Kindergarten



Kindergarten 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

Synonyms **

** Scope and Sequence Level ** ||  || || || Purpose-R //**
 * **// 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

Synonyms **

** Scope and Sequence Level ** ||  || || || What happens or what do you do first.... sencond...third?
 * **// 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

Synonyms **

|| * songs __The Mitten, If You Mouse Give a Cookie, Brown Bear, Brown Bear, The Very Hungry Caterpilliar, The Jacket I Wear in the Snow, We Are Going On A Bear Hunt.__ || Assessments will consist of.....
 * Scope and Sequence Level ** I
 * sequencing cards
 * interactive read alouds
 * authentic literature
 * [|Sequencing Cards] || The students will practice the skill using....
 * following directions to make a peanutbutter sandwich
 * get ready to go outside.go home. What do you do first?
 * follow 2 and 3 step directions
 * retelling actual events throught out the day


 * questioning
 * teacher observations
 * anecdotal notes
 * sequencing cards
 * graphic organizers ||
 * **// 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 ** || || || ||
 * **// 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 //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model prediction making using picture walks through age apprpriate literature. || Discussions
 * elicit responses || Assessments will include:
 * teacher observations
 * teacher conversations
 * anecdotal notes ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will define characters and their role in the story.

The teacher will use puppets to model the help the characters come alive. (The Grouchy Ladybug byEric Carle) || The students will.....

have their their own opportunity to role play and become that character. The students will have access to play centers, dress up center and kitchen which enables them to role play. || The assessments will include...

teacher observation The students will draw, speak or write about their favorite character. ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will introduce various charts and graphs and will model how to interpret/read. || The students will.....

have the opportunity to read, interpret and discuss information found in charts/graphs || The assessment will include:

teacher observation, questioning, anecdotal records and 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 //** ||
 * **// Interpret Graphic Organizers-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will introduce and model how to use and interpret various graphic organizers.

[|Graphic organizers] || The students will.....

have hands-on interteraction with teacher assistance in creating and interpreting various graphic organizers.


 * Venn diagram
 * T-chart
 * KWL
 * word web
 * Story map || The assessment will include:

teacher observation, questioning, anecdotal records and oral/written 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 //** ||
 * **// Interpret Literary Devices-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will introduce the meaning of plot, character, setting and theme of a story. || The students will.....

be able to identify plot, character, setting and theme of a story using:


 * puppets
 * illustration/picture cards
 * creative play centers || The assessment will include:

teacher observation, questioning, anecdotal records and 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 //** ||
 * **// Interpret Poetry-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will introduce various forms of poetry through nursey rhymes, fingerplays, song, rhythm and rhyme.

[|Poetry] [|Literacy- ABC's and Rhymes] || The students will.....

recognize and produce rhythm and rhyme by engaging in nursery rhymes, fingerplays and songs || The assessment will include:

teacher observation, questioning, anecdotal records and 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 //** ||
 * **// Interpret Vocabulary-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model how to search for/interpret information within a text by using picture clues and rereading. || The students will.....

intrepret vocabulary using reading strategies modeled by the teacher. In additon students will have access to:
 * feltboards
 * story pieces
 * puppets
 * picture cards || The assessment will include:

teacher observation, questioning, anecdotal records and 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 //** ||
 * **// Locate Stated Information-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model how to find information desired, ie. "Can you find a word you know?", Can you find a word that starts with...?", through various forms of literature-stories, poems.... || The students will.....

locate information desired with teacher guidance using:


 * Pointers
 * highlighters
 * word windows
 * clear chips to be placed over the information || The assessment will include:

teacher observation, questions, anecdotal records and 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 //** ||
 * **// Recall Fact and Detail-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will use questioning techniques to elicit responses of fact and details in shared reading, read alouds, guided reading and song. || The students will.....

recall fact and detail by:


 * writing/illustrating
 * retelling
 * sequence cards
 * picture cards
 * puppets || The assessment will include:

teacher observations, questioning, anecdotal records and oral/written 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 //** ||
 * **// Recognize Cause and Effect-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model scenerios depicting cause and effect using real life situations as well as examples in literature. || The students will.....

show recognition of cause and effect situations by:
 * role playing-reenacting life situations
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, and 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 //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**
 * Definition

Synonyms **

|| The teacher will elicit student responses to various literature regarding meaning of a passage or excerpt. Teacher will activate prior knowledge by recalling previous situations that may relate to the literature presented. || The students will....
 * Scope and Sequence Level **

recall previous situations and will show and tell understanding by:


 * role playing
 * picture cards
 * oral response || The assessment will include:

teacher observations, questioning, anecdotal records, and oral response to specific questioning of the story/passage. ||
 * **// 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 ** || The teacher will set a purpose for reading various types of literature by:


 * verabally prompting students what to listen for.
 * preping with a morning message
 * KWL
 * brainstorming/listing || The student will show understanding by responding to:


 * teacher questioning
 * writing/illustrating
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, and oral/written 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 //** ||
 * **// Understand Text as a Whole-R //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model... I see real photograhs?
 * think alouds Ex. This story is telling me information?
 * use books related to the same theme, but different genres and compare using a T-chart. Commotion in the Ocean vs. Rainbow Fish. || The students will practice


 * answering questions
 * non-fiction I learned_
 * fiction- What cannot happen? Is the author telling a story?
 * poetry- How did the poem make you feel?
 * respond through writing or drawings || The students will be assessed


 * responding to questions using thumbs up or thumbs down
 * Anecdotal notes
 * circle a picture that is real or make believe ||
 * **// 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 ** || The teacher will model... I see real photograhs?
 * think alouds Ex. This story is telling me information?
 * use books related to the same theme, but different genres and compare using a T-chart. Commotion in the Ocean vs. Rainbow Fish. || The students will practice


 * answering questions
 * non-fiction I learned_
 * fiction- What cannot happen? Is the author telling a story?
 * poetry- How did the poem make you feel?
 * respond through writing or drawings || The students will be assessed


 * responding to questions using thumbs up or thumbs down
 * Anecdotal notes
 * circle a picture that is real or make believe ||
 * **// 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 ** || || || ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will model using

The students will practice.....
 * authentic literature and identifying interesting vocabulary.
 * interactive writing. TTW model writing a story. The students will help the teacher compose fluid sentences through interactive writing. ||

The students will be assessed
 * orally compose a sentence to create a classbook
 * the teacher will chart the student's sentence on chart paper.
 * cut up their sentence and put it back together, word by word or phrase by phrase, depending on their ability level
 * journal write using teacher examples ||


 * their ability to complete their cut up sentence
 * their ability to orally recite a sentence.
 * by the quality of their independent entires ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will ask students to compare and contrast using authentic literature read alouds.

The teacher will ask "W" questions: "What do you think?", "Why do you think that?", "What is your favorite part?" || The students will...


 * write/illustrate their critiques
 * use a readers response log || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Establish a Consistent Point of View in Writing-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// 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 ** || The teacher will elicit responses and participation when generating ideas during brainstorming. || The students will....


 * illustrate/write ideas
 * participate by creating lists, ie-words that start with the letter... || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Make Effective Word Choices-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model during shared writing the use of effective word choices by using adjectives/details which will elicit a vivid picture in the students/readers mind. || The students will.....

disuss a piece of shared writing with teacher guidance and will add descriptive words/illustrations to enrich the piece.


 * illustrate a pre-/post- edited writing experience to show the effective word choice. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Note-Taking-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will elicit responses and participation when generating ideas during brainstorming. || The students will....


 * illustrate/write ideas
 * participate by creating lists, ie-words that start with the letter... || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Organize Writing-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model proper sentence structure which will include fluency. || The students will....

produce organized sentences by:


 * using word/punctuation cards
 * writing
 * using magnetic words || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Recall Fact and Detail from Oral Text-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will use questioning techniques to elicit responses of fact and details in shared reading, read alouds, guided reading and song. || The students will.....

recall fact and detail by:


 * writing/illustrating
 * retelling
 * sequence cards
 * picture cards
 * puppets || The assessment will include:

teacher observations, questioning, anecdotal records, oral/ written response to specific questions/labeling illustrations. ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will elicit student responses to various literature regarding meaning of a passage or excerpt. Teacher will activate prior knowledge by recalling previous situations that may relate to the literature presented. || The students will....

recall previous situations and will show and tell understanding by:


 * role playing
 * picture cards
 * oral/written response || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Set Purpose for Listening-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will set a purpose for listening to various types of literature by:


 * verabally prompting students what to listen for
 * KWL
 * brainstorming/listing || The student will show understanding by responding to:


 * teacher questioning
 * writing/illustrating
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Use Conventions of English Language-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model correct conventions of writing within whole group writing experiences and morning message. || The students will....

practice correct usage of conventions by:


 * editing morning/guided writing experiences
 * journal writing through self assessment/ teacher guidance. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Use Effective Writer’s Voice-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model effective writier's voice through shared writing experiences, read alouds and guided reading/writing. || The students will.....


 * practice using effective writer's voice by illustrating/writing
 * orally reading their written work or other literary pieces using expressive/appropriate language/voice. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Use Graphic Organizers-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will introduce and use graphic organizers to model strategies to organize thoughts prior to writing. || The students will....

participate in identifying the relavent information needed to write a well written piece.

complete their own graphic organizer prior to writing. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Use Sophisticated Vocabulary-W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model...


 * using a picture dictionary to find words
 * define adjective/details
 * developing a sentence using sophisticated vocabulary
 * The teacher will bring in an object and model descibing the object before showing the students. The students will guess the object. || The students will practice....


 * writing a sentence uisng descriptive words
 * draw a descriptive picture
 * participate in Guess and Share. The students will bring in a secret object. The students will use descriptive word clues. The other students will guess what the object is. || The assessment will include:

teacher observations, questioning, anecdotal records, oral response. a descriptive writing piece produce a descriptive illustration orally use an adjective orally define an adjective ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will use various graphic organizers to drive instruction and elicit responses to differences among pieces of select literature.


 * The Little Red Hen vs. The Little Red Hen Makes a Pizza
 * The Gingerbread Boy vs. The Gingerbread Baby || The students will.....

use various graphic organizers to show understanding of comparing and contrasting as well as:
 * use picture cards
 * illustrate/write to show differences/similarities
 * use sorting activities geared toward literature/writing piece presented. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Determine Importance //**
 * // R & W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will set a purpose for listening/writing and will guide students to extrapolate/include information relavent to posed questions. Various graphic organizers to aid in determining importance will be used. || The students will.....


 * use story mapping/various graphic organizers to determine importance within literature/writing pieces to also include students own personal pieces with teacher guidance. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Determine Theme //**
 * // R & W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will use questioning/listening techniques to elicit responses and prepare students to derive meaning from literature. || The student will participate in discussions regarding meaning of the text which will include: * use sorting activities geared toward literature/writing piece presented.
 * oral/written response || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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

Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// 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 ** || || || ||
 * **// 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

Synonyms **

** Scope and Sequence Level ** || The teacher will model sequencing by including activities which consist of two or more step directions by implementing real life situations, selected literature and using vocabulary such as first, next, then, finally, last...... || The students will.....


 * be able to follow multi-step directions by identifying which comes first, second.....
 * use sequencing cards to tell a story
 * begin to incorporate vocabulary, first, next, last in a writing piece. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Summarize //**
 * // R & W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model identifying "who", "what" and "where" of a literary piece. || The students will.....


 * illustrate/write a summary to include the "who", "what" and "where" of a piece.
 * use various graphic organizers to summarize literary pieces || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written 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 //** ||
 * **// Use Supporting Details //**
 * // R & W //**
 * Definition

Synonyms **

** Scope and Sequence Level ** || The teacher will model identifying supporting details by locating evidence/proof in literature and writing pieces by revisting the text. || The students will.....


 * use highlighters to locate supporting details.
 * illustrate/write
 * orally respond
 * use graphic organizers || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||



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

Determine Author’s Purpose

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

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

Determine Importance

Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Detail