| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| September (Week 1, 3 Weeks) | READING WRITING GRAMMER SPELLING |
READING: A Long Way to a New Land, by Joan Sandin (all) Use strategies to decode words, predict, locate information, summarize and sequence story events. WRITING: Sentence construction using complete sentences, proper punctuation, complete story web by identifing main characters, setting, and theme. GRAMMAR: Identify proper and common nouns, adjectives, and adding suffixes. SPELLING: word wall words: again, because,could,favorite,into,have, off people,said,until,they,very,want,went,who WRITERS' WORKSHOP: Students will learn how to write creative beginnings and endings using onomatopeoia, dialogue, thoughts, wishes, hopes, memories and lessons learned. |
WRITING:Answer comprehension questions in complete sentences using proper punctuation and capitalization. Weekend news-use interesting opening sentences, focus on one main idea and describe it. GRAMMAR: Identify complete and incomplete sentences, proper and common nouns. SPELLING: word wall words- snap, clap, tap words daily, rainbow writing, shape words, dictation on Friday WRITERS' WORKSHOP: Students were read stories that uses these types of craft ideas. For example, Julius, Baby of the World and Verdi. Students then practiced these craft ideas in their writer's notebook, creating personal narratives |
D'Nealian Handwriting, Great Source Dailies, 'Time for Kids' |
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| October (Week 4, 4 Weeks) |
READING WRITING GRAMMAR SPELLING |
READING: Group 1: A Long Way Westward by Joan Sandin, Group 2: Lily and Miss LIberty by Carla Stevens - Predict, locate, recall, organize and summarize information. WRITING: Answer comprehension questions using part of the question in the answer and using details from the text to support answer. GRAMMAR: Identify compound words, contractions and suffixes. Spelling: word wall words- than, then, when, where, why, they're, there, their, getting, every, animal, countries, family, October shake, after, beautiful, doesn't friend, tried WRITERS' WORKSHOP: Students will learn how to make their stories more interesting by adding sensory details, stretching the action and using paintbrush words. |
Literature groups, comprehension questions, crossword puzzles, Teacher observations, Alphabetize words and work on dictionary skills. Weekend News use a variety of joining words such as 'after that...next...then I...later that day...'SPELLING: WRITERS' WORKSHOP: First, we read stories and students had to identify the sensory details that were used in the story. The students then created a class list of sensory words that they can use in their own writing. It was then put into a packet that they keep in their writing folder. We then practiced expanding the action to show all of the events that happened. They were then asked to do this in their own writing. |
Word Study photocopiables. Novel-Ties word wall words, D'Nealian Handwriting, Great Source Dailies, |
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| November (Week 8, 5 Weeks) |
READING WRITING GRAMMAR SPELLING |
Molly's Pilgrim by Barbara Cohen (all):Predict,locate, organize, recall, and evaluate information from the text. Make inferences. WRITING: Adding at least one adjective a sentence and using similes in sentences. GRAMMAR: To identify and use synonyms, antonyms, contractions, compound words, homonyms SPELLING:word wall words: always, kind, going,many, month,something,usually, right, really, let's, doubles, each, giving, predict, summary, almost, December, Saturday, school, shouldn't WRITERS' WORKSHOP: Students learned how stories have a text structure. We discussed different types of text structure including circle stories, problem and solution, letter writing and diary format. |
Activities in Novel-Ties, teacher observation of student work and assessment of writing, daily spelling homework and weekly spelling tests Completion of Dailies activities for Oral Language, Geography and Analogies WRITERS' WORKSHOP: Using Dear Mrs. LeRue as an example, the students took the letter writing text structure and wrote letters to Ike's (the dog) owner, telling her of Ike's behavior. |
, D'Nealian Handwriting, Great Source Dailies, 'Time for Kids' magazine, Learning Links, SRA Identifying Inferences, Practicing Grammar, Comprehension book |
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| December (Week 13, 3 Weeks) |
READING WRITING GRAMMAR SPELLING |
READING- Group 1:Magic Treehouse-Under the Volcano 2: Sarah, Plain and Tall by Patricia MacLachlan - To recognize detail, sequence, find the main idea, draw conclusions, identify story characters, evaluate story elements. WRITING-To predict, locate, organize, recall, and evaluate information from the text. Make inferences. Adding at least one adjective a sentence and using similes in sentences. Note taking, research and forming paragraphs. GRAMMAR-To identify and use synonyms, antonyms, contractions, compound words, homonyms SPELLING-word wall words WRITER'S WORKSHOP: Students continued learning about the text structure of stories. |
Activities in Novel-Ties, teacher observation of student work and assessment of writing, Oral presentation of report from Unit of Inquiry, daily spelling homework and weekly spelling tests Completion of Dailies activities for Oral Language, Geography and Analogies WRITERS' WORKSHOP: Using Diary of a Worm and Diary of a Spider as a model, the students creted their own diary stories with an animal that they were interested in. |
D'Nealian Handwriting, Great Source Dailies, 'Time for Kids' magazine, Learning Links, SRA Identifying Inferences, Practicing Grammar, Comprehension, research books on Dynamic Planet from school library |
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| January (Week 16, 4 Weeks) |
READING WRITING |
READING- Students will: -make connections from the book they are reading to: themselves, the world, another text -use evidence from the text to answer questions -answer comprehension questions -work on fluency to read with more expression WRITING-Students will learn how to write a How-To book -They will go back and read with a partner to see if their directions are clear enough. -Learn how to write step-by-step instructions -Learn features of how-to pictures, numbers, title that shows it is a how-to, captions |
READING: Teacher will model how to make connections. Students will use post-it notes to show when they have made in a connection in the book that they are reading. Students will have to show the page they went back to when answering comprehension questions. WRITING- Teachers will model with step-by-step books. Teachers will also write a how-to in front of the class in order to model the procedure to the class. Students will pick a topic that they feel that they can teach to the class and write a how-to. Students will then present these to the class. |
D'Nealian Handwriting, Great Source Dailies, 'Time for Kids' magazine, Learning Links, Practicing Grammar, Comprehension, SRA Specific Skills Series (Getting the Main Idea, Identifying Inferences, Detecting Sequence) |
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| February (Week 20, 4 Weeks) |
READING WRITING GRAMMER SPELLING |
READING-Students will work learning the aspects of nonfiction and use the features of this genre to understand concepts. Students will also work on comprehension through the answering of both literal and critical thinking questions. Students will also learn how use vocabulary in the context of the book that they are reading. WRITING-Students will learn to write All Abouts books -Table of Contents that match ideas -Making labeled diagrams -Writing Chapters |
Read a variety of text, searched for and hi-lighted words according to instruction (V, N & A). Formed their own sentences using given criteria and showed understanding of task by underlining focus words. Grouped words into Venn Diagrams according to type. Recognized compound words from their root words and completed a class challenge to find as many as possible of their own. Activities in Novel-Ties, teacher observation of student work and assessment of writing,daily spelling homework and weekly spelling tests Completion of Dailies activities for Oral Language, Geography and Analogies Retell your weekend after making a rough plan using a spider sheet. Include only relevant and interesting information, and be sure to capitalize and punctuate correctly. Try using a variety of joining words such as 'after that...next...then I...later that day...' WRITING: Teachers will use literature to model the genre as well as modeling how to write a chapter book. Students will write their own All About book based on a topic that they know a lot about. |
D'Nealian Handwriting, Great Source Dailies, 'Time for Kids' magazine, Learning Links, Practicing Grammar, Comprehension,SRA Specific Skills Series(Getting the Main Idea, Identifying Inferences, Detecting Sequence) |
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| March (Week 24, 3 Weeks) |
READING WRITING GRAMMER SPELLING |
READING- Group 1: The Story of George Washington Carver/ Group 2:Ben and Me: Work on summaries, produce a timeline, sequencing, finding the main idea, making predictions, and recognizing cause and effect, draw conclusions, identify story characters, evaluate story elements, vocabulary WRITING-Descriptive writing using a prompt GRAMMAR-To identify adjectives and articles SPELLING |
Read a variety of text, searched for and hi-lighted words according to instruction (V, N & A). Formed their own sentences using given criteria and showed understanding of task by underlining focus words. Grouped words into Venn Diagrams according to type. Recognized compound words from their root words and completed a class challenge to find as many as possible of their own. Retell your weekend after making a rough plan using a spider sheet. Include only relevant and interesting information, and be sure to capitalize and punctuate correctly. Try using a variety of joining words such as 'after that...next...then I...later that day...' |
A variety of worksheets: comprhension crossword puzzles, Spellwell, D'Nealian Handwriting, Great Source Dailies,SRA Specific Skills Series(Getting the Main Idea, Identifying Inferences, Detecting Sequence) Explode The Code. 'Time for Kids' magazine. |
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| April (Week 27, 3 Weeks) |
READING WRITING GRAMMER SPELLING |
READING- Group 1 and 2: Knights of the Round Table: Work on summaries, produce a timeline, sequencing, finding the main idea, making predictions, and recognizing cause and effect, draw conclusions, identify story characters, evaluate story elements, vocabulary WRITING-Descriptive writing using a prompt GRAMMAR-choosing pronouns SPELLING-lesson 3,4,5 |
Read a variety of text, searched for and hi-lighted words according to instruction (V, N & A). Formed their own sentences using given criteria and showed understanding of task by underlining focus words. Grouped words into Venn Diagrams according to type. Recognized compound words from their root words and completed a class challenge to find as many as possible of their own. Retell your weekend after making a rough plan using a spider sheet. Include only relevant and interesting information, and be sure to capitalize and punctuate correctly. Try using a variety of joining words such as 'after that...next...then I...later that day...' |
A variety of worksheets (links to come). Didax games. World Teacher's Press Language Skill Boosters & Word Study photocopiables Spellwell, D'Nealian Handwriting, Great Source Dailies, Explode The Code. 'Time for Kids' magazine. |
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| May (Week 30, 5 Weeks) |
READING WRITING GRAMMER SPELLING |
READING- Group 1: Knights of the Round Table and Group 2: King Arthur and the Knights of the Round Table: Work on summaries, word analysis, sequencing, finding the main idea, making predictions, and recognizing cause and effect, draw conclusions, identify story characters, evaluate story elements, vocabulary WRITING-Descriptive writing using a prompt GRAMMAR-choosing pronouns, using contrasting verbs in sentences SPELLING-lesson 3,4,5 |
Read a variety of text, searched for and hi-lighted words according to instruction (V, N & A). Formed their own sentences using given criteria and showed understanding of task by underlining focus words. Grouped words into Venn Diagrams according to type. Recognized compound words from their root words and completed a class challenge to find as many as possible of their own. Retell your weekend after making a rough plan using a spider sheet. Include only relevant and interesting information, and be sure to capitalize and punctuate correctly. |
A variety of worksheets (links to come). Didax games. World Teacher's Press Language Skill Boosters & Word Study photocopiables. , D'Nealian Handwriting, Great Source Dailies, Explode The Code. 'Time for Kids' magazine. |
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| June (Week 35, 2 Weeks) |
READING WRITING GRAMMER SPELLING |
READING- 1: Stone Fox Stone Fox-Make connections with Unit "On the Move".2:Charlotte's Web : Work on summaries, word analysis, sequencing, finding the main idea, making predictions, and recognizing cause and effect, draw conclusions, identify story characters, evaluate story elements, vocabulary WRITING-Descriptive writing using a prompt GRAMMAR-identifying conjunctions SPELLING-lesson 4,5,6 |
Read a variety of text, searched for and hi-lighted words according to instruction (V, N & A). Formed their own sentences using given criteria and showed understanding of task by underlining focus words. Grouped words into Venn Diagrams according to type. Recognized compound words from their root words and completed a class challenge to find as many as possible of their own. Retell your weekend after making a rough plan using a spider sheet. Include only relevant and interesting information, and be sure to capitalize and punctuate correctly. Try using a variety of joining words such as 'after that...next...then I...later that day...' |
A variety of worksheets (links to come). Didax games. World Teacher's Press Language Skill Boosters & Word Study photocopiables. Spellwell, D'Nealian Handwriting, Great Source Dailies, Explode The Code. 'Time for Kids' magazine. |
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Updated: Monday, January 29, 2007 |
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