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Core Content and Skills
English Language Arts 1
2007-2008
BOE Approved
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Reading Workshop Routines
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Concepts About Print
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Getting Your Mind Ready
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Early Print Strategies
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Partner Reading Behaviors
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Apply concepts about print
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Predict storyline using pictures and title
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Solve unknown words by using initial consonants and asking what makes sense
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Monitor Reading for Meaning and structure
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Reading with a reading partner
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Retelling with partners
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Record texts read in a reading log
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| Launching the Writing Workshop with quick publishing |
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Writing Workshop Routines
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Using writing along with pictures to tell a story
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Writing longer, more varied, thoughtful pieces
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Choosing topics from their own lives
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Using supplies independently
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Telling stories in illustrations
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Stretching and writing words
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Using writing tools
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Editing
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Choose a topic
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Draft a piece of writing
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Pictures match the words
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Plan how a piece of writing will go
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Revise a piece of writing
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| Readers read just right books and use print strategies |
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Print strategies
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Read "just right books"
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Use a variety of print strategies
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Monitor for meaning
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Choose and read books that match the reader's reading level
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Read fluently
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Self-correct and then reread
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Reread for a variety of purposes
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Activate prior knowledge/schema
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Reinforce the work of the previous unit
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| Small Moments - Personal Narrative |
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Make plans for writing by thinking aloud
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Use their knowledge of the sound/symbol relationship to write words, phrases, and sentences
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Use story language
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Read the stories they have written
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Retell a sequence of events with precise detail
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Plan for their writing by talking to a partner
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Craft small moment pieces
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Draw a focused story across pages
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| Readers use Patterns in books to read with accurac |
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Texts have patterns
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Print strategies
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Observe patterns in texts (leveled, types of texts (ABC)
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Define patterns in texts
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Use pattern texts to problem solve unknown words, and read fluently
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Use word patterns to help solve unknown words and add to bank of known words
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Discuss patterns in text with partners
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Record patterns in texts on note-taking sheets
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| Writing for Readers: Teaching skills and strategies |
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Recording sounds, words, silences and meanings
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Focusing on high frequency words
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Writing with partners
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Stretching and writing words
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Writing with sight words
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Spacing words
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Writing for partners
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Revising with partners
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Peer editing
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Editing
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| Readers talk about books to grow ideas: a spotlight on comprehension |
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Print strategies
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Monitoring for meaning
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Integrating sources of information (graphophonic, syntactic, semantic)
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Reading with fluency, phrasing
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Self-correct and reread
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Use post-its to mark places where one notices something
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Reinforce the work of previous units
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| Revision: Teaching Skills and Strategies Through Small Moments |
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Learning the basics of revision
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Learning qualities of good writing
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Use sound/symbol relationships as they use more sophisticated inventive spelling
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Use spacing between words more consistently
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Work with partners to make their writing easier to read
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Showing, not telling
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Revising endings
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Using different genres
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Learning revision from authors
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Editing
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Fixing
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Crafting as a published author
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Working with a new text structure
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Find writing mentors in all authors
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Discovering and stretching small moments as a published author.
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Writing with ellipses
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Writing with come back lines
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Studying an author's writing and learning from it
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Writing a many moments story
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Using more details
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Emulating authors in ways that matter
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Writing "about the author" blurbs
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Editing
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| Readers bring word power to reading |
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Print strategies
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Comprehension strategy
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Monitor for reading
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Integrating sources of information (graphophonic, syntactic, semantic)
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Reading with fluency, phrasing
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Self-correcting at or near point of error
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Decoding multisyllabic words
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Figuring out the meaning of unfamiliar words
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Reinforcing the work from previous units
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| Nonfiction reading strategies |
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A variety of print strategies appropriate for the reading levels of students
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Monitor for meaning
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Integrating sources for information (graphophonic, syntactic, semantic)
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Synthesizing text, determining importance
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Using context and prior knowledge to figure out unknown words and unfamiliar concepts
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Making connections and developing theories
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Identify conventions of non fiction
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| Nonfiction Writing: procedures and reports |
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Writing How-to Books
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Writing All-About Books
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Selecting a topic
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Planning steps in the procedure in an organized and well-thought out way
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Checking for clarity
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Rereading their own writing and revising when necessary
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Incorporating features of how-to books.
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Revising: learning from a variety of How-To writing
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Editing: using periods, parentheses, and colons
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Structuring All-About Books: table of contents
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Planning each chapter: choosing papers and structures
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Making labeled diagrams
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Making texts that teach
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Revising: fitting information into writing
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Editing: becoming resourceful word solvers
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Celebrating non fiction writing
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| Readers listen to the song of a text |
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Poetry
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Fluency and Phrasing That Reflects the Meaning of the Text
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Print Strategies appropriate for the reading levels of students
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Monitor for meaning
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Read with fluency, phrasing that reflects the meaning of the text
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Reread for a variety of purposes
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Talking about texts with partners
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Compare poems and poets
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Getting your mind ready to read poetry
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Noticing the features of poetry (line breaks, shape, rhymes, punctuation)
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Soak in the sights and sounds of poetry
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Putting powerful thoughts in tiny packages
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Focusing on language and sound
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Bringing together language and meaning
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Appreciate poetry as a genre
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Choose topics of importance for their own poems
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Poets, like writers of stories, often convey strong feelings by creating images
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Produce lots of poems
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Revising and editing
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| Readers Care About Characters |
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Characteristics of characters
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Print Strategies appropriate for the reading levels of students
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Monitor for meaning
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Use meaning to read with fluency, phrasing
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Infer character traits and develop theories comparing/contrasting characters
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Use text evidence to support ideas
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Make connections (Text to Self and Text to Text)
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Reinforce the work of the previous units
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Identify main character and secondary characters
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Identify the character's appearance
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Identify the character's personality traits
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Identify the character's relationships
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| Readers Think Across Books |
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Author Studies
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Whole Class Author Study: Eric Carle
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Print Strategies appropriate for the reading levels of students
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Monitor for meaning
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Use meaning to read with fluency
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Make connections across books/characters
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Synthesize text and determine importance
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Talk about books
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Reinforce the work of the previous units
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Notice the author's craft and how it helps you as a reader
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Using the story elements to write made up stories (setting, character, problem/solution)
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Using story language
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Using the strategies they have developed in narrative writing to create their fiction
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Using dialogue and feelings to show not tell
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Developing characters' internal and external traits
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Using punctuation that matches the meaning of their story
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Spelling word wall words correctly
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Writing in complete sentences that are neat and readable
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Revising and editing
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| Readers make plans for their reading |
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Print Strategies appropriate for the reading levels of students
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Monitor for meaning
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Reflect on growth and change
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Reread texts for pleasure
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Make plans for reading
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Determine reading identities and tastes
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Reinforce the work of the previous units
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| Writers live a writerly life and make plans for wr |
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Recalling kinds of writing
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Finding purposes for writing
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Independently choose the topics and genre in which to write
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Make plans for summer writing
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Putnam Valley Central School District, 146 Peekskill Hollow Road, Putnam Valley,
NY 10579
Phone (845) 528-8143 Fax (845) 528-0274 |
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