How to Study the Bible Lesson 4: Reading and Observation
12
pages
English
Documents
Le téléchargement nécessite un accès à la bibliothèque YouScribe Tout savoir sur nos offres
12
pages
English
Documents
Le téléchargement nécessite un accès à la bibliothèque YouScribe Tout savoir sur nos offres
- cours - matière potentielle : as a student of natural history
- magnifying glass
- care of specimens
- bearing upon the interpretation
- jar
- observation
- standard bible
- interpretation
- i.
- bible
- process
Common Core Learning Standards
Timeline:
Summer 2011
Begin the process to realign ELA/Math district curriculum with new
CCLS for grades K‐2
School Year 2011‐2012
Initial phase of implementation for K‐2
Work to realign grades 3‐5 ELA/Math district curriculum
NYS ELA/Math Assessments aligned with 2005 Learning Standards
Summer 2012
Continue realignment of district curriculum
School Year 2012‐2013
Phase II of implementation in K‐5
NYS ELA/Math Assessments aligned with CCLSCommon Core Shfhifts for Engllhish Language Arts at
the Elementary Level
PK‐55 Balancing Informational and Literary
Texts
Staircase ofof Commplexiity
Text Based Answers
WiWrititing from Sources
Academic Vocabulary
Each school day our students have 75-90 minutes
devoted to LITERACY BLOCK-----
That may include:
Shared Reading
Mini lessons
Guided Reading Groups
IIdndependentt R Readdiingandd R Responddiing
Other balanced literacy activities
An additional 30 minutes is devoted to WritingIn grade 3, students are reading
and writing in social studies and
science as well as during the ng the
designated literacy block. They
write multiple paragraphs us paragraphs using ng
correct editing skills and spelling.
Theyym have mastered the 300 sight
words and 100 pencil words. They are reading 100 words per minute and
are able to easily retell the beginning,
middle and end of a story. Students Students do do
research and are able to work
independently reading and taking the
appropriate notes on a topic, determining
the main ideas and the details. By By the the
rd
time students leave 3 grade, they should
be reading at a DRA2 level 38. Students in grade 4 are using text books,
reading i variedd genres and d ththeiir own writing
to develop their skills. They should be
reading silently for 40-60 minutes at about
120 words per minute. They are able to take
n,notes, produuce ouutlines,, uunnderstand plot,
characterization, setting and theme.th
4 graders are using correct spelling and
punctuation and writing with topic sentences
and conclusions. They locate information in a
text that is necessary to solve a problem,
collect and id interpret t d data, facttss, and ideas.
Students use the table of contents, indexes,
chapter headings, captions, maps maps, tables and
other visuals to locate information. They
evaluate their reading by identifying the
author’s purpose, the important and
unimpportant details, the events, actions and
characters.
th
In 5 grade, students continue to read many
genres. They use text books, reference
mattierials, andd t trade bbooks daiilly. TTh hey deffiine
characteristics of various genres such as
poetry, short stories, and memoirs. They
recognize how an author uses literary devices,
such as a simile,,p metaphor, and personification
to create meaning. The students identify
literary elements, such as setting, plot, and
ch haracter. th
5 graders evaluate information, ideas,
opinions and themes in texts by identifying a
central idea and supporting details. They
form an opinion on a subject on the basis of
information they have read and they share
their opinion by written and oral
presentations. They write well constructed
repyports and essays of multipple paragraphs
using correct spelling and grammar.
