| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| Sep: Language Arts (Week 1, 3 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and basic word patterns -word recognition (sight words/high frequency words) -group and individualized guided reading -independent reading -reading aloud to group Writing: -beginning writing mechanics -interview based writing -recounts and personal experience writing -matching written words to pictoral representations -compound words |
Reading: -practice and secure rhyming skills by exploring rhyming patterns and generating word families (pat, cat, sat) -practice and secure ability to hear initial and final phonemes -discriminate and segment phonemes -decode and encode short "a" and short "i" -use of magic 'e' to change vowel sound -blend phonemes to decode and read words fluently Writing: -begin expressing ideas through writing -learn the elements of writing a logical, sequential recount that tells who, what, where, when, and why when writing -use lined paper and lines correctly -use learned lower case letters when writing -use proper handwriting technique when writing |
Reading: weekly phonics checks weekly spell checks guided reading groups at individual levels independent reading read aloud Writing: -news and information about our student of the day -guided writing experiences/group writing experiences -writing in response to stories read by teacher -labelling pictures Games: Rhyming Rodeo |
Spelling Four Blocks System Oral language dailies book 1 Geography dailies book 1 Words I Use When I Write D'Nealian Handwriting textbook "An Almost Awful Play" by P.Reilly "Harry and the Lady Next Door" by G.Zion Leveled Sundance Reading Books  resource for teachers |
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| Oct: Language Arts (Week 4, 4 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -group and individualized guided reading -independent reading -exploration of different genres Writing: -recounts and personal experience writing -beginning writing mechanics -contractions |
Reading: -learn and practice various reading strategies for both decoding and comprehension -select appropriate independent reading texts -identify common letter patterns in words -recognize high frequency words in text -begin creating and establishing fluency and confidence at reading level -recognize compound words in text, and their root words and meaning -finding and retelling the main idea Writing: -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -write a logical, sequential recount that tells who, what, where, when and why in writing -correctly spell and construct compound words from two root words |
Reading: reading aloud, in pairs, and independently weekly phonics check weekly spell check guided reading groups partner reading read aloud individual reading conferences compound word search, puzzle games and from reading books writing their own skits for PYP presentation Writing: weekly handwriting practice by individual letter individual writing conferences acrostic name poems simile poems based on color |
Words I Use When I Write D'Nealian Handwriting textbook Oral language dailies book 1 Four Blocks System Spelling SRA series "Flat Stanley"by Jeff BrownG.McDermott "Anansy the Spider" Rigby Reader Series |
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| Nov: Language Arts (Week 8, 5 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -group and individualized guided reading -independent reading -exploration of different genres -sequencing -making predictions Writing: -recounts and personal experience writing -continue learning basic writing mechanics -continue writing own poetry -continue writing in response to what is read |
Reading: -continue to practice and utilize learned reading strategies -encode and decode long 'a' - 'ai', 'ay', 'a_e' -continue to recognize and locate known and common letter patterns in words -recognize and practice high frequency words in text -continue creating and establishing fluency and confidence at reading level -select appropriate independent reading texts -making predictions Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing |
Reading: weekly handwriting practice by individual letter vowel study through poetry syllable study through poetry weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud Writing: Weekend News Individual writing conferences Writing activities to supplement PYP curriculum syllable sorting sentences using long 'a' words silly spelling stories imaginative writing Games: 'hot seat' - quick recall reading comprehension assessment during reading groups |
Oral language dailies book 1 Spelling Four Blocks System Words I Use When I Write D'Nealian Handwriting textbook SRA Series "A Bargain for Frances" by R.Hoban "Addie Meets Max" by J.Robins "The Lighthouse Children" by S.Hoff |
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| Dec: Language Arts (Week 13, 3 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -group and individualized guided reading -independent reading -exploration of different genres Writing: -Recounts and personal experience writing -Continue learning basic writing mechanics -Writing idea development, writing an interesting piece -Writing in response to visual stimuli -Begin self-editing process -Begin creative writing -Publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies -encode and decode long 'e' - 'ee', 'ea', 'ey' -distinguish between long and short vowel sounds -continue to recognize and locate known and common letter patterns in words -recognize and practice high frequency words in text -continue creating and establishing fluency and confidence at reading level Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -begin creative writing pieces -learn about the process of publication -publish a piece of original work |
Reading: weekly handwriting practice by individual letter phonics study weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud Writing: instructional writing individual writing conferences sentences using long 'e' words writing activities to supplement PYP curriculum write to describe a special celebration research writing |
poetry tapes and books Oral language dailies book 1 Words I Use When I Write D'Nealian Handwriting textbook Spelling Four Blocks System "The Great Snake Adventure" by "Nate the Grate and the Missing Key" by M.Sharmat |
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| Jan: Language Arts (Week 16, 4 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) - exploration of different genres -character mapping -prediction making -plot discussion and mapping -comprehension -group and individualized guided reading -independent reading -all the components of a story setting Writing: -recounts and personal experience writing -continue learning basic writing mechanics -writing idea development, writing an interesting piece -self-editing symbols and procedures -creative writing -publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies -study words which follow silent "e" rule, long vowel sounds -recognize and decode common beginning and ending blends and consonant patterns -continue to recognize and locate known and common letter patterns in words (chunks) -recognize and practice high frequency words in text -continue to create and establish fluency and confidence at reading level -begin looking critically at story content, character mapping, story sequence -make logical story predictions based on story plot -create Venn Diagrams -recognize different parts of a story setting Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing -understand differences in various types of writing -continue to publish original pieces of writing -homonyms and antonyms |
Reading: weekly handwriting practice by individual letter vowel and word study through poetry weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud poetry reading Writing: individual writing conferences description activities: popcorn writing, ice cream bar writing writing activity:predict and write an original ending to an existing story potry writing |
Spelling Four Blocks System Explode the Code Words I Use When I Write D'Nealian Handwriting textbook "Nate the Great and the Musical Note" by M.Sharmat "Owl at Home" by A.Loebel Poetry books Big Books |
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| Feb: Language Arts (Week 20, 4 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -exploration of different genres -character mapping -prediction making -plot discussion -reading comprehension skills and strategies -inferencing -sequencing -group and individualized guided reading -independent reading Writing: -recounts and personal experience writing complete sentences, punctuation, proper use of uppercase and lowercase letters -writing idea development, writing an interesting piece -self-editing -creative writing -publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies -study "two vowels go walking" rule -recognize and write plurals and past tenses (use of -ed) -recognize and decode common beginning and ending blends and consonant patterns -continue to recognize and locate known and common letter patterns in words (chunks) -recognize and practice high frequency words in text -continue to create and establish fluency and confidence at reading level -look critically at story content, characters, story sequence -make logical story predictions based on story plot -comprehend and analyze reading materials Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing -understand differences in various types of writing -writing poetry -writing heikus |
Reading: Black History Month related reading and discussions vowel and word study through poetry weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud Writing: weekly handwriting practice by individual letter individual writing conferences use of similes and metaphors writing activities to supplement PYP unit "Poetry" prepare for the Poetry Reading Event at Barnes and Noble to present original work |
Spelling Four Blocks System Explode the Code Words I Use When I Write D'Nealian Handwriting textbook Poetry books "I am Rosa Parks" by R.Parks "Harriet Tubman and the Freedom Train" "The Drinking Gourd" by F.N.Monjo |
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| Mar: Language Arts (Week 24, 3 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -exploration of different genres -character mapping -making predictions -plot discussion -reading comprehension -inferencing -sequencing -group and individualized guided reading -independent reading Writing: -recounts and personal experience writing -complete sentences, punctuation, proper use of uppercase and lowercase letters -writing idea development, writing an interesting piece -self-editing -creative writing -publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies and phonics rules -continue to recognize and locate known and common letter patterns in words (chunks) -recognize and practice high frequency words in text -continue to create and establish fluency and confidence at reading level -look critically at story content, characters, story sequence -make logical story predictions based on story plot -comprehend and analyze reading materials -begin story mapping and summarization Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing -understand differences in various types of writing |
Reading: vowel and word study through poetry weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud Writing: Weekend News individual writing conferences |
Spelling Four Blocks System Explode the Code Words I Use When I Write D'Nealian Handwriting textbook "Junie B.Jones and the Smelly Bus" by b.Park |
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| Apr: Language Arts (Week 27, 3 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -understanding and exploration of different genres -character mapping -making predictions and plot discussion -reading comprehension -inferencing -sequencing -group and Individualized guided reading -independent reading Writing: -journaling -recounts and personal experience writing -complete sentences, punctuation, proper use of uppercase and lowercase letters -writing idea development, writing an interesting piece -self-editing -creative writing -publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies and phonics rules -continue to recognize and locate known and common letter patterns in words (chunks) -recognize and practice high frequency words in text -continue to create and establish fluency and confidence at reading level -look critically at story content, characters, story sequence -make logical story predictions based on story plot -comprehend and analyze reading materials -begin story mapping and summarization Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing |
Reading: vowel and word study through selected literature weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud Writing: journal writing individual writing conferences writing activity: "How-to Books" writing activities to support PYP curriculum |
Explode the Code Words I Use When I Write D'Nealian Handwriting textbook "Madeline" "Miss Nelson is Missing"by J.Marshall "The One in the Middle..."by J.Blume Spelling Four Blocks System Grammar |
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| May: Language Arts (Week 30, 5 Weeks) |
Reading: -phonological awareness and phonics instruction -spelling and word patterns -word recognition (sight words/high frequency words) -understanding and exploration of different genres -character mapping -making predictions and plot discussion -reading comprehension -inferencing -sequencing -group and individualized guided reading -independent reading -ERB Practice Writing: -recounts and personal experience writing -complete sentences, punctuation, proper use of uppercase and lowercase letters -writing idea development, writing an interesting piece -self-editing -creative writing -publication process |
Reading: -select appropriate independent reading texts -continue to practice and utilize learned reading strategies and phonics rules -continue to recognize and locate known and common letter patterns in words (chunks) -recognize and practice high frequency words in text -continue to create and establish fluency and confidence at reading level -look critically at story content, characters, story sequence -make logical story predictions based on story plot -comprehend and analyze reading materials -story mapping and summarization -become familiar with and practice ERB Exam Writing: -write a logical, sequential recount that tells who, what, where, when and why in writing -write text using proper spacing between words -use lined paper and spaces correctly -use learned lower case letters when writing -use proper handwriting technique when writing -use details and description when writing |
Reading: vowel and word study through poetry weekly phonics check weekly spell check individual reading conferences guided reading groups partner reading independent reading read aloud ERB Practice Writing: Weekend News individual writing conferences writing activities: autobiographies, first grade memories writing activities to support PYP curriculum (observation writing) |
Explode the Code Words I Use When I Write D'Nealian Handwriting textbook Spelling Four Blocks System "First Grade Takes a Test" by M.Cohen "Freckle Juice" by J.Blume |
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| Jun: Language Arts (Week 35, 2 Weeks) |
reinforcement and review of all skills and concepts learned throughout the year independent reading |
consolidation of skills and concepts sustained independent reading |
independent reading book reviews |
See September -May |
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Updated: Thursday, December 21, 2006 |
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