Grade1 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

    Grade One ELA
    Scope and Sequence

    Students will be actively involved in learning experiences focused on:

    Reading
    experience listening to and reading fiction, nonfiction and poetry.
    participate in Word Work and Guided Reading activities.
    make reasonable predictions about what will be found in a text by using front cover and taking a "picture walk".
    read books leveled 16-18 at an instructional level of 90%-94%.
    read in fluent phrases with intonation and expresseion; demonstrating an understanding of punctuation and story meaning when reading easy-level text.
    use a variety of reading strategies to construct meaning including:
    prediction
    context clues (sentence structure and meaning)
    picture clues
    rereading
    monitoring with 1:1 matching, known words, letter sound knowledge, meaning and language structure.
    self correcting miscues using meaning, language structure and visual information.
    figure out unknown words using context and knowledge of word structure and word analogy including:
    common letter sound association.
    more advanced sound association - consonant blends, diagraphs, short and long vowels, r-controlled vowels, etc.
    connecting known to unknown (day - stay, look - shook).
    segmentation and blending of known word parts - common spelling patterns, endings, etc. (fl-ow-er-s, fr-ight-en-ing).
    demonstrate comprehension of text by:
    making and confirming predictions before and during reading.
    reading with appropriate intonation and expression.
    rereading when necessary.
    connecting story to own experiences and/or other books during and after reading.
    comparing and contrasting stories.
    retelling and sequencing story events when asked to do so.
    producing artwork or writing that reflects understanding of story when asked to do so.
    relating main ideas in nonfiction books.
    distinguishing fiction and nonfiction.
    choose appropriate leveled books for free reading.
    read the top 100 signt words at 85-90% accuracy.
    read and follow simple written directions on worksheets, etc.

    Writing
    Write
    friendly letters
    poetry
    journal entries
    stories
    content area writing
    spelling
    develop their writing using criteria listed in the 6-Trait Writing Rubric
    ideas
    organization
    voice
    word choice
    sentence fluency
    conventions
    develop and use the spelling skills and strategies outlined for first grade in the Expectations for Spelling K-4.

    Speaking
    practice oral presentation skills during oral reading.
    tell about experiences and discoveries during sharing and discussions.
    respond to remarks or statements orally.
    ask appropriate questions after presentations.

    Listening
    follow simple oral directions.
    listen respectfully to teacher, peers and guest speakers.
    respond appropriately to presenters.

YORK SCHOOL DEPARTMENT 
CURRICULUM ALIGNMENT
SUBJECT AREA: ELA 
GRADE: 1

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.
A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read texts, within a grade appropriate span of text complexity, and apply their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a.  Use comprehension strategies to understand texts within a grade appropriate span of text complexity.
Apply known comprehension strategies when doing:
  • Independent reading
  • Read-alouds
  • Reading Responses
  • Guided reading
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b.  Develop vocabulary using knowledge of word parts and relationships among words including action words and different words that describe similar meanings.
Use a variety of reading strategies to problem solve unknown words during and/or after:
  • Cloze technique activities
  • Guided reading
  • Read-alouds and shared reading
  • Interactive writing
  • Phonemic awareness activities
  • Teacher modeling and scaffolding
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Demonstrate phonemic awareness and use phonics to decode new words.
Practice using the sounds and rhythms of language by participating in activities involving:
Charts, songs, poems, nursery rhymes, and books, used for:
  • read-alouds
  • shared reading
  • guided reading
  • independent reading
  • Oral reading
  • Dramatization
  • Word Work
Demonstrate understanding of the relationship between sounds and letters by participating in:
  • Interactive writing
  • Writing workshop
  • Journal writing
  • Writing prompts
  • Word Work
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Read fluently and accurately with appropriate pacing and expression.
Practice fluent phrasing during:
  • Guided reading
  • Independent reading
  • Read-alouds
  • Journal writing
  • Poetry
  • Oral reading
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Demonstrate comprehension by making logical predictions based on text or stating connections made.
Show comprehension of texts through:
  •     Guided Reading
  •     Read Alouds
  •     Discussions
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
a. Identify and describe settings and characters.
Identify and describe setting and character during:
  • Read-alouds
  • Guided reading
  • Independent reading
  • Class discussion
  • Dramatization
  • Fairy tale activities
  • Author studies
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Retell the sequence of events and include essential details.
Recall the main idea of stories by sequencing and summarizing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Answer questions about information found directly in the text.
Recall basic information when questioned about nonfiction texts, class discussions and guided reading.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Read dramatic scripts with support.
Participate in Reader's Theater and Plays/Puppet Shows.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Read a variety of poems with support.
Participate in choral reading, charts, and songs.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
A.3. Informational Texts
Students read informational texts, within a grade appropriate span of text complexity, for different purposes.
a. Ask and answer relevant questions.
Ask and answer relevant questions during:
  •    Guided Reading
  •    Class Discussions
  •    Reader's Response
  •    Weather/Plant  Programs
  •    KWL
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Restate facts from the text.
Identify the main idea of simple expository text during and/or after:
  • Morning Message
  • Reading activities
  • Chart Reading
  • Whole group big book reading
  • Guided reading and independent reading
  • Read alouds
Journal writing in content areas
Discussion of audio/visual presentations (e.g., Reading Rainbow, videos, etc.)
Guest speakers' presentation
Simple research projects
Use of reference materials
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Follow one-step and two-step written instructions.
Follow written instructions when completing  Math Messages, Phonics Book and other classroom activities, and during Morning Message.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
A.4. Persuasive Texts
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that help them to understand and explain that sometimes authors write to convince readers of something.
B. WRITING: Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
B.1. Interconnected Elements  
Students use a writing process to communicate their ideas.
a. Select a focus for writing and develop an idea, including a beginning, middle, and end.
Express experiences and discoveries orally and in writing during:
  • Group sharing
  • Science observations
  • Journal writing
  • Writing and presentation of their published books
  • Writing prompt response
Demonstrate ability to convey stories or ideas that make sense; are sequenced; and have beginning, middle and end through:
  • brainstorming
  • Interactive Writing
  • Response to mini-lessons
  • Writing conferences
  • Peer conferences
  • Writer's share
  • Writing prompts (school-wide and classroom)
  • Sharing
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Respond to clarifying questions and suggested revisions.
Express experiences and discoveries orally and in writing during:
  • Group sharing
  • Science observations
  • Journal writing
  • Writing and presentation of stories
  • Writing prompt response
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Edit, with assistance, for correct grammar, usage, and mechanics.
Demonstrate beginning knowledge of standard English spelling and usage by editing written work during:
  • Interactive writing
  • Writing conferences
  • Morning message activities
  • Weekly spelling activities
  • Letter writing
  • Writing prompts
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Create legible final drafts.
Create classroom books.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
B.2.  Narrative  
Students write stories that describe an experience.
a. Include descriptive details that enable the reader to create mental images.
Demonstrate ability to convey stories or ideas that make sense; are sequenced; and have beginning, middle and end through:
  • Interactive Writing
  • Response to mini-lessons
  • Writing conferences
  • Writer's share
  • Writing prompts (school-wide and classroom)
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
B.3. Argument/Analysis Students write to inform an audience on a specific topic.
a. Write brief descriptions of objects, people, places or events.
Demonstrate ability to convey stories or ideas that make sense; are sequenced; and have beginning, middle and end through
  • Interactive Writing
  • Response to mini-lesson
  • Science Observation
  • Writing conferences
  • Writer's share
  • Writing prompts (school-wide and          classroom
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Record and share, in writing, information that has been gathered.
Record and share information gathered for:
  • Science observations
  • Informational projects
  • Journal Writing
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
B.4. Persuasive
Students write to explain likes and dislikes.
a. Support opinions with examples.
Write journal responses to books and writing prompts
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
B.5.  Practical Application
Students convey simple needs in writing.
a. Write a personal letter.
Write thank you and fairy tale letters.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Complete simple informational forms.
Write book responses, self-assessments, reflections and
surveys.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Write one-step and two-step directions for completing a simple task.
 
C. RESEARCH: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students answer research questions by gathering information from print and non-print sources.
a. Follow an established procedure for locating sources appropriate to reading level.
Locate information by:
  •   Browsing books of personal interest
  •   Searching books gathered by teacher or librarians for simple research or thematic units
  •   Using class lists
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Collect information for a specific purpose.
Formulate questions when gathering information for:
  • Simple research in content areas
  • K.W.L. (What I know, What I want to know, What I learned) activities for introductions to units, or as preparation for field trip.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Organize findings.
Reporting on simple research in content areas using K.W.L. (What I know, What I want to know, What I learned) activities for introductions to units, field trip, etc.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Share information gathered using oral and visual examples.
Record and share information gathered for science observations.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
D.1. Grammar and Usage  
Students demonstrate an understanding of the parts of speech and simple sentence structures to communicate.
a. Identify and use nouns and verbs correctly.
Introduced to standard English through:
  • Interactive writing
  • Morning message activities
  • Weekly spelling activities
  • Letter writing
  • Writing prompts
  • 6-Trait Writing activities
  • Sharing
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Use simple sentences.
Demonstrate beginning knowledge of standard English through:
  • Interactive writing
  • Morning message activities
  • Weekly spelling activities
  • Letter writing
  • Writing prompts
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
D.2.  Mechanics  
Students apply the rules of capitalization, punctuation and spelling to communicate.
a. Use commas in the greeting and closure of a letter and in dates.
Demonstrate beginning knowledge of standard English through:
  •    Interactive writing
  •    Morning message activities
  •    Weekly spelling activities
  •     Letter writing
  •     Writing prompts
  •     6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Capitalize proper nouns and words at the beginning of sentences.
Demonstrate beginning knowledge of standard English through:
  •     Interactive writing
  •     Writing mini-lessons
  •     Morning message activities
  •     Weekly spelling activities
  •      Letter writing
  •      Writing prompts
  •      6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Use periods, question marks, and exclamation points.
Demonstrate beginning knowledge of standard English through:
  • Interactive writing
  • Writing mini-lessons
  • Morning message activities
  • Weekly spelling activities
  • Letter writing
  • Writing prompts
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Spell high frequency grade-level words.  
Demonstrate beginning knowledge of spelling through:
  • Interactive writing
  • Writing mini-lessons
  • Morning message activities
  • Weekly spelling activities
  • Letter writing
  • Writing prompts
  • 6-Trait Writing activities
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
e. Use phonics patterns to aid in spelling.
Develop phonemic awareness throughWord Work, journal writing and spelling activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively.
E.1. Listening  
Students use early active listening skills.
a. Ask relevant questions at appropriate times.
Participate in class discussions.  
Ask questions during group sharing.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Converse without interrupting.
Participate in class discussions.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c. Follow one-step and two-step oral instructions.
Demonstrate understanding of instructions during classroom activities.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
E.2. Speaking  
Students use speaking skills to communicate.
a. Make clear requests at appropriate times.
Follow classroom/school routines and simple directions.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Make simple presentations using eye contact.
Look at audience during greetings and when sharing.
 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
c.  Use voice level appropriate to the situation.
Demonstrate use of appropriate oral language during:
  • Sharing
  • Class discussion
  • Interaction with field trip guides and guest speakers
  • Dramatization
  • Morning Meeting and other Responsive Classroom practices
  • Independent Work time
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
d. Share stories and information and support opinions using oral and visual examples.
Express experiences and discoveries orally and in writing during:
  • Group sharing
  • Science observations
  • Journal writing
  • Writing and presentation of their stories
  • Writing prompt response
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
F. MEDIA: Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
F.1. Analysis of Media  
Students understand that there are differences among the kinds of information in different forms of media.
a. Identify the different types of media in the daily lives of most people.
Identify and use different types of media when studying weather, and during math connections.
 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
b. Describe their reactions to a variety of print and/or non-print sources.
Responds to remarks or statements through:
  • Class discussions
  • Questions and/or comments - oral or written
  • Writing prompt response
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/teacher/parent conferences
  • teacher websites
  • email communication
  • community performances/displays


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.