ENGLISH LANGUAGE ARTS COURSE OF STUDY - DOC by 8gEqZN7

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									                              HUNTSVILLE CITY SCHOOLS
                      ENGLISH LANGUAGE ARTS COURSE OF STUDY
              MINIMUM REQUIRED CONTENT MASTERY DOCUMENTATION FORM

                                             SECOND GRADE
STUDENT NAME:                                              STUDENT NUMBER:

STUDENT GRADE:                                             SCHOOL YEAR:

TEACHER:                                                   SCHOOL:

     (Teacher: Complete Date of Mastery of Skill Area (shaded area) only after all sub-skills has been checked.)
                                                                                                 DATE OF
                                          SKILL
                                                                                                 MASTERY

1.     UNDERSTAND THE CONCEPT OF STORY.
       1.1 Relating personal experiences to text                                                        
       1.2 Identifying with characters or events in a story                                             
       1.3 Recognizing elements of a story                                                              
2.     DEMONSTRATE THE ABILITY TO USE DECODING
       SKILLS TO BLEND SOUNDS AND FORM WORDS.
       2.1 Recognizing and correcting word-recognition errors                                           
       2.2 Using knowledge of print-sound correspondence to decode
           unknown words                                                                                
3.     MANIPULATE THE SOUNDS OF THE ENGLISH
       LANGUAGE.
       3.1 Counting the number of syllables in words                                                    
       3.2 Using songs, poems, word-sound games, and verbal rhythmic
           activities                                                                                   
4.     READ MATERIAL ACROSS THE CURRICULUM BY
       APPLYING APPROPRIATE STRATEGIES.
       4.1 Applying teacher-modeled thought processes to reading and
           writing                                                                                      
       4.2 Creating mental pictures                                                                     
       4.3 Following simple sequences (2-3 events) in a story                                           
       4.4 Recalling information Examples: plot/story beginning, middle, and
           end; characters; character traits; setting; main ideas; details; topic                       
       4.5 Responding to comprehension questions Examples: inferences,
           generalizations, cause and effect, details, appropriate conclusions,
           outcomes                                                                                     
       4.6 Exhibiting increased ability to monitor own reading by predicting,
           rereading, and seeking help if needed                                                        
       4.7 Comparing, contrasting, and identifying with characters or events
           in stories                                                                                   
       4.8 Asking questions for clarification                                                           
       4.9 Connecting messages heard, text read, and material viewed to
           prior knowledge and experience                                                               
     4.10 Recognizing high-frequency words                                   
5.   USE PATTERNS IN LANGUAGE TO CREATE MEANING.
     5.1   Developing story structures                                       
     5.2   Recognizing patterns in sentences                                 
     5.3   Applying structural analysis strategies                           
     5.4   Using semantic cues                                               
     5.5   Using syntactic cues                                              
     5.6   Using graph phonemic cues                                         
6.   EXHIBIT THE HABIT OF READING FOR A SUBSTANTIAL
     AMOUNT OF TIME DAILY, INCLUDING ASSIGNED AND
     SELF-SELECTED MATERIALS AT THEIR INDEPENDENT
     AND INSTRUCTIONAL LEVELS.
7.   READ AND COMPREHEND A VARIETY OF MATERIAL.
     7.1 Selecting recreational reading material                             
     7.2 Reading and interpreting textual material Examples: classroom
         text, maps, graphs, atlases, encyclopedias                          
     7.3 Recognizing words in the environment                                
     7.4 Using predictable text                                              
     7.5 Reading and interpreting functional materials Examples: maps,
         schedules, recipes, instructions, directions, manuals, diagrams     
8.   DEMONSTRATE READING IMPROVEMENT GAINED
     THROUGH SUBSTANTIAL AMOUNTS OF DAILY
     READING.
9.   DEMONSTRATE AN INTEREST IN AND ENJOYMENT OF
     LITERATURE IN A VARIETY OF FORMS AND CONTEXTS.
     9.1   Selecting books for enjoyment and knowledge                       
     9.2   Sharing books and idea encountered in print and other media       
     9.3   Using books and media responsibly                                 
     9.4   Reading independently for increasingly longer periods of time     
10. READ ORALLY WITH ACCURACY, FLUENCY, AND
    COMPREHENSION.
     10.1 Making self-corrections                                            
     10.2 Reading with expression                                            
     10.3 Applying mental operations involved in comprehension Examples:
          make inferences, relate to prior experience, recognize cause and
          effect, draw conclusions                                           
11. ASSOCIATE KNOWLEDGE LEARNED IN THE LANGUAGE
    ARTS PROGRAM TO LIFE SITUATIONS.
     Examples: using books and other media to understand real events,
     writing social notes
12. IDENTIFY VALUES, BELIEFS, AND INTERESTS
    REFLECTED IN LITERATURE AND OTHER MATERIALS
    FROM VARIOUS CULTURES.
     Examples: videos, author studies, children’s literature, educational
     television, read-alouds, interactive videos, on-line resources
13. DEMONSTRATE APPROPRIATE LISTENING AND
   COMMUNICATING BEHAVIORS.
   13.1 Focusing on the listening task Examples: conversation, classroom
        instruction, group discussion, rhymes, read-alouds                   
   13.2 Establishing eye contact with the speaker and/or audience            
   13.3 Interpreting the nonverbal communication of the speaker and/or
        audience Example: facial expressions                                 
   13.4 Asking appropriate questions to gain and to clarify information      
   13.5 Using appropriate oral language behaviors Example: adjusting
        tone and volume of voice in storytelling                             
   13.6 Attending with interest to works of literature presented orally      
14. EXHIBIT EXPANDED VOCABULARY AND SENTENCE
    AWARENESS.
   14.1 Participating in shared reading and writing Examples: choral
                                                                             
        reading, big books, journals, language experience
   14.2 Responding to questions Examples: elements of a story, fact and
        fantasy, appropriate conclusion, simple sequence of events           
   14.3 Engaging in word-study activities Examples: synonyms,
        antonyms, homonyms, multiple-meaning words, concept mapping
        and webbing, context clues, affixes, root words, analogies           
   14.4 Incorporating new vocabulary as a part of daily spoken and written
        language                                                             
15. APPLY STUDY STRATEGIES.
   15.1 Identifying sections of a book                                       
   15.2 Classifying ideas                                                    
   15.3 Utilizing test-taking strategies                                     
   15.4 Creating graphic organizers                                          
   15.5 Alphabetizing                                                        
   15.6 Using dictionary skills                                              
   15.7 Skimming and scanning                                                
   15.8 Adjusting reading rate                                               
   15.9 Taking notes                                                         
   15.10Summarizing                                                          
16. USE APPROPRIATE SOURCES FOR OBTAINING
    INFORMATION.
   Examples: newspapers, electronic media, resource people, graphs,
   pictures, books, maps, dictionaries, diagrams, telephone directories,
   glossaries
17. USE THE WRITING PROCESS WHEN CREATING
    DIFFERENT FORMS OF WRITTEN EXPRESSION.
   17.1 Prewriting Examples: teacher-led brainstorming, webbing and
        mapping, reading, using personal experiences as sources of ideas     
   17.2 Drafting Examples: using complete sentences to express thought,
        connecting sentences in paragraphs, using approximate spellings
        and standard spellings                                               
   17.3 Revising Examples: revising own and others’ work, accepting
        feedback from classmates, adding to stories, conferencing            
   17.4 Editing Examples: beginning to apply knowledge of sentence
        structure, grammar, usage, and mechanics; using simple
        checklists for self-evaluation                                          
   17.5 Publishing Example: sharing own work with others                        
18. USE CONVENTIONAL MECHANICS AND SPELLING
    WHEN EDITING WRITTEN EXPRESSION.
   18.1 Capitalizing proper nouns (titles of people, months of year, days of
        week, and holidays), pronoun I, and first word in sentence              
   18.2 Punctuating by using periods, exclamation marks, question marks,
        apostrophes with contractions and possessives, and commas with
        items in a series                                                       
   18.3 Spelling correctly the patterns and words previously studied            
   18.4 Using correct abbreviations                                             
19. APPLY PRINCIPLES OF GRAMMAR IN WRITTEN
    EXPRESSION.
   19.1 Subject-verb agreement                                                  
   19.2 Adjective                                                               
   19.3 Adverb                                                                  
   19.4 Noun                                                                    
   19.5 Verb                                                                    
   19.6 Pronoun                                                                 
20. USE DESCRIPTIVE AND NARRATIVE WRITING TO
    CLARIFY THINKING IN ALL DISCIPLINES.
   20.1 Observing modeled writing                                               
   20.2 Using self-selected and teacher-generated topics                        
   20.3 Sharing writing with others Examples: journal writing, non-fictional
        report, creative book report, interview, story ending, description of
        a science experiment, problem-solving situation                         
21. WRITE USING LEGIBLE MANUSCRIPTS.
   21.1 Forming letters legibly                                                 
   21.2 Spacing appropriately                                                   
22. USE AVAILABLE TECHNOLOGY FOR EXPRESSION.
   22.1 Word processing                                                         
   22.2 Multimedia presentations                                                
23. EXHIBIT AN INCREASED FACILITY IN SELF-EXPRESSION
    IN A VARIETY OF FORMS.
   23.1 Sharing experiences, facts, and information Examples: book
                                                                                
        sharing, collaboration on projects
   23.2 Retelling stories                                                       
   23.3 Creating and publishing original stories Examples: personal
        narratives, rebus stories                                               
   23.4 Dramatizing Example: using puppetry to act out narratives or
        poetry                                                                  
   23.5 Staying on topic when speaking                                          
   23.6 Using appropriate language conventions – Grammar including
        sentence structure – Usage - Mechanics                                  
24. DEMONSTRATE PHONOLOGICAL SKILLS BY
    MANIPULATING THE SOUNDS AND WORDS OF THE
    ENGLISH LANGUAGE AND IDENTIFYING SYLLABLES IN
    TWO- AND THREE-SYLLABLE WORDS.
25. APPLY PHONETIC STRATEGIES TO DECODE
    UNFAMILIAR AND MULTISYLLABLE WORDS, USING
    GRAPHOPHONEMIC CLUES AND LETTER-SOUND
    CORRESPONDENCES, INCLUDING DIPHTHONGS AND
    DIGRAPHS.
   25.1 Correcting word-recognition errors Examples: substituting,
        deleting, omitting                                                   
   25.2 Reading phonetically regular two-syllable words Examples:
        regular-table, mitten; irregular-baby, city                          
26. EXHIBIT VOCABULARY SKILLS BY EXPLAINING SIMPLE
    COMMON ANTONYMS AND SYNONYMS, AND USING
    DESCRIPTIVE WORDS.
   Examples: simple common antonyms – up – down, in-out, above-
   below
   26.1 Responding to questions                                              
   26.2 Using semantic cues                                                  
   26.3 Recognizing words in the environment                                 
   26.4 Learning and using new words from independent reading of
        stories and texts                                                    
   26.5 Recognizing possessive forms                                         
   26.6 Spelling sight words correctly, spelling unfamiliar words by using
        phonetic strategies, and using dictionary to check spellings         
   26.7 Identifying multiple meaning words                                   
27. DEMONSTRATE COMPREHENSION OF SECOND-GRADE
    READING MATERIALS ACROSS THE CURRICULUM,
    DRAWING SIMPLE CONCLUSIONS, CLASSIFYING IDEAS
    AND THINGS, IDENTIFYING SEQUENCE, AND
    RETELLING DIRECTIONS AND INFORMATION FROM
    TEXTUAL/INFORMATIONAL AND FUNCTIONAL
    MATERIALS.
   27.1 Reading textual and functional materials such as classroom texts,
        maps, simple tables, atlases, encyclopedias                          
   27.2 Relating events and ideas to specific life experiences               
   27.3 Answering what if, why, and how questions                            
   27.4 Identifying characters                                               
28. READ WITH FLUENCY PASSAGES CONTAINING
    COMPLEX SENTENCES.
   Examples: sentences with phrases and clauses
   28.1 Recognizing second-grade high-frequency words Examples:
        Dolch list, lists provided with basals                               
   28.2 Making self-corrections                                              
   28.3 Reading with expression                                              
   28.4 Using punctuation to help phrase                                     
   28.5 Reading 90-100 words per minute                                      

								
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