First Grde Lnguge Arts Curriculum Essentils
Lnguge Arts Bckground Purpose The Bord of Eduction pproved six Lnguge Arts stndrds re identicl for ll students K 12. These stndrds guide the Kindergrten 5th Grde Lnguge Arts Curriculum which provides detils on essentil lernings, key concepts, knowledge, topics, nd skills for ll students. The APIS curriculum nd ssessments inform techer plnning nd techers use Blnced Litercy Approch to instruction. Blnced litercy is the integrtion of reding, writing, reserch, speking, listening, viewing nd representing in wy tht supports the lerning needs of every individul student. Mny times we seprte these elements ecuse it is esier to exmine their processes in isoltion. In relity they ll develop together nd hve huge effect upon one nother. One cn't write without reding nd one certinly cn't write without spelling. Orl lnguge underpins ll litercy development. Think of lnced litercy s wy of putting the pieces of lnguge rts together in hrmonious wy. The use of explicit teching (e.g., demonstrtion think louds, techer modeling, individul or group conferences, guided reding) is criticl for effective lnced litercy instruction. By modeling nd identifying the strtegies nd skills used in reding nd writing, techers help students develop cler understnding of how to use those strtegies nd skills independently. Explicit instruction plys n importnt role in modeled, shred, nd guided litercy lessons. As techers oserve student ehviors during independent work time, they gther dt to inform their explicit teching during modeled, shred, nd guided litercy lessons. At APIS: Techers nd prents will work together to tech ll children to red; Ech child s progress in lerning to red will Be crefully nd routinely ssessed; Techers will use vriety of methods to ssess progress; nd Techers will provide intensive reding instruction for children who need dditionl support in lerning to red. In the, ll students in kindergrten through third grde re ssessed In the 1st nd 3rd qurters of ech school yer to determine reding proficiency in ccordnce with the CBLA guidelines. The APIS curriculum outlines the knowledge, skills, nd strtegies techers need to ensure students rech proficiency on to meet the expecttions for ll students s outlined in the
Lnguge Arts Content Stndrds Lnguge Arts Stndrd 1 Students red nd understnd vriety of mterils. Lnguge Arts Stndrd 2 Students listen, oserve, spek, nd write for vriety of purposes nd udiences. Lnguge Arts Stndrd 3 Students use grmmticl nd mechnicl conventions of lnguge in speking nd writing. Lnguge Arts Stndrd 4 Students red, write, spek, oserve, nd listen to synthesize informtion, to nlyze nd evlute rguments, nd to develop nd defend rgumenttive positions. Lnguge Arts Stndrd 5 Students pply reserch skills to locte, select, nd mke use of relevnt informtion. Lnguge Arts Stndrd 6 Students red, understnd, nd interpret literture s record nd expression of humn experience.
Lnguge Arts Overrching Enduring Understnding nd Essentil Questions Overrching Enduring Understndings Reders employ strtegies to help them understnd text. There re socilly cceptle expecttions for conversing with others. The rewrd of writing is seeing reders responses to the writer s messge. Punctution nd grmmr impct writer s messge. Reders nd Writers use phonetic principles to red nd spell. Content nd structures of texts re determined y writer s purpose. Texts re intentionlly orgnized y uthors to emphsize informtion nd therefore impct reders mening mking. Informtion lerned from reding cn e shred with others. The impct of text on reder is influenced y the reder s experiences Overrching Essentil Questions Wht do good reders do to enjoy nd lern from reding? Wht do reders do when they don t understnd? Wht does reder gin y retelling story? How re personl messges shred through speking, listening, writing, nd reding? How re punctution mrks, grmmr, nd conventionl spelling like highwy signs nd trffic signls? In wht wys do chrcteristics nd fetures within texts nd genres help reder understnd writer s intended mening? Wht cn we lern from print? How cn ckground knowledge of topics nd themes support reders nd/or hinder reders?
Lnguge Arts Content Stndrds nd First Grde Essentil Lernings Stndrd 1: Students red nd understnd vriety of mterils. To meet this stndrd, First Grde student: Uses mening sources of informtion to predict text nd check to confirm predictions. Uses lnguge conventions nd text structures to predict text nd check to confirm predictions. Uses visul sources of informtion within text to predict text nd check to confirm predictions. Monitors own reding nd self corrects to gin understnding of uthors intended messge. Communictes understndings gined from reding. Reds with fluency nd expression. Uses positive, independent reding hits. Stndrd 2: Students listen, oserve, spek, nd write for vriety of purposes nd udiences. To meet this stndrd, First Grde student: Listens nd contriutes to clss nd group. discussions in cler nd respectful mnner. Mkes plns for writing. Writes to explin or give sic informtion out fmilir topics. Rereds nd revises to ensure writing mkes sense. Pulishes nd shres work with intended udiences. Stndrd 3: Students use grmmticl nd mechnicl conventions of lnguge in speking nd writing. To meet this stndrd, First Grde student: Orlly segments nd lends sounds to mke word prts nd words with one to three syllles. Prints legily using correct spcing, cpitl letters, nd end punctution to distinguish words nd sentences. Uses letter sound knowledge nd segmenting strtegies to spell unfmilir words. Spells grde level high frequency no excuse words. Speks nd writes using grmmticlly ccurte lnguge ptterns. Proofreds nd edits for grde level grmmr, mechnics nd conventions. Stndrd 4: Students use reding, writing, speking, oserving, nd listening to synthesize informtion to nlyze nd evlute rguments nd to develop nd defend rgumenttive positions. To meet this stndrd, First Grde student: Shres opinions out wht is herd nd red.
Lnguge Arts Content Stndrds nd Essentil Lernings (continued) Stndrd 5: Students pply reserch skills to locte, select, nd mke use of relevnt informtion. To meet this stndrd, First Grde student: Loctes fcts in informtionl texts. Answers simple who, wht, when, where, why, nd how questions out wht is red. Stndrd 6: Students red, understnd, nd interpret literture s record nd expression of humn experience. To meet this stndrd, First Grde student: Mkes text to self connections with chrcters, events, nd other informtion in literture. Responds during nd fter reding literture y identifying sic story elements of chrcter, setting nd events. Compres nd contrsts poems, folktles, relistic fiction, personl nrrtives, literry nonfiction.
APIS First Grde Lnguge Arts Overview Course Description Lnguge Arts in first grde focuses on developing fluency nd utomticity in reding nd writing, concepts out print skills re reviewed nd extended. Skills for legile hndwriting, personl writing nd editing re developed. Phonemic Awreness Fluency Writing Process Hndwriting First Grde Lnguge Arts Phonics Reding Process Spelling Orl Lnguge Comprehension Reding Process Effective Components of First Grde Lnguge Arts Progrm Schedule 120 minutes for litercy lock every dy Use Dt Driven Blnced Litercy Instructionl Approches Reding & Writing Demonstrtions Shred Reding & Writing Guided Reding & Writing Students red nd write independently every dy Blnce whole group, smll group, nd individul instruction Use collortive lerning groups Provide opportunities to red multiple genres Provide uthentic opportunities to respond to wht is red Explicitly nd systemticlly tech essentil skills nd strtegies CSAP CELA DRA2/EDL DRA2 Word Anlysis Oservtion Survey (Mrie Cly) Guided Reding Level Benchmrk Books /QRI Essentil Questions Wht do good reders do to enjoy nd lern from reding? Wht do reders do when they don t understnd? Wht does reder gin y retelling story? How re personl messges shred through speking, listening, writing, nd reding? How re punctution mrks, grmmr, nd conventionl spelling like highwy signs nd trffic signls? In wht wys do chrcteristics nd fetures within texts nd genres help reder understnd writer s intended mening? Wht cn we lern from print? How cn ckground knowledge of topics nd themes support reders nd/or hinder reders? Assessment Running Records Converstions / Interviews / Oservtions Writing smples from ll content res Tests / quizzes Technology Integrtion & Informtion Litercy Recognize letters on keyord Identifies print mterils (mgzines, chpter ooks..) Identifies topics of interest nd seeks print informtion Shows pprecition for literture story telling, drm
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 1 Students red nd understnd vriety of mterils. Enduring Understnding Reders employ strtegies to help them understnd text. Essentil Question Wht do good reders do to enjoy nd lern from reding? Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA1 1LA2 Uses mening sources of informtion to predict text nd check to confirm predictions Uses pictures Follows the events of plots tht ccumulte c Derives mening of unfmilir words from context ± d Essentil Lernings Reltes previous experiences to wht is red (connections, ctivte schem) Uses lnguge conventions nd texts structures to predict text nd check to confirm predictions c d Identifies nd uses spects of text structure Identifies nd uses ptterned sentences Segments unfmilir words into recognizle, meningful chunks Uses consonnt lends nd digrphs to figure out unfmilir words
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 1 (continued) Students red nd understnd vriety of mterils. 1LA3 Uses visul sources of informtion within text to predict text nd check to confirm predictions Tries multiple short nd long vowel sounds to figure out unfmilir words Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA4 c Monitors own reding nd self corrects to gin understnding of uthors intended messge c d e Blends eginning, middle nd ending consonnts to figure out unfmilir words Trnsfers phonetic principles from writing to reding nd reding to writing to decode unfmilir words when reding ± Uses consonnt lends, digrphs, CVC vowel ptterns Monitors nd stops reding when confused y section of text Identifies own miscues Articultes how nd why self corrections were mde Rereds words, phrses, nd sentences Self corrects t the word level, phrse level, nd sentence level
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 1 (continued) Students red nd understnd vriety of mterils. 1LA5 Communictes understndings gined from reding Uses new voculry words lerned through reding when communicting orlly Essentil Knowledge, Skills, Topics, Processes, nd Concepts c d 1LA6 Reds with fluency nd expression c d Retells mjor events of known story in correct sequence with eginning, middle, nd end Summrizes importnt informtion from nrrtive nd informtionl texts ( Cretes rtwork nd written response tht shows comprehension of text Shifts voice nd expression sed on ending punctution to convey mening Resolves word chllenges quickly through self correction Rereds fvorite texts or sections of text Recognizes high frequency no excuse words quickly nd utomticlly within continuous text Key Acdemic Voculry: prediction, compound, consonnt, self correct
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 1 (continued) Students red nd understnd vriety of mterils. Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA7 Uses positive, independent reding hits c d Shres informtion out fvorite ooks Self selects ooks sed on interests nd reding level Chooses to rered fmilir texts (poems, rhymes, ptterned, predictle, self mde) Reds independently 15 minutes dy Key Acdemic Voculry: prediction, compound words, consonnt, self correct
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 2 Students listen, oserve, spek, nd write for vriety of purposes nd udiences. Enduring Understnding There re estlished prmeters used to communicte messges orlly nd in writing. Essentil Question How re personl messges shred through speking, listening, writing, nd reding? Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA8 Listens nd contriutes to clss nd group discussions in cler nd respectful mnner c d e Follows rules of converstion tking turns, stying on topic, focus ttention on speker Recounts personl experiences, reporting on personl knowledge out topic Explins, inquires, nd compres Speks in grmmticlly ccurte, complete sentences Uses listening skills to follow directions 1LA9 Mkes plns for writing Selects topics for writing Reherses sttements to write y tlking, drwing, listing/leling ides nd words
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 2 (continued) Students listen, oserve, spek, nd write for vriety of purposes nd udiences. 1LA10 Writes to explin or give sic informtion out fmilir topics Fluidly puts words together to form sentences Writes to descrie or recount fmilir people, plces, events, or experiences Essentil Knowledge, Skills, Topics, Processes, nd Concepts Writes thoughts/sttements connected to single, specific topic c 1LA11 Rereds nd revises to ensure writing mkes sense Adds to short compositions Adds descriptive words into simple sentences 1LA12 Pulishes nd shres work with intended udiences Produces finl copy for puliction using legile hndwriting nd/or word processing Gives own pulished texts to intended udiences Key Acdemic Voculry: topic, speker, listener, recount, retell, respectful, discussion, contriute, pulish, udience, legile, dd on, descrie, sentence, connections, reherse
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 3 Students use grmmticl nd mechnicl conventions of lnguge in speking nd writing. Enduring Understnding Reders nd writers use phonetic principles to red nd spell. Essentil Question How re punctution mrks, grmmr, nd conventionl spelling like highwy signs nd trffic signls? Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA13 1LA14 Orlly segments nd lends sounds to mke word prts nd words with one to three syllles c Prints legily using correct spcing, cpitl letters, nd end punctution to distinguish words nd sentences Sustitutes, dds nd deletes initil, finl, medil sounds to crete other words (P3I20± Counts phonemes or syllles in words with three syllles Uses word fmily ptterns to generte words Fluidly forms upper nd lower cse letters c d Consistently forms letters correctly Plces spces etween words nd etween sentences Uses question mrks nd exclmtion points
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 3 (continued) Students use grmmticl nd mechnicl conventions of lnguge in speking nd writing. 1LA15 Uses letter sound knowledge nd segmenting strtegies to spell unfmilir words Essentil Knowledge, Skills, Topics, Processes, nd Concepts c d Writes unknown words through sound nlysis sys words slowly to her sound nd write letter tht represents it Writes symol(s) using short nd long vowel sounds in words Uses eginning, middle, nd end consonnts to spell words Uses two letter consonnt lends to spell words 1LA16 Spells grde level high frequency no excuse words Spells high frequency no excuse words throughout the writing process Spells high frequency no excuse words in list form
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 3 (continued) Students use grmmticl nd mechnicl conventions of lnguge in speking nd writing. 1LA17 Speks nd writes using grmmticlly ccurte lnguge ptterns Uses conventionl sentence structure with noun nd ver greement (I cn) Essentil Knowledge, Skills, Topics, Processes, nd Concepts c d e g h Speks using prepositionl phrses (to the us, on the us) Uses modifiers (red dress; rn fst) Speks nd writes in pst tense nd future tense (I went to the mountins.) & (I m going to the mountins.) Uses upper cse letters: the first word of sentence for proper nouns nd the word I Uses punctution periods Uses lerned spelling words 1LA18 Proofreds nd edits for grde level grmmr, mechnics nd conventions Independently edits own writing for grmmr, mechnics nd conventions (listed s essentil on the scope nd sequence chrt) Edits for nd reflects on independent use of grmmr, mechnics nd conventions (listed s continue on the scope nd sequence chrt) Key Acdemic Voculry: period, question mrk, exclmtion mrk, upper cse letter, noun, word fmily, lend, syllles, vowel, proofred
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 4 Students red, write, spek, oserve, nd listen to synthesize informtion, to nlyze nd evlute rguments, nd to develop nd defend rgumenttive positions. Enduring Understnding Opinions re developed from listening nd reding. Essentil Question How re opinions formed? Essentil Knowledge, Skills, Topics, Processes, nd Concepts Essentil Lernings 1LA19 Shres opinions out wht is herd or red Mkes sttements of likes nd dislikes (P1A4, P2A1)± Sttes n opinion nd tells why orlly nd in writing Key Acdemic Voculry: opinion, fct
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 5 Students pply reserch skills to locte, select, nd mke use of relevnt informtion. Enduring Understnding Informtion lerned from reding cn e shred with others. Essentil Question Wht does reder gin y retelling or shring informtion red? Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA20 Loctes fcts in informtionl texts c d e f Scns for titles, hedings, underlining & font types nd sizes, nd cptions tht uthors used to convey mening Uses tle of contents Interprets sic chrts, pictures, nd digrms Identifies the sequence of steps in functionl writing such s recipes or other sets of directions (P3I12)± Applies reding strtegies sed on the orgniztion nd lyout of print nd grphics in texts (P3B6, P3I8)± Alphetizes informtion y first letter of words Key Acdemic Voculry: orgniztion, lyout, heding, underline, uthor, illustrtor, lphetize, report, detil
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 5 (continued) Students pply reserch skills to locte, select, nd mke use of relevnt informtion. Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA21 Answers simple who, wht, when, where, why, nd how questions out wht is red c d Uses knowledge from own experiences to mke sense of nd tlk out informtion in texts Tlks out the menings of new words lerned in reding Discusses informtion lerned within ll curriculr res using content specific voculry Writes out informtion lerned within ll curriculr res using content specific voculry Key Acdemic Voculry: orgniztion, lyout, heding, underline, uthor, illustrtor, lphetize, report, detil
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 6 Students red, understnd, nd interpret literture s record nd expression of humn experience. Enduring Understnding The impct of text on reder is influenced y the reder s experiences. Essentil Question How cn ckground knowledge of topics nd themes support reders nd/or hinder reders? Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA22 1LA23 Mkes text to self connections with chrcters, events, nd other informtion in literture c d Essentil Lernings Infers chrcters intentions or feelings Expresses personl connections, nd text text connections Articultes esily identifile prolem nd possile solutions in stories nd connect to life experiences Identifies chrcters, setting nd importnt events Responds during nd fter reding literture y identifying sic story elements of chrcter, setting nd events Identifies chrcters, setting, nd importnt events Connects nd compres story line/ events from multiple texts
Essentil Lernings Essentil Knowledge, Skills, Topics, Processes, nd Concepts Stndrd 6 (continued) Students red, understnd, nd interpret literture s record nd expression of humn experience. Essentil Knowledge, Skills, Topics, Processes, nd Concepts 1LA24 Compres nd contrsts poems, folktles, relistic fiction, personl nrrtives, nd literry nonfiction Mkes connections etween fmilir texts nd discuss similrities nd differences Anlyzes how texts re different from ech other y genre Key Acdemic Voculry: text to self, text to text, drm
Suggested Timelines Topic Reding Demonstrtions Writing Demonstrtions Shred Reding (Whole Group &/or Smll Group) Shred Writing (Smll Group) Guided Reding (Smll Group) Guided Writing (Smll Group) Independent Reding nd Writing Word Work / Spelling Hndwriting Orl Lnguge Suggested Timefrme The techer or clss selects text to red to the students. Texts rich in mening or lnguge nd clss fvorites re red gin nd gin nd re used s sis for other ctivities. Dily throughout the yer, 5 7 minutes ech dy Using selected topic, the techer tlks, thinks, nd questions the wy through the writing process nd writing strtegies. Students my join in, ut the techer does the writing. The messge is rered mny times. Dily throughout the yer, 5 7 minutes ech dy The techer introduces nd reds enlrged text or smll text if ech student hs copy. On refrins nd in multiple redings, students join in, reding in unison. Select this pproch if the text is high instructionl/low instructionl, yet is high qulity resource tht meets the ojective for group of students 10 15 minutes The techer guides group writing of lrge scle piece, which cn e list, chrt, pges of ook, or nother form of writing. All students prticipte in composing nd constructing vrious spects of the writing process. The piece of writing is red mny times y the group during the writing process nd s shred reding. Select this pproch if the content or writing skills to e lerned re within the grde level curriculum, yet students re not t low instructionl point of tking on the new lerning, therefore, the techer would highly support students to lern the writing content or writing skill. 10 15 minutes The techer guides the student to use reding strtegies ppropritely. The techer helps smll groups of students to tlk, think, nd question their wy through the reding process. Books re t the instructionl level, re selected y the techer, nd red y the students. Select this pproch if the text is low instructionl close to students independent reding skill level, yet is high qulity resource tht meets the ojective for the group of students. 10 15 minutes The techer hs individul conferences with writers, giving selected feedck. The techer my work with the whole clss or smll group to provide generl guidnce nd mini lessons on ny spect of writing. Select this pproch if the content or writing skills to e lerned re within the grde level curriculum, nd students re mking close pproximtions towrd proficiency on the new lerning, therefore, the techer would provide low degree of support for students to lern the writing content or writing skill 10 15 minutes Students red to themselves or with prtners; students write their own messges nd stories, sometimes helping ech other. Vried times depending on grde level; 10 60 minutes per dy Dily throughout the yer 15 minutes ech dy instruction &/or independent prctice Regulrly throughout the yer 5 15 minutes ech dy instruction &/or independent prctice Tech, prctice,nd monitor usge during instructionl lerning times nd while students re working with others. Dily throughout the yer
High Frequency Words Kindergrten First Grde Second Grde Third Grde I for ig more door their right thing nd ws stop other ecuse ech think house the re little mke right out lso need his sid then gin could round picture to they et them yer would nother feet in e home into try these cme wht is hve help these round other work live you or old hs wlk people three now it we get so next its must long he she did numer girl wy ecome who t one sk cll out find does strt go do time come with use prt felt look hd him mny tree my even wnt see how ply mde mn wter plce her up word oil good long well lst dog y my oy very such etter cn if find tell fter here hed on ut over of words tke were like not thn when clled why hrd my use down niml where help thought sid wht first sw know put there n prt most through different shout ll ech plce much wy wtch dy which from good gin no some gret new old will under move write smll some run just our men two this ck me sy her only off too ot out your s ny een y efore dy ehind tht went sme children
High Frequency Words Fourth Grde every sked let found house night still don t eing etween world study min going second should school soon home importnt story give until since ir form white line food ever set keep pper own lnd hrd red side ner never life sentence us enough est left took cross end four during long without tody while ove however might kind sound egn elow lmost sw pge something got oth erth few fr those hnd lwys high show mother lrge light often country together fther Fifth Grde sure morning rememer men knew I m tree English it s ody course try upon front told fmily Americn young lter spce sun turn inside thing fce go whole move sd her door erly exmple cut I ll herd done lerned severl group rought chnge true close nswer hlf nothing room red though se fish ide ginst plnts lived top living ecme turned lck dd lern et ecome point short grow city United Sttes drw ply run yet towrd ook less five gve wind himself order ehind usully open cnnot money ground letter seen cold mong didn t relly le cr tle show
High Frequency Words Middle Level Middle Level opposite similr deth grown nk speech orn return hole cost frther forth sense corn cost wer won ntion cttle decide Cross ct totl knowledge million position shrp ht sell pper nyone er fight rm wire te rule hope cpitl elieve rose dinner science song fill mjor cotton hurt frid engine del gry spoke spend women ord usy wonder rope experiment produce control Beyond Include fer touch pull spred send descrie shore drop son evening love electric throughout chir ment rown cool sold compre est roken clen cuse visit movement seprte Interest wouldn t plese sheep exercise truck chnce section met I d red sing thick spent ldy office process column sight ring west row nture twice pretty teeth gld contin prt prticulr trin quiet ction fit pth shop fresh ncient pss equl creful unless drive stick type vlue nrrow spot led fternoon ttention yrd mentl neither rek silver gs et nine sit nose kitchen Inch useful ought century scle sugr pulic rdio therefore sic key ccording method level hppen product steel king you ll sfe desert slt
Lnguge Arts Scope nd Sequence Key X = Exposure Student sees, recognizes nd experiments with the knowledge/skills listed. Modeled nd shred instructionl pproches re recommended throughout the yer to demonstrte the use of the skills nd highly support students knowledge nd skill development. EL = Essentil Lerning Student independently uses the knowledge of skills listed y the end of the grde level listed. Guided, instruction nd independent prctice is recommended throughout the yer. = Proficiency nd Student Use Student continues to show proficiency through independent use of understnding, knowledge nd skill. Techer monitors nd holds student.
Reding Scope & Sequence READING GENRES K 1 2 3 4 5 6 7 8 9 10 11 12 Short poem, nursery rhymes, chnts nd songs from mny cultures EL EL EL Poems: ptterned nd rhyming X EL Poems: ptterned rhyming, chnts, free verse X X EL Poems: humorous nd free verse X X EL Poems: metered nd free verse X X EL Poems: free verse, nrrtive, lld X X EL Poems of ll types X X X X X X EL Trditionl literture: firytle nd folktle X EL EL Trditionl literture: cumultive, pour quoi, ests, cyclicl, fles, tll tles, folktles X EL EL Trditionl literture: culturl vrince of tles, humorous twists X X X EL Trditionl literture: folktles, myths, legends, fles, humorous twists, tll tles, culturl vrince of tles EL EL Simple fntsy mny with tlking nimls (K 3) Fntsy (4 12) X X EL EL EL Science fiction X X EL Relistic fiction X X EL EL Historicl fiction X EL EL Informtionl texts X X X EL EL EL EL EL EL Fctul texts (ABC ooks, lel ooks, concept ooks, counting ooks, simple informtionl ooks) EL EL Biogrphies on well known sujects X X EL EL Autoiogrphies X X X EL Memoir on vriety of sujects X X X X EL Memoir: personl nrrtive, smll moments X X X EL Specil types of genres: mystery, dventure, survivl X X X EL EL EL Hyrid texts text in one genre with simple form of nother genre emedded in it X X X X X X X EL Essy documents X X EL Short stories X X EL Novels X X EL
Writing Scope & Sequence WRITING TYPES AND FORMS K 1 2 3 4 5 6 7 8 9 10 11 12 Short poem, nursery rhymes, chnts nd songs from mny cultures EL EL EL Poems: ptterned nd rhyming X EL Poems: ptterned rhyming, chnts, free verse X X EL Poems: humorous nd free verse X X EL Poems: metered nd free verse X X EL Poems: free verse, nrrtive, lld X X EL Poems of ll types X X X X X X EL Trditionl literture: firytle nd folktle X EL EL Trditionl literture: cumultive, pour quoi, ests, cyclicl, fles, tll tles, folktles X EL EL Trditionl literture: culturl vrince of tles, humorous twists X X X EL Trditionl literture: folktles, myths, legends, fles, humorous twists, tll tles, culturl vrince of tles EL EL Simple fntsy mny with tlking nimls (K 3) Fntsy (4 12) X X EL EL EL Science fiction X X EL Relistic fiction X X EL EL Historicl fiction X EL EL Informtionl texts X X X EL EL EL EL EL EL Fctul texts (ABC ooks, lel ooks, concept ooks, counting ooks, simple informtionl ooks) EL EL Biogrphies on well known sujects X X EL EL Autoiogrphies X X X EL EL Memoir on vriety of sujects X X X X EL EL Memoir: personl nrrtive, smll moments X X X EL Specil types of genres: mystery, dventure, survivl X X X EL EL EL Hyrid texts text in one genre with simple form of nother genre emedded in it X X X X X X X EL Essy documents X X EL Short stories X X EL Novels X X EL
Writing Mechnics Scope & Sequence Writing K 1 2 3 4 5 6 7 8 9 10 11 12 Cpitliztion Word I EL First nd lst nme EL Nmes of people (proper nouns: people) X EL First word in sentence X X EL Clendr words (dys, month, holidys) Geogrphic loctions (proper nouns: plces) Titles used with nmes (Mr., Mrs., President, Sentor, Doctor) X EL X X EL X EL A spekers first word in dilogue X X X EL Proper nouns (things) nd proper djectives X X X EL Words used s nmes (Uncle John) X X X EL Arevitions X X EL Book titles X X X EL Nmes of rces, religions, ntionlities nd lnguges X X X EL Orgniztions X X EL Historicl events X X EL Acronyms X X X EL
Writing Mechnics Scope & Sequence (continued) Writing K 1 2 3 4 5 6 7 8 9 10 11 12 Periods, question mrks, exclmtion mrks Period t the end of sentence X X EL Period for revitions X X X EL Period fter person s initils X X EL Question mrks t the end of direct questions X X EL To show dout X X EL Exclmtion point to express strong feelings X X X EL Comms Between items in series X X X EL In dtes X X EL In letter writing: greeting nd closing X X EL In compound sentences X X X EL To set off spekers words in dilogue X X EL In ddresses: etween city nd stte X X EL In direct ddress to nme person spoken to X X EL Between djectives X X EL To keep numers cler X X EL To set off interruptions X X X EL To set off interjections X EL To seprte introductory phrses nd cluses To set off explntory phrses nd ppositives To set off non restrictive phrses nd cluses X X X EL X X X EL X X X EL
Writing Mechnics Scope & Sequence (continued) Writing K 1 2 3 4 5 6 7 8 9 10 11 12 Arevitions Titles of peoples nmes (Dr., Mrs.) X EL Clendr words X X EL Stte nd ddress X EL Acronyms X X X EL Initilisms X X X EL Quottion Mrks Before nd fter spekers words X X EL To punctute titles X EL For specil words X X X EL Single quottion for quoting quottion X X X Underlining nd Itlics For titles of ooks nd mgzines X X EL For specil words X X X EL For foreign words (underlining) X X X Apostrophes EL EL Contrctions: common comintions such s don t, won t X X EL Contrctions: with pronouns (I m, we re) X X X EL Show ownership: singulr possessives X X EL Show ownership: plurl possessives X EL To form possessives with indefinite pronouns X X EL To form shred possessives X X EL In plce of omitted letters or numers X X X EL
Writing Mechnics Scope & Sequence (continued) Writing K 1 2 3 4 5 6 7 8 9 10 11 12 Prenthesis To dd informtion X X X X EL Prentheticl Reference X X EL Hyphens To divide word X X EL In compound words X EL To void confusing or wkwrd spelling X X EL Between numers in frction EL To crete new words X X EL To join letters or words X X EL To form n djective X X EL Colons To introduce list X X EL As forml introduction X X EL In usiness letters X X EL Between numers in time X X EL For emphsis X X X EL Semicolons To join two independent cluses X X X EL To seprte groups in series with comms X X X X EL With conjunctive dvers X X X EL To set off two independent cluses X X EL Ellipses To show omitted words X X EL To show puse X X X EL Dshes To show sentence rek X X X EL For emphsis X X X X EL To show interrupted speech X X X X EL
Lnguge Arts Glossry of Terms Adjective Adver Allitertion Archetype Aside Assonnce Blld Chrcter Chrcteriztion/Chrcter development Cluse Cliché Climx Cogntes Conflict Connottion A word tht descries someody or something. Old, white, usy, creful, nd horrile re ll djectives. Adjectives either come efore noun, or fter linking vers (e, seem, look). See Adver, Noun, Ver, Adjectivl phrse A word tht modifies ver, n djective, or nother dver. An dver tells how, when, where, why, how often, or how much. Advers cn e ctloged in four sic wys: time, plce, mnner, nd degree. See Adjective, Noun, Ver, Adveril phrse The repetition of initil consonnt sounds in words. For exmple, rough nd redy. An imge, descriptive detil, plot pttern, or chrcter type tht occurs frequently in literture, myth, religion, or folklore nd is, therefore, elieved to evoke profound emotions. A drmtic device in which chrcter speks his or her thoughts loud, in words ment to e herd y the udience ut not y the other chrcters. See Soliloquy The repetition of vowel sounds without the repetition of consonnts. For exmple, lke nd fke. See Consonnce A poem in verse form tht tells story. See Poetry, Refrin A person who tkes prt in the ction of story, novel, or ply. Sometimes chrcters cn e nimls or imginry cretures, such s eings from nother plnet. The method writer uses to develop chrcters. There re four sic methods: () writer my descrie chrcter s physicl ppernce; () chrcter s nture my e reveled through his/her own speech, thoughts, feelings, or ctions; (c) the speech, thoughts, feelings, or ctions of other chrcters cn e used to develop chrcter; nd (d) the nrrtor cn mke direct comments out chrcter. A group of relted words tht hs oth suject nd predicte. For exmple, ecuse the oy lughed. See Phrse A trite or stereotyped phrse or expression. A hckneyed theme, plot, or sitution in fiction or drm. For exmple, it rined cts nd dogs. The high point, or turning point, in story usully the most intense point ner the end of story. See Plot, Conflict, Rising ction, Resolution Words hving common linguistic origin. For exmple, cfé nd coffee derive from the Turkish, khve. In nrrtion, the struggle etween the opposing forces tht moves the plot forwrd. Conflict cn e internl, occurring within chrcter, or externl, etween chrcters or etween chrcter nd n strction such s nture or fte. See Plot, Climx, Exposition, Rising ction, Resolution The ttitudes nd feelings ssocited with word. These ssocitions cn e negtive or positive, nd hve n importnt influence on style nd mening. See Denottion
Lnguge Arts Glossry of Terms Consonnce Controlling imge Denottion Description Dilect Dilogue Diction Digrph Diphthong Discourse Drm/Drmtic literture Edit Epic Epigrph The repetition of consonnt sounds within nd t the ends of words. For exmple, lonely fternoon. Often used with ssonnce, llitertion, nd rhyme to crete musicl qulity, to emphsize certin words, or to unify poem. See Assonnce, Allitertion, Rhyme A single imge or comprison tht extends throughout literry work nd shpes its mening. See Extended metphor, Metphor The literl or dictionry definition of word. Denottion contrsts with connottion. See Connottion The process y which writer uses words to crete picture of scene, n event, or chrcter. A description contins crefully chosen detils tht ppel to the reder s senses of sight, sound, smell, touch, or tste. A prticulr vriety of lnguge spoken in one plce y distinct group of people. A dilect reflects the colloquilisms, grmmticl constructions, distinctive voculry, nd pronuncitions tht re typicl of region. At times writers use dilect to estlish or emphsize settings s well s to develop chrcters. Converstion etween two or more people tht dvnces the ction, is consistent with the chrcter of the spekers, nd serves to give relief from pssges essentilly descriptive or expository. An uthor s choice of words sed on their correctness, clerness, or effectiveness. See Style, Imgery Two successive letters tht mke single sound. For exmple, the e in red, or the ng in sing. Speech sound eginning with one vowel sound nd moving to nother vowel sound within the sme syllle. For exmple, oy in the word oy. Forml, extended expression of thought on suject, either spoken or written. See Rhetoric A ply; form of literture tht is intended to e performed efore n udience. Drm for stge is lso clled thetre. In drm, the story is presented through the dilogue nd the ctions of the chrcters. See Script Correct errors in spelling, usge, mechnics, nd grmmr. A long nrrtive tht tells of the deeds nd dventures of hero or heroine. See Poetry, Hero/Heroine A quottion on the title pge of ook or motto heding section of work, suggesting wht the theme or centrl ide will e.
Lnguge Arts Glossry of Terms Epithet Essy Exposition/Expository text Extended metphor Fle Firy tle Flling ction Fiction Figurtive lnguge Figure of speech Fluency Folktle Foreshdowing Genre An djective or phrse used to express the chrcteristic of person or thing in poetry. For exmple, rosy fingered dwn. A rief work of nonfiction tht offers n opinion on suject. The purpose of n essy my e to express ides nd feelings, to nlyze, to inform, to entertin, or to persude. An essy cn e forml, with thorough, serious, nd highly orgnized content, or informl, with humorous or personl tone nd less rigid structure. Writing tht is intended to mke cler or to explin something using one or more of the following methods: identifiction, definition, clssifiction, illustrtion, comprison, nd nlysis. In ply or novel, exposition is tht portion tht helps the reder to understnd the ckground or sitution in which the work is set. A comprison etween unlike things tht serves s unifying element throughout series of sentences or whole piece. An extended metphor helps to descrie scene, n event, chrcter, or feeling. See Metphor A short, simple story tht teches lesson. A fle usully includes nimls tht tlk nd ct like people. See Folktle, Trditionl Literture A story written for, or told to, children tht includes elements of mgic nd mgicl folk such s firies, elves, or golins. See Folktle, Trditionl Literture In the plot of story, the ction tht occurs fter the climx. During the flling ction conflicts re resolved nd mysteries re solved. Imgintive works of prose, primrily the novel nd the short story. Although fiction drws on ctul events nd rel people, it springs minly from the imgintion of the writer. The purpose is to entertin s well s enlighten the reder y providing deeper understnding of the humn condition. Lnguge tht communictes ides eyond the ordinry or literl mening of the words. See Simile, Metphor, Personifiction, Hyperole Literry device used to crete specil effect or feeling, often y mking some type of comprison. See Hyperole, Metphor, Simile, Understtement Automtic word recognition, rpid decoding, nd checking for mening. A short nrrtive hnded down through orl trdition, with vrious tellers nd groups modifying it, so tht it cquired cumultive uthorship. Most folktles eventully move from orl trdition to written form. See Trditionl Literture, Tll tle A writer s use of hints or clues to indicte events tht will occur in story. Foreshdowing cretes suspense nd t the sme time prepres the reder for wht is to come. A ctegory of literture.
Lnguge Arts Glossry of Terms Gerund Grmmr Hero/Heroine Heroic couplet Homogrph Homonym Homophone Hyperole Imic pentmeter Idiom Imge/Imgery Improvistion Independent cluse Infinitive A ver form tht ends in ing nd is used s noun. For exmple, Cooking is n rt. The study of the structure nd fetures of lnguge. Grmmr usully consists of rules nd stndrds tht re to e followed to produce cceptle writing nd speking. A mythologicl or legendry figure often of divine descent who is endowed with gret strength or ility. The word is often rodly pplied to the principl mle or femle chrcter in literry or drmtic work. See Protgonist Two rhyming lines written in imic pentmeter. The term heroic comes from the fct tht English poems hving heroic themes nd elevted style hve often een written in imic pentmeter. See Imic pentmeter, Poetry, Meter One of two or more words spelled like ut different in mening nd derivtion or pronuncition. For exmple, the noun conduct nd the ver conduct re homogrphs. See Homonym, Homophone One of two or more words spelled nd pronounced like ut different in mening. For exmple, the noun quil nd the ver quil. See Homogrph, Homophone One of two or more words pronounced like ut different in mening or derivtion or spelling. For exmple, the words to, too, nd two. See Homonym, Homogrph An intentionl exggertion for emphsis or comic effect. An oversttement. A metricl line of five feet or units, ech mde up of n unstressed then stressed syllle. For exmple, I hve thee not, nd yet I see thee still. (Mceth, II.1.44) See Meter, Poetry A phrse or expression tht mens something different from wht the words ctully sy. An idiom is usully understndle to prticulr group of people. For exmple, using over his hed for doesn t understnd. Words nd phrses tht crete vivid sensory experiences for the reder. Most imges re visul, ut imgery my lso ppel to the senses of smell, hering, tste, or touch. See Style, Sensory detil A work or performnce tht is done on the spur of the moment, without conscious preprtion or preliminry drfts or rehersls. See Drm Presents complete thought nd cn stnd lone s sentence. For exmple, When she looked through the microscope, she sw prmeci. See Suordinte cluse, Sentence A ver form tht is usully introduced y to. The infinitive my e used s noun or s modifier. For exmple, n infinitive cn e used s direct oject (The foolish teenger decided to smoke); s n djective (The right to smoke in pulic is now in serious question); or s n dver (It is illegl to smoke in pulic uildings). See Ver
Lnguge Arts Glossry of Terms Informtionl/Expository text Internl rhyme Irony Min ide Metphor Meter Monologue/Sililoquy Mood Morl Myth Nrrtion Nrrtor Nonfiction Nonfiction written to inform, explin, or persude tht does not use nrrtive structure to chieve its purpose. Rhyme tht occurs within single line of poetry. For exmple, in the opening line of Eliot s Gerontion, Here I m, n old mn in dry month, internl rhyme exists etween n nd mn nd etween I nd dry. See Rhyme, Poetry The contrst etween expecttion nd relity. This incongruity hs the effect of surprising the reder or viewer. Techniques of irony include hyperole, understtement, nd srcsm. See Hyperole, Understtement In informtionl writing, the most importnt thought or overll position. The min ide or thesis of piece, written in sentence form, is supported y detils nd explntion. See Theme, Thesis A figure of speech tht mkes comprison etween two things tht re siclly different ut hve something in common. Unlike simile, metphor does not contin the words like or s. For exmple, in the evening of life. See Figurtive lnguge, Figure of speech, Simile In poetry, the recurrence of rhythmic pttern. See Imic pentmeter A speech in drmtic work in which chrcter speks his or her thoughts loud. Usully the chrcter is on the stge lone, not speking to other chrcters nd perhps not even consciously ddressing the udience. (If there re other chrcters on the stge, they re ignored temporrily.) The purpose of soliloquy is to revel chrcter s inner thoughts, feelings, nd plns to the udience. The feeling or tmosphere tht writer cretes for the reder. The use of connottion, detils, dilogue, imgery, figurtive lnguge, foreshdowing, setting, nd rhythm cn help estlish mood. See Style, Tone The lesson tught in work such s fle; simple type of theme. For exmple, Do not count your chickens efore the re htched teches tht one should not numer one s fortunes or lessings until they pper. See Theme A trditionl story pssed down through genertions tht explins why the world is the wy it is. Myths re essentilly religious, ecuse they present supernturl events nd eings nd rticulte the vlues nd eliefs of culturl group. Writing tht reltes n event or series of events; story. Nrrtion cn e imginry, s in short story or novel, or fctul, s in newspper ccount or work of history. The person or voice telling the story. The nrrtor cn e chrcter in the story or voice outside the ction. See Point of view Writing out rel people, plces, nd events. Unlike fiction, nonfiction is lrgely concerned with fctul informtion, lthough the writer shpes the informtion ccording to his or her purpose nd viewpoint. Biogrphy, utoiogrphy, nd news rticles re exmples of nonfiction. See Fiction
Lnguge Arts Glossry of Terms Noun Novel Onomtopoei Onset Plindrome Prdox Prllel structure Prody Prticiple Pstorl Personifiction Persusion/Persusive writing Phonemic wreness/phonologicl wreness A word tht is the clss nme of something: person, plce, thing, or ide. See Adjective, Adver, Ver An extended work of fiction. Like short story, novel is essentilly the product of writer s imgintion. Becuse the novel is much longer thn the short story, the writer cn develop wider rnge of chrcters nd more complex plot. The use of word whose sound suggests its mening, s in clng, uzz, crsh. The prt of the syllle tht precedes the vowel. For exmple, /h/ in hop, nd /sk/ in scotch. Some syllles hve no onset, s in un or on. See Rime A word, phrse, or sentence tht reds the sme ckwrd or forwrd. For exmple, Ale ws I ere I sw El. A sttement tht seems to contrdict itself, ut, in fct, revels some element of truth. A specil kind of prdox is the oxymoron, which rings together two contrdictory terms. For exmple, cruel kindness nd rve fer. The sme grmmticl structure of prts within sentence or of sentences within prgrph. For exmple, the following sentence contins prllel infinitive phrses: He wnted to join the swim tem, to e high diver, nd to swim in relys. Imittes or mocks nother work or type of literture. Like cricture in rt, prody in literture mimics suject or style. Its purpose my e to ridicule, to roden understnding of, or to dd insight to the originl work. A ver form ending in ing or ed. A prticiple functions like ver ecuse it cn tke n oject; prticiple functions like n djective ecuse it cn modify noun or pronoun. For exmple, in glowing col nd eten dog, glowing nd eten re prticiples. A poem presenting shepherds in rurl settings, usully in n idelized mnner. The lnguge nd form re rtificil. The supposedly simple, rustic chrcters tend to use forml, courtly speech, nd the meters nd rhyme schemes re chrcteristic of forml poetry. See Poetry, Epic A form of metphor in which lnguge relting to humn ction, motivtion, nd emotion is used to refer to non humn gents or ojects or strct concepts: The wether is smiling on us tody; Love is lind. See Metphor, Figure of speech, Figurtive lnguge Writing intended to convince the reder tht position is vlid or tht the reder should tke specific ction. Differs from exposition in tht it does more thn explin; it tkes stnd nd endevors to persude the reder to tke the sme position. Awreness tht spoken lnguge consists of sequence of phonemes. This wreness is demonstrted, for exmple, in the ility to generte rhyme nd llitertion, nd in
Lnguge Arts Glossry of Terms Phoneme Phrse Plot Poetry Point of view Prefix Prose Protgonist Pun Refrin Resolution Revise Rhetoric Rhyme scheme Rhythm The smllest unit of speech sound tht mkes difference in communiction. For exmple, fly consists of three phonemes: /f/ /l/ /`i/. A group of relted words tht lcks either suject or predicte or oth. For exmple, y the door nd opening the ox. See Cluse The ction or sequence of events in story. Plot is usully series of relted incidents tht uilds nd grows s the story develops. An imgintive response to experience reflecting keen wreness of lnguge. Its first chrcteristic is rhythm, mrked y regulrity fr surpssing tht of prose. Poetry s rhyme ffords n ovious difference from prose. Becuse poetry is reltively short, it is likely to e chrcterized y compctness nd intense unity. The vntge point from which story is told. In the first person or nrrtive point of view, the story is told y one of the chrcters. In the third person or omniscient point of view, the story is told y someone outside the story. A word prt tht is dded to the eginning of se word tht chnges the sense or mening of the root or se word. For exmple, re, dis, com re prefixes. See Suffix, Root Writing or speking in the usul or ordinry form. Prose ecomes poetic when it tkes on rhythm nd rhyme. See Poetry The min chrcter or hero of story. See Hero/Heroine A joke tht comes from ply on words. It cn mke use of word s multiple menings or word s rhyme. One or more words repeted t intervls in poem, usully t the end of stnz, such s the lst line of ech stnz in lld. Used to present different moods or ides, s in Poe s, Nevermore. The portion of ply or story where the prolem is solved. The resolution comes fter the climx nd flling ction nd is intended to ring the story to stisfctory end. To chnge piece of writing in order to improve it in style or content. The rt of effective expression nd the persusive use of lnguge. See Discourse In poetry, the pttern in which rhyme sounds occur in stnz. Rhyme schemes, for the purpose of nlysis, re usully presented y the ssignment of the sme letter of the lphet to ech similr sound in the stnz. The pttern of stressed nd unstressed syllles in line of poetry. Poets use rhythm to ring out the musicl qulity of lnguge, to emphsize ides, to crete mood, to unify work, or to heighten emotionl response.