September

September

September

Weekly Reading Log Sheet

Student Genre Chart

Good readers adjust their speed depending upon their purpose for reading.

Setting is critical to establish mood and credibility of plot.

Guided Reading Checklists

Set A

Set B

Set C

Set D

Reading Process

A.     Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

B.     Make predictions from text clues and cite specific examples to support predictions.

1.              Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).

2.              Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.

9.              Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

Pre-Assessments

·         Accelerated Reader

·         STAR Reading

RESOURCES TO CONSIDER

ODE Observ Assessment RP #1, #3

ODE Observ Assessment RP #9_#10

·         Ruby the Copy Cat—Scholastic Organizer #15

·         Independent reading—(accelerated reader)

·         Student reading log to keep track of how much independent reading the student is doing out of class.

·         Book talks

·         Social studies text

Reading Applications: Informational

A.     Use text features and structures to organize content, draw conclusions and build text knowledge.

2.       Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text.

Performance Assessment

·         Unit test snap shots Form A

Graphic organizers

Map 1

Map 2

Character map

Reading Applications:  Literary

B.     Use supporting details to identify and describe main ideas, characters and setting.

3.       Describe characters and setting.

Performance Assessment

Writing Processes

A.     Generate ideas for written compositions.

1.       Generate writing ideas through discussions with others.

Performance Assessment

·         Student writing journal—brainstorming ideas from class brainstorm list

RESOURCES TO CONSIDER

ODE Observ. Assessment WP 1_8_10

Writing Applications

4.       Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Performance Assessment

·         Student writing journals utilizing criteria from rubric.

RESOURCES TO CONSIDER

ODE Observ Assess WA 2_4

Writing Conventions

A.     Print legibly using appropriate spacing.

B.     Spell grade-appropriate words correctly.

1.       Print legibly, and space letters, words and sentences appropriately.

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

Performance Assessment

·         Teacher observation of student writing using quality rubric.

·         Weekly spelling tests

Guided reading checklist

Phonemic Awareness, Word Recognition & Fluency

A.     Use letter-sound correspondence knowledge and structural analysis to decode words.

6.       Distinguish and identify the beginning, middle and ending sounds in words.

7.       Identify words as having either short- or long-vowel sounds.

Performance Assessment & Personal Communication

Single Initial Consonants

Initial Consonant Blends

Initial Consonant Diagraphs

Z Test

·         Scholastic News Editions 2

Reading Applications:  Informal

C.     Identify the central ideas and supporting details of informational text.

E.      Evaluate two- and three-step directions for proper sequencing and completeness.

2.              Arrange events from informational text in sequential order.

6.              Analyze a set of directions for proper sequencing.

Christopher Columbus (S.S.)              

1.               Wanted poster for sailors to come along (like letter of invitation, but requires more).

q       Why, where, when, who else is going

q       Research captains

2.               Weather conditions of that time of year.

3.               Song, play (Bassett has this)

q       summary

q       sequence

q       voice inflection

4.               Invite our parents (letters)

C. Columbus to Isabella and Ferdinand.

5.               Time Line

6.               Compare ships of that time with modern ones.

7.               Tech-go on-line to see original journal entries

8.        Poetry

RESOURCES TO CONSIDER

ODE Observ Assessment RA #6

October

October

Punctuation marks and grammar rules are like highway signs and signals – they guide readers through the text and help avoid confusion.

Recording steps and observations help people analyze, remember, and/or report work.

Reading Genre Chart

Guided Reading Planning

Reading Process

F.      Apply and adjust self-monitoring strategies to assess understanding of text.

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

8.              Monitor reading comprehension by identifying word errors and self-correcting.

Performance Assessment & Personal Communication

Guided reading checklist

Miscue Analysis

·         Teacher observation

Vocabulary

A.     Use context clues to determine the meaning of new vocabulary.

B.     Read accurately high-frequency sight words.

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

4.              Read accurately high-frequency sight words.

Performance Assessment

·         Guided reading checklist

·         Teacher observation

·         Scholastic Selections Test

RESOURCES TO CONSIDER

ODE Observ Assessment AV #1_2_4_7

·         WCS Sight Word List test draft

Writing Applications

C.     Write friendly letters and invitations complete with date, salutation, body, closing and signature.

3.              Write letters or invitations that include relevant information and follow letter format (e.g., date, proper salutation, body, closing and signature).

Performance Assessment & Personal Communication

·         ODE writing screening test.

·         Student writing dialogue journal

·         Vicky Kendra letter?

Writing Processes

E.      Edit to improve sentence fluency, grammar and usage.

6.       Use a range of complete sentences, including declarative, interrogative and exclamatory.

Personal Communication

·         Daily language/grammar (Scholastic)

Communication

E.      Deliver a variety of presentations that include relevant information and a clear sense of purpose.

10.   Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories).

Personal Communication

·         Halloween poems and Christopher Columbus (get info from Bassett)

·         Readers theatre

Phonemic Awareness

B.   Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

9.       Read text using fluid and automatic decoding skills.

Fluency quality rubric

Performance Assessment

·         Students will receive fluency assessments 3 times per year using a leveled text (e.g. DIBELS, Jerry Jones, Scholastic).

Writing Conventions

C.     Use conventions of punctuation and capitalization in written work.

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

Performance Assessment

·         ODE writing screener

·         Scholastic end of chapter questions.

November

November

·         Students will complete a non-fiction map (see ODE Model lesson on Using Graphic Organizers to Aid Comprehension)

·         ODE Model lesson and assessments on Using Non-Text Features

Reading Applications: Informal

B.     Ask clarifying questions concerning essential elements of informational text.

C.     Identify the central ideas and supporting details of informational text.

D.     Use visual aids as sources to gain additional information from text.

3.              List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.

4.              Classify ideas from informational texts as main ideas or supporting details.

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

Performance Assessment

·         Students will be asked to complete an essential elements chart.

·         Social Studies map skills test

·         Scholastic News

Word Category Materials

Vocabulary

D.     Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

3.              Classify words into categories (e.g., colors, fruits, vegetables).

Performance Assessment

·         Word sorts

·         Today’s Math

·         Guess My Rule

·         Manti and the Mango

Writing Processes

A.     Generate ideas for written compositions.

B.     Develop audience and purpose for self-selected and assigned writing tasks.

C.     Use organizers to clarify ideas for writing assignments.

2.              Develop a main idea for writing.

3.              Develop a purpose and audience for writing.

4.              Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

WP #2, #3, #4; WC #2—Performance Assessment

·         ODE writing screener

·         Spelling words

·         Daily writing activities

Student writing journals

Writing Conventions

B.     Spell grade-appropriate words correctly.

2.              Spell words with consonant blends and digraphs.

Communication

A.     Use active listening strategies to identify the main idea and to gain information from oral presentation.

D.     Speak clearly and at an appropriate pace and volume.

1.              Use active listening strategies, such as making eye contact and asking for clarification and explanation.

7.              Adjust volume to stress important ideas.

Phonemic Awareness

A.     Use letter-sound correspondence knowledge and structural analysis to decode words.

1.              Identify rhyming words with the same or different spelling patterns.

5.              Segment letter, letter blends and syllable sounds in words.

PA #1 and #5—Performance Assessment & Personal Communication

• Poetry units
• Scholastic Selections Test & Workbook activities dealing with word study.

WCS Phonics assessment

December

December

January

Fantasy stories have a magical quality in them that makes impossible things believable.

Fairy Tale Unit—Aloeulo and the Three Bears; Red Riding Hood; Ginger Bread Man (DOVER WAS GOING TO CREATE THIS)

Reading Applications:  Literary

A.     Compare and contrast plot across literary works.

1.              Compare and contrast different versions of the same story.

RA:L #5; RP #5; C #2 and #3; WA #2—Performance Assessment & Personal Communication

·         Students will read common literature and will use a graphic organizer to list key story elements (characters, setting, problem/solution).

·         The story map will then be used to create a Venn Diagram

·         Teacher presents a video or students listen to oral book talk…students will retell main idea.

·         Answer questions related to story consisting of selected response, short answer and extended response

·         Students will complete a text to text comparison activity.

Reading Process

A.     Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

5.              Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

Communication

A.     Use active listening strategies to identify the main idea and to gain information from oral presentation.

B.     Connect prior experiences, insights and ideas to those of a speaker.

2.              Compare what is heard with prior knowledge and experience.

3.              Identify the main idea of oral presentations and visual media.

Writing Applications

B.     Write responses to literature that demonstrate an understanding of the literary work.

2.              Write responses to stories by comparing text to other texts, or to people or events in their own lives.

Writing Processes

D.     Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

5.              Organize writing with a developed beginning, middle and end.

7.              Include transitional words and phrases.

WP #5 and #7 and WC #3—Performance Assessment & Personal Communication

·         Students will write their own fairy tale (we need to create a rubric for this).

·         Students will use transitional words from checklist; use word wall and quick word wall

Writing Conventions

B.     Spell grade-appropriate words correctly.

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

Vocabulary

C.     Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

D.     Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

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

7.              Identify contractions and common abbreviations and connect them to whole words.

V #2—Personal Communication

·         ODE Diagnostic

·         Using a complete writing sample, select 3 words to change (word choice to synonyms).

·         Daily Oral Language

·         Creation of a student contraction booklet

·         Activities on phonics/word study on contractions

Phonemic Awareness

A.     Use letter-sound correspondence knowledge and structural analysis to decode words.

B.     Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

3.              Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

4.              Use knowledge of common words families (e.g., -ite or –ate) to sound out unfamiliar words.

8.              Demonstrate a growing stock of sight words.

10.           Read passages fluently with appropriate changes in voice, timing and expression.

PA #3, #4, #8 and #10—Personal Communication

·         Observation within guided reading groups using common reading behavior checklist.

·         Oral reading fluency (DIBELS) and reading fluency quality checklist.

RESOURCES TO CONSIDER

ODE Observation Assessment PA #8

Reading Process

C.     Draw conclusions from information in the text.

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

RP #4; C #4 & RA:L #3 and #4—Performance Assessment & Personal Communication

• Students will write a summary on a given passage they’ve read.
• During guided reading students will orally retell a story.
• Students will utilize graphic organizers (e.g., story map) to retell a story.
• Students will write a paragraph describing  creating a grilled cheese sandwich—students will utilize descriptive language
• Brainstorm words that describe how something tastes or feels.

RESOURCES TO CONSIDER

ODE Observ Assessment RA #5_6

January

Reading Applications:  Literary

A.     Compare and contrast plot across literary works.

D.     Explain how an author’s word choice and use of methods influences the reader.

3.              Retell the plot of a story.

5.              Identify words from the text that appeal to the senses.

Communication

C.     Follow multi-step directions.

4.              Follow two- and three-step oral directions.

Writing Applications

A.     Compose writings that convey a clear message and include well-chosen details.

1.              Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events.

WA #1; WP #8 and WC #11—Performance Assessment & Personal Communication

• Diagnostic writing assessment
• Collection of student writing samples using the 2nd grade writing rubric.
• Student writing journal entries.

Writing Processes

D.     Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

8.              Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

Writing Conventions

C.     Use conventions of punctuation and capitalization in writing.

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

February

Reading Applications:  Literary

C.     Recognize and analyze characteristics of subgenres and literary periods.

E.      Identify the theme of a literary text.

4.              Distinguish between stories, poems, plays, fairy tales and fables.

6.              Identify the theme of a text.

RA: L #4 and #6—Personal Communication and Performance Assessment

·         Reader’s Theatre…have students identify the kind of story they are reading using an genre matrix.

·         Story mapping to ID themes.

Writing Processes

D.     Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

10.           Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

11.           Add descriptive words and details and delete extraneous information.

WP #10 and #11—Performance Assessment & Personal Communication

·         Author’s chair activities

·         Writing from Writer’s Circle

·         Student writing journals

Writing Conventions

5.              Spell plurals and verb tenses correctly.

14.           Use personal pronouns.

16.           Use nouns and pronouns that are in agreement.

WC #5, #14 and #16—Performance Assessment

·         Weekly phonics activities

·         Scholastic grammar assessments

·         Writing Samples

RESOURCES TO CONSIDER

ODE Observ Assessment WC #s9_10_16

Phonemic Awareness

2.              Read regularly spelled multi-syllable words by sight.

PA #2—Personal Communication

·         Observation during fluency assessment using quality rubric.

Communication

5.              Demonstrate an understanding of the rules of the English language.

C #5—Personal Communication

·         Teacher observations during whole class and small group instruction.

March

Vocabulary

8.              Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including –er, -est, -ful, -less.

9.              Use root words (e.g., smile) and their various inflections (e.g., smiles, smiling, smiled) to determine the meaning words.

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

V #8, #9, #10—Personal Communication & Performance Assessment

·         Scholastic grammar/word study assessments.

RESOURCES TO CONSIDER

ODE Observ Assessment AV #8

Reading Process

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

RP #6—Performance Assessment, Personal Communication & Observation

·         Story charts.

·         Scholastic Selections Tests

·         Unit Tests

March

Writing Processes

12.           Use resources (e.g., word wall, beginner’s dictionary and word bank) to select effective vocabulary.

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

14.           Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

15.           Rewrite and illustrate writing samples for display and for sharing with others.

WP #12, 13, 14 and 15—Observation and Performance Assessment

·         Scholastic Practice Book assessments

·         Activities in Scholastic Grammar Book

·         Daily Language Activities

·         Use district writing rubric to score student writing activities

Read the story Thundercake

Communication

9.              Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

C #9—Performance Assessment & Personal Communication

·         Write about a time when weather affected something you did.

·         Use WCS writing rubric to score student writing.

April

Writing Conventions

6.              Begin to use spelling patterns and rules correctly (e.g., dropping silent e before adding  –ing).

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

10.           Use correct punctuation for contractions and abbreviations.

12.           Use nouns, verbs and adjectives correctly.

WC #6, 7, 10, 12 & C 8—Performance Assessment and Personal Communication

·         Write in celebration journal after taking a field trip.

·         Children will follow a form that will report on an Ohio Animal or plant; inventors; severe weather.

·         Students will have a book talk with a graphic organizer or visual aide.

Communications

8.              Deliver informational presentations that:

a.         Present events or ideas in logical sequence and maintain a clear focus;

b.         Demonstrate an understanding of the topic;

c.         Include relevant facts and details to develop a topic;

d.         Organize information with a clear beginning and ending;

e.         Include diagrams, charts or illustrations as appropriate; and

f.          Identify sources.

May

May

Reading Process

3.              Compare and contrast information in texts with prior knowledge and experience.

Research

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

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

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

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

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

6.              Report important findings to others.

R #1, 2, 3, 4, 5, and 6; WC#9, 13, 15 and WP #9 and C #6

·            Students will write a report on a person (biography).

·            We need to create a writing rubric reflective of a biography

Writing Conventions

9.              Use quotation marks.

13.           Use subjects and verbs that are in agreement.

15.           Use past and present verb tenses (e.g., “we were” rather than “we was”).

Writing Processes

9.       Use available technology to compose text.

Communication

6.       Select language appropriate to purpose and use clear diction and tone.