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Office of Curriculum and Instruction
Adopted by the Somerville Board of Education on 9/3/2019
Grade 1 English Language Arts Abstract
In the grade 1 language arts literacy curriculum, students focus on consonant digraphs, consonant blends, and three-letter glued sounds. Reading strategies are practiced to gain deeper meaning. Small moments in time within students’ lives are the platform for creating short, narrative stories, which are stretched into longer stories. A portfolio of writing pieces documents students’ growth over time. In the areas of speaking, listening, and viewing, students begin to express personal opinions related to reading and writing. Students read for fluency, as well as use visual clues, such as graphs and charts to understand ideas. Students who quickly master skills are provided with opportunities for additional instructional experiences. The curriculum builds on research-based strategies for speaking, reading, and writing.
Written by: Jennifer Setzer
Reviewed by: Valentina Carleo, Supervisor of Curriculum
Melissa Stager, Director of Curriculum & Instruction
Somerville Public Schools Scope, Sequence, and Pacing Guide
Grade 1
Subject Area: ELA Grade Level: 1
Unit 1: September -
November
Focus: Emotions
Unit 2: November-January
Focus: Culture
Unit 3: February - April
Focus: Needs/Wants
Unit 4: May-June
Focus: Future Ready!
Transfer Goals TG1: Read and retell stories
using key details from the text,
as well as the text’s
illustrations, to describe the
characters, setting, and major
events—demonstrating an
understanding as to what
information was provided
through words and what
information was provided by
images.
TG2: Write a detailed narrative
that delineates a beginning,
middle, and end, and recounts
two or more appropriately
sequenced events.
TG1:Read and retell stories
using key details from the text.
Within an informational text,
students will demonstrate an
ability to identify the main idea
of a text and describe the
connection between two
individuals, events, ideas, or
pieces of information.
TG2: Write
informative/explanatory pieces
in which they name a topic,
provide facts, and develop a
sense of closure.
TG1: Read mentor texts that
contain opinion and cite
relevant evidence and apply
those skills in a developed
opinion piece.
TG2: Connect the skills of
opinion reading and writing
and create an advertisement
strategy to promote a
product or service for market
day.
TG1: Read and cite evidence from informational text for our personal essay analyzing how the historical figure connects to our personal goals.
TG2: Analyze how a theme is developed over the course of a text and how it teaches a reader to be their best selves.
Enduring
Understandings
EU1: Family, friendships,
culture and traditions trigger
our emotions - good and bad.
EU1: There are similarities and
differences between countries
and cultures
EU1: Persuading someone
requires a reader and writer
EU1: This varies based on the individual. However, being your best self requires you to make a positive mark on the world.
EU2: Our past experiences and
memories help us learn about
how we feel and react to
different life experiences.
EU3: Life is filled with surprises,
and learning how to react in
appropriate ways helps build
healthy relationships.
EU2: The history, traditions and
celebrations help to make their
chosen country unique
EU3: They can accept and
celebrate other cultures that
differ from their own
to state key details
containing the following:
○ Arrive at an opinion ○ Identify valid reasons to
support your point of view
EU2: Persuasion is important
to educate others and elicit
meaningful conversation
while respecting others’
personal opinions
EU3: Persuasive techniques
get your opinions heard and
believed
EU4: It is healthy for people
to have their personal
thoughts and feelings heard.
Opinions are grounded in
personal connections and
background knowledge.
EU5: People utilize coping
skills to respectfully agree
and disagree with others.
Norms are established in
groups on how we can agree
to disagree.
EU2: A goal is important because it lays out a plan and helps guide a person as they move through life.
EU3: Reading pieces expose students to both negative and positive decisions. Readers can learn from someone else’s mistakes and successes.
Essential
Questions
EQ1: How can certain events
trigger our emotions?
EQ2: How can our prior
experiences shape our
emotions?
EQ3: How do we cope with
different emotions in our day?
EQ1: What is culture and why
study it?
EQ2: Why is it important to
share individual cultures within
our community?
EQ3: What happens when we
don’t come together and show
acceptance for all cultures?
EQ1: How do you persuade
someone?
EQ2: Why is persuasion
important?
EQ3: Why do people have
differing opinions?
EQ4: How do you disagree or
agree with someone?
EQ1: What does it mean to be your best self? Why is it important to set goals?
EQ2: How do we draw inspiration from our reading pieces to be our best selves?
Major Skills ● Key Details ● Characters ● Setting ● Major Events ● Feeling Words ● Point of View ● Context Clues ● Text Features ● Narrative Writing Piece
● Key Details ● Fiction versus Nonfiction ● Main Idea ● Informational ● Connecting Characters,
Events, and Ideas Within Text
● Text Features ● Informational Writing Piece ● Standard Grammar
Conventions
● Questioning ● Key Details ● Point of View ● Compare and Contrast ● Text Features ● Understanding the role
of pictures and words ● Tracing an Argument ● Speaking Across Texts ● Opinion Writing
Lesson/Theme ● Analyzing Words/Phrases ● Feeling Words ● Characters ● Setting ● Major Events ● Illustrations ● Details ● Tracing a Claim/Reason
Writing How Writer’s Work Students will
become familiar with the writing
process and begin to see
themselves as writers. Students
will learn to look to the world for
writing inspiration and learn the
value of mentor texts and reading
like a writer.
Narrative Rubric
Personal Narrative: Students will construct a personal narrative focusing on a moment in which they experienced. Narrative Rubric
Nonfiction/All About Writing – Students will select a nonfiction topic to research and built an All About book that contains evidence supporting the larger topic. Students will create headings, subheadings, insert relevant information.
Book Review/Opinion- Using mentor texts, students will generate seed ideas that will contain opinions. Students will select one of those opinion based seed ideas and take it through the writing process.
Alternate
Assessment
Managing Emotions PBL
Goal: Students will be given a
variety of texts that contain
conflict. Students will be
challenged to first identify the
feelings and emotions that the
characters display, and then
create a plan on how to
respond to the conflict in a
healthy manner.
Role: The student can take on
the role of one of the following:
● Mom ● Dad ● Best Friend ● Teacher ● You are going to
provide the character with a plan on how to solve the problem and deal with the emotions in a healthy way.
PBL Name: Cultures Coming
Together
Goal: Students will choose a
country to research, focusing on
traditions and celebrations.
Students will complete a formal
informational piece on their
chosen country. Students will
then choose a form of
presentation to present their
knowledge to the class. They will
then come together to hear
about the different cultures and
compare others to their
researched country through
interviews.
Role: The students will take on
the role of a citizen within their
chosen country.
PBL Name: Market Day
Goal: The students will select
a good or service that they
develop, using an
advertisement platform to
convince an audience to
select their service or
product.
Role: Entrepreneur
Audience: VDV Community
Situation: An entrepreneur is an individual that looks to the world and finds a need for a good or service. For example, Walt Disney was an entrepreneur that created Disney. Your job is to create a good or service that stands out and is needed by the VDV community.
● PBL Wax Museum - Adolescents struggle with taking advice from those that are older and wiser. The goal of this unit is to research a notable historical figure and analyze their impact on society. The students will then present to an audience about their chosen historical figure acting as if they were the notable figure. Students will dress up as the figurehead, bring in artifacts supporting their presentation, and answer questions from the audience from the perspective of their chosen historical figure.
Formative
Assessment
● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group
work/projects ● Quizzes
● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group
work/projects ● Quizzes
● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group
work/projects ● Quizzes
● Admit Slips ● Class discussions ● Assigned homework ● Student participation ● Independent group
work/projects ● Quizzes
Summative
Assessment
● Guided Reading Groups
● Running Records
● Writing on Demands
● Reading on Demands
● Dibels
● Fundations Assessments
● Presentations (PBLs)
● Essays or narratives writing
projects
● Technology based
assignments (create blogs,
websites, multimedia
presentations).
● Guided Reading Groups
● Running Records
● Writing on Demands
● Reading on Demands
● Dibels
● Fundations Assessments
● Presentations (PBLs)
● Essays or narratives writing
projects
● Technology based
assignments (create blogs,
websites, multimedia
presentations).
● Guided Reading Groups
● Running Records
● Writing on Demands
● Reading on Demands
● Dibels
● Fundations Assessments
● Presentations (PBLs)
● Essays or narratives
writing projects
● Technology based
assignments (create
blogs, websites,
multimedia
presentations).
● Guided Reading Groups
● Running Records
● Writing on Demands
● Reading on Demands
● Dibels
● Fundations Assessments
● Presentations (PBLs)
● Essays or narratives writing
projects
● Technology based assignments
(create blogs, websites,
multimedia presentations).
Technology
Integration
● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications
(Documents, Forms, Spreadsheet, Presentation)
● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital story-telling tool.
● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications
(Documents, Forms, Spreadsheet, Presentation)
● Prezi ● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital
● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications
(Documents, Forms, Spreadsheet, Presentation)
● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate
● SMARTboard technology ● todaysmeet.com ● padlet.com ● Google Applications
(Documents, Forms, Spreadsheet, Presentation)
● Screencastify Sample Technology Integration Activity: Students will create a virtual storybook using StoryJumper.com, Google Slides, or Prezi. Pictures and animation will be used. Using one of the above platforms will allow the students to integrate narrative writing techniques with a digital story-telling tool. This integration will
This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.
story-telling tool. This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.
narrative writing techniques with a digital story-telling tool. This integration will allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.
allow the students to apply skills such as plot and character development, adding details for setting, and develop mood and tone through word choice and images.
Resources ● Wemberly Worried
● Questioning Sticks
● David Goes To School ● David Gets In Trouble ● Owen
● Ormie Media Clip
● Ralph Tells A Story
● Goal Setting Template ● Lily’s Big Day
● Ira Sleeps Over ● Word Sort
● Question Sort
● Chrysanthemum
● MyOn Text- The Sun by Martha E. H. Rustad
● MyOn Text The Moon, by Martha E.H. Rustad
● The Stars, by Martha E.H. Rustad
● Chester’s Way, Kevin Henkes
● Choice Board and Graphic Organizer
● Learning about Fiction ● Fiction versus Nonfiction
Activities:
● http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
● interactive Venn Diagram
● recording sheet.
● Penguin Fiction vs. Non-
Fiction Sheet
● Who Has These Feet
● Snow
● Animals in Winter
● Clothes Around the World
● A Balanced Diet
● Hippo
● Ambulances to the Rescue
Around the World
● Images Main Idea Activity
● A World Of Festivals.
● Images Main Idea Activity
● Pigeon Wants a Puppy
● Pigeon Needs A Bath
● Don't Let The Pigeon Stay
Up Late
● Don't Let Pigeon Stay Up
Late Persuasive Writing
Link
● Sample Key Details
Graphic Organizers:
● Student Graphic
Organizer Key Details
● Student Graphic
Organizer Nonfiction Key
Details
● Student Graphic
Organizer Key Details
● Click Clack Moo
● Key Details for Click Clack Moo
● Should We Have Pets
● Sticky Note Mat
● Michelle Obama (MyOn) ● Stephen Curry (MyOn) ● Hayley Wickenheiser (MyOn) ● Abraham Lincoln (MyOn) ● Maurice Sendak (MyOn) ● Popcorn Poem ● Sample Anchor Chart ● Sensory Word Foldable ● Poetry Visualization ● Visualizing Fire Flies ● The Listening Walk ● My Many Colored Days ● Llama Llama Why Are You Mad
At Mama ● Word Window/Words that
Suggest Feelings ● Tops and Bottoms ● character trait list ● The Rainbow Fish ● Junkyard Wonders ● Enemy Pie ● Those Shoes ● graphic organizer ● Invisible Boy ● picture slideshow
● Modified Choice Board and Graphic Organizer
● character traits ● Olivia by Ian Falconer-
● No David
● David Gets In Trouble
● Shh! David’s Reading
● bow tie/Venn Diagram
● Callie Learns to Listen
● Goal Setting Template
● I Saw An Ant In A Parking
Lot
● Duck! Rabbit! - Amy Krouse
Rosenthal
● 3 Little Pigs ● The True Story of the 3
Little Pigs ● Venn Diagram
● We Are In A Book - Mo
Willems
● The Pigeon Wants A Puppy
-Mo Willems
● We All Come From Different
Cultures
● Schools Around the World.
● Welcome to Mexico.
● T Chart Template
● No David ● MyOn Text- The Sun by
Martha E. H. Rustad ● The Stars, by Martha E.H.
Rustad ● Soccer ● Big Trucks
● Golden Domes and Silver
Lanterns
● The Water Princess
● Carolina’s Gift
● Making Connection file
● No Mirrors in my Nana's
House
● Big Red Lollipop
● -Reading Passages 1 ● -Reading Passages 2
● Suki's Kimono
● Too Many Tamales
● Mango, Abuela, and Me
● Anchor Charts for Text Features
● Text Features Nonfiction
Graphic Organizers
● The Day The Crayons
Quit
● Achieve the Core Read
Aloud Guide to The Day
The Crayons Quit)
● Point of View Graphic Organizers Point of View (Page 4) Response Sheet
● I Wanna New Room ● Day and Night
● Night and Day
● Compare/Contrast Language
● Dog Versus Cat ● Details Anchor Chart 1
Key Details 2
● Venn Diagram
● Should We Have Pets
(Informational)
● A Weed is a Flower
● Duck For President
● A Weed is a Flower
Graphic Organizer
● Question/Answer
Graphic Organizer 1
● Question/Answer
Graphic Organizer 2
● Character Change Graphic Organizers
● All About Flowers (myon) ● RI 1.3 Pictures ● Drawing Connections in
Informational Text ● Categories Card Games ● What doesn't Belong ● Graphic Organizers for
Characters, Setting, Events ● Enemy Pie Main Events
Activity Sort ● Describing Characters Graphic
Organizer ● Plant pictures ● Water Sports ● The American Flag (Myon) ● What is Resume video ● Media Clip from Kid President
● Diary of a Fly
● Diary of a Spider
● Diary of a Worm
● Not Norman
● Hey Little Ant
● I Wanna Iguana
● All About Flowers
● Big Machines Drive
● What If You Had Animal
Teeth
● What If You Had Animal
Eyes
● Determining Importance
Anchor Chart
● Eat Your Peas
NJSLS Standards ● RL.1.1. Ask and answer questions about key details in a text.
● RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.
● RL.1.6. Identify who is telling the story at various points in a text.
● RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
● RL.1.10. With prompting and support, read and
● RL.1.1. Ask and answer questions about key details in a text.
● RL.1.5. 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.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
● RL.1.1. Ask and
answer questions
about key details in a
text. - week 1
● RL.1.6. Identify who
is telling the story at
various points in a
text. - week 2
● RL.1.9. Compare and
contrast the
adventures and
experiences of
characters in stories.
Week 3
● RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
● RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.
● RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
● RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
● RI.1.3. Describe the connection between two individuals,
comprehend stories and poetry at grade level text complexity or above.
● RI.1.1. Ask and answer questions about key details in a text.
● RI.1.5. 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.1.10. With prompting and support, read informational texts at grade level text complexity or above.
● W.1.3. 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.1.5. With guidance and support from
● RI.1.2. Identify the main topic and retell key details of a text.
● RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
● RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
● RI.1.10. With prompting and support, read informational texts at grade level text complexity or above.
● W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
● W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event
● RI.1.1. Ask and
answer questions
about key details in a
text. - week 1 and
week 3
● RI.1.2. Identify the
main topic and retell
key details of a text.
● RI.1.5. 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.1.6. Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the
words in a text.
● RI.1.7. Use the
illustrations and
details in a text to
describe its key
ideas.
● RI.1.8. Identify the
reasons an author
events, ideas, or pieces of information in a text.
● RI.1.8. Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed.
● W.1.3. 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. ●
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.
● RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills.
● RF 1.1A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
● RF.1.2. 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.
● RF 1.2.A. Distinguish long from short vowel sounds in spoken single-syllable words.
order, and provide some sense of closure.
● RF1.1 A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
● RF.1.2 A. Distinguish long from short vowel sounds in spoken single-syllable words.
● RF.1.2 B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
● RF.1.2 C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
● RF.1.3 A. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
● RF.1.3 B. Decode regularly spelled one-syllable words
● RF.1.3 C. Know final -e and common vowel team conventions for
gives to support
points in a text and
explain the
application of this
information with
prompting as
needed. - week 1
● RI.1.9. Identify basic
similarities in and
differences between
two texts on the
same topic (e.g., in
illustrations,
descriptions, or
procedures).
● W.1.2. Write
informative/explana
tory texts in which
they name a topic,
supply some facts
about the topic, and
provide some sense
of closure.
● RF 1.2.B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
representing long vowel sounds.
● RF1.4 A. Read grade-level text with purpose and understanding.
● RF1.4 B. Read grade-level text orally with accuracy, appropriate rate, and expression
CRP Standards ● 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.
● CRP5. Consider the environmental, social and economic impacts of decisions
● CRP7. Employ valid and reliable research strategies.
● CRP9. Model integrity, ethical leadership and effective management.
● CRP10. Plan education and career paths aligned to personal goals.
● CRP11. Use technology to enhance productivity.
● CRP12. Work productively in teams while using
● CRP1. Act as a responsible and contributing citizen and employee.
● CRP2. Apply appropriate academic and technical skills.
● CRP3. Attend to personal health and financial well-being.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts of decisions.
● CRP6. Demonstrate creativity and innovation.
● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
● CRP1. Act as a responsible and contributing citizen and employee.
● CRP2. Apply appropriate academic and technical skills.
● CRP3. Attend to personal health and financial well-being.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts of decisions.
● CRP6. Demonstrate creativity and innovation.
● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense
● CRP1. Act as a responsible and contributing citizen and employee.
● CRP2. Apply appropriate academic and technical skills.
● CRP3. Attend to personal health and financial well-being.
● CRP4. Communicate clearly and effectively and with reason.
● CRP6. Demonstrate creativity and innovation.
● CRP7. Employ valid and reliable research strategies.
● CRP10. Plan education and career paths aligned to personal goals.
● CRP11. Use technology to enhance productivity.
cultural global competence.
● CRP9. Model integrity, ethical leadership and effective management.
● CRP11. Use technology to enhance productivity.
● CRP12. Work productively in teams while using cultural global competence.
of problems and persevere in solving them.
● CRP9. Model integrity, ethical leadership and effective management.
● CRP11. Use technology to enhance productivity.
● CRP12. Work productively in teams while using cultural global competence.
Interdisciplinary
Standards &
Standard 9
Social Studies Standards:
● 6.1.4.D.3 ● 6.1.8.D.2.b ● 6.1.12.D.2.a ● 6.1.4.C.2-3 Standard 9
9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
Technology Standards:
● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
● 8.1.2.A.2 Create a document using a word processing application.
Social Studies Standards:
● 6.1.4.D.11 ● 6.1.4.D.13 ● 6.1.4.D.14 ● 6.1.4.D.16-20 Standard 9
9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
Technology Standards:
● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose. Select and use applications effectively and productively.
Social Studies Standards:
● 6.1.4.D.3 ● 6.1.8.D.2.b ● 6.1.12.D.2.a ● 6.1.4.C.2-3 Standard 9
9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
Technology Standards:
● 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
Social Studies Standards:
6.1.4.B.5-8 6.3.4A.1 Standard 9
9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
Technology Standards:
8.1.2.A.2 Create a document using a word processing application.
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
● 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
● 8.1.2.A.2 Create a document using a word processing application. 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
● 8.1.2.A.2 Create a document using a word processing application.
● 8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
● 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.A.5 Enter information into a spreadsheet and sort the information.
Modifications/Ac
commodations
● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts,
● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-
● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts,
● Academically At Risk Students: The following American Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize
recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource
● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background
in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource
● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer,
recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource
before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
● ELL Students: SIOP Strategies, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource
● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize
knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● Special Education: Modifications/Accommodations in line with IEPs, Graphic Organizers, Background knowledge work, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress,
before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
● 504 Students: Modifications/Accommodations in line with specific learning goals, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.
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