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Integrated Language Arts Curriculum Guide |
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA |
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READING - THEME 1 The student will be able to: ¨ Use his/her knowledge of text structure to construct meaning. - Grasp the passage of time. |
3.3 3.4 |
Explain setting, read from selection "Roxaboxen" and model process with Think Aloud (T. 44). Practice Book p. 8. Students may want to draw a detailed picture of a story setting. Explain order of events in a story, i.e., "The Big Orange Splot," p. 72. Transparency #11. Practice Book p. 24. Develop an individual time line of a Saturday event. (T. 135.) |
Teacher Observations Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books: Jenny Archer Three Up a Tree Theme Magazine: Idea Zone Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
| ¨ Use his/her own knowledge and experience to
construct meaning. - Draw conclusions. - Predict plausible outcomes |
3.2 |
Read p. 22 of "Roxaboxen" and have students use story clues
and prior knowledge to draw conclusions. Transparency #3. Practice Book p.
9 Special Education: - Refer to general list of modifications. Read p. 46, "The Litter Painter of Sabana Grande." Explain prediction. Transparency #6. Practice Book p. 15. |
S-9 | ||
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READING - THEME 1 The student will be able to: ¨ Synthesize ideas across texts to create new understandings. - Compare and contrast characters. - Conclude and infer with creativity and amicability. |
3.4 |
Read passages from "The Big Orange Splot," p. 71 to show comparisons. Transparency #10. Practice Book p. 23. Special Education: - Tape story, designate reader, enlarge materials. Discuss characterization. Read aloud Collection p. 44. Students look for clues to help describe character. (T. 92.) Practice Book p. 17. Special Education: - Guided questions teach context clues, use verbal responses. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
R. I R. IV S-9 |
| ¨ Use knowledge of text organization and sentence structure. | 3.3 | Explain and model the use of a glossary and dictionary. Use Think Aloud (T.186) Transparency #18. Practice Book p. 34 | R. VI | ||
| ¨ Develop and use cultural awareness and sensitivity to identify and solve problems. | 3.4 | Use p. 18 "Roxaboxen" to understand Native American customs.
Locate the Southwest on U.S. map. (T.E. 22.) Special Education: - Cooperative learning group, tape story, guided practice, highlight details. Have students record diversity of the Southwest from "The Little Painter of Sabana Grande," p. 46 Collection. Special Education: - Tape story, guided practice, highlight details. |
S-9 | ||
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READING - THEME 1 The student will be able to: ¨ Learn and apply his/her knowledge of word meanings. |
3.4 |
Use context sentences on transparencies, i.e., #5 Developing Vocabulary. Create a definition for each underlined word. Practice Book pages reinforces vocabulary and meanings, Practice Book p. 21. Special Education: - Copy transparency, use cloze sentences, cooperative leaning, teach prefixes and suffixes. Multiple meaning words can be demonstrated by reading Collection p. 80. Guide students to identify "neat" and "dreams." Model strategy to determine appropriate meaning of both. (T. 136.) Transparency #12. Practice Book p. 25. Special Education: - Guided questions, tape story, verbal prompts. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
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¨ Use his/her knowledge of letter-sound features
to construct meaning. - Long and short vowels. - Vowel + "r." |
3.4 | Direct students to use text for context clues to unlock familiar
vocabulary, i.e., and Collection p. 88. Transparency #16, Context Clues.
Practice Book p. 32. Groups find unfamiliar words in the story "June 29, 1999" and use context to determine meanings. |
S-9 | ||
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READING - THEME 1 The student will be able to: ¨ Use his/her knowledge of letter-sound features to construct meaning. - Long and short vowels. - Vowel + "r." (Continued) |
3.4 |
Draw attention to long and short vowel words in "Roxaboxen" p. 28 (Connections). Help students conclude letter combinations. Transparency #2. Practice Book p. 7. Sort word cards into categories according to the different sounds. (T. 42-43.) |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
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WRITING - THEME 1 ¨ Write paragraphs using descriptive language. |
3.3 |
Discuss the function of adjectives and have students list adjectives according to person, place or thing. Practice Book p. 10. Transparency #4. Allow students to describe an event or activity, using adjectives that create strong pictures for readers. Special Education: - Cooperative learning limit lesson size, allow tape recorded or verbal responses, use storyboard to sequence and illustrate concepts. |
S-9 |
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WRITING - THEME 1 The student will be able to: ¨ Write paragraph using descriptive language. (Continued.) |
3.3 |
Discuss qualities of a paragraph. Read a paragraph from "The Little Painter of Sabana Grande" to point out features. (T. 94). Transparency #8. Practice Book p. 18. Have students write a paragraph describing their own room or street they live on (T. 95). Special Education: - Tape, copy transparency, creates outline, verbal response, and computer. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazines Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
| ¨ Compare and contrast in descriptive writing. |
3.3 |
Transparency #14 - Venn Diagram. Have students use the diagram to compare a house and an apartment. Practice Book p. 27. Have students work in pairs and choose two items to compare and contrast. Use a Venn Diagram as a guide for a descriptive paragraph. Special Education: - Guided practice, computer, oral response, tapes. |
R. III |
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| ¨ Use appropriate synonyms to enhance writing. |
3.3 |
Discuss values of using synonyms in writing, i.e., Collection p. 98,
"June 29, 1999" (T. 191). Transparency #20. Practice Book p. 37. Special Education: - Copy transparency, example of term, peer tutor. |
S-9 | ||
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WRITING - THEME 1 The student will be able to: ¨ Use appropriate synonyms to writing. (Continued.) |
3.3 |
Have students write paragraphs and exchange papers with the idea of
suggesting synonyms to improve description. Encourage use of thesaurus and
dictionary. Special Education: - Peer tutor, computer. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
| ¨ Use correct grammar, making writing clearer and more interesting. | 3.3 | Students identify the subjects and predicates of sentences, using the first four sentences of "Little Painter of Sabana Grande," p. 41. Practice Book pp. 19-20. Special Education: - Co-op group or peer tutor, tape story. Discuss singular and plural nouns. Have students categorize nouns from "The Big Orange Splot," pp. 74-75. (T. 142.) Practice Book p. 28. Special Education: - Break down task, guided practice. Discuss differences of proper and common nouns. Have students look through various books and list both. Practice Book p. 29. Special Education: - Tape responses |
S-9 | ||
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WRITING - THEME 1 The student will be able to: ¨ Use correct grammar, making writing clearer and more interesting. (Continued.) |
3.3 |
Demonstrate on chalkboard how commas separate day and year, "June 29, 1999." Practice Book p. 38. Special Education: - Guided practice, peer tutor. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
W. II S-9 |
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¨ Learn spelling patterns for long and short
vowel words. |
3.3 | Point out the spelling combinations for long "I" words. (T.
145.) Spelling Source pp. 7-8 ("a"), 9-10 ("e"), 11-12
("i"). Short "o" and "u" words. Sort
spelling words by vowel sounds. Spelling Source pp. 13-14. Take Home
Letter - Spelling Source Teacher’s Edition. Special Education: - Card file, visual and auditory modalities, computer, closed sentences. |
S-9 |
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LISTENING/SPEAKING/VIEWING THEME 1 ¨ Learn and use effective discussion guidelines. |
3.1 |
Write guidelines on board and discuss their importance (T. 52). Special Education: - Copy for student. Discuss a character from the selections and recall details that support views. Monitor students’ discussions for following guidelines. Special Education: - List details, cooperative learning, peer tutor. |
R. I S-9 |
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LISTENING/SPEAKING/VIEWING THEME 1 The student will be able to: ¨ Listen to directions. |
3.1 |
Establish guidelines (T. 98). Write directions and have students read them orally. Have students carry out directions. Special Education: - Dictate to scribe. Have students write clear, concise directions for a simple activity, i.e., playing a favorite game. Special Education: - Dictate on tape, computer. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
W. II |
| ¨ Practice choral reading. | 3.1 |
Organize class into three groups. Do a choral reading session of
Collection pp. 72-75, "The Big Orange Splot." Special Education: - Peer tutor. Have students in-groups of three or four and choose a poem to choral read to the class. Explain alliteration using "June 29, 1999," pp. 92-93. Have students find examples of alliteration in texts. Encourage students to make up their own alliterations and share with class. |
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CROSS CURRICULAR CONNECTION THEME 1 The student will be able to: ¨ Incorporate math concepts and skills with reading. |
4.1 |
Create a currency as in the story "Roxaboxen." Establish a value system using pebbles, buttons, etc. and make a price list for products. (T. 54.) Special Education: - Cooperative learning, computer drawing. Use graph paper to draw a scale and then transfer to a larger size. (T. 100.) Make possible combinations from colors. Use three objects, three colors and discover as many combinations as possible (T. 146.) Estimate sizes and record on graph, i.e., vegetables, and sizes of classmates. (T. 197.) |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
M. I M. V |
| ¨ Relate community and state to own surroundings. | Discuss responsibilities of the mayor in "Roxaboxen." Compare
to your town. Special Education: - Peer tutor, computer. Research Panama in an encyclopedia and compare to your town. (T. 101.) Special Education: - Media center, tape recorder. |
S-9 | |||
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CROSS CURRICULAR The student will be able to: ¨ Relate community and state to own surroundings.(Continued.) |
Discuss responsibilities of each person in a community. (T. 147.) Have students locate locales mentioned in "June 29, 1999." |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
S-9 |
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| ¨ Research and share information in an organized fashion. |
Have groups of students research facts about the desert and report to
the class. Visual aids such as pictures, charts, and maps will be helpful.
(T. 54.) Special Education: - Peer tutor, computer. Research the animals of Panama and draw and label. (T. 100.) Special Education: - Peer tutor. Research unusual plants of a regions, i.e., frangipani - "The Big Orange Splot." (T. 146.) Special Education: - Dictate, scribe. Research the ionosphere and report. (T. 196.) Special Education: - Media center, computer. |
R. IV | |||
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CROSS CURRICULAR The student will be able to: ¨ Extend background knowledge through creative arts. |
Design a brochure of "Roxaboxen." Make paper collages of a Panama design. (Theme Magazine pp. 30-31.) Special Education: - Peer tutor, media center, and computer. Make a "Roxaboxen" orchestra. Make instruments with everyday objects, i.e., coffee can drums, and spoons. Make a new song using familiar tunes such as "Old McDonald." Improvise words. (T. 147.) Special Education: - Tape recorder, cooperative learning. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Student Practice Book Trade Books Theme Magazine Transparencies Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections Creative Imaginations Theme Newspaper |
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| ¨ Apply knowledge across the curriculum. | Theme Project - Imaginary Neighborhood. (T. 224.) | ||||
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READING - THEME 2 The student will be able to: ¨ Monitor and evaluate the meaning he/she constructs while reading. - Locating main idea - details - Using proper sequencing to retell a story. - Using graphic organizers to record ideas and events. |
Check headings for suggesting the main idea, i.e., "Sunken Treasure," (T. 364). Transparency #34. Practice Book p. 66. Encourage the use of clue words as they retell events in sequence. Practice Book p. 58. Reread p. 120, "The Magic School Bus" and explain that art and diagrams give important information to readers. (T. 252, 276-277.) Transparency #27. Practice Book p. 50. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Theme Trade Books: The Titanic: Lost and Found Killer Whales Theme Magazine: Aqua Zone Practice Book Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
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¨ Make inferences within and beyond the text to
construct meaning by: - Making generalizations. - Plausible story predictions. |
Use Think Aloud (T. 324) to model the thinking needed to generalize. Transparency #31. Practice Book p. 60. Read a passage aloud (T. 279) and encourage students to predict what comes next |
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READING - THEME 2 The student will be able to: ¨ Use letter-sound features to construct meaning. - Vowel pair patterns. |
3.4 |
Use report "What Makes Waves?" P. 126 for "au" and "aw" words. "Oi" and "oy" T. 274-275. Transparency #26. Practice Book p. 49. Source Bank word cards can be sorted according to vowel sound. Two sounds for "oo" -Transparency #30. Practice Book p. 57. "Ou" and "ow" T. 366. Transparency #35 Practice Book p. 67. Special Education: - Refer to general modifications list. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Practice Book Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
S-9 |
| ¨ Use knowledge of word meanings for understanding. |
Work with students as they read context sentences on Transparency #25. Practice Book p. 47. Discuss the importance use of context clues (T. 323). Practice Book p. 59. |
R. III |
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WRITING - THEME 2 ¨ Learn and apply organization to a paragraph. |
Read aloud "What is Plankton?" Have students identify main
idea. Develop chart on "How to Make a Paragraph" T. 281. Transparency #28. Practice Book p. 52. |
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WRITING - THEME 2 The student will be able to: ¨ Use the appropriate tense in writing. |
3.3 |
Have students listen to several paragraphs and point out the verb tense. Guide to the conclusion that verbs of a paragraph are in the same tense. (T.327.) Transparency #32. Practice Book p. 61. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Practice Book Story Tapes Spelling Source Word Power CD ROM Source Bank Home Connections |
S-9 |
| ¨ Practice organizing a report. |
"Sunken Treasure" is an example of a report. Review and
discuss guidelines for organizing a report. (T. 372.) Transparency #37. Practice Book p. 69. . |
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| ¨ Use parts of speech appropriately. |
Verb identification and usage. (T. 282.) Practice Book pp. 53, 54, 62, 70, 71. |
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| ¨ Identify sound patterns to facilitate spelling accuracy |
Students look for sound patterns in spelling words and categorize (T.
285). "Oi", "o", "aw", "au." Spelling Source pp. 19-20. "Oo", "oo" Spelling Source pp. 21-22. "O", "ou"-Spelling Source pp. 23-24 |
W. II S-9 |
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LISTENING/SPEAKING/VIEWING THEME 2 The student will be able to: ¨ Listen for information. |
3.2 |
Discuss times when information is gathered from auditory senses, i.e., listening to radio, talking with friend. Develop guidelines for being a good listener. (T. 284.) Special Education: - Cooperative learning, peer tutor, guided questions. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Practice Book Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
S-9 |
| ¨ Realize the importance of sharing ideas and opinions. |
Discuss guidelines for sharing (T. 330). Divide class in groups and give a question to discuss using guidelines. Report the results of discussion to the class. (T. 330.) Special Education: - Cooperative learning, peer tutor, guided questions. |
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| ¨ Find interesting ways to present a research report. |
Guidelines for oral reporting (T. 376). Students may work in pairs and prepare an oral report using stories such as "Sunken Treasure." Special Education: - Peer tutor, tape recorder. |
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CROSS CURRICULAR CONNECTION THEME 2 The student will be able to: ¨ Estimate and record findings in an organized fashion. |
Using tide changes, students can estimate high and low tides. Findings can be graphed. Estimate time for collecting items and then record the actual process. (T. 233.) Special Education: - Cooperative learning, peer tutor, chart or demonstrate. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Practice Book Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
M. I |
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| ¨ Explore sea habitants and classify. |
Using name cards, have students match up habitat name with plant or
animal cards. (T. 287.) Special Education: - Peer tutor. |
S-9 | |||
| ¨ Make models to extend learning in a multi-sensory environment. | 3.1 |
Model the formation of ice by freezing salt water and fresh water. (T.
333.) Record observations. Special Education: - Dictate or tape record. |
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| ¨ Learn and report the weather. |
Groups of students may prepare oral reports on various aspects of
hurricanes. Visual aids are included for interest and clarity. Special Education: - Cooperative learning, dictate/scribe, peer tutor, computer. |
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CROSS CURRICULAR CONNECTION THEME 2 The student will be able to: ¨ Locate hemispheres. |
3.5 |
- Cooperative learning, dictate/scribe, peer tutor, computer. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
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¨ Learn to use maps and globes more extensively. |
Plan an imaginary trip to Canada, etc. |
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¨ Use different mediums to creatively explore
the theme. |
Create underwater or beach dioramas using various materials. (T. 287.) Construct shadow plays to explore shapes, distance, movement. (T. 333.) Special Education: - Cooperative learning, peer tutor, computer. |
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¨ Use music as a form of expression. |
Play an ocean-related song "Under the Sea." Have students
create a dance that interprets the music. |
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| ¨ Use collaborative learning to apply knowledge of the theme. |
Theme Project - Creating an Ocean Mural. (T. 404.) Special Education: - Cooperative learning, peer tutor, computer. |
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READING - THEME 3 ¨ Make inferences to construct meaning. |
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Read p. 197 in Collection. Ask students what the author’s purpose seem to be. What clues were used? Transparency #44. Practice Book p. 84. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Theme Trade Books: The Outside Dog, Charlotte Pomerantz Granddaddy and Janette, Helen Griffith Theme Magazine: Home Zone Story Tapes Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
R. III S-9 |
| ¨ Synthesize ideas to create understanding. |
Discuss attributes of a summary. (T.548) Use Think Aloud strategy as a model. Transparency #54. Practice Book p. 102. |
R. III | |||
| ¨ Use structural analysis strategies to construct meaning. | Plurals and inflections - use p. 205 Collection. Transparency #43. Practice Book p. 81. | ||||
| ¨ See how text organization aids purpose for reading. |
Doubling consonant - dropping "e." Collection pp. 252-253.
(T. 544-545.) Transparency #52. Practice Book p. 100 Endings - use Collection p. 279. Draw attention to base words and endings. (T. 594.) Transparency #57. Practice Book p. 108. Discuss main idea and supporting details. Read text p. 227 "Mom Can’t See Me" and find the main idea and details. Practice with various texts across the curriculum. Practice Book p. 93. |
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READING - THEME 3 The student will be able to: ¨ Use knowledge of words to construct meaning. |
3.3 |
Introduce the use of synonyms. Collection p. 208, "Chicken Sunday." Transparency #45. Practice Book p. 85. Discuss antonyms and use Transparency #49. Practice Book p. 94. Special Education: - Copy transparency, word box, guide sheet. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
R. II S-9 |
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WRITING - THEME 3 ¨ Use figurative language to enhance descriptive language |
Use Collection p. 197 to illustrate a simile. Write other comparisons on the board. Use Transparency #46. Practice Book p. 86. Special Education: - Copy transparency, word box, guide sheet refer to general modifications list. |
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| ¨ Use sensory words to describe. |
Discuss using senses to create pictures in the reader’s mind. Develop
a list of sensory words. Transparency #50. Practice Book p. 95. Have students write a descriptive essay about their favorite meal using as many sensory words as possible. (T. 505.) Special Education: - Refer to general modifications list. |
W. I S-9 |
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| ¨ Use details to clarify writing. |
Point out the 5 W’s when using details. Transparency #58. Practice Book p. 110. Special Education: - Guided practice. |
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WRITING - THEME 3 The student will be able to: ¨ Use descriptive words to create vivid pictures. |
3.3 |
Point out adjectives in Collection p. 200. Have students work in pairs and list the adjectives they see in their text. Practice Book p. 87. Discuss subject-object pronouns. Have students replace nouns with a pronoun. (T. 506, 507.) Practice Book pp. 96-97. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
S-9 |
| ¨ Learn parts of a friendly letter format. |
Use Collection p. 247 with a sample letter. Point out parts. Practice
Book p. 104. Have students write letters to classmates, principal, etc. Special Education: - Use for above activities: dictate/scribe, computer. |
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| ¨ Use appropriate time order to add clarity to writing. |
Point out clue words for time order. Use Collection pp. 245-246, 261.
Time Order p. 103. Special Education: - Chart time sequence, storyboard. |
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| ¨ Learn to spell words with patterns. | 3.3 |
Separate spelling words into two columns (add "s" or add
"es"). Have students put words under the appropriate heading.
(T. 465.) Spelling Source pp. 29-30. Special Education: - Peer tutor, word box, guided practice. |
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WRITING - THEME 3 The student will be able to: ¨ Learn to spell words with patterns. (Continued.) |
3.3 |
Discuss the "y" to "i" and add the ending (T. 509.) Spelling Source pp. 31-32. Have students write base words for verbs that have "ed" and "ing" added to it. Notice patterns. (T. 555.) Spelling Source pp. 33-34. Have students notice the changes in word spellings in superlatives, i.e. happy-happier-happiest. (T. 603.) Spelling Source pp. 35-36. Special Education: - Peer tutor, scribe |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
S-9 |
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LISTENING/SPEAKING/VIEWING THEME 3 ¨ Learn to communicate successfully when speaking and listening. |
3.2 |
Discuss how people communicate effectively and list students’ ideas. Develop a set of guidelines. (T. 464.) Special Education: - Use senses, sign language, computer, storyboard. Have students role-play a situation and then discuss the speaking and listening skills involved. Discuss the skill of describing accurately and vividly. Model an oral description of an object, place, person, etc. (T. 508.) |
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LISTENING/SPEAKING/VIEWING THEME 3 The student will be able to: ¨ Learn to communicate successfully when speaking and listening. (Continued.) |
3.2 |
List and discuss the importance of giving and listening to oral directions. (T. 554.) Tape record students’ oral directions and discuss success or weaknesses. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
S-9 |
| ¨ Learn the effective use of body language to communicate ideas. |
Discuss the various body language gestures and expressions. Have
students try to communicate a message to others using body language. (T.
602.) Special Education: - Refer to general list of modifications. |
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CROSS CURRICULAR CONNECTION THEME 3 ¨ Compare the past and present life of his/her community. |
6.5 |
Encourage students to research the community and find past and recent
photos for comparison. Special Education: - Peer tutor. Invite a resource community person to speak about life in the community years ago. (T. 466.) Special Education: - Cooperative learning. |
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CROSS CURRICULAR CONNECTION THEME 3 The student will be able to: ¨ Apply math concepts and computations to problem solving activities. |
4.1 |
Students practice addition and subtraction skills by creating a "gift shop" using paper coins and gifts. (T. 466.) Special Education: - Cooperative learning. Have students create a coin system for the visually impaired. (T. 511.) Special Education: - Cooperative learning. Have students read train or bus timetables and county minutes, given a specific situation. (T. 557.) Special Education: - Cooperative learning. Have students plan an imaginary picnic. After planning, have groups estimate costs and total. (T. 604.) Special Education: - Cooperative learning. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
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M. I |
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CROSS CURRICULAR CONNECTION THEME 3 The student will be able to: ¨ Make and record observations. |
Using egg dye, have students create different color patterns. Students record their observations. (T. 467.) Discuss the differences and similarities of nearsighted/farsighted. Record. (T. 510.) Research matter and energy, different modes of transportation and record findings. (T. 556.) Special Education: - Use for all activities above: cooperative learning refer to general list of modifications. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
R. III S-9 |
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| ¨ Create and discover through an artistic mode. |
Have students design a hat using various materials. (T. 467.) Students may research Braille and design a set of Braille cards. Write a greeting using Braille. (T. 510.) Special Education: - Use for all activities above: cooperative learning refer to general list of modifications. |
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CROSS CURRICULAR CONNECTION THEME 3 The student will be able to: ¨ Create and discover through an artistic mode. (Continued.) |
Have students paint or draw a picture of one part of their community. Use bulletin board display. (T. 556.) Special Education: - Cooperative learning refer to general list of modifications. |
Teacher Observation Student-Teacher Conferences Student Self Assessment Portfolio Assessment Reading Process Assessment Writing Assessment Guide Reading & L.A. Skills Assessment Practice Book Spelling Source Book Theme Project |
Literature Works Collection 3 Trade Books Theme Magazine Story Tapes Practice Book Spelling Source Word Power CD ROM Source Bank Eng. Language Support Home Connections |
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| ¨ Integrate content area subjects with knowledge of theme information. |
Theme Project - Creating a Memory Book (T. 360.) Special Education: - Cooperative learning refer to general list of modifications. |
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READING - THEME 4 The student will be able to: ¨ Use learned strategies to improve comprehension. |
3.3 3.4 |
Plausible predictions - encourage students to write their predictions in their personal journals and revise as they read further and gain further information. Special Education: - Dictate/scribe, computer. Help students draw conclusion by asking questions they will answer by inferring from information given in text. (T. 75.) |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine: Story Zone Trade Book Support The Cricket Warrior, M. Chang The Tale of Rabbit and Coyote, Johnson & de Paola Word Power CD ROM |
R. IV S-9 |
| ¨ Use knowledge of text structure to construct meaning. |
Discuss plot and events included in a plot. Collection p. 22 will
demonstrate. Model by Think Aloud strategy. (T. 46.) Graphic organizers designed and used by students in-groups or pairs. (T. 46.) Practice Book p. 7. Characterization study through Collection pp. 42, 45. Use clues to find out more about a personality. (T. 96.) Think Aloud to model. Special Education: - Use general list of modifications to suit needs of students. |
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READING - THEME 4 The student will be able to: ¨ Use knowledge of text structure to construct meaning. (Continued.) |
3.4 |
Assign a character to a small group to analyze how this personality is presented. Use of character web. (T. 97.) Practice Book p. 16. Special Education: - Use general list of modifications to suit needs of students. Distinguish between fantasy and realism. Use Collection p. 72 with Think Aloud strategy. (T. 144.) Transparency #11. Practice Book p. 24. T. 136 - example. Special Education: - Magazines and newspapers. |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine Trade Books Word Power CD ROM |
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| ¨ Use knowledge of word meanings to construct meaning. |
Explain, discuss, demonstrate compound words. Collection p. 24. Think
Aloud (T. 44.) Transparency #2, Practice Book p. 8. Challenge students to
make up questions to illustrate compound words. (T. 45.) Transparency #7. Draw attention to columns for one, two, three syllable
words from story "Anansi Finds a Fool," p. 59 Collection.
Practice Book p. 17. Suggest that teams see how many three-syllable words
they can collect in a set amount of time. (T. 95.) - Extend time, peer tutor. |
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READING - THEME 4 The student will be able to: ¨ Use knowledge of word meanings to construct meaning. |
3.3 3.4 |
Transparency #12 for stressed syllables. (T. 146.) Circle stressed syllable. Practice Book p. 25. Special Education: - Peer tutor. Explain the "schwa" vowel sound in the unaccented syllable,
T. 198. |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine Trade Books Word Power CD ROM |
S-9 |
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WRITING - THEME 4 ¨ Use knowledge of story parts to develop a story plan for writing. |
3.3 |
Remind students of elements of a plot. Use "The Singing Snake" to illicit responses. (T. 52.) Transparency #5. Practice Book p. 11. Have groups work to record a story plot in a story map and then write cooperatively. (T. 53.) Special Education: - Refer to general list of modifications. |
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WRITING - THEME 4 The student will be able to: ¨ Use knowledge of story parts to develop a story plan for writing. |
3.3 |
- Storyboard, computer. Discuss characters in "Ma’ii and the Horned Toad." Use
Transparency #14 to illustrate how authors show character. Practice Book
p. 28. Have students brainstorm ideas for a character’s personality to
be used in a story. (T. 153.) - Storyboard, computer. Discuss character dialogue and how it is used in a story. Transparency #18. Practice Book p. 37. Encourage students to dialogue a recent conversation with a friend. (T. 205.) Special Education: - Tape record. |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine Trade Books Word Power CD ROM |
R. I S-9 |
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WRITING - THEME 4
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- Chart can be written, dictated or done verbally. Read aloud from "Anansi Finds a Fool," p. 59. Have students listen for words that tell when and where. Point out adverbs on a chart adding "how." Practice Book p. 21. Special Education: - Peer tutor. Use model sentences (T. 154) to model subject-verb agreement. Practice Book p. 29. Practice Book p. 30 - Linking Verbs. (T. 155.) Special Education: - Use general list of modifications to adapt. Have students refer to "The Magical Starfruit Tree," p. 107, pointing to quotation marks and capitals. (T. 206.) Practice Book p. 38. |
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WRITING - THEME 4 The student will be able to: ¨ Practice and apply knowledge to spell words correctly. |
3.3 3.4 |
Discuss parts of a compound word and have volunteers draw a line between the two words in a compound. Spelling Source pp. 41-42. The spelling of "or" and "ar" words. Spelling Source pp. 43-44. Use the spelling list pp. 45-46 to point out "ar" and "ur" sounds. Review the sound of the "schwa." Underline "schwa" in each spelling word. (T. 209.) Spelling Source pp. 47-48. |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine Trade Books Word Power CD ROM |
S-9 |
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LISTENING/SPEAKING/VIEWING THEME 4 ¨ Learn the techniques for storytelling. |
Discuss storytelling techniques. Have pairs of students retell a story such as "The Singing Snake." (T. 56.) |
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| ¨ Lean appropriate questions for critical thinking. | Record students’ brainstorming for critical listening questions. apply to "Anansi Finds a Fool." Have students role-play a conversation and others listen for answers to their questions. (T.104.) | ||||
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LISTENING/SPEAKING/VIEWING The student will be able to: ¨ Demonstrate speaking skills. |
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- Videotape. Have students perform a puppet show without a script. Develop guidelines for dramatic voices. (T. 208.) Special Education: - Videotape. |
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Literature Works Collection 3 |
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CROSS CURRICULAR CONNECTION THEME 4 ¨ Extend knowledge across the curriculum. |
1.3 |
Use examples based on the story for practice in time problems. (T. 58.) make a bar graph showing the length of various common snakes. "Anansi
Finds a Fool." (T. 106.) Have students explore shapes using the
5-point shape and then create their own star shapes. (T. 210.) - Cooperative learning. |
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CROSS CURRICULAR The student will be able to: ¨ Extend knowledge across the curriculum. (Continued.) |
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- Cooperative learning. Discuss natural resources. Create a display by making models of items from resources, i.e., Timber. (T. 107.) Special Education: - Cooperative learning. Discuss folk tales shown in art forms (pottery, weaving, sand painting). Design a collective mural using students’ designs. Special Education: - Cooperative learning. |
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CROSS CURRICULAR CONNECTION THEME 4 The student will be able to: ¨ Extend knowledge across the curriculum. (Continued.) |
1.3 |
Encourage students to find out more about Australian animals, many unique to that locale, i.e., platypuses, emus, kookaburras. (T. 59.) Display with drawings, clay models and photographs. Special Education: - Cooperative learning, peer tutor, computer, media center. Discuss lengths of snakes (some 30-ft.!) Use rope to estimate length. (T. 106.) Have students research the horned toads. Have them make toad masks and wear as they discuss what they learned. (T. 158.) |
Informal Assessment: Conference with students Self assessment by individual students Portfolio Assessment Theme Project Teacher Evaluations Formal Assessment: Practice Book Source Bank Reading Process Assessment Criterion-referenced tests |
Literature Works Collection 3 Practice Book Spelling Source Theme Magazine Trade Books Word Power CD ROM |
R. II |
| ¨ Apply knowledge to plan, prepare and perform a production. | Theme Project - Folk Tale Theater. (T. 236.) |
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READING - THEME 5 ¨ Construct meaning using knowledge of text and going beyond the text. - Classify and categorize. - Cause and effect. - Figurative Language |
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Literature Works Collection Gr. 3 Vol. 2 |
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READING - THEME 5 ¨ Use knowledge of word meanings to construct understanding. - Homographs. - Prefixes. |
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- Peer tutor, computer, dictate/scribe. Use example "Oil Spill," p. 166 from Collection to demonstrate meanings of loaded/unloaded. Examples with prefixes "dis" and "re." (T. 344.) Transparency #31. Practice Book p. 60. Create good news/bad news sentences using base word/base word plus prefix. Special Education: - Peer tutor, computer, dictate/scribe. |
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Literature Works Collection Gr. 3 Vol. 2 |
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WRITING - THEME 5 The student will be able to: ¨ Use knowledge of word meanings to choose his/her words critically. |
Explain the term "vivid writing." (T. 400.) Read p. 188 "The Woman Who Outshone the Sun." Ask students for examples of vivid words. Transparency #37. Practice Book p. 72. Encourage students to write a paragraph describing a magical place. Have them use words that help visualize the scene. Special Education: - Peer tutor, computer, dictate/scribe, tape story, story board. |
Student Conferences Student Self Assessment Portfolio - writing samples Practice Book Spelling Source Teacher made tests Involvement in theme activities and project - collaboratively and independently. Student Portfolios |
Literature Works Collection Gr. 3 Vol. 2 Theme Magazine Trade Books Story Tapes Practice Book Spelling Source Transparencies Home Connections Eng. Language Support Source Bank Word Power CD ROM |
S-9 |
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¨ Learn to examine and construct persuasive
texts. - Separate fantasy from reality. - Present reasons effectively, fact and opinion. |
Explain differences of a fact or opinion. Read pp. 178-179, "Oil
Spill and distinguish fact/opinion. Transparency #33. Practice Book p. 62 Present strong reasons for the viewpoint "Dogs make good pets." Discuss importance of good persuasive reasons. (T. 297.) Transparency #27. Practice Book p. 53. Group activity to brainstorm reasons that support an opinion. Audience may judge how convincing the group’s reasons are. (T. 297.) Special Education: - For above activities use: Peer tutor, computer, dictate/scribe, tape story, story board. |
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WRITING - THEME 5 ¨ Learn specific grammar concepts to enhance and clarify their writing. - Subject-object pronouns. - Negative words. - Homophones: to, two, too. - Plurals and possessives. - Words that need commas. |
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- Peer tutor, computer, dictate/scribe, tape story, story board. Negative words: Use "Just a Dream," p. 131. List negative words. Read aloud correct negative sentences. (T. 299.) Practice Book p. 55. Special Education: - Peer tutor, computer, dictate/scribe, tape story, story board, refer to general modification list. Homophones: to, two, too. Use "Oil Spill" p. 176 to illustrate closure sentences to practice. Practice Book p. 63. Special Education: - Peer tutor, computer, dictate/scribe, tape story, story board, refer to general modification list. "Oil Spill" p. 165 to explain singular/ plural possessive nouns. Create a chart to explain differences. (T. 351.) Practice Book p. 64. Special Education: - Peer tutor, computer, dictate/scribe, tape story, story board, refer to general modification list. |
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