1st+Grade



1st Grade Curriculum Map


 * Embedded Skills Activities **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**
 * Definition**

to infer the author's perspective or stance, based upon implicit and explicit information


 * Synonyms **

Why did the author write the story? How did he/she feel when they wrote this?

** Scope and Sequence Level ** Purpose-R //**
 * I** || * teacher modeling through read-alouds and think-alouds
 * teacher creates anchor chart of questions
 * teacher led class discussions of how the author felt when he/she wrote the story
 * || * journal entries
 * time lines
 * story boards
 * || * journal entry with rubric ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s


 * Definition **

Why did the author write this? **
 * Synonyms

** Scope and Sequence Level I ** || * discuss why authors write for an audience (to entertain, inform, or persuade
 * share various reading selections to demonstrate the 3
 * PIE chart (purpose, inform, entertain) || * familiar fiction and nonfiction picture books with sticky notes (smile=entertain, serious face=inform)
 * You Be the Author - SW create a cover of a book they could write. Discuss their purpose for writing. || * Students will choose the type of paragraph they want to write (description, information - nutrition, or entertainment - breakfast, birthday celebration, etc.) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**


 * Definition **

the order you do some thing
 * Synonyms **

** Scope and Sequence Level D ** || * model
 * provide example (have steps written or illustrated on cards)
 * Shared activity of sequencing steps of getting ready for school in the correct order || * storyboards
 * chain of events flow chart
 * retelling cards || * SW complete art activity by following a set sequence of instructions ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * model how to use the computer (mouse, back buttons, search)
 * introduce students to drawing programs, educational based video
 * show students how they use action buttons/icons/toolbars on the computer || * explore different educational websites in the classroom and lab (PBS Kids, Sports Illustrated for Kids, Starfall, Raz-Kids, Yahoo! Kids) || * observable checklist ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**

to derive meaning not directly stated by using content and prior knowledge
 * Definition **

to find the hidden meaning by using clues from the text and their schema
 * Synonyms **

** Scope and Sequence Level ** I || * model through read-alouds
 * use wordless picture books
 * demonstrate how students use their schema plus clues from the text to comprehend || * use wordless picture books and create speech bubbles/text for the characters
 * graphic organizer (identify clues in the story to prove what they know)

[|http://reading.ecb.org] || * students will demonstrate knowledge during guided reading group (orally or written)
 * Inferencing cards - SW select card and tell something they could infer by looking at the picture (orally) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**


 * Definition **

tell me about the character
 * Synonyms **

D ** || * teacher read-alouds
 * Scope and Sequence Level
 * discussion of how a character can change in a story
 * create anchor chart to demonstrate how characters change from the beginning to the end || * character analysis
 * Venn Diagram
 * KWL
 * Character trait web || * observation
 * journal entry
 * role play (Character Day) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**


 * Definition **

What does it show us? **
 * Synonyms

** Scope and Sequence Level D ** || * teacher modeling through daily activities (weather graph, calendar, lunch count)
 * math instruction || * pulling information from graphs in reading and math
 * KWL
 * Venn Diagram
 * Weather graph
 * Calendar || * observation
 * oral recount
 * math assessments ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**


 * Definition **

How does this help us organize? **
 * Synonyms

I || * teacher modeled use of Venn Diagram, T-chart, KWL || * Scholastic News / National Geographic activities (resources to practice)
 * Scope and Sequence Level **
 * hands-on creation of Venn Diagram with hula hoops and sentence strips
 * hands-on creation of T-chart using meter sticks and sentence strips || * students will answer questions about a completed graphic organizer orally or in written form. ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * teacher modeling of rhythm and rhyme in predictable books
 * poetry (identifying rhyming words)
 * word play (character names and how they relate to occupation) || * writing the next page in a predictable book
 * use of highlighting tape to show rhyming words in poems
 * creating a character ( name and occupation) using concept of word play || * predictable class book (each student is responsible for page)
 * SW fill in missing words at end of stanza in a poem
 * oral response when reading a predictable book
 * matching activity - character to word play phrase ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * modeling how the poem creates mental images
 * shared reading of poems
 * discuss what the poem is mostly about || * students will create mental images and visualize what the poem is about through illustrations or dramatization || * students will be given a poem to demonstrate their understanding through visualizations and dramatizations ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**


 * Definition **

what the word means **
 * Synonyms

D ** || * teacher model of word web
 * Scope and Sequence Level
 * synonyms/antonyms
 * context clues
 * writing a definition
 * using a dictionary
 * illustrate definition || * creating their own definition for words
 * illustrate meaning
 * matching activity with synonyms and antonyms
 * using a dictionary to identify correct definitions || * orally tell what the word means
 * illustrate the meaning of the word
 * listing a synonym and antonym for a given word
 * observing students using the dictionary ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**


 * Definition **

find it in the text **
 * Synonyms

D ** || * teacher modeling of "right there" information in the text
 * Scope and Sequence Level
 * strategy of highlighting or underlining || * using highlighting tape to identify information needed to answer a question
 * information hunt || * observation
 * oral response
 * reading assessments ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * teacher modeling of retelling the story
 * modeling of graphic organizers
 * strategy of highlighting important facts
 * strategy of note-taking || * story sequence chart
 * flow chart
 * retelling cards
 * post-it notes || * observation
 * retell cut and paste activity ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**


 * Definition **

what happened and why?
 * Synonyms **

D ** || * teacher modeling of chain of events graphic organizer
 * Scope and Sequence Level
 * review stories read that have the underlying cause and effect genre (If You Give a Mouse a Cookie, If You Give a Pig a Pancake, etc.) || * chain of events chart
 * matching activity
 * classify/categorize || * observation
 * journal entry
 * matching activity ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**


 * Definition **


 * Synonyms **

D || * teacher modeling / think aloud using realistic fiction text
 * Scope and Sequence Level **
 * oral discussion of why things happen as they do, how one thing leads to another
 * vocabulary - consequence || * (Why) questioning to get students thinking
 * graphic organizer (list, flow chart)
 * journal entries
 * illustrations || * oral or written confirmation
 * journal entry
 * reading assessments
 * Early literacy checklist ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * teacher modeling/discussion of why we read
 * think aloud - demonstrating making predictions || * KWL chart
 * making predictions (orally or charted)
 * I wonder bubble
 * Journal entry || * oral discussion
 * written form - slip of paper ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**


 * Definition **

comprehend **
 * Synonyms

D ** || * model/review comprehension strategies
 * Scope and Sequence Level
 * review various types of genre and their features || * identifying the genre of a book and journal entry telling why it's that genre
 * sort books by genre || * observation
 * journal entry
 * categorizing/sorting ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * model examples of various text structures
 * "clues" as to how to identify (vocabulary ex. signal words)
 * model think-aloud strategy || * highlighting/underlining "clues"
 * identifying signal words in text
 * skim and scan
 * graphic organizers to go with text structures
 * treasure hunt using magazines, newspapers, nonfiction books, chapter books, picture books, etc. || * observation
 * discussion
 * journal entries (reading/writing connection) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level N/A ** || * introduce the concept of fact and opinion
 * model sentences that when given a fact or opinion, details can be used for support || * fact/opinion sentences
 * pulling out details from a reading selection
 * cut and paste fact/opinion activity || * persuasive paragraph (book review)
 * Reader's Theater ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**


 * Definition **

sentence flow **
 * Synonyms

D ** || * introduce/review descriptive words (adjectives)
 * Scope and Sequence Level
 * model simple and complex sentences
 * use storied/newspaper/magazine articles to reiterate fluency || * sentences cubes
 * sentence starters
 * journal entries
 * revising simple sentences
 * sight word mats || * observation in everyday journal writing
 * portfolio pieces ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**


 * Definition **

evaluate/opinion **
 * Synonyms

D ** || * model/review author's purpose
 * Scope and Sequence Level
 * model/review the difference between a fact and an opinion || * journal entries
 * reader response
 * graphic organizers
 * Fishbowl discussion
 * pair/share
 * interview classmates/graph information || * observation
 * writing pieces ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**


 * Definition **

Who is telling the story? **
 * Synonyms

I || * model/review literature that demonstrates first, second and third person point of view || * identify the writer of the story
 * Scope and Sequence Level **
 * journal entries || * portfolio pieces
 * observation ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * model/think aloud with graphic organizer
 * reinforce all ideas are good ideas
 * generate list of things teacher is interested in
 * share photos/show how a photograph can generate ideas when writing || * generate own list of writing topics
 * picture prompts
 * use graphic organizers
 * bulleting || * journal entry
 * writing piece
 * graphic organizer ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**


 * Definition **

vivid words **
 * Synonyms

D ** || * introduce/review synonyms and antonyms
 * Scope and Sequence Level
 * model writing piece revision
 * identify grade level and above grade level vocabulary || * fill in the blank sentences
 * revising own journal writing
 * switching synonyms for words || * evidence in their writing ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the research embedded skill //** ||
 * **// Note-Taking-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * discuss/review main idea and supporting details
 * model concept web
 * model listing (bullets) and paraphrasing || * listening activities
 * taking notes from a video or a reading selection
 * graphic organizers || * organization of writing
 * portfolio pieces (research report) ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * introduce/review various graphic organizers and when to use them
 * model structure of writing || * graphic organizers
 * sequencing
 * paragraph writing || * evidence in journal writing and portfolio pieces ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * model retelling the story
 * discuss importance of sequence of events
 * model how to illustrate what you've heard (filmstrip) || * oral retell
 * sequence activities
 * illustrations (filmstrip) || * anecdotal records
 * observation
 * journal entry ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**


 * Definition **

** Scope and Sequence Level I ** || * model how to take notes using graphic organizer
 * identify "lesson learned or moral" through discussion
 * identify clues that support the lesson or the moral || * take notes in graphic organizer
 * scaffolding activities || * reading response
 * journal entry
 * portfolio pieces ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** I || * teacher leads discussion for listening anchor chart orally or charted || * written form on slips of paper or orally
 * model predictions and think-aloud
 * model thinking before, during and after
 * model note taking || * jounal entries during listening
 * KWL chart
 * making predictions
 * periodic note taking ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**


 * Definition **

** Scope and Sequence Level D ** || * Model during shared writing
 * model using student samples
 * daily edit || * daily edit
 * practice in writing pieces
 * writers workshop || * Evidence in student writing ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level I ** || * Teacher modeling during shared writing
 * Show examples in literature || * students critique pieces for writer's voice
 * practice in their own writing || * evidence in student written work ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * model use of various graphic organizers (T-chart, web, Venn Diagram, 4 square, etc) || * Students will use graphic organizers for pre-writing in the classroom || * evidence of organization in writing
 * comparing writing to their organizer ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**


 * Definition **

interesting words **
 * Synonyms

D || * Teacher models using colorful, vivid language during shared writing
 * Scope and Sequence Level **
 * review synonyms
 * create words bank of synonyms || * Students use cloze passages for practice
 * revise writing samples by using alternate word choices || * evidence through student writing pieces ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**


 * Definition **

alike and different **
 * Synonyms

D ** || * teacher models the use of a venn diagram for comparing and contrasting (stories, characters, etc)
 * Scope and Sequence Level


 * model writing comparitive and contrasting sentences (alike and different) || * students will write comparing and contrasting statements from information on a Venn diagram or other graphic organizer || * fill in Venn diagram or other appropriate graphic organizer and answer questions involving comparing and contrasting ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level ** D || * Teacher explains and demonstrates text features for fiction and non-fiction
 * Teacher models what is important and unimportant in text bases on the purpose for reading (locating specific information in non-fiction text or understanding the story line in fiction) || * practice retelling narrative text
 * locating specific information in non-fiction text
 * use graphic organizer || * student retell orally or written ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * Teacher models through read alouds what the author is trying to tell us (the secret message)
 * teacher models giving written response || * Students will give written responses to read-alouds or their own reading indicating the theme || * evidence of theme through student writing or oral response ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**


 * Definition **

what you know and what you feel **
 * Synonyms

I ** || * Teacher demonstrates how to distinguish between fact and opinion
 * Scope and Sequence Level


 * model factual statements and opinion statements || * students will practice making oral statements
 * write critiques for stories, assemblies, etc
 * write factual descriptions or statements || * oral responses
 * writing samples ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level N/A ** || * Teacher will model how to take notes by putting information in their own words while staying on topic
 * Teacher will model how to retell what was just read by putting it in their own words while staying on topic || * Students will listen to a reading selection and will use a graphic organizer to take notes
 * Students will read a paragraph on a given topic and will rewrite what the paragraph was mostly about in their own words || * independently writing a summary of a given chapter or short story
 * oral retell ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**


 * Definition **

order something happens **
 * Synonyms

D ** || * Teacher will model using flow charts, retell, and note taking
 * Scope and Sequence Level
 * Teacher model "how to" writing || * Students will practice retelling in sequence
 * Use picture cards or sentence strips to arrange in proper order
 * write "How to do" something || * independently retell orally or in written form the sequence of events ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * Teacher models retelling in own words in a condensed form
 * focus on character, problem, and solution
 * [|summarizing] || * Students will practice orally and in written form summarizing read-alouds and/or self selected reading || * Oral reporting
 * Literature log ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**


 * Definition **


 * Synonyms **

** Scope and Sequence Level D ** || * Teacher will show examples of supporting detail in text
 * Through shared writing the teacher will demonstrate how to respond to literature giving supporting details for a statement || * Students will respond to literature through lit. logs and writing
 * small group discussion
 * || * Evidense in writing and through oral responses ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose[|author's purpose and text structures]

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer

Interpret Character from Dialogue, Actions, Thoughts Interpret Data, Charts, and Graphs

Interpret Graphic Organizers[|graphic organizers]

Interpret Literary Devices

Interpret Poetry

Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact

Construct Fluent Sentences

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices

Note-taking

Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast[|create on-line printable venn diagrams]

Determine Importance

Determine Theme[|Theme in Amazing Grace]

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Details