- Students use appropriate reading strategies to make sense of a variety of print and nonprint texts (literary, informational, practical/workplace, and persuasive).
- Students will:
- recognize characteristics and elements of different kids of works,
- select and read materials for enjoyment,
- employ reading strategies (e.g., word analysis, re-reading, context clues, pre-reading, raising questions, predicting, drawing conclusions),
- use contextual vocabulary, and comprehension strategies to understand text.
- Students use the writing process and criteria for effective-writing in pieces developed over time, as well as in on-demand writings for a variety of purposes and audiences and in a variety of forms.
- Students will:
- respond to reading, listening, observing, and inquiry through applying writing-to-demonstrate learning strategies in situations such as open-response questions and graphic organizers,
- use information from technology and other resources to produce writing that develops and supports independent ideas,
- write transactive pieces (writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning) based on personal experiences, reading, listening, observing, and/ or inquiry,
- write literary pieces that show an understanding of characteristics of literary works,
- write personal pieces to communicate ideas,
- identify and apply characteristics of effective writing in producing and discussing their own work, including awareness of audience and purpose, organizations, idea development, and standards of correctness (e.g., mechanics, grammar, spelling).
- Paraphrase characters' words to make heneralizations about characters.
- Compare and contrast the feelings and actions of characters.
- Graphically compare and contrast literary elements (Venn diagrams, graphs, timelines, story maps, illustrations, webs....)
- Independenly read a minimum of one selection from various genres per grading period.
- Present brief, comprehensive, narrative summaries from independent readings.
- Compose writing samples that demonstrate proficient use of compostion format (topic sentence, supporting, transitions, coherence, unity)
- Compose writing samples that include descriptive words, expanded details, and transitional words)
- Utilize spelling strategies (try various attempts, apply rules, peer edit, self-edit)
- Identify and use the glossary, dictionary, thesaurus, and spell-check for purpose of accurately locating a spelling word.
- Alphabetize bibliographical entries.
- Utilize available resources (computers, library references, internet, etc.) to produce a variety of documented presentations.
- Use various note-taking strategies (prioritizing, verbatim definitions, listing, abbrevations.)
- Formulate an outline using relevant information in both fiction/nonfiction.
- Read multicultural literature and graphically contrast experiences and traditions of diverse ethnic groups (Venn diagrams, graphs, timelines, story maps, and illustrations.)
- Respond in a written or verbal manner to experiences and traditions of various ethnic groups (outlining, summarizing, oral reporting, paraphrasing, retelling, listing, journal writing, creative writing, etc. )
- Identify and predict probable outcomes of a situation and/or selection
- Analyze information to find cause/effect relationships in literature.
- The student understand and uses different skills and strategies to read.
- The student understand the meaning of what is read.
- The student reads different materials for a variety of purposes.
- The student sets goals and evaluates progress to improve reading.
- The student writes clearly and effectively.
- The student writes in a variety of forms and for different audiences and
purposes.
- The student understands and uses the steps of the writing process.
- the student analyzes and evaluates the effectiveness of written work.
Fractured Fairy Tails Project
An Internet Fairy Tale Project
State Standards Covered by Project
READING:
WRITING:
3e31: reads independently, using a variety of reading strategies
3e34: understands the vocabulary and language structures appropriate for this grade level
3e46: uses a variety of strategies to determine the meaning of unfamiliar words
3e30: reads aloud, speaking clearly and with expression
3e36: identifies and restates the main idea in a large piece of writing, and cites supporting details
3e44: uses knowledge of word order in oral and written language to determine the meaning of sentences
3e7: revises and edits work, using feedback from the teacher and peers
3e3: organizes information into short paragraphs that contain a main idea and related details
3e11: uses correct subject-verb agreement
3e12: correctly uses nouns, verbs, adjectives, and adverbs
3e16: uses phonics and memorized spelling rules to increase accuracy in spelling
3e17: uses a variety of sources to check the spelling of unfamiliar words
3e53: talks about characters and situations in stories, and information and ideas in non-fiction materials
3e52: retells stories, demonstrating an understanding of basic story structure and including information about characters and situations in stories, and information and ideas in non-fiction
3e58: uses linking words such as although, instead of, and so that to organize and clarify ideas in speech
LA.E.2.1.1.1 The student uses personal perspective in responding to a work of literature, such as relating characters and simple events in a story or biography to people or events in his or her own life.
LA.E.1.1.1.1 The student knows the basic characteristics of fables, stories, and legends.
LA.E.1.1.2.1 The student identifies the story elements of setting, plot, character, problem, and solution/resolution.
LA.B.2.1.1.1 The student writes questions and observations about familiar topics, stories, or new experiences.
LA.B.2.1.3.1 The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.
LA.A.2.1.1.1 The student determines the main idea or essential message from text and identifies supporting information.
| Benchmark # | Objective |
| ELA-1-M1: | Interpret the etymology (origin) of words. |
| ELA-1-M2: | |
| ELA-1-M3: | |
| ELA-1-M5: | Respond verbally or in writing to a given selection (debate, discuss, paraphrase, create, perform, dramatize, present) |
| ELA-2-M1: | |
| ELA-2-M3: | Drawing from reading, listening, observations, and/or personal experiences, apply prewriting, drafting, revising, and editing skills to publish coherent paragraphs. |
| ELA-2-M4: | Write myths, fables, or parables. |
| ELA-2-M6: | Construct basic oulines from given material for the use of note-taking and/or writing. |
| ELA-3-M1: | Form legible letters (lower/upper case) in both manuscript and cursive. |
| ELA-3-M5: | |
| ELA-4-M1: | Participate in various activities (oral presentations, small/large group discussions, and oral reading) |
| ELA-4-M2: | Participate in various speaking/listening activities. |
| ELA-4-M6: | Participate in a variety of cooperative learning activities-assume different roles. |
| ELA-5-M1: | |
| ELA-5-M2: | Use word-processing adn computer tools (thesaurus, spell-cheek, CD-ROM references, Internet information, grammar check) in the writing process. |
| ELA-5-M3: | |
| ELA-5-M4: | Set up a spreadsheet using print and/or a computer. |
| ELA-5-M6: | Translate information from graphic organizers (graphs, charts, tables, diagrams, schedules,maps, flowcharts) |
| ELA-6-M1: | |
| ELA-6-M2: | Identify and classify the genres of literature focusing on myths, fables, and parables. |
| ELA-7-M1: | Recall and summarize selections utilizing paraphrasing, predicting, drawing conclusions, comparing/contrasting, making inferences, main idea, sequencing,cause & effect. |
| ELA-7-M3: | Identify third person limited/omniscient point of view. |
| ELA-7-M4: |
Use electronic media (television, videos, computers) to help him/her in developing oneís own stories and to access information.
Listen to, view, or read literature which tells of characters in American and other cultures.
Recognize differences in types of writing such as fiction, nonfiction, and poetry.
Respond to stories and poems in ways that reflect understanding and interpretation in discussion, in writing, and through movement, music, art, and drama.
Connect ideas and themes across texts.
Interpret information from diagrams, charts, and graphs.
Language Arts: Reading
Students will interact with others in creating, interpreting, and evaluating written, oral, and visual texts.
Students will identify the literary conventions and devices used in such genres as folk tales, fairy tales, tall tales and poems and tell how those conventions and devices help the reader understand the genre.
Students will speak, write or draw in a variety of modes to tell stories that their audience understands.
Students will compose a piece of writing based on ideas generated through any of a variety of ways, revise and proofread it, and present it to an audience.
New York State English Language Arts Standard 2: Students will read, write, listen and speak for literary response and expression.
New York State English Language Arts Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
New York State English Language Arts Standard 4: Students will read, write, listen and speak for social interaction.
Reading Essential Academic Learning Requirements