CONTENT PAGE Acknowledgements 2 Introduction 3 Curriculum Guide Overview 4 Note to the teachers 5 Terms used in Guide 8 Suggestions for Developing Language Skills 9 General Learning Outcomes for Grade 3 14 Curriculum themes 15 Success Criteria – Term 1 17 Term 1 Unit 1- Theme 1 Celebrations 19 Term 1 Unit 2- Theme 2 The Foods We Eat 25 Success Criteria – Term 2 32 Term 2 Unit 1- Theme 3 Emotions 34 Term 2 Unit 2- Theme 4 Transportation 40 Success Criteria – Term 3 47 Term 3 Unit 1- Theme 5 Occupation 49 Term 3 Unit 2- Theme 6 Our Forest 55 Glossary 61 Appendices 79 2 ACKNOWLEDGEMENT The Curriculum Development Unit is grateful to the following for their contribution in the development of the New Language Arts Curriculum Guide. - Department for International Funding(DFID) consultant Lindsey Howard - Curriculum Unit: Senior Education Officer –Nicholas Goldberg, Language Arts Officer – Cynthia White - the Principals of the following schools: for releasing certain members of their staff on a regular basis to assist in preparation of curriculum material. John Bleau (consultant), Mornlight Nanthan & Ernie Jno-finn -Learning Support Advisors, Shermine Bardouille- coordinator of the revised draft. - Members of the Grade 3 Language Arts sub-committee who worked on the first and revised draft: Davina Dupigny- Paix Bouche Primary Camela Blanc – Goodwill Primary Eugenia Blanc-Roseau Primary Joyce Celestine-Roseau Primary Rosemund Ismael - Jeanette Carriere – Roosevelt Douglas Primary Sylvia Alexis- Portsmouth Secondary School Cyrilla Anslem – Isaiah Thomas Secondary School Anita Williams – St Martin Primary Jacinta Marcellin – Penville Primary Kristy Graham – St Luke’s Primary - Persons who assisted in the final draft and proofing of the Language Arts Curriculum: - General Editor- Raymond Henderson, Secretaries of the unit 3 INTRODUCTION The selection of Internationally Accepted English (IAE) as the idiom of language instruction in Dominica is based upon the following: 1. English as part of Dominica’s cultural heritage Historically, Dominica has been part of the English-speaking world, first as a colony of the British Empire, and, since the attainment of political independence (1978), as a full member of the British Commonwealth of Nations. English is the official language of the Commonwealth of Nations and it represents the linguistic and cultural lifeblood of that grouping. 2. English as the language of international exchange The rapidly changing world is characterised by increasing globalisation and growing interdependence among diverse nations and peoples. In such a global context, communication, trade, and cultural exchange, are increasingly complex. Expectedly, the Commonwealth of Dominica must respond to this complexity and global phenomena. Mastery of English will undoubtedly contribute to such exchange, as this language is most global of all. 3. English as the language of regional examinations Dominica is a founding member of the Caribbean Examinations Council (CXC), the agency charged with the administration of formal examinations at the regional level. With English being the language of instruction, it is also the language of educational assessment. Upon completion of primary level education, graduates will be life-long learners, who are able to make effective use of Internationally Accepted English (IAE), as well as reasoned and appropriate use of local language varieties in order to function as creative and flexible individuals who are environmentally conscious, tolerant and contributing members of their developing society. In our Dominican society, a vast majority of Dominican children speaks a dialect or some form of Creole. These languages are used to communicate with others, to express thoughts, feelings and experiences. Such diverse linguistic repertoire, in many ways, poses certain challenges (e.g. grammar and comprehension) for the student in the school system. This guide (recognises such challenges and) is designed to enable all students to achieve an acceptable level of competencies in Standard English to be able to compete with the global environment. The “thematic approach” has been incorporated to present the children with structures in meaningful contexts, while integrating language with other subject areas, viz. Social Studies, Science, Visual and Performing Arts etc. In Language Arts, at the Key Stage 1-6 level, students should: 4 • Listen to, read, and view a range of grade-level appropriate oral, print and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences, in a variety of forms, for a variety of purposes and audiences. • Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers, (viewers, and presenters). • Assess their own personal language growth and set goals for future growth. The learning objectives listed in this new LA curriculum guide describe the specific language knowledge, skills, and strategies that students should develop. These objectives, now referred to as success criteria, form a developmental continuum and guide the teacher in planning units, daily instruction, and classroom activities. The success criteria also guide student assessment and evaluation. Curriculum Guide Overview The renewed English Language arts (LA) curriculum emphasises the role of language in communication and learning. Students need to become confident and competent users of all four language arts strands, with opportunities to listen, speak, read and write. Success criteria are listed to help teachers address each language strand and to build a balanced LA program in their classrooms. A balanced programme: • focuses on language and emphasizes the communication and construction of meaning. • recognizes the interrelated and interdependent nature of the language strands (i.e., listening, speaking, reading, writing, incorporating the viewing, representing) • integrates and balances experiences with all the language strands. • creates meaningful contexts, purposeful activities, and a supportive environment for students to learn the language skills and strategies. • employs a range of effective teaching-learning approaches and strategies including direct instruction, guided instruction, and independent activities, and models the before/during/after skills and strategies that effective communicators use. • uses appropriate assessment, evaluation, and reporting procedures. • attends to all the language cueing systems (i.e., pragmatic, textual, syntactic, semantic, and graphophonic), as well as the conventions and rules of language usage: in a whole – to part – to whole context • helps students understand and access a range of resources including prose fiction and non-fiction, poetry, plays, non-print, and human resources. • builds on what students know and can do with language and helps them develop a sense of confidence and capability. It is important that unit plans are based and developed on curriculum criteria that address the needs, interests, and strengths of students. The content is so developed in this curriculum to reflect the main action areas: 5 a) Attainment Targets b) Learning Outcomes: Learning Outcomes are derived directly from the attainment targets, and provide a measure of the learner’s achievement of the same. They indicate general goals. c) Success Criteria: d) Suggested Activities: e) Assessment Strategies: A NOTE TO THE TEACHER The proposed National Curriculum suggests that Language Arts be given a minimum of 5 hours of instructional time per week. It also allows the teacher to dedicate one hour blocks for the teaching of the subject. Instructional units of study weave language learning and opportunities to use language within specific topics or themes. During the course of the school year, effective units reflect a wide range of contexts, incorporate a variety of resources, allow for authentic integration of the language processes, and invite interdisciplinary experiences. Unique, relevant units can be planned based on curriculum objectives and a thorough assessment of students' interests and needs. Organizing the school year into manageable blocks of time by using cohesive units provides both a focus and a sense of direction. However, it is important to remain flexible to allow for any necessary changes in either focus or direction, according to individual student interests and needs, as each unit progresses. Opportunities to individualize some activities or instructional and assessment strategies emerge in response to reactions and continuous assessment of students. Options can be provided for students within a well- designed unit framework. Because constructing effective units takes time, teachers may find it helpful to plan common units in collaboration with other same- grade teachers, then tailor the units to suit their particular students' needs. Much of unit planning depends upon individual teacher's organizational styles and preferences. This guide includes several ideas/sample unit planning overview frameworks and teachers are encouraged to make adjustments to fit their planning preferences. The sample units in this curriculum guide use different organizational frameworks to provide ideas for alternative ways of planning and teaching. Planning the Unit Organizing instruction into units of study enables teachers to get a broad perspective on what will take place in the classroom and to reflect upon their teaching and the students' learning. Teachers should incorporate the following in planning and designing instructional units. 6 Consider students' needs, interests, and abilities: • identify students' interests, and cultural and experiential backgrounds • administer diagnostic questionnaires or surveys to students, or use assessment records and observations • consult students' records, portfolios, or teachers from the previous year. Identify the unit topic or theme, and determine the contexts: • inquire about topics and themes that students have encountered in previous units of study, both in English language arts and other subject areas link with those in guide • involve students in brainstorming a list of possible sub-themes • web possible topics to assess their potential depth and richness • determine the contexts addressed by the unit topic or theme • consider the possibilities for interdisciplinary connections, focusing on the objectives of the respective areas of study. Select appropriate Learning Outcomes from those stated in the curriculum guide: • identify students' language and learning needs and abilities • determine the specific language knowledge, attitudes, and skills that can be developed, extended, or reinforced most effectively within the selected unit topic or theme • select the foundational and learning objectives for the unit • identify the Common Essential Learnings that will be developed or reinforced during the unit. Choose the instructional, assessment, and evaluation strategies to be used during the course of the unit: • identify the instructional strategies and methods, and specific language activities that will develop students' thinking and language abilities, and their knowledge of the topic or theme • plan an initial sequence of daily lessons • identify particular objectives to be developed, reinforced, or extended during each lesson • identify specific instructional and assessment strategies for each lesson • identify mini-lessons that will be required to develop the chosen outcomes and success criteria and the topic or theme, and which will address the students' interests and needs • plan to discuss or develop with students the assessment and evaluation strategies to be used • determine daily assessment strategies and recordkeeping procedures that are consistent with the learning objectives, the instructional strategies, and the planned activities • decide upon the culminating activity and determine the unit-end evaluation 7 • prepare assessment and evaluation instruments that will inform instruction and determine the degree to which students meet the unit objectives. Identify and gather appropriate resources: • involve students and resource personnel such as teacher-librarians and special education teachers in selecting and gathering appropriate resources • plan to use a variety of print, non-print, and human resources throughout the unit • select resources that are gender equitable, that promote cultural pluralism, and that include Indian and Métis content and perspectives where appropriate • gather resources for daily lessons and activities • consider the possibility of teacher and student classroom displays • match resources with language processes, activities, and instructional strategies. Identify possibilities for student reflection: • provide occasions for students to reflect upon their learning and upon how they learn best • identify opportunities for students to reflect upon prior learning and rethink previous positions and understanding in the light of new knowledge and abilities. Identify possibilities for teacher reflection: • provide focus to teacher reflection by selecting specific areas for consideration (e.g., specific students, specific instructional strategies or student activities) • formulate specific questions for reflection in each lesson – observe those at end of themes • plan to keep a journal or prepare anecdotal checklists for recording observations and reflections on a regular basis. I hope you enjoy using this document as much as we have enjoyed putting it together for you. Cynthia White Education Officer-Language Arts 2008 Revised 2010 8 TERMS USED IN THE CURRICULUM GUIDE Attainment target includes the knowledge, skills and understanding which students of different abilities and maturities are expected to demonstrate at the end of Key stage 4. Learning Outcomes basic levels that a student should achieve at the end of each grade level and key stage Successes Criteria describes what the learner must know, be able to do attitude they must display to indicate that they have attained the learning outcome. It acts as a stepping stone. Skills the capacity to do something well. (technique/ability) They are usually acquired or learned. They are what pupils will be able to do during the unit Strategy is a plan of action designed to achieve a particular goal. Assessment It is used to determine what student know or can do. It measures progress toward established learning outcomes, and provides a basis for reflection, and feedback to improve teaching and learning. Resources anything used by teachers and students to assist in the learning process. e.g. people, equipment, facilities, reading text Key vocabulary & Concepts some of the key terms that will be discussed during the course of the unit and it is hoped they will become part of pupils written and oral vocabulary 9 SUGGESTION FOR DEVELOPING THE SKILLS, LISTENING, SPEAKING, READING, WRITING, VOCABULARY & LANGUAGE STRUCTURE (Source- English Language Arts - A Curriculum Guide for the Elementary Level (2002) Saskatchewan Education Regina, SK: Saskatchewan Education). Listening model and discuss active listening behaviours provide listening guides to support students in understanding various oral texts help students determine main ideas and supporting details in oral texts help students assess the evidence presented for making arguments and forming opinions provide opportunities for students to reflect upon their listening behaviours, skills, and strategies support students in setting realistic goals to improve their listening skills and strategies use activities such as: o mini-lessons o directed listening-thinking o listen-think-pair-share o listen and visualize o listen-sketch-draw o paraphrasing o question the author o help students listen to each other in small groups and whole class activities o guided listening o listening centre o listening games. 10 Speaking model and discuss speaking strategies and forms provide a variety of opportunities for both informal and formal talk with differing partners/groups (e.g., reading buddy, sharing with principal, interviewing community members) help students present factual information in a clear and logical way help students discuss ideas, taking others' views into consideration have students present ideas, experiences, and understanding from various subject areas provide opportunities for students to participate in contextual drama help students to use specialized vocabulary plan small group and whole group activities that focus on joint sharing and problem solving help students talk to and respond to differing audiences help students to express and provide reasons or evidence for their own opinions · help students summarize main ideas ask questions that result in a diversity of thought and response provide opportunities for students to reflect upon their speaking behaviours, skills, and strategies use activities such as: o mini-lessons o shared daily news o sharing and talking circles o reader's theatre o storytelling o role playing o interviewing o dramatizations o paired or group oral stories o investigative reporting and group work o book talks. 11 Reading model and discuss reading purposes and strategies (e.g., predicting and confirming, identifying main ideas and supporting details in a text, determining cause and effect, rereading) ensure that students read a range of texts for a variety of purposes discuss the use of prior knowledge of text topic, structure, and language model and discuss the use of textual problem-solving strategies (e.g., use of text features such as headings) provide texts that include multiple perspectives, and meaning beyond words provide opportunities to make comparisons with other texts discuss concepts and vocabulary the teacher reads aloud to students on a regular basis engage the students in reading activities that access and activate their ' prior knowledge before, during, and after reading model and discuss extracting and organizing information from various sources provide opportunities for students to reflect upon their reading habits, skills, and strategies support students in setting realistic goals to improve their reading skills and strategies use activities such as: o reading strategy chart o think alouds o guided reading o directed reading-thinking o BDA (before, during, and after reading) o reciprocal reading o QARs o independent reading o story maps or story grammar o word (semantic) maps, feature analysis, word sorts, word posters or charts. o KWL-chart Oral reading (read aloud) Select the text and first read silently. Think about the meaning, mood, setting, characters, and how to use voice and when to pause for suspense and scene changes. Practice oral reading. Try to read smoothly with expression. Watch the punctuation. Be sure of the meaning and pronunciation of words. Give the reading a context. State the author and the title, and if the work is part of a larger selection, briefly explain what has gone before. Read the text at a pace that suits the meaning and action. Check and discuss the reaction of the audience 12 Writing model and discuss writing techniques and strategies (including ways to explore ideas, develop more than one draft, and revise) the teacher models the writing process and sharing his/her own written work with students the students engage in daily writing for a variety of audiences and purposes and in a variety of formats teach students to plan and write both narrative and informational texts help students to adapt their writing to suit the intended audience and to explore alternative ways of expressing ideas model appropriate use of organizational features such as topic sentence, paragraphs, headings, and titles discuss and model revising strategies and skills teach students the conventions of language (i.e., spelling, punctuation, capitalization) in context continue developing familiarity with many common spelling patterns through reading, writing, and specific spelling activities by giving students opportunities to focus on groups of words rather than words in isolation; by helping students to make generalizations about word patterns and to formulate rules; and by encouraging students to reflect on their spelling strategies discuss "personal voice" and individual style in personal writing use activities such as: o mini-lessons - focused on the following conventions and techniques of the writing: o guided interactive, collaborative, and independent writing o research guide o story starters and writing frames (narrative, expository, and poetry) o shared writing o conferencing o partner and self-edit. In addition to discussion, modeling, and conferences, teachers might like to consider language study mini-lessons focused on the following conventions and techniques of the writing: Text - writing a strong beginning, adding more details to develop a story, including time transitions (e.g., in the morning, later in the day, finally), writing dialogue (e.g., using talk bubbles and then quotation marks), describing the setting, staying on topic, creating surprise endings Sentences - combining sentences, building sentences, using subject-verb agreement, using consistent verb tenses, punctuating sentences Punctuation - writing and editing sentences for different purposes (e.g., statements, questions, exclamations), correctly punctuating a friendly letter Words - making word choices, using sensory words, using descriptive words 13 Spelling - creating word maps and sorts; using word lists (e.g., spelling patterns, reference words); attending to troublesome words; using spelling strategies (e.g., cover/copy/compare), mnemonic devices, spelling references, and spelling rules; creating a spelling log or a personal spelling dictionary Handwriting/Word Processing - writing legibly (spacing, slant, size); keyboarding accurately. Vocabulary have students locate the word in a dictionary have students write a sentence which includes the word and appropriately reflects its meaning have students learn and associate word roots and affixes with single meanings (e.g., the prefix re means again) give students a simple definition (e.g., the word pungent means a sharp odour) show students a picture of an object or present the object itself suggest synonyms (e.g., lucid means clear) suggest antonyms (e.g., opposites of luminous are dark or dull) classify words (e.g., luminous is an adjective) make analogies (e.g., herd is to cows as flock is to sheep) use pictures, charts, graphs, or other visuals demonstrate (e.g., act out the word lunging by making sudden forward thrusts) provide real and direct experiences (e.g., visit a pond to discover what algae looks like) engage students in a simulated experience (e.g., conduct a mock trial to discover the meaning of testimony) use audiovisual aids (e.g., a filmstrip or video demonstrating osmosis) discuss word connotations (e.g., black connotes death; green connotes growth or envy) study changes in word meaning over time Language Structure and Usage provide students with opportunities to use language in a variety of relevant and meaningful situations. expose students to well-written and well-spoken material. provide grammar mini-lessons within students' reading and writing (e.g., revision, editing) experiences. conduct grammar instruction, briefly addressing an individual's or a small group of students' immediate needs. draw students' attention to ways that authors use language for specific purposes or effects (e.g., sentence structures, metaphors, dialogue). use literature that students are reading to provide examples of various grammatical concepts and skills. encourage students to imitate language patterns from literature. use examples of student writing to demonstrate the various grammatical concepts. E.g. instruct students individually or in groups as needed using an anonymous student draft 14 General Learning Outcomes for Grade 3 Listening and speaking Reading Writing COMMUNICATING PERSONAL IDEAS, MAKING MEANING AT TEXT LEVEL PRODUCE PERSONAL TEXT EXPERIENCES & FEELINGS Use vocabulary and grammar to read view Produce and share visuals and short texts Participate with some confidence in and understand the meaning of print and for everyday use and to express personal group and class discussion on topics of visual text. experiences, ideas and feelings personal and social interest using appropriate conversational skills PRODUCING TEXTS FOR DIFFERENT MAKING MEANING USING CONTEXT PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES PURPOSES & AUDIENCES Use background knowledge and Use sounds, words and grammar of IAE experiences to recognize and begin to Use graphics, grammar and vocabulary to to create and interpret different oral texts analyze social, moral and cultural values in plan, organize, produce and edit texts for selected audiences. Focus on materials used in grade 3 class, and relate collaboratively and independently. instruction and report to own life COMMUNICATING FOR DAILY LIVING MAKING MEANING AT WORD LEVEL TRANSFERRING DATA Ask and respond to questions, listen, Use context clues, phonic and sight Transfer data in written texts, used in respond. And give instructions, recognition skills to read letter combinations Grade 3 from one form into another for messages and explanation in IAE for and Grade 3 sigh words including some different purposes and audiences various audiences personally significant and high frequency words DEVELOPING A POSITIVE ATTITUDE TO DEVELOP POSITIVE ATTITUDE TO DEVELOP POSITIVE ATTITUDE TO ORAL LANGUAGE READING WRITING Show enthusiasm to design/create and share Listen, respond, perform, create and talk Demonstrate enjoyment in selecting, personal text for different purposes and about different oral text from global reading and responding independently or audiences in visual print and electronic form cultures that are appropriate to the with others to a variety of texts interest of Grade 3 students LISTENING AND SPEAKING ACROSS READING ACROSS THE CURRICULUM PRODUCING TEXTS ACROSS THE THE CURRICULUM CURRICULUM Read and view Grade 3 text to think, Use vocabulary and grammar of Grade 3 reason, solve problems, process and use Use vocabulary and grammar of Grade 3 subjects to talk, think, solve problems, information for learning across the subjects to talk, think, solve problems, process & use information for learning curriculum. process and use information for writing across the curriculum. across the curriculum 15 GRADE 3 YEAR SUMMARY Term Themes Topic Duration 1 Celebration in the family 6weeks Celebration Local and regional Celebration International Celebration September – December Where food comes from 6weeks The Food We Eat Local and imported food Healthy foods 2 Emotions How I feel about myself and 6weeks others Things that affect our emotions Dealing with problems January – March/April 6weeks Transportation How we travel Travelling then and now Travel rules 3 Occupation Work people do to earn a living 6weeks Voluntary service Choosing a career April – July Plants and animals in the forest 6weeks Our forest Conservation of our forest Tales of the forest 16 GRADE THREE LANGUAGE ARTS Term 1 Duration: Six Weeks Unit 1 THEME 1: Celebration Topics: Celebration in the family Local and regional Celebration International Celebration UNIT 2 Duration: Six Weeks THEME 2: The Food We Eat Topics: Where food comes from Local and imported food Healthy foods 17 Grade 3 Success Criteria Term 1 By the end of the units pupils will be able to: Writing Vocabulary/Word Recognition Language structure Reading Identify and recall details in pictures Write compound sentences Identify initial and final(single & Write compound sentences and printed text double) consonant sounds and Spell basic sight words and other blend then to read words Identify and use common and Use picture/context clues to gain commonly use words in written proper nouns in sentences meaning from printed text composition Identify and spell words that Use capital letters for proper Respond to who, what, where, Identify and use blends, diagraphs, rhyme with a given word nouns, titles, days of the when, why, what if and how cluster, diphthongs, appropriate to week,/month, beginning of questions grade level Identify words with silent letters – sentences ( k w l b t ) e.g. write-w, comb-b, Identify the main idea of a Develop appropriate facts and details listen- t, gnome-g, knee- k, Use capital letters and selection(stated) based on a topic punctuation appropriately in writing Organize information from Write freely in response to stimuli: Apply rules of syllabication to (pictures/text) to sequence events pictures, objects, stories, songs, identify words with multiple poems syllables Identify and correctly use Develop stories from pictures singular/plural nouns Write capital letters for proper nouns Use contextual and picture clues to Design reading logs and response determine the meaning of words journals on book read Use comma to separate items in a Use appropriate subject/verb series Read in isolation as well as in agreement in writing context, basic sight words Identify and respond to distinctive Use subject verbs correctly in appropriate to grade 3 Use the present and past tense of features of oral language e.g. song, sentences regular and irregular verbs stories, poems Organize ideas for writing in a logical Identify and use adjectives Read appropriate texts at a sequence appropriately sufficient rate/expression Identify feelings of characters in a selection 18 Reading Writing Vocabulary/Word Recognition Language structure Sort ideas and information for writing Use knowledge of synonyms and Use words that indicate time Use QAR strategy to derive by using webs, frames, outlines, list, antonyms to determine word meaning sequence to link sentences meaning from printed text graphic organizers e.g. first, then, next, before, Spell unfamiliar words using a variety finally, later Demonstrate an understanding of a Make a list, record observations and of strategies e.g. sound symbol story or poem personal experiences relationship, word structure, word meaning Compare and contrast familiar Create a paragraph to include a topic stories read sentence, supporting facts/details Identify words with irregular vowel Write simple instruction on how to combination e.g. au ea ie Identify a variety of purposes for make or do something reading and choose appropriate reading material e.g. adventure Write a description of people places stories for entertainment, objects and animals using concrete newspaper, for information, sensory details to convey specific dictionary for word meaning etc. impression Write a story with beginning middle Extend understanding of texts by and end connecting the ideas in them to their own knowledge and experience, to Write a poem using rhyming words other familiar texts, and to the world around them Use lines and observe appropriate spacing between letters and words 19 Term 1 THEME 1: CELEBRATION Topics: Celebration in the family Local and regional Celebration International Celebration This theme introduces students to a variety of celebrations starting with family celebrations. Students will learn that while some celebrations are unique to a particular culture, others are cross-cultural. Topics should help encourage students to confidently share ideas with their peers based on their own experiences, understand similarities and differences in cultural customs and practices and show respect and appreciation for family as well as cultural values. 20 KEY CONCEPTS AND VOCABULARY Hanukah Christmas Parade Festival of Wedding Kwanza Lights Labour Day New Years Carnival Birthday Anniversary Family Independence Costumes World Creole Music Festival Celebrations Jazz Festival Birth Local and Regional Religious Easter International Music Crop Over Passover Eid Diwali Feast of Tabernacles 21 Term 1 Theme 1 Celebration in the Family Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Talk about different celebrations Read personal sentences about Use adjectives to extend Reading and comprehension taking place in the family using family celebration sentences. Recalling details pictures cues Compare and Contrast Identify details and main ideas Use correct punctuation in Read fluently using intonation Use appropriate adjectives to talk sentences and expression about activities Compare and contrast details in Identify Main idea reading selection Write synonyms for overused Making connections Compare family celebrations adjectives in sentences Identify synonyms for adjectives Use graphic organizer to make Language Structure comparison Past and present tense verbs View and discuss films/videos/ of Read text related to family Write short personal accounts of Adjectives family celebrations celebration family celebrations using the Punctuation marks. correct form of verb in simple Make connections between personal Complete graphic organizer for present, past and past continuous experiences and contributions of making connections tense. Vocabulary and Word Study other classmates. Share connections Sight words from text made Draw conclusion based on text Write Spelling words from lessons read. summaries/poems/conclusions to Dramatize different family films/pictures viewed celebrations Identify vocabulary and sight Writing Use proper intonation and words Write compound sentences expression Write poems and short Identify phonetic element in words stories read Listen to a story Read a story about any family Write sentences in sequence Ask and answer questions orally to celebration. Listening and Speaking test listening skills and monitor Do illustrations and write Participate in discussions understanding of text Highlight any difficult word from sentences to make a story Ask questions text Speak fluently Listen constructively to Visualize and sketch to clarify talks/interview. understanding of the text Sequence ideas from text 22 Term 1 Theme 1 Local and Regional Celebration Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Compare and contrast any local and Read excerpts/paragraphs Write paragraphs comparing Reading/Comprehension regional celebrations. comparing different celebrations. different celebrations. Compare and contrast Talk about/describe aspects of Analyzing local/regional celebrations. Read and interpret information Critiquing from graphic organizers. Use information from graphic Inference organizers to organize information Research aspects of different into paragraphs. celebrations. Language Structure Talk about/describe scenes observed Read and interpret posters, Write an advertisement for any Homonyms/adjectives/ in celebration pictures, posters and pictures, video captions or ads local or regional celebration. use adverbs videos. based on celebrations. adjectives to describe Phrases/sentences e.g. text- “Simply the Best” Listen to advertisements on radio or (Keskidee 4 pg. 85) Draw posters/pictures of images television and make comments of celebrations. Identify the main idea and details Vocabulary/word study Discuss/give opinions Write descriptive sentences Homonyms – words Identify words that capture comparing scenes, pictures, associated with themes. interest images Comparative adjectives Rhyming words Identify adjective that compare Write a persuasive paragraph Word families about a particular festival. Listen to local and regional calypsos Read lyrics of popular calypsos Write lyrics for calypso using Writing (regional and local) facts/opinions. Writing paragraphs Discuss the lyrics Making graphic organizers Identify: rhyming words, Writing announcements word families, message, tone and Write short stories, poems using Drawing posters Use popular tune to sing calypso mood of author, facts and opinion, local dialect Summarizing events composed sentences and phrases Writing persuasive pieces. Write phrase and sentences Identify words with more than one meaning Listening and speaking Use adverbs to enhance songs Giving opinions Discussing Singing 23 Term 1 Theme 1 International Celebration Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Share information researched about Read to compare and contrast Generate ideas to write expository Reading and comprehension any international celebration international celebrations text Context clues Compare and contrast Communicate orally in clear Use a dictionary to find meaning Focus on organization of ideas in Identify bias/stereotypes coherent manner of unknown words writing Main idea Give opinions of different information Identify synonyms Use the simple present tense discussed Language Structure Synonyms Simple past tense adjectives Listen to songs, poems, resource Read scripts, songs, poems, Write songs, jingles, poems persons and/or guest artists. relating to the international artist. about festivals. Vocabulary and Word Study Sing songs, recite poems, Choral Identify biasness / stereotypes Use picture cues to aid writing context clues read in unison with proper intonation dictionary skills and expression Identify details and main idea synonyms Use context clues to identify unknown words Writing View short videos of an international, Have written script of the Write a report about any Write reports, songs, local and regional celebration celebrations for oral read aloud international celebration poems, jingles Expository writing Discuss the events taking place Identify descriptive words Use simple past tense Identify comparative adjectives Talk about similarities and Write a summary of the differences Identify words that show celebration thought to be the best Listening and Speaking similarities and differences and give reasons Singing Choral speech 24 Assessment: Resources Write a descriptive paragraph on a festival Graphic organizers Organize parts of simple stories to make logical sense Videos, films, posters, pictures Match sentences with pictures internet Complete sentences using grammatical structures resource person Find meaning of words in context radio Write poems/songs/jingles about the importance of national celebrations news paper/magazines Write advertisements for local celebrations samples Draw /create posters using different media Text: Keskidee 4 pg 85 Write stories about celebrations attended Texts related to celebrations Use appropriate comprehension strategies to answer lower and higher order questions Reading text of different genres Write simple reports Make journal entries Use IAE in speaking and writing Give oral reports using IAE Retell stories Complete cloze passages Copy dictated passages with few errors 25 Term 1 Theme 2 The Foods We Eat Topics: Where food comes from Local and imported food Healthy foods Using their knowledge and research skills, students will enhance their understanding of the growing and processing of various kinds of food. They will learn the vital elements found in foods and what constitutes healthy eating. The topics should enable students to improve contextual skills as well as other language skills. Students will also understand and appreciate individuals’ and family choices of food. 26 KEY CONCEPTS AND VOCABULARY Balanced meal Plant Animal Supermarket Whole grain Preservation Supplements Imported Vendors Where food comes from Exported Local & imported foods Food handlers Local THE FOOD WE Calories Imported EAT Healthy foods Carbohydrate Perishable Non-perishable Disease Vitamins Ingredients Menu Manufacture Junk 27 Term 1 Theme 2 Where do Foods Come From Sample Activities Listening &Speaking Reading Writing Teaching/Learning Skills & Strategies Talk about foods eaten Read the text e.g. The Food We Eat” Write list using comma Reading/Comprehension (Swing Into English Bk. 2 pg. 21 Questioning strategy Do oral categorization of foods Recall facts and details from text Categorize foods recalling details/facts e.g plant, animals, sea, land, compare & contrast perishable non perishable etc. Identify words with double letters eg. Put words in ABC order read fluently using Cabbage, lettuce, carrot beet punctuation Identify singular / plural nouns Use the singular and plural form of categorizing Identify and use phonetic elements - nouns e.g. mango, potato summarizing digraphs e.g. meal, steam, sweet, beef Write a jingle/rap about foods. Language Structure Irregular digraphs e.g healthy, Identifying and using breakfast, pear, cereal Make a food display on a poster adjectives and label poster and items Present & past tense of verbs Put words in alphabetical order. Subject verb agreement Organize a field trip to the Summarize information gathered and Use vocabulary words in writing Capital letters/end marks market, supermarket or farm, read aloud to class Singular/plural nouns have pupils Interview e.g. Use the past tense of verbs. Write about their favourite foods vendors/workers/farmers and tell how it is produced/made Vocab/Word Study find meaning of new vocabulary words Sight word from text Observe the various foods and appropriate to grade Phonetic structures from ask questions- who, what, text when, where and how, why Singular / plural nouns Talk about their favorite food Read informative text about foods Put pictures in sequence to tell a Syllabication giving details using standard story Alphabetical order English Identify details in text e.g. where it came from, how Write sentences in sequence Writing grown/made, Use KWL chart to gather information Writing list about specific foods Write an account about a specific Use coma Discuss the account of specific food from the farm to the kitchen. write sentences in sequence foods from the farm to the Use syllabication to decode unknown Question sentences cupboard at home or from a words write paragraph e.g., seed to a specific food expository Listening & Speaking participate in class discussion/ask /answer questions 28 Term 1 Theme 2 Local and Imported Foods Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Have an LEA experience at the Read passage on food. (eg: Swing Write a descriptive paragraph about Reading and Comprehension market. into English p. 22) to identify types of their visit to the market. Questioning strategy foods. Other texts can be used, eg Recalling details Listen to and question vendor poems etc. Describe foods Compare and contrast on foods sold on her stall. Read fluently using Read alliterations depicting silly Create a poem on food. punctuation. sentences about foods, eg: the rosy Acrostic / Haiku red raspberry ran down. Draw food of choice, vendors, stalls, Language Structure etc. Identifying and using Talk about various food labels Read food labels to identify Complete KWL chart nouns/adjectives. and other visuals of foods manufactured and expiry dates, Subject/verb agreement collected. content of labels. E.g. (sodium, fats). Compile resource booklet on local Punctuation marks foods or imported foods, using lots Comparing adjectives Discuss favourite foods using find meanings of new of pictures, drawings descriptive words. Vocabulary words. etc. Vocabulary/Word Study Sight words from text Listen to songs about foods and Use graphic organizers to compare write songs / advertisements about Phonetic structures from text critique songs; interpret and contrast local/imported foods foods (alliterations) message. Spell words from lesson Writing Set up a mock shop with Read text “ On Simon’s Walk Home” ( Pupils formulate questions for a Descriptive local/imported foods. Swing Into English bk. 2 pg 32 or other prospective interview using who, Poems / haiku / acrostic informative text e.g. on the life of a what……etc Dialogue Dramatize role of vendor and farmer to draw conclusions/make Advertisements, songs buyer. inferences Expository writing Write a simple account about a Ask questions using who, what, Identify details from text specific food(local or imported) Listening / Speaking when, where, why, how Participate in class Write a simple dialogue Discuss / ask / answer questions. Taking turns to speak. 29 Term 1 Theme 2 Healthy Foods Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Listen to a resource person e.g Read text about various food groups. write sentences based on facts and Reading and comprehension nurse, nutritionist etc. talk about e.g. menus, cook books, opinions. facts and opinion healthy and unhealthy foods. Identify facts and opinion. compare and contrast cause and effect ask relevant questions to clarify Identify cause and effect from imagine being a chef in a main idea and support information and ideas information read hotel/restaurant pick foods to write a details healthy menu for breakfast, lunch or identify details discuss the separate words with multi-syllables dinner QARs advantages/disadvantages of and find the meaning in context or eating such foods giving using a dictionary focus on vocabulary and spelling of personal opinions or facts words used Language Structure explore prefixes e.g healthy- Connectives talk about cause and effect unhealthy, nourish-malnourish Write a letter to parents /vendors Adjectives about the effects of unhealthy Verbs ending in ‘ing’ snacks. Continuous tense Observe pictures of various Read labels of foods to find Create a word bank with words foods and talk about nutritional information e.g. ingredients, calories, associated with food value , freshness expiry dates, manufactured date, Vocabulary and Word Study Do a persuasive witting telling why Prefixes Talk about what was eaten for Use QAR strategy a specific food should be eaten or is Sensory (descriptive words) breakfast or lunch to tell the better than another Words associated with nutritional value identify sight words and other themes. vocabulary words appropriate to grade Have discussion on balanced meal Writing explain how certain Read recipes, cook books. Write a simple recipe for a particular Connectives dishes/foods are being dish they love. Persuasive prepared.( discuss steps Follow direction in preparing a Recipe meal/dish Write sensory words to describe Expository (how to) talk about preparation of a foods imaginative favourite meal Identify connectives e.g first, then, finally etc. in preparing foods Write a how-to paragraph based on talk about different ways to how to prepare a particular Listening and Speaking prepare foods e.g frying, boiling, item/dish. use connecting word Explaining roasting, baking Identify sensory words to describe Listen and respond foods e.g. tasty, salty, bitter, sour Make a list of all the ways we know Listen constructively to prepare food 30 Assessment: Resources Do procedural writing e.g. How to _______ Caribbean social studies bk. 4 pg 54 Compose song/poems(haiku, acrostic) on special foods using rhyming words Language tree student bk 3 pg 66 Write descriptive paragraphs e.g. about special foods Language tree workbook pg. 57 Write a persuasive /expository paragraph Word puzzles on food Write a recipe Field trip to the market/supermarket Follow directions to complete a task e.g. prepare a sandwich Resource persons e.g. nurse, farmer, Create a scrap book on foods vendor Create posters / slogans Keskidee 4 pg. 85 Create a class recipe book Swing into English bk 3 pg. 32 Participate in show and tell activity Language tree bk 4 pg. 41 Role play different scenarios Graphic organizers Answer questions using appropriate comprehension strategies. Reading text in the classroom Identify stated and unstated main idea in text Participate in read aloud activities Complete reading log Identify words with similar sounds in the beginning, middle or end Edit their writing Use correct grammatical structure to complete sentence 31 LANGUAGE ARTS GRADE THREE Term 2 Duration: Six Weeks Unit 1 THEME 3: Emotions Topics: How I feel about myself and others Things that affect our emotions Dealing with problems UNIT 2 Duration: Six Weeks THEME 4: Transportation Topics: How we travel Travelling then and now Travel rules 32 Grade 3 Success Criteria Term 2 By the end of the units pupils will be able to: Reading Writing Vocabulary/Word Recognition Language Structure Make inferences about text using Construct different types of Use context clues to determine the Use simple adjectives and stated and implied idea from the text sentences in written language e.g. meaning of words adverbs appropriately declarative, interrogative, imperative Use QAR to Strategy answer higher and exclamatory and use the correct Identify and use collective nouns Use comparative and superlative level questions end marks. forms of adjective correctly Use a dictionary to determine the Distinguish between common forms of Use who, did what, when and where meaning and pronunciation of Use the negative form in literature e.g. fairy tales, poetry, to expand sentences unknown words sentences correctly e.g. do not fables, myths, adventure stories, tell me anything expository, fiction, non-fiction) and Discriminate between Creole and Identify common contractions explain the basic features at their level standard English in usage in written Identify and use the possessive composition Determine the meaning of unfamiliar pronouns; their, theirs, my, Use any comprehension strategy words using knowledge of prefixes mine, your, yours, his, he, hers, appropriately, before, during and after Write personal and formal letters and suffixes (prefix- bi, mis, re our, ours reading with date, salutation, body, closing Suffix- able, some, er, ful, est, sion, and signature Distinguish between the use of Compare and contrast details in text Use the knowledge of compound possessive its and the Write thank you, friendly and words to predict word meaning contraction it’s Read a familiar passage using invitation letters appropriate intonation Use the knowledge of Address an envelope homophones/homonyms/homographs Use words to join sentences Use pictures, graphs, diagrams. appropriately to determine meaning Charts, maps etc. to locate Gather information e.g. from pictures, of words Use subject and object forms of information discussions, teacher read aloud, personal pronouns correctly shared reading, silent reading, Spell words applicable to grade e.g. Give clear appropriate response to brainstorming etc. to support ideas words with double letter, adding ing to questions for writing in a variety of ways words that double their final Construct different types of consonant etc. sentences in written language Create paragraphs for a specific e.g declarative, interrogative, Locate information using a table of purpose and with a clear audience in imperative and exclamatory contents, titles, chapter, heading, mind (e.g. to describe, explain, glossaries and indices narrate etc.) Use narrative writing to produce stories, skits, plays, 33 Reading Writing Vocabulary/Word Recognition Language Structure Use journals to record personal Use the male and female forms of Use punctuation appropriately in Use background knowledge and information nouns written work e.g. comma, question experience and selective information in mark, exclamation, full stop a reading selection to form judgments Maintain a portfolio Decode multi-syllabic words and draw conclusion Use comma appropriately in Write for self ( list, notes, ) to Use familiar word families to address, greetings, closure of Extend understanding of texts by accomplish everyday tasks decode unknown words friendly letters connecting the ideas in them to their own knowledge and experience, to Use various strategies to correct Identify and use words with Identify verbs and use the simple other familiar texts, and to the world words not spelled correctly e.g. inflectional endings (s, es ed, er, present, past, future and around them dictionary skills ing continuous tenses Identify the speaker or narrator in a Use knowledge of word structures Read in isolation as well as in Identify and use correct selection (affixes- suffixes, prefixes, context basic sight words contractions contractions, compound word) to spell appropriate to grade 3 Follow written direction on how to get words from one location to another Use spelling rules where Use word analysis (phonogram, appropriate as aid to spell words rhyming words and word origins(root) correctly Express views and judgment about simple informational text Use quotation marks to indicate Use definition clues to understand dialogue in story, skits, plays meaning of words Read to differentiate reality and fantasy, fiction and non-fiction Use similes correctly in writing Listen and retell stories with beginning, Use format appropriate to their middle and end purpose for writing e.g. letter, notice, email, chart, poem, menu Retell central themes of simple expository or narrative text. use words and phrases that will help convey their meaning as specifically as possible (e.g., comparative adjectives such as smaller, smallest; adverbs) 34 Term 2 THEME 3: Emotions Topics: How I feel about myself and others Things that affect our emotions Dealing with problems Nurturing one’s self image is just as important as eating the right food. The theme ‘Emotions’ helps students discover ‘self’, discuss ‘feelings’ and emotions, and adopt a right attitude when dealing with their own as well as other people’s problems. The topic should help students develop confidence and to raise their self esteem. 35 KEY CONCEPTS AND VOCABULARY Bullied Pleasurable Happy Disappointed Brave Emotion Thrilled Gloomy Excited Depress Frightened Scared Apologize Nervous Wonderful Surprise How I feel about myself and Wonderful others Terrified Joyful EMOTIONS Jovial Irritated Things that affect our emotions Cheerful Exhausted Dealing with problems Angry Annoyed Panic Terror Fearful Bored Horrified Petrified 36 Term 2 Theme 3 - How I Feel About Myself and Others Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies show and tell using personal identify adjectives and Write a poem paragraph about Reading comprehension photos pronouns from the poem “I am self and others using descriptive Making predictions discuss personal traits, features, Special” words pronouns and Drawing conclusion home, family hobbies using the simple present tense Making inferences adjectives / adverbs Read journal/diary of a friend QAR (make belief ) describing herself. Create riddles, rhymes, jingles ensure the use of the simple Speech bubbles present tense to talk about other find synonyms for words such as Language Structure pupils in the class – strong, pretty, brave, smart, pronouns etc. Draw cartoons of family and Conjunctions read aloud poems e.g I am friends. Nouns Special, Adjectives answer specific questions about Punctuation marks self using pronouns me, my, I, mine Vocabulary/word study Watch /video or pictures of a Read the story “Tommy’s Create an invitation card to a synonyms birthday party Birthday Party” make inferences. birthday party or Antonyms Discuss the relationship, setting, identify unknown words using Context clues feelings word identification strategies Write a letter inviting someone to Words associated with theme play word games with new your birthday party Talk about a time pupils have words Writing received an invitation to a Read invitation letters to a Expand on sentences using Poems( limerick, cinquain birthday party. Discuss the birthday party to identify letter conjunctions Reports format and contents format/invitation content. Descriptive paragraphs Have pupils practice addressing Letter writing eg: invitations/ Question pupils about content of envelope apologies invitation cartoons Reading and writing every day Gr 3 pg 17 Have foreign students talk about Read story from Keskidee 4 Write a letter of apology to a Listening & Speaking experience of coming to live in “Hope New School” to predict foreign student for negative Show and tell Dominica and draw conclusions of attitudes shown towards that Talking from personal experiences give views on issues behaviour of Hope and her person Drama/music Explore adjectives eg. peers. Pupils read aloud taking Read aloud Dominican, Antiguan, Haitian, turns Write slogans/cartoons to show Choral reading Chinese Use context clues to identify new apologetic behavior Pupils sing songs and recite word from reading text poems to bring out emotions 37 Term 2 Theme 3 Things that Affect our Emotions Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies role play various emotional Make predictions using details in Form new words from root words Reading and comprehension situations using appropriate tone pictures, before, during and after e.g brave- bravery, fear- fearful Make predictions of voice. Generate discussions reading. etc. Use words in writing Main idea on what causes people to Predictions are read to the class Questioning strategy experience these emotions and verified. Present pictures that show Making connections various emotions and have sequencing Listen to each other and talk Form new words from root words pupils make their own sentences about their feelings and what Use dictionary to find meaning of based on predictions made Language Structure they like/dislike new words Adjectives Read texts e.g. Poems, letters, Read the text “Exciting News” Write an email/letter with a Synonyms/antonyms news items that convey (Language Tree Bk. 3 pg. 36) specific purpose /audience mind, Proper nouns particular feelings such as Identify main idea to tell a piece of news Simple present tense surprise, anger, fear, excitement. Identify proper nouns Past tense of irregular verbs Write simple notes to express Sentences/phrases Use tone and pitch of voice Make predictions feelings to family, friends appropriately Vocabulary and Word Study Identify adjectives/antonyms Use adjectives /vocabulary in share feelings e.g when angry, Draw conclusions writing. Compound words sad, happy etc. Write capital letters for proper Antonyms/synonyms Identify the use of simple nouns Root words present tense Words associated with text Generate discussion about Read the text e.g. ‘San Write a personal narrative to tell experience with an earthquake. Francisco Earthquake’ about an experienced Writing (Happy or sad) Sequencing Listen to each others opinion Make connections to self, other Personal narrative and feelings about the topic. texts and to world Sequence ideas in story Editing Use question strategy Writing email/letters make predictions before reading Ask questions e.g. Use the past tense of irregular What do you notice about the verbs in writing Listening and Speaking author? What do you wonder? Role playing Make predictions/inferences Read samples of personal Discussion narrative to assist in writing identify compound words identify and use the present/ Use a check list to edit own past continuous tense of verbs writing use synonyms to new words Identify words/phrases/ sentences that bring out emotions/feeling 38 Term 2 Theme 3 Dealing with Problems Sample Activities Listening & Speaking Reading writing Teaching/Learning Skills & Strategies Role play problems family Read different text e.g teacher Write to teacher/parent to talk Reading and comprehension encounter on a daily basis using made, newspaper, story etc. about problems Story elements local dialect. dealing with family problems Write a story using story frame Fiction and non fiction Questioning strategy Talk about personal experiences Identify story grammar Inference Make journal entries Drawing conclusions Explore solution to problems use word families to decode Analyzing Use appropriate words and words e.g. ight:-fight, light Write a poem to express feelings phrases Language Structure Present cases of pupils e.g. who Read fiction/non fiction stories Write a letter to complain to a Past tense of irregular verbs were bullied for discussion e.g. read aloud the fiction story teacher/principal to explain or Facts and opinions Talk about how pupils dealt with “Taming of Pudding Pan” describe fears and feelings such situations using the past Pupils make inferences and experienced with a bully Vocabulary and Word Study tense draw conclusions Soft and hard /c/ sound Talk about the different Write slogans in response to Word families emotions that resulted Identify past tense of irregular story read Dictionary skills verbs. Read story “Taming of Pudding Identify words with the hard Writing Pan” sound of ‘c’ Write a journal entry on a Expository writing situation encountered and how it Facts and opinions Talk about characters in the Identify other high frequency was dealt with Journal story and how they would deal words from text Letter writing e.g. complaints with e.g. Pudding Pan Narratives Present various newspaper Ask questions e.g Make up a problem or think of a Slogans/signs articles on problems in different Who is the author of the article? real problem and write a report communities in Dominica e.g. What is the author’s intention? to a local newspaper Listening and Speaking murders, accidents, riots, abuse What is the main point in the ( include illustrations) Give personal opinions etc. article? Role playing Analyze the articles How do you think people in the Write slogans/signs/ to help stop Oral reports community felt? a problem situation Discussions Have group discussion where How would resolve that one person reports on problem problem? situation Identify facts and opinions Use dictionary to find meaning of Give personal feelings about the unfamiliar words effects of problems in the community. 39 Assessment: Resources Write for different purposes and audiences. Eg email, notices, thank you notes Keskidee 4 pg Write journal entries Tamming of Pudding Pan Write letters, invitations, apology Graphic organizers Do choral reading Reading and Writing Every Day Write a story with beginning, middle and ending bk 3 Write a limerick poem Video Write and respond to email Language Tree bk 3 pr 36. Compare and contrast fiction/non-fiction text Reading text in the classroom Give oral report Respond to text eg oral/written/visual Use comprehension strategies to answer questions and derive meaning Dramatize emotional scenes Use context clues to identify unknown words Identify root words Use grammatical skills appropriately in sentences/paragraph Edit their writing and that of peers 40 Term 2 THEME 4: Transportation Topics: How we travel Travelling then and now Travel rules People travel everyday and to various destinations. Through this theme students will be able to explore various means of transport then and now and how transport impacts on the life of families and individuals. Students will also build appreciation for safety procedures like rules that govern traveling. 41 KEY CONCEPTS AND VOCABULARy Passport Ambulance Passengers Travel Cargo Speed Journey Ticket Submarine Buggy Luggage Insurance How we travel Licence TRANSPORTATION Accident Conductor Travel then and now Documents Immigration Travel rules Cargo Destination Visa Departure Customs Traffic Arrival Transport Truck Fares Taxi 42 Term 2 Theme 4 How we Travel Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Brainstorm for ideas about various Read information organized Spell and use in sentences, Reading and comprehension types of transportation on the web. Make personal words with double consonants Questioning connection to self and text. Categorizing Write about experiences in Ogranise information Talk about experience in travelling Read the text ‘ e.g. Going travelling on a specific Making connections Places:-Swing into English 2 transport. inferencing or Journey :- Keskidee 3 Identify ‘qu’ words Write stories/reports in writing Language Structure using the writing process. Punctuation use syllabication to decode Adjectives, adverbs, nouns, verbs new words Present/past forms of verbs Write a summary Plural form of nouns identify alliterations/similes prepositions Describe and display transport Read aloud information use pictures/models to models (toys pictures on chart) using researched about travelling stimulate their descriptive show and tell activity with fluency and accuracy writing Vocabulary and Word Study use prepositions in writing syllabication Describe people, places, things in Make connections to self, text Prefix and suffix travelling and world Write a report about their Synonyms Decode grade level words experience in travelling High frequency words Ask and answer higher order using knowledge of word Similes, alliteration onomatopoeia questions based on information given structure. E.g. verb endings, Combine information from Sing songs related to travelling plurals, roots, suffixes/prefixes various sources to write a Writing report Descriptive writing Ask different levels of Present and discuss writing in Expository text (directions, procedural) questions conference with peers/teacher. Conventions of writing Read Swing Into Eng. 2 pg. 9 Drawing and labeling maps Talk about direction to get to different Read and interpret Write simple directions in communities or countries using a signs/symbols on the map, sequence on how to get to Listening and Speaking road map/airline destination guide charts, other visuals, graphics various destinations using a Discuss the various means for suitable form of transportation Partake in discussion getting there Answer questions based on Give opinions information obtained on a map Take any destination and draw Give oral direction give oral directions in sequence a map showing how to get Speak fluently using IA E using words e.g. first then, following, Read text to obtain there using any suitable finally information on getting to transport /Write text to explain designated location locally, regionally and internationally. Draw and label the route from home to school. 43 Term 2 Theme 4 Travelling Then and Now Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Visit a cruise ship/plane in port Read pupils’ dictated stories. Write simple account of their Reading and comprehension and observe operations and ask experience in sequence Compare and contrast questions to pilot/captain Find the meaning of new words Locate information from different text workers etc. ( 5w’s) using a dictionary Write thank you /personal letters Answer different levels of questions about visit to transport Cause and effect use LEA strategy to report Separate new words in syllables Create word walls using new Use of graphic organizers findings words. Make inferences, judgments read other text e.g brochures, Review work independently for Draw conclusions Talk about new vocabulary newspapers, magazine to make spelling, capitalization, words inferences and give details punctuation, grammatical errors. Language Structure Use checklist to edit writing. Verb tenses – present/past View film /discuss pictures Read different text about Use a Venn diagram to compare continuous (brochures, pictures, posters transport of long ago and now. and contrast any two transports Punctuation making comparison of transport (one of long age and now) and then and now) make judgments, draw then write a paragraph Vocabulary and Word Study conclusion, compare and Root words Use the past, present and contrast transport then and now pay attention to the past and Use of dictionary to find meaning of continuous tense appropriately continuous tense of the verbs in new words Read informational text to their writing Syllabication Talk about cause and effect identify cause and effect. Use cause/effect organizational Writing Discuss the use of the different Draw attention to the past and patterns to write a paragraph Summaries forms of the verbs continuous tense of the verbs Thank you notes used Responses to questions discuss researched information read text pertaining to any form Write a summary about simple account on transportation of long ago of old transport e.g. donkey cart. information gathered. complete information from graphic Locate and use library / media organizers Talk about the who, what, when, resources to acquire information Write clear, organized responses where, how with assistance. to text read. Listening and Speaking Give opinions Use KWL strategy to extract Make a well labeled scrap book Retelling information before, during and on transportation then and now Reporting after reading. analyze word Summarizing structures to learn word meaning, eg: roots, prefix, suffix. 44 Term 2 Theme 4 Travel Rules Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Invite a traffic police officer to read informative text i.e. local Write the names of documents Reading and comprehension talk about road safety magazines/brochures/pamphlets required by e.g. a bus driver Make predictions Read for specific information Discuss concepts e.g. license, Make prediction during reading e.g. Spell word correctly Cause and effect permit, insurance, registration Tom has an accident his vehicle is summarize number etc. not insured. What do you think will Record new vocabulary words happen to him? and their meanings Language Structure ask questions to obtain Punctuation information Identify cause and effect Suffix and prefix Write sentences using new Synonyms Conduct and interview with a Connect words and ideas in text to vocabulary words Quotation marks seaport/airport officer background knowledge and spoken vocabulary Write in response to information gathered Vocabulary and Word Study observe the spelling pattern of Using dictionary to find meaning words Rhyming words/ sensory words role play a person travelling read various forms to fill out Pupils fill travel documents High frequency words overseas and within the country information e.g. Synonyms Show the different documents Passport/visa forms, immigration use new words to complete cloze Word ending ‘tion’ needed to travel and highlight cards etc. sentences/passages Prefixes / suffixes the rules that need to be adhered to Use dictionary to find meaning of use speech bubbles and speech unknown words on the forms. marks to write simple dialogues Writing Explain and role-play travel between a travel officer and a Poems ( Haiku) procedure at various parts Discuss words ending in ‘tion’ person travelling Complete forms destination, embarkation, Complete cloze passages use voice appropriately when immigration Write dialogues dramatizing character Talk about rules and the purpose Read poems and stories of people Write rules for particular situation of them. who failed to adhere to rules Engage in small group oral reading Write a poem (haiku) about rules, Listening and Speaking with peers to comprehend text. travelling etc. Talk about different rules in the Observe words used in the poem Listen to give information lives of pupils re movement; e.g. e.g. rhyming words, Write a speech on importance of Ask and answer questions at home, school, church, obeying rules. Discuss community etc. Use thesaurus to identify synonyms Role play Listen to text and ask questions for given words Begin to use literacy elements in interview to clarify understanding. Summarize main ideas from writing (figurative language) informative text. 45 Assessment: Resources Complete a scrap book Read and Writing everyday Gr.3pg. Make journal entries 78 Keep a portfolio Swing Into English bk 2 pg 9 Make a model of a transport and give explanation Keskidee bk 3 pg 9 Interpret information on charts, maps and other visuals Reading and writing everyday Gr 3 Participate in class discussion using IAE Caribbean Language Arts Project Complete a time line to show transportation in the community (then and now) Resource person Answer different levels of questions using different comprehension strategies. Video, magazine, films, brochures Respond to different text types in various ways. Internet Write a poem Travel documents Write paragraph- cause and effect, expository KWL chart Dramatize, role play Graphic organizers Oral retelling Different genres of text Use of appropriate grammar in speaking and writing Making meaning by viewing/observing pictures 46 LANGUAGE ARTS GRADE THREE Term 3 Duration: Six Weeks Unit 1 THEME 5: Occupation Sub Topics: Work people do to earn a living Voluntary service Choosing a career UNIT 2 Duration: Six Weeks THEME 6: Our Forest Sub Topics: Plants and animals in the forest Conservation of our forest Tales of the forest 47 Grade 3 Success Criteria Term 3 By the end of the units pupils will be able to: Reading Writing Vocabulary/Word Recognition Language Structure Read aloud with fluency and with Write for practical purposes e.g. to Continue using knowledge of Use full-stop, question marks, natural speech different types of text persuade, inform, invite, instruct, to prefixes and suffixes (e.g. un, dis exclamation mark, quotation e.g expository, narrative, poetry entertain etc. suffix - tion, ment, ous, teen marks and commas appropriately etc.) to determine the meaning of Read orally and monitor their own Write with clear purpose and a unknown words Identify and use preposition reading by correcting miscues particular audience in mind appropriately Identify words with phonetic parts Distinguish between facts and opinion Write paragraphs that focus on the qu Use verbs correctly in written central theme/idea composition Analyze cause and effect relationship Identify variable consonant in words in a story Read, revise and edit and publish ( gift, gem) (cent, car) (walked, Construct sentences using writing lived) and use them to read words adverbial phrase Read instructional text and distinguish the main idea from the supporting Compare and contrast different text Identify words with irregular vowels Identify and use correctly there, details information using graphic organizer combination e.g. ea, au, ie their, there’s and they in writing Evaluate character in a story and Spell multi-syllable and compound Identify words with diphthongs e.g. Use pronouns adjectives and make valued judgment words correctly in writing oi, oy, ou, ow articles correctly in writing Recognize features of poems that Spell high frequency words Identify rhythmic patterns and Proof read their writing to identify appeal to the senses e.g. alliteration, encountered in reading rhyming words in poetry and correct grammatical errors onomatopoeia, similes Choose words effectively( precise Write complete, clear and well Locate specific information from a words, overused words, clichés) Know and use complex word formed sentences range of text e.g. class readers, families maps, diagrams, charts, dictionary, Use simple and compound and Vary sentence structures and telephone directory, and sentences in writing Arrange words in alphabetical order maintain continuity by using encyclopedia. etc. joining words e.g. and, but, vary sentence structures and maintain Identify consonant blends ( 2&3 because, who, whom, or etc. Read to convey messages clearly to continuity by using joining words (e.g. letters) in initial and final position in listener e.g. to predict outcomes, draw and, or) to combine sentences and words and blend them to read conclusion using words that indicate time and words. sequence to link sentences (e.g., Use a variety of comprehension first, then, next, before, finally, strategies appropriately, before, later) during and after reading 48 Reading Writing Vocabulary/Word Recognition Language Structure Demonstrate an understanding of the Use graphic organizers to aid writing Identify and classify words with Use the present, past, future and theme or the author’s message in fiction common roots continuous tenses accurately in and non-fiction text establish a personal voice in their speaking and writing writing, with a focus on using concrete Apply rules of syllabication to Read aloud grade level text using words and images to convey their decode unfamiliar words Use apostrophe in contraction and correct tone, pitch and pronunciation attitude or feeling towards the subject to show ownership or audience (e.g., words used literally Extend vocabulary by identifying Identify point of view presented in a text or figuratively to communicate and making use of new words Identify and correctly use and suggest possible intensity of feeling e.g.; hot anger) encountered in subject across the possessive forms of singular/plural alternatives/perspective e.g retell the curriculum nouns story from the point of view of someone Use the writing process strategies to other than the author revise and edit their writing Use words for their literal, Extend understanding of texts by figurative and connotative Use the plural form of nouns by connecting the ideas in them to their Respond to stories in various ways meanings in oral/written changing y to i f to v before adding own knowledge and experience, other presentations es familiar texts, and to the world around Produce clear, well organize them responses to stories read or listen to supporting the understanding of Use structural analysis to identify Express personal opinions about ideas characters and events with details the components of words e.g. presented in text e.g. traits admired in from the story syllabication, compound words, characters, actions taken by characters inflectional endings contractions etc. Label where appropriate and use visual representation to reinforce Identify voice, word choice, and message different types of sentences, and explain how they help readers understand texts (e.g., different Use punctuation to help communicate sentence types make the their intended meaning, with a focus text more interesting for the reader and on help the author express different kinds the use of: quotation marks to indicate of ideas – questions express or direct speech; commas to mark stimulate curiosity; exclamations convey grammatical boundaries within emotions such as surprise or sentences; capital letters and final excitement) punctuation to mark the beginning and end of sentences 49 Term 3 THEME 5: Occupation Sub Topics: Work people do to earn a living Voluntary service Choosing a career The theme should enable students to develop appreciation for work and work ethics. Students will have an insight into different types of work both voluntary and paid and see how each type of work contributes to the building up of a community. Young ones also play a vital role working at home/school and in the community. Students will develop a positive attitude to work which should impact on their choice of career. 50 KEY CONCEPT AND VOACABULARY College Fisherman Driver Charity Lawyer University Artist Vendor Material Farmer Employed Unemployed I.T Specialist Plumber Degree Waitress Work people do to earn a living Equipments OCCUPATION Constructor Voluntary service Surgeon Security Choosing a career Domestic Industry Optician Occupation Secretary Self-employed Voluntary Scavenger Career 51 Term 3 Theme 5 Work People do to Earn a Living Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Dramatize the poem ‘Song of the Do choral reading of the poem at Do an illustration of any character in Reading and comprehension Banana Man” using proper tone appropriate speed, accuracy with the poem Compare and contrast body language and local dialect expression Identifying important and Write 3 or more factual/opinionated unimportant ideas Discuss the central theme and Evaluate content of text by identifying: sentences about the character Facts and opinion authors purpose The author’s purpose, mood and tone Drawing conclusion Important/unimportant ideas Use rhythm and rhyme to create a Identifying author’s Statement of facts/opinion poem about a farmer or any worker purpose KWL strategy Identify and give meaning to dialect Spell correctly words pertaining to QAR used in poem(localize dialect) farming Language Structure Whether events, actions of characters Nouns are realistic verbs Present tense of verbs Identify rhyming words Talk about different things that a Read texts about different workers Write a song about any worker using Vocabulary and Word Study family and community need to ( poems, expository text tune of familiar song Dictionary skills function eg. health, education, Rhyming words food security, shelter, etc. Use dictionary to find meaning of Write a summary of work done by any Syllabication unfamiliar occupations worker Words associated with Name the workers under the farming and other categories who provide the Draw conclusion from text occupations goods/services Prepare written information for a Use KWL strategy to obtain debate ( importance of any worker Writing Sing songs composed information from text Poems Talk about family and what Read text on pg. 18-19 “The Way We Write personal informative text to tell Songs summaries members do to earn al living Live” (Caribbean Social Studies how their family earn a living Illustrating Dominica 4) Personal information Ensure the use the present Use pre-writing tools to organize tense in speaking Use background knowledge and ideas for writing information in text to make inferences Listening and Speaking Observe pictures and compare and predictions Use the present tense of the verbs in and contrast e.g workers writing Debate activities Compare and contrast different ways Dramatize/ Role-play of earning a living Study pictures of workers and write Reporting Use syllabication to identify new sentences in sequence ideas to tell words about the pictures Maintain a portfolio of written work 52 Term 3 Theme 5 Voluntary Service Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Read newspaper clippings and Write simple biography in response Reading and comprehension Invite a voluntary worker to give information from internet about unsung to text read Give opinion a talk heroes in Dominica and other QAR countries Do illustrations of people helping Researching Listen to ask questions and other people Main idea participate in discussion Focus on format of biography text Write in different format e.g. Language Structure Talk about persons known in Use dictionary to identify unknown print/multimedia Subject verb the community who give words agreement voluntary service and what they Use a writing template to assist in Pronouns do/who they assist writing tasks Proper nouns talk about work that can be Use author’s chair to present text Draw pictures and write appropriate done in the community, home or created by pupils captions school to assist others Vocabulary and Word Study Critique and analyze text Write a paragraph (expository) about Abbreviations Talk about experiences in voluntary service done at school or Dictionary skills providing voluntary service to Identify the main idea community stating why one needs to High frequency words their community. Identify high frequency words in do voluntary work selection Use spelling rules to spell words Writing Write Captions Create a poster based on the theme Biography Summary Sing songs read poems/stories Read different text e.g. a newspaper Write jingles, poems, songs to Compile scrap book that indicate helping others in article eg. About Haiti and how various motivate others to do voluntary Jingles, poems, songs need persons went to assist voluntarily service Watch and discuss a film Ask lower and higher order questions Listening and Speaking Compile a scrap book Offer feedbacks and talk about Identify high frequency words Sing songs relevant and irrelevant ideas Write a response to text/visual Recite poems Talk freely about a topic 53 Term 3 Theme 5 Choosing a Career Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Listen to a resource person: Use the internet and parts of a book Develop a paragraph using Reading and comprehension talk about the job they do e.g. content, titles, glossaries to information from KWL chart research information about a specific KWL strategy Question worker about the job occupation Use new vocabulary words in writing Locating information Cause and effect Talk about career choices and Read information researched to describe a specific worker in the Identifying author’s give reasons for choosing identify details and make judgments community message careers Literary elements Highlight vocabulary words specific to use literary elements in writing Identify details the worker (figurative language e.g. similes, Facts and opinions metaphors Use KWL strategy to organize Language Structure information Future tense Dress like the worker they want Read text about intended occupation Write paragraph – “What I would like Literary elements to be written by other pupils and identify: to be” use the future tense in writing Adjectives Talk about they worker using important and unimportant details Draw pictures depicting occupations future tense cause and effect and write sentences about them Use the future tense Vocabulary and Word Study Facts and opinions Produce well organize texts to Words related to the topic demonstrate understanding of topic Rhyming words Use specific vocabulary words High frequency words pertaining to topic Make a journal entry stating “what I want to be” Listen to a poem and sing Read a poem about an occupation Write poems using rhyming words songs composed using popular tunes (related to an occupation) Identify descriptive and rhyming words Use descriptive in poems Writing Identify and state the author’s Write poems message Use similes in writing paragraph do illustration Read literary elements e.g. similes, alliterations Reading descriptive and rhyming words Listening and Speaking recite poems Tell the author’s meaning Sings songs Use IAE in oral speech Read and understand similes 54 Assessment: Resources Write descriptive paragraphs about specific occupation Poem, posters, pictures, songs, text books, internet Compose a poem about an occupation/ worker Poem- Song of the banana man Write songs about favorite occupations/worker Caribbean social studies bk 4 pg. 18-19 Do an impromptu speech on e.g. “Why should I do voluntary service” or What I want to be Newspaper, internet, when I grow up” Resource person video Participate in a debate e.g. “Is farming more important than teaching? different reading genres Write a summary of a talk given by a resource person Use different comprehension strategies to answer questions from different text type Create and participate in a skit about a specific occupation Research information from print and other media Compile a booklet on a specific occupation Write a book report on any genre read Use parts of a book without assistance to obtain information e.g. content, index Complete cloze passages using high frequency and concept words Take notes while listening to a speaker Identify and use figurative language Use a dictionary Form and use new words by using e.g. compound words, suffix, prefix, inflectional endings 55 Term 3 Theme 6: Our Forest Sub Topics: Plants and animals in the forest Conservation of our forest Tales of the forest Unit description Deforestation and its effect on global climate is an issue of great concern to many. Many countries place great value on their forests and forest life. In this Unit, students will learn the vital role forests play as natural habitats for certain kinds of animals and plants. Students will learn about the danger of deforestation and what can be done to prevent it. Stories are used as an incentive to appeal to student’s aesthetic values. 56 KEY CONCEPTS AND VOCABUALRY Hunting season Wild Fauna Domestic Conservation Reduce Protection Flora Recycle Plants and Animals in the Refuse Deforestation Forest Replant OUR FOREST Conservation of our Cedar Forest Foliage Tales of the Forest Nature Recreation Agouti Tourist Mahogany Preservation 57 Term 3 Theme 6 Plants and Animals in the Forest Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Watch a video about the forest Read electronic media text to extract Write a summary about what was Reading and comprehension in Dominica local and scientific names and other viewed using vivid language facts about animals Identifying factual details Talk about the various plants Use new words in writing Sequencing and animals in the forest use syllabication to identify unknown QAR words spell high frequency words Language Structure Invite a Forestry Officer to talk associated with the forest about animal/ plants in the forest use a dictionary to find the meaning of Present /continuous unknown words Make a picture display and label the tense Question resource person about names of animals Adverbs what was viewed Adjectives Compile booklets of animals in our Subject verb Give a vote of thanks forest agreement Collect species of plants from Read story “mama Dot (Keskidee 4 Write a poem (Diamante) our forest for discussion pg. 21) using any plant/fruit Vocabulary and Word Study Discuss local names and local Focus on the: uses of these plants use the present and present Pick any medicinal plant. Describe it Gender continuous tense and write about the uses ing words Describe the plants High frequency words Use of descriptive words and adverbs Add ing to words to form new words Syllabication and use in writing Dictionary skills Talk about experiences in the Subject verb agreement Words associated with forest Write in the present tense plants and animals Read local and scientific names of plants Do a display of local medicinal plants Writing Sequence ideas to tell how to use a local plant to make e.g. tea Sequencing Talk about the importance of the Read informative text about our forest Write factual details to support main Poem forest to people/animals e.g. Pg. 50 – 51( Caribbean Social idea Descriptive writing Studies- Dominica 4) List orally the use of the forest Do illustration to show how the forest Listening and Speaking e.g. shelter shade, food, Identify details about plants and is being used Vote of thanks medicine , wood, protection, animals from the text Participate in class recreation, information Spell high frequency words and use in discussion Use dictionary to fine meaning of writing unknown words 58 Term 3 Theme 6 Conservation of our Forest Sample Activities Listening & Speaking Reading Writing Teaching/Learning Skills & Strategies Talk about different rules the Compile information received for Join sentences using: and, because, Reading and comprehension country has re conservation of shared reading who, whom, etc. plants and animals e.g. hunting Use the correct punctuation marks Prediction season, do not cut trees in the Read the story: e.g. “Papa Bois Cause and effect forest reserve etc. Forest” pg 37 Keskidee 3 Identify and use words with Authors purpose, point of diphthongs oi, oy , ou, e.g. join, view, mood Take a field trip to the Forestry Identify words with diphthongs oi, oy , down, bound , voice, in sentences Facts and opinion Division ou, e.g. join, down, bound , voice, Shared reading Make a sign board. Write information Observe and discuss signs seen Use the appropriate comprehension that would assist in conservation of Language Structure in the forest strategies before, during and after plants & animals Exclamatory sentences Talk about different garbage Read the text (e.g. pg. 91 Language Write a persuasive paragraph conjunctions thrown away at home/school Tree bk. 3) including cause and effect Talk about where garbage goes Discuss the author’s purpose for Write in response to text by stating a Vocabulary and Word Study and some of the problems that writing the text theme or an opinion and providing can occur Identify cause and effect relationship supporting details Diphthongs Prefix Listen to different opinions Use dictionary to find meaning of Write some rules e.g. for keeping your Words that show strong about what can done to lessen unknown words school free of litter emotions problems Identify words with the prefix re Use the prefix re to make meaning of Take turns to speak words e.g. recycle, re-use and use in sentences Writing Talk about facts and opinion Read the expository text e.g. “That’s Write an article to a newspaper giving using newspaper articles re Rubbish” facts an opinion about a littering Write rules conservation Identify the author’s purpose, mood, problem at school/community Persuasive paragraph point of view Signs, poster, slogans Create oral sentences that are Identify sentences that are Use exclamation marks appropriately facts/opinion facts/opinion- highlights words e.g. I think, I believe Use vocabulary words appropriately Listening and Speaking Identify use of exclamation marks Use dictionary to find meaning of Use words that show strong emotion Listen to and give unknown words personal opinion Identify words that show strong Ask questions emotion 59 Term 3 Theme 6 Tales of the For Sample Activities Listening & Speaking Reading writing Teaching/Learning Skills & Strategies Discuss theses elements in the Read aloud the story “Anancy Stories Use speech bubbles to write dialogue Reading and comprehension story “Anancy Stories” (Language Tree bk. 3 pg. 16) between characters in the story Identify elements of the story using a Sequencing Characters, setting, problem, story frame Use quotation marks in writing Context clues solution, relationship between Story grammar characters, author’s message, Use specific elements in the story to Write different responses to the story Fiction/nonfiction/realistic describe characters and their actions fiction Participate in Readers Theatre Use the past tense of verbs in writing Story frames focus on tone, diction and Identify sequence of events in the story Summarize fluency Expand sentences with the use of Pay attention to dialogue/speech marks adverbs and adjectives Language Structure Identify the past tense of regular and irregular verbs Change adjective to adverbs and use Past tense of Identify use of adverbs/adjectives in sentences regular/irregular verbs Dramatize the story use Read story “How Agouti Lost its Tail Write a new ending to the story read Adjectives, adverbs appropriate tone Direct speech Visualize the events of the story draw events in the story Use IAE in oral speech Vocabulary and Word Study Differentiate between the types of text sequence parts of the story e.g. fiction, non-fiction, realistic fiction, High frequency words pretend to be a plant or animal in the from story Use story frame to record significant forest and write about yourself Formation of words details about characters and events in adjectives to adverbs text write an imaginative story Writing Identify the past tense of verbs Imaginary writing Begin discussion about a walk Read the story e.g. “Secret Friends” Write a summary in response to the Dialogue pupils may have had in the text read Story forest. Use “before”, “during” and “after” Summary reading comprehension strategies Write a dialogue between 2 objects Sequencing Give views and experiences or persons e.g. a tree and yourself, a based on senses Identify parts of the text that may be dog and yourself Listening and Speaking fiction, non-fiction, realistic fiction Use quotation marks in writing Readers Theatre Use context clues to identify unknown Drama words Discussion Summarize the story Identify quotation Role play marks 60 Assessment: Resources Use different comprehension strategies to answer questions Text on forest Use a concept map to how the forest is used Forestry division Write poetry/ song about the importance of the forest Specimen of plants/animals Participate in a dance to show the importance of the forest Pictures of plants/animals Write short stories that took place in the forest ( beginning, middle and ending) Forest Write a well organize paragraph e.g. descriptive, explanatory, imaginary Videos, DVDs on forest Compile a project depicting plants/animals in the forest Internet, computer, digital cameras Participate in a debate e.g. “ Should our forest be conserved” Sample text Participate in Readers Theater activity Language Tree bk 3 pg 16, 91 Speak confidently in IAE in relaying information about the forest Keskidee bk 3 pg. 37 Write fiction/non fiction text Keskidee bk. 4 pg. 21 use parts of speech appropriately to communicate their meaning clearly in written paragraph Caribbean social studies bk 4 pg 50 use punctuation appropriately in written and oral discourse to help communicate their - 55 intended meaning Making Connections Reading vary sentence structure in writing and in oral discourse Comprehension Skills and create a sign using various media Strategies identify words with the same sound in the beginning, middle or end 61 GLOSSARY OF TERMS SOURCE- The National Literacy Strategy(UK) – Framework for teaching Adjective An adjective is a word that describes somebody or something. Old, white, busy careful and horrible are all adjective. Adjectives are either before a noun, or other verbs such as be, get, seem, look (linking verbs): A busy day I’m busy Nice shoes those shoes are nice Adjectives (and adverbs) can have comparative and superlative forms. The comparative form is adjective + -er (for one- syllable adjectives and some two-syllable) or more + adjective (for adjectives of two or more syllables): old – older; hot – hotter; easy – easier; dangerous – more dangerous. The corresponding superlative forms are –est or most …: small – smallest; big – biggest; funny – funniest; important – most important. Adverb Adverb gives extra meaning to a verb, an adjective, another adverb or a whole sentence: I really enjoyed the party. (adverb + verb) She’s really nice. (adverb + adjective) He works really slowly. (adverb + adverb) Really, he should do better. (adverb + sentence) Many adverbs are formed by adding –ly to an adjective, for example quickly, dangerously, nicely, but there are many adverbs which do not end on –ly. Note too that some –ly words are adjective, not adverbs (e.g. Lovely, silly, friendly). In many cases, adverbs tell us: How (manner) slowly, happily, dangerously, carefully Where (place) here, there, away, home, outside When (time) now, yesterday, later, soon How often (frequency) often, never, regularly Other adverbs: Show degree of intensity: very slow(ly) fairly dangerous(ly) really good/well; the attitude of the speaker to what he or she is saying: perhaps obviously fortunately; connections in meaning between sentences (see connective): however furthermore finally. The adverbial phrase is a group of words that functions in the same way as a single adverb. For example: by the car, to school, last week , three times a day, first of all, of course: They left yesterday . (Adverb); She looked at me strangely. (Adverb); They left a few days ago. (Adverbial phrase); She looked at me in a strange way. (Adverbial phrase) Similarly, an adverbial clause functions in the same way as an adverb. For example: It was raining yesterday. (Adverb); It was raining when we went out. (Adverbial phrase) 62 Affix A morpheme which is not in itself a word, but is attached to a word. An affix can be a prefix (intolerant, dislike) or a suffix (kindness, playing). Agreement (or Concord) In some cases the form of a verb changes according to its subject (so the verb and subject ‘agree’). This happens with the verb be: I am –he is-they are; I was/you were and the third person singular (he/she/it) of the present tense: I like/she likes; I don’t/he doesn’t Note that singular collective nouns (e.g. team, family, government) can take a singular or plural verb form. For example: (= it) is playing well. The team (= they) are playing well. There are a few cases where a determiner must agree with a noun according to whether it is singular or plural. For example: this house these houses; much traffic many cars Alliteration A phrase where adjacent or closely connected words begin with the same phoneme: one wet wellington; free phone; several silent, slithering snakes. Antonym a word with a meaning opposite to another: hot – cold, light – dark, light – heavy. A word may have more that one word as an antonym: cold – hot/warm; big – small/tiny/little/titchy. Apostrophe (’) An apostrophe is a punctuation mark used to indicate either omitted letters or possession. Omitted letters We use an apostrophe of the omitted letter(s) when a verb is contracted (= shortened). For example: I’m (I am); who’s (who is/has); they’ve (they have); he’d (he had/would); we’re (we are); it’s (it is/has); would’ve (would have) she’ll (she will) In contracted negative forms, not is contracted to n’t and joined to the verb; isn’t, didn’t, couldn’t etc. In formal written style, ti is more usual to use the full form. There are a few other cases where an apostrophe is used to indicate letters that are in some sense ‘omitted’ in words other than verbs, e.g. Let’s (let us), o’clock (= of the clock). Note the difference between its (= ‘belonging to it’) and it’s (= ‘it is’ or ‘it has’): The company is to close one of its factories. (no apostrophe); The factory employs 800 people. It’s (= it is) the largest factory in the town. (apostrophe necessary) Possession we use an apostrophe + s for the possessive form: My mother’s car; Joe and Fiona’s house; The cat’s tail; James’s ambition; A week’s holiday. With a plural ‘possessor’ already ending is s (e.g. parents) and apostrophe is added to the end of the word: My parents’ car; The girls’ toilets. 63 But irregular plurals (e.g. men, children) take an apostrophe + s: children’s clothes. The regular plural form (-s) is often confused with possessive –’s: I bought some apples. (not apple’s) Audience The people addressed by a text. The term referred to listeners, readers of books, film/TV audiences and users of information technology. Biography A life story of an individual written by another author. Generally written in the third person. Blend The process of combining phonemes into larger elements such as clusters, syllables and words. Also refers to a combination of two or more phonemes, particularly at the beginning and end of words, st, str, nt, pl, nd. Blurb Information about a book, designed to attract readers, usually printed on the back or inside flap of book jacket. Informs the prospective reader about genre, setting, etc Chronological Writing organized in terms if sequences of events. Clause A clause is a group of words that expresses an even t (she drank some water) or a situation (she was thirsty/ she wanted a drink). It usually contains s subject (she in the examples) and verb (drank/was/wanted). Coherence and Cohesion An effective text needs to be coherent and cohesive. The term coherence refers to the underlying logic and consistency of a text. The ideas expressed should be relevant to one another so that the reader can follow the meaning. The term cohesion refers to the grammatical features in a text which enable the parts to fit together. One way of creating cohesion is the use of connectives: I sat and turned on the television. Just then, I heard a strange noise. The phrase ‘just then’ relates these events in time. Colon (:) A colon us a punctuation mark used to introduce a list of a following examples (as in this glossary). It may also be used before a second clause that expands or illustrates the first: He was very cold: the temperature was below zero. Comma (,) A comma is a punctuation mark used to help the by separating parts of a sentence. It sometimes corresponds to a pause in speech. In particular we use commas: • To separate items in a list (but not usually before and): My favorite sports are football, tennis, swimming and gymnastics. I got home, had a bath and went to bed. • To mark of extra information: Jill, my boss is 28 years old. • After a subordinate clause which begins a sentence: Although it is cold, we didn’t wear our coats. 64 • With many connecting adverbs (e.g. however, on the other hand, anyway, for example): Anyway, in the end I decided not to go. Conjunction a word used to link clauses within a sentence . For example, in the following sentences, but and if are conjunctions: It was raining but it wasn’t cold. We won’t go out if the weather’s bad. There are two kinds of conjunction: • Coordinating conjunction (and, but, or and so). Threes join (and placed between) two clauses of equal weight. Do you want to go now or shall we wait a bit longer? And, but and or are also used to join words or phrases within a clause. • Subordinating conjunctions (e.g. when, while, before, since, until, if, because, although, that). These go at the beginning of a subordinate clause. We were hungry because we hadn’t eaten all day. Although we’d had plenty to eat, we were still hungry. We were hungry when we got home. Connective A connective is a word or phrase that links clauses or sentences. Connectives can be conjunctions (e.g. but, when, because) or connecting adverbs (e.g. however, then, therefore). Connecting adverbs (and adverbial phrases and clauses) maintain the cohesion of text in several basic ways, including: Addition also, furthermore, moreover Opposition however, nevertheless, on the other hand Reinforcing besides, anyway after all Explaining for example, in other words, that is to say Listing first(ly), first of all, finally Indicating result therefore, consequently, as a result Indicating time just then, meanwhile, later Commas are often used to mark off connecting adverbs of adverbial phrases of clauses: • First of all, I want to say… • I didn’t think much of the film. Helen, on the other hand, enjoyed it. Connecting adverbs and conjunctions function differently. Conjunctions (like but and although) join clauses within a sentence. Connecting adverbs (like however) connect ideas but the clauses remain separate sentences: • I was angry but I didn’t say anything. (but is a conjunction- on sentence) • Although I was angry, I didn’t say anything. (Although is a conjunction- on sentence) • I was angry. However, I didn’t say anything. (However is and adverb – two sentences) 65 Decode literally, this means to convert a message written/spoken in code into language which is easily understood. In reading, this refers to children’s ability to read words – to translate the visual code of the letters into a word. Determiner determiners include many of the most frequent English words, e.g. the, a, my, this. Determiners are used with nouns (this book, my best friend, a new car) and they limit (i.e. determine) the reference of the noun in some way. Determiners include: Articles a/an, the Demonstratives this/that, these/those Possessives my/your/his/her/its/our/their Quantifiers some, any, no, many, much, few, little, both, all, either, neither, each every, enough Numbers three, fifty, three thousand etc Some question words which (which car?), what (what size?) whose (whose coat?) When these words are used s determiners, they are followed by a noun (although not necessarily immediately): This book is yours Some new houses Which color do you prefer? Many determiners cam also be used as pronouns. These include the demonstratives, question words number and most of the quantifiers. When used as pronouns, these words are not followed by a noun- their reference includes the noun: This is yours (= this book, this money, etc) I’ve got some. Which do you prefer? Dialect a dialect is a variety of a language used in a particular area and which is distinguished by certain features of grammar or vocabulary. Examples of such features in some English dialects are: Non-standard subject + verb patterns, e.g. I knows, you was, he like past tense form, e.g. I done, I seen various individual words and expression, e.g. owt/nowt for anything/nothing See also double negative, Standard English. Dialouge is a conversation between two parties. May be spoken or written. 66 Diagraph two letters representing on phoneme: bath, train, ch/ur/ch Consonant diagraph- sh as in sheep; vowel diagraph ea as in beach Diminutive is a term which implies smallness. This may reflect actual physical lack of stature; alternatively, it may be used as a term if endearment. The word may be a recognized word, e.g. Ting Tim, little Dorrit, or may be created by the addition of a suffix to a name or noun: lambkin, starlet, and kitchenette. Direct speech and Indirect speech there are two ways of reporting what somebody says, direct speech and indirect speech. In direct speech, we use the speaker’s original words (as in a speech bubble). In text, speech marks (‘…’ or “…” – also called inverted commas or quotes) mark the beginning and end of direct speech: Helen said, I’m going home’. ‘What do you want?’ I asked. In indirect speech (or reported) speech, we report what was said but do not use the exact words of the original speaker. Typically we change pronouns and verb tenses, and speech marks are not used: Helen said (that) she was going home. I asked them what they wanted. Discussion text a text (written or spoken) which presents all sides of an issue. A discussion text typically begins by outlining the issues before making points for and against. These points are backed up with evidence. It often concludes by stating an opinion in favor of one Particular side, or by asking the reader/listener to decide,. An example of a discussion text would be presenting arguments for and against school uniform, or for and against a new runway at Manchester Airport. Double negative in non-standard English, a double negative may be used. For example: we didn’t see nobody. I never took nothing. Such double negatives are not acceptable in Standard English. The equivalent standard forms would be: we didn’t see anybody. I didn’t take anything. Edit to modify written work, either own or another’s, in preparation for publication. The process takes place after drafting (composition) revising (major restructuring) and before proof-reading (a final check for typographical, spelling errors, etc). it involves checking of facts, minor improvements to style at sentence level, and checking for accuracy and agreement. Empathy identifying with another: a character in a story, or an historical figure; the ability to see situations from the other’s point of view. Literally ‘feeling with’ or ‘feeling in’. Exclamation Mark (!) an exclamation mark is a utterance expressing emotion (joy, wonder, anger, surprise, etc) and is usually followed in writing by exclamation mark (!). Exclamations can be interjections: Oh dear! Good grief! Ow! Some exclamations begin with what or how: What a beautiful day! How stupid (he is)! What a quiet little girl! Explanation text explanation text is written to explain how or why something happens, e.g. how river valleys are formed or why the Romans built roads. Typically such text consists of a description of the phenomenon effect and an explanatory sequence. The writer will normally need to use connectives expressing cause and effect (e.g. so, therefore, as a result) and time (e.g. later, meanwhile). 67 The passive often occurs in writing of this kind. For example: Roman roads are considered to be a miracle of engineering. Fable a short story which is devised and written to convey a useful moral lesson. Animals are often used as characters, ads in Aesop’s Fables. Fact accepted observable or demonstrable truth. What is accepted as truth may change over time, in the light of new evidence. Facts must be supported by evidence; if evidence is not available, they can only be given the status of opinion. Fairy tale is a story written for, or told to, children which includes elements of magic and magical folk, such as fairies, elves, goblins. Fiction text which is invented by a writer or speaker. Characters, settings and events are created by the originator. In some cases, one of these elements may be factual: for example, the setting may be name city or area; the text may be based on an historical event. Figurative language is the use of metaphor or simile to create a particular impression or mood. A writer may develop an idea of a character’s military approach to life by using phrases and words which are linked with the army, such as he was something of a loose cannon (metaphor); he rifled through the papers; his arm shot out,; he flew down the stairs; they twittered to each other; he perched on his chair; his feathers were definitely ruffled. Format the way in which a text is arranged or presented, for example as a book, leaflet, essay, video, audio tape. May also relate to the structure of the text, for examples, the use of headings and sub headings, diagrams/ photographs with captions Generic structure the way in which elements of text are arranged to match its purpose. This structure can be observed by readers, and writers will use this knowledge to structure their writing, depending on their purpose. See discussion text, explanation text, instruction text, narrative text, recount text, report text. Genre this term refers to different types of writing, each with its own specific characteristics which relate to origin (legend/folk tale) or reader interest area- the types of books individuals particularly choose to read: adventure, romance, and science fiction. Texts with these specific features – often related to story elements, patterns of language, structure, vocabulary – may be described as belonging to a particular genre. These attributes are useful in discussing text and in supporting development of writing fiction. Texts may operate at different levels, and so represent more than one genre; some will combinations, for example historical romance. Guided Reading a classroom activity in which pupils are taught in groups according to reading ability. The teacher works with each group on text carefully selected to offer an appropriate level of challenge to the group. Use4sfully thought of as a ‘mini lesson’. Challenge may be in terms of reading cues and strategies, language and vocabulary, or sophisticated aspects of grammar, inference, skimming and scanning. Guided writing a classroom activity in which pupils are grouped by writing ability. The teacher works with each group on a task carefully selected to for an appropriate level of challenge to the group. Usefully thought of as a ‘mini lesson’. Challenge may be in 68 terms of spelling, letter formation, simple punctuation, language and vocabulary, or sophisticated aspects of generic structure, planning and editing, use of imagery and so on. Homograph words which have the same spelling as another, but different meaning: • The calf was eating/ my calf was aching • The North Pole / totem pole/ he is a pole. Homonym words which have the same spelling or pronunciation as another, but different meaning or origin. May be a homograph or homophone. Homophone words which have the same spelling as another but different meaning or different spelling: read/reed; pair/pear; right/write/rite. A homonym. Hyphen (-) a hyphen is sometimes used to join the two parts of a compound noun, as in golf-ball and proof-read. But it is much more usual for such compounds to be written as single words (e.g. football, headache, bedroom) or as separate words without a hyphen (golf ball, stomach ache, dining room, city centre). However, hyphens are used in the following cases: a. in compound adjectives and longer phrases used as modifiers before nouns: A foul-smelling substance A well-known painter A German-English dictionary A one-in-a-million chance A state -of-the-art computer A ten-year-old girl b. in many compound nouns where the seco0nd part is a short word like in, off, up or by: A break-in A write-off A mix-up A passer-by c. in many words beginning with the prefixes co-,non- and ex-: Co-operate Non- existent Ex- husband Hyphens are also used to divide words at the end of a line of print. High-Frequency These are words that occur very frequently in English, e.g. “the”, “of”, “and”, “a”, “to”, “in”, “is”, “you”, “it”. Because they Words are so commonly used. These are words that learners need early on in their learning. Idiom an idiom is an expression which is not meant literally and who’s meaning cannot be deduced from knowledge of the individual words. For example: You look a bit under the weather this morning. Are you all right? Try and keep to the point of the discussion. You’re always introducing red herrings. 69 You and I have the same problems- we’re in the same boat. That name rings a bell. I’ve heard it before somewhere. Imagery use of language to create a vivid sensory image- often visual. May include: Vocabulary choice of synonym, for example sprinted/ran/raced, selection of adjectives and adverbs Simile he ran like the wind Metaphor his feet had wings See figurative language Inflection inflection is a change to the ending of a word to indicate tense, number or other grammatical features. For example: walk – walks/walked/walking shoe – shoes old – older/ oldest Interjection text An interjection is a word like Ouch! Oh! Or Damn! Expressing an emotion such as pain, surprise, anger, etc. an interjection is followed by an exclamation mark (!) Jingle a short verse or line used to attract attention and ne memorable. It may be based on alliteration or rhyme. Legend is a traditional story about heroic characters such as King Arthur, which may be based on truth, but which has been embellished over the years. Also refers to the wording on maps and charts which explains the symbols used. Metaphor where the writer writes about something as if it were really something else. Fowler describes it as an ‘imaginative substitution’. For example: he is an ass; love’s meteor. A poisoned apple passed along from generation to generation (McGough). Modal verb the modal verbs are: Can/could Will/would May/might Must//ought These auxiliary verbs are used to express such ideas as possibility, willingness, prediction, speculation, deduction and necessity. They are all followed by the infinitive, and ought is followed by to + infinitive: I can help you We might go out tonight You ought to eat something Stephanie will be here soon I wouldn’t do that if I were you I must go now. These verbs can occur with other auxiliary verbs (be and have): I’ll be leaving at 11:30. You should have asked me. 70 They must have been working. In this context have is unstressed and therefore identical in speech to unstressed of; this is why the misspelling of for standard have or ‘ve is not common. Myth is an ancient traditional story of gods or heroes which addresses problem or concern of human existence. May include an explanation of some fact or phenomenon. Narrative text text which re-tells events, often in chronological sequence. May be purely fictional, or include some information. May be in prose or poetic form. Noun a noun is a word that denotes somebody or something. In the sentence ‘My younger sister won some money is a competition’ are nouns. Many nouns (countable nouns) can be singular (only one) or plural (more than one). For example sister/sisters, problem/ problems, party/parties. Other nouns (mass nouns) do not normally occur in the plural. For example: butter, cotton, electricity, money, happiness. A collective noun is a word that refers to a group. For example, crowd, flock, team. Although these are singular in form, we often think of them as plural in meaning and use them with a plural verb. For example, if we say ‘The team have all won all their games so far’, we think of ‘the team’ as ‘they’ (rather that ‘it’). Proper nouns are the names of people, places, organizations, etc. these normally begin with a capital letter: Amanda, Birmingham, Microsoft, Islam, November. Noun phrase is a wider term than ‘noun’. It can refer to a dingle noun (money), a pronoun (it) or group of words that functions in the way as a noun in a sentence, for example: A lot of money My younger sister A new car The best team in the world Similarly, a noun clause functions in the same way as a noun. For example: The story was not true. (Noun) What you said was not true. (Noun clause) Onomatopoeia words which echo sounds associated with their meaning: clang, hiss, crash, cuckoo. Participle verbs have a present participle and past participle. Present participle – the present particle ends in –ing (working, reading, going, etc.). Although it is called ‘present’, it is used in all continuous forms: she is going, she was going, she will be going, she would have been going, etc. Past participle- the past participle often ends in –ed (worked, played) but many common verbs are irregular and have other endings, e.g. –t (kept), -n (flown), and –en (stolen). Past participles are used: 71 After have to make perfect forms: I’ve worked, he has fallen, we should have gone After be (is/was etc.) to make passive forms: I was asked, they are kept, it has been stolen Here too, the name is misleading,, because passive forms need not refer to the past: A toast will be drunk. Participles (present and past) are sometimes used as adjectives: the falling leaves, stolen goods. They can also be used to introduce subordinate clauses, for e.g.: Being a student, Tom doesn’t have much money. Written in 1923, the book has been translated into Twenty-five languages. Person in grammar, a distinction is made first, second and third person. One uses the first person when referring to oneself (I/we); the second person when referring to one’s listener or reader (you); and the third person when referring to somebody or something else (he/she/it/they/my/friend/the books, etc.) Personification a form of metaphor in which language relating to human action, motivation and emotion is used to refer to non-human agents or objects or abstract concepts: the weather is smiling on us today; Love is blind. Persuasive text Text which aims to persuade the reader. A persuasive text typically consists of statement of the viewpoint, arguments and evidences for this thesis, possible some arguments and evidence supporting a different view, and a final summary or recommendation. Connectives will be related to reasoning (therefore, however). An example of such a text would be an essay on banging fox-hunting or recycling, or whether Roald Dahi was the greatest writer in English. Advertisements are forms of persuasive text. Phrase a phrase is a group of words that act as one unit. So dog is a word, but the dog, a big dog or that dog over there are all phrases. Strictly speaking, a phrase can also consist of just one word. For example, in the sentence Dogs are nice, ‘dogs’ and ‘nice’ are both one-word phrases. A phrase can function as a noun, an adjective or an adverb: • A noun phrase - a big dog, my last holiday • A adjectival phrase - (she’s not) as old as you, (I’m) really hungry • An adverbial phrase - (they left) five minutes ago, (she walks) very slowly If a phrase begins with a preposition (like in a hurry, along the lane), it can be called a prepositional phrase. A prepositional phrase can be adjectival or adverbial in meaning: Adjectival - (I’m) in a hurry, (the man) with long hair 72 Adverbial – (they left) on Tuesday, (she lives) along the lane Poem A text which uses features such as rhythm, rhyme or syntax and vocabulary to convey ideas in an intense way. Poets may also use alliteration, figurative language and other techniques. Prose may sometimes be poetic in effect. Prefix the prefix is a morpheme which can be added to the beginning of a word to change its meaning. For example: Inedible Disappear Supermarket Unintentional Preposition a preposition is a word like at, over, by and with. It is usually followed by a noun phrase. In the examples, the preposition and the following noun phrase are underlined: We got home at midnight. Did you come here by car? Are you coming with me? They jumped over a fence. What’s the name of this street? I feel asleep during the film. Prepositions often indicate time (at midnight/during the film/on Friday), position (at the station/in a field) or direction (to the station/over a fence). There are many other meanings, including possession (of this street), means (by car) and accompaniment (with me). In questions and a few other structures, prepositions often occur at the end of the clause: Who did you go out with? We haven’t got enough to live on. I found the book I was looking for. In formal style, the preposition can go before whom or which (with whom, about which etc): With whom do you wish to speak? Many prepositions (e.g. on, over, up) can also be used as adverbs (without a following noun or pronoun): We got on the bus. (Preposition- followed by a noun phrase) The bus stopped and we got on. (Adverb – on following noun or pronoun). Pronoun There are several type of pronoun, including: Personal pronouns I/me, you, he/him, she/her, we/us, they/them, it I like him. They don’t want it. Possessive pronouns mine, yours, his, hers, ours, theirs, its Is this book yours or mine? Reflexive pronouns myself, herself, themselves etc I hurt myself. Enjoy yourselves! 73 Indefinite pronouns someone, anything, nobody, everything etc Someone wants to see you about something. Interrogative pronouns who/whom, whose, which, what Who did that? What happened? Relative pronouns who/whom, whose, which, what Who did that? What happen? Many determiners can also be used as pronouns, including this/that/these/those and the quantifiers (some, much etc). For example: These are mine. Would you like some? Pronouns often ‘replace’ a noun or phrase and enable us to avoid repetition: I saw your father but I didn’t speak to him. (= the father) ‘We’re going away for the weekend.’ ‘Oh, are you? That’s nice.’ (= the fact you’re going away) Punctuation punctuation is a way id marking text to help readers’ understanding. The most commonly used marks in English are: apostrophe, colon, comma, dash, ellipsis, exclamation mark, full stop, hyphen, semi-colon and speech marks (inverted commas). Question marks (?) a question mark is used at the end of an interrogative sentence (e.g. Who was that?) or one whose function is a question (e.g. You’re leaving already?) Recount text a text written to retell for information or entertainment. A fictional narrative recount may consist of scene-setting, a starting point, a problem, account and a conclusion. The language is descriptive, and there may be dialogue. Characters are defined and often named. A non-fiction recount may begin with a scene- setting introduction, and then retell events in chronological order. An example of this type of text would include writing about visits, newspaper accounts of an event or a biography. Relative clause a relative clause is one that defines or gives information about somebody or something. Relative clauses typically begin with relative pronouns (who/whom/whose/which/that): Do you know the people who live in the house on the corner? The biscuits (that) Tom brought this morning have all gone. (Defines ‘the biscuits’’) Our hotel, which was only two minutes from the beach, was very nice. (Gives more information about the hotel) Report text a non-chronological text written to describe or classify. The text begins with a general classification, moving to a description of particular characteristics with a final summary. It is often written in the continuous present tense with generalized participants (people, cats, building). An e.g. of this sort of text would include a report on dinosaurs or Roman housing m a guide-book or a description of a scene. 74 Rhetorical an utterance in which the meaning intended by the speaker/writer is an expression different from that which might be inferred by a question who is unaware of the conventions of the languages; for e.g. Do you know his name? is a question which seems to require a yes/no response; in fact, the speaker is asking What is his name? Rhetorical expressions are often questions disguising imperatives: Would you like to get out your English books? Usually means Get out you English books. Rhythm rhythm is the more or less regular alternation of light beats and heavy beats (stresses) in speech or music. Some poetry used very regular rhythm patterns. Rime that part of a syllable which contains the vowel and final consonant or consonant cluster if there is one: at in cat; orn in horn, ow in cow. Some words consist of rime only: or, ate, eel. Root word a word to which prefixes and suffixes may ne added to make other words; for example in unclear, clearly, cleared, the root word is clear. Semi-colon a semi-colon can be used to separate two main clauses in a sentence: I liked the book; it was a pleasure to read. This could also be written as two separate sentences: I liked the book. It was a pleasure to read. However, where the two clauses are closely related in meaning (as in the above e.g.), a writer may prefer to use a semi- colon rather that two separate sentences. Semi- colons can also be used to separate items in a list if items consist of longer phrases. For example: I need large, juicy tomatoes; half pound of unsalted butter; a kilo of fresh pasta, preferable tagliatelle; and a jar of black olives. In a simple list, commas are used. Sentence a sentence can be simple, compound or complex. A simple sentence consists of one clause: It was late. A compound sentence has two or more clauses joined by and, or, but or so. The clauses are equal weight (they are both main clauses): It was late but I wasn’t tired. A complex sentence consists of a main clause which itself includes one or more subordinate clauses: Although it was late, I wasn’t tired. (Subordinate clause beginning with although underlined) Simple sentences can also be grouped as follows according to their structure: Declarative (for statements, suggestions, etc): The class yelled in triumph. Maybe we could eat afterwards. Interrogative (for questions, requests, etc): Is your sister here? Could you show me how? 75 Imperative (for commands, instructions, etc) Hold this! Take the second left. Exclamative (for exclamations): How peaceful she looks. What a pity! In writing, we mark sentences by using a capital letter at the beginning, and a full stop (or question mark or exclamation mark) at the end. Shared reading in shared reading the teacher, as an expert reader, models the reading process by reading the text to the learners. The text chosen may be at a level which would be too difficult for the readers to read independently. The teacher demonstrates use of cues and strategies such as syntax, initial letter, re-reading. Learners have opportunities to join in with the reading, singly or chorally, and are later encouraged to re read part or all of the text. Shared writing a classroom process where the teacher models the writing process for children: free from the physical difficulties of writing, children can observe, and subsequently be involved in. planning, composition, redrafting, editing and publishing through the medium of the teacher. Shared writing is interactive in nature and is appropriate for teaching all forms and genres. Simile the writer creates an image in readers’ minds by comparing a subject to something else: s happy as a lark; as strong as an ox. Many similes are idiomatic: he smokes like a chimney. Singular and Plural Singular forms are used to refer to one thing, person etc. for example: tree, student, party. Many nouns (countable nouns) can be singular (only one) or plural(more than one). The plural is usually marked by the ending –s: trees, students, parties. Some plural forms are irregular. For example: children, teeth, mice. Other nouns (mass nouns) do not normally occur in the plural. For example: butter, cotton, electricity, money, happiness. Verbs, pronouns, and determiners sometimes have different singular and plural forms: He was late. They were late. Where is the key? Have you seen it? Do you like this hat? Have you seen them? Do you like this hat? Do you like these shoes? Note that they/them/their (plural words) are sometimes used to refer back to singular words that don’t designate a specific person such as anyone or somebody. In such cases they usually mean ‘he’ or ‘she’. If anyone wants to ask a question, they can ask me later. (=he or she can ask me) Did everybody do their homework? Work with a partner, ask them their name. 76 Standard English Standard English is the variety of English used in public communication, particularly in writing. It is the form taught in schools and used by educators and speakers. It is not limited to a particular region and can be spoken with any accent. There are differences in vocabulary and grammar between Standard English and other varieties. For example, we were Robbed and look at those trees are standard English; we was Robbed and look at them trees are non- standard. Story Board a plan for a visual text (video, film, etc.) which demonstrates the plot and critical events through a sequence of pictures. Children may do a story board after reading to demonstrate comprehension; Story-boarding may also be used to plan a piece of writing. Subject and Object In the sentence John kicked the ball the subject is ‘John’, and the Object is ‘the ball’. The subject is the person or thing about which something is said.In sentences with a subject and an object, the subject typically carries out and action, while the object is the person or thing affected by the action. In declarative sentences (statements), the Subject normally goes before the verb; the object goes after the verb. Some verbs (eg. Give, show, buy) can have to objects, indirect and direct eg. She gave the man some money Here, ‘some money’ is a direct object (= what she gave). ‘The man’ is the indirect object (= the person who receives the direct object). When a verb has an object, it is transited, eg. Find a job, like chocolate, lay the table. If is has no object it is intransitive (eg. Go, talk, lie). Suffix A suffix is a morpheme which is added to the end of a word. There are 2 main categories: a) An inflectional suffix changes the tense or grammatical status of a word, eg. From present to past (worked or from singular to plural (accidents). b) A derivational suffix changes the work class eg. From verb to noun (worker) or from noun to adjective (accidental). Syllable Each beat in a word is a syllable. Words with only (1) beat (cat, fright, jail) are called monosyllabic; words with more than one beat (super, coward, superficiality) are polysyllabic Synonym Words which have the same meaning as another word or very similar; wet/dam. Avoids overuse of any word; adds variety. Tense A tense is a verb form that most often indicates time. English verbs have to basic tenses, present and past, and each of these can be simple or continuous. Eg. 77 Present Past I play (simple) I played (simple) I am I was playing playing(continuous) continuous) Additionally, all these forms can be perfect (with have): P resent perfect Past perfect I have played (perfect) I had played (perfect) I have been playing I had been playing (perfect continuous) (perfect continuous) English has no specific future tense. Future time can be expressed in a number of ways using will or present tense. For example: John will arrive tomorrow. John will be arriving tomorrow. John is arriving tomorrow. John arrives tomorrow. Text type This term describes text which share a purpose: to inform/persuade/describe. Whole texts or parts of texts with specific features – patterns of language, structure, vocabulary – which help the, achieve this purpose maybe described as belonging to a particular text type. These attributes are not obligatory, but are useful in discussing text and in supporting development of a range of writing skills. Theme The subject of writing. This may not be explicitly stated, but can be deduced by the reader. For example, many traditional stories have similar themes: the triumph of good over evil, cunning over strength, kindness over beauty. Verb A verb is a word that expresses an action, a happening a process or a state. It can be thought of as a ‘doing’ or ‘being’ word. In the sentence Mark is tired and wants to go to bed, ‘is’ , ‘want’ and ‘go’ are verbs. Sometimes two or more words can make up a verb phrase, such as are going, didn’t want, has been waiting Most verbs (except modal verbs, such as can or will) have four or five different forms. For example: A verb can be present or pas: I wait/she waits (present) I waited/she waited (past) Most verbs can occur in simple or continuous forms (be + -ing) I make (simple present)/I’m making (present continuous) 78 She drove (simple past)/she was driving (past continuous) A verb can also be perfect (with have): I have made/I have been making (present perfect) He had driven/he had been driving (past continuous) If a verb is regular, the simple past and the past participle are the same, and end in –ed. For example: wanted played answered Verbs that do not follow this pattern are irregular. For example: made/made catch/caught see/saw/seen come/came/come Word class the main word classes are verb, noun, adjective, adverb, pronoun, determiner, preposition and conjunction. These are all dealt with separately in this glossary. Note that a word can belong to more than one class. For example play verb (I play) or noun (a play) fit noun (a fit), verb (they fit) or adjective (I’m fit) until preposition (until Monday) or conjunction (until I come back) like verb (I like) or preposition (do it like this) hard adjective (its hard work) or adverb (I work hard) that determiner (that book) or pronoun (who did that) or conjunction (he said that he..) Writing frame a structured prompt to supporting writing. A writing frame often takes the form of opening phrases of paragraphs, and may include suggested vocabulary. It often provides a template for a particular text type. 79 APPENDICES THE LITERACY HOUR also have a teaching focus during this period of 15 minutes. At Grade 2-4, this time should be used to cover spelling and vocabulary The Literacy Hour is an instructional programme initiative which work and the teaching of grammar and punctuation from the focuses on the teaching of literacy using an approach that integrates sentence level objectives. Teachers will need to plan a balance of all the aspects of language arts. word and sentence level work for this second part of the Hour, across each half-term, to ensure that all these objectives are covered. The lesson should begin with clear objectives. The teacher-led part of the hour should be interactive with the GUIDED GROUP AND INDEPENDENT WORK approx. 20min teacher modeling what the pupils have to do. This section of the Literacy Hour has two complementary purposes: The pupils increasingly join in the activity so that they have the confidence to work on their own in the second half of the lesson. to enable the teacher to teach at least one group per day, differentiated by ability, for a sustained period through 'guided' SHARED READING or WRITING - WHOLE CLASS approx. 15min reading or writing; Teachers reads with the class focusing on comprehension and to enable other pupils to work independently - individually, in on specific features eg word-building and spelling patterns, pairs or in groups - without recourse to the teacher. punctuation, the layout and purpose, the structure and organization of sentences. Independent work - this happens at the same time as the guided Shared reading provides a context for applying and teaching group work. Pupils apply their literacy skills in meaningful tasks word level skills and for teaching how to use other reading cues individually, in pairs or in groups. The teacher works with small to check for meaning, and identify and self-correct errors. groups to improve specific skills through guided reading or writing. Shared reading/ writing, also provide the context for developing pupils' grammatical awareness, and their understanding of FINAL 10 MINUTES - PLENARY SESSION - WHOLE CLASS sentence construction and punctuation. Shared reading is used to extend reading skills in line with the objectives. Teachers should also use this work as a context for enable the teacher to spread ideas, re-emphasize teaching teaching and reinforcing grammar, punctuation and vocabulary points, clarify misconceptions and develop new teaching points; work. enable pupils to reflect upon and explain what they have learned Shared writing is also used to teach grammar and spelling skills, to and to clarify their thinking; demonstrate features of layout and presentation and to focus on enable pupils to revise and practice new skills acquired in an editing and refining work. It should also be used as a starting point for earlier part of the lesson; subsequent independent writing. develop an atmosphere of constructive criticism and provide Wherever possible, shared reading and writing should be feedback and encouragement to pupils; interlinked. provide opportunities for the teacher to monitor and assess the work of some of the pupils; SENTENCE OR WORD LEVEL WORK - WHOLE WORK provide opportunities for pupils to present and discuss key issues approx.15 min. in their work. There must be a systematic, regular and frequent teaching of phonological awareness, phonics and spelling throughout. Word recognition, graphic knowledge, and vocabulary work should 80 The Literacy Hour INTRODUCTORY ACTIVITIES (Activating Background Knowledge) 1. K-W-L-S 5. ABC Brainstorm 9. Discussion 2. DRTA 6.Literacy Mystery Box 10.Free talk-experiences 3. Text /picture Walk 7. Picture/Video Clips 11 Story Impressions 4. Making predictions/Inference 8.Audio- Poetry/Song LESSON IDEAS AND REMINDERS Guided Activities REMINDERS Independent Activities Differentiate Instruction Completing KWL charts, character 1. Text Walk use different types of groups maps, graphic organizers 2. Lessons in (paired, skill, interest, Re-reading text for Readers’ Vocabulary/Word Study research, cooperative) Theatre- Phonemic Awareness, Focus on comprehension, writing, Completing sentences; using Phonics language structure, phonics, vocabulary words in sentences Comprehension, Fluency & word study, fluency, listening and Conducting research Grammar speaking each week but make Creating songs, poem, stories Writing etc. connections. Do not leave pupils Drawing/Illustrations hanging. Creating posters Making postcards Provide opportunities for the Reading & Answer comprehension questions Writing Connection. Plan ahead Make careful selection of materials and use a variety of text . eg fiction, nonfiction, poetry Consider Gender-sensitive teaching 81 SAMPLE WEEKLY LANGUAGE ARTS UNIT PLAN 1- LITERACY HOUR Grade 3 Theme : The Food We Eat Topic: Where do foods come from Key Text: The Food We Eat Success Criteria Pupils will: Vocabulary Resources • Use the reading strategy of connecting to prior knowledge to food, plants, animals, orange, bagels understand text omelets, hamburger, cattle, pepperoni, Copies of the book – • Do research and answer questions about information gathered. sauce, plants, animals, orange, potatoes, The food we eat, worksheets • Use the QAR comprehension strategy chicken, popcorn, hamburger, pizza, wheat, seed, meat, beef, eat, cheese flash cards • Write a summary in response to text read magnetic letters • Identify the main idea and details in a text pictures of foods • Write sentences that compare and contrast information Content literacy box with item related to • Identify long /e/ digraph Strategy: connecting to prior knowledge- foods • Identify, spell and use high frequency words related to foods Pupils use background information and word games • Write a paragraph by adding details to the main idea. information in the text to make connections food samples to: • Use punctuation marks appropriately in writing Introductory Activity • Use the correct tense of verbs Graphic organizers - representing Pupils display a variety of • Read aloud text related to the theme to build fluency and accuracy something in the form of pictures or images foods, labels of foods, cooked and raw foods and have a mini exhibition. Diagraphs- two vowels combine to make one sound e.g. beef, meat Day Text Level Word /Sentence Level Guided/Independent Activity Plenary Shared Reading/Writing (mini lesson) Mon - Talk about foods pupils ate - Have students look at the list of Below average group Teacher Pupils share summary written for the morning and make a foods on the board to see if any of re reads the text with this group for fluency list the foods they listed were in the and further understanding Observe pictures of food in book. Make a list of foods, circle words with e text and add to the list diagraphs Pupils talk about what they - have them tell where they - Make a food web showing food have learnt think the foods came from from plants/animals Use graphic organizer to categorize food - Read text with pupils -Identify words with long e from plants and animals Use pupils background diagraphs from the list knowledge to make Highlight new words and observe connections to the text spelling Answer simple questions (3) about text Pupils share how they are Highlight subject/verb agreement in Above average group connected with what they sentences from text and teach mini Pupils read the story with already know as they read. lesson partner/independently for fluency Question pupils on details in Use punctuation (comma) to write Summarize information from the web in text e.g. where, how, when, list of foods about 4-5 sentences why Write sentences about foods using Answer questions (5)based on the text new words and words with long e 82 Tues Re read the text -do further categorization of foods Below average group Share sentences written e.g. perishable and non-perishable, Use magnetic letters to spell new words Check for fluency as pupils sea/land read Write sentences about foods using - Review long e diagraph and other information from graphic organizer View pictures of foods vocabulary words Using chart complete sentences Have pupils focus on 2 foods that compare and contrast foods Identify main idea from pictures to compare and contrast Above average group Pupils work in mix ability identify main idea and supporting details for groups using a graphic paragraphs organizer Write sentences that compare and contrast Teacher summarizes any 2 foods selections of the text and have pupils identify the main List vocabulary words and find meaning of idea and supporting details unknown words using a dictionary . Wed Pupils share research Highlight vocabulary words from Below average group Talk about experience in information on any food of pupils’ research writing e.g. what is easy or choice and will share Teacher assist pupils in gathering difficult information in author’s chair Gather information for writing information for writing in small groups and individually Other pupils will question the Focus on main idea, topic sentence pupil about the food and how to write details to support Give assistance in choosing a topic main idea Above average group Prepare pupils for writing an This group works on piece of writing expository paragraph Teach pupils how to organize their Pupils choose a food of their choice to write writing about. Read samples of expository paragraph Focus on correct usage of verbs in They use a picture to assist them sentences 83 Thurs Read poem about foods Highlight food related words in Below average group Continue Do oral reading of any text individually/chorally poem work on writing task related to food Observe rhythm and rhyme in Teach high frequency words from poem poem Question pupils about details Use words in sentences Above average group in poem using higher and continue work on writing task teacher lower order questions Continue working on second draft of give assistance to this group to ensure they paragraph are on the right task Pupils research information from other text to gather information for writing Fri Have oral reading of key text Play word games using vocabulary Below average group and other text relating to words of the week Share by choice paragraph foods Teacher assist in editing work written Focus on fluency, accuracy, Make orally sentences with words use of punctuation Read individually Above average group Edit their work with a partner /small groups using a checklist 84 SAMPLE WEEKLY LANGUAGE ARTS UNIT PLAN 2- LITERACY HOUR Theme: Emotions Topic: Dealing With Problems Key text: San Francisco Earthquake Successes Criteria Content Resources Pupils will be able to: Text to self, text to text, and text to world are ways for Reading text- San Francisco Reading/Comprehension/fluency students to activate background knowledge to connect Earthquake • Use background knowledge to help make meaning with the text. of text/ Flash cards, games, dictionary , • Making inferences Texts to Self-Students connect with the text via their role play, sentence strips, • Connect ideas in the text to their own knowledge own personal experiences or life. newspaper, and experiences, to other familiar text and to the world around them Text to Text-Students connect to the text in relation to • Read text to predict outcomes another text e.g. from a previous book they have read. Vocabulary • Use QAR and Question strategy to make meaning of text Texts to World-Students connect to the text in relation downstairs, furniture, smashed, • Read fluently using correct tone and punctuation to the world. e.g from what is viewed on television, outside, pavement, nightclothes, • Dramatize activities in the story internet, or movie yelling, earthquake, tremors, Writing everywhere, howling, spooky, • Write personal narrative inference - finding clues and putting them together to volunteers rebuild, worried, • Write sentences in sequence make meaning soldiers, scared, nervous, frightened, • Use the past tense of irregular verbs in writing synonyms- words with similar meaning • Use the present and past continuous tense in written text compound word - is made when two words are joined Comprehension Skills & Vocabulary/Word Recognition to form a new word Strategies: sequencing, making • Identify and use: compound words, synonyms, connections, predicting, • Find the meaning of unfamiliar target words (feeling Personal narrative- writing from your own experience. questioning, using background words) using context and a dictionary It is important to tell what happen first, next, after that knowledge, identifying details, Language Structure lastly. The writer’s job is to put the reader in the midst QAR, facts & opinion, read aloud, • Use the past tense of regular and irregular verbs in of the action letting him or her live through an shared reading speaking and writing experience. • Use the present and past continuous tense • Use punctuation appropriately in writing We use the Present Continuous Tense to talk about Listening and Speaking activities happening now. Use the present and past continuous tense in oral text We use the Past Continuous to talk about past Interpret information by drawing upon prior knowledge actions. and experiences Recognize the perspective of others Distinguish between facts and opinions exaggeration 85 Success Criteria Whole class 15 min Whole class 15min Assessment Plenary Shared reading/writing Word/sentence level Guided/Independent Activities 25 Listening& Speaking (minilesson) min 5min. Monday Before reading pupils tell Have pupils underline unknown Above average what they think the text is words/phrase 1. Reread text on their own Connect ideas in the going to be about by text to their own discussing the title Generate sensory words by 2. Write a journal entry of about 5 knowledge and asking questions and using sentences Use new words to talk experiences Have pupils talk about clues from text e.g. Everyone about feelings Use background their personal experiences was yelling tell feelings of e.g. ( Write in the present continuous knowledge to help of tremors fear, horror) tense make meaning of text If your house was shaking how Make predictions using Pupils make personal would you feel? ( nervous, 3. Answer these questions in information from text connections by discussing scared complete sentences Find the meaning of with teacher and peers. unknown (feeling) Find meaning of words in context average words and use them in Give each student a copy 1. reread text in small groups sentences of the text “San Francisco Highlight vocabulary words and Use the present Earthquake” phrases to help bring out 2. Write a journal entry of about 3 continuous tense in oral meaning e.g. Everyone is sentences using these words in the and written work Discuss the format of text “shaken up.” present tense Read orally parts of the e.g. diary or journal story Talk about the use of a 3. Answer these questions diary and journal Add ing to root words Below average Teacher reads and Use words orally in sentences Re read parts of text with questions pupils to monitor assistance of the teacher their comprehension and to make predictions. Draw 2 pictures of any activity in the text and write a sentence about it Pupils give reasons for answers complete the sentences using the best words Highlight ‘-ing’ words and teach the use of the present continuous tense 86 Success Criteria Whole class 15 min Whole class 15min Assessment Plenary Shared reading/writing Word/sentence level (target) Guided/Independent Activities 25 Listening & Speaking min Tuesday Pupils talk about Have pupils identify compound Above average earthquake they have read words Read text silently and complete Connect ideas in the about or seen on tv graphic organizer by extracting text to other familiar text Use words in sentences orally information from text and to the world around Reread the text in groups and in writing them and question pupils e.g. Put the sentences in sequence to Use the question what do you notice about Play word games to reinforce tell how the events took place. strategy to answer and the author? What do you meaning write questions think was important? What Answer questions about the text Write sentences in were you able to picture in e.g. What can you say about the sequence using your mind? etc. Use verbs in the past continuous author? connecting words tense in sentences Review vocabulary Have pupils formulate their Complete cloze passage using the words and generate own questions past continuous tense feeling words Identify and use Listen to varied responses Average compound words to questions Read text in group and complete Use the past continuous simple graphic organizer by tense in oral and written Focus on teaching extracting information from text work sequencing by observing Read orally parts of the activities during each entry Put the sentences in order to tell the story in the text story Discuss the past Complete sentences on worksheet continuous tense of the using the past continuous tense verbs Below average Work with the teacher to reread text and complete graphic organizer Put the pictures in order to tell the story Complete sentences using the past continuous tense 87 Success Criteria Whole class 15 min Whole class 15min Assessment Plenary Shared reading/writing Word/sentence level (target) Guided/Independent Activities Listening & Speaking 25 min Wednesday Shared writing activity: Review sequencing focusing on Above average/ Average Read similar text with activities in text Begin pre-writing activities for Use verbs in the correct features of personal writing paragraph i.e. choosing tense in speaking and narrative silently and in topics, organizing ideas, writing small groups Review words from previous Begin to do personal lessons Begin first draft narrative Prepare pupils for writing Use and spell high personal narrative Use appropriate feeling words to Mix ability group frequency sight words tell story Begin pre-writing activities for and vocabulary words Give assistance in writing paragraph i.e. choosing in writing generating ideas, topics, organizing ideas etc. with Will organize ideas for organization, etc. the assistance of the teacher writing in logical sequence Focus on the past and past Begin first draft continuous tense in Writing. Thursday Have pupils dramatize Identify words similar in meaning Mix ability group ideas from the text or any to vocabulary words used in Read aloud for fluency and Dramatize ideas to crisis siltation they have previous lesson accuracy bring out experienced Continue writing task with the emotions/feelings Identify and use synonyms for help of the teacher. Identify and use Focus on tone, fluency and over used words Have individual conference with synonyms in writing use of feeling words the teacher Read aloud the story Focus on use of words in Above average using correct tone and Continue writing personal sentences Continue writing task with fluency narrative guidance from teacher Continue to do personal Complete first draft of paragraph narrative Use checklist to guide discussion Use punctuation Pupils write in pairs and and review of writing appropriately in writing small groups 88 Success Criteria Whole class 15 min Whole class 15min Assessment Plenary Shared reading/writing Word/sentence level (target) Guided/Independent Activities Listening & Speaking 25 min Friday Have pupils listen to each Play word games to reinforce Above average gr. 1 Talk freely about their other talk about feelings vocabulary used throughout the feelings experienced experienced week Edit paragraph individually using Have volunteer during any crisis a checklist share their work situation directly or Edit writing in small groups Discuss choice of words and indirectly. sentence structure in pupils Edit writing task. Share writing with the class writing Below average gr. 2 Use author’s chair to by participating in read Edit paragraph in pairs using a present writing aloud/ author’s chair Discuss other words that could checklist Read orally with be used to give a more vivid accuracy and fluency picture of events in story Mix ability group Edit paragraph using a checklist with the help of the teacher 89 Grade 3 Language Arts Sample Lesson Plan – Literacy Block Theme: Emotions Key text: San Francisco Earthquake Duration: 60min. Success Criteria Pupils will: • Connect ideas in the text to their own knowledge and experiences • Use background knowledge to help make meaning of text • Make inferences using information from text • Find the meaning of unknown (feeling) words and use them in sentences • Use the present continuous tense in oral and written work • Read orally parts of the story Strategies: using background knowledge, inferring, visual imagery, read aloud, Material: text, flash cards, sentence strips, sample diary/journal Introduction: let pupils talk about any experience they have had where they felt afraid. Let them talk about the feelings experienced Whole class 15 min Whole class 15min Assessment Plenary Shared reading/writing Word/sentence level Guided/Independent Activities 25 min 5min Listening & Speaking Before reading pupils tell what they Pupils re-read text in small groups Above average group think the text is going to be about and circle words or phrases they do 1. Pupils re-read the text in pairs for Pupils tell what they by discussing book cover and title. not understand fluency have learnt. By the look of the text let pupils tell Have pupils picture in their mind a 2. Write a journal entry (5 or more what kind of text e.g diary or house shaking during an sentences in your own words based on Volunteers share journal) and give reason for choice earthquake or people yelling. the text read) in the present continuous their journal entry Generate words that brings out tense Discuss why people keep a diary or emotions as a result of the action 3. Answer the questions journal ( e.g. to write about e.g. scared, nervous, frightened, etc a. Write 2 activities that took place inside memories of things that happen in list words on the board. and outside the house that demonstrate their lives the house was shaking Discuss words pupils circled and b. Why do you think people were yelling Present sample diary/journal for get meaning from context. Let and crying? viewing pupils read sentences with the c. What does the phrase “everyone was words shaken up” means? Give each student a copy of the d. Another word for tremor is _______. text “San Francisco Earthquake” Use flash cards and sentence strips e. What time do you think the earthquake Teacher reads and stop at specific to reinforce meaning of some words took place? How do you know areas to ask inferential questions from the text 90 Discuss the meaning of other words Average group Pupils verify their answers using generated 1. re-read text in small groups for further text and background knowledge understanding and fluency After reading have pupils tell how Focus on words ending in ing, 2. Write a journal entry (in your own activities in the text remind them of words based on the text read) in the anything they have experienced Let pupils observe the root word present continuous tense use these personally. and when ing is added to some of verbs to assist: come, shake, howl, wake the words (add ing to verbs) Let pupils answer questions e.g. What does this remind me of in my 3. Answer these questions life? Has something like this ever a) Write 2 activities that took place inside happened to me? How does this and outside the house that demonstrate relate to my life? What were my the house was shaking feelings when I read this? Focus on the tense of the words b) How did the author know what was ending in ing and when it is used happening outside? Ask other questions about the text. c) What is another word that can be used Let pupils make sentences using for nightclothes? the present continuous tense Below Average Group 1.Re read parts of text with assistance from the teacher for fluency and further understanding 2.Draw 2 pictures of any activity in the text and write a sentence about it Add ing to these words to make new words. Come, cry, yell, wake, Use any 2 words in a sentence using the present continuous tense. 91 Mini lesson Gr 3-4 Subject: Language Arts Duration: 25 min- Whole class Success Criteria: Pupils will: Write interesting beginnings (leads) for personal and imaginative narrative paragraphs Materials: stories with good introductions, samples of student writing, worksheets Previous Knowledge: Pupils are aware that a paragraph has a beginning, middle and end. Content: The first few lines of any piece of writing are essential because they set the tone and make the reader want to read on. A good opening line should grab the reader’s attention leaving the reader asking questions. This question should invite the reader to keep reading. The more students become aware of effective beginning (hooks) in stories, the more they are able to see the importance of good introductions in their own writing. E.g. of leads: Have you ever had a day when you wished you had stayed in bed? As I rushed out of the house to catch the bus I had no idea what was ahead of me. As I walked joyfully into the woods, I heard a loud bang. I looked around and realized I was on my way to one of the worst days in my life. “Hurry or you’ll be late!” called my mother from the bottom of the stairs. If I had only known what that day would bring, I would have stayed at home. Introduction: Teacher reviews with the pupils the parts of a paragraph e.g. beginning, middle and ending Teacher reads two beginning stories to the pupils, (one with an interesting beginning and one with a boring beginning) then ask pupils which of the stories they would like to listen to? What about this story makes you want to continue to read? Pupils give reasons for their answers Transitional Statement: teacher tells pupils that in the lesson they are going to learn to write good beginnings to stories. Pupils are also told that if they want someone to read their writing the beginning must be interesting. Development Have pupils read their own writing and discuss whether the beginning was interesting or not. Let pupils give reasons for choices. Read an exciting opening paragraph from a short story. Discuss the opening with pupils. Introduce the term “hook” and its purpose of hooking the reader’s interest so that they want to read more. Explain the importance of having an interesting hook or lead in the beginning of a paragraph Ask questions e.g. Are you able to create a picture in your mind? Do you wish to hear the rest of the story? Are you left with questions after listening to the opening sentence/sentences? The teacher works together with pupils to write an interesting opening sentences on the chalkboard Put pupils into groups and 1. Pupils find interesting leads in specific stories from text and share with class. 2. Allow pupils to create their own interesting leads with given topics. (Ensure pupils write different types of opening sentences.) Have pupils read their sentences to the class whilst others respond to the effectiveness in hooking the reader. Conclusion: Write opening sentences on a board and have students evaluate them. (Leads must be appropriate to grade) Assessment: Write 3 opening sentences to any topic on the board. (Pupils may work on) Follow up lessons: Pupils practice in short mini lessons till they are able to write good opening sentences. Similar mini lessons can be used for organizing and writing details, writing conclusions and editing paragraphs. 92 Evaluation: Teacher observes pupils work to see how well they have done and to decide whether more practice is needed before moving on. Mini lesson Gr 3 Duration: 20 min- Small group/whole class Subject: Language Arts Success Criteria: Pupils will: Develop oral expression and fluency through recognition of punctuation in reading selection. PK: Most pupils are able to identify sight words at their grade level and above. Material: Any grade level reading text or other book, where each child has access to a copy, a story with lots of dialogue and a variety of sentence and different punctuation marks, tape recorder, list of grade level sight words, fluency rubric Content: Fluency is the ability to read, speak, or write easily, smoothly, and expressively. Introduction: The teacher lets 2 pupils read text. One reads slow the other reads faster. Let pupils tell which reader they understood best and why. T.S: Tell pupils what the lesson is going to be about and the purpose for it. Development: Explain that fluency is not the same as speed. Even though somebody may read very quickly, that does not necessarily mean that he or she understands what the text says. Tell students that somebody who reads with expression, or feeling, and with an understanding of the text, is a fluent reader. Teacher models and read aloud a passage with proper expression, rate and intonation. Let pupils use a rubric to evaluate the teacher. Discuss the purpose of the different punctuation marks in the passage during reading. Discuss proper expression for each mark and have students model together. Focus on quotation marks, the purpose of it and the tone of voice that needs to be used. Pupils practice reading list of words and phrases then passages at their reading level in pairs and assess their peers using a rubric. Teacher monitor above average pupils do repeated reading with higher level passages Allow volunteers to demonstrate reading fluently in front of the class. Record pupils reading and playback to the class. Conclusion: Tell students that the best way to become a more fluent reader is to practice. Let pupils talk about their experience when they listen to themselves. Assessment: 1. Pupils read in pairs using a rubric (one reads the other listens) 2. Pupils read in front of the class and other pupils asses using a rubric 3. Record pupils’ voices and play for the class to assess. Evaluation: Teacher evaluates pupils’ progress. In follow up lessons teacher can question pupils to assess comprehension of passages read. 93 Texts Used in the Guide San Francisco Earthquake (MAKING CONNECTIONS READING Huge fires are burning everywhere. Houses on the street have COMPREHENSION SKILLS & STRATEGIES- TEACHER’S EDITION burned down. There’s no electricity or gas. I heard Dad talking to BK. 3 the mayor. He told Dad that there is more damage from the fires San Francisco Earthquake than from the earthquake itself. April 18, 1906 When I woke up my bed was moving! Books were falling off the I miss my friends and I’m worried about them. There is no school so shelves. I pulled the covers over my head. Then I heard my Mom I don’t know how everyone is doing. Most of the stores aren’t open. and Dad calling me. I jumped up and we raced downstairs. Some of Mom has to wait in line to get food. Then she has to cook on a little the furniture had fallen over. Mom’s favorite plates were all smashed fire out in the streets. It’s hard living like this. on the floor. April 20, 1906 I could hear dogs howling outside so I ran to the window. The sun was just coming up, I could see big cracks and holes in the There’s still no electricity so there are no lights. The mayor said pavement. Some houses had fallen down! Dad went outside. everyone should stay indoors at night. The fires look spooky in the People in their night clothes were out in the street. dark. Soldiers and police are helping to fight the fires. Lots of people are hurt, and the hospitals are full. Everyone was yelling and crying. When Dad came back he told us there was an earthquake, maybe the biggest earthquake ever! April 22, 1906 April 19, 1906 Lots of people don’t have homes or belongings anymore. They are Everyone is shaken up. This earthquake was really, really bad. We living in tents. Soldiers are giving them food and blankets. still feel little tremors every now and again. Thousands of volunteers are helping to get things back to normal. We are starting to rebuild out city. However it will take a lot of time That’s Rubbish! (MAKING CONNECTIONS READING COMPREHENSION SKILLS & STRATEGIES- TEACHER’S EDITION BK.2 Piney Acres Campground Anywhere, USA To Whom It May Concern: I have just returned from a camping vacation at Piney Acres. I will never go back there again! People were throwing their litter onto the ground. I was shocked that campground was so dirty. I think your campers must be the most careless people in the world! I believe people who drop litter onto the ground and into lakes and rivers don’t care about nature. Litter can harm fish, birds, and small animals. Broken glass that is lift on the ground can even cause forest fires! I think people who litter should be banned form Piney Acres and all other campground. You must tell your campers to think about litter. It is pollution, and pollution is bad for our planet! It is one of the biggest problems in the world today. What are you going to do about it? Thank you for your time. Woody B. Klee 94 The Food We Eat – Kira Freed ( www.readinga-z.com) There are many kinds of food. Where does food come from? It all Where do French fries come from? (French fries are called “chips” in comes from plants and animals. Great Britain and in some other countries around the world.) French fries are made from potatoes. Most people think potatoes are part of the potato plant’s root. They are really part of the stem that grows below the ground. Where does juice come from? Orange juice comes from oranges. Oranges grow on orange trees. Where does hamburger meat come from? Hamburger meat is made from beef. Beef comes from cattle. Where does milk come from? Milk comes from cows. Cows are animals. Where does popcorn come from? Popcorn comes from corn. Corn is a seed from a corn plant. Where do bagels come from? Bagels come from wheat. Wheat Where does cheese come from? Cheese is made from milk. Milk grows from the seeds of a plant. comes from cows. Where does pizza come from? The crust is made from wheat. The Where do omelets come from? sauce is made from tomatoes. The cheese is made from milk. The Omelets are made from eggs. Eggs come from chickens. pepperoni comes from a pig. Pizza comes from plants and animals. 95 Sample Language Arts Test (The purpose of this test is to give teachers ideas of items that could make up an end of unit/term test. Secret Friends By Nanette McLane 2. Father does not think he can do anything to stop what is happening because Drina stood quietly beside her father. She sighed. “I love it here,” she A. he is too old. said about the family’s farm in Veracruz, Mexico. Then she frowned B. he and Drina are poor. as she heard the buzzing of chainsaws in the distance. She looked C. Drina will be late for school. up at her father. “What are they doing?” asked Drina. “They are D. he does not own the forest. destroying our forest,” answered Father sadly. “Hundreds of trees will 3. What time did the story take place? soon be gone.” “Then we must stop them,” said Drina. “You and me? A. In the morning What can we do, eh? We don’t own the forest.” Father sounded tired. B. At midnight “Besides, I have to get to work, and you need to get to school.” C. In the evening D. Late afternoon Drina knows her father was probably right, but she felt strongly that 4. Which sentence best describes Drina? someone had to do something to preserve the trees. As she headed A. She is always late for school. off to school, she decided to take the shortcut through the woods so B. She does not like living on a farm. she would not be late. She was thinking hard as she hurried along. C. She cares about the world around her. “Drina,” said a voice. Drina stopped suddenly and looked around. D. She likes to play make-believe. She saw no one “Up here,” said the voice. When Drina looked up, the 5. Which of these things could happen in real life? tree she saw seemed to have a face. “Yes, Drina, you did hear me A. A girl walks through the woods. talking. We trees know that you care about us. You have to help us!” B. A tree talks to a girl. it took a minute for Drina to recover form the shock of a tree talking to C. A chainsaw yells at a tree. her. D. A tree smiles at another tree. Finally she said, “What can I do?” “Talk to all the children at school, 6. The story says. “Someone had to do something to preserve the and have them talk to their parents. Persuade everyone to walk trees.” Preserve means together in the forest and stay there until the tree-cutting stops.” A escape B save C love D feed Drina thought about that a minute. Then she looked up at the tree again. But there was no one there. Just the trees. “I must have 7. The story says “It took a minute.” Which word has the same imagined it,” she thought. “Trees can’t talk…..or can they?” As she vowel sound as took? hurried on down the path, she smiled to herself. “Now I know what I A know B work C down D stood can do,” she thought. “I’ll get started as soon as I get to school.” 8. The story says, “She saw no one.” Which word has the same Read the story and circle the letter close to the correct answer consonant sound as the underlined letter in saw? A was B buzzing C voice D path 1. What is happening to the forest? 9. Which word from the story is a compound word? A. The trees are getting too tall. A finally B shortcut C destroying D recover B. Someone is cutting down the trees. C. The trees are changing into people. 10. which part of the story could not really happen? D. All the birds and animals are leaving. 11. What will Drina most likely do when she gets to school? 96 Read the poem and answer the questions Responding to Text . (advance pupils) 1.Think about the story you have just read. Write a paragraph telling how you can help to save the trees in the forest. State a main idea and write sentences to support it. Write the paragraph for your teacher to read. Daddy Fell into the Pond by Alfred Noyes 2. Think of the story read to you. Draw pictures to show how you can help save the trees in the forest. Write sentences to tell about your Everyone grumbled. The sky was grey. pictures. (slower pupils) We had nothing to do and nothing to say. We were nearing the end of a dismal day, Use the poster/advertisement to answer the questions And then there seemed to be nothing beyond, Then, Daddy fell into the pond! And everyone’s face grew merry and bright, And Timothy danced for sheer delight. “Give me the camera, quick, oh quick! He’s crawling out of the duckweed!” Click! For limited time only a huge LOGOS SHIP will visit Then the gardener suddenly slapped his knee, Dominica selling great books and having fun shows And doubled up, shaking silently, for kids. The ship will be available from May 22 to And the ducks all quacked as if they were daft, 30, 2010. The first fifty people to get on board will And it sounded as if the old drake laughed. get free books and other great prizes. Don’t miss a Oh, there wasn’t a thing that didn’t respond chance to buy great books of all subjects and to have When, Daddy fell into the pond! fun, fun, fun! Hurry! Visit the LOGOS SHIP. You won’t regret it! 1. Who was the speaker in the poem? 2. What was the author’s mood at the beginning of the poem? 3. What do you think was the author’s purpose for writing the poem? 1. What does this poster/advertisement wants readers to do? 4. Identify 2 pairs of rhyming words from the poem. 2. What would be the benefit of going early on the boat on May 5. Identify a figurative speech in the last stanza of the poem. 22? 3. What does the word limited means? 4. What words or phrases are used to persuade readers? 5. How many days will the ship be in Dominica? 6. Where do you think you would find such advertisement? 97 4. Find the root word of each underlined word. a. replace 1. Read the passage. Choose the word or words that best fit in re rep place lace each numbered blank. b. disappear pear appear dis ear My grandfather and I went to the circus. We saw three clowns 5. Choose the correct form of the word that best fits in the dressed up as _______. They ________ around in circles and sentence. 1 2 a. I _______________ to call you last night. playing tricks on each other. All of a sudden, one clown _____ tried tryed try trying 3 into a big balloon. Then the balloon went off. The clown flew b. The bus will be ______________ at the bus-stop. stopped stoping stop stopping through the air and landed ________ in a net. It was a great stunt! 4 stone’s stonees stones 1. child childs children childrens c. The __________ stole our money. 2. running was running were running runned thiefs thief’s thieves thiefes 3. jumping jumped jump will jump 4. most safe safer safest safely d. The cat caught two___________. mices mice mouse mousse 2. Find the word that has the same sound as the underlined letter/letters. 6. Choose a pronoun to complete the sentence Mr. John called sally. He wanted to speak with . b. hand she her him them need done wind pants 7. Choose the correct order for the following sentences. c. cry stay lie you crib 1. Then pull any weeds. 2. Next, water the seeds each day. 3. Read the underlined word. Choose the word that can be 3. First, plant the seeds in the shade. added to it to form a compound word. 4. The seeds will grow into pretty flowers a. cup a. 4 - 1 - 3 - 2 milk day cake spill b. 2 - 3 - 1 - 4 c. 3 - 2 - 1 - 4 b. play d. 1 - 3 - 2 - 4 pen boat baby one 98 8. Choose the word or phrase that best completes the sentence. 11. Which part of the sentence has a capitalization error? The movie __________ already. We drove mrs. [ Wilkins to the ] school picnic [ last weekend a. has begun A B C D b. have begun c. were beginning 12. We _______________ packed our bags yet. d. is begun havenot havent' have'nt haven't 9. A picture tells many different stories to many different people. 13. Which of these is not a sentence? People can look at a picture and write their own words. e. Camping is fun. f. The trees are tall. Circle the main idea g. We hike through the woods. a. Pictures are made from film. h. Camping in the pine forest. b. You need a camera to take pictures. c. Photographers are able to create a story without words. 14. My friend moved from Antigua. d. Photography is a difficult hobby. In the sentence Antigua is 10. Choose the sentence that is written correctly. an adverb pronoun adjective proper noun a. She gone to the post office. b. She going to the post office. 15. Which sentence has the correct punctuation? c. She went to the post office. d. She go to the post office a. Bob, asked Did you see my new bike? b. Bob asked, “Did you see my new bike? 11. Which part of the sentence has a capitalization error? c. Bob asked, “Did you see my new bike?” d. Bob, asked “Did you see my new bike?” We drove mrs. [ Wilkins to the ] school picnic [ last weekend A B C D 16. Looking for information about insects in a science book, where would one most likely find a page number about insects? 12. We _______________ packed our bags yet. Glossary index title page front cover havenot havent' have'nt haven't 17. The man said, “where are you going?” 13. Which of these is not a sentence? a. Camping is fun. Which word in this sentence should be capitalized? b. The trees are tall. Man said where you c. We hike through the woods. d. Camping in the pine forest. 18. Which word is spelt correctly? a. batterys batteris batteries batteryes 99 19. If your mother says to you, "Your room is a “junk pile!" what does 24. It was strange to see an open door in the uninhabited house. she mean? Uninhabited means: a. She thinks your room is arranged neatly. a. a helpless or difficult position b. She thinks you have a beautiful room. b. having no people living there c. She thinks your room is messy. c. belonging to someone d. She thinks your room is small. 25. Since no one signed up for the school talent show, the teachers 20. Yesterday the sun went away, the sky grew dark, big black decided to cancel it and try again next year. What is the cause? clouds puffed up in the sky, and the wind began to blow. What do you predict happened next? a. they canceled the show b. no one signed up for the school talent show a. It became a sunny day. c. they will try again next year b. It was about to be day time. d. many kids signed up for the talent show c. A thunderstorm came and it began to rain. d. It was nighttime. Look at these signs and choose the best answer. 21. Which statement is a fact? a. Ladybugs are cute insects. b. A rock is hard. c. We live in a lovely neighbourhood. d. Mr. Joe is a mean old man. 26. This sign says 22. A person on TV says you should shop at Astaphans because a. children must smoke they have the cheapest prices on shoes. The person’s purpose for b. no smoking making this statement is to: c. smoking is fun d. I don’t like to smoke entertain persuade inform confuse 23. A story that is funny or silly is trying to ___ you. entertain persuade inform scare 100 27. Where would you most likely see this sign? a. on the door of a classroom b. on the beach c. in a shop d. on the door of a toilet used by males 30. The best activity that can take place using items from this picture is: cooking driving recycling replaying Edit the paragraph. Look for errors in spelling, capital letter, possessive nouns, verb tense, homophone, contraction, and quotation marks 28. This sign is most likely saying a. do not litter Hannah wanted to scare her liddle brother. First she put on a green b. boys must not litter dragon mask. The she hided behind the couch and waits for her c. put only paper in the bin brother too come home. when he waked in the door, hannah jumpt d. do not put paper in the bin out from behind the couch and yelled, Boo! Hannahs brother didnt jump. He didn’t even look scared at all. he just smiled and said, “Oh hello Hannah.” Writing Choose one topic to write about. 1. Think about something that happened to you during the school year. It might have been something you enjoyed, learned, or made 29. Where would you most likely see this sign? you feel embarrassed. Write a personal narrative telling what a. on a skating board happened. Tell what you did and how you felt. b. on the side of the road c. where there is a wet floor in a hotel 2. Think about a place in your community or country where you like d. inside your house to go. It might be a beach, play ground, shopping centre or any kind of place. Write a description of the place. Tell what it looks like and what you can see there. Use your senses to describe. Think of the person you want to read your writing 101 Listening & Speaking Teacher dictates a story whilst the pupils record. 102 Reading Comprehension Reading Comprehension Skills Reading comprehension is the process of constructing meaning from Finding the main idea text. The process of comprehending involves decoding the writer's Recognizing supporting details words and then using background knowledge to construct an Distinguishing between fact and opinion approximate understanding of the writer's message. Identifying an author's purpose and/or viewpoint Compare and contrasting Putting events in sequential and/or chronological order Comprehension entails three elements: Identifying causes and their effects Using context clues • The reader (capacities, abilities, knowledge, and Word deconstruction using prefixes, root words, and suffixes experiences that a person brings to the act of reading ) Meaning through connotation or denotation of words • The text (any printed text or electronic text ) Drawing logical conclusions • The activity (purposes, processes, and consequences Making inferences associated with the act of Reading) Meaning through figurative language Analyzing viewpoint through word choice Different levels of comprehension Making predictions Summarizing (a) Literal comprehension skills (e.g., identifying explicitly stated main Identifying a theme ideas, details, sequence, cause-effect relationships, and patterns) Interpreting a literary symbol Identifying tone and mood (b) inferential comprehension skills (e.g., inferring main ideas, details, Interpreting data in a graph or chart comparisons, cause-effect relationships not explicitly stated; drawing conclusions or generalizations from a text; predicting outcomes); and (c) evaluative comprehension skills (e.g., recognizing instances of Strategies to Teach Text Comprehension bias and unsupported inferences in texts; detecting faulty reasoning; Comprehension strategies are conscious plans — sets of steps that distinguishing between facts and opinions; reacting to a text’s good readers use to make sense of text. Comprehension strategy content, characters, and use of language). instruction helps students become purposeful, active readers who are in control of their own reading comprehension. Activating Prior Knowledge Monitoring Comprehension Using Graphic organizers Asking and Answering Questions Visualizing Summarizing 103 Predicting Inferring Recognizing story structure/Structure of informational text 1. Activating Background Knowledge Relevant background knowledge, prior knowledge, or just plain experience, help students make connections to self, text and to the 2. Monitoring comprehension wider world, which increase their comprehension. Good readers Monitoring comprehension is the ability of a reader to be aware, while constantly try to make sense out of what they read by seeing how it reading, whether a text is making sense or not. Comprehension fits with what they already know. When we help students make those monitoring instruction teaches students to: connections before, during, and after they read, we are teaching Be aware of what they do understand them a critical comprehension strategy that the best readers use almost unconsciously. Identify what they do not understand Use appropriate strategies to resolve problems in Making Connections comprehension Children make personal connections (something that reminds him/her of something from personal experience or memory e.g Before reading, they might clarify their purpose for reading and character, problem etc) with the text by using their schema preview the text. During reading, they might monitor their (background knowledge). There are three main types of connections understanding, adjusting their reading speed to fit the difficulty of the we make while reading text. text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read. • Text-to-Self (T-S) refers to connections made between the text and the reader's personal experience. • Text-to-Text (T-T) refers to connections made between a text Students may use several comprehension monitoring strategies being read to a text that was previously read. • Text-to-World (T-W) refers to connections made between a Identify where the difficulty occurs text being read and something that occurs in the world. Identify what the difficulty is Restate the difficult sentence or passage in their own words K-W-L Strategy Look back through the text K-W-L is an introductory strategy that provides a structure for Look forward in the text for information that might help them recalling what students know about a topic, noting what students to resolve the difficulty want to know, and finally listing what has been learned and is yet to be learned. Self-monitoring prompts - Does this make sense? - Do I know what all the words mean? What is its purpose?The K-W-L strategy allows students to take Was my prediction correct? Why or why not? inventory of what they already know and what they want to know. - Can I picture in my mind what is happening? 104 Students can categorize information about the topic that they expect - What do I think will happen next? to use. Fix Up Strategies – Story Map Used to chart the story structure. These can be organized - Re-read the sentence or paragraph into fiction and nonfiction text structures. For example, defining - Read a sentence or two ahead characters, setting, events, problem, and resolution in a fiction story; - Re-tell in my own words what I just read. however in a nonfiction story, main idea and details would be identified. 3 Graphic and semantic organizers Storyboard/Chain of Events Used to order or sequence events within a text. For example, listing Graphic organizers illustrate concepts and relationships between the steps for brushing your teeth. concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or Cause/Effect clusters. Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to painful sunburn. Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic 4. Asking and Answering questions organizers help students read and understand textbooks and picture Questions can be effective because they: books. Give students a purpose for reading Graphic organizers can: Focus students' attention on what they are to learn Help students focus on text structure "differences between fiction Help students to think actively as they read and nonfiction" as they read Encourage students to monitor their comprehension Provide students with tools they can use to examine and show Help students to review content and relate what they have relationships in a text learned to what they already know Help students write well-organized summaries of a text The primary focus of effective questioning is to develop students’ text support other text comprehension strategies comprehension skills and not a means of assessing comprehension. Examples Questions that can be asked: What do you noticed about the author? Venn-Diagrams When did you make a connection? Used to compare or contrast information from two sources. E.g. What do you think was important? What was this mostly about? 105 comparing two Dr. Seuss books. What were you able to picture in your mind? What did you wonder about? Generating questions Examples of questions By generating questions, students become aware of whether they can answer the questions and if they understand what they are “Kathlyn burst her head on a stone when she fell at the reading. Students learn to ask themselves questions that require playground. She also bruised her knee. Her mother nursed her them to combine information from different segments of text. For at home.” example, students can be taught to ask main idea questions that relate to important information in a text. "Right There" On what did Kathlyn hit her head? "Think and Search" How was Kathlyn hurt? QAR Strategy "Author and You" Was Kathlyn badly hurt? Give reason. The Question-Answer Relationship strategy (QAR) encourages "On Your Own" What do you think caused Kathlyn to fall? students to learn how to answer questions better. e.g. There are four different types of questions: 5. Visualizing- mental Imagery (think aloud) More than just visualizing, imaging helps readers to "Right There" Questions found right in the text that ask students to create and organized sensory and conceptual images to find the one right answer located in one place as a word or a process and understands text. sentence in the passage. Visualization helps readers engage with text in ways that "Think and Search" make it personal and memorable. Questions based on the recall of facts that can be found directly in Readers adapt their images as they continue to read. the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer. 6. Summarizing Summarizing requires students to determine what is important in "Author and You" what they are reading and to put it into their own words. Instruction in Questions require students to use what they already know, with what summarizing helps students: they have learned from reading the text. Student's must understand Identify or generate main ideas the text and relate it to their prior knowledge before answering the question. Connect the main or central ideas Eliminate unnecessary information "On Your Own" Look for information that are repeated Questions are answered based on a student’s prior knowledge and Focus on key details 106 experiences. Reading the text may not be helpful to them when Break down larger ideas answering this type of question. 7. Inferring & Predicting Inferring - Forming a conclusion about the author’s meaning using background knowledge and clues from text. Usually referred to as During reading ask "reading between the lines". How is the setting important to the story? Predicting - Using information from graphics, text, and experiences What can we learn about the characters from what they say and to anticipate what will be read and to actively enhance and adjust do? comprehension while reading. What problems does the character have to solve? What is the most important event? • Predictions give students motivation and purpose for reading Did you make a picture in your mind while reading? • Using information from graphics, text, and experiences to Describe the picture and tell the words that helped to give you anticipate what will be read and to actively enhance and this picture adjust comprehension while reading. Can you relate any part of this story to an event in your life? What do you think is going to happen next in the story?, why? 8. Recognizing story structure/structure of informational text Narrative Text Informational Text After reading ask • Character • Important points • Setting • Logical order How is the setting important to the story? • Problem • Conclusion What can we learn about the characters from what they say and • Event do? • Resolution What problems does the character have to solve? What is the most important event? Did you make a picture in your mind while reading? Describe the picture and tell the words that helped to give you Three Stages of Reading this picture Can you relate any part of this story to an event in your life? Before reading ask What do you think is going to happen next in the story?, why? What can you predict about the story from the front and back cover of the book? What does the title tell you about the story? Who or What do you predict the story will be about and why? Where and when do you think the story will take place? What other stories have you read that are like this one? 107 What questions do you have about this story? A PARAGRAPH SUPPORTING DETAILS A paragraph is a group of related sentences, which develop one main The supporting details in a paragraph must do the following: idea or topic. It contains the topic sentence, supporting details and concluding. Give specific details, facts, or examples to support, prove, or explain the main idea of the paragraph. HOW IS A PARAGRAPH STRUCTURED? Be as descriptive and interesting as possible. Explain or define any terms the reader may not know. TOPIC SENTENCE Be relevant to the main idea of the paragraph. This is usually it is the first sentence in the paragraph, but not necessarily. It may come after a transition sentence; it may even CLOSING SENTENCE come at the end of a paragraph. The topic sentence expresses the main idea. The main idea of the topic sentence controls the rest of A good closing sentence must do the following: the paragraph. Restate the main idea of the paragraph using different words. A good topic sentence must do the following: Remind the reader of the writer's feeling about the topic. Appear at the end of the paragraph. Provide one relevant idea about the topic of the paper State something specific about the topic of the paper. Introduce the main idea of the paragraph. Genres of Writing Give the reader an idea of what the rest of the paragraph will cover. NARRATIVE a genre of writing that entertains or tells a story or relay a sequence of events. Generally, these events are told in Topic sentences are not the only way to organize a paragraph, and chronological order that is the order in which they happened. not all paragraphs need a topic sentence. For example, paragraphs However a narrative paragraph most often tells a story in order to that describe, narrate, or detail the steps in an experiment do not illustrate or demonstrate a point. Some of the text types include: usually need topic sentences. They are useful, however, in adventure, fairy tale, fantasy, mystery, personal narrative, realistic paragraphs that analyze and argue. They are particularly useful for fiction, and science fiction. writers who have difficulty developing focused, unified paragraphs (i.e. writers who tend to waffle). Topic sentences help these writers Poetry- Poetic writing is a written art form that helps the writer develop a main idea for their paragraphs and most importantly stay express an imaginative awareness and arranged to create a specific focused. Topic sentences also help guide the reader through emotional response sometimes employing the use of repetition, meter, and rhyme. 108 complex arguments. EXPOSITORY a genre of writing that informs, describes, or explains with text types that include: autobiography, biography, descriptive, essay, informational report, and media article. Traits of writing http://writing.pppst.com/6traits.html Types of Expository Writing The Six Traits of writing ideas, organization, voice sentence Recount—a recount may be personal or factual but is generally a fluency, word choice, and conventions are the qualities that story or report that is known to be true. Examples may include teachers, writers, and readers think are important in good writing. newspaper reports and stories about people or events that have The purpose of using Six Traits is to give teachers and students the happened to them. same language and expectations of writing. We want students to transfer the writing skills they have developed in their language arts Persuasive a genre of writing that attempts to convince readers to classes to writing whenever it’s used, not just within their language embrace a particular point of view with text types that include: arts experience. advertisement, editorial, persuasive essay, political cartoon, pro/con, and review Ideas A paper with good ideas is clear, focused and holds the reader’s Procedural a genre of writing that explains the instructions or attention. Ideas are the heart of the message. They are the reason directions for completing a task with text types that include: we are writing experiment, how to, and recipe. • Ideas are the heart of any piece of writing • It’s all about the information Explanation—An explanation text is used to explain a process such • Ideas paint pictures in a reader’s mind as how something works. It may involve explaining a series of steps • Informational text becomes reader-friendly involved in why something happens and what happens. This is • Ideas demonstrate clarity, focus, sense of purpose sometimes called ‘cause’ and ‘effect’. An example may also include using a picture or a flow chart. Checklist for encouraging good ideas: • Is my message clear? Transactional a genre of writing that serves as a communication of • Do I know enough about my topic? ideas and information between individuals with text types that • Is it interesting? include: business letter, friendly email, friendly letter, interview, • Is my topic “small” and focused? invitation, postcard, speeches • Did I show what was happening? Descriptive: Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. 109 Checklist for encouraging proper use of words Organization • Will my reader understand my words? Organization is the internal structure of the piece of writing. It gives • Were my words accurate, original, and just right? direction to all writing by drawing the reader in. It enhances and • Did I use energetic verbs? showcases the central theme or storyline. Everything fits together like • Did I use language that painted a picture? a puzzle, leaving the reader with something to think about. Sentence fluency Checklist for encouraging good organization Sentence Fluency gives our writing rhythm with an easy flow when • Does my paper have a good opening that captures the reading aloud. Sentences are well built with strong and varied reader’s attention? structures. Sentences are clear and powerful. As our writing skills • Are my ideas in the best order? grow, we learn new ways to “sculpt” our writing. • Does my paper have a strong ending? Punctuate. Periods are a good thing! • Is the writing easy to follow? A well-laid-out road map? Checklist for encouraging good sentence structure. Voice • How does my writing sound when read aloud? The voice is the heart and soul, the magic, the wit, along with the • Do my sentences begin in different ways? feeling and conviction of the individual writer coming out through the • Are some sentences long and some short? words. Voice gives writing personality, flavor and style. In a paper with strong voice, the writer speaks directly to the reader and is Conventions sensitive to the reader’s needs. Once our writing is revised, we are ready to edit and proofread. It’s like wrapping a package - we want to prepare our writing so others Checklist for encouraging good voice in writing can read and enjoy it. • Does this writing sound like me? Conventions deal with fixing our work (e.g. grammar, capitalization, • Did I say what I think and feel? punctuation, usage, spelling, paragraphing) so that our work is as • Does my writing have energy and passion? error-free as possible • Is it appropriate for my audience and purpose? Editing & revising for conventions Word choice Word choice is the use of rich, colorful, precise language that moves • Use of proper format (indentation, margins, spacing, etc.) and enlightens the reader. It makes the writing come alive. • Correct use of capitalization, punctuation and spelling • Maintain verb tense and subject verb agreement throughout Word choice is clear, precise and colorful composition • Find the word that is ‘just right’ • Use homophones and other vocabulary correctly 110 • Stretch to use new, interesting words • Think verbs, verbs, verbs (use high energy words) • Eliminate tired words Checklist for encouraging good writing convention Reason • Did I paragraph correctly? • Is my spelling correct? Used if you want to make someone believe something or do • Did I correctly use periods, question marks, commas, something. Have students write about something they feel strongly quotation marks, and other punctuation marks? about. • Did I use capital letters correctly? • Did I use correct grammar? The best book The best book I have read in class this year was Beowolf. I like this Organizing a Paragraph book because it took place in the Middle Ages. I like books in those times because of the dragons, monsters, and a hero. In Beowolf the Source - Writing Skills by (Diana Hanbury) monsters were mean, but also had feelings. Beowolf is a fantasy novel and I like fantasy stories. It has a good story and a surprise There are several ways to organize your writing. Not every pattern ending. I didn’t expect the ending would be different than what I had will work for every writer or for every piece of writing. It is important to guessed, but it was. These are the reasons why I like this book and organize the writing in an order that is interesting, but more why I am glad we read it in class. importantly it must be logical. In other words, it has to make sense to the reader. Everything must fit together, much like the pieces of a Example Writing puzzle. One of the most important types of writing for students to learn. Specific, concrete, carefully selected examples are important to all Examples good writing. Process We help our family In this type of order, a sequence of actions is described. It instructs My brother and I help around the house. First, we take care of our the reader on how to do something. It is basically a set of directions. pets. We have a bunny named Lucky. I am usually the one who Owner's manuals and cookbooks are organized in this pattern feeds him. I let him exercise out of his cage. Matt has a bird named Ike. He cleans out his cage and cleans his water. Next, we help at mealtimes. We set the table. We clear the plates and put them in the From caterpillar to butterfly sink for Mom and Dad to wash them. Finally we keep the house The life cycle of the butterfly has four stages. Butterflies begin life as spotless. If we take our shoes off, we put them in the shoe basket. If an egg. Then, the egg hatches into a tiny larva. Larva is another word we play with one of our toys, we put it back where it belongs. At the for caterpillar. The larva eats and grows. Next, the larva attaches end of the day we put our dirty clothes in the dirty clothes basket. itself to a branch or a twig and forms a hard outer shell called a 111 chrysalis. This is also called a pupa, or cocoon. Finally, the butterfly Matt and I have a busy life, but our family needs our help. matures and breaks out of its cocoon. Butterflies are just one of the many living things that change as they grow. Persuasion Persuasion – a special kind of reason paragraph. The task is to Comparison and contrast persuade someone to think in a certain way, to feel strongly about something or to take a certain course of action. The arguments need Write about one thing and then about another to be convincing and powerful. Audience is particularly important in List similarities and then list differences persuasive writing because the writer must choose arguments that Compare things by point. are most likely to influence the reader. Although they are sisters, Jennifer and Jessica are complete A kitten opposites. Jennifer enjoys playing sports, while Jessica would rather I know we can’t have a dog because no one is at home during the watch. Jennifer has no interest in playing a musical instrument, while day to take care of it. But y couldn’t I have a kitten? Kittens can be Jessica is the first chair violinist. Jennifer listens to new age music, alone all day. I would feet it and empty its litter box every day. It could while Jessica prefers country. Jennifer’s favorite subject is English, sleep in my room and keep me company at night. It wouldn’t even and Jessica’s favorite is math. Jennifer likes to curl up in a chair on a cost us anything if we adopted a kitten form animal shelter. We could rainy day and read a good book , but Jessica would rather sleep all give a kitten a good home. day. No one would ever guess that they are actually twins. Descriptive Narrative Descriptive – descriptive through sensory details. Put yourself in the When beginning narrative with young students ask them to first write picture. down the main points or the 5 Ws e.g. who was involved. What happened? Where did it happen? When did it happen? Why was it My pet turtle. important? A turtle can be lots of fun. My turtle is green and scaly. He has a fumy mouth. It always looks like he is smiling. He sleeps on a rock The Robber and when he wakes up he dives into the water. It makes a loud Ann suddenly woke up from a deep sleep. She couldn’t figure out splash. I like to watch him through the clear glass of his tank what time it was. She slowly got out of be and went to the window. She heard a loud pounding noise coming from under it. She looked Cause and effect order outside and saw a man jumping from the window. He was carrying a In this type of order, the cause (or reason) is usually discussed first. bag under his arm. Ann shouted “thief, thief.” The man started to run. This then leads to a discussion of the effect (or result.) Ann quickly ran downstairs and was about to leave the house when she saw a policeman holding a man at the back of his pants. They Because toys have become electronic devices, some children today were walking towards the house. The man had Ann’s lunch bag in his are unable to entertain themselves. Gone are the days when children hand. As they came closer Ann could not believe who the man was. invented their own adventures and used sticks as swords. cookie She opened her eyes and mouth wide in disbelief. sheets as armor, and refrigerator box as a fortress to defend. The electronic age has delivered children all sorts of gadgets and gizmos Writing – Mini lesson The mini-lesson is an essential component of the writing model. It is 112 that are supposed to be realistic. Some toys even have buttons to an opportunity for the teacher to introduce or revisit a writing practice. push so prerecorded messages can be played to begin scripted Mini-lessons can provide instruction or strategies for following adventures that require no imagination. No imagination? No wonder procedures, brainstorming ideas, choosing the elements of craft, some children today have short attention spans creating interesting beginnings and conclusions, creating titles, revising, editing or publishing work. Dolch Sight Word List Preprimer Primer First Second Third a all after always about and am again around better away are an because bring big at any been carry blue ate as before clean can be ask best cut come black by both done down brown could buy draw find but every call drink for came fly cold eight funny did from does fall go do give don't far help eat going fast full hers four had first got I get has five grow in good her found hold is has him gave hot it he how goes hurt jump into just green if little like know its keep look must let made kind make new live many laugh me no may off light my now of or long not on old pull much one our once read myself 113 play out open right never red please over sing only run pretty put sit own said ran round sleep pick see ride some tell seven the saw stop their shall three say take these show to she thank those six two so them upon small up soon then us start we that think use ten yellow there walk very today you they where wash together this when which try too why warm under wish want work was would well write went your what white who will with yes