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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Kindergarten |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 16 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 17 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 18 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 15 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 13 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 10 |
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Characteristics: Knowledge/Use
The learner will be able to
use his/her knowledge of the characteristics for a variety of different texts.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 10 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Analyze: Theme
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Communication: Oracy/Language
The learner will be able to
use general and specific language to describe ordinary objects and events.
| Strand |
Scope |
Source |
| Communication: Oracy |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4.2 |
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Expression: Standard English/Grammar
The learner will be able to
examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.
| Strand |
Scope |
Source |
| Language Expression |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 5 |
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 22 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 6 |
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Formal/Informal: Analyze/Role/Informal
The learner will be able to
analyze the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 6 |
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Formal/Informal: Analyze/Role/Formal
The learner will be able to
analyze the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 6 |
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Media: Conventions/Elements/Techniques
The learner will be able to
recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 26 |
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Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 27 |
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Strategies: Connect/Contemporary
The learner will be able to
strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 9 |
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Emergent Reading: Nature/Comprehend
The learner will be able to
comprehend the nature of written English.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7 |
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Structure: Recognize/Analyze/Apply
The learner will be able to
recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 12 |
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Reading Behaviors: Handling Books
The learner will be able to
handle books and other literary materials responsibly.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Letter: Relationship/Letter/Sound/Oral
The learner will be able to
comprehend the relationship of letters and spelling patterns to the sounds of oral language.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7 |
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Emergent Reading: Features/Demonstrate
The learner will be able to
demonstrate comprehension of the features of written English.
| Strand |
Scope |
Source |
| Emergent Reading: Conventions |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8 |
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Predict Content: Text Features
The learner will be able to
use text features to predict the content in reading materials.
| Strand |
Scope |
Source |
| Predicting |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.4 |
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Predict Outcome: Picture
The learner will be able to
predict outcomes from a given picture.
| Strand |
Scope |
Source |
| Predicting |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.1 |
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Character: Questions/Ask
The learner will be able to
ask questions about characters.
| Strand |
Scope |
Source |
| Character |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.3 |
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Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 11 |
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Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 11 |
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Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4 |
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Purposes: Answer Questions
The learner will be able to
read to locate information necessary to answer a question.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 24 |
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Setting: Questions/Ask
The learner will be able to
ask questions about setting.
| Strand |
Scope |
Source |
| Setting |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.3 |
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Plot: Questions/Ask
The learner will be able to
ask questions about events in a story.
| Strand |
Scope |
Source |
| Plot |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.3 |
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Interpretation: Facts/Main Ideas/Apply
The learner will be able to
apply facts and main ideas as the basis for interpretation.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8 |
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Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 14 |
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Support: Predictions/Information/Find
The learner will be able to
find information in text to support predictions.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.1 |
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Emergent Reading: Information/Recognize
The learner will be able to
recognize that print materials contain information or entertainment.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Emergent Reading: Space Between Words
The learner will be able to
comprehend that spaces separate written words.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Emergent Reading: Relationship/Decode
The learner will be able to
use knowledge of letter/sound relationships to decode words in context.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
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Word: Left-to-Right/Understand
The learner will be able to
understand that print moves from left-to-right across the page.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Word: Top-to-Bottom/Understand
The learner will be able to
understand that print moves from top-to-bottom across the page.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Evaluating: Value/Informational
The learner will be able to
evaluate text for informational value.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 24 |
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Prior Knowledge: Predict Content
The learner will be able to
use prior knowledge to predict content.
| Strand |
Scope |
Source |
| Prior Knowledge |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.1, 8.4 |
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Response: Facts/Retell
The learner will be able to
retell facts in the text to clarify ideas.
| Strand |
Scope |
Source |
| Reading Responses: General |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.5 |
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Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 24 |
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Letters: Identify
The learner will be able to
identify letters of the alphabet.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
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Letters: Upper Case/Identify
The learner will be able to
identify upper case letters.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Letters: Lower Case/Identify
The learner will be able to
identify lower case letters.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Emergent Reading: Turn/Front/Back
The learner will be able to
turn pages, starting at the front and moving toward the back.
| Strand |
Scope |
Source |
| Emergent Reading: Conventions |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Sentence: Words/Separate
The learner will be able to
identify that sentences are made up of separate words.
| Strand |
Scope |
Source |
| Emergent Reading: Number/Sentence/Symbol |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
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Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8 |
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Retell: Important/Events
The learner will be able to
retell the important events of a story.
| Strand |
Scope |
Source |
| Reading Responses: Retell |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.2 |
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Analyze: Support
The learner will be able to
analyze themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 11 |
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Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 6 |
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Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 2 |
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Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 3 |
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Pronunciation: Rhyme
The learner will be able to
orally produce rhyming words.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
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Story: Tell
The learner will be able to
tell stories.
| Strand |
Scope |
Source |
| Story |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 19.2 |
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Story: Sequence
The learner will be able to
relate a story sequence orally.
| Strand |
Scope |
Source |
| Story |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 19.2 |
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Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 1 |
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Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 1 |
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Discussion: Formal/Large Group
The learner will be able to
follow guidelines for formal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 1 |
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Discussion: Formal/Small Group
The learner will be able to
follow guidelines for formal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 1 |
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Strategies: Phonemes/Use/Change
The learner will be able to
use and change phonemes when speaking.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
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General: Information/Consideration
The learner will be able to
give a presentation with appropriate consideration to the information being conveyed.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 3 |
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Skills: Facts/Important/Retell
The learner will be able to
retell important facts from auditory materials.
| Strand |
Scope |
Source |
| Communication Skills |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.5 |
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Retell: Important Event/Story
The learner will be able to
retell an important event of an orally read story.
| Strand |
Scope |
Source |
| Story: Retell |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 8.2 |
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Study and Research Skills
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Organizing Information: Using
The learner will be able to
obtain and use information from a variety of sources for different purposes.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 24 |
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Book Parts: Front/Recognize
The learner will be able to
recognize the front of a book.
| Strand |
Scope |
Source |
| Book Parts |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
|
Title Page: Identify
The learner will be able to
identify the title page of a book.
| Strand |
Scope |
Source |
| Title Page |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.1 |
|
Expand: Vocabulary
The learner will be able to
expand his/her vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4 |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4 |
|
High Frequency Words: Identify/Sort
The learner will be able to
identify and sort common words from basic categories.
| Strand |
Scope |
Source |
| High Frequency/Common |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4.1 |
|
Syllabication: Comprehend/One/More
The learner will be able to
comprehend that words are comprised of one or more syllables.
| Strand |
Scope |
Source |
| Syllabication |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Word Rhymes
The learner will be able to
identify rhyming words.
| Strand |
Scope |
Source |
| Sound |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Writing: Use/Expand
The learner will be able to
use an expanded vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 4 |
|
Sounds: Knowledge/Use
The learner will be able to
utilize knowledge of letters and the sounds they are associated with to determine unfamiliar words independently.
| Strand |
Scope |
Source |
| Letters: Sounds |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
|
Final Sound: Identify
The learner will be able to
identify the final sound of a word.
| Strand |
Scope |
Source |
| Final Sound |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Initial Sound: Identify
The learner will be able to
identify the initial sound of a word.
| Strand |
Scope |
Source |
| Initial Sound |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Letters: Alphabet/Name
The learner will be able to
name all letters of the alphabet.
| Strand |
Scope |
Source |
| Letters |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
|
Word: Letters
The learner will be able to
comprehend that words are made up of specific sequences of letters.
| Strand |
Scope |
Source |
| Word |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
|
Word: Sounds/Blend
The learner will be able to
blend sounds to make words.
| Strand |
Scope |
Source |
| Word |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Phonetic Clues: Sound/Phoneme
The learner will be able to
comprehend that a sound is a phoneme.
| Strand |
Scope |
Source |
| Phonetic Clues |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Phonetic Clues: Phoneme/Differentiate
The learner will be able to
track and represent similar and/or different phonemes presented in isolation.
| Strand |
Scope |
Source |
| Phonetic Clues |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Interior: Identify
The learner will be able to
identify the interior sound of a word.
| Strand |
Scope |
Source |
| Interior |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.2 |
|
Sounds: Relationship/Understand
The learner will be able to
understand the relationship between letters and their sounds.
| Strand |
Scope |
Source |
| Letters: Sounds |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3, 7.3 |
|
Sound: Relationship/Meaning/Apply
The learner will be able to
apply letter-sound relationship to determine meaning.
| Strand |
Scope |
Source |
| Letters: Sounds |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 7.3 |
|
Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 21 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 20 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 20 |
|
Criteria: Rhetorical/Logical/Stylistic
The learner will be able to
create and use rhetorical, logical, and stylistic criteria for evaluating final versions of his or her compositions or research projects before presenting them to a variety of audiences.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 25 |
|
Organization: Structure/Coherence
The learner will be able to
write with an organizing structure that creates coherence.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 19 |
|
Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 23 |
|
Emergent Writing: Letters/Words/Spelled
The learner will be able to
use letters or phonetically spelled words to tell a story.
| Strand |
Scope |
Source |
| Emergent Writing |
Master |
MA: Curriculum Framework, 2001, Kindergarten, 19.1 |
|
Emergent Writing: Letters/Words/Spelled
The learner will be able to
use letters or phonetically spelled words to give information.
| |
