Saturday, August 8, 2015

Best Homeschool Reading and Writing Curriculum

Best homeschool language arts curriculum: spelling, reading, writing, phonics, and grammar.

Homeschool | Homeschooling Curricula

Homeschooling curriculum requirements vary from state to state.

Some states require homeschoolers to submit information about their reading writing and math curriculum or lesson plans. Other states (such as Texas) just require that certain subjects be covered and do not require submission of the curriculum. Still others, such as North Carolina, view homeschools as a type of private school,
affording each homeschool the freedom to choose the curriculum appropriate for its students. While many complete curricula are available from a wide variety of secular and religious sources, many families choose to use a variety of resources to cover the required subjects. In fact, it is not uncommon for a homeschooled student to earn a number of college credits from a 2- or 4-year college before completing the 12th grade

1. Spelling, reading, writing and phonics vocabulary list |  

Each vocabulary list has been carefully researched to contain words which occur in average reading material for that particular grade as well as words which appear on grade level standardized tests.
If you are unable to open a word list properly, 

Free Spelling, Reading, Writing and Phonics Vocabulary list Samples from Reading Key 

2. Comprehensive Writing Instruction Course and Complete Lessons for all Grades | Instruction Grade Levels 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 | Teaching Writing: Structure and Style, Second Edition IEW | Weekly and Daily Lessons 

Sample Unit Overviews 

Unit 1: Note Making and Outlines Watch the first portion of Disc 1 (84 minutes). You may stop after Andrew completes Unit 1 after discussing public speaking or continue on to Unit 2. See pages 1–16 in the Seminar Workbook.

Unit 2: Writing from Notes Continue watching the remainder of Disc 1. Go to “Scene Selection” and select “Structural Unit 2: Writing from Notes.” Watch to the end of the disc (37 minutes). See pages 17–30 in the Seminar Workbook. Syllabus in Style: Dress-Ups Watch Disc 2 from the beginning through the end of the disc (82 minutes). See pages 169–179 in your Seminar Workbook.

3. Online Printable Reading Passages, Reading booklets, Reading Fluency Passages and Reading Assesments | Instructional Grade Level 1, 2, 3, 4, 5, and 6 | Reading A-Z   | Weekly and Daily Lessons

The Reading A-Z reading website is one of my top choice for high quality reading materials for grades 1, 2, 3, 4, 5, and 6. The scope and sequence of reading resources found at Reading A-Z is vast considering the small yearly cost. I use Reading A-Z fluency drills, leveled books, and poetry daily to supplement my class literacy goals.
Sample Books and Worksheets 
Maria Goes to SchoolLevel A, fiction
Download Book
Download Wordless Book
Download Worksheets
Ants, Ants, and More AntsLevel G, nonfiction
Download Book
Download Worksheets
Download Comprehension Quiz
The Three Little PigsLevel I (Multilevel), fiction
Download Book
Download Worksheets
Download Discussion Cards
Download Comprehension Quiz
It's About TimeLevel K, nonfiction
Download Book
Download Worksheets
Download Spanish Book
Download Spanish Worksheets
The Gossip MonsterLevel V, fiction
Download Book
Download Discussion Cards
Download Comprehension Quiz
Download Answer Sheet
Energy Sources: The Pros and ConsLevel Z, nonfiction

The Three Little PigsLevel G, fiction, Readers Theater Script
Download Script
Coral ReefsLevel Q (Multilevel), nonfiction, Readers Theater Script
Download Script
The Sun BearLevel I, nonfiction, Fluency Practice Passage
Download Passage

4. Creative, Opinion/Argument, Information, and Narrative Writing Curriculum | Lucy Calkins Writing Workshop |  Grades Level 1, 2, 3, 4, 5, 6, 7, and 8

Sample and Overview Materials
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Lesson Plan
Reading Boot Camp: RTI Reading Intervention
Week 1
Date ____/____/_____
Learning Objectives
Students Will Be Able to:
1.        I can draw inferences from a text and refer to details and examples in the text when explaining my inferences
2.        I can determine the theme of a piece of literature
3.        I can summarize a piece of literature
Teacher Tips, Tactics, and Learning Objective: Use Cooperative learning as an educational approach which aims to organize classroom activities into academic and social learning experiences. Cooperative Learning starts with arranging students into interactive learning groups, and it has been described as "structuring positive interdependence. " Students must work in groups to complete tasks collectively toward academic goals.
Tier 2 Vocabulary Word Work
Day1: accelerate, achieve, adjacent, alternative, analyze, approach, approximate
Day2: arbitrary, assert, assess, assign, assume, authorize, automatic
Day 3: accelerate, achieve, adjacent, alternative, analyze, approach, approximate
Day4: arbitrary, assert, assess, assign, assume, authorize, automatic
Tier 3 Vocabulary Word Work
Day 1:abbreviation, adverb, antonyms, apostrophe, chronological order, complete sentence,
context clues
Day 2:  analogy, audience,
author's purpose, cause/effect,
double negatives
Day 3: abbreviation,
adverb, antonyms, apostrophe, chronological order, complete sentence,
context clues
Day 4: analogy, audience
author's purpose, cause/effect, compare/contrast
double negatives
Daily Reading Fluency Goals
Day 1: Reading Fluency Goal __________CWPM
How many words did you read in one minute? ___________CWPM
Day 2: Reading Fluency Goal __________CWPM
How many words did you read in one minute? _______CWPM
Day 3: Reading Fluency Goal __________CWPM
How many words did you read in one minute? ___________CWPM
Day 4: Reading Fluency Goal __________CWPM
How many words did you read in one minute? ___________CWPM
DOK Level 1-3 Reading Comprehension Question Types
Literal (Explicit) Reading Comprehension Questions: These are simple questions that students are able to answer quickly by referring back to the text. They are often in the form of "who, what, when, and where?" Some sample questions when using this form of comprehension could be:
Inferential (Interpretive Reading Comprehension questions that are not directly stated in the story. The students have to dig beyond the surface in order to answer these questions. This is the beginning of higher-order thinking. When using this strategy some questions that are asked could be:

Teacher/Parent    Models

Day 1: Teacher Modeled Reading 1.Introduce the expository text by discussing the title. Ask the students to make predictions regarding where, when or why the story took place. 2. Read the story aloud to the students using appropriate fluency, emotion, inflection and tone. 3. Pause and ask the students to make predictions. 4. Ask DOK level 2-3 level questions to determine students' comprehension level, and understanding of inference See DOK Question Stems 5. Conclude the reading by reserving time for students to summarize interesting, important and relevant information. Ask for reactions, insights and comments. Ask questions about the story and relate the story to the students' similar experiences. Day 1-2-3: Teacher Modeled Fluency Practice: Buddy, Partner or Paired Reading Anchor Charts Paired or Buddy reading is a powerful reading strategy in all grades. Many years of research show that it improves reading fluency, expression and word knowledge.

Day 3-4: Vocabulary Games: VOCABULARY SPARKLE Have your children stand or sit on their desk so they are facing the teacher. Start at either end of room and give the first child a vocabulary word or definition. See Vocabulary Sparkle Procedures
Day 1-4: Close Reading Strategies: Students take notes in the form of a keyword outline.. We review important concepts to look for and discuss the main idea of the chapter. I model a proper story map on the chalk board and show students my thought processes on selecting important detail. Students break out into groups and revisit the chapter they just read earlier with their peers.
Student Models

Day 1: Shared Student Reading 1. Students discuss the title, 2. Students track the text while the teacher reads aloud, 3. students share predictions with reading partner, 4. Students discuss DOK inference questions 5. Students will retell the story in their own words to a reading partner and share interesting, important and relevant information.

Day 2: Students will Buddy read a passage and
Day 3: Vocabulary Games: VOCABULARY SPARKLE
Day 4: Students work together with their reading partners or with the teacher for the second part of the guided reading instruction

Sample Reading Boot Camp Reading Lessons | Beta: Reading and Language Arts Curriculum

13-year-old Dutch girl, Laura Dekker sails Around the World

1. Exploring the farthest corners of the globe has always been one of man’s most endearing dreams, and this has been taken to a wholly new level by the Dutch teenager Laura Dekker, who has accomplished the seemingly impossible task of sailing around the world solo at the age of 16 years. In fact, Laura became the youngest person to sail across the earth when she completed her voyage at the age of sixteen on the 21st of January 2012. On her way, she has witnessed countless obstacles that have taken all the resourcefulness and determination that she could manage, muster and master to realize her dreams into reality. 105 Words

2. Laura Dekker turned her dream into reality, and inspired countless other teenagers across our big blue marble to dream big with the blessings of her parents but not the Dutch government. This is because the Dutch authorities tried their utmost to prevent Laura from taking this arduous trip across the earth’s waters at such an early age, and did all they could to stop her in her tracks. Even though she has Dutch nationality, Laura was in fact born on a yacht in the New Zealand waters. She was born on the 20th of September 1995 while her parents were in the middle of a seven year long sailing trip, and their trip continued for a further five years after she was born before they returned to Holland. Thus, being born within the territorial waters of New Zealand, Laura Dekker enjoys dual Dutch and New Zealand citizenship. 144 Words

3. Laura Dekker stayed with her father ever since her parents got divorced in 2002, and her father’s passion of building boats has been a strong influence on her eventual quest to sail across and around the earth alone. She started sailing at an early age of six, and has even since then been gradually upgrading to grander boats as she got older. She took part in competitive dinghy races, as well as, offshore events, and finally started going on longer trips when she graduated to the 7 meter long seaworthy boat “Hurley 700” at the age of ten. Laura used this boat to take solo trips around Holland, as well as, the North Sea, and then even sailed on her own to England in May 2009 with her yacht. It was during those solo trips that the idea of sailing solo around the world began to emerge, and gradually grew to become her biggest dream. 154 Words

4. Laura Dekker began to contemplate seriously about turning her dream into reality somewhere during 2009, and received considerable support from her parents towards her effort. However, the attitude of the Dutch government was quite to the contrary, and the authorities started a court case to thwart Laura from making the sea voyage. The ensuing battle in court continued for the next 10 months at the end of which Laura’s custody was handed back to her parents in July 2010. Finally, Laura was free to begin her journey, which duly started on the 21st of August 2010 on the 30-year old yacht Guppy. Laura successfully led her voyage around the world on the 38 feet yacht and finally arrived in the Dutch Antillean island of Saint Marten in the Caribbean on the 21st of January 2012. 134 Words

5. Laura Dekker traversed the North Atlantic, Pacific, and the Indian Oceans on her journey, and clocked over 27,000 miles. However, much has been said and written about the possible consequences of allowing adolescence minors going on such perilous voyages involving considerable risks. The authorities at The Guinness Book of World records have scrapped all records consisting of underage sailors to dissuade youngsters from attempting such folly. Even today, Laura Dekker remains an influential figure in yachting and popular culture. 67 Words


1. Laura Dekker has accomplished the incredible task of being –

a) The only person ever to sail across the world

b) The youngest person to sail around the world

c) The only solo girl to sail around the world

2. While trying to make her dream come true, Laura received support from –

a) Her parents

b) The Dutch Government

c) Both

3. Laura has dual Dutch and New Zealand nationality because –

a) Her parents are Dutch

b) She was born in New Zealand waters

c) Both

4. Laura Dekker took up sailing from an early age and took part in –

a) Competitive dinghy races

b) Americas Cup sailing events

c) Both

5. Prior to sailing around the world, Laura Dekker –

a) Took solo trips around Holland, and to England

b) Took solo trips around England, and to Holland

c) Took trips to the Dutch Antillean islands

6. The Dutch Government tried to prevent Laura from taking the trip by –

a) By initiating a court case that lasted for ten months

b) By arresting her

c) By confiscating her boat and provisions for the journey

7. Guinness authorities scrapped all records regarding underage sailors because –

a) They do not appreciate the challenges faced by such sailors in accomplishing the feat

b) They do not intend to encourage more underage sailors to take part in risky voyages

c) They do not believe in honoring challenging feats accomplished by young people

8. Laura Dekker took up sailing for what reasons --

a) Laura Dekker wanted to prove to the Dutch government teens are capable sailors

b) Laura Dekker wanted her parents to get back together

c) Laura Dekker was born on a yacht and she was born to sail around the world

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