Harcourt Collections

_{Scope and Sequence}

THINKING

Ø Observing

Ø Brainstorming

Ø Classifying and Categorizing

Ø Comparing and Contrasting

Ø Evaluating/Making Judgments

Ø Imaging

Ø Making Inferences

Ø Making Predictions

Ø Problem Solving

Ø Questioning

Ø Analyzing

Ø Synthesizing

PRINT AWARENESS

Ø Alphabet Knowledge

v Distinguish among numerals, symbols, and letters

v Recognize, name, match, produce all uppercase and lowercase letters

v Know the order of the alphabet

Ø Alphabetic Principle/Word Awareness

v Recognize that print represents spoken language and conveys meaning

v Understand that spoken words are represented in written language by specific sequences of letters

v Recognize own name, others' names, environmental print

v Know left-to-right and top-to-bottom directionality

v Know print concepts such as letters, words, sentences, questions, paragraphs, capitalization, punctuation marks;

v Track Segment spoken sentences into individual words

v Identify and produce rhyming words (onset—rime knowledge)

v Demonstrate understanding that spoken words consist of a sequence of phonemes

v Identify and isolate the initial and final sounds of a spoken word

v Blend sounds (phonemes) to make spoken words

v Identify, segment, blend phonemes and syllables within and to make spoken words

DECODING

Ø Phonics

v Initial, Medial, Final Consonants

v Phonograms, Letter Patterns, Word Patterns

v Short Vowels, Long Vowels

v Consonant Blends, Consonant Digraphs

v R-Controlled Vowels

v Vowel Diphthongs, Vowel Digraphs, Variant Vowels

v Spelling Patterns, Syllable Patterns, Schwa

Ø Structural Analysis ;

v Inflected Nouns and Verbs (With and Without Spelling Changes)

v Possessives, Comparatives, Superlatives

v Explicit Instruction/Modeling/Application • Tested Testing options include Skills Assessment, Holistic Reading Assessment, Reading and Writing Performance Assessment.

Ø Infractions •

v Compound Words

v Syllables, Syllabication

v Prefixes, Suffixes, Deriva

v Greek and Latin Roots

Ø Word Identification

v Graphophonic Cues (Phonic Analysis), Context Cues, Semantic Cues, Syntactic Cues, Combination of Cueing Systems-------

v Analogy/Rhyming Words-------

v Letter, Spelling, Syllable Patterns-------

v Syllabication: Accent, Stress-------

v Picture Cues-------

v Word Origins/Etymology-------

v Related Words

VOCABULARY

Ø High-Frequency Words

Ø Selection Vocabulary

Ø Specialized Vocabulary: Content—Area Words, British Words, Spanish Words, Native American Words, Topic—Related Words, Current Events Words

Ø Synonyms/Antonyms

Ø Multiple-Meaning Words

Ø Homophones/Homographs

Ø Context Clues

Ø Connotation/Denotation

Ø glossary/Dictionary (for Word Meaning)

Ø Word or Phrase Origins (Acronyms, Brand names, Clipped and Coined Words, Regionalisms, Etymology, Jargon and Slang)

Ø Analogies

Ø Author's Purpose

COMPREHENSION

Ø Author's Perspective

Ø Cause-Effect

Ø Classify-Categorize

Ø Compare-Contrast

Ø Details:

o Descriptive, Important, Supporting

Ø Draw Conclusions

Ø Fact-Opinion

Ø Generalize

Ø Main Idea

Ø Paraphrase

Ø Predict Outcomes

Ø Problem Solve

Ø Reality, Fantasy, Fact, Fiction

Ø Referents

Ø Relate Pictures to Text

Ø Sequence

Ø Summarize

Ø Adjust Reading Rate

Ø Make and Confirm Predictions

Ø Create Mental Images

Ø Preview

Ø Apply Prior Knowledge

Ø Self Adjust Purpose

Ø Reread or Read Ahead

Ø Self-Questioning

Ø Summarize/Paraphrase

Ø Use Cueing Systems

Ø Use Graphic Aids

Ø Use Text Structure and Format

READING FLUENCY

Ø Read regularly in independent-level and instructional-level materials

Ø Read aloud with accuracy, expression, appropriate phrasing, attention to punctuation, comprehension

Ø Adjust reading rate based on purpose for reading and type of text

Ø Read and listen to a variety of texts to accomplish assigned and self-selected purposes

Ø Self-select reading materials for individual needs based on purpose; interest; knowledge of authors, illustrators; level of difficulty

LITERARY CONCEPTS

Ø Literary Elements