Guess Application Form Printable - DOC by zzq15271

VIEWS: 633 PAGES: 9

Guess Application Form Printable document sample

More Info
									                                                                                                            1st Grade ELA - Guess Who? - Theme 1




               Teacher: ____________________________                             School Year: ___________________
                                                 Ascension Parish Comprehensive Curriculum
                                                Assessment Documentation and Correlation Page

     Grade 1: English/Language Arts                                  Book: Guess Who?                           Documented GLEs
                                                                  Theme 1: I Am Your Friend                        *= Modified GLE
                                                                       Story #3: The Ants
                                                                 Time Frame: Approximately 5 days

        At-A-Glance
                                                                      The Ants


                                                                                                Writing
                                     Reading                                                   Complete
                                    Story Details                                              Sentences

                                                                                     -Complete sentences
                          -Story details                                             -Punctuation: periods
                          -Using Decoding phonics                                    -Encoding/Spelling
                           short i                                                          VC, CVC (short i)
                          -Maintaining conversation                                  -Encoding/Spelling- High
                          -Rhyming Words                                              Frequency Words




1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants
                                                                                                                      1st Grade ELA - Guess Who? - Theme 1




                                                                                             Documented GLEs
                     Guiding Questions
                                                                                                                      Date and Method of
                                                        GLEs                  GLEs                    Bloom’s Level
                                                                                                                          Assessment
           1. Can students state a series of             1a*     stating a series of rhyming words    Knowledge
              rhyming words?                             2a*     decoding simple words using          Application
           2. Can students demonstrate                           word attack strategies including
              understanding of phonemic                          letter-sound correspondence for
                                                                 consonants spelled with one letter
              awareness and phonics of short                     and with consonant blends, short
              vowel i /ĭ/ ?                                      vowels spelled with one letter
           3. Can students identify story details        2b*     reading one-syllable words with      Application
              to demonstrate comprehension?                      short-vowel sounds spelled with
           4. Can students use decoding and                      common spelling patterns
              phonics as comprehension                   2c*     identifying and reading words        Application
                                                                 from common word families
              strategies?
           5. Can students construct a complete                  Use standard English punctuation,
                                                        33b*                                          Application
              telling sentence and use standard                  including: periods at the end of
              English punctuation, including                     sentences
              periods at the end of sentences?          40a*     Spell grade-appropriate words,       Application
                                                                 including: one-syllable words with
           6. Can students maintain a topic of                   short-vowel sounds: in, pin, pig,
              conversation with a classmate?                     wig, win, fin, am, pan
           7. Can students participate in shared         40b     Spell grade-appropriate words,       Application
              writing processes?                                 including: high-frequency words
                                                                 yes & and
                                                          55     Maintain the topic of                Application
                                                                 conversation with a classmate




1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants
                                                                   1st Grade ELA - Guess Who? - Theme 1
                                             GLE Alignment
                                              Story: Ants
                                   (The bolded GLEs are documented.)
                                             * = Modified GLE

Phonemic Awareness (Reading): /ĭ/

Demonstrate understanding of phonemic awareness by:
1a.* stating a series of rhyming words (Knowledge)
1b.  distinguishing which words have the same target sounds (i.e., beginning, medial, final) in
     a given set of spoken words (Knowledge)
1c.* identify short-vowel sounds related in one-syllable spoken words (Knowledge)
1d.* segmenting single-syllable real words with as many as three sounds (phonemes) into
     separate sounds (phonemes) and blending as many as three sounds (phonemes) into
     single-syllable, without looking at the word or letters in print (Application)
1e.  adding, deleting, or substituting sounds to create new words (Application)

Phonics (Reading): /ĭ/

Demonstrate understanding of phonics by:
2a.* decoding simple words using word attack strategies including letter-sound
     correspondence for consonants spelled with one letter and with consonant blends,
     short vowels spelled with one letter (Application)
2b.* reading one-syllable words with short-vowel sounds spelled with common spelling
     patterns (Application)
2c.* identifying and reading words from common word families (-ill, -it) (Application)
2d.* recognizing base words in their inflectional forms (-er) (Knowledge)
2e.  reading high-frequency, grade-appropriate nonphonemic words with automaticity make,
     they, walk, have, do, what, no, look (Knowledge)

Reading and Responding (Reading): Details

5.    Identify grade-appropriate contractions („s) (Knowledge)
8.    Identify the author and illustrator of a book (Knowledge)
14.   Retell a story‟s beginning, middle, and ending (Comprehension)
15.*  Retell important facts from informational text (Comprehension)
16.   Compare the similarities/differences between events in a story and events in life
      (Analysis)
18.   Demonstrate oral reading fluency of at least 10 words per minute in first-grade text with
      appropriate phrasing and intonation (Application)
22a.* Demonstrate understanding of information in text using a variety of strategies, including:
      identifying the main ideas and some details in a text (Comprehension)
22b. Demonstrate understanding of information in text using a variety of strategies, including:
      after finishing a story, discuss predictions made during reading to determine whether they
      were reasonable (Comprehension)
22c. Demonstrate understanding of information in text using a variety of strategies, including:
      making simple inferences about characters and events (Comprehension)


1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                  15
                                                                  1st Grade ELA - Guess Who? - Theme 1
22d.    Demonstrate understanding of information in text using a variety of strategies, including:
        resolving questions about meaning by using prior knowledge basic reasoning skills,
        context clues, and pictures during read-alouds (Comprehension)
23.     Identify alternate solutions and consequences to a problem in text (Analysis)
25b.    Apply basic reasoning skills, including: telling the differences between reality and fantasy
        in text (Comprehension)

Writing (Language): The Writing Process (Shared Writing of Class Story)

28a.    Participate in group writing activities and processes, including: using prewriting
        strategies, listing, brainstorming, and drawing to generate ideas for writing. (Application)
28b.*   Participate in group writing activities and processes, including: generate ideas for writing
        by completing a partially completed graphic organizer (Application)
28c.*   Participate in group writing activities and processes, including: writing drafts using
        complete sentences. (Application)
28d.    Participate in group writing activities and processes, including: conference with a teacher
        or peers about how to improve writing and incorporate ideas into final paper (Application)
28e.*   Participate in group writing activities and processes, including: revising/editing class
        written drafts (Application)
28f.*   Participate in group writing activities and processes, including: creating class-written text
        for publication (Application)
31b.*   Write for various purposes, including: responses that follow simple formats, including
        journals (Application)
32.     Write a legible sentence demonstrating proper figure grounding on a line and with
        appropriate spacing between words (Application)

Grammar (Language): Complete Sentence, Punctuation (.)

33a.* Use standard English punctuation, including: correctly writing common contractions
      (Application)
33b.* Use standard English punctuation, including: periods at the end of sentences
      (Application)
34.* Capitalize the first word of a sentence (Application)
37.* Distinguish between a complete and an incomplete sentence (Comprehension)

Spelling: /ĭ/ words

40a.* Spell grade-appropriate words, including: one-syllable words with short-vowel
      sounds: in, pin, pig, wig, win, fin, am, pan (Application)
40b. Spell grade-appropriate words, including: high-frequency words yes & and
      (Application)
42a. Spell unfamiliar words using various phonics strategies, including: segmenting
      (Application)
42b. Spell unfamiliar words using various phonics strategies, including: sounding out
      (Application)
42d. Spell unfamiliar words using various phonics strategies, including: using word walls and
      word banks (Application)


1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                 16
                                                                       1st Grade ELA - Guess Who? - Theme 1
Speaking & Listening

45.      Speak clearly at a speed and volume appropriate for purpose and setting (Application)
54.      Listen and orally respond to information presented in a variety of media (Comprehension)
55.      Maintain the topic of conversation with a classmate (Application)

Informational Resources

60.      Use graphic organizers to categorize information and create informal outlines individually
         and during class discussions (Application)

            Harcourt Insertions                                  Harcourt Deletions
Note: Throughout the school year, the                None
teacher should refer to the “Letter Talk”
document when teaching handwriting
lessons. The “Letter Talk” is the approach
that is used in the Kindergarten Harcourt
Trophies reading program to teach letter
formation and should be continued for first
grade handwriting lessons. The “Letter
Talk” document is included in the appendix
of the First Grade English/Language Arts
Ascension Parish Comprehension
Curriculum.
 High frequency words: have, do,
    what, no, look

                                      Guiding Questions
      1. Can students state a series of rhyming words?
      2. Can students demonstrate understanding of phonemic awareness and phonics of
         short vowel i /ĭ/ ?
      3. Can students identify story details to demonstrate comprehension?
      4. Can students use decoding and phonics as comprehension strategies?
      5. Can students construct a complete telling sentence and use standard English
         punctuation, including periods at the end of sentences?
      6. Can students maintain a topic of conversation with a classmate?
      7. Can students participate in shared writing processes?




1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                      17
                                                                  1st Grade ELA - Guess Who? - Theme 1
                               Key Vocabulary Strategies
   Provide a description explanation or example of the new term instead of giving
    students of definition. Ask students to restate the description explanation or example
    in their own words. (Only after this process should a definition be developed.)
   Have students construct a picture, symbol, or graphic representation of the term.
   Use graphic organizers.
   Include vocabulary games in practice activities.

                                     Assessment Ideas
   1a*- Checklist to assess students‟ performance in stating a series of rhyming words
   2a*, 2b, 2c-Teacher Made Assessment – Students may read a word list or a new
    passage including words that contain spelling patterns addressed within this story
   33b*-Teacher Made Assessment- Assessing students‟ performance in using a period
    at the end of telling sentences
   40a*, 40b-Pre- and Post-Tests: /ĭ/ words, high-frequency words: yes & and and a
    short dictated sentence(s).
   55- Checklist to assess students‟ performance in maintaining a topic of conversation
    with a classmate


Reading Strategies

Refer to Reading Strategies Chart located in the beginning of the Ascension Parish
Comprehensive Curriculum English/Language Arts document.

Louisiana Comprehensive/Teacher-Made Activities

Note: The following activities that are marked with an asterisk (*) are essential and key to the
development of student understandings of each assessed GLE not addressed in Harcourt
Reading. If substituting for these activities, the substituted activities must cover the same GLEs
to the same Bloom’s level.

*Activity 6: Rhyme (GLE 1a)

   Students create and state a series of rhyming words in response to a word the teacher names.
   Students sort pictures into sets of rhyming words.
   Teacher names three words, and students identify the two words that rhyme.
   Students make up rhyming names for objects.
   Students identify rhyming words in poems.

Activity 7: Letter Formation and Printing (GLEs: 32, 33b, 34)

   Students write legible sentences of at least five words each dictated by the teacher,
    demonstrating proper figure grounding on a line and appropriate spacing between words.
   Students create and print one legible sentence, demonstrating proper figure grounding on a
    line and appropriate spacing between words.
   Students print all uppercase and lowercase letters as the teacher dictates them using top-to-
1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                 18
                                                                  1st Grade ELA - Guess Who? - Theme 1
    bottom and left-to-right letter strokes.
   Students practice printing individual letters and words to improve speed and legibility.

*Activity 8 : Let’s Talk! (Teacher-Made) (GLE: 55)

Materials: Morning Message daily in Harcourt Teacher‟s Manual

Teacher will provide students with a topic from the Morning Message. Student groups will
Think-Pair-Share to develop a concept in order to maintain a conversation.


*Activity 9: Pondering Predictions (LCC Reading Essentials: Oral Language) (GLE: 55)

1. Whole-Group. The teacher reads a narrative picture book aloud for a second time (may be
   the same day or different day). She tells the students that she is going to stop reading from
   time to time to share her thinking and that she will invite the students to share. While reading,
   the teacher stops periodically to model how she uses a strategy during reading to monitor her
   understanding (e.g., making a prediction). These stopping places are pre-selected and marked
   with post-it notes. For example, she stops during reading and says, “I predict the little girl is
   going to take the shortcut because she is eager to see her grandmother.” After modeling her
   thinking during the first part of the story, the teacher stops and asks students to predict what
   they think will happen next. Students can share predictions with a partner while the teacher
   listens to pairs and records their predictions. The process continues through the end of the
   story. Next, the class can go back and check predictions to see if they were confirmed in the
   story.

2. Independent. During independent time (e.g., centers or workstations), two students listen to a
   story on tape together. The students stop the tape player on the pages marked by the teacher
   with a post-it and talk about what has happened in the story so far. Then they continue
   playing the tape of the story and repeating the process of stopping and talking at each marked
   page (probably no more than three times). At the end of the story, the partners talk about
   what happened in the story and share their thinking.

Alternative Harcourt Activities

These can be found in the back of the Teachers‟ Guide.
   1. Short vowel: /ĭ/i, page T4
   2. Word Order, page T5
   3. Telling Sentences, page T7
   4. Character Cutouts (retelling), page T21
   5. Short i words slide, page T39
   6. School-Home Connection, page T39
   7. Story Strips, page T50

Additional Harcourt Practice Activities

These can be found on the Harcourt Website at www.harcourtschool.com
   1. Grade 1: Reading Skills Rocket, Ants-Details
   2. Grade 1: Test Tutor, Ants-Details
1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                 19
                                                                    1st Grade ELA - Guess Who? - Theme 1


Technology Related Activities

1. Sites that target various skills:
       www.starfall.com
       http://www.sadlier-oxford.com/phonics/control_page/front2.htm
       http://www.internet4classrooms.com/skills_1st.htm
       http://jc-schools.net/tutorials/interactive.htm
       http://www.eduplace.com/kids/
       http://www.dositey.com/
       http://www.globalclassroom.org/ecell00/javamath.html
       http://www.linktolearning.com/language.htm
       http://www.geocities.com/EnchantedForest/Tower/1217/reading.html

2. United Streaming
      Long and short /i/:
      Story of Read-Alee-Deed-Alee: Valentine Be Mine
      Stories About Vowels: Iggy Pig‟s Lid (short & Long i)

3. PLATO: Beginning Reading for the Real World

      GLE                 Topic                   Level              Module             Activity
       2c              Word Families               B             Detective Work      A Word Mystery
       32              Form Letters                A             At the Pet Shop?        (all)
                                                                   What‟s in a
        33               Cap/period                 A
                                                                      Name?


Supplemental Resources

See Teacher-Made Supplemental Resources document for materials that correlate to skills within
this story.

Sample Assessment Items

   1a*- Checklist to assess students‟ performance in stating a series of rhyming words
   2a*, 2b, 2c-Teacher Made Assessment – Students may read a word list or a new passage
    including words that contain spelling patterns addressed within this story
   33b*-Teacher Made Assessment- Assessing students‟ performance in using a period at the
    end of telling sentences
   40a*, 40b-Pre- and Post-Tests: /ĭ/ words, high-frequency words: warm & water and a short
    dictated sentence(s).
   55- Checklist to assess students‟ performance in maintaining a topic of conversation with a
    classmate




1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                   20
                                                                                            1st Grade ELA - Guess Who? - Theme 1


Name/School_________________________________                                            Story No.:______________

Grade         ________________________________                                  Story Name:________________


                                                   Feedback Form
             This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



   Concern and/or                                 Changes needed*                                  Justification for changes
   Activity Number




* If you suggest an activity substitution, please attach a copy of the activity narrative formatted
like the activities in the APCC (i.e. GLEs, guiding questions, etc.).

1st Grade ELA - Guess Who? - Theme 1 – I Am Your Friend – Ants                                                                 21

								
To top