k-6 language arts


.	This is a TEMPLATE for a typical kindergartener's class. The orange headings are the same headings you will see in WINGS. Parents are not only encouraged, but are requested to personalize the class for their student. You may cut and paste each section (under the heading) into the appropriate box in WINGS - then you can delete any sections that don't apply and add anything you'd like to include. Please check with your SLPC if you have any questions.
.	Class Title:
.	Language Arts
.	Subject :
.	Language Arts
.	Description and Learning Materials:
.	Student will begin to write clearly and effectively with an emphasis on exposure to the 6 Traits of Writing (Ideas/Content, Word Choice, Organization, Sentence Fluency, Conventions, Voice). Student will begin to use and understand the writing process. Writing topics will be integrated with other academic areas or come directly from student’s personal experiences. Reading will be done independently and aloud each day, spelling words will be worked on weekly with a goal of mastery. Materials may include but are not limited to: 6 Trait rubric, writing process poster, trade books, journals, draft books and games.
.	Learning Goals/EALRs:
.	Student will begin to write clearly and effectively: • Record ideas and feelings using pictures and/or words • Choose topics and ideas to share with others • Write letters, favorite words, and own name legibly • Write from left to right, top to bottom • Use capital and lower case letters appropriately • Use spaces between letters and words • Use letter knowledge to spell phonetically • Write recognizable letters to represent words. • Use pictures and print to convey meaning. • Copy signs, labels, names, and words (environmental print). • Build a repertoire of some conventionally-spelled 2 or 3 letter words • Demonstrate understanding of letter/sound relationship. • Match letters to sounds. • Use beginning and ending consonants to make words. Student will write in a variety of forms for different audiences and purposes: • Write for self, friends, and family • Write or draws to tell a story • Retell own experiences orally • Label drawing Understands and uses the steps of the writing process: • Pre-write: brainstorm and share ideas • Draft: draw a picture to tell a story and dictate a story • Revise: share "writing" with others to add additional ideas • Edit: accept help from adults and peers • Publish: share with friends and family Analyzes and evaluates the effectiveness of written work: • Identify changes in drawings and writing over time • Respond to the drawings/writing of others with relevant comments, compliments, or questions • Make changes to own work in response to questions or suggestions • Begin to read own writing. • See self as writer. • Take risks with writing. EALRs for Writing: 1. The student understands and uses a writing process. To meet this standard, the student: 1.1. Prewrites to generate ideas and plan writing. 1.2. Produces draft(s). 1.3. Revises to improve text. 1.4. Edits text. 1.5. Publishes text to share with audience. 1.6. Adjusts writing process as necessary. 2. The student writes in a variety of forms for different audiences and purposes. To meet this standard, the student: 2.1. Adapts writing for a variety of audiences. 2.2. Writes for different purposes. 2.3. Writes in a variety of forms/genres. 2.4. Writes for career applications. 3. The student writes clearly and effectively. To meet this standard, the student will: 3.1. Develops ideas and organizes writing. 3.2. Uses appropriate style. 3.3. Knows and applies appropriate grade level writing conventions. 4. The student analyzes and evaluates the effectiveness of written work. To meet this standard, the student will: 4.1. Analyzes and evaluates others’ and own writing. 4.2. Sets goals for improvement. Student will read appropriately for grade level or beyond Student will develop an enjoyment for reading Student will master new spelling words each week 1: The student understands and uses different skills and strategies to read. 1.1 Use word recognition skills and strategies to read and comprehend text. 1.2 Use vocabulary (word meaning) strategies to comprehend text. 1.3 Build vocabulary through wide reading. 1.4 Apply word recognition skills and strategies to read fluently. 2: The student understands the meaning of what is read. 2.1 Demonstrate evidence of reading comprehension. 2.2 Understand and apply knowledge of text components to comprehend text. 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. 3: The student reads different materials for a variety of purposes. 3.1 Read to learn new information. 3.2 Read to perform a task. 3.3 Read for career application. 3.4 Read for literary/narrative experience in a variety of genres. 4: The student sets goals and evaluates progress to improve reading. 4.1 Assess reading strengths and need for improvement. 4.2 Develop interests and share reading experiences.
.	Methods of Evaluation:
.	Student draft books and journals Continuous and frequent observation of specific activities Scored pieces using 6 Trait rubric Scored pieces using specific criteria Performance-based assessment Student’s writing, in both directed and undirected activities Teacher generated assessment Work Samples Projects, presentations Amount of time reading, reading fluency, words per minute and understanding of text will be evaluated through discussion, timed drills and text-based projects. Spelling words will be used in vocabulary projects and on tests/quizzes and games.