ENHANCED SCOPE And SEQUENCE

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ENGLISH STANDARDS OF LEARNINGENHANCED SCOPEand SEQUENCEfor Grades K–5Commonwealth of VirginiaDepartment of EducationRichmond, Virginia2004

Copyright 2004by theVirginia Department of EducationP.O. Box 2120Richmond, Virginia 23218-2120http://www.pen.k12.va.us/All rights reserved. Reproduction of materials contained hereinfor instructional purposes in Virginia classrooms is permitted.Superintendent of Public InstructionJo Lynne DeMaryAssistant Superintendent for InstructionPatricia I. WrightOffice of Elementary School Instructional ServicesLinda M. Poorbaugh, DirectorBarbara F. Jones, Reading/English SpecialistOffice of Middle School Instructional ServicesJames C. Firebaugh, DirectorCatherine Rosenbaum, Reading/English SpecialistOffice of Secondary School Instructional ServicesMaureen B. Hijar, DirectorTracy Robertson, English SpecialistEdited, designed, and produced by the CTE Resource CenterMargaret L. Watson, Administrative CoordinatorLee Capps, Writer/EditorBruce B. Stevens, Writer/EditorRichmond Medical ParkPhone: 804-673-37782002 Bremo Road, Lower LevelFax: 804-673-3798Richmond, Virginia 23226Web site: http://CTEresource.orgThe CTE Resource Center is a Virginia Department of Education grant projectadministered by the Henrico County Public Schools.NOTICE TO THE READERIn accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, thisdocument has been reviewed to ensure that it does not reflect stereotypes based on sex, race, or national origin.The Virginia Department of Education does not unlawfully discriminate on the basis of sex, race, age, color,religion, handicapping conditions, or national origin in employment or in its educational programs and activities.The content contained in this document is supported in whole or in part by the U.S. Department of Education.However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department ofEducation, and no official endorsement by the U.S. Department of Education should be inferred.

English SOL Enhanced Scope and Sequence for Grades K–5IntroductionThe English Standards of Learning Enhanced Scope and Sequence is a resource intended to help teachers aligntheir classroom instruction with the content found in English Standards of Learning for Virginia Public Schools,adopted by the Board of Education in November 2002. The Enhanced Scope and Sequence is organized by thestrands established in the English Standards of Learning, and it includes the content of the Standards of Learningand the essential understandings, knowledge, and skills found in the 2003 English Standards of LearningCurriculum Framework. In addition, the Enhanced Scope and Sequence provides teachers with sample lessonplans aligned with the standards and their related essential understandings, knowledge, and skills.School divisions and teachers can use the Enhanced Scope and Sequence as a resource for developing soundcurricular and instructional programs. These materials are intended as examples of ways the understandings,knowledge, and skills might be presented to students in sample lessons that have been aligned with the Standardsof Learning. Teachers who use the Enhanced Scope and Sequence should correlate available instructionalresources with the essential understandings, knowledge, and skills and determine an appropriate pace ofinstruction. This resource is not a complete curriculum and is neither required nor prescriptive, but it can be avaluable instructional tool.Virginia Department of Education 2004i

English SOL Enhanced Scope and Sequence for Grades K–5AcknowledgmentsWe wish to express our gratitude to the following individuals for their contributions to The English SOLEnhanced Scope and Sequence for Grades K-12:Judy BarlyskeMontgomery Public SchoolRuth McLachlanMontgomery CountyLeslie BowersNewport News City SchoolsNancy Moskway-VadersenVirginia Beach City SchoolsBarbara BoydCharlottesville City SchoolsSue PasternackAlbemarle CountyGail BrownRandolph-Macon Woman’s CollegeLynn PayneRoanoke County SchoolsDorothy CarneyCharlottesville City SchoolsDr. Joan RhodesVirginia Commonwealth UniversityAlison Dwier-SheldonAlbemarle CountyCynthia RichardsonNewport News City SchoolsKathy FarrowNewport News City SchoolsDr. Jan RozzelleThe College of William and MaryKim KozellaAlbemarle CountyRandi SmithChesterfield County Public SchoolsLisa LongVirginia Beach City SchoolsJill StilwellRichmond City Public SchoolsPat LoveAlbemarle CountySusan TranerNewport News City SchoolsRichard LuskNewport News City SchoolsDr. Carmelita WilliamsNorfolk State UniversityKimberly McHughNewport News City SchoolsVirginia Department of Education 2004ii

English SOL Enhanced Scope and Sequence for Grades K–5Table of ContentsThe Oral Language Strand for Grades K–5 .1Grade-Level Information by Organizing Topics .3Oral Language Lesson Plans .24The Reading Strand for Grades K-5.48Grade-Level Information by Organizing Topics .50Reading Strategies .104Reading Lesson Plans.144Reading Test Items .204The Writing Strand for Grades K-5 .205Grade-Level Information by Organizing Topics .209Writing Strategies.232Writing Lesson Plans.267Writing Test Items.293Virginia Department of Education 2004iii

ENGLISH STANDARDS OF LEARNINGENHANCED SCOPE AND SEQUENCEORAL LANGUAGESTRANDfor Grades K–5Commonwealth of VirginiaDepartment of EducationRichmond, Virginia2004Virginia Department of Education 2004

English SOL Enhanced Scope and Sequence for Grades K–5: Oral Language StrandThe ORAL LANGUAGE Strand in Grades K–5The Oral Language strand for Kindergarten through Grade 5 encompasses the following Standards of Learning: Kindergarten – K.1, K.2, K.3, K.4Grade 1 – 1.1, 1.2, 1.3, 1.4Grade 2 – 2.1, 2.2, 2.3Grade 3 – 3.1, 3.2Grade 4 – 4.1, 4.2Grade 5 – 5.1, 5.2, 5.3.The Oral Language strand can be divided into Organizing Topics, as shown in the following table. ThePhonological Awareness Organizing Topic, though technically a part of the Oral Language strand, is addressed inthe Reading strand section of this document.ORAL LANGUAGE AwarenessKindergartenGrade 1Grade 2K.2, K.31.1, 1.2,1.32.1, 2.2,2.3K.1, K.41.4DiscussionPresentationGrade 3Grade 4Grade 53.14.15.13.24.25.2, 5.3Oral Language is also incorporated throughout the Reading and Writing strands, each of which includes a sectionwith various strategies. Thus a separate strategies section is not included in the Oral Language strand.Virginia Department of Education 20042

GRADE-LEVEL INFORMATIONbyOrganizing Topics

English SOL Enhanced Scope and Sequence for Grades K–5: ORAL LANGUAGE StrandOrganizing Topic Oral CommunicationKindergartenIn kindergarten, students engage in a variety of oral activities in order to develop their understanding of languageand enhance their ability to communicate effectively. Oral language skills are taught and reinforced throughoutthe year across all curricular areas. Emphasis is on having the students build and use their listening and speakingvocabularies through participation in oral language activities employing poems, rhymes, songs, and narrative andexpository text. This vocabulary development is essential in reading and comprehension skills as studentsprogress in school. Students also learn the rules for conversation and skills for participating in discussions. Dailylistening and speaking opportunities, both formal and informal, should be a part of every kindergarten Englishprogram.Standard(s) of LearningK.2The student will use listening and speaking vocabularies.a) Use number words.b) Use words to describe/name people, places, and things.c) Use words to describe location, size, color, and shape.d) Use words to describe actions.e) Ask about words not understood.f) Follow one-step and two-step directions.g) Begin to ask how and why questions.K.3The student will build oral communication skills.a) Begin to follow implicit rules for conversation, including taking turns and staying on topic.b) Express ideas and needs in complete sentences.c) Begin to use voice level, phrasing, and intonation appropriate for language situation.d) Listen and speak in informal conversations with peers and adults.e) Begin to initiate conversations.f) Participate in discussions about books and specific topics.Essential understandings,knowledge, and skillsCorrelation to textbooks andother instructional materialsTo be successful with this standard, students are expected to Understand and use number words in conversations, during groupactivities, and during teacher-directed instruction Use words to describe or name people, places, feelings, and thingsduring group activities and during teacher-directed instruction Use size, shape, color, and spatial words to describe people, places,and things during group or individual activities and during teacherdirected instruction Use a variety of words to describe the actions of characters and peoplein real and make-believe settings in response to stories or classactivities Use words such as before, after, and next to sequence events Use words such as over, under, between, and beside to describelocationVirginia Department of Education 20044

English SOL Enhanced Scope and Sequence for Grades K–5: ORAL LANGUAGE Strand Recognize when they do not understand a word or phrase and seekclarification by asking a peer or an adult Repeat and follow one-step and two-step oral directions Understand the difference between stating known facts andformulating how and why questions Ask how and why questions to gain information Predict how to find answers to questions Begin to use pictures and other visuals to answer questions Listen to and discuss fiction and nonfiction print materials and tradebooks that reflect the Virginia Standards of Learning in English,history and social science, science, and mathematics Listen attentively to others in a variety of formal and informal settingsinvolving peers and adults Allow others to speak without unnecessary interruptions Clearly state a thought related to the book or topic being discussed Wait for their turn to speak Speak in complete, simple sentences Stay on topic Begin to use voice level, phrasing, and intonation appropriate for thelanguage situation Match language to the purpose, situation, environment, and audience Initiate conversations with peers and teachers in a variety of schoolsettings.Suggested activities for teachers Give simple one-step and two-step directions, and have students perform the tasks.Teach rules for being a good listener and speaker.Provide opportunities for participation in group, or partner activities, such as discussions book chats retellings of stories choral speaking experiencing charts “Daily News” and current events dramatizations and role play “Show and Tell” or “Share Time.”Suggested activities for students Create class books illustrating descriptive words.Sort picture cards and/or objects by color, shape, and size.Read and sing number poems and songs.Virginia Department of Education 20045

English SOL Enhanced Scope and Sequence for Grades K–5: ORAL LANGUAGE Strand Participate in movement activities, songs, and/or fingerplays.Sequence pictures of events and discuss.Suggested resources English Standards of Learning Curriculum Framework Web lish/englishCF.html.Phonological Awareness Literacy Screening (PALS) Web site, http://pals.virginia.edu.Virginia’s Early Intervention READING Initiative (EIRI) Web ding/readinginitiative.html.Teaching Early Phonological Awareness Skills Web ding/doe-pa.pdf.Suggested classroom assessment methods Classroom observationsStudent interviewsStudent demonstrationsVirginia Department of Education 20046

English SOL Enhanced Scope and Sequence for Grades K–5: ORAL LANGUAGE StrandOrganizing Topic Oral CommunicationGrade 1In first grade, oral language skills are taught and reinforced throughout the year across the content areas.Emphasis continues to be on having the students build and use their listening and speaking vocabularies throughparticipation in oral language activities employing poems, rhymes, songs, and narrative and expository text. Thisvocabulary increase aids in the development of reading fluency and comprehension skills as students progress inschool. Students also

Curriculum Framework. In addition, the Enhanced Scope and Sequence provides teachers with sample lesson plans aligned with the standards and their related essential understandings, knowledge, and skills. School divisions and teachers can use the Enhanced Scope and Sequence as a resource for developing sound curricular and instructional programs. These materials are intended as examples of ways .

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