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Grade Appropriate General Resources
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This site includes a series of author interviews--just snippets that can be used in introducing a new books, etc., a plethora of articles on helping children become good readers--based on research. This is an excellent site for new ideas. |
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Resources Applicable to District Standards
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Select Standard |
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Reading Habits |
A) Frequency and Variety of Reading § Reads 25 chapter books or book equivalents a year and regularly participates in discussions § Reads four books or book equivalents about one issue, subject, author or genre § Reads informational materials to develop understanding and expertise § Reads a variety of genres B) Literature § Reads worthwhile literature to model the language and craft of good writing C) Discussing (Speaking and Listening) § Demonstrates skill in utilizing comprehension strategies § Makes and supports opinions with elaborate convincing evidence § Draws the texts together to compare and contrast themes, characters and ideas § Makes well developed connections § Evaluates writing strategies and elements of author's craft § Summarizes and extends information § Relates new information to prior knowledge and experience § Makes connections to related topics or information |
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Scary stories from the south that can be listened to or read. Great folklore. |
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Getting the Meaning |
A) Accuracy and Fluency § Reads independently and fluently at grade level with 90% accuracy B) Self Monitoring and Self Correcting Strategies § Self corrects using a range of cueing systems C) Comprehension § Makes predictions, connections, and draws conclusions based on text and schema § Uses appropriate comprehension strategies for different purposes § Uses questioning strategies to enhance meaning § Identifies speaker and discusses author's purpose and attitude § Identifies and defines meaning from figurative language in context § Uses knowledge of the plot, setting, character traits and motives to infer cause of actions and events § Identifies structural patterns of informational text § Gains new knowledge from informational text and relates it to prior knowledge D) Vocabulary § Learns new words daily from reading § Uses word strategies (roots, prefixes, suffixes) to infer word meanings § Uses reference tools (thesaurus, dictionary, etc.) § Applies knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine meaning of words and phrases |
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This site has excellent mini-Lessons and examples of the reading strategies of connecting, summarizing, inference, synthesizing, visualizing, etc. Booklists for the mini lessons are included. |
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Wisconsin Educational Communications Board’s “Into the Book” Web site features video lessons for each comprehension strategy and assessment rubrics. |
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Writing Habits and Processes |
A) Frequency and Variety of Writing § Writes daily § Generates own topics § Revises, edits and proofreads work using the writing process § Writes for specific purposes § Polishes 10 to 12 pieces throughout the year § Assesses writing using rubrics § Demonstrates basic keyboarding skills |
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Writing Purposes and Resulting Genres |
A) Narrative Writing § Establishes a context, situation, plot, point of view, setting, conflict and closure § Includes sensory details and vivid language § Develops complex characters § Provides insights into significance of events in an autobiographical piece B) Informational Writing § Engages reader by establishing context § Develops a perspective and purpose § Includes appropriate details, quotes and paraphrasing § Uses a wide variety of research material C) Functional Writing § Engages reader by establishing context § Creates predictable structures (i.e. headings, paragraphs, transitions) § Uses language that is straightforward and clear § Uses appropriate visual devices (i.e. diagrams) D) Producing and Responding to Literature § Demonstrates an understanding of literary work § Communicates a judgment that is interpretive or reflective and supports this judgment through references to text, other work, authors, non-print media and personal knowledge |
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Language Use and Conventions |
A) Style and Syntax § Selects structure and features of language appropriate to the purpose § Combines related sentences and uses transitions § Embeds literary language where appropriate B) Vocabulary § Uses words that reveal an understanding of regular and irregular verbs, adverbs, prepositional phrases and coordinating conjunctions § Incorporates specialized vocabulary C) Spelling § Spells grade level appropriate words correctly and follows conventional spelling patterns D) Punctuation, Capitalization § Uses appropriate capitalization and punctuation E) Penmanship § Writes legibly in cursive with correct margins and spacing |
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Updated August 19, 2009