Curriculum Outline
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English as a Second Language for Kindergarten-5th Grade |
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Kindergarten and Kindergarten + |
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Time: September-June |
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Students will be explicitly taught and practice: |
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· Letter name recognition · Letter sound recognition · Colors and shapes · Short vowel sounds · Recognition of Dolch Pre-primer and Primer Sight Words(advanced) · Identification and writing of numbers 1-20 · Fry Nouns 100 vocabulary words · Sentence structure (Begin the first word with a capital letter and end with a mark of punctuation.) · Student name writing · Opposites · Patterns |
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First and Second Grade |
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Time: September-June |
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Students will be explicitly taught and practice: |
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· To write and use pre-primer, primer, first grade, and second grade Dolch Sight words in proper context · Sequencing events in proper order · To read and write CVC words (Word Families for vocabulary building · To read and write CVC+e words · Blends: s,t,r,l · Digraphs: /sh/, /ch/, /th/, /wh/, /ph/ · R-controlled: /ar/, /er/, /ir/,/ur/, and /or/ · Dipithongs: /oi/, /oy/, /oo/, /au/, /aw/, /ou/, /ew/ · Silent sounds: kn and wr
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Long Vowel Sounds |
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Long a |
Long e |
Long u |
Long o |
Long i |
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ay, ai |
ee, ea |
ue,ew |
oa, ow,oe |
igh |
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Ending y |
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Ending y |
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Third Grade-Fifth Grade |
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Time: September-June |
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Students will be explicitly taught and practice: |
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Parts of Speech (Third Grade) |
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Nouns |
Verbs |
Pronouns |
Adjectives |
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common |
action |
subject |
comparatives |
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proper |
linking |
object |
superlatives |
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singular |
irregular |
possessive |
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plural(irregular) |
conjugation |
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Articles |
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Writing |
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· Compare and contrast |
· Sequencing events |
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· Persuasive |
· Informational |
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· Proofreading |
· Narratives |
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· Punctuation: end marks, commas, colons |
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Reading |
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· Identify characters · Describe character traits · Identify setting · Fact and opinion |
· Identify problem/solution · Point of view |
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Additional Parts of Speech (Fourth Grade-Fifth Grade) |
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Adverbs |
Conjunctions |
Interjections |
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Please note: Depending on the student’s current language proficiency level, previous grade level expectations must be met before proceeding with more challenging academic material, therefore, some student will NOT be learning material that is NOT at their current grade level. Prior educational experiences, school attendance, and mastery of skills all contribute to the students’ overall placement and success. All aforementioned curricula is an overview of the skills that are being taught. |
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