totowa ela curriculum project aligned to the njdoe model

Totowa ELA Curriculum Project Aligned to the NJDOE Model Curriculum

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Pacing Guide Content Area: ELA

Course Title: English/ Language Arts Grade Level: 1

Unit 1: Letter Name, Formation, & Sound

September - October

Unit 2: Fluency

November – January

Unit 3: Purpose, Sound Relationship, &

Decoding

January – February

Unit 4: Two Syllable Words

March - April

Unit 5: Vowel Patterns, Phonograms

Word Families

April – June

Created by: Marissa Bednarski




Unit Overview Content Area: ELA Unit Title: Unit 1: Letter Name, Formation, & Sound Target Course/Grade Level: First Unit Summary: Students will read to comprehend and appreciate fiction and non-fiction text. Students will know and apply grade-level phonics and word analysis skills in decoding words, grammar and spelling. Students will focus on Phonological Awareness (blending and segmenting), Phonemic Awareness (identify and isolate initial, final, and medial sounds in spoken words), Sound Mastery (blend sounds orally to make words or syllables), Forming Key Linkages (letter name, formation, and sound), Phonics (know letter-sound relationships), Vocabulary (Words to Know), High-Frequency Words, Comprehension (retelling the story, character, and setting), Handwriting, Spelling (short vowels and consonants), Punctuation, and Capitalization. Students will practice fluency in a variety of ways, including choral reading, paired reading, and repeated oral reading. Students will practice writing narrative pieces. Interdisciplinary Connections: Social Studies: 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Technology: 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: The ability to read texts strategically is an integral part of being able to understand and participate in the human experience. It is through reading about fictional and factual people and places that we are better able to understand our place in the world. Evaluating the choices that writers make and applying it to their own writing help students to experience the creativity and innovation of fictional




writing. Students are then able to make the leap from fiction to future; from imagination to 21st century practical application as well as problem solving.

Learning Targets SLO # NJSLS 1 - Ask and answer questions about key details in a text. RL.1.1

2 - Describe characters, settings, and major event(s) in a story, using key details. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.3; RL.1.7

3 - Use the illustrations and details in a text to describe its key ideas. RI.1.7 4 - Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF 1.1.a

5 - Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF 1.2.a,b,c

6 - Know and apply grade-level phonics and word analysis skills in decoding words. Decode regularly spelled one-syllable words. Distinguish long and short vowels when reading regularly spelled one-syllable words.

RF 1.3.b,d

7 - Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression.

RF 1.4.a,b,c

8 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

W 1.3; L.1.2.d

9 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W 1.8

10 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.1.a,b,c

11 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5




12 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives.

L.1.1.a,e,f

13 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.2.a,b,e

14 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

L.1.6

Unit Essential Questions: • What skills and strategies can I use to become a

more effective reader? • How do I decode a word? • What is the purpose of applying grammar and

mechanics skills?

Unit Enduring Understandings: • Effective readers identify characters, setting, and

retell key details in a text. • Decoding words leads to better understanding of

the context of a sentence or a story. • Written communication and proper grammar

mechanics promote fluency of communication.

Unit Learning Targets: Students will ... • be able to recognize and read high-frequency words. • be able to decode, blend, and segment basic CVC, CVCC, and VC words. • be able to retell a story using key details, characters, and settings to support fiction. • be able to begin to identify topic, main idea, and details to support non-fiction. • be able to revisit the text to respond to reading (orally and in writing).

Evidence of Learning Summative Assessment:

• NJ English Language Arts Assessment • Weekly Selection Test • Spelling Test • Grammar Test • Teacher Developed Assessments • Unit Assessment • Report Cards • Linkit

Formative Assessments: • Discussion • Observations • Questioning

• Exit Slips • Independent Class Assignment • Homework




• Daily Classwork • Informal Observations of Students • Centers

• Games • Teacher Made Pages • TCRWP Leveled Reading

Activity: Guided reading, graphic organizers, discussion, open-ended response, journal writing, learning centers, writing process Teacher Resources:

• Houghton Mifflin Harcourt • Teacher Manual • Textbook • Readers Notebook • Leveled Readers • Decodable Readers • Orton Gillingham • Read Works • www-k6.thinkcentral.com • www.scholastic.com • www.getepic.com • www.funbrain.com • www.eduplace.com • www.abcya.com • www.turtlediary.com

Integration of Technology: Computer Lab, Smart Boards, laptops

Curriculum Development Resources Click the links below to access additional resources used to design this unit: https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf

http://www.scholastic.com/

http://www.getepic.com/

http://www.funbrain.com/

http://www.eduplace.com/

http://www.abcya.com/

http://www.turtlediary.com/

https://www.state.nj.us/education/cccs/2016/ela/g01.pdf

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.state.nj.us/education/cccs/2014/ss/standards.pdf




Unit Overview Content Area: ELA Unit Title: Unit 2: Fluency Target Course/Grade Level: First Unit Summary: Students will read to comprehend and appreciate fiction and non-fiction text. Students will know and apply grade-level phonics and word analysis skills in decoding words, grammar and spelling. Students will focus on Phonological Awareness (blending sounds orally to make words or syllables), Phonemic Awareness (decode words with common word parts – base word and inflected endings and contractions), Sound Mastery (segment, blend, or count syllables), Forming Key Linkages (letter name, formation, and sound), Phonics (know letter-sound relationships), Vocabulary (Words to Know), High-Frequency Words, Comprehension (authors purpose, cause/ effect, sequence of events, and compare/ contrast), Handwriting, Spelling (blends, digraphs, long vowels as well as other vowel patterns), Punctuation, and Capitalization. Students will practice fluency in a variety of ways, including choral reading, paired reading, and repeated oral reading. Also, fluency will be practiced using words per minute, reading aloud with accuracy, comprehension, appropriate rate, and attending to punctuation using appropriate phrasing. Students will practice writing narrative pieces. Interdisciplinary Connections: Social Studies: 6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’ decisions, including ones made in their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Technology: 8.1.2.A.2 Create a document using a word processing application.




8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. 8.2.2.B.1 Identify how technology impacts or improves life. 8.2.2.C.6 Investigate a product that has stopped working and brainstorm ideas to correct the problem. Unit Rationale: The ability to read texts strategically is an integral part of being able to understand and participate in the human experience. It is through reading about fictional and factual people and places that we are better able to understand our place in the world. Students in first grade should begin to form a foundation for writing. Students will focus on brainstorming ideas and organizing their thoughts. Evaluating the choices that writers make and applying it to their own writing help students to experience the creativity and innovation of fictional writing. Students are then able to make the leap from fiction to future; from imagination to 21st century practical application as well as problem solving.

Learning Targets SLO # NJSLS 1. Ask and answer questions about key details in a text. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

RL.1.1; L.1.6; SL.1.3

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.2

3. Describe characters, settings, and major event(s) in a story, using key details. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.3; RL.1.7

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4

5. Compare and contrast the adventures and experiences of characters in stories. RL.1.9

6. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above. RL.1.10

7. Use the illustrations and details in a text to describe its key ideas. RI.1.7 8. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.2.c,d

9. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant RF.1.3.a




digraphs (two letters that represent one sound). Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 10. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression.

RF.1.4.a,b,c

11. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people.

W.1.3; L.1.2.a

12. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

W.1.5

13. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.6

14. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8

15. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.1.a,b,c

16. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5

17. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

L.1.2.b; RF.1.1a

18. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L 1.2.e

19. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.5.b

20. Know and apply grade-level phonics and word analysis skills in decoding RF.1.3.c




words. Know final -e and common vowel team conventions for representing long vowel sounds.

21. Produce complete sentences when appropriate to task and situation. SL.1.6



mechanics skills? • How does a good writer develop their ideas?

Unit Enduring Understandings: • Effective readers compare and contrast

characters’ adventures and experiences in stories

• Decoding words leads to better understanding of the context of a sentence or a story.

• Written communication and proper grammar mechanics promote fluency of communication.

• Good writers use transition words to develop their ideas and stories.

Unit Learning Targets: Students will ... • be able to recognize and read high-frequency words. • be able to decode, blend, and segment words with final –e, blends, and digraphs. • be able to compare and contrast characters’ adventures and experiences in stories. • be able to retell stories, including key details learned from text in a logical order. • be able to continue to identify topic, main idea, and details to support non-fiction. • be able to revisit the text to respond to reading (orally and in writing). • be able to with guidance write narratives by organizing ideas and information for writing including two

or more sequenced events using temporal words and sense of closure. • be able to with guidance and support, recall experiences or gather information from provided sources to

answer questions. • be able to engage in collaborative conversations about grade one topics and texts including asking

questions for clarification.

Evidence of Learning Summative Assessment :

• Weekly Selection Test • Spelling Test • Grammar Test • Teacher Developed Assessments • Unit Assessment • Report Cards • Linkit

Formative Assessments:




• Discussion • Observations • Questioning • Daily Classwork • Informal Observations of Students • Centers

• Exit Slips • Independent Class Assignment • Homework • Games • Teacher Made Pages • TCRWP Leveled Reading

Activity: Guided reading, graphic organizers, discussion, open-ended response, journal writing, learning centers, writing process Teacher Resources: Houghton Mifflin Harcourt

• Teacher Manual • Textbook • Readers Notebook • Leveled Readers • Decodable Readers • Orton Gillingham • Read Works

Integration of Technology: Computer lab, i-pads, Smart Boards, laptops

Curriculum Development Resources: Click the links below to access additional resources used to supplement this unit: www-k6.thinkcentral.com www.scholastic.com www.funbrain.com www.eduplace.com www.abcya.com www.getepic.com www.turtlediary.com https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf

http://www.pearsonsuccessnet.com/














Unit Overview

Content Area: ELA Unit Title: Unit 3: Purpose, Sound Relationship, & Decoding Target Course/Grade Level: First Unit Summary: Students will read to comprehend and appreciate fiction and non-fiction text. Students will know and apply grade-level phonics and word analysis skills in decoding words, grammar and spelling. Students will focus on Phonological Awareness (segment a word or syllable into sounds as well as add, delete, or substitute phonemes ), Phonemic Awareness (decode words with common word parts – base word and inflected endings and compounds), Sound Mastery (segment and blend onset and rime), Forming Key Linkages (phonograms/ word families), Phonics (know letter-sound relationships), Vocabulary (Words to Know), High-Frequency Words, Comprehension (authors purpose, cause/ effect, sequence of events, and compare/ contrast), Handwriting, Spelling (continue to learn blends, digraphs, long vowels as well as other vowel patterns), Punctuation, and Capitalization. Students will practice fluency in a variety of ways, including choral reading, paired reading, and repeated oral reading. Also, fluency will be practiced using words per minute, reading aloud with expression, accuracy, comprehension, appropriate rate, and attending to punctuation using appropriate phrasing. Students will practice writing informative/explanatory pieces. Interdisciplinary Connections: Science: 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. Social Studies: 6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’ decisions, including ones made in their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity.




9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Technology: 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: The ability to read texts strategically is an integral part of being able to understand and participate in the human experience. It is through reading about fictional and factual people and places that we are better able to understand our place in the world. Students in first grade should begin to form a foundation for writing. Students will focus on brainstorming ideas and organizing their thoughts. Evaluating the choices that writers make and applying it to their own writing help students to experience the creativity and innovation of fictional writing. Students are then able to make the leap from fiction to future; from imagination to 21st century practical application as well as problem solving.

Learning Targets SLO # NJSLS 1. Ask and answer questions about key details in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.1; RI.1.4

2. Identify the main topic and retell key details of a text. RI.1.2 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.3

4. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Use the illustrations and details in a text to describe its key ideas.

RI.1.5; RI.1.7

5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.6

6. Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed. RI.1.8

7. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.9

8. With prompting and support, read informational texts at grade level text complexity or above. RI.1.10

9. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.5

10. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel RF.1.2.a,b,c,d




sound to determine the number of syllables in a printed word. Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 11. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Distinguish long and short vowels when reading regularly spelled one-syllable words. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

RF.1.3.a,b,c,d,e

12. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.1.4.a,b,c

13. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.2


W.1.5


16. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.7

17. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.1.8

18. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.2

19. Produce complete sentences when appropriate to task and situation. SL.1.6 20. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond,

L.1.1.d,g,h,i




toward).

21. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences. Use commas in dates and to separate single words in a series.

L.1.2.b,c

22. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.4.a,c

23. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.5.a,b,c




Unit Enduring Understandings: • Effective readers ask and answer questions

about key details to determine or clarify the meaning of words and phrases in a text.


• Written communication and proper grammar mechanics promote fluency of communication.

• Good writers use transition words and details to develop their ideas and stories.

Unit Learning Targets: Students will ... • be able to recognize and read high-frequency words/ irregular words in and out of context. • be able to decode, blend, and segment words with final –e, words with common vowel teams, blends,

and digraphs. • be able to read words with inflectional endings. • be able to ask and answer questions about key details to determine or clarify the meaning of words and

phrases in a text. • be able to. • be able to continue to identify topic, main idea, and details to support non-fiction. • be able to revisit the text to respond to reading (orally and in writing). • be able to with guidance write an informational/ explanatory text naming the topic, including facts and

concluding sentences. • be able to with guidance and support, recall experiences or gather information from provided sources to

answer questions. • be able to distinguish the difference between a long vowel and short vowel in a spoken single-syllable




word. Evidence of Learning

Summative Assessment : • Weekly Selection Test • Spelling Test • Grammar Test • Teacher Developed Assessments • Unit Assessment • Report Cards • Linkit Formative Assessments: • Discussion • Observations • Questioning • Daily Classwork • Informal Observations of Students • Centers


Activity: Guided reading, graphic organizers, discussion, open-ended response, journal writing, learning centers, writing process, website activities Teacher Resources: Houghton Mifflin Harcourt

• Teacher Manual • Textbook • Readers Notebook • Leveled Readers • Decodable Readers • Internet Websites • Orton Gillingham • Read Works


Curriculum Development Resources: Click the links below to access additional resources used to supplement this unit: www-k6.thinkcentral.com www.scholastic.com www.funbrain.com www.eduplace.com www.abcya.com www.teacherspayteachers.com www.edhelper.com www.getepic.com






http://www.teacherspayteachers.com/

http://www.edhelper.com/





www.turtlediary.com https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/1-ESS1.pdf

Unit Overview Content Area: ELA Unit Title: Unit 4: Two Syllable Words Target Course/Grade Level: First Unit Summary: Students will read to comprehend and appreciate fiction and non-fiction text. Students will know and apply grade-level phonics and word analysis skills in decoding words, grammar and spelling. Students will focus on Phonological Awareness (show recognition of two-syllable words by dividing words into syllables), Phonemic Awareness (decode words with common word parts – suffixes and prefixes), Sound Mastery (blend sounds orally to make words or syllables), Forming Key Linkages (diphthongs), Phonics (show recognition of two-syllable words by dividing words into syllables), Vocabulary (Words to Know), High-Frequency Words, Comprehension (identify speaker and identify similarities and differences between two texts on the same topic), Handwriting, Spelling (continue to learn long vowels, other vowel patterns as well as r-controlled vowels and diphthongs), Punctuation, and Capitalization. Students will practice fluency in a variety of ways, including choral reading, script reading, paired reading, and repeated oral reading. Also, fluency will be practiced using words per minute, reading aloud with expression, accuracy, comprehension, appropriate rate, script reading, theatre performances, and attending to punctuation using appropriate phrasing. Students will practice writing argumentative pieces. Interdisciplinary Connections: Science: 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Social Studies: 6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’ decisions, including ones made in their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 21st Century Life & Careers:






https://www.state.nj.us/education/cccs/2016/science/1-ESS1.pdf




CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Technology: 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: The ability to read texts strategically is an integral part of being able to understand and participate in the human experience. It is through reading about fictional and factual people and places that we are better able to understand our place in the world. Students in first grade should begin to form a foundation for writing. Students will focus on brainstorming ideas and organizing their thoughts. Evaluating the choices that writers make and applying it to their own writing help students to experience the creativity and innovation of fictional writing. Students are then able to make the leap from fiction to future; from imagination to 21st century practical application as well as problem solving.

Learning Targets SLO # NJSLS 1. Ask and answer questions about key details in a text. RL.1.1 2. Ask and answer questions about key details in a text. RI.1.1 3. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.2

4. Identify the main topic and retell key details of a text. RI.1.2 5. Describe characters, settings, and major event(s) in a story, using key details.

RL.1.3

6. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.3

7. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL.1.5

8. Identify who is telling the story at various points in a text. RL.1.6 9. Compare and contrast the adventures and experiences of characters in stories.

RL.1.9




10. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.1.9

11. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

RI.1.5

12. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.6

13. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above. With prompting and support, read informational texts at grade level text complexity or above.

RL 1.10; RI.1.10

14. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. Know final –e and common vowel team conventions for representing long vowel sounds. Distinguish long and short vowels when reading regularly spelled one-syllable words. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

RF.1.3.a,b,c,d,e


RF.1.4.a,b

16. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

W.1.1; L.1.2.d,e

17. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences.

W.1.5; L.1.2.b

18. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.6 19. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8

20. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4 21. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5

22. Demonstrate command of the conventions of standard English grammar and L.1.1.b,c,e,f,j




usage when writing or speaking. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

23. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word.

L.1.4.b

24. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.1.5.d

25. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

L.1.6

26. The elements of theatre are recognizable in theatrical performances. 1.1.2.C.1 27. Theatre artists use precise vocabulary when staging a play. 1.1.2.C.2 28. The technical theatrical elements and theatre architecture are inherent in theatrical design and production. 1.1.2.C.4

29. Plays may use narrative structures to communicate themes. 1.3.2.C.1 30. Actors use voice and movement as tools for storytelling. 1.3.2.C.2


more effective reader? • How do I decode a word? • How does word choice affect meaning? • What is the purpose of applying grammar and

mechanics skills? • How does a good writer develop their ideas? • How do actors let the audience know about

important details like plot, setting, etc.? • What are some elements of theatre?

Unit Enduring Understandings: • Effective readers describe the connection

between two individuals, events, ideas, or pieces of information in a text.


• People communicate through words. • Written communication and proper grammar

mechanics promote fluency of communication. • Good writers use transition words and details to

develop their ideas and stories. • Actors use voice and movement as tools for

storytelling.




Unit Learning Targets: Students will ... • be able to recognize and read high-frequency words/ irregular words in and out of context. • be able to decode, blend, and segment words with final –e and words with common vowel teams. • be able to read words with inflectional endings. • be able to ask and answer questions about key details in informational text and literature. • be able to identify who is telling the story. • be able to continue to identify topic, main idea, and details to support non-fiction. • be able to revisit the text to respond to reading (orally and in writing). • be able to with guidance write an informational/ explanatory, narrative, opinion text naming the topic,

including facts and concluding sentences. • be able to with guidance and support, recall experiences or gather information from provided sources to

answer questions. • be able to use knowledge that every syllable has a vowel to help determine if a word has one or more

syllables in a printed word. • identify basic elements of theatre and describe their use in a variety of theatrical performances. • express stage directions, areas of the stage, basic stage movements, and parts of a script using correct

theatre terms (e.g., setting, costumes, plot, theme, etc.) • describe the use of the technical theatrical elements by examining examples of theatrical design in

productions. • portray characters when given specifics about circumstances, plot, and thematic intent, demonstrating

logical story sequence and informed character choices. • use voice and movement in solo, paired, and group pantomimes and improvisations.

Evidence of Learning Summative Assessment:

• Weekly Selection Test • Spelling Test • Grammar Test • Teacher Developed Assessments • Unit Assessment • Report Cards • Linkit

Formative Assessments: • Discussion • Observations • Questioning • Daily Classwork • Informal Observations of Students • Centers


Activity: Guided reading, graphic organizers, discussion, open-ended response, journal writing, learning centers, writing process, website activities




Teacher Resources: Houghton Mifflin Harcourt

• Teacher Manual • Textbook • Readers Notebook • Leveled Readers • Decodable Readers • Orton Gillingham • Internet Websites • Read Works


Curriculum Development Resources: Click the links below to access additional resources used to supplement this unit: www-k6.thinkcentral.com www.scholastic.com www.funbrain.com www.eduplace.com www.abcya.com www.teacherspayteachers.com www.edhelper.com www.getepic.com www.turtlediary.com https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/1-ESS1.pdf https://www.state.nj.us/education/cccs/2014/arts/standards.pdf

Unit Overview Content Area: ELA Unit Title: Unit 5: Vowel Patterns, Phonograms, Word Families














https://www.state.nj.us/education/cccs/2014/arts/standards.pdf




Target Course/Grade Level: First Unit Summary: Students will read to comprehend fiction and non-fiction text. Students will know and apply grade-level phonics and word analysis skills in decoding words, grammar and spelling. Students will focus on Phonological Awareness (show recognition of two-syllable words by dividing words into syllables), Phonemic Awareness (decode words with common word parts – base words and inflected endings and blend syllables to decode words), Sound Mastery (blend sounds orally to make words or syllables), Forming Key Linkages (diphthongs, other vowel patterns, phonograms/ word families), Phonics (show recognition of two-syllable words by dividing words into syllables), Vocabulary (Words to Know), High-Frequency Words, Comprehension (monitor comprehension and use fix-up strategies; central message or lesson), Handwriting, Spelling (continue to learn long vowels, other vowel patterns, prefixes, suffixes, and inflectional and comparative endings), Punctuation, and Capitalization. Students will practice fluency in a variety of ways, including choral reading, paired reading, and repeated oral reading. Also, fluency will be practiced using words per minute, reading aloud with expression, accuracy, comprehension, appropriate rate, and attending to punctuation using appropriate phrasing. Students will practice writing narrative, argumentative, and informative pieces. Interdisciplinary Connections: Social Studies: 6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’ decisions, including ones made in their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. Science: 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 21st Century Life & Careers: CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person




achieve personal and professional goals. Technology: 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.5 Enter information into a spreadsheet and sort the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.2.2.A.2 Describe how designed products and systems are useful at school, home and work. 8.2.2.B.1 Identify how technology impacts or improves life. Unit Rationale: The ability to read texts strategically is an integral part of being able to understand and participate in the human experience. It is through reading about fictional and factual people and places that we are better able to understand our place in the world. Students in first grade should begin to form a foundation for writing. Students will focus on brainstorming ideas and organizing their thoughts. Evaluating the choices that writers make and applying it to their own writing help students to experience the creativity and innovation of fictional writing. Students are then able to make the leap from fiction to future; from imagination to 21st century practical application as well as problem solving.

Learning Targets SLO # NJSLS 1. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Identify the main topic and retell key details of a text.

RL.1.2; RI.1.2

2. Describe characters, settings, and major event(s) in a story, using key details. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.3; RL.1.7

3. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.4

4. Identify who is telling the story at various points in a text. RL.1.6 5. Compare and contrast the adventures and experiences of characters in stories.

RL.1.9

6. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

RL.1.10

7. Ask and answer questions about key details in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.1; RI.1.4

8. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.2.a,b,c,d




9. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Distinguish long and short vowels when reading regularly spelled one-syllable words. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

RF.1.3.a,b,c,d,e


RF.1.4.a,b,c

11. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

W.1.3


W.1.5


14. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8

15. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.1.a,b,c

16. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.4

17. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.5

18. Produce complete sentences when appropriate to task and situation. SL.1.6 19. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.d,g,h,i




20. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use commas in dates and to separate single words in a series.

L.1.2.c

21. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word.

L.1.4.a,b


more effective reader? • How do I decode a word? • How does word choice affect meaning? • What is the purpose of applying grammar and


Unit Enduring Understandings: • Effective readers identify the central message or

lesson in literature texts and the main topic in informational texts.


• People communicate through words. • Written communication and proper grammar

mechanics promote fluency of communication. • Good writers use transition words and details to

develop their ideas and stories. Unit Learning Targets: Students will ... • be able to recognize and read high-frequency words/ irregular words in and out of context. • be able to decode, blend, and segment words with final –e and words with common vowel teams. • be able to read words with inflectional endings. • be able retell key details identifying the central message or lesson in literature texts and the main topic in

informational texts. • be able to describe settings, characters, and major events using key details with support from

illustrations in literature. • be able to identify words that indicate who is telling the story at different points in the text. • be able to revisit the text to respond to reading (orally and in writing). • be able to with guidance write an informational/ explanatory, narrative, opinion text. • be able to engage in collaborative discussions following agreed-upon rules for listening and group

discussions and asking questions for clarification. • be able to use commas where needed in sentences that contain a series of single words or dates. • be able to pronouns, frequently occurring conjunctions, demonstratives, and appropriate prepositions to

form and complete sentences when speaking and writing. Evidence of Learning

Summative Assessment : • Weekly Selection Test with Open Ended Response • Spelling Test • Grammar Test




• Teacher Developed Assessments • Unit Assessment • Report Cards • Linkit

Formative Assessments: • Discussion • Observations • Questioning • Daily Classwork • Informal Observations of Students • Centers


Activity: Guided reading, graphic organizers, discussion, open-ended response, journal writing, learning centers, writing process, website activities Teacher Resources: Houghton Mifflin Harcourt

• Teacher Manual • Textbook • Readers Notebook • Leveled Readers • Decodable Readers • Orton Gillingham • Internet Websites • Read Works


Curriculum Development Resources Click the links below to access additional resources used to supplement this unit: www-k6.thinkcentral.com www.scholastic.com www.funbrain.com www.eduplace.com www.abcya.com www.teacherspayteachers.com www.edhelper.com www.getepic.com www.turtlediary.com https://www.state.nj.us/education/cccs/2016/ela/g01.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf


















MODIFICATIONS Based on Students’ Individual Needs

(Special Education Students, English Language Learners, Students at-Risk)

Time/General

• Allow extra time • Repeat and clarify

directions • Provide breaks in

between tasks • Have student

verbalize directions • Provide

timelines/due dates

Processing

• Provide extra response time

• Have student verbalize steps

• Repeat directions • Provide small group

instruction • Include partner

work

Comprehension

• Provide reading material on student’s level

• Have student underline important points

• Assist student on how to use context clues to identify words/phrases





for reports and projects

• Ensure short manageable tasks

Tests/Quizzes/Grading

• Provide extended time

• Provide study guides • Limit number of

responses

Behavior/Attention • Establish classroom

rules • Write a contract

with the student specifying expected behaviors

• Provide preferential seating

• Re-focus student as needed

• Reinforce student for staying on task

Organization

• Monitor the student and provide reinforcement of directions

• Verify the accurateness of homework assignments

• Display a written agenda

ELL Strategies

• Provide explicit, systematic instruction in vocabulary. • Ensure that ELLs have ample opportunities to talk with both adults and peers and provide

ongoing feedback and encouragement. • Expose ELLs to rich language input. • Scaffolding for ELLs language learning. • Encourage continued L1 language development. • Alphabet knowledge • Phonological awareness • Print awareness • Design instruction that focuses on all of the foundational literacy skills. • Recognize that many literacy skills can transfer across languages. • English literacy development by helping ELLs make the connection between what they know in

their first language and what they need to know in English.




• Graphic organizers • Modified texts • Modified assessments • Written/audio instruction • Shorter paragraph/essay length • Homogeneously grouped by level

Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Evaluate vocabulary • Elevate Text Complexity • Incorporate inquiry based assignments and projects • Extend curriculum • Balance individual, small group and whole group instruction • Provide tiered/multi-level activities • Include purposeful learning centers • Provide open-ended activities and projects • Offer opportunities for heterogeneous grouping to work with age and social peers as well

as homogeneous grouping to provide time to work with individual peers • Provide pupils with experiences outside the ‘regular’ curriculum • Alter the pace the student uses to cover regular curriculum in order to explore topics of

interest in greater depth/breadth within their own grade level • Require a higher quality of work than the norm for the given age group • Promote higher level of thinking and making connections. • Focus on process learning skills such as brainstorming, decision making and social skills • Use supplementary materials in addition to the normal range of resources. • Encourage peer to peer mentoring • Integrate cross-curricular lessons • Incorporate real-world problem solving activities • Facilitate student-led questioning and discussions

totowa ela curriculum project aligned to the njdoe model

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