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Welcome to Eagle Valley Elementary. In our fourteenth year, we are still focusing on YOU, because it is about your family. So.....come over and volunteer and be our partner as we serve together to help the best children in Utah to become successful students and citizens.

2017-2018 Handbook

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Box Tops For Education

Our school earns ten cents for every Box Top we redeem. Please watch for products with the pink Box Top label. Support our school by turning in your box tops in the office or your child’s classroom.

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Watch the video to learn about Standards Based Report Cards.

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No school on October 19, 20, 23rd.

ELA Essential Standards

Eagle Valley Elementary

ELA Essential Standards

 

6 Components of Literacy Kindergarten Essentials
Phonemic Awareness RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (FSF) (PSF)
Phonics RF.K.1 Demonstrate understanding of the organization and basic features of print. (LNF) (FSF) (PSF) (NWF)

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. (LNF) (NWF)

Fluency RF.K.4 Read emergent-readers texts with purpose and understanding.
Vocabulary L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (a,b)
Comprehension RL.K.2 With prompting and      support, retell familiar stories,   including key details.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

Writing W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (a,b,c,d,e,f)

 

6 Components of Literacy First Grade  Essentials
Phonemic Awareness RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). (FSF) (PSF)
Phonics RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. (NWF)
Fluency RF.1.1 Demonstrate understanding of the organization and basic features of print. (DORF)

RF.1.4 Read with sufficient accuracy and fluency to support comprehension. (DORF)

Vocabulary L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies
Comprehension RL.1.1/RI.1.1  Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details in a text. (DORF)
Writing W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.3 Write narratives in which they recount 2 or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

6 Components of Literacy Second Grade  Essentials
Phonemic Awareness Should be mastered in first grade.
Phonics RF.2.3  Know and apply grade-level phonics and word analysis skills in decoding words. (NWF)
Fluency RF.2.4  Read with sufficient accuracy and fluency to support comprehension. (DORF)
Vocabulary L.2.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Comprehension RL.2.1/RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.5   Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (DORF)

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (DORF)

Writing W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

L.2.1 Demonstrate command of the convention of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

Second Grade Reading:

RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical text, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (DORF)  

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (DORF)

 

6 Components of Literacy Third Grade  Essentials
Phonemic Awareness Should be mastered in first grade
Phonics RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency RF.3.4 Read with sufficient accuracy and fluency to support comprehension. (DORF)
Vocabulary L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Comprehension RL.3.1/RI.3.1  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2 Write informative/explanatory text to examine a topic and convey ideas and information clearly.

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

 

Third Grade Reading and Writing

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. (DORF) (DAZE)

RI.3.10 By the end of the year, read and comprehend informational text including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. (DORF) (DAZE)

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

6 Components of Literacy Fourth Grade  Essentials
Phonemic Awareness Mastered in first grade.
Phonics RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
Vocabulary L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.
Comprehension RL.4.1/RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.5 Describe the overall structure (e.g. chronology, comparison, cause/ effect, problem/ solution) of events, ideas, concepts, or information in a text or part of a text.

Writing W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

Fourth Grade Reading and Writing

 

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Continue to develop fluency when reading documents written in cursive.

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

6 Components of Literacy Fifth Grade  Essentials
Phonemic Awareness Mastered in first grade.
Phonics RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
Vocabulary L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies.
Comprehension
Writing W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

Fifth Grade Reading and Writing

 

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Continue to develop fluency when reading documents written in cursive.

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. Continue to develop fluency when reading documents written in cursive.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

6 Components of Literacy Sixth  Grade  Essentials
Phonemic Awareness Mastered in first grade.
Phonics Mastered in fifth grade.
Fluency Mastered in fifth grade.
Vocabulary L 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Comprehension RL.6.1/RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.9 Compare and contrast texts in different forms of genres (e.g. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

Sixth Grade Reading and Writing

 

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

Learning Standards:  Know-Do-Be

The scale that we are assessing students on is about Mastery Levels. We are most concerned with what your children can do with the knowledge they gain. Remember that Standard Mastery (3) is the goal for every child. Level 4 represents, Beyond Standard Mastery. What does that mean? Deeper Learning than what the Standards requires, Application to many areas of curriculum & real-world situations. Also taken into consideration is application to self/others and being able to represent the knowledge of Standards in multiple ways.

Note the scale below:

4: Student demonstrates early mastery of this standard and is working to expand and deepen understanding.

3: Student is working at expected grade level proficiency at this time and is on track to master the standard by the end of the school year.

2: Student is working below grade level proficiency at this time and will need targeted support to master the standard by the end of the year.

1: Student is working well below grade level proficiency at this time and will need intensive and targeted support to master the standard by the end of the year.

NA: Not assessed during the reporting period

Ensure student learning and success.