silent e (e.g., a-e, e-e, i-e, o-e, u-e) Planning with teachers to provide explicit, teams systematic lessons in identified areas vowel digraphs (e.g., ee, oo, ai, ay, ea) Identifying and using appropriate assessments for progress monitoring and SECOND GRADE resources for instruction RF.2.3.B Know the letter/sound Determining teachers who need additional, correspondences, including distinguishing intensive support to provide successful long and short vowel sounds. instruction and implement successful r-controlled vowels (e.g., er, ir, ur, ar, or) classroom management strategies ● regularly spelled one-syllable words Supporting principal to successfully monitor ● fidelity of implementation throughout the THIRD GRADE year L.2.2.D (Review) Generalize learned spelling Training teachers how to use NWEA Map patterns when writing words (e.g., cage, reports and Map skills efficiently to monitor badge; boy, boil). student progress and provide additional L.3.2.D Use spelling patterns and practice of newly learned skills generalizations (e.g., word families, spellings, syllable patterns, ending rules, meaningful word parts) in writing words. FOURTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Use combined knowledge of all RF.4.3.A letter-sound correspondences, syllabication patterns, and morphology (e.g., roots, affixes) to read accurately unfamiliar multisyllabic words in context and out of context. FIFTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words
silent e (e.g., a-e, e-e, i-e, o-e, u-e) teams vowel digraphs (e.g., ee, oo, ai, ay, ea) SECOND GRADE RF.2.3.B Know the letter/sound correspondences, including distinguishing long and short vowel sounds. ● r-controlled vowels (e.g., er, ir, ur, ar, or) ● regularly spelled one-syllable words THIRD GRADE L.2.2.D (Review) Generalize learned spelling patterns when writing words (e.g., cage, badge; boy, boil). L.3.2.D Use spelling patterns and generalizations (e.g., word families, spellings, syllable patterns, ending rules, meaningful word parts) in writing words. FOURTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots, affixes) to read accurately unfamiliar multisyllabic words in context and out of context. FIFTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words Planning with teachers to provide explicit, systematic lessons in identified areas Identifying and using appropriate assessments for progress monitoring and resources for instruction Determining teachers who need additional, intensive support to provide successful instruction and implement successful classroom management strategies Supporting principal to successfully monitor fidelity of implementation throughout the year Training teachers how to use NWEA Map reports and Map skills efficiently to monitor student progress and provide additional practice of newly learned skills
District%20Support%20Team%20w%20standards%20Elem.%20Literacy%2010.23.18_.docx