Curriculum Overview
Course: English
Grade Level: 1
Schedule: 4 Quarters: Sundays-Thursdays/ 12 lessons per week
Prerequisite: None
Course Description:
The integrated Language Arts program in this stage is a literature-based program , Journeys
Common Core, which provides the children with an opportunity to continue their development
towards becoming independent readers, writers and thinkers. The program aims to foster an attitude
of enthusiasm for reading and love of books. Opportunities are provided daily for the students to
express their ideas creatively, both orally and in writing, while practicing the skills needed for clear
communication. The handwriting activities will focus on careful practice at a pace that matches
students’ development of fine motor skills. Opportunities are provided daily for the students to
express their ideas creatively, both orally and in writing, while practicing the skills needed for clear
communication.
In grade one, students will build important reading, writing, speaking, and listening skills. Students will
continue to learn the letters and sounds that make up words. They will read and listen to stories,
articles, and other sources of information. They will practice asking and answering questions about
what is read. Students will participate in class discussions by listening and responding to what others
are saying. They will think, talk, and write about what they learn. They will write to describe an event,
provide information on a topic, or share an opinion. In their writing, students will work on putting
together clear sentences on a range of topics using a growing vocabulary.
Through the study of comprehension and word attack skills, vocabulary development and the
grammar of the English language, instruction at this level strives to develop the student's ability to
communicate with his or her peers and elders in both oral and written form. Genre study includes
myths, tall tales, poetry and larger works to show how successful authors past and present have
communicated with society. All elementary courses include comprehensive core reading and
language arts curriculum which focuses on reading, language arts, and writing standards. The
curriculum addresses the five areas of reading instruction: reading comprehension, phonics,
phonemic awareness, fluency, and vocabulary while focusing on 21st Century skills including critical
thinking and problem solving; communication and collaboration; creativity and innovation; and
technology.
Learning Outcomes:
By the end of this course, students will be able to:
1. Use the general skills and strategies of the writing process.
2. Use the stylistic and rhetorical aspects of writing.
Department of Curriculum and Instruction
Page 1
Curriculum Overview
3.
4.
5.
6.
7.
8.
Use grammatical and mechanical conventions in written compositions.
Gather and use information for research purposes.
Use the general skills and strategies of the reading process.
Use reading skills and strategies to understand and interpret a variety of literary texts.
Use reading skills and strategies to understand and interpret a variety of informational texts.
Use listening and speaking strategies for different purposes.
List of Materials and Textbooks
1. Journeys One Stop CD: includes the following:
 Lesson Planning Guide
 Writing Transparencies
 Reading and Critical Thinking Transparencies
 Vocabulary Transparencies
 Literary Analysis Transparencies
 Grammar Transparencies
 Formal Assessment
 Integrated Assessment
 Unit Resource Books
 Interactive Reader Plus
 Test Preparation
2. Teacher and Student Editions:
 Unit 1: 9780547975405+ (into common core): 9780544151376
 Unit 2: 9780547975412
 Unit 3: 9780547975436
 Unit 4: 9780547975467
 Unit 5: 9780547975481
 Unit 6: 9780547975498
 Write – In Reader: 9780547874180
 Write – In Reader vol.2: 9780547874197
 Reader’s Notebook (T.E.): 9780547860725
 Common Core Writing Handbook (Teacher’s guide): 9780547865867
 Common Core Writing Handbook: 9780547864471
 Benchmark and Unit Tests Teacher’s Edition : 9780547873947
 Benchmark and Unit Tests: 9780547871585
 Progress – Monitoring Assessments: 9780547874265
 Literacy and Language Guide: 9780547866468
 Handwriting : Practice Masters: 9780736769464
 Projectiles: Blackline Masters Format: 9780547373454
 Grab and go: Weekly Lesson Resources: Lesson 1-Lesson 30: 9780547893518
 Grab ‘n’ Go Additional Resources: 9780547893709
 Grab ‘n’ Go Assessment: 9780547893617
Department of Curriculum and Instruction
Page 2
Curriculum Overview
Course Content
Intended Teaching Topics:
Unit 1: Around the Neighborhood
Lesson Topic
1
Friendship
2
3
4
5
Genre
Grammar
Informational Nouns
Text
Poetry
Weather
Realistic
Fiction
Informational
Text
School
Fantasy
Informational
Text
Neighborhoods Fable
Informational
Text
At the Zoo
Writing
Narrative
Writing
Spelling
Words
with a
short a
Vocab.
Classify and
Categorize
Action
Words
Context
Clues
Possessives Narrative
Writing:
Captions
Words
with a
short i
Action
Verbs
Words
with a
short o
Words
with a
short e
MultipleMeaning
Words
Alphabetical
Order
Words
with a
short u
Synonyms
Spelling
Words
with
short a
Vocab.
Classify and
Categorize
Action
Words
Using a
Glossary
Adjectives
Fantasy
Adjectives
Informational
Text
Narrative
Writing:
Sentences
Narrative
Writing:
Class
Story
Narrative
Writing:
Class
Story
Unit 2: Sharing Time
Lesson Topic
6
Traditional
Stories
7
8
9
Genre
Fable
Fairy Tale
Writing
Informative:
Sentences
that
Describe
Animal
Informational Commas in Informative
Communication Text
a Series
Writing:
Poetry
Music
Realistic
Statements Informative
Fiction
Writing:
Informational
Thank-you
Text
note
Writing
Biography
Singular
Informative
Department of Curriculum and Instruction
Grammar
Complete
Sentences
Words
with a
short i
Words
with a
short o
Words
Define
Words
Antonyms
Page 3
Curriculum Overview
Poetry
10
Feelings
and Plural
Nouns
Using
Articles: a,
an, the
Fantasy
Poetry
Writing:
Description
Informative
Writing:
Description
with a
short e
Words
with a
short u
Synonyms
Unit 3: Nature Near and Far
Lesson Topic
11
Marine
Habitats
12
13
14
15
Writing
Informative
Writing:
Sentences
Jungle
Folktale
Commands Informative
Animals
Informational
Writing:
Text
Instructions
Seasons
Informational Subject
Informative
Text
and Verbs Writing:
Sentences
Citizenship Fantasy
Verbs and Informative
Informational Time
Writing:
Text
Report
Animals
Genre
Grammar
Informational Proper
Text
Nouns
Informational The verb
Text
be
Play
Informative
Writing:
Report
Spelling
Digraph: th
Digraph:
ch, tch
Vocab.
Classify and
Categorize
Words
Homophones
Digraphs:
sh, wh, ph
Words ending
in –ed, -ing, -s
Long a
(CVCe):
Phonogram
-ake
Long i
(CVCe):
Shades of
meaning
Suffixes: -er, est
Unit 4: Exploring Together
Lesson Topic
16
Astronauts
17
Ways to
Travel
18
Agriculture
19
History
Genre
Informational
Text
Biography
Fantasy
Informational
Text
Grammar
Questions
Compound
Sentences
Informational Names of
Text
Months,
Fairy Tale
Days,
Holidays
Biography
Future
Informational Tense
Text
Department of Curriculum and Instruction
Writing
Narrative
Writing:
Sentences
Narrative
Writing:
Sentences
About
Yourself
Narrative
Writing:
Friendly
Letter
Narrative
Writing:
Personal
Narrative
Spelling
Long o
(CV,
CVCe)
Long e (e,
ea, e_e,
ee)
Vocab.
Suffixes –y, ful
Words with
–ai, -ay
MultipleMeaning
Words
Words with
oa, ow
Synonyms
Define Words
Page 4
Curriculum Overview
20
Feelings
Folktale
Poetry
Prepositions
and
Prepositional
Phrases
Narrative
Writing:
Personal
Narrative
Compound
Words
Compound
Words
Unit 5: Watch Us Grow
Lesson Topic
21
Gardens
Genre
Grammar
Fantasy
Subject
Informational Pronouns
Text
22
Animals
Informational The
Text
Pronouns I
Folktale
and me
23
Pets
Realistic
Fiction
Poetry
24
Life
Cycle
Informational Indefinite
Text
Pronouns
25
Learning
About
Our
Country
Realistic
Contractions Narrative
Fiction
Writing:
Informational
Story
Text
Possessive
Pronouns
Writing
Narrative
Writing:
Story
Sentences
Narrative
Writing:
Story
Sentences
Narrative
Writing:
Story
Summary
Narrative
Writing:
Story
Spelling
r- Controlled
Vowel ar
Vocab.
Prefix re-
r- Controlled
VowelS –er, ir, -ur
Using a
Dictionary
Entry
Vowel
Digraph /ŏŏ/
oo
Define
Words
Vowel
Digraphs/
Spelling
Patterns: oo,
ou, ew
Vowel
Combinations:
ou, ow
MultipleMeaning
Words
Synonyms
with
Introduction
to Thesaurus
Unit 6: Three Cheers for Us
Lesson Topic
26
Visual Arts
Genre
Realistic
Fiction
Biography
Grammar
Writing
Exclamations Opinion
Writing:
Opinion
Sentences
27
Trying
Hard
Informational Kinds of
Text
Sentences
Fable
28
Weather
Fantasy
Adjectives
Informational
Department of Curriculum and Instruction
Opinion
Writing:
Opinion
Sentences
Opinion
Writing:
Spelling
Base
Words
(CVCe,
CVC) with
Endings –
ed, -ing
Base
Words
ending in
–er, -est
Long I
Spelling
Vocab.
Figurative
Language
(Idioms)
Classify and
Categorize:
Emotion
Words
Homographs
Page 5
Curriculum Overview
Text
29
Insects
Chapter
Book
Poetry
Adverbs
30
Teamwork
Narrative
Adjectives
Non-Fiction
that
Informational Compare
Text
Opinion
Sentences
Opinion
Writing:
Opinion
Paragraph
Opinion
Writing:
Opinion
Paragraph
Patterns
igh, y, ie
Suffixes –
ful, --ly, -y
Syllable
Pattern
CV
Prefix un-
Suffix -ly
Curriculum
Standards and Bench marks
A. Common Core State Standards: As a basis for teaching and understanding content areas,
RAS uses the following CCS and Benchmarks.
Reading: Literature
Standards in this strand:
CCSS.ELA-Literacy.RL.1.1
CCSS.ELA-Literacy.RL.1.2
CCSS.ELA-Literacy.RL.1.3
CCSS.ELA-Literacy.RL.1.4
CCSS.ELA-Literacy.RL.1.5
CCSS.ELA-Literacy.RL.1.6
CCSS.ELA-Literacy.RL.1.7
CCSS.ELA-Literacy.RL.1.8
CCSS.ELA-Literacy.RL.1.9
CCSS.ELA-Literacy.RL.1.10
Key Ideas and Details:
CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Department of Curriculum and Instruction
Page 6
Curriculum Overview
Craft and Structure:
CCSS.ELA-Literacy.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-Literacy.RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on
a wide reading of a range of text types.
CCSS.ELA-Literacy.RL.1.6
Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-Literacy.RL.1.8
(RL.1.8 not applicable to literature)
CCSS.ELA-Literacy.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading: Informational Text
Standards in this strand:
CCSS.ELA-Literacy.RI.1.1
CCSS.ELA-Literacy.RI.1.2
CCSS.ELA-Literacy.RI.1.3
CCSS.ELA-Literacy.RI.1.4
CCSS.ELA-Literacy.RI.1.5
CCSS.ELA-Literacy.RI.1.6
CCSS.ELA-Literacy.RI.1.7
CCSS.ELA-Literacy.RI.1.8
CCSS.ELA-Literacy.RI.1.9
CCSS.ELA-Literacy.RI.1.10
Key Ideas and Details:
CCSS.ELA-Literacy.RI.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.2
Identify the main topic and retell key details of a text.
Department of Curriculum and Instruction
Page 7
Curriculum Overview
CCSS.ELA-Literacy.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure:
CCSS.ELA-Literacy.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
CCSS.ELA-Literacy.RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus,
icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided
by the words in a text.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RI.1.8
Identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
Reading: Foundational Skills
Standards in this strand:
CCSS.ELA-Literacy.RF.1.1
CCSS.ELA-Literacy.RF.1.2
CCSS.ELA-Literacy.RF.1.3
CCSS.ELA-Literacy.RF.1.4
Print Concepts:
CCSS.ELA-Literacy.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
Department of Curriculum and Instruction
Page 8
Curriculum Overview
Phonological Awareness:
CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.1.2.a
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-Literacy.RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words.
CCSS.ELA-Literacy.RF.1.2.d
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Phonics and Word Recognition:
CCSS.ELA-Literacy.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3.a
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3.c
Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3.d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a
printed word.
CCSS.ELA-Literacy.RF.1.3.e
Decode two-syllable words following basic patterns by breaking the words into syllables.
CCSS.ELA-Literacy.RF.1.3.f
Read words with inflectional endings.
CCSS.ELA-Literacy.RF.1.3.g
Recognize and read grade-appropriate irregularly spelled words.
Fluency:
CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.1.4.a
Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.1.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Department of Curriculum and Instruction
Page 9
Curriculum Overview
Writing
Standards in this strand:
CCSS.ELA-Literacy.W.1.1
CCSS.ELA-Literacy.W.1.2
CCSS.ELA-Literacy.W.1.3
CCSS.ELA-Literacy.W.1.4
CCSS.ELA-Literacy.W.1.5
CCSS.ELA-Literacy.W.1.6
CCSS.ELA-Literacy.W.1.7
CCSS.ELA-Literacy.W.1.8
CCSS.ELA-Literacy.W.1.9
CCSS.ELA-Literacy.W.1.10
Text Types and Purposes:
CCSS.ELA-Literacy.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state
an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.
CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some
details regarding what happened, use temporal words to signal event order, and provide some sense
of closure.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.1.4
(W.1.4 begins in grade 3)
CCSS.ELA-Literacy.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from
peers, and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Research to Build and Present Knowledge:
Department of Curriculum and Instruction
Page 10
Curriculum Overview
CCSS.ELA-Literacy.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a
given topic and use them to write a sequence of instructions).
CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
CCSS.ELA-Literacy.W.1.9
(W.1.9 begins in grade 4)
Range of Writing:
CCSS.ELA-Literacy.W.1.10
(W.1.10 begins in grade 3)
Speaking & Listening
Standards in this strand:
CCSS.ELA-Literacy.SL.1.1
CCSS.ELA-Literacy.SL.1.2
CCSS.ELA-Literacy.SL.1.3
CCSS.ELA-Literacy.SL.1.4
CCSS.ELA-Literacy.SL.1.5
CCSS.ELA-Literacy.SL.1.6
Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.1.1.a
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.1.1.b
Build on others' talk in conversations by responding to the comments of others through multiple
exchanges.
CCSS.ELA-Literacy.SL.1.1.c
Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.
CCSS.ELA-Literacy.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood.
Department of Curriculum and Instruction
Page 11
Curriculum Overview
Presentation of Knowledge and Ideas:
CCSS.ELA-Literacy.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
CCSS.ELA-Literacy.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings.
CCSS.ELA-Literacy.SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language
standards 1 and 3 here for specific expectations.)
Language
Standards in this strand:
CCSS.ELA-Literacy.L.1.1
CCSS.ELA-Literacy.L.1.2
CCSS.ELA-Literacy.L.1.3
CCSS.ELA-Literacy.L.1.4
CCSS.ELA-Literacy.L.1.5
CCSS.ELA-Literacy.L.1.6
Conventions of Standard English:
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.1.1.a
Print all upper- and lowercase letters.
CCSS.ELA-Literacy.L.1.1.b
Use common, proper, and possessive nouns.
CCSS.ELA-Literacy.L.1.1.c
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
CCSS.ELA-Literacy.L.1.1.d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone,
everything).
CCSS.ELA-Literacy.L.1.1.e
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I
walk home; Tomorrow I will walk home).
Department of Curriculum and Instruction
Page 12
Curriculum Overview
CCSS.ELA-Literacy.L.1.1.f
Use frequently occurring adjectives.
CCSS.ELA-Literacy.L.1.1.g
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
CCSS.ELA-Literacy.L.1.1.h
Use determiners (e.g., articles, demonstratives).
CCSS.ELA-Literacy.L.1.1.i
Use frequently occurring prepositions (e.g., during, beyond, toward).
CCSS.ELA-Literacy.L.1.1.j
Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
CCSS.ELA-Literacy.L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.1.2.a
Capitalize dates and names of people.
CCSS.ELA-Literacy.L.1.2.b
Use end punctuation for sentences.
CCSS.ELA-Literacy.L.1.2.c
Use commas in dates and to separate single words in a series.
CCSS.ELA-Literacy.L.1.2.d
Use conventional spelling for words with common spelling patterns and for frequently occurring
irregular words.
CCSS.ELA-Literacy.L.1.2.e
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Knowledge of Language:
CCSS.ELA-Literacy.L.1.3
(L.1.3 begins in grade 2)
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 1 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-Literacy.L.1.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.1.4.b
Use frequently occurring affixes as a clue to the meaning of a word.
CCSS.ELA-Literacy.L.1.4.c
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,
looking).
Department of Curriculum and Instruction
Page 13
Curriculum Overview
CCSS.ELA-Literacy.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
CCSS.ELA-Literacy.L.1.5.a
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories
represent.
CCSS.ELA-Literacy.L.1.5.b
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger
is a large cat with stripes).
CCSS.ELA-Literacy.L.1.5.c
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CCSS.ELA-Literacy.L.1.5.d
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare,
scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by
acting out the meanings.
CCSS.ELA-Literacy.L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding
to texts, including using frequently occurring conjunctions to signal simple relationships (e.g.,
because).
B. Teaching Methods for Content Area:
1. Teacher whole group instruction.
2. Cooperative learning.
3. Peer tutoring.
4. Group work (whole, co-operative, paired).
5. Independent activities.
6. Shared reading.
7. Brainstorming.
8. Journal writing (free writing, drafting, editing).
9. Audio-visual aids.
10. Technology integration.
11. Projects.
Assessment
There are mainly 2 types of assessment carried out in multiple formats:
1. Formative Assessment:
This includes:
1. Group and individual assigned work.
2. Teacher observation records.
3. Daily quizzes.
4. Practice tests.
5. Journals (quick writes, initial drafts….)
Department of Curriculum and Instruction
Page 14
Curriculum Overview
6. Communication in a variety of situations (every pupil response to teacher questioning
during instruction).
7. Students’ portfolios.
2. Summative Assessment:
This includes both formal and informal methods:
1. Unit tests.
2. Teacher designed standards-based quizzes and tests
3. Criterion-based (rubrics-based) presentations and Projects.
4. Students’ portfolios.
The following rubrics are used to assess student performance:
Assessment Tool
Weight
Comment
Conduct
5%
Please see attached weekly calculated rubric.
H.W. ( teaching assessment tool)
15%
H.W. is to be graded for punctuality and presentation
(tidiness).
C.W. ( teaching assessment tool)
10%
Please see attached weekly calculated rubric.
15%
Project weight is to be distributed as follows: 5% for research
or group work, 5% for meeting deadlines, and 5% for
presentation of final product. If no project is assigned/
quarter, 15% will be evenly redistributed over H.W., C.W.,
and quizzes.
Project (+appropriate rubric)
( teaching and learning assessment tool)
Quizzes (learning assessment tool)
20%
An average of 6 quizzes per quarter is to be assigned.
Only students with medical certificates or travel excuses will
be entitled for a make-up exam with provided that they obtain
permission from the school principal.
Quarterly Exams (learning assessment
tool)
30%
Exam Marks on the e-Connect will be calculated as
30%.
Make-Up Assignments (
Bonus Assignments
Max. of 10%
For those students who would like to improve their grades.
(Scheduled on an annual basis)
Max. of 10
marks
Bonus marks are allowed as follows: Maximum of up to 5
marks on Quarter-exam (30%), and a maximum of up to 5
marks on student’s effort (70%).
Department of Curriculum and Instruction
Page 15
Curriculum Overview
- Classwork/ Conduct Rubrics are to be used per lesson.
-All grading should be inputted onto the e-Connect system on a per class basis.
Department of Curriculum and Instruction
Page 16
Curriculum Overview: English
C.W. and Conduct Rubric
Department of Curriculum and Instruction
Page 17