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Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
Informe.Eing 4009 Viviana Scope&Sequence
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Informe.Eing 4009 Viviana Scope&Sequence

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Transcript

  • 1. Curricular Framework Scope and Sequence Viviana R. Valent ín EING 4009 Prof. Cristina Guerra
  • 2. Introduction
    • The English Program’s goal is to develop communicatively competent students in English and to prepare students to function effectively in our social-cultural environment. The curriculum has integrated major approaches that have made great contributions to the field of teaching English: Total Physical Response (TPR), Language Experience Approach, Natural Approach, Communicative Approach, and Balanced Literacy Approach.
  • 3. Elementary Level
    • The emphasis in Kindergarten and the first semester of the first grade is auditory comprehension, oral communication and cultural diversity developed through children’s literature.
    • The reading and writing process is initiated during the second semester of the first grade as well as auditory comprehension, oral communication and cultural diversity.
    • These approaches continue to be applied in the second and third grade with emphasis on the integration of the language arts using “Balanced Literacy Approach”.
  • 4. Oral communication grades 1-3
  • 5. Oral communication grades 4-6
  • 6. Comparing Oral Communication between 1-3 and 4-6
    • Skills:
    • First graders should be able to respond to verbal command and answer questions about daily routines and personal information.
    • The Second graders should now be able to ask and answer questions about daily routines and at least one other topic: clothing, friends, food, animals, money, personal information.
    • Third graders should recall an auditory sequence and talk about or describe a picture or a particular situation.
    • Fourth should be able to ask and give information or directions.
    • Fourth, Fifth and Sixth graders should be able to identify details, main idea or sequence.
  • 7. Written communication grades 1-3
  • 8. Written communication grades 4-6
  • 9. Comparing Written communication between 1-3 and 4-6
    • Skills:
    • First grader writes his or her name, a word, comma, phrase or sentence using phonetic or invented spelling to describe a picture.
    • Second grader should now use capital letters, end punctuation, and construct simple sentence (four words).
    • Third grader should be able to constructs a complete sentence (five words).
    • Fourth grader constructs a complete sentence (six words) and writes 3 descriptive sentences.
    • Fifth grader and Sixth grader should be able to construct a complete sentence (seven words) and write 4 descriptive sentences.
    • Sixth grader should now be able to write a simple descriptive paragraph.
  • 10. Reading Comprehension grades 1-3
  • 11. Reading Comprehension grades 4-6
  • 12. Comparing Reading Comprehension between 1-3 and 4-6
    • Skills:
    • First grader identifies and recalls simple details in a sentence, sequence of three events form a selection read using pictures and identify details from a picture.
    • Second grader identifies simple details in a short paragraph, recalls sequence of four events using pictures, infers details from pictures and identifies the main idea in a short paragraph.
    • Third grader identifies simple details in a paragraph, recalls sequence of events using pictures or sentence strips, identifies the main idea of a short selection and predicts outcome.
  • 13.
    • Fourth grader identifies and recalls details, recalls sequence of five events from a selection read. Identifies main idea, and also cause and effect relationship.
    • Fifth grader identifies and recalls details. Recalls sequence of events, and identifies the main idea. Draws conclusion and meaning from context.
    • Sixth grader identifies details in a selection. Infers cause and effect relationships. Identifies the main idea and predicts outcomes. Draws conclusion. Identifies sequence of events.
  • 14. Literary Appreciation grades 1-3
  • 15. Literary Appreciation grades 4-6
  • 16. Comparing Literary Appreciation between 1-3 and 4-6
    • Skills:
    • Both First graders and Second graders listen to and view a simple illustrated selection and identifies the: title, author, main characters, setting. Distinguish between fantasy and realism.
    • Third grader Reads two short illustrated selections and identifies the: title, author, main characters, setting, sequence of events and distinguishes between fantasy and realism.
  • 17.
    • Fourth graders should identify characters, setting, and key events. They should also be able to determine character traits from dialogues in text.
    • Fifth grader should be able to identify a describe the story elements of plot, setting and character. A fifth grader should also be able to identify the speaker or narrator in a selection.
    • Sixth graders identifies rhythm, rhyme, assonance and alliteration in poetry. A sixth grader should also differentiate among common forms of literature such as poetry, prose, fiction and nonfiction.
  • 18. Intermediate level
    • The English Program’s curriculum at the intermediate level consists of grades 7, 8,9.
    • It is recommended that the “Balanced Literacy Approach” be used at this level in order to obtain the total integration of the language arts.
    • To enrich and motivate independent reading, the students use supplementary readings for the purpose of promoting individual projects orally and in written form.
  • 19. High School Level
    • The English Program’s curriculum at the high school level consists of grades 10-12.
    • It provides for the development of the language skills using Balanced Literacy.
    • It includes the development of skills such as literary analysis, oral communication, written composition and investigation.
    • There is an integration of the four language arts with emphasis in the conversational phase when using Balanced Literacy.
    • To enrich and motivate independent reading the students use supplementary classic readings for the purpose of developing individual projects in oral and written form.
  • 20. The end

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