr
eely
to e
xpan
d co
ncep
ts5.
Pro
vide
cre
ativ
e op
port
uniti
es
6. P
rovi
de a
nd e
ncou
rage
wid
e re
adin
g7.
Pro
vide
ext
ensi
ve a
nd m
ore
vari
ed e
xper
ienc
es in
wri
ting
si
SE
QU
EN
TIA
L G
RO
WT
H P
AT
TE
RN
S
A. C
HA
RA
CT
ER
IST
IC M
AT
UR
ITY
TR
AIT
S
AG
E 9
AG
E 1
0
1. I
mpr
oves
in th
e us
e of
larg
e an
d sm
all m
uscl
es2.
Sho
ws
mar
ked
impr
ovem
ent i
n ey
e-ha
nd c
oord
inat
ion
3.Is
bec
omin
g pr
ofic
ient
in u
se o
f le
arni
ng s
kills
- p
lans
car
eful
ly f
or f
inis
hed
prod
uct -
incl
udes
det
ail
4. P
lays
har
d an
d en
joys
com
petit
ion
- en
ergi
es m
ore
dire
cted
5. P
lays
with
boy
s or
gir
ls in
act
iviti
es b
ut p
refe
rs o
wn
sex,
if g
iven
cho
ice
- ha
s in
form
alin
tere
st in
gan
g or
clu
b of
sam
e se
x -
has
stro
ng n
eed
of a
fri
end
of s
arne
age
and
sex
6. D
ispl
ays
extr
eme
inde
pend
ence
at t
imes
- o
ften
hos
tile
to a
utho
rity
- b
egin
s to
judg
e fa
irne
ssan
d un
fair
ness
of
teac
hers
7- R
eact
s w
ell t
o pr
aise
and
rec
ogni
tion
8. B
egin
s to
org
aniz
e co
llect
ions
mor
e sy
stem
atic
ally
- b
ecom
es in
crea
sing
ly in
tere
sted
inqu
ality
and
var
iety
of
colle
ctio
ns9.
Bec
omes
tens
e an
d w
orri
es a
bout
fai
lure
s in
sch
ool w
ork
10. E
vide
nces
fas
ter
grow
th r
ate
in g
irls
- in
crea
sing
rat
e of
mus
cula
r gr
owth
for
bot
h se
xes
1. E
vide
nces
mor
e re
fine
d m
anua
l dex
teri
ty a
nd m
otor
con
trol
2. I
s im
prov
ing
eye-
hand
coo
rdin
atio
n3.
Dem
onst
rate
s ab
ility
to c
ompl
ete
wor
k w
ith g
reat
er d
etai
l4.
Mov
es to
war
d m
ore
orga
nize
d ac
tiviti
es -
und
erst
ands
indi
vidu
al r
ole
in g
roup
act
ivity
and
reco
gniz
es a
ctiv
ity le
ader
s5.
Evi
denc
es o
cc*s
iona
l ant
agon
ism
tow
ard
oppo
site
sex
- b
egin
s to
for
m d
efin
ite a
ge-s
exgr
oups
6. H
as s
tron
g se
nse
of ju
stic
e -
acce
pts
adul
t dir
ectio
n -
begi
ns h
ero
wor
ship
- r
espo
nds
bette
r to
aut
hori
ty7.
See
ks g
roup
app
rova
l as
wel
l as
adul
t pra
ise
- be
gins
to m
ake
mor
e cr
itica
l jud
gmen
ts8.
Con
tinue
s to
sho
w c
once
rn f
or o
rgan
izat
iod
with
res
pect
to c
olle
ctio
ns -
exp
ands
col
lect
ions
9. I
s m
ore
rela
xed
and
casu
al -
has
a f
ree
and
easy
man
ner
- is
mor
e sp
onta
neou
s10
. Evi
denc
es r
apid
gro
wth
rat
e fo
r bo
th s
exes
- f
aste
r ra
te f
or g
irls
- is
res
tless
and
fat
igue
squ
ickl
y
I. I
s ab
le to
co
2. H
as a
chie
ved
3. G
ets
catis
fa4.
Is
deve
lopi
ng5.
Enj
oys
soci
deve
lops
fo
indi
vidu
al -
6. H
as a
mbi
val -
7. I
s m
ore
der
8 D
evel
ops
ho.
9. T
ends
to b
ein
secu
rity
10. I
s gr
owin
gdu
e to
fas
tg
B. I
NT
ER
ES
TS
RE
LAT
ING
TO
TH
E L
AN
GU
AG
E A
RT
S
1. B
egin
s in
tere
st in
pee
r re
latio
n.sh
ip a
nd c
lub
activ
ities
- is
bui
ldin
g a
read
ines
s fo
r m
ore
orga
nize
d ac
tiviti
es -
use
s la
ngua
ge a
s a
tool
in p
rom
otin
g gr
oup
ente
rpri
ses
- ve
rbal
izes
prob
lem
s an
d co
nflic
ts.
1.Is
gre
atly
inte
rest
ed in
his
pee
rs -
is b
egin
ning
"ga
ng"
age
- ha
s hi
mse
lf a
nd s
kills
wel
lin
han
d -
is m
ost r
ecep
tive
to s
ocia
l inf
orm
atio
n an
d gr
eatly
bro
aden
ed id
eas
in r
ealm
of
soci
al s
tudi
es a
nd s
cien
ces
I. I
s in
tere
sted
club
, sco
ut
2. I
s ga
inin
g in
abi
lity
to u
se la
ngua
ge a
s a
tool
- u
ses
lang
uage
as
a co
nvey
or o
f id
eas
and
apr
omot
er o
f ac
tions
, (do
es n
ot, a
s yo
unge
r ch
ild, t
alk
for
sake
of
talk
ing)
2. I
s us
ing
both
ora
l and
wri
tten
lang
uage
with
fac
ility
, cla
rity
, and
for
cefu
lnes
s -
empl
oys
lang
uage
to p
ersu
ade
and
conv
ince
his
fel
low
s or
to c
ompr
omis
e hi
s ow
n vi
ews
so a
s to
mor
e ne
arly
con
form
with
gro
up w
ishe
s
2. te
es la
ngua
gis
abl
e to
v.
3. I
s be
ginn
ing
to s
hift
fro
m im
agin
ativ
e to
rea
listic
sto
ries
- is
inte
rest
ed in
bio
grap
hies
and
stor
ies
abou
t chi
ldre
n of
ow
n ag
e3.
Enj
oys
fact
ual i
nfor
mat
ion
abou
t the
pas
t - li
kes
myt
hs, l
egen
ds, f
able
s, m
yste
ry, a
ndpr
actic
al m
agic
3. P
refe
rs d
ran
d te
lling
4. E
njoy
s dr
amat
ic a
ctiv
ities
- n
eeds
mor
e pr
oper
ties
to h
elp
him
bec
ome
the
char
acte
rhe
por
tray
s4.
Enj
oys
purp
osef
ul d
ram
atic
act
iviti
es -
dis
play
s a
wel
l dev
elop
ed im
agin
atio
n4.
Int
erpr
ets
lepr
esen
tatio
n
5. L
iste
ns f
or th
e po
int o
f a
stor
y or
inci
dent
and
enj
oys
it w
ith th
e sp
eake
r -
evid
ence
s m
ore
dire
cted
type
of
liste
ning
- s
hift
s re
adin
g in
tere
sts
to m
ore
real
istic
sto
ries
, bio
grap
hies
,an
d sc
ienc
e
5. L
iste
ns to
impr
ove
his
own
abili
ty to
rea
d al
oud
or te
ll a
stor
y -
liste
ns s
o th
at h
e ca
nhe
lp m
ake
a gr
oup
deci
sion
- is
usi
ng li
sten
ing
as a
pre
requ
isite
for
sub
sequ
ent a
ctio
nan
d pa
rtic
ipat
ion
- lik
es to
rea
d or
ally
in s
mal
l gro
ups
and
shar
e re
adin
g ex
peri
ence
s -
has
t roa
der
and
mor
e va
ried
rea
ding
exp
erie
nces
5. L
iste
ns c
losa
ry q
uest
im
ore
criti
cal
to b
road
en r
-
C.
IMP
LIC
AT
ION
S F
OR
BU
ILD
ING
PO
WE
R IN
CO
MM
UN
ICA
TIO
N
1. P
rovi
de a
ctiv
ities
that
allo
w f
or in
crea
sing
ly d
iffi
cult
man
ipul
atio
n of
han
ds a
nd f
eet -
danc
ing,
wea
ving
, con
stru
ctio
n, r
hyth
ms
2 U
tiliz
e na
tura
l situ
atio
ns w
hich
cal
l for
con
vers
atio
n, d
iscu
ssio
n, d
ram
atiz
atio
n, s
tory
telli
ng, a
nd r
eadi
ng to
oth
ers
3. P
erm
it pu
pils
to p
lan,
par
ticip
ate
in, a
nd d
irec
t app
ropr
iate
act
iviti
es c
omm
ensu
rate
with
thei
r ab
ilitie
s to
ass
ume
resp
onsi
bilit
y fo
r th
eir
actio
ns4.
Enc
oura
ge c
reat
ive
dram
atic
s w
ith u
se o
f pu
ppet
s or
sha
dow
pla
ys a
nd s
imul
ated
rad
ioor
T.V
pro
gram
s5.
Pro
vide
exp
erie
nces
whi
ch r
equi
re th
e ev
alua
ting
of o
bser
vatio
ns, m
akin
g of
com
pari
sons
,..
disc
rim
inat
ing
betw
een
impo
rtan
t and
uni
mpo
rtan
t, ar
rivi
ng a
t rea
sona
ble
conc
lusi
ons,
and
orga
nizi
ng id
eas
1. P
rovi
de a
ctiv
ities
invo
lvin
g de
taile
d co
nstr
uctio
n an
d m
odel
ing
2. H
elp
pupi
ls to
und
erst
and
that
cle
ar u
nder
stan
ding
pre
cede
s ex
pres
sion
3 Pr
ovid
e pr
actic
e on
ski
lls a
s de
term
ined
by
need
s of
indi
vidu
al a
nd th
e gr
oup
4 U
tiliz
e au
dio-
visu
al a
ids
to e
nric
h ex
peri
ence
s an
d vi
taliz
e m
eani
ngs
5 E
ncou
rage
com
plet
ion
of ta
sks
6. D
ispl
ay c
hild
ren'
s w
ork
7. P
rovi
de o
ppor
tuni
ties
for
com
mitt
ee w
ork
--8.
Dev
elop
an
emot
iona
l clim
ate
whe
rein
chi
ld's
con
trib
utio
n is
acc
epte
d an
d he
isse
n-co
urag
ed to
com
mun
icat
e fr
eely
in o
ral a
nd w
ritte
n w
ork
1. U
tiliz
e fi
rst
2. P
rovi
de p
r
3. H
elp
the
st
4. A
void
nag
!
5. P
rovi
de f
or
6. A
ntic
ipat
e f
CH
AR
AC
TE
RIS
TIC
MA
TU
RIT
Y T
RA
ITS
AN
D T
HE
IR IM
PLI
CA
TIO
NS
FO
R B
UIL
DIN
G P
OW
ER
IN C
OM
MU
NIC
AT
ION
SE
QU
EN
TIA
L G
RO
WT
H P
AT
TE
RN
S
AG
E 1
0A
GE
S 11
-12
nish
ed p
rodu
ct -
oice
- h
as in
form
alsa
me
age
and
sex
begi
ns to
judg
e fa
irne
ss
sing
ly in
tere
sted
in
owth
for
bot
h se
xes
1.E
vide
nces
mor
e re
fine
d m
anua
l dex
teri
ty a
nd m
otor
con
trol
2.Is
impr
ovin
g ey
e-ha
nd c
oord
inat
ion
3. D
emon
stra
tes
abili
ty to
com
plet
e w
ork
with
gre
ater
det
ail
4. M
oves
tow
ard
mor
e or
gani
zed
activ
ities
- u
nder
stan
ds in
divi
dual
rol
e in
gro
up a
ctiv
ityan
d re
cogn
izes
act
ivity
lead
ers
5. E
vide
nces
occ
asio
nal a
ntag
onis
m to
war
d op
posi
te s
ex -
beg
ins
to f
orm
def
inite
age
-sex
grou
ps6.
Has
str
ong
sens
e of
just
ice
- ac
cept
s ad
ult d
irec
tipn
- be
gins
her
o w
orsh
ip -
res
pond
sbe
tter
to a
utho
rity
7. S
eeks
gro
up a
ppro
val a
s w
ell a
s ad
ult p
rais
e -
begi
ns to
mak
e m
ore
criti
cal j
udgm
ents
8. C
ontin
ues
to s
how
con
cern
for
org
aniz
atio
n w
ith r
espe
ct to
col
lect
ions
- e
xpan
ds c
olle
ctio
ns9.
Is
mor
e re
laxe
d an
d ca
sual
- h
as a
fre
e an
d ea
sy m
anne
r -
is m
ore
spon
tane
ous
10. E
vide
nces
rap
id g
row
th r
ate
for
both
sex
es -
fas
ter
rate
for
gir
ls -
is r
estle
ss a
nd f
atig
ues
quic
kly
1.Is
abl
e to
con
trol
sm
alle
r m
uscl
es m
ore
easi
ly -
siz
e an
d st
reng
th o
f la
rge
mus
cles
incr
easi
ng2.
Has
ach
ieve
d ad
ult l
evel
of
eye-
hand
coo
rdin
atio
n3.
Get
s sa
tisfa
ctio
n fr
om c
onst
ruct
ion
activ
ities
4. I
s de
velo
ping
inte
rest
in te
am s
piri
t - e
njoy
s ke
en c
ompe
titio
n an
d st
reno
us a
ctiv
ity5.
Enj
oys
soci
al a
ctiv
ities
incl
udin
g bo
th s
exes
but
pre
fers
ow
n se
x in
rec
reat
iona
l act
iviti
es-
deve
lops
for
mal
clu
bs u
sing
ritu
als
and
pass
wor
ds -
wor
ks b
ette
r in
gro
ups
than
as
anin
divi
dual
- b
egin
s to
iden
tify
and
appr
ove
of s
omeo
ne o
f op
posi
te s
ex6.
Has
am
biva
lent
atti
tude
tow
ard
teac
hes
and
auth
ority
- id
entif
ies
self
with
her
o7.
Is
mor
e de
pend
ent u
pon
peer
-gro
up a
ppro
val t
han
on a
dult
appr
oval
8 D
evel
ops
hobb
ies
from
inte
rest
s in
col
lect
ions
9. T
ends
to b
e im
puls
ive
- in
crea
ses
in in
tens
ity o
f em
otio
nal r
eact
ions
- h
as f
eelin
gs o
fin
secu
rity
and
nee
ds a
dult
guid
ance
in r
ealiz
ing
pers
onal
wor
th10
. Is
grow
ing
very
rap
idly
- f
aste
r gr
owth
rat
e fo
r gi
rls
- ev
iden
ces
poor
bod
ily c
oord
inat
ion
due
to f
ast g
row
th -
tend
s to
dev
elop
poo
r po
stur
e
read
ines
s fo
r m
ore
rpri
ses
- ve
rbal
izes
1.Is
gre
atly
inte
rest
ed in
his
pee
rs -
is b
egin
ning
"ga
ng"
age
- ha
s hi
mse
lf a
nd s
kills
wel
lin
han
d -
is m
ost r
ecep
tive
to s
ocia
l inf
orm
atio
n an
d gr
eatly
bro
aden
ed id
eas
in r
ealm
of
soci
al s
tudi
es a
nd s
cien
ces
1. I
s in
tere
sted
in o
rgan
ized
gro
ups,
sha
rply
def
ined
- s
how
s gr
eat l
oyal
ty f
or m
embe
rs o
f ga
ng,
club
, sco
ut tr
oop,
or
othe
r gr
oup
- w
orks
bet
ter
in g
roup
s th
an a
s in
divi
dual
.
onve
yor
of id
eas
and
ain
g)2.
Is u
sing
bot
h or
al a
nd w
ritte
n la
ngua
ge w
ith f
cilit
y, c
lari
ty, a
nd f
orce
fuln
ess
- em
ploy
sla
ngua
ge to
per
suad
e an
d co
nvin
ce h
is f
ello
ws
or to
com
prom
ise
his
own
view
s so
as
tom
ore
near
ly c
onfo
rm w
ith g
roup
wis
hes
2. U
ses
lang
uage
with
ski
ll as
a m
eans
of
so'v
ing
prob
lem
s an
d ca
rryi
ng o
n gr
oup
ente
rpri
ses
-is
abl
e to
wor
k ou
t, w
ith a
dult
supe
rvis
ion,
gro
up-p
lann
ed p
roje
cts
ed in
bio
grap
hies
and
3. E
njoy
s fa
ctua
l inf
orm
atio
n ab
out t
he p
ast -
like
s m
yths
, leg
ends
, fab
les,
mys
tery
, and
prac
tical
mag
ic3.
Pre
fers
dra
mas
ful
l of
actio
n, a
dven
ture
, or
mys
tery
in r
eal l
ife
situ
atio
ns -
enj
oys
hear
ing
and
telli
ng s
tori
es o
f sc
ienc
e, tr
avel
, and
bio
grap
hy
e th
e ch
arac
ter
4- E
njoy
s pu
rpos
eful
dra
mat
ic a
ctiv
ities
- d
ispl
ays
a w
ell d
evel
oped
imag
inat
ion
4- I
nter
pret
s le
arni
ngs
thro
ugh
plan
ned
dram
atic
act
iviti
es -
req
uire
s m
ore
"pro
ps"
in d
ram
atic
pres
enta
tion
aker
- e
vide
nces
mor
est
orie
s, b
iogr
aphi
es,
5. L
iste
ns to
impr
ove
his
own
abili
ty to
rea
d al
oud
or te
ll a
stor
y -
liste
ns s
o th
at h
e ca
nhe
lp m
ake
a gr
oup
deci
sion
- is
usi
ng li
sten
ing
as a
pre
requ
isite
for
sub
sequ
ent a
ctio
nan
d pa
rtic
ipat
ion
- lik
es to
rea
d or
ally
in s
mal
l gro
ups
and
shar
e re
adin
g ex
peri
ence
s-
has
broa
der
and
mor
e va
ried
rea
ding
exp
erie
nces
5. L
iste
ns c
lose
ly in
dis
cuss
ion
so th
at h
e w
ill n
ot r
epea
t the
idea
s of
oth
ers
or a
sk u
nnec
e,s-
sary
que
stio
ns -
is u
sing
list
enin
g as
a p
rere
quis
ite o
r gu
ide
to a
ctio
n -
is b
egin
ning
to r
ead
mor
e cr
itica
lly a
nd to
dis
cuss
in s
mal
l gro
ups
the
mea
ning
of
the
mat
eria
l rea
d -
cont
inue
sto
bro
aden
rea
ding
exp
erie
nces
and
inte
nsif
y in
tere
st in
mys
tery
and
adv
entu
re.
NIC
AT
ION
f ha
nds
and
feet
-
amat
izat
ion,
sto
ry
s co
mm
ensu
rate
with
d si
mul
ated
rad
io
ing
of c
ompa
riso
ns,
able
con
clus
ions
,
1- P
rovi
de a
ctiv
ities
invo
lvin
g de
taile
d co
nstr
uctio
n an
d m
odel
ing
2- H
elp
pupi
ls to
und
erst
and
that
cle
ar u
nder
stan
ding
pre
cede
s ex
pres
sion
3. P
rovi
de p
ract
ice
on s
kills
as
dete
rmin
ed b
y ne
eds
of in
divi
dual
and
the
grou
p4-
Util
ize
audi
o-vi
sual
aid
s to
enr
ich
expe
rien
ces
and
vita
lize
mea
ning
s5.
Enc
oura
ge c
ompl
etio
n of
task
s6.
Dis
play
chi
ldre
n's
wor
k7.
i?ro
vide
opp
ortu
nitie
s fo
r co
mm
ittee
wor
k8.
Dev
elop
an
emot
iona
l clim
ate
whe
rein
chi
ld's
con
trib
utio
n is
acc
epte
d an
d he
is.e
n-co
urag
ed to
com
mun
icat
e fr
eely
in o
ral a
nd w
ritte
n w
ork
1. U
tiliz
e fi
rst-
hand
exp
erie
nces
to m
ake
vica
riou
s ex
peri
ence
s m
eani
ngfu
l
2. P
rovi
de p
robl
em s
ituat
ion
that
will
be
chal
leng
ing
but n
ot in
surm
ount
able
3. H
elp
the
stud
ents
set
up
thei
r ow
n w
ork
goal
s
4 A
void
nag
ging
and
"ta
lkin
g do
wn"
to th
ese
child
ren
5. P
rovi
de f
or a
ppra
isal
of
indi
vidu
al a
nd g
roup
pro
gres
s
6. A
ntic
ipat
e fa
tigue
poi
nt to
avo
id u
ndue
exe
rtio
n
.
L C C C
LIS
TE
NIN
G, S
PE
AK
ING
and
WR
ITIN
G
Ove
rall
Obj
ectiv
es f
or L
angu
age
Tea
chin
g
Spec
ific
Obj
ectiv
esin
Lan
guag
e
Inte
rrel
atio
nshi
ps in
Lan
guag
e
Situ
atio
ns a
nd L
earn
ing
Exp
erie
nces
A S
ituat
ion
- A
Tri
p to
the
Air
port
Rel
ated
Lea
rnin
g E
xper
ienc
esSp
ecif
ic I
nter
rela
tions
hips
in L
angu
age
Out
com
es, A
bilit
ies
Dev
elop
ed
13
OV
ER
ALL
OB
JEC
TIV
ES
FO
R L
AN
GU
AG
ET
EA
CH
ING
Four
ove
rall
obje
ctiv
esfo
r la
ngua
ge te
achi
ng a
ppea
r co
mm
onto
all
com
mun
icat
ion:
purp
ose,
org
aniz
atio
n,vo
cabu
lary
, and
con
vent
ions
.Pu
rpos
e in
clud
es w
hy a
nd w
hat w
e
com
mun
icat
e; o
rgan
izat
ion
invo
lves
the
-met
hod
or h
ow w
e co
mm
unic
ate;
voca
bula
ry is
the
mea
ns o
f co
mm
unic
atin
g;an
d co
nven
tions
cov
er th
e ru
les
and
prac
tices
whi
ch m
ake
com
mun
ica-
tion
clea
r an
d ac
cept
able
. Eac
hof
thes
e as
pect
s is
fur
ther
defi
ned
by id
entif
ying
spe
cifi
c ab
il-
ities
with
in th
e ar
ea.
Purp
ose
- Pu
rpos
e is
bas
ic to
all
com
mun
icat
ion
and
dete
rmin
es th
e fo
rm o
fco
mm
unic
atio
n.
Org
aniz
atio
n -
Org
aniz
atio
n of
fact
s an
d id
eas
in-
to c
lear
and
logi
cal f
orm
is e
ssen
tial f
oref
fect
ive
com
mun
icat
ion.
Voc
abul
ary
- W
ords
are
the
tool
sfo
r ef
fect
ive
com
mun
icat
ion.
Con
vent
ions
- S
kills
and
acc
epte
d pa
ttern
s ar
eai
ds to
eff
ectiv
e co
mm
unic
atio
n.
14
Dev
elop
abi
llty
to id
entif
y di
ffer
ent
form
sof
com
mun
icat
ion
adap
t com
mun
ica-
tion
to d
iffe
rent
pur
pose
s.
Dev
elop
the
pow
er o
f co
llect
ing,
org
an-
izin
g, a
nd a
naly
zing
fac
ts a
ndid
eas.
Dev
elop
the
unde
rsta
ndin
g an
d po
wer
ofw
ords
.
Dev
elop
ski
ll in
usi
ng a
ccep
ted
patte
rns
and
prac
tices
in c
omm
unic
atio
n.
SP
EC
IFIC
OB
JEC
TIV
ES
IN L
AN
GU
AG
E
Thi
s ou
tline
def
ines
the
abili
ties
or s
peci
fic
obje
ctiv
es n
eces
sary
to a
ttain
the
broa
d,ov
eral
l obj
ectiv
es in
the
area
s of
list
enin
g,sp
eaki
ng, a
nd w
ritin
g. M
any
of th
e sp
ecif
ic o
b-je
ctiv
es a
ppea
r th
e sa
me,
but
dif
fere
nces
exi
st in
appr
oach
bec
ause
are
as o
f co
mm
unic
atio
ndi
ffer
in f
unct
ion.
Som
e pu
rpos
es f
or li
sten
ing
and
spea
king
app
ear
para
llel;
the
liste
ner,
thro
ugh
audi
tory
disc
rini
inat
ion
unde
rsta
nds
and
iden
tifie
s, w
hile
the
spea
ker
expl
ains
and
info
rms.
Spe
akin
gan
d w
ritin
g al
so a
re a
t tim
es p
aral
lel,
but w
ritin
gin
volv
es m
ore
tech
nica
l kno
wle
dge
of f
orm
.
Ord
er a
nd s
eque
nce
perm
eate
org
aniz
atio
n in
all
area
s.L
iste
ning
em
phas
izes
the
or-
derl
y se
lect
ion
and
assi
mila
tion
of f
acts
and
idea
s; s
peak
ing
and
wri
ting
emph
asiz
e th
e or
derl
yex
pres
sion
al p
hase
s. T
he li
sten
er m
ust d
eter
min
eor
der-
sequ
ence
by
iden
tifyi
ng c
lues
and
follo
win
g th
e pl
an o
f th
e sp
eake
r. S
peak
ing
and
wri
ting
dem
and
orde
rly
plan
ning
bef
ore
ex-
pre
s si
on. A b
road
kno
wle
dge
of w
ords
is e
ssen
tial t
o al
lfor
ms
of e
ffec
tive
com
mun
icat
ion.
The
liste
ner,
in a
dditi
on to
hav
ing
imm
edia
te c
omm
and
of w
ords
, ded
uces
or
unlo
cks
mea
ning
sth
roug
h co
ntex
t clu
es, a
naly
sis,
and
inte
rpre
tatio
n.T
he s
peak
er a
nd w
rite
r cr
eate
pow
er in
expr
essi
on th
roug
h a
rich
info
rmat
ive
and
desc
ript
ive
voca
bula
ry. A
spe
aker
can
shi
ft o
rre
info
rce
mea
ning
s du
ring
spe
akin
g, b
ut a
wri
ter
prod
uces
an
expr
essi
on w
hich
is p
erm
anen
tan
d fi
nal. Eac
h ar
ea h
as it
s sp
ecif
ic c
onve
ntio
ns. I
nter
est i
s a
fact
or in
all
area
s.O
bvio
usly
,th
e lis
tene
r m
ust b
e in
tere
sted
in th
e sp
eake
r;co
nver
sely
, it i
s th
e du
ty o
f th
e sp
eake
r to
crea
te in
tere
st.
The
eff
ectiv
e w
rite
r al
so s
ense
s th
is r
espo
nsib
ility
.
The
fol
low
ing
outli
ne s
houl
d se
rve
as a
key
in th
eor
gani
zatio
n of
the
tota
l pro
gram
.It
dir
ectly
rel
ates
to g
rade
leve
l exp
ecta
ncie
sw
hich
app
ear
late
r in
this
gui
de.
SP
EC
IFIC
OB
JEC
TIV
ES
IN L
AN
GU
AG
E
Pur
pose
LIS
TE
NIN
GSP
EA
KIN
GW
RIT
ING
Occ
asio
ns a
nd o
ppor
tuni
ties
for
liste
ning
.
Info
rmal
Lis
teni
ng
Con
vers
atio
nD
iscu
ssio
n
Form
al L
iste
ning
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
New
s
Aes
thet
ic L
iste
ning
Enj
oym
ent
App
reci
atio
n, U
nder
stan
ding
16
Occ
asio
ns a
nd o
ppor
tuni
ties
for
spea
king
.
Info
rmal
Spe
akin
g
Con
vers
atio
nD
iscu
ssio
n
Form
al S
peak
ing
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
Rou
nd-T
able
, Pan
el D
iscu
ssio
nT
he D
ebat
ePa
rlia
men
tary
Exp
erie
nce
Cre
ativ
e E
xpre
ssio
n
Dra
mat
ic P
lay
Dra
mat
izat
ion,
Pla
ysC
hora
l Spe
akin
g
Occ
asio
ns a
nd o
ppor
tuni
ties
for
wri
ting.
Prac
tical
and
Per
sona
l Wri
ting
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
.Pe
rson
al.
Bus
ines
sN
ews
.N
ews
Stor
y.
Feat
ure
Stor
y.
Edi
tori
alD
escr
iptio
nsR
eact
ions
, Opi
nion
sB
iogr
aphy
, Aut
obio
grap
hyL
abel
s, T
itles
Rec
ords
, For
ms
Play
sPo
etry R
hym
e an
d R
hyth
mT
he B
alla
d or
Fol
k Po
etry
The
Cha
ntT
he L
imer
ick
Free
Ver
se
(See
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Publ
ic S
choo
ls, 1
953.
)
SP
EC
IFIC
OB
JEC
TIV
ES
IN L
AN
GU
AG
E (
Con
tinue
d)
Org
ani c
atio
n
LIS
TE
NIN
GSP
EA
KIN
GW
RIT
ING
Col
lect
ion,
sel
ectio
n, a
ndar
rang
emen
t of
idea
s in
eff
ectiv
eas
sim
ilatio
n of
thou
ght.
Ord
er -
Sequ
ence
Mai
n Id
eaT
hem
eSu
ppor
ting
Det
ail
Plot
(or
der
of e
vent
s)
Ana
lysi
s, I
nter
pret
atio
n
Tru
thFi
ctio
nFa
ctO
pini
onPu
rpos
eE
ffec
tiven
ess
Moo
d, S
tyle
Col
lect
ion,
sel
ectio
n, a
ndar
rang
emen
t of
idea
s in
eff
ectiv
eex
pres
sion
of
thou
ght.
Ord
er -
Sequ
ence
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
nB
ody
.C
oncl
usio
nA
Dis
cuss
ion
A M
essa
geA
n E
xpla
natio
n
Form T
he I
ntro
duct
ion,
Gre
etin
gT
he I
nter
view
Parl
iam
enta
ry P
roce
dure
Col
lect
ion,
sel
ectio
n, a
ndar
rang
emen
t of
idea
s in
eff
ectiv
eex
pres
sion
of
thou
ght.
Ord
er-S
eque
nce
The
Sen
tenc
e (s
ense
, str
uctu
re)
The
Par
agra
ph, C
ompo
sitio
n.
Top
ic S
ente
nce
.B
ody
.C
oncl
usio
n, C
losi
ng S
ente
nce
The
Sto
ry -
Plo
t.
Beg
inni
ng.
Sequ
ence
of
Eve
nts
(clim
ax)
.E
ndin
g
Form T
he R
epor
t.
The
Pla
n, O
utlin
eB
iblio
grap
hyT
he L
ette
r.
Pers
onal
.B
usin
ess
New
s.
New
s St
ory
.Fe
atur
e St
ory
.E
dito
rial
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
17
SP
EC
IFIC
OB
JEC
TIV
ES
INLA
NG
UA
GE
(C
ontin
ued)
.
Voc
abul
ary
LIS
TE
NIN
G
Ext
endi
ng w
ord
unde
rsta
ndin
gan
dfo
rmin
g im
pres
siO
ns w
hen
liste
ning
.
Lis
teni
ng V
ocab
ular
y -
form
ing
impr
essi
ons
thro
ugh
wor
ds.
Imm
edia
te V
ocab
u.L
ary
(rec
all
of m
eani
ng)
Subj
ect -
Tec
hnic
al W
ords
Rhy
min
g W
ords
Pict
ure
Wor
dsA
ctio
n W
ords
Abs
trac
t - E
lusi
ve W
ords
Col
ored
- E
mot
ive
Wor
dsK
ey -
Tra
nsiti
on W
ords
Syno
nym
s, A
nton
yms
Pote
ntia
l Voc
abul
ary
(ded
uctio
nof
mea
ning
)C
onte
xt (
hom
ogra
ph)
Form
(an
alys
is)
Synt
ax (
stru
ctur
e)D
eriv
atio
n (o
rigi
n)In
terp
reta
tion
(fig
urat
ive
lang
uage
)
18
SPE
AK
ING
WR
ITIN
G
Ext
endi
ng w
ord
unde
rsta
ndin
gan
dbu
ildin
g w
ord
pow
er w
hen
spea
king
.
Spea
king
Voc
abul
ary
usin
g w
ords
to f
orm
impr
essi
ons
in o
ral c
om-
mun
icat
ion.
Info
rmat
ive
Prec
ise
- E
xact
Wor
dsA
bstr
act -
Elu
sive
Wor
dsSu
bjec
t - T
echn
ical
Wor
dsA
ctio
n W
ords
Key
- T
rans
ition
Cur
rent
Wor
dsSe
nsor
y -
Em
otio
nal
Pict
ure
Wor
dsC
olor
ed -
Em
otiv
e W
ords
Rhy
me
- A
llite
ratio
nFi
gura
tive
Wor
ds
Wor
ds
Ext
endi
ng w
ord
unde
rsta
ndin
g an
dbu
ildin
g w
ord
pow
er w
hen
wri
ting.
Wri
ting
Voc
abul
ary
usin
g w
ords
to f
orm
impr
essi
ons
inw
ritte
nco
mm
unic
atio
n.
Den
otat
ion,
Con
nota
tion
Prec
ise
- E
xact
Wor
dsA
bstr
act
Elu
sive
Wor
dsSu
bjec
t - T
echn
ical
Wor
dsA
ctio
n W
ords
Pict
ure
Wor
dsK
ey -
Tra
nsiti
on. W
ords
Rhy
me
- A
llite
ratio
nFi
gura
tive
Wor
dsC
urre
nt W
ords
Form
, Str
uctu
rePl
ural
sC
ontr
actio
nsPo
sses
sive
sC
ompo
und
Wor
dsH
omon
yms,
Het
eron
yms
Roo
t Wor
dsPr
efix
es, S
uffi
xes
Usa
ge
SP
EC
IFIC
OB
JEC
TIV
ES
IN L
AN
GU
AG
E (
Con
tinue
d)
Con
vent
ions
LIS
TE
NIN
GSP
EA
KIN
GW
RIT
ING
Skill
s fo
r ef
fect
ive
liste
ning
,in
volv
ing
attit
udes
and
com
mon
cour
tesi
es.
Lis
teni
ng to
Oth
ers
Inte
rest
Ale
rtne
ssA
ttent
ion
Con
cent
ratio
nA
ccur
acy
Cou
rtes
y.
Rig
hts
al o
ther
sO
pini
ons
and
inte
rest
s of
othe
rs
Skill
s fo
r ef
fect
ive
spea
king
,in
volv
ing
attit
udes
and
com
mon
cour
tesi
es.
Tal
king
with
Oth
ers
Inte
rest
Tho
ught
.Si
ncer
ity.
Acc
urac
yC
ourt
esy
.R
ight
s of
oth
ers
.O
pini
ons
and
inte
rest
sot
hers
Tal
kin
to O
ther
s
Inte
rest
Tho
ught
.Si
ncer
ity.
Acc
urac
yPo
ise
- C
onfi
denc
eG
estu
reV
oice
- M
anne
rC
lari
tyFl
uenc
yIn
tona
tion
Tem
po
Eff
ectiv
e Sp
eech
Usa
geSp
eech
Pat
tern
s
Skill
s an
d ac
cept
ed p
atte
rns
for
effe
ctiv
e w
ritin
g, in
volv
ing
attit
udes
and
com
mon
cou
rtes
ies.
Cap
italiz
atio
n
Nam
es Pers
ons
Plac
es.
Thi
ngs
Abb
revi
atio
nsW
ritte
n Fo
rms
ofSe
nten
ceL
abel
s, T
itles
Out
line
Let
ter
Dir
ect Q
uota
tion
Bib
liogr
aphy
Punc
tuat
ion
Peri
odQ
uota
tion
Mar
kE
xcla
mat
ion
Mar
kC
omm
a, D
ash
Apo
stro
phe
Col
onH
yphe
n
Atti
tude
s, C
ourt
esie
s
Stan
dard
s of
Spe
lling
Stan
dard
s of
Pen
man
ship
Stan
dard
s of
Nea
tnes
s19
INT
ER
RE
LAT
ION
SH
IPS
IN L
AN
GU
AG
E
The
fol
low
ing
char
tid
entif
ies
som
e br
oad
aspe
cts
of li
sten
ing,
spea
king
, and
wri
ting.
Eac
h pr
esen
ts a
nin
timat
e re
latio
n-
ship
with
the
othe
r;fo
r w
hen
we
liste
n, w
epe
rcei
ve, i
dent
ify,
and
sens
e th
e im
pact
of la
ngua
ge m
eani
ng;
and
whe
n w
e sp
eak
and
wri
te, w
e ex
pres
sid
eas.
The
sein
terr
elat
ions
hips
sho
uld
have
dir
ect i
mpl
icat
ions
for
the
deve
lopm
ent
of la
ngua
ge a
bilit
ies.
LIS
TE
NIN
G
.Pe
rcei
ves
the
soun
dsof
lang
uage
.
.Fo
rms
sens
ory
imag
esw
hen
liste
n-in
g.
.Se
nses
and
iden
tifie
sem
otio
ns-
moo
ds.
.A
ssoc
iate
s an
d ex
tend
sw
ord
mea
n-in
g th
roug
h co
ntex
tan
d sy
ntax
.
.Se
nses
and
iden
tifie
sw
ord
form
and
stru
ctur
e.
.Fo
rms
conc
epts
thro
ugh
the
effe
ctof
phr
asin
g, c
aden
ce,
stre
ss, a
ndin
flec
tion.
Iden
tifie
s ke
y th
ough
tsan
d ke
y w
ords
.
.Se
nses
and
iden
tifie
sre
latio
nshi
ps,
mai
n id
ea -
them
e,de
tail,
and
plo
t.
Ant
icip
ates
and
iden
tifie
sse
quen
cean
d or
gani
zatio
nof
idea
s.
Iden
tifie
s sp
eake
r's p
urpo
sean
dvi
ewpo
int.
.M
akes
judg
men
ts -
draw
s in
fer-
ence
s an
dlo
gica
l con
clus
ions
.
.A
djus
ts li
sten
ing
todi
ffer
ent
situ
atio
ns a
nd p
urpo
ses,
obse
rvin
gth
e ro
le o
f th
elis
tene
r.
SPE
AK
ING
.E
xpre
sses
thro
ugh
lang
uage
sou
nds.
.C
reat
es s
enso
ry im
ages
thro
ugh
spea
king
.
.C
reat
es e
mot
ions
-m
oods
thro
ugh
spea
king
.
.Se
lect
s ap
prop
riat
ew
ords
ofor
ef-
fect
ive
spee
ch th
roug
hco
ntex
t and
synt
ax.
.Pe
rcei
ves
and
prac
tices
corr
ect
wor
d fo
rm a
nd s
truc
ture
.
.U
ses
phra
sing
,ca
denc
e, s
tres
s,an
d in
flec
tion
for
effe
ctiv
enes
s.
Org
aniz
es k
ey th
ough
tsan
d us
eske
y w
ords
for
effe
ctiv
enes
s.
Obs
erve
s re
latio
nshi
psin
exp
res-
sion
, mai
n id
ea -
them
e, p
lot,
and
deta
il.
.Se
lect
s an
d or
gani
zes
idea
s fo
rcl
arity
in e
xpre
ssio
n.
.D
evel
ops
view
poin
t and
clar
ifie
spu
rpos
e.
.Su
mm
ariz
es f
orcl
arif
icat
ion.
.A
dapt
s sp
eaki
ng to
diff
eren
t pur
-po
ses,
rec
ogni
zing
the
resp
onsi
-bi
litie
s of
the
spea
ker.
WR
ITIN
G
Exp
ress
es th
roug
hla
ngua
ge s
ymbo
ls.
.C
reat
es s
enso
ry im
ages
thro
ugh
wri
ting.
.C
reat
es e
mot
ions
-m
oods
thro
ugh
wri
ting.
.Se
lect
s ap
prop
riat
ew
ords
for
eff
ectiv
ew
ritin
g th
roug
h co
ntex
tand
syn
tax.
Perc
eive
s an
d pr
actic
esco
rrec
t wor
dfo
rm a
nd s
truc
ture
.
.U
ses
phra
sing
and
punc
tuat
ion
for
ef-
fect
iven
ess.
.O
rgan
izes
key
thou
ghts
and
uses
key
wor
ds f
or e
ffec
tiven
ess.
.O
bser
ves
rela
tions
hips
in e
xpre
ssio
n,m
ain
idea
- th
eme,
plot
, and
det
ail.
.Se
lect
s an
d or
gani
zes
idea
s fo
r cl
arity
in e
xpre
ssio
n.
.D
evel
ops
view
poin
t and
clar
ifie
s pu
rpos
e.
.Su
mm
ariz
es f
orcl
arif
icat
ion.
.A
dapt
s w
ritin
g to
diff
eren
t pur
pose
s,re
cogn
izin
g th
ere
spon
sibi
litie
s of
the
wri
ter.
SIT
UA
TIO
NS
and
LEA
RN
ING
EX
PE
RIE
NC
ES
Sinc
e th
e na
ture
of
impr
essi
on a
ffec
ts th
e na
ture
of e
xpre
ssio
n, it
isth
e re
spon
sibi
lity
of e
very
teac
her
to r
ecog
nize
and
prov
ide
situ
atio
nsw
hich
dev
elop
des
irab
leco
mm
unic
atio
n. R
eal a
ndvi
cari
ous
expe
rien
ces
mor
e cl
earl
yde
fine
pur
pose
s fo
rla
ngua
ge a
nd m
ake
lang
uage
mor
ein
tere
stin
g an
d m
eani
ngfu
l;th
eref
ore,
Mad
ison
teac
hers
cap
ture
ava
riet
y of
situ
atio
ns in
daily
sch
ool l
ife
whi
chst
imul
ate
lang
uage
lear
ning
s.
Som
e co
mm
on a
ndva
luab
le s
ituat
ions
are
grou
ped
belo
w a
nd m
aybe
ada
pted
to a
ny o
ral
l ele
men
tary
grad
es.
Dai
ly P
roje
cts
Bul
letin
Boa
rdM
ural
sH
obby
sho
wA
rts
and
craf
tsC
onst
ruct
ion
(pos
tof
fice
)Pu
ppet
s, m
ario
nette
sIn
tere
st c
ente
rsB
ookl
ets
Cla
ss c
lub
Pass
ing
Eve
nts
Spec
ial d
ays
and
holid
ays
Juni
or R
ed C
ross
cam
paig
nPu
pil e
nter
s, m
oves
Vis
itor
in c
lass
New
pet
, bab
yA
mer
ican
Edu
catio
n W
eek
A b
irth
day
part
yC
lass
mat
e ab
sent
(hos
pita
l)A
pro
gram
Tri
ps a
nd v
acat
ions
Spac
e la
unch
ing
Spon
tane
ous
Hap
peni
ngs
Fres
h sn
owfa
ll, a
sto
rmy
day
Cro
w p
erch
ed n
ear
win
dow
Bat
fou
nd in
chi
ld's
sho
eE
ggs
hatc
h, m
oth
emer
ges
Lig
hts
go o
utA
nat
ural
phe
nom
enon
Une
xpec
ted
visi
tor
orex
hibi
t
Just
as
situ
atio
ns a
reim
port
ant i
n pr
ovid
ing.
are
serv
oir
of id
eas,
so
rich
and
abun
dant
exp
erie
nces
are
need
ed f
or d
evel
opin
gla
ngua
ge a
bilit
ies.
Lan
guag
e po
wer
is b
uilt
and
incr
ease
d th
roug
hth
e ex
peri
ence
of
doin
g.Pr
ovid
ing
oppo
rtun
ities
for
man
y in
tere
stin
gac
tiviti
es s
tren
gthe
nsan
d ex
pand
s la
ngua
ge p
ower
.* O
b-
viou
sly,
a g
iven
type
of a
ctiv
ity m
ay b
ere
peat
ed w
ithin
diff
eren
t situ
atio
ns; t
oo, a
nac
tivity
in o
ne g
rade
mig
ht
be in
tere
stin
g an
def
fect
ive
at a
noth
er le
vel.
For
exam
ple,
lette
rw
ritin
g, r
epor
ting,
prac
tical
and
cre
ativ
e
expr
essi
on a
re e
xper
ienc
esw
hich
can
be
deve
lope
dfr
om th
e si
mpl
e to
the
com
plex
.
The
fol
low
ing
sect
ion
sugg
ests
lear
ning
expe
rien
ces,
inte
rrel
atio
nshi
psin
lang
uage
, and
prob
able
out
-
com
e s
in o
nesi
mul
ated
situ
atio
n.
*For
fur
ther
dev
elop
men
t, se
eB
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Publ
ic S
choo
ls, 1
958,
p.
21.
RE
LAT
ED
LE
AR
NIN
GE
XP
ER
IEN
CE
SA
Trip
to th
e A
irpor
t0
be 0bb
(An
inte
rest
ing
situ
atio
n in
spir
esan
d pr
ovid
es m
any
purp
oses
for
lang
uage
.)
0 4a cn :14
'LI en X
0 e4
vew
o j
1
awl/
Plan
ning
- m
akin
g ar
rang
emen
ts,
wha
t to
see,
get
ting
perm
issi
onX
X
Dis
cuss
ing
- sa
fety
, cou
rtes
y,co
nduc
t on
trip
XX
Intr
oduc
ing
- gu
ide
to c
lass
XX
Rec
ordi
ng a
nd li
sten
ing
- in
form
atio
nX
X
Sum
mar
izin
g in
form
atio
nX
x
Exp
ress
ing
- ap
prec
iatio
n, th
ank
you
Xx
Inqu
irin
g -
addi
tiona
l inf
orm
atio
n, r
esou
rce
spea
ker
XX
X
Inte
rvie
win
g -
reso
urce
per
son
XX
X
Wri
ting
(pla
nnin
g) -
new
s ar
ticle
on
trip
X
Vie
win
g an
d di
scus
sing
- s
ound
mov
ieco
rrel
atin
g w
ith s
ubje
ctX
XX
Rep
ortin
g -
info
rmat
ion:
to p
aren
ts,
clas
s gr
oup
or g
roup
sX
X
Wri
ting
a pa
ragr
aph
- W
ork
at th
eA
irpo
rtX
Dis
cuss
ing
(pan
el)
- T
he G
row
th o
fAir
Tra
nspo
rtat
ion
XX
Deb
atin
g -
Res
olve
d: I
pre
fer
air
trav
el to
wat
er o
r la
nd tr
ansp
orta
tion
XX
Wri
ting
- a
biog
raph
y of
Wri
ght
Bro
ther
s, A
mel
ia E
arha
rtx
Lis
ting
- th
ings
see
n an
d he
ard
atth
e ai
rpor
t
Lab
elin
g -
disp
lay
of a
irpl
anes
x
Cre
atin
g an
d sh
arin
g -
poet
ry,
chor
al s
peak
ing
XX
Wri
ting
a pl
ay (
plan
ning
,pr
oduc
ing)
- T
he S
tory
of
Air
Tra
nspo
rtat
ion
XX
X
Thi
s is
not
inte
nded
as
a pr
escr
ibed
or
aco
mpl
ete
list.
For
adde
d su
gges
tions
, see
: Bui
ldin
gPo
wer
in W
ritte
n C
omm
unic
atio
n,T
he M
adis
on P
ublic
Sch
ools
,19
58.
22
SP
EC
IFIC
INT
ER
RE
LAT
ION
SH
IPS
IN L
AN
GU
AG
E(m
any
lear
ning
exp
erie
nces
invo
lve
all l
angu
age
area
s)
NE
ED
S(
GR
OU
P A
ND
IND
IVID
UA
L)
Iy
IS
ITU
AT
ION
A T
RIP
TO
TH
E A
IRP
OR
T
PLA
NN
ING
EX
PLA
ININ
GA
NN
OU
NC
ING
INT
ER
VIE
WIN
GR
EP
OR
TIN
G
CR
EA
TIV
ITY
DR
AM
AT
IZIN
GST
OR
Y T
EL
LIN
GV
ER
SE, P
OE
MS
I1
.0
for
66
/ .
1.1
)
o 4S6/
22)
.
Pur
pose
s fo
r S
peak
ing
(for
m),
..c
PLA
NN
ING
EX
PLA
ININ
GA
NN
OU
NC
ING
INT
ER
VIE
WIN
G
RE
PO
RT
ING
CR
EA
TIV
ITY
DR
AM
AT
IZIN
GST
OR
Y T
EL
LIN
GV
ER
SE, P
OE
MS
PLA
NN
ING
EX
PLA
ININ
GA
NN
OU
NC
ING
INT
ER
VIE
WIN
G
RE
PO
RT
ING
CR
EA
TIV
ITY
DR
AM
AT
IZIN
GST
OR
Y T
EL
LIN
GV
ER
SE, P
OE
MS
23
Org
aniz
atio
n -
Lis
teni
ng
Iden
tifyi
ng a
nd f
ollo
win
g m
ain
idea
of s
peak
er
Iden
tifyi
ng s
uppo
rtin
g de
tail
Iden
tifyi
ng a
nd f
ollo
win
g or
der
of e
vent
s
Judg
ing
spea
ker's
pur
pose
Lis
teni
ng d
urin
g co
nver
satio
nan
d di
scus
sion
Voc
abul
ary
- L
iste
ning
Lis
teni
ng to
:Su
bjec
t - T
echn
ical
Wor
dsR
hym
ing
Wor
ds (
poem
s)Pi
ctur
e W
ords
(si
ghts
, sou
nds)
Act
ion
Wor
ds (
soun
ds)
Key
- T
rans
ition
Wor
dsSy
nony
ms,
Ant
onym
s
Unl
ocki
ng m
eani
ng th
roug
h:C
onte
xt C
lues
Form
Ana
lysi
sIn
terp
reta
tion
Con
vent
ions
- L
iste
ning
Lis
teni
ng w
ith:
Inte
rest
Ale
rtne
ssA
ttent
ion
Con
cent
ratio
nA
ccur
acy
Res
pect
ing:
Rig
hts
of o
ther
sO
pini
ons
and
inte
rest
s of
oth
ers
24
OU
TC
OM
ES
- A
BIL
ITIE
S--
-A
Tri
p to
the
Air
port
Org
aniz
atio
n -
Spea
king
Spea
king
in c
lew
:, w
ell-
orga
nize
dse
nten
ces
Pres
entin
g a
repo
rt w
ith a
nin
trod
uctio
n,bo
dy, c
oncl
usio
n
Giv
ing
a m
essa
ge o
r ex
plan
atio
nac
cura
tely
Con
trib
utin
g du
ring
con
vers
atio
nan
d di
s-
cuss
ion
Follo
win
g fo
rm in
an
intr
oduc
tion
and
gree
ting
Follo
win
g fo
rm in
an
inte
rvie
w
Voc
abul
ary
- Sp
eaki
ng
Spea
king
:Su
bjec
t - T
echn
ical
Wor
dsPr
ecis
e -
Exa
ct W
ords
Rhy
min
g W
ords
(po
ems)
Pict
ure
Wor
ds (
sigh
ts, s
ound
s)A
ctio
n W
ords
(so
unds
)K
ey -
Tra
nsiti
on W
ords
Figu
rativ
e W
ords
Con
vent
ions
- S
peak
ing
Spea
king
with
:A
ccur
acy
of I
deas
Pois
e -
Con
fide
nce
Cle
ar V
oice
Flue
nt S
peec
hG
ood
Into
natio
nD
esir
able
Tem
poD
esir
able
Spe
ech
Patte
rns
Res
pect
ing:
Rig
hts
of o
ther
sO
pini
ons
and
inte
rest
s of
oth
ers
Org
aniz
atio
n -
Wri
ting
Wri
ting
in c
lear
, wel
l-or
gani
zed
sent
ence
s
Wri
ting
a w
ell-
orga
nize
d pa
ragr
aph:
topi
c se
nten
ce,
body
, con
clus
ion.
Wri
ting
wel
l-or
gani
zed,
inte
rest
ing
stor
y, r
ecog
-ni
zing
: beg
inni
ng, s
eque
nce
of e
vent
s, e
ndin
g
Wri
ting
a re
port
; fol
low
ing
plan
-ou
tline
; wri
ting
a bi
blio
grap
hy
Follo
win
g fo
rm o
f a
lette
r, a
new
s st
ory,
play
s, p
oem
s,
labe
ls, a
nd ti
tles
Voc
abul
ary
- W
ritin
g
Wri
ting:
Subj
ect -
Tec
hnic
al W
ords
Prec
ise
- E
xact
Wor
dsR
hym
ing
Wor
dsPi
ctur
e W
ords
Act
ion
Wor
dsK
ey -
Tra
nsiti
on W
ords
Syno
nym
s, A
nton
yms
Figu
rativ
e W
ords
Gai
ning
eff
ectiv
enes
s th
roug
h:C
orre
ct f
orm
and
str
uctu
reC
orre
ct u
sage C
onve
ntio
ns -
Wri
ting
Wri
ting
with
:In
spir
atio
nA
ccur
acy
Flue
ncy
Usi
ng c
orre
ct:
Cap
italiz
atio
nPu
nctu
atio
n
Res
pect
ing
read
er o
f pr
oduc
t:St
anda
rds
of S
pelli
ngSt
anda
rds
of P
enm
ansh
ipSt
anda
rds
of N
eatn
ess
J
L t C C
GR
AD
E L
EV
EL
EX
PE
CT
AN
CIE
S a
nd R
ELA
TE
D L
EA
RN
ING
EX
PE
RIE
NC
ES
EF
FE
CT
IVE
CO
MM
UN
ICA
TIO
N
purp
ose
- or
gani
zatio
n -
voca
bula
ry -
conv
entio
ns
HO
W T
O W
RIT
E
Kin
derg
arte
n
Gra
de O
ne
Gra
de T
wo
Gra
de T
hree
Gra
de F
our
Gra
de F
ive
Gra
de S
ix
25
GR
AD
E L
EV
EL
EX
PE
CT
AN
CIE
S a
ndLE
AR
NIN
G E
XP
ER
IEN
CE
S
Bec
ause
of
the
intr
icat
e an
din
terr
elat
ed s
truc
ture
of th
e la
ngua
ge p
roce
ss,
it ap
pear
s
logi
cal t
hat a
reas
not
be tr
eate
d in
isol
atio
n.Pa
rado
xica
lly, t
heam
alga
mat
ion
of a
bilit
ies
and
skill
s im
plie
s th
eda
nger
of
diff
usio
nun
less
ele
men
tsw
ithin
are
as a
reid
entif
ied.
Cur
rent
view
s su
ppor
t the
impo
rtan
ce o
f id
entif
ying
goal
s w
ithin
eac
h ar
eaof
lang
uage
.W
hile
rel
atio
n-
ship
s ar
e ev
erdo
min
ant,
skill
in o
ne a
rea
does
not
ens
ure
skill
in a
noth
er.
Eac
h ha
s its
spec
ific
goa
ls a
ndab
ilitie
s w
hich
mus
tbe
rec
ogni
zed.
Four
ove
rall
obje
ctiv
es--
purp
ose,
orga
niza
tion,
voc
abul
ary,
and
conv
entio
ns--
dete
rmin
e
the
arra
ngem
ent
of th
e fo
llow
ing
sect
ion.
Thi
s ar
rang
emen
tid
entif
ies
spec
ific
abili
ties
and
pro-
pose
s re
late
dle
arni
ng e
xper
ienc
esfo
r at
tain
ing
goal
sw
hile
rec
ogni
zing
the
inte
rrel
atio
nshi
ps
betw
een
liste
ning
,sp
eaki
ng, a
nd w
ritin
g.O
bvio
usly
, lan
guag
ede
velo
pmen
t is
a gr
adua
lgr
owth
,
prog
ress
ing
from
sim
ple
skill
s to
thos
e m
ore
com
plex
in n
atur
e.W
hile
man
y ac
tiviti
es a
re a
p-
plic
able
to m
ore
than
one
grad
e le
vel,
sequ
entia
lgr
owth
can
be
iden
tifie
d w
ithin
gra
dele
vel e
x-
pect
anci
es.
The
term
EX
PEC
TA
NC
IES
rela
tes
toth
e ch
ild.
The
se a
re e
xpec
ted
grow
th p
atte
rns
of
achi
evem
ent i
dent
ifie
dw
ithin
gra
de le
vels
.T
he r
ight
han
dco
lum
n SU
GG
EST
ED
LE
AR
NIN
G
AC
TIV
ITIE
S co
ntai
nsid
eas
for
prom
otin
ggr
owth
and
isad
dres
sed
to th
e te
ache
r.
Sinc
e co
mpe
tenc
ies
deve
lop
in r
elat
ion
tone
eds
and
inte
rest
s,it
seem
s un
likel
yth
at
child
ren
at a
ny o
negr
ade
achi
eve
asp
ecif
ic s
et o
f sk
ills
with
in a
giv
enpe
riod
. Bec
ause
of
vari
ed in
divi
dual
diff
eren
ces,
wha
t may
be to
o di
ffic
ult
for
som
e m
ay n
otbe
cha
lleng
ing
toot
hers
.
Prov
isio
n m
ust b
e m
ade
for
read
ines
s,di
rect
teac
hing
, fur
ther
deve
lopm
ent o
r re
-em
phas
izin
g
of c
once
pts
and
abili
ties.
It is
hop
ed th
atea
ch te
ache
r w
illfi
nd g
uida
nce
in th
ese
mat
eria
ls a
nd th
at th
epl
an w
ill
be a
ppro
ache
dcr
eativ
ely.
No
lear
ning
expe
rien
ce h
as b
een
deve
lope
d in
its
entir
ety;
man
yid
eas
shou
ld b
e ex
plor
edan
d m
ater
ials
adde
d to
mee
t ind
ivid
ual
and
grou
p ne
eds.
Hen
ce, t
hese
mat
eria
ls a
re s
ugge
stiv
e,no
t pre
scri
ptiv
ein
nat
ure.
26
_ I
LG
RA
DE
LE
VE
L E
XPE
CT
AN
CIE
S A
ND
LE
AR
NIN
G E
XPE
RIE
NC
ES
LL
IST
EN
ING
L C
27
""--
1111
1111
1111
1111
11*.
o....
.«w
eem
stom
twar
PU
RP
OS
E: I
NT
RO
DU
CE
DIF
FE
RE
NT
RE
AS
ON
S F
OR
LIS
TE
NIN
G
KIN
DE
RG
AR
TE
N
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Bec
omes
inte
rest
ed in
oth
ers
thro
ugh
liste
ning
Rec
ogni
zes
occa
sion
sfo
r
liste
ning
Enj
oys
a va
riet
yof
mus
ic,
poet
ry, a
ndst
orie
s
Enc
oura
ge li
sten
ing
toot
hers
..
Prov
ide
daily
opp
ortu
nitie
s fo
r lis
teni
ng, t
ellin
gst
orie
s an
d ne
ws.
Dev
elop
acc
urac
y in
fol
low
ing
dire
ctio
ns.
.Pl
ay g
ame:
Bel
lG
ame.
Chi
ldre
n si
t on
floo
r w
ith a
bell
in c
ente
r. T
each
er c
alls
on
child
tofo
llow
dire
ctio
ns s
uch
as, "
Wal
k to
bel
l;w
alk
arou
nd it
; rin
g be
ll tw
o tim
es; h
opba
ck to
pla
ce o
n fl
oor.
"
.Pl
ay g
ame:
Lis
teni
ngG
ame.
Tea
cher
exp
lain
s:"I
am
goi
ng to
tell
you
just
onc
e to
do
one
thin
g.
Wal
k to
the
door
. Now
I a
m g
oing
tote
ll yo
u to
do
two
thin
gs. W
alk
toth
e do
or a
nd p
ick
up a
blo
ck.
Now
I a
m g
oing
to te
ll yo
u to
do th
ree
thin
gs. W
alk
to th
e do
or, p
ick
up a
bloc
k, a
nd g
ive
it to
Mar
y."
Dev
elop
an
appr
ecia
tion
for
rhyt
hm in
mus
ic a
nd p
oetr
y.Pl
ay r
ecor
ds w
ithou
tw
ords
dur
ing
rest
tim
e an
d en
cour
age
child
ren
to c
lose
eye
s an
d "s
ee"
pict
ures
.
Cal
l for
vol
unte
ers
to d
escr
ibe
impr
essi
ons.
Lis
ten
to m
usic
to s
timul
ate
imag
inat
ion:
Para
de o
f th
e W
oode
n So
ldie
rs -
Col
umbi
aSh
oem
aker
and
the
Elv
es -
Dec
ca.
Gin
gerb
read
Boy
- D
ecca
Lis
ten
and
resp
ond
to r
hyth
m th
roug
h bo
dily
actio
n: m
arch
ing,
ski
ppin
g, h
oppi
ng, r
unni
ng, s
way
ing.
KIN
DE
RG
AR
TE
N
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: I
NT
RO
DU
CE
CO
NC
EP
T O
F O
RD
ER
SE
QU
EN
CE
WH
EN
LIS
TE
NIN
GA
ND
TH
E A
BIL
ITY
TO
MA
KE
JU
DG
ME
NT
S
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to s
ense
ord
er th
roug
hob
serv
atio
n an
d lis
teni
ng
Beg
ins
to d
iffe
rent
iate
bet
wee
nre
al a
nd m
ake-
belie
ve
Iden
tifie
s an
d re
spon
ds to
sim
ple
rhyt
hmic
pat
tern
s an
d so
unds
30
Intr
oduc
e un
ders
tand
ing
of c
.-.1
erD
evel
op s
ense
of
orde
r. in
dai
ly a
ctiv
ities
thro
ugh
plan
ning
.D
evel
op a
n aw
aren
ess
of th
e se
nten
ce th
roug
h lis
teni
ng to
sto
ries
and
exp
erie
nce
char
ts.
Dev
elop
an
awar
enes
s of
seq
uent
ial o
rder
thro
ugh
liste
ning
and
rec
allin
g ev
ents
in s
tori
es.
Rea
d st
orie
s su
ch a
s T
he G
inge
rbre
ad B
oy a
nd T
he H
ouse
Tha
t Jac
k B
uilt.
Ret
ell s
tori
esus
ing
the
flan
nelb
oard
.
Prov
ide
oppo
rtun
ities
for
inte
rpre
tatio
n..
Dis
tingu
ish
betw
een
real
and
mak
e-be
lieve
thro
ugh
liste
ning
to s
tori
es.
.Pr
ovid
e fo
r dr
amat
ic p
lay
and
pant
omim
e an
d en
cour
age
crea
tive
inte
rpre
tatio
n.
Intr
oduc
e au
dito
ry d
iscr
imin
atio
n an
d in
terp
reta
tion
of s
ound
s.L
iste
n an
d id
entif
y so
unds
of
anim
als,
wea
ther
, sea
sons
, mac
hine
ry, m
usic
al in
stru
men
ts, e
tc.
Dis
tingu
ish
high
and
low
sou
nds,
loud
and
sof
t sou
nds.
Iden
tify
soun
ds th
at w
arn
of d
ange
r.R
efer
to S
cott
and
Tho
mps
on, P
honi
cs, W
ebst
er P
ublis
hing
Com
pany
, 196
2, f
or s
peci
fic
liste
ning
gam
es.
Play
gam
e: L
ittle
Tom
my
Titt
lem
ouse
. One
chi
ld s
its o
n ch
air
and
hide
s hi
s ey
es w
hile
cla
ssch
ants
:"L
ittle
Tom
my
Titt
lem
ouse
,L
ives
in a
littl
e ho
use.
"A
noth
er c
hild
is c
hose
n w
ho ti
ptoe
s an
d kn
ocks
on
the
back
of
firs
t chi
ld's
cha
ir a
s cl
ass
says
:"S
omeo
ne's
kno
ckin
g; m
e, o
h m
y!"
Chi
ld o
n ch
air
ques
tions
, "W
ho is
her
e?"
Seco
nd c
hild
answ
ers,
"It
is I
!" a
nd c
hild
, blin
dfol
ded,
gue
sses
who
it is
.D
ivid
e cl
ass
into
"sk
ippi
ng, "
"ga
llopi
ng, "
and
"m
arch
ing"
gro
ups.
Pro
vide
mus
ic f
or e
ach
type
of
mov
emen
t. C
hild
ren
in a
giv
en g
roup
mov
e to
mus
ic s
uita
ble
for
the
activ
ity.
VO
CA
BU
LAR
Y: D
EV
ELO
P U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
HE
AR
D
KIN
DE
RG
AR
TE
N
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Incr
ease
s vo
cabu
lary
thro
ugh
liste
ning
Beg
ins
to r
ecog
nize
sim
ilari
tyin
wor
ds a
nd e
njoy
s a
vari
ety
of s
ound
s an
d pa
ttern
s
Dev
elop
mea
ning
s of
wor
ds a
nd in
tere
st in
wor
ds.
.T
alk
abou
t new
wor
d an
d en
cour
age
anin
tere
st in
them
..
Dev
elop
und
erst
andi
ng o
f w
ords
den
otin
g si
ze o
rpo
sitio
n: o
n, in
; fir
st, s
econ
d, th
ird;
big
,bi
gges
t;
usin
g vi
sual
aid
s.
Dev
elop
per
cept
ion
and
enjo
ymen
t of
soun
ds.
Clo
se e
yes
and
liste
n fo
r en
viro
nmen
tal
soun
ds. T
alk
abou
t var
iety
of
soun
ds h
eard
.C
all a
ttent
ion
to s
imila
ritie
s in
wor
ds a
nd n
ame
soun
ds (
Bill
y, B
obby
, Bet
ty).
Lis
ten
to r
hym
es, j
ingl
es, a
nd s
tori
es.
Cre
ate
clas
s rh
ymes
.Pl
ay r
hym
ing
wor
d ga
mes
suc
h as
cla
ppin
gha
nds
whe
n he
arin
g rh
ymin
g w
ord,
or
repe
atin
gan
d ad
ding
mor
e w
ords
aft
er f
irst
one
men
tione
d.
KIN
DE
RG
AR
TE
NLI
ST
EN
ING
CO
NV
EN
TIO
NS
: IN
TR
OD
UC
E G
OO
D L
IST
EN
ING
HA
BIT
S
32
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s aw
aren
ess
of im
port
ance
of li
sten
ing
Beg
ins
to s
how
inte
rest
inlis
teni
ng p
olite
ly
Intr
oduc
e th
e im
port
ance
of
atte
ntiv
e lis
teni
ng.
.T
alk
abou
t nee
d fo
r go
od li
sten
ing
at h
ome,
on
way
to s
choo
l, in
sch
ool a
ndw
here
ver
peop
le a
re
enco
unte
red.
.M
ake
mur
al: A
Goo
d L
iste
ner
Hea
rs...
Inc
lude
item
s m
entio
ned
in p
revi
ous
disc
ussi
on.
Intr
oduc
e th
e ne
ed f
or p
olite
list
enin
g..
Set a
few
sim
ple
stan
dard
s fo
r go
od li
sten
ing,
suc
h as
not
inte
rrup
ting
and
givi
ng a
ttent
ion
to s
peak
er.
PU
RP
OS
E: P
RO
MO
TE
LIS
TE
NIN
G F
OR
VA
RIO
US
RE
AS
ON
S
GR
AD
E O
NE
LIS
TE
NIN
G
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Lis
tens
to o
ther
s in
con
vers
atio
nan
d di
scus
sion
Lis
tens
and
res
pond
s to
dir
ectio
nsan
d lis
tens
whe
n sh
arin
gex
peri
ence
s
Enj
oys
liste
ning
to a
var
iety
of
mus
ic, p
oetr
y, s
tori
es, a
nddr
amat
izat
ions
Enc
oura
ge li
sten
ing
whe
n ot
hers
are
spe
akin
g..
Dis
cuss
pro
blem
s pe
rtin
ent t
o cl
assr
oom
s an
d pl
aygr
ound
.St
ress
the
impo
rtan
ce o
f he
arin
g su
gges
tions
from
man
y pe
ople
.
Enc
oura
ge li
sten
ing
for
info
rmat
ion.
.G
ive
dire
ctio
ns f
or g
ames
- "
Sim
on S
ays.
le.
Fold
pap
er a
ccor
ding
to d
irec
tions
..
Prov
ide
time
for
liste
ning
to o
ther
s (t
alks
).
Dev
elop
list
enin
g fo
r en
joym
ent.
.In
terp
ret m
usic
al s
elec
tions
thro
ugh
pant
omim
e(S
orce
rer's
App
rent
ice
Nut
crac
ker
Suite
).
.D
ram
atiz
e th
e be
st o
r m
ost e
xciti
ng p
art o
f a
stor
y..
Dra
w o
r pa
int p
ictu
res
telli
ng th
e m
ood
of m
usic
and
poe
try.
.Pr
ovid
e fo
r m
omen
ts o
f re
laxa
tion
thro
ugh
mus
ic, s
tori
es,
and
poet
ry.
33
GR
AD
E O
NE
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P T
HE
CO
NC
EP
T O
F O
RD
ER
SE
QU
EN
CE
WH
EN
LIS
TE
NIN
G A
ND
SK
ILL
IN M
AK
ING
JU
DG
ME
NT
S
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Sens
es o
rder
thro
ugh
obse
rvat
ion
and
liste
ning
Beg
ins
to m
ake
judg
men
tsan
d sh
ow s
ense
of
logi
c
Beg
ins
to r
ecog
nize
sou
nds
and
dete
rmin
e m
ood
Dev
elop
con
cept
of
orde
r.Pl
an d
aily
act
iviti
es.
Lis
t in
sequ
ence
.D
evel
op a
n aw
aren
ess
of th
e se
nten
ce th
roug
h L
iste
ning
in r
eadi
ng.
Prov
ide
pict
ures
of
a w
ell-
know
n st
ory
or r
hym
e to
be
plac
ed in
seq
uent
ial o
rder
.U
se f
lann
elbo
ard.
Mak
e in
divi
dual
boo
klet
s of
fav
orite
sto
ry. A
rran
ge p
ictu
res
in o
rder
.Sh
ow r
elat
ions
hip
of p
arts
with
in a
sto
ry. T
ell a
sto
ry, o
mitt
ing
an im
port
ant e
vent
. Chi
ldre
nid
entif
y th
is o
mis
sion
.
Prov
ide
expe
rien
ces
in m
akin
g ju
dgm
ents
.T
ell a
bout
an
expe
rien
ce f
amili
ar to
chi
ldre
n, c
onta
inin
g so
me
fact
s co
ntra
ry to
com
mon
logi
c.C
hild
ren
tell
wha
t is
irre
gula
r in
the
stor
y an
d w
hy. A
n ex
ampl
e m
ight
be:
"Jo
hn w
as p
layi
ngw
ith s
ome
mat
ches
. He
lit o
ne a
nd h
is f
inge
r to
uche
d th
e fl
ame.
His
fin
ger
beca
me
cold
.Jo
hn d
id n
ot c
ry b
ecau
se h
is f
inge
r fe
lt fi
ne. "
.D
istin
guis
h re
al f
rom
mak
e-be
lieve
sto
ries
.A
ntic
ipat
e de
velo
pmen
t of
a st
ory.
Rea
d a
sect
ion.
"W
hat d
o yo
u th
ink
mig
ht h
appe
nne
xt?"
Dev
elop
aud
itory
dis
crim
inat
ion.
Dis
tingu
ish
betw
een
soun
ds n
ear
or f
ar; h
igh
or lo
w; l
oud
or s
oft.
See
p. 9
1, B
aile
y, H
orro
cks,
and
Tor
reso
n, L
angu
age
Lea
rnin
gs, A
mer
ican
Boo
k C
ompa
ny, 1
956.
.Id
entif
y en
viro
nmen
tal s
ound
s (s
tree
t, ha
ll, c
lass
room
).V
isit
beac
h, z
oo, s
tore
. Not
e ty
pica
l sou
nds.
Enc
oura
ge c
hild
ren
to m
ove
to th
e rh
ythm
of
vari
ous
kind
s of
mus
ic.
Der
ive
mea
ning
fro
m v
oice
into
natio
n. D
emon
stra
te h
ow v
oice
con
veys
impa
tienc
e, a
nger
,de
light
, fea
r an
d ot
her
emot
ions
.R
efer
to S
cott
and
Tho
mps
on, P
honi
cs, W
ebst
er P
ublis
hing
Com
pany
, 196
2, f
or s
peci
fic
liste
ning
gam
es.
UI t lir
VO
CA
BU
LAR
Y: D
EV
ELO
P U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
FR
EQ
UE
NT
LY H
EA
RD
GR
AD
E O
N
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
n fo
r D
evel
opin
g E
xpec
tanc
ies
Incr
ease
s vo
cabu
lary
thro
ugh
liste
ning
and
enj
oys
hear
ing
wor
ds a
nd a
var
iety
of
lang
uage
pat
tern
s
Iden
tifie
s an
d in
terp
rets
lette
rso
unds
and
ble
nds
Dev
elop
abi
lity
to r
ecal
l wor
d m
eani
ngs
whe
n lis
teni
ng a
nd c
reat
e an
inte
rest
in w
ords
.D
evel
op a
nd e
xpan
d vo
cabu
la,y
with
in s
ubje
ct a
reas
.U
se s
ound
s to
dev
elop
con
cept
of
wor
ds s
uch
as lo
uder
, sof
ter.
.R
ead
a va
riet
y of
poe
ms
and
stor
ies,
em
phas
izin
g co
lorf
ul w
ords
.Id
entif
y rh
ymin
g w
ords
whe
n lis
teni
ng.
.R
ead
a fa
mili
ar p
oem
, occ
asio
nally
allo
win
g ch
ildre
n to
sup
ply
a m
issi
ng r
hym
ing
wor
d.
Dev
elop
iden
tific
atio
n an
d in
terp
reta
tion
of s
ound
s..
Iden
tify
and
labe
l art
icle
s in
roo
m w
hich
beg
in w
ith T
, C, M
, B, e
tc. C
ontin
ue w
ith c
onso
nant
blen
ds.
.Pl
ace
pict
ure
card
s of
obj
ects
(fr
om o
ld b
ooks
, mag
azin
es)
on h
ooks
or
in b
oxes
that
spe
cify
abe
ginn
ing
or e
ndin
g so
und.
Let
ter
each
sid
e of
sm
all,
squa
re b
ox. C
hild
ren
roll
box
and
tell
the
lette
r on
top
of b
ox a
nd a
wor
d th
at b
egin
s w
ith th
at le
tter.
.M
ake
shoe
box
soun
d tr
ain.
Pai
nt a
nd le
tter
shoe
boxe
s an
d fi
ll w
ith o
bjec
ts th
at b
egin
(or
end
)w
ith e
ach
lette
r..
Play
mus
ical
cha
irs.
Rep
eat w
ords
. Chi
ldre
n si
t whe
n th
ey h
ear
a w
ord
begi
nnin
g w
ith s
peci
fic
soun
d (r
, b, c
h, s
h).
35
GR
AD
E O
NE
LIS
TE
NIN
GC
ON
VE
NT
ION
S: D
EV
EL
OP
GO
OD
LIS
TE
NIN
G H
AB
ITS,
EN
CO
UR
AG
ING
CO
UR
TE
SY
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Beg
ins
to u
nder
stan
d th
eim
port
ance
of
good
list
enin
g
Show
s in
tere
st in
list
enin
gpo
litel
y
Intr
oduc
e th
e im
port
ance
of
stan
dard
s fo
r go
od li
sten
ing.
.C
reat
e pu
ppet
pla
y dr
amat
izin
g go
od li
sten
ing
habi
ts.
Enc
oura
ge c
ourt
esy
whe
n lis
teni
ng to
oth
ers.
Mak
e lis
teni
ng c
hart
incl
udin
g:W
e lo
ok a
t the
one
who
is ta
lkin
g.W
e ar
e qu
iet.
We
try
to li
sten
wel
l.W
e do
not
inte
rrup
t.W
e th
ink
abou
t wha
t we
hear
.
r.
PU
RP
OS
E: P
RO
MO
TE
LIS
TE
NIN
G F
OR
VA
RIO
US
RE
AS
ON
S
GR
AD
E T
WO
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Gro
ws
in li
sten
ing
thou
ghtf
ully
to c
ontr
ibut
ions
of
othe
rs in
conv
ersa
tion.
and
dis
cuss
ion
Gro
ws
in li
sten
ing
effe
ctiv
ely
in f
orm
al s
ituat
ions
, gai
ning
info
rmat
ion
Con
tinue
s to
list
en f
or e
njoy
men
tan
d ap
prec
iatio
n
Enc
oura
ge th
ough
tful
list
enin
g du
ring
con
vers
atio
n an
d di
scus
sion
.Pr
ovid
e ex
peri
ence
s w
hich
stim
ulat
e co
nver
satio
n. E
ncou
rage
chi
ldre
n to
list
en to
cla
ssm
ates
and
tofo
llow
a tr
end
of th
ough
t.Pr
omot
e go
od li
sten
ing
in p
lann
ing
and
prob
lem
sol
ving
(co
mm
ittee
s). E
ncou
rage
con
trib
utio
nsth
roug
h re
actio
ns a
nd s
ugge
stio
ns.
Dev
elop
list
enin
g fo
r sp
ecif
ic in
form
atio
n.E
stab
lish
the
prac
tice
of g
ivin
g di
rect
ions
onl
y on
ce. C
hild
ren
reca
ll an
d fo
llow
thre
e or
fou
r gi
ven
dire
ctio
ns, i
ncre
asin
g nu
mbe
r as
acc
urac
y de
velo
ps.
Che
ck a
ccur
acy
of r
ecal
l aft
er h
eari
ng a
nnou
ncem
ent o
r m
essa
ge. C
hild
ren
repe
at th
e m
essa
geun
ders
tood
.D
evel
op s
kill
of li
sten
ing
to a
rep
ort (
topi
c, b
ook,
new
s). C
heck
rec
all t
hrou
gh q
uest
ioni
ng f
ollo
win
glis
teni
ng o
r lis
t gui
de q
uest
ions
pri
or to
list
enin
g ex
peri
ence
s. E
ncou
rage
rea
ctio
ns a
nd in
quir
y.In
vite
res
ourc
e sp
eake
r co
rrel
atin
g w
ith u
nit o
f st
udy.
Rea
d pa
ragr
aphs
.des
crib
ing
anim
als.
Chi
ldre
n dr
amat
ize
kind
of
anim
al d
epic
ted
in e
ach
para
grap
h.
Prov
ide
and
capt
ure
oppo
rtun
ities
to li
sten
for
enj
oym
ent a
nd r
elax
atio
n..
Lis
ten
to s
tori
es, p
oem
s, a
nd m
usic
. Chi
ldre
n ex
pres
s fe
elin
gs th
roug
h dr
awin
g an
d dr
amat
izat
ion.
.E
njoy
rhy
thm
and
rhy
me
in m
usic
and
poe
try.
37
GR
AD
E T
WO
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P T
HE
CO
NC
EP
T O
F O
RD
ER
SE
QU
EN
CE
AN
D S
KIL
L
IN M
AK
ING
JU
DG
ME
NT
S
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s aw
aren
ess
of m
ain
idea
whe
n lis
teni
ng a
nd g
row
s in
unde
rsta
ndin
g of
ord
er, i
nclu
d-in
g se
quen
tial a
rran
gem
ent
Bec
omes
mor
e sk
illed
inin
terp
reta
tion
38
Dev
elop
the
unde
rsta
ndin
g of
ord
er-s
eque
nce.
Dev
elop
con
cept
of
orde
r th
roug
h da
ily p
lann
ing.
Con
tinue
to d
evel
op th
e co
ncep
t of
a se
nten
ce th
roug
h lis
teni
ng.
Dev
elop
abi
lity
to s
elec
t mai
n id
ea. F
or e
xam
ple,
aft
er v
iew
ing
a te
levi
sion
pro
gram
or
liste
ning
toa
stor
y, c
lass
sel
ects
one
of
thre
e or
four
sta
tem
ents
whi
ch b
est e
xpre
sses
the
mai
n id
ea.
Dev
elop
abi
lity
to f
ollo
w s
peak
er's
seq
uenc
e of
idea
s an
d/or
rec
all s
eque
ntia
l arr
ange
men
tof
sto
ry b
yte
lling
wha
t hap
pene
d fi
rst,
next
, and
last
.
Prov
ide
and
capt
ure
situ
atio
ns f
or th
e ex
peri
ence
of
mak
ing
judg
men
ts.
Hel
p ch
ildre
n an
ticip
ate
deve
lopm
ents
in a
sto
ry. R
ead
port
ion
of s
tory
, sto
ppin
g at
inte
rest
ing
part
to a
sk: "
Wha
t do
you
thin
k w
ill h
appe
n ne
xt?"
Or,
beg
in a
sto
ry a
ndal
low
chi
ldre
n to
sup
ply
endi
ng.
Intr
oduc
e cr
itica
l thi
nkin
g. F
ollo
win
g a
repo
rt (
safe
ty),
ask
que
stio
ns to
mot
ivat
e an
alys
is:
"Sho
uld
you
cros
s th
e st
reet
if th
e dr
iver
mot
ions
for
you
tocr
oss?
Whe
re s
houl
d yo
u cr
oss
the
stre
et?
Why
?"Fu
rthe
r de
velo
p au
dito
ry d
iscr
imin
atio
n. A
sk c
hild
ren
to c
lose
eye
s an
d id
entif
y so
unds
: tea
r pa
per,
boun
ce a
bal
l, m
ove
a ch
air.
Als
o, d
istin
guis
h so
unds
: lou
d, s
oft;
near
, far
; hig
h, lo
w.
Dev
elop
rec
ogni
tion
of m
ood
in m
usic
, poe
try,
and
sto
ries
.C
hild
ren
iden
tify
moo
d th
roug
h fi
nger
-pa
intin
g an
d dr
amat
izat
ion.
Als
o, e
xpre
ss m
ood
in w
ords
.D
evel
op d
etec
tion
of m
eani
ng f
rom
voi
ce in
tona
tion.
Dem
onst
rate
how
teac
her,
mot
her,
play
mat
eus
e vo
ice
to c
onve
y im
patie
nce,
ang
er, d
elig
ht, f
ear.
Dra
mat
ize
diff
eren
t em
otio
nal r
eact
ions
.H
elp
child
ren
eval
uate
rad
io a
nd te
levi
sion
pro
gram
s.L
ist p
rogr
ams
view
ed d
urin
g a
wee
k to
det
erm
ine
whi
ch h
ave
educ
atio
nal v
alue
and
thos
e w
hich
are
ent
erta
inin
g..
Dif
fere
ntia
te b
etw
een
the
real
and
fan
cifu
l sto
ries
.L
ist d
iffe
renc
es:
Rea
lIt
is tr
ue.
The
re a
re n
o fa
irie
s or
mag
ic.
Ani
mal
s an
d pe
ople
are
rea
l.
Mak
e-B
elie
veIt
is n
ot tr
ue.
The
re m
ay b
e fa
irie
s an
d m
agic
.A
nim
als
and
peop
le a
re n
ot r
eal.
ItI
laI r
VO
CA
BU
LAR
Y: D
EV
ELO
P U
ND
ER
ST
AN
DIN
GO
F D
IFF
ER
EN
T K
IND
S O
F W
OR
DS
FR
EQ
UE
NT
LY H
EA
RD
G--
-- 1
ark.
"-W
er--
----
---"
F'9
7LI
ST
EN
ING
.E
xpec
tanc
ies
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Con
tinue
s to
exp
and
wor
dco
ncep
ts th
roug
h ri
ch a
ndva
ried
exp
erie
nces
Subj
ect W
ords
Pict
ure
Wor
dsR
hym
ing
WO
rds
Syno
nym
s, A
nton
yms
Pict
ure-
Acu
.on
Wor
ds
Gro
wth
in w
ord
perc
eptio
n
Con
text
Clu
es (
hom
ogra
ph)
Wor
d Fo
rmFi
gura
tive
Wor
ds
Intr
oduc
e un
ders
tand
ing
that
wor
ds h
ave
diff
eren
t use
s an
d en
cour
age
voca
bula
rygr
owth
.
Bui
ld u
nder
stan
ding
of
wor
ds p
erta
inin
g to
spec
ific
cur
ricu
lum
are
as. R
efer
toar
ithm
etic
, sci
ence
,
soci
al s
tudi
es, a
nd h
ealth
gui
des.
Rea
d a
vari
ety
of s
tori
es a
nd p
oem
s. S
ee s
elec
tions
in g
uide
for
read
ing
and
liter
atur
e.H
elp
build
sen
sory
imag
es th
roug
h po
etry
.R
efer
to "
Bak
esho
p W
indo
w, "
pag
e 56
and
"The
Jol
ly
Woo
dchu
ck, "
pag
e 62
, Daw
son,
Rou
nd th
eSc
hool
Yea
r, L
angu
age
for
Dai
ly U
se, G
rade
2. A
lso,
"Mud
, " p
age
141,
Eng
lish
Is O
ur L
angu
age,
Boo
k 2.
Dev
elop
a "
feel
ing"
for
col
orfu
l wor
ds. R
ead
aH
allo
wee
n po
em. D
iscu
ss u
se o
f pi
ctur
esqu
ew
ords
such
as
"Wha
t doe
s a
spoo
ky n
ight
mak
e yo
uth
ink
of?"
Hel
p ch
ildre
n di
scov
er w
ords
thro
ugh
rhym
esan
d ri
ddle
s. E
xam
ples
: Wha
t wor
d m
eans
1) n
ot s
moo
th a
nd r
hym
es w
ith to
ugh?
2) p
ain
and
rhym
es w
ith c
ake?
Ref
er to
rid
dles
in E
nglis
h Is
Our
Lan
guag
e(t
each
er's
edi
tion)
, Boo
k 2.
Enr
ich
voca
bula
ry th
roug
h id
entif
ying
syn
onym
san
d an
tony
ms.
Chi
ldre
n se
lect
wor
ds o
fsi
mila
r an
d
oppo
site
mea
ning
s. M
ake
wor
d pu
zzle
s. S
eeB
aile
y, B
arne
s, a
nd H
orro
cks,
Our
Eng
lish
Lan
guag
e
(tea
cher
's e
ditio
n), B
ook
2, p
age
G24
.H
elp
dist
ingu
ish
betw
een
long
and
sho
rt v
owel
soun
ds a
nd w
ord
begi
nnin
g an
d en
ding
sou
nds.
Intr
oduc
e w
ord
mea
ning
thro
ugh
inte
rpre
tatio
n.D
evel
op u
nder
stan
ding
of
mul
tiple
mea
ning
sof
wor
ds (
hom
ogra
phs)
. Illu
stra
te o
r co
rrel
ate
with
pict
ures
. Exa
mpl
es: I
hit
hom
e ru
ns. T
he r
iver
run
s.M
y do
g ru
ns a
way
fro
m h
ome.
Cre
ate
wor
d co
ncep
ts th
roug
h co
ntex
t.C
reat
e un
ders
tand
ing
of n
ew w
ords
thro
ugh
use
of th
e su
ffix
.
.H
elp
inte
rpre
t fig
urat
ive
desc
ript
ion
in e
njoy
men
tof
poe
try:
"T
all t
rees
are
bro
oms"
in p
oem
,B
room
s,
page
71,
Eng
lish
Is O
urL
angu
age,
(te
ache
r's e
ditio
n), B
ook
2.
39
GR
AD
E T
WO
LIS
TE
NIN
G
Exp
ecta
ncie
s
Bec
omes
incr
easi
ngly
aw
are
of n
eed
for
good
list
enin
gan
d pr
actic
es m
ore
mat
ure
liste
ning
hab
its
Bec
omes
aw
are
of r
ight
s an
dop
inio
ns o
f ot
hers
CO
NV
EN
TIO
NS
: PR
OM
OT
E G
OO
D L
IST
EN
ING
HA
BIT
S A
ND
CO
UR
TE
SIE
S.
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Dev
elop
goo
d lis
teni
ng s
tand
ards
.M
ake
a lis
t of
good
list
enin
g pr
actic
es.
Eva
luat
e cl
ass
liste
ning
in li
ght o
f th
ese
stan
dard
s.
Enc
oura
ge c
orre
ct p
ronu
ncia
tion
thro
ugh
audi
tory
dis
crim
inat
ion.
Dem
onst
rate
cle
aren
unci
atio
n
and
chec
k co
mm
on e
rror
s su
ch a
s"g
it" f
or "
get"
and
jilt"
for
"ju
st".
Rec
ord
child
ren'
s vo
ices
(tap
e) a
nd d
etec
t goo
d sp
eech
pat
tern
s.
Prom
ote
cour
tesy
..
Dem
onst
rate
use
of
dial
tone
and
bus
ysi
gnal
. Dev
elop
use
of
"exc
use
me"
or
"par
don
me"
whe
n
inte
rrup
ting
and
whe
n sp
eake
r is
not
cle
arly
hear
d nr
und
erst
ood.
PU
RP
OS
E: I
NT
RO
DU
CE
TH
E A
BIL
ITY
OF
AD
AP
TIN
G T
O D
IFF
ER
EN
T K
IND
SO
F L
IST
EN
ING
Exp
ecta
ncie
s
LIS
TE
NIN
G
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Gro
ws
in li
sten
ing
to th
e co
n-tr
ibut
ions
of
othe
rs in
conv
ersa
tion
and
disc
ussi
on;
is a
war
e of
topi
c, tr
end
Gro
ws
in e
ffec
tive
liste
ning
with
in e
xpan
ding
exp
erie
nces
and
impr
oves
in a
bilit
y to
reca
ll Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
ts
Con
tinue
s to
list
en f
orre
laxa
tion,
enj
oym
ent a
ndap
prec
iatio
n, g
aini
ng in
unde
rsta
ndin
g
Prom
ote
bette
r lis
teni
ng in
con
vers
atio
n an
d di
scus
sion
.C
ontin
ue to
pro
mot
e lis
teni
ng in
con
vers
atio
n. S
elec
t top
ics
of m
utua
lint
eres
t for
cen
ter
of c
onve
rsat
ion
(tea
cher
-pup
il pl
anni
ng).
Con
tinue
to p
rom
ote
liste
ning
in d
iscu
ssio
n th
roug
h pl
anni
ng,
shar
ing,
eva
luat
ing.
Enc
oura
ge g
ood
liste
ning
in p
robl
em s
olvi
ng s
ituat
ions
. For
m c
omm
ittee
s to
disc
uss
clas
s or
sch
ool
prob
lem
s.L
ist g
uide
que
stio
ns. E
ncou
rage
cla
ss c
ontr
ibut
ions
thro
ugh
reac
t,ons
and
sugg
estio
ns.
Plan
a f
ield
trip
and
dis
cuss
the
follo
win
g: H
ow d
o w
e ge
t the
re?
Wha
t rul
es o
f sa
fety
and
man
ners
shal
l we
rem
embe
r? W
hat s
hall
we
look
for
?
Con
tinue
to d
evel
op li
sten
ing
for
spec
ial i
nfor
mat
ion.
.D
evel
op th
e ab
ility
to f
ollo
w d
irec
tions
. (Se
e G
rade
Tw
o -
Lis
teni
ng -
Purp
ose)
.C
ompo
se p
aper
pen
cil g
ames
as:
In th
e up
per
righ
t han
d co
rner
wri
teO
n th
e bo
ttom
of
the
page
put
In th
e ce
nter
giv
e th
e an
swer
to (
com
pose
a s
impl
e pr
oble
m).
In th
e up
per
left
cor
ner
put t
he w
ord
that
doe
s no
t rhy
me
in th
is li
st:
bang
, san
g, lo
ck, r
ang,
etc
.D
evel
op a
bilit
y to
list
en to
exp
lana
tions
. Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
e 15
9.Pr
ovid
e op
port
uniti
es f
or li
sten
ing
to r
epor
ts; n
ews,
boo
k, to
pic.
Plan
a s
choo
l new
spap
er. C
hild
ren
asse
mbl
e in
form
atio
n th
roug
h lis
teni
ng -
the
inte
rvie
w, n
ews,
educ
atio
nal t
elev
isio
n pr
ogra
ms.
Prov
ide
and
capt
ure
oppo
rtun
ities
to li
sten
for
enj
oym
ent,
rela
xatio
n, a
ppre
ciat
ion.
.Pr
omot
e vi
vid
imag
ery
whe
n lis
teni
ng.
Chi
ldre
n ex
pres
s m
enta
l pic
ture
s fo
rmed
whe
n lis
teni
ng th
roug
hdr
amat
izat
ion,
art
, mus
ic.
Con
tinue
to p
rovi
de e
xper
ienc
es in
list
enin
g fo
r re
laxa
tion
and
enjo
ymen
t; en
joy
the
beau
ty, m
ood,
and
feel
ing
crea
ted
thro
ugh
stor
ies,
mus
ic, a
nd p
oem
s.
41
GR
AD
E T
HR
EE
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: I
NT
RO
DU
CE
CO
LLE
CT
ION
S,
AR
RA
NG
ING
, AN
D A
NA
LYZ
ING
FA
CT
S
AN
D ID
EA
S W
HE
N L
IST
EN
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to r
ecog
nize
the
mai
nid
ea w
hen
liste
ning
and
gro
ws
in th
e un
ders
tand
ing
of o
rder
Beg
ins
to b
e se
lect
ive
and
indi
cate
s sk
ill in
ana
lysi
s
42
Con
tinue
to d
evel
op u
nder
stan
ding
of
orde
r-se
quen
cew
hen
liste
ning
.Pr
omot
e gr
owth
in s
elec
ting
mai
n id
eaw
hen
liste
ning
.Se
lect
mai
n id
ea in
a s
tory
or
tele
visi
on
prog
ram
..
Rea
d a
sim
ple
stor
y or
par
agra
ph. C
hild
ren
com
pose
suita
ble
title
dep
ictin
g m
ain
idea
.
.D
evel
op th
e ab
ility
to f
ollo
w th
e tr
end
of th
ough
t in
disc
ussi
ons.
Tap
e re
cord
a c
lass
room
dis
cuss
ion
and
eval
uate
by
aski
ng: D
id s
peak
er s
tick
to th
esu
bjec
t? H
ow c
ould
the
disc
ussi
on h
ave
been
impr
oved
?H
elp
child
ren
to r
espo
nd to
dir
ectio
ns a
nd e
xpla
natio
nsw
hile
rem
embe
ring
det
ails
. Rev
iew
rul
es f
ora
gam
e, in
stru
ctio
ns f
or a
nas
sign
men
t, or
fir
e dr
ill r
egul
atio
ns.
Hel
p ch
ildre
n an
ticip
ate
deve
lopm
ents
in a
sto
ry (
See
Gra
deT
wo
- L
iste
ning
-O
rgan
izat
ion)
.
Intr
oduc
e op
port
uniti
es f
or s
elec
ting,
inte
rret
ing,
and
judg
ing.
.H
elp
child
ren
form
judg
men
ts a
nd d
raw
con
clus
ions
.D
eter
min
e, f
or e
xam
ple,
why
a p
artic
ular
anim
al b
uild
s hi
s ho
me
in a
cer
tain
loca
tion
and
man
ner.
Con
tinue
pra
ctic
e in
sen
sing
pre
dom
inat
ing
emot
iona
l ton
e.D
etec
t the
moo
d of
mus
ic,p
oetr
y,
stor
ies.
Aft
er th
e re
adin
g of
a p
oem
, lis
ten
for
a pa
rt th
at c
ompa
res
orw
hich
mak
es y
ou f
eel s
ad.
Con
tinue
dis
tingu
ishi
ng b
etw
een
real
and
mak
e-be
lieve
.G
ive
prac
tice
in d
raw
ing
infe
renc
es f
rom
idea
s pr
esen
ted.
Exa
mpl
e:w
ithin
a g
iven
situ
atio
n, d
iscu
sspr
obab
le c
ause
s of
acc
iden
ts.
Acq
uain
t chi
ldre
n w
ith th
e ef
fect
iven
ess
of la
ngua
ge th
roug
hlis
teni
ng to
goo
d lit
erat
ure
sele
ctio
ns.
VO
CA
BU
LAR
Y: D
EV
ELO
P T
HE
UN
DE
RS
TA
ND
ING
OF
DIF
FE
RE
NT
KIN
DS
OF
WO
RD
S
WH
EN
LIS
TE
NIN
GLI
ST
EN
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Con
tinue
s to
exp
and
wor
d co
ncep
tsth
roug
h in
crea
sing
exp
erie
nces
Subj
ect W
ords
Pict
ure
Wor
dsA
ctio
n W
ords
Rhy
me
Syno
nym
s, A
nton
yms
Gai
ns in
wor
d pe
rcep
tion
Con
text
Clu
es (
hom
ogra
ph)
Wor
d Fo
rmFi
gura
tive
Wor
ds
Dev
elop
und
erst
andi
ng th
at w
ords
hav
e di
ffer
ent f
unct
ions
and
con
tinue
voca
bula
ry g
row
th.
Bui
ld u
nder
stan
ding
of
wor
ds p
erta
inin
g to
spe
cifi
c cu
rric
ulum
are
as. C
ontin
ueex
plor
ing
new
wor
ds
hear
d th
roug
h vi
sual
aid
s, d
iscu
ssio
n, e
tc.
Hel
p bu
ild m
enta
l pic
ture
s th
roug
h lis
teni
ng to
des
crip
tive
poem
s:"M
ice"
by
Ros
e Fy
lem
an.
Arb
uthn
ot, T
ime
for
Poet
ry, C
hica
go, S
cott,
For
esm
an a
nd C
o., 1
951.
"The
Bla
ckbi
rd"
by H
umbe
rtW
olfe
, Tim
e fo
r Po
etry
. Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
es 4
0-42
.D
evel
op li
sten
ing
for
wor
ds w
hich
res
embl
e so
und
(buz
z). R
ead
"The
Gob
lin"
by R
ose
Fyle
man
.E
nglis
h Is
Our
Lan
guag
e, B
ook
3, p
age
134.
Con
tinue
cre
atin
g en
joym
ent t
hrou
gh r
hym
e an
d re
cogn
ition
of
wor
d so
und.
Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
es 1
42-1
43.
Con
tinue
to e
xten
d vo
cabu
lary
thro
ugh
the
unde
rsta
ndin
g of
syn
onym
s an
d an
tony
ms.
Eng
lish
Is O
ur
Lan
guag
e, B
ook
3, p
age
82.
Dev
elop
voc
abul
ary
by u
nloc
king
mea
ning
s.C
ontin
ue to
dev
elop
mea
ning
s fr
om c
onte
xt d
urin
g or
al p
rese
ntat
ion.
.D
evel
op u
nder
stan
ding
of
wor
ds o
f m
ultip
le m
eani
ng. E
nglis
h Is
Our
Lan
guag
e,B
ook
3, p
ages
36,
123
,18
9.D
evel
op v
ocab
ular
y th
roug
h us
e of
suf
fixe
s an
d pr
efix
es. M
ake
a ch
art o
f co
mm
onpr
efix
es a
nd s
uffi
xes
and
thei
r ef
fect
upo
n ro
ot m
eani
ng.
Cre
ate
enjo
ymen
t thr
ough
fig
urat
ive
lang
uage
. Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
es14
4-14
5, 1
49.
Lis
t sim
iles:
qui
et a
s sl
eep,
sof
t as
dow
n.
43
GR
AD
E T
HR
EE
LIS
TE
NIN
GC
ON
VE
NT
ION
S: P
RO
MO
TE
GO
OD
2JS
TE
NIN
GH
AB
ITS
AN
D C
OU
RT
ES
IES
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Impr
oves
in li
sten
ing
prac
tices
and
habi
ts
Show
s gr
owth
in r
espe
ctin
g th
eri
ghts
and
opi
nion
s of
oth
ers
and
beco
mes
mor
e se
nsiti
veto
the
inte
rest
s of
oth
ers
Prom
ote
good
list
enin
g.M
ake
a cl
ass
list o
f go
od li
sten
ing
prac
tices
. Eva
luat
ein
ligh
t of
thes
e st
anda
rds.
Eng
lish
Is O
ur_
Lan
guag
e, B
ook
3, p
ages
4-6
, 90,
164
, 244
, 255
.Se
t up
"Let
's L
iste
n" w
eek.
Lis
t som
e sp
ecif
icst
anda
rds.
Pup
ils m
ay a
gree
not
to a
sk f
or r
epet
ition
s
of d
irec
tions
or
expl
anat
ions
.M
ake
post
ers
illus
trat
ing
good
and
bad
list
enin
g ha
bits
.E
ncou
rage
sum
mar
y (c
lass
) of
mai
n th
ough
ts w
hen
liste
ning
.
Prom
ote
cour
tesy
,.
Dev
elop
cou
rteo
us m
anne
r of
inte
rrup
ting.
Dra
mat
ize.
.E
ncou
rage
sel
ectin
g po
sitiv
e qu
aliti
es o
f or
alex
pres
sion
s.L
ist d
esir
able
qua
litie
s.
PU
RP
OS
E: D
EV
ELO
P H
E A
BIL
ITY
TO
AD
AP
T T
O D
IFF
ER
EN
TO
CC
AS
ION
S A
ND
OP
PO
RT
UN
ITIE
S F
OR
LIS
TE
NIN
G
Exp
ecta
ncie
s
LIS
TE
NIN
G
Gro
ws
in li
sten
ing
to th
eco
ntri
butio
ns o
f ot
hers
inco
nver
satio
n an
d di
scus
sion
,re
cogn
izin
g to
pic,
tren
d
Gro
ws
in li
sten
ing
effe
ctiv
ely,
reca
lling
gre
ater
det
ail
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
New
s
Con
tinue
s to
list
en f
or e
njoy
men
t,ap
prec
iatio
n, a
nd u
nder
stan
ding
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Dev
elop
thou
ghtf
ul li
sten
ing
duri
ng c
onve
rsat
ion
and
disc
ussi
on.
Lis
ten
to th
e sp
eake
r in
con
vers
atio
n an
d di
scus
sion
,an
d en
cour
age
form
ing
reac
tions
to w
hat i
s he
ard.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 1
-5,
46-4
7, 1
04-1
06, 1
34-1
37, 1
96-1
97, 2
39-2
40.
.Fo
rm d
iscu
ssio
n gr
oups
for
soc
ial s
tudi
espr
oble
ms.
Dis
cuss
sta
ndar
ds f
or g
ood
liste
ning
. Mak
e an
eval
uatio
n ch
art t
o he
lp im
prov
e lis
teni
ng:
Did
I li
sten
and
fol
low
the
topi
c?D
id I
list
en c
ourt
eous
ly?
Dev
elop
list
enin
g fo
r in
form
atio
n w
ithin
mor
e fo
rmal
situ
atio
ns.
Con
tinue
pro
vidi
ng e
xper
ienc
es in
fol
low
ing
dire
ctio
ns.
Tel
l wha
t ste
p is
out
of
orde
r in
thes
edi
rect
ions
for
wra
ppin
g a
gift
: Sel
ect a
pie
ce o
f pa
per
larg
een
ough
to g
o ar
ound
box
. Bri
ng e
dges
toge
ther
and
car
eful
ly f
old
all s
ides
of
pape
r to
cen
ter.
Fas
ten
loos
e ed
ges
with
tape
or
seal
s.R
emov
e pr
ice
tag
from
gif
t. T
ie w
ith r
ibbo
n an
dde
cora
te.
.U
se n
atur
al s
ituat
ions
to f
oste
r ea
se in
intr
oduc
tions
.C
hild
intr
oduc
es s
peak
er to
cla
ss (
pare
nt).
Con
tinue
to p
rovi
de e
xper
ienc
es in
list
enin
g to
gai
nin
form
atio
n (a
nnou
ncem
ents
, exp
lana
tions
)im
prov
ing
reca
ll. U
se g
uide
que
stio
ns: w
hat,
whe
re,
whe
n?In
trod
uce
the
expe
rien
ce o
f re
calli
ng w
hat i
s he
ard
in a
nin
terv
iew
. Org
aniz
e te
ams
and
give
prac
tice
in in
terv
iew
ing.
Int
ervi
ew s
tude
nts
and
facu
ltyfo
r sc
hool
new
spap
er.
.D
evel
op th
e ab
ility
to g
ain
info
rmat
ion
thro
ugh
a re
port
.U
se a
n ou
tline
to g
uide
in s
umm
ariz
ing.
.E
ncou
rage
list
enin
g to
new
s (r
adio
, tel
evis
ion)
.Pr
ovid
e m
any
oppo
rtun
ities
for
rep
ortin
g to
pics
. Enc
oura
ge a
ccur
acy
and
com
plet
enes
s in
rep
ortin
g.
Prov
ide
and
capt
ure
oppo
rtun
ities
to li
sten
for
enj
oym
ent,
rela
xatio
n an
d ap
prec
iatio
n.C
ontin
ue to
pro
mot
e pe
rcep
tion
of im
ager
y w
hen
liste
ning
,in
volv
ing
deta
ils. R
ead
alou
d ta
ll ta
les
and
enum
erat
e th
e ex
agge
ratio
ns a
nd d
etai
ls o
f de
scri
ptio
ns.
Lis
ten
to s
tori
es a
rid
poem
s. C
hild
ren
choo
se f
avor
ites.
Rea
d or
ally
fro
m S
teve
nson
's p
oem
s,"W
indy
Nig
hts.
" C
hild
ren
clos
e ey
es a
nd
visu
aliz
e th
e pi
ctur
e th
is p
oem
cre
ates
.Pr
omot
e in
spir
atio
n fo
r cr
eativ
e ac
tiviti
es. P
rovi
deex
peri
ence
for
fre
e bo
dy e
xpre
ssio
n.
45
GR
AD
E F
OU
R
GR
AD
E F
OU
R
LI S
TE
NIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIN
G, A
RR
AN
GIN
G, A
ND
AN
ALY
ZIN
G F
AC
TS
AN
D ID
EA
S
Sugg
estio
ns f
or D
evel
opin
g E
xpec
tanc
ies
Gai
ns in
the
abili
ty to
see
rela
tions
hips
and
beg
ins
toid
entif
y th
e m
ain
idea
or
them
e w
hen
liste
ning
Bec
omes
mor
e se
lect
ive
and
mor
e sk
illed
in in
terp
reta
tion
and
criti
cal t
hink
ing
Tru
th -
Fic
tion
Fact
- O
pini
onM
ood
Dev
elop
ord
er-s
eque
nce,
rec
ogni
zing
mai
n id
ea a
nd s
ome
deta
il.D
evel
op a
bilit
y to
sel
ect t
he m
ain
idea
in a
rep
ort o
r st
ory,
enc
oura
ging
rec
all o
f m
ore
deta
il,re
orga
nizi
ng o
rder
.D
iscu
ss c
entr
al id
ea o
r th
eme
of a
sto
ry r
ead.
Lis
ten
to a
sto
ry w
ith s
impl
e th
ough
t-un
its.
Lis
t the
seid
eas
(seq
uent
ial o
rder
) as
chi
ldre
n su
mm
ariz
e in
ow
n w
ords
. Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
page
s 60
, 145
-146
.Pl
an q
uest
ions
to a
sk a
spe
aker
.L
ist t
he id
eas
for
ques
tions
.R
etel
l fav
orite
sto
ry.
Stop
whe
n cl
imax
is r
each
ed. "
Wha
t do
you
thin
k w
ill h
appe
n ne
xt?"
Obt
line
mai
n an
d su
b-po
ints
aft
er li
sten
ing
to s
peak
er (
teac
her
guid
ance
). S
ee E
nglis
h Is
Our
Lan
guag
e,R
ook
4, p
ages
207
-21
0, 1
46-1
47.
Prov
ide
expa
ndin
g ex
peri
ence
s in
inte
rpre
ting
and
mak
ing
judg
men
ts.
Enc
oura
ge e
valu
atio
n of
info
rmat
ion
gain
ed th
roug
h lis
teni
ng: D
id I
gai
n in
form
atio
n to
ans
wer
the
ques
tions
for
med
bef
ore
liste
ning
?D
evel
op th
e ab
ility
to d
istin
guis
h be
twee
n. tr
uth
and
fict
ion.
Hel
p de
term
ine
the
trut
hs in
sto
ries
of
fant
asy.
Dis
cuss
mos
t inf
orm
ativ
e w
eekl
y pr
ogra
m, a
nd m
ost e
nter
tain
ing
one.
Dem
onst
rate
the
use
of li
nkin
g w
ords
. Pra
ctic
e di
ffer
ent o
rgan
izat
ion
with
in a
giv
en s
ente
nce.
Jud
geth
e ef
fect
iwne
ss o
f ne
w o
rder
.Pr
omot
e th
e ab
ility
to in
terp
ret m
ood.
Illu
stra
te h
ow a
sto
ry m
akes
you
fee
l (dr
awin
g, p
aint
ing,
etc
.).
Sele
ct s
tori
es w
hich
hav
e a
dom
inan
t moo
d.Pr
ovid
e fo
r sm
all r
eadi
ng g
roup
s.L
iste
n to
eac
h ot
her
read
. Gui
de in
terp
reta
tion
of m
ood
thro
ugh
ques
tions
: How
did
this
par
t mak
e yo
u fe
el?
Why
do
you
supp
ose
you
felt
amus
ed, a
frai
d, s
ad, e
tc?
Ad
I
VO
CA
BU
LAR
Y: E
XT
EN
D U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
AN
D H
ELP
FO
RM
AC
CU
RA
TE
IMP
RE
SS
ION
SLI
ST
EN
ING
"NV
M.
ME
MO
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Mat
ures
in f
orm
ing
wor
d co
ncep
tsth
roug
h ex
pand
ing
expe
rien
ces
Subj
ect W
ords
Pict
ure
Wor
dsct
ion
Wor
dsK
ey-T
rans
ition
Wor
dsSy
nony
ms,
Ant
onym
s
Con
tinue
s to
gai
n in
wor
dpe
rcep
tion
Con
text
Clu
es. W
ord
Form
Figu
rativ
e W
ords
Con
tinue
to b
uild
a r
ich,
mea
ning
ful v
ocab
ular
y.C
ontin
ue to
exp
lore
mea
ning
s of
new
wor
ds h
eard
(te
ache
r-pu
pil)
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 6
8, 7
1.D
evel
op u
nder
stan
ding
of
wor
ds in
var
ious
sub
ject
are
as. B
uild
mea
ning
s th
roug
h fi
lms
and
othe
rvi
sual
aid
s.C
ontin
ue to
pro
vide
exp
erie
nce
in b
uild
ing
men
tal i
mag
es th
roug
h pi
ctur
esqu
e an
d se
nsor
y w
ords
.R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
173
, 179
, 181
.O
bser
ve th
e be
autie
s of
nat
ure,
a s
unse
t, a
stor
m. C
olle
ct d
escr
iptiv
e ph
rase
s -
dazz
ling
colo
rs,
feat
hery
clo
uds,
hea
vy s
ound
s. K
eep
list f
or f
utur
e .7
efer
ence
.Pr
omot
e un
ders
tand
ing
of a
ctio
n w
ords
and
wor
ds w
hich
say
sou
nds.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 1
81, 1
87. L
iste
n to
"G
rand
Can
yon
Suite
" an
d lis
t sou
nds
hear
d.Fi
nd a
nd d
ispl
ay o
bjec
ts w
hich
pro
duce
sou
nds.
Lis
ten
to s
ound
s an
d fi
nd w
ords
to d
escr
ibe
them
.H
elp
ide-
itify
sim
ple
key
wor
ds in
ora
l rep
orts
and
sto
ries
whi
ch d
enot
e or
gani
zatio
n: o
rder
- fi
rst,
next
; tim
e -
then
, soo
n, la
ter.
Con
tinue
bui
ldin
g vo
cabu
lary
thro
ugh
unde
rsta
ndin
g of
syn
onym
s an
d an
tony
ms.
See
Eng
lish
Is O
urL
angu
age,
Boo
k 4,
pag
es 9
7-99
. Chi
ldre
n m
ay p
repa
re b
ulle
tin b
oard
s de
mon
stra
ting
wor
d pa
irs.
Con
tinue
to e
xpan
d vo
cabu
lary
, ded
ucin
g m
eani
ngs.
Con
tinue
to d
evel
op w
ord
mea
ning
thro
ugh
cont
ext c
lues
.T
here
wer
e no
wav
es o
n th
e la
ke. T
he w
ater
was
ver
y ca
lm.
Wha
t wor
d be
st e
xpla
ins
calm
? (s
torm
y, q
uiet
, blu
e)G
ive
sent
ence
s or
ally
and
chi
ldre
n ad
d m
issi
ng w
ord
whi
ch b
est f
its c
onte
xt:
The
peo
ple
who
live
nex
t doo
r ar
e m
y ne
ighb
ors.
Iden
tify
the
clue
whi
ch le
d to
this
cho
ice.
Con
tinue
to d
evel
op w
ords
of
mul
tiple
mea
ning
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 3
02-
303.
Dev
elop
voc
abul
ary
thro
ugh
iden
tifyi
ng w
ord
form
.M
ake
a "P
refi
x W
heel
". C
ut tw
o di
sks
from
car
dboa
rd 7
" an
d 8"
in d
iam
eter
. Cut
out
str
ip f
rom
smal
ler
disk
2-1
/2"
long
, 3/4
" w
ide,
mak
ing
a w
indo
w. S
elec
t a p
refi
x, w
rite
iton
sm
alle
r di
sk a
ndlo
cate
on
larg
er d
isk
eigh
t wor
ds u
sing
any
pre
fix.
Atta
ch d
isks
at c
ente
r w
ith b
rad
and
turn
sm
alle
rdi
sk to
see
how
man
y ne
w w
ords
can
be
form
ed.
.In
trod
uce
figu
rativ
e la
ngua
ge a
nd h
elp
in in
terp
reta
tion.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
page
176
. Ref
er, a
lso,
to B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
lic S
choo
ls, 1
958,
page
62.
GR
AD
E F
OU
R
LIS
TE
NIN
GC
ON
VE
NT
ION
S: D
EV
ELO
P S
KIL
L IN
US
ING
AC
CE
PT
ED
PA
TT
ER
NS
AN
D P
RA
CT
ICE
SIN
LIS
TE
NIN
GT
Exp
ecta
ncie
s
Con
tinue
s to
gro
w in
list
enin
gpr
actic
es, h
abits
, and
ski
lls,
incr
easi
ng a
ttent
ion
span
and
abili
ty to
ach
ieve
idea
s
Inte
rest
Ale
rtne
ssA
ttent
ion
Con
cent
ratio
nA
ccur
acy
Beg
ins
to s
ense
the
impo
rtan
ceof
obs
ervi
ng th
e ri
ghts
and
opin
ions
of
othe
rs
Sug
gesi
ons
for
Dev
elop
ing
Exp
ecta
ncie
s
Dev
elop
goo
d qu
aliti
es in
list
enin
g.D
evel
op th
e im
port
ance
of
aler
t lis
teni
ngw
hen
w.in
ing
info
rmat
ion.
Sho
w a
sou
nd f
ilm. T
urn
off
soun
d fo
r a
sect
ion
of f
ilm.
Chi
ldre
n cr
eate
the
omitt
ed s
ectio
n of
con
vers
atio
n or
expl
anat
ion.
Res
how
the
film
with
sou
nd a
nd c
ompa
rech
ildre
n's
inte
rpre
tatio
n w
ith a
ctua
l nar
ratio
n.
Prom
ote
effe
ctiv
e lis
teni
ng th
roug
hel
imin
atin
g co
mm
on d
istr
actio
ns. C
hild
ren
list f
acto
rsw
hich
inte
rfer
e w
ith th
eir
liste
ning
: int
erru
ptio
ns,
inat
tent
ion,
noi
se. A
lso,
dev
elop
the
role
of
the
liste
ner
rega
rdin
g th
e ne
ed to
acc
ept u
navo
idab
ledi
stra
ctio
ns: e
nvir
onm
enta
l noi
se, u
nexp
ecte
d
calle
rs.
Dev
elop
aud
itory
acu
ity. S
et ti
me
for
cons
ciou
slis
teni
ng to
a c
erta
in n
umbe
r of
sou
nds.
Clo
seey
es a
nd te
ll th
e nu
mbe
r w
hich
can
be id
-ntif
ied.
Hel
p cr
eate
a s
ensi
tivity
to c
orre
ct s
peec
h.R
efer
to E
nglis
h Is
Our
Lan
guag
e fo
r de
velo
pmen
t.
Dev
elop
sta
ndar
ds f
or g
ood
liste
ning
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 5
, 14,
61, 1
07,
289.
Enc
oura
ge c
ourt
esy
in li
sten
ing.
I ni
tiate
con
stru
cilv
e cr
itici
sm, r
emin
ding
child
ren
to o
ffer
com
men
dabl
e co
mm
ents
.Pr
omot
e co
urte
ous
beha
vior
in li
sten
ing
situ
atio
ns.
Dis
cuss
the
cour
teou
s w
ay to
inte
rrup
t, or
inte
r-
ject
a th
ough
t. D
ram
atiz
e si
tuat
ions
.D
iscu
ss s
ituat
ions
whe
n ch
ildre
n us
e th
ete
leph
one.
Stre
ss c
ourt
esy
and
grac
ious
ness
in b
oth
soci
al
and
busi
ness
cal
ls. S
how
thro
ugh
vica
riou
sex
peri
ence
s.
It IIV
48
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
D O
PP
OR
TU
NIT
IES
FO
R L
IST
EN
ING
Exp
ecta
ncie
s
Gro
ws
in li
sten
ing
toth
eco
ntri
butio
ns o
f ot
hers
inco
nver
satio
n an
d di
scus
sion
,fo
llow
ing
topi
c, tr
end
and
impr
ovin
g re
call
Gro
ws
in li
sten
ing
effe
ctiv
ely
in e
xten
ded
expe
rien
ces,
reca
lling
det
ail
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
New
s
Con
tinue
s to
list
en f
oren
joym
ent
and
appr
ecia
tion
and
mat
ures
in
unde
rsta
ndin
g
ugge
stio
ns.
Dev
eop
ing
Exp
ecta
ncie
s
LIS
TE
NIN
G
Dev
elop
list
enin
g in
less
form
al s
ituat
ions
.
Con
tinue
to p
rom
ote
liste
ning
in c
onve
rsat
ion
and
disc
ussi
on a
ndco
ntin
ue to
enc
oura
gere
actio
ns to
wha
t is
hear
d.R
ecor
d a
conv
ersa
tion
usin
g ta
pere
cord
er. E
valu
ate
topi
c or
topi
cs d
iscu
ssed
: Did
conv
ersa
tion
follo
w a
tren
d of
thou
ght?
If a
new
topi
c w
asin
trod
uced
, was
the
tran
sitio
nm
ade
smoo
thly
?
Dis
cuss
sta
ndar
ds f
orlis
teni
ng. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
4-5
, 11,
148,
and
252
-253
.
Dev
elop
list
enin
g w
ithin
mor
efo
rmal
or
stru
ctur
ed s
ituat
ions
.
Prov
ide
expe
rien
ces
info
llow
ing
dire
ctio
ns,
deve
lopi
ng g
reat
er a
ccur
acy
of r
ecal
l. Pl
ay g
ame:
Gue
ss W
ere.
Div
ide
clas
s in
to tw
o te
ams.
One
team
giv
es th
ree
clue
s ab
out s
tri-
e or
city
and
othe
r te
am g
uess
es a
nsw
er.
If c
orre
ct, s
peak
er c
ross
esto
oth
er te
am.
Prov
ide
expe
rien
ces
inlis
teni
ng to
info
rmat
ion
of in
crea
sing
com
plex
ity(i
nstr
uctio
n, a
nnou
nce-
men
ts, m
essa
ges,
expl
anat
ions
) fo
r im
prov
emen
tof
rec
all.
Dra
mat
ize
rece
ivin
g an
dre
cord
ing
tele
phon
e m
essa
ges
accu
rate
ly.
Furt
her
deve
lop
the
abili
ty to
rec
all
whi
t k h
eard
in a
n in
terv
iew
.D
iscu
ss p
urpo
se o
f in
terv
iew
.
Dra
mat
ize.
inte
rvie
w:
App
ly f
or a
job
in y
our
neig
hbor
hood
- b
aby
sitti
ng,
mow
ing
law
n, c
lean
ing
wal
ks. P
lan
ques
tions
toas
k.In
terv
iew
, als
o, to
sec
ure
info
rmat
ion
for
scho
ol n
ewsp
aper
.
Dev
elop
abi
lity
tore
call
info
rmat
ion
in a
rep
orto
f in
crea
sed
com
plex
ityin
con
tent
and
det
ail.
Invi
te a
gue
st s
peak
er.
Aft
er li
sten
ing
tosp
eech
, dev
elop
out
lines
sum
mar
izin
g m
ater
ial a
ndgi
ving
pers
onal
rea
ctio
ns. R
efer
toE
nglis
h Is
Our
Lan
guag
e,B
ook
5, p
ages
260
-261
.
Dev
elop
the
abili
ty to
gath
er a
nd r
ecal
lac
cura
tely
impo
rtan
t new
sgi
ven
in r
adio
and
tele
visi
on
prog
ram
s. L
iste
n to
tele
visi
on o
r ra
dio
new
s re
port
.C
heck
fro
nt p
age
of n
ewsp
aper
next
day
to s
ee
whi
ch o
f sa
me
item
s ca
nbe
fou
nd, a
nd a
ccur
acy
of c
onte
nt r
ecal
led.
Prov
ide
and
capt
ure
oppo
rtun
ities
to li
sten
for
enjo
ymen
t, re
laxa
tion
and
appr
ecia
tion.
Prov
ide
vivi
d im
ager
y of
gre
ater
deta
il w
hen
liste
ning
.Fo
rm s
ever
al g
roup
s of
five
or
six
pupi
ls to
tell
tall
tale
s. L
eade
r op
ens
tale
with
inci
dent
tow
hich
eac
h m
embe
rlis
tens
and
in tu
rn a
dds
a
new
inci
dent
.T
opic
s m
ay b
e in
cide
nts
conc
erni
ng s
pace
trav
el,
the
Wes
t, et
c.
Con
tinue
to p
rovi
deex
peri
ence
s in
list
enin
g,fo
rmin
g re
actio
ns to
wha
t is
hear
d. P
lay
reco
rds
of
mus
ic, p
oetr
y, a
nd p
rose
sele
ctio
ns.
Not
e: S
ound
s th
at g
ive
plea
sure
Soun
ds th
at w
arn
of d
ange
rSo
unds
that
am
use
49
GR
AD
E F
IVE
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIN
G,
AR
RA
NG
ING
, AN
D A
NA
LYZ
ING
FA
CT
SA
ND
IDE
AS
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Con
tinue
s to
gro
w in
the
abili
tyto
sen
se r
elat
ions
hip
and
toid
entif
y m
ain
thou
ghts
and
supp
ortin
g fa
cts
in o
rder
Beg
ins
to s
umm
ariz
e an
d dr
awco
nclu
sion
s, g
row
ing
in th
ese
lect
ion
and
inte
rpre
tatio
n of
iuea
s Tru
th -
Fic
tion
Fact
- O
pini
onPu
rpos
eM
ood
50
Con
tinue
to d
evel
op o
rder
-seq
uenc
e,re
calli
ng m
ain
idea
and
det
ail,
with
in m
ore
com
plex
mat
eria
l.
.D
evel
op th
e ab
ility
to id
entif
y th
em
ain
idea
or
them
e of
a r
epor
t or
stor
y. L
iste
n to
a s
tory
.C
hild
ren
tell
plot
in o
wn
wor
ds. S
eeE
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
102
-109
.D
eter
min
e
the
situ
atio
n w
hich
cre
ated
the
plot
.W
hat m
inor
inci
dent
s he
lp b
uild
the
plot
? Id
entif
y th
e
clim
ax in
the
stor
y..
Impr
ove
the
abili
ty to
for
m th
e m
ain
idea
s of
wha
t is
hear
d an
d re
call
sim
ple
deta
il,be
ing
cons
ciou
s of
cor
rect
ord
er. T
ake
sim
ple
note
sof
a b
rief
rep
ort o
r te
leca
st. U
se s
impl
e ou
tline
to o
rgan
ize
info
rmat
ion.
Com
plet
e an
out
line
form
(co
mpl
exity
det
erm
ined
by c
lass
abi
litie
s).
.L
iste
n- to
a d
escr
iptio
n of
the
man
ufac
ture
of a
utom
obile
s, c
loth
ing,
foo
d pr
oduc
ts.
Lis
t ste
ps in
sequ
entia
l ord
er. S
ee E
nglis
h Is
Our
Lan
guag
e,B
ook
5, p
ages
169
-170
.
Prov
ide
man
y op
port
uniti
es f
or s
elec
ting,
inte
rpre
ting,
and
eva
luat
ing.
.D
evel
op a
bilit
y to
eva
luat
e co
nten
t ofi
nfor
mat
ion
gain
ed. W
hat n
ew id
eas
wer
egi
ven?
Whi
ch
idea
s se
em o
f m
ost v
alue
?.
Dev
elop
abi
lity
to d
istin
guis
h be
twee
ntr
uth
or f
ictio
n, f
act o
r op
inio
n.
.E
ncou
rage
the
use
of q
uest
ions
to e
valu
ate
spea
ker's
mes
sage
:W
hat i
s th
e sp
eake
r's p
urpo
se?
Are
his
fac
ts a
ccur
ate?
Is h
is r
easo
ning
logi
cal?
Wha
t tec
hniq
ues
of p
ersu
asio
n is
he
usin
g?.
Prov
ide
sam
ple
stat
emen
ts. C
hild
ren
dist
ingu
ish
betw
een
fact
-opi
nion
:G
olf
is th
e be
st g
ame
in th
e w
orld
.R
ober
t Ful
ton
built
the
"Cle
rmon
t" in
180
7.G
rass
hopp
ers
ofte
n da
mag
e gr
ain
crop
s.T
rave
l by
boat
is m
ore
enjo
yabl
e th
an tr
avel
by
car.
Intr
oduc
e na
tura
lly th
e ab
ility
to r
ecog
nize
bias
and
em
otio
nal a
ppea
l, ex
erci
sing
criti
calj
udgm
ent.
Cre
ate
adve
rtis
emen
ts o
f pr
oduc
ts, u
sing
pers
uasi
ve w
ords
. Div
ide
clas
s in
to th
ree
team
s.E
ach
liste
ns
to d
iffe
rent
new
s co
mm
enta
tors
repo
rtin
g th
e sa
me
even
t or
even
ts. R
epor
t nex
tda
y an
d co
mpa
re
com
men
ts.
.D
evel
op a
bilit
y to
det
erm
ine
spea
ker's
pur
pose
. Lis
ten
to s
port
s ne
ws
from
new
spap
er: i
n di
ffer
ent
citie
s af
ter
base
ball
or f
ootb
all g
ame,
and
not
ice
vari
atio
ns in
wor
ding
and
rep
ortin
g. F
or e
xam
ple,
in c
over
ing
a ba
seba
ll ga
me,
with
the
scor
e 9
to 6
, one
rep
orte
r st
ates
"R
obin
s sm
ashe
dB
lueb
irds
."
Ano
ther
say
s "R
obin
s ed
ged
Blu
ebir
ds."
Dis
cuss
diff
eren
t int
erpr
etat
ions
.
.C
all a
ttent
ion
to a
nd h
elp
iden
tify
the
moo
dof
pro
se, p
oetr
y, a
nd m
usic
. How
did
this
sel
ectio
n
mak
e yo
u fe
el?
VO
CA
BU
LAR
Y: D
EV
ELO
P A
BR
OA
D U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
AN
D H
ELP
FO
RM
AC
CU
RA
TE
IMP
RE
SS
ION
S
GR
AD
E F
IVE
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
eve
op in
g E
xpec
tanc
ies
Con
tinue
s to
mat
ure
in f
orm
ing
wor
d co
ncep
ts a
s re
al a
ndvi
cari
ous
expe
rien
ces
incr
ease
Subj
ect-
Tec
hnic
al W
ords
Pict
ure
Wor
dsA
ctio
n W
ords
-A
bstr
act W
ords
Key
-Tra
nsiti
on W
ords
Syno
nym
s, A
nton
yms
Gai
ns in
wor
d pe
rcep
tion,
usi
ngcl
ues
to d
educ
e 'm
eani
ngs.
Con
text
Clu
esW
ord
Form
Wor
d D
eriv
atio
nFi
gura
tive
Wor
ds
Ext
end
voca
bula
ry, ,
expl
orin
g an
d un
ders
tand
ing
mea
ning
s..
Hel
p un
ders
tand
new
wor
ds h
eard
(te
ache
r-pu
pil,
enco
urag
ing
pupi
l ind
epen
denc
e).
Sugg
est c
hild
ren
keep
a li
st o
f un
fam
iliar
wor
ds h
eard
on
radi
o or
tele
visi
on d
urin
g on
e w
eek.
Try
tode
term
ine
thos
e w
ords
whi
ch w
ere
not i
n co
mm
on u
se a
few
yea
rs a
go.
.E
xten
d vo
cabu
lary
in v
ario
us s
ubje
ct a
reas
thro
ugh
pict
ure
and
map
stu
dy, g
raph
s an
d pi
ctog
raph
s. P
lay
gam
e: P
assw
ord.
Con
tinue
to p
rovi
de e
xper
ienc
es in
for
min
g m
enta
l im
ages
thro
ugh
pict
ures
que
and
sens
ory
wor
ds, a
ndac
tion-
soun
d w
ords
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 1
10, 1
36-1
39, 1
42, 1
48.
.E
xten
d th
e re
cogn
ition
-of
mor
e m
atur
e ke
y-tr
ansi
tion
wor
ds a
nd u
nder
stan
d th
eir
effe
ctiv
enes
s (o
rder
-fo
llow
ing,
fin
ally
, int
rodu
ctio
n, s
umm
ary;
eff
ect -
how
ever
, the
refo
re; a
mou
nt -
add
ition
, als
o).
.D
evel
op th
e un
ders
tand
ing
that
som
e w
ords
do
not g
ive
inte
nded
mea
ning
to a
ll pe
ople
. Exa
mpl
e: M
ybi
ke is
new
and
shi
ning
.It
has
man
y ne
w a
ttach
men
ts.
It's
the
best
bik
e in
the
neig
hbor
hood
! W
hat i
sm
eant
by
best
, fas
t, ne
wes
t, at
trac
tive?
.E
xten
d vo
cabu
lary
thro
ugh
the
unde
rsta
ndin
g of
syn
onym
s an
d an
tony
ms.
See
Eng
lish
Is O
ur L
anaa
se,
Boo
k 5,
pag
es 6
2-63
, 141
.
Exp
and
the
abili
ty to
ded
uce
mea
ning
s of
wor
ds.
.U
se c
onte
xt c
lues
of
mat
urin
g di
ffic
ulty
to d
eter
min
e m
eani
ng:
The
air
was
fill
ed w
ith e
erie
sou
nds.
The
loud
hoo
ting
of o
wls
cou
ld b
ehe
ard
at a
dis
tanc
e. T
he tw
igs
and
bran
ches
cra
ckle
d as
the
high
win
dbe
nt th
e tr
ees.
It w
as in
deed
a w
eird
nig
ht.
Wha
t wor
d be
st e
xpla
ins
the
mea
ning
of
eeri
e? Q
uiet
, sun
ny, s
pook
y, lo
ud?
.A
sk c
hild
ren
to s
uppl
y th
e m
issi
ng w
ord
in th
e fo
llow
ing
sent
ence
s:T
he m
othe
r ho
rse
is a
mar
e, a
nd th
e ba
by is
aW
e ea
t cor
n, p
eas,
and
bea
ns o
ften
.ar
e go
od f
or y
ou.
We
wor
e m
itten
s, s
now
suits
, and
boo
ts. T
he s
easo
n is
Con
tinue
exp
andi
ng th
e un
ders
tand
ing
of h
omog
raph
s. I
dent
ify
the
hom
ogra
ph in
a g
iven
sen
tenc
e an
dgi
ve a
noth
er s
ente
nce
show
ing
a di
ffer
ent m
eani
ng o
f th
at w
ord:
I w
ill ta
ke a
wal
k af
ter
scho
ol.
Swee
p th
e le
aves
off
the
wal
k.C
ontin
ue to
bui
ld w
ord
unde
rsta
ndin
g th
roug
h m
ore
com
plex
wor
d fo
rms.
Mak
e ch
art o
f le
ss c
omm
ocpr
efix
es a
nd s
uffi
xes
acco
mpa
nied
by
thei
r m
eani
ngs
(ant
i-, m
is-,
con
tra-
, -iti
s).
.In
trod
uce
and
build
und
erst
andi
ng o
f w
ord
deri
vatio
n. S
ee G
uide
to T
each
ing
Spel
ling
and
spel
ling
text
book
..
Prov
ide
expe
rien
ces
in in
terp
reta
tion
of s
impl
e fi
gura
tive
lang
uage
. Dis
cuss
mea
ning
s of
fig
urat
ive
lang
uage
in:
"The
Fog
" by
Car
l San
dbur
g."A
Sum
mer
Mor
ning
" by
Rac
hel F
ield
Tim
e fo
r Po
etry
, Arb
uthn
ot. C
hica
go, S
cott,
For
esm
an &
Co.
, 195
1.C
hild
ren
com
pose
lit o
r ra
mili
ar f
igur
ativ
e la
ngua
ge: s
nug
as a
coc
oon,
coo
l as
a cu
cum
ber.
51
GR
AD
E F
IVE
LIS
TE
NIN
GC
ON
VE
NT
ION
S: D
EV
ELO
P S
KIL
L IN
US
ING
AC
CE
PT
ED
PA
TT
ER
NS
AN
D P
RA
CT
ICE
S IN
LIS
TE
NIN
G
Exp
ecta
ncie
s
Mat
ures
in li
sten
ing
prac
tices
,ha
bits
and
ski
lls
Inte
rest
Ale
rtne
ssA
ttent
ion
Con
cent
ratio
nA
ccur
acy
Beg
ins
to u
nder
stan
d th
e va
lue
of s
elf
and
grou
p w
hen
righ
tsan
d op
inio
ns o
f ot
hers
are
obse
rved
52
Sug
gest
ions
for
Dev
elop
inE
xpec
tanc
ies
Dev
elop
goo
d lis
teni
ng.q
ualit
ies
and
stre
ss th
e va
lue
of g
ood
liste
ning
pra
ctic
es.
.E
ncou
rage
inte
rest
in li
sten
ing
outs
ide
clas
sroo
m.
Lis
t as
man
y of
the
follo
win
g so
unds
as
poss
ible
:So
unds
hea
rd in
the
earl
y m
orni
ngSo
unds
hea
rd o
n th
e w
ay to
sch
ool
Soun
ds h
eard
imm
edia
tely
aft
er m
orni
ng b
ell i
n sc
hool
Dem
onst
rate
the
impo
rtan
ce o
f al
ert l
iste
ning
to g
ain
info
rmat
ion.
Dur
ing
a sc
hool
mov
ie, t
urn
off
soun
d. C
ontin
ue to
wat
ch p
ictu
re a
nd a
ntic
ipat
e co
nver
satio
n. R
erun
pict
ure
with
sou
nd. C
ompa
reth
e tw
o..
Dev
elop
acc
urac
y an
d R
.:ern
-les
s in
list
enin
g. L
iste
nfo
r lo
gica
l det
ail:
Com
pose
a p
arag
raph
con
tain
ing
one
deta
il "o
ut o
f O
rder
" w
ith k
eyth
ough
t of
para
grap
h. C
hild
ren
disc
over
that
whi
ch d
oes
not b
elon
gR
ead
a pa
ragr
aph
givi
ng s
eque
nce
of e
vent
s. C
hild
ren
pred
ictw
hat m
ay h
appe
n ne
xt.
.H
elp
crea
te s
ensi
tivity
to c
orre
ct s
peec
h. R
efer
to E
nglis
h Is
Our
Lan
guag
e,B
ook
5, f
or d
evel
opm
ent.
Rec
ord
pupi
ls s
peak
ing
or r
eadi
ng. L
iste
n an
d ev
alua
te.
Dev
elop
sta
ndar
ds o
f a
good
list
ener
:L
ooks
at s
peak
er a
nd is
inte
rest
edFo
llow
s id
eas
and
sequ
ence
of
the
pres
enta
tion
Thi
nks
abou
t wha
t he
hear
dL
iste
ns w
ith a
pur
pose
cle
arly
in m
ind
Tun
es o
ut d
istr
actin
g no
ises
.R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
5, 2
1, 2
52-2
53.
Prom
ote
cour
teou
s ac
tions
and
res
pons
es in
list
enin
g..
Dev
elop
the
use
of c
onst
ruct
ive
criti
cism
, enc
oura
ging
chi
ldre
n to
find
com
men
dabl
e fe
atur
es.f
irst
.Pr
omot
e co
urte
ous
beha
vior
in li
sten
ing
situ
atio
ns.
Dis
cuss
cou
rteo
us w
ay to
inte
rrup
t, in
terj
ect a
thou
ght,
disa
gree
, or
ques
tion.
Enc
oura
ge p
olite
phr
asin
g of
rem
arks
:"T
hat's
a v
ery
inte
rest
ing
poin
t, Jo
hn, b
ut I
thin
k..."
"Thi
s is
a n
ew a
ppro
ach,
Mar
y. I
alw
ays
thou
ght..
."C
ontin
ue to
pro
mot
e co
urte
ous
man
ner
whe
n us
ing
the
tele
phon
e, in
terv
iew
ing,
gat
heri
ng n
ews,
mak
ing
intr
oduc
tions
, or
givi
ng m
essa
ges.
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
DO
PP
OR
TU
NIT
IES
FO
R L
IST
EN
ING
GR
AD
E S
IX
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Mat
ures
in li
sten
ing
thou
ghtf
ully
to th
e co
ntri
butio
ns o
f ot
hers
inco
nver
satio
n an
d di
scus
sion
Con
tinue
s to
gro
w in
list
enin
gef
fect
ivel
y, r
ecal
ling
mor
e de
taile
dan
d co
mpl
ex in
form
atio
n ac
cura
tely
,an
d gr
aspi
ng id
eas
mor
e qu
ickl
y
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
New
s
Enj
oys
and
unde
rsta
nds
mor
eco
mpl
ex c
reat
ive
form
s w
hen
liste
ning
Dev
elop
list
enin
g in
less
for
mal
situ
atio
n.C
ontin
ue to
pro
mot
e lis
teni
ng in
con
vers
atio
n an
d di
scus
sion
and
to d
evel
op th
e ab
ility
to f
orm
rea
ctio
nsan
d ju
dgm
ents
of
wha
t is
hear
d.L
iste
n to
a d
iscu
ssio
n (T
V p
rogr
ams:
Que
stio
ns a
nd A
nsw
ers,
Mee
t the
Pre
ss).
As
you
liste
n, d
ecid
e:W
hat i
s th
is p
erso
n tr
ying
to c
onvi
nce
you
to d
o or
bel
ieve
? W
hat f
acts
wer
e us
ed to
sup
port
an
opin
ion?
(Cla
ss c
an c
reat
e ow
n pr
ogra
ms,
usi
ng s
imila
r pa
ttern
.)Pr
omot
e co
llect
ing
and
form
ulat
ing
idea
s on
a g
iven
topi
c. S
hare
the
info
rmat
ion
thro
ugh
liste
ning
and
cont
ribu
ting
to d
iscu
ssio
n. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
1-7
, 90-
91, 1
48, 3
04.
Dev
elop
list
enin
g w
ithin
mor
e fo
rmal
situ
atio
ns.
Prov
ide
expe
rien
ces
in f
ollo
win
g di
rect
ions
, con
tinua
lly im
prov
ing
in a
ccur
acy
of r
ecal
l. G
ive
dire
ctio
nsfo
r a
new
gam
e, in
clud
ing
how
man
y pl
ayer
s ca
n pa
rtic
ipat
e, e
quip
men
t nee
ded,
pro
cedu
re, a
nd h
ow to
scor
e th
e ga
me.
Con
tinue
to p
rovi
de e
xper
ienc
es in
list
enin
g to
info
rmat
ion
of in
crea
sing
com
plex
ity, i
mpr
ovin
g re
call
(ann
ounc
emen
ts, m
essa
ges,
exp
lana
tions
). D
iscu
ss te
leph
one
etiq
uette
and
the
best
way
to r
ecei
ve a
ndre
cord
mes
sage
s fo
r m
embe
rs o
f th
e fa
mily
. Dem
onst
rate
.D
evel
op th
e ab
ility
to r
ecal
l wha
t is
hear
d in
an
inte
rvie
w o
f in
crea
sed
com
plex
ity (
leng
th, b
read
th,
deta
il). A
sk p
upils
, in
pair
s, to
inte
rvie
w e
ach
othe
r re
gard
ing
hobb
ies,
inte
rest
s, a
nd o
ther
act
iviti
es.
Arr
ange
inte
rvie
ws
with
city
per
sonn
el to
fin
d an
swer
s to
com
mun
ity p
robl
ems.
Dev
elop
the
abili
ty to
rec
all i
nfor
mat
ion
in a
rep
ort o
f in
crea
sing
com
plex
ity (
cont
ent a
nd d
etai
l). T
ake
note
s w
hen
liste
ning
to to
pic
or b
ook
repo
rt.
Dev
elop
the
abili
ty to
gat
her
and
reca
ll ac
cura
tely
impo
rtan
t new
s he
ard
on r
adio
and
tele
visi
on p
rogr
ams.
Prov
ide
regu
lar
time
for
curr
ent e
vent
s re
port
ing.
Enc
oura
ge c
hild
ren
to f
ollo
w a
dai
ly o
r w
eekl
y ne
ws
prog
ram
. Rec
all i
mpo
rtan
t fac
ts d
urin
g di
scus
sion
.St
age
a sc
ene
depi
ctin
g di
scus
sion
of
a pr
oble
m. E
valu
ate
accu
racy
of
fact
s re
cord
ed.
Prov
ide
and
capt
ure
oppo
rtun
ities
to li
sten
for
enj
oym
ent,
rela
xatio
n, a
nd a
ppre
ciat
ion.
Prom
ote
grea
ter
imag
inat
ion
of d
etai
l whe
n lis
teni
ng. R
ead
a st
ory
or a
pla
y an
d as
k cl
ass
to p
lan
a go
odst
age
setti
ng, r
epro
duci
ng th
e vi
vid
scen
es d
epic
ted
in th
e re
adin
g. S
ee E
nglis
h Is
Our
Lan
guag
e,B
ook
6,
page
s 13
9-19
0, 1
92-1
93.
.Pr
ovid
e ex
peri
ence
s in
list
enin
g, f
orm
ing
reac
tions
and
judg
men
ts to
wha
t is
hear
d. L
iste
n to
rec
ords
of
poet
ry:
Sand
burg
, "C
hica
go"
Fros
t, "P
oem
s of
Fro
st"
53
GR
AD
E S
IX
LIS
TE
NIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIN
G, A
RR
AN
GIN
G,
AN
D A
NA
LYZ
ING
FA
CT
S A
ND
IDE
AS
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Mat
ures
in s
ensi
ng r
elat
ions
hips
,se
lect
ing
mai
n an
d su
ppor
ting
idea
s w
ithin
mor
e co
mpl
exm
ater
ial
Bec
omes
mor
e sk
illed
inse
lect
ing
the
rele
vant
,fo
rmin
g ju
dgm
ents
, mak
ing
gene
raliz
atio
ns, a
nd d
raw
ing
infe
renc
es
Tru
th -
Fic
tion
Fact
- O
pini
onPu
rpos
eE
ffec
tiven
ess
Moo
d, S
tyle
54
Dev
elop
mor
e co
mpl
ex a
rran
gem
ents
of s
eque
nce-
orde
r.C
ontin
ue to
str
ess
sele
ctin
g th
eme
or p
lot,
sum
mar
izin
g m
ain
idea
s he
ard,
rec
allin
g su
ppor
ting
deta
il,an
d ar
rang
ing
in lo
gica
l ord
er w
ithin
incr
easi
ngly
diff
icul
t con
text
.D
iscu
ss c
entr
al id
ea o
r th
eme
of a
stor
y. W
hat w
as th
e cl
imax
of
the
stor
y? L
iste
n to
sto
ry b
egin
ning
s. P
redi
ct c
losi
ng.
Con
tinue
to n
ote
effe
ct o
f lin
king
wor
ds. G
ive
diff
eren
t pos
sibl
e ar
rang
emen
ts o
f a
give
n se
nten
ce.
Cho
ose
best
.D
evel
op a
bilit
y to
rec
ord
note
s du
ring
a r
epor
t,id
entif
ying
mai
n id
eas
and
supp
ortin
g de
tail.
Prov
ide
mat
urin
g ex
peri
ence
s in
sel
ectin
g, in
terp
retin
g,an
d ev
alua
ting.
Con
tinue
to d
evel
op s
kill
of e
valu
atin
g w
hen
liste
ning
:1.
Do
I ag
ree
with
idea
s gi
ven?
2. A
m I
impr
esse
d by
the
pres
enta
tion?
3. D
id c
leve
r pr
esen
tatio
n af
fect
my
anal
ysis
or
judg
men
t?4.
Did
the
spea
ker
know
his
sub
ject
?5.
Did
the
spea
ker
supp
ort h
is s
tate
men
ts w
ithfa
cts?
6. W
hat i
nfor
mat
ion
can
I ut
ilize
?C
ontin
ue to
dev
elop
the
abili
ty to
rec
ogni
ze b
ias
and
emot
iona
l app
eal,
exer
cisi
ng c
ritic
al ju
dgm
ent.
Lis
ten
for
diff
erin
g op
inio
ns o
n sa
me
issu
e (r
adio
, tel
evis
ion)
.C
ompa
re th
e di
ffer
ence
s an
d lik
enes
ses
in e
mph
asis
of n
ews
repo
rter
s.Su
gges
t lis
teni
ng to
adv
ertis
emen
ts.
Dis
cuss
the
tech
niqu
es u
sed
to in
flue
nce
a lis
tene
r.D
evel
op li
sten
ing
for
wor
ds o
f em
otio
nal a
ppea
l in
repo
rtin
g sp
orts
new
s--s
tunn
ing
vict
ory,
dea
dly
pass
ing.
Dis
cuss
use
and
eff
ect o
f te
rms
such
as
plai
n fo
lks,
big
shot
, cor
ny, s
quar
e, a
nd o
ther
sla
ng.
Enc
oura
ge a
lert
ness
to tr
ansi
tiona
l wor
ds a
nd p
hras
es in
spee
ch: o
n th
e co
ntra
ry; a
s a
resu
lt, s
o yo
u ca
nse
e. M
ake
a lis
t of
tran
sitio
nal p
hras
eshe
ard.
Hel
p de
term
ine
moo
d an
d st
yle
of p
rose
, poe
try,
or
mus
ic,
and
enco
urag
e de
velo
pmen
t of
indi
vidu
al
tast
es.
Aft
er li
sten
ing
to s
tory
, ana
lyze
: How
did
the
stor
y m
ake
you
feel
? H
ow d
id th
e au
thor
acco
mpl
ish
this
pur
pose
?
VO
CA
BU
LAR
Y: C
ON
TIN
UE
TO
EX
PA
ND
UN
DE
RS
TA
ND
ING
OF
WO
RD
S A
ND
BU
ILD
AC
CU
RA
TE
AN
D D
ES
IRA
BLE
IMP
RE
SS
ION
S
GR
AD
E S
IX
LIS
TE
NIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Bro
aden
s an
d st
reng
then
s w
ord
conc
epts
thro
ugh
expa
ndin
gex
peri
ence
s -
real
and
vic
ario
us
Prec
ise-
Exa
ct W
ords
Subj
ect-
Tec
hnic
al W
ords
Pict
ure
Wor
dsA
ctio
n W
ords
Abs
trac
t-E
lusi
ve W
ords
Col
ored
-Em
otiv
e W
ords
Key
-Tra
nsiti
on W
ords
Syno
nym
s, A
nton
yms
Gai
ns in
wor
d pe
rcep
tion
and
mat
ures
in th
e us
e of
clu
es to
dedu
ce m
eani
ngs
.
Hel
p bu
ild a
ric
h, m
eani
ngfu
l voc
abul
ary,
und
erst
andi
ng v
arie
d us
es o
f w
ords
.D
evel
op r
efin
emen
t of
wor
d m
eani
ngs:
imita
te-e
mul
ate,
rel
apse
-col
laps
e, im
mig
rant
-em
igra
nt,
espi
onag
e, s
abot
age,
etc
.H
elp
iden
tify
oppo
site
s: e
mer
ge-s
ubm
erge
, lav
ish-
spar
ing.
Con
tinue
to e
xplo
re m
eani
ngs
of u
nfam
iliar
wor
ds. M
ake
a lis
t of
wor
ds h
eard
toda
y bu
t unk
now
n a
few
yea
rs a
go; r
adar
, fal
l-ou
t, ya
w, I
ron
Cur
tain
.L
ist w
ords
who
se m
eani
ngs
are
defi
ned
with
in a
give
n pe
riod
or
time
(tod
ay):
con
serv
atis
m, l
iber
alis
m, r
eact
iona
ry, e
xtre
mis
t.L
ist w
ords
whi
ch a
re n
ot in
com
mon
use
toda
y: c
iste
rn, i
cebo
x. W
here
fea
sibl
e, c
lass
ify
- in
the
hom
e,a
car,
etc
.D
iscu
ss w
hy th
ese
wor
ds h
ave
beco
me
obso
lete
.D
evel
op u
nder
stan
ding
of
wor
ds in
var
ious
sub
ject
are
as.
Play
Wor
d C
ateg
orie
s.Se
lect
a c
ateg
ory
-fo
r ex
ampl
e, s
pace
.Fi
rst c
hild
may
nam
e "l
aunc
hing
"; s
econ
d ch
ild a
dds
a w
ord
begi
nnin
g w
ith th
esa
me
lette
r as
the
endi
ng o
f th
e pr
evio
us w
ord
(go)
.C
ontin
ue in
this
man
ner.
Bui
ld m
enta
l im
ages
thro
ugh
pict
ures
que
and
sens
ory
wor
ds, a
nd a
ctio
n w
ords
.C
olle
ct c
olor
ful a
ndpi
ctur
esqu
e w
ords
: for
est w
ith r
obes
of
gold
, the
pri
ncel
y oa
k, w
eath
er-b
eate
n ho
use.
Rec
ord
othe
rw
ords
or
phra
ses
whi
ch c
reat
e se
nse
impr
essi
ons.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 1
89-1
91,
202.
I nt
rodu
ce w
ords
whi
ch r
efer
to th
ings
that
can
not b
e se
en o
r fe
lt (a
bstr
act)
- ju
stic
e, f
reed
om, g
oodn
ess.
Show
that
inte
rpre
tatio
n of
illu
sive
wor
ds is
rel
ated
to in
divi
dual
exp
erie
nces
. Hap
pine
ss to
one
may
not
mea
n ha
ppin
ess
to a
noth
er.
Iden
tify
wor
ds in
the
follo
win
g w
hich
cou
ld s
tir f
eelin
gs, e
mot
ions
:1.
Thi
s is
war
on
inse
ct p
ests
.2.
He
wan
ts to
be
a di
ctat
or.
Lis
ten
to a
dver
tisem
ents
and
sel
ect w
ords
whi
ch a
ffec
t atti
tude
s an
d op
inio
ns.
.D
evel
op th
e re
cogn
ition
and
und
erst
andi
ng o
f m
ore
mat
ure
key-
tran
sitio
n w
ords
and
phr
ases
: in
sum
mar
y,si
mila
rly,
thus
, con
sequ
ently
, con
vers
ely,
on
the
othe
r ha
nd, a
t the
sam
e tim
e.
Enr
ich
and
expa
nd v
ocab
ular
y th
roug
h in
terp
retin
g, d
educ
ing
mea
ning
s.D
evel
op w
ord
conc
epts
thro
ugh
cont
ext c
lues
of
mat
urin
g di
ffic
ulty
.Se
lect
sho
rt p
arag
raph
s co
ntai
ning
unfa
mili
ar w
ords
. Pro
vide
exe
rcis
es w
ith c
onte
xt c
lues
whi
ch h
elp
dete
rmin
e m
eani
ng.
The
win
dow
was
her
scal
ed th
e ta
llest
sky
scra
per
in th
e ci
ty. T
he n
arro
wle
dge
supp
orte
d hi
m a
s he
cle
aned
the
firs
t win
dow
. Loo
king
ove
r th
e ci
ty,
he s
wun
g to
the
next
ledg
e m
aint
aini
ng a
del
icat
e ba
lanc
e. T
he c
ars
mov
edlik
e bu
sy a
nts
belo
w h
im. H
is: i
ndee
d, w
as a
pre
cari
ous
occu
patio
n. dang
erou
sus
eful
haza
rdou
spr
ofita
ble
inse
cure
Che
ck th
e w
ords
whi
ch b
est d
efin
e pr
ecar
ious
.L
ist c
lues
whi
ch p
rove
you
r an
swer
.
55
GR
AD
E S
IX
LIS
TE
NIN
G
Exp
ecta
ncie
s
VO
CA
BU
LAR
Y: C
ON
TIN
UE
TO
EX
PA
ND
UN
DE
RS
TA
ND
ING
OF
WO
RD
S A
ND
BU
ILD
AC
CU
RA
TE
AN
D D
ES
IRA
BLE
IMP
RE
SS
ION
S (
Con
tinue
d).,1
Sugg
estio
ns f
or d
evel
opin
g E
xpec
tanc
ies
Con
text
Clu
esW
ord
Form
Wor
d D
eriv
atio
nFi
gura
tive
Wor
ds
56
Con
tinue
to d
evel
op th
e un
ders
tand
ing
of h
omog
raph
s,in
crea
sing
com
plex
ity o
f m
eani
ng. G
ive
ase
nten
ce c
onta
inin
g a
hom
ogra
ph. I
dent
ify
mea
ning
s. C
reat
e an
othe
r se
nten
ce s
how
ing
a di
ffer
ent
mea
ning
- s
cale
: mus
ic s
cale
, sca
le f
ish,
wei
gh o
n a
scal
e, s
cale
to s
ize,
hig
h sc
ale
of li
ving
, sca
lea
mou
ntai
n.C
ontin
ue to
bui
ld w
ord
unde
rsta
ndin
g th
roug
h m
ore
com
plex
wor
d fo
rms.
Lis
t wor
ds w
hich
can
be
unde
rsto
od th
roug
h ac
quai
ntan
ce w
ith r
oot w
ord
as:
shou
lder
ed th
e w
ay, h
ungr
ily g
lare
d. A
lso,
mon
ster
-m
onst
rous
, occ
ur-o
ccur
renc
e. R
efer
toE
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
156
-16
2 fo
r pr
efix
esan
d
suff
ixes
, sin
gula
r an
d pl
ural
nou
ns.
Dev
elop
wor
d co
ncep
ts th
roug
h gr
eate
r un
ders
tand
ing
of w
ord
deri
vatio
n. P
rovi
de s
impl
e L
atin
wor
ds
(por
to).
Bui
ld w
ord
tree
, pla
cing
the
root
, por
to, o
n th
e tr
unk
and
wor
d de
riva
tions
on
the
bran
ches
.
Oth
er L
atin
wor
ds m
ight
be:
aud
ire-
to h
ear,
avi
s-bi
rd, t
ener
e-to
hold
. Sel
ect w
ords
of
Gre
ek o
rigi
n:te
legr
aph
(tel
e=fa
r, g
raph
=so
und)
; ast
rona
ut (
astr
o=st
ar,
naut
=sa
ilor)
.Pr
ovid
e ex
peri
ence
s in
mat
urin
g in
terp
reta
tion
and
appr
ecia
tion
of f
igur
ativ
e la
ngua
ge. R
ead
poem
s
and
disc
uss
expr
essi
on.
"Fir
st S
now
" by
Ivy
0. E
astw
ick
"Sir
Rob
in"
by L
ucy
Lar
com
Arb
uthn
ot, T
ime
for
Poet
ry. C
hica
go, S
cott,
For
esm
an a
nd C
ompa
ny,
1951
.
.L
iste
n fo
r si
mile
s us
ed b
y ne
wsc
aste
rs, e
tc.:
"dif
fere
nces
dis
appe
ar a
s th
e fo
g m
elts
aw
ay in
the
sun,
""o
min
ous
as th
e fo
g w
hich
slip
s ov
er th
e ci
ty, "
"ca
me
tum
blin
g do
wn
like
a ho
use
of c
ards
. "
CO
NV
EN
TIO
NS
: DE
VE
LOP
SK
ILL
IN U
SIN
G A
CC
EP
TE
D P
AT
TE
RN
S A
ND
PR
AC
TIC
ES
IN L
IST
EN
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Con
tinue
s to
mat
ure
in li
sten
ing
prac
tices
, hab
its, a
nd s
kills
,ob
serv
ing
the
role
of
the
liste
ner
Inte
rest
Ale
rtne
ssA
ttent
ion
Con
cent
ratio
nA
ccur
acy
Und
erst
ands
the
valu
e to
gro
upw
hen
righ
ts a
nd o
pini
ons
ofot
hers
are
obs
erve
d
Dev
elop
goo
d lis
teni
ng h
abits
and
bui
ld u
nder
stan
ding
of
the
nece
ssity
for
goo
d lis
teni
ng.
Prom
ote
inte
rest
in p
..rsu
ing
a to
pic
beyo
nd in
form
atio
n re
ceiv
ed in
a g
iven
list
enin
g ex
peri
ence
.D
emon
stra
te th
e im
port
ance
of
aler
t lis
teni
ng to
gai
n in
form
atio
n. D
ram
atiz
e a
part
of a
tele
-ph
one
conv
ersa
tion.
Det
erm
ine
wha
t con
vers
atio
n is
abo
ut.
Dev
elop
incr
ease
d at
tent
ion
span
and
pow
er to
con
cent
rate
on
cont
ent p
rese
nted
. (Sh
ut o
ut m
inor
dist
rarl
tions
.)D
evel
op a
udito
ry d
iscr
imin
atio
n. W
rite
a p
arag
raph
abo
ut o
ften
-hea
rd s
ound
s:W
hen
we
driv
e in
the
coun
try
I he
arL
ast s
umm
er a
t the
bea
ch I
hea
rdIn
the
city
one
usu
ally
hea
rsH
elp
crea
te a
sen
sitiv
ity to
cor
rect
spe
ech.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 6.
Use
tape
reco
rder
to h
ear
and
iden
tify
good
usa
ge.
Dev
elop
sta
ndar
ds f
or a
goo
d lis
tene
r. (
See
Lis
teni
ng -
Con
vent
ions
, Gra
de 5
.) R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
124
, 127
.
Prom
ote
cour
teou
s ac
tion
and
resp
onse
in li
sten
ing.
Dev
elop
the
use
of c
onst
ruct
ive
criti
cism
, enc
oura
ging
chi
ldre
n to
fin
d co
mm
enda
ble
feat
ures
insp
eech
of
othe
rs.
Prom
ote
cour
teou
s at
titud
es. H
elp
beco
me
awar
e of
thei
r ro
le a
s a
liste
ner
duri
ng c
onve
rsat
ion,
disc
ussi
on, r
epor
ting,
inte
rvie
win
g. A
id c
hild
ren
in a
ppre
ciat
ing
the
view
s of
oth
ers,
thou
gh s
uch
view
s m
ay n
ot a
gree
with
thei
r ow
n. E
ncou
rage
pol
ite p
hras
ing
of r
emar
ks a
nd q
uest
ions
."Y
ou h
ave
cert
ainl
y m
ade
a go
od c
ase
for
your
cau
se, B
ill, b
ut I
'm n
ot s
ure
I ag
ree
beca
use
If
57
1-711-1r--1ti:iiii
.g,
L.. L
KIN
DE
RG
AR
TE
N
SP
EA
KIN
G
PU
RP
OS
E: I
NT
RO
DU
CE
DIF
FE
RE
NT
RE
AS
ON
S F
OR
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to p
artic
ipat
e in
conv
ersa
tion
and
disc
ussi
on
Giv
es in
form
atio
n an
d de
scri
ptio
noc
casi
onal
ly
Enj
oys
spon
tane
ous
crea
tive
expr
essi
ons
=11
01=
1...
Prov
ide
for
and
capt
ure
man
y in
form
al s
ituat
ions
for
spe
akin
g.Fo
rm s
mal
l gro
ups,
fre
quen
tly r
otat
ing
orga
niza
tion
of g
roup
s,en
cour
agin
g co
nver
satio
n.E
ncou
rage
par
ticip
atin
g in
pla
nnin
g an
d ev
alua
ting
grou
p ac
tiviti
es(e
xcur
sion
s, p
artie
s, p
rogr
ams)
.
Prov
ide
man
y op
port
uniti
es f
or e
xpre
ssin
g in
form
atio
n.Pr
ovid
e ex
peri
ence
in g
ivin
g na
me,
add
ress
, and
pho
ne n
umbe
r.Pl
ay g
ame:
"W
ho I
s G
one?
" O
ne c
hild
leav
es th
e ro
om a
s al
lrem
aini
ng c
hild
ren
exce
pt o
ne c
lose
thei
r ey
es. C
hose
n ch
ild te
lls th
ree
thin
gs a
bout
chi
ld w
ho is
gon
e.E
xam
ple:
"T
he c
hild
is a
gir
l.Sh
e ha
s cu
rly
hair
. She
is w
eari
ng a
red
sw
eate
r."
Chi
ldre
n gu
ess
who
is o
ut o
f th
e ro
om.
Prom
ote
crea
tive
act i
vitie
s.E
ncou
rage
dra
mat
ic p
lay
thro
ugh
the
use
of d
oll h
ouse
, blo
ck b
uild
ing,
and
othe
r fr
ee a
ctiv
ities
.Pr
ovid
e m
ater
ials
to e
ncou
rage
cre
ativ
e pl
ay (
hats
, pur
ses,
box
es).
Prov
ide
oppo
rtun
ities
for
chi
ldre
n to
exp
ress
fee
lings
:W
hen
I he
ar a
fir
e en
gine
...W
hen
I op
en a
pre
sent
...W
hen
I st
roke
a k
itten
and
it p
urrs
...W
hen
I se
e a
Chr
istm
as tr
ee a
ll de
cora
ted.
..
OR
GA
NIZ
AT
ION
: EN
CO
UR
AG
E O
RD
ER
IN 'N
OU
GH
TS
WH
EN
SP
EA
KIN
G A
ND
AP
PLY
SIM
PLE
FO
RM
S
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Spea
ks in
sen
tenc
es o
ccas
iona
lly
Show
s an
aw
aren
ess
of s
eque
nce
Giv
es a
nd r
espo
nds
to g
reet
ings
Intr
oduc
e un
ders
tand
ing
of o
rder
..
Dev
elop
an
awar
enes
s of
the
sent
ence
thro
ugh
read
ing
stor
ies
and
expe
rien
ce c
hart
s.
Dev
elop
an
unde
rsta
ndin
g of
seq
uenc
e.Pr
omot
e or
gani
zatio
n by
ask
ing,
"W
hat d
id y
ou d
o fi
rst?
", "
Wha
t hap
pene
dne
xt?"
in te
lling
sto
ries
as:
Ask
Mr.
Bea
rG
inge
rbre
ad B
oyT
hree
Litt
le P
igs
Litt
le R
ed H
enT
hree
Bea
rsL
ittle
Red
Rid
ing
Hoo
dD
raw
pic
ture
to il
lust
rate
a s
tory
.Pl
ace
thes
e in
ord
er. R
etel
l sto
ry f
rom
pic
ture
s.
Intr
oduc
e si
mpl
e sp
eaki
ng f
orm
s.D
ram
atiz
e si
tuat
ions
usi
ng, "
Goo
d m
orni
ng. H
ow d
o yo
udo
?"E
ncou
rage
chi
ld to
intr
oduc
e pa
rent
s th
roug
h dr
amat
ic p
lay:
61
KIN
DE
RG
AR
TE
N
SP
EA
KIN
GV
OC
AB
ULA
RY
: EN
CO
UR
AG
E U
SIN
G V
AR
IOU
S W
OR
DS
IN S
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s in
tere
st in
usi
ng n
ew w
ords
Enj
oys
usin
g a
vari
ety
of s
peec
hso
unds
Intr
oduc
e w
ords
whi
ch in
form
and
enc
oura
ge th
eir
use.
Prov
ide
man
y po
ints
of
inte
rest
in c
lass
room
(sc
ienc
e ce
nter
, lib
rary
cor
ner,
bul
letin
boa
rd d
ispl
ays)
to s
timul
ate
voca
bula
ry d
evel
opm
ent.
Enc
oura
ge d
escr
iptio
n in
add
ition
to m
ere
enum
erat
ion
of o
bjec
ts.
Enc
oura
ge s
ayin
g w
ords
whi
ch a
re f
un a
nd p
leas
ing.
Play
rhy
min
g w
ord
gam
es.
Rep
eat r
hym
es, p
oem
s (i
nclu
de f
inge
r pl
ays)
.R
epro
duce
fam
iliar
sou
nds
(win
d, r
ain,
sir
en, p
lane
s, a
nim
als)
.D
evel
op w
ords
thro
ugh
use
of b
and
inst
rum
ents
suc
h as
sw
ish,
rat
tle, t
inkl
e, r
ing,
ban
g.
CO
NV
EN
TIO
NS
: IN
TR
OD
UC
E C
ON
CE
PT
OF
GO
OD
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s so
me
ease
whe
n sp
eaki
ngbe
fore
cla
ss
Bec
omes
aw
are
of s
impl
eco
urte
sies
Beg
ins
to e
limin
ate
infa
ntile
spee
ch a
nd to
cor
rect
artic
ulat
ion
erro
rs
62
Intr
oduc
e go
od s
peec
h pa
ttern
s an
d de
velo
p co
nfid
ence
..
Cre
ate
a re
laxe
d cl
imat
e, e
ncou
ragi
ng e
xpre
ssio
n th
roug
h th
e us
e of
pup
pets
and
uni
son
spea
king
..
Dra
mat
ize
fam
iliar
sto
ries
suc
h as
Thr
ee B
ears
and
Thr
ee B
illy
Goa
ts G
ruff
.
Dev
elop
hab
its o
f co
urte
sy.
.T
alk
abou
t the
rol
e of
spe
aker
and
list
ener
- th
e ne
ed f
or ta
king
turn
s an
d no
t int
erru
ptin
g..
Enc
oura
ge th
e us
e of
"pl
ease
,""s
orry
,"
and
"tha
nk-y
ou,"
in d
aily
situ
atio
ns.
.D
iscu
ss th
e di
ffer
ence
bet
wee
n in
door
and
out
door
voi
ces.
Cre
ate
an a
war
enes
s of
goo
d sp
eech
pat
tern
s.E
ncou
rage
cor
rect
use
of
verb
and
pro
noun
for
ms.
Exa
mpl
e: "
I w
ent"
inst
ead
of "
Me
wen
t"; "
He
thre
w"
inst
ead
of "
He
thro
wed
"; r
epla
ce "
anim
al"
for
"am
ine"
.U
se ta
pe r
ecor
der
so c
hild
ren
can
hear
thei
r ow
n sp
eech
and
that
of
othe
rs.
0 I 8
a.0 1
a.* r*
PU
RP
OS
E: P
RO
MO
TE
SP
EA
KIN
G F
OR
VA
RIO
US
RE
AS
ON
S
GR
AD
E O
NE
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Beg
ins
to c
ontr
ibut
e id
eas
inco
nver
satio
n. a
nd d
iscu
ssio
n
Show
s gr
owth
' in
givi
ngin
form
atio
n an
d de
scri
ptio
n
Con
tinue
s to
enj
oy s
pont
aneo
uscr
eativ
e ex
pres
sion
Prov
ide
for
and
capt
ure
man
y in
form
al s
ituat
ions
for
spea
king
.E
ncou
rage
par
ticip
atio
n in
gro
up p
lann
ing
and
prob
lem
sol
ving
.D
iscu
ss a
cen
tral
topi
c su
ch a
s ca
re o
f ro
om p
ets
(fis
h, h
amst
er).
Mak
e a
room
hel
per
char
t.D
iscu
ss d
utie
s.
Prov
ide
oppo
rtun
ities
for
exp
ress
ing
info
rmat
ion.
Enc
oura
ge s
tory
telli
ng. S
mal
l gro
ups
may
be o
rgan
ized
to p
rovi
de p
artic
ipat
ion
by a
ll(p
erso
nal
expe
rien
ces;
sto
ries
, rea
d or
hea
rd).
Use
rol
e pl
ayin
g to
rev
iew
chi
ld's
nam
e,ad
dres
s, p
hone
riu
mbe
i:.E
ncou
rage
acc
urat
e de
scri
ptio
n. S
how
com
mon
toy,
such
as
doll.
Ask
chI
ld tc
look
car
eful
ly,
notin
g sp
ecif
ic d
etai
ls. C
lose
eye
s an
d tr
y to
see
doll.
Des
crib
e.Pr
ovid
e th
e ex
peri
ence
of
expl
aini
ng a
sim
ple
scie
nce
expe
rim
ent,
or r
evie
win
g di
rect
ions
for
a ga
me.
Dra
mat
ize
rela
ting
a m
essa
ge to
oth
er te
ache
rs,
clas
sroo
ms,
or
child
ren.
Enc
oura
ge c
hild
ren
to te
ll in
form
atio
n to
cla
ss(o
bser
vatio
ns, n
ews)
.
Prov
ide
and
capt
ure
situ
atio
ns f
or c
reat
ive
activ
ities
.D
ram
atiz
e st
orie
s us
ing
stic
k pu
ppet
s.E
cnou
rge
dram
atic
pla
y (s
tore
, cir
cus,
hou
se).
Rep
eat f
amili
ar r
hym
es a
nd p
oem
s (i
ndiv
idua
lan
d gr
oup)
.U
se b
odily
act
ions
in e
xpre
ssio
n. I
mita
te m
ovem
ent
of a
nim
als,
obj
ects
, ele
men
ts (
win
d, s
now
, rai
n,
tree
s).
Plan
a r
eadi
ng p
arty
.In
vite
par
ents
to h
ear
oral
rea
ding
(in
clud
e pa
rent
sof
sam
e gr
oup
at o
ne ti
me)
.
63
GR
AD
E O
NE
SP
EA
KIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
ON
CE
PT
OF
OR
DE
R-S
EQ
UE
NC
E A
ND
DE
VE
LOP
SIM
PLE
FO
RM
S W
HE
N S
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Bec
omes
mor
e sk
illed
in u
sing
clea
r se
nten
ces
whe
n sp
eaki
ng
Gro
ws
in e
xpre
ssin
g in
seq
uenc
e,us
ing
grea
ter
deta
il
Beg
ins
to r
espo
nd to
gre
etin
gsan
d in
trod
uctio
ns in
depe
nden
tly
64
Dev
elop
con
cept
of
orde
r w
hen
spea
king
.E
ncou
rage
bui
ldin
g of
sen
tenc
es. D
ispl
ay v
ario
us o
bjec
ts. H
ave
each
chi
ld c
ompo
se o
ne s
ente
nce
telli
ng a
bout
an
obje
ct.
Dev
elop
und
erst
andi
ng o
f se
quen
ce.
Mak
e a
mov
ie o
f a
fiel
d tr
ip.
Tel
l sto
ry o
f tr
ip.
Org
aniz
e id
eas
befo
re s
peak
ing.
Enc
oura
ge c
hild
ren
to p
lan
talk
s su
ch a
s ne
ws
repo
rt. E
ncou
rage
sequ
entia
l ord
er.
Tak
e a
neig
hbor
hood
wal
k. C
hild
ren
desc
ribe
sig
hts
in d
etai
l..
Ant
icip
ate
deve
lopm
ent o
f a
stor
y. R
ead
part
of
a st
ory.
Chi
ldre
n pr
edic
t end
ing
thro
ugh
art m
edia
.
Enc
oura
ge a
dapt
ing
to f
orm
(re
al a
nd v
icar
ious
exp
erie
nces
)..
Intr
oduc
e co
urte
sies
and
man
ners
thro
ugh
dram
atic
pla
y..
Enc
oura
ge c
hild
ren
to in
trod
uce
pare
nts
whe
n na
tura
l occ
asio
n ar
ises
.
L U
VO
CA
BU
LAR
Y: D
EV
ELO
P U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
AN
DE
NC
OU
RA
GE
TH
EIR
US
E W
HE
N S
PE
AK
ING
GR
AD
E O
NE
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Bec
omes
inte
rest
ed in
, usi
ng n
eww
ords
and
lear
ning
new
mea
ning
sfo
r fa
mili
ar w
ords
Enj
oys
usin
g co
lorf
ul w
ords
and
expr
essi
ons
Enj
oys
form
ing
rhym
es, r
hyth
man
d al
liter
atio
n
Dev
elop
wor
ds w
hich
info
rm a
nd e
ncou
rage
thei
r us
e.D
evel
op w
ord
mea
ning
s th
roug
h re
al e
xper
ienc
e an
c pr
omot
eth
e co
rrec
t nam
e fo
r pe
rson
s, p
lace
s, a
nd
thin
gs.
Lis
t new
and
unu
sual
wor
ds f
rom
soc
ial s
tudi
es, s
cien
ce,
Wee
kly
Rea
der,
etc
.E
ncou
rage
the
use
of th
ese
wor
ds in
ora
l sen
tenc
es.
Enc
oura
ge u
sing
wor
ds w
hich
add
inte
rest
..
Bui
ld s
enso
ry im
ages
thro
ugh
dire
ct e
xper
ienc
e w
ith o
bjec
ts,
anim
als,
sce
nery
.
Enc
oura
ge s
ayin
g w
ords
whi
ch a
re f
un a
nd p
leas
ing.
.C
reat
e rh
ymes
..
One
chi
ld ta
kes
the
nam
e of
an
anim
al th
at s
tart
s w
ith th
e sa
me
lette
r as
his
nam
e, C
reat
e (i
ndiv
idua
lor
gro
up)
an im
agin
ativ
e st
ory
abou
t the
anim
al. E
xam
ples
: Bill
y B
ear,
Pet
er P
ig, C
onni
e C
ow.
L
65
GR
AD
E O
NE
SP
EA
KIN
GC
ON
VE
NT
ION
'S! D
EV
ELO
P G
OO
D P
AT
TE
RN
S A
ND
PR
AC
TIC
ES
IN S
PE
AK
ING
Show
s m
ore
ease
and
con
fide
nce
whe
n sp
eaki
ng b
efor
e a
grou
p,us
ing
expr
essi
on; d
emon
stra
tes
cour
tesi
es
Elim
inat
es m
ore
mis
-pr
onun
ciat
ions
and
art
icul
atio
ner
rors
and
bec
omes
aw
are
ofbe
tter
spee
ch p
atte
rns
66
Prom
ote
good
spe
ech
patte
rns
and
deve
lop
conf
iden
ce a
nd c
ourt
esy.
.D
evel
op r
espo
ndin
g co
urte
ousl
y to
the
expr
essi
onof
oth
ers.
Dra
mat
ize
cour
teou
s sp
eaki
ng h
abits
,en
cour
agin
g th
e us
e of
pol
ite w
ords
.D
evel
op s
tand
ards
for
goo
d sp
eaki
ng.
Mak
e an
app
ropr
iate
cha
rt w
ith s
uch
item
s as
:Pl
an w
hat y
ou a
re g
oing
to.s
ay.
Hav
e so
met
hing
inte
rest
ing
to te
ll.T
ell y
our
idea
s w
ith in
tere
stin
g w
ords
.Sp
eak
clea
rly
so a
ll ca
n he
ar.
Loo
k at
the
audi
ence
.St
and
up s
trai
ght.
Tal
k w
hen
no o
ne e
lse
is ta
lkin
g.Pr
ovid
e re
laxe
d cl
imat
e. E
ncou
rage
exp
ress
ion
thro
ugh
the
use
of p
uppe
ts a
nd u
niso
n sp
eaki
ng.
Enc
oura
ge e
xpre
ssio
n th
roug
h dr
amat
ic p
lay
and
pant
omim
e (m
usic
).
Prom
ote
corr
ect s
peec
h pa
ttern
s.E
ncou
rage
cor
rect
ver
b te
nse.
Pla
y ga
me:
Yes
terd
ay-a
nd-T
omor
row
.C
hild
say
s "Y
este
rday
I r
an to
scho
ol. T
omor
row
I w
ill r
un to
sch
ool."
.Id
entif
y th
e re
latio
nshi
p of
pro
noun
to a
ntec
eden
t.T
each
ers
says
, "Jo
hn is
goi
ng to
the
stor
e."
John
:"I
am
goi
ng to
the
stor
e."
Elim
inat
e in
fant
ile la
ngua
ge p
atte
rns
thro
ugh
hear
ing
own
spee
ch o
n re
cord
ing.
Com
pare
end
of
year
with
ear
lier
reco
rdin
g. N
ote
prog
ress
. Enc
oura
geth
e co
rrec
t pro
nunc
iatio
n of
ani
mal
, lib
rary
,ch
ildre
n, e
tc.
PU
RP
OS
E: P
RO
MO
TE
SP
EA
KIN
G F
OR
VA
RIO
US
RE
AS
ON
S
GR
AD
E T
WO
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s gr
owth
in th
e ab
ility
tota
lk w
ith o
ther
s in
con
vers
atio
nan
d di
scus
sion
Show
s gr
owth
in th
e ab
ility
tota
lk to
oth
ers
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
ts
Con
tinue
s to
exp
ress
cre
ativ
ely
4
Prov
ide
for
and
capt
ure
man
y in
form
al s
ituat
ions
for
spe
akin
g.D
ram
atiz
e co
nver
satio
n at
the
tabl
es w
hen
mee
ting
ane
ighb
or, o
r ta
lkin
g to
the
prin
cipa
l.E
ncou
rage
par
ticip
atio
n in
dis
cuss
ion
whe
n so
lvin
g m
utua
lpr
oble
ms
such
as
play
grou
nd, e
quip
men
t, to
ys.
Enc
oura
ge p
rope
r us
e of
tele
phon
e. D
ram
atiz
e si
tuat
ions
.Se
e U
sing
the
Tel
epho
ne, E
nglis
h Is
Our
Lan
guag
e, B
ook
2, p
ages
88-
89.
Prov
ide
situ
atio
ns f
or s
peak
ing
to o
ther
s.D
evel
op a
bilit
y to
giv
e di
rect
ions
and
exp
lana
tions
. Exp
lain
best
rou
te to
one
's h
ome.
Ske
tch
map
of
neig
hbor
hood
. Tel
l thi
ngs
in o
rder
, usi
ng w
ords
fir
st, n
ext.
Exp
lain
wor
k of
com
mun
ity h
elpe
rs w
ith u
se o
f pu
ppet
s.D
emon
stra
te c
orre
ct w
ay to
mak
e in
trod
uctio
ns. D
ram
atiz
esi
mpl
e co
urte
sies
suc
h as
act
ing
as h
ost o
r
host
ess
and
intr
oduc
ing
gues
ts.
Prov
ide
expe
rien
ces
in d
eliv
erin
g si
mpl
e m
essa
ges.
Pla
n fi
rst,
then
giv
e an
noun
cem
ents
reg
ardi
ng:
Los
t and
fou
nd a
rtic
les
Part
ies
Play
grou
nd r
ules
Exh
ibits
Spec
ial f
ilms
Dev
elop
abi
lity
to d
escr
ibe.
Des
crib
e a
gift
- it
s w
rapp
ing,
sha
pe, h
ow it
fee
ls -
giv
ing
com
plet
ede
tails
.
Giv
e br
ief
talk
s ab
out o
bser
vatio
ns a
nd tr
ips.
Or,
tell
aboi
t a f
avor
ite b
ook
and
reca
ll a
stor
y.
Use
man
y na
tura
l exp
erie
nces
for
dev
elop
ing
ere
we
expr
essi
on.
Dra
mat
ize
book
cha
ract
ers
for
Boo
k W
eek.
Por
tray
a c
hara
cter
,dr
amat
izin
g hi
s ac
tions
.U
se m
usic
and
rhy
mes
for
stim
ulat
ing
inte
rpre
tatio
n th
roug
hbo
dily
act
ion.
Plan
a r
eadi
ng p
arty
for
par
ents
. Inc
lude
exp
erie
nces
with
cho
ralr
eadi
ng.
67
GR
AD
E T
WO
SP
EA
KIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
ON
CE
PT
OF
OR
DE
R-S
EQ
UE
NC
E A
ND
DE
VE
LOP
SIM
PLE
FO
RM
S W
HE
N S
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
68
Show
s gr
owth
in th
e ab
ility
toD
evel
op u
nder
stan
ding
of
orde
r-se
quen
ce.
see
rela
tions
hips
and
sen
se.
Dev
elop
the
use
of s
ente
nces
in o
ral c
omm
unic
atio
nw
hene
ver
natu
ral.
orde
r.
Aid
in e
limin
atin
g ru
n-on
sen
tenc
es. T
ape
reco
rd s
peak
ing
expe
rien
ces.
Eva
luat
e. N
ote
effe
ctiv
enes
sw
hen
run-
on s
ente
nces
are
elim
inat
ed.
The
Sen
tenc
eI
ntro
duce
the
conc
ept o
f th
e m
ain
idea
. Pro
vide
a li
st o
f id
eas
telli
ng a
bout
mor
e th
an o
ne s
ubje
ct, s
uch
The
Rep
ort
as a
n an
imal
. Chi
ldre
n se
lect
idea
s pe
rtai
ning
to th
e gi
ven
subj
ect.
Aid
chi
ldre
n in
col
lect
ing
and
orga
nizi
ng id
eas
pert
aini
ng to
asu
bjec
t in
soci
al s
tudi
es o
r sc
ienc
e. K
eep
a pr
ogre
ss c
hart
(cu
mul
ativ
e) o
f im
port
ant
idea
s, c
lass
ifyi
ng th
em. E
xam
ple:
Why
we
like
livin
g in
Mad
ison
. Dis
play
pic
ture
s re
late
d to
thes
e id
eas.
Dev
elop
seq
uent
ial o
rder
. Use
pic
ture
s to
sum
mar
ize
a st
ory.
Arr
ange
on
a fl
anne
l boa
rd.
Res
pond
s to
gre
etin
g an
dE
ncou
rage
ada
ptin
g to
for
m (
real
and
vic
ario
us e
xper
ienc
es).
intr
oduc
tions
with
gre
ater
.H
elp
crea
te e
ase
and
pois
e in
mak
ing
intr
oduc
tions
. Dra
mat
ize
real
situ
atio
ns. R
efer
to E
nglis
h Is
Our
ease
Lan
guag
e, B
ook
2, p
age
108.
.In
trod
uce
sim
ple
skill
s of
the
inte
rvie
w. C
hild
ren
plan
one
or
two
sim
ple
ques
tions
whe
n in
terv
iew
ing
the
cust
odia
n, a
teac
her,
or
the
prin
cipa
l. A
sch
ool p
aper
may
pro
vide
the
need
for
this
exp
erie
nce.
c
$
S
VO
CA
BU
LAR
Y: E
XP
AN
D U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
AN
D E
NC
OU
RA
GE
TH
EIR
US
E W
HE
N S
PE
AK
ING
GR
AD
E T
IM
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opi n
g E
xpec
tanc
ies
Show
s gr
owth
in th
e ab
ility
tous
e ne
w w
ords
whe
n gi
ving
info
rmat
ion
Con
tinue
s to
exp
and
in th
e ab
ility
to u
se w
ords
eff
ectiv
ely
whe
nco
nvey
ing
and
crea
ting
feel
ings
,em
otio
ns
Pict
ure
Wor
dsR
hym
e, A
llite
ratio
n
Dev
elop
a w
ide,
mea
ning
ful a
nd in
form
ativ
evo
cabu
lary
for
spe
akin
g.Pr
omot
e th
e us
e of
mor
e ex
act w
ords
.L
ist w
ords
as:
sad
, sur
pris
ed, h
appy
. Chi
ldre
nde
term
ine
wha
t
each
exp
ress
ion
show
s.D
evel
op n
ew w
ords
for
thos
e m
ore
com
mon
. Sug
gest
aw
ord
such
as
laug
h. G
ive
othe
r w
ords
whi
ch
have
sim
ilar
mea
ning
suc
h as
: gig
gle,
chu
ckle
;stil
l, qu
iet;
new
, lat
est,
rece
nt; m
ad, a
ngry
, fur
ious
.D
evel
op m
eani
ng o
f su
bjec
t wor
ds a
nd p
rom
ote
thei
r us
e. C
hild
exp
lain
s sc
ienc
e eq
uipm
ent.
Dev
elop
use
of
wor
ds w
hich
dep
ect a
ctio
n. S
how
pic
ture
ssu
ch a
s a
dog
chas
ing
a ra
bbit.
Chi
ldre
n
choo
se w
ords
to d
escr
ibe
actio
ns o
f an
imal
s.R
epea
t act
ion
wor
ds in
this
poe
m.
Frog
s ju
mp
Cat
erpi
llars
hum
pSn
akes
slid
e
Dra
mat
ize
actio
ns in
, "Ju
mp
or J
iggl
e*, "
by
Eve
lyn
Bey
er.
Wor
ms
wig
gle
Rab
bits
hop
Bug
s jig
gle
Hor
ses
clop
Mic
e cr
eep
Sea
gulls
glid
eD
eer
leap
Lio
ns s
talk
--
but -
- I
wal
k!
Pupp
ies
trou
nce
Kitt
ies
poun
ce
Ref
er to
poe
m c
onta
inin
g so
und
wor
ds: "
Pop
- Po
p -
Pop.
" B
aile
y, B
arne
s, H
orro
cks,
Our
Eng
lish
Lan
guag
e(t
each
er's
edi
tion)
, Boo
k 2,
pag
e G
20.
Dev
elop
mea
ning
s of
cur
rent
wor
ds. S
elec
t new
wor
dsw
ithin
a n
ews
item
. Use
in a
bul
letin
boa
rd d
ispl
ay.
Dev
elop
mea
ning
s of
wor
ds w
hich
aff
ect f
eelin
gs.
Enc
oura
ge u
se o
f pi
ctur
e w
ords
. Lis
t wor
ds w
hich
giv
e an
acc
urat
eim
age
of a
bic
ycle
, hou
se, c
ar.
Enc
oura
ge u
se o
f co
lorf
ul w
ords
. Chi
ldre
n re
call
fasc
inat
ing
obse
rvat
ion
(exc
ursi
on).
Use
des
crip
tive
wor
ds. O
r, c
hild
des
crib
es s
ome
fam
iliar
per
son
or a
rtic
le in
clas
sroo
m. I
dent
ify
that
des
crib
ed.
(Ref
er to
Gra
de T
wo,
Lis
teni
ng, f
or a
ids
in d
evel
opin
g w
ords
.)B
uild
sen
sory
imag
es. U
se w
ords
whi
ch h
elp
to h
ear,
fee
l,sm
ell,
and
see.
Ans
wer
in c
ompl
ete
sent
ence
s qu
estio
ns th
at p
rom
ote
sens
ory
imag
es:
Wha
t fee
ls c
old?
Wha
t fee
ls s
oft?
Wha
t sou
nds
hars
h?W
hat l
ooks
pre
tty?
Ref
er to
Eng
lish
Is O
ur L
angu
age
(tea
cher
's e
ditio
n), B
ook
2, p
age
72.
Lis
t wor
ds
whi
ch e
xpre
ss f
eelin
g, a
s ic
y, s
now
y, b
ushy
, fea
ther
y, f
uzzy
,po
wde
ry, s
ticky
, vel
vety
, rou
gh, s
andy
.C
all a
ttent
ion
to w
ords
with
sim
ilar
begi
nnin
gs. C
hild
ren
repe
atan
d en
joy
the
"fee
l" o
f sa
ying
wor
ds
as s
was
h, s
wis
h, s
wee
p. S
elec
t wor
dsof
alli
tera
tion
in p
oem
s, "
The
Squ
irre
l" a
nd "
Ice"
, Eng
lish
IsO
ur
Lan
guag
e, B
ook
2, p
age
219
and
70.
* Fr
om A
noth
er H
ere
and
Now
Sto
ry B
ook
by L
ucy
Spra
gue
Mitc
hell.
Cop
yrig
ht, 1
937
by E
. P. D
utto
n an
d C
o.,
Inc.
Ren
ewal
, C, 1
965
by L
ucy
Spra
gue
Mitc
hell.
Rep
rint
edby
per
mis
sion
of
the
publ
ishe
rs..
69
GR
AD
E T
WO
SP
EA
KIN
GC
ON
VE
NT
ION
S: D
EV
ELO
PG
OO
D P
AT
TE
RN
SA
ND
PR
AC
TIC
ES
INS
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
rD
evel
opin
g E
xpec
tanc
ies
Beg
ins
to s
ense
resp
onsi
bilit
yof
spe
aker
whe
nta
lkin
g w
ithot
hers
and
to o
ther
s,an
dsh
ows
som
e gr
owth
inth
esk
ill o
f sp
eaki
ng
Tho
ught
Voi
cePo
ise
- C
onfi
denc
eC
ourt
esy
Exp
ress
ion
Bec
omes
mor
e co
nsci
ous
ofco
rrec
t spe
ech
and
mat
ures
inab
ility
to u
se a
ccep
ted
spee
ch
patte
rns
70
Dev
elop
abi
litie
s in
spea
king
.
.D
evel
op th
e co
ncep
tth
at it
is im
port
ant t
oex
pres
s w
orth
whi
leid
eas,
and
enc
oura
ge"g
ive
and
take
"
in d
iscu
ssio
n.D
evel
op th
e ab
ility
tosp
eak
clea
rly,
flu
ently
,an
d lo
udly
eno
ugh
tobe
hea
rd.
Dev
elop
cou
rtes
yw
hen
usin
g th
ete
leph
one.
Pra
ctic
efo
llow
ing
stan
dard
sth
roug
h dr
amat
ic p
lay.
We
spea
k in
to th
em
outh
piec
e.W
e sp
eak
clea
rly.
We
liste
n po
litel
y.W
e ar
e br
ief.
We
are
cour
teou
s.
.E
ncou
rage
voc
al a
ndbo
dily
exp
ress
ion
duri
ng o
ral r
eadi
ngan
d dr
amat
izat
ions
.
.D
ram
atiz
e fa
vori
tefa
iry
tale
s, s
tori
esfr
om r
eadi
ng s
erie
s.
Dev
elop
cor
rect
spe
ech
patte
rns.
.E
ncou
rage
cor
rect
usa
ge.
Def
ine
indi
vidu
al a
ndcl
ass
need
s co
oper
ativ
ely,
usin
g ta
pe r
ecor
der.
Chi
ldre
n co
rrec
t err
ors
thro
ugh
audi
tory
perc
eptio
n.
.M
ake
a w
heel
cha
rtw
ith s
ingu
lar
and
plur
alpr
onou
ns o
n a
smal
l inn
er w
heel
and
vari
ous
verb
for
ms
on
a la
rger
out
erw
heel
. Mat
ch p
rono
uns
with
cor
rect
ver
b.
.Se
e W
ord
- Sp
in -
O,
Bai
ley,
Hor
rock
s,T
orre
son,
Lan
guag
eL
earn
ings
, (te
ache
r'sed
ition
), p
. 126
.
L1
RI
f
II
PU
RP
OS
E: I
NT
RO
DU
CE
AD
AP
TIN
G T
O D
IFF
ER
EN
T K
IND
S O
F S
PE
AK
ING
SPE
AK
ING
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Con
tinue
s to
gro
w in
the
abili
tyto
talk
with
oth
ers
in c
onve
rsat
ion
and
disc
ussi
on, o
ccas
iona
llyex
pres
sing
rea
ctio
ns
Gro
ws
in th
e ab
ility
to g
ive
info
rmat
ion
as n
eeds
incr
ease
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
tsN
ews
Con
tinue
s to
exp
ress
cre
ativ
ely,
enjo
ying
dra
mat
izat
ion
Prov
ide
for
and
capt
ure
situ
atio
ns f
or s
peak
ing,
enc
oura
ging
dis
cuss
ion.
.C
ohtin
ue to
dev
elop
the
art o
f co
nver
satio
n by
talk
ing
abou
t a to
pic
of m
utua
l int
eres
t.E
nglis
h Is
Our
Lan
guag
e, p
ages
1-6
, int
rodu
ces
conv
ersa
tion
on th
e su
bjec
t"C
olle
ctio
ns. "
Con
tinue
to e
ncou
rage
pro
per
use
of th
e te
leph
one.
Ref
er to
Eng
lish
IsO
ur L
angu
age,
pag
es 2
17-2
20.
.In
vite
res
ourc
e sp
eake
r fr
om lo
cal t
elep
hone
com
pany
to ta
lk to
cla
ss.
.Pr
omot
e di
scus
sion
thro
ugh
man
y na
tura
l cla
ssro
om e
xper
ienc
es a
ndhe
lp d
efin
e th
e pu
rpos
e. D
iscu
ssio
nsm
ay a
rise
fro
m p
lann
ing
part
ies,
sol
ving
pro
blem
s,or
gani
zing
for
a p
artic
ular
pro
gram
or
trip
..
Lis
t typ
es o
f te
leph
one
calls
on
slip
s of
pap
er. t
hild
dra
ws
and
dram
atiz
es c
all t
odo
ctor
, gro
cery
sto
r%
scho
ol, n
eigh
bor.
Prov
ide
man
y si
tuat
ions
for
spe
akin
g to
oth
ers.
.Pr
epar
e ch
ildre
n fo
r na
tura
l situ
atio
ns in
volv
ing
intr
oduc
tions
. See
Eng
lish
Is O
ur L
angu
age,
pag
es70
-72
and
page
s 34
-35,
Gre
etin
g G
uest
s.C
ontin
ue to
dev
elop
the
abili
ty to
fol
low
dir
ectio
ns. M
ake
a H
allo
wee
n m
ask,
Eng
lish
Is O
urL
angu
age,
page
73,
or
mak
e st
ick
pupp
ets.
Dra
w a
pic
ture
of
the
char
acte
rPa
ste
on c
ardb
oard
Cut
aro
und
the
card
boar
dM
ake
hole
s in
the
pict
ures
for
stic
kU
se m
any
clas
sroo
m s
ituat
ions
to d
evel
op a
bilit
y to
mak
e ex
plan
atio
ns, f
or e
xam
ple,
abo
ut a
sci
ence
expe
rim
ent o
r ho
bby.
Tel
l thi
ngs
in o
rder
Kee
p to
the
mai
n id
eaM
ake
your
thou
ghts
cle
ar.
Dev
elop
obs
erva
tion
and
enco
urag
e de
scri
ptio
n: a
wal
k in
the
fall,
ara
iny
day.
.D
evel
op th
e ab
ility
to p
rese
nt a
rep
ort.
See
Eng
lish
Is O
ur L
angu
age,
pag
es 1
57-1
91.
Prov
ide
occa
sion
s fo
r cr
eativ
e ex
pres
sion
..
Plan
a c
hora
l spe
akin
g pa
rty
for
pare
nts.
.Pr
ovid
e ex
peri
ence
s in
dra
mat
izat
ion.
Use
pup
pets
todr
amat
ize
an e
piso
de in
a s
tory
. Aud
ienc
e m
aygu
ess
the
char
acte
r or
act
ion
port
raye
d.
11
SP
EA
KIN
GG
RA
DE
TH
RE
EO
RG
AN
IZA
TIO
N: I
NT
RO
DU
CE
CO
LLE
CT
ING
,S
ELE
CT
ING
, AN
D A
RR
AN
GIN
G W
HE
NS
PE
AK
ING
AN
D A
DA
PT
ING
TO
SIM
PLE
FO
RM
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Con
tinue
s to
gro
w in
see
ing
rela
tions
hips
and
sen
sing
ord
er
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
nB
ody
Con
clus
ion
A D
iscu
ssio
nA
Mes
sage
An
Exp
lana
tion
Ada
pts
to th
e fo
rm o
fin
trod
uctio
ns a
nd g
reet
ings
Dev
elop
the
abili
ty o
f us
ing
orde
r-se
quen
cew
hen
spea
king
.D
evel
op th
e ab
ility
to s
peak
in c
lear
,ef
fect
ive
sent
ence
s, e
limin
atin
g ru
n-on
sen
tenc
es.
Chi
ldre
n gi
ve
com
plet
e se
nten
ces
and
part
s of
sen
tenc
es.
Cla
ss id
entif
ies
each
, exp
lain
ing
reas
ons
for
each
cho
ice.
.Su
gges
t top
ics
for
shor
t tal
ks,-
kee
ping
toth
e su
bjec
t: fa
vori
te s
choo
l sub
ject
, mos
tex
citin
g da
y.
Dev
elop
a s
impl
e ou
tline
(te
ache
r-pu
pil)
toai
d in
rep
ortin
g.
.H
elp
child
ren
beco
me
awar
e of
the
begi
nnin
g, m
iddl
e, a
nd e
nd o
f a
stor
y, d
evel
opin
gin
seq
uent
ial
orde
r. (
See
Gra
de T
wo
- Sp
eaki
ng-O
rgan
izat
ion.
).
Con
tinue
to p
rom
ote
thin
king
thro
ugh
wha
t is
spok
en, s
ayin
g on
e th
ing
at a
tim
e.
.E
ncou
rage
hum
or a
nd s
uspe
nse
whe
n te
lling
a s
tory
..
Dev
elop
seq
uent
ial o
rder
in d
iscu
ssio
nw
ithin
topi
cs s
uch
as th
e lif
e cy
cle
of a
fro
g, a
mot
h, o
r th
e
grow
th o
f a
seed
..
Hel
p ke
ep d
iscu
ssio
n m
ovin
g an
d en
cour
age
wor
thw
hile
con
trib
utio
n w
hile
kee
ping
to th
e po
int.
Gui
de
thro
ugh
plan
ned
ques
tioni
ng.
..
Dev
elop
the
orga
niza
tion
of p
ertin
ent f
acts
in a
mes
sage
or
expl
anat
ion:
who
, wha
t, w
hen,
whe
re,
and
why
.
Dev
elop
ada
ptin
g to
for
m in
spe
akin
g..
Use
dra
mat
ic p
lay
to in
trod
uce
peop
le a
ndre
spon
d to
intr
oduc
tions
, dev
elop
ing
pois
e.
.A
ppoi
nt c
lass
hos
t and
hos
tess
to g
reet
vis
itors
..
Prov
ide
expe
rien
ces
of o
btai
ning
info
rmat
ion
for
a cl
ass
new
spap
er f
rom
sch
ool p
erso
nnel
(rea
dine
ss-
inte
rvie
w).
F
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
EN
CO
UR
AG
E E
FF
EC
TIV
E U
SE
OF
WO
RD
S
xpec
tanc
ies
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
GR
AD
E T
HR
EE
.
SP
EA
KIN
G
Show
s gr
owth
in u
sing
wor
dsef
fect
ivel
y w
hen
expr
essi
ngto
info
rm
Exa
ct W
ords
Subj
ect W
ords
Act
ion
Wor
dsC
urre
nt W
ords
Gro
ws
in u
sing
wor
ds e
ffec
tivel
yw
hen
conv
eyin
g an
d cr
eatin
gfe
elin
gs, e
mot
ions
Pict
ure
Wor
dsR
hym
e, A
llite
ratio
n
Dev
elop
a w
ide
and
mea
ning
ful v
ocab
ular
y fo
r sp
eaki
ng.
Con
tinue
to p
rom
ote
usin
g ex
act w
ords
whe
n sp
eaki
ng. R
ecor
d gl
arin
g w
ord
patte
rns
or s
lang
whi
chde
crea
se e
ffec
tiven
ess:
"w
atch
a-m
a ca
ll it,
" "
that
thin
g,"
"thi
s gu
y."
Subs
titut
e w
ords
whi
chcr
eate
atr
uer
impr
essi
on.
.C
ontin
ue to
pro
mot
e sp
ecif
ic w
ords
for
thos
e m
ore
com
mon
:go
; - jo
g, h
op, f
lee,
wan
der.
Con
tinue
to d
evel
op m
eani
ngs
of s
ubje
ct w
ords
: ran
ch, m
arke
t, pl
anta
tion,
who
lesa
le,
reta
il.E
ncou
rage
child
ren
to u
se s
uch
wor
ds in
sho
rt ta
lks
or e
xpla
natio
ns.
Chi
ldre
n fi
nd m
agaz
ine
pict
ures
whi
ch h
elp
clar
ify
the
mea
ning
s of
cer
tain
wor
ds. A
ttach
the
wor
ds to
pict
ures
.C
ontin
ue to
bui
ld th
e us
e of
act
ion
wor
ds w
hen
spea
king
. Pos
t pic
ture
s of
ani
mal
sat
pla
y. U
se a
ctio
nw
ords
in te
lling
abo
ut e
ach.
.R
efer
to E
nglis
h Is
Our
Lan
guag
e, "
The
Gob
lin"
page
134
. Cre
ate
enjo
ymen
t thr
ough
sayi
ng th
e so
und
wor
ds.
.R
efer
to E
nglis
h Is
Our
Lan
guag
e, p
age
135.
Chi
ldre
nm
ay a
lso
plan
to u
se s
ound
wor
ds in
telli
ng a
bout
the
topi
cs li
sted
..
Prov
ide
oppo
rtun
ities
to g
ive
brie
f ne
ws
anno
unce
men
ts. P
rom
ote
the
use
of s
ubje
ct a
nd c
urre
nt w
ords
.
Intr
oduc
e un
ders
tand
ing
of th
e ef
fect
iven
ess
and
fun
of w
ords
..
Enc
oura
ge th
e us
e of
pic
ture
wor
ds in
telli
ng s
tori
es.
Sele
ct d
escr
iptiv
e w
ords
in s
tory
"C
inde
rella
."Se
e E
nglis
h Is
Our
Lan
guag
e, p
age
231-
235.
.- C
reat
e en
joym
ent b
y sa
ying
wor
ds o
f al
liter
atio
n an
d rh
yme.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
"Boa
stin
g, "
"Sq
uirr
el, S
quir
rel,
" pa
ges
96-9
7, a
nd "
The
Lig
ht-H
eart
edFa
iry,
" p
ages
150
451.
73
GR
AD
E T
HR
EE
SP
EA
KIN
GC
ON
VE
NT
ION
& IN
TR
OD
UC
E S
KIL
LSF
OR
EF
FE
CT
IVE
SP
EE
CH
AN
D D
EV
ELO
P
CO
UR
TE
OU
S P
RA
CT
ICE
Exp
ecta
ncie
s
Sens
es th
e re
spon
sibi
lity
ofsp
eake
r w
hen
talk
ing
with
othe
rs a
nd to
oth
ers,
and
isaw
are
of s
ome
spea
king
skill
s
Tho
ught
Voi
cePo
ise
- C
onfi
denc
eC
ourt
esy
Exp
ress
ion
Gro
ws
in s
ensi
ng th
e im
port
ance
of c
orre
ct u
sage
and
goo
dsp
eech
pat
tern
s
74
Sugg
estio
ns f
or D
evel
opin
g E
xpec
tanc
ies
Dev
elop
the
use
of a
ccep
ted
patte
rns
whe
nsp
eaki
ng.
.D
evel
op th
e co
ncep
t tha
t it i
s im
port
ant t
o ex
pres
sw
orth
whi
le id
eas.
Eva
luat
e, s
elec
t.D
evel
op th
e ab
ility
to s
peak
cle
arly
,fl
uent
ly, a
nd lo
udly
eno
ugh
to b
e he
ard.
Dis
cuss
the
impo
rtan
ce o
f cl
ear
com
mun
icat
ion.
Use
the
tape
rec
orde
r to
dem
onst
rate
.
.E
ncou
rage
exp
ress
ion.
Rea
d or
giv
e a
sent
ence
in a
mon
oton
e. C
hild
ren
give
sam
e se
nten
ceus
ing
infl
ectio
n, in
tona
tion.
Cla
ss e
valu
ates
.Sh
ow th
at v
oice
infl
ectio
n an
d vo
lum
eaf
fect
mea
ning
. Chi
ldre
n re
peat
the
follo
win
g to
con
vey
as
man
y m
eani
ngs
as p
ossi
ble;
"Oh,
no"
"Who
sai
d so
"
.D
evel
op c
ourt
esy
in u
sing
the
tele
phon
e..
Eng
lish
stan
dard
s fo
r sh
arin
g or
rep
ortin
gB
e pr
epar
edK
eep
to th
e po
int
Spea
k cl
earl
yL
ook
at th
e au
dien
ce
"Wha
t a d
ay f
or a
pic
nic"
"Loo
k at
that
car
"
(See
Gra
de T
wo
- Sp
eaki
ng-C
onve
ntio
ns.)
Dev
elop
a n
atur
al c
onsc
ious
ness
of
good
spe
ech.
Dev
elop
cor
rect
usa
ge a
nd g
ood
spee
ch p
atte
rns
thro
ugh
hear
ing
and
prom
ote
the
use
of g
ood
lang
uage
patte
rns
whe
n sp
eaki
ng. D
etec
t ind
ivid
ual
and
grou
p ne
eds.
-. (
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 3)
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
DO
PP
OR
TU
NIT
IES
FO
R S
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Furt
her
deve
lops
the
abili
ty to
part
icip
ate
in c
onve
rsat
ion
and
disc
ussi
on, e
xpre
ssin
g re
actio
ns
Furt
her
deve
lops
the
abili
ty to
impa
rt in
form
atio
n w
ithin
mor
epl
anne
d si
tuat
ions
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
Exp
ress
es c
reat
ivel
y, b
egin
ning
to p
lan
the
stru
ctur
e of
the
expr
essi
on
Prov
ide
oppo
rtun
ities
for
spe
akin
g in
form
ally
with
oth
ers.
Gui
de in
the
sele
ctio
n of
pro
blem
s fo
r di
scus
sion
and
enc
oura
ge p
artic
ipat
ion.
Dis
cuss
com
mon
pro
blem
sin
a c
lass
mee
ting.
Form
dis
cuss
ion
grou
ps f
or b
ook
repo
rtin
g, d
iscu
ssio
n an
d pl
anni
ng.
Prov
ide
regu
lar
times
for
dai
ly a
nd lo
ng r
ange
pla
nnin
g an
d sh
arin
g of
exp
erie
nces
and
lear
ning
s.Se
e E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
4-5
, 107
, 134
-137
, 239
-240
.
Prov
ide
expe
rien
ces
in s
peak
ing
in m
ore
form
al s
ituat
ions
with
oth
ers.
Prov
ide
expe
rien
ces
in g
ivin
g di
rect
ions
- r
eal a
nd v
icar
ious
.C
hild
ren
give
dir
ectio
ns o
n ho
w to
rea
chth
eir
hom
es o
r an
y pl
ace
in th
e ci
ty.
Prep
are
child
ren
for
peif
orm
ing
intr
oduc
tions
. Dra
mat
ize
intr
oduc
ing
pare
nts
and
teac
her
(Am
eric
anE
duca
tion
Wee
k). R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
272
-273
.Pr
ovid
e pr
actic
e in
giv
ing
mes
sage
s th
roug
h re
al a
nd v
icar
ious
exp
erie
nces
.D
ram
atiz
e re
port
ing
a te
leph
one
mes
sage
to v
ario
us m
embe
rs o
f fa
mily
. Cal
l upo
n ch
ildre
n to
del
iver
mes
sage
s to
off
ice,
oth
er c
lass
room
s.C
aptu
re n
atur
al s
ituat
ions
to p
rovi
de e
xper
ienc
e in
ask
ing
for
spec
ific
info
rmat
ion
(cla
ss n
ewsp
aper
).U
se m
any
clas
sroo
m s
ituat
ions
for
dev
elop
ing
the
abili
ty to
mak
e ex
plan
atio
ns a
nd g
ive
desc
ript
ions
.G
ive
expl
anat
ory
and
desc
ript
ive
talk
s: h
ow to
em
broi
der,
how
to b
uild
a m
odel
, how
to c
over
a b
ook,
how
to ju
mp
rope
.Pr
ovid
e m
any
expe
rien
ces
in g
ivin
g re
port
s, d
iscu
ssin
g a
topi
c. P
repa
re r
epor
ts o
n fa
vori
te b
ook
char
acte
r, a
utho
rs, h
olid
ays,
foo
ds, m
ost e
xciti
ng e
xper
ienc
e. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4,C
hapt
er T
wo.
Prov
ide
oppo
rtun
ities
for
cre
ativ
e ex
pres
sion
.C
ontin
ue to
enc
oura
ge c
reat
ivity
in e
xpre
ssio
n. D
ram
atiz
e st
orie
s an
d hi
stor
ical
eve
nts
- ex
plor
ers
land
ing
in A
ntar
ctic
a, b
uild
ing
a di
ke, f
estiv
als
in S
witz
erla
nd, o
r an
y ot
her
topi
c of
inte
rest
.D
evel
op b
ody
actio
n in
inte
rpre
tatio
n.E
ncou
rage
cre
ativ
ity o
f ex
pres
sion
and
ele
men
ts o
f go
od s
peec
h th
roug
h ch
oral
rea
ding
.
75
GR
AD
E F
OU
RS
PE
AK
ING
OR
GA
NIZ
AT
ION
: DE
VE
LOP
CO
LLE
CT
ING
,S
ELE
CT
ING
, AR
RA
NG
ING
AN
DA
DA
PT
ING
TO
SIM
PLE
FO
RM
S W
HE
N S
PE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Col
lect
s an
d se
lect
s id
eas
and
grow
s in
the
abili
ty to
see
rela
tions
hips
whe
n pl
anni
ng f
orsp
eaki
ng, s
ensi
ng o
rder
and
sequ
ence
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
nB
ody
Con
clus
ion
A D
iscu
ssio
nA
Mes
sage
An
Exp
lana
tion
Ada
pts
to f
orm
in m
ore
situ
atio
ns
76
Dev
elop
ord
er-s
eque
nce
with
in m
ore
plan
ned
situ
atio
ns.
.D
evel
op th
e ab
ility
to e
xpre
ss c
lear
thou
ghts
, rec
ogni
zing
sen
tenc
es a
s co
mpl
ete
thou
ghts
, usi
ng
inte
rest
ing
sent
ence
pat
tern
s. R
efer
toE
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
6-8
,14
4-14
5.
.In
trod
uce
sele
ctin
g a
spec
ific
topi
cw
ithin
an
area
, org
aniz
ing
idea
s re
late
d to
the
mai
n id
ea: u
se
good
ope
ning
and
clo
sing
sen
tenc
es, e
limin
ate
irre
leva
nt id
eas.
.Fo
llow
an
orga
nize
d se
quen
tial p
lan
whe
nre
telli
ng a
sto
ry. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4,
page
s 51
-53,
210
, 241
-242
..
Stre
ss c
ontr
ibut
ing
idea
s re
leva
nt to
the
topi
c of
dis
cuss
ion.
Pro
vide
occ
asio
nsfo
r ev
alua
ting
a
disc
ussi
on, n
otin
g in
divi
dual
's c
ontr
ibut
ions
and
gene
ral t
rend
.
.In
trod
uce
the
skill
of
usin
g ke
y w
ords
as
clue
s w
hen
orga
nizi
ng m
essa
ges,
dir
ectio
ns, o
rex
plan
atio
ns -
who
, wha
t, w
hen,
whe
re, w
hy, h
ow. U
sere
al a
nd v
icar
ious
situ
atio
ns: d
irec
tions
for
mak
ing
som
ethi
ng
- ca
ndy,
bir
dho
use,
jello
, kite
.
Dev
elop
ada
ptin
g to
for
m in
spe
akin
g..
Con
tinue
to p
rovi
de r
eal a
nd v
icar
ious
exp
erie
nces
in g
reet
ing
and
in m
akin
g an
intr
oduc
tion.
See
Gra
de F
our
- Sp
eaki
ng-P
urpo
se.
.In
trod
uce
the
inte
rvie
w. O
btai
nin
form
atio
n fo
r a
clas
s ne
wsp
aper
.
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
BU
ILD
WO
RD
PO
WE
R W
HE
N S
PE
AK
ING
Bec
omes
mor
e ef
fect
ive
whe
nsp
eaki
ng to
info
rm, u
sing
an
enla
rged
and
enr
iche
d vo
cabu
lary
Exa
ct W
ords
Abs
trac
t Wor
dsSu
bjec
t Wor
dsA
ctio
n W
ords
Key
-Tra
nsiti
on W
ords
Cur
rent
Wor
ds
Bec
omes
mor
e ef
fect
ive
whe
nco
nvey
ing
and
crea
ting
feel
ings
,em
otio
ns
Pict
ure
Wor
dsR
hym
es, A
llite
ratio
n
Dev
elop
a w
ide
and
info
rmat
ive
voca
bula
ry f
or s
peak
ing.
Hel
p im
prov
e ex
pres
sion
thro
ugh
enco
urag
ing
mor
e ex
act o
r ap
prop
riat
e w
ords
.T
hink
of
diff
eren
t wor
ds to
rep
lace
the
wor
d "n
ice.
"P
rovi
de a
sen
tenc
e as
"T
he a
nim
als
wen
t to
the
fair
" an
d en
cour
age
child
ren
to s
ubst
itute
ver
bs f
or "
wen
t"w
hen
spea
king
, sho
win
g m
ore
prec
ise
actio
ns (
frol
icke
d, s
cam
pere
d).
I nt
rodu
ce th
e in
terp
reta
tion
and
use
of a
bstr
act w
ords
.D
iscu
ss in
divi
dual
's in
terp
reta
tion
of s
ucce
ss,
happ
ines
s.C
hild
ren
expr
ess
thei
r in
terp
reta
tion
of e
ach.
Ext
end
wor
d un
ders
tand
ing
thro
ugh
sim
ple
map
inte
rpre
tatio
n.Pr
epar
e a
trav
el ta
lk u
sing
map
voc
abul
ary.
Prep
are
one
set o
f 3
x 5
file
car
ds w
ith n
ew w
ords
and
ano
ther
set
with
the
defi
nitio
ns.
Chi
ldre
n m
atch
wor
ds w
ith m
eani
ngs.
Pla
y ga
me,
Wor
d C
ateg
orie
s.Se
lect
a c
ateg
ory
such
as
citie
s.Fi
rst c
hild
nam
eson
e ci
ty (
Bos
ton)
, nex
t chi
ld n
ames
a c
ity b
egin
ning
with
the
sam
e le
tter
as th
e en
d of
the
prev
ious
wor
d(N
ew Y
ork)
. Con
tinue
the
gam
e in
sim
ilar
fash
ion.
Con
tinue
to e
xplo
re a
nd e
xpan
d co
ncep
ts o
f ac
tion
wor
ds. M
ake
wor
d lis
ts o
f so
unds
that
are
ple
asan
t and
unpl
easa
nt. C
reat
e si
mila
r. li
sts
pert
aini
ng to
dif
fere
nt s
ight
s.E
ncou
rage
the
use
of s
impl
e ke
y w
ords
whi
ch a
id in
org
aniz
atio
n (r
epor
ting)
. See
Gra
de F
our
- L
iste
ning
-V
ocab
ular
y.D
evel
op th
e us
e of
inte
rest
ing
curr
ent w
ords
thro
ugh
My
Wee
kly
Rea
der.
Dev
elop
the
unde
rsta
ndin
g of
wor
ds a
nd p
ower
, and
the
enjo
ymen
t in
wor
ds.
Con
tinue
pro
mot
ing
the
use
of q
ualif
ying
wor
ds. D
evel
op p
ictu
resq
ue la
ngua
ge, d
escr
ibin
g pi
ctur
es a
sw
hat i
s se
en th
roug
h a
"pic
ture
win
dow
" or
a w
indo
w in
the
clas
sroo
m.
Giv
e or
al d
escr
iptio
n of
a f
avor
ite f
ood
or a
fav
orite
pie
ce o
f cl
othi
ng. R
efer
to E
nglis
h Is
Our
Lan
guag
e,B
ook
4, p
ages
175
-177
, 179
, 181
, 187
.C
reat
e en
joym
ent i
n sp
eaki
ng r
hym
es a
nd a
llite
ratio
n.Pr
ovid
e ex
peri
ence
s in
cho
ral s
peak
ing.
"Jon
atho
n B
ing"
and
"M
isty
, Moi
sty
Mor
ning
" ar
e es
peci
ally
goo
d.
78
GR
AD
E F
OU
R._
....
IS
PE
AK
ING
Exp
ecta
ncie
s
Gro
ws
in u
nder
stan
ding
the
role
of th
e sp
eake
r an
d ad
apts
spea
king
ski
lls:
Whe
n ta
lkin
g w
ith o
ther
s- -
Inte
rest
Tho
ught
Cou
rtes
y
Whe
n ta
lkin
g to
oth
ers-
-In
tere
stT
houg
htPo
ise-
Con
fide
nce
Ges
ture
Voi
ce-M
anne
rC
lari
tyFl
uenc
yE
xpre
ssio
nT
empo
Con
tinue
s to
gro
w in
aw
are-
ness
of
corr
ect u
sage
and
good
spe
ech
patte
rns
CO
NV
EN
TIO
NS
: DE
VE
LOP
SK
ILLS
FO
R E
FF
EC
TIV
ES
PE
AK
ING
, IN
VO
LVIN
GA
TT
ITU
DE
S
AN
D C
OU
RT
ES
IES
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Dev
elop
ski
lls a
nd a
ttitu
des
for
effe
ctiv
e sp
eaki
ng.
Intr
oduc
e th
e co
ncep
t tha
t it i
sim
port
ant t
o sh
ow in
tere
st in
the
cont
ribu
tions
of
othe
rs a
sw
ell a
s to
cont
ribu
te id
eas.
Dev
elop
con
cept
that
it is
impo
rtan
tto
rel
ate
one'
sco
ntri
butio
ns to
the
idea
s of
ano
ther
.
Prom
ote
the
obse
rvan
ce o
fsoc
ial a
men
ities
whe
n sp
eaki
ngw
ith o
ther
s: li
sten
ing
whe
not
hers
are
spea
king
, usi
ng o
nly
part
of th
e to
tal t
ime
whe
n di
scus
sing
,us
ing
a na
me
whe
n ad
dres
sing
,di
sagr
eein
g
grac
ious
ly.
"I li
ke p
at ik
ieaS
, Joh
n, b
ut I
do
not a
gree
with
one
of
the
stat
emen
ts...
U.
Dev
elop
gro
up s
tand
ards
and
enc
oura
geev
alua
tion.
Ref
er to
Eng
lish
IsO
ur L
angu
age,
Boo
k 4,
pag
es
4-5,
60-
61.
Dev
elop
pre
sent
ing
idea
s in
an
inte
rest
ing
man
ner,
hol
ding
atte
ntio
n of
list
ener
: obj
ects
,pi
ctur
es,
map
s, a
nd m
any
mor
e.Pr
omot
e th
e de
sire
to h
ave
heal
thfu
l pos
ture
and
dev
elop
poi
sean
d co
nfid
ence
. Mak
e po
stur
e
silh
ouet
tes
and
iden
tify
good
feat
ures
.D
evel
op th
e un
ders
tand
ing
that
voic
e qu
ality
and
tem
poaf
fect
inte
rpre
tatio
n as
wel
l as
volu
me
and
infl
ectio
n. R
epea
t a s
ingl
e w
ord
orph
rase
usi
ng d
iffe
rent
exp
ress
ion.
Chi
ldre
n su
gges
t mea
ning
conv
eyed
. Exa
mpl
e: W
ell,
Yes
,N
o, O
h, G
uess
wha
t hap
pene
dto
day?
Dev
elop
a n
atur
al c
onsc
ious
ness
of g
ood
spee
ch.
.D
evel
op u
se o
f co
rrec
t for
ms
and
good
spe
ech
patte
rns
thro
ugh
hear
ing
good
spe
ech,
and
hel
pde
velo
p
the
desi
re f
or s
elf
impr
ovem
ent.
Rec
ord
child
ren
spea
king
and
eval
uate
. Ref
er to
Eng
lish
Is O
ur
Lan
guag
e, B
ook
4, I
ndex
(W
ord
Usa
ge).
t *,
If
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
YT
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
D O
PP
OR
TU
NIT
IES
FO
RS
PE
AK
ING
GR
AD
E g
IVE
SP
EA
r.1N
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
.
Part
icip
ates
mor
e ac
tivel
y in
conv
ersa
tion
and
disc
ussi
on,
begi
nnin
g to
sup
port
idea
s
Show
s gr
owth
in s
peak
ing
with
inm
ore
plan
ned
situ
atio
ns,
impa
rtin
g m
ore
com
plex
info
rmat
ion
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
Pane
l Dis
cuss
ion
The
Deb
ate
Parl
iam
enta
ry E
xper
ienc
e
Enj
oys
vari
ed k
inds
of
crea
tive
expr
essi
on, e
mph
asiz
ing
deta
il
Prov
ide
oppo
rtun
ity f
or in
form
alsp
eaki
ng w
ith o
ther
s.
.C
ontin
ue to
pro
mot
e ac
tive
part
icip
atio
n in
dis
cuss
ions
.D
iscu
ss a
fav
orite
sto
ry o
rbo
ok.
.Se
lect
inte
rest
ing
topi
cs f
rom
expe
rien
ces,
hob
bies
, tra
vels
, and
clas
s pr
ojec
ts.
Dis
cuss
and
rec
ord
the
disc
ussi
on. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
1-6
,20
-21,
252
-253
.
Prov
ide
man
y oc
casi
ons
for
expr
essi
ngin
mor
e fo
rmal
situ
atio
ns.
Con
tinue
to p
rovi
de r
eal a
ndvi
cari
ous
expe
rien
ces
in g
ivin
g m
essa
ges
and
dire
ctio
ns. D
ram
atiz
e
dire
ctin
g a
stra
nger
to a
pla
cein
the
build
ing,
a p
lace
ofi
nter
est i
n th
e ci
ty, o
r re
layi
ng a
mes
sage
to a
nei
ghbo
r.C
ontin
ue to
pro
vide
chi
ldre
nw
ith e
xper
ienc
es in
volv
ing
intr
oduc
tions
. Sel
ect a
roo
m h
ost o
rho
stes
s.
Dra
mat
ize
intr
oduc
ing
pare
nts
tote
ache
rs. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
157
-160
.
Con
tinue
to u
se m
any
clas
sroo
msi
tuat
ions
for
dev
elop
ing
the
abili
ty to
giv
e ex
plan
atio
ns a
ndm
ake
anno
unce
men
ts.
Prov
ide
oppo
rtun
ities
for
per
form
ing
anin
terv
iew
(re
al o
r vi
cari
ous)
.
Con
tinue
to p
rovi
de m
any
expe
rien
ces
in g
ivin
g re
port
s.O
rgan
ize
note
s.Sc
hedu
le a
spe
cifi
c tim
e to
disc
uss
impo
rtan
t new
s ite
m.
Hav
e a
moc
k "M
eet t
hePr
ess"
or
sim
ilar
prog
ram
s.In
trod
uce
pane
l dis
cuss
ion.
Org
aniz
eco
mm
ittee
rep
orts
.
page
138
.Pl
an a
deb
ate
or c
onve
rsat
ions
of p
ersu
asio
n: J
ames
Ogl
etho
rpe
vs:
Kin
g G
eorg
e (f
reei
ng p
riso
ners
to
settl
e a
colo
ny);
sec
essi
on v
s.th
e U
nion
; a p
ione
er p
ersu
adin
g a
Bos
ton
cous
in to
mov
e W
est.
Intr
oduc
e pa
rlia
men
tary
pro
cedu
re.
Org
aniz
e ro
om c
lub
and
outli
neth
e du
ties
of th
e of
fice
rs.
Ref
er
to E
nglis
h Is
Our
Lar
igua
ge,
Boo
k 5,
pag
es 2
05-2
18.
See
Gui
de to
Tea
chin
gSo
cial
Stu
dies
,
Prov
ide
oppo
rtun
ity f
or c
reat
ive
expr
essi
on.
Cap
ture
exp
erie
nces
sui
tabl
e to
dram
atic
exp
ress
ion
and
enco
urag
e a
vari
ety
of f
orm
s of
inte
rpre
tatio
n.
The
fol
low
ing
idea
s ar
e su
gges
ted:
Pant
omim
e fe
elin
gs o
r im
pres
sion
s.T
alk
like
the
char
acte
rs p
ortr
ayed
.
Cre
ate
play
s ab
out h
isto
rica
lch
arac
ters
and
eve
nts.
Dra
mat
ize
stor
ies.
Enc
oura
ge c
reat
ive
expr
essi
onth
roug
h m
usic
.
79
GR
AD
E F
IVE
SP
EA
KIN
G
Exp
ecta
ncie
s
OR
GA
NIZ
AT
ION
: DE
VE
LOP
CO
LLE
CT
ING
,S
ELE
CT
ING
, AR
RA
NG
ING
AN
D A
DA
PT
ING
TO
FO
RM
WH
EN
SP
EA
KIN
G
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Gro
ws
in th
e ab
ility
to c
olle
ctan
d se
lect
idea
s, a
nd c
ontin
ues
to s
ense
rel
atio
nshi
ps w
hen
spea
king
, arr
angi
ng in
sequ
entia
l ord
er
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
nB
ody
Con
clus
ion
A D
iscu
ssio
nA
Mes
sage
An
Exp
lana
tion
Ada
pts
to f
orm
for
incr
easi
ngpu
rpos
es
The
Int
rodu
ctio
n -
Gre
etin
gT
he I
nter
view
Parl
iam
enta
ry P
roce
dure
80
Con
tinue
to d
evel
op o
rder
-seq
uenc
e w
hen
plan
ning
or
spea
king
.E
ncou
rage
the
use
of m
ore
com
plex
sen
tenc
e ar
rang
emen
tw
hen
spea
king
, int
rodu
cing
tran
sitio
n w
ords
and
phra
ses
whe
n sp
eaki
ng. S
ee G
rade
s Fo
ur a
nd F
ive
-L
iste
ning
-Voc
abul
ary
for
tran
sitio
n w
ords
.
Use
phr
ases
as
"let
me
expl
ain,
" "
this
is h
ow,"
"in
sum
mar
y."
Dev
elop
the
abili
ty to
sel
ect a
mai
n de
tail
pert
aini
ng to
the
mai
n id
ea, u
sing
a p
lann
ed o
utlin
e in
spea
king
. Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es10
2-10
9, 2
24-2
26.
Con
tinue
to p
rovi
de e
xper
ienc
es in
pla
nnin
g m
essa
ges
and
expl
anat
ions
.
Dev
elop
con
fide
nce
in u
sing
for
m w
hen
spea
king
.C
ontin
ue to
pro
vide
rea
l and
vic
ario
us e
xper
ienc
es in
gre
etin
gan
d m
akin
g in
trod
uctio
ns.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 1
57-1
60.
Hel
p ch
ildre
n pl
an a
n in
terv
iew
.E
stab
lish
purp
ose
and
arra
nge
time
for
inte
rvie
w. P
lan
ques
tions
dire
cted
to in
form
atio
n de
sire
d.In
stru
ct in
the
form
of
sim
ple
parl
iam
enta
ry p
roce
dure
(cl
ass
mee
ting)
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 2
05-2
18.
SPE
AK
ING
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
BU
ILD
WO
RD
PO
WE
R W
HE
N S
PE
AK
ING
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Con
tinue
s to
gai
n in
eff
ectiv
enes
sw
hen
spea
king
to in
form
, thr
ough
an e
nlar
g A
and
enr
iche
dvo
cabu
l ,ry
FAac
t Wor
dsA
bstr
act W
ords
Subj
ect W
ords
Act
ion
Wor
dsK
ey-T
rans
ition
Wor
dsC
urre
nt W
ords
Con
tinue
to g
ain
in e
ffec
tiven
ess
whe
n co
nvey
ing
and
crea
ting
feel
ings
, em
otio
ns
Pict
ure-
Sens
ory
Wor
dsA
llite
ratio
n
Dev
elop
a w
ide
and
info
rmat
ive
voca
bula
ry f
or e
ffec
tive
spea
king
.Im
prov
e ex
pres
sion
thro
ugh
choo
sing
wor
ds f
or e
xact
mea
ning
s. S
ubst
itute
acc
urat
e w
ords
for
thin
g,st
uff,
sw
ell,
etc.
Rea
d or
ally
the
poem
"T
he B
lind
Men
and
the
Ele
phan
t" b
y M
tn G
. Sax
e. H
ow d
idea
ch m
an d
escr
ibe
the
elep
hant
? W
hat i
dea
does
the
poet
giv
e ab
out w
ords
in th
is p
cem
?D
evel
op th
e un
ders
tand
ing
and
use
of a
bstr
act w
ords
. Dis
cuss
the
mea
ning
s of
hap
pine
ss, s
ucce
ss,
free
dom
. Sel
ect f
ive
or m
ore
pict
ures
Whi
ch c
ould
dep
ict a
bstr
act w
ords
. Fro
m a
wor
d lis
t, ch
ildre
nse
lect
a w
ord
whi
ch f
its a
giv
en p
ictu
re. C
ompa
re c
hoic
es.
Con
tinue
to e
xten
d vo
cabu
lary
thro
ugh
expl
orin
g m
eani
ng a
nd p
ronu
ncia
tions
of
wor
ds in
here
nt in
subj
ect a
reas
. Use
dic
tiona
ry s
kills
to d
eter
min
e co
rrec
t pro
nunc
iatio
n an
d m
eani
ng. P
lan
a ta
lkin
volv
ing
spec
ific
wor
ds le
arne
d.C
ontin
ue to
enc
oura
ge th
e us
e of
a v
arie
d vo
cabu
lary
whe
n ex
pres
sing
act
ion.
Pra
ctic
e us
ing
mor
evi
vid
wor
ds: f
or th
e w
ord
wen
tra
ced,
das
hed,
leap
ed, p
lung
ed. F
ind
actio
n w
ords
in r
eadi
ng"W
ashi
ngto
n" b
y N
ancy
Byr
d T
urne
r. (
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
e 14
6.)
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 1
79-1
82. F
ind
wor
ds (
in p
oem
s an
d st
orie
s) w
hich
imita
teso
unds
..
Con
tinue
to d
evel
op e
ffec
tiven
ess
in s
peak
ing
thro
ugh
use
of k
ey w
ords
whi
ch d
enot
e or
der,
like
ness
,or
con
tras
t in
spea
king
. (Se
e L
iste
ning
- V
ocab
ular
y, G
rade
5.)
Con
tinue
to n
ote
unfa
mili
ar c
urre
nt w
ords
in n
ews.
Det
erm
ine
the
mea
ning
of
each
and
enc
oura
geth
eir
use
in r
etel
ling
the
new
s.
Dev
elop
the
pow
er a
nd e
njoy
men
t of
wor
ds.
Con
tinue
to d
evel
op a
ric
h vo
cabu
lary
of
qual
ifyi
ng w
ords
. Dis
cove
r an
d us
e w
ords
that
des
crib
eho
w a
n an
imal
wal
ks (
stea
lthily
, sof
tly, n
oise
less
ly).
Thi
nk o
f w
ords
whi
ch h
elp
you
to s
ee, f
eel,
or h
ear:
thor
ny s
tem
med
flo
wer
, cla
mm
y ol
d ho
use,
hai
rpin
cur
ve, -
ston
e-co
ld r
oom
, silv
er-
tone
d be
ll, v
elve
ty f
low
ers,
cla
ngin
g be
ll. D
evel
op p
ictu
resq
ue v
ocab
ular
y th
roug
h au
dio-
visu
alai
ds. M
ake
a lis
t of
wor
ds w
hich
giv
e in
tere
stin
g pi
ctur
es o
r im
ages
: bla
ck a
s in
k, tw
iste
d an
dta
ngle
d w
oods
, a p
ierc
ing
cry,
jagg
ed li
ghtn
ing.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 1
10,
148,
274
.C
reat
e en
joym
ent o
f al
liter
atio
n in
line
s of
poe
try,
slo
gans
, etc
.L
ist w
ords
whi
ch y
ou h
ave
hear
dw
ithin
whi
ch p
arts
rhy
me
or a
re th
e sa
me:
mum
bo ju
mbo
, slip
pety
slo
ppet
y, H
umpt
y D
umpt
y.Fi
nd o
ther
exa
mpl
es w
hich
are
enj
oyab
le "
just
to r
oll o
ff th
e to
ngue
, " a
nd p
rese
nt o
rally
to th
e cl
ass.
81
GR
AD
E F
IVE
SP
EA
KIN
GC
ON
VE
NT
ION
S: D
EV
ELO
P S
KIL
LS F
OR
EF
FE
CT
IVE
SP
EA
KIN
G, I
NV
OLV
ING
AT
TIT
UD
ES
AN
D C
OU
RT
ES
IES
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Con
tinue
s to
gro
w in
und
er-
stan
ding
the
role
of
the
spea
ker
and
beco
mes
mor
e sk
illed
insp
eaki
ng:
Whe
n ta
lkin
g w
ith o
ther
s- -
Inte
rest
Tho
ught
Cou
rtes
y
Whe
n ta
lkin
g to
oth
ers-
-In
tere
stT
houg
htPo
ise-
Con
fide
nce
Ges
ture
Voi
ce-M
anne
rC
lari
tyFl
uenc
yIn
tona
tion-
Exp
ress
ion
Tem
po
Det
ects
und
esir
able
spe
ech
patte
rns
and
beco
mes
mor
esk
illed
in c
orre
ctin
g er
rors
Dev
elop
ski
lls a
nd a
ttitu
des
for
effe
ctiv
esp
eaki
ng.
Dev
elop
the
conc
ept t
hat i
t is
impo
rtan
t to
cont
ribu
te in
tere
stin
g id
eas
as w
ell a
s to
be
inte
rest
edin
the
cont
ribu
tion
of o
ther
s.D
evel
op th
e co
ncep
t of
the
impo
rtan
ce in
follo
win
g th
e tr
end
of th
ough
t in
a di
scus
sion
, as
wel
l as
cont
ribu
ting
wor
th-w
hile
idea
s. D
ivid
e cl
ass
into
smal
l gro
ups.
App
oint
a d
iscu
ssio
n le
ader
.E
ach
grou
p se
lect
, a to
pic
for
disc
ussi
on. D
raw
up
stan
dard
s fo
r co
nver
satio
nan
d di
scus
sion
.
Prom
ote
the
attit
ude
of r
espe
ctin
g th
e id
eas
of o
ther
s: r
efra
in f
rom
any
der
ogat
ory
rem
arks
or
crea
ting
dist
ract
ions
.(A
lso,
see
Lis
teni
ng -
Con
vent
ions
, Gra
de 5
.)
Prom
ote
the
obse
rvan
ce o
f so
cial
am
eniti
es.
Prom
ote
cour
tesy
in a
skin
g fo
r pe
rson
al r
ecog
nitio
n
and
in p
hras
ing
rem
arks
whe
n di
sagr
eein
g. (
See
Lis
teni
ng -
Con
vent
ions
, Gra
de 5
, and
Spe
akin
g -
Con
vent
ions
, Gra
de 4
.)C
ontin
ue to
dev
elop
poi
se a
nd c
onfi
denc
e in
spea
king
.D
evel
op th
e co
ncep
t tha
t pro
per
gest
ures
em
phas
ize
thou
ght,
whi
le o
ver-
doin
g de
trac
ts. R
ead
a gi
ven
pass
age
usin
g di
ffer
ent e
xpre
ssio
ns a
nd g
estu
res.
Det
erm
ine
whi
ch is
mos
t eff
ectiv
e.D
evel
op u
nder
stan
ding
of
the
need
for
a d
iffe
rent
volu
me
whe
n ta
lkin
g to
oth
ers
in c
ompa
riso
n to
talk
ing
with
oth
ers.
Rec
ord
voic
e re
adin
g a
sim
ple
sele
ctio
n. L
ater
rec
ord
sam
e vo
ice
in a
telli
ng
situ
atio
n.E
valu
ate
for
smoo
thne
ss, t
one,
cla
rity
. Dem
onst
rate
tosh
ow e
ffec
t of
corr
ect p
hras
ing
and
diff
eren
t int
onat
ion
upon
mea
ning
. Pra
ctic
edi
ffer
ent w
ays
of e
xpre
ssin
g sa
me
thou
ght.
Cho
ose
radi
o or
tele
visi
on s
peak
ers
who
you
fee
l hav
epl
easa
nt v
oice
s.
Dev
elop
und
erst
andi
ng o
f th
e im
port
ance
of
good
spee
ch h
abits
.
.E
ncou
rage
goo
d us
age
form
s an
d go
od s
peec
h pa
ttern
s,an
d he
lp d
evel
op th
e co
ncep
t tha
t the
kin
d of
lang
uage
,det
erm
ines
the
effe
ctiv
enes
s of
spe
ech.
See
Eng
lish
Is O
urL
angu
age,
Boo
k 5,
Ind
ex (
Wor
d
Usa
ge).
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
D O
PP
OR
TU
NIT
IES
FO
R S
PE
AK
ING
GR
AD
E S
IX
SPE
AK
ING
Exp
ecta
ncie
sS
ugge
stio
nsfo
r D
evel
opin
g E
xpec
tanc
ies
Exp
ands
in th
e ab
ility
to e
xcha
nge
idea
s sp
onta
neou
sly
in c
onve
rsa-
tion;
con
trib
utes
to th
e in
terc
hang
eof
com
men
ts in
a d
iscu
ssio
n, a
ndis
bet
ter
able
to s
uppo
rt id
eas
Mat
ures
in e
xpre
ssin
g in
form
ativ
eco
nten
t by
dem
onst
ratin
g gr
eate
rin
depe
nden
ce in
pla
nnin
g (l
engt
h,de
pth,
and
com
plex
ity o
f co
nten
t)
Dir
ectio
ns, I
ntro
duct
ions
,M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
Rou
nd-t
able
, Pan
el D
iscu
ssio
nT
he D
ebat
ePa
rlia
men
tary
Exp
erie
nce
A !Ii
Enj
oys
mor
e so
phis
ticat
ed f
orm
sof
cre
ativ
e ex
pres
sion
, giv
ing
grea
ter
emph
asis
on
deta
il an
dre
alis
m
Prov
ide
man
y op
port
uniti
es f
or s
peak
ing
info
rmal
ly, e
mph
asiz
ing
disc
ussi
on.
Exp
and
the
abili
ty to
mak
e re
leva
nt c
ontr
ibut
ions
to a
dis
cuss
ion.
Dis
cuss
sui
tabl
e to
pics
for
con
vers
atio
ns w
hile
at p
artie
s, d
inne
r, a
ckno
wle
dgin
g in
tere
sts
and
expe
rien
ces
of o
ther
s. C
hoos
e ho
sts
and
host
esse
s to
ser
ve a
t exh
ibit
tabl
es. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
6,pa
ges
1-7,
90-
91, 1
48, 3
04.
Prov
ide
occa
sion
s fo
r ex
pres
sing
in m
ore
form
al s
ituat
ions
.C
ontin
ue to
pro
vide
exp
erie
nce
in g
ivin
g di
rect
ions
, int
rodu
ctio
ns, a
nd m
essa
ges,
as
need
ed. S
eeSp
eaki
ng, P
urpo
se, G
rade
5, a
nd E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
250
-251
. Dis
cuss
how
to s
how
cour
tesy
whe
n ac
ting
as a
hos
t or
host
ess.
App
oint
cla
ss m
embe
rs to
gre
et a
nd in
trod
uce
gues
ts.
Con
tinue
to d
evel
op th
e ab
ility
to g
ive
expl
anat
ions
and
des
crip
tions
. Pro
vide
opp
ortu
nitie
s to
exp
lain
safe
ty r
ules
to p
rim
ary
child
ren.
Div
ide
clas
s in
to g
roup
s. E
ach
grou
p ch
oose
s a
purp
ose
for
givi
ngex
plan
atio
ns. F
or e
xam
ple,
one
gro
up m
ay b
e ca
lled
"Tra
vele
r's A
id"
to a
nsw
er q
uest
ions
and
dir
ect
new
com
ers
in th
e sc
hool
.C
ontin
ue to
dev
elop
the
abili
ty to
per
form
a r
eal i
nter
view
. Int
ervi
ew n
eigh
bors
for
opi
nion
s on
com
mon
issu
es: c
omm
unity
pla
ygro
und,
nei
ghbo
rhoo
d sa
fety
..
Furt
her
deve
lop
the
abili
ty to
pla
n an
d re
port
. Hel
p ch
ildre
n pr
esen
t rep
orts
fro
m o
utlin
es, n
otes
. Ref
erto
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 2
16-2
57. P
rese
nt c
urre
nt e
vent
s as
a r
adio
or
tele
visi
on n
ews
show
, with
eac
h ch
ild h
avin
g an
opp
ortu
nity
to b
road
cast
.Pr
ovid
e op
port
uniti
es f
or p
artic
ipat
ion
in f
orm
al d
iscu
ssio
ns. O
rgan
ize
roun
d-ta
ble
disc
ussi
on o
n a
favo
rite
boo
k, s
umm
er v
acat
ions
. Str
ess
the
frie
ndly
, inf
orm
al n
atur
e of
the
roun
d-ta
ble
disc
ussi
on.
Pres
ent a
pan
el d
iscu
ssio
n af
ter
a re
adin
g or
soc
ial s
tudi
es u
nit.
Prov
ide
a pl
an f
or d
evel
opin
g th
edi
scus
sion
:1.
Sel
ect t
opic
.2.
Sel
ect p
hase
s of
topi
c fo
r di
scus
sion
.3.
Org
aniz
e fo
r di
scus
sion
.4.
Pre
sent
talk
s, c
hair
man
pre
sidi
ng.
5. C
hair
man
sum
mar
izes
mai
n po
ints
of
talk
s.D
evel
op s
impl
e de
batin
g te
chni
ques
: org
aniz
ing
idea
s, u
sing
per
suas
ive
wor
ds, u
sing
voi
ce a
nd m
anne
rto
rei
nfor
ce a
nd c
onvi
nce.
Deb
ate:
I w
ould
rat
her
live
in th
e '6
0's
than
bef
ore
the
adve
nt o
f m
oder
nin
vent
ions
; or
boys
hav
e m
ore
fun
than
gir
ls.
Enc
oura
ge a
ctiv
e pa
rtic
ipat
ion
in m
eetin
gs, u
sing
par
liam
enta
ry p
roce
dure
. Pra
ctic
e pr
oced
ure
of a
busi
ness
mee
ting
and
read
ing
min
utes
. Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 1
40-1
49.
Prov
ide
oppo
rtun
ity f
or c
reat
ive
expr
essi
on.
Con
tinue
to s
timul
ate
crea
tive
expr
essi
on, e
ncou
ragi
ng in
depe
nden
ce in
pla
nnin
g an
d ex
ecut
ing
dram
atic
art.
Sugg
este
d id
eas:
1. U
se p
anto
mim
e as
a m
eans
of
expr
essi
ng c
lass
room
and
sch
ool a
ctiv
ities
. Enc
oura
gefr
eedo
m a
nd s
pont
anei
ty.
2. C
reat
e or
igin
al p
lays
or
chor
ic v
erse
for
pro
gram
s fo
r cu
lmin
atin
g ac
tiviti
es. M
ake
mar
ione
ttes
and
pres
ent s
tori
es.
3. D
ram
atiz
e si
tuat
ions
of
beha
vior
as
an a
id to
sol
ving
indi
vidu
al p
robl
ems,
sho
win
gca
use
and
effe
ct.
Pres
ent a
s a
play
or
a te
levi
sion
pro
gram
.
83
GR
AD
E S
IX
SP
EA
KIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIN
G, S
ELE
CT
ING
, AR
RA
NG
ING
,AN
D A
DA
PT
ING
TO
FO
RM
WH
EN
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Mat
ures
in th
e ab
ility
to c
olle
ctan
d se
lect
idea
s, u
sing
var
ied
reso
urce
s to
obs
erve
rel
atio
n-sh
ips
whe
n pl
anni
ng f
orsp
eaki
ng, a
nd to
arr
ange
inse
quen
tial o
rder
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
n
Bod
yC
oncl
usio
nA
Dis
cuss
ion
A M
essa
geA
n E
xpla
natio
n
Mat
ures
in th
e ad
apta
tion
tofo
rm f
or s
peci
fic
purp
oses
The
Int
rodu
ctio
n, G
reet
ing
The
Int
ervi
ew
Parl
iam
enta
ry E
xper
ienc
e
Dev
elop
abi
litie
s of
col
lect
ing,
sel
ectin
g, a
nd a
rran
ging
in o
rder
-seq
uenc
e.E
ncou
rage
the
use
of m
ore
com
plex
sen
tenc
e ar
rang
emen
t whe
n sp
eaki
ng, u
sing
mor
e m
atur
e tr
ansi
tiona
lw
ords
and
phr
ases
. (Se
e L
iste
ning
- O
rgan
izat
ion,
Gra
de 6
). S
how
how
ord
er a
nd r
epet
ition
of
wor
dspr
oduc
es e
ffec
tiven
es o
f id
eas
whe
n sp
eaki
ng: "
Not
onl
y ad
d ye
ars
to y
our
life,
but
life
to y
our
year
s."
Dev
elop
the
abili
ty to
sel
ect a
bro
ader
topi
c, o
rgan
izin
g m
ain
idea
s an
d su
ppor
ting
deta
ils, u
sing
apl
anne
d (p
upil)
out
line
in s
peak
ing.
Dis
cuss
dif
fere
nt a
nd u
nusu
al m
etho
ds o
ne c
an u
se to
inte
rest
oth
ers
in a
boo
k, s
uch
as d
evel
opin
g a
char
acte
r, s
umm
ariz
ing
the
begi
nnin
g an
d en
ding
onl
y, te
lling
eve
nts
lead
ing
to a
n ex
citin
g pa
rt, o
r of
feri
ng r
easo
ns w
hy o
ther
s m
ight
wis
h to
rea
d th
e bo
ok. S
ugge
st u
sing
a vi
sual
aid
to c
aptu
re a
udie
nce
atte
ntio
n. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
242
-244
,31
7-31
8.C
ontin
ue to
dev
elop
the
abili
ty o
f ca
rryi
ng a
dis
cuss
ion
forw
ard:
con
trib
utin
g in
form
atio
n, g
ivin
g po
ints
of v
iew
, usi
ng in
quir
y, a
dher
ing
to th
e re
leva
nt, a
nd d
raw
ing
conc
lsui
ons.
Pre
pare
a p
anel
dis
cuss
ion:
Sele
ct to
pic,
dec
ide
purp
ose,
pla
n pr
esen
tatio
n, d
istr
ibut
e re
spon
sibi
litie
s. S
ee E
nglis
h sO
ur L
angu
age,
Boo
k 6,
pag
es 3
-7.
Con
tinue
, if
need
ed, p
rovi
ding
pra
ctic
e in
giv
ing
mes
sage
s. D
ram
atiz
e co
rrec
t way
to g
ive
and
rece
ive
tele
phon
e m
essa
ges.
Del
iver
mes
sage
s at
sch
ool.
Con
tinue
to g
uide
pup
ils in
giv
ing
clea
r an
d vi
vid
expl
anat
ions
. Exp
lain
, to
low
er g
rade
chi
ldre
n,di
spla
ys in
the
scho
ol, c
urre
nt p
roje
cts
in c
lass
, or
safe
ty p
ract
ices
.
Dev
elop
con
fide
nce
and
ease
in a
dapt
ing
to f
orm
whe
n sp
eaki
ng.
Cap
ture
man
y re
al e
xper
ienc
es in
gre
etin
g an
d m
akin
g in
trod
uctio
ns. S
ee E
nglis
h Is
Our
Lan
guag
e,B
ook
6,pa
ges
250-
251.
Prov
ide
real
opp
ortu
nitie
s fo
r an
inte
rvie
w. E
ncou
rage
inde
pend
ent p
lann
ing
for
dete
rmin
ing:
purp
ose,
tim
e, a
nd q
uest
ions
. See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 1
25-1
27 .
.Pr
ovid
e.ex
peri
ence
(fo
r al
l pup
ils)
in f
ollo
win
g pa
rlia
men
tary
pro
cedu
re. O
rgan
ize
clas
sroo
m c
lub
with
ele
cted
off
icer
s an
d ho
ld r
egul
ar m
eetin
gs. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
6,pa
ges
140-
149.
1
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
DE
VE
LOP
WO
RD
PO
WE
R W
HE
NSP
EA
KIN
G
GR
AD
E S
IX
SPE
AK
ING
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Mat
ures
in e
ffec
tiven
ess
whe
nsp
eaki
ng to
info
rm, f
urth
eren
larg
ing
and
enri
chin
gvo
cabu
lary
Prec
ise-
Exa
ct W
ords
Abs
trac
t-E
lusi
ve W
ords
Tec
hnic
al-S
ubje
ct W
ords
Act
ion
Wor
dsK
ey-T
rans
ition
Wor
dsC
urre
nt W
ords
Con
tinue
s to
use
exp
andi
ngvo
cabu
lary
eff
ectiv
ely
whe
nco
nvey
ing
and
crea
ting
feel
ings
,em
otio
ns
Dev
elop
the
unde
rsta
ndin
g an
d po
wer
of
info
rmat
ive
wor
ds.
Con
tinue
to e
mph
asiz
e th
e im
port
ance
. of
choo
sing
wor
ds f
or e
xact
mea
ning
s. U
nder
stan
d co
aect
use
of
wor
ds a
s af
fect
-eff
ect,
acce
pt-e
xcep
t, de
duct
-ded
uce,
imm
igra
te-e
mig
rate
..
Furt
her
deve
lop
the
unde
rsta
ndin
g th
at a
bstr
act e
lusi
ve w
ords
can
cre
ate
diff
ereh
t mea
ning
s w
hen
spea
king
.C
olle
ct n
ews
artic
les
and
adve
rtis
emen
ts th
at c
onta
in a
bstr
act w
ords
. Dis
cuss
the
mea
ning
s of
thes
e w
ords
and
the
effe
ctiv
enes
s of
thei
r us
e..
Ext
end
voca
bula
ry w
hen
spea
king
thro
ugh
unde
rsta
ndin
g m
eani
ng a
nd c
orre
ct p
ronu
ncia
tion
of te
chni
cal-
subj
ect w
ords
. Enc
oura
ge in
depe
nden
t use
of
dict
iona
ry. M
ake
a cr
ossw
ord
puzz
le. T
his
pert
ains
to o
urfl
ag a
nd g
over
nmen
t:
Our
nat
ion
US
1
para
te, s
elf-
suff
icie
ntI
E
Not
div
isib
leI
IH
omag
e, f
aith
fuln
ess,
faith
fuln
ess,
loya
ltyA
G
Con
trol
, rul
eG
V.
.
Gov
ernm
ent,
rule
s b
the
.eo
'leR
P-
Fair
ness
, equ
al o
..ort
unt
JC
Free
dom
LB
Show
ing
resp
ect t
hrou
gh a
ctio
nS
TA
sol
emn
prom
ise
PD
Con
tinue
to e
mph
asiz
e th
e ne
ed f
or a
ric
h, v
ivid
voc
abul
ary
whe
n de
scri
bing
act
ion.
Thi
nk o
f w
ords
whi
ch te
ll ho
w a
per
son
mov
es (
with
out t
he w
ord
wal
k): c
raw
l, am
ble,
jum
p, le
ap. I
ncor
pora
te th
ese
wor
ds w
hich
imita
te a
sou
nd. S
ay th
ese
wor
ds a
nd d
ecid
e w
hich
are
sou
nd w
ords
: buz
z, s
quea
k, c
all,
hiss
, cha
rge.
Con
tinue
to d
evel
op e
ffec
tiven
ess
thro
ugh
mor
e m
atur
e ke
y w
ords
whe
n sp
eaki
ng. (
See
Lis
teni
ng -
Voc
abul
ary,
Gra
de 6
)..
Dev
elop
gre
ater
inde
pend
ence
in e
xplo
ring
the
mea
ning
s of
cur
rent
wor
ds. M
ake
a lis
t of
curr
ent w
ords
hear
d on
a n
ews
broa
dcas
t, or
rea
d in
My
Wee
kly
Rea
ler
.D
iscu
ss m
eani
ngs.
Enc
oura
ge th
eir
use
whe
n sp
eaki
ng.
Dev
elop
the
unde
rsta
ndin
g an
d po
wer
of
sens
ory-
emot
ive
wor
ds.
Ext
end
and
expa
nd p
ictu
resq
ue la
ngua
ge w
hen
spea
king
.D
iscu
ss, a
nd a
sk c
hild
ren
to c
hoos
e w
hich
wor
dex
pres
ses
mor
e ac
cura
tely
.W
hich
wor
ks h
arde
r, a
man
who
str
ives
to s
ucce
ed o
r on
e w
ho tr
ies?
Whi
ch is
fat
ter,
a f
at m
an o
r an
obe
se m
an?
85
GR
AD
E S
IX
SP
EA
KIN
GV
OC
AB
ULA
RY
: EX
TE
ND
WO
RD
UN
DE
RS
TA
ND
ING
AN
DD
EV
ELO
P W
OR
D P
OW
ER
WH
EN
SP
EA
KIN
G(c
ontin
ued)
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Pict
ure
Wor
dsC
olor
ed-E
mot
ive
Wor
dsA
llite
ratio
nFi
gura
tive
Wor
ds
86
Intr
oduc
e th
e us
e of
em
otiv
e w
ords
whe
nsp
eaki
ng. P
upils
pre
sent
vie
ws
rega
rdin
g an
issu
e.O
r, m
ake
a sp
eech
con
vinc
ing
clas
s to
read
a f
avor
ite b
ook
or to
buy
a p
rodu
ct.
Show
the
pow
er o
f w
ords
:
trou
bled
hai
r no
w v
ibra
nt a
nd b
eaut
iful
. Wor
ds c
anal
so c
reat
e a
nega
tive
feel
ing,
suc
h as
sne
akin
g,
skul
king
..
Prov
ide
for
the
enjo
ymen
t of
allit
erat
ion
insp
eaki
ng. R
ead
"The
Wre
ck o
f th
e H
espe
rus"
by
Lon
gfel
low
.
Dis
cove
r th
e si
mile
s an
d no
te th
e ef
fect
iven
ess
crea
ted
thro
ugh
thei
r us
e. B
uild
alli
tera
tive
sent
ence
s:Fr
eddy
Ful
ler
flop
s an
d fl
ound
ers.
Col
lect
sam
ples
of
allit
erat
ion
in a
dver
tisin
g.Sh
ow e
ffec
tiven
ess
of f
igur
ativ
e ex
pres
sion
s w
hen
spea
king
. Sel
ect s
ome
com
mon
exp
ress
ions
whi
ch a
ddcl
arity
and
inte
rest
: qui
ck a
s ,a
fla
sh, w
hite
as
snow
,to
wer
ing
skys
crap
ers.
It1
t-
CO
NV
EN
TIO
NS
: DE
VE
LOP
SK
ILLS
FO
R E
FF
EC
TIV
E S
PE
AK
ING
,IN
VO
LVIN
GA
TT
ITU
DE
S
AN
D C
OM
MO
N C
OU
RT
ES
IES
GR
AD
E S
IX
SP
EA
KIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Mat
ures
in u
nder
stan
ding
the
role
of th
e sp
eake
r an
d m
atur
es in
adap
ting
spea
king
ski
lls:
Whe
n ta
lkin
g w
ith o
ther
s- -
Inte
rest
Tho
ught
Cou
rtes
yR
ight
s of
oth
ers
Opi
nion
s of
oth
ers
Whe
n ta
lkin
g to
oth
ers-
-In
tere
stT
houg
htPo
ise-
Con
fide
nce
Ges
ture
Voi
ce-M
anne
rC
lari
tyFl
uenc
yIn
tona
tion-
Exp
ress
ion
Tem
po
Mat
ures
in th
e ab
ility
toel
imin
ate
inco
rrec
t use
of
wor
ds a
nd u
ndes
irab
le s
peec
hpa
ttern
s
Usa
geSp
eech
Pat
tern
s
Dev
elop
ski
lls a
nd a
ttitu
des
for
effe
ctiv
esp
eaki
ng.
.C
ontin
ue to
dev
elop
the
unde
rsta
ndin
gth
at it
is im
port
ant t
o co
ntri
bute
idea
s to
the
tren
d of
thou
ght a
nd
to b
e in
tere
sted
in th
eco
ntri
butio
ns o
f ot
hers
. Lis
ten
to c
onve
rsat
ions
.D
ecid
e w
hich
was
the
mos
t
inte
rest
ing.
Sum
mar
ize
fact
ors
whi
chad
ded
to in
tere
st.
.C
ontin
ue to
pro
mot
e th
e at
titud
eof
res
pect
ing
the
idea
s an
d fe
elin
gsof
oth
ers
and
to d
isag
ree
polit
ely.
(See
.Spe
akin
g -
Con
vent
ions
, Gra
des
4 an
d5,
and
Lis
teni
ng -
Con
vent
ions
,G
rade
6).
.Pr
omot
e un
ders
tand
ing
the
resp
onsi
bilit
yof
the
spea
ker
in tr
ansm
ittin
g m
essa
ges
accu
rate
ly. D
evel
op
stan
dard
s fo
r te
leph
one
use:
1. A
nsw
er p
rom
ptly
and
iden
tify
your
self
.2.
Spe
ak d
istin
ctly
, be
frie
ndly
,an
d ta
ctfu
l.3.
Kee
p pa
per
and
penc
il ha
ndy,
and
reco
rd m
essa
ges
corr
ectly
and
imm
edia
tely
.
4. D
eliv
er th
e m
essa
ge p
rom
ptly
..
Dev
elop
gre
ater
poi
se a
nd c
onfi
denc
eth
roug
h va
ried
exp
erie
nces
in s
peak
ing.
.D
evel
op e
ffec
tiven
ess
of s
impl
e ge
stur
e.D
emon
stra
te q
ualit
ies
of s
ales
man
ship
thro
ugh
adve
rtis
ing
a
prod
uct,
usin
g ge
stur
es.
.Sh
ow h
ow v
aria
nces
in in
tona
tion
and
expr
essi
on a
ffec
t mea
ning
. Pre
tend
you
are
am
othe
r as
king
:
"Wha
t do
you
wan
t for
bre
akfa
st?"
Sho
wth
e ef
fect
of
diff
eren
t int
onat
ions
and
expr
essi
ons.
Als
o,
port
ray
the
part
of
a fa
ther
(dif
fere
nt w
ays)
in -
"W
hat,
waf
fles
agai
n?"
Con
tinue
to p
rovi
de e
xper
ienc
es in
deve
lopi
ng g
ood
voic
e qu
aliti
es a
ndun
ders
tand
ing
of th
e ef
fect
ive-
ness
of
each
. Rec
ord
voic
e re
adin
g a
sim
ple
sele
ctio
n.L
ater
rec
ord
sam
e vo
ice
in a
telli
ng
situ
atio
n. E
valu
ate
for
smoo
thne
ss, t
one,
clar
ity.
Dev
elop
und
erst
andi
ng o
f th
e im
port
ance
of g
ood
spee
ch h
abits
.C
ontin
ue to
cor
rect
err
ors
whe
n ne
eded
.Fu
rthe
r ex
tend
the
know
ledg
e of
fact
ors
whi
ch p
rom
ote
the
effe
ctiv
enes
s of
spe
ech,
and
ext
end
the
conc
ept o
f th
e im
port
ance
of e
ffec
tive
spee
ch to
the
indi
vidu
al a
s w
ell a
s to
oth
ers.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
Ind
ex(W
ord
Usa
ge).
.M
ake
a lis
t of
info
rmal
or
collo
quia
lex
pres
sion
s. E
xam
ple:
"H
ow-c
ome?
"A
ttem
pt to
det
erm
ine
regi
onal
loca
tion
and
orig
in.
Dis
cuss
pro
babl
e ne
ed f
or e
limin
atin
gsu
ch e
xpre
ssio
ns.
87
L
GR
AD
E L
EV
EL
EX
PEC
TA
NC
IES
AN
D L
EA
RN
ING
EX
PER
IEN
CE
S
WR
ITIN
G
89
PU
RP
OS
E: C
RE
AT
E A
WA
RE
NE
SS
OF
DIF
FE
RE
NT
RE
AS
ON
SF
OR
WR
ITIN
G
KIN
DE
RG
AR
TE
N
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to o
bser
ve d
iffe
rent
purp
oses
for
wri
ting
and
con-
trib
utes
to g
roup
com
posi
tions
Enc
oura
ge d
isco
very
of
diff
eren
t kin
ds o
f w
ritin
g:Pr
ovid
e oc
casi
ons
for
obse
rvin
g w
ritin
g of
:T
he S
tory
The
Let
ter
- th
ank
you,
invi
tatio
nN
ews
- da
ily e
xper
ienc
es"T
oday
is M
onda
y.It
is w
arm
and
win
dy.
We
are
goin
g to
a m
ovie
.Jo
hn is
abs
ent t
oday
."L
abel
s -
obje
cts,
dis
play
sPo
etry
- g
roup
com
posi
tions
The
sto
ry -
chi
ldre
n dr
aw p
ictu
res
and
dict
ate
to te
ache
rth
e st
ory
each
pic
ture
tells
. Rec
ord
stor
y.Pr
ovid
e an
imal
s an
d ob
ject
s fo
r fl
anne
l boa
rd. E
ncou
rage
indi
vidu
al a
s w
ell a
s gr
oup
com
posi
tions
.
OR
GA
NIZ
AT
ION
: DE
VE
LOP
OR
DE
R T
HR
OU
GH
BU
ILD
ING
RE
AD
INE
SS
FO
R W
RIT
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to d
isco
ver
orde
r an
dpr
ogre
ssio
n in
rea
ding
and
wri
t-hi
g
Beg
ins
to s
ense
seq
uent
ial
orde
r
Beg
ins
to s
ense
rel
atio
nshi
ps
Intr
oduc
e co
ncep
t of
the
sent
ence
(an
d w
ords
) th
roug
hob
serv
atio
n.Sh
ow th
at le
tters
mak
e w
ords
. Chi
ld p
rint
s ow
n na
me.
Indi
cate
left
-rig
ht p
rogr
essi
on in
wri
ting
and
read
ing
(cha
rts)
.
Intr
oduc
e se
quen
ce th
roug
h si
mpl
e ac
tiviti
es.
.Pl
ay g
ame:
Rol
l the
bal
l to
Sue;
then
Bob
;th
en to
Mar
y.
Dev
elop
ass
ocia
tion
of id
eas
(thi
ngs)
..
Col
lect
pic
ture
s an
d ob
ject
s. O
rgan
ize
unde
r si
ngle
wor
d to
pic:
hou
se, f
arm
, toy
s, c
loth
es. D
ress
a bo
y (o
r gi
rl)
in c
loth
essu
itabl
e fo
r di
ffer
ent s
easo
ns a
nd w
eath
er.
KIN
DE
RG
AR
TE
NW
RIT
ING
VO
CA
BU
LAR
Y: D
EV
ELO
P U
ND
ER
ST
AN
DIN
G O
F M
AN
Y W
OR
DS
IN R
EA
DIN
ES
S F
OR
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to d
isco
ver
thro
ugh
obse
rvin
g an
d lis
teni
ng th
atw
ords
hav
ing
mea
ning
Beg
ins
to r
ecog
nize
sim
ilari
tyin
wor
d so
unds
Show
that
wor
ds a
re f
orm
ed th
roug
h co
mbi
ning
lette
rs, a
nd th
at w
ords
ref
er to
per
sons
, pla
ces,
and
thin
gs.
Lab
el o
bjec
ts in
roo
m s
uch
as p
iano
, cha
ir, d
esk,
etc
., an
d ch
ildre
n's
pict
ures
.U
se n
ame
card
s fo
r ro
ll ca
ll.C
hild
ren
resp
ond
whe
n na
me
is r
ecog
nize
d.M
ake
safe
ty s
igns
: Sto
p, G
o, S
low
, Dan
ger.
Cal
l atte
ntio
n to
spec
ific
wor
ds.
Rea
d tit
les
of b
ooks
, poi
ntin
g to
wor
ds o
n co
ver.
Dev
elop
iden
tific
atio
n of
sou
nds.
.C
hoos
e ch
ildre
n by
say
ing:
"If
your
nam
e be
gins
the
sam
e as
dog
, you
may
CO
NV
EN
TIO
NS
: HE
LP B
UIL
D R
EA
DIN
ES
S F
OR
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to d
isco
ver
diff
eren
tki
nds
of s
ente
nces
(re
adin
ess
for
punc
tuat
ion)
92
Show
a f
ew w
ritin
g sk
ills
(inc
iden
tally
)..
Indi
cate
thro
ugh
voic
e in
flec
tion
- th
e st
atem
ent,
ques
tion,
and
exc
lam
atio
n.
sc 4
PU
RP
OS
E: I
NT
RO
DU
CE
WR
ITIN
G F
OR
VA
RIO
US
RE
AS
ON
S
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Obs
erve
s te
ache
r re
cord
ing
and
cont
ribu
tes
to g
roup
com
posi
tions
;be
gins
to s
how
inte
rest
in d
oing
own
wri
ting
Prov
ide
occa
sion
s fo
r ob
serv
ing
wri
ting
and
deve
lop
inte
rest
in e
xpre
ssio
n(d
icta
tion
- co
pyin
g, in
depe
nden
t
wri
ting)
.In
trod
uce:
The
Par
agra
ph -
Tel
l abo
ut e
very
day
expe
rien
ces.
Wri
te a
bout
a f
ield
trip
.
(Pla
ce in
a c
utou
t fol
der
the
shap
eof
a b
us o
r an
y ot
her
mod
e of
tran
spor
tatio
n.)
The
Sto
ryT
he L
ette
r -
than
k yo
u, in
vita
tion,
gree
ting
card
Lab
els
- ob
ject
s, d
ispl
ays,
art
wor
k(c
hild
ren
prin
t ow
n na
mes
.)
Poet
rySe
e B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
licSc
hool
s, 1
958.
OR
GA
NIZ
AT
ION
: DE
VE
LOP
CO
NC
EP
T O
F O
RD
ER
SE
QU
EN
CE
AN
D C
RE
AT
E A
WA
RE
NE
SS
OF
FO
RM
IN W
RIT
ING
Exp
ecta
ncie
s
Bec
omes
aw
are
of s
ente
nce
sens
e an
d be
gins
to u
se c
ompl
ete
sent
ence
s in
wri
tten
expr
essi
on
Bec
omes
aw
are
of s
eque
ntia
lor
der
Con
tinue
s to
gro
w in
ass
ocia
-tio
n of
idea
s
Beg
ins
to id
entif
y di
ffer
ent
kind
s of
wri
ting
and
beco
mes
awar
e of
for
m u
sed
for
lette
rs
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Intr
oduc
e th
e co
ncep
t of
the
sent
ence
and
the
para
grap
h th
roug
h re
adin
g an
dob
serv
ing
wri
ting.
.C
hild
ren
com
pose
and
wri
te s
ente
nces
,te
lling
abo
ut o
ne th
ing.
Dev
elop
com
posi
tion
(par
agra
ph).
Chi
ldre
n co
ntri
bute
to e
xper
ienc
e ch
arts
.
Dev
elop
con
cept
of
sequ
ence
.C
hild
ren
arra
nge
pict
ures
in o
rder
telli
ng a
sto
ry.
Hel
p un
ders
tand
like
ness
es.
.C
lass
ify
wor
ds u
nder
title
s su
ch a
s T
hing
sin
a S
tore
, Thi
ngs
in a
Hom
e,T
hing
s th
at R
un.
Intr
oduc
e fo
rm w
hen
wri
ting.
.R
ead,
dis
play
wri
tten
form
s in
roo
m.
Cap
ture
opp
ortu
nitie
s fo
r w
ritin
g no
tes,
lette
rs (
dict
atio
n -
copy
ing,
inde
pend
ent w
ritin
g).
93
GR
AD
E O
NE
WR
ITIN
G
Exp
ecta
ncie
s
VO
CA
BU
LAR
Y: D
EV
ELO
P U
tiDE
RS
TA
ND
ING
OF
WO
RD
S A
ND
EN
CO
UR
AG
E T
HE
IR N
AT
UR
AL
US
E W
HE
N W
RIT
ING
Sug
gesE
ons
for
Dev
elop
ing
Exp
ecta
ncie
s
Iden
tifie
s w
ords
and
ass
ocia
tes
them
with
spe
cifi
c m
eani
ng;
deve
lops
and
incr
ease
s vo
cabu
lary
thro
ugh
purp
osef
ul o
bser
vatio
nsan
d di
scus
sion
Rec
ogni
zes
sim
ilari
ty in
wor
dso
unds
Beg
ins
to u
nder
stan
d w
ords
whi
chde
note
spe
cifi
c m
eani
ng
Beg
ins
to u
nder
stan
d th
e ef
fect
of s
enso
ry w
ords
Dev
elop
und
erst
andi
ng o
f m
any
kind
s of
wor
ds,
asso
ciat
ed la
bels
, and
cap
tions
.A
wak
en in
tere
st in
man
y w
ords
. Lab
el c
lass
sup
plie
s:sc
isso
rs, p
aste
, puz
zles
, boo
ks. L
abel
dis
play
spe
rtai
ning
to s
ocia
l stu
dies
and
sci
ence
.M
ake
char
ts o
f w
ords
rel
ated
to s
ocia
l stu
dies
and
sci
ence
uni
ts.
Chi
ldre
n re
fer
to c
hart
whe
n co
mpo
sing
tt od
es.
Tal
k ab
out n
ew w
ords
.L
ist.
Use
in c
oope
rativ
e ex
peri
ence
sto
ries
.C
ut o
ut a
: cha
ract
er -
per
haps
ani
mal
, suc
h as
rabb
it.L
ist n
ew w
ords
per
tain
ing
to c
hara
cter
on
cuto
ut.
See
page
83,
Bai
ley,
Hor
rock
s, T
orre
son,
Lan
guag
e L
earn
ings
,A
mer
ican
Boo
k C
ompa
ny, 1
956.
Cap
ture
man
y op
port
uniti
es f
or h
eari
ng s
imila
r so
unds
..
Mak
e pi
ctur
e di
ctio
nary
. Dra
w p
ictu
res
of w
ords
beg
inni
ng w
ithea
ch le
tter
or u
se p
ictu
res
from
mag
azin
es a
nd o
ther
sou
rces
.
Dev
elop
pre
cise
mea
ning
s of
sim
ple
wor
ds.
.B
uild
con
cept
of
unde
r, o
ver,
bet
wee
n. E
xam
ples
:"P
ut th
is o
ver
the
tabl
e, b
etw
een
the
book
s, e
tc."
Als
o pa
ntom
ime
oppo
site
s: u
p-do
wn,
on-
abov
e.
Intr
oduc
e th
e ef
fect
of
som
e w
ords
upo
n fe
elin
gs,
.B
uild
wor
d co
ncep
ts th
roug
h pa
ntom
ime-
actio
n su
ch a
s w
alki
ngqu
ickl
y, ju
mpi
ng li
ghtly
..
CO
NV
EN
TIO
NS
: IN
TR
OD
UC
E S
IMP
LE W
RIT
ING
SK
ILLS
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
94
Beg
ins
to u
nder
stan
d th
at s
ome
sent
ence
s te
ll an
d ot
hers
ask
Show
s in
tere
st in
sha
ring
prod
uct w
ith o
ther
s.
Cre
ate
an a
war
enes
s of
kin
ds o
f se
nten
ces.
.C
all a
ttent
ion
to th
e pe
riod
, and
que
stio
n ;n
ark
at e
nd o
f se
nten
ce in
reco
rdin
g di
ctat
ion.
Dev
elop
conc
ept o
f ca
pita
l and
sm
all l
ette
rs.
Cre
ate
satis
fact
ion
in w
ork
wel
l don
e..
Enc
oura
ge s
tand
ards
of
neat
ness
.
GR
AD
E T
WO
WR
ITIN
GP
UR
PO
SE
: EN
CO
UR
AG
E W
RIT
ING
FO
R V
AR
IOU
S R
EA
SO
NS
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Con
trib
utes
togr
oup
expr
essi
on;
show
s gr
eate
r in
tere
st in
doi
ngow
n w
ritin
g, a
nd s
ense
s m
ore
need
s fo
r w
ritin
g
The
Par
agra
phT
he S
tory
The
Let
ter
Lab
els
Rec
ords
Poet
ryR
iddl
es
Con
tinue
cre
atin
g gr
oup
com
posi
tions
and
intr
oduc
e m
ore
kind
s of
wri
ting.
Enc
oura
ge in
depe
nden
t sto
ry w
ritin
g, d
evel
opin
g im
port
ance
of
idea
s. U
sem
any
ever
yday
exp
erie
nces
and
pict
ure
as in
spir
atio
n.tit
rite
a p
arag
raph
abo
ut c
omm
unity
hel
pers
or
scie
nce
disc
over
ies.
See
Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n, M
adis
on P
ublic
Sch
ools
,pa
ges
30 a
nd 1
8-26
.D
evel
op le
tter
wri
ting
(not
es, i
nvita
tion,
than
k yo
u, f
rien
dly
lette
r) w
hen
natu
ral s
ituat
ions
ari
se.
Wri
te a
not
ice
of in
form
atic
n to
pare
nts
(dic
tatio
n -
copy
ing,
inde
pend
ent w
ritin
g). C
hild
ren
may
illus
trat
e co
mpo
sitio
ns.
Lab
el p
erso
nal e
xhib
its. M
ake
labe
ls f
or C
hris
tmas
pres
ents
, bul
letin
boa
rd d
ispl
ays.
Use
oth
er r
eal
expe
rien
ces.
Use
cla
ssro
om e
xper
ienc
es to
glo
w h
ow to
mak
e re
cord
s.C
hild
ren
may
kee
p re
cord
s of
tem
pera
ture
s,ba
seba
ll sc
ores
, or
spel
ling
scor
es.
Prov
ide
man
y op
port
uniti
es f
or c
reat
ive
wri
ting,
poem
s. P
rovi
de a
fou
r-lin
e ve
rse
elim
inat
ing
the
last
line.
Enc
oura
ge c
hild
ren
to c
reat
e la
st li
nein
depe
nden
tly. C
reat
e ri
ddle
s ab
out c
omm
unity
hel
pers
.Se
e E
nglis
h Is
Our
Lan
guag
e, B
ook
2,pa
ge 3
6, W
ritin
g a
Rid
dle.
Ref
er to
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
licSc
hool
s, 1
951.
95
GR
AD
E T
WO
WR
ITIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
ON
CE
PT
OF
OR
DE
R S
EQ
UE
NC
E A
ND
DE
VE
LOP
SIM
PLE
FO
RM
S
WH
EN
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Gro
ws
in s
ense
of
orde
r-se
quen
ce
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
Gro
ws
in id
entif
ying
and
clas
sify
ing
wha
t is
seen
,he
ard
Beg
ins
to a
dapt
wri
ting
tosp
ecif
ic f
orm
:
The
Par
agra
phT
he L
ette
r
96
Intr
oduc
e ar
rang
emen
t of
sequ
ence
-ord
er in
wri
ting.
Con
tinue
to d
evel
op th
e co
ncep
t of
the
sent
ence
, und
erst
andi
ng th
at a
sen
tenc
e ex
pres
ses
aco
mpl
ete
thou
ght.
Dif
fere
ntia
te b
etw
een
telli
ng a
nd a
skin
g se
nten
ces.
Enc
oura
ge th
eir
use
whe
n w
ritin
g.B
egin
dev
elop
ing
the
conc
ept o
f th
e pa
ragr
aph.
Ear
ly w
ritin
g m
ay b
e on
e se
nten
ce r
espo
nses
dire
cted
thro
ugh
ques
tions
:T
he p
olic
eman
hel
ps u
s.H
e he
lps
us c
ross
the
stre
et.
He
help
s bo
ys a
nd g
irls
who
get
lost
.L
ater
, int
rodu
ce u
nder
stan
ding
of
the
intr
oduc
tion,
a m
iddl
e, a
nd a
con
clus
ion
in a
para
grap
h. S
eeE
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
Mad
ison
Pub
lic S
choo
ls, 1
959,
pag
es26
-27.
Enc
oura
ge s
eque
ntia
l ord
er in
a s
tory
. Arr
ange
pic
ture
s, d
evel
opin
g co
ncep
ts o
f fi
rst,
next
,en
ding
.
Con
tinue
to d
evel
op a
bilit
y to
gro
up th
ings
of
a ki
nd.
Cla
ssif
y so
unds
(re
adin
ess
for
outli
ning
):So
unds
in th
e St
reet
honk
ing
of c
ars
crac
klin
g of
leav
essc
reec
hing
of
brak
es
Soun
ds o
f th
e W
eath
erho
wlin
g of
Win
dcr
ashi
ng o
f th
unde
rpa
tteri
ng o
f ra
in
Enc
oura
ge a
dapt
ing
to f
orm
whe
n w
ritin
g..
Intr
oduc
e ad
aptin
g to
sim
ple
wri
ting
form
s. C
hild
ren
obse
rve:
Para
grap
h fo
rm, i
nden
ting
firs
t wor
d, r
ecog
nizi
ng a
par
agra
ph in
pri
nt o
r w
ritin
g.L
ette
r fo
rm, i
nden
ting
firs
t wor
d in
bod
y of
lette
r, g
reet
ing,
clo
sing
, and
sig
natu
re.
Ile
7
a. k
VO
CA
BU
LAR
Y: E
XP
AN
D U
ND
ER
ST
AN
DIN
G O
F W
OR
DS
AN
D E
NC
OU
RA
GE
TH
EIR
US
E
WH
EN
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to u
se n
ew a
nd in
tere
stin
gw
ords
in w
ritin
g
Exa
ct W
ords
Act
ion
Wor
dsPi
ctur
e W
ords
Rhy
min
g W
ords
Exp
ands
voc
abul
ary
thro
ugh
the
disc
over
y of
wor
d fo
rm
Plur
als
Con
trac
tions
Com
poun
d W
ords
Hom
onym
sE
ndin
gsT
ense
Show
the
effe
ctiv
enes
s of
dif
fere
nt k
inds
of
wor
ds.
.E
ncou
rage
use
of
mor
e ex
act w
ords
thro
ugh
sele
ctin
g th
e be
tter
wor
d, f
or e
xam
ple,
"T
he m
an w
as v
ery
(mad
, ang
ry).
"D
evel
op th
e us
e of
act
ion
wor
ds. C
hild
ren
supp
ly m
issi
ng w
ord.
Exa
mpl
e: T
he b
oydo
wn
the
stre
et. (
ran,
hop
ped,
gal
lope
d)E
ncou
rage
usi
ng w
ords
eff
ectiv
e th
roug
h th
eir
soun
d -
buzz
, boo
m.
Sele
ct a
ctio
n w
ords
whi
ch d
escr
ibe
an a
nim
al: f
risk
y sq
uirr
el, c
urly
tail.
Prom
ote
use
of p
ictu
re w
orc,
,J.
Chi
ldre
n be
com
e in
tere
sted
in w
ords
thro
ugh
poem
s. S
ee p
oem
"C
licke
tyC
lack
" by
Ele
anor
New
com
b, E
nglis
h Is
Our
Lan
guag
e, B
ook
2, p
age
14. A
lso
see
Pict
ure
Wor
ds, p
age
72.
Bui
ld s
enso
ry w
ords
.T
ell:
How
doe
s ea
ch lo
ok?
(dol
l, ba
ll, tr
ain)
How
doe
s ea
ch f
eel?
(ic
e, k
itten
, san
dpap
er)
How
doe
s ea
ch ta
ste?
(ca
ndy,
pic
kle,
pep
per)
How
doe
s ea
ch s
ound
? (w
hist
le, c
lock
, eng
ine)
Enc
oura
ge a
nd e
njoy
rhy
min
g w
ords
. For
m r
hym
ing
wor
ds (
See
Lis
teni
ng -
Voc
abul
ary,
Gra
de2)
. Use
rhym
e in
cre
atin
g cl
ass
and
indi
vidu
al p
oem
s. S
uppl
y fi
rst l
ine
for
a "s
tart
er, "
and
par
t of
seco
nd.
Chi
ldre
n co
mpl
ete.
Dev
elop
voc
abul
ary
thro
ugh
unde
rsta
ndin
g of
for
m a
nd d
evel
op u
sage
in a
ccor
danc
. with
gro
up a
nd in
divi
dual
need
s.D
evel
op p
lura
ls o
f w
ords
.Pr
ovid
e ex
peri
ence
s in
wri
ting
sim
ple
cont
ract
ions
.E
ncou
rage
bui
ldin
g co
mpo
und
wor
ds.
Bui
ld u
nder
stan
ding
of
sim
ple
hom
onym
s.E
ncou
rage
the
use
of s
uffi
xes
to f
orm
new
wor
ds.
.E
ncou
rage
cor
rect
tens
e fo
rm.
I lo
ok a
t my
dog.
Joh
n lo
oked
at h
is d
og. M
othe
r is
look
ing
at th
e do
g.R
efer
to B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
lic S
choo
ls, 1
958,
pag
es 6
2, 6
3.
97
GR
AD
E T
WO
WR
ITIN
GC
ON
VE
NT
ION
S: D
EV
ELO
PS
IMP
LE W
RIT
ING
SK
ILLS
AN
D D
ES
IRA
BLE
AT
TIT
UD
ES
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Beg
ins
tore
aliz
e th
e ne
ed f
orca
pita
lizat
ion
and
punc
tuat
ion,
and
appl
ies
sim
ple
skill
s
Beg
ins
tofo
llow
sta
ndar
ds o
f
neat
ness
, pra
ctic
ing
good
penm
ansh
ip a
nd s
pelli
ng
Dev
elop
sim
ple
skill
s in
cap
italiz
atio
n an
d pu
nctu
atio
n..
Dev
elop
cap
italiz
atio
n. (
SeeB
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
.)
.D
evel
op p
unct
uatio
n. (
See
Bui
ldin
g Po
wer
inW
ritte
n C
omm
unic
atio
n, p
ages
58-
59.)
Cre
ate
satis
fact
ion
and
prid
ein
wor
k w
ell d
one.
.L
ist s
tand
ards
of
good
wri
ting.
(Se
eEva
luat
ing,
Mea
suri
ng, I
mpr
ovin
gW
ritte
n E
xpre
ssio
n, G
rade
s 1-
6,
Mad
ison
Pub
lic S
choo
ls, a
ndG
uide
to T
each
ing
Han
dwri
ting,
Mad
ison
Pub
lic S
choo
ls.)
lr f f
I
lir kr
111
111P
4
PU
RP
OS
E: I
NT
RO
DU
CE
AD
AP
TIN
G T
O D
IFF
ER
EN
T K
IND
S O
F W
RIT
ING
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Use
s w
ritin
g m
ore
freq
uent
ly a
sne
eds
expa
nd
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
nsL
abel
s, T
itles
Rec
ords
, For
ms
Poet
ryR
iddl
es
L
Con
tinue
ada
ptin
g to
incr
easi
ng n
eeds
for
wri
ting.
Prom
ote
wri
ting
a pa
ragr
aph,
telli
ng a
bout
one
topi
c. U
tiliz
e na
tura
l exp
erie
nces
for
wri
ting
and
insp
ire
inte
rest
in w
ritin
g. S
ee B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
lic S
choo
ls, 1
958,
page
s 18
-26,
and
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
licSc
hool
s, S
econ
d Pr
intin
g19
53.
Enc
oura
ge s
hort
wri
tten
repo
rts
usin
g so
cial
stu
dies
and
sci
ence
are
as f
or id
eas.
Wri
te a
fri
endl
y le
tter,
an
invi
tatio
n.W
rite
cla
ssro
om a
nd s
choo
l new
s (n
ewsp
aper
)..
Wri
te a
des
crip
tion
of f
avor
ite to
y, b
est f
rien
d.L
abel
exh
ibits
, bul
letin
boa
rd d
ispl
ays.
Kee
p si
mpl
e re
cord
s of
wor
ds, w
eath
er, s
pelli
ng a
nd a
rith
met
ic s
core
s.Pr
ovid
e ex
peri
ence
in c
ompl
etin
glib
rary
car
ds, p
erm
issi
on s
lips.
Wri
te p
oem
s an
d ri
ddle
abo
ut w
eath
er, f
arm
ani
mal
s.I
am a
n an
imal
with
fou
r le
gs.
I ba
rk a
t peo
ple.
I lik
e bo
nes.
Who
am
I?
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
es 1
28-1
55.
99
GR
AD
E T
HR
EE
WR
ITIN
GO
RG
AN
IZA
TIO
N: I
NT
RO
DU
CE
CO
LLE
CT
ING
, SE
LEC
TIN
GA
ND
AR
RA
NG
ING
WH
EN
WR
ITIN
G
AN
D A
DA
PT
ING
TO
SIM
PLE
FO
RM
Exp
ecta
ncie
s
Gro
ws
in s
elec
tion
of id
eas-
and
in s
ense
of
orde
r
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Con
tinue
to e
ncou
rage
ord
er-s
eque
nce
whe
n w
ritin
g.C
ontin
ue to
dev
elop
con
cept
of
a se
nten
ce w
hile
und
erst
andi
ngth
at a
sen
tenc
e ex
pres
ses
a co
mpl
ete
thou
ght.
Bui
ld s
ente
nces
(te
ache
r-pu
pil o
r pu
pil)
:W
rite
a w
ord
that
nam
es a
per
son.
John
Wri
te a
wor
d th
at te
lls w
hat t
his
pers
on d
id.
wal
ked
Wri
te w
ords
that
tell
how
.(q
uick
ly)
Wri
te w
ords
that
tell
whe
re.
(to
the
park
)W
rite
wor
ds th
at te
ll w
hen.
(aft
er s
choo
l)
Gro
ws
in a
ssoc
iatin
g id
eas,
adap
ting
to s
peci
fic
form
whe
nw
ritin
g
The
Par
agra
phT
he R
epor
t (ou
tline
read
ines
s)T
he L
ette
rL
abel
s, T
itles
Rec
ords
, For
ms
Poet
ry
Plac
e th
is in
form
atio
n in
a s
ente
nce.
Aft
er s
choo
l Joh
n w
alke
dqu
ickl
y to
the
park
.C
ontin
ue to
dev
elop
cle
ar a
nd in
tere
stin
g se
nten
ce p
atte
rns.
Cla
ss e
valu
ate
sam
ples
of
wri
ting.
Ref
er
to E
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
Mad
ison
Pub
lic S
choo
ls, 1
959,
and
Eng
lish
Is
Our
Lan
guag
e, B
ook
3, p
ages
20-
21.
Con
tinue
to d
evel
op c
once
pt o
f th
e pa
ragr
aph.
Wri
teab
out o
ne s
peci
fic
topi
c, f
ollo
win
g th
e or
gani
zatio
nof
intr
oduc
tion,
bod
y, a
nd c
oncl
usio
n.Pr
omot
e cr
eativ
e w
ritin
g (s
tory
) -
begi
nnin
g, s
eque
nce
of e
vent
s,cl
osin
g. E
ncou
rage
goo
d be
ginn
ing
and
clos
ing
sent
ence
s. R
efer
to B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
lic S
choo
ls, 1
958.
Cre
ate
inte
rest
and
dev
elop
ord
er in
wri
ting
stor
ies
by p
rovi
ding
the
begi
nnin
g of
a s
tory
whi
ch c
hild
ren
com
plet
e.
Enc
oura
ge a
dapt
ing
to in
crea
sing
num
ber
of w
ritin
g fo
rms.
Enc
oura
ge in
dent
atio
n of
fir
st w
ord
in a
par
agra
ph, r
ecog
nizi
ng a
para
grap
h in
pri
nt o
r w
ritin
g.Pr
ovid
e re
adin
ess
for
outli
ning
by
sele
ctin
g tit
les
for
para
grap
hs a
ndst
orie
s, a
nd b
y di
stin
guis
hing
betw
een
rela
ted
and
unre
late
d pa
rts.
Lis
t and
cla
ssif
y th
e pe
ople
who
pro
duce
, pro
cess
, and
dist
ribu
te
food
. Ref
er to
Gui
de to
Tea
chin
g So
cial
Stu
dies
, pag
e 10
3. P
rovi
de a
sim
ple
outli
ne a
s a
plan
for
ash
ort w
ritte
n re
port
.In
trod
uce
corr
ect f
orm
in w
ritin
g an
invi
tatio
n, a
fri
endl
y le
tter,
or
ath
ank-
you
lette
r. S
ee E
nglis
hIs
Our
Lan
guag
e, B
ook
3, p
ages
56-
58, 1
14-1
19, 2
21-2
22.
Wri
te le
tters
to r
eque
st f
ree
mat
eria
ls(c
lass
).R
efer
to G
uide
to T
each
ing
Soci
al S
tudi
es, p
age
105.
Use
cla
ssro
om s
ituat
ions
to te
ach
labe
ling.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
pag
es 1
3-16
.E
ncou
rage
cor
rect
for
m w
hen
wri
ting
title
s.R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
3, p
ages
211
-212
,14
6-14
7, 1
73-1
74, 1
04.
Intr
oduc
e ke
epin
g di
arie
s an
d lo
gs (
teac
her-
pupi
l).
Chi
ldre
n m
ay u
se s
hort
info
rmat
ive
sent
ence
s to
tell
abou
t exp
erie
nces
or
even
ts. A
lso,
mak
e in
divi
dual
cal
enda
rs,
leav
ing
spac
e fo
r br
ief
note
s ab
out
day'
s ou
tsta
ndin
g ev
ents
.D
evel
op s
impl
e el
emen
ts o
f fo
rm th
roug
h ob
serv
atio
n w
hen
wri
ting
poet
ry.
Arr
ange
sea
sona
l bul
letin
boar
ds f
ocus
ing
on p
oetr
y.D
irec
t obs
erva
tion
of s
tyle
and
for
m.
100
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
GA
ND
EN
CO
UR
AG
E E
FF
EC
TIV
E U
SE
OF
WO
RD
S
GR
AD
E T
HR
EE
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Show
s gr
owth
in u
sing
new
and
inte
rest
ing
wor
ds in
wri
ting
Exa
ct W
ords
Act
ion
Wor
dsPi
ctur
e W
ords
Rhy
min
g W
ords
Figu
rativ
e W
ords
Exp
ands
voc
abul
ary
thro
ugh
usin
g di
ffer
ent w
ord
form
s
Plur
als
Con
trac
tions
Com
poun
d W
ords
Hom
onym
sR
oot W
ords
Ten
se
Show
that
ther
e ar
e di
ffer
ent k
inds
of
wor
ds a
ndth
at w
ords
can
be
used
for
man
y pu
rpos
es.
Stim
ulat
e in
tere
st in
new
wor
ds. F
ind
spec
ific
wor
ds f
or c
omm
on, o
verw
orke
d w
ords
: go
- ju
mp,
snea
k,
cree
p, le
ap. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
3, p
ages
82,
199
, 200
, 236
, 262
.B
uild
und
erst
andi
ng
of h
omog
raph
s th
roug
h dr
amat
izat
ion:
ban
k, w
alk,
club
.C
ontin
ue to
bui
ld a
ctio
n w
ords
whi
ch c
an b
e us
ed in
wri
ting.
See
Lis
teni
ng -
Voc
abul
ary,
Gra
de 3
, and
Eng
lish
Is O
ur L
angu
age,
Boo
k 3,
"T
he G
oblin
, " p
age
134.
Mak
e an
d ke
ep a
rec
ord
of a
ctio
n w
ords
,
page
139
.D
evel
op u
sing
wor
ds e
ffec
tive
thro
ugh
thei
r so
und:
hiss
, zoo
m.
.In
trod
uce
effe
ctiv
e pi
ctur
e w
ords
. Wri
te s
tori
esan
d/or
poe
ms.
Ins
pire
wri
ting
thro
ugh
"sta
rter
s."
Chi
ldre
n co
mpl
ete,
usi
ng p
ictu
re w
ords
:T
hera
in f
ell a
ll th
e ni
ght.
As
I sl
ept
with
my
eyes
shu
t tig
ht.
Prov
ide
prac
tice
wri
ting
rhym
ing
wor
ds a
nd r
hym
es. S
eeE
nglis
h Is
Our
Lan
guag
e, B
ook
3, p
age
143.
Aga
in, p
rovi
de "
star
ter"
if n
eede
d.I
have
a li
ttle
gray
and
whi
te k
itten
.W
hose
fur
is s
oft a
s m
y ne
wD
evel
op u
nder
stan
ding
of
effe
ctiv
enes
s of
sim
iles
inw
ritin
g:T
he m
oon
is r
ound
as
The
tree
s ar
e bl
ack
like
Dev
elop
voc
abul
ary
thro
ugh
unde
rsta
ndin
g of
wor
d fo
rman
d de
velo
p us
age
in a
ccor
danc
e w
ith g
roup
and
indi
vidu
al n
eeds
.Pr
actic
e fo
rmin
g pl
ural
s of
nou
ns.
Prac
tice
form
ing
cont
ract
ions
and
usi
ng in
wri
ting.
Con
tinue
usi
ng c
ompo
und
wor
ds w
hen
wri
ting.
Dev
elop
und
erst
andi
ng a
nd u
se o
f ho
mon
yms.
Ref
er to
Eng
lish
Is O
ur L
angu
age.
Use
pic
ture
s to
sho
w d
iffe
renc
es in
mea
ning
, suc
h as
rode
-roa
d.D
ivid
e cl
ass
into
two
team
s fo
r a
hom
onym
spe
lldow
n.G
ive
a se
nten
ce:
Did
he
wri
te th
e le
tter?
Chi
ld s
pells
cor
rect
wor
d.C
ontin
ue id
entif
ying
roo
t wor
ds. H
elp
child
ren
to r
ecog
nize
and
use
pref
ixes
and
suf
fixe
s an
d no
te th
e
effe
ct o
n m
eani
ng. D
raw
a tr
ee.
Plac
e th
e ro
ot w
ord
on tr
ee. F
orm
new
wor
ds u
sing
pref
ixes
and
suff
ixes
, and
wri
te o
n br
anch
es.
Dev
elop
cor
rect
usa
ge.
Iden
tify
indi
vidu
al a
nd g
roup
nee
ds th
roug
h lis
teni
ng to
diff
eren
t spe
ech
patte
rns.
Prom
ote
corr
ect u
sage
in w
ritin
g.C
hild
ren
eval
uate
wor
k (s
elf
and
grou
p).
Ref
er to
Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n, M
adis
onPu
blic
Sch
ools
, 195
8, p
ages
62
and
63.
101
GR
AD
E
WR
ITIN
GC
ON
VE
NT
ION
S: I
NT
RO
DU
CIE
MO
RE
WR
ITIN
G S
KIL
LS A
ND
EN
CO
UR
AG
ED
ES
IRA
BLE
AT
TIT
UD
ES
Exp
ecta
ncie
sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Gro
ws
in r
ealiz
ing
need
for
capi
taliz
atio
n, p
unct
uatio
n,an
d in
em
ploy
ing
requ
ired
skill
s
Bec
omes
mor
e aw
are
ofst
anda
rds
of n
eatn
ess,
prac
ticin
g go
od p
enm
ansh
ipan
d sp
ellin
g
Dev
elop
sim
ple
skill
s in
cap
italiz
atio
n, p
unct
uatio
n.C
ontin
ue d
evel
opm
ent o
f ca
pita
lizat
ion
skill
s.(S
ee B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
page
s 58
-59,
and
Eng
lish
Is O
ur L
angu
age,
Boo
k 3.
)C
ontin
ue d
evel
opm
ent o
f pu
nctu
atio
n sk
ills.
(See
Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n,pa
ges
58-5
9, a
nd E
nglis
h Is
Our
Lan
guag
e, B
ook
3.)
Cre
ate
satis
fact
ion,
inte
rest
, and
pri
de in
wor
k w
ell d
one.
.L
ist s
tand
ards
in g
ood
wri
ting.
(Se
eE
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
1-6
,an
d G
uide
to T
each
ing
Han
dwri
ting,
K-9
, Mad
ison
Pub
licSc
hool
s.)
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
DO
PP
OR
TU
NIT
IES
FO
R S
PE
AK
ING
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Use
s w
ritin
g fo
r m
ore
occa
sion
san
d ac
quir
es e
ase
whe
n w
ritin
gin
depe
nden
tly
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
nsB
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ryR
iddl
es
Dev
elop
abi
lity
to a
dapt
wri
ting
to e
xpan
ding
nee
ds.
Prov
ide
oppo
rtun
ities
for
sin
gle
para
grap
h ex
pres
sion
, enc
oura
ging
inte
rest
ing
sent
ence
pat
tern
s. W
rite
abou
t a p
erso
nal e
xper
ienc
e or
an
inte
rest
ing
even
t. C
aptu
re s
ituat
ions
whi
ch in
spir
e an
occ
asio
n fo
r a
stor
y.W
rite
a s
tory
of
mak
e be
lieve
. See
Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n, M
adis
on P
ublic
Scho
ols,
195
8.E
xten
d w
ritte
n ex
pres
sion
whe
n re
port
ing
book
, new
s. W
rite
a s
hort
topi
c or
boo
k re
port
fol
low
ing
asi
mpl
e ou
tline
com
pose
d co
oper
ativ
ely.
Cap
ture
situ
atio
ns w
hich
enc
oura
ge le
tter
wri
ting
and
intr
oduc
e th
e un
ders
tand
ing
that
pur
pose
det
erm
ines
the
cont
ent a
nd s
tyle
of
soci
al le
tters
.W
rite
a f
rien
dly
lette
r, g
et-w
ell,
invi
tatio
n, th
ank-
you.
(Inc
orpo
rate
gro
up w
ritin
g if
des
ired
.)D
escr
ibe
som
ethi
ng in
tere
stin
g, a
sig
ht, o
r a
poss
essi
on.
Use
cle
ar, v
ivid
wor
ds.
Prov
ide
oppo
rtun
ity f
or w
ritin
g a
brie
f bi
ogra
phic
al s
ketc
h. H
elp
in s
elec
ting
hero
es: s
port
s, s
cien
ce,
soci
al s
tudi
es.
Prov
ide
expe
rien
ces
in la
belin
g, k
eepi
ng r
ecor
ds, l
ists
, and
com
plet
ing
form
s.L
ist m
ater
ials
use
d in
an
activ
ity (
scie
nce
expe
rim
ent,
play
pro
pert
ies)
.L
ist c
lass
dut
ies.
Kee
p a
wea
ther
or
trav
el lo
g.L
ist
plan
s fo
r a
proj
ect.
Enc
oura
ge w
ritin
g of
pla
ys, s
tori
es, o
r ev
ents
(co
oper
ativ
ely)
, and
ada
pt s
impl
e sc
ript
for
m.
Prov
ide
an in
spir
atio
nal s
ettin
g fo
r cr
eativ
e ex
pres
sion
, and
cap
ture
occ
asio
ns f
or w
ritin
g po
ems,
rid
dles
.B
ook
char
acte
rs o
r id
eas
abou
t sub
ject
are
as m
ay b
e us
ed f
or c
onte
nt. G
ive
"sta
rter
s" f
or w
ritin
g po
ems:
Cre
ate
lines
or
sele
ct a
rhy
min
g ve
rse
cont
aini
ng s
impl
e rh
ythm
. Pre
sent
a c
opy,
om
ittin
g oc
casi
onal
lya
wor
d or
idea
s w
hich
are
sug
gest
ed.
103
WR
ITIN
G'-
GR
AD
E F
OU
RO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIN
G, S
ELE
CT
ING
, AR
RA
NG
ING
, AN
D A
DA
PT
ING
TO
FO
RM
WH
EN
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Beg
ins
to c
olle
ct a
nd s
elec
tid
eas
rele
vant
to a
topi
c an
dis
mor
e ab
le to
arr
ange
inse
quen
ce
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
Bec
omes
mor
e sk
illed
in a
bilit
yto
org
aniz
e, a
dapt
ing
to f
orm
The
Rep
ort (
plan
-out
line)
The
Let
ter
New
sL
abel
s, T
itles
Rec
ords
, For
ms
Play
sPo
etry
Gui
de o
rder
-seq
uenc
e in
the
sem
,pa
ragr
aph,
sto
ry.
Con
tinue
to d
evel
op s
ente
nce
conc
ept,
reco
gniz
ing
that
a s
ente
nce
has
two
esse
ntia
l par
ts.
Dif
fere
ntia
tebe
twee
n se
nten
ce a
nd s
ente
nce
frag
men
t. A
void
usi
ng r
un-o
n se
nten
ces.
Chi
ldre
n w
ork
coop
erat
ivel
yto
impr
ove
wri
ting.
(U
se o
verh
ead
or o
paqu
e pr
ojec
tor.
) R
efer
toE
nglis
h Is
Our
Lan
guag
e, B
ook4,
page
s144-145.
Bui
ld in
tere
stin
g be
ginn
ing
and
clos
ing
sent
ence
s. U
se p
ictu
res
for
insp
irat
ion.
Gui
de p
arag
raph
dev
elop
men
t: to
pic
sent
ence
, bod
y, c
losi
ng. A
par
agra
ph is
com
pose
d of
'sen
tenc
este
lling
abo
ut o
ne to
pic,
eac
h se
nten
ce s
uppo
rtin
g m
ain
idea
; par
agra
phin
g fa
cilit
ates
mea
ning
.C
hild
ren
arra
nge
idea
s ab
out a
topi
c in
seq
uenc
e.E
xpan
d th
e ab
ility
to w
rite
sto
ries
: the
beg
inni
ng, s
eque
nce
of e
vent
s, e
ndin
g.Pr
ovid
e st
imul
atin
gid
eas
for
stor
y w
ritin
g as
sug
gest
ed in
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
licSc
hool
s,1953.
Con
tinue
ada
ptin
g to
spe
cifi
c fo
rms
whe
n pu
rpos
e de
man
ds.
Dev
elop
wri
ting
a re
port
: Out
line
plan
bri
efly
- in
trod
uctio
n, b
ody,
con
clus
ion.
(G
roup
coo
pera
tion
lead
ing
to in
depe
nden
ce in
pla
nnin
g). B
egin
to d
evel
op in
depe
nden
t out
linin
g th
roug
h pr
ovid
ing
part
ially
com
plet
ed f
orm
s co
nsis
ting
of a
sin
gle
topi
c, a
nd in
terp
retin
g m
ain
idea
in o
wn
wor
ds.
Dir
ect a
dapt
ing
to le
tter
form
. Wri
te le
tters
to p
aren
ts te
lling
abo
ut v
icar
ious
trav
el in
soc
ial s
tudi
es.
Wri
te a
n in
vita
tion,
than
k-yo
u. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
4,
page
s118-129.
Intr
oduc
e si
mpl
e fo
rm f
or a
new
s st
ory:
who
, wha
t, w
hen,
whe
re, h
ow. W
rite
an
artic
lefo
r cl
ass
pape
r.G
uide
wri
ting
labe
ls a
nd ti
tles,
kee
ping
rec
ords
.R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
17,
30-31.
Intr
oduc
e sc
ript
wri
ting.
Wri
te s
impl
e sc
ript
s ad
apte
d fr
om s
tori
es o
r ev
ents
. Wri
te a
pla
y ab
out l
ife
in a
for
eign
land
.R
efer
to G
uide
to T
each
inkS
ocia
l Stu
dies
, pag
e126.
Show
that
poe
try
adap
ts to
dif
fere
nt f
orm
s. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
173-195.
t;
k 6
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
BU
ILD
WO
RD
PO
WE
R W
HE
N W
RIT
ING
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
Gro
ws
in u
sing
new
and
inte
rest
ing
wor
ds w
hen
wri
ting
and
begi
ns to
sens
e th
e im
port
ance
of
wor
ds in
wri
tten
expr
essi
on
Exa
ct W
ords
Subj
ect W
ords
Act
ion
Wor
dsPi
ctur
e W
ords
Rhy
min
g W
ords
Figu
rativ
e W
ords
Exp
ands
voc
abul
ary
thro
ugh
the
grow
ing
unde
rsta
ndin
g of
wor
dfo
rm, s
truc
ture
Plur
als
Con
trac
tions
Com
poun
d W
ords
Poss
essi
ves
Hom
onym
sR
oot W
ords
Usa
ge
Show
that
ther
e ar
e di
ffer
ent k
inds
of
wor
ds a
nd th
at w
ords
can
be u
sed
for
man
y pu
rpos
es.
Dev
elop
the
sele
ctio
n of
mor
e pr
ecis
e an
d ap
prop
riat
e w
ords
whe
n w
ritin
g. (
Ref
er to
Lis
teni
ng, S
peak
ing
-V
ocab
ular
y.)
Wri
te a
wea
ther
rep
ort u
sing
wor
ds w
hich
help
to c
onve
y ex
act m
eani
ngs.
Hel
p de
velo
p co
nfid
ence
in th
e us
e of
wor
ds in
spe
cifi
csu
bjec
t are
as. D
evel
op a
cha
rt o
f su
bjec
t wor
ds
from
soc
ial s
tudi
es e
xper
ienc
es.
Furt
her
deve
lop
the
effe
ctiv
enes
s of
act
ion
wor
ds in
wri
ting.
Dis
play
pic
ture
s sh
owin
g ac
tion.
Chi
ldre
nw
rite
des
crip
tions
usi
ng a
ctio
n w
ords
.C
ontin
ue to
exp
and
voca
bula
ry o
f de
scri
ptiv
e w
ords
and
enc
oura
geth
eir
use
in w
ritin
g.L
ist c
olor
ful w
ords
show
ing
tast
e, f
eel,
smel
l, so
und:
a c
hilly
nig
ht, d
izzy
win
d,da
zzlin
g co
lors
.Pr
epar
e a
TV
or
radi
o
com
mer
cial
usi
ng d
escr
iptiv
e w
ords
to s
tren
gthe
n sa
les
appe
al.
Dev
elop
use
of
rhym
ing
wor
ds in
wri
ting
vers
e, e
mph
asiz
ing
thou
ght b
efor
e rh
yme.
Hel
p in
terp
ret f
igur
ativ
e de
scri
ptio
n. S
ee E
nglis
h Is
Our
Lan
guag
e,B
ook
4, p
age
176.
Mak
e a
list o
ffi
gura
tive
desc
ript
ive
phra
ses:
a c
ream
y m
oon,
shi
mm
erin
gde
sert
. Enc
oura
ge f
igur
ativ
e la
ngua
ge in
wri
ting.
Dev
elop
voc
abul
ary
thro
ugh
ubde
rsta
ndin
g w
ord
form
and
deve
lop
usag
e in
acc
orda
nce
with
gro
up a
nd
indi
vidu
al n
eeds
.;
Con
tinue
to d
evel
op p
lura
ls o
f m
ost n
ouns
and
ver
bs.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 4,
pag
es 2
13-2
14.
Con
tinue
to h
elp
form
con
trac
tions
whe
n w
ritin
g. S
eeE
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
214
-217
.
I nt
rodu
ce th
e us
e of
pos
sess
ives
whe
n w
ritin
g.R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
4, p
ages
224
-225
,
251-
253.
Con
tinue
to d
evel
op u
nder
stan
ding
of
hom
onym
s an
d th
eir
prop
er u
sein
wri
ting.
Iden
tify
acco
rdin
g to
grou
p an
d in
divi
dual
nee
ds.
Con
tinue
to d
evel
op th
e id
entit
y of
roo
t wor
ds a
nd w
ord
fam
ilies
.C
hild
ren
use
pref
ixes
and
suf
fixe
s to
build
new
wor
ds w
hen
wri
ting.
Dev
elop
cor
rect
usa
ge. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
4,In
dex
page
326
, and
Bui
ldin
g Po
wer
inW
ritte
n C
omm
unic
atio
n, M
adis
on P
ublic
Sch
ools
, 195
8.
105
GR
AD
E F
OU
R
WR
ITIN
GC
ON
VE
NT
ION
S: D
EV
ELO
P S
KIL
LS F
OR
EF
FE
CT
IVE
WR
ITIN
G, I
NV
OLV
ING
AT
TIT
UD
ES
AN
D C
OU
RT
ES
IES
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Und
erst
ands
nee
d fo
r ca
pita
liza-
tion,
pun
ctua
tion,
and
sho
ws
grow
th in
the
abili
ty to
em
ploy
nece
ssar
y sk
ills
Und
erst
ands
sta
ndar
ds o
f go
odw
ritte
n ex
pres
sion
, and
beg
ins
to e
mpl
oy d
esir
able
pra
ctic
esin
depe
nden
tly
Dev
elop
ski
ll in
cap
italiz
atio
n, p
unct
uatio
n.C
ontin
ue e
mph
asiz
ing
capi
tzol
zatio
nski
lls. (
See
Bui
ldin
g Po
wer
in W
ritte
n C
omm
unic
atio
n, p
ages
58-5
9,
and
Eng
lish
Is O
ur L
angu
age,
Boo
k 4.
)C
ontin
ue e
mph
asiz
ing
punc
tuat
ion
skill
s.(S
ee B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
,an
d E
nglis
h Is
Our
Lan
guag
e, B
ook
4.)
Cre
ate
satis
fact
ion,
inte
rest
, and
pri
de in
wor
k w
ell d
one.
.D
evel
op (
coop
erat
ivel
y) c
lass
sta
ndar
ds f
or w
ritin
g. E
ncou
rage
est
ablis
hing
des
irab
le p
ract
ices
thro
ugh
grou
p ev
alua
tion.
(Se
e E
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
1-6
, and
Gui
de to
Tea
chin
g H
andw
ritin
g, K
-9, M
adis
on P
ublic
Sch
ools
.)
c
k, tjto
c- V1
L L
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
OA
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
D
OPP
OR
TU
NIT
IES
FOR
WR
ITIN
G
Exp
ecta
ncie
s
Gro
ws
in c
onfi
denc
e an
d ea
sein
wri
ting
as o
ppor
tuni
ties
and
occa
sion
s fo
r w
ritin
g in
crea
se
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
nsR
eact
ions
-Opi
nion
sB
iogr
aphy
-Aut
obio
grap
hyL
abel
s, T
itles
Rec
ords
, For
ms
Play
sPo
etry
Sugg
estio
ns f
or D
evel
opin
gE
xpec
tanc
ies
Ext
end
the
abili
ty to
mee
t mor
e oc
casi
ons
for
wri
ting.
Cap
ture
man
y ex
peri
ence
s w
h:ch
pro
vide
oppo
rtun
ities
for
bui
ldin
g an
d im
prov
ing
para
grap
h w
ritin
g.
Wri
te a
par
agra
ph b
ook
revi
ew.
Con
tinue
to e
ncou
rage
sto
ry w
ritin
g. W
rite
a s
tory
insp
ired
by
mus
ic.
.Pr
ovid
e oc
casi
ons
for
wri
ting
a re
port
usi
ng r
esea
rch
data
pert
aini
ng to
topi
c.C
ontin
ue to
wri
te d
iffe
rent
kin
ds o
f fr
iend
ly le
tters
.In
trod
uce
the
busi
ness
lette
r.Pr
ovid
e op
port
uniti
es f
or d
iffe
rent
kin
ds o
f ne
ws
wri
ting:
new
s st
ory,
feat
ure,
and
edi
tori
al. B
uild
thro
ugh
a cl
ass
pape
r..
Enc
oura
ge w
ritin
g a
para
grap
h us
ing
desc
ript
ion:
cap
ture
an
expe
rien
ce w
hich
stim
ulat
es e
xpre
ssin
g a
reac
tion
or a
n op
inio
n. W
rite
rea
ctio
ns to
a r
eal s
ituat
ion:
nee
dfo
r ad
ded
play
grou
nd, a
saf
ety
prob
lem
.
.Pr
ovid
e op
port
unity
to s
umm
ariz
e a
biog
raph
ical
acc
ount
and
the
expe
rien
ce o
f w
ritin
g an
aut
obio
grap
hy.
.E
ncou
rage
chi
ldre
n to
labe
l col
lect
ions
, dis
play
s. M
ake
lege
nds
on m
aps,
gra
phs
and/
or c
hart
s. W
rite
slog
ans.
Mak
e a
title
pag
e fo
r a
book
let.
Dir
ect t
he k
eepi
ng o
f re
cord
s an
d co
mpl
etin
g fo
rms.
Rec
ord
min
utes
of
clas
s m
eetin
gs. W
rite
not
ices
for
bulle
tin b
oard
. Wri
te a
n in
form
atio
nal a
ccou
nt o
f ex
hibi
ts,
disp
lays
. Kee
p a
log:
arr
ival
of
bird
s,a
trip
, wea
ther
. Kee
p a
diar
y of
impo
rtan
t hap
peni
ngs.
Use
info
rmat
ion
of C
olon
ial D
ays
inco
mpo
sing
a di
ary.
Dir
ect s
crip
t wri
ting,
fol
low
ing
stor
ies
and
even
ts. W
rite
pla
y or
skit
base
d ar
ound
exp
erie
nces
gai
ned
in r
eadi
ng b
ooks
abo
ut p
ione
ers,
exp
lore
rs, l
eade
rs.
.St
imul
ate
crea
tive
wri
ting
of p
oem
s, ji
ngle
s, li
mer
icks
. (Se
e E
nglis
hIs
Our
Lan
guag
e, p
ages
135
-155
,an
d C
reat
ive
Wri
ting
in th
e E
lem
enta
ry G
rade
s, M
adis
on P
ublic
Scho
ols,
195
3.)
WR
ITIN
GO
RG
AN
IZA
TIO
N: D
EV
ELO
P C
OLL
EC
TIH
G, S
ELE
CT
ING
, AR
RA
NG
ING
, AN
D A
DA
PT
ING
TO
FO
RM
WH
EN
WR
ITIN
G
Exp
ecta
ncie
sSu
gges
tions
for
Dev
eopi
ng E
xpec
tanc
ies
Bec
omes
mor
e ab
le to
dev
elop
and
orga
nize
in s
eque
nce
idea
sre
leva
nt to
a to
pic,
usi
ng m
ore
com
plet
e an
d va
ried
sen
tenc
epa
ttern
s; b
egin
s to
und
erst
and
stor
y de
sign
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
Intr
oduc
e va
ried
sen
tenc
e pa
ttern
s, g
ood
para
grap
h an
d st
ory
arra
ngem
ent.
Con
tinue
to d
evel
op th
e co
ncep
t of
the
sent
ence
, und
erst
andi
ng th
at a
sen
tenc
e ha
s tw
o es
sent
ial p
arts
.St
ress
iden
tifyi
ng p
arts
, com
bini
ng s
ente
nces
, cor
rect
ing
run-
on s
ente
nces
, and
join
ing
sent
ence
fra
g-m
ents
. Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5.
Dis
tingu
ish
betw
een
com
plet
e se
nten
ces
and
frag
-m
ents
. Cha
nge
each
fra
gmen
t to
a co
mpl
ete
thou
ght:
as s
he c
ame
into
the
room
, roa
red
loud
ly, a
nol
d fi
sher
man
. Usi
ng jo
inin
g w
ords
to c
ombi
ne tw
o or
mor
e sh
ort s
ente
nces
as:
1.I
wen
t to
New
Yor
k.I
did
not s
ee m
y fr
iend
for
a lo
ng ti
me
(aft
er).
2. T
his
is a
n ex
celle
nt tr
ue s
tory
.It
took
pla
ce d
urin
g th
e R
evol
utio
nary
War
(w
hich
).3.
We
have
a n
ew n
eigh
bor.
F1
is in
tere
sted
in d
ogs
(who
).U
se a
pro
ject
or to
sho
w v
arie
ty in
sen
tenc
e ar
rang
emen
t. E
xam
ple:
All
thro
ugh
the
nigh
t, m
yste
riou
sno
ises
cou
ld b
e he
ard
in th
e ha
unte
d ho
use;
or,
Mys
teri
ous
nois
es c
ould
be
hear
d in
the
haun
ted
hous
eal
l thr
ough
the
nigh
t. C
hild
ren
arra
nge
give
n se
nten
ces
diff
eren
tly-;
cre
ate
sent
ence
s.D
evel
op u
nder
stan
ding
and
use
of
sent
ence
s th
at e
xcla
im. G
ive
a se
nten
ce w
ith v
arie
d in
tona
tions
.U
se th
e th
ree
sent
ence
type
s in
wri
ting.
Con
tinue
to d
evel
op th
e pa
ragr
aph,
und
erst
andi
ng it
s co
mpo
sitio
n of
one
topi
c an
d su
ppor
ting
idea
s:to
pic
sent
ence
, bod
y, c
oncl
usio
n. I
ntro
duce
key
sen
tenc
e. D
evel
op id
entif
ying
key
sen
tenc
es. A
lso,
build
a p
arag
raph
fro
m a
giv
en k
ey s
ente
nce.
Dev
elop
par
agra
phin
g w
ithin
dir
ect q
uota
tion.
Em
phas
ize
begi
nnin
g an
d en
ding
sen
tenc
es.
Intr
oduc
e st
ory
desi
gn: i
ntro
duct
ion,
plo
t, co
nclu
sion
. Dev
elop
dif
fere
nce
betw
een
clim
ax a
nd e
ndin
g.C
reat
e cl
ass
com
posi
tion
to h
elp
build
und
erst
andi
ngs.
STO
RY
CU
RV
E
intr
oduc
tion
O
clim
ax
.D
evel
op u
nder
stan
ding
and
use
of
sent
ence
s th
at e
xcla
im. G
ive
a se
nten
ce w
ith v
arie
d in
tona
tions
.U
se th
e th
ree
sent
ence
type
s in
wri
ting.
OR
GA
NIZ
AT
ION
: DE
VE
LOP
CO
LLE
CT
ING
, SE
LEC
TIN
G,
AR
RA
NG
ING
, AN
D A
DA
PT
ING
TO
FO
RM
WH
EN
WR
ITIN
G (
cont
inue
d)
Exp
ecta
ncie
s.1
1111
1101
1
GR
AD
E F
IVE
WR
ITIN
G
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Bec
omes
mor
e sk
illed
in s
elec
ting
and
orga
nizi
ng m
ore
com
plex
mat
eria
l, ad
aptin
g to
for
m a
sne
eds
for
wri
ting
expa
nd
The
Rep
ort
The
Out
line
Bib
liogr
aphy
The
Let
ter
Pers
onal
Bus
ines
sN
ews New
s St
ory
Feat
ure
Stor
yE
dito
rial
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
Dev
elop
kno
wle
dge
of m
ore
form
s,in
crea
sing
in c
ompl
exity
.I
ntro
duce
out
line
form
. Enc
oura
gesi
mpl
e ou
tlini
ng, i
ndep
ende
ntly
find
ing
mai
n to
pics
and
sub
head
ings
.
Dev
elop
thro
ugh
prov
idin
g he
ilis
or
"sta
rter
s."
See
Eng
lish
Is O
ur L
angu
age,
Out
linin
g, p
ages
101
-109
.
Ref
er to
Gui
de to
Tea
chin
g So
cial
Stud
ies,
pag
es 1
36, 1
37, 1
40, 1
42,
for
topi
cs. O
utlin
e pa
ragr
aphs
usin
g ke
y se
nten
ces.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es10
1-10
9.
Intr
oduc
e si
mpl
e bi
blio
grap
hy f
orm
:au
thor
, titl
e, p
ublis
her,
dat
e.C
ontin
ue le
tter
wri
ting,
dev
elop
ing
corr
ect
form
. Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k 5,
pag
es 2
8-36
.
Dev
elop
wri
ting
new
s ar
ticle
s: w
ho,
wha
t, w
here
, why
, how
. Pub
lish
a ro
om n
ewsp
aper
.W
rite
sum
mar
ies
of W
eekl
y R
eade
r ar
ticle
s an
d cr
eate
orig
inal
title
s.U
sing
Wee
kly
Rea
der
pict
ures
and
othe
rs f
rom
dai
ly p
aper
s an
d m
agaz
ines
, com
pose
a"d
umm
y" p
age.
Prov
ide
oppo
rtun
ities
for
wri
ting
abou
tone
's li
fe.
Als
o, r
ead
biog
raph
ies
of f
amou
s pe
rson
s an
dsu
mm
ariz
e.
Wri
te a
fea
ture
sto
ry: F
ree
Ren
t (a
bird
's n
est,
with
egg
s, u
nder
the
cab
of a
truc
k).
,W
rite
an
edito
rial
on
safe
ty a
t Hal
low
een.
Dir
ect w
ritin
g la
bels
' and
kee
ping
rec
ords
,us
ing
text
as
guid
e.D
evel
op f
orm
for
wri
ting
play
s. E
ncou
rage
inde
pend
ent w
ritin
g.D
evel
op f
orm
s in
dif
fere
nt v
erse
wri
ting.
See
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
lic
Scho
ols,
195
3.
109
GR
AD
E F
IVE
WR
ITIN
G
Exp
ecta
ncie
s
Con
tinue
s to
exp
and
and
enri
chvo
cabu
lary
and
beg
ins
to s
ense
the
effe
ctiv
enes
s of
wor
ds in
wri
tten
expr
essi
on
Exa
ct W
ords
Abs
trac
t Wor
dsSu
bjec
t Wor
dsA
ctio
n W
ords
Pict
ure
Wor
dsR
hym
e, A
llite
ratio
nFi
gura
tive
Lan
guag
e
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
GA
ND
BU
ILD
WO
RD
PO
WE
R W
HE
N W
RIT
ING
Sugg
estio
ns f
or D
evel
opin
g E
xpec
tanc
ies
Hel
p re
cogn
ize
that
wor
ds in
lang
uage
hav
edi
ffer
ent u
ses,
and
hel
p cr
eate
eff
ectiv
enes
s th
roug
h ap
prop
riat
e
use
of w
ords
.D
evel
op u
se o
f m
ore
prec
ise
and
appr
opri
ate
wor
ds w
hen
wri
ting.
Fin
d su
bstit
utio
ns f
or o
verw
orke
d w
ords
:
swel
l, go
od, b
ad, n
ice,
fin
e, p
retty
, lov
ely,
ligh
t, da
rk.
Subs
titut
e on
e of
thes
e w
ords
whe
reve
r yo
u
see
the
wor
d lo
vely
in th
epa
ragr
aph
belo
w. P
lace
the
num
ber
of th
at w
ord
whe
re y
ou c
hoos
e to
use
it.
1. p
eace
ful
2. s
eclu
ded
3. m
usic
al4.
fra
gran
t5.
roc
ky6.
qui
et
A P
eace
ful P
lace
The
far
away
woo
ds w
as a
coo
l, lo
vely
pla
ce, l
ovel
y w
ith th
e sc
ent
of f
low
ers.
Nea
rby
wer
e he
ard
the
love
ly s
ound
s of
bir
ds. A
love
ly li
ttle
broo
k fl
owed
nea
rby
over
its lo
vely
bed
. I lo
nged
to r
etur
nso
on f
or I
had
nev
er e
xper
ienc
ed a
pla
ce m
ore
love
ly.
Dev
elop
the
use
of w
ords
fro
m v
ario
us s
ubje
ct a
reas
.()
hart
wor
ds f
rom
soc
ial s
tudi
es a
nd s
cien
ce f
orre
fere
nce
whe
n w
ritin
g re
port
s.C
ontin
ue to
pro
mot
e th
e us
e of
act
ion
wor
ds in
wri
ting
and
intr
oduc
e th
e un
ders
tand
ing
of th
eir
effe
ctiv
e-ne
ss. L
ook
out c
lass
room
win
dow
or
take
ash
ort w
alk
from
sch
ool.
Tel
l wha
t (an
d w
hom
) yo
u se
e in
mot
ion.
Use
viv
id w
ords
: Dry
leav
es r
ustle
in th
e w
ind.
Peo
ple
scur
ryin
the
stre
et.
Her
e is
a p
oem
with
man
y ac
tion
wor
ds a
nd w
ords
whi
ch d
escr
ibe.
See
if y
ou c
an f
ind
them
.
Old
Win
ter*
by
T. N
oel
Old
Win
ter
sad,
in h
is w
hite
rob
e cl
ad,
Is m
akin
g a
dole
ful d
in,
But
let h
im h
owl t
ill h
e cr
ack
his
jow
l,W
e w
ill n
ot le
t him
in.
Let
him
pus
h at
the
door
, --
in th
e ch
imne
y ro
ar,
And
rat
tle th
e w
indo
w p
ane;
And
let h
im s
py w
ith h
is ic
icle
eye
But
he
shal
l not
ent
ranc
e ga
in.
Enc
oura
ge u
se o
f fi
gura
tive
lang
uage
in w
ritin
g. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
138-
140.
Find
and
cre
ate
wor
ds o
f al
liter
atio
n: s
lippe
ty-s
lopp
ety,
hig
gled
y-pi
ggle
dy,
snap
ping
-sni
ppin
g, e
tc.
Wri
te r
hym
es a
nd ji
ngle
s in
ver
se.
Show
how
met
apho
rs a
nd s
imile
s de
velo
p cl
arity
and
cre
ate
inte
rest
. Tak
e an
aut
umn
wal
k. D
escr
ibe
"pic
ture
s" in
fig
urat
ive
lang
uage
:T
he s
umac
, a g
ypsy
que
en, e
dged
the
road
side
.T
rees
with
sca
rlet
hoo
ds a
nd c
loak
s sw
ayed
in th
e su
n.T
he g
olde
nrod
's li
ghte
d to
rche
s le
d th
e w
ay.
*Rep
rint
ed f
rom
Lan
guag
e in
Act
ion,
Chi
cago
,J.
B. L
ippi
ncot
t Com
pany
, 193
4.
1
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
BU
ILD
MO
RE
WO
RD
PO
WE
R W
HE
N
SP
EA
KIN
G (
cont
inue
d)
Exp
ecta
ncie
s
GR
AD
E F
IVE
WR
ITIN
G
Sug
gest
ions
for
Dev
elop
ing
Exp
ecta
ncie
s
Gai
ns in
und
erst
andi
ng o
f w
ord
stru
ctur
e an
d gr
ows
in th
eab
ility
to c
reat
e an
d us
e va
ried
wor
d fo
rms,
impr
ovin
g in
usa
ge
Plur
als
Con
trac
tions
Poss
essi
ves
Com
poun
d W
ords
Hom
onym
s, H
eter
onym
sR
oot W
ords
Usa
ge
Con
tinue
to d
evel
op v
ocab
ular
y th
roug
h un
ders
tand
ing
wor
d fo
rm a
nd s
truc
ture
, dev
elop
ing
usag
e in
acc
orda
nce
with
gro
up a
nd in
divi
dual
nee
ds.
.D
evel
op.p
lura
ls o
f m
ost n
ouns
and
ver
bs.
.C
ontin
ue to
for
m c
ontr
actio
ns. S
ee E
nglis
h Is
Our
Lan
guag
e,B
ook
5, p
ages
240
-241
.
.D
evel
op th
e ab
ility
to f
orm
pos
sess
ives
- s
ingu
lar
and
plur
al. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
86-8
7, 1
26-1
27.
.C
ontin
ue to
exp
and
unde
rsta
ndin
g of
hom
onym
s..
Con
tinue
to e
xpan
d th
e ab
ility
to id
entif
y ro
ot w
ords
and
wor
dfa
mili
es, u
nder
stan
ding
syl
labi
catio
n;co
ntin
ue e
xpan
ding
abi
lity
to r
ecog
nize
and
use
pre
fixe
s an
dsu
ffix
es to
for
m n
ew w
ords
, und
erst
andi
ngef
fect
in m
eani
ng. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
5, p
ages
292
-293
,31
4, 6
0-61
..
Furt
her
deve
lop
good
usa
ge p
atte
rns,
and
hel
p cr
eate
inte
rest
inco
rrec
ting
erro
rs. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
5, I
ndex
(W
ords
and
Wor
d U
sage
) an
d B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
Is&
diso
n Pu
blic
Sch
ools
, 195
8.
I,I.
.MIM
F,.I
rFN
INII
.1,"
I....
.I.,.
......
.....
GR
AD
E F
IVE
WR
ITIN
GC
ON
VE
NT
ION
S: D
EV
ELO
P S
KIL
L F
OR
EF
FE
CT
IVE
SP
EA
KIN
G IN
VO
LVIN
G A
TT
ITU
DE
S
AN
D C
OU
RT
ES
IES
112
Incr
ease
s in
und
erst
andi
ng th
ene
ed f
or c
apita
lizat
ion,
punc
tuat
ion,
and
bec
omes
mor
e sk
illed
in a
pplic
atio
n
Gro
ws
in u
nder
stan
ding
and
usin
g w
ritin
g st
anda
rds,
bec
omin
gaw
are
of th
e re
spon
sibi
lity
toot
hers
whe
n w
ritin
g; b
egin
s to
eval
uate
ow
n w
ritin
g in
depe
nd-
ently
Dev
elop
ski
ll in
cal
Ita
lizat
ion
and
punc
tuat
ion.
Con
tinue
goo
d ha
bits
in c
apita
lizat
ion,
ref
erri
ng to
text
inde
pend
ently
whe
n ai
d is
nee
ded.
(Se
eB
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
, and
Eng
lish
Is O
ur L
angu
age,
Boo
k 5.
)C
ontin
ue g
ood
habi
ts in
pun
ctua
tion,
ref
erri
ng to
text
inde
pend
ently
. (Se
e B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
, and
Eng
lish
Is O
ur L
angu
age,
Boo
k 5.
)
Cre
ate
satis
fact
ion,
inte
rest
, and
pri
de in
wor
k w
ell d
one.
.D
evel
op c
lass
sta
ndar
ds a
nd b
egin
to d
evel
op s
elf
eval
uatio
n. P
rom
ote
the
desi
re to
obs
erve
goo
dw
ritin
g ha
bits
, tak
ing
prid
e in
eff
ectiv
e ex
pres
sion
. (Se
e E
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
1-6
, and
Gui
de to
Tea
chin
g H
andw
ritin
g, K
-9, M
adis
on P
ublic
Sch
ools
.)
11
ri
PU
RP
OS
E: D
EV
ELO
P T
HE
AB
ILIT
Y T
O A
DA
PT
TO
DIF
FE
RE
NT
OC
CA
SIO
NS
AN
D
OP
PO
RT
UN
ITIE
S F
OR
WR
ITIN
G
GR
AD
E S
IX"9
1
WR
ITIN
G
Exp
ecta
ncie
sSu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Use
s w
ritte
n ex
pres
sion
mor
efr
eque
ntly
and
mat
ures
in e
ffec
-tiv
enes
s an
d in
depe
nden
ce
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
nsR
eact
ions
-Opi
nion
sB
iogr
aphy
, Aut
obio
grap
hyL
abel
s, T
itles
Rec
ords
, For
ms
Play
sPo
etry
Ext
end
and
expa
nd th
e ab
ility
to a
dapt
wri
ting
toin
crea
sing
occ
asio
ns.
Prov
ide
oppo
rtun
ity f
or, a
nd e
ncou
rage
mor
e le
ngth
y co
mpo
sitio
n.C
ontin
ue to
dev
elop
sto
ry: f
ictio
n, n
onfi
ctio
n. W
rite
stor
ies
invo
lvin
g co
nver
satio
n. U
se in
tere
stin
gsi
tuat
ions
to d
evel
op in
tere
st: o
uter
spa
ce; t
ryin
g to
con
vinc
e pa
rent
s to
rais
e an
allo
wan
ce; a
rgui
ng
afte
r a
base
ball
gam
e.C
ontin
ue to
pro
mot
e le
tter
wri
ting.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es11
4-12
2. W
rite
lette
rs to
chi
ldre
n in
for
eign
cou
ntri
es a
s sh
own
in G
uide
to T
each
ing
Soci
al S
tudi
es, p
age
161.
Con
tinue
to p
rovi
de e
xper
ienc
es in
wri
ting
vari
ous
kind
s of
new
sst
orie
s. U
se s
ocia
l stu
dies
info
rmat
ion
and
wri
te a
new
spap
er a
rtic
le (
inve
ntio
n of
pri
ntin
g pr
ess,
com
plet
ion
of a
pyr
amid
). D
evel
op a
soc
curr
ing
in th
e pr
esen
t tim
e.C
ontin
ue w
ritin
g to
des
crib
e pe
rson
, obj
ect,
scen
e. W
rite
ade
scri
ptio
n of
bes
t fri
end,
enu
mer
atin
gap
pear
ance
, cha
ract
er tr
aits
, and
hab
its.
Enc
oura
ge w
ritin
g a
reac
tion
or o
pini
on u
sing
situ
atio
ns w
ithin
child
ren'
s ex
peri
ence
. Lis
ten
to n
ews
and
disc
uss.
Wri
te a
per
sona
l rea
ctio
n to
a ti
mel
y qu
estio
n, a
cri
sis,
loca
l eve
nt.
Cre
ate
a ca
rtoo
n,ex
pres
sing
a p
oint
of
view
. Dis
cuss
com
mon
situ
atio
ns th
at p
rovo
ke a
nger
ath
ome,
sch
ool.
Wri
te a
nop
inio
n w
ith a
pro
babl
e so
lutio
n of
pro
blem
.C
ontin
ue th
e bi
ogra
phic
al a
nd a
utob
iogr
aphi
cal s
ketc
h. W
rite
biog
raph
ies
of f
amou
s pe
ople
dur
ing
Ren
aiss
ance
per
iod.
Ref
er to
Gui
de to
Tea
chin
g So
cial
Stu
dies
, pag
e 15
5.C
ontin
ue to
dir
ect l
abel
ing
disp
lays
.E
ncou
rage
inde
pend
ence
in s
kills
.E
ncou
rage
kee
ping
rec
ords
and
for
ms.
See
Wri
ting
- Pu
rpos
e, G
rade
6.
Wri
te p
atro
l not
ices
. Kee
pm
inut
es o
f pa
trol
mee
tings
.D
irec
t wri
ting
shor
t pla
ys, r
adio
scr
ipts
, dia
logu
es. C
reat
e pl
ays
arou
nd s
ocia
l stu
dies
are
as, i
ncor
pora
ting
fact
ual i
nfor
mat
ion
(Egy
ptia
n C
ivili
zatio
n, C
rusa
des,
Mid
dle
Age
s).
Pres
ent a
s a
culm
inat
ing
activ
ity.
Enc
oura
ge e
xpre
ssio
n in
ver
se: b
alla
ds, c
hant
s, th
e lim
eric
k or
free
ver
se. R
efer
to E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
189
-210
, and
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
lic
Scho
ols,
195
3.
113
GR
AD
E S
IX
WR
ITIN
GO
RG
AN
IZA
TIO
N: D
EV
EL
OP
CO
LL
EC
TIN
G, S
EL
EC
TIN
G,
AR
RA
NG
ING
, AN
D A
DA
PTIN
GT
O F
OR
M
WH
EN
WR
ITIN
G
Exp
ecta
ncie
s
Mat
ures
in s
elec
tion
and
expr
essi
on o
f id
eas,
usi
ngth
eke
y se
nten
ce in
org
aniz
ing
the
para
grap
h; g
row
s in
the
unde
rsta
ndin
g of
sto
ry d
esig
n
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
Dev
elop
s gr
eate
r in
depe
nden
cein
ada
ptin
g to
for
m a
s pu
rpos
esfo
r w
ritin
g ex
pand
The
Rep
ort
The
Out
line
Bib
liogr
aphy
The
Let
ter
Pers
onal
Bus
ines
sN
ews New
s St
ory
Feat
ure
Stor
yE
dito
rial
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
114
ISu
gges
tions
for
Dev
elop
ing
Exp
ecta
ncie
s
Dev
elop
ord
er-s
eque
nce
inth
e se
nten
ce, p
arag
raph
, sto
ry.
Con
tinue
to s
how
dif
fere
nt s
ente
nce
type
s an
d va
ried
pat
tern
sw
ithin
wel
l-or
gani
zed
para
grap
hs a
nd
stor
ies.
.D
evel
op a
nd e
ncou
rage
usin
g co
mpl
ex a
ndco
mpo
und
sent
ence
sid
entif
ying
com
plet
e su
bjec
tan
d
com
plet
e pr
edic
ate
of a
sen
tenc
ein
nat
ural
or
inve
rted
orde
r.
Dev
elop
var
iety
of
arra
ngem
entw
ithin
a s
ente
nce.
Pro
vide
prac
tice
in s
how
ing
diff
eren
tse
nten
ce
stru
ctur
e to
con
vey
agi
ven
idea
: The
cro
wd,
disg
uste
d w
ith th
e ga
me,
bega
n to
leav
e.
Dev
elop
iden
tific
atio
n of
sen
tenc
esw
hich
com
man
d (i
mpe
rativ
e).
Con
tinue
to e
mph
asiz
epa
ragr
aph
wri
ting,
kee
ping
toto
pic.
Bui
ld c
ompo
sitio
nsof
mor
e th
an o
ne u
nit.
Prom
ote
the
unde
rsta
ndin
gan
d us
e of
key
sen
tenc
es.
Dev
elop
dif
fere
nt lo
catio
nsfo
r ke
y se
nten
ces
with
in a
par
agra
ph. L
ocat
epa
ragr
aphs
in w
hich
the
key
sent
ence
is c
lear
ly id
entif
ied.
Not
eth
e
loca
tion
of th
e ke
y se
nten
ce.
Prov
erbs
may
be
used
as
key
sent
ence
s to
stim
ulat
eid
eas:
Don
't pu
t
all y
our
eggs
in o
ne b
aske
t;B
irds
of
a fe
athe
r fl
ock
toge
ther
; Rom
e w
asn'
t bui
ltin
a d
ay. C
lip a
cart
oon
you
unde
rsta
nd.
Wri
te y
our
inte
rpre
tatio
nin
one
par
agra
ph.
Dev
elop
wri
ting
diff
eren
t kin
dsof
nar
ratio
n: m
yth,
tall
tale
, fol
k ta
le, f
ictio
n, s
cien
cefi
ctio
n.
Wri
te o
rigi
nal m
yths
aft
er a
stud
y of
myt
hs a
nd le
gend
s.Su
gges
t wri
ting
expl
anat
ions
for:
the
sun'
s
risi
ng a
nd s
ettin
g; w
hy tu
lips
clos
e at
nig
ht; r
easo
n fo
rth
unde
r (C
hapt
er o
rgan
izat
ion
for
long
er f
orm
s).
For
furt
her
deve
lopm
ent,
see
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Publ
ic S
choo
ls, 1
953.
Con
tinue
em
phas
izin
g ad
apta
tion
tow
ritte
n fo
rms,
enc
oura
ging
gre
ater
inde
pend
ence
in w
ritin
g.
Con
tinue
to d
evel
op th
eab
ility
to o
utlin
e, s
how
ing
rela
tiOn
to n
otes
(re
sear
ch)
to o
utlin
efo
rm:
1) S
elec
t maj
or to
pics
with
in b
road
topi
c; 2
) Se
lect
min
or to
pics
and
arr
ange
inor
der.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k6,
pag
es 2
42-2
44.
Con
tinue
to d
evel
op s
kills
inco
mpi
ling
a bi
blio
grap
hy.
Lis
t ref
eren
ces
in r
esea
rch.
Ref
er to
Eng
lish
Is O
ur L
angu
age,
Boo
k6,
pag
es 3
6-39
.C
ontin
ue f
ixat
ion
of p
rope
rle
tter
form
s. R
efer
toE
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
114
-131
.
Exp
and
vari
ous
type
s of
new
sw
ritin
g, e
ncou
rage
inde
pend
ence
in s
kills
and
eva
luat
ion
of p
rodu
ct.
Wri
te a
fea
ture
sto
ry: T
he D
ogT
hat C
ame
Bac
k; R
ich
Ove
rnig
ht. P
rovi
de h
elps
inw
ritin
g an
edi
tori
al:
1. T
ell t
he p
robl
em.
2. G
ive
your
opi
nion
.3.
Cha
lleng
e th
e re
ader
.C
ontin
ue to
dev
elop
wri
ting
auto
biog
raph
y. S
ugge
sted
fram
ewor
k: M
y ye
ars
befo
resc
hool
; my
expe
rien
ces
in s
choo
l; va
catio
nsan
d tr
ips;
my
fam
ily; m
y m
ost
exci
ting
expe
rien
ce. C
hild
ren
also
plan
ow
n ou
tline
.D
evel
op b
iogr
aphi
es o
ffa
mou
s pe
ople
for
a f
eatu
rear
ticle
in s
choo
l new
spap
er.
Enc
oura
ge g
reat
er in
depe
nden
cein
cor
rect
labe
ling
and
reco
rdin
gfo
rm. S
ee E
nglis
h Is
Our
Lan
guag
e,
Boo
k 6,
pag
es 2
7-29
,14
4-14
5.E
ncou
rage
gre
ater
inde
pend
ence
in f
ollo
win
g co
rrec
t for
m f
or w
ritin
gpl
ays
and
poet
ry. R
efer
to
Eng
lish
Is O
ur L
angu
age,
Boo
k6,
pag
es 1
88-2
15, 2
76-2
80.
VO
CA
BU
LAR
Y: E
XT
EN
D W
OR
D U
ND
ER
ST
AN
DIN
G A
ND
BU
ILD
WO
RD
PO
WE
R W
HE
N W
RIT
ING
GR
AD
E S
IX
WR
ITIN
G
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Mat
ures
in u
sing
wor
ds w
hen
wri
ting,
cre
atin
g m
ore
effe
ctiv
ew
ritte
n ex
pres
sion
Prec
ise-
Exa
ct W
ords
Abs
trac
t-E
lusi
ve W
ords
Tec
hnic
al-S
ubje
ct W
ords
Act
ion
Wor
dsPi
ctur
e W
ords
Key
-Tra
nsiti
on W
ords
Rhy
me,
Alli
tera
tion
Figu
rativ
e L
angu
age
Mat
ures
in u
nder
stan
ding
wor
dst
ruct
ure
and
orig
in, a
ndco
ntin
ues
to g
row
in th
e ab
ility
to u
se v
arie
d w
ord
form
s
Show
that
wor
ds h
ave
diff
eren
tus
es, i
dent
ifie
d by
spe
cifi
c na
mes
; hel
p cr
eate
eff
ectiv
enes
s th
roug
h ap
prop
riat
e us
eof
wor
ds.
Furt
her
deve
lop
use
of p
reci
se a
nd a
ppro
pria
te w
ords
. (Se
e Sp
eaki
ng-
Voc
abul
ary,
Gra
de 6
.) D
istin
guis
hbe
twee
n ge
nera
l and
spe
cifi
c w
ords
;bu
ildin
g -
chur
ch, c
otta
ge, h
ouse
, dup
lex
auto
mob
ile -
sed
an, s
tatio
n w
agon
, con
vert
ible
.W
rite
a d
escr
iptio
n (s
cene
of
an a
ccid
ent)
. Giv
e fa
cts
clea
rly
and
prec
isel
y.C
ontin
ue to
pro
vide
opp
ortu
nitie
s fo
r us
ing
spec
ific
sub
ject
wor
ds a
nd c
urre
nt te
chni
cal w
ords
whe
n w
ritin
g.E
xpan
d an
d en
rich
voc
abul
ary
of w
ords
whi
ch d
epic
tac
tion
or s
ound
, and
fur
ther
dev
elop
the
unde
rsta
ndin
gof
thei
r ef
fect
iven
ess.
Pan
tom
ime
diff
eren
t act
ions
.T
rans
late
into
wor
ds -
hob
bled
, rus
hed,
his
sed,
zoo
med
.C
ontin
ue to
enr
ich
voca
bula
ry o
f pi
ctur
e - s
enso
ry w
ords
and
dev
elop
inte
rest
in th
eir
use.
Sho
w th
roug
h fa
cial
expr
essi
on m
eani
ngs
of w
ords
as
disg
ust,
susp
icio
n, a
maz
emen
t. D
eter
min
e w
ord
bein
gpa
ntom
imed
.C
ontin
ue d
evel
opin
g se
nsiti
vity
to r
hym
e in
dif
fere
nt ty
pes
ofve
rse
wri
ting,
inco
rpor
atin
g al
liter
atio
n.C
olle
ct s
ampl
es f
rom
new
s tit
les:
Nos
e K
now
s W
here
Win
d B
low
s,or
, Nos
e fo
r N
ews.
Wri
te a
llite
rativ
eca
ptio
ns f
or in
tere
stin
g pi
ctur
es.
Cre
ate
othe
r ca
ptiv
atin
g tit
les
for
stor
ies.
"EG
GSC
APE
FR
OM
CR
ASH
NO
T A
YO
KIN
G M
AT
TE
R*
HIB
ER
NIA
, N.J
. --
A d
ozen
egg
s ca
me
thro
ugh
unsc
athe
d w
hen
Rob
ert E
. Whi
te's
auto
was
dem
olis
hed
in a
n ac
cide
nt.
Polic
e sa
id W
hite
was
ret
urni
ng f
rom
the
stor
e W
edne
sday
nig
ht w
hen
his
car
ram
med
a te
leph
one
pole
. He
suff
ered
cut
s.B
ut th
ere
on th
e fr
ont s
eat s
at th
e eg
gs,
not o
ne o
f th
em b
roke
n.W
hite
pla
ced
the
eggs
. in
the
back
sea
tof
the
polic
e ca
r th
at w
as to
take
him
hom
e,an
d th
en h
e go
t in
and
sat d
own
-- r
ight
on
the
eggs
, sm
ashi
ng e
very
one
of
them
."C
ontin
ue to
cre
ate
conc
rete
, viv
id im
ager
y an
d m
ood
thro
ugh
figu
rativ
ela
ngua
ge. C
olle
ct s
imile
s an
dm
etap
hors
fro
m p
rose
and
poe
try:
as c
ool a
s th
e br
eeze
, aut
umn
is th
e ev
enin
g of
the
year
. Rea
d "T
heW
reck
of
the
Hes
peru
s" b
y L
ongf
ello
w. D
isco
ver
the
sim
iles
and
note
the
effe
ctiv
enes
s.C
olle
ct w
ords
and
sayi
ngs
pert
aini
ng to
lege
nd a
nd s
uper
stiti
on w
hich
hav
e "m
agic
al"
mea
ning
s: o
pen
sesa
me;
hoc
us-
pocu
s; a
brac
adab
ra; r
ain
befo
re s
even
, qui
t bef
ore
elev
en; s
tep
on a
cra
ck, y
ou 1
1 br
eak
your
mot
her's
back
.
Dev
elop
und
erst
andi
ng-t
hat c
hang
e in
for
m a
ndst
ruct
ure
affe
cts
mea
ning
, and
dev
elop
usa
ge p
atte
rns
inac
cord
ance
with
gro
up a
nd in
divi
dual
nee
ds.
.C
ontin
ue d
evel
opin
g pl
ural
for
ms.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
page
s 15
9-16
1..
Dev
elop
the
abili
ty to
dif
fere
ntia
te b
etw
een
cont
ract
ions
and
pos
sess
ives
and
deve
lop
corr
ect u
se o
f:its
- it
's, w
hose
- w
ho's
, the
irs
- th
ere'
s. S
ee E
nglis
h Is
Our
Lan
guag
e, B
ook
6, p
ages
1'1
6-17
8.
* W
isco
nsin
Sta
teJo
urna
l, A
ugus
t 10,
196
3.11
5
GR
AD
E S
IX
WR
ITIN
GV
OC
AB
ULA
RY
: EX
TE
ND
WO
RD
UN
DE
RS
TA
ND
ING
AN
D B
UIL
D W
OR
D P
OW
ER
WH
EN
WR
ITIN
G (
cont
inue
d)
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
gE
xpec
tanc
ies
116
Plur
als
Con
trac
tions
Poss
essi
ves
Com
poun
d W
ords
Hom
onym
s, H
eter
onym
sR
oot W
ords
Usa
ge
Con
tinue
to d
evel
op f
orm
ing
poss
essi
ve n
ouns
- s
ingu
lar
and
plur
al.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 1
70-1
'72.
Con
tiaue
to d
evel
op u
nder
stan
ding
of n
ew h
omon
yms,
het
eron
yms.
See
Eng
lish
Is O
ur L
angu
age,
Boo
k 6,
pag
es 1
04-1
05.
Dev
elop
the
conc
ept t
hat c
hang
e in
str
uctu
reaf
fect
s th
e fu
nctio
n of
wor
ds: c
onse
rve,
cons
erva
tion,
cons
erva
tive.
Dev
elop
wor
d us
age
in a
ccor
danc
ew
ith g
roup
and
indi
vidu
al n
eeds
;ih
e un
ders
tand
ing
of th
e pr
inci
pal
part
s of
ver
bs a
nd th
e us
eof
pro
noun
s as
obj
ects
of
verb
s.
Dev
elop
the
unde
rsta
ndin
g th
at c
orre
ct u
sage
help
s bu
ild e
ffec
tiven
ess
in w
ritin
g.Se
e E
nglis
h Is
Our
Lan
guag
e, B
ook
6, I
ndex
(W
ords
and
Wor
d U
sage
), a
nd B
uild
ing
Pow
erin
Wri
tten
Com
mun
icat
ion,
Mad
ison
Pub
lic S
choo
ls, 1
958.
V
CO
NV
EN
TIO
NS
: DE
VE
LOP
SK
ILLS
FO
R E
FF
EC
TIV
E W
RIT
ING
INV
OLV
ING
AT
TIT
UD
ES
AN
D C
OU
RT
ES
IES
Exp
ecta
ncie
sS
ugge
stio
ns fo
r D
evel
opin
g E
xpec
tanc
ies
Use
s co
rrec
t cap
italiz
atio
n an
dpu
nctu
atio
n m
ore
natu
rally
thro
ugh
grow
ing
fixa
tion
ofsk
ills
Show
s gr
eate
r in
depe
nden
ce in
adap
ting
conv
entio
ns a
nd b
ecom
esm
ore
awar
e of
sim
ple
amen
ities
whe
n w
ritin
g; s
how
s gr
eate
rab
ility
in r
ecog
nizi
ng a
ndap
prec
iatin
g go
od w
ritin
g
Dev
elop
ski
ll in
cap
italiz
atio
n an
d pu
nctu
atio
n.C
ontin
ue d
evel
opin
g ca
pita
lizat
ion
skill
s an
d pr
omot
e th
e ab
ility
to u
se te
xt (
inde
pend
ently
) as
a g
uide
.(S
ee B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
, and
Eng
lish
Is O
ur L
angu
age,
Boo
k 6.
)C
ontin
ue f
ixat
ion
of p
unct
uatio
n sk
ills
and
prom
ote
the
abili
ty to
use
text
(in
depe
nden
tly)
as r
efer
ence
.(S
ee B
uild
ing
Pow
er in
Wri
tten
Com
mun
icat
ion,
pag
es 5
8-59
, and
Eng
lish
Is O
ur L
angu
age.
)
Cre
ate
satis
fact
ion,
inte
rest
, and
pri
de in
wor
k w
ell d
one.
.Fu
rthe
r de
velo
p se
lf-e
valu
atio
n an
d co
ntin
ue to
pro
mot
e th
e de
sira
ble
attit
ude
of o
bser
ving
goo
d w
ritin
gpr
actic
esw
hen
shar
ing
a pr
oduc
t with
oth
ers.
(Se
e E
valu
atin
g, M
easu
ring
, Im
prov
ing
Wri
tten
Exp
ress
ion,
1-6,
and
Gui
de to
Tea
chin
g H
andw
ritin
g, K
-9,
Mad
ison
Pub
lic S
choo
ls.)
Ei
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
SU
MM
AR
YF
LOW
CH
AR
TS
The
se c
hart
s sh
ow: t
he c
ontin
uum
of l
angu
age
thro
ugh
the
deve
lopm
enta
l gro
wth
in s
kills
and
abi
litie
s,an
d
the
inte
rrel
ated
asp
ects
of L
iste
ning
, Spe
akin
g,W
ritin
g.
Flo
w C
hart
- L
iste
ning
119
LIS
TE
NIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
KIN
DE
RG
AR
TE
NG
RA
DE
ON
EG
RA
DE
TW
OG
RA
DE
TH
RE
E
P U R P 0 S E
. Bec
omes
inte
rest
ed in
oth
ers
thro
ugh
liste
ning
.. R
ecog
nize
s c
ccas
ions
for
liste
ning
..E
njoy
s a
vari
ety
of m
usic
, poe
try,
and
stor
ies.
.Lis
tens
to o
ther
s in
con
vers
atio
nan
d di
scus
sion
..L
iste
ns a
nd r
espo
nds
to d
irec
tions
,an
d lis
tens
whe
n sh
arin
g ex
peri
ence
s..E
njoy
s lis
teni
ng to
a v
arie
ty o
fm
usic
, poe
try,
sto
ries
and
dra
ma-
tizat
ions
.
. Gro
ws
in li
sten
ing
thou
ghtf
ully
toco
ntri
butio
ns o
f ot
hers
in c
onve
r-sa
tion
and
disc
ussi
on.
.Gro
ws
in li
sten
ing
effe
ctiv
ely
info
rmal
situ
atio
ns, g
aini
ng in
info
rmat
ion.
. Con
tinue
s to
liste
n fo
r en
joym
ent
and
appr
ecia
tion.
.Gro
ws
in li
sten
ing
to th
e co
ntri
butio
ns o
f ot
hers
ill
conv
ersa
tion
and
disc
ussi
on b
ecom
ing
awar
e of
tx1
tren
d..G
row
s in
eff
ectiv
e lis
teni
ng w
ithin
exp
andi
ng e
xpi
ienc
es, i
mpr
ovin
g re
call.
Dir
ectio
ns, I
ntro
duct
ions
, Mes
sage
sE
xpla
natio
ns, A
nnou
ncem
ents
Rep
orts
.Con
tinue
s to
list
en f
or e
njoy
men
t and
app
reci
atga
inin
g in
und
erst
andi
ng.
N I A T I 0 N V 0 C A B U L A R Y
.Peg
ins
to s
ense
ord
er th
roug
hob
serv
atio
n an
d lis
teni
ng.
- B
egin
s to
diff
eren
tiate
bet
wee
nre
al a
nd m
ake-
belie
ve.
.Ide
ntif
ies
and
resp
onds
to s
impl
erh
ythm
ic p
atte
rns
and
soun
ds.
.Sen
ses
orde
r th
roug
h ob
serv
atio
n an
dlis
teni
ng.
.Beg
ins
to m
ake
judg
men
ts a
nd s
how
sens
e of
logi
c..B
egin
s to
rec
ogni
ze s
ound
s an
dde
term
ine
moo
d.
.Sho
ws
awar
enes
s of
mai
n id
ea w
hen
liste
ning
and
gro
ws
in u
nder
stan
ding
of o
rder
, inc
ludi
ng s
eque
ntia
lar
rang
emen
t.. G
row
sin
inte
rpre
tatio
n an
d ap
plie
ssi
mpl
e an
alys
is in
thin
king
.
',Inc
reas
es v
ocab
ular
y th
roug
hlis
teni
ng.
.Beg
ins
to r
ecog
nize
sim
ilari
ty in
wor
ds, s
ound
s, a
nd e
njoy
s a
vari
ety
of s
ound
s an
d pa
ttern
s .
.Inc
reas
es v
ocab
ular
y th
roug
h lis
ten-
ing
and
enjo
ys h
eari
ng w
ords
and
ava
riet
y of
lang
uage
pat
tern
s..I
dent
ifie
s an
d in
terp
rets
lette
rso
unds
and
ble
nds.
.Con
tinue
s to
exp
and
wor
d co
ncep
tsth
roug
h ri
ch a
nd v
arie
d ex
peri
ence
s.Su
bjec
t Wor
dsSy
nony
ms,
Ant
onym
sR
hym
ing
Wor
dsPi
ctur
e-A
ctio
n W
ords
.Gro
ws
in w
ord
perc
eptio
n.C
onte
xt C
lues
(ho
mog
raph
)W
ord
Form
Figu
rativ
e W
ords
. Beg
ins
tore
cogn
ize
the
mai
n id
ea w
hen
liste
ning
grow
s in
the
unde
rsta
ndin
g of
ord
er.
. Beg
ins
tobe
mor
e se
lect
ive
and
anal
ytic
al.
. Con
tinue
s to
expa
nd w
ord
conc
epts
thro
ugh
incr
expe
rien
ces.
Subj
ect W
ords
Rhy
me
Pict
ure
Wor
dsSy
nony
ms,
Ant
onym
sA
ctio
n W
ords
.Gai
ns in
wor
d pe
rcep
tion.
Con
text
Clu
es (
hom
ogra
ph)
Figu
rativ
e W
ords
Wor
d Fo
rm
. Sho
ws
awar
enes
s of
impo
rtan
ce o
flis
teni
ng.
. Beg
ins
to s
how
inte
rest
in li
sten
-in
g po
litel
y.
.Beg
ins
to u
nder
stan
d th
e im
port
ance
of g
ood
liste
ning
..S
how
s in
tere
st in
list
enin
g po
litel
y.
. Bec
omes
incr
easi
ngly
aw
are
of n
eed
for
good
list
enin
g an
d pr
actic
esm
ore
mat
ure
liste
ning
hab
its.
. Bec
omes
aw
are
of r
ight
s an
d op
inio
nsof
oth
ers.
.Im
prov
es in
list
enin
g pr
actic
es a
nd h
abits
..S
how
s gr
owth
in r
espe
ctin
g th
e ri
ghts
and
opi
nio
othe
rs a
nd b
ecom
es m
ore
sens
itive
to th
e in
tot
hers
.
LIS
TE
NIN
G F
LOW
CH
A
LIS
TE
NIN
G F
LOW
CH
AK
6M
AD
ISO
N P
UB
LIC
SC
HO
OLS
KIN
DE
IRG
AR
1 E
NG
RA
DE
ON
EG
RA
DE
TW
OG
RA
DE
TH
RE
E
mes
inte
rest
ed in
oth
ers
ugh
liste
ning
.gn
izes
occ
asio
ns f
or li
sten
ing.
ys a
var
iety
of
mus
ic, p
oetr
y,st
orie
s.
.Lis
tens
to o
ther
s in
con
vers
atio
nan
d di
scus
sion
.. L
iste
nsan
d re
spon
ds to
dir
ectio
ns,
and
liste
ns w
hen
shar
ing
expe
rien
ces.
. Enj
oys
liste
ning
to a
vari
ety
ofm
usic
, poe
try,
sto
ries
and
dra
ma-
tizat
ions
.
. Gro
ws
in li
sten
ing
thou
ghtf
ully
toco
ntri
butio
ns o
f ot
hers
in c
onve
r-sa
tion
and
disc
ussi
on.
. Gro
ws
inlis
teni
ng e
ffec
tivel
y in
form
al s
ituat
ions
, gai
ning
inin
form
atio
n.. C
ontin
ues
tolis
ten
for
enjo
ymen
tan
d ap
prec
iatio
n.
. Gro
ws
in li
sten
ing
to th
e co
ntri
butio
ns o
f ot
hers
inco
nver
satio
n an
d di
scus
sion
bec
omin
g aw
are
of to
pic
tren
d.. G
row
sin
eff
ectiv
e lis
teni
ng w
ithin
exp
andi
ng e
xper
-ie
nces
, im
prov
ing
reca
ll.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
ts. C
ontin
ues
tolis
ten
for
enjo
ymen
t and
app
reci
atio
n,ga
inin
g in
und
erst
andi
ng.
ins
to s
ense
ord
er th
roug
h.r
vatio
n an
d lis
teni
ng.
ins
to d
iffe
rent
iate
bet
wee
nl a
nd m
ake-
belie
ve.
nine
s an
d re
spon
ds to
sim
ple
Film
ic p
atte
rns
and
soun
ds.
.Sen
ses
orde
r th
roug
h ob
serv
atio
n an
dlis
teni
ng.
. Beg
ins
to m
ake
judg
men
tsan
d sh
owse
nse
of lo
gic.
. Beg
ins
to r
ecog
nize
soun
ds a
ndde
term
ine
moo
d.
. Sho
ws
awar
enes
s of
mai
n id
ea w
hen
liste
ning
and
gro
ws
in u
nder
stan
ding
of o
rder
, inc
ludi
ng s
eque
ntia
lar
rang
emen
t.. G
row
s in
inte
rpre
tatio
n an
d ap
plie
ssi
mpl
e an
alys
is in
thin
king
.
. Beg
ins
tore
cogn
ize
the
mai
n id
ea w
hen
liste
ning
and
grow
s in
the
unde
rsta
ndin
g of
ord
er.
. Beg
ins
tobe
mor
e se
lect
ive
and
anal
ytic
al.
ease
s vo
cabu
lary
thro
ugh
min
g.ns
to r
ecog
nize
sim
ilari
ty in
Is. s
ound
s, a
nd e
njoy
s a
vari
ety
ound
s an
d pa
ttern
s,
. Inc
reas
esvo
cabu
lary
thro
ugh
liste
n-in
g an
d en
joys
hea
ring
wor
ds a
nd a
vari
ety
of la
ngua
ge p
atte
rns.
.Ide
ntif
ies
and
inte
rpre
ts le
tter
soun
ds a
nd b
lend
s.
. Con
tinue
s to
expa
nd w
ord
conc
epts
thro
ugh
rich
and
var
ied
expe
rien
ces.
Subj
ect W
ords
Syno
nym
s, A
nton
yms
Rhy
min
g W
ords
Fict
ure-
__ct
ion
Wor
ds. G
row
sin
wor
d pe
rcep
tion.
Con
text
Clu
es (
hom
ogra
ph)
Wor
d Fo
rmFi
gura
tive
Wor
ds
.Con
tinue
s to
exp
and
wor
d co
ncep
ts th
roug
h in
crea
sing
expe
rien
ces.
Subj
ect W
ords
Rhy
me
Pict
ure
Wor
dsSy
nony
ms,
Ant
onym
sA
ctio
n W
ords
. Gai
ns in
wor
d pe
rcep
tion.
Con
text
Clu
es (
hom
ogra
ph)
Figu
rativ
e W
ords
Wor
d Fo
rm
as a
war
enes
s of
impo
rtan
ce o
f. B
egin
s to
und
erst
anJ
the
impo
rtan
cem
ing.
of g
ood
liste
ning
.ns
to s
how
inte
rest
in li
sten
-. S
how
s in
tere
st in
list
enin
g po
litel
y.po
litel
y.
..B
ecom
es in
crea
sing
ly a
war
e of
nee
dfo
r go
od li
sten
ing
and
prac
tices
mor
e m
atur
e lis
teni
ng h
abits
..B
ecom
es a
war
e of
rig
hts
and
opin
ions
of o
ther
s.
.Im
prov
es in
list
enin
g pr
actic
es a
nd h
abits
.. S
how
s gr
owth
in r
espe
ctin
g th
e ri
ghts
and
opi
nion
s of
othe
rs a
nd b
ecom
es m
ore
sens
itive
to th
e in
tere
ms
ofot
hers
.
LIS
TE
NIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
GR
AD
E F
OU
RG
RA
DE
FIV
EG
RA
DE
SIX
;row
s in
list
enin
g to
the
cont
ribu
tions
of
othe
rs in
conv
ersa
tion
and
disc
ussi
on, r
ecog
nizi
ng to
pic
tren
d.;r
ows
in li
sten
ing
effe
ctiv
ely,
rec
allin
g gr
eate
r de
tail,
Dir
ectio
ns, I
ntro
duct
ions
, Mes
sage
sE
xpla
natio
ns, A
nnou
ncem
ents
The
Int
ervi
ewR
epor
tsN
ews
.7.o
ntin
ues
to li
sten
for
enj
oym
ent,
appr
ecia
tion,
and
unde
rsta
ndin
g.
.Gro
ws
in li
sten
ing
to th
e co
ntri
butio
ns o
f ot
hers
inco
nser
vatio
n an
d di
scus
sion
, fol
low
ing
topi
c tr
end
and
impr
ovin
g re
call.
.Gro
ws
in li
sten
ing
effe
ctiv
ely
in e
xten
ded
expe
rien
ces
reca
lling
det
ails
.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
New
s
.Con
tinue
s to
list
en f
or e
njoy
men
t and
app
reci
atio
nan
d m
atur
es in
und
erst
andi
ng.
.M
atur
es in
list
enin
g th
ough
tful
ly to
the
cont
ribu
tions
of
othe
rs in
con
vers
atio
n an
d di
scus
sion
..C
ontin
ues
to g
rew
in li
sten
ing
effe
ctiv
ely,
rec
allin
g m
ore
deta
iled
and
com
plex
info
rmat
ion
accu
rate
ly a
nd a
chie
ving
idea
s m
ore
quic
kly.
Dir
ectio
ns, I
ntro
duct
ions
, Mes
sage
sE
xpla
natio
ns, A
nnou
ncem
ents
The
Int
ervi
ewR
epor
tsN
ews
.Enj
oys
and
unde
rsta
nds
mor
e co
mpl
ex c
reat
ive
farm
s w
hen
liste
ning
.
Jain
in th
e ab
ility
to s
ee r
elat
ions
hips
and
beg
ins
toid
entif
y th
e m
ain
idea
or
them
e w
hen
liste
ning
.B
ecom
es m
ore
sele
ctiv
e an
d m
ore
skill
ed in
inte
rpre
tatio
nan
d cr
itica
l thi
nkin
g.T
ruth
- F
ictio
nFa
ct -
Opi
nion
Moo
d
.Con
tinue
s to
gra
w in
the
abili
ty to
sen
se r
elat
ions
hips
and
to id
entif
y m
ain
thou
ghts
and
sup
port
ing
fact
s in
orde
r..B
egin
s to
sum
mar
ize
and
draw
con
clus
ions
, bec
omin
g m
ore
skill
ed in
the
inte
rpre
tatio
n of
idea
s.T
ruth
- F
ictio
nPu
rpos
eFa
ct -
Opi
nion
Moo
d
.Mat
ures
in s
ensi
ng r
elat
ions
hips
, sel
ectin
g m
. in
and
supp
ortin
g id
eas
with
in m
ore
com
plex
mat
eria
l..B
ecom
es m
ore
skill
ed in
sel
ectin
g th
e re
leva
nt, f
orm
ing
judg
emen
ts, m
akin
g ge
nera
lizat
ions
and
dra
win
g in
fere
nces
.T
ruth
- F
ictio
nE
ffec
tiven
ess
Fact
- O
pini
onM
ood,
Sty
lePu
rpos
e
Mat
ures
in f
orm
ing
wor
d co
ncep
ts th
roug
h ex
pand
ing
expe
rien
ces.
Subj
ect W
ords
Key
-Tra
nsiti
on W
ords
Pict
ure
Wor
dsSy
nony
ms,
Ant
onym
sA
ctio
n W
ords
Con
tinue
s to
gai
n in
wor
d pe
rcep
tion.
Con
text
Clu
esFi
gura
tive
Wor
dsW
ord
Form
.Con
tinue
s to
mat
ure
in f
orm
ing
wor
d co
ncep
ts a
s re
alan
d vi
cari
ous
expe
rien
ces
incr
ease
.Su
bjec
t Tec
hnic
al W
ords
Abs
trac
t Wor
dsPi
ctur
e W
ords
Key
-Tra
nsiti
on W
ords
Act
ion
Wor
dsSy
nony
ms,
Ant
onym
s.G
ains
in w
ord
perc
eptio
n, u
sing
clu
es to
ded
uce
mea
ning
s.C
onte
xt C
lues
Wor
d D
eriv
atio
nW
ord
Form
Figu
rativ
e W
ords
. Bro
aden
san
d st
reng
then
s w
ord
conc
epts
thro
ugh
expa
ndin
gex
peri
ence
s, r
eal a
nd v
icar
ious
.Su
bjec
t-T
echn
ical
Wor
dsA
bstr
act-
Elu
sive
War
dsPi
ctur
e W
ords
Col
ored
-Em
otiv
e W
ords
Act
ion
Wor
dsK
ey -
Tra
nsiti
on W
ords
Syno
nym
s, A
nton
yms
.Gai
ns in
wor
d pe
rcep
tion,
usi
ng c
lues
to d
educ
e m
eani
ngs.
Con
text
Clu
esW
ord
Der
ivat
ion
Wor
d Fo
rmFi
gura
tive
Wor
ds
:ont
inue
s to
gro
w in
list
enin
g pr
actic
es, h
abits
and
ski
lls.
Inte
rest
Con
cent
ratio
nA
lert
ness
Acc
urac
yA
ttent
ion
Beg
ins
to s
ense
the
impo
rtan
ce o
f ob
serv
ing
the
righ
tsan
d op
inio
ns o
f ot
hers
.
. Mat
ures
in li
sten
ing
prac
tices
, hab
its a
nd s
kills
.In
tere
stC
once
ntra
tion
Ale
rtne
ssA
ccur
acy
Atte
ntio
n.B
egin
s to
und
erst
and
the
valu
e to
sel
f an
d gr
oup
whe
nri
ghts
and
opi
nion
s of
oth
ers
are
obse
rved
.
.Con
tInu
es to
mat
ure
in li
sten
ing
prac
tices
, hab
its, a
ndsk
ills,
obs
ervi
ng th
e ro
le o
f th
e lis
tene
r.In
tere
stC
once
ntra
tion
Ale
rtne
ssA
ccur
acy
Atte
ntio
n.U
nder
stan
ds th
e va
lue
to g
roup
whe
n ri
ghts
and
opi
nion
s of
othe
rs a
re o
bser
ved.
121
Flo
w C
hart
- S
peak
ing
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
SU
MM
AR
Y -
FLO
W C
HA
RT
ST
hese
cha
rts
show
: the
con
tinuu
m o
f lan
guag
e th
roug
hth
e de
velo
pmen
tal g
row
th in
ski
lls a
nd a
bilit
ies,
and
the
inte
rrel
ated
asp
ects
of L
iste
ning
, Spe
akin
g, W
ritin
g.
SP
EA
KIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
KIN
DE
RG
AR
TE
NG
RA
DE
ON
'EG
RA
DE
TW
OG
RA
DE
TH
RE
EP U
. Beg
ins
topa
rtic
ipat
e in
con
ver-
satio
ns a
nd d
iscu
ssio
n.R
.Giv
esin
form
atio
n an
d de
scri
ptio
n
Poc
casi
onal
ly.
.Enj
oys
spon
tane
ous
crea
tive
0ex
pres
sion
.
S E
.Beg
ins
to c
ontr
ibut
e id
eas
inco
nver
satio
n an
d di
scus
sion
..S
how
s gr
owth
in g
ivin
g in
form
a-tio
n an
d de
scri
ptio
n..C
ontin
ues
to e
njoy
spo
ntan
eous
crea
tive
expr
essi
on.
.Shows
grow
th in
the
abili
ty to
talk
with
oth
ers
in c
onve
rsat
ion
and
disc
ussi
on.
.Shows
grow
th in
the
abili
ty to
talk
to o
ther
s.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
ts.C
ontin
ues
to e
xpre
ss c
reat
ivel
y.
.Con
tinue
s to
gro
w in
the
abili
ty to
talk
with
oth
ers
conv
ersa
tion
and
disc
ussi
on, o
ccas
iona
lly e
xpre
ss-
reac
tions
..G
row
s in
abi
lity
to g
ive
info
rmat
ion
as n
eeds
inc
Dir
ectio
ns, I
ntro
duct
ions
, Mes
sage
sR
epot
."E
xpla
natio
ns, A
nnou
ncem
ents
New
s ,
.Con
tinue
s to
exp
ress
cre
ativ
ely,
enj
oyin
g dr
amat
is!
tion.
0.S
peak
s in
sen
tenc
es o
ccas
iona
lly.
R G.Shows
an a
war
enes
s of
seq
uenc
e.
A. G
ives
and
resp
onds
to g
reet
ings
.N I Z A T I 0 N
,. B
ecom
es m
ore
skill
ed in
usi
ngse
nten
ces
whe
n sp
eale
ing.
.Gro
ws
in e
xpre
ssin
g in
seq
uenc
e,us
ing
grea
ter
deta
il..B
egin
s to
res
pond
to g
reet
ings
and
intr
oduc
tions
inde
pend
ently
.
.Shows
grow
th in
the
abili
ty to
see
rela
tions
hips
and
sen
se o
rder
.T
he S
ente
nce
The
Rep
ort
.Res
pond
s to
gre
etin
gs a
nd in
trod
uc-
tions
with
gre
ater
eas
e.
. Con
tinue
s to
gro
win
see
ing
rela
tions
hips
and
sen
sii
orde
r. The
Sen
tenc
eT
he R
epor
tA
Dis
cuss
ion
Intr
oduc
tion
A M
essa
ge
Bod
yA
n E
xpla
natio
n
Con
clus
on
.Ada
pts
to f
orm
occ
asio
nally
whe
n in
trod
ucin
g an
d1gr
eetin
g.i
V 0.Shows
inte
rest
in u
sing
new
Cw
ords
.
A. E
njoy
s us
ing
ava
riet
y of
spe
ech
Bso
unds
.U L A R Y
.Bec
omes
inte
rest
ed in
usi
ng n
eww
ords
and
lear
ning
new
mea
ning
sfo
r fa
mili
ar w
ords
..E
njoy
s us
ing
colo
rful
wor
ds a
ndex
pres
sion
s..E
njoy
s fo
rmin
g rh
ymes
(rh
ythm
,al
liter
atio
n).
.Shows
grow
th in
the
abili
ty to
use
new
wor
ds w
hen
expr
essi
ng in
form
atio
n.E
xact
Wor
dsA
ctio
n W
ords
Subj
ect W
ords
Cur
rent
Wor
ds. C
ontin
ues
toex
pand
in a
bilit
y to
use
wor
ds e
ffec
tivel
y w
hen
expr
essi
ngto
cre
ate
feel
ings
and
em
otio
ns.
0Pi
ctur
e W
ords
Rhy
me,
Alli
tera
tion
. Sho
ws
grow
th in
usi
ng w
ords
effe
ctiv
ely
whe
nex
pres
sing
to in
form
.E
xact
Wor
dsA
ctio
n W
ords
Subj
ect W
ords
Cur
rent
Wor
ds.G
row
s in
usi
ng w
ords
eff
ectiv
ely
whe
n ex
pres
sing
crea
te f
eelin
g an
d em
otio
ns.
Pict
ure
Wor
ds R
hym
e, A
llite
ratio
n
C 0.Shows
som
e ea
se w
hen
spea
king
Nbe
fore
the
clas
s.
V.B
ecom
es a
war
e of
sim
ple
cour
tesi
es.
E. B
egin
s to
use
voca
l and
bod
ilyN
expr
essi
on.
T.B
egin
s to
elim
inat
e in
fant
ile s
peec
hI
and
corr
ect a
rtic
ulat
ion
erro
rs.
0 N S
.Shows
mor
e ea
se a
nd c
onfi
denc
ew
hen
spea
king
bef
ore
a gr
oup,
usin
g ex
pres
sion
; and
dem
onst
rate
sco
urte
sies
..E
limin
ates
mor
e m
ispr
onun
ciat
ions
and
artic
ulat
ion
erro
rs a
nd b
ecom
esaw
are
of b
ette
r sp
eech
pat
tern
s.
.Beg
ins
to s
ense
res
pons
ibili
ty o
fsp
eake
rw
ith o
ther
s an
dw
hen
talk
ing
grow
th in
to o
ther
s an
d sh
ows
som
e g
spea
king
.th
e sk
ill o
f sp
Tho
ught
Pois
e, C
onfi
denc
eV
oice
Cou
rtes
yE
xpre
ssio
n. B
ecom
esm
ore
cons
ciou
s of
cor
rect
spee
ch a
nd m
atur
es in
abi
lity
to u
seac
cept
ed s
peec
h pa
ttern
s.
. Sen
ses
the
resp
onsi
bilit
y of
spe
aker
whe
n ta
lkin
gw
ith o
ther
s an
d to
oth
ers,
and
is a
war
e of
som
esp
eaki
ng s
kills
.T
houg
htPo
ise,
Con
fide
nce
Voi
ceC
ourt
esy
Exp
ress
ion
.Gro
ws
in s
ensi
ng th
e im
port
ance
of
corr
ect u
sage
and
good
spe
ech
patte
rns.
124
SP
EA
KIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
CS
CH
OO
LSR
TE
NG
RA
DE
OR
EG
RA
DE
TW
OG
RA
DE
TH
RE
Eto
in c
onve
r-on
.an
d de
scri
ptio
n
crea
tive
. Beg
ins
to c
ontr
ibut
e id
eas
inco
nver
satio
n an
d di
scus
sion
.. S
how
s gr
owth
in g
ivin
g in
form
a-tio
n an
d de
scri
ptio
n.. C
ontin
ues
to e
njoy
spo
ntan
eous
crea
tive
expr
essi
on.
. Sho
ws
grow
th in
the
abili
ty to
talk
with
oth
ers
in c
onve
rsat
ion
and
disc
ussi
on.
. Sho
ws
grow
th in
the
abili
ty to
talk
to o
ther
s.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsR
epor
ts.C
ontin
ues
to e
xpre
ss c
reat
ivel
y.
.Con
tinue
s to
gro
w in
the
abili
tyto
talk
with
oth
ers
inco
nver
satio
n an
d di
scus
sion
, occ
asio
nally
expr
essi
ngre
actio
ns.
. Gro
ws
in a
bilit
y to
giv
e in
form
atio
n as
nee
ds in
crea
se.
Dir
ectio
ns, I
ntro
duct
ions
, Mes
sage
sR
epor
tsE
xpla
natio
ns, A
nnou
ncem
ents
New
s
. Con
tinue
s to
exp
ress
cre
ativ
ely,
enj
oyin
g dr
amat
iza-
tion.
.
occa
sion
ally
.of
seq
uenc
e.to
gre
etin
gs.
. Bec
omes
mor
e sk
illed
in u
sing
sent
ence
s w
hen
spea
king
..G
row
s in
exp
ress
ing
inse
quen
ce,
usin
g gr
eate
r de
tail.
.Beg
ins
to r
espo
nd to
gre
etin
gs a
ndin
trod
uctio
ns in
depe
nden
tly.
. Sho
ws
grow
th in
the
abili
ty to
see
rela
tions
hips
and
sens
e or
der,
The
Sen
tenc
eT
he R
epor
t. R
espo
nds
to g
reet
ings
and
intr
oduc
-tio
ns w
ith g
reat
erea
se.
. Con
tinue
s to
gro
w in
see
ing
rela
tions
hips
and
sen
sing
orde
r. The
Sen
tenc
eT
he R
epor
tA
Dis
cuss
ion
Intr
oduc
tion
A M
essa
ge
Bod
yA
n E
xpla
natio
n
Con
clus
ion
.Ada
pts
to f
orm
occ
asio
nally
whe
n in
trod
ucin
g an
dgr
eetin
g.
1*
ng n
ew
ty o
f sp
eech
. Bec
omes
inte
rest
ed in
usi
ng n
eww
ords
and
lear
ning
new
mea
ning
sfo
r fa
mili
ar w
ords
..E
njoy
s us
ing
colo
rful
wor
ds a
ndex
pres
sion
s..E
njoy
s fo
rmin
g rh
ymes
(rh
ythm
,al
liter
atio
n).
.Sh
ows
grow
th in
the
abili
ty to
use
new
wor
ds w
hen
expr
essi
ng in
form
atio
n.E
xact
Wor
dsA
ctio
n W
ords
Subj
ect W
ords
Cur
rent
Wor
ds.C
ontin
ues
to e
xpan
d in
abi
lity
tous
ew
ords
eff
ectiv
ely
whe
n ex
pres
sing
to c
reat
e fe
elin
gs a
nd e
mot
ions
.Pi
ctur
e W
ords
Rhy
me,
Alli
tera
tion
. Sho
ws
grow
th in
usi
ng w
ords
eff
ectiv
ely
whe
nex
pres
sing
to in
form
.E
xact
Wor
dsA
ctio
n W
ords
Subj
ect W
ords
Cur
rent
Wor
ds. G
row
s in
usi
ng w
ords
eff
ectiv
ely
whe
n ex
pres
sing
tocr
eate
fee
ling
and
emot
ions
.Pi
ctur
e W
ords
Rhy
me,
Alli
tera
tion
;ri s
peak
ing
nple
cou
rtes
ies.
nd b
odily
nfan
tile
spee
ch:io
n er
rors
.
.Sho
ws
mor
e ea
se a
nd c
onfi
denc
ew
hen
spea
king
bef
ore
a gr
oup,
usin
g ex
pres
sion
; and
dem
onst
rate
sco
urte
sies
..E
limin
ates
mor
e m
ispr
onun
ciat
ions
and
artic
ulat
ion
erro
rs a
nd b
ecom
esaw
are
of b
ette
r sp
eech
pat
tern
s.
.Beg
ins
to s
ense
res
pons
ibili
ty o
fsp
eake
r w
hen
talk
ing
with
oth
ers
and
to o
grow
th in
oman
dot
hers
an
show
s so
me
grow
hth
e sk
ill o
f sp
eaki
ng.
Tho
ught
Con
fide
nce
htPo
ise,
eV
ort
Voi
ceC
ourt
esy
Cio
nE
xpre
ssio
n.B
ecom
es m
ore
cons
ciou
s of
cor
rect
spee
ch a
nd m
atur
es in
abi
lity
to u
seac
cept
ed s
peec
h pa
ttern
s.
. Sen
ses
the
resp
onsi
bilit
y of
spe
aker
whe
n ta
lkin
gw
ith o
ther
s an
d to
oth
ers,
and
isaw
are
of s
ome
spea
king
ski
lls.
Tho
ught
Pois
e, C
onfi
denc
eV
oice
Cou
rtes
yE
xpre
ssio
n. G
row
s in
sen
sing
the
impo
rtan
ce o
f co
rrec
t usa
ge
and
good
spe
ech
patte
rns.
K -
6M
AD
ISO
N P
UB
LIC
SC
HO
OLS
GR
AD
E F
OU
RG
RA
DE
FIV
E
.Fur
ther
dev
elop
s th
e ab
ility
to p
artic
ipat
e in
con
vers
a-tio
n an
d di
scus
sion
, exp
ress
ing
reac
tions
..F
urth
er d
evel
ops
the
abili
ty to
impa
rt in
form
atio
nw
ithin
mor
e pl
anne
d si
tuat
ions
.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Exp
lana
tions
, Ann
ounc
emen
tsT
he I
nter
view
Rep
orts
.Exp
ress
es c
reat
ivel
y, b
egin
ning
to a
dopt
mor
e pl
anne
dst
ruct
ure.
.Pa
rtic
ipat
es m
ore
activ
ely
in c
onve
rsat
ion
and
disc
ussi
on, b
egin
ning
to s
uppo
rtid
eas.
.Sh
ows
grow
th in
spe
akin
g w
ithin
mor
e pl
anne
d si
tuat
ions
, im
part
ing
mor
eco
mpl
ex in
form
atio
n.
Dir
ectio
ns, .
._!T
oduc
tions
, Mes
sage
sE
xpla
natio
ns, A
nnou
ncem
ents
The
Int
ervi
ewR
epor
ts
Pane
l Dis
cuss
ion
The
Deb
ate
Parl
iam
entr
ry E
xper
ienc
e
.E
njoy
s va
ried
kin
ds o
f cr
eativ
e ex
pres
sion
, em
phas
izin
gde
tail.
.E
xpan
ds in
the
abili
ty to
exc
hain
terc
hang
e of
com
men
ts in
di
.M
atur
es in
exp
ress
ing
info
rmat
i(l
engt
h, d
epth
, and
com
plex
ityD
irec
tions
, Int
rodu
cti
Exp
lana
tions
, Ann
ounc
The
Int
ervi
ew
.E
njoy
s m
ore
soph
istic
ated
for
ms
real
ism
.
.Col
lect
s an
d se
lect
s id
eas
and
grow
s in
the
abili
ty tb
see
rela
tions
hips
whe
n pl
anni
ngfo
r sp
eaki
ng, s
ensi
ngor
der
and
sequ
ence
.
The
Sen
tenc
eT
he R
epor
tIn
trod
uctio
nB
ody
Con
clus
ion
.Ada
pts
to f
orm
in m
ore
situ
atio
ns.
A D
iscu
ssio
nA
Mes
sage
An
Exp
lana
tion
.G
row
s in
the
abili
ty to
col
lect
and
sel
ect
idea
s an
d co
ntin
ues
to ..
ense
rel
atio
nshi
psw
hen
spea
king
, arr
angi
ng in
seq
uent
ial o
rder
.
The
Sen
tenc
eT
he R
epor
tA
Dis
cuss
ion
Intr
oduc
tion
A M
essa
ge
Bod
yA
n E
xpla
natio
nC
oncl
usio
n.A
dapt
s to
for
m f
or in
crea
sing
pur
pose
s.
The
Int
rodu
ctio
n, G
reet
ing
The
Int
ervi
ewPa
rlia
men
tary
Exp
erie
nce
.M
atur
es in
the
abili
ty to
coi
lla
tions
hips
whe
n pl
anni
ng f
or
The
Sen
tenc
e
.Mat
ures
in a
dapt
atio
n to
for
m f
The
Int
rodu
ctio
n, G
r
.Bec
omes
mor
e ef
fect
ive
whe
n sp
eaki
ng to
info
rm,
usin
g an
enl
arge
d an
d en
rich
ed v
ocab
ular
y.E
xact
Wor
dsA
ctio
n W
ords
Abs
trac
t Wor
ds K
ey-T
rans
ition
Wor
dsSu
bjec
t Wor
ds R
hym
e, A
llite
ratio
n
.B
ecom
es m
ore
effe
ctiv
e w
hen
expr
essi
ng to
cre
ate
feel
ings
and
em
otio
ns.
Pict
ure
Wor
dsR
hym
e, A
llite
ratio
n
.Gro
ws
in u
nder
stan
ding
the
role
of
the
spea
ker
and
adop
ts
spea
king
ski
lls:
Whe
n ta
lkin
g w
ith o
ther
s.In
tere
stT
houg
htC
ourt
esy
Whe
n ta
lkin
g to
othe
rs.
Inte
rest
Tho
ught
Voi
ce, M
anne
rPo
ise,
Con
fide
nce
Cla
rity
Flue
ncy,
Int
onat
ion
Exp
ress
ion,
Tem
po
.Con
tinue
s to
gro
w in
aw
aren
ess
of c
orre
ct u
sage
and
good
spe
ech
patte
rns.
Bod
ily A
ctio
n
.C
ontin
ues
to g
ain
in e
ffec
tiven
ess
whe
n sp
eaki
ng to
info
rm th
roug
h an
enl
arge
d an
d en
rich
ed
voca
bula
ry.
Exa
ct W
ords
Abs
trac
t Wor
dsSu
bjec
t Wor
ds
Act
ion
Wor
dsK
ey-T
rans
ition
Wor
dsC
urre
nt W
ords
.C
ontin
ues
to g
ain
in e
ffec
tiven
ess
whe
n ex
pres
sing
to c
reat
e fe
elin
gs a
nd e
mot
ions
.
Pict
ure
Wor
dsA
llite
ratio
n
.M
atur
es in
eff
ectiv
enes
s w
hen
Prec
ise-
Exa
ct W
ords
Abs
trac
t-E
lusi
ve W
orSu
bjec
t-T
echn
ical
W
.C
ontin
ues
to u
se e
xpan
ding
vem
otio
ns.
II
Pict
ure
Wor
dsC
olor
ed -
Em
otiv
.C
ontin
ues
to g
row
in u
nder
stan
ding
the
role
of th
e sp
eake
r an
d be
com
es m
ore
skill
ed in
spea
king
:W
hen
talk
ing
with
oth
ers.
Inte
rest
Cou
rtes
yT
houg
ht
Whe
n ta
lkin
g to
oth
ers.
Voi
ce, M
anne
r
Inte
rest
Pois
e, C
onfi
denc
eC
lari
tyIn
tona
tion,
Exp
ress
ion
Tho
ught
Bod
ily A
ctio
nFl
uenc
yT
empo
.B
ecom
es m
ore
able
to d
etec
t und
esir
able
spee
ch p
atte
rns
and
mor
e sk
illed
in c
orre
ctin
g er
rors
.
.M
atur
es in
und
erst
andi
ng th
e ro
Whe
n ta
lkin
g w
ith o
ther
s.
Whe
n ta
lkin
g to
oth
ers.
Inte
rest
Tho
ught
Pois
e,B
odily
.M
atur
es in
the
abili
ty to
elim
iU
sa
SP
EA
KIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
GR
AD
E F
IVE
GR
AD
E S
IX
tore
act
ivel
y in
con
vers
atio
n an
d di
scus
sion
, beg
inni
ng to
sup
port
idea
s.in
spe
akin
g w
ithin
mo,
:, pl
anne
d si
tuat
ions
, im
part
ing
mor
e co
mpl
ex in
form
atio
n.
ions
, Int
rodu
ctio
ns, M
essa
ges
Pane
l Dis
cuss
ion
catio
ns, A
nnou
ncem
ents
The
Deb
ate
Lte
rvie
wPa
rlia
men
tary
Exp
erie
nce
s kind
s of
cre
ativ
e ex
pres
sion
, em
phas
izin
g de
tail.
.E
xpan
ds in
the
abili
ty to
exc
hang
e id
eas
spon
tane
ousl
y in
con
vers
atio
n;co
ntri
bute
s to
the
inte
rcha
nge
of c
omm
ents
in d
iscu
ssio
n; a
nd is
mor
e ab
le to
sup
port
idea
s.
. Mat
ures
in e
xpre
ssin
g in
form
ativ
e co
nten
t, de
mon
stra
ting
grea
ter
inde
pend
ence
in p
lann
ing
(len
gth,
dep
th, a
nd c
ompl
exity
of
cont
ent)
.D
irec
tions
, Int
rodu
ctio
ns, M
essa
ges
Rep
orts
Exp
lana
tions
, Ann
ounc
emen
tsR
ound
-tab
le, P
anel
Dis
cuss
ion
The
Int
ervi
ewT
he D
ebat
ePa
rlia
men
tary
Exp
erie
nce
.E
njoy
s m
ore
soph
istic
ated
for
ms
of c
reat
ive
expr
essi
on, w
ith m
ore
emph
asis
on
deta
il an
dre
alis
m.
abili
ty to
col
lect
and
sel
ect i
deas
and
con
tinue
s to
sen
se r
elat
ions
hips
whe
nan
ging
in s
eque
ntia
l ord
er.
ente
nce
The
Rep
ort
A D
iscu
ssio
nIn
trod
uctio
nA
Mes
sage
Bod
yA
n E
xpla
natio
nC
oncl
usio
nn
for
incr
easi
ng p
urpo
ses.
oduc
tion,
Gre
etin
gT
he I
nter
view
Parl
iam
enta
ry E
xper
ienc
e
. Mat
ures
in th
e ab
ility
to c
olle
ct a
nd s
elec
t ide
as u
sing
var
ied
reso
urce
s, to
obse
rve
re-
latio
nshi
ps w
hen
plan
ning
for
spe
akin
g, a
nd to
arr
ange
in s
eque
ntia
l ord
er.
The
Sen
tenc
eT
he R
epor
tA
Dis
cuss
ion
Intr
oduc
tion
An
Exp
lana
tion
Bod
yC
oncl
usio
n.M
atur
es in
ada
ptat
ion
to f
orm
for
spe
cifi
c pu
rpos
es.
The
Int
rodu
ctio
n, G
reet
ing
The
Int
ervi
ewPa
rlia
men
tary
Exp
erie
nce
gain
in e
ffec
tiven
ess
whe
n sp
eaki
ng to
info
rm th
roug
h an
enl
arge
d an
d en
rich
ed
Exa
ct W
ords
Act
ion
Wor
dsA
bstr
act W
ords
Key
-Tra
nsiti
on W
ords
Subj
ect W
ords
Cur
rent
Wor
ds
gain
in e
ffec
tiven
ess
whe
n ex
pres
sing
to c
reat
e fe
elin
gs a
nd e
mot
ions
.
Pict
ure
Wor
dsA
llite
ratio
n
. Mat
ures
in e
ffec
tiven
ess
whe
n sp
eaki
ng to
info
rm, f
urth
er e
nlar
ging
and
enri
chin
g vo
cabu
lary
.
Prec
ise-
Exa
ct W
ords
Act
ion
Wor
ds
Abs
trac
t-E
lusi
ve W
ords
Key
-Tra
nsiti
on W
ords
Subj
ect-
Tec
hnic
al W
ords
Cur
rent
Wor
ds
.C
ontin
ues
to u
se e
xpan
ding
voc
abul
arly
eff
ectiv
ely
whe
n ex
pres
sing
to c
reat
e fe
elin
gs a
nd
emot
ions
.Pi
ctur
e W
ords
Alli
tera
tion
Col
ored
- E
mot
ive
Wor
dsFi
gura
tive
Wor
ds
grow
in u
nder
stan
ding
the
role
of
the
spea
ker
and
beco
mes
mor
e sk
ille
d in
Whe
n ta
lkin
g w
ith o
ther
s.In
tere
stC
ourt
esy
Tho
ught
Lik
ing
to o
ther
s.V
oice
, Man
ner
sere
stPo
ise,
Con
fide
nce
Cla
rity
Into
natio
n, E
xpre
ssio
n'o
ught
Bod
ily A
ctio
nFl
uenc
yT
empo
e ab
le to
det
ect u
ndes
irab
le s
peec
h pa
ttern
s an
d m
ore
skill
ed in
cor
rect
ing
erro
rs.
Mat
ures
in u
nder
star
din
g th
e ro
le o
f th
e sp
eake
r an
d m
atur
es in
ado
ptin
gsp
eaki
ng s
kills
:
Whe
n ta
lkin
g w
ith o
ther
s.In
tere
stC
ourt
esy
Tho
ught
Rig
hts
of o
ther
sO
pini
ons
of o
ther
sW
hen
talk
ing
to o
ther
s.V
oice
, Man
ner
Inte
rest
Pois
e, C
onfi
denc
eC
lari
tyIn
tona
tion,
Exp
ress
ion
Tho
ught
Bod
ily A
ctio
nFl
uenc
yT
empo
. Mat
ures
inth
e ab
ility
to e
limin
ate
inco
rrec
t use
of
wor
ds a
nd u
ndes
irab
le s
peec
h pa
ttern
s.
Usa
geSp
eech
Pat
tern
s.
IIII
IIlli
iii.I
IIM
IIII
IIII
IIII
IIII
IIM
Imbi
......
......
..---
___
125
MA
DIS
ON
PU
BLI
CS
CH
OO
LS
SU
MM
AR
Y-
FLO
W C
HA
RT
ST
hese
cha
rts
show
: the
con
tinuu
mof
lang
uage
thro
ugh
the
deve
lopm
enta
l gro
wth
insk
ills
and
abili
ties,
and
the
inte
rrel
ated
asp
ects
of
Lis
teni
ng, S
peak
ing,
Wri
ting.
Flow
Cha
rt -
Wri
ting
127
WR
ITIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
KIN
DE
RG
AR
TE
NG
RA
DE
ON
EG
RA
DE
TW
OG
RA
DE
TH
RE
E
.Beg
ins
to o
bser
ve d
iffe
rent
pur
-po
ses
for
wri
ting
and
cont
ribu
tes
to g
roup
com
posi
tion.
.0bs
erve
s te
ache
r re
cord
ing
and
cont
ribu
tes
to g
roup
com
posi
tions
rbe
gins
to s
how
inte
rest
in d
oing
own
wri
ting.
.Con
trib
utes
to g
roup
exp
ress
ion;
show
s gr
eate
r in
tere
st in
doi
ng o
wn
wri
ting
and
sens
es m
ore
need
s fo
rw
ritin
g. The
Par
agra
phR
ecor
dsT
he S
tory
Poet
ryT
he L
ette
rR
iddl
esL
abel
s
.Use
s w
ritin
g m
ore
freq
uent
ly a
s ne
eds
expa
nd.
The
Par
agra
phD
escr
iptio
nsT
he S
tory
Lab
els,
Titl
esT
he R
epor
tR
ecor
ds, F
orm
f,T
he L
ette
rPo
etry
New
sR
iddl
es
.B
egin
s to
dis
cove
r or
der
and
prog
ress
ion
in r
eadi
ng a
nd w
ritin
g, th
roug
h ob
serv
a-tio
n.. B
egin
s to
sen
sese
quen
tial o
rder
.. B
egin
s to
sen
sere
latio
nshi
ps.
. Bec
omes
aw
are
of s
ente
nce
sens
e an
dbe
gins
to u
se c
ompl
ete
sent
ence
s in
wri
tten
expr
essi
on.
. Bec
omes
aw
are
of s
eque
ntia
lor
der.
.C
ontin
ues
to g
row
in a
ssoc
iatio
n of
idea
s.. B
egin
s to
iden
tify
diff
eren
t kin
ds o
fw
ritin
g an
d be
com
es a
war
e of
for
mus
ed f
or le
tters
.
.G
row
s in
sen
se o
f or
der
sequ
ence
.T
he S
ente
nce
The
Par
agra
phT
he S
tory
Gro
ws
in id
entif
ying
and
cla
ssif
ying
wha
t is
seen
or
hear
d.B
egin
s to
ada
pt w
ritin
g to
spe
cifi
c fo
rm.
The
Par
agra
phT
he L
ette
r
. Gro
ws
in s
elec
tion
of id
eas
and
in s
ense
of
orde
r.T
he S
ente
nce
The
Par
agra
phT
he S
tory
Gro
ws
in a
ssoc
iatin
g id
eas,
ada
ptin
g to
spe
cifi
cfo
rm w
hen
wri
ting.
The
Par
agra
phL
abel
s, T
itles
The
Rep
ort (
outli
neR
ecor
ds, F
orm
sre
adin
ess)
Poet
ryT
he L
ette
r
Beg
ins
to d
isco
ver
thro
ugh
obse
rv-
ing
and
liste
ning
that
wor
ds h
ave
mea
ning
..B
egin
s to
rec
ogni
ze s
imila
rity
inw
ord
soun
ds.
.Ide
ntif
ies
wor
ds a
nd a
ssoc
iate
s w
ords
with
spec
ific
mea
ning
; dev
elop
s an
d in
crea
ses
voca
bula
ry th
roug
h pu
rpos
eful
obs
erva
tion
and
disc
ussi
on.
.Rec
ogni
zes
sim
ilari
ty in
wor
d so
unds
.
.Beg
ins
to u
nder
stan
d w
ords
whi
ch d
enot
esp
ecif
ic m
eani
ngs.
.Beg
ins
to u
nder
stan
d th
e ef
fect
of
sens
ory
wor
ds.
. Beg
ins
to u
se n
ewan
d in
tere
stin
gw
ords
in w
ritin
g.E
xact
Wor
dsPi
ctur
e W
ords
Act
ion
Wor
dsR
hym
ing
Wor
ds.E
xpan
ds v
ocab
ular
y th
roug
h th
e di
s-co
very
of
wor
d fo
rm.
1111
1V
.Sho
ws
grow
th in
usi
ng n
ew a
nd in
tere
stin
g w
ords
in w
ritin
g.E
xact
Wor
dsR
hym
ing
Wor
dsA
ctio
n W
ords
Figu
rativ
e W
ords
Pict
ure
Wor
ds.E
xpan
ds v
ocab
ular
y th
roug
h us
ing
diff
eren
t wor
dfo
rms.
.Beg
ins.
to d
isco
ver
diff
eren
t kin
dsof
sen
tenc
es (
read
ines
s fo
r pu
nc-
tuat
ion)
.
f. B
egin
s to
und
erst
and
that
som
e se
nten
ces
tell
and
othe
rs a
sk.
.Sho
ws
inte
rest
in s
hari
ng p
rodu
ctw
ith o
ther
s.
.Beg
ins
to r
ealiz
e th
e ne
ed f
or c
apita
l-iz
atio
n an
d pu
nctu
atio
n, a
nd a
pplie
ssi
mpl
e sk
ills.
.Beg
ins
to f
ollo
w s
tand
ards
of
neat
ness
,pr
actic
ing
good
pen
man
ship
and
spe
lling
.
.Gro
ws
in r
ealiz
ing
the
need
for
cap
italiz
atio
n, a
ndin
app
lyin
g re
quir
ezi s
kills
..G
row
s in
rea
lizin
g th
e ne
ed f
or p
unct
uatio
n, a
ndin
app
lyin
g re
quir
ed s
kills
.. B
ecom
es m
ore
awar
eof
sta
ndar
ds o
f ne
arne
ss, p
rac-
ticin
g go
od p
enm
ansh
ip a
nd s
pelli
ng.
WR
ITIN
G F
LOW
CH
AR
TK
- 6
MA
DIS
ON
PU
BLI
C S
CH
OO
LS
GR
AD
E F
OU
RG
RA
DE
FIV
EG
R
.Use
s w
ritin
g fo
r m
ore
occa
sion
s an
din
dica
tes
som
e
ease
whe
n w
ritin
gin
depe
nden
tly.
Bio
grap
hyL
abel
s, T
itles
Rec
ords
, For
ms
Play
sPo
etry
Rid
dles
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
ns
.G
row
s in
con
fide
nce
and
ease
inw
ritin
g as
opp
ortu
nitie
s an
d oc
casi
ons
for
wri
ting'
incr
ease
.T
he P
arag
raph
The
Sto
ryT
he R
epor
tT
he L
ette
rN
ews
Des
crip
tions
Rea
ctio
ns, O
pini
ons
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
.U
ses
wri
tten
expr
essi
on m
ore
freq
uent
ly
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
Rea
ctio
ns,
Bio
grap
hy,
.B
egin
s to
col
lect
and
sel
ect i
deas
rele
vant
to a
topi
c in
wri
ting
and
is m
ore
able
to a
rran
gein
sequ
ence
.T
he S
ente
nce
The
Par
agra
phT
he S
tory
.B
ecom
es m
ore
skill
ed in
the
abili
ty to
orga
nize
whi
le a
dapt
ing
to f
orm
.T
he R
epor
t (pl
an -
out
line)
Rec
ords
, For
ms
The
Let
ter
Play
s
New
sPo
etry
Lab
els,
Titl
es
.B
ecom
es m
ore
able
to d
evel
op a
nd o
rgan
ize
in s
eque
nce
idea
s re
leva
nt to
a to
pic,
usin
g
mor
e co
mpl
ete
and
vari
ed s
ente
nce
patte
rns;
beg
ins
to u
nder
stan
d st
ory
desi
gn.
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
.B
ecom
es m
ore
skill
ed in
sel
ectin
g an
dor
gani
zing
mor
e co
mpl
ex m
ater
ial,
adap
ting
to
form
as
need
s fo
r w
ritin
g ex
pand
.T
he R
epor
tT
he O
utlin
e,B
iblio
grap
hyT
he L
ette
rPe
rson
alB
usin
ess
New
s New
s St
ory
Feat
ure
Stor
yE
dito
rial
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
.M
atur
es in
the
sele
ctio
n an
dex
pres
sion
para
grap
hs; g
row
s in
the
unde
rsta
ndin
g
The
Sen
tenc
e
.D
evel
ops
grea
ter
inde
pend
ence
in a
da
The
Rep
ort
The
Out
line
Bib
liogr
aphy
Bio
grap
hy, A
utob
iogr
aL
abel
s, T
itles
Rec
ords
, For
ms
The
.Gro
ws
in u
sing
new
and
inte
rest
ing
wor
ds w
hen
wri
ting
and
begi
ns to
sen
se th
e im
port
ance
of w
ords
in w
ritte
n ex
pres
sion
.E
xact
Wor
dsPi
ctur
e W
ords
Subj
ect W
ords
Rhy
min
g W
ords
Act
ion
Wor
dsFi
gura
tive
Wor
ds
.Exp
ands
voc
abul
ary
thro
ugh
the
grow
ing
unde
rsta
ndin
g
of w
ord
stru
ctur
e.
.Und
erst
ands
the
need
for
cap
italiz
atio
n, a
nd s
how
sgr
owth
in th
e ab
ility
to a
pply
nec
essa
ry s
kills
..U
nder
stan
ds th
e ne
ed f
or p
unct
uatio
n an
d sh
ows
grow
th
in th
e ab
ility
to a
pply
nec
essa
ry s
kills
..U
nder
stan
ds s
tand
ards
of
good
wri
tten
expr
essi
onan
d
begi
ns to
app
ly d
esir
able
pra
ctic
esin
depe
nden
tly.
.Con
tinue
s to
exp
and
and
enri
ch v
ocab
ular
yan
d be
gins
to s
ense
the
effe
ctiv
enes
s of
wor
ds in
wri
tten
expr
essi
on.
Exa
ct W
ords
Pict
ure
Wor
ds
Abs
trac
t Wor
dsR
hym
e, A
llite
ratio
nSu
bjec
t Wor
dsFi
gura
tive
Lan
guag
eA
ctio
n W
ords
.G
ains
in th
e un
ders
tand
ing
ofw
ord
stru
ctur
e an
d gr
ows
in th
eab
ility
to c
reat
e
and
use
vari
ed w
ord
form
s, im
prov
ing
in u
sage
.
.Inc
reas
es u
nder
stan
ding
the
need
for
cap
italiz
atio
n an
d be
com
es m
ore
skill
ed in
appl
icat
ion.
.Inc
reas
es u
nder
stan
ding
the
need
for
pun
ctua
tion
and
beco
mes
mor
esk
illed
in
appl
icat
ion.
.Gro
ws
in u
nder
stan
ding
and
in u
sing
goo
d w
ritin
g st
anda
rds,
beco
min
g aw
are
of th
ere
spon
sibi
lity
to o
ther
s w
hen
wri
ting,
and
begi
ns to
eva
luat
e ow
n w
ritin
g in
depe
nden
tly.
.M
atur
es in
usi
ng w
ords
whe
n w
ritin
g,w
ords
in w
ritte
n ex
pres
sion
.
Prec
ise-
Exa
ct W
ords
Abs
trac
t-E
lusi
ve W
ords
Subj
ect-
Tec
hnic
al W
ords
Act
ion
Wor
ds
.M
atur
es in
und
erst
andi
ng w
ord
stru
ctur
crea
te v
arie
d w
ord
form
s an
d un
ders
ta
.U
ses
corr
ect c
apita
lizat
ion
mor
e na
tur
.U
ses
corr
ect p
unct
uatio
n m
ore
natu
ral
.Sh
ows
grea
ter
inde
pend
ence
in a
dapt
whe
n w
ritin
g; s
how
s gr
eate
r ab
ility
in
IRIT
ING
FLO
W C
HA
RT
K -
6A
AD
ISO
N P
UB
LIC
SC
HO
OLS
GR
AD
E F
IVE
GR
AD
E S
IX
. Gro
ws
in c
onfi
denc
e an
d ea
se in
wri
ting
as o
ppor
tuni
ties
and
occa
sion
s fo
r w
ritin
gin
crea
se.
The
Par
agra
phT
he S
tory
The
Rep
ort
The
Let
ter
New
sD
escr
iptio
ns
Rea
ctio
ns, O
pini
ons
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
.U
ses
wri
tten
expr
essi
on m
ore
freq
uent
lyan
d m
atur
es in
eff
ectiv
enes
s an
d in
depe
nden
ce.
The
Par
agra
phN
ews
The
Sto
ryT
he R
epor
tT
he L
ette
r
Des
crip
tions
Rea
ctio
ns, O
pini
ons
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
. Bec
omes
mor
eab
le to
dev
elop
and
org
aniz
e in
seq
uenc
e id
eas
rele
vant
to a
topi
c, u
sing
mor
e co
mpl
ete
and
vari
ed s
ente
nce
patte
rns;
beg
ins
to u
nder
stan
d st
ory
desi
gn.
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
. Bec
omes
mor
esk
illed
in s
elec
ting
and
orga
nizi
ng m
ore
com
plex
mat
eria
l, ad
aptin
g to
form
as
need
s fo
r w
ritin
g ex
pand
.T
he R
epor
tT
he O
utlin
e.B
iblio
grap
hyT
he L
ette
rPe
rson
alB
usin
ess
New
s New
s St
ory
Feat
ure
Stor
yE
dito
rial
Bio
grap
hy, A
utob
iogr
aphy
Lab
els,
Titl
esR
ecor
ds, F
orm
sPl
ays
Poet
ry
. Mat
ures
in th
e se
lect
ion
and
expr
essi
on o
f id
eas,
usi
ng th
e ke
y se
nten
ces
inor
gani
zing
the
para
grap
hs; g
row
s in
the
unde
rsta
ndin
g of
sto
ry d
esig
n.
The
Sen
tenc
eT
he P
arag
raph
The
Sto
ry
.D
evel
ops
grea
ter
inde
pend
ence
in a
dapt
ing
to f
orm
as
purp
oses
for
wri
ting
expa
nd.
The
Rep
ort
The
Let
ter
New
sT
he O
utlin
ePe
rson
alN
ews
Stor
yB
iblio
grap
hyB
usin
ess
Feat
ure
Stor
y
Bio
grap
hy, A
utob
iogr
aphy
Edi
tori
al
Lab
els,
Titl
esR
ecor
ds, F
orm
s
Play
sPo
etry
.Con
tinue
s to
exp
and
and
enri
ch v
ocab
ular
y an
d be
gins
to s
ense
the
effe
ctiv
enes
s of
wor
ds in
wri
tten.
exp
ress
ion.
Exa
ct W
ords
Pict
ure
Wor
dsA
bstr
act W
ords
Rhy
me,
Alli
tera
tion
Subj
ect W
ords
Figu
rativ
e L
angu
age
Act
ion
Wor
ds
.G
ains
in th
e un
ders
tand
ing
of w
ord
stru
ctur
e an
d gr
ows
inth
e ab
ility
to c
reat
ean
d us
e va
ried
wor
d fo
rms,
impr
ovin
g in
usa
ge.
.M
atur
es in
usi
ng w
ords
whe
n w
ritin
g, b
eing
. abl
e to
cre
ate
effe
ctiv
enes
s th
roug
h
wor
ds in
wri
tten
expr
essi
on.
Prec
ise-
Exa
ct W
ords
Abs
trac
t-E
lusi
ve W
ords
Subj
ect-
Tec
hnic
al W
ords
Act
ion
Wor
ds
Pict
ure
Wor
dsK
ey-T
rans
ition
Wor
dsR
hym
e, A
llite
ratio
nFi
gura
tive
Lan
guag
e
. Mat
ures
in u
nder
stan
ding
wor
d st
ruct
ure
and
orig
in, a
nd c
ontin
ues
to g
row
in th
e ab
ility
tocr
eate
var
ied
wor
d fo
rms
and
unde
rsta
ndin
g.
.Inc
reas
es u
nder
stan
ding
the
need
for
cap
italiz
atio
n an
d be
com
es m
ore
skill
ed in
appl
icat
ion.
.Inc
reas
es u
nder
stan
ding
the
need
for
pun
ctua
tion
and
beco
mes
mor
e sk
illed
inap
plic
atio
n.. G
row
s in
unde
rsta
ndin
g an
d in
usi
ng g
ood
wri
ting
stan
dard
s, b
ecom
ing
awar
e of
the
resp
onsi
bilit
y to
oth
ers
whe
n w
ritin
g, a
nd b
egin
s to
eva
luat
e ow
n w
ritin
g in
depe
nden
tly.
.U
ses
corr
ect c
apita
lizat
ion:
mor
e na
tura
lly th
roug
h gr
owin
g fi
xatio
n of
ski
lls.
. Use
s co
rrec
tpu
nctu
atio
n m
ore
natu
rally
thro
ugh
grow
ing
fixa
tion
of s
kills
..
Show
s gr
eate
r in
depe
nden
ce in
ada
ptin
g co
nven
tions
and
aw
aren
ess
of s
impl
e am
eniti
esw
hen
wri
ting;
sho
ws
grea
ter
abili
ty in
rec
ogni
zing
and
app
reci
atin
g go
od w
ritin
g.
129
CO
NC
LUS
ION
Sort
ie Q
uest
ions
and
Ans
wer
s ab
out L
angu
age
Eva
luat
ion
The
Qua
lity
of th
e L
angu
age
Prog
ram
.11.
131
SO
ME
QU
ES
TIO
NS
AN
D A
NS
WE
RS
AB
OU
TLA
NG
UA
GE
The
pur
pose
of
this
sec
tion
is to
iden
tify
com
mon
pro
blem
s in
teac
hing
lang
uage
and
to s
ugge
st s
ome
proc
edur
es a
nd te
chni
ques
.T
he id
eas
pres
ente
d re
flec
t the
philo
soph
y an
d pr
actic
es o
f M
adis
onte
ache
rs. M
any
met
hods
dev
elop
ed w
ithin
this
sec
tion
are
appl
icab
le to
mor
e th
an o
ne g
rade
leve
l.H
ence
, with
in th
e de
velo
pmen
-ta
l pro
cess
the
teac
her
has
the
oppo
rtun
ity to
sel
ect t
hatw
hich
bes
t ada
pts
to in
divi
dual
and
gro
upne
eds.
It is
str
ongl
y em
phas
ized
that
teac
hers
con
stan
tly b
e al
ert t
o th
e m
any
aids
whi
ch e
nric
h an
d en
hanc
e th
epr
ogra
m o
f la
ngua
ge a
rts.
An
abun
danc
e of
suc
h m
ater
ial i
sav
aila
ble
thro
ugh
free
info
rmat
ion
cent
ers,
pict
ures
(adv
ertis
emen
ts),
poe
ms,
sto
ries
, and
man
y ot
her
sour
ces.
The
mai
nten
ance
of
a pe
rson
alfi
le p
ays
divi
dend
s in
secu
rity
to th
e te
ache
r as
wel
l as
enri
chin
gch
ildre
n's
idea
s an
d cr
eatin
g in
tere
st.
Som
e of
thes
e te
chni
ques
may
app
ly m
ore
dire
ctly
to w
ritin
g.H
owev
er, t
he te
ache
r sh
ould
alw
ays
be a
war
eth
at th
ere
exis
t with
in m
any
sugg
estio
nsop
port
uniti
es f
or li
sten
ing
and
spea
king
.
Wha
t are
som
e sp
ecifi
c w
ays
to d
evel
op p
arag
raph
writ
ing
?
Chi
ldre
n re
quir
e sp
ecif
ic g
uida
nce
in d
evel
opin
g a
para
grap
h. A
s th
e ou
tline
of
obje
ctiv
es in
dica
tes,
apa
ragr
aph
cons
ists
of:
topi
c se
nten
ce, b
ody,
conc
lusi
on, c
losi
ng s
ente
nce.
1.C
hoos
e an
inte
rest
ing
title
.2.
Dev
elop
fir
st s
ente
nce
in r
efer
ence
to th
e tit
le(t
opic
sen
tenc
e).
3.E
nlar
ge o
r de
velo
p th
e to
pic.
4.Su
mm
ariz
e or
con
clud
e.
(See
Eva
luat
ing,
Mea
suri
ng, I
mpr
ovin
gW
ritte
n E
xpre
ssio
n, G
rade
s O
ne T
hrou
ghSi
x, M
adis
on P
ublic
Scho
ols,
195
9, p
ages
26-
27.)
Para
grap
hs m
ay f
ollo
w th
e pa
ttern
of
prac
tical
or
crea
tive
wri
ting
and
may
be
deve
lope
d in
man
y w
ays.
1.M
ost p
arag
raph
s st
art w
ith a
n in
tere
stin
g to
pic
or s
umm
ary
sent
ence
whi
ch te
lls th
e co
nten
t of
the
who
le p
arag
raph
.T
hen,
sen
tenc
e by
sen
tenc
e, th
e to
pic
is d
evel
oped
, as
abr
ick
wal
l is
laid
.
2.So
me
para
grap
hs a
re d
evel
oped
thro
ugh
anal
ogy.
Com
pari
ng o
r co
ntra
stin
g th
e su
bjec
t with
som
e-th
ing
the
read
er k
now
s gi
ves
a cl
eare
r pi
ctur
e:A
vie
w f
rom
a je
t is
like
Lill
iput
ian
land
.
*Mau
ree
App
lega
te, L
et's
Wri
te, T
heW
isco
nsin
Sch
ool o
f th
eA
ir, 1
960-
61, T
each
er's
Man
ual.
132
3.A
noth
er ty
pe o
f pa
ragr
aph
illus
trat
esa
poin
t (m
oral
) th
roug
h a
stor
y, a
s a
fabl
e.
4.A
noth
er g
ives
an
illus
trat
ive
exam
ple.
Pro
verb
s pr
ovid
e in
tere
stin
g be
ginn
ings
: "A
stit
ch in
tim
esa
ves
nine
."
Wha
t ide
ntifi
es s
peci
fic k
inds
of w
ritin
g ?
Can
term
s be
cla
rifie
d ?
It is
not
exp
ecte
d th
at c
hild
ren
at th
e el
emen
tary
leve
l kno
w a
ll la
ngua
gete
rms,
but
the
teac
her
mus
t be
clea
r in
her
und
erst
andi
ng a
nd a
ccur
ate
inus
e of
term
inol
ogy.
Thi
s m
ay a
void
unn
eces
sary
ret
each
ing
asla
ngua
ge s
kills
dev
elop
.T
he f
ollo
win
g gl
ossa
ry s
houl
d be
a gu
ide.
Plot
: A r
elat
ed s
erie
s of
eve
nts
ih a
pla
yor
sto
ry.
Plot
sho
uld
not b
e co
nfus
ed w
ith m
ain
or s
ingl
eid
ea.
The
re is
no
plot
in e
xpos
itory
wri
ting.
Exp
osito
ry W
ritin
g: T
hat w
hich
tells
or e
xpla
ins
- di
rect
ions
, sum
mar
ies,
exp
lana
tions
. An
essa
y is
one
kind
of
expo
sito
ry w
ritin
g.
The
Art
icle
: Tha
t Whi
ch g
ives
info
rmat
ion
ofa
spec
ial i
nter
est.
Stra
ight
new
s ha
s a
patte
rn.
The
new
sar
ticle
str
esse
s th
e w
ho, w
hat,
whe
n, w
here
, and
why
. Rud
yard
Kip
ling
wro
te a
rhy
me
whi
chhe
lps
in r
emem
beri
ng th
is:
I ke
ep s
ix h
ones
t ser
ving
men
(The
y ta
ught
me
all I
kno
w)
The
ir n
ames
are
Wha
t and
Why
and
Whe
nA
nd H
ow a
nd W
here
and
Who
.
New
s re
port
ers
arra
nge
thes
e in
ord
er o
f im
port
ance
.If
the
time
is m
ost i
mpo
rtan
t, th
e w
hen
will
com
e fi
rst,
etc.
Feat
ure
Stor
y: N
ews
whi
ch u
sual
ly a
ppea
lsto
em
otio
ns. S
ome
feat
ure
stor
ies
are
foun
d on
fro
nt p
ages
,bu
t usu
ally
are
loca
ted
insi
de th
epa
per
or s
uppl
emen
t.(I
nter
est f
or c
hild
ren
mig
ht b
e ce
nter
edon
ani
mal
s.)
The
fea
ture
sto
ry d
iffe
rs f
rom
the
stra
ight
new
s st
ory
in th
at it
has
no
set p
atte
rn.
In a
fea
ture
sto
ry it
is h
owyo
u sa
y, w
hile
in n
ews
it is
wha
t you
say
.It
has
bee
n sa
id th
at th
eon
ly r
equi
rem
ent f
or a
fea
ture
sto
ry is
that
it h
olds
the
read
er's
inte
rest
.
Opi
nion
(ed
itori
al):
An
edito
rial
inte
rpre
ts th
ene
ws.
The
edi
tori
al p
age
is th
eon
e pl
ace
in n
ewsp
aper
sw
hich
sta
tes
opin
ion.
Thi
s m
ay b
e th
e vo
ice
of th
ene
wsp
aper
, pre
sent
ing
a po
int o
f vi
ew.
Itm
ay b
e an
art
icle
reg
ardi
ng a
per
son
; a th
ank
you.
Som
etim
es a
n ed
itori
al h
as a
wri
ter's
nam
e(b
y-lin
e) e
xpre
ssin
g th
e w
rite
r's p
erso
nal v
iew
s or
fee
lings
.
133
Opi
nion
(vo
ice
of th
epe
ople
): A
n ex
pres
sion
of
publ
ic v
iew
s.O
pini
ons
take
pla
nnin
g -
see
both
sid
es
of a
que
stio
n; d
ecid
ew
hich
sid
e yo
u w
ish
tota
ke; p
rese
nt v
iew
s,id
eas;
sum
mar
ize.
Follo
win
g
a gi
ven
plan
hel
ps s
tren
gthe
n an
opin
ion.
1.B
egin
with
a s
tron
g se
nten
ce.
2.Su
ppor
t the
opi
nion
with
fact
s.3.
Cla
rify
vie
w w
ith s
peci
fic
deta
il.(H
allo
wee
n sa
fety
- g
ive
exam
ples
of
com
mon
dang
ers.
)
4.Su
gges
t pos
itive
app
roac
hes.
(Pre
sent
saf
e w
ays
ofob
serv
ing
Hal
low
een
whi
lest
ill a
llow
-
ing
for
fun.
)5.
In s
umm
ary,
app
eal t
ore
ader
for
sup
port
.O
pini
on (
cart
oon)
: A p
ictu
rein
stea
d of
a p
arag
raph
of w
ords
. A c
arto
on p
rese
nts
opin
ions
whi
ch th
e
read
er m
ay a
ccep
t or
reje
ct. S
ymbo
ls a
re a
nai
d to
the
cart
ooni
st.
Nar
rativ
e: A
sto
ry -
true
or
imag
inar
y.
Nar
rativ
e po
em: A
stor
y in
ver
se.
Clim
ax: T
he p
oint
of
susp
ense
in a
sto
ry, t
he h
ighe
stpo
int o
f in
tere
st.
Wha
t are
som
e gu
ides
in th
e ar
t of t
ellin
g st
orie
s?
Paul
McK
ee, i
n a
serv
ice
bulle
tin to
teac
hers
,su
mm
ariz
es:*
Wha
t pri
ncip
les
shou
ldch
arac
teri
ze c
lass
room
proc
edur
e in
teac
hing
stor
y-te
lling
at a
ny
grad
e le
vel?
1.U
se o
f ch
ild's
ow
n ex
peri
ence
in to
pic
sele
ctio
n2.
Use
of
both
ori
gina
l and
repr
oduc
ed s
tori
es3.
Impo
rtan
ce o
f an
info
rmal
atm
osph
ere
4.Im
port
ance
of
care
ful s
elec
tion
of m
ater
ial
5.U
se o
f in
form
al d
iscu
ssio
n6.
Impo
rtan
ce o
f a
vari
ety
ofm
ater
ial
7.R
elat
ions
hip
betw
een
liter
atur
ean
d st
ory-
telli
ng p
rogr
ams
8.In
sist
ence
on
care
ful p
repa
ratio
n9.
Sens
ible
use
of
stan
dard
s an
dcr
itici
sm10
.U
se o
f ac
com
pany
ing
mat
eria
ls11
.E
ncou
rage
men
t of
indi
vidu
alex
pres
sion
12. U
se o
fst
oryt
ellin
g as
dri
ll an
dpr
actic
e.(T
ellin
g st
ory
for
purp
ose
ofim
prov
emen
t,su
ch a
s sp
eaki
ng to
ora
pidl
y.In
divi
dual
and
gro
up c
oope
rate
mut
ually
in e
valu
atio
n
of p
erfo
rman
ce, c
once
rnin
gsp
ecif
ic d
iffi
culty
.)*P
aul M
cKee
, McK
eeL
angu
age
Serv
ice
Bul
letin
."S
tory
Tel
ling.
"
134
C C C
Wha
t con
tent
and
met
hods
may
be u
sed
in te
achi
ngst
ory-
telli
ng a
t the
var
ious
grad
e le
vels
?
Kin
derg
arte
nSt
orie
s:
Gra
de O
neSt
orie
s:St
anda
rds:
Les
sons
:
Gra
de T
wo
Stor
ies:
Stan
dard
s:
Les
sons
:
Gra
de T
hree
Stor
ies:
Stan
dard
s:
Les
sons
:
Tho
se to
ld b
yte
ache
r an
din
divi
dual
.T
he la
tter
may
be p
erso
nal
expe
ri-
ence
s to
ldin
two
or th
ree
sent
ence
s, o
rre
prod
uctio
ns o
fst
orie
s.
Pers
onal
exp
erie
nces
,st
orie
s he
ard,
stor
ies
read
inde
pend
ently
.
Kno
w th
e st
ory;
look
at a
udie
nce;
.spe
ak c
lear
ly.
1.In
form
al c
onve
rsat
ion
betw
een
child
ren
and
teac
her
rega
rdin
g st
ory-
telli
ng.
("D
oes
anyo
ne te
llst
orie
s to
you
?W
ho?
Wou
ld y
oulik
e to
tell
a st
ory?
")
S-na
ll gr
oups
are
reco
mm
ende
d w
ithch
airm
an g
ivin
g ea
chch
ild in
gro
up a
n
oppo
rtun
ity to
spe
ak.
2. A
ski
ll le
sson
.A
ttem
pt im
prov
emen
tfo
llow
ing
iden
tific
atio
nof
wea
knes
ses.
(Thi
s sh
ould
not
be
too
freq
uent
,an
d th
ere
shou
ldbe
no
inte
rrup
tion
duri
ng
stor
y-te
lling
tim
e.)
3:St
ory
enjo
ymen
t(e
ntir
e gr
oup)
.
Favo
rite
s re
ad,
hear
d, o
r cr
eate
d.Sa
me
as a
bove
;co
rrec
t pro
nunc
iatio
n;no
t too
man
y"a
nds"
; use
wor
dsco
rrec
tly;
spea
k di
stin
ctly
.Si
mila
r to
gra
de o
ne:
1.T
ellin
g in
sm
all g
roup
s;re
view
of
poin
tsle
arne
d in
pre
viou
sgr
ade.
2.Sk
ill le
sson
s(s
mal
l gro
up)
tode
term
ine
stro
ng o
rw
eak
poin
ts a
nd to
disc
over
impr
ovem
ent.
3.L
esso
ns f
or f
un(c
lass
gro
up).
4.Sp
ecia
l pro
gram
s.
Sam
e as
abo
ve.
Sam
e as
abo
ve;
do n
ot te
ll ev
ery
deta
il; d
o no
t hur
ry;
avoi
d m
onot
ones
; use
anin
tere
stin
g be
ginn
ing;
use
a go
odcl
osin
g.1.
Stor
ies
for
ente
rtai
nmen
tan
d en
joym
ent.
2.Se
lect
ion,
eva
luat
ion
for
prog
ram
.3.
Tel
ling
by te
ache
r.4.
Skill
less
on -
dis
cove
rim
prov
emen
t in
spec
ific
dif
ficu
lty.
135
Gra
de F
our
Stor
ies:
Stan
dard
s:L
esso
ns:
Sam
e as
abo
ve.
Sam
e as
abo
ve; u
se e
xpre
ssio
n;m
ake
poin
t cle
ar; k
now
sto
ryw
ell,
tell
brie
fly.
Sim
ilar
to a
bove
.
Gra
de F
ive
Stor
ies:
Sam
e as
abo
ve; a
necd
otes
and
joke
s.St
anda
rds:
Sam
e as
abo
ve. R
egar
ding
anec
dote
s an
d jo
kes,
the
follo
win
g ar
esu
gges
ted:
know
sou
rce
of m
ater
ial;
dete
rmin
eif
aud
ienc
e w
ill a
ppre
ciat
eth
e jo
ke;
elim
inat
e un
nece
ssar
y de
tail;
deci
de if
joke
or
anec
dote
hits
the
poin
t.L
esso
ns:
Sam
e as
abo
ve.
Gra
de S
ixSt
orie
s:Sa
me
as a
bove
.St
anda
rds:
Sam
e as
abo
ve.
Les
sons
:Pr
actic
e in
mak
ing
a lo
ng s
tory
shor
t.1.
Ana
lyze
sto
ry.,
keep
ing
mai
n pu
rpos
e,ch
arac
ters
, ide
as, o
r ev
ents
in m
ind.
2.E
limin
ate
unne
cess
ary
mat
eria
l,ch
arac
ters
, eve
nts,
des
crip
tions
.3.
Kee
p im
port
ant e
lem
ents
inm
inds
ingl
e po
int o
f vi
ew, g
ood
Eng
lish,
goo
dbe
ginn
ing,
and
sum
mar
y.
For
aids
in d
evel
opin
g co
nver
satio
nal
and
disc
ussi
on a
bilit
ies,
ref
er to
McK
ee L
angu
age
Serv
ice
Bul
letin
,"T
akin
g Pa
rt in
Con
vers
atio
nsan
d D
iscu
ssio
n, "
Hou
ghto
n M
iffl
inC
o.
Wha
t sho
uld
be e
mph
asiz
ed in
rep
ortin
g ?
Gen
eral
ly, r
epor
ts c
an b
e cl
assi
fied
into
two
grou
ps: t
ellin
g a
pers
onal
expe
rien
ce w
hich
is h
eard
and
seen
; tel
ling
abou
t asp
ecia
l sub
ject
with
info
rmat
ion
gath
ered
fro
m r
eal a
nd v
icar
ious
expe
rien
ces.
Rep
ortin
gis
a n
atur
al a
ctiv
ity w
ithin
all
area
sof
the
curr
icul
um a
nd d
evel
ops
from
the
"sho
w a
nd te
ll" in
kin
derg
arte
n to
the
mor
e fo
rmal
pla
nnin
g,ga
ther
ing,
and
org
aniz
ing
of in
form
atio
n at
upp
erel
emen
tary
leve
ls.
Whi
le th
ein
tere
sts
and
capa
citie
s of
indi
vidu
als
and
grou
ps a
re v
ital i
n al
lte
achi
ngs,
mer
ely
prov
idin
g st
imul
atio
nan
d tim
e fo
r re
port
ing
is in
suff
icie
nt.
To
orga
nize
inst
ruct
ion
inre
port
ing,
it is
wel
l to
kee?
in m
ind
spec
-if
ic a
bilit
ies
(sim
ple
to c
ompl
ex)
whi
ch a
re e
ssen
tial i
n de
velo
ping
this
ski
ll.
1.Se
lect
a s
ubje
ct.
Stan
dard
s es
sent
ial:
a to
pic
of in
tere
st to
rep
orte
r or
rece
iver
; am
ple
info
rmat
ion
avai
labl
e; c
onfi
nem
ent o
f sc
ope.
(Gui
danc
e in
sel
ectio
n of
min
or to
pic
with
in a
bro
ad a
rea
may
be
nece
ssar
y.)
136
2.K
eep
to th
e su
bjec
t.L
esso
ns g
uidi
ng th
is s
kill
are
valu
able
.L
iclu
de o
ne (
or tw
o) p
ictu
res
whi
ch
are
diff
eren
tfr
om to
pic.
Rem
ove
the
unre
late
d.
3.M
ake
repo
rt c
ompl
ete.
Stan
dard
s sh
ould
be
com
men
sura
teto
leve
ls o
f ab
ility
.
4.T
ell t
hing
s in
ord
er.
Sequ
entia
l dev
elop
men
t for
cle
arun
ders
tand
ing
is p
aram
ount
.T
he u
se o
fpi
ctor
ial a
ids
can
do m
uch
tohe
lp c
hild
ren
unde
rsta
nd p
rope
r se
quen
cean
d id
entif
y di
scre
panc
ies.
5.Pl
an r
epor
t and
gat
her
info
rmat
ion.
Man
y so
urce
spr
ovid
e ad
ded
subj
ect
info
rmat
ion:
obs
erva
tion,
read
ing,
talk
ing
with
eac
h ot
her.
6.T
ake
note
s.N
ote-
taki
ng is
an
adva
nced
skill
.Pr
e-pl
anni
ng s
houl
d el
imin
ate
volu
min
ous
note
wri
ting.
As
the
child
mat
ures
,he
is m
ore
skill
ed in
sel
ectio
n,an
d re
frai
ns f
rom
cop
ying
com
plet
ese
nten
ces
of in
form
atio
n.R
espo
nsib
ility
to th
e au
thor
of a
pro
duct
and
avo
idan
ceof
pla
giar
ism
shou
ld b
e un
ders
tood
by
olde
rpu
pils
.L
ikew
ise,
in tr
ansp
osin
g to
pers
onal
not
es, a
ccur
acy
mus
tbe
obse
rved
. Equ
ally
impo
rtan
t is
auth
entic
ity c
if in
form
atio
n ob
tain
ed.
Ano
ther
cau
tion
to th
e yo
ung
"not
e ga
ther
er":
sele
ct th
at w
hich
is u
nder
stoo
dby
oth
ers.
The
voc
abul
ary
and
othe
r as
pect
s of
the
repo
rt s
houl
d of
ten
bead
just
ed to
a g
iven
gro
up.
7.O
rgan
ize
note
s.
8.O
utlin
e.
How
can
the
skill
of n
ote-
taki
ngbe
dev
elop
ed ?
Que
stio
ns r
elat
ed to
the
topi
che
lp c
onfi
ne it
s sc
ope:
"W
hat
do I
wan
t to
find
?" "
Wha
tkin
d of
info
rmat
ion
am I
look
ing
for?
" If
topi
c is
rel
ated
to a
per
son,
ques
tions
mig
ht in
clud
e:"W
hat i
nfor
mat
ion
can
be f
ound
abou
t
boyh
ood
days
?" "
Wha
t did
this
per
son
do?"
"W
hy is
the
char
acte
rfa
mou
s?"
A la
ter
and
mor
ead
vanc
ed s
tep
is
an o
utlin
e, s
ervi
ng a
s a
guid
e: "
Boy
hood
," "
Wor
k, "
"Not
ed f
or, "
or
"Fam
ous
for.
"N
ote-
taki
ng th
en s
houl
d be
conf
ined
to th
ese
area
s.Si
nce
note
s ar
e th
e m
ater
ial
from
whi
ch p
upils
bui
ldw
ritte
n or
ora
l rep
orts
, iti
s im
port
ant t
o le
arn
asy
stem
of
note
-tak
ing
whi
ch w
ill b
e ad
equa
te in
con
tent
and
usab
le in
for
m. W
hen
plan
ning
to ta
ke n
otes
, it
is u
sual
ly b
est t
o fi
rstr
ead
the
artic
le o
r ch
apte
rra
pidl
y to
see
wha
t it c
onta
ins.
The
n go
ove
r it
agai
n,ta
king
dow
n th
e ne
cess
ary
note
s.N
o on
e ca
n te
ll th
e re
port
erw
hat t
o re
cord
. Jud
gmen
tw
ill im
prov
e w
ithex
peri
ence
. How
ever
, her
e ar
etw
o ge
nera
l rul
es th
at a
rew
orth
con
side
ring
:
1.D
istin
guis
h be
twee
n th
eau
thor
's f
acts
and
his
opin
ions
.
2.D
istin
guis
h be
twee
n di
rect
quot
atio
n an
d a
sum
mar
yof
wri
ter's
mat
eria
l--a
ndta
ke a
s lit
tle q
uota
tion
as p
ossi
ble.
137
Noy
es s
houl
d fu
lfill
thre
e re
quir
emen
ts: R
epre
sent
the
mai
n id
eas;
be
as b
rief
as
poss
ible
; and
con
tain
adeq
uate
mat
eria
l.T
he f
ollo
win
g su
gges
tions
may
be
of h
elp
in ta
king
not
es:
1. A
s a
rule
, jot
dow
n on
ly f
acts
and
idea
s, e
xpre
ssin
g th
ese
in o
wn
wor
ds.
2.N
otes
nee
d no
t be
take
n in
ful
l sen
tenc
es.
Wor
ds, p
hras
es, o
r to
pics
may
bt,
enou
gh. M
ake
free
use
of c
ontr
actio
ns a
nd a
bbre
viat
ions
.R
emem
ber
that
the
wor
d "n
otes
" im
plie
s br
evity
.3.
Sele
ct a
nd n
ote
only
mat
eria
l rel
atin
g to
sub
ject
.4.
Iden
tify
sour
ce o
f in
form
atio
n.
How
can
ski
ll in
out
linin
g be
dev
elop
ed ?
Sinc
e th
e ou
tline
is h
elpf
ul in
rea
ding
, wri
ting,
list
enin
g, a
nd th
inki
ng, c
are
shou
ld b
e us
ed in
sor
ting
and
arra
ngin
g id
eas.
Gro
upin
g of
rel
ated
idea
s re
quir
es th
e se
le-c
tion
of th
ose
of e
qual
impo
rtan
ce a
nd a
nun
ders
tand
ing
of th
e w
ay s
ubor
dina
te id
eas
build
up
mor
e im
port
ant i
deas
.A
ll id
eas
of e
qual
impo
rtan
cem
ay th
en b
e or
gani
zed.
Som
etim
es th
e id
eas
of a
n ou
tline
are
exp
ress
ed in
com
plet
e st
atem
ents
. At o
ther
tim
es, t
hey
sim
ply
cons
ist o
f w
ords
or
phra
ses.
In a
ny c
ase,
eac
h su
ccee
ding
ste
p in
the
outli
ne is
inde
nted
so
that
equ
al id
eas
are
para
llel a
nd a
re g
iven
the
sam
e le
tteri
ng.
It is
ext
rem
ely
impo
rtan
t to
adhe
re to
cor
rect
for
m w
hen
out-
linin
g.
The
fol
low
ing
sam
ple
outli
ne is
use
d in
the
5th
or 6
th g
rade
.U
sual
ly, a
two-
poin
t out
line
satis
fies
4th
grad
e ne
eds.
I.
A.
138
1. 2. 3. 1. 2. 1. 2. 1. 2. 3.
Subj
ect o
r T
itle
Wha
t sho
uld
elem
enta
ry s
tude
nts
know
abou
t a b
iblio
grap
hy ?
A b
iblio
grap
hy is
a g
ood
way
to b
ring
toge
ther
avai
labl
e re
fere
nces
Sugg
estio
ns f
or c
onte
nt a
nd a
rran
gem
ent
follo
w:
1.L
ist o
nly
refe
renc
es th
at w
illhe
lp th
e re
ader
.Z
.A
rran
ge li
st a
lpha
betic
ally
acco
rdin
g to
aut
hor's
last
nam
e.3.
For
each
ent
ry, g
ive
on s
ome
part
icul
ar to
pic
or p
robl
em.
a.au
thor
's n
ame
(las
t nam
e fi
rst)
b.tit
le o
f bo
ok o
r m
agaz
ine
(und
erlin
ed)
c.tit
le o
f ar
ticle
in m
agaz
ine
(quo
tatio
n m
arks
)d.
fact
s of
pub
licat
ion-
-city
, yea
r,vo
lum
e nu
mbe
r, e
xact
pag
ese.
a br
ief
anno
tatio
n or
eval
uatio
n (o
ptio
nal)
.
4.B
e co
nsis
tent
in f
orm
.
In th
e pr
imar
y gr
ades
, the
follo
win
g fo
rm s
eem
s m
ost u
sefu
l:
Apr
il's
Kitt
ens
by C
lare
T. N
ewbe
rry
In th
e up
per
elem
enta
ry g
rade
s,pu
pils
may
fol
low
thes
eex
ampl
es:
read
Wol
fe, J
osep
hine
B. ,
Wri
ght,
Ade
le J
. , a
nd B
eck,
Joan
H.
,E
nglis
h Is
You
r L
angu
age.
Bos
ton,
Ally
n an
d B
acon
, Inc
.19
63.
(Som
e fo
rms
do n
ot in
clud
e th
efi
nal p
erio
d.)
Mat
thew
s, A
lber
t, "E
arly
Pla
ys a
tH
arva
rd, "
Nat
ion,
Mar
ch 1
9,19
14, V
ol.
pp. 1
7-19
.
How
doe
s cr
eativ
e ex
pres
sion
sta
rt?
Act
ion
is f
amili
ar to
littl
ech
ildre
n. H
ow d
o w
e m
ove?
Thi
nk o
f al
l pos
sibl
e w
ays.
Try
thes
e to
mus
ic.
The
n: p
ut w
ords
to v
ario
us m
ovem
ents
.M
othe
r G
oose
rhy
mes
pro
vide
oppo
rtun
ities
for
act
ion
with
spo
ken
wor
ds. G
lady
s A
ndre
ws
inhe
r bo
ok, C
reat
ive
Rhy
thm
icM
ovem
ent f
or C
hild
ren,
off
ers
man
ysu
gges
tions
for
bodi
ly e
xpre
ssio
ns.
Lat
er, c
hild
ren
can
dram
atiz
esi
mpl
e st
orie
s.T
hey
may
cre
ate
idea
s or
:sb1
ect a
part
of
a st
ory
suita
ble
to d
ram
atiz
atio
n.Sp
eech
impr
ovem
ent,
bodi
lyco
ntro
l, po
ise
and
conf
iden
ce,
coop
erat
ion,
and
bet
ter
liste
n-in
g ar
e ri
ch r
ewar
ds o
fcr
eativ
e dr
amat
ics.
139
The
way
s an
d m
eans
of c
reat
ive
expr
essi
on a
re e
ndle
ss.
Let
pup
pets
help
cre
ativ
ity a
ndle
ad to
bet
ter
expr
essi
on.
Cho
ose
a st
ory
with
few
cha
ract
ers.
Plan
the
part
sto
be
dram
atiz
ed.
Bot
h pu
ppet
s an
dst
age
may
be s
impl
e.E
ncou
rage
chi
ldre
nto
pro
ject
pers
onal
ity in
toch
arac
ter
(pup
pet o
rm
ario
nette
).
The
opp
ortu
nitie
sfo
r cr
eativ
edr
amat
ics
at th
eel
emen
tary
leve
lsh
ould
be
num
erou
s.*
**
**
**
f
...6.
J
How
can
cre
ativ
e ex
pres
sion
be e
valu
ated
?
Bec
ause
cre
ativ
ity,
by it
s na
ture
,is
ver
y pe
rson
al,
eval
uatio
n of
the
proj
ect s
houl
d be
in te
rms
of th
e
indi
vidu
al. A
few
poin
ts in
iden
tifyi
ng a
good
pro
duct
are
1.O
rigi
nalit
y of
thou
ght
2.C
reat
ivity
inor
gani
zatio
n of
idea
s3.
Eff
e-T
enes
s of
wor
ds -
-im
ager
y,po
rtra
yal o
fch
arac
ters
, int
eres
t.*
*
How
muc
h em
phas
issh
ould
be
plac
ed u
pon
stan
dard
s of
tech
niqu
esan
d sk
ills
in c
reat
ive
expr
essi
on ?
Mos
t peo
ple
agre
eth
at te
chni
qUes
and
skill
s m
ustb
e ad
apte
d to
the
insi
ght a
ndne
eds
of c
hild
ren.
How
ever
,
tech
niqu
es a
nd s
kills
mus
t not
be
ofm
ajor
con
cern
,C
reat
ivity
mus
t not
be ju
dged
by
adul
tst
anda
rds.
The
impo
rtan
t.thi
ng is
wha
tha
s ha
ppen
ed o
ris
hap
peni
ng to
the
child
in th
e pr
oces
sof
doi
ng s
omet
hing
crea
tive.
The
qua
lity
ofco
mpl
eted
wor
ksh
ould
not
be
over
emph
asiz
ed.
Shou
ld p
upils
be
requ
ired
to c
orre
ctan
d re
wri
te s
ampl
esof
wri
tten
expr
essi
ons
?
As
has
alre
ady
been
sta
ted,
incr
eativ
e w
ritin
g,th
e sk
ills
and
tech
niqu
es o
f ex
pres
sion
mus
t not
inte
rfer
e
with
the
pow
er o
fex
pres
sion
.T
his
do-e
s no
t mea
nth
at p
erso
nal o
rcr
eativ
e w
ritin
g is
nev
erco
rrec
ted.
If th
ere
is a
nee
d fo
rim
prov
emen
t, th
at is
,if
the
stor
y is
tobe
a p
art o
f a
book
let s
hare
d w
ithth
e re
st o
f th
e gr
oup,
the
child
will
pro
babl
y w
ant
to e
xhib
it hi
sw
ork
in th
e be
stfo
rm th
at h
e is
capa
ble
f pr
oduc
ing.
Aga
in, i
f he
has
wri
tten
a le
tter
or a
new
sar
ticle
for
a p
aper
,he
sho
uld
have
are
gard
for
his
read
er a
nd f
eel a
genu
ine
need
to
exam
ine
his
wor
kca
refu
lly.
Prob
ably
the
best
proc
edur
e is
that
of
wor
king
dir
ectly
with
the
child
,ta
lkin
g ov
er in
divi
dual
prob
lem
s an
d
enco
urag
ing
him
tosh
arpe
n hi
s ob
serv
atio
nsan
d po
int u
p hi
sex
pres
sion
, or
just
reac
ting
posi
tivel
y to
som
eni
ce
bit o
f w
ritin
g. A
s on
ech
ild e
xpre
ssed
:
140
Our
teac
her
help
s us
ver
ym
uch
By
sayi
ng, "
I lik
eth
is p
art'!
- -
and
such
.
:J
How
can
pra
ctic
al o
r fu
nctio
nal w
ritin
gbe
eva
luat
ed ?
The
val
ue o
f th
e pr
oduc
t in
wri
ting
is d
epen
dent
upo
nth
e ob
ject
ives
. In
judg
ing
wri
ting,
four
bro
ad a
spec
tsm
ay b
e co
nsid
ered
:
1.T
houg
ht c
onte
nt--
valu
e of
idea
s an
d ex
tent
of
deve
lopm
ent
2.O
rgan
izat
ion-
- st
ruct
ure,
incl
udin
g tr
ansi
tion
3.E
ffec
tiven
ess-
- cl
arity
, inc
ludi
ng v
ocab
ular
yan
d or
igin
ality
4.M
echa
nics
-- f
orm
s, p
unct
uatio
n,sp
ellin
g
For
furt
her
help
s an
d gu
ides
in e
valu
atio
n,re
fer
to E
valu
atin
g, M
easu
ring
,Im
prov
ing
Wri
tten
Exp
ress
ion,
Mad
ison
Pub
lic S
choo
ls, 1
959.
Is th
ere
any
dist
inct
ion
betw
een
jingl
es a
nd p
oetr
y?
A ji
ngle
giv
es m
ore
emph
asis
torh
yme
and
soun
d th
an it
doe
s to
idea
s or
sen
se.
A p
oem
may
or
may
not
rhym
e, a
nd th
e id
ea is
ess
entia
l.T
he id
ea s
houl
d ne
ver
be s
acri
fice
d fo
rrh
yme.
Poe
try
mag
ic c
reat
es im
ages
of s
ound
, tou
ch, s
mel
l, ta
ste,
and
sigh
t.Po
etry
cap
ture
s an
d re
crea
tes
feel
ings
and
moo
ds, a
nd, t
hrou
ghm
etap
hors
and
sim
iles,
the
unkn
own
beco
mes
kno
wn.
Ano
ther
qua
lity
of d
istin
ctio
n be
twee
n po
etry
and
vers
eis
imag
inat
ion.
Als
o, a
poe
m m
ay e
mpl
oy te
mpo
and
for
m to
crea
te it
s ef
fect
.
Poet
ry n
ot o
nly
desc
ribe
s in
a u
niqu
e w
aybu
t als
o cr
ysta
llize
s a
thou
ght i
nto
few
wor
ds. A
s ha
s be
en s
aid,
"One
can
exp
ress
in p
oetr
y th
at w
hich
isdi
ffic
ult t
o ex
pres
s in
any
oth
er w
ay. "
Old
er c
hild
ren
need
to r
ecog
nize
thes
e qu
aliti
es.
Wha
t are
som
e fo
rms
or k
inds
of c
reat
ive
vers
e or
poe
try
?
Japa
nese
Poe
try
One
exc
iting
new
poe
try
expe
rien
ce is
Japa
nese
poe
try.
The
sho
rter
for
m is
calle
d th
e H
aiku
and
con
sist
sof
thre
e un
rhym
ed li
nes
and
seve
ntee
nsy
llabl
es w
ith c
once
ntra
tion
on o
neth
ough
t.T
he f
irst
and
thir
d lin
esha
ve f
ive
sylla
bles
; the
sec
ond
has
seve
n(5
-7
-5).
*Eliz
abet
h Sc
ofie
ld, "
Hai
ku, A
New
Poe
try
Exp
erie
nce
for
Chi
ldre
n, "
Ele
men
tary
Eng
lish,
Janu
ary,
196
1, 2
4-26
.
141
The
Tan
ka is
a p
oem
of
fine
unr
hym
ed li
nes.
The
fir
st a
nd th
ird
lines
hav
e fi
vesy
llabl
es, a
ndal
l oth
ers
seve
n m
akin
g a
tota
l of
thir
ty-o
ne s
ylla
bles
(5-
7-5-
7-7)
.
I ha
ve a
pet
bir
dT
hat s
ings
a n
ice
lulla
byE
very
sin
gle
day.
by K
arla
Gra
de 3
The
Bal
lad
or F
olk
F )e
try
Win
ter
is c
old,
col
dI
like
it w
hen
it sn
ows-
, too
.I
like
it to
sno
wI
play
and
hav
e fu
n in
sno
wIt
sno
ws
very
har
d or
sof
t.
A b
alla
d is
a m
usic
al n
arra
tive
telli
ng s
ome
hero
ic d
eed,
rom
ance
, or
even
t.
by M
ary
Gra
de 3
Bal
lads
ori
gina
ted
amon
g co
mm
on p
eopl
e w
ho s
hare
d ha
bits
and
idea
s fo
r ge
nera
tions
, and
, bef
ore
prin
ting
was
inve
nted
, the
bal
lad
serv
ed a
s th
e pe
ople
's n
ewsp
aper
.It
is u
nkno
wn
who
wro
te s
ome
of th
eea
rly
balla
ds; m
any
have
bee
n ch
ange
d as
they
wer
e pa
ssed
on
by w
ord
of m
outh
. Iso
late
d m
ount
ain
folk
in th
e U
nite
d St
ates
hav
e pr
eser
ved
vari
atio
ns o
f E
nglis
h ba
llads
. Man
y ol
d ba
llads
are
stil
l sun
g by
sout
hern
mou
ntai
neer
s in
Ken
tuck
y, T
enne
ssee
, and
the
Car
olin
as.
In te
lling
a s
tory
thro
ugh
a ba
llad,
the
wri
ter
shou
ld in
clud
e:
1. A
fou
r-lin
e st
anza
with
2nd
and
4th
line
s rh
ymin
g, o
r lin
es 1
and
2, 3
and
4 r
hym
ing
2. A
str
ong
beat
3. A
her
o (s
omet
hing
hap
pens
to h
ero.
)4.
Som
ethi
ng s
ad o
r fu
nny
5.So
met
hing
rea
l or
mak
e-be
lieve
6.R
epea
ted
lines
nea
r th
e en
d
(The
stu
dy o
f th
e C
rusa
des
in s
ixth
gra
de m
ay in
clud
e re
fere
nce
to K
ing
Ric
hard
and
a w
ande
ring
min
stre
l, B
lond
el, w
ho s
ang
a pa
rt o
f an
Eng
lish
balla
d id
entif
ied
by K
ing
Ric
hard
)
142
The
Cha
nt
Oft
en c
hant
s ex
pres
s id
eas
rega
rdin
g la
bor.
Follo
win
g ar
e tw
o ch
ants
com
pose
din
divi
dual
ly in
a s
ixth
gra
de.
Irri
gatio
n
Aro
und
and
arou
nd a
nd a
/c-a
nd y
ou g
o,T
o m
ake
the
wat
er in
the
ditc
hes
flow
,T
o m
ake
the
plan
ts in
the
fiel
d gr
een
grow
.
Stro
ng o
x, y
ou p
ull t
he w
heel
aro
und,
And
mak
e th
e w
ater
sin
k in
to th
egr
ound
To
mak
e th
e so
il a
rich
dar
kbr
own,
Day
aft
er d
ay, a
fter
day
. --R
oddy
The
Lim
eric
k
Egy
pt
Mov
e on
ye
beas
ts, m
ove
on,
Tra
mpl
e th
e se
eds
into
the
soil,
To
plea
se th
e m
aste
r of
all
Egy
pt,
Mov
e on
ye
beas
ts!
Mov
e on
!
Gra
in to
be
stor
ed a
way
aft
erha
rves
t,Fo
od f
or r
ich
folk
s an
d w
orki
ng s
lave
s, to
o,G
ood
for
the
scri
bes
and
the
prie
sts
of o
ur la
nd;
Mov
e on
ye
beas
ts!
Mov
e on
!
--A
nn
Perh
aps
one
of th
e m
ost e
njoy
able
cre
atio
nsis
the
limer
ick.
Man
y id
eas
givi
ng in
spir
atio
n an
d di
rect
ion
inth
is w
ritin
g ca
n be
fou
nd in
lang
uage
text
s.C
hild
ren
of a
wid
e ra
nge
of a
ges
find
plea
sure
in th
is f
orm
of
poet
ry.
The
se a
re th
ree
fam
ous
limer
icks
:
The
re w
as a
you
ng la
dy o
f N
iger
Who
sm
iled
as s
he r
ode
on a
tige
r;T
hey
retu
rned
fro
m th
e ri
deW
ith th
e la
dy in
side
,A
nd th
e sm
ile o
n th
e fa
ce o
f th
e tig
er.
A f
lea
anda
flyi
nafl
ueW
ere
impr
ison
ed s
o w
hat c
ould
they
do?
Said
the
fly,
"L
et u
s fl
ee, "
Said
the
flea
, "L
et u
s fl
y, "
So th
ey f
lew
thro
ugh
a fl
aw in
the
flue
.
For
beau
ty I
am
not
a s
tar
The
re a
re o
ther
s m
ore
love
ly b
y fa
r,B
ut m
y fa
ce -
I d
on't
min
dit,
Bec
ause
I'm
beh
ind
it -
It's
the
peop
le n
fro
nt th
at I
jar.
143
Free
Ver
seC
hild
ren
are
freq
uent
ly p
leas
ed to
dis
cove
r w
ritin
g of
this
nat
ure.
The
fre
edom
fro
m th
ere
spon
sibi
lity
of r
hym
e an
d rh
ythm
see
ms
satis
fyin
g.T
he G
olde
n T
ree
It w
as g
old,
all
gold
Not
a tr
ace
of a
noth
er c
olor
.It
was
alo
ne, a
ll al
one
Lis
teni
ng to
the
bird
's la
st c
all.
It w
as g
old
for
a re
ason
It w
as g
old
beca
use
'twas
fal
lT
he o
ther
s w
ere
som
ewhe
re e
lse
And
had
left
this
one
all
alon
e.B
ut it
was
gol
d, a
ll go
ldL
ike
a qu
een'
s go
lden
hai
r.It
sho
ne! --
Lor
rain
eG
rade
Six
**
Wha
t are
oth
er c
reat
ive
met
hods
in th
e La
ngua
ge A
rts
?
Nar
rativ
e W
ritin
gN
arra
tive
wri
ting
is s
tory
wri
ting
whi
ch in
volv
es th
e tr
ue s
tory
and
the
mak
e-be
lieve
.T
hest
ory
has
been
com
pare
d to
a tr
ee, t
he tr
unk,
and
bra
nche
s.E
ach
bran
ch is
inde
nted
; eac
h gi
ves
adi
ffer
ent v
iew
. A s
impl
e pl
an to
hel
p or
gani
ze a
sto
ry in
clud
es: a
beg
inni
ng, s
eque
nce
of e
vent
s,an
d en
ding
.T
he T
rue
Stor
y*
Firs
t, ch
oose
an
inci
dent
whi
ch w
ill m
ake
a go
od s
tory
.T
hen
sele
ct a
nd a
rran
ge d
etai
ls.
Fina
lly,
arra
nge
in b
est o
rder
:W
here
and
whe
n di
d in
cide
nt o
ccur
?W
ho w
as in
volv
ed?
How
did
inci
dent
beg
in o
r w
hat l
ed to
it?
How
did
it e
nd?
*In
part
, ada
pted
fro
m V
ick,
Lin
dqui
st, B
arro
ws,
Stud
ent's
Han
dboo
k fo
r th
e St
udy
of L
itera
ture
, Boo
k I.
Hol
t, R
ineh
art &
Win
ston
, Inc
. ,19
59.
144
The
Im
agin
ary
Stor
y
Five
hel
pful
ste
ps in
dev
elop
ing
the
stor
y in
clud
e:1.
Cre
ate
a si
tuat
ion
whi
ch p
rom
otes
a p
robl
em. (
A c
urio
us b
oy f
inds
him
self
tang
led
in a
bal
loon
'sm
oori
ng. S
udde
nly
the
craf
t beg
ins
to a
scen
d.)
2.C
reat
e th
e ch
ap a
cter
s.3.
Dev
elop
the
stor
y-pl
ot, s
eque
nce
of e
vent
s.4.
Bui
ld to
war
d th
e cl
imax
; pro
vide
an
inci
dent
in w
hich
pro
blem
is s
olve
d.5.
Bri
ng s
tory
to q
uick
end
ing.
(The
mai
n ch
arac
ter
may
not
sol
ve th
e pr
oble
m, s
o th
ere
may
be
a sa
d en
ding
to th
e st
ory.
Tal
l Tal
es
A ta
ll ta
le c
an b
e de
fine
d as
the
unus
ual;
in f
act,
its e
vent
s ar
e so
ext
raor
dina
ry th
at th
eyar
e im
poss
ible
.T
all t
ales
oft
en te
ll si
tuat
ions
in r
ever
se o
f th
e no
rmal
: ani
mal
s co
me
out t
ose
e to
uris
ts; s
tran
ge im
agin
ativ
ecr
eatu
res
hatc
h fr
om e
ggs
(Eas
ter)
; peo
ple
fly.
Myt
hs
Myt
hs o
rigi
nate
d as
exp
lana
tions
for
that
whi
ch w
as n
ot u
nder
stoo
d in
nat
ure
-- li
ghtn
ing,
thun
der,
ear
th-
quak
e, a
nd m
any
mor
e. P
eopl
e sa
tisfi
ed th
eir
ques
tions
reg
ardi
ng th
ese
mys
teri
es b
y in
vent
ing
myt
hs.
Cre
ate
orig
inal
myt
hs.
Dec
ide
wha
t to
expl
ain
and
let t
he s
tory
tell
how
and
why
this
cam
e ab
out.
Use
imag
inat
ion.
An
inte
rest
ing
activ
ity: C
olle
ct a
dver
tisem
ents
whi
ch e
mpl
oy c
hara
cter
s fr
om a
ncie
nt m
yths
(M
ercu
ry,
Pega
sus)
. Ana
lyze
and
tell
the
conn
ectio
n be
twee
n th
e pr
oduc
t and
th?,
sym
bol.
nat i
s cr
eativ
e w
ritin
g ?
"Any
pro
gram
in la
ngua
ge a
rts
shou
ld b
e co
ncer
ned
wit}
a de
velo
ping
pow
er in
(1)
pra
ctic
al w
ritin
g, th
atw
hich
is f
unct
iona
l and
ser
ves
utili
tari
an e
nds;
and
(2)
per
sona
lor
cre
ativ
e w
ritin
g, th
at w
hich
is f
ree
and
volu
ntar
y, c
arri
ed o
n ch
iefl
y fo
r th
e w
rite
r'sow
n sa
tisfa
ctio
n.T
he o
ne is
the
prod
uct o
f in
telle
ct.
It is
in-
volv
ed in
wri
ting
repo
rts,
out
lines
, and
dig
ests
; and
,as
suc
h, is
bou
nd b
y re
stri
ctio
ns o
f co
nten
t, fo
rm, o
r-ga
niza
tion,
sty
lew
hate
ver
mak
es f
or c
lari
ty a
nd c
orre
ctne
ss.
The
oth
er is
the
prod
uct,
not o
f in
telle
ctal
one,
but
als
o of
per
cept
ion,
fee
ling,
and
imag
inat
ion.
It is
kep
t aliv
e by
com
plet
e fr
eedo
m to
wri
teas
one
plea
ses,
and
by
the
assu
ranc
e th
at w
hat
one
crea
tes
will
not
and
can
not b
e re
fute
d. "
*
*Ber
nice
E. L
eary
, Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Publ
ic S
choo
ls, 1
951,
pag
e vi
i.14
5
How
can
cre
ativ
e ex
pres
sion
be s
timul
ated
and
dire
cted
?
Som
e ex
pres
sion
, esp
ecia
llyw
ith y
oung
chi
ldre
n, is
self
-mot
ivat
ed, c
onfi
dent
wri
ting.
Thi
s te
nden
cy
shou
ld b
e nu
rtur
ed a
nd c
reat
ive
prod
uctio
n be
acc
epte
d an
den
cour
aged
. How
ever
, the
maj
ority
of
crea
tive
expr
essi
ons
orig
inat
e an
d gr
owfr
om s
peci
fic
insp
irat
ions
and
expe
rien
ces
with
inda
ily li
ving
.It
is th
e du
ty
of th
e te
ache
r to
cap
ture
,de
velo
p, a
nd c
reat
een
viro
nmen
tal i
nflu
ence
s fo
rpr
ovid
ing
the
idea
s w
hich
reac
h
crea
tive
form
in e
xpre
ssio
n.
Man
y id
eas
whi
ch p
rom
ote
crea
tivity
evo
lve
from
the
diff
eren
t cur
ricu
lum
are
as: s
cien
ce,
soci
alst
udie
s, r
eadi
ng, a
rt.
Bec
ause
the
real
m o
f cr
eativ
eex
pres
sion
invo
lves
und
erst
afid
ing,
feel
ings
, moo
ds, a
nd
imag
inat
ion,
the
expe
rien
ces
orsi
tuat
ions
whi
ch ig
nite
"th
esp
ark"
are
end
less
in v
arie
tyan
d qu
antit
y. A
nea
rlie
r pu
blic
atio
n, C
reat
ive
Wri
ting
in th
e E
lem
enta
ryG
rade
s, *
prov
ides
man
y id
eas
for
crea
tive
expr
essi
on.
A f
ew s
ampl
es o
f ch
ildre
n's
wri
ting
are
also
incl
uded
her
e.
Tw
o fi
rst g
rade
com
posi
tions
may
be o
f in
tere
st.
At C
hris
tmas
tim
e, N
anet
tesp
onta
neou
sly
cont
ribu
ted:
Chr
istm
as T
rees
The
Chr
istm
as T
ree
is g
reen
And
It is
ful
l of
orna
men
tsA
ndIt
is f
ull o
f ca
ndy
cane
sT
o The
end
.
The
Litt
le E
lves
Wor
k -
wor
k -
wor
king
all
day
long
.In
thro
ugh
the
win
dow
qui
ck a
s lig
htni
ngw
orki
ng -
wor
king
-w
orki
ng ju
st f
or u
s.I
mus
t adm
it th
ay (
sic)
wer
ecu
te.
Tha
y m
ust h
ave
liked
tow
ork. --
Dav
id
" T
he L
ittle
Elv
es "
als
o re
pres
ents
bubb
ling
over
with
fee
ling.
The
idea
ste
ms
from
a c
lass
gro
upw
hich
indi
cate
d in
tere
st a
nd c
once
rnin
roo
m o
rder
lines
s."T
he li
ttle
elve
s" a
re c
lass
mem
bers
who
wer
e
eage
r he
lper
s.*B
erni
ce E
. Lea
ry,
Cre
ativ
e W
ritin
g in
the
Ele
men
tary
Gra
des,
Mad
ison
Pub
licSc
hool
s, 1
951,
pag
e vi
i.
Man
y in
tere
stin
g ki
nds
of f
ish
wer
e "d
isco
vere
d" in
a s
econ
d gr
ade.
Her
e is
one
(in
depe
nden
t)co
ntri
butio
n:T
he S
nap
Kra
ckle
Fis
h-
disc
over
ed b
y M
ark.
Onc
e a
long
tim
e ag
o th
ere
was
a S
nap
Kra
ckle
Fis
h.N
ow I
mus
t tel
l you
the
type
he
was
. He
had
red
spot
s an
d th
e re
st o
f hi
m w
as w
hite
. He
ate
the
food
cal
led
Snoo
tsno
rter
Sco
tt Fi
sh. O
ne d
ay w
hen
he w
as g
oing
hap
pily
he
saw
a Sn
oots
nort
er S
cott
Fish
. He
said
to h
imse
lf, "
I w
ill e
at th
at S
noot
snor
ter
Scot
t Fis
h fo
r m
y lu
nch.
" T
here
was
a'te
rrib
le f
ight
.A
fter
he
ate
the
Snoo
t-sn
orte
r Sc
ott F
ish,
he
ate
Wha
ly th
e M
ark
Fish
. Now
it w
as ti
me
to g
et w
eigh
ed.
Do
you
know
how
muc
h he
wei
ghed
? H
e w
eigh
ed 8
69 p
ound
s."I
had
eno
ugh
for
toda
y, "
sai
d Sm
ily. A
nd S
mily
wen
t to
slee
p.
Nat
uret
he o
utdo
or w
orld
freq
uent
ly in
spir
es a
nd c
reat
es f
eelin
gs a
nd s
tirs
imag
inat
ions
.T
he F
og C
omes
Snow
y Pe
arls
Snow
y pe
arls
in c
oats
of
whi
te,
Dow
n th
ey f
lutte
r on
the
grou
nd.
Falli
ng, f
allin
g as
they
mig
ht,
Shif
ting
and
whi
sper
ing
as th
ey g
o do
wn.
--B
etty
Gra
de 5
The
fog
com
es.
I ca
n ha
rdly
see
.T
he s
tree
tligh
tsA
re g
lari
ng a
t me.
The
tree
s lo
ok w
icke
dA
s ca
n be
.
I fe
el li
ke I
am
The
onl
y on
e.It
see
ms
like
this
Isn'
t ver
y m
uch
fun.
I ge
t so
scar
edI'd
bet
ter
run.
--T
hird
Gra
de C
lass
Prov
idin
g "s
tart
ers"
in w
ritin
g w
ill o
ften
ope
n do
ors
and
lead
the
way
tom
ore
and
bette
r in
depe
nden
tw
ritin
g.(E
lean
or M
. Joh
nson
, Edi
tor-
in-C
hief
, My
Wee
kly
Rea
der,
fre
quen
tly in
clud
este
ache
r's e
ditio
n. )
I lik
e th
e sm
ells
of
autu
mn
The
pun
gent
dry
leav
es b
urni
ng,
The
fru
it of
the
harv
est
I lik
e al
l thi
s in
aut
umn
such
idea
s in
the
If I
wer
e a
spac
eman
I w
ould
If I
cou
ld g
o in
to s
pace
.
147
Just
as
star
ters
give
idea
s fo
rco
mpl
etio
n, f
inis
hing
ast
ory
is a
lso
inte
rest
ing.
Eve
ryon
e kn
ew it
was
not w
ise
to e
xplo
reth
e ca
ve.
One
cou
ld s
eeon
ly a
few
fee
t int
oth
e na
rrow
slo
ping
entr
ance
It w
as m
y bi
rthd
ay.
The
day
I h
adw
aite
d th
ree
hund
red
sixt
y-fo
ur d
ays
toar
rive
The
sug
gest
ions
of e
xciti
ng ti
tles,
too,
may
"tri
gger
" a
good
com
posi
tion.
The
follo
win
g st
ory,
an
exce
ptio
nal e
xam
ple
of th
ird
grad
ew
ritin
g, w
as b
egun
with
the
title
"A
Wal
k in
the
Fore
st."
One
ear
ly M
aym
orni
ng, I
dec
ided
to ta
ke a
wal
kin
the
fore
st.
The
air
was
moi
st a
nd s
till.
I co
uld
hear
the
gurg
ling
of a
bro
okne
arby
.Pr
esen
tly, I
hea
rd a
rust
ling
in th
e bu
shes
that
pie
rced
the
quie
tnes
s.A
t onc
e, I
sto
pped
.A
lert
for
any
sigh
t,I
peer
ed th
roug
hth
e un
derb
rush
.T
hrou
gh th
e ve
geta
tion
I sa
w tw
o ob
ject
s.
I st
ared
at t
hem
for
a lo
ng w
hile
.Fi
nally
I m
ade
out
the
two
figu
res
as a
doe
and
its
faw
n.T
he m
othe
r m
oved
caut
ious
ly o
ut in
toth
e cl
eari
ng.
For
the
firs
t tim
eI
notic
ed a
win
ding
broo
k m
akin
g its
way
acr
oss
the
clea
ring
.
It lo
oked
like
ata
ngle
d th
read
. My
eyes
fell
back
upo
nth
e fl
eer
who
wer
e no
w
drin
king
at t
he b
rook
.T
hey
wer
e a
beau
tiful
sigh
t!T
he f
awn
with
its
spec
kled
bac
k
shon
e in
the
sunl
ight
.T
he d
oe, t
houg
hdu
ll in
col
or, l
ooke
d ve
ryda
inty
. A li
ght
bree
ze f
lew
by.
The
doe
'she
ad p
oppe
d up
.I
gues
s m
y sc
ent
had
reac
hed
her.
For
the
next
thin
g I
saw
was
abo
undi
ng p
air
of b
row
nan
d w
hite
dee
r. W
hen
I go
t hom
e I
told
my
mot
her
all a
bout
the
deer
.M
any
times
aft
erth
at I
wen
t to
the
gurg
ling
broo
k, b
ut
I ne
ver
saw
the
deer
aga
in.
by P
atty
**
**
**
Wha
t are
som
e ot
her
com
mon
prac
tices
inla
ngua
ge ?
Freq
uent
ly q
uest
ions
are
aske
d re
gard
ing
acce
pted
for
ms
inco
mm
unic
atio
n.O
ften
, the
re a
redi
ffer
-
ence
s of
opin
ion
amon
g au
thor
s;an
d, a
ccep
ted
form
soc
casi
onal
ly b
ecom
ear
chai
c.T
here
are
man
y id
eal
proc
edur
es, a
nd f
rom
am
ong
them
the
follo
win
g ar
ere
com
men
ded:
Hea
ding
Pap
ers
for
Dai
ly W
ork
148
Ari
thm
etic
Nam
ep.
45
(opt
iona
l)D
ate
(opt
iona
l)
1. 2
x 4
= 8
1
Hea
ding
Com
posi
tion
( po
ems,
sto
ries,
para
grap
hs )
A F
riend
ly L
ette
r
Titl
e
One
day
the
big
blac
kbe
ar d
ecid
ed to
take
a w
alk
in th
ew
oods
....
Nam
eD
ate
Dea
r Ja
net,
We
wer
e ve
ry h
appy
to
2413
Six
th S
tree
tM
adis
on, W
isco
nsin
537
05O
ctob
er 2
3, 1
965
ON
ON
Oal
mo
You
r fr
iend
,B
etty
The
abo
ve c
oinc
ides
with
the
lette
r fo
rm in
the
text
ado
pted
at p
rese
nt. W
hen
usin
g th
eme
pape
r, th
ehe
adin
g be
gins
on
the
firs
tlin
e.Sk
ip o
ne li
ne b
etw
een
the
head
ing
and
the
gree
ting,
and
skip
ano
ther
bef
ore
the
clos
ing.
149
Env
elop
es
Bet
ty F
ield
2413
Six
th S
tree
tM
adis
on, W
isco
nsin
5370
5
Mis
s Ja
net
Smith
4611
Map
le A
venu
eG
reen
woo
dN
ew J
erse
y 72
409
Bet
ty F
ield
2413
Six
th S
tree
tM
adis
on, W
isco
nsin
5370
5
Mis
s Ja
net S
mith
4611
Map
le A
venu
eG
reen
woo
d, N
ew J
erse
y72
409.
The
env
elop
e fo
rmsh
own
on th
e le
ftis
sug
gest
ed b
ym
ost l
angu
age
text
s an
d se
ems
suita
ble
for
elem
en-
tary
pup
ils.
It p
rovi
des
mor
esp
ace
for
the
city
, sta
te,
and
zip
code
.H
owev
er, t
he f
orm
on
the
righ
t is
pre-
ferr
ed b
y th
eU
nite
d St
ates
pos
tal
depa
rtm
ent.
Eith
er m
aybe
use
d.T
Tm
or.
*Jo
Wha
t is
the
role
of a
text
inth
e la
ngua
ge p
rogr
am?
Tex
ts a
re u
sed
asgu
ides
for
atta
inin
ggo
als.
The
y sh
ould
ser
ve a
s an
enri
chm
ent a
nd a
s a
mea
nsfo
r
esta
blis
hing
ski
lls to
faci
litat
e la
ngua
ge.
Usi
ng te
xts
asth
e pr
inci
pal
basi
s fo
r th
ete
achi
ng o
f la
ngua
gedo
es
not p
rovi
deth
e be
st m
eans
for
lang
uage
grow
th.
Lan
guag
e be
com
esim
port
ant o
nly
asit
serv
es th
ein
divi
dual
and
his
rela
tions
hip
to o
ther
s.T
exts
are
but
one
mea
nsto
this
end
.
TH
E C
HIL
D A
ND
LA
NG
UA
GE
DE
VE
LOP
ME
NT
FLO
W C
HA
RT
Mad
ison
Pub
lic S
choo
ls
Kin
derg
arte
nG
rade
Six
All
aspe
cts
of c
hild
gro
wth
and
dev
elop
men
t are
rela
ted
to th
e de
velo
pmen
t of
pow
er
in c
omm
unic
atio
n, a
nd w
ithin
all
phas
es o
fde
velo
pmen
t the
re e
xist
indi
vidu
al a
nd g
roup
dif
-
fere
nces
.D
espi
te th
ese
diff
eren
ces,
how
ever
, res
earc
h an
d di
rect
obse
rvat
ion
subs
tant
iate
that
gen
eral
cha
ract
eris
tics
are
evid
ent a
t spe
cifi
c ag
e le
vels
,fo
llow
ing
cert
ain
grow
th p
at-
tern
s.
Hen
ce, i
t is
pert
inen
t tha
t tea
cher
s be
aw
are
of a
ll gr
owth
and
deve
lopm
enta
l asp
ects
- -
phys
ical
, men
tal,
soci
al, a
nd e
mot
iona
l.R
elat
ing
the
lang
uage
pro
gram
to g
row
th p
atte
rns
will
hel
p te
ache
rs c
aptu
re th
e "t
each
able
mom
ent,
" th
e su
cces
sful
syn
chro
niza
tion
of m
atur
ity
and
expe
rien
ce.
The
fol
low
ing
char
t sho
ws
som
e ch
arac
teri
stic
mat
urity
trai
ts in
volv
ing
inte
rest
s w
ith
impl
icat
ions
for
teac
hing
the
lang
uage
art
s.
151
TH
E Q
UA
LIT
Y O
F T
HE
LA
NG
UA
GE
PR
OG
RA
M
Bec
ause
lang
uage
is a
veh
icle
of
thou
ght;
crea
tivity
see
ms
a vi
tal k
ey in
judg
ing
the
qual
ityof
lang
uage
teac
hing
.L
angu
age,
as
a to
ol f
orle
arni
ng, s
houl
d al
so b
e re
cogn
ized
.T
hese
two
aspe
cts
are
guid
ing
fact
ors
in e
valu
atin
g th
e -t
otal
prog
ram
. Thr
ee d
iffe
rent
org
aniz
atio
ns a
re id
enti-
fied
with
in th
is e
valu
atio
n: p
hilo
soph
y of
lang
uage
,m
etho
ds a
nd p
ract
ices
, and
the
lear
ning
atm
os-
pher
e.
The
re is
val
ue to
be
foun
d in
all
type
s of
curr
icul
um p
lann
ing.
Lev
el 1
hol
ds s
tric
tly to
a sy
stem
atic
pla
n in
dev
elop
ing
skill
s an
d ab
ilitie
s.L
evel
II
pres
ents
an
extr
emel
y op
posi
te v
iew
--
the
inci
dent
al a
ppro
ach
to la
ngua
ge le
arni
ngs.
Lev
el I
II id
entif
ies
an in
term
edia
te p
ositi
on b
etw
een
the
firs
t and
sec
ond.
In th
is p
lan
the
sequ
ence
of
abili
ties
as r
elat
ed to
chi
ld g
row
th a
nd d
evel
op-
men
t and
lear
ning
s w
ithin
situ
atio
ns a
re b
oth
emph
asiz
ed.
The
thir
d le
vel o
utlin
es th
e m
ost d
esir
able
qual
ities
for
Mad
ison
teac
hers
.It
is th
is p
hilo
so-
phy
that
the
guid
e ha
s at
tem
pted
to f
ollo
w.
152
EV
ALU
AT
ION
OF
INS
TR
UC
TIO
N C
HA
RT
FO
R L
AN
GU
AG
E A
RT
SM
AD
ISO
N P
UB
LIC
SC
HO
OLS
kind
erga
rten
thro
ugh
Gra
de S
ix
LE
VE
L I
.In
terp
rets
lang
uage
as
a bo
dy o
f kn
c,-.
-.71
Pdge
and
a se
para
te s
ubje
ct,
.Su
bjec
t mat
ter
(ski
lls)
is th
e ce
nter
of
curr
icul
um p
lann
ing.
.Pr
escr
ibed
dev
elop
men
t of
skill
s an
d ab
ili-
ties
nece
ssar
y.
LE
VE
L I
.Fa
cts,
idea
s, a
nd s
kills
iden
'tify
the
high
-es
t for
m o
f le
arni
ng.
.Q
uest
ioni
ng is
mor
e st
iflin
g --
con
cret
e.
.T
each
er d
eter
min
es s
tand
ards
.
.Su
bjec
t mat
ter
is e
mph
asiz
ed.
Exp
ress
ion
follo
ws
pres
crib
ed p
atte
rns.
.St
ruct
ure,
day
by
day,
is c
lear
ly d
efin
ed.
.T
here
is m
ore
wri
ting
than
spe
akin
g -
-muc
hco
pyin
g an
d co
mpl
etin
g "s
eatw
ork"
less
ons.
LE
VE
L I
.A
tmos
pher
e is
qui
et, u
neve
ntfu
l, an
d ri
gid.
.T
ext i
s pr
omin
ent a
nd n
eces
sary
.
.B
ulle
tin b
oard
s ar
e fi
xed,
uni
form
ity th
eke
ynot
e.
_
MA
DIS
ON
PU
BLI
C S
CH
OO
LSK
inde
rgar
ten
thro
ugh
Gra
de S
ix
PH
ILO
SO
PH
OF
LA
NG
UA
GE
LE
VE
L I
I.
Believes that language is an integral part
of all learning.
.Curriculum planning centers around child-
ren's interests and immediate needs.
.Planning of sequential development is un-
necessary. Skills are
introduced incident-
ally as need arises.
LE
VE
L I
IIBelieves that language is an integral part
of all
learnings, involving specific skills
and abilities.
Children's experiences and interests determine
the
curriculum, and needs are interpreted
and satisfied
through planned learnings.
Language abilities are interrelated,
extending from
simple to complex.
A plan of sequential development
is desired.
ME
TH
OD
S A
ND
PR
AC
TIC
ES
LE
VE
L I
ICreativity is emphasized in learning.
Questioning is related to how, what, why- -
abstract and creative.
Standards are not given weight or importance.
Expression unfolds, unhampered and unaware
of form.
Structure of program evolves, creativity
is guide.
There is little or no copying.
More empha-
sis is on impressions and creative ex-
pression.
LE
VE
L 3
11Creative thinking is encouraged.
Creativity, abili-
ties, and skills build per in communication.
Questioning involves the concrete, abstract,
and
creative, encouraging discovery
and reaction.
Standards are important in evaluating
self and
others (teacher-group).
Expression within form aids effectiveness,
although
thought is never hampered or
thwarted by form.
Overall program is defined,
encouraging creativity.
All phases of communication are given
importance.
LEA
RN
ING
AT
MO
SP
HE
RE
LE
VE
L I
I
.Atmosphere is stimulating, interesting,
and changing.
.No texts in evidence.
.Bulletin boards contain numerous and var-
ied materials
collections, expressions,
exhibits.
LE
VE
L M
Atmosphere inspires, leads, develops, creates
Text or texts are used as guides.
Bulletin boards are interesting; learnings can be
identified.
153
TE
AC
HE
R R
EFE
RE
NC
ES
Boo
ks*A
ndre
ws,
Gla
dys,
Cre
ativ
e R
hyth
mic
Mov
emen
tfo
r C
hild
ren.
Fift
h E
ditio
n.E
ngle
woo
d C
liffs
, New
Jer
sey,
Pren
tice-
Hal
l, In
c., 1
961
*App
lega
te, M
aure
e, E
asy
in E
nglis
h.E
vans
ton,
Illi
nois
, Row
, Pet
erso
nan
d C
o., 1
960
*Arb
uthn
ot, M
ay H
ill, T
ime
for
Poet
ry.
Chi
cago
, Sco
tt, F
ores
man
, and
Co.
, 195
9*D
awso
n, M
ildre
d A
., L
angu
age
Tea
chin
g'in
Gra
de 1
and
2.
Rev
ised
Edi
tion.
Yon
kers
-on-
Hud
son,
New
Yor
k,
Wor
ld B
ook
Co.
, 195
7*D
awso
n, M
ildre
d A
., an
d D
inge
e, F
ried
aH
ayes
, Chi
ldre
n L
earn
the
Lan
guag
eA
rts.
Min
neap
olis
, Min
neso
ta,
Bur
gess
Pub
lishi
ng C
o., 1
959
*Daw
son,
Mild
red
A.,
and
Zol
linge
r, M
aria
n,G
uidi
ng L
angu
age
Lea
rnin
g.Y
onke
rs-o
n-H
udso
n, N
ew Y
ork,
Wor
ld B
ook
Co.
, 195
7E
lson
, E. F
., an
d Pe
ck, A
lber
ta, T
heA
rt o
f Sp
eaki
ng.
Chi
cago
, Gin
n an
d C
o., 1
952
*Ham
m, A
gnes
Cur
ren,
Cho
ral S
peak
ing
Tec
hniq
ue.
Milw
auke
e, T
he T
ower
Pre
ss,
1941
*Her
rick
, Vir
gil E
., an
d Ja
cobs
, Lel
and
B.
(Edi
ted
by),
Chi
ldre
n an
d th
e L
angu
age
Art
s.E
ngle
woo
d C
liffs
,N
ew J
erse
y, P
rent
ice-
Hal
l, In
c., 1
955
La
Bra
nt, L
ou; R
ose,
Eliz
abet
h; P
aint
er,
Mar
gare
t; an
d B
aldr
idge
, Mar
ie,
You
r L
angu
age.
Boo
ks 1
, 2, 3
.C
hica
go, M
cGra
w-H
ill B
ook
Co.
,19
56*L
ewis
, Sha
ri, T
he S
hari
Lew
is P
uppe
tB
ook.
New
Yor
k, C
itade
l Pre
ss,
1958
Log
an, L
i llia
a M
., an
d L
ogan
, Vir
gil G
.,T
each
ing
the
Ele
men
tary
Sch
ool
Chi
ld.
Bos
ton,
Hou
ghto
n M
iffl
in C
o.,
1961
Min
er, A
dah,
Lea
rnin
g O
ur L
angu
age.
Mid
wes
t Pro
g:-a
m o
n A
irbo
rne
Tel
evis
ion
Inst
ruct
ion.
Res
ourc
e U
nits
--L
angu
age
Art
s fo
r 3r
d an
d 4t
h G
rade
Stud
ents
, Res
ourc
e Se
ries
No.
14. L
afay
ette
, Ind
iana
, Pur
due
Res
earc
h Fo
unda
tion,
196
1M
onro
e, M
ario
n; N
icho
ls, R
alph
G.;
and
Gre
et, W
. Cab
ell,
Lea
rnT
o L
iste
n, S
peak
and
Wri
te.
21, 3
1, T
each
er's
Edi
tion.
Chi
cago
, Sco
tt, F
ores
man
and
Co.
,19
61M
orri
son,
Ida
E.,
and
Perr
y, I
daF.
, Kin
derg
arte
n Pr
imar
yla
Edu
catio
n.N
ew Y
ork,
The
_R
olan
d Pr
ess
Co.
,19
61
*Nat
iona
l Cou
ncil
of T
each
ers
of E
nglis
h,L
angu
age
Art
s fo
r T
oday
's C
hild
ren.
New
Yor
k, A
pple
ton-
Cen
tury
-C
roft
s, I
nc.,
1954
Nic
hols
, Ral
ph G
., an
d St
even
s, L
eona
rdA
., A
re Y
ou L
iste
ning
?N
ew Y
ork,
McG
raw
-Hill
Boo
k C
o.,
Inc.
, 195
7*R
asm
usse
n, C
arri
e, F
un T
ime
Pupp
ets.
Chi
cago
, Chi
ldre
n's
Pres
s, 1
952
*Ras
mus
sen,
Car
rie,
Let
's S
ay P
oetr
y T
oget
her.
Min
neap
olis
, Bur
gess
Pub
lishi
ng C
o.,
1962
*Rus
sell,
Dav
id H
., an
d R
usse
ll,E
lizab
eth
F., L
iste
ning
Aid
s th
roug
hth
e G
rade
s.(O
ne h
undr
ed a
nd n
inet
ylis
teni
ng a
ctiv
ities
).N
ew Y
ork,
Tea
cher
s C
olle
ge, C
olum
bia
Uni
vers
ity, 1
959
Scot
t, L
ouis
e B
inde
r, a
nd T
hom
pson
, J.
J., P
honi
cs.
St. L
ouis
, Web
ster
Pub
lishi
ng C
o.,
1962
Shan
e, H
arol
d G
.; R
eddi
n, M
ary
E.;
and
Gill
espi
e, M
arga
ret C
., B
egin
ning
Lan
guag
eA
rts
Inst
ruct
ion
with
Chi
ldre
n.C
olum
bus,
Ohi
o, C
harl
es E
. Mer
rill
Boo
ks, I
nc.,
1961
*Str
ickl
and,
Rut
h G
., T
he L
an u
a e
Art
sin
the
Ele
men
taSc
hool
.Se
cond
Edi
tion.
Bos
ton,
D. C
. Hea
th a
nd C
o.,
1957
*Vic
k, N
ancy
0.;
Lin
dqui
st, F
rank
lin R
.;B
arro
ws,
Mar
jori
e W
., T
heSt
uden
t's H
andb
ook
for
the
Stud
y of
Lite
ratu
re.
Boo
k 1.
New
Yor
k, H
olt,
Rin
ehar
t and
Win
ston
,In
c., 1
959
Wea
ver,
And
rew
T.;
Bor
cher
s, G
lady
sL
.; an
d Sm
ith, D
onal
d K
., Sp
eaki
ngan
d L
iste
ning
.E
ngle
woo
d C
liffs
, New
Jers
ey,
Pren
tice-
Hal
l, In
c., 1
956
*Hig
hly
reco
mm
ende
d
154
Pam
phle
tsA
nder
son,
Lor
enz,
and
Fra
cken
pohl
, Hel
en,
Lis
ten
My
Chi
ldre
n an
d Y
ou S
hall
Hea
r .
.
Hun
tingt
on, N
ew Y
ork,
Edu
catio
nal D
evel
opm
enta
lL
abor
ator
ies,
196
2N
icho
ls, R
alph
G. ,
"W
hat C
an B
e D
one
abou
tL
iste
ning
?" T
he S
uper
viso
r's N
oteb
ook.
Vol
ume
22, N
umbe
r 1.
Chi
cago
, Sco
tt, F
ores
man
and
Co.
, 19
60Sa
cks,
Sta
nley
E. ,
Cha
irm
an, a
nd M
iller
I. ,
Edi
tor,
Cha
lleng
e in
Spea
king
and
Lis
teni
ng.
Cen
tral
Sch
ool D
istr
ict N
umbe
r 4,
Pla
invi
ew,
New
Yor
k, 1
961
Rec
ordi
ngs
"Sou
nds
arou
nd U
s. "
Chi
cago
, Sco
tt, F
ores
man
and
Co.
,19
51
Film
sB
. A. V
. 1.
1275
Lis
ten
Wel
l, L
earn
Wel
l (P,
I)
0018
Adv
entu
re in
Tel
ezon
ia (
P, I
)27
29 H
ow T
o Pr
epar
e a
Cla
ss R
epor
t (Jr
. Hig
h)50
68 L
et's
Dis
cuss
It (
I)10
7 5
Mak
ing
Sens
e w
ith O
utlin
es (
I)1
2911
Sto
ry T
ellin
g: C
an Y
ou T
ell I
t in
Ord
er ?
(P)
2389
Way
s to
Bet
ter
Con
vers
atio
n (I
)
Mad
ison
Cur
ricu
lum
Off
ice
F-31
Bui
ldin
g B
ette
r Pa
ragr
aphs
(I)
Film
stri
psM
adis
on C
urri
culu
m O
ffic
eFo
r a
com
plet
e lis
ting
of f
ilmst
rips
per
tain
ing
to th
ela
ngua
ge a
rts,
ref
er to
Cat
alog
of
Aud
iovi
sual
Mat
eria
ls.
155
