Informe.Eing 4009 Viviana Scope&Sequence

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Informe.Eing 4009 Viviana Scope&Sequence

  1. 1. Curricular Framework Scope and Sequence Viviana R. Valent ín EING 4009 Prof. Cristina Guerra
  2. 2. Introduction <ul><li>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. </li></ul>
  3. 3. Elementary Level <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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”. </li></ul>
  4. 4. Oral communication grades 1-3
  5. 5. Oral communication grades 4-6
  6. 6. Comparing Oral Communication between 1-3 and 4-6 <ul><li>Skills: </li></ul><ul><li>First graders should be able to respond to verbal command and answer questions about daily routines and personal information. </li></ul><ul><li>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. </li></ul><ul><li>Third graders should recall an auditory sequence and talk about or describe a picture or a particular situation. </li></ul><ul><li>Fourth should be able to ask and give information or directions. </li></ul><ul><li>Fourth, Fifth and Sixth graders should be able to identify details, main idea or sequence. </li></ul>
  7. 7. Written communication grades 1-3
  8. 8. Written communication grades 4-6
  9. 9. Comparing Written communication between 1-3 and 4-6 <ul><li>Skills: </li></ul><ul><li>First grader writes his or her name, a word, comma, phrase or sentence using phonetic or invented spelling to describe a picture. </li></ul><ul><li>Second grader should now use capital letters, end punctuation, and construct simple sentence (four words). </li></ul><ul><li>Third grader should be able to constructs a complete sentence (five words). </li></ul><ul><li>Fourth grader constructs a complete sentence (six words) and writes 3 descriptive sentences. </li></ul><ul><li>Fifth grader and Sixth grader should be able to construct a complete sentence (seven words) and write 4 descriptive sentences. </li></ul><ul><li>Sixth grader should now be able to write a simple descriptive paragraph. </li></ul>
  10. 10. Reading Comprehension grades 1-3
  11. 11. Reading Comprehension grades 4-6
  12. 12. Comparing Reading Comprehension between 1-3 and 4-6 <ul><li>Skills: </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  13. 13. <ul><li>Fourth grader identifies and recalls details, recalls sequence of five events from a selection read. Identifies main idea, and also cause and effect relationship. </li></ul><ul><li>Fifth grader identifies and recalls details. Recalls sequence of events, and identifies the main idea. Draws conclusion and meaning from context. </li></ul><ul><li>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. </li></ul>
  14. 14. Literary Appreciation grades 1-3
  15. 15. Literary Appreciation grades 4-6
  16. 16. Comparing Literary Appreciation between 1-3 and 4-6 <ul><li>Skills: </li></ul><ul><li>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. </li></ul><ul><li>Third grader Reads two short illustrated selections and identifies the: title, author, main characters, setting, sequence of events and distinguishes between fantasy and realism. </li></ul>
  17. 17. <ul><li>Fourth graders should identify characters, setting, and key events. They should also be able to determine character traits from dialogues in text. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  18. 18. Intermediate level <ul><li>The English Program’s curriculum at the intermediate level consists of grades 7, 8,9. </li></ul><ul><li>It is recommended that the “Balanced Literacy Approach” be used at this level in order to obtain the total integration of the language arts. </li></ul><ul><li>To enrich and motivate independent reading, the students use supplementary readings for the purpose of promoting individual projects orally and in written form. </li></ul>
  19. 19. High School Level <ul><li>The English Program’s curriculum at the high school level consists of grades 10-12. </li></ul><ul><li>It provides for the development of the language skills using Balanced Literacy. </li></ul><ul><li>It includes the development of skills such as literary analysis, oral communication, written composition and investigation. </li></ul><ul><li>There is an integration of the four language arts with emphasis in the conversational phase when using Balanced Literacy. </li></ul><ul><li>To enrich and motivate independent reading the students use supplementary classic readings for the purpose of developing individual projects in oral and written form. </li></ul>
  20. 20. The end

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