curriculum and assessment guide (cag) elementary 2010 · pdf fileenglish language arts ......

1

Curriculum and Assessment

Guide (CAG)

Elementary 2010-2011

Houghton Mifflin

First Grade

2

CORE INSTRUCTIONAL MATERIALS

2010-2011

Grade 1

English Language Arts

Houghton-Mifflin Reading - 2002

Anthology, Here We Go 1.1

Anthology, Lets Be Friends 1.2

Anthology, Surprises 1.3

Anthology, Treasures 1.4

Anthology, Wonders 1.5

Practice Book 1.1 – 1.2

Practice Book 1.3 – 1.5

Open Court – Reading 2002

Phonics Skills Workbook

Comprehension & Language Arts Skills Workbook

Big Book Package

Anthology 1

Anthology 2

First Reader

Second Reader

Spelling & Vocabulary Skills Workbook

4-Color Decodable Take Home 1 Readers

4-Color Decodable Take Home 2 Readers

Language Arts Big Book

Mathematics

Pearson enVision Math – Pupil Edition

Pearson enVision Math – Teacher Edition

Science

Scott Foresman – Science Big Book Flip Chart (former Rio Linda and North Sacramento

Schools)

McGraw-Hill, 2007 Student Edition (former Del Paso Schools)

History/Social Studies

Scott Foresman/Prentice Hall – Time and Space – Flip Chart

Scott Foresman/Prentice Hall – Time and Space – Pupil Edition

3

Base Program Description: Reading/Language Arts I. Content and Coverage:

The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking.

II. Materials:

A. Houghton Mifflin Reading (HMR) or Open Court Reading (OCR) were selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. HMR or OCR program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking.

III. Content Scheduling:

A. The Language Arts program in TRUSD is made up of two essential elements:

The first element is “Houghton Mifflin Reading/Writing” and “Open Court Reading” which is whole-class instruction using the HMR or OCR grade-level materials focusing on the content standards in reading and writing.

The second element is “Differentiated Instruction” small, homogenously-grouped, using materials at the students’ instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students.

B. It is recommended that the Language Arts instruction be scheduled for at least two and one-half hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level.

4

IV. Teaching Strategies: A. Differentiated instruction provides the opportunity for flexible, fluid

grouping within a classroom. Student groups will change throughout the year based on student assessments.

B. The ELD portion of the day provides the opportunity to differentiate for

English Learners. A minimum of 30 minutes of ELD instruction is required based on students’ CELDT levels.

C. Assigned homework will vary based on the instructional level of the

students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning.

V. Pupil Evaluation: Assessment should be ongoing and regular.

A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to

target specific needs while continuing to teach the core program to all students.

B. Monitoring assessments are used to:

o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program.

o Help the teacher emphasize areas of the core instructional program to meet the needs of students.

o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students.

C. Outcome/Summative assessments are used to:

o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school.

o Provide student learning data on the long-term outcomes of the instructional program.

o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts.

5

Twin Rivers Unified School District Language Arts Program

Houghton Mifflin Reading or Open Court Reading

Grade Level Core instruction

plus

Differentiated Instruction Flexible grouping based on student instructional level

Standards-Based Standards-Based

Reading Instruction Writing Instruction

Program Management Universal Access/ Cross-Curricular Assessment

Planning/Pacing/ Flexible Grouping Integration for placement

Instructional grouping EL, RSP, GATE, Other and to inform

instruction

Spelling

Vocabulary

Comprehension

Writing

Strategies/

Application

s

Grammar

&

English-

Language

Decoding/

Structural

Analysis

Research &

Technology

Listening &

Speaking

Library/Media

Center Connection

6

READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT

Houghton Mifflin Reading Or Open Court Reading

Differentiated Instruction

• Whole class

• Flexible small groups

• “Core grade level” material (the same for all students)

“Differentiated instructional level” material (advanced, proficient, basic, below basic and far below basic)

• exposure to general concepts

• “practice” with readable text

skills and concepts are

standards-based

skills and concepts are

standards-based

Focus on language arts

content standards

Focus on strengths and needs

of students

7

Twin Rivers Unified School District Houghton-Mifflin Reading

First Grade 2010/2011 Pacing Guide

*Running Record due in MEASURES: Tri. 1 October 29, 2010, Tri. 2 February 18, 2011 Tri. 3 May 24, 2011 (Former Rio Linda sites only)

First Grade Implementation Implementation Implementation Assessments Measures

Theme 1 All Together Now

Aug. 23, 2010

I Am Six

Ten Dogs In The Window

Charles Tiger

Aug 12th– Aug 21st Back to School Unit

CELDT Testing

Theme 2 Surprise!

Sept. 20, 2010

To Be a Kid

Minerva Louise at School

Jasper’s Beanstalk

Theme 3

Let’s Look Around!

Oct. 11, 2010

Counting on the

Woods

Pearl’s First Prize Plant

Hilda Hen’s Scary

Night

First Grade District Assessment Tri 1

HMR First Summative Test

HMR First Summative

Test Data due in Measures

October 29, 2010

Theme 4 Family and Friends

Nov. 1, 2010

An Egg Is An Egg

The Secret Code

Caribbean Dream

Theme 5 Home Sweet Home

Dec. 6, 2010

Moving Day

Me on the Map

The Kite

8

Twin Rivers Unified School District Houghton-Mifflin Reading

First Grade 2010/2011 Pacing Guide

*Running Record due in MEASURES: Tri. 1 October 29, 2010, Tri. 2 February 28, 2011, Tri. 3 May 24, 2011 (Former Rio Linda sites only)

First Grade Implementation Implementation Implementation Assessments Measures

Theme 6 Animal Adventures

Jan. 18, 2011

The Sleeping Pig

EEK! There’s a Mouse in

the House

Red-Eyed Tree Frog

First Grade District Assessment Tri. 2

HMR Second

Summative Test

HMR Second Summative

Data due in Measures

Feb 11, 2011

Theme 7 We Can Work

It Out

Feb. 28, 2011

That Toad Is Mine!

Lost!

If You Give a Pig a Pancake

Theme 8 Our Earth

Mar. 21, 2011

The Forest

Butterfly

Johnny Appleseed

HMR Third Summative Test

HMR Third Summative

Test


April 16, 2010

Theme 9 Special Friends

April 11, 2011

When I am Old With

You

The New Friend

The Surprise Family

Theme 10 We Can Do It!

May 2, 2011

Two Greedy Bears

Fireflies For Nathan

“The Hat” from Days With

Frog and Toad

First Grade District Assessment Tri. 3

HMR End-of Year Summative Test

HMR End-of-Year

Summative


May 27, 2011

9

Reading/Language Arts Houghton-Mifflin Reading

Writing & Fluency Pacing Schedule 2010 – 2011

Kindergarten & First Grade Writing Prompts: Delivered at the beginning

of the trimester

Trimester 1 writing prompts ~ Scores due in Measures October 30th

Trimester 2 writing prompts ~ Scores due in Measures February 26th

Trimester 3 writing prompts ~ Scores due in Measures June 2nd

First Grade Fluency: Delivered at the beginning of the trimester

District 1st Grade Assessments ~ Scores due in Measures November 18th

Trimester 2 Fluency Assessment ~ Scores due in Measures February 26th

Trimester 3 Fluency Assessment ~ Scores due in Measures June 2nd

2nd – 6th Grades Writing Prompts: Delivered with the Standards Theme Tests

Theme 1 writing prompts ~ Scores due in Measures October 2nd Theme 2 writing prompts ~ Scores due in Measures November 18th

Theme 3 writing prompts ~ Scores due in Measures January 22nd

Theme 4 writing prompts ~ Scores due in Measures March 4th Theme 5 writing prompts ~ Scores due in Measures April 23rd Theme 6 writing prompts ~ No writing prompt given

2nd – 6th Grades Fluency: Delivered at the beginning of the trimester

Trimester 1 Fluency Assessment ~ Scores due in Measures October 30th

Trimester 2 Fluency Assessment ~ Scores due in Measures February 26th

Trimester 3 Fluency Assessment ~ Scores due in Measures June 2nd

10

Houghton Mifflin Reading

Reading-Writing Workshop (R-WW)

Purpose: o To guide students through the writing process; o To instruct students in specific writing genres; o To apply foundational writing strategies, applications, and conventions.

Scope and Sequence Theme Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1 Story Personal Narrative

Personal Narrative

Description Personal Narrative

2 Description Instructions Description Personal

Essay Story

3 Friendly Letter

Story Story Story Description

4 Research

Report Research

Report Persuasive

Essay Personal Narrative

Research Report

5 Personal Narrative

Personal Narrative

Description Personal

Essay Research

Report Personal

Essay

6 Description Instructions Persuasive

Essay Research

Report Persuasive

Essay Persuasive

Essay

7 Story

8 Research

Report

9 Friendly Letter

10 Instructions

12


1st Grade Writing Rubric Trimester 1 F – Far Below

Basic D – Below Basic C – Basic B – Proficient A - Advanced

Pre-Spelling/Spelling

Write most letters, and/or random letter strings to convey a message (may be randomly placed on the page) Attempt to read own writing

Write one or more letters to represent a word. Correctly use some letters to match sounds Spell some high-frequency words correctly

Use logical phonetic spelling, most sounds in words are represented. Include some vowels (may not be the correct ones) Spell some high-frequency words correctly

Use logical phonetic spelling (including reasonable choices of vowels) in most syllables.

Correctly spell many high-frequency words used in sentences


Correctly spell most high-frequency words used in sentences

Word; Sentence; Paragraph

Write own name and familiar words

Write at least one sentence.

Write two or more sentences on a related topic

Begin to write three or more sentences on a related topic

Write 3-5 sentences on a related topic.

Conventions

Begin to write from left to right & top to bottom (may reverse some letters)

Begins to use both upper and lower case letters Write from left to right and top to bottom (may reverse some letters) Begin to separate words with spaces.

Use both upper and lower case letters Separate words with spaces

Correctly capitalize first word in a sentence, names and the pronoun “I”; use lower case appropriately

Correctly capitalize first word in a sentence, the pronoun “I”, and proper nouns

Begin to correctly use subject-verb agreement & plurals

Continue to separate words with spaces

Punctuation

Begin to experiment with ending punctuation

Begin to correctly use periods and question marks Experiment with using apostrophes in contractions and possessive nouns

Correctly use periods and question marks Begin to correctly use apostrophes in contractions and possessive nouns

Correctly use periods, question marks and exclamation marks

Correctly use apostrophes in contractions and possessive nouns

Word Choice Begin to choose

interesting words

Organization

Begin to organize information & ideas based on purpose (begin to use graphic organizers)

Narrative and Expository Writing

For narrative pieces: -begin to write using some descriptive words -includes character & setting. For expository pieces: -begin to use descriptive words and sensory details about a topic.

13


















Conventions








Punctuation







interesting words

Organization




14


















Conventions








Punctuation







interesting words

Organization




15

English Learner (EL) Program

The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators.

English Language Development

I. Content and Coverage:

The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing.

II. Materials:

A. The Houghton Mifflin: Handbook for English Language Learners.

B. Rigby: On Our Way to English

C. Hampton Brown: Avenues III. Content Scheduling:

As a separate curricular area, the TRUSD English Language Development program is made up of:

• Instruction based on the ELD Standards

• ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP)

• Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes

• Academic language instruction addressed in listening, speaking, reading and writing.

• Various grouping formats as determined by the teacher and/or school site.

IV. Teaching Strategies:

A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students.

B. The essential components of an ELD lesson are:

16

• Address specific ELD standards

• Explicitly link concepts to background experiences

• Explicitly link past learning with new concepts

• Emphasize key vocabulary (i.e. introduce, write, repeat or highlight)

• Provide modeling, comprehensible input, guided practice, and independent practice

• Pupil Evaluation

C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October.

D. The Language Dominance test is administered to EL students to determine

proficiency in their primary language.

Alternative Bilingual Early Exit Program

An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators.

All students in grades K-3 participating in the Alternative Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum.

EL/ELD is to be checked for all EL students except those redesignated (RFEP).

17

English Learning Students

English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency.

• Beginning

• Early Intermediate

• Intermediate

• Early Advanced

• Advanced Notification of the designated proficiency level of a student will be provided to the classroom teacher.

18

Levels of English Proficiency

CELDT Level Listening/Speaking Writing Reading Beginner (May or may not be in the

silent stage of language

production)

Limited comprehension and demonstrates the use of a few basic words.

May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student’s primary language.

Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence.

Early Intermediate

Some basic social language, demonstrates limited comprehension. Speaks using simple words.

Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning.

Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures.

Intermediate

Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary.

Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details.

Below Basic * Understands some comprehension questions, can grasp main idea and sequencing.

Early Advanced

Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors.

Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics.

Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations.

Advanced

Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary.

Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics.

Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level.

19

Houghton Mifflin Language Arts – 2010/2011 Print Shop Orders First Grade

Running Record Assessments

-Delivered by August 16, 2010

-50 Teacher copies of EACH level (1-28) to the following schools: Aero Haven, Allison, CCAA, Dry Creek, Joyce, Kohler, Larchmont, Oakdale, Rio Linda, Sierra View, Westside

-100 Teacher Copies of EACH level (1-28) to the following schools: Foothill Oaks, Frontier, Hillsdale, Madison, Orchard, Pioneer, Regency Park, Ridgepoint, Village, Woodridge

First Grade Assessment Packets -Delivered by August 16 ,2010

-One per Kindergarten student at each school: Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Frontier, Garden

Valley, Hillsdale, Joyce, Kohler, Larchmont, Madison, North Avenue, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint, Sierra View, Village, Westside and Woodridge

Summative Tests—First Grade

-One per 1st grade student at each school: (Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Frontier, Garden Valley, Hillsdale, Joyce, Kohler, Larchmont, Madison, North Avenue, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint,Sierra View, Village, Westside and Woodridge)

-Sent twice a year, as follows: 1st Quarter & Midyear tests delivered by August 16, 2010 3rd Quarter & End of Year delivered by January 11, 2011

20

2010-2011 Elementary Report Card

Reading/Language Arts Standards Marking

Fluency standards are expressed in words correct per minute (wcpm).

Fluency standards change each trimester. See guide below for Fluency

standards.

Fluency

Trimester 1

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Adv A 80+ 106+ 115+ 125+ 130+

Prof B 53 – 79 79 – 105 99 – 114 105 – 124 115 – 129

B C 39 – 52 60 – 78 78 – 98 86 – 104 96 – 114

BB D 25 – 38 41 – 59 56 – 77 66 – 85 76 – 95

FBB F 0 – 24 0 – 40 0 – 55 0 – 65 0 – 75

Trimester 2

Adv A 65+ 100+ 122+ 130+ 135+ 140+

Prof B 35 – 64 70 – 99 92 – 121 108 – 129 114 – 134 125 – 139

B C 26 – 34 53 – 69 69 – 91 87 – 107 93 – 113 106 – 124

BB D 17 – 25 36 – 52 46 – 68 66 – 86 71 – 92 86 – 105

FBB F 0 – 16 0 – 35 0 – 45 0 – 65 0 – 70 0 – 85

Trimester 3

Adv A 83+ 120+ 137+ 140+ 145+ 150+

Prof B 53 – 82 89 – 119 107 – 136 112 – 139 118 – 144 135 – 149

B C 40 – 52 68 – 88 81 – 106 94 – 111 97 – 117 113 – 134

BB D 26 – 39 46 – 67 54 – 80 76 – 93 76 – 96 91 – 112

FBB F 0 – 25 0 – 45 0 – 53 0 – 75 0 – 75 0 – 90

Exc

eeds

E

xcee

ds

Exc

eeds

22

Elementary Grading Philosophy The Twin Rivers Unified School District believes that communication between home and school is critical to the success of students. The report card is a formal communication between the school and families that reports how a child is progressing towards meeting grade level standards. Grading helps the teacher:

► Communicate progress towards meeting California Standards to the student and parent ► Evaluate strengths and needs of each student ► Set instructional goals and plan teaching strategies and interventions

Grading helps the student:

► See personal progress towards grade level standards ► Recognize how work may be improved ► Set personal goals for future learning

Grading helps the parent/guardian:

► Be knowledgeable about the child’s progress towards grade level standards ► Guide and assist the student in making academic and social progress ► Encourage their child to work towards goals

23

Elementary Grading Rubric

A Advanced

► Consistently demonstrates high use of advanced thinking, skill and understanding of grade-level standards.

► Test scores consistently indicate a high level of understanding of grade level concepts and skills

► The student intuitively makes connections and applications to other areas.

► The student consistently uses appropriate academic language.

► Student work is complete and well organized- demonstrating a high level of commitment.

B Proficient

► Consistently meets and understands grade-level standards.

► Test scores indicate a concrete understanding of grade level concepts and skills

► The student uses a variety of skills to demonstrate their understanding.

► The student may need prompting to utilize particular processes/strategies.

► Student work is complete and organized.

C Basic

► Approaching grade-level standards.

► The student demonstrates some basic foundational levels.

► The student may have gaps in understanding and test scores may be inconsistent

► The student relies on familiar strategies and requires scaffolding and prompting to access grade level standards.

► Student work is generally complete but quality, thoroughness and organization varies.

D Below Basic

► Consistently performing below grade-level standards

► Test scores indicate little or very weak understanding and acquisition of grade level concepts and skills.

► Student work varies widely in quality, thoroughness and completion.

F Far Below Basic

► The student lacks basic foundational skills to access grade-level standards.

► Test scores indicate little or no understanding of grade level concepts and skills.

► Student work demonstrates little or no understanding or may be frequently incomplete.

curriculum and assessment guide (cag) elementary 2010 · pdf fileenglish language arts ......

Documents