The following sets of cards are designed for English language learners or early readers.
High School Statutory Authority: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.
Students should read and write on a daily basis. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.
Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
ELL students should use the knowledge of their first language e. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful.
ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
Students understand new vocabulary and use it when reading and writing. Students are expected to: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
Students are expected to analyze the effects of diction and imagery e. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
Students are expected to explain how dramatic conventions e. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
Students are expected to explain the role of irony, sarcasm, and paradox in literary works. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students understand how to glean and use information in procedural texts and documents.
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students use elements of the writing process planning, drafting, revising, editing, and publishing to compose text.
Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: Students understand the function of and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to spell correctly, including using various resources to determine and check correct spellings. Students ask open-ended research questions and develop a plan for answering them. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Students clarify research questions and evaluate and synthesize collected information. Students organize and present their ideas and information according to the purpose of the research and their audience.First grade writing standards focus on the writing process as the primary tool to help children become independent writers.
In Grade 1, students are taught to use each phase of the process as follows. Find this Pin and more on First Grade Literacy by Kelly Dugan.
I'm Not Your Grandpa, I'm Your Teacher. Freebie Handwriting Chart - sky, grass and dirt Find this Pin and more on 1st grade ideas by Enchanted Kinder Garden. Use these sheets as morning work, homework, or assessment tool when teaching beginning blends.
Five pages of.
First grade math. Here is a list of all of the math skills students learn in first Standards-based Learning · Immediate Feedback · Adaptive & IndividualizedCourses: Math, English, Science, Social Studies, Spanish. GRADE Formative Writing Tools. First Grade. Teacher Checklists, Student Guides, Nevada elementary- and middle-school writing assessments. This committee grappled with an reduce the amount of scaffolding that is provided to students from the first and second administrations. Assessment Tool. Performance assessment is getting increased attention from educational experts across the nation. Teachers should be up to date on the latest assessment tools, and learn to use them effectively to assess student understanding of a given topic.. Worksheets are a very important form of performance assessment.
Handwriting / Keyboarding Rates. This document contains information from various sources on handwriting and/or keyboarding rates. Copying speed – provides a basis of comparison for motor speed. Reading Assessment Database - List of All Assessments from the Database. The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of initiativeblog.com assist educators in organizing their assessment practices around the cognitive framework, we've created a way to easily search for published .
Handwriting Profile To develop a written productivity profile, it is important to document the student’s handwriting across a variety of tasks. Handwriting is first evaluated using a task that typically requires little o lined paper appropriate to the student’s grade level.
These reading level assessments help you place your student who is going to use a Sonlight A - C History / Bible / Lit program or is sharing a program with an older sibling, such as level D.
Simply use the Readers included in your level D and higher programs.