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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, genre or cultural perspective § Reads informational materials to develop understanding and expertise § Reads a variety of genre B) Literature § Reads worthwhile literature to model the language and craft of good writing § Makes and supports judgments about text C) Discussing (Listening and Speaking) § Demonstrates skill in using comprehension strategies § Makes and supports opinions with elaborate convincing evidence § Draws texts together to compare and contrast themes, characters and ideas § Makes thoughtful and 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 § Distinguishes among facts, supported inferences and opinions in text |
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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, draws conclusions and inferences based on text and prior knowledge § Uses appropriate comprehension strategies for different purposes § Determines important ideas and details § Synthesizes details to enhance meaning § Identifies speaker and discusses author's purpose and attitude § Identifies and interprets meaning of figurative and metaphorical 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 to infer word meanings § Uses reference tools § 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 topics and routinely refines writing § Uses writing process to polish 10 to 12 pieces applying criteria to judge own writing § Utilizes specific elements of mentor text to refine work |
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Writing Purposes and Resulting Genres |
A) Personal Narrative Writing § Creates a multiple paragraph piece establishing an organizational structure, a situation, plot, point of view, setting, conflict and a sense of closure § Develops complex characters including sensory details and concrete language § Uses a range of appropriate strategies B) Informational Writing § Creates multiple paragraph pieces which engage the reader § Selects an organizational structure specific to audience purpose and context § Develops topics, ideas, details, transitions and conclusions which conveys a perspective on the subject C) Functional Writing § Engages the reader by establishing a context to develop reader’s interest § Provides a guide to action for the procedure which anticipates a reader’s needs § Makes use of appropriate writing strategies (i.e. white space, graphics) § Includes appropriate information and excludes extraneous information § Anticipates misunderstandings by the reader which may arise D) Producing and Responding to Literature § Produces work in at least one literary genre § Creates a multiple paragraph essay that demonstrates knowledge of literary work § Supports judgments through references to text, other texts, authors, non-print media or personal knowledge § Anticipates and answers the reader’s questions § Provides a sense of closure E) Persuasive Writing § Creates a multiple paragraph essay that develops a controlling idea, establishes a context, creates a persona, develops the reader’s interest and provides closure § Includes appropriate information to support arguments with evidence which anticipates the reader’s concerns |
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Language Use and Conventions |
A) Style and Syntax § Selects structure and features of language appropriate to purpose § Combines related sentences, uses transitions and embeds literary language 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