GOVERMENT OF PUERTO RICO
DEPARTMENT OF EDUCATION
CAGUAS REGION
GURABO SCHOOL DISTRICT
ENGLISH COURSE SYLLABUS
School: Cipriano Manrique Elementary School
Teacher: Prof. Jamie Ortiz
Available Days and Hour(s):
Monday to Friday: 2:00 – 3:00 p.m.
Level: First Grade
Course Description:
This class will allow students to continue develop English vocabulary and grammatical structures so that they can successfully communicate. Also students will develop literacy and analytical skills which will enable them to be successful in future courses and in life.
General Objectives:
1. Develop a positive attitude toward the use of the English Language in social settings.
2. Develop awareness of his/her capacity and potential for learning English.
3. Develop his/her willingness to risk to communicate ideas in the English Language.
4. Develop awareness of the need for communicating through writing for academic as well as personal reasons.
Standard:
Listening/Speaking:
The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts.
Reading:
The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and non-fiction.
Writing:
The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.
Standards & Grade Level Expectations
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L/S.1.1 Listens and responds to basic commands, instructions and routine questions during story time using expressions to demonstrate engagement.
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R.1.1 Usesletter sound relationship to decode words and phrases fluently.
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W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonant in CVX pattern words.
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L/S. 1.2. Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds.
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R.1.2. Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words.
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W.1.2 Writes name correctly; copies words and simple three word sentences using left to right, top to bottom progression; applies appropriate spacing between letters and words; uses phonemic awareness and phonics strategies to spell words.
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L/S.1.3 Uses basic vocabulary and language patterns to identify, describe and classify familiar concepts related to self, family and environment and to interact with peers.
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R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary.
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W.1.3. Identifies a complete sentence using capitalization; recognize ending punctuation.
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L/S.1.4. Offers and responds to greetings and farewells using the appropriate courtesy expressions.
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R.1.4. Identifies the main character and uses picture cues to identify similarities and differences between characters within narrative text.
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W.1.4. Writes to describe a picture, person or object; writes sentences of two or three words in length.
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L/S.1.5 Uses both verbal and non-verbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read alouds.
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R.1.5. Identifies story organization of beginning, middle and end within narrative text.
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W.1.5. Uses a picture as an aid of the writing process.
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Course Outline Themes and Time Distribution:
My Feelings------------- 4 weeks
Diversity----------------- 4 weeks
Working it Out---------- 4 weeks
How Can I Help ---------5 weeks
Let’s Celebrate ---------- 8 weeks
Folktales------------------ 6 weeks
Habitats------------------- 4 weeks
How We Change-------- 10 weeks
Instructional Strategies:
Direct Instruction
Interactive Instruction
Indirect Instruction
Independent Study
Experiential Learning
Instructional Skill
Special Education: Law 51 of June7, 1996:
Guidelines for adapting assessments strategies for students with special needs &/or abilities & for linguistically & culturally diverse students will be established in the students Individualized Educational Program (PIE). An accommodation is a variation in the exam environment or process that does not fundamentally alter what the test measures or affects the comparability of scores. Accommodations may include variations in scheduling, setting, aids, equipment, & presentation format which is informed by the Special Education Teacher to the English Teacher.
Evaluation:
Tests- Three to Four (per semester)
Assessment classroom activities
Dictations
Homework
Daily class work
Special projects
Class participation
Test: 80% Reading: 33.3%
Assessment:20% Writing: 33.3 %
Listening/Speaking: 33.4%
Total 100% Total 100 %
** All Academic Instruction is subject to changes
