project glad · web viewdemonstrates comprehension through pictures, and single word answers....

Project GLADOregon Trail School District

PENGUINSLevel 1 & 2

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I. UNIT THEME There are many different species of Penguins Penguins live in the Southern Hemisphere Cross Cultural Sensitivity: Conservationist is committed to changes in attitudes and actions at

preserving and improving the Environment.-Interdependence: Human dependence on fossil fuel has a direct impact of the melting of the polar

ice caps.

II. FOCUS/MOTIVATION Super Scientist Awards/Standards Cognitive Content Dictionary with Signal Word Observation Charts Egg in armpit Inquiry Charts Big Book Poetry/Chants/Songs Portfolios Picture File Cards

III. CLOSURE Process all charts and learning Challenge questions Team Cooperative Strip Paragraph Individual Student Produced Portfolio Personal exploration- free choice writing Letter home to parents

IV. CONCEPTS-- Grade 1/2 Penguins depend on their natural and harsh environments.

OREGON STANDARDS: GRADES 1& 2ENGLISH LANGUAGE ARTS--Oregon Standards

Grade 1: READINGCCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.E.01.1.A.1(2) Match oral words to printed words.E.01.1.A.1(1) Identify letters, words, and sentences.

Penguins, Level 1 & 2, OR 1Oregon Trail School District - Project G.L.A.D. (12/08)

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CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.E.01.1.C.1(8) Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.E.01.1.D.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.E.01.1.D.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.E.01.1.E.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.E.01.1.E.1(3) Classify categories of words (e.g., concrete collections of animals, foods, toys).

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.E.01.1.F.1(5) Obtain information from print illustrations.E.01.1.F.1(6) Identify text that uses sequence or other logical order (explain how informational text is different from a story).

Grade 1: LITERATURECCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.E.03.2.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.E.03.2.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.E.03.2.B.1(2) Distinguish the order of events or a specific event from a sequence of events.

Grade 1: WRITINGCCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.E.01.3.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With guidance, discuss ideas and select a focus when writing.


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E.01.3.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With assistance, compose fairly readable first drafts using some parts of the writing process such as planning, drafting, rereading for meaning, and some self-correction.

CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.E.01.3.B.1(1) With assistance, write for different purposes and to a specific audience or person.E.01.3.B.1(2) Develop an idea with an identifiable beginning, middle and end.E.01.3.B.1(3) Sequence two or more events.E.01.3.B.1(4) Use descriptive words when writing.

CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.E.01.3.J.1(1) Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described

Grade 1: SPEAKING AND LISTENINGCCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.E.01.4.A.1(1) Recite poems, rhymes, songs, and stories.E.01.4.A.1(3) Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.E.01.4.A.1(5) With guidance, use descriptive words when speaking about people, places, things, and events.

Grade 2 : READINGCCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

CCG: Phonemic Awareness: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas. EL.02.RE.01 Read regular multi-syllabic words. EL.02.RE.02 Use letter-sound correspondence knowledge to sound out unknown words. EL.02.RE.03 Recognize and use knowledge of spelling patterns (such as cut/cutting, slide/sliding, and the vowel sound "oy" in boy) when reading. EL.02.RE.04 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per, vowel-consonant/consonant-vowel = sup/per).


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EL.02.RE.05 Recognize and correctly read and use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives). EL.02.RE.06 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). EL.02.RE.07 Read aloud grade-level text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist. EL.02.RE.08 By the end of the second grade, read aloud unpracticed grade-level text at a target rate of 90-100 wcpm (words correct per minute).

EL.02.RE.09 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. EL.02.RE.10 Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry. EL.02.RE.11 Demonstrate listening comprehension of more complex text through discussions. EL.02.RE.12 Draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. EL.02.RE.13 Reread sentences when meaning is not clear. EL.02.RE.14 Read voluntarily for interest and own purposes.

CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. EL.02.RE.15 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text. EL.02.RE.16 Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud. EL.02.RE.17 Know and explain common antonyms and synonyms. EL.02.RE.18 Use knowledge of individual words in unknown compound words to predict their meaning (daydream). EL.02.RE.19 Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful). EL.02.RE.20 Use context to identify simple multiple-meaning words (change, duck). EL.02.RE.21 Determine meanings of words by using a dictionary or glossary.

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. EL.02.RE.22 Read written directions, signs, captions, warning labels, and informational books. EL.02.RE.23 Use titles, tables of contents, and chapter headings to locate information in text. EL.02.RE.24 Interpret information from diagrams, charts, and graphs. EL.02.RE.25 Alphabetize a list of words to the second letter. EL.02.RE.26 Follow two-step written instructions.


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CCG: Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas. EL.02.RE.27 Read informational texts for answers to specific questions or for specific purposes. EL.02.RE.28 Recall facts and details in the text to clarify and organize ideas.

CCG: Informational Text: Develop an Interpretation: Develop an interpretation of grade-level informational text across the subject areas. EL.02.RE.29 Pose possible answers to how, why, and what-if questions. EL.02.RE.30 Connect the information in text to life experiences, text, and world.

CCG: Informational Text: Examine Content and Structure: Examine content and structure of grade-level informational text across the subject areas. EL.02.RE.31 Connect and compare information across selections.

Grade 2: LITERATURECCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. EL.02.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature--including poetry, fiction, non-fiction, and drama--from a variety of cultures and time periods. EL.02.LI.02 Demonstrate listening comprehension of more complex literary text through discussions.

CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.EL.02.LI.03 Retell the sequence of the story. EL.02.LI.04 Identify and describe the plot, setting, and character(s) in the story.

CCG: Literary Text: Develop an Interpretation: Develop an interpretation of grade-level literary text.EL.02.LI.05 Make and confirm predictions about what will happen next. EL.02.LI.06 Describe cause-and-effect of specific events.

CCG: Literary Text: Examine Content and Structure: Examine content and structure of grade-level literary text. EL.02.LI.07 Connect and compare similarities in characters and events across stories. EL.02.LI.08 Recognize the use of rhyme, rhythm, and alliteration (using words with repeating consonant sounds) by a poet, and discuss its use. EL.02.LI.09 Take part in creative responses to texts such as dramatizations and oral presentations.

Grade 2: WritingCCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas. EL.02.WR.01 Create a list of ideas for writing. EL.02.WR.02 In addition to drafting and revising, begin to use (with guidance) additional parts of the writing process such as conferencing. EL.02.WR.03 With assistance, revise original drafts to improve sequence and provide more descriptive detail. EL.02.WR.04 With guidance, proofread one's own writing, as well as that of others, using, for example, an editing checklist or list of rules.


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CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning. EL.02.WR.05 With guidance, make reasonable judgments about what to include in written compositions. EL.02.WR.07 Develop an idea with an introductory sentence, supporting sentence(s), and a concluding sentence. EL.02.WR.08 Sequence three or more events. EL.02.WR.09 Select and use descriptive words when writing. EL.02.WR.10 Distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball). EL.02.WR.11 Use correct word order in written sentences.

CCG: Conventions: Spelling: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. EL.02.WR.12 Spell correctly words which are used frequently but do not fit common spelling patterns such as was, were, says, said, who, what, and why. EL.02.WR.13 Spell correctly words with short and long vowel sounds (a, e, i, o. u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st). EL.02.WR.14 Spell correctly previously studied words and spelling patterns in own writing. EL.02.WR.15 Represent all sounds in a word when spelling independently.

CCG: Conventions: Grammar: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. EL.02.WR.16 Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement). EL.02.WR.17 Identify and begin to correctly write a few contractions (isn't, can't).

CCG: Conventions: Punctuation: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.

CCG: Conventions: Capitalization: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.EL.02.WR.19 Capitalize all proper nouns (names of specific people or things, such as Emma, Oregon, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people.

CCG: Conventions: Handwriting: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas.EL.02.WR.20 Form letters correctly and space words and sentences properly so that printing can be read easily by another person.


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CCG: Writing Applications: Narrative Writing: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.EL.02.WR.21 Write brief narratives based on personal experiences:

Move through a logical sequence of events. Describe the setting, characters, objects, and even

CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

EL.02.WR.22 Write a brief description of a familiar object, person, place, or event: Develop a main idea. Use details to support the main idea.

EL.02.WR.23 Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

CCG: Research Report Writing: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials.EL.02.WR.26 Understand the purposes of various reference materials.EL.02.WR.27 Find ideas for writing in pictures and/or books.

Grade 2: LISTENING AND SPEAKINGCCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques. EL.02.SL.01 Retell stories in own words including characters, setting, and plot. EL.02.SL.02 Tell experiences in logical order. EL.02.SL.03 With guidance, report on a topic with supportive facts and details. EL.02.SL.04 With guidance, organize presentations to maintain a clear focus. EL.02.SL.05 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).

CCG: Listening: Listen critically and respond appropriately across the subject areas.EL.02.SL.06 Determine the purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). EL.02.SL.07 Ask for clarification and explanation of stories and ideas. EL.02.SL.08 Retell in own words information that has been shared orally by others.EL.02.SL.09 Give and follow three- and four-step oral directions.

CCG: Analysis: Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas.


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READINGGRADE 1

WORD ANALYSIS AND FLUENCY

1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”).

Beginning Early Intermediate

Early Advanced Advanced Proficient1 Recites alphabet through

songs, chants, and rhymes.Recognizes letters of alphabet by pointing and/or matching capital and lower case letters.

Names all letters, capital and lower case, when presented with letters or pictures.

Recognizes that groups of letters make words.

Recognizes that groups of words make sentences.

Identify letters, words, and sentences.

2 Recognizes own name in print.

Recognizes environmental print.

Recognizes familiar names of objects and people with pictures, or visual aid.

Tracks printed words in simple phrases and sentences with and without pictures.

Matches oral words to printed words with and without pictures.

Match oral words to printed words.

3 Forms capital letters using body gestures.

Identifies capital letters at the beginning of sentences and periods using gestures.

Identifies capital letters at beginning of sentences, periods, and question marks.

Identifies capital letters at the beginning of sentences, periods, question marks, and exclamation points.

Recognizes that sentences start with capital letters and end with punctuation (e.g., periods, question marks and exclamation points).

Recognize that sentences start with capital letters and end with punctuation such as periods, question marks, and exclamation points.


IDEA PAGES 9READINGGRADE 1

WORD ANALYSIS AND FLUENCY (cont.)Phonemic Awareness


Early Advanced Advanced Proficient1 Matches rhyming pictures. Verbally matches

rhyming pictures.States another word that rhymes with a given word with visual aid.

States a series of rhyming words for a given word prompt with or without a visual aid.

Creates and states a series of rhyming words.

Create and state a series of rhyming words including consonant blends (e.g., flat, slat).

2 Distinguishes initial sounds of words using gestures with visual and auditory prompts.

Distinguishes orally the initial sounds of single syllable words with prompts.

Distinguishes orally the final sounds in single syllable words.

Distinguishes orally between initial sounds and final sounds in single syllable words.

Listens and distinguishes initial, medial, and final sounds in single syllable words.

Listen and distinguish initial, medial, and final sounds in single-syllable words.

3 Recognizes short vowel sound.

Sorts short consonant-vowel-consonant (CVC) words into vowel sound groups using picture prompts.

Recognizes long vowel sounds.

Sorts long vowel words into vowel sound groups with and without visual prompts.

Begins to listen and distinguishes long and short vowel sounds in stated single syllable words.

Listen and distinguish long and short vowel sounds in stated single-syllable words (e.g., bit/bite).

4 Listens and counts the number of syllables in a word by clapping with teachers guidance.

Listens and counts the number of syllables in a word by clapping and/or other gestures.

Listens and counts the number of sounds in vowel-consonant (VC) and consonant-vowel (CV) words.

Listens and counts the number of sounds in consonant-vowel-consonant (CVC) words.

Listens and counts the number of syllables in a word.

Listen and count the number of sounds in a syllable; count the number of syllables in a word.

5 Points to picture words that are orally blended by teacher.

Blends orally two spoken phonemes into recognizable words with teacher’s support.

Blends orally two spoken phonemes into recognizable words with prompts.

Blends orally three spoken phonemes into recognizable words with prompts.

Blends orally two to four spoken phonemes into recognizable words with prompts.

Orally blend two to four spoken phonemes (sounds) into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

6 Identifies pictures with a given initial sound through gestures.

Distinguishes orally the initial sounds of single syllable words with prompts.

Recognizes orally and produces components of single syllable words.

Distinguishes between initial and final sounds in single syllable words.

Segments orally single syllable spoken words into their components.

Orally segment single syllable spoken words into their components (e.g., cat = /c/a/t; splat = /s/p/l/a/t; rich = /r/i/ch.

7 None available. Adds target sounds to change words. P + an = pan, with teacher support.

Adds and deletes target sounds to change words with teacher support.

Adds, deletes and changes sounds to change words with teacher support.

Adds, deletes, or changes target sounds to change words independently.

Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).


IDEA PAGES 2READING GRADE 1

WORD ANALYSIS AND FLUENCY (cont.) - Decoding and Word RecognitionBeginning Early

IntermediateEarly Advanced Advanced Proficient

1 Identifies and matches printed letters to sounds presented by teacher.

Generates all single consonants, long and short vowel sounds.

Blends consonant-vowel-consonant (CVC) words.

Generates the sounds of consonant blends and blends into recognizable words.

Generates the sounds of long vowel patterns and blends into recognizable words.

Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns, and blend those sounds into recognizable words.

2 Demonstrates orally letter- sound correspondence.

Uses letter-sound correspondence knowledge to sound out simple short known words.

Uses letter-sound correspondence knowledge to sound out known words.

Uses letter-sound correspondence knowledge to sound out unknown words. May include use of visual prompts.

Uses letter-sound correspondence knowledge to sound out simple short unknown words. May include use of visual prompts.

Use letter-sound correspondence knowledge to sound out unknown words.

3 Identifies letter-sounds in picture words.

Identifies r-controlled letter-sounds and vowel digraphs in picture words.

Reads r-controlled letter- sounds in simple words.

Reads simple known r-controlled and vowel digraph words.

Uses knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words (e.g., ea in beat, and ea in ear).

4 Uses picture clues to form compound words.

Uses picture clues to read simple compound words.

Recognizes and identifies the base words of simple contractions.

Manipulates words to form contractions and compound words.

Reads compound words and contractions.

Read compound words and contractions.

5 Matches picture to root word.

Reads a simple root word.

Reads a simple root word with inflectional endings (e.g., -s) using visual prompts.

Reads simple root words with inflectional endings (e.g., -s, -ed) using visual prompts.

Reads simple root words with inflectional forms (e.g., -s, -es, -ed, -ing).

Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

6 Sorts words by word patterns using visual prompts.

Sorts and reads consonant-vowel-consonant (CVC) word patterns (e.g., cat, hat, bit, sit) using visual prompts.

Sorts and reads common long vowel pattern words using visual prompts.

Reads a familiar word with common word patterns.

Reads an unfamiliar word with common word patterns.

Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, and bite).

7 Recites familiar regular sight words.

Recites familiar irregular sight words.

Reads familiar irregular sight words (e.g., the, have, of).

Reads related irregular sight words (e.g., could, would, should).

Reads a common irregular sight word with some accuracy.

Read common irregular sight words accurately and fluently (e.g., the, have, said, come, give, of).


READINGGRADE 1

WORD ANALYSIS AND FLUENCY (cont.)

Beginning Early Intermediate Intermediate

Early Advanced Advanced Proficient

8 Recites familiar rhymes, poems, chants and songs.

Reads word by word.

Reads by phrases. Reads with expression and understands significance of question mark.

Reads naturally with some comprehension.

Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist.

9 Choral reads unpracticed grade level material.

Reads aloud-unpracticed grade level text at a target rate of 5 to 20 words per minute.




By the end of the first grade, read aloud-unpracticed grade-level text at a target rate of 40-60 wcpm (words correct per minute).

10 Recites familiar rhymes, poems, chants and songs.

Choral reads familiar practiced text.

Choral reads unfamiliar unpracticed text.

Reads short familiar passages independently.

Reads grade level text independently most of the time.

Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.



LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed.


Early Advanced Advanced Proficient1 Listens to familiar

stories or text.Chorally reads familiar stories, text or poetry.

Listens to, reads, and understands narrative, informational text using picture clues and or visual organizers.

Listens to, reads grade level texts, children’s newspapers, children’s magazines.

Listens to, reads, and understands a wide variety of grade level informational and or narrative text.

Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.



LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.)Beginning Early Early Advanced Advanced Proficient

2 Demonstrates literal listening comprehension by sequencing pictures of story (e.g., beginning, middle and end).

Using picture cues retells or answers questions about stories using single words/ phrases.

Responds to inferential questions about a familiar story with short phrases and sentences.

Responds to literal and inferential questions of simple unfamiliar text using more complex sentence structure.

Demonstrates literal and inferential listening comprehension of unfamiliar text through discussions.

Demonstrate literal and inferential listening comprehension of more complex text through discussions.

3 Uses pictures to preview story and/or attach meaning to print.

Uses pictures to monitor understanding during shared reading.

Uses visual cues to self-correct with teacher support.

Uses context clues to self- correct. Uses context clues to self-correct with teacher support.

Self-corrects when using phonics, word meaning and visual cues with teacher support.

Monitor own reading and self-correct when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

4 Uses story pictures to identify difficulties of understanding through gestures. Uses gestures (hand raising, pointing) when difficulties are encountered in understanding text.

Identifies words and phrases not understood in short familiar passage of text.

Identifies words and phrases not understood in longer familiar passages of text.

Identifies difficulties encountered in short unfamiliar text.

Notices difficulties in understanding longer unfamiliar text.

Notice when difficulties are encountered in understanding text.



VOCABULARY3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).


Early Advanced Advanced Proficient1 Choral reads stories and

informational text.Understands and learns vocabulary through graphs, charts, diagrams and pictures.

Understands, learns, and uses new vocabulary of familiar text through visual cues.

Uses knowledge of language structure, and context clues to learn new vocabulary.

Understands and uses new vocabulary that is taught through clues. Orally reads stories and informational text.

Understand, learn, and use new vocabulary that is introduced and taught directly through orally- read stories and informational text as well as student-read stories and informational text.

2 Develops vocabulary by listening to familiar literary text and demonstrates by drawings or actions with teacher support.

Develops vocabulary by listening to simple familiar text and discussing familiar words and phrases with teacher support.

Develops vocabulary by listening and discussing simple or modified text using short phrases or sentences with teacher support.

Develops vocabulary by listening and discussing simple or modified short conceptually text using more complex phrases and sentences with teacher support.

Develops vocabulary by listening and discussing short conceptually challenging selections in small-guided groups.

Develop vocabulary by listening and discussing both familiar and conceptually challenging selections read aloud.



3 Sorts pictures by concrete classifications (e.g., foods, animals, toys).

Sorts words with pictures by concrete classifications (e.g., foods, animals).

Classifies words in simple semantic categories (e.g., plural/singular).

Classifies words by inflectional endings (e.g., -s, -es, -ed, -ing).

Classifies categories of simple words (e.g., colors, numbers, shapes, animals).

Classify categories of words (e.g., concrete collections of animals, foods, toys).

4 None available None available None available Uses prior knowledge to understand word meaning and sentence meaning from non-print features, illustrations, graphs, and maps.

Looks for known words and picture clues to determine meaning.

Use context to understand word and sentence meanings.


READINGGRADE 1

READ TO PERFORM A TASK4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”).


Early Advanced Advanced Proficient1 Recognizes

environmental print (e.g., McDonald’s) signs, high interest words.

Reads one word signs or directions with picture clues.

Reads familiar one and two word directions and signs.

Reads directions, signs and captions.

Reads familiar written directions, signs, captions, and informational books.

Read written directions, signs, captions, warning labels, and informational books.

2 Locates title on the front cover by pointing.

Locates title and author on front cover of familiar books using gestures.

Locates title, author, and illustrator on cover using familiar books.

Locates table of contents in familiar books with teacher support.

Locates the title, name of author, name of illustrator, and table of contents.

Locate the title, name of author, name of illustrator, and table of contents.

3 Alphabetizes three pictures by beginning letter sounds with teacher support.

Alphabetizes three words by first letter with teacher support.

Alphabetizes groups of up to five words by first letter with teacher support.

Alphabetizes groups of up to five words with teacher support.

Alphabetizes a list of words independently.

Alphabetize a list of words by the first letter.



4 Reads picture direction (ex. arrow).

Reads and understands one word direction with pictures.

Reads and understands simple one word directions.

Reads and understands simple two or three word directions with pictures.

Reads and understands simple one-step written instructions.

Read and understand simple one-step written instructions.

5 Obtains information from drawings, photos and pictures.

Obtains information from drawings, photos and pictures.

Uses simple picture graph to obtain information.

Uses symbols from graphs and maps to obtain information.

Obtains information using graphs, charts, diagrams and maps.

Obtain information from print illustrations.

6 Listens to examples of narrative and informational text.

Identifies features of narrative text with teacher support.

Identifies features of informational text with teacher support.

Sorts examples of informational and narrative text.

Sorts examples of informational and narrative text.

Identify text that uses sequence or other logical order (e.g., explain how informational text is different from a story).


READINGGRADE 1

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).


Early Advanced Advanced Proficient1 Draws pictures or uses

gestures to convey message.

Uses single words or short phrases and pictures to convey message with teacher support.

Demonstrates new knowledge from simple known text using short phrases or sentences and illustrations with teacher support.

Recalls facts from informational text with teacher support.

Describes new information gained from text in own words.

Describe new information gained from text in own words.

2 Draws picture to show understanding of simple oral comprehension questions (e.g., character, setting) with teacher support.

Draws pictures and labels to show understanding of simple oral comprehension questions (e.g., character, setting).

Answers simple oral or written comprehension questions with teacher support.

Answers simple written comprehension questions using phrases, sentences, and/or visual organizers with teacher support.

Answers simple written comprehension questions.

Answer simple written comprehension questions based on material read.


READINGGRADE 1

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).


Early Advanced Advanced Proficient1 Listens to a variety of

informational text.Uses pictures or drawings to express prior knowledge of topic.

Expresses prior knowledge through language, experience, and activities.

Connects prior knowledge to text with teacher support.

Makes connections and discusses prior knowledge of topics in informational text.

Make connections and discuss prior knowledge of topics in informational texts

2 Shows “what if” changes to informational topics through pictures, gestures, and actions with teacher support.

Answers how, why, and what if questions with one or two words and/or nonverbal responses with teacher support.

Answers how, why, and what if questions with short phrases or sentences on known topic with teacher support.

Discusses how, why, and what if questions on known topics with teacher support.

Discusses how, why, and what if questions on new topics with teacher support.

Discuss how, why, and what-if questions in sharing informational texts.

LITERATUREGRADE 1

LISTEN TO AND READ LITERARY TEXT7. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.


Early Advanced Advanced Proficient1 Listens to simple stories from

a variety of informational and narrative text.

Listens to, reads, and responds to a variety of children’s literature using key words or phrases with teacher support.

Listens to, reads, and responds to a variety of children’s literature using simple phrases and sentences with teacher support.

Listens to, reads, makes connections between text, and responds to a variety of children’s literature using more complex phrases and sentences with teacher support.

Reads, discusses, connects, and responds to a wide variety of children’s literature from a variety of cultures and time periods with teacher support.

Listen to text and read text to make connections and respond to a wide variety of significant works of children’s literature—including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods.

2 Demonstrates comprehension through pictures, drawings, and gestures.

Demonstrates comprehension through pictures, and single word answers.

Demonstrates comprehension of simple literary text through simple phrases, sentences, and visual organizers.

Demonstrates understanding through simple guided discussions.

Demonstrates comprehension of more complex literature through discussions.

Demonstrate literal and inferential listening comprehension of more complex literary text through discussions.


IDEA PAGES 18LITERATURE

GRADE 1LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING

8. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”).Beginning Early


1 Draws an illustration that corresponds with a familiar story.

Identifies favorite books, author, and illustrator through pictures.

Identifies orally favorite books, author and illustrator.

Recognizes the role of author and illustrator with teacher support.

Describes the roles of authors and illustrators.

Describe the roles of authors and illustrators.

2 Draws a picture of favorite book.

Draws and labels favorite parts of a book.

Retells favorite story through drawings and/ or actions.

Talks and writes about books with teacher support.

Recollects, talks, and writes about familiar books.

Recollect, talk, and write about books read during the school year.

3 Retells main events of story with pictures with teacher support.

Retells main events of story with labels and pictures with teacher support.

Retells beginning, middle, and end of story using short phrases and sentences with teacher support.

Recalls story facts and details using more complex phrases and sentences with teacher support.

Sequences and identifies specific events within the text.

Retell the main events of the story describing the beginning, the middle, and the end.

4 Sequences beginning, middle and ending of story through pictures or acting out.

Sequences beginning, middle and ending of story through pictures or acting out.

Sequences beginning, middle and ending of story through pictures and labels.

Sequences beginning, middle and ending of a story through pictures and labels.

Sequences the events in the story.

Sequence the events in the story.


LITERATUREGRADE 1

LITERARY TEXT: DEVELOP AN INTERPRETATION9. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”).


Early Advanced Advanced Proficient1 Uses pictures or drawings

to relate prior knowledge to story.

Relates prior knowledge of story through pictures, labels, and language experience activities with teacher support.

Relates prior knowledge to the story using webs and other graphic organizers with teacher support.

Relates prior knowledge to the story with teacher support.

Relates prior knowledge to the story through discussions and/or written response.

Relate prior knowledge to the story.

2 Predicts what will happen next in a story by using pictures, drawings, or gestures with teacher support.

Predicts simple future outcomes or actions through pictures and labels with teacher support.

Predicts simple future outcomes using text and illustrations with teacher support.

Predicts and justifies what will happen next in the stories through simple guided discussion.

Predicts and justifies what will happen next through small or large group discussions.

Predict and justify what will happen next in stories.

3 Sequences beginning, middle and end of story through pictures or acting out.

Sequences beginning, middle, and end of story through pictures and labels.

Sequences main events of a story through graphic organizers.

Sequences main events of a story using more complex phrases and sentences.

Sequences events and supporting details.

Sequence the events in the story.

LITERATUREGRADE 1

LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE10. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”).


Early Advanced Advanced Proficient1 Draws realistic and fantasy

pictures.Sorts realistic and fantasy pictures with teacher support.

Distinguishes between fact and fantasy by using visual clues (i.e., photos, graphs, and charts). Sorts and classifies familiar literature as fantasy or realistic text with teacher support.

Uses graphic organizers to compare and contrast realistic text and fantasy (e.g., Venn diagrams). Sorts and classifies familiar literature as fantasy or realistic text.

Distinguishes fantasy from realistic text with teacher support.

Distinguish fantasy from realistic text.


IDEA PAGES 20SPEAKING AND LISTENING

GRADE 1SPEAKING

1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language).


Early Advanced Advanced Proficient1 Gesturing to pictures.

Identifies rhyming words with picture prompts using gestures or nonverbal communication.

Identifies verbally rhyming picture pairs.

Recites simple familiar rhymes, chants, and/or songs.

Recites a familiar story with picture prompts.

Recites a familiar story, poem, rhyme, or song without prompts.

Recite poems, rhymes, songs, and stories.

2 Responds to topic through gestures, drawings, and actions.

Responds with single words or phrases about topic.

Responds to questions about topic with visual organizers.

Stays on topic when speaking with prompting, visual or oral.

Begins to stay on topic when speaking without prompts.

Stay on topic when speaking.


IDEA PAGES 21 SPEAKING AND LISTENING

GRADE 1SPEAKING (cont.)



3 Identifies who, what, where questions about familiar stories, using nonverbal response.

Responds with single words or phrases about story.

Responds with short phrases or sentences using visual organizers to sequence story.

Retells familiar story using questions, visual or gestures by answering who, what, when, where, why, and how.

Retells stories using basic story grammar and relating the sequence of story events by answering who, what, when, why, and how questions.

Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

4 None Available. Demonstrates an important life event or personal experience using gestures, drawings, or actions.

Responds with single words or phrases about an important life event or personal experience.

Responds to questions about personal life experiences by using short phrases or sentences.

Responds to questions about life experiences using more complex phrases and sentences.

Relate an important life event or personal experience in a simple sequence.

5 Acts out descriptive words for people, places, things, and events with teacher support.

Uses simple descriptive words to describe common or familiar people, places, things, and events, with teacher support and visual organizers.

Responds to questions about people, places, things, and events using short descriptive phrases or sentences using visual organizers, with teacher support.

Uses more complex phrases and sentences to describe people, places, things, and events, with teacher support.

Begins to use descriptive words when speaking about people, places, things, and events, with teacher support and prompting.

With guidance, use descriptive words when speaking about people, places, things, and events.

SPEAKING AND LISTENINGGRADE 1

SPEAKING 2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).TESOL: 1 and 2


Early Advanced Advanced Proficient1 Speaks a few words or

sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

Makes oneself understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or

Makes oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular,

Makes oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.

Demonstrates an understanding of idiomatic expressions (e.g., “Give me a hand”) by responding to such expressions and using them appropriately.

Speak clearly.


she). male and female pronouns).

2 Looks at listeners. Looks at listeners. Looks at listeners. Looks at listeners. Looks at listeners. Look at listeners.

1. CCG (K-12): Listen critically and respond appropriately across the subject areas.Beginning Early

IntermediateEarly Advanced Proficient

1 Listens to simple picture stories.

Listens attentively to short stories with pictures.

Listens attentively when questions are asked.

Listens attentively in social situations.

Listens attentively in familiar academic situations.

Listen attentively.

2 Recognizes and responds nonverbally to question words (i.e., who, what, where, and when).

Uses simple question words, (i.e., how, where, who) with visual prompts.

Differentiates between questions and statements.

Asks appropriate questions when prompted.

Asks simple questions for clarification and understanding.

Ask questions for clarification and understanding.


1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas.Beginning Early Intermediate


1 Listens to a story with visual cues. The student selects a focus using nonverbal response (painting/drawing).

Identifies and practices 1-3 key vocabulary words with assistance.

Answers yes/no questions from a story.

Creates a self-generated 1-3 word statement (not grammatically correct).

Using visual cues student retells story to peers or teacher using present and past tense.

With guidance, discuss ideas and select a focus when writing.

2 Creates a storyboard by drawing a series of pictures and sequencing them with teacher support.

Adds 1-3 key words to a storyboard. Responds to teacher

feedback in order to add detail and meaning to a story.

Writes a 1-3 word statement for each picture (not grammatically correct).

Tells or rereads self- generated story to teacher or peers making corrections where needed.

With assistance, compose fairly readable first drafts using some parts of the writing process such as planning, drafting, rereading for meaning, and some self-correction.


WRITINGGRADE 1

PLANNING, EVALUATION, AND REVISION

WRITINGGRADE 1WRITING

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”).

P Beginning Early IntermediateIntermediate

Early Advanced Proficient1 Participates using visual

in class-generated model to demonstrate writing purpose (style), with teacher support.

Discusses focus and vocabulary with teacher support.

Generates 1-3 word sentences (not grammatically correct), with teacher support student.

Rereads self-generated writing in order to generate more details and further ideas, with teacher support.

Rereads self-generated writing to teacher or peers, with teacher support.

With assistance, write for different purposes and to a specific audience or person.

2 Participates in group activity where teacher and students discuss beginning, middle and end of story.

Uses a graphic organizer to delineate beginning, middle and end, with teacher support.

Sequences self-generated sentences to create beginning, middle and end.

Rereads self-generated story and begins to identify beginning, middle and end.

Rereads self-generated writing, clearly identifying beginning, middle and end.

Develop an idea with an identifiable beginning, middle and end.

Beginning Early IntermediateIntermediate

Early Advanced Proficient3 Listens and participates

in group discussion, narrations or stories where descriptive words are generated and reinforced.

Generates meaningful descriptive words with teacher support.

Underlines or identifies descriptive words that have been added to teacher created sentences.

Adds descriptive words to already created sentences with teacher support.

Verbally shares self generated descriptive words and begins to use descriptive words when writing.

Use descriptive words when writing.

4 Writes familiar or commonly used words or phrases.

Writes phrases or simple sentences.

Writes in simple sentences.

Reads sentences to teacher and/or peers.

Shares with teacher and peers sentences to see if they make sense.

Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.


WRITINGGRADE 1

WRITING CONVENTIONS3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”).

P Beginning Early Intermediate

Early Advanced Advanced Proficient1 Underlines words in the

sentence.Demonstrates limited knowledge of English alphabet (e.g., recognizes names of letters in own name) during face-to-face interactions.

Demonstrates consistent knowledge of English alphabet. Matches beginning and ending letters to picture.

Demonstrates greater knowledge of short vowel sounds, combines consonants with vowels to produce written phonemes. Demonstrates awareness of word families.

Attempts to combine short vowels and/or word families and consonants.

Spell correctly three- and four-letter short vowel words (can, will).

2 Participates in teacher- modeled spelling activities.

Demonstrates knowledge of most of the English alphabet. Matches beginning letter to picture or object.

Demonstrates knowledge of short vowel sounds.

Combines consonants with vowels to produce written phonemes. Demonstrates awareness of word families.

Begins to combine consonants and short vowels in word families to produce words.

Use spelling/phonics-based knowledge to spell independently when necessary.

3 Participates in teacher-modeled spelling corrections.

Demonstrates knowledge of the entire English alphabet. Matches beginning and ending sounds to pictures.

Consistently demonstrates knowledge of short vowel sounds.

Combines consonants and short vowels to write small words.

Combines consonants and short vowels to write small words.

Show spelling consciousness or sensitivity to conventional spelling.


WRITING GRADE 1 CONVENTIONS (cont.)Grammar


Early Advanced Advanced Proficient1 Discriminates between

singular and plural nouns receptively.

Uses orally singular and plural nouns.

Uses orally singular and plural nouns.

Uses written singular and plural nouns.

Writes singular and plural nouns with limited success.

Identify and correctly write singular and plural nouns (cat/cats).

2 Demonstrates knowledge of English pronouns. (I, you, he, she, we, they)

Demonstrates knowledge of the difference between I and my.

Demonstrates knowledge of the difference between my and mine.

Demonstrates knowledge of the difference between he and his.

Demonstrates knowledge of the difference between she and her/hers.

Identify and correctly write simple possessive pronouns (my/mine, his/hers).

Punctuation1 Begins to form periods,

question marks and exclamation points when asked, but may not understand their function.

Writes simple sentences involving nouns and verbs and/or adjectives.

Demonstrates understanding of the function and placement of a period in a sentence.

Demonstrates understanding of the function and placement of the exclamation point and how it differs from a period in a sentence.

Demonstrates understanding of the function and placement of the question mark and how it differs from a period and an exclamation point in a sentence.

Correctly use periods (I like my dog.), exclamation points (Help!), and question marks (Do you like to play ball?) at the end of sentences.

Capitalization1 Demonstrates a limited

understanding that a sentence is a single thought involving a person, place or thing and an action or description of that person, place or thing.

Recognizes the difference between upper case and lower case letters. Capitalizes own name.

Writes simple sentences involving nouns and verbs and/or adjectives.

Capitalizes the first word of a sentence.

Capitalizes the first word of a sentence and the names of people.

Capitalize the first word of a sentence, names of people, and the pronoun I.


IDEA PAGES 27

Handwriting1 Traces letters correctly. Begins to form letters. Forms letters legibly and

begins to combine letters to write words.

Understands that each word is made up of a combination of letters and is separate from other words in a sentence. Forms letters legibly and combines letters to write words.

Understands that a sentence is a singular thought involving a person, place or thing and an action and or description of that person, place or thing. Prints legibly and begins to space letters, words and sentences appropriately.

Print legibly and space letters, words, and sentences appropriately.


IDEA PAGES 28WRITINGGRADE 1

WRITING APPLICATIONS4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).



Narrative Writing1 Draws a picture that

correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Describes verbally an experience.

Writes stories that describe an experience using limited vocabulary.

Writes stories that describe an experience.

Write brief stories that describe an experience.

Expository Writing1 Draws a picture that

correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Generates new vocabulary with teacher support.

Adds more detail to story by creating new vocabulary with assistance.

Writes simple expository descriptions with teacher support.

Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described.

2 Participates in group lesson where simple directions are acted out and modeled.

Performs task when asked to follow simple 1-step directions.

Reads simple directions to teacher/peers who perform the actions for reinforcement.

States 1-step directions during modeled writing activity.

Writes simple directions.

Write simple directions.



DECODING AND WORD RECOGNITION1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”).


Early Advanced Proficient1 Demonstrates initial print

awareness (directionality, sequencing, one-to-one correspondence).

Listens to spoken words and recognizes individual letters.

Recognizes printed words and phrases from previously learned materials.

Blends sounds to read one-syllable decodable words.

Reads multi-syllabic words with teacher support.

Read regular multi-syllabic words.

2 Recognizes that print is spoken words written down and has meaning (alphabetic principle).

Distinguishes letters from words and letters from non-letters.

Recognizes and names all uppercase and lower-case letters.

Identifies most one-to-one letter-sound correspondences.

Uses letter-sound correspondence and contextual clues to sound out unknown words.

Use letter-sound correspondence knowledge to sound out unknown words.

3 Recognizes that as letters of words change, so do the sounds (alphabetic principle).

Recognizes and identifies (either verbally or nonverbally) a few very common sight words.

Recognizes “word families” with spelling rules and phonemes that are consistent with those of student’s other language.

Reads common word patterns that have spelling patterns unique to English (e.g., silent e patterns such as –ite, -ate in words such as gate, late, kite and bite).

Recognizes and uses knowledge of spelling patterns when reading with teacher support.

Recognize and use knowledge of spelling patterns (such as cut/cutting,slide/sliding, and the vowel sound “oy” in boy) when reading.


IDEA PAGES 30READING GRADE 2 DECODING AND WORD RECOGNITION (cont.)


Early Advanced

Advanced Proficient

4 Recognizes and identifies number of syllables in a word of one or two syllables in choral reading or in read-aloud songs, poems and/or chants.

Recognizes and identifies number of syllables in a word in choral reading or in read-aloud songs, poems and/or chants.

Identifies the number of syllables in single- and multiple-syllable words read to the student.

Applies knowledge of basic syllabication rules to commonly used words.

Applies knowledge of basic syllabication rules when reading (e.g., vowel-consonant; vowel-consonant/consonant with teacher support.

Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per, vowel-consonant/consonant - vowel = sup/per).

5 Recognizes the difference between singular and plural in read-aloud songs, poems, chants, books, and in oral presentations.

Uses singular and plural forms of everyday classroom objects and activities.

Identifies and correctly uses regular plurals (e.g., -s, -es, -ies).

Identifies and correctly uses regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

Recognizes and correctly reads and uses regular plurals; recognizes and correctly reads a few common irregular plurals (e.g. “feet”) with teacher support.

Recognize and correctly read and use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

6 Recognizes that words can be abbreviated.

Identifies, either by pointing or with short, one- to two-word responses where the abbreviations are in a print sample.

Recognizes common abbreviations for “honorifics” (e.g., Mr., Mrs., Dr.).

Recognizes common abbreviations for days of the week and months of the year.

Recognizes common abbreviations for measurement terms (e.g., ft., lb.) and for common street types (e.g., St., Ave., Dr., Blvd.).

Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).

7 Mimics intonation of words or simple phrases.

Uses appropriate intonations and rhythms while participating in choral readings (e.g., patterned stories, rhymes, and songs).

Uses natural phrasing, expressive interpretation, flow and pace when orally reading familiar text.

Develops fluency in oral reading of predictable text using natural phrasing, expressive interpretation, flow, and pace.

Reads aloud predictable text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist with teacher support.

Read aloud grade-level text fluently and accurately with appropriate intonation and expression using cues of punctuation to assist.


8 Engages in choral reading with appropriate verbal and/or nonverbal participation.

Participates in choral reading at near-average rate of speed (e.g., patterned stories, rhymes, and songs).

Reads aloud familiar, predictable text with minimal self-correction/re-reading of words or phrases.

Reads aloud familiar text with minimal self-correction/re-reading of words or phrases with a target rate of 40-60 words correct per minute.

Reads aloud new and/or familiar text at a target rate of 60-80 words correct per minute with teacher support.

By the end of the second grade, read aloud unpracticed grade-level text at a target rate of 90-100 wcpm (words correct per minute).

9 Listens to familiar material with pictures that are read aloud.

Listens to material, read-alouds using some pictures and read keywords or phrases.

Reads an increasing number of familiar English words independently.

Reads and demonstrates progress toward reading familiar texts independently.

Reads or demonstrates progress toward reading at an independent and instructional reading level with teacher support.

Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.



LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed.TESOL


Early Advanced Advanced Proficient1 Responds to stories read aloud,

using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

Draws pictures from student’s own experience related to a story or topic (e.g., a trip.)

Draws and labels pictures using key words or phrases related to a story topic of own experience.

Relates text to own experience.

Describes relationships between text and own experience.

None available


IDEA PAGES 33

READING GRADE 2

LISTEN TO AND READ INFORMATIONALAND NARRTIVE TEXT (cont.)Beginning Early

Intermediate


2 Listens to a wide variety of narrative and informational text from a variety of time periods and cultures, including predictable books, nursery rhymes, and alphabet books.

Listens to a wide variety of narrative and informational text from a variety of time periods and cultures, including predictable books, informational stories, classic and contemporary literature, nursery rhymes, and alphabet books and responds to factual questions using a word or phrase.

Listens to and demonstrates understanding (e.g., via group discussion or illustration) of a wide variety of narrative and informational text from a variety of time periods and cultures, including predictable books, informational stories, classic and contemporary literature, nursery rhymes, and alphabet books.

Listens to and demonstrates understanding (in oral or written form) of a wide variety of narrative and informational text from a variety of time periods and cultures, including children’s magazines and newspapers, informational stories, classic and contemporary literature, poetry, and dictionaries.

Listens to, reads, and demonstrates understanding of a wide variety of grade-level informational and narrative (story) text, including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry, with teacher support.

Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

3 Answers literal comprehension questions (using pictures, gestures or other nonverbal means) about familiar stories read by the teacher.

Demonstrates literal and inferential comprehension of stories read by the teacher using simple phrases.

Identifies cause and effect relationships, evaluates information, and forms conclusions (using phrases and/or simple sentences) based on predictable text read as shared and/or choral reading.

Identifies cause and effect relationships, evaluates information, and forms conclusions (using sentences) based on text read in small groups.

Demonstrates literal, inferential, and evaluative listening comprehension of more complex text through interpretive discussions with teacher support.

Demonstrate literal, inferential, and evaluative listening comprehension of more complex text through interpretive discussions.


4 Demonstrates understanding of simple questions about a text read aloud, via gestures, pictures, or other nonverbal means.

Answers simple questions and/or makes predictions about a text read aloud using pictures and context clues.

Makes simple predictions and/or asks simple questions about a familiar text read by the student.

Compares similar stories or similar versions of the same story from different sources.

Draws upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources) with teacher support.

Draw upon a variety

of comprehension

strategies as needed

(e.g., generating and

responding to

essential questions,

making predictions,

comparing

information from

several sources).

5 None available Uses picture clues when meaning is not clear.

Uses picture clues and context clues when meaning is not clear.

Uses picture clues, context clues, and/or rereads sentences when meaning is not clear.

Uses context clues and/or rereads sentences when meaning is not clear.

Reread sentences

when meaning is not

clear.


READING GRADE 2

LISTEN TO AND READ INFORMATIONALAND NARRTIVE TEXT (cont.)Beginning Early Early Advanced Advanced Proficient

6 Selects appropriate reading materials with assistance.

Reads simple reading materials for own interest.

Reads an increasing number of English words for interest and own purposes.

Reads aloud an increasing number of English words for interest and own purposes.

Chooses and reads material independently for personal and voluntary reading.

Read voluntarily for interest and own purposes.

READING GRADE 2

VOCABULARY3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).


Early Advanced Advanced Proficient1 None available Demonstrates

internalization of simple vocabulary with an appropriate action.

Demonstrates internalization of English word choice by recognizing and correcting some errors when reading aloud.

Demonstrates internalization of English usage, and word choice by recognizing and correcting some errors when reading aloud.

Demonstrates internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

None available

2 Demonstrates understanding of simple words using gestures or other nonverbal communication.

Demonstrates understanding of new vocabulary words using graphs, charts, tables or other visuals.

Demonstrates understanding of new vocabulary words using simple phrases and sentences.

Uses new vocabulary that is introduced and taught directly through stories, and informational text.

Understands, learns, and uses new vocabulary that is introduced and taught directly through stories, informational text, and instruction with teacher support.

Understand, learn, and use new vocabulary that is introduced and taught directly through stories, informational text, and instruction.


READING GRADE 2

VOCABULARY (cont.)Beginning Early Early Advanced Proficient

3 Develops vocabulary directly related to the classroom environment and to students’ personal life experiences by listening to familiar selections read aloud.

Develops vocabulary related to space and time by listening to text read aloud by the teacher.

Develops vocabulary related to familiar concepts by listening to and talking about text shared by the teacher or read with a group.

Applies knowledge of content-related vocabulary to discussions and reading.

Develops vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud with teacher support.

Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

4 Demonstrates understanding of simple antonyms using gestures, pictures or other nonverbal communication.

Identifies simple antonyms and synonyms in familiar stories (e.g., blend/mix; big/little; good/bad).

Recognizes simple antonyms and synonyms in stories or games.

Understands common antonyms and synonyms with teacher support.

Understands and explains common antonyms and synonyms with teacher support.

Know and explain common antonyms and synonyms.

5 Identifies a few compound words taught directly through stories read aloud using gestures or other nonverbal communication.

Uses knowledge of familiar words to identify a few compound words taught directly through stories read aloud.

Uses contextual clues, illustrations, and knowledge of individual words to recognize compound words.

Uses contextual clues, illustrations, and knowledge of individual words to predict meaning of unknown compound words.

Uses knowledge of individual words in unknown compound words to predict their meaning with teacher support.

Use knowledge of individual words in unknown compound words to predict their meaning (daydream).

6 Identifies known words using gestures, pictures or other nonverbal communication.

Identifies known words within new words using pictures or context clues.

Recognizes simple prefixes and suffixes when attached to known vocabulary (e.g., remove, jumping).

Knows the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).

Knows the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful) with teacher support.

Know the meaning of simple prefixes (word parts added at the beginning of words such as un-) and suffixes (word parts added at the end of words such as -ful).


7 Demonstrates understanding of the meanings of a few familiar words using gestures and/or other nonverbal communication.

Uses pictures and/or context clues to answer simple questions about the meanings of words.

Uses pictures and/or context clues to identify the meanings of words.

Uses pictures, context clues, and/or background information provided by teacher to identify simple multiple-meaning words.

Uses pictures and/or context clues to identify simple multiple-meaning words.

Use context to identify simple multiple-meaning words (change, duck).

READING GRADE 2

VOCABULARY (cont.)Beginning Early Early Advanced Advanced Proficient

8 Determines meanings of words by using a picture dictionary.

Determines meanings of words by using student’s own created dictionary or a picture dictionary.

Locates information using pictographs, diagrams, or other visual displays of information or student’s own created dictionary.

Locates words and their definitions in a classroom- or teacher-created dictionary.

Determines meanings of words by using a dictionary or glossary with teacher support.

Determine meanings of words by using a dictionary or glossary.


READING GRADE 2

READ TO PERFORM A TASK4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”).


Early Advanced Advanced Proficient1 Understands purpose of

basic text features such as title, table of contents and chapter headings.

Identifies basic text features such as title, table of contents, and chapter headings.

Points out basic text features such as title, table of contents, and chapter headings while reading orally in small group.

Reads and uses basic text features such as title, table of contents, and chapter headings to locate information.

Locates and uses text features such as title, table of contents, chapter headings, diagrams and index to locate information with teacher support.

Use titles, tables of contents, and chapter headings to locate information in text.

2 None available. None available. Locates information on familiar topics using diagrams, charts and tables.

Locates information using diagrams, charts and tables.

Locates and interprets information using diagrams, charts, tables and graphs with teacher support.

Interpret information from diagrams, charts, and graphs.

3 Alphabetizes simple words using first letter.

Alphabetizes words using first letter.

Alphabetizes a brief list of content area words using the first letter.

Alphabetizes a list of words found in familiar texts to the second letter.

Alphabetizes a list of words to the second letter.

Alphabetize a list of words to the second letter.

4 Understands and follows simple one-step directions for classroom activities.

Understands and follows simple two-step directions of classroom related activities.

Understands and follows simple two-step directions of classroom related activities.

Understands and follows simple two-step directions of classroom and work-related activities.

Understands and follows two-step directions for classroom-related activities and work-related activities.

Follow two-step written instructions.


READINGGRADE 2

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).


Early Advanced Advanced Proficient1 Listens to a story and

responds by answering factual comprehension questions using pictures, or one- or two-word responses.

Responds to informational texts by answering factual comprehension questions, using simple sentences.

Uses expanded vocabulary and descriptive words for written responses to simple informational texts.

Reads informational texts for answers to specific questions.

Reads informational texts for answers to specific questions or for specific purposes.

Read informational texts for answers to specific questions or for specific purposes.

2 Listens to a story and responds by recalling facts using pictures, charts, graphs, tables or other nonverbal resources.

Responds to informational texts by recalling facts and details to clarify ideas, using patterned sentences.

Uses expanded vocabulary and descriptive words for written responses to simple informational texts.

Reads informational texts and recalls facts and details in the text to clarify ideas.

Recalls facts and details in the text to clarify and organize ideas.

Recall facts and details in the text to clarify and organize ideas.

READINGGRADE 2

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).


Early Advanced Advanced Proficient1 Responds to questions about

stories read aloud, using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

Responds to questions about stories read aloud by answering who, what, where questions using one- or two-word responses.

Reads and uses simple sentences to respond to who, what, where, why questions.

Reads and uses simple sentences to respond to who, what, where, how and why questions.

Poses possible answers to how, why, and what-if questions with teacher support.

Pose possible answers to how, why, and what -if questions.

2 Connects familiar stories to life experiences using native language for support.

Connects familiar informational text to life experiences.

Connects information in text to life experiences and text.

Connects the information in text to life experiences, text and world.

Connects the information in text to life experiences, text and world.

Connect the information in text to life experiences, text, and world.


READING GRADE 2

INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”).


Early Advanced Advanced Proficient1 Identifies same or

different characteristics of common objects using nonverbal resources.

Compares information presented in charts or graphs.

Compares information of at least two brief passages.

Compares and contrasts information presented in charts, tables, or graphs.

Connects and compares information across selections.

Connect and compare information across selections.

LITERATUREGRADE 2

LISTEN TO AND READ LITERARY TEXT8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.


Early Advanced Advanced Proficient1 Listens for the rhythm of

songs, poems, and chants during choral reading time.

Recognizes and imitates the rhythm of songs, poems, and chants during choral reading time.

Reads simple poetry and responds to factual comprehension questions using simple sentences.

Reads short poems and orally identifies the basic elements (e.g., rhythm and rhyme).

Describes the elements of poetry (e.g., rhythm, rhyme, alliteration).

None available

2 Listens to simple stories from a variety of cultures and time periods.

Listens to poetry, drama, myths and fairy tales from a variety of cultures and time periods.

Reads and uses simple sentences to respond to comprehension questions taken from poetry, drama, and stories from a variety of cultures.

Reads and uses sentences to respond to a variety of works including fiction, non-fiction, poetry, drama, from a variety of cultures and time periods.

Makes connections and responds to a variety of children’s poetry, drama, fiction and non-fiction from a variety of cultures and time periods.

Listen to text and read text to make connections and respond to a wide variety of significant works of children’s literature—including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods.


LITERATURE GRADE 2

LISTEN TO AND READ LITERARY TEXT (cont.)Beginning Early Early Advanced Proficient

3 Writes captions of words or phrases for drawings related to a story.

Uses the contents of a familiar story to draw logical inference during teacher led discussions, and uses simple words or phrases to communicate inferences made.

Draws inferences from stories read aloud using the content of stories read and uses simple phrases or sentences to communicate the inferences made.

Identifies the main ideas and uses them to draw inferences about a text and uses sentences to communicate the inferences made.

Demonstrates literal, inferential and evaluative listening comprehension of more complex literary text through interpretive discussions with teacher support.

Demonstrate literal, inferential, and evaluative listening comprehension of more complex literary text through interpretive discussions.

LITERATUREGRADE 2

LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”).


Early Advanced Advanced Proficient1 Identifies the basic

sequences of events in stories read to them, using pictures or other visuals.

Identifies orally the basic sequence of text read to them using key words or phrases.

Retells or paraphrases a brief story (three or four complete sentences) observing appropriate sequence.

Reads and responds to stories by restating facts sequentially.

Retells the sequence of the story.

Retell the sequence of the story.

2 Draws pictures related to a work of literature identifying setting and characters.

Identifies orally setting and characters using simple sentences and vocabulary.

Retells or paraphrases events or characters from familiar stories read by the teacher.

Retells stories in greater detail including characters, setting, and plot.

Identifies and describes the plot, setting, and character(s) in the story.

Identify and describe the plot, setting, and character(s) in the story.


LITERATUREGRADE 2

LITERARY TEXT: DEVELOP AN INTERPRETATION10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”).


Early Advanced Advanced Proficient1 Identifies the basic

sequences of events in stories read to them, and makes predictions using pictures or other visuals.

Identifies the basic sequence of text read to them and makes predictions using key words or phrases.

Retells a brief story (three or four complete sentences) observing appropriate sequence and makes predictions about what will happen.

Reads and responds to stories by restating facts sequentially; makes predictions and confirms them.

Makes and confirms predictions about what will happen next with teacher support.

Make and confirm

predictions about

what will happen

next.

2 Identifies cause and effect of known everyday events using pictures or other visuals.

Identifies cause and effect of known events using one or two words or phrases.

Retells a brief story (three or four complete sentences) describing cause and effect of known events.

Reads and responds to stories by describing cause and effect of specific events.

Describes cause and effect of specific events.

Describe cause-and-effect of specific events.


LITERATUREGRADE 2

LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”).


Early Advanced Advanced Proficient1 Draws pictures of

familiar characters displaying character traits.

Compares similarities in characters in simple literary texts using pictures or verbal descriptions.

Compares and contrasts using explicit descriptions of major characters in familiar texts.

Compares and contrasts similarities in characters using descriptions of major characters across stories.

Connects and compares similarities in characters and events across stories.

Connect and compare similarities in characters and events across stories.

2 Recognizes rhyming words when given a word bank.

Recognizes rhyming words in a familiar poem.

Recognizes rhyme and alliteration in a familiar poem.

Recognizes rhyme, alliteration and rhythm in a poem.

Recognizes the use of rhyme, rhythm, and alliteration (using words with repeating consonant sounds) by a poet, and discuss its use.

Recognize the use of rhyme, rhythm, and alliteration (using words with repeating consonant sounds) by a poet, and discuss its use.

3 Observes dramatizations and/or oral presentations.

Takes part in creative responses to familiar texts such as dramatizations in a nonverbal role.

Takes part in creative responses to familiar texts such as dramatizations.

Takes part in creative responses to familiar texts such as dramatizations and oral presentations.

Takes part in creative responses to texts such as dramatizations and oral presentations.

Take part in creative responses to texts such as dramatizations and oral presentations.



SPEAKING1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 ideas and content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language).


Early Advanced Advanced Proficient1 None available Produces simple vocabulary

(single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects).

Produces vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.

Uses more complex vocabulary and sentences to communicate needs and expresses ideas in a wider variety of social and academic settings (e.g., small group and classroom discussions).

Uses appropriate vocabulary and sentences to communicate needs and expresses ideas in a wide variety of social and academic settings, (e.g., small group and classroom discussions and mediation of conflicts) with some teacher support.

None available

2 Listens to a story and responds to questions by using appropriate gestures, expressions, and illustrative objects.

Retells simple stories using drawings, words or phrases.

Retells familiar stories through both nonverbal responses and simple phrases.

Retells stories including information to answer who, what, where, when, why and how questions regarding characters, setting, and plot.

Tells stories in own words including characters, setting and plot with teacher’s support.

Retell stories in own words including characters, setting, and plot.



SPEAKING (cont.)Beginning Early

Intermediate IntermediateEarly Advanced Advanced Proficient

3 Listens to a whole group experience and sequences events through nonverbal responses.

Listens to a whole group experience and sequences events through nonverbal responses and one or two-word responses.

Restates a whole group experience and sequences events through short phrases and simple sentences with support.

Relates and sequences an individual experience through short phrases and simple sentences using basic words such as first, second, next, last, with support.

Relates in sequence an individual experience in greater detail using complex sentences.

Tell experiences in logical order

4 Listens to short presentations modeled by a teacher or peer and identifies the topic through nonverbal or one/two word responses.

Listens to short presentations on a familiar topic and responds nonverbally and/or with one to two words/phrases.

Listens to a short presentation on a familiar subject and restates the topic with support.

Presents on a familiar topic and provides some details with support with teacher support.

Reports on a topic with supportive facts and details with teacher support and guidance.

With guidance, report on a topic with supportive facts and details.

5 None available None available Listens to a presentation on a familiar subject and identifies the simple topic using one to two-word responses/phrases.

Organizes a presentation with a topic and some supporting details with teacher support.

Organizes presentations to maintain a clear focus with teacher support and guidance.

With guidance, organize presentations to maintain a clear focus.


SPEAKING AND LISTENINGGRADE 2SPEAKING2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).


Early Advanced Advanced Proficient1 Uses independently common

social greetings and simple repetitive phrases (e.g., "Thank you.", "You're welcome.").

Communicates orally basic needs (e.g., "May I get a drink?").

Participates in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Participates and initiates more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

Negotiates and initiates social conversations by questioning, restating, soliciting information and paraphrasing.

None available

2 Speaks with rudimentary English words or phrases.

Speaks clearly in phrases, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns [he/she]).

Speaks clearly using consistent standard English grammatical forms and sounds, although some rules may not be in evidence (e.g., third person singular, male and female pronouns).

Speaks clearly using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.

Speaks clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).



1. CCG (K-12): Listen critically and respond appropriately across the subject areas.Beginning Early


1 Listens when others are speaking.

Listens to stories/ information on familiar topics and identifies key concepts using nonverbal responses.

Listens to stories/ information on familiar topics and identifies key details and concepts using both verbal and nonverbal responses.

Listens to stories/ information on familiar topics and orally identifies key details and concepts with some contextual clues.

Listens to stories/information on new topics and identifies key details and concepts with some contextual clues.

Determine the purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).

2 Demonstrates comprehension of stories/information and responds nonverbally by pointing, moving, matching, drawing and appropriate classroom gestures.

Demonstrates comprehension of stories/information and responds nonverbally by pointing, moving, matching, drawing, labeling, classifying, categorizing and gestures using pictures, objects and realia.

Demonstrates comprehension of stories/information and responds verbally or nonverbally. Begins to ask for clarification.

Asks for clarification and explanation of simple stories.

Asks for clarification and explanation of stories and ideas with teacher support.

Ask for clarification and explanation of stories and ideas



LISTENING (cont.)Beginning Early Early Advanced Advanced Proficient

3 Recites familiar rhymes, songs, and simple stories.

Retells familiar stories and short conversations by using appropriate gestures, expressions and illustrations or simple sentences.

Retells stories and talks about school related activities using expanded vocabulary, descriptive words, and paraphrases.

Retells stories, events, and messages demonstrating comprehension by using expanded vocabulary, descriptive words and appropriate sequencing.

Retells and paraphrases events in greater detail, using more extended vocabulary.

Retell in own words information that has been shared orally by others.

4 Responds to simple one-step direction for daily routines/directions using gestures, pointing, drawings or other means of nonverbal communication given model and contextual clues.

Responds to one or two-step directions about common routines, using gestures, pointing, drawings or other means of nonverbal communication given model and contextual clues.

Restates and executes multi-step oral directions for familiar tasks given model and contextual clues.

Responds and executes multi-step oral directions for daily routines and academic tasks with some repetition and variation of rate.

Gives and follows three-and four-step oral directions for daily routines and familiar academic tasks.

Give and follow three-and four-step oral directions.


WRITING GRADE 2

PLANNING, EVALUATION, AND REVISION1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas.


Early Advanced Advanced Proficient1 Draws pictures about key

ideas for group writing.Draws on own first language to help support brainstorm process given models and contextual support.

Contributes orally one or two word ideas for class-generated list. Draws pictures and copies words from class generated brainstorm about key ideas for group writing. Draws on own first language to help support brainstorm process.

Uses class generated brainstorm about key ideas for group writing given models and contextual support. Lists ideas using one or two words (e.g., graphic organizer, such as a list or word web). Draws on own first language to help support brainstorm process.

Independently creates list of ideas for writing given contextual support. Uses combination of single words and phrases and pictures to demonstrate ideas. Draws on own first language to help support brainstorm process.

Creates a list of ideas for writing given some contextual support. Draws on own first language to help support brainstorm process.

Create a list of ideas for writing.

2 Listens to teacher-directed reflection of story written by teacher.

Responds orally with one or two words to teacher questions about writing, such as, “Did we have a main idea?” Teacher or class writes story. Teacher guides class is use of checklist for revising and editing.

Reflects on a class-generated story using questions in a checklist for revising and editing while working in small groups/partners.

Reflects on a piece of whole group and independent writing using questions in a checklist for revising and editing, while working in small groups/partners.

Reflects (with guidance) on own writing and the writing of peers through peer and teacher conferencing.

None available


WRITINGGRADE 2

PLANNING, EVALUATION, AND REVISION (cont).Beginning Early

Intermediate IntermediateEarly Advanced

Advanced Proficient

3 Listens to a teacher-modeled story in which a “think out loud” strategy is used.

Participates in group writing activity where brainstorming is used to choose topic.

Identifies main idea of a group-generated story with support. Participates in teacher guided use of checklist for revising and editing.

Writes a simple story in a group, using an editing checklist. Evaluates a group-generated story.

Writes a story, beginning to use basic editing skills, and participates in peer and teacher conferencing with teacher support.

Use additional parts of the writing process such as drafting, revising and conferencing.

4 Sequences a familiar story using pictures.

Sequences a familiar story using pictures and sentences.

Sequences an experience-generated story written by whole class (school related or personal experiences) while working in small groups or with partners.

Sequences and adds details to an experience-generated story written by whole class or written independently while working in small groups or with partners.

Revises original drafts to improve sequence and provides more descriptive detail with assistance.

None available

5 Sequences a familiar story with teacher support using pictures and words or phrases.

Adds one or two descriptive words to teacher or group-generated story.

Revises teacher or group generated draft to improve sequence and provides more descriptive detail.

Revises original drafts to improve sequence and provides more descriptive detail with teacher support.

Sequences and adds details to an original draft with teacher support while working with a peer or in small groups.

With assistance, revise original drafts to improve sequence and provide more descriptive detail


WRITING GRADE 2

PLANNING, EVALUATION, AND REVISION (cont).Beginning Early Early Advanced Advanced Proficient

6 Recognizes the proofreading process as teacher guides class in proofreading simple sentences using a simplified checklist.

Identifies orally errors and makes corrections in writing conventions, such as capitals and periods in a two-three sentences paragraph in teacher-directed whole class activity.

Proofreads an experience-generated story written by whole class while working in small groups or with partners.

Proofreads an experience-generated story written by whole class or written independently while working in small groups or with partners.

Proofreads one’s own writing, as well as that of others, using, forexample, an editing checklist or list of rules with teacher support.

None available

7 Participates in the proofreading process as teacher guides class in proofreading simple sentences.

Identifies orally the use of simple conventions such as capitals and periods in group writing.

Identifies orally and in writing the use of simple conventions such as capitals and periods in group writing.

Uses a checklist to proofread a group-generated story.

Uses a checklist to proofread an independent story with teacher support.

With guidance, proofread one’s own writing, as well as that of others, using, for example, an editing checklist or list of rules


WRITINGGRADE 2WRITING

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”).


Early Advanced Advanced Proficient1 Recognizes pictures that

belong or do not belong to a central theme.

Responds verbally or nonverbally to yes/no or either/or questions to decide whether or not ideas belong to a central theme when given picture prompt.

Works with partners or in small groups to decide if ideas support or do not support a central theme when given a list of simple sentences.

Generates lists of ideas that support a central topic with teacher support.

Determines important ideas for inclusion in written composition with teacher support.

With guidance, make reasonable judgments about what to include in written compositions.

2 Groups pictures that belong to a central theme, given models.

Groups and labels pictures that belong to a central theme, given models.

Groups phrases or sentences that belong to a central theme, given models.

Generates and groups phrases or sentences that belong to a central theme with a partner.

Groups related ideas to maintain a consistent focus.

Group related ideas to maintain a consistent focus.

3 Points to the beginning of a book, the middle of the book and the end of the book, (e.g., engage in preview activities).

Participates with the class to sequence a simple introductory sentence and two supporting sentences.

Completes a paragraph frame with introductory sentence, supporting sentences and a concluding sentence using a word bank of key nouns and verbs. Uses transition words (first, then, next, last).

Completes a paragraph frame with introductory sentence, supporting sentences and a concluding sentence using common verbs, high frequency modifiers. Transition words: later, after, that, finally, also.

Develops an idea with an introductory sentence, supporting sentence(s), and a concluding sentence with a graphic organizer.

Develop an idea with an introductory sentence, supporting sentence(s), and a concluding sentence.


WRITING GRADE 2

WRITING (cont).Beginning Early Early Advanced Advanced Proficient

4 Sequences three events in order using pictures.

Identifies orally three events in sequential order given contextual support and familiar topics.

Writes and sequences simple sentences about familiar events with teacher guidance and in small groups.

Writes and sequences detailed sentences about events from familiar experiences and stories with teacher guidance and in small groups.

Sequences three events with teacher providing contextual support and background information.

Sequence three or more events.

5 Identifies and recognizes concrete descriptive words used for familiar surroundings or environment (e.g., Jason is tall) with teacher providing visual cues and models.

Produces orally one or two adjectives for familiar surroundings or environment (e.g., Jason is tall) with teacher providing word banks.

Uses descriptive words when writing simple sentences with teacher generated and class generated word banks.

Uses descriptive words when writing detailed sentences with teacher generated and class generated word banks.

Uses descriptive words when writing detailed sentences with teacher providing contextual support and background information.

Select and use descriptive words when writing.

6 Orally completes sentences about familiar routines with one word. i.e. Raise your ____. “hand” with teacher providing visual cues.

Matches actions or pictures with simple sentences with teacher providing contextual clues and gestures.

Matches complete sentence (when given a choice between complete and incomplete sentences) to match the picture with teacher providing contextual clues and pictures.

Matches a complete sentence (when given a choice between complete and incomplete sentences) to match the picture.

Distinguishes between complete and incomplete sentences with teacher support.

Distinguish between complete (When Tom hit the ball, he was proud.) and incomplete sentences (When Tom hit the ball).

7 Recognizes word order for commonly used statements in the classroom.

Reorganizes familiar words into two-three word phrases (e.g., Very, book, big Very big book).

Uses correct word order in simple written sentences with teacher providing contextual support and background information.

Uses correct word order in detailed written sentences with teacher providing contextual support and background information.

Uses correct word order in complex written sentences with teacher providing contextual support and background information.

Use correct word order in written sentences.


WRITINGGRADE 2

RESEARCH REPORT WRITING3. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials (see Writing Applications-Expository Writing: Research Reports).


Early Advanced Advanced ProficientReports1 Recognizes common

classroom reference materials (e.g., bilingual dictionaries, encyclopedias, atlas).

Identifies common classroom reference materials (e.g., bilingual dictionaries, encyclopedias, atlas).

Responds to yes/no or either/or questions about the purpose of common classroom reference materials (e.g., bilingual dictionaries, encyclopedias, atlas).

Understands the purposes of various reference materials (e.g., bilingual dictionaries, encyclopedia, atlas) with teacher support.

Understands the purposes of various reference materials (e.g., bilingual dictionaries, encyclopedia, atlas).

Understand the purposes of various reference materials (e.g., dictionary, encyclopedia, atlas).


Early Advanced Advanced Proficient2 With teacher providing

simple pictures or books, points to pictures that depicts key concepts and vocabulary. Draws on own first language resources to help support brainstorm process.

Identifies orally simple pictures or books. Produces simple sentences about the books/pictures. Draws on own first language resources to help support brainstorm process.

With teacher providing language appropriate books and pictures about a specific theme/topic, generates ideas with partners and small groups. Draws on own first language resources to help support brainstorm process.

With teacher providing language appropriate books and pictures about a specific theme/topic, generates ideas with partners. Draws on own first language resources to help support brainstorm process.

With teacher providing contextual support and background information, finds ideas for writing in pictures and/or books. Draws on own first language resources to help support brainstorm process.

Find ideas for writing in pictures and/or books


WRITINGGRADE 2

WRITING APPLICATIONS4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).


Early Advanced Proficient1 Copies words posted and

commonly used in the classroom.

Writes simple sentences using key words posted and commonly used in the classroom (e.g., labels, numbers, names, days of the week, and months (e.g., “Today is Tuesday”)).

Produces independently more complex sentences that may or may not include consistent use of standard grammatical forms.

Uses the writing process to write short paragraphs that maintain a consistent focus.

Writes short narratives that describe the setting, character, objects, and events.

None available

2 Writes a few words or phrases about an event or character from a story read by the teacher using a teacher provided word bank.

Writes one to two simple sentences (e.g., “I went to the park”).

Uses the writing process to independently write short paragraphs of at least three sentences following a model.

Uses the writing process to write short paragraphs that maintain a consistent focus.

Uses the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.

None available

Narrative Writing1 Writes a few words or

phrases about an event or character from a story read by the teacher using a teacher provided word bank.

Writes simple sentences about events or characters from familiar stories read by the teacher.

Writes short narrative stories from personal experiences that include the elements of setting and character.

Writes short narratives from personal experiences that include elements of setting, character and events.

Writes short narratives from personal experiences with teacher support.

Write brief narratives based on personal experiences:

Beginning Early Intermediate Early Advanced Advanced Proficient2 Moves through a sequence

of events using pictures.Moves through a logical sequence of events using phrases or simple sentences using pictures.

Moves through a logical sequence of events using simple sentences.

Moves through a logical sequence of events using more complex sentences.

Moves through a logical sequence of events with teacher support.

Move through a logical sequence of events.


Expository Writing1 Writes words to describe

familiar object, person, place, or event.

Writes simple phrases to describe familiar object, person, place, or event.

Writes simple sentences about a familiar object, person, place, or event.

Writes more complex sentences about a familiar object, person, place, or event.

Writes a brief description of a familiar object, person, place, or event with teacher support.

Write a brief description of a familiar object, person, place, or event:

2 Draws a picture to develop a main idea.

Writes simple phrases to develop a main idea.

Writes simple sentences to develop a main idea.

Writes more complex sentences to develop a main idea.

Develops a main idea with teacher support.

Develop a main idea.

3 Draws pictures to develop details to support a main idea.

Writes simple phrases to develop details that support a main idea.

Writes simple sentences to develop details that support a main idea.

Writes more complex sentences to develop details that support a main idea.

Uses details to support the main idea with teacher support.

Use details to support the main idea.

4 Follows the teacher’s guided process of how to write a friendly letter.

Brainstorms ideas for content/ideas to include in a friendly letter.

Writes a friendly letter of a few sentences complete with date, greeting, closing and signature using a letter frame.

Writes a friendly letter complete with date, greeting, body, closing and signature using more complex sentences.

Writes a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature with teacher support.

Write a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

5 Draws or labels pictures to illustrate commonly used commands.

Writes one or two-word commonly used commands or instructions.

Writes instructions that illustrate one or two-steps.

Writes instructions that illustrate two or more steps.

Writes instructions that illustrate multiple steps with teacher support.

Write instructions that illustrate multiple steps.

6 Draws pictures that depict information about a content area topic.

Writes a phrase or simple sentence about a content area topic generated from group work.

Writes simple sentences appropriate for language arts and other content areas (e.g., math, science, social studies).

Uses complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, social studies).

Writes a paragraph for brief informational reports with teacher support with organizational help.

With organizational help, begin writing brief informative reports.


WRITINGGRADE 2

WRITING CONVENTIONS5. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization….”).

Beginning Early Early Advanced ProficientSpelling1 Spells correctly some familiar

and commonly used words.Spells correctly commonly used words.

Spells frequently used regular and some irregular words correctly.

Spells frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why) with teacher support.

Spells correctly words which are used frequently but do not fit common spelling patterns.

Spell correctly words which are used frequently but do not fit common spelling patterns such as was, were, says, said, who, what, and why.

2 Differentiates between short and long vowel sounds.

Spells correctly words with long vowel sounds.

Spells correctly words with short and long vowel sounds and some consonant blends.

Spells correctly words with short and long vowel sounds and consonant blend patterns.

Spells correctly words with short and long vowel sounds, r-controlled vowels and consonant blend patterns.

Spell correctly words with short and long vowel sounds (a, e, i, o, u), r-controlled vowels (ar, er, ir, or, ur), and consonant-blend patterns (bl, dr, st).

Beginning Early Early Advanced Proficient3 Spells correctly previously

studied words and spelling patterns in own writing.

Spells correctly previously studied words and spelling patterns in own writing.




Spell correctly previously studied words and spelling patterns in own writing.

4 Represents all sounds in a familiar word.

Represents all sounds in commonly used words.

Represents all sounds in words previously studied.

Represents all sounds in words previously studied when spelling independently.

Represents all sounds in a word when spelling independently.

Represent all sounds in a word when spelling independently.


Grammar1 Identifies and writes familiar

nouns.Identifies, writes and uses familiar and known nouns.

Identifies and correctly writes nouns and commonly used verbs.

Identifies and correctly writes nouns and verbs.

Identifies and correctly writes various parts of speech, including nouns and verbs.

Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement).

2 Understands the concept of a contraction

Identifies commonly used contractions.

Identifies and writes commonly used contractions.

Identifies and writes a few contractions.

Identifies and correctly writes a few contractions.

Identify and correctly write a few contractions (isn’t, can’t)

Punctuation1 Uses commas in items in a

series.Uses commas in dates and items in a series.

Uses commas in the greeting and closure of a letter, with dates and items in a series with teacher support.

Uses commas in the greeting and closure of a letter and with dates and items in a series with teacher support.

Uses commas in the greeting and closure of a letter and with dates and items in a series with teacher support.

Use commas in the greeting (Dear Eric,) and closure of a letter (Love, or Your Friend,) and with dates (July 14, 2003) and items in a series (Ethan, Emma, and Jennifer).


WRITING GRADE 2

WRITING CONVENTIONS (cont.)

CapitalizationBeginning Early

Intermediate IntermediateEarly Advanced

Advanced Proficient

1 Capitalizes own name and the names of familiar persons.

Capitalizes proper names and words at the beginning of sentences.

Capitalizes proper nouns, words at the beginning of sentences, months and days of the week.

Capitalizes proper nouns, words at the beginning of sentences, months and days of the week and initials of people.

Capitalizes all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.

Capitalize all proper nouns (names of specific people or things, such as Emma, Oregon, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people.

2 Edits for capital letters in own name and the names of familiar persons.

Edits writing for capital letters.

Edits writing for some conventions (e.g., capital letters and periods).

Edits writing for basic conventions (e.g., capital letters and periods) and makes some corrections.

Edits writing for punctuation, capitalization, and spelling with teacher support.

None available

Handwriting1 Forms letters correctly and

spaces words and sentences properly so that another person can read printing easily.

Forms letters correctly and spaces words and sentences properly so that another person can read printing easily.




Form letters correctly and space words and sentences properly so that another person can read printing easily.


IDEA PAGES 61

MATH/SCIENCE/SOCIAL SCIENCE SKILLS- -Grade 1 & 2

Grades 1 & 2 Social StudiesGEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.-SS.03.GE.01 View and draw simple maps and pictures to locate, describe, and show movement among places.-Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.-Locate major physical and human (cultural) features of the Earth.-Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.-Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population. Understand how people and the environment are interrelated-Understand how differing points of view, self-interest, and global distribution of natural resources play a rolein conflict over territory.

SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences.-Understand an event, issue, problem, or phenomenon from multiple perspectives.-Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.-Select a course of action to resolve an issue.

GRADE 1: SCIENCE1.1 Structure and Function: Living and non-living things can be described in terms of their characteristics and properties. 1.1.PS.1 Describe objects in terms of their physical properties. 1.1.PS.2 Explain that some objects are composed of a single substance (type of matter) and others are composed of more than one substance. 1.1.LS.1 Describe similarities and differences in characteristics among individuals within one kind of plant or animal group.

1.2 Interaction and Change: Living and non-living things exchange energy and matter.1.2.LS.1 Explain that plants and animals both need water and air, animals need to take in food, and plants need nutrients and light. 1.2.LS.2 Describe how animals use plants for food, nesting, and shelter.


IDEA PAGES 62

1.3 Scientific Inquiry: Science answers questions about the natural world using evidence from observations. 1.3.2 Record data with pictures, numbers, or written statements. 1.3.3 Explain how describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.

GRADE 2: SCIENCE2.1 Structure and Function: Different kinds of living and non-living things are found in different places. 2.1.LS.1 Describe similarities and differences in characteristics among individuals within one kind of plant or animal group.

2.1 Structure and Function: Different kinds of living and non-living things are found in different places. 2.1.LS.1 Describe similarities and differences in characteristics among individuals within one kind of plant or animal group.

2.2 Interaction and Change: Living and non-living things change. 2.2.LS.1 Describe that the life cycles of plants and animals include birth or germination, growth and development, reproduction, death, and decay.

2.3 Scientific Inquiry: Scientific inquiry is a process used to ask and answer questions about the natural world using evidence from observations and investigations. 2.3.2 Make predictions about living and non-living things and events in the environment based on observed patterns. 2.3.3 Explain that people can often learn about things by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

GRADE 1: MATHEMATICS1.1 Number and Operations: Develop an understanding of whole number relationships, including grouping in tens and ones. 1.1.1 Compare and order whole numbers to 100. 1.1.2 Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes. 1.1.3 Count and group objects in tens and ones. 1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones. 1.1.5 Determine the value of collections of pennies, nickels, and dimes.


IDEA PAGES 63

1.2 Number and Operations and Algebra: Develop understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts.1.2.1 Model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction.

1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines.

1.2.3 Apply with fluency sums to 10 and related subtraction facts. 1.2.4 Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 +

7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts.

1.2.5 Relate addition and subtraction as inverse operations. 1.2.6 Identify, create, extend, and supply a missing element in number patterns involving

addition or subtraction by a single-digit number. GRADE 2: MATHEMATICS2.3 Measurement: Develop an understanding of linear measurement and facility in

measuring. 2.3.1 Determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps. 2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C). 2.3.3 Demonstrate an understanding that using different measurement units will result in

different numerical measurements for the same object. 2.3.4 Explain the need for equal length units and the use of standard units of measure. 2.3.5 Use rulers and other measurement tools to estimate and measure length in common

units (e.g., centimeter and inch). 2.3.6 Use the measurement process: choose an appropriate measurement unit, compare

that unit to the object, and report the number of units. 2.3.7 Demonstrate an understanding of time and use of time relationships (e.g., how

many minutes in an hour, days in a week, and months in a year). 2.3.8 Tell time in increments of five minutes using analog and digital clocks.


IDEA PAGES 64

V. VOCABULARYRookery Brood Pouch RockhopperEquator Southern Hemisphere AdelieHarsh Environment HabitatBreeding Predators PreyEgg Tobogganing EmperorMacaroni King KrillLeopard Seal burrow coloniesSkua Migration downAntarctica Arctic Tern ChinstrapLittle Blue Webbed FlippersRudders Waddle HuddleSouthern Ocean feathers beakBlubber Continents iceKiller Whale Orca HumansIncubate shuffle sleekHatch flightless endangeredMolt soar spinesPolar region nutrient speciesAbundant fledge parentingPreening Galapagos Yellow-EyedMagellanic Gentoo AfricanRoyal stout fluffysquid oviparous archipelago

VI. RESOURCES/MATERIALS

BOOKSNon Fiction

Penguins, Shelby Braidich 2002Penguins , Eyes on Nature 1997Penguins, First Discovery-Scholastic 1995March of the Penguins, National Geographic, Jordan Roberts 2004The Emperor’s Egg, Martin Jenkins 1999Eggs and Baby Birds, Anne Shirley 1993This Place is Cold, Vicki Cobb 1989Land of Endless Water Antarctica, Michael George 1999Life in the Polar Lands, Monica Byles 1990Arctic winter, Arctic Summer, Susan Canizares 1998


IDEA PAGES 65FictionFive Little Penguins Slipping on the Ice, Steve Metzger 2002Penguin’s special Delivery,Debi Gliori 2002Tacky the Penguin, Helen Lester 1988Penguin Dreams, Jotto Seibold 1999TheEmperor Penguin’s New Clothes Janet Pearlman 1994Antarctic Antics, A Book of Penguin Poems, Judy Sierra 1998TEACHER RESOURCESBridges in Mathematics (Grade 1) Math Learning CenterBernard Robin. Penguins. New York: Scholastic Professional Books, 1994.

ONLINE RESOURCEShttp://www.ipy.org/

http://www.sanccob.co.za/

http://www.penguin-quilts.com/PENGUINS.HTM

http://www.penguin.net.nz/

http://www.studentsonice.com/antarctica2004/index.html

http://www.penguinpix.com/gallery.html

http://www.nerc.ac.uk/

http://www.mbayaq.org/

http://earthguide.ucsd.edu/penguins/links.html#ocean

http://www.siec.k12.in.us/~west/proj/penguins/main.html

http://www.seaworld.org/animal-info/info-books/penguin/physical-characteristics.htm

http://norbertwustock.com/Search/SearchResults.aspx?All=penguins&hidSearchMode=Basic&submit=%C2%BB


http://www.pbs.org/wnet/nature/penguins/

http://www.mbayaq.org/efc/efc_splash/splash_about.asp

http://www.nationalgeographic.com/xpeditions/lessons/08/gk2/antarcticfood.html

http://www.ode.state.or.us/teachlearn/real/documents/05-06elagrade1.rtf

http://www.ode.state.or.us/search/results/?id=36


http://www.ode.state.or.us/search/results/?id=36

http://www.ode.state.or.us/teachlearn/real/documents/05-06elagrade1.rtf

http://www.nationalgeographic.com/xpeditions/lessons/08/gk2/antarcticfood.html

http://www.mbayaq.org/efc/efc_splash/splash_about.asp

http://www.pbs.org/wnet/nature/penguins/




http://www.seaworld.org/animal-info/info-books/penguin/physical-characteristics.htm


http://earthguide.ucsd.edu/penguins/links.html#ocean

http://www.mbayaq.org/

http://www.nerc.ac.uk/

http://www.penguinpix.com/gallery.html

http://www.studentsonice.com/antarctica2004/index.html

http://www.penguin.net.nz/

http://www.penguin-quilts.com/PENGUINS.HTM

http://www.sanccob.co.za/

http://www.ipy.org/

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION• Cognitive Content Dictionary with signal word• Big Book• Read aloud: Penguins, by Shelby Braidich, March of the Penguins, Jordan

Roberts, and various sources• Poetry and chants-Poetry Booklet• Inquiry charts, primary language support• Observation charts• Science: Free Exploration using picture file cards

II. INPUT• Read aloud: Eggs and Baby Birds by Anne Shirley • 10-2 lecture with primary language groups• World Map Graphic organizer• Primary language preview/review•6 Kingdoms of Living Things/Tree of Life•ELD Review• Narrative input on “The Life Cycle of the Emperor Penguin”• Penguin picture file to categorize and sort• Read aloud: This Place is Cold, by Vicki Cobb • Pictorial input chart, emperor penguin

III. GUIDED ORAL PRACTICE• Personal Interactions

-Fuel dependence and the melting of the polar caps-Over-fishing and loss of food source-Cultural views on the environment

• Poetry & chants• Choral reading• T graph for social skill: Cooperation• Daily review and processing of charts• Picture file cards with exploration report • Model story mapping with “The Life Cycle of the Emperor Penguin”• Farmer-in-the-Dell/Sentence Patterning Chart• Process grid• Science: Freezing of an egg.

-Egg in the armpit (brood pouch)• Science: Cognitive Exploration: Group Action Plan

IV. READING/WRITINGA. Total Class Modeling

- Story mapping- Group Frames- ELD Story Retell - Expository- Narrative- Model editing process


- Poetry frames, Penguins Here, Penguins ThereB. Small Group Practice - anything modeled by teacher

- Focused reading- Ear to ear reading with poetry book- Cooperative group strip paragraph- Team tasks-anything modeled by teacher - Expert Groups-Mind Mapping- Flexible groupings for ELD reinforcement, primary language, reading

instruction, skill reinforcementC. Individual Use

- Individual tasks: picture file card, add to charts, make word cards, highlight charts, focused reading, poetry booklet, flip chants, DEAR time, etc…- Cognitive Content Dictionary- Learning Logs- Interactive Journal Writing- Personal Inquiry

D. Writer's workshop - Mini lessons

- Conferencing-Editing and revision- Author's chair

V. EXTENDED ACTIVITIES FOR INTEGRATION• Role play the incubation of an egg• Sketch and listen• Mural, living wall• Personal exploration• Poetry and Songs• Pack a lunch that only uses recycled materials, no waste, no trash• Watercolor/Oil resistant painting representing oil spills and environmental impact• Design posters to be displayed regarding saving the ozone layer

VI. CLOSURE• Process all charts• Process inquiry chart• Focused Reading• Big Book• Portfolio conferences• Group presentations of tasks• Poetry and chanting• Read Aloud• Home/School Connections•Student choice to recreate any input chart•Parent Letter


SAMPLE DAILY LESSON PLANDay 1FOCUS/MOTIVATION

Super Scientist Awards/Standards Cognitive Content Dictionary with Signal Word Blubber experiment Observation charts Inquiry charts Big Book Poetry/Chants Portfolio

INPUT World Map

-10/2-Learning Logs-ELD Review for Beginning Students

GUIDED ORAL PRACTICE T-Graph for Social Skills

-Cooperation Picture File Cards-categorize and organize Exploration Report Personal Interaction

INPUT 6 Kingdoms of Living Things/Tree of Life

10/2-Learning Logs-ELD Review for Beginning Students

FOCUS/MOTIVATION Poetry/Chants

-Here, There

INPUT Pictorial Input chart: Emperor Penguin

-10/2 -Learning Logs-ELD Review for Beginning Students

WRITER’S WORSHOP Mini-lesson/Quick Sketch

-Write-Author’s Chair


SAMPLE DAILY LESSON PLAN

CLOSURE Personal interaction Volunteers read from learning log Songs/Chants Home/School Connection

Day 2Focus /Motivation

Cognitive content dictionary with signal word Process home/school connection Awards. Golden pen award Poetry/songs ABC Book Read Aloud Poetry Highlight, Sketch, Picture File Cards

Review with word cards- World Map- Pictorial- 6 Kingdoms of Living Things/Tree of Life

Guided Oral Practice T-graph processing Expert Groups

-Team tasks T-graph processing Brood Pouch-Experiment

Input Narrative- Emperor Penguins

-Learning Logs Songs poetry

Writing Workshop Mini-lesson Write/conferencing Author’s chair

Closure Reading /Writing choice Home school connection Interactive Journal



Day 3

Focus /Motivation Cognitive content dictionary with signal word Process home/school connection Awards. Scientist Notebook Review Narrative

-Word cards and conversational bubbles Chants-highlight, sketch, and picture file cards

Guided Oral Practice Poetry/Chants T-graph processing Expert Group

-Team tasks Oral Team Evaluation from T-Graph Sentence Patterning Chart/Farmer-in-the-Dell

-Put cards in order-Trading game-Flipbook

Mind Map Process Grid Poetry/Chant

Reading/Writing Cooperative Strip Paragraph

-read, respond, revise, edit

Closure Interactive Journals

-Reading/Writing Choice - Teacher/student responding time-Songs, poetry



Day 4

Focus /Motivation Cognitive content dictionary with signal word

-Student Selected Vocabulary/”Stumper Word” Process home/school connection Awards: Flip book Poetry, song, chant Read Alouds

Reading/Writing Story Map using the Narrative Leveled Reading Groups

1. Struggling Readers: use cooperative strip paragraph2. ELD Group Frame3. Clunkers and Links: at or above reading level

Team Task Personal Interaction Writers Workshop

Closure Listen and Sketch Reading/Writing Choice Interactive Journals



Day 5

Focus /Motivation Cognitive content dictionary with signal word

-Student Selected Vocabulary/”Stumper Word” Process home/school connection Awards: Flip book Poetry, song, chant Read Aloud

Reading/Writing Sentence Patterning Chart: writing sentences in learning log Flex group reading: Struggling Readers with Cooperative Strip Paragraph Team Tasks Team Evaluation Team Presentation Listen and Sketch Focused Reading

-read the walls with personal Cognitive Content Dictionary/Picture Dictionary Ear to ear reading-poetry booklet Process Inquiry

Reading/Writing Choice Time Journals Choices Big Book

-The Important Thing Frame-Team picture/watercolors

Closure Process inquiry and leanings Letter home to parent Eat food from ocean Evaluate week


The Important Thing about PenguinsBy Monica Standen and Linda Brown

The important thing about penguins is that they live in a harsh environment.

But the important thing about penguins is that they live in a harsh environment.

Habitat

Penguins make their homes in cool waters that are nutrient rich. All penguins live in the Southern Hemisphere that means they live below the Equator. There are no penguins that live in the North Pole.

Not all penguins live in the polar region. Surprisingly, cool waters exits close to the Equator in the South Pacific Ocean. Some penguins nest in forested areas with ferns and shrubs. There are even some penguins that nest where cacti grow.

Species

There are 17 different species of Penguins. Some of them are: the King, Gentoo, Emperor, Rock-Hopper, Little Blue, Chinstrap, Royal, Yellow-Eyed, Adelie, Magellanic, and African.

FeathersPenguins are flightless birds that have feathers that keep them warm and dry. Their feathers grow so close together, they look like fur. Like other water birds they also have down that insulates their body from frigid water.

WingsPenguins use their wings like flippers to swim. Their wings also make good snow paddles, so they can toboggan across the snow.

TailIn the water, penguins’ tails act like rudders. A rudder is a device used to steer ships and boats.

FeetPenguins’ webbed feet are wide and strong. Their web feet are used to steer and stop in the water.

BeakPenguins’ have beaks that are used for many purposes. Their beaks have rough “spines” inside to help them hold slippery fish. They use their beaks for breathing, catching food, feeding their baby chicks, preening their feathers, carrying nesting materials, and protecting themselves and their chicks.


BreedingPenguins are oviparous, this means they lay eggs. Most penguins lay eggs once a year. Some of the tropical species may breed twice a year, if food is plentiful enough. All penguins need to nest close to water where abundant food must exist.

ParentingRaising penguin chicks require both parents full-time attention from the time the eggs are laid, until the chicks molt and fledge. Both Parents are needed full-time because the chicks need constant food and protection.


Emperor Penguin (Pictorial)

Physical CharacteristicsThe Emperor Penguin has: Eyes, a back, flipper-like wing, wedge-shaped tail used as a rudder, claws, webbed feet, belly with blubber, brood pouch to incubate their egg and chick, neck and beak.

Life CycleThe female penguin lays 1 egg and chooses her mate by how well the male sings. Because penguins are egg layers, we call them oviparous.The father incubates the egg while the mother returns to ocean to hunt for food.

DietThe Emperor Penguin eats: krill, fish, and squid. The parents regurgitate food to their chick.

HabitatThe Emperor Penguin lives in Antarctica. Half of its life is spent on land. The other half of its life is spent in the frigid waters of the Southern Ocean.

Interesting FactsThe father Emperor Penguin does not eat for 4 months, while he incubates the egg.If the mother does not return from the ocean, both the father and chick will die. An egg on the Antarctic ice will freeze in 30 seconds.


Narrative InputThe Life Cycle of the Emperor PenguinToday I’m going to tell you the story of Pepe. Pepe is an Emperor Penguin. Emperor Penguins are the largest of the 17-20 species of penguins. . Pepe spends his entire life on the cold Antarctic ice and in its waters. During the austral summer (Jan.-March) he stays in the water feeding on fish, squid and krill. This helps him get ready for the long journey ahead.

“I like fish,” says Pepe “But it’s time to head to the ice packs”

From March through late April he sets off to find solid ice where he will start a family of his own. Pepe will walk about 15 miles a day for a total of about 70miles “I sure am tired of walking. I think I will toboggan for a while.” He said.

Tobogganing is when he lays down on his tummy and pushes forward with his feet.

Once at the breeding site Pepe will start to make sounds to attract a female.

“Kaw, KKKAAAWWW”

Pepe has selected a mate, Claudia, she will lay a 1 pound egg. That’s as heavy as 4 cubes of butter. This makes them oviparous because they are egg layers.“That’s a nice looking egg Claudia,” said Pepe. “Thank You”, said Claudia.. Claudia will incubate the egg between her feet in her brood pouch until it is time for her to leave. Then she carefully passes the egg to .Pepe.

“Be careful. Don’t drop the egg!” “ If it falls the egg can crack or freeze.”She said. Claudia then makes the long journey back to the ocean where she will feed. After about 2 months she will return.

Pepe has eaten nothing for about two months.

“I’m so hungry I could eat a whale,” he says.

When Claudia returns she will bring food to the chick. She does this by regurgitating or bringing up the food. Before Pepe returns to the ocean to feed he will teach the chick a sound so that he can find it when he comes back. It is now Claudia’s turn to care for the chick. The chick is born. His name is Juan. He has fluffy grey and white feathers called down. Juan stays sheltered in it mother’s brood pouch for another 2 months.

“It sure is nice and warm in here. “ Juan says. “I’m so hungry. What’s for dinner mom?” If a chick should fall out of this warm spot it can freeze to death in as little as 2 minutes. Continue NarrativePenguins, Level 1 & 2, OR 79Oregon Trail School District - Project G.L.A.D. (12/08)

After a month Pepe returns to guard Juan and feed it the same way Claudia did. Juan stays between its parent’s feet for about 6 weeks.

At about 7 weeks Juan will be left alone to huddle together with the other chicks to keep warm. This is called a crèche. At about 5 months the chick will lose their fluffy feather and grown the white and black feathers like their parents.

“Ok guys, it’s time to rotate, my backside is getting cold!”

By the time December comes the ice starts to break up and the young penguins are old enough to take to the seas and fish for themselves.

“Bye mom, Bye Dad I’m off to do some fishing.”

In time Juan will return to the ice pack where he will choose a mate and the life cycle will start all over again.

by Linda Brown and Monica Stan


PenguinPoetry Book

Name _________________________________


Penguins Here, Penguins There

Penguins here, Penguins there,Penguins, Penguins everywhere.

Playful penguins jumping,Stout penguins tobogganing,Fluffy penguins swimming,And frigid penguins huddling.

Penguins in the ocean,Penguins on the ice,Penguins on the beaches,And penguins on the rocks.

Penguins here, Penguins there,Penguins, Penguins everywhere.

Penguins! Penguins! Penguins!By Monica Standen and Linda Brown


I Know a Penguin

I know a stout penguin,A stout and fluffy penguin,A stout and fluffy penguin,With down upon his back.

And blubber on his body,Feathers all over,Padded webbed feet,And a baby in its brood pouch.

Eating from the ocean, Squid, krill and fish, Half their life in the water,And the other on the land.

I know a stout penguin,A stout and fluffy penguin,A stout and fluffy penguin,Who swims the frigid Arctic land.By Monica Standen and Linda Brown


I Can Spell

I can spell fish, F-I-S-H.I can spell krill, K-R-I-L-L.I can spell squid, S-Q-U-I-D.But, I can’t spell biologist!

I can spell ice, I-C-E.I can spell water, W-A-T-E-R.I can spell swim, S-W-I-M. But, I can’t spell biologist!

I can spell egg, E-G-G.I can spell brood, B-R-O-O-D.I can spell incubate, I-N-C-U-B-A-T-E.But, I can’t spell biologist!

Yes, I can! Yes, I can! B-I-O-L-O-G-I-S-T!By Monica Standen and Linda Brown


Penguin Cadence

We just know what we’ve been told.Rookeries are worth their weight in gold.Mothers leave first and then dad too.To fish for the food they regurgitate.

Sound off……RookeriesSound off ….RegurgitateSound off 1 2 3 4 Look down!

Their feathers will keep their down nice and dryWhich protects them from the frigid ice.Huddled together their sheltered from the wind.Surviving their harsh environment.

Sound off….FeathersSound off ….EnvironmentSound off 1 2 3 4 Look down!

The largest is the EmperorThey live in the colder regions.The smallest is the Little Blue,Found in temperate tropical climates.

Sound off…RegionsSound off…ClimatesSound off 1 2 3 4 Look down!By Monica Standen and Linda Brown


Penguin Yes Ma’am!

Is this a Blackfooted penguin? Yes, ma’am!Is this a Blackfooted penguin? Yes, ma’am!How do you know? It lives in South Africa.How do you know? It is 28 inches tall.What do they do? They breed throughout the

year.What do they do? The white part of their bodies

camouflage themselves in the water from predators.

Is this a Galápagos penguin? Yes, ma’am!Is this a Galápagos penguin? Yes, ma’am!How do you know? It lives on the equator.How do you know? They stay in the archipelago.What do they do? It is the only penguin to cross

the Northern Hemisphere.What do they do? They breed three times a

year.What do they do? They lay their eggs in caves

and crevices.

Is this a Snares penguin? Yes, ma’am!Is this a Snares penguin? Yes, Ma’am!How do you know? It lives on the Snares Islands.How do you know? It is on the threatened list of

species.What do they do? They breed under forest

cover.What do they do? They have colonies of 10-

1200 nests.

by Linda Brown and Monica Standen


Ornithologist Bugaloo

I’m an Ornithologist and I’m here to say,I study the penguin species everyday.Sometimes I observe, sometimes I take notes,And many times in Antarctica I’m on many boats.

Oviparous, carnivorous, warm blooded too,Doing the Ornithologist Bugaloo.

I see that blubber helps penguins survive,It keeps them warm so they stay alive.The Emperor uses their brood pouch to incubate their egg,The fluffy little chick stays between their legs.


I study their habitat that is frigid and cold,The plumage on their bodies is oily and bold.They navigate through water to hunt for krill,So they can regurgitate to their chick to get their fill.


By Linda Brown and Monica Standen


Name:__________________________ Date______________

Home School Connection # 1

Talk to your family about what they know about Penguins. Sketch or write what your family shared with you.

Parent Signature:______________________________________________________


Name:__________________________ Date______________


Discuss with your family about the coldest place they have ever been. Sketch or write what your family shared with you.



Name:__________________________ Date______________


Retell the narrative story “The Life Cycle of the Emperor Penguin” to your family. What was their favorite part? Sketch or write what your family shared with you.



Name:__________________________ Date______________


Interview your family and friends. Tell them that Penguins get their food from the sea. Ask them what types of food do they like to eat from the sea. Sketch or write their responses.



Nombre:__________________________ Fecha: ______________

Conexión Entre Hogar y Escuela # 1

Habla con su familia sobre que ellos saben sobre pingüinos. Dibujo o escriba lo que

compartió su familia contigo.

Firma de los Padres:______________________________________________________


Nombre:__________________________ Fecha: ______________


Habla con su familia sobre el lugar más frío que han estado. Dibujo o escriba lo que compartió su familia contigo.



Nombre:__________________________ Fecha: ______________


Retell the narrative story “The Life Cycle of the Emperor Penguin” to your family. What was their favorite part? Sketch or write what your family shared with you.

Contar el cuento “del ciclo de la vida del pingüino de Emperador” a su familia. ¿Cual es el parte favorito? Dibujo o escriba lo que compartió su familia contigo.



Nombre:__________________________ Fecha: ______________


Hace entrevistas con su familia y amigos. Dígales que los pingüinos consigan su comida en el mar. Pregunta ellos cual comidas del mar ellos le gustan comer. Dibujo o escriba las respuestas.



Expert GroupLittle Blue Penguin

Physical CharacteristicsThe Little Blue Penguin has a dark grey-black beak and feet. It is 16 inches tall, and weighs about 2 pounds,. They have indigo-blue feathers on their back and a white front. It is the smallest species of penguins.

Life CycleThe Little Blue Penguin is oviparous. It lays 2 eggs and uses a burrow for its nest. The burrow shelters the Little Blue from harm. The parents come to shore to feed chicks at dusk. They live for an average of 6.5 years.

HabitatThe Little Blue Penguin lives in Australia and New Zealand. Some of their enemies are: humans, skuas, dogs, cats, weasels, foxes, leopard seals, killer whales, lizards.

DietThe Little Blue Penguin eats small fish such as anchovies, squid, plankton, krill, small octopi and pilchards. From the seafloor they may eat crab larvae, sea horses and crustaceans. Like most penguins, they swallow their food whole.

Interesting FactsLittle Blue Penguins are also called Fairy Penguins because of their tiny size. They can’t defend themselves from danger, so they swim to shore at night. Some of their enemies are: humans, skuas, dogs, cats, weasels, foxes, leopard seals, killer whales, lizards.


Expert GroupRockhopper Penguin

Physical CharacteristicsThe Rockhopper Penguin has an orange beak. It has orange feet and is 18 inches tall. The Rockhopper has bright yellow crested feathers sticking out past their red eyes.

Life CycleThe Rockhopper Penguin is oviparous and lays 2 eggs, but can only incubate 1 egg. The parents take turns incubating the eggs.

HabitatThe Rockhopper Penguin lives on the Falkland Islands and on islands off of Argentina and Southern Chile.

DietThe Rockhopper Penguin likes to eat krill, squid, octopus, fish, mollusks, plankton, cuttlefish, and crustaceans.

Interesting FactsTheir most unusual trait is their ability to hop from rock to rock to their nesting places. They use both feet together when hopping and are able to hop up to 4 or 5 feet. Some of their enemies are: humans, skuas, leopard seals, and killer whales.


http://en.wikipedia.org/wiki/Crustacean

http://en.wikipedia.org/wiki/Cuttlefish

http://en.wikipedia.org/wiki/Plankton

http://en.wikipedia.org/wiki/Mollusc

http://en.wikipedia.org/wiki/Fish

http://en.wikipedia.org/wiki/Octopus

http://en.wikipedia.org/wiki/Squid

http://en.wikipedia.org/wiki/Krill

http://en.wikipedia.org/wiki/Chile

Expert GroupKing Penguin

Physical CharacteristicsThe King Penguin is the second largest species of penguins. It has a black beak that curves downward. The lower mandible is a striking pink or orange. It has black feet and is 36 inches tall and weighs about 11 pounds. The King Penguin has yellow and orange feathers on its chest.

Life CycleThe oviparous King Penguin lays 1 pyriform (pear-shaped) egg every 2 years. The parents take turns both incubating the eggs on their feet and fishing for food to feed the chicks.

HabitatThe King Penguin lives in Northern Antarctica, Tierra del Fuego, Falkland Islands, and the largest colony is found in the Crozet Islands.

DietThe King Penguin likes to eat small fish, mainly lantern fish, and squid. They can drink salt water because their supraorbital gland filters excess salt from their blood stream.

Interesting FactsThe King Penguin dives 300feet. That’s deeper than any other penguins. Some of their enemies are: humans, skuas, leopard seals, and killer whales.


Expert GroupChinstrap Penguin

Physical CharacteristicsThe Chinstrap Penguin has a black stripe under its chin which makes it appear that they are wearing a helmet. They have black beaks, pink feet, are 28 inches tall and weigh about 10 pounds.

Life CycleOviparous Chinstraps mate for life. Every year they call out to find their mate. Both male and female take turns incubating 2 eggs in a circular nest made of stones. After about 30days the older chick joins a crèche, which is a day care for penguin chicks.

HabitatThe Chinstrap Penguin live in Antarctica and on many islands in the Southern Ocean. One of them is called the South Sandwich Islands.

DietThe Chinstrap Penguin likes to eat: large krill, shrimp, and fish.

Interesting FactsChinstraps often 'toboggan' on their stomachs and are the boldest and most aggressive penguin of all. Some of their enemies are: humans, skuas, leopard seals, and killer whales.


Process Grid

PenguinSpecies

Physical Characteristic

sLife Cycle Habitat Diet

InterestingFacts

Emperor

Little Blue

Rockhopper

King

Chinstrap


Penguin Alphabet Book

AntarcticaBlubberColoniesDownEquatorFlipperGentooHabitatIncubateJumpKrillLeopard sealMoltNutrientOviparousPenguinQuickRegurgitateSwimTobogganUnder VaryWebbed FeeteXtinctionYellow-eyedZoologist


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