Seventh Grade



The Connected Curriculum

GRADE 8

Curriculum Map

Standards-Based Scope and Sequence for Teaching and Assessment

with integrated principles and strategies of special education.

This guide was prepared by the DePaul Center for Urban Education

through support from the Polk Bros. Foundation Teacher Leadership Network.

Relevant resources for instruction, independent learning, and assessment:

.

Eighth Grade

Mid- and End-of Quarter Competencies to Assess

First Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 5 |Week 9 |Week 14 |Week 19 |

|Word Knowledge |Identify and give examples |Explain and give examples: |Explain literal, |Make explanation/guide to how to use |

|1A |of root, prefix, suffix, |homonyms, antonyms, |figurative; paraphrase text|structures to figure out word meaning |

| |compound |synonyms; multiple meaning | |when reading. (Root, prefix, suffix) |

| |Make own word meaning guide|words | | |

|Reading Strategies: |Read and respond to new |Complete and explain story |Explain how to re-read to |Locate and classify information; |

|I CAN . . . with a variety|selection with short |map |find information; |evaluate information; relate to main |

|of texts |answers, graphic | |Interpret use of words and |idea |

| |organizers. Identify and |Explain how to infer from |techniques |Ask/answer analytic and inferential |

| |infer main idea, traits, |context |Explain and give example of|evaluative questions and explain how. |

|Goals 1, 2 |motive, sequence, | |theme |Write about what you think based on what|

| |cause-effect with evidence | | |you read and what you knew. |

| |Explain how to survey | | | |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with increased |

|ILS1B,4AB |increased fluency. |increased fluency. |increased fluency. |fluency. |

|Writing |Write, edit sentence with |Write, edit essay |Edit/write expository essay|Write expository essay |

|and Illustrating |components from weeks | |Write own guide to writing |Write guide to writing an expository |

|Goals 3, 4 |1-4 | |an expository essay. |essay |

| | | | | |

|Content |GEOGRAPHY |ECOLOGY |CULTURE |PHYSICS/TECHNOLOGY |

| |Write/illustrate booklet or|List, illustrate, describe |List, illustrate, give |List, give examples of key |

| |display. Explain features |features and explain |examples of parts and |terms/concepts; make a guide to physics |

| |and relationships of world |relationships use terms |patterns of a culture; |and technology and how they affect the |

| |geography. |correctly. |Write/illustrate to explain|way people live, work, and travel based |

| |Use terms correctly. |Write or prepare display or|values and traditions |on what you have learned and what you |

| | |presentation on environment| |knew |

| | |or environmental issue. | | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, guide/booklet. |

|Insert the math skills and|guide/booklet. |guide/booklet. |guide/booklet. |Use math to describe situations and |

|strategies from the |Use math to describe |Use math to describe |Use math to describe |solve problems. |

|program you use. |situations and solve |situations and solve |situations and solve | |

| |problems. |problems. |problems. | |

Eighth Grade

Mid- and End-of Quarter Competencies to Assess

Second Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 24 |Week 29 |Week 34 |Weeks 37-38 |

|Word Knowledge |Explain and demonstrate how |Explain and demonstrate how |Make a guide to figure out |Make a diagram/display of |

| |to paraphrase. |to analyze word structure. |unfamiliar words when reading.|words of the year. |

|1A |Use words of the week in | | | |

| |sentences. | | | |

| | | | | |

|Reading Strategies: |Simulate ISAT |Explain how to answer |High School Prep: |What have I learned about |

|I CAN . . . with a variety of| |questions: literal, analytic,|Identify learning strategies |reading to learn? |

|texts |Analyze the questions. |inferential, evaluative |needed for high school. | |

| |Write test-taking guide | |Choose topic for next 5 weeks | |

| | | |of reading. | |

|Goals 1, 2 | | | |ILS 5A, 1B |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with |

| |increased fluency. |increased fluency. |increased fluency. |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |Write guide to writing essays|Make a writer’s guide to |Make your own guide to |Write a poem |

|and Illustrating | |different formats. |note-taking | |

|Goals 3, 4 | | | | |

| | | | | |

|Content |ECONOMICS |SCIENCE SYSTEMS |GOVERNMENT |DISCOVERIES |

| | | |Write and give examples of |What have I learned that will |

| |Use numerical data and |Write and illustrate a guide |kinds and systems of |help me succeed in high |

| |current or historical |to systems of science. |government. |school? |

| |information to write about | | | |

| |how economies work. | | | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program |Use math to describe |Use math to describe |Use math to describe |Use math to describe |

|you use. |situations and solve |situations and solve |situations and solve problems.|situations and solve problems.|

| |problems. |problems. | | |

Eighth Grade: Weeks 1-5 Curriculum Map

| |Week 1 |Week 2 |Week 3 |Week 4 |Week 5 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Assess student | Identify root word |Analyze prefix and suffix|Construct compound words|Identify and give |

| |abilities |Use dictionary |Use glossary | |examples of root, prefix,|

|1A | | | | |suffix, compound |

| | | | | |Make own word meaning |

| | | | | |guide |

|Reading Strategies: |Read/listen to |Read/listen to |Survey, question, make, |Relate setting to |Read and respond to new |

|I CAN . . . with a |identify/infer traits of |identify/infer motive |confirm predictions 1B |characters, plot |selection with short |

|variety of texts |person/character 1B |1B,C |Read/listen to identify |development, |answers, graphic |

| |Identify structure of text|Use structure of text to |main idea 1B |cause-effect, motive |organizers. Identify and|

| |Follow 2-4 step directions|locate information (5A) |restate/illustrate |2A |infer main idea, traits,|

|Goals 1, 2 |(4A) |Take reading interest | | |motive, sequence, |

| | |inventory. | | |cause-effect with |

| | | | | |evidence |

| | | | | |Explain how to survey |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | | |increased fluency. |

|ILS1B,4AB | | | | | |

| | | | | | |

|Writing |Write complete sentences |Expand sentence: |Expand sentence: |Write paragraph with |Write, edit sentence with|

|and Illustrating |with a variety of | | |clear focus and support |components from weeks |

|Goals 3, 4 |punctuation. |Adjective and adverb |Compound, complex | |1-4 |

| |Recommended: Diagram |Recommended: diagram |Recommended: diagram | | |

| |sentence |sentence |sentence | | |

|Content |Location: What do maps |Place: What do maps show |Region: What do maps show|Place: What do maps show|Write/illustrate booklet |

| |show about the world? |about continents? |about countries? |about changes? |or display. Explain |

|US/World Geography |arable |characteristics |boundaries |development |features and |

|Goal 17A,B,C |diversity |contour |conflict |desertification |relationships of world |

|Research | |relative size |nationalism |historic |geography. |

|Goal 5 |Also use 4th-7th grade |Also use 4th-7th grade |Also use 4th-7th grade | |Use terms correctly. |

| |geography terms |geography terms |geography terms |Also use 4th-7th grade | |

| | | | |geography terms | |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

Eighth Grade: Weeks 6-9 Curriculum Map

| |Week 6 |Week 7 |Week 8 |Week 9 assess, clarify, expand |

|Word Knowledge |Identify, use multiple-meaning |Identify, use multiple-meaning |Identify/use homonyms, synonyms,|Explain and give examples: |

|1A |words |words |antonyms |homonyms, antonyms, synonyms; |

| | | | |multiple meaning words |

|Reading Strategies:|Analyze choice of words, |Analyze sequence |Map story: characters, events, |Complete and explain story map |

| |infer meaning from context |—use diagram or time-line to |setting/place | |

|I CAN . . . with a | |show sequence | |Explain how to infer from |

|variety of texts |1B | |1B |context |

| | |1B | | |

| | | | | |

|Goals 1, 2 | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |Paragraphs |Paragraphs |Essay |Write, edit essay |

|To Inform |focus— |--support/ |--organization | |

| |main idea and details |elaboration | | |

|Goals 3 and 4 | | | | |

|Content |Features of an American |How plants live there: |How animals live there: |List, illustrate, describe |

| |environment: |chloroplast |carrying capacity |features and explain |

|Ecology |biome |cross pollination |conservation |relationships use terms |

| |characteristics |diversity |domesticated |correctly. |

|Research |coniferous |photosynthesis |homeostasis |Write or prepare display or |

|Goal 5 |desert |pistil pollination |larva |presentation on environment or |

| |ECOLOGY |self-pollination |metamorphosis |environmental issue. |

| |ecosystem |stamen |classification | |

| |12A |12A,B |endangered species | |

| |Survey to identify theme/idea | |extinction | |

| |summarize |Make/use chart |renewable resources | |

| | |summarize |taxonomy | |

| | | |12A,B; 13B | |

| | | |Make/use diagrams, summarize | |

|MATH | | | |Make a math guide/booklet. |

|Insert the math | | | |Use math to describe situations |

|skills and | | | |and solve problems. |

|strategies from the| | | | |

|program you use. | | | | |

| | | | | |

|Math Words | | | |Make a Math Glossary |

|List terms students| | | | |

|will use this week.| | | | |

| | | | | |

| | | | | |

Eighth Grade: Weeks 10-14 Curriculum Map

| |Week 10 |Week 11 |Week 12 |Week 13 |Week 14 assess, clarify, |

| | | | | |expand |

|Word Knowledge ILS |Distinguish literal, |Paraphrase 4A |Construct |Construct/answer vocabulary|Explain literal, |

|1A |figurative | |Vocabulary questions |questions |figurative; paraphrase |

| | | | | |text |

| | | | | | |

|Reading Strategies: |Re-read to locate |interpret author's |Infer meaning of |Compare theme across |Explain how to re-read to|

|I CAN . . . with a |information to support |choice of words; analyze|words in context |stories/ |find information; |

|variety of texts |an idea or theme. |author’s techniques |Explain how words |authors analyze the |Interpret use of words |

| |Write summary |Write what you think |help communicate |representation of a culture|and techniques |

| |1B |about what you read and |theme/idea |1B,C, 2A, B |Explain and give example |

|Goals 1, 2 | |what you knew 1B, 2A |Interpret non-literal | |of theme |

| | | |language | |Explain and give examples|

| | | |Write what you think | |of metaphors, similes, |

| | | |about what you read | |symbols l |

| | | |1B,C, 2A | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read with |

|ILS 1B, 4AB | | | | |increased expression. |

| | | | | |Students explain how to |

| | | | | |read with expression. |

| | | | | | |

|Writing and |Outline expository |Edit expository essay |Organize/Write narrative |Organize/Write narrative |Edit/write essay |

|Illustrating |essay; write |for transitions 3B |essay with focus, support,|essay with focus, support, |Write own guide to |

|emphasis: |with clear focus 3B | |organization and clear |organization, clear |writing an essay. |

|narrative | | |introduction 3B |introduction and conclusion| |

| | | | |3B | |

|Content: |Read and report Choices |Read and identify |Read and infer Priorities:|Read and infer: How values |List, illustrate, give |

| |of cultures: where and |Patterns: how people |choices about what’s |influence traditions; how a|examples of parts and |

|Culture |how to live. |live(d) |important |culture changes |patterns of a culture; |

| |16A,,D, 18A, 5A |16A,D, 18A 5A |16A,D, 18A 5A |18AC 5A |Write/illustrate to |

| | | | | |explain values and |

| | | | | |traditions |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Eighth Grade: Weeks 15-19 Curriculum Map

| |Week 15 |Week 16 |Week 17 |Week 18 |Week 19 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Use structure (root) to |Use structure (prefix) |Use structure (suffix) to |Use structure |Make guide to how to use |

|ILS 1A |determine word meaning in |to determine word |determine word meaning in |(root-prefix-suffix) to |structures to figure out |

|Apply Word and |text. |meaning in text. |text. |determine word meaning in|word meaning when reading.|

|vocabulary skills | | | |text. |(Root, prefix, suffix) |

|to comprehend | | | | | |

|selections | | | | | |

|Reading |Identify and organize |Identify concept/idea in|Identify concept/idea in |Ask/answer evaluative |Locate and classify |

|Strategies: |information in charts, |non-fiction text find |non-fiction text find |questions |information; evaluate |

|I CAN . . . with a|diagrams |evidence |evidence |evaluate or construct a |information; relate to |

|variety of texts |Ask/answer analytic |Ask/answer analytic |Ask/answer analytic and |debate |main idea |

| |questions |questions |inferential questions |Write about what you |Ask/answer analytic and |

| |Write about what you think|Write about what you |Write about what you think |think based on what you |inferential evaluative |

|Goals 1, 2 |based on what you read and|think based on what you |based on what you read and |read and what you knew. |questions and explain how.|

| |what you knew. |read and what you knew. |what you knew. |1B,C; 2A, 5A | |

| |1B,C, 5A |1C,5A |1C,5A | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB |Check reading rate and | | | |increased fluency. |

| |comprehension—set target | | | | |

| |to improve. | | | | |

|Writing and |Outline, |Outline and Write |Outline and Write narrative|Outline, write narrative |Write essay |

|Illustrating |write expository essay |expository essay with |essay with emphasis on |report with emphasis on |Write guide to writing an |

|emphasis: |with emphasis on focus and|emphasis on focus, |focus, support, transitions|focus, support |essay |

|narrative |support 3B,C |support, transitions |3B,C |and coherence 3B, C | |

| | |3B,C | | | |

|Content: |Simple machines-how they |Simple machines-how they|Energy and simple machines:|Energy and simple |List, give examples of key|

|Technology/ |get work done. |get work done. |Read/experience/ |machines: |terms/concepts; make a |

|Physics |Read/experience/ |Read/experience/ |write/illustrate about: |Read/experience/ |guide to physics and |

| |write/illustrate about: |write/illustrate about: |acceleration, deceleration,|write/illustrate about: |technology |

| |effort, focus, horsepower,|effort, focus, |kinetic, momentum, |drag, efficiency, | |

| |inertia, |horsepower, inertia, |potential, |friction, resistance, | |

| |momentum, thrust, work |momentum, thrust, work |terminal velocity, |work | |

| |11, 12D, 5A |11, 12D, 5A |universal gravitation | | |

| | | |11, 12D, 5A |11, 12D, 5A | |

|MATH | | | | |Make a math guide/booklet.|

|Insert the math | | | | |Use math to describe |

|skills and | | | | |situations and solve |

|strategies from | | | | |problems. |

|the program you | | | | | |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms | | | | | |

|students will use | | | | | |

|this week. | | | | | |

Eighth Grade: Weeks 20-24 Curriculum Map

| |Week 20 |Week 21 |Week 22 |Week 23 |Week 24 assess, clarify,|

| | | | | |expand |

|Word Knowledge |Infer the meaning of a|Infer the meaning of a |Construct/answer |Construct/answer |Explain how to infer the|

|ILS 1A |word in a sentence. |word in a paragraph. |vocabulary questions |vocabulary questions |meaning of a word from |

| | | | | |context. |

| |Test-Prep words: |Test-Prep words: |Test Prep Words: |Test Prep Words: | |

| | | | | | |

|Reading Strategies: |Students |Identify main idea, |Students identify/ |Students identify/make/answer|Write guide to reading |

|I CAN . . . with a |identify/make/ |details |make/answer analytic |evaluative questions |non-fiction. |

|variety of texts |answer literal and |1B, 1C |questions |fiction and | |

| |inferential questions |scan to find information |fiction and |nonfiction |Make test-taking guide |

| |fiction and |Simulate ISAT |nonfiction |1B, 1C | |

|Goals 1, 2 |non-fiction |Discuss challenging |1B, 1C | | |

| |skim to preview |items. | | | |

| |1B, 1C | | | | |

|Fluency |This week’s read |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with|

|ILS 1B, 4AB |aloud: | | | |increased fluency. |

| | | | | |Students explain how to |

| | | | | |adjust rate to succeed |

| |Check reading rate and| | | |on ISAT reading test. |

| |comprehension | | | | |

| |—set target to | | | | |

| |improve. | | | | |

|Writing |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |Write guide to writing |

| |write about what you |write about what you are |write about what you are |write about what you are |an extended response |

| |are reading 3B |reading 3B |reading 3B |reading 3B |3 B |

|Content |Read, illustrate, use |Read, illustrate, use |Read, illustrate, use |Read, illustrate, use data |Use numerical data and |

|ISAT Prep: Reading |data and write about |data and write about the |data and write about the |and write about the economy. |current or historical |

|and “mathing” in the|the economy. This |economy. This week’s |economy. This week’s |This week’s topic: |information to write |

|Content |week’s topic: |topic: |topic: | |about how economies |

|Areas—economics | | | |ILS15ABCD |work. |

|ILS 5A and 10A |ILS15ABCD |ILS15ABCD |ILS15ABCD | | |

|ILS15ABCD | | | | | |

|MATH |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and strategies| | | | |Use math to describe |

|from the program you | | | | |situations and solve |

|use. | | | | |problems. |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

Eighth Grade: Weeks 25-29 Curriculum Map

| |Week 25 |Week 26 ISAT |Week 27 ISAT |Week 28 |Week 29 |

|Word Knowledge |Make up vocabulary |Words of Inspiration |Words of Promise |Words of Persistence |Use your words to write a|

|ILS 1A |questions | | | |poem. |

| | | | | | |

|Reading Strategies:|Make ISAT Reading |Analyze questions 1B |Analyze questions |Ask/identify and respond |Explain how to answer |

| |Guide—How to Think Well | |1B |to relevant questions at |questions: literal, |

|I CAN . . . with a |on ISAT | | |all levels with evidence, |analytic, inferential, |

|variety of texts | | | |different kinds of texts |evaluative |

| | | | |1B | |

| | | | | | |

|Goals 1, 2 | | | | | |

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

|ILS 1B, 4AB | | | | | |

| | | | | | |

| |Check reading rate and | | | | |

| |comprehension—set target | | | | |

| |to improve. | | | | |

|Writing |Make ISAT Writing |Write about an inspiring |Write about what you’re |Write about what you’re |Write about what you’re |

|Persuasive |Guide—How to Write Well |person 3B, C |reading. 3B, C |reading. 3B, C |reading. |

| |on ISAT | | | | |

| | | | | | |

| | | | | | |

|Content |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Write and illustrate a |

|Reading in the |about the _____________ |about the _____________ |about the _____________ |about the _____________ |guide to systems of |

|Content |system |system |system |system |science. |

|Areas—SYSTEMS of | | | | | |

|science | | | | | |

|ILS 5A plus content| | | | | |

|goals | | | | | |

|MATH |Make ISAT Math Test | | | |Make a math |

|Insert the math |Success Guide—How to | | | |guide/booklet. |

|skills and |Solve Problems Well | | | |Use math to describe |

|strategies from the| | | | |situations and solve |

|program you use. | | | | |problems. |

|Math Words |Use test-taking terms as | | | |Make a Math Glossary |

|List terms students|this week's math words | | | | |

|will use this week.| | | | | |

| | | | | | |

| | | | | | |

Eighth Grade: Weeks 30-34 Curriculum Map

| |Week 30 |Week 31 |Week 32 |Week 33 |Week 34 assess, clarify, |

| | | | | |expand |

|Word Knowledge |I can infer from context. |I can use root words. 1A |I can figure out |Words of the Week: |Make a guide to figure |

| |1A | |unfamiliar words with | |out unfamiliar words when|

|ILS 1A | |Words about Thinking |different strategies.1A | |reading. |

| | | |Words about Courage | | |

| | | | | | |

| | | | |. | |

|Reading Strategies: |I can ask and answer |I can ask and answer |I can ask and answer |Use full repertoire with |High School Prep: |

|I CAN . . . with a |different kinds of |different kinds of |different kinds of |a variety of texts |Identify learning |

|variety of texts |questions. |questions. |questions. | |strategies needed for |

| | | | | |high school. |

| |Write a guide to reading a |Write a guide to reading |Write a guide to taking | |Choose topic for next 5 |

|Goals 1, 2 |story. |non-fiction—how do you |a test. | |weeks of reading. |

| | |use key words, headings | | | |

| |ILS 1B,C; |ILS 1B,C; | | | |

| | | |ILS 1B,C | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB | | | | |increased fluency. |

| | | | | | |

| |Check reading rate and | | | |Students explain how to |

| |comprehension—set target to| | | |adjust rate to maintain |

| |improve. | | | |fluency and |

| | | | | |comprehension. |

|Writing |High school prep: take |High school prep: take |High school prep: take |High school prep: |Make your own guide to |

| |notes |notes |notes; summarize notes |paraphrase |note-taking |

|emphasis: | | |ILS 3B. 5A | | |

|creative |ILS 3B, 5A |ILS 3B, 5A | |ILS 3B, 5A | |

|Content: |What is a nation? |What kinds of governments|What economic choices |How have governments |Write and give examples |

|Government |14A,D |are there? 14D |does a government make? |changed? |of kinds and systems of |

| | | |ILS 15 D,E |ILS 15 D,E |government. |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and strategies| | | | |Use math to describe |

|from the program you | | | | |situations and solve |

|use. | | | | |problems. |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

Eighth Grade: Fourth Quarter, Weeks 35-38 Curriculum Map

| |Week 35 |Week 36 |Weeks 37-8 |

|Word Knowledge |Classify the words of the year in |Make a glossary of words you’ll need in |Synthesis: What words and word patterns |

| |different ways. |high school. |have we learned? Diagram them. |

|ILS 1A | | | |

| | | | |

|Reading Strategies: |My favorite books—what I read that I like.|My favorite poem |Read Poems |

|I CAN . . . with a | | | |

|variety of texts |ILS 2A,B; 1C |ILS 1B, 2B |Synthesis: How do you read a story, a |

| | | |history, a poem, a textbook? |

| | | | |

|Goals 1, 2 | | | |

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

|ILS 1B, 4AB | | | |

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|Writing |Write about you next year |Write a letter |Synthesis: How do you write well? |

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|emphasis: | | | |

|creative |ILS3A |ILS 3A,B,C | |

| | | |ILS 3C |

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|Content: |What have people discovered? |What do I want to learn |Write an illustrate and exhibit science |

|Discoveries |ILS 11 A,B, C |about-invent-discover? |discoveries—including your own invention. |

| | |How will I do it? | |

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| | |ILS 11 A,B, C | |

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|MATH | | |Make a math guide/booklet. |

|Insert the math skills| | |Use math to describe situations and solve |

|and strategies from | | |problems. |

|the program you use. | | | |

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|Math Words | | |Make a Math Glossary |

|List terms students | | | |

|will use this week. | | | |

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