English/Language Arts

Competency Goal 1: The learner will apply enabling strategies and skills to read and write.

1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks).
http://www.tv411.org/lessons/cfm/vocabulary.cfm?num=1&act=2&que=1
http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1
http://www.harcourtschool.com/activity/book_buddy/skill/3_prefix.html
http://www.sadlier-oxford.com/phonics/crstcast/crstcastle.htm
http://www.sadlier-oxford.com/phonics/grade2_3/suffixes/suffix.htm 
http://www.sadlier-oxford.com/phonics/flamingo/flamingo_directions.htm
http://www.haelmedia.com/html/mc_p2_001.html
http://www.haelmedia.com/html/sg_p2_001.html 
http://www.haelmedia.com/html/mg_p2_001.html
http://www.haelmedia.com/html/sg_p3_001.html
http://www.haelmedia.com/html/mc_p3_002.html
http://www.haelmedia.com/html/mc_p3_001.html
1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
http://www.sadlier-oxford.com/phonics/grade2_3/suffixes/suffix.htm
http://www.sadlier-oxford.com/phonics/crstcast/crstcastle.htm
http://www.sadlier-oxford.com/phonics/flamingo/flamingo_directions.htm
http://www.haelmedia.com/html/sg_p2_001.html
http://www.haelmedia.com/html/mc_p3_003.html
http://teacher.scholastic.com/activities/adventure/grammar3.htm#

http://www.bbc.co.uk/schools/ks2bitesize/english/activities/spelling.shtml

1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

  • wide reading.
  • word study.
  • listening.
  • discussion.
  • book talks.
  • book clubs.
  • seminars.
  • viewing.
  • role play.
  • studying author’s craft.

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
http://www.haelmedia.com/html/mg_p2_002.html
1.06 Read independently daily from self-selected materials (consistent with the student’s independent reading level) to:

  • increase fluency.
  • build background knowledge.
  • extend vocabulary.

http://www.bookadventure.com/ki/bs/ki_bs_helpfind.asp
http://www.rif.org/readingplanet/gamestation/supersorter/default.mspx#

Competency Goal 2:The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).
2.02 Interact with the text before, during, and after reading, listening, or viewing by:

2.03 Read a variety of texts, including:

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.
2.06 Summarize main idea(s) from written or spoken texts using succinct language.

2.07 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions).
2.08 Listen actively by:

  • facing the speaker.
  • making eye contact.
  • asking questions to clarify the message.
  • asking questions to gain additional information and ideas.

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.
3.03 Use text and own experiences to verify facts, concepts, and ideas.
3.04 Make informed judgments about television productions.
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).
3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
4.02 Use oral and written language to:

  • present information in a sequenced, logical manner.
  • discuss.
  • sustain conversation on a topic.
  • share information and ideas.
  • recount or narrate.
  • answer open-ended questions.
  • report information on a topic.
  • explain own learning.

4.03 Share written and oral products in a variety of ways (e.g., author’s chair, book making, publications, discussions, presentations).
4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).
4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task.
4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).
http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm#
http://www.rif.org/readingplanet/gamestation/poetrysplatter/default.mspx (click on Age Group: 9-11)
http://readwritethink.org/materials/letter_generator/
http://www.bbc.co.uk/schools/ks2bitesize/english/activities/instructions.shtml

4.08 Focus reflection and revision (with assistance) on target elements by:

4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).
4.10 Explore technology as a tool to create a written product.
http://www.readwritethink.org/materials/flipbook/

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.

5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions).

http://www.bbc.co.uk/skillswise/words/grammar/sentencebasics/whatisasentence/game.shtml (click “Play the Game” 3)
http://teacher.scholastic.com/activities/adventure/grammar2.htm#
http://www.bbc.co.uk/schools/ks2bitesize/english/activities/punctuation.shtml

5.02 Use correct subject/verb agreement.
5.03 Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.
5.04 Compose two or more paragraphs with:

  • topic sentences.
  • supporting details.
  • appropriate, logical sequence.
  • sufficient elaboration.

5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
http://www.woodlands-junior.kent.sch.uk/interactive/mag/spelling.html 
http://www.bbc.co.uk/schools/spellits/ad_menu_flash.shtml 
5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls).
http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm 
5.07 Edit (with assistance) to use conventions of written language and format.
http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm 
5.08 Create readable documents with legible handwriting (manuscript and cursive).

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Donna Murray – Digital Teaching and Learning Consultant