3rd Grade



CORE CONNECTIONS

Kindergarten–8th Grade

THIRD QUARTER LEARNING PRIORITIES

Center for Urban Education





Kindergarten

THIRD QUARTER LEARNING PRIORITIES

Common Core Kindergarten Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. With prompting and support, ask and answer questions about key details in a text. |1. With prompting and support, ask and answer questions about key details in a text. |

|2. With prompting and support, retell familiar stories, including key details. |2. With prompting and support, identify the main topic and retell key details of a text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Ask and answer questions about unknown words in a text. |4. With prompting and support, ask and answer questions about unknown words in a text. |

Writing: Opinion (CPS Framework Assessment Specification)

CCSSW K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

Kindergarten: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |Map a story. Tell what are the important people and events. Tell what you|Map a story. Tell what are the important people and events. Tell what you |

|CCSSRL.K.1 |like about it and why. |like about it and why. |

|Choose what’s important | | |

|Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 | | |

|Locate information |Make science picture glossary |Make science picture glossary |

|Social Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 |recommended: Black History—Barack Obama |recommended: Black History—Barack Obama |

|Locate information |Make social studies word-picture page or chart |Make social studies word-picture page or chart |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|Sight words | | |

| | | |

|Include sight words from Fry high frequency list |Sight Words: |Sight Words: |

| | | |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

| | | |

| | | |

|Writing |Write letters |Write letters |

|CCSSW.K.3 |Place words in sequence |Place words in sequence |

|argument |Write persuasive sentence |Write persuasive sentence |

| | | |

|MATH |Focus: |Focus: |

|Practice Standard 2—think quantitatively and abstractly | | |

| |Terms: |Terms: |

| | | |

| | | |

| | | |

| |Journal |Journal |

| | | |

Kindergarten: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |COMPARE |COMPARE |

|CCSSRL.K.1 |Choose the better answer to a question |Choose the better answer to a question. |

|Identify important information | | |

|Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 | | |

|Locate information |Make science picture page or book |Make science picture page or book |

|Social Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 |--Recommended—Black History |--Recommended—Black History |

|Locate information |Make social studies word-picture page or chart |Make social studies word-picture page or chart |

|Fluency |This week’s read-aloud: |This week’s read-aloud |

|Rate, comprehension, expression | | |

| | | |

|Word Knowledge |Phonics: |Phonics: |

|Sight words | | |

| | | |

|Include sight words from Fry high frequency list |Sight Words: |Sight Words: |

| | | |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write words |Write words |

|CCSSW.K.3 |Write or arrange words in sentence |Write or arrange words in sentence |

|opinion |Write about a person you like—tell why. |Write about a place you like—tell why |

|MATH |Focus: |Focus: |

|Practice Standard 2—think quantitatively and abstractly | | |

| |Terms: |Terms: |

| | | |

| | | |

| | | |

| |Journal |Journal |

| | | |

| | | |

Kindergarten: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Illustrate a story map. |Illustrate a story map. |

|CCSSRL.K.1 |Put number of page on which you find the information for the map. |Put number of page on which you find the information for the map. |

|Support Answers | | |

|Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 | | |

|Locate information | | |

| |Make picture page, chart or display |Make picture page, chart or display |

|Social Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 |Recommended—Black History Month—complete an exhibit about what you learned | |

|Locate information | |Make picture page, chart, or display |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|Sight words | | |

| | | |

|Include sight words from Fry high frequency list |Sight Words: |Sight Words: |

| | | |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write sentences about important person—tell why that person is important. |Write/arrange sentences |

|CCSSW.K.3 | | |

|opinion |Illustrate your sentences to show what’s important. | |

| | |Illustrate the sentences to show what’s important—what the idea is they |

| | |state. |

|MATH |Focus: |Focus: |

|Practice Standard 2—think quantitatively and abstractly | | |

| |Terms: |Terms: |

| | | |

| | | |

| | | |

| |Journal |Journal |

Kindergarten: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Tell what happens in a story—just three events that are most important. |Identify a choice a character makes in a story. Tell whether you think it |

|CCSSRL.K.1 |Tell what message the writer is telling with those events. |is a good choice—and support your opinion. |

|Evaluate importance of information | | |

|Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 | | |

|Locate information | | |

|Social Science |read, experience, draw, write/tell about |read, experience, draw, write/tell about |

|CCSSRI.K.1 | | |

|Locate information | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|Sight words | | |

| | | |

|Include sight words from Fry high frequency list |Sight Words: |Sight Words: |

| | | |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Build words with letters |Build words with letters |

|CCSSW.K.3 |Write sentences |Write sentences |

|opinion | | |

|MATH |Focus: |Focus: |

|Practice Standard 2—think quantitatively and abstractly | | |

| |Terms: |Terms: |

| | | |

| | | |

| | | |

| | | |

| |Journal |Journal |

| | | |

Kindergarten: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Identify a choice a character makes in a story. Tell whether you think it |

|CCSSRL.K.1 |is a good choice—and support your opinion. |

|Answer with evidence | |

| |Tell which story you read this quarter is your favorite. Tell why you like |

| |it. |

|Science |Tell about one science topic you learned. |

|CCSSRI.K.2 |Write about it and illustrate it. |

|Summarize | |

|Social Science |Make a poster or booklet or page that tells/shows what you have learned |

|CCSSRI.K.2 |about one topic this quarter. |

|summarize | |

|Fluency |Students Read aloud with increased fluency. |

|Rate, comprehension, expression | |

|Word Knowledge |Phonics: |

|Sight words | |

| |Identify sight words when reading |

|Include sight words from Fry high frequency list | |

| |Assess DIBELS/STEP and Sight Word status. |

|Writing |Tell what you learned about writing. Explain why it’s important to write |

|CCSSW.K.1 |clearly. |

|opinion | |

|MATH |Make a math guide/booklet. |

|Practice Standard 2—think quantitatively and abstractly | |

1st Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core First Grade Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Ask and answer questions about key details in a text. |1. Ask and answer questions about key details in a text. |

|2. Retell stories, including key details, and demonstrate understanding of their central message or |2. Identify the main topic and retell key details of a text. |

|lesson. | |

|3. Describe characters, settings, and major events in a story, using key details. |3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. |

| | |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |

|5. Explain major differences between books that tell stories and books that give information, drawing |5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, |

|on a wide reading of a range of text types. |icons) to locate key facts or information in a text. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |6. Distinguish between information provided by pictures or other illustrations and information provided by |

|7. Use illustrations and details in a story to describe its characters, setting, or events. |the words in a text. |

Writing: Opinion (CPS Framework Assessment Specification)

CCSSW1.1. 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.

First Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |Tell what is most important in a story or history – can relate to Black |Tell what is most important in a story or history—can relate to Black |

|CCSSRL.1.1 |History |History |

|Analyze, then infer |Characters/People |Characters/people |

| |What they do |What they do |

| |Tell how you used pictures as well as words to figure out answers. |Tell how you used pictures as well as words to figure out answers. |

| | |Then infer a trait of a character/person. Support your inference with |

| |Then infer a trait of a character/person. Support your inference with |evidence. |

| |evidence. | |

|Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.1 | | |

|Locate information |--tell what the most important words are; put them in a picture page or |--tell what the most important words are; put them in a picture page or |

| |chart |chart |

|Social Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.1 locate information |--recommended—Black History—President Obama |--recommended—Black History—President Obama |

|Evaluate importance |Tell why he is important. |Tell why he is important. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.1.4 | | |

|Sight words | | |

|Include sight words and phrases from Fry high frequency |Sight Words: |Sight Words: |

|list. | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write sentences about what you like about this week’s reading—explain why. |Write sentence with period . Tell what you like about this week’s science. |

|Opinion | |Explain why you like it. |

| | | |

|write journal (ongoing) | | |

|MATH |Focus |Focus |

|Practice Standard 2: think quantitatively and abstractly | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| |Math Journal |Math Journal |

First Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |Tell what is most important in a story or history. |Tell what is most important in a story: |

|CCSSRL.1.1 |Can relate to Black History. |Can relate to Black History |

|Analyze, then infer |Characters/persons |Characters/persons |

| |What they do |What they do |

| | | |

| |Then tell what the message is that the writer wants to tell you through the|Then tell what the message is that the writer wants to tell you through the |

| |story/history—and support your answer with examples from the story |story/history—and support your answer with examples from the story. |

|Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.1 | | |

|Locate information |--tell what the most important words are; put them in a picture page or |--tell what the most important words are; put them in a picture page or |

|Evaluate information |chart |chart |

|Social Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.1 |--recommended—Black History—an important event or person—explain why |--recommended—Black History—an important event or person—explain why |

|Locate information |learning this is important. |learning this is important. |

|Evaluate information | | |

| |What is a biography? |What is a biography (Option: Write/draw one) |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.1.4 | | |

| |Sight Words: |Assess DIBELS/STEP and Sight Word status. |

|Include sight words from Fry high frequency list. | | |

| | |Identify sight words when reading |

| |DIBELS/STEP: | |

|Writing |Write sentence with question mark |Write sentences with period, question mark, pronoun |

|Opinion |Tell why knowing punctuation is important. |Tell why each of these helps people communicate. |

|MATH |Focus |Focus |

|Practice standard 2: think quantitatively and abstractly | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| |Math Journal |Math Journal |

First Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Make a story map, then summarize the story. |Make a story map, then summarize the story. |

|CCSSRL.1.2 |Then infer the message or moral that the writer wants you to understand. |Then infer the message or moral that the writer wants you to understand. |

|Summarize |(recommended—include fable as reading.) |(recommended—include fable or folktale as reading.) |

| |Explain how a story book is different from a nonfiction book. | |

|Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.2 | | |

|Summarize |Write and draw a summary |Write and draw a summary |

| |Then identify the central idea. |Then identify the central idea |

| |Make word-picture chart or page |Make word-picture chart or page |

|Social Science |Summarize what you have learned about Black History—make a booklet, |read, experience, draw, write about |

|CCSSRI.1.2 |display, presentation. | |

|summarize |Start by listing the features of a nonfiction book. Then organize your |Write and draw a summary |

| |book or display. |Then identify the central idea |

| | |Make word-picture chart or page |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.1.4 | | |

|Sight words | | |

| |Sight Words: |Sight Words: |

|Include sight words and phrases from Fry high frequency | | |

|list. | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write or make picture story that supports a message or moral. |Write or draw story that supports a message or moral. |

|opinion | | |

|MATH |Focus |Focus |

| | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| | | |

| |Math Journal |Math Journal |

First Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Summarize a story. |Summarize a story. |

|CCSSRL.1.2 |Tell why the author wrote it—what is the lesson the writer wants you to |Tell why the author wrote it—what is the lesson the writer wants you to |

|Summarize, identify theme/message |learn? |learn? |

| | | |

|Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.2 | | |

|summarize |Write and draw a summary |Write and draw a summary |

| |Then identify the central idea. |Then identify the central idea |

| |Make word-picture chart or page |Make word-picture chart or page |

|Social Science |read, experience, draw, write about |read, experience, draw, write about |

|CCSSRI.1.2 | | |

|summarize |Write and draw a summary |Write and draw a summary |

| |Then identify the central idea. |Then identify the central idea |

| |Make word-picture chart or page |Make word-picture chart or page |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

| | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.1.4 | | |

|Sight words |Sight Words: |Sight Words: |

|Include sight words from Fry high frequency list. | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write or draw story that supports a message or moral. |Write or illustrate a story that supports a message or moral. |

|opinion | | |

|MATH |Focus |Focus |

|Practice Standard 2—think quantitatively and abstractly | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| | | |

| |Math Journal |Math Journal |

First Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Illustrate a story – show its elements (characters, events, place –setting) and the |

|CCSSRL.1.2 |theme/message of the writer. |

|Summarize, identify theme/message | |

| |Explain/demonstrate how to figure out what the writer wants you to learn from the |

| |story. |

| | |

|Science |Make a poster or booklet or page that tells/shows what you have learned about |

|CCSSRI.1.2 |learning science. |

|summarize | |

| |Explain how you use a big question to learn about a topic. |

|Social Science |Make a poster or booklet or page that reports on a social studies topic you have |

|CCSSRI.1.2 |learned. |

|summarize | |

| |Explain how after you learn about a topic you can summarize the most important ideas |

| |and facts. |

|Fluency |Students Read aloud with increased fluency. |

|Rate, comprehension, expression | |

|Word Knowledge |Phonics: |

|CCSSRI.1.4 | |

|Sight words |Identify sight words when reading |

|Include sight words from Fry high frequency list. | |

| |Assess DIBELS/STEP and Sight Word status. |

|Writing |Write about a topic you have learned (relates to Content learning). Explain what |

|opinion |information is important (relates to opinion writing). |

| | |

|MATH |Make a math guide/booklet. |

|Practice Standard 2—think quantitatively and abstractly | |

2nd Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Second Grade Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding |1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of |

|of key details in a text. |key details in a text. |

|2. Recount stories, including fables and folktales from diverse cultures, and determine their central |2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the |

|message, lesson, or moral. |text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply |4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

|rhythm and meaning in a story, poem, or song. | |

|5. Describe the overall structure of a story, including describing how the beginning introduces the |5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

|story and the ending concludes the action. |electronic menus, icons) to locate key facts or information in a text efficiently. |

Writing: Opinion (CPS Framework Assessment Specification)

CCSSW2.1. 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.

Second Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How does a writer communicate a message through |

|CCSSRL.2.1 |Ask students to take an active role in |a story? |

|Infer with evidence |explaining how to read a story—how to use |Chart a story or event—show the people, setting, actions |

| |evidence to make logical inferences. |Explain how the writer uses those parts of the story to communicate an idea.|

| |Include: Identify, infer motives | |

| |Make predictions; infer message or moral | |

|Science |Guided by a big question use text features to |Guided by a big question use text features to |

|CCSSRI.2.5 |read, experience, draw, write about |read, experience, draw, write about |

|Use text features to find ideas and information | | |

| |Make vocabulary glossary |Make vocabulary glossary |

|Social Science |Guided by big question, use text features to read, experience, draw, |Guided by big question, use text features to read, experience, draw, write |

|CCSSRI.2.5 |write about |about |

|Use text features to find ideas and information |RECOMMENDED: FOCUS ON BLACK HISTORY |RECOMMENDED: FOCUS ON BLACK HISTORY |

| |Make vocabulary glossary |Make vocabulary glossary |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.2.4 | | |

|Include sight words from Fry high frequency list. | | |

| |Sight Words: |Sight Words: |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Explain what you like about a story—tell how what the writer included|Explain what you like about a story—tell how what the writer included helped|

|opinion |helped you make inferences. |you figure out the message |

|MATH |Focus |Focus |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| |Math Digest |Math Digest |

Second Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |Compare/contrast kinds of stories (such as fable, realistic fiction, |Compare/contrast kinds of stories (such as fable, realistic fiction, |

|CCSSRL.2.2 |folktale) |folktale) |

|Analyze different kinds of stories |Tell what they have in common (elements of fiction and theme/moral) |Tell what they have in common. |

| |Tell how each kind is special |Tell how each kind is special |

|Science |Guided by a big question use text features and paragraph structure |Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |to identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual | | |

|paragraphs |Make vocabulary glossary |Make vocabulary glossary |

| | | |

|Social Science |Guided by a big question use text features and paragraph structure |Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |to identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual |RECOMMENDED; FOCUS ON BLACK HISTORY |RECOMMENDED: FOCUS ON BLACK HISTORY |

|paragraphs |Make vocabulary glossary |Make vocabulary glossary |

|Fluency |This week’s read-aloud: |Students Reading aloud with increased fluency. |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.2.4 | | |

|Sight words | |Assess DIBELS/STEP and Sight Word status. |

|Include sight words and phrases from Fry high frequency list. |Sight Words: | |

| | |Identify sight words when reading |

| | | |

| |DIBELS/STEP: | |

|Writing |Write opinion about a nonfiction book—what the writer did that helped|Write opinion about a nonfiction book—what the writer did that helped you |

|opinion |you learn |learn |

|MATH |Focus |Focus |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| | | |

| |Math Digest |Math Digest |

Second Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Make story map—for different kind of story—choose a different kind |Make story map—for different kind of story—choose a different kind for each |

|5. Describe the overall structure of a story, including |for each week. |week. |

|describing how the beginning introduces the story and the |Include elements of fiction |Include elements of fiction |

|ending concludes the action. |Use to determine writer’s message/moral. |Use to determine writer’s message/moral. |

|Science |Guided by a big question use text features and paragraph structure |Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |to identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual |Then summarize |Then summarize |

|paragraphs; then summarize |Make vocabulary glossary |Make vocabulary glossary |

| | | |

|Social Science |Guided by a big question use text features and paragraph structure |Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |to identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual |Then summarize |Then summarize |

|paragraphs; then summarize |Make vocabulary glossary |Make vocabulary glossary |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.2.4 | | |

|Include sight words and phrases from Fry high frequency list. | | |

|Infer from context |Sight Words: |Sight Words: |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write opinion sentences with periods, question marks, exclamation |Write opinion paragraph with periods, question marks, exclamation marks |

|opinion |marks | |

|MATH |Focus |Focus |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| |Terms |Terms |

| | | |

| | | |

| | | |

| |Math Digest |Math Digest |

Second Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |NARRATE |SUMMARIZE |

|CCSSRL.2.2 | | |

| |Narrate a story, including the most important events. |Summarize a story. |

| |Draw and write captions to show the story. | |

|Science |Guided by a big question use text features and paragraph structure to|Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual |Then summarize to answer: what is the main idea? |Then summarize to answer: what is the main idea? |

|paragraphs; then summarize |Make vocabulary glossary |Make vocabulary glossary |

| | | |

|Social Science |Guided by a big question use text features and paragraph structure to|Guided by a big question use text features and paragraph structure to |

|CCSSRI.2.2 |identify main topic of text and each paragraph |identify main topic of text and each paragraph |

|Identify main topic of multiparagraph text and individual |Then summarize to support the main idea |Then summarize to support the main idea |

|paragraphs; then summarize |Make vocabulary glossary |Make vocabulary glossary |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Phonics: |Phonics: |

|CCSSRI.2.4 | | |

|Include sight words from Fry high frequency list. | | |

| |Sight Words: |Sight Words: |

| | | |

| | | |

| |DIBELS/STEP: |DIBELS/STEP: |

|Writing |Write an extended response. |Write an extended response. |

|opinion | | |

|MATH |Focus |Focus |

|Practice Standard 1: analyze problem, then solve it | | |

| |Terms |Terms |

| | | |

| | | |

| |Math Digest |Math Digest |

Second Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Explain how to read a story— |

|CCSSRL.2.2 |Structure |

| |Message |

| | |

| |Give examples of different fiction genres. Tell how they are alike; tell what they have in common. |

|Science |Using a nonfiction book as a mentor text, make an individual booklet or contribute a paragraph to a class |

|CCSSRI.2.5 |book about a topic. Include text features. |

|Multi-paragraph text |Can be culminating project for unit—answering the BIG question. |

|Social Science |Using a nonfiction book as a mentor text, make an individual booklet or contribute a paragraph to a class |

|CCSSRI.2.5 |book about a topic. Include text features. |

|Multi-paragraph text |Can be culminating project for unit—answering the BIG question. |

| | |

|Fluency |Students Read aloud with increased fluency. |

|Recommended: Model reading/thinking aloud with a poem. | |

|Word Knowledge |Phonics: |

|CCSSRI.2.4 | |

|Include sight words from Fry high frequency list. |Assess DIBELS/STEP and Sight Word status. |

| | |

| |Identify Sight Words when reading. |

|Writing |Write how to write an opinion—your own writer’s guide. |

|opinion | |

|MATH |Make a math guide/booklet. |

|Practice Standard 1: analyze problem, then solve it | |

3rd Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Third Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text |1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the |

|as the basis for the answers. |basis for the answers. |

|2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the |2. Determine the main idea of a text; recount the key details and explain how they support the main idea. |

|central message, lesson, or moral and explain how it is conveyed through key details in the text. | |

|3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how |3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in|

|their actions contribute to the sequence of events. |technical procedures in a text, using language that pertains to time, sequence, and cause/effect |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from|4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a |

|nonliteral language. |grade 3 topic or subject area. |

|5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms |5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant |

|such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. |to a given topic efficiently. |

Writing: Opinion (CPS Framework Assessment Specification)

Note: This emphasis aligns with the ISAT Extended Response to a Reading

CCSSW3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

• Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

• Provide reasons that support the opinion.

• Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

• Provide a concluding statement or section.

Third Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? Guide students to clarify their strategies to |How do you read a story |

|CCSSRL.3.1 |read a story. |What strategies do you use to: |

|Infer with evidence |What strategies do you use to: |Analyze author’s purpose and techniques the writer uses to accomplish |

|and |Analyze author’s purpose and techniques the writer uses to accomplish it.|it. |

|Writer’s Craft and Structure |Analyze causes and effects, problem + solution |Analyze causes and effects, problem and solution, turning point. |

| |Infer feelings, traits, predictions. |Infer feelings, traits, predictions. |

|In preparation for ISAT, read comprehensively |Figure out the theme |Figure out the theme |

|Science |How do you read nonfiction? Recommended: Have students “think out loud” |How do you read nonfiction? Recommended: Have students “think out loud”|

|5. Use text features and search tools (e.g., key words, |about how to analyze a nonfiction text. Focus on text features this |about how to analyze a nonfiction text. Focus on text features this |

|sidebars, hyperlinks) to locate information relevant to a |week, ask analytic questions. |week, ask analytic questions. |

|given topic efficiently. | | |

|Social Science |Collect information to respond to BIG question. |Use nonfiction text features to collect information to respond to big |

|5. Use text features and search tools (e.g., key words, |Recommended: Focus on Black History |question—recommended—focus on black history. |

|sidebars, hyperlinks) to locate information relevant to a | |Analyze how headings and illustrations clarify meaning. |

|given topic efficiently. | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Figurative language |Antonym |

|CCSSRI.3.4 | |synonym |

|Classify vocabulary | | |

|Writing |Outline then write extended response |Outline then write extended response |

|opinion | | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Short response |Short response |

| |Extended response |Extended response |

| | | |

| |My own guide to problem solving |My own guide to writing an extended response |

| | | |

Third Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |How to answer questions: |

|CCSSRL.3.2 |Guide students to clarify their strategies to interpret a poem. |Explain how to choose the best answer to analytic and inferential |

|Determine central message |Include analysis of use of figurative or descriptive language in stories.|questions: |

|and | |Identify genre |

|Writer’s Craft and Structure | |identify kinds of questions |

| | |Infer meaning of a word from context |

|In preparation for ISAT, read comprehensively | |Analyze author’s purpose and techniques |

|Science |Students analyze technical text—directions for a science experiment or |Make your own guide to reading nonfiction. |

|3. Describe the steps in technical procedures in a text, using|directions on a procedure such as measurement. | |

|language that pertains to time, sequence, and cause/effect | | |

|Social Science |Students respond to questions based on ISAT stems, responding with |Make your own guide to figuring out the main idea of a nonfiction |

|2. Determine the main idea of a text; recount the key details |text-based evidence. |passage. |

|and explain how they support the main idea. |Recommended: Relate to Black History |Recommended: Relate to Black History |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Root/base word, suffix, prefix |Infer from context. |

|CCSSRI.3.4 | | |

|Analyze word patterns | | |

|Writing |Write an extended response |Write directions: how to write an extended response |

|opinion | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |Recommended: Comprehensive Math Problem Solving Across the Areas of Math|

|Practice Standard 1: analyze problem, then solve it |What is the question asking me to figure out? |What is the question asking me to figure out? |

| |What strategy and operations will I use? |What strategy and operations will I use? |

Third Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze questions: What is it asking, how do I figure out the answer? |Make a chart of the parts of fiction and then analyze a story. Then |

|5. Refer to parts of stories, dramas, and poems when writing | |tell how the writer uses techniques to communicate the lesson or theme. |

|or speaking about a text, using terms such as chapter, scene, | | |

|and stanza; describe how each successive part builds on | | |

|earlier sections. | | |

|Science |Skills: |Skills: |

|CCSSRI.3.1 |Analyze kinds of questions. |Outline a non-fiction passage—ideas and supporting information. |

|Analyze | | |

| | |Topic: |

| |Topic: | |

|Social Science |Skills: |Skills: |

|CCSSRI.3.1 |Analyze kinds of questions. |Outline a non-fiction passage—ideas and supporting information. |

|Analyze | | |

| | |Topic: |

| |Topic: | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Words of hope |Words about reading. |

|CCSSRI.3.4 | | |

|Analyze word patterns | | |

|Writing |Write a poem or letter |Write about a topic—opinion paragraph or poem. |

|opinion | | |

|MATH |Analyze ISAT—What kinds of problems does it include? | |

|Practice Standard 1: analyze problem, then solve it |How do you Analyze to solve them? | |

| | | |

| |Math Digest | |

| | | |

| | |Math Digest |

Third Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Make a chart of the parts of fiction and then analyze a story – choose a |Make a chart of the parts of fiction and then analyze a story – choose a|

|CCSSRL.3.2 |genre to analyze.. Then tell how the writer uses techniques to |different genre to analyze. Then tell how the writer uses techniques to |

|Summarize and infer theme |communicate the lesson or theme. |communicate the lesson or theme. |

|Science |Reading Skills |Reading Skills |

|CCSSRI.3.2 |Answer a BIG question. Collect and include facts and your own ideas. |Support a big idea—write about the same topic you read, tell the main |

|Analyze ideas | |idea “your way”. |

| |Topic: | |

| | |Topic: |

|Social Science |Reading Skills |Reading Skills |

|CCSSRI.3.2 |Answer a BIG question. Collect and include facts and your own ideas. |Support a big idea—write about the same topic you read, tell the main |

|Analyze ideas | |idea “your way”. |

| |Topic: | |

| | |Topic: |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Identify contractions in reading. Make a contractions chart. |Identify possessives in reading. Make a “guide” to writing with |

|CCSSRI.3.4 | |possessives. |

|Analyze word patterns | | |

|Infer from context | | |

|Writing |Outline a story that communicates a position; emphasis on maintaining a |Write the story. |

|opinion |main idea or theme | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Math Digest |Math Digest |

| | | |

Third Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Make a guide to reading a story. Use it to read an unfamiliar story. |

|CCSSRL.3.2 |Make a genre chart: give examples of the different genres you have read. List features|

|Summarize and infer theme |of each kind of genre. |

|Science |Write a report: |

|CCSSRI.3.2 |What have I learned about science this quarter? |

|Analyze ideas | |

|Social Science |Write a response to the big question of the unit or quarter. |

|CCSSRI.3.2 | |

|Analyze ideas | |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Make a guide to interpreting multi-meaning words in context. |

|CCSSRI.3.4 | |

|Analyze word patterns | |

|Infer from context | |

|Writing |Write a guide to writing to communicate a position—opinion or moral. |

|opinion | |

|MATH |Focus |

|Practice Standard 1: analyze problem, then solve it | |

| | |

| | |

| | |

| |Make math booklet –the math I’ve learned this quarter. |

4th Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Fourth Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Refer to details and examples in a text when explaining what the text says explicitly and when |1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing |

|drawing inferences from the text. |inferences from the text. |

|2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. |2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. |

|3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details |3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including |

|in the text (e.g., a character’s thoughts, words, or actions). |what happened and why, based on specific information in the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including those that allude|4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a |

|to significant characters found in mythology (e.g., Herculean). |grade 4 topic or subject area. |

|5. Explain major differences between poems, drama, and prose, and refer to the structural elements of|5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, |

|poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, |ideas, concepts, or information in a text or part of a text. |

|dialogue, stage directions) when writing or speaking about a text. | |

Writing: Opinion (CPS Framework Assessment Specification)

Note: This emphasis aligns with the ISAT Extended Response to a Reading

CCSSW4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

• Provide reasons that are supported by facts and details..

• Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

• Provide a concluding statement or section related to the opinion presented.

Fourth Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How do you read fiction—include different genre (e.g., Tall Tale; |

|CCSSRL.4.1 |Guide students to clarify their strategies to read a story—feature one |realistic fiction) |

|Infer with evidence |genre. |What strategies do you use to: |

|and |What strategies do you use to: |Analyze author’s purpose and techniques the writer uses to accomplish |

|Writer’s Craft and Structure |Analyze author’s purpose and techniques the writer uses to accomplish it.|it. |

| |Analyze problem and solution |Analyze causes and effects, problem and solution, turning point. |

|In preparation for ISAT, read comprehensively |Infer feelings, traits, predictions. |Infer feelings, traits, predictions. |

| |Figure out the theme |Figure out the theme? |

|Science |Analyze a text and data relating to one focus area of Science; including |Analyze a text and data relating to one focus area of Science; including|

|CCSSRI.4.3 |technical directions such as how to carry out an experiment. |technical directions such as how to carry out an experiment. |

|Explain events, procedures, ideas, or concepts in a | | |

|historical, scientific, or technical text, including what | | |

|happened and why, based on specific information in the text. | | |

|Social Science |How do you read nonfiction? |How do you read nonfiction? |

|5. Describe the overall structure (e.g., chronology, |Recommended: Have students “think out loud” about how to analyze a |Recommended: Have students “think out loud” about how to analyze a |

|comparison, cause/effect, problem/solution) of events, ideas, |nonfiction text. Focus on text features this week, ask analytic |nonfiction text. Focus on text features this week, ask analytic |

|concepts, or information in a text or part of a text. |questions. |questions. |

| |Recommended: Focus on Black History with a BIG question. |Recommended: Focus on Black History with a BIG question. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge CCSSRI.4.4 |Root/base word, suffix, prefix |Make science glossary—relate to graph, data interpretation, other key |

|Analyze word patterns and use |Emphasize science terms. |elements of science. |

|Writing |Outline extended response; pair to compare the support provided; adjust |Outline then write extended response. |

|opinion |outline. | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Short response |Short response |

| |Extended response |Extended response |

| | | |

| |My own guide to problem solving |My own guide to writing an extended response |

Fourth Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |How to answer questions: |

|Comprehensive |What strategies do you use to: |demonstrate how to choose the best answer to analytic and inferential |

| |Analyze author’s purpose and techniques the writer uses to accomplish it.|and evaluative questions based on a poem or story (including extended |

| | |response) |

|Science |How do you read nonfiction? |How do you read nonfiction? |

|CCSSRI.4.2 |Analyze a text, diagram, data table, and graph data relating to one focus|Analyze a text, diagram, data table, and graph data relating to one |

|How do you read nonfiction? |area of Science |focus area of Science |

|Social Science |Analyze a text, identify its structure, use the text to respond to a big |Respond to ISAT-stem aligned questions about nonfiction texts. |

|5. Describe the overall structure (e.g., chronology, |question. |Recommended: Relate to Black History |

|comparison, cause/effect, problem/solution) of events, ideas, | | |

|concepts, or information in a text or part of a text. |Recommended: Relate to Black History | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Synonym, antonym |How do you figure out the meaning of a word? |

|CCSSRI.4.4 |Emphasize science terms. |Structure |

|Analyze word structure | |Context |

|Writing |Write extended response. |Write guide to writing an extended response. |

|Opinion | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |Recommended: Comprehensive Math Problem Solving Across the Areas of Math|

|Practice Standard 1: analyze problem, then solve it |What is the question asking me to figure out? |What is the question asking me to figure out? |

| |What strategy and operations will I use? |What strategy and operations will I use? |

Fourth Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze questions: What is it asking, how do I figure out the answer? |Make a chart of the parts of fiction and then analyze a story. Then |

|Explain major differences between poems, drama, and prose, and| |tell how the writers of different genres use techniques to communicate |

|refer to the structural elements of poems (e.g., verse, | |the lesson or theme. |

|rhythm, meter) and drama | | |

|Science |Respond to a big question. |Respond to a Big question. |

|2. Determine the main idea of a text and explain how it is |Identify the main idea of each paragraph in a science passage; then infer|Answer a BIG question. Collect and include facts and your own ideas. |

|supported by key details; summarize the text. |the central idea of the entire passage. | |

|Social Science |Illustrate or make timeline or diagram of a social science passage. |Answer a BIG question. Collect and include facts and your own ideas. |

|3. Explain events, procedures, ideas, or concepts in a | | |

|historical, scientific, or technical text, including what | | |

|happened and why, based on specific information in the text. | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Words of hope |Make word list for the writer of an opinion—to use in writing. |

|CCSSRI.4.4 | | |

|Analyze word structure | | |

|Infer from context | | |

|Writing |Write a poem or letter |Write about a topic—opinion paragraph or poem. |

|Opinion | | |

|MATH |Analyze ISAT—What kinds of problems does it include? | |

|Practice Standard 1: analyze problem, then solve it |How do you Analyze to solve them? |Focus: |

| | | |

| |Math Digest | |

| | |Math Digest |

Fourth Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Make a chart of the parts of a story. Then tell how the writer uses |Add dialogue to a story or dramatize it. |

|Explain major differences between poems, drama, and prose, and|techniques to communicate the lesson or theme. Then add dialogue to it. | |

|refer to the structural elements of poems (e.g., verse, | | |

|rhythm, meter) and drama | | |

|Science |Use structure of text to Answer a BIG question. Collect and include |Reading Skills |

|5. Describe the overall structure (e.g., chronology, |facts and your own ideas. |Support a big idea—write about the same topic you read, tell the main |

|comparison, cause/effect, problem/solution) of events, ideas, | |idea “your way”. |

|concepts, or information in a text or part of a text. |Topic: | |

| | |Topic: |

|Social Science |Use structure of text to Answer a BIG question. Collect and include |Use structure of text to Answer a BIG question. Collect and include |

|5. Describe the overall structure (e.g., chronology, |facts and your own ideas. |facts and your own ideas. |

|comparison, cause/effect, problem/solution) of events, ideas, | | |

|concepts, or information in a text or part of a text. |Topic: |Topic: |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Identify contractions in reading. Make a contractions chart. |Identify possessives in reading. Make a “guide” to writing with |

|CCSSRI.4.4 | |possessives. |

|Writing |Outline a story emphasis on maintaining a theme |Write the story. |

|CCSSW.4.2 | | |

|opinion | | |

|MATH |Focus: |Focus: |

|Practice Standard 2: think quantitatively and abstractly | | |

| | | |

| |Math Digest—What are the big ideas you learned from this week’s problems?|Math Digest—What are the big ideas you learned from this week’s |

| | |problems? |

Fourth Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Set Goals |

| | |

| |Make a guide to reading a story. Use it to read an unfamiliar story. |

| | |

|Science |Write a summary of one topic you learned this quarter. Add questions |

|CCSSRI.4.2 |and give your summary and questions to another student. |

|Read closely, analyze | |

| | |

|Social Science |Outline, illustrate, and then write captions and sections of a report on|

|CCSSRI.4.2 |a topic you have learned—respond to the BIG question. |

|Read closely, analyze | |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Identify/use multi-meaning words. |

|CCSSRI.4.4 | |

|Writing |Improve the story. |

|CCSSW.4.2 | |

|opinion | |

|MATH |Focus |

|Practice Standard 1: analyze problem, then solve it | |

| | |

| |Make math booklet –the math I’ve learned this quarter. |

5th Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Fifth Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences |1. Quote accurately from a text when explaining what the text says explicitly and when drawing |

|from the text. |inferences from the text. |

|2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a |2. Determine two or more main ideas of a text and explain how they are supported by key details; |

|story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the |summarize the text. |

|text. | |

|3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on |3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts|

|specific details in the text (e.g., how characters interact). |in a historical, scientific, or technical text based on specific information in the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative language |4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a |

|such as metaphors and similes. |grade 5 topic or subject area. |

|5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of |5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, |

|a particular story, drama, or poem. |problem/solution) of events, ideas, concepts, or information in two or more texts. |

|6. Describe how a narrator’s or speaker’s point of view influences how events are described. |6. Analyze multiple accounts of the same event or topic, noting important similarities and differences |

| |in the point of view they represent. |

Writing: Opinion (CPS Framework Assessment Specification)

Note: This emphasis aligns with the ISAT Extended Response to a Reading

CCSSW5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• Provide logically ordered reasons that are supported by facts and details.

• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

• Provide a concluding statement or section related to the opinion presented.

Fifth Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How do you read a story—different genres. |

|CCSSRL.2. Determine a theme of a story, drama, or poem from |Guide students to clarify their strategies to read a story—feature one |How does the writer accomplish purpose—not simply to entertain but what |

|details in the text, including how characters in a story or |genre. |is the message the writer wants you to gain from the story or poem? |

|drama respond to challenges or how the speaker in a poem |What strategies do you use to: |How does the narrator’s point of view influence how the events are |

|reflects upon a topic; summarize the text. |Analyze author’s purpose and techniques the writer uses to accomplish it.|described? Explain how a series of scenes, fits together to provide the|

| |Analyze problem and solution |overall structure of a particular story |

| |Infer feelings, traits, predictions. | |

| |Figure out the theme | |

|Science |Use text features to locate information to respond to analytic questions.|Use text features to locate information to respond to analytic |

|How do you read nonfiction? |Then use text structure to summarize. |questions. |

| | |Then use text structure to summarize. |

|Social Science |How do you read nonfiction? |How do you read nonfiction? |

|How do you read nonfiction? |Have students “think out loud” about how to analyze a nonfiction text. |Have students “think out loud” about how to analyze a nonfiction text. |

| |Focus on text features this week, ask analytic questions. |Focus on text features this week, ask analytic questions. |

| |Recommended: Focus on Black History with a BIG question. |Recommended: Focus on Black History with a BIG question. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Figurative language |Antonym |

| | |synonym |

|Writing |Outline extended response; pair to compare the support provided; adjust |Outline then write extended response. |

|opinion |outline. | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Short response |Short response |

| |Extended response |Extended response |

| | | |

| |My own guide to problem solving |My own guide to writing an extended response |

Fifth Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |Explain and demonstrate (use ISAT “stems” ) how to choose the best |

|Comprehensive |What strategies do you use to: |answer to analytic, inferential, and evaluative questions |

| |Analyze author’s purpose and techniques the writer uses to accomplish it.| |

|Science |Use text features to locate information. |Evaluate answers to text-based questions: which is best? |

|Nonfiction reading strategies |Then use text structure to summarize. | |

|Social Science |Use text features to locate information to respond to analytic questions.|Evaluate answers to text-based questions: which is best? |

|Nonfiction reading strategies |Then use text structure to summarize. | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Root/base word, suffix, prefix |Explain and demonstrate how to respond to questions: infer from context;|

| | |structure of word |

| | | |

|Writing |Write extended response. |Write guide to writing an extended response. |

|opinion | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |Recommended: Comprehensive Math Problem Solving Across the Areas of Math|

|Practice Standard 1: analyze problem, then solve it |What is the question asking me to figure out? |What is the question asking me to figure out? |

| |What strategy and operations will I use? |What strategy and operations will I use? |

Fifth Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze questions: What is it asking, how do I figure out the answer? |Compare and contrast different genres. |

|5. Explain how a series of chapters, scenes, or stanzas fits | |Analyze author’s craft. |

|together to provide the overall structure of a particular | | |

|story, drama, or poem. | | |

|Science |Analyze a science passage—main idea of each paragraph; central idea of |Respond to a BIG question based on reading and data analysis. |

|CCSSRI.5.2 |the passage. | |

|Summarize | | |

|Social Science |Skills: |Skills: |

|CCSSRI.5.2 |Analyze kinds of questions. |Outline a non-fiction passage—ideas and supporting information. |

|Analyze a topic | | |

| | |Topic: |

| |Topic: | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Words of hope |Opinion words—list them then use in writing. |

| | | |

|Writing |Write a poem or letter |Write about a topic—opinion paragraph or poem. |

|Opinion | | |

|MATH |Analyze ISAT—What kinds of problems does it include? | |

|Practice Standard 1: analyze problem, then solve it |How do you think strategically to solve them? |Focus: |

| | | |

| | | |

| |Math Digest | |

| | |Math Digest |

Fifth Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Explain central message or lesson of a story. |Explain how two different stories or poems communicate the same theme. |

|Theme (CCSSR2) and structure (CCSSR5) |Analyze features of legends, myths, folktales (e.g. heroes, quests.) |Identify how a narrator’s perspective influences how events are described. |

|Science |Reading Skills |Reading Skills |

|CCSSRI.5.2 |Answer a BIG question. Collect and include facts and your own ideas. |Support a big idea—write about the same topic you read, tell the main idea “your|

|Analyze a topic | |way”. |

| |Topic: | |

| | |Topic: |

|Social Science |Reading Skills |Reading Skills |

|CCSSRI.5.2 |Answer a BIG question. Collect and include facts and your own ideas. |Support a big idea—write about the same topic you read, tell the main idea “your|

|Analyze a topic | |way”. |

| |Topic: | |

| | |Topic: |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Identify contractions in reading. Make a contractions chart. |Identify possessives in reading. Make a “guide” to writing with possessives. |

| | | |

|Analyze word structure and use | | |

|Writing |Outline a story --emphasis on maintaining a theme |Write the story. |

|opinion | | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| | | |

| |Math Digest |Math Digest |

| | | |

Fifth Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Contrast poetry and prose. |

|comprehensive |Summarize reading “repertoire”—genres you know, skills you use to read |

| |them, how and why you read them. |

|Science |Write report on a topic you have learned. |

|Summative assessment | |

|Social Science |Write report or create booklet or display about a topic you have |

|Summative assessment |learned. |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Write a guide to figuring out the meaning of words. |

|Analyze word structure and use |Make a grammar guide. |

|Writing |Write a guide to writing an opinion. |

|opinion | |

|MATH |Focus |

|Summative assessment | |

| | |

| | |

| |Make math booklet –the math I’ve learned this quarter. |

6th Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Sixth Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences |1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn |

|drawn from the text. |from the text. |

|2. Determine a theme or central idea of a text and how it is conveyed through particular details; |2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary |

|provide a summary of the text distinct from personal opinions or judgments. |of the text distinct from personal opinions or judgments. |

|3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the|3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a |

|characters respond or change as the plot moves toward a resolution. |text (e.g., through examples or anecdotes). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and |4. Determine the meaning of words and phrases as they are used in a text, including figurative, |

|connotative meanings; analyze the impact of a specific word choice on meaning and tone. |connotative, and technical meanings. |

|5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a |5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a |

|text and contributes to the development of the theme, setting, or plot. |text and contributes to the development of the ideas. |

|6. Explain how an author develops the point of view of the narrator or speaker in a text. |6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|8. (Not applicable to literature) |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: Argument (CPS Framework Specification) This emphasis aligns with the ISAT Extended Response to a Reading

CCSSW6.1. Write arguments to support claims with clear reasons and relevant evidence.

• Introduce claim(s) and organize the reasons and evidence clearly.

• Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

• Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from the argument presented.

Sixth Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How do you read a story—different genres. |

|comprehensive |How does the writer accomplish purpose—not simply to entertain but what is |How does the writer accomplish purpose—not simply to entertain but what is |

| |the message the writer wants you to gain from the story or poem? |the message the writer wants you to gain from the story or poem? |

| |How does the narrator’s point of view influence how the events are |How does the narrator’s point of view influence how the events are |

| |described? |described? |

|Science |How do you read nonfiction? |How do you read nonfiction? |

|How do you read nonfiction? | |Use text features and structure to organize response to Big Question. |

| |Use text features and structure to organize response to Big Question. |Analyze how illustrations and headings support comprehension. |

|Social Science |Synthesize information from two different texts, using structure of the |Analyze how illustrations and headings support comprehension. |

|How do you read nonfiction? |texts to find information relevant to the question. |Identify main idea and supporting information. |

| |Recommended: Focus on Black History with a BIG question. |Recommended: Focus on Black History with a BIG question. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Figurative language |Etymology |

| | | |

|Writing |Outline extended response; pair to compare the support provided; adjust |Outline then write extended response. |

|argument |outline. | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Short response |Short response |

| |Extended response |Extended response |

| | | |

| |My own guide to problem solving |My own guide to writing an extended response |

Sixth Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |Explain and demonstrate (use ISAT “stems” ) how to choose the best answer to |

|comprehensive |Emphasize author’s craft and structure and theme or message. |analytic, inferential, and evaluative questions about a poem, story, nonfiction |

| | | |

| |Compare and contrast poetry and prose. | |

|Science |How do you read directions? |How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies | | |

|Social Science |How do you use information from two different sources to respond to a |How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies |question (see ISAT sample) | |

| |Recommended: Focus on Black History with a BIG question. | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Write guide with examples: Root, prefix, suffix, compound words |Write guide: How to figure out word meaning from context and/or structure. |

| | | |

|Writing |Write extended response. |Write guide to writing an extended response. |

|argument | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |

|Practice Standard 1: analyze problem, then solve it| | |

| |What is the question asking me to figure out? |What is the question asking me to figure out? |

| |What strategy and operations will I use? |What strategy and operations will I use? |

| | | |

Sixth Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze questions: What is it asking, how do I figure out the answer? |Analyze writer’s choices—why did the writer include characters, actions, events, |

|5. Analyze how a particular sentence, chapter, | |descriptions, narrator.. |

|scene, or stanza fits into the overall structure of| | |

|a text and contributes to the development of the | | |

|theme, setting, or plot. | | |

|Science |How do you use text features, graphics, and structure to respond to |Respond to a BIG question through research: |

|Analyze, summarize |questions and summarize? |How do you use text features and structure to respond to questions and summarize?|

|Social Science |How do you use text features and structure to respond to questions and |Respond to a BIG question through research. |

|Analyze, summarize |summarize? |How do you use text features and structure to respond to questions and summarize?|

| | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

|Word Knowledge |Words of hope |argument writer’s phrases—list to use in writing opinion |

| | | |

| | | |

|Writing |Write a poem or letter |Outline, then write an argument. |

|argument | | |

| | | |

| | | |

|MATH |Analyze ISAT—What kinds of problems does it include? |Focus: |

|Practice Standard 1: analyze problem, then solve it|How do you Analyze to solve them? | |

| | | |

| | | |

| | | |

| |Math Digest | |

| | |Math Digest |

Sixth Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Make a chart of the different genres and techniques that writers use in|Read two different texts in different genres developing the same theme. Compare |

|5. Analyze how a particular sentence, chapter, scene, |each. Include techniques a reader uses to interpret each genre. |how each writer develops the theme. |

|or stanza fits into the overall structure of a text and| | |

|contributes to the development of the theme, setting, | | |

|or plot. | | |

|Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|6. Analyze multiple accounts of the same event or | | |

|topic, noting important similarities and differences in| | |

|the point of view they represent. | | |

|Social Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|6. Analyze multiple accounts of the same event or | | |

|topic, noting important similarities and differences in| | |

|the point of view they represent. | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Make content area glossary. |Make content area glossary. |

|CCSSRI.6.4 | | |

| | | |

|Writing |Outline then write an argument |Outline a report based on the content research. |

| | | |

| | | |

|MATH |Focus: |Focus: |

|Practice Standard 2: think quantitatively and | | |

|abstractly |Math Digest |Math Digest |

Sixth Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Write a guide to reading different genres. |

|Summative | |

| | |

|Science |Complete report |

|Summative assessment | |

|Social Science |Complete report |

|Summative assessment | |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Make a thesaurus for literary terms. |

|CCSSRI.6.4 | |

| | |

|Writing |Write a guide to writing a report. |

|MATH |Focus |

|Practice Standard 2: think quantitatively and abstractly | |

| |Make math booklet –the math I’ve learned this quarter. |

7th Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Seventh Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as |

|as inferences drawn from the text. |inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the text;|2. Determine two or more central ideas in a text and analyze their development over the course of the text;|

|provide an objective summary of the text. |provide an objective summary of the text. |

|3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the |3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence |

|characters or plot). |individuals or events, or how individuals influence ideas or events). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and |4. Determine the meaning of words and phrases as they are used in a text, including figurative, |

|connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration)|connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. |

|on a specific verse or stanza of a poem or section of a story or drama. | |

|5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its |5. Analyze the structure an author uses to organize a text, including how the major sections contribute to |

|meaning. |the whole and to the development of the ideas. |

|6. Analyze how an author develops and contrasts the points of view of different characters or narrators|6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or|

|in a text. |her position from that of others. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|8. (Not applicable to literature) |8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound |

| |and the evidence is relevant and sufficient to support the claims. |

Writing: Argument (CPS Framework Specification -- aligns with the ISAT Extended Response to a Reading)

CCSSW7.1. Write arguments to support claims with clear reasons and relevant evidence.

• Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and supports the argument presented.

Seventh Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How do you read a story—different genres. |

|comprehensive |How does the writer accomplish purpose—not simply to entertain but what|How does the writer accomplish purpose—not simply to entertain but what is the |

| |is the message the writer wants you to gain from the story or poem? |message the writer wants you to gain from the story or poem? |

| |How does the narrator’s point of view influence how the events are |How does the narrator’s point of view influence how the events are described? |

| |described? | |

|Science |Trace and evaluate the argument and specific claims in a text, |How do you read nonfiction? |

|comprehensive |assessing whether the reasoning is sound and the evidence is relevant |Use text features and structure to organize response to Big Question. |

| |and sufficient to support the claims. |Analyze how illustrations and headings support comprehension. |

|Social Science |Trace and evaluate the argument and specific claims in a text, |How do you read nonfiction? |

|comprehensive |assessing whether the reasoning is sound and the evidence is relevant |Use text features and structure to organize response to Big Question. |

| |and sufficient to support the claims. |Analyze how illustrations and headings support comprehension. |

| |Recommended: relate to Black History |Recommended: relate to Black History |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem | | |

|or speech | | |

|Word Knowledge |Figurative language |Etymology |

|Writing |Outline extended response; pair to compare the support provided; adjust|Outline then write extended response. |

|argument |outline. | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |

|Math Practice Standard 1: Analyze the problem, then |Math | |

|solve it. | |What is the question asking me to figure out? |

| |What is the question asking me to figure out? |What strategy and operations will I use? |

| |What strategy and operations will I use? | |

| |Recommended: emphasize graphs |Recommended: emphasize graphs |

Seventh Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |Explain and demonstrate (use ISAT “stems” ) how to choose the best answer to |

|comprehensive |Emphasize author’s craft and structure and theme or message. |analytic, inferential, and evaluative questions about a poem, story, nonfiction |

| | | |

| |Compare and contrast poetry and prose. | |

|Science |How do you read directions? |How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies |Relate to science content students need for ISAT such as how to | |

| |interpret a graph. | |

|Social Science |How do you use information from two different sources to respond to a|How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies |question (see ISAT sample) | |

| |Recommended: relate to Black History |Recommended: relate to Black History |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Word Knowledge |Write guide with examples: Root, prefix, suffix, compound words |Write guide: How to figure out word meaning from context and/or structure. |

|CCSSRI.7.4 Structure and usage | | |

|Writing |Write extended response. |Write guide to writing an extended response. |

|Argument | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |

|Practice Standard 1: analyze problem, then solve it |Math | |

| | |What is the question asking me to figure out? |

| |What is the question asking me to figure out? |What strategy and operations will I use? |

| |What strategy and operations will I use? | |

| | |Recommended: emphasize graphs |

| |Recommended: emphasize graphs | |

Seventh Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze questions: What is it asking, how do I figure out the answer? |Compare and contrast different genres. |

|CCSSRL.7.5 | | |

|Analyze writers’ choices | | |

|Science |How do you use text features, graphics, and structure to respond to |Respond to a BIG question through research: |

|CCSSRI.7.2 |questions and summarize? |How do you use text features and structure to respond to questions and |

|Summarize, synthesize | |summarize? |

|Social Science |How do you use text features and structure to respond to questions and |Respond to a BIG question through research. |

|CCSSRI.7.2 |summarize? |How do you use text features and structure to respond to questions and |

|Summarize, synthesize | |summarize? |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Words of hope |Words about progress |

|CCSSRI.7.4 | | |

|Writing |Write a poem or letter |Write a poem or a letter |

|argument | | |

|MATH |Analyze ISAT—What kinds of problems does it include? |Words about progress |

|Practice Standard 1: analyze problem, then solve it |How do you Analyze to solve them? | |

| | | |

| | | |

| |Math Digest | |

| | | |

Seventh Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 ISAT |Week 27 |

|Reading Literature |Make a chart of the different genres and techniques that writers use in|Read two different texts in different genres developing the same theme. |

|CCSSRL.7.1 |each. Include techniques a reader uses to interpret each genre. |Compare how each writer develops the theme. |

|Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|research | | |

|Social Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|research | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem. | | |

| | | |

|Word Knowledge |Make content area glossary. |Make content area glossary. |

|CCSSRI.7.4 | | |

|Writing |Locate and collect information for a report. |Outline a report based on the content research. |

|Expository/explanatory | | |

|MATH |Focus: |Focus: |

|Practice Standard 2: think abstractly and quantitatively | | |

| | | |

| | | |

| | | |

| |Math Digest |Math Digest |

Seventh Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Write a guide to reading different genres. |

|Summative assessment | |

| | |

|Science |Complete report |

|Summative assessment | |

|Social Science |Complete report |

|Summative assessment | |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Make a thesaurus for literary terms. |

| | |

|Writing |Write a guide to writing a report. |

| |Contrast it to writing an argument. |

|MATH |Focus |

|Practice Standard 2: think analytically and | |

|quantitatively |Make math booklet –the math I’ve learned this quarter. |

8th Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Eighth Grade Literacy Standards Emphasized

|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as|1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as |

|well as inferences drawn from text. |well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the text, |2. Determine a central idea of a text and analyze its development over the course of the text, including its|

|including its relationship to the characters, setting, and plot; provide an objective summary of the |relationship to supporting ideas; provide an objective summary of the text. |

|text. | |

|3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal |3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., |

|aspects of a character, or provoke a decision. |comparisons, analogies, or categories). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and |4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,|

|connotative meanings; analyze the impact of specific word choices on meaning and tone, including |and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies|

|analogies or allusions to other texts. |or allusions to other texts. |

|5. Compare and contrast the structure of two or more texts and analyze how differing structure of each |5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular |

|text contributes to its meaning and style. |sentences in developing and refining a key concept. |

|6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., |6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and |

|created through the use of dramatic irony) create such effects as suspense or humor. |responds to conflicting evidence or viewpoints. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|8. (Not applicable to literature) |8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is |

| |sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |

Writing: Argument (CPS Framework Specification-- This emphasis aligns with the ISAT Extended Response to a Reading)

8.1. Write arguments to support claims with clear reasons and relevant evidence.

• Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the

reasons and evidence logically.

• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text

• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,

reasons, and evidence.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and supports the argument presented.

Eighth Grade: Third Quarter Learning Priorities Weeks 20-21

| |Week 20 |Week 21 |

|Reading Literature |How do you read a story? |How do you read a story—different genres. |

|comprehensive |How does the writer accomplish purpose—not simply to entertain but |How does the writer accomplish purpose—not simply to entertain but what is the |

| |what is the message the writer wants you to gain from the story or |message the writer wants you to gain from the story or poem? |

| |poem? |How does the narrator’s point of view influence how the events are described? |

| |How does the narrator’s point of view influence how the events are | |

| |described? | |

|Science |How do you read nonfiction? |How do you read nonfiction? |

|comprehensive |Use text features and structure to organize response to Big |Use text features and structure to organize response to Big Question. |

| |Question. |Analyze how illustrations and headings support comprehension. |

|Social Science |Synthesize information from two different texts, using structure of|Analyze how illustrations and headings support comprehension. |

| |the texts to find information relevant to the question. |Identify main idea and supporting information. |

| | | |

| |Recommended: Relate to Black History |Recommended: relate to Black History |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Figurative language |Etymology |

| | | |

|Writing |Outline extended response; pair to compare the support provided; |Outline then write extended response. |

|argument |adjust outline. | |

|MATH |Focus: |Focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| |Math Digest |Math Digest |

Eighth Grade: Third Quarter Learning Priorities Weeks 22-23

| |Week 22 |Week 23 |

|Reading Literature |How do you read a poem? |Explain and demonstrate (use ISAT “stems” ) how to choose the best answer to |

|comprehensive |Emphasize author’s craft and structure and theme or message. |analytic, inferential, and evaluative questions about a poem, story, |

| | |nonfiction |

| |Compare and contrast poetry and prose. | |

|Science |How do you read directions? |How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies | | |

|Social Science |How do you use information from two different sources to respond to a |How do you choose the best answer to a text-based question (use ISAT stems) |

|Reading strategies |question (see ISAT sample) | |

| |Recommended: relate to Black History |Recommended: relate to Black History |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem.| | |

|Word Knowledge |Write guide with examples: Root, prefix, suffix, compound words |Write guide: How to figure out word meaning from context and/or structure. |

|CCSSRI.8.4 | | |

|Writing |Write extended response. |Write guide to writing an extended response. |

|argument | | |

|MATH |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |Recommended: Comprehensive Math Problem Solving Across the Areas of Math |

|Practice Standard 1: analyze problem, then solve it | | |

| |What is the question asking me to figure out? |What is the question asking me to figure out? |

| |What strategy and operations will I use? |What strategy and operations will I use? |

Eighth Grade: Third Quarter Learning Priorities Weeks 24-25

| |Week 24 |Week 25 |

|Reading Literature |Analyze |Analyze |

|CCSSRL.8.5 | | |

|Analyze story development of theme |Analyze questions: What is it asking, how do I figure out the answer? |Compare and contrast different genres. |

| | | |

| | | |

|Science |Skills: |Skills: Outline a nonfiction passage. Identify techniques the writer uses. |

|CCSSRI.8.2 |Analyze kinds of questions. | |

| | |Topic: |

| |Topic: | |

|Social Science |Skills: |Skills: Outline a nonfiction passage. Identify techniques the writer uses. |

|CCSSRI.8.2 |Analyze kinds of questions. | |

| | |Topic: |

| |Topic: | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Words of hope |Words about progress |

|CCSSRI.8.4 | | |

|Word structure and usage | | |

|Writing |Write a poem or letter |Write a poem or a letter |

|CCSSW.8.1 | | |

|argument | | |

|MATH |Analyze ISAT—What kinds of problems does it include? |Focus: |

|Practice Standard 1: analyze problem, then solve it |How do you Analyze to solve them? | |

| | |Math Digest |

Eighth Grade: Third Quarter Learning Priorities Weeks 26-27

| |Week 26 |Week 27 |

|Reading Literature |Make a chart of the different genres and techniques that writers use in |Read two different texts in different genres developing the same theme. |

|CCSSRL.8.5 |each. Include techniques a reader uses to interpret each genre. |Compare how each writer develops the theme. |

|Analyze story development of theme | | |

|Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|research | | |

|Social Science |Respond to a BIG question through research. |Respond to a BIG question through research. |

|research | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

| | | |

| | | |

|Word Knowledge |Make content area glossary. |Make content area glossary. |

|CCSSRI.8.4 | | |

| | | |

|Writing |Locate and collect information for a report. |Outline a report based on the content research. |

|CCSSW.8.1 | | |

|Expository/explanatory | | |

|MATH |Focus: |Focus: |

|Practice Standard 2: think quantitatively and | | |

|abstractly | | |

| |Math Digest |Math Digest |

Eighth Grade: Third Quarter Learning Priorities Week 28

| |Week 28 |

|Reading Literature |Write a guide to reading different genres. |

|Summative assessment | |

| | |

|Science |Complete report |

|Summative assessment | |

|Social Science |Complete report |

|Summative assessment | |

|Fluency |This week’s read-aloud: |

| | |

|Word Knowledge |Make a thesaurus for literary terms. |

| | |

|Writing |Write a guide to writing a report. |

| |Contrast it to writing an argument. |

|MATH |Focus |

|Practice Standard 2: think analytically and | |

|quantitatively |Make math booklet –the math I’ve learned this quarter. |

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