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Reading Language Arts Standards Table of Contents Subject
Pages
You may search this document by the grade levels listed below or topic/keyword you are looking for in the search tool above. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Kindergarten Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers think and wonder as they read and talk about books.
Writers use the writing process.
November
Readers use a variety of print and comprehension strategies to better understand what they read.
Writers write to tell stories. (narrative genre)
December
Readers understand how fictional texts work in order to read them well.
Writers use craft and revision strategies to enhance their message.
January
Readers use literary elements to better understand what they read.
Writers write well during testing situations. (respond to a prompt or test question)
Readers understand how nonfiction texts work.
Writers write to explain or give facts about a topic. (informational genre)
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers practice known strategies and learn new strategies for print in order to communicate about what they read.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
February March
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE K READING Comprehensive Standard LA 0.1
Word Analysis
Phonological Awareness
Knowledge of Print
Students will learn and apply reading skills and strategies to comprehend text. LA 0.1.1 Students will demonstrate knowledge of the concepts of print. a. Identify variations in print (e.g., font, size, bold, italic, upper/lower case) b. Explain that the purpose of print is to carry information (e.g., environmental print, names) c. Demonstrate voice to print match (e.g., student points to print as someone reads) d. Demonstrate understanding that words are made up of letters (e.g., spaces between words, first and last letters in words) e. Identify parts of a book (e.g., cover, pages, title, author, illustrator) f. Demonstrate knowledge that print reads from left to right and top to bottom g. Identify punctuation (e.g., period, exclamation mark, question mark) LA 0.1.2 Students will demonstrate phonological awareness through oral activities. a. Segment spoken sentences into words b. Identify and produce oral rhymes c. Blend and segment syllable sounds in spoken words (e.g., cupcake, birthday) d. Blend spoken onsets and rimes to form simple words (e.g., v-an, gr-ab) e. Segment onsets and rimes orally (e.g., v-an, gr-ab) f. Blend and manipulate phonemes in spoken words (e.g., beginning, middle, and ending sounds; recognize same sounds in different words) g. Segment phonemes in spoken words (e.g., beginning, middle, and ending sounds; recognize same sounds in different words) LA 0.1.3 Students will acquire phonetic knowledge as they learn to read, write, and spell grade- level text. a. Identify and name upper and lower case letters b. Match consonant and short vowel sounds to appropriate letters (e.g., match letters to sounds while writing) c. Read at least 25 basic high frequency words from a commonly used list d. Use phonetic knowledge to write (e.g., approximated spelling) e. Recognize known words in connected text (e.g., big book, environmental print, class list, labels) f. Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
Vocabulary
Fluency
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 0.1.4 Students will develop accuracy, phrasing, and expression during grade level reading experiences a. Imitate adult’s expression, reflecting meaning with voice (e.g., pause, stress, phrasing) b. Imitate repeating language patterns during reading (e.g., modeled reading, choral reading [pattern books, poetry, nursery rhymes]) c. Read familiar text with others, maintaining an appropriate pace LA 0.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Examine word structure elements and word patterns to determine meaning (e.g., plural forms, simple compounds) b. Relate new grade-level vocabulary to prior knowledge and use in new situations c. Develop awareness of context clues (e.g., predictions, word and sentence clues) and text features (e.g., titles, bold print, illustrations) that may be used to infer the meaning of unknown words d. Identify and sort pictures of objects into conceptual categories (e.g., colors, patterns and categories, opposites, [antonyms], shapes) e. Determine word meaning using reference materials and classroom resources (e.g., word wall, picture dictionary, peer(s) teacher)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 0.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Explain that the author and illustrator create books
b. Identify elements of the story including setting, character, and events (problem and conclusion) c. Retell information from narrative text including characters, setting, and events d. Indicate that authors use words in different ways (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia, sensory details) Plot (character, setting, problem, conclusion)
OPS Fiction Text Structure and Text Elements
Setting (place, time) Conflict (person vs person, person vs self) Characters (main) Character feelings
Informational Text
e. Retell main ideas from informational text f. Identify text features in informational text (e.g., titles, bold print, illustrations, table of contents, picture index, photographs, color/size/style/font)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multi-Genre
• • • • • • • • • •
g. Demonstrate a basic knowledge of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to-books) h. Make connections between characters or events in narrative and informational text, to own life or other cultures
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Questions/ Answers
Purpose
Connections/ Predictions
Response
• • • • • • •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Directions Newspapers
i. Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from the text j. Identify different purposes for reading (e.g., information, pleasure) k. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading l. Make predictions about a text using prior knowledge, pictures, and titles m. Respond to text verbally, in writing, or artistically • making connections (text to text, text to self, text to world) • making and supporting judgements about the text by drawing from experience and other literature
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
State Standards with OPS Embedded Curriculum Expectations Fall 2009 OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis)
• • • •
Perspective • Point of view • Tone • mood
•
Critical Perspective • Bias • Historical/Cultural Relevance
• • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writng Relevance of author’s writing
WRITING Comprehensive Standard 0.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 0.2.1 Students will use writing to communicate.
Writing Process
a. Demonstrate that writing communicates thoughts and ideas b. Apply prewriting activities to generate ideas (e.g., brainstorming, discussions, drawing, literature, personal/classroom experiences) c. Generate representations of ideas (e.g., pictures, labels, letter strings, words, simple sentences); select and organize ideas relevant to a topic d. Revise writing by adding details
e. Edit writing for format and conventions (e.g., correct spelling of frequently used words, basic punctuation such as period, exclamation mark, question mark) Conventions & Handwriting f. Publish a legible document (e.g., handwritten) g. Print all uppercase and lowercase letters, attending to the form of the letters
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
State Standards with OPS Embedded Curriculum Expectations Fall 2009 OPS Grammar Capitalization • first letters of first and last name (own name) • names of people • beginning words of a sentence • days of the week • months of the year
OPS Spelling In writing, use • correct spelling of own first and last names • semi-phonetic spelling • correct spelling of some CVC and high frequency words
Punctuation • period • question mark Parts of Speech • naming words (nouns) • action words (verbs)
Genres
Sentence Construction • form letters • copy words • write from dictation
LA 0.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write for a specific purpose (e.g., lists, alphabet book, story Audience & with picture, label objects in classroom) Purpose b. Write to known audience or specific reader (e.g., letter to a familiar person, note to teacher, thank you note) OPS Genres Narrative/Descriptiv • Plan and tell stories (through pictures and words) about familiar experiences and events, with teacher assistance
Informational • Plan and tell an idea through pictures and words using factual information, with teacher assistance.
Functional Develop an awareness of audience and purpose in composing text, with assistance. • Lists • labels
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Reciprocal Communication
Listening
Speaking
SPEAKING & LISTENING Comprehensive Standard 0.3 Students will learn and apply speaking and listening skills and strategies to communicate. LA 0.3.1 Students will develop and demonstrate speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas orally in daily classroom activities and routine
LA 0.3.2 Students will develop and demonstrate active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., stories, songs, conversations, student sharing, teacher presentation) b. Complete a task after listening for information c. Listen and retell main ideas of information LA 0.3.3 Students will demonstrate reciprocal communication skills. a. Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words) b. Demonstrate conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact) c. Participate in learning situations (e.g., small groups, show and share, cooperative problem solving, play)
MULTIPLE LITERACIES Comprehensive Standard LA 0.4
Multiple Literacies
Students will identify, locate, and evaluate information. 0.4.1 Students will gain knowledge, identify main idea, and communicate information in a variety of media and formats (textual, visual, and digital). a. Identify resources to find information (e.g., print, electronic) b. Demonstrate understanding of authorship of print and online resources c. Demonstrate awareness of safe behaviors when communicating and interacting with others (e.g. rules for Internet use) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning) e. Gather and share information and opinions as a result of communication with others (e.g., computer applications, teacher controlled Internet downloads, multimedia presentations)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade K
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
First Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers use a variety of print and comprehension strategies to better understand what they read.
Writers write to tell stories. (narrative genre)
December
Readers understand how fictional texts work in order to read them well.
Writers use craft and revision strategies to enhance their message.
January
Readers use literary elements to better understand what they read.
Writers write well during testing situations. (respond to a prompt or test question)
Readers understand how nonfiction texts work.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
February
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 1 READING Comprehensive Standard LA 1.1
Phonological Awareness
Knowledge of Print
Students will learn and apply reading skills and strategies to comprehend text. LA 1.1.1 Students will demonstrate knowledge of the concepts of print. a. Identify variations in print (e.g., font, size, bold, italic, upper/lower case) b. Explain that the purpose of print is to carry information c. Demonstrate voice to print match (e.g., student points to words while reading) d. Demonstrate understanding that words are made up of letters e. Identify parts of a book (e.g., pages, title, title page, author, illustrator, table of contents) f. Demonstrate knowledge that print reads from left to right and top to bottom g. Identify punctuation (e.g., period, quotation marks, exclamation mark, question mark) LA 1.1.2 Students will demonstrate phonological awareness through oral activities.
a. b. c. d. e. f.
Segment spoken sentences into words Identify and produce oral rhymes Blend and segment syllable sounds in spoken words Blend and segment onset and rime orally (e.g., v-an, gr-ab) Manipulate phonemes orally (e.g., blend, segment) Manipulate phonemes to create new words, pseudo or real (e.g., “What is hand without the /h/?” –and; “The word is cat. Change the /t/ to /n/. What’s the new word?” –can
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
Vocabulary
Fluency
Word Analysis
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 1.1.3 Students will use phonetic analysis to read, write, and spell grade level text. a. Read, write, and spell words by applying common letter-sound correspondences (e.g., single letter consonants, consonant blends [bl, st], long and short vowels, digraphs [sh, ng]) b. Use common word patterns to read, write, and spell new words (e.g., rcontrolled letter-sound associations, endings [-s, -ing, -ed], consonant blends) c. Read at least 100 high-frequency words from a commonly used list d. Spell single syllable phonetically regular words e. Blend sounds to read words f. Read words in connected text g. Use word structure to read text including onsets and rimes, contractions, and common compound words (e.g., football, popcorn, daydream) h. Monitor the accuracy of decoding LA 1.1.4 Students will develop accuracy, phrasing, and expression while reading grade level text. a. Read in meaningful phrases that sound like natural language to support comprehension b. Use a core of high-frequency words and phrases c. Use repeating language patterns when reading d. Use voice intonation (e.g., volume, tone, emphasis) to influence the meaning of text (e.g., character voices, excitement, sadness) e. Read along with others and independently practice keeping an appropriate pace for a text LA 1.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Use word structure elements, known words, and word patterns to determine meaning (e.g., plural forms, possessives, simple compounds, base words) b. Relate new grade level vocabulary to prior knowledge and use in new situations c. Demonstrate understanding that context clues (e.g., word and sentence clues, re-reading) and text features (e.g., photos, illustrations, titles, bold print) exist and may be used to help infer the meaning of unknown words d. Define, sort, and categorize words into conceptual categories (e.g., patterns and categories, opposites [antonyms], living things, synonyms) e. Determine word meaning using reference materials and classroom resources (e.g., word wall, picture dictionary, peer(s), teacher) f. Locate words in reference materials (e.g., alphabetical order)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 1.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Identify author, illustrator, and author’s purpose (e.g., explain, entertain, inform)
b. Identify elements of narrative text (e.g., characters, setting, events [problem, conclusion]) c. Retell information from narrative text including characters, setting, and events d. Identify the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia, sensory details, imagery, pronouns) Plot (character, setting, problem, conclusion)
OPS Fiction Text Structure and Text Elements
Setting (place, time) Conflict (person vs person, person vs self) Characters (main) Character feelings
Informational Text
e. Retell main ideas from informational text f. Identify the characteristics of organizational patterns found in informational text (e.g., sequence, compare/contrast) g. Identify text features in informational text (e.g., titles, bold print, italic, illustrations, captions, table of contents, index, photographs, color/size/style/font, bullets, speech bubbles)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multi-Genre
• • • • • • • • • • • • • •
h. Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to-books) i. Make connections between characters or events in narrative and informational text, to own life or other cultures
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Plays/theater scripts Leveled reader Anthology
Questions/ Answers
Purpose
Connections/ Predictions
Response
• • • • •
• •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Directions Newspapers
j. Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from the text k. Identify and explain purpose for reading (e.g., information, pleasure) l. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading m. Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning n. Confirm predictions about what will happen next in a text by using meaning clues (e.g., pictures, titles, cover, story sequence, key words) o. Respond to text verbally, in writing, or artistically • making connections (text to text, text to self, text to world) • making and supporting judgements about the text by drawing from experience, other literature, and evidence from the text
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
State Standards with OPS Embedded Curriculum Expectations Fall 2009 OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis)
• • • •
Perspective • Point of view • Tone • mood
•
Critical Perspective • Bias • Historical/Cultural Relevance
• • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writng Relevance of author’s writing
WRITING Comprehensive Standard 1.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 1.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
Conferencing
a. Demonstrate that writing communicates thoughts and ideas b. Apply prewriting activities and inquiry tools to generate ideas (e.g., draw, brainstorm, graphic organizer, writing tools) c. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing complete sentences of varying length and complexity (e.g., dictation, labeling, simple sentences) d. Revise writing by adding details (e.g., quality of ideas, organization, sentence fluency, word choice, voice) e. Provide feedback to other writers
f. Edit writing for format and conventions (e.g., correct spelling of frequently used words, capitalization, grammar, basic Conventions & punctuation such as exclamation mark Handwriting g. Publish a legible document (e.g., handwritten)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
State Standards with OPS Embedded Curriculum Expectations Fall 2009 OPS Grammar Capitalization • names of people • beginning words of a sentence • days of the week • months of the year • proper nouns
OPS Spelling In writing, use correct spelling of • high-frequency words • onsets & rimes • short vowel patterns • long vowel patterns • blends • digraphs • silent letters • double letter words • consonant & vowel substitutions • words spelled as they sound • words not spelled as they sound
Punctuation • period • question mark • exclamation point • comma in dates Parts of Speech • naming words (nouns & simple pronouns) • action words (verbs) • descriptive words (adjectives)
Use classroom resources to verify correct spelling.
Genres
Sentence Construction • simple subject • simple predicates
LA 1.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter) Audience & Purpose b. Write to known audience or specific reader (e.g., letter to familiar person) c. Write books and short pieces of writing that tell a story and/or provide information to readers about a topic Genres d. Write stories with a beginning, middle, and end e. Compare models and examples (own and others) of various genres create similar pieces OPS Genres Narrative/Descriptive • related sentences • a beginning, middle, and end
Informational • Write expository text with related sentences.
Functional With assistance, identify audience and purpose and compose text for different forms of written communication • thank-you notes • friendly letters • lists • poems • invitations
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Reciprocal Communication
Listening
Speaking
SPEAKING & LISTENING Comprehensive Standard 1.3 Students will learn and apply speaking and listening skills and strategies to communicate. LA 1.3.1 Students will develop and demonstrate speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas orally in a manner appropriate for the purpose and setting (e.g., language, word choice, sequence, relevance) b. Communicate orally in daily classroom activities and routines LA 1.3.2 Students will develop and demonstrate active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., stories, songs, conversations, student sharing, teacher presentation) b. Use information in order to complete a task (e.g., following one- or two-step directions, responding to questions) c. Listen and retell specific details of information d. Listen to and ask questions about thoughts, ideas, and information being communicated LA 1.3.3 Students will develop reciprocal communication skills. a. Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words) b. Apply conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact) c. Participate in learning situations (e.g. small groups, show and share, cooperative problem solving, play)
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 1.4 Students will identify, locate, and evaluate information. 1.4.1 Students will research, summarize, and communicate information in a variety of media and formats (textual, visual, and digital). a. Identify resources to find information (e.g., print, electronic) b. Demonstrate understanding of authorship of print and online resources c. Demonstrate awareness of safe behaviors when communicating and interacting with others (e.g., safe information to share online) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals) e. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 1
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Second Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers understand how fictional texts work in order to read them well.
Writers write to tell stories. (narrative genre)
December
Readers use literary elements to better understand what they read.
Writers use craft and revision strategies to enhance their message.
Readers understand how nonfiction texts work.
Writers write well during testing situations. (respond to a prompt or test question)
February
Readers read well in testing situations.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
January
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 2 READING Comprehensive Standard LA 2.1
Fluency
LA 2.1.4 Students will develop accuracy, phrasing, and expression while reading grade level text. a. Read phrases, clauses, and sentences that sound like natural language to support comprehension b. Read high-frequency words and phrases accurately and automatically c. Vary voice intonation (e.g., volume, tone) to reflect meaning of text d. Use appropriate pace while reading to gain and enhance the meaning of text
Vocabulary
Word Analysis
Students will learn and apply reading skills and strategies to comprehend text. LA 2.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print. Concept mastered at a previous grade level LA 2.1.2 Phonological Awareness: Students will demonstrate phonological awareness through oral activities. Concept mastered at a previous grade level LA 2.1.3 Students will use phonetic analysis to read, write, and spell grade level text. a. Use knowledge of letter/sound correspondence and spelling and word patterns to read, write, and spell (e.g., long and short vowels, vowel combinations, variant vowels, r-controlled vowels, consonant and vowel digraphs, diphthongs) b. Read, write, and spell sight words c. Blend sounds to form words d. Read words in connected text e. Use word structure to read text (e.g., onset and rime, prefixes/suffixes, compound words, contractions, syllabication, base/root words, derivation) f. Monitor the accuracy of decoding
LA 2.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, suffixes, prefixes, base and root words, syllables) b. Relate new grade level vocabulary to prior knowledge and use in new situations c. Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of unknown words d. Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, multiple meanings) e. Identify meaning using print and digital reference materials (e.g., dictionary, glossary) f. Locate words in reference materials (e.g., alphabetical order, guide words)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 2.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension and recognize how author perspective (e.g., beliefs, assumptions, biases) and historical/cultural relevance influences text b. Identify elements of narrative text (e.g., characters, setting, plot [climax, resolution, conclusion]) c. Retell information from narrative text including characters, setting, and plot d. Explain the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia, pronouns, sensory details, imagery, hyperbole) Plot (character, setting, problem, conclusion) Setting (place, time, environment)
OPS Fiction Text Structure and Text Elements
Conflict (person vs person, person vs self, person vs nature) Characters (main, supporting) Traits vs Feelings Character Analysis (motives, intentions, actions, behaviors)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Informational Text
Multi-Genre
• • • • • • • • • • • • • • •
e. Retell and summarize the main idea from informational text f. Identify organizational patterns found in informational text (e.g., sequence, description, compare/contrast) g. Use text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, titles, bold print, captions, index, labels, photographs, color/size/style/font, bullets, speech bubbles, diagrams, graphs, tables, headings, italics) h. Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to books) i. Compare and contrast connections between characters or events in narrative or informational text, to own life or other cultures
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Plays/theater scripts Leveled reader Anthology Series books
Questions/ Answers
Purpose
• • • • • • • • • • •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Diaries/journals/logs Directions Reports Manuals Brochures
Newspapers
j. Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text k. Identify and explain purpose for reading (e.g., information, pleasure) Identify and explain purpose for reading (e.g., information, pleasure, understanding)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Connections/ Predictions
Response
l. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading m. Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning n. Make and confirm/modify predictions before, during, and after reading (e.g., illustrations, personal experience, events, character traits) o. Respond to text verbally, in writing, or artistically ! making connections (text to text, text to self, text to world) ! going beyond retelling and reflecting on what is read ! making and supporting judgements about the text by drawing from experience, other literature, and evidence from the text
OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis)
• • • •
Perspective • Point of view • Tone • mood
•
Critical Perspective • Bias • Historical/Cultural Relevance
• • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writing Relevance of author’s writing
WRITING Comprehensive Standard 2.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 2.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
a. Use prewriting activities and inquiry tools to generate ideas (e.g., brainstorm, map, free write, graphic organizer) b. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing complete sentences of varying length, and complexity, and type (e.g., dictation, labeling, simple sentences declarative, interrogative, exclamatory) c. Developing a coherent beginning and end d. Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009 e. Provide oral feedback to other writers; utilize others’ feedback to improve own writing f. Edit writing for format and conventions (e.g., spelling, capitalization, grammar, basic punctuation) Conventions & g. Publish a legible document (e.g., handwritten or electronic) Handwriting h. Print legibly (e.g., letter formation, letter size, spacing, alignment)
Conferencing
OPS Grammar Capitalization • days of the week • months of the year • names of towns, cities, states • proper nouns • greeting and closing of letter Punctuation • correct ending punctuation in declarative and interrogative sentences • comma in dates • comma in a series • comma in the greeting and closing of a letter Parts of Speech • descriptive words (adjectives) • substitute pronouns for nouns
OPS Spelling In writing, use correct spelling of • high-frequency words • onsets & rimes • short vowel patterns • long vowel patterns • blends • diagraphs • consonant spelling patterns • double letters • irregular spellings • silent letters • r-controlled vowels • letter substitutions Use classroom resources to verify correct spelling.
Genres
Sentence Construction • declarative (statement) • interrogative (question) • Recognize simple subject and predicate.
LA 2.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write for a specific purpose (e.g., story with pictures, factual book, alphabet book, poem, letter) Audience & b. Write to known audience or specific reader (e.g. letter to Purpose familiar person)
Genres
c. Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books) d. Use an organizational structure that includes a central idea or focus e. Compare models and examples (own and others) of various genres to create a similar piece
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009 OPS Genres Narrative/Descriptive • records a series of events in chronological order • contains story elements • includes a beginning, middle, and end • includes some descriptive language
Informational • a main idea • supporting details
Functional Consider audience and write simple text for different forms of written communication • friendly letters • messages • directions for making or doing something
SPEAKING & LISTENING Comprehensive Standard 2.3
Listening
Speaking
Students will learn and apply speaking and listening skills and strategies to communicate. LA 2.3.1 Students will develop and demonstrate speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas orally in a manner appropriate for the purpose and setting (e.g., language, word choice, sequence, relevance b. Demonstrate speaking techniques for a variety of purposes and situations
LA 2.3.2 Students will develop and demonstrate active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one, small/large group, teacher presentation) b. Use information in order to complete a task (e.g., follow multi-step directions, responding to questions) c. Listen and retell specific details of information heard d. Listen to and ask questions about thoughts, ideas, and information being communicated
Reciprocal Communication
LA 2.3.3 Students will develop reciprocal communication skills. a. Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words, stereotypes, multiple meanings of words) b. Apply conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact, stay on topic, non-verbal cues) c. Participate actively with others in learning situations by contributing questions, information, opinions, and ideas (e.g., book share, literature circle, field trip share, cooperative problem solving)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 2.4 Students will identify, locate, and evaluate information. 2.4.1 Students will research, summarize, and communicate information in a variety of media and formats (textual, visual, and digital). a. Use resources to answer guiding questions (e.g., print, electronic) b. Discuss ethical and legal use of information c. Practice safe behaviors when communicating and interacting with others (e.g., safe information to share online) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals) e. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) f. Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 *red/italicized denotes an OPS addition
Grade 2
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Third Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers understand how fictional texts work in order to read them well.
Writers write to tell stories. (narrative genre)
December
Readers use literary elements to better understand what they read.
Writers use craft and revision strategies to enhance their message.
Readers understand how nonfiction texts work.
Writers write well during testing situations. (respond to a prompt or test question)
February
Readers read well in testing situations.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
January
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 3 READING Comprehensive Standard LA 3.1 Students will learn and apply reading skills and strategies to comprehend text. LA 3.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print. Concept mastered at a previous grade level
LA 3.1.2 Phonological Awareness: Students will demonstrate phonological awareness
Vocabulary
Fluency
Word Analysis
through oral activities.
Concept mastered at a previous grade level
LA 3.1.3 Students will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text. a. Use advanced sound/spelling patterns (e.g., special vowel spellings [vowel combinations, variant vowels, and r-controlled vowels], multi-syllable words) to read, write, and spell b. Use word structure to read text (e.g., prefixes/suffixes, compound words, contractions, syllabication, base/root words, derivation) LA 3.1.4 Students will develop accuracy, phrasing, and expression while reading grade level text. a. Read phrases, clauses, and sentences that sound like natural language to support comprehension b. Read words and phrases accurately and automatically c. Demonstrate conversational tone (e.g., volume, emphasis) and use of punctuation to reflect meaning of text d. Demonstrate varied pace while reading orally to enhance the meaning of text through pause, stress, and phrasing LA 3.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Apply word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, suffixes, prefixes, base and root words, word origins, syllables) b. Relate new grade level vocabulary to prior knowledge and use in new situations c. Apply context clues (e.g., word, phrase, and sentence clues, re-reading) and text features (e.g., table of contents, maps, charts, font/format styles) to help infer meaning of unknown words d. Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, homonyms, multiple meanings, metaphors, similes, idioms, and analogies) e. Identify meaning using print and digital reference materials (e.g., dictionary, glossary) f. Locate words in reference materials (e.g., alphabetical order, guide words)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 3.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Identify author’s purpose(s) (e.g. explain, entertain, inform, persuade) to support text comprehension and recognize how author perspective (e.g., beliefs, assumptions, biases) and historical/cultural relevance influences text
b. Identify elements of narrative text (e.g., characters, setting, plot [climax, resolution, conclusion], point of view) c. Retell and summarize narrative text including characters, setting, and plot with supporting details d. Identify literary devices and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, symbolism, hyperbole, mood, tone, irony, foreshadow, flashback, dialect) Plot (character, setting, problem, climax, resolution, conclusion) Setting (place, time, environment, historical perspective)
OPS Fiction Text Structure and Text Elements
Conflict (person vs person, person vs self, person vs nature, person vs society) Characters main, supporting) Traits vs Feelings Character Analysis (motives, intentions, actions, behaviors) Character Development
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Informational Text
Multi-Genre
• • • • • • • • • • • • • • • • •
e. Retell and summarize the main idea from informational text using supporting details f. Recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence, procedural, description, cause and effect, compare/contrast, question/answer) g. Apply knowledge of text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, headings, captions, font/format styles, index, labels, photographs, color/size/style/font, titles, bullets, speech bubbles, diagrams, graphs, tables, headings, italics, timelines, visual layout) h. Describe the defining characteristics of narrative and informational genres (e.g., folk tales, poetry, historical fiction, biographies, chapter books, textbooks) i. Use narrative or informational text to develop a multi-cultural perspective
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Plays/theater scripts Leveled reader Anthology Series books Comics Graphic novels Questions/ Answers
• • • • • • • • • • • •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Diaries/journals/logs Directions Reports Manuals Brochures Internet Newspapers
j. Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Purpose
Connections/ Predictions
Response
k. Identify and explain purpose for reading (e.g., information, pleasure, understanding) l. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading m. Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct n. Make and confirm/modify predictions before, during, and after reading (e.g., captions, headings, character traits, personal experience) o. Use examples and details in a text to make inferences about a story or situation p. Respond to text verbally, in writing, or artistically ! making connections (text to text, text to self, text to world) ! going beyond retelling and reflecting on what is read ! making and supporting judgements about the text by drawing from experience, other literature, and evidence from the text
OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis) Perspective • Point of view • Tone • Mood • 1st, 3rd, omniscient person • Dialogue • Interpretation Critical Perspective • Bias • Historical/Cultural Relevance
• • • • • • • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writing Relevance of author’s writing
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 WRITING Comprehensive Standard 3.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 3.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
a. Use prewriting activities and inquiry tools to generate and organize information (e.g., sketch, brainstorm, web, free write, graphic organizer, storyboarding, and word processing tools) b. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing paragraphs with grammatically correct sentences of varying length, and complexity, and type (e.g., declarative, interrogative, and exclamatory) • Developing paragraphs with topic sentences and supporting facts and details c. Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
d. Provide oral and/or written feedback to other writers; utilize others’ feedback to improve own writing e. Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) Conventions & Handwriting f. Publish a legible document (e.g., handwritten or electronic) g. Write legibly in cursive
Conferencing
OPS Grammar Capitalization • titles of individuals • holidays • proper nouns • proper adjectives • greeting and closing of letter Punctuation • correct ending punctuation in imperative and exclamatory sentences • quotation marks in dialogue, with assistance • comma in a series • comma between city and state Parts of Speech • verbs that agree with the subject
OPS Spelling In writing, use • unusual short vowel patterns • long vowels patterns • consonant blends • digraphs • dip-thongs • r-controlled vowels • letter substitutions • homophones • contractions • soft syllable endings • prefixes/suffixes • irregular spellings Use classroom resources and dictionary to verify correct spelling.
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 • irregular verbs • words that answer when, where, why, and how questions (adverbs) • words that compare (adverbs)
Genres
Sentence Construction • declarative (statement) • interrogative (question) • imperative (command) • exclamatory • Recognize compound subject and predicate.
LA 3.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct) Audience & b. Write considering audience and what the reader needs to Purpose know
Genres
c. Write considering typical characteristics of a selected genre (e.g., variety of poems, friendly letter, how-to books) d. Apply an organizational structure appropriate to the task (e.g., logical, sequential order) e. Analyze models and examples (own and others) of various genres to create a similar piece OPS Genres
Narrative/Descriptive • a beginning, middle and end • relevant details to develop the main idea • includes multiple paragraphs • a clear controlling idea • precise and descriptive language
Informational • a main idea • three or more supporting details • a concluding sentence
Functional Address an intended audience and purpose through composing text • friendly letters • informational reports • diary/journal entries
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 SPEAKING & LISTENING Comprehensive Standard 3.3
Reciprocal Communication
Listening
Speaking
Students will learn and apply speaking and listening skills and strategies to communicate. LA 3.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas and information in a clear and concise manner appropriate for the purpose and setting (e.g., language, word choice, sequence, relevance) b. Demonstrate speaking techniques for a variety of purposes and situations c. Utilize available media to enhance communication (e.g., poster, overhead) LA 3.3.2 Students will develop and apply active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one, small/large group, presentation) b. Use information in order to complete a task c. Listen, ask questions to clarify, and take notes to ensure accuracy of information d. Listen to and summarize thoughts, ideas, and information being communicated LA 3.3.3 Students will develop and apply reciprocal communication skills. a. Demonstrate awareness of and sensitivity to the use of words (e.g., stereotypes, multiple meanings of words) b. Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor, take turns talking, eye contact, tone, stay on topic, non-verbal cues) c. Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 3.4 Students will identify, locate, and evaluate information. 3.4.1 Students will research, analyze, and communicate information in a variety of media and formats (textual, visual, and digital). a. Select and use multiple resources to answer guiding questions (e.g., print, electronic) b. Discuss ethical and legal use of information c. Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilizing appropriate sites and materials) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals) e. Identify bias and commercialism (e.g., product placement, advertising) f. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) g. Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 3 *Bold indicators are state tested - *red/italicized denotes an OPS addition
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Fourth Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers understand how fictional texts work in order to read them well.
Writers write to tell stories. (narrative genre)
December
Readers use literary elements to better understand what they read.
Writers use craft and revision strategies to enhance their message.
Readers understand how nonfiction texts work.
Writers write well during testing situations. (respond to a prompt or test question)
February
Readers read well in testing situations.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
January
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 4 READING Comprehensive Standard LA 4.1 Students will learn and apply reading skills and strategies to comprehend text. LA 4.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print. Concept mastered at a previous grade level
Vocabulary
Fluency
Word Analysis
LA 4.1.2 Phonological Awareness: Students will demonstrate phonological awareness through oral activities. Concept mastered at a previous grade level LA 4.1.3 Students will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text. a. Use advanced sound/spelling patterns (e.g., vowel variance, multi-syllable words) to read, write, and spell b. Use word structure to read text (e.g., prefixes/suffixes, compound words, contractions, syllabication, base/root words, derivation LA 4.1.4 Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. a. Read phrases, clauses, and sentences that sound like natural language to support comprehension b. Read words and phrases accurately and automatically c. Demonstrate conversational tone (e.g., volume, pitch) and use of punctuation to reflect meaning of text d. Adjust oral or silent reading pace based on purpose, text difficulty, form, and style LA 4.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., parts of speech, plurals, possessives, suffixes, prefixes, base and root words, word origins) b. Relate new grade-level vocabulary to prior knowledge and use in new situations c. Apply context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, captions) to infer meaning of unknown words d. Identify semantic relationships (e.g., patterns and categories, homographs, homophones, synonyms, antonyms, multiple meanings, metaphors, similes, idioms, and analogies) e. Determine meaning using print and digital reference materials (e.g., dictionary, thesaurus, glossary)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 4.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) and historical/cultural relevance influences text b. Identify and analyze elements of narrative text (e.g., character development, setting, plot [problem, rising action, climax, falling action, conclusion/denouement], theme) c. Summarize narrative text including characters, setting, and plot with supporting details d. Identify literary devices and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, symbolism, hyperbole, mood, tone, irony, foreshadow, flashback, dialect, slang, cliche) Plot (character, setting, problem, climax, resolution, conclusion) Setting (place, time, environment, historical perspective)
OPS Fiction Text Structure and Text Elements
Conflict (person vs person, person vs self, person vs nature, person vs society, person vs fate) Characters (main, supporting) Traits vs Feelings Character Analysis (motives, intentions, actions, behaviors) Character Development
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Informational Text
Multi-Genre
• • • • • • • • • • • • • • • • • • • •
e. Retell and summarize the main idea from informational text using supporting details f. Recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence, procedural, description, cause and effect, compare/contrast, question/answer, fact/opinion) g. Apply knowledge of text features to locate information and gain meaning from a text (e.g., glossary, maps, charts, tables, graphs, illustrations, headings, subheadings, captions, font/format styles, table of contents, index, labels, photographs, color/size/style/font, titles, bullets, speech bubbles, diagrams, italics, timelines, visual layout, flowcharts, subheadings, maps, distribution, sidebars) h. Describe the defining characteristics of narrative and informational genres (e.g., folk tales, poetry, historical fiction, biographies, chapter books, textbooks) i. Use narrative or informational text to develop a multi-cultural perspective
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Student generated plays/theater scripts Leveled reader Anthology Series books Comics Graphic novels Novels Hybrid texts Essay
• • • • • • • • • • • • • • • •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Diaries/journals/logs Directions Reports Manuals Brochures Internet Blogs/Wiki Powerpoint Newspapers Primary Sources Content area textbooks (Math, Science, Social Studies)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Questions/ Answers
Purpose
Connections/ Predictions
Response
j. Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and literal and inferential information from the text k. Identify and explain purpose for reading (e.g., information, pleasure, understanding) l. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading m. Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct n. Make and confirm/modify predictions before, during, and after reading (e.g., title, topic sentences, font, key words, foreshadowing clues) o. Use examples and details in a text to make inferences about a story or situation p. Respond to text verbally, in writing, or artistically ! clearly articulate a point of view or purpose when responding ! make inferences about content, events, characters, setting, relationships, or common themes ! engage the reader effectively and provide closure
OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis) Perspective • Point of view • Tone • Mood • 1st, 3rd, omniscient person • Dialogue • Interpretation Critical Perspective • Bias • Stance/response • Judgement • Analysis across texts • Historical/Cultural Relevance
• • • • • • • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writing Relevance of author’s writing
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 WRITING Comprehensive Standard 4.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 4.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
a. Use prewriting activities and inquiry tools to generate and organize information, guide writing and answer questions (e.g., sketch, brainstorm, diagram, free write, graphic organizer, digital idea mapping tool, word processing tools, multimedia) b. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing paragraphs with grammatically correct sentences of varying length, and complexity, and type (e.g., declarative, interrogative, exclamatory, and imperative) • Developing introductory and concluding paragraphs c. Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)
Conferencing
d. Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to improve own writing
Conventions & Handwriting
e. Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation f. Publish a legible document (e.g., handwritten or electronic) OPS Grammar
Capitalization • holidays • titles (books, stories, poems) • proper nouns • proper adjectives • names of counties and countries • first word of direct quotations Punctuation • comma in a series • comma in compound sentences • apostrophe in contractions • apostrophe in singular possessives • quotation marks in dialogue
OPS Spelling In writing, use correct spelling of • basic short and long vowel patterns applied to multi-syllabic words • consonant blends • digraphs • dip-thongs • silent letters • homophones • prefixes/suffixes • contractions • compound words • hard/soft consonant spellings • irregular spellings • letter substitutions
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Use classroom resources and dictionary to verify correct spelling.
Parts of Speech • verbs that agree with compound subject • verb tense • irregular verbs • connecting words to link ideas (conjunctions)
Genres
Sentence Construction • use complete declarative, interrogative, imperative and exclamatory sentences • identify and write compound sentences
LA 4.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct) Audience & b. Write considering audience and what the reader needs to Purpose know; select words and format with audience in mind
Genres
c. Write considering tone/voice and typical characteristics of a selected genre (e.g., memoir, biography, report, formal letter) d. Select and apply an organizational structure appropriate to the task (e.g., logical, sequential order) e. Analyze models and examples (own and others) of various genres to create a similar piece OPS Genres
Narrative • moves through a logical sequence of events • includes details to develop the plot, characters and setting • includes a beginning, middle, and end • includes multiple paragraphs • includes precise and descriptive language
Informational • a main idea or point to prove • three or more supporting details • a concluding sentence
Functional Appropriately address an intended audience and purpose through composing text • organized friendly letters • informational reports • diary/journal entries • thank-you letters • invitations
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 SPEAKING & LISTENING Comprehensive Standard 4.3
Listening
Speaking
Students will learn and apply speaking and listening skills and strategies to communicate. LA 4.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas and information in a clear and concise manner appropriate to the purpose and setting b. Demonstrate speaking techniques for a variety of purposes and situations c. Utilize available media to enhance communication (e.g., presentation software, poster) LA 4.3.2 Students will develop and apply active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one, small/large group, presentation) b. Listen, ask questions to clarify, and take notes to ensure accuracy of information c. Listen to, summarize, and explain thoughts, ideas, and information being communicated
Reciprocal Communication
LA 4.3.3 Students will develop and apply reciprocal communication skills. a. Demonstrate sensitivity to the use of words (e.g., stereotypes, multiple meanings of words) b. Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor, take turns talking, eye contact, tone, stay on topic, non-verbal cues) c. Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 4.4 Students will identify, locate, and evaluate information. 4.4.1 Students will research, synthesize, and communicate information in a variety of media and formats (textual, visual, and digital). a. Select and use multiple resources to answer guiding questions (e.g., print, subscription databases, web resources) b. Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g., creating a simplified citation of information used) c. Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilizing appropriate sites and materials, respecting diverse perspectives) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals) e. Identify bias and commercialism (e.g., product placement, advertising) f. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) g. Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 4 *Bold indicators are state tested - *red/italicized denotes an OPS addition
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Fifth Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers understand how fictional texts work in order to read them well.
Writers write descriptively to tell stories and to inform.
December
Readers use literary elements to better understand what they read.
Writers use craft and revision strategies to enhance their message.
Readers understand how nonfiction texts work.
Writers write well during testing situations. (respond to a prompt or test question)
February
Readers read well in testing situations.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
January
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 5 READING Comprehensive Standard LA 5.1 Students will learn and apply reading skills and strategies to comprehend text. LA 5.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print. Concept mastered at a previous grade level
LA 5.1.2 Phonological Awareness: Students will demonstrate phonological awareness
Vocabulary
Fluency
Word Analysis
through oral activities.
Concept mastered at a previous grade level
LA 5.1.3 Students will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text. a. Use knowledge of phonetic and structural analysis (e.g., Anglo-Saxon common roots and affixes, multiple syllable words)
LA 5.1.4 Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. a. Read phrases, clauses, and sentences that sound like natural language to support comprehension b. Read words and phrases accurately and automatically c. Recognize and practice elements of oral prosodic reading to reflect meaning of text (e.g., poem read slowly, conversational narrative, emphasis on key points of information) d. Adjust oral or silent reading pace based on purpose, text difficulty, form, and style LA 5.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., affixes, abbreviations, parts of speech, word origins [Greek, Latin, Anglo Saxon}) b. Relate new grade-level vocabulary to prior knowledge and use in new situations c. Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, captions, maps) to determine meaning of unknown words in a variety of text structures d. Identify semantic relationships (e.g., multiple meanings, metaphors, similes, idioms, analogies) e. Determine meaning using print and digital reference materials (e.g., dictionary, thesaurus, glossary)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 5.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) influences text b. Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme) c. Summarize narrative text including characters, setting, plot, and theme with supporting details d. Identify literary devices and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, symbolism, hyperbole, mood, tone, irony, foreshadow, flashback, dialect, slang, cliché, idiom, oxymoron) Plot (character, setting, problem, rising action, climax, falling action, conclusion [denouement]) Setting (place, time, environment, historical perspective)
OPS Fiction Text Structure and Text Elements
Conflict (person vs person, person vs self, person vs nature, person vs society, person vs fate, mixed conflict) Characters (main, supporting, character types, protagonist, antagonist) Traits vs Feelings Character Analysis (motives, intentions, actions, behaviors) Character Development
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Informational Text
Multi-Genre
• • • • • • • • • • • • • • • • • • • • • •
e. Summarize and analyze the main idea from informational text using supporting details f. Understand and apply knowledge of organizational patterns found in informational text (e.g., sequence [chronology], procedural, description, cause and effect, compare/contrast, fact/opinion, question/answer, problem/solution, persuasion) g. Apply knowledge of text features to locate information and gain meaning from a text (e.g., index, maps, charts, tables, graphs, headings, subheadings, table of contents, labels, photographs, captions, color/size/style/font, titles, bullets, speech bubbles, diagrams, headings, italics, timelines, visual layout, flowcharts, distribution, sidebars, footnotes, bibliographies, asterisk) h. Describe the defining characteristics of narrative and informational genres (e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, essays) i. Recognize the social, historical, cultural, and biographical influences in a variety of genres j. Use narrative and informational text to develop a national and global multi-cultural perspective
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Student generated plays/theater scripts Leveled reader Anthology Series books Comics Graphic novels Novels Hybrid texts Essay Satire Parody
• • • • • • • • • • • • • • • • • •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Diaries/journals/logs Directions Reports Manuals Brochures Internet Blogs/Wiki Powerpoint Newspapers Primary Sources Speeches Editorial Content area textbooks (Math, Science, Social Studies)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Questions/ Answers
Purpose
Connections/ Predictions
Response
k. Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and literal and inferential information from the text and additional sources l. Select text for a particular purpose (e.g., information, pleasure, answer a specific question) m. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading n. Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct o. Use examples and details to make inferences or logical predictions while previewing and reading text p. Respond to text verbally, in writing, or artistically ! clearly articulate a point of view, or state a firm judgement about the text ! make inferences about content, events, characters, setting, relationships, or common themes ! engage the reader effectively and provide closure
OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis) Perspective • Point of view • Tone • Mood • 1st, 3rd, omniscient person • Dialogue • Interpretation Critical Perspective • Bias • Stance/response • Judgement • Analysis across texts • Historical/Cultural Relevance
• • • • • • • • • • •
OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writing Relevance of author’s writing
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 WRITING Comprehensive Standard 5.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 5.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
Conferencing
a. Use prewriting activities and inquiry tools to generate and organize information, guide writing, and answer questions (e.g., sketch, brainstorm, map, outline, diagram, free write, graphic organizer, digital idea mapping tool) b. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing paragraphs with simple and compound sentences of varying length, and complexity, and type (e.g., declarative, interrogative, exclamatory, and imperative) • Developing details and transitional phrases that link one paragraph to another c. Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) d. Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to improve own writing
e. Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) Conventions & f. Publish a legible document (e.g. report, digital story) applying Handwriting formatting techniques (e.g., indenting paragraphs, titles) OPS Grammar Capitalization • titles (books, stories, poems) • proper nouns (departments of government, school subjects) • proper adjectives • first word of direct quotations Punctuation • comma in a series • comma in compound sentences • apostrophe in contractions • apostrophe in singular possessives • quotation marks in dialogue
OPS Spelling In writing, use • homophones • prefixes/suffixes • compound words • Greek & Latin roots • spelling patterns within multi-syllabic words • irregular spelling • silent letter • diagraphs • dip-thongs • soft syllable endings
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Parts of Speech • verb tense • irregular verbs • adjective forms • connecting words to link ideas (conjunctions)
Use classroom resources and dictionary to verify correct spelling.correct spelling.
Genres
Sentence Construction • write compound sentences • identify and eliminate fragments in writing
LA 5.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct) b. Write to a specified audience considering interests, Audience & background knowledge, and expectations (e.g., known or Purpose unknown individual, business, organization) c. Write considering tone/voice and typical characteristics of a selected genre (e.g., memoir, biography, report, persuasive letter, poem, essay) d. Select and apply an organizational structure appropriate to the task (e.g., logical, sequential order, description) Genres e. Analyze models and examples (own and others) of various genres to create a similar piece OPS Genres Narrative • chronicles a sequence of events • focuses on the development of a single event • includes sensory details and descriptive language • includes similes and metaphors
Informational • an effective topic sentence or a point to prove • three or more supporting sentences • a concluding sentence
Functional Write well-organized communications in a selected form appropriate to a specific audience and purpose • parents • friends • younger child
Descriptive • an effective topic sentence • three or more supporting sentences • includes sensory details and descriptive language • includes similes and metaphors • a concluding sentence
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 SPEAKING & LISTENING Comprehensive Standard 5.3
Reciprocal Communication
Listening
Speaking
Students will learn and apply speaking and listening skills and strategies to communicate. LA 5.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas and information in a manner appropriate for the purpose and setting b. Demonstrate speaking techniques for a variety of purposes and situations c. Utilize available media to enhance communication (e.g., projection system, presentation software LA 5.3.2 Students will develop and apply active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group) b. Listen and ask questions to clarify, and take notes to ensure accuracy of information c. Listen to, summarize, and interpret message and purpose of information being communicated LA 5.3.3 Students will develop and apply reciprocal communication skills. a. Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g., stereotypes, connotations, subtleties of language) b. Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor, eye contact, tone, stay on topic, non-verbal cues) c. Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 5.4 Students will identify, locate, and evaluate information. 5.4.1 Students will research, synthesize, evaluate, and communicate information in a variety of media and formats (textual, visual, and digital). a. Select and use multiple resources to generate and answer questions (e.g., print, subscription databases, web resources) b. Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g., creating a simplified citation of information used) c. Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilizing appropriate sites and materials, respecting diverse perspectives) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning) e. Evaluate the message for bias and commercialism (e.g., product placement, advertising, body image) f. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) g. Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 5 *Bold indicators are state tested - *red/italicized denotes an OPS addition
With Omaha Public Schools Embedded Curriculum Expectations
LEARN K- 12 Comprehensive READING Standard:
THINK
K- 12 Comprehensive WRITING Standard: Students will l earn and apply writing skills and strategies to communicate. Writi ng Process Writi ng Genres
K- 12 Comprehensive SPEAKING/LISTENING Standard: Students will l earn and apply speaking and listening skills and strategies to communicate. Speaking Skil ls Listeni ng Skills Reciprocal Co mmunication
K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information. Multiple Literaci es
COLLABORATE KEY:
*Red/Italicized = OPS additions *Bold indicators are state tested
COMMUNICATE
Students will l earn and apply reading skills a nd strategies to comprehend text. Knowl edge of Print Phonological Awareness Word Analysis Fluency Vocabulary Comprehension
Sixth Grade Reading and Writing Themes Month August/ September
Reading
Writing
Readers build good habits.
Writers build good habits.
October
Readers have strategies for monitoring meaning, problem solving words, and maintaining fluency.
Writers use the writing process.
November
Readers understand how fictional texts work in order to read them well.
Writers write descriptively to tell stories and to inform.
December
Readers use literary elements to better understand what they read.
Writers use craft and revision strategies to enhance their message.
Readers understand how nonfiction texts work.
Writers write well during testing situations. (respond to a prompt or test question)
February
Readers read well in testing situations.
Writers write to explain or give facts about a topic. (informational genre)
March
Readers read different texts differently.
Writers write for a variety of audiences and purposes.
April
Readers read, research, and share.
Writers publish, share, analyze, and critique writing.
May
Readers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
Writers apply what they have learned in order to communicate, collaborate, and create content using multiple literacies.
January
State Standards with OPS Embedded Curriculum Expectations Fall 2009
GRADE 6 READING Comprehensive Standard LA 6.1 Students will learn and apply reading skills and strategies to comprehend text. LA 6.1.1 Knowledge of Print: Students will demonstrate knowledge of the concepts of print. Concept mastered at a previous grade level
LA 6.1.2 Phonological Awareness: Students will demonstrate phonological awareness through
Vocabulary
Fluency
Word Analysis
oral activities.
Concept mastered at a previous grade level
LA 6.1.3 Students will use knowledge of phonetic and structural analysis to read, write, and spell grade-level text. a. Use knowledge of phonetic and structural analysis (e.g., Anglo-Saxon, Greek, and Latin roots, foreign words frequently used in English, bases, affixes) LA 6.1.4 Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. a. Apply elements of oral prosodic reading to reflect the meaning of text (e.g., poem read slowly, conversational narrative, emphasis on key points of information) b. Adjust oral or silent reading pace based on purpose, text difficulty, form, and style LA 6.1.5 Students will build literary, general academic, and content specific grade level vocabulary. a. Determine the meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies b. Relate new grade-level vocabulary to prior knowledge and use in new situations. c. Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, index, tables, maps, charts) to determine meaning of unknown words in a variety of text structures d. Identify semantic relationships (e.g., metaphors, similes, idioms, analogies, comparisons) e. Determine meaning using print and digital reference materials (e.g., dictionary, thesaurus glossary)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 LA 6.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Comprehension
OPS Stategies
Author’s Purpose
Narrative Text
During reading, develop and utilize, with assistance, strategies to: • monitor meaning • visualize • make connections • ask questions • determine importance • infer • synthesize • use cueing systems
a. Explain how author’s purpose and perspective affect the meaning and reliability of the text b. Identify and analyze elements of narrative text (e.g., character development, setting, plot development, conflict, point of view, theme) c. Summarize narrative text using understanding of characters, setting, sequence of events, plot, and theme d. Interpret and explain the author’s use of literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, symbolism, hyperbole, mood, tone, irony, foreshadow, flashback, dialect, slang, cliché, idiom, oxymoron) Plot (character, setting, problem, rising action, climax, falling action, conclusion [denouement]) Setting (place, time, environment, historical perspective)
OPS Fiction Text Structure and Text Elements
Conflict (person vs person, person vs self, person vs nature, person vs society, person vs fate, mixed conflict) Characters (main, supporting, character types, protagonist, antagonist) Traits vs Feelings Character Analysis (motives, intentions, actions, behaviors) Character Development
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Informational Text
Multi-Genre
• • • • • • • • • • • • • • • • • • • •
e. Summarize, analyze, and synthesize informational text using main idea and supporting details f. Apply knowledge of organizational patterns found in informational text (e.g., sequence [chronology], procedural, description, cause and effect, compare/contrast, fact/opinion, question/answer, problem/solution, persuasion, expository) g. Apply knowledge of text features to locate information and gain meaning from a text (e.g., index, maps, charts, tables, graphs, headings, subheadings, table of contents, labels, photographs, captions, color/size/style/font, titles, bullets, speech bubbles, diagrams, headings, italics, timelines, visual layout, flowcharts, distribution, sidebars, footnotes, bibliographies, asterisk) h. Distinguish between the defining characteristics of different narrative and informational genres (e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, and essays) i. Describe the social, historical, cultural, and biographical influences in a variety of genres j. Use narrative and informational text to develop a national and global multi-cultural perspective
OPS Fiction Text Forms Oral stories Wordless picture books Picture books Big books Enlarged poems Text produced through interactive writing (lists, poems, letters, stories) Short texts Chapter books Magazines Digital stories/multimedia Newspapers Student generated plays/theater scripts Leveled reader Anthology Series books Comics Graphic novels Novels Hybrid texts Essay, Satire, Parody
• • • • • • • • • • • • • • •
• •
OPS Nonfiction Text Forms Magazines News Magazines Big Books Picture Books Leveled Readers Diaries/journals/logs Directions Reports Manuals Brochures Internet Blogs/Wiki Powerpoint Newspapers Primary Sources Speeches Editorial Content area textbooks (Math, Science, Social Studies)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Questions/ Answers
Purpose
Connections/ Predictions
Response
k. Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and information from the text and additional sources l. Select text for a particular purpose (e.g., information, pleasure, answer a specific question) m. Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading n. Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct o. Use examples and details to make inferences or logical predictions while previewing and reading text p. Respond to text verbally, in writing, or artistically ! clearly articulate a point of view, or state a firm judgement about the text ! make inferences about content, events, characters, setting, relationships, or common themes ! engage the reader effectively and provide closure
OPS Literary Analysis of Fiction Theme • Theme = topic • Book story (literal analysis) • Life story (figurative analysis) Perspective • Point of view • Tone • Mood • 1st, 3rd, omniscient person • Dialogue • Interpretation Critical Perspective • Bias • Stance/response • Judgement • Analysis across texts • Historical/Cultural Relevance
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OPS Analysis of Nonfiction Author’s purpose Author’s intention Validity of Author’s writing Overall Judgements and inferences about author’s work Tools or craft used by author to affect thinking Author’s motivation Author’s point of view Analysis of author credibility Authors tone/bias Adequacy of author’s writing Relevance of author’s writing
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 WRITING Comprehensive Standard 6.2 Students will learn and apply writing skills and strategies to communicate.
Writing Process
LA 6.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
Writing Process
Conferencing
a. Use prewriting activities and inquiry tools, using available technology, to generate and organize information, guide writing, answer questions b. Generate a draft by: • Selecting and organizing ideas relevant to topic, purpose, and genre • Composing paragraphs with simple, compound, and complex sentences, avoiding fragments and run-ons of varying length and complexity • Concluding with detailed summary linked to the purpose of the composition c. Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) d. Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to improve own writing
e. Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) f. Publish a legible document (e.g., report, podcast, web page, Conventions & PowerPoint) that applies formatting techniques to aid Handwriting comprehension (e.g., differing fonts, title page, highlighting, spacing) OPS Grammar Capitalization • titles (books, stories, poems) • proper nouns (team names, companies, schools and institutions) • proper adjectives • first word of direct quotations Punctuation • apostrophe in contractions • apostrophe in singular possessives • apostrophe in irregular and plural possessives • quotation marks in dialogue
OPS Spelling In writing, use • homophones • prefixes/suffixes • compound words • Greek & Latin roots • spelling patterns within multi-syllabic words • irregular spellings • soft syllable endings Use classroom resources and dictionary to verify correct spelling
Parts of Speech
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 • prepositional phrases • appositives
Genres
Sentence Construction • a variety of sentence structures • precise and vivid language
LA 6.2.2 Students will write for a variety of purposes and audiences in multiple genres. a. Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct) b. Write to a specified audience considering interests, background knowledge, and expectations (e.g., known or Audience & unknown individual, business, organization, cyber audience) Purpose c. Write considering typical characteristics of the selected genre (e.g., biography, report, business memo, poem, essay, email, podcast)
Genres
d. Select and apply an organizational structure appropriate to the task (e.g., chronological order, cause and effect, compare and contrast) e. Analyze models and examples (own and others) of various genres in order to create a similar piece OPS Genres
Narrative • chronicles a sequence of three or more events • includes sensory details and dialogue • includes similes and metaphors Descriptive • an effective topic sentence • three or more supporting sentences • includes sensory details and descriptive language • includes similes and metaphors • a concluding sentence
Informational • a strong controlling idea • supporting and concluding sentences • appropriate logical sequence • relevant details, facts and/or examples from one or more sources • multi-paragraph essays
Functional Summarize information and construct a workplace communication appropriate to topic, and specific audience • memo • business letter • simple instructions
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009 SPEAKING & LISTENING Comprehensive Standard 6.3
Reciprocal Communication
Listening
Speaking
Students will learn and apply speaking and listening skills and strategies to communicate. LA 6.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations. a. Communicate ideas and information in a manner appropriate for the purpose and setting b. Demonstrate and adjust speaking techniques for a variety of purposes and situations c. Utilize available media to enhance communication LA 6.3.2 Students will develop, apply, and refine active listening skills across a variety of situations. a. Demonstrate listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group) b. Listen, ask questions to clarify, and take notes to ensure accuracy of information c. Listen to, analyze, and evaluate message, purpose, and perspective of information being communicated LA 6.3.3 Students will develop, apply, and adapt reciprocal communication skills. a. Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g., stereotypes, connotations, subtleties of language) b. Apply conversation strategies (e.g., listen while others are talking, gain the floor, eye contact, tone, stay on topic, non-verbal cues) c. Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
State Standards with OPS Embedded Curriculum Expectations Fall 2009
Multiple Literacies
MULTIPLE LITERACIES Comprehensive Standard LA 6.4 Students will identify, locate, and evaluate information. 6.4.1 Students will research, synthesize, evaluate, and communicate information in a variety of media and formats (textual, visual, and digital). a. Select and use multiple resources to generate and answer questions and establish validity of information (e.g., print, subscription databases, web resources) b. Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g., citation of information used) c. Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilize appropriate sites and materials, respect diverse perspectives) d. Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning) e. While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism) f. Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations) g. Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
State Standards with OPS Embedded Curriculum Expectations Fall 2009 Grade 6 *Bold indicators are state tested - *red/italicized denotes an OPS addition
