Kindergarten
Kindergarten and Pre-K
FIRST 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 |1. With prompting and support, ask and answer questions about key details |
|details in a text. |in a text. |
|2. With prompting and support, retell familiar stories, including key |2. With prompting and support, identify the main topic and retell key |
|details. |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. |
|5. Recognize common types of texts (e.g., storybooks, poems). |5. Identify the front cover, back cover, and title page of a book. |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|7. With prompting and support, describe the relationship between |7. With prompting and support, describe the relationship between |
|illustrations and the story in which they appear (e.g., what moment in|illustrations and the text in which they appear (e.g., what person, place,|
|a story an Illustration depicts). |thing, or idea in the text an illustration depicts). |
All the literacy development is designed to reach standard 10:
Actively engage in group reading activities with purpose and understanding.
Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
Writing: CCSSW.K.3 -- NARRATIVE (CPS Framework Assessment Specification)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Pre-K teachers should adjust the specifics in this guide based on the shorter school day and the Pre-K Priorities.
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
__SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
__SL.K.1b Continue a conversation through multiple exchanges.
□ SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
□ SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
□ SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
□ SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
□ SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Kindergarten
This list is set up with lines so that you can check your students’ priorities for this quarter.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Print most upper- and lowercase letters. |
|__b. Write a letter or letters for most consonant and short-vowel sounds (phonemes). |
|__c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking. |
|__d. Understand and use the most frequently occurring prepositions in English (e.g., to/from, in/out, on/off, for, of, by, with) when |
|speaking. |
|__e. Produce and expand complete sentences in shared language and writing activities. |
|__f. Understand and use question words (e.g., who, what, where, when, why, how) in discussions. |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Capitalize the first word in a sentence and the pronoun I. |
|__b. Name and identify end punctuation, including periods, question marks, and exclamation points. |
|__c. Spell simple words phonetically using knowledge of sound-letter relationships. |
|3. (Begins in grade 3) |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on kindergarten reading). |
|__a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. |
|__b. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). |
|__c. Use the most common affixes in English (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their use (e.g., note places at school that are colorful). |
|__b. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the |
|meanings. |
|__c. Use common adjectives to distinguish objects (e.g., the small blue square; the shy white rabbit). |
|__d. Demonstrate understanding of common verbs and adjectives by relating them to their opposites (antonyms). |
|6. Use newly learned words acquired through conversations, reading, and responding to texts. |
Kindergarten: First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature Genre | | |
|Reading Literature |Take reading interest survey—can be a counting or | |
|CCSSRL.K.1 |picture graphic activity—“who likes stories?” “What’s|Locate information in a picture. |
|Locate information |your favorite story?” “Who likes to read about |Identify parts of storybook. |
| |animals?” etc. | |
|Answer with evidence | |Answer questions about a story—character |
| |Interpret cover of a book—what does the picture tell |traits--identify/infer character traits based on actions. |
| |us we will read? | |
| |Answer questions about a picture. |Tell how you feel about a character—and why. |
| |Answer questions about a story. | |
| | | |
| |IDENTIFY/INFER CHARACTER TRAITS—recommended: use | |
| |pictures and words to list GOOD traits that we have. | |
|Science |Draw and if appropriate write words that answer these |Identify parts of a nonfiction book. |
|CCSSRI.K.1 |questions after listening/looking to picture book or |Locate information in pictures in response to questions. |
|Locate information |video: | |
| |What do you like about science? | |
| |What do scientists do? | |
|Social Science |Draw and dictate words that answer these questions—if |Identify parts of a nonfiction book. |
|CCSSRI.K.1 |possible after listening/looking to story about |Draw and label pictures based on school “tour, to answer |
|Answer questions |school— |these questions: |
| |What happens in our classroom? |What happens in our school? |
| |How do we help each other? |Who are the people? |
| |What are the rules—why do we need them? |What are the places? |
| | |How do people learn in school? |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar |Assess Phonics Knowledge |PHONICS FOCUS: |
| | | |
|In addition to scheduled |PHONICS FOCUS: | |
|sight words include phrases| | |
|such as the Fry Phrases. | |Sight Words: |
| | | |
| |Sight Words: | |
| | | |
| | | |
|Writing |Assess knowledge of alphabet letters |Alphabet letters (label or match pictures with letter) |
|CCSSW.K.1--expository |Begin focus on alphabet letters—connect to phonics. |Speak in sentences. (ongoing) |
| |Draw pictures to tell about you. | |
Kindergarten: First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature Genre | | |
|Reading Literature |Use parts of a book to tell what a writer and an |Retell story sequence. |
|CCSSRL.K.2 |illustrator do. |Tell what you feel about event in the story. |
|Answer with evidence—story sequence. |Identify an event in a story. |Infer: Predict what will happen in a story. |
| |Tell what you feel about the event. | |
|Follow words on page (ongoing) |Tell what happened before and after it. | |
|Science |Locate information in pictures and pictures in |Locate information in pictures and pictures in |
|or |books in response to questions. |books in response to questions. |
|Social Science |Start class picture-word display |Continue class picture-word display--“Words we |
|CCSSRI.K.1 |--“Words we know about _____” |know about _____” |
|Locate information to |Students dictate sentence of the day—based on “what|Students dictate sentence of the day—based on |
|Answer questions |we learned about”—including one word from the word |“what we learned about”—including one word from |
|Locate information |display. (Teacher could post several student |the word display. The next day can start with |
|Recommended: if you teach both subjects|examples.) |reading the sentences to continue the content |
|each week, emphasize the same reading | |area learning. |
|skill/strategy in each. . | | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
| | | |
|In addition to scheduled sight words | | |
|include phrases such as the Fry | | |
|Phrases. |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Writing |Speak in sentences |Continue Speak in sentences – this is an ongoing |
|CCSSW.K.3 |Draw story or part of story—relates to sequence of |development area |
|narrative |story –or sort pictures that show sequence of a |Draw story or part of story—or narrate based on |
| |story (this week’s literacy focus) |pictures; relate to sequence of story |
| | | |
Kindergarten: First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre | | |
|Reading Literature |Retell story |Retell story with emphasis on sequence. |
|CCSSRL.K.2 |Recognize time, order (ongoing) |Classify parts of a story—persons, actions, place. |
|Tell/retell stories |Identify/Classify parts of a story: Characters | |
| |Place Actions | |
|Science or |Locate and classify information |Locate and classify information |
|Social Science |Classify information from books and illustrations,|Classify information from books, videos, illustrations, |
|CCSSRI.K.1 |guided by teacher. Recommended: use chart—paste |guided by teacher Recommended: use chart—paste or draw |
|Classify information |or draw pictures to complete chart. |pictures to complete chart. |
|Recommended: if you teach both | | |
|subjects each week, emphasize | | |
|the same reading skill/strategy| | |
|in each. | | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight | | |
|words include phrases such as | | |
|the Fry Phrases. | |Sight Words: |
| |Sight Words: | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Recommended: Start project--alphabet pages for |Recommended: Continue (ongoing) project--alphabet pages for|
| |personal alphabet book. |personal alphabet book. |
|Writing |Speak, write, or draw or sequence pictures to tell|Speak, write, or draw or sequence pictures to tell or |
|CCSSW.K.3 |or retell story. |retell story. |
|narrative |Speak in sentences (ongoing) |Speak in sentences (ongoing) |
| |Tell what your opinion of a story is such as “I |Tell what your opinion of a story is such as “I like it |
| |like it because_____” or “This was my favorite |because_____” or “This was my favorite part: _____” |
| |part: _____” | |
Kindergarten: First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre | | |
|Reading Literature |Summarize a story: who, what, when, where |Summarize a story: who, what, when, where |
|CCSSRL.K.2 |Teacher guides students to figure out the |Teacher guides students to figure out the “message” or |
|Summarize a story |“message” or theme. |theme. |
| |Tell your opinion of a story such as “I like it |Tell your opinion of a story such as “I like it |
| |because_____” or “This was my favorite part: |because_____” or “This was my favorite part: _____” |
| |_____” | |
|Science |Locate information to use in teacher-guided |Continue to guide students to identify important |
|or |summary—what have we learned about __? |information and summarize— |
|Social Science |Teacher and students list important facts. Then |Locate information to use in teacher-guided summary—what |
|CCSSRI.K.2 |with guidance, summarize what you learned in a |have we learned about ___? |
|Recommended: if you teach both|picture or in dialogue with partner. |Teacher and students list important facts. |
|subjects each week, emphasize |Summaries will vary but should include important |Then with guidance, summarize what you learned in a |
|the same reading |information. |picture or in dialogue with partner. |
|skill/strategy in each. | |Summaries will vary but include important information. |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight| | |
|words include phrases such as | | |
|the Fry Phrases. | | |
| |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Writing |Speak (dictate), write, or draw or sequence |Speak (dictate), write, or draw or sequence pictures to |
|CCSSW.K.2 |pictures to tell or retell story. |tell or retell story. Add details. |
|Retell a story—relates to |Speak in sentences (ongoing) |Speak in sentences (ongoing) |
|literacy—retell story you read| | |
|or experience you had. | | |
Kindergarten: First Quarter, Weeks 9-10 Learning Priorities
| |Week 9 |Week 10 COMPREHENSIVE ASSESSMENT |
|Literature Genre | | |
|Reading Literature |Summarize a story: who, what, when, where |Comprehensive Assessment |
|CCSSRL.K.2 |Give examples from the story that support the|Summarize who is in a story and what happens in a story. |
|summarize |message or theme—guided by teacher to decide |Tell what the theme or lesson of the story is—guided by |
| |what that is. |teacher. |
| | |Tell what your opinion of a story is such as “I like it |
| | |because_____” or “This was my favorite part: _____” |
|Science |Locate/recall important information. |Comprehensive Assessment |
|or |Teacher and students list important facts. |Tell information about a topic from |
|Social Science |Then with guidance, summarize what you |illustration and listening to text. |
|CCSSRI.K.2 |learned in a picture or in dialogue with |Tell how you can learn from pictures and words about a |
|Locate information then |partner. |topic. |
|summarize | | |
|Recommended: if you teach both | | |
|subjects each week, emphasize | | |
|the same reading skill/strategy| | |
|in each. | | |
|FLUENCY FOCUS |This week’s read aloud: |Students demonstrate reading aloud with fluency. |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |Comprehensive Assessment |
|In addition to scheduled sight | |Recognize Phonemic/Phonics progress |
|words include phrases such as | |Organize sight words by topic |
|the Fry Phrases. | |Make own alphabet book—letters that have been mastered |
| |Sight Words: | |
| | | |
| | | |
| | | |
| | | |
|Writing |Speak (dictate), write, or draw or sequence |Comprehensive Assessment |
|CCSSW.K.2 |pictures to tell or retell story. |assess ability to: |
| |Speak in sentences (ongoing) |Speak (dictate), write, or draw or sequence pictures to tell|
| |Tell what your opinion of a story is such as |or retell story. |
| |“I like it because_____” or “This was my |Speak in sentences (ongoing) |
| |favorite part: _____” | |
1st Grade
FIRST 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 |2. Identify the main topic and retell key details of a text. |
|understanding of their central message or lesson. | |
|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |
|4. Identify words and phrases in stories or poems that suggest |4. Ask and answer questions to help determine or clarify the meaning of|
|feelings or appeal to the senses. |words and phrases in a text. |
|6. Identify who is telling the story at various points in a text. |6. Distinguish between information provided by pictures or other |
| |illustrations and information provided by the words in a text. |
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:
|With prompting and support, read prose and poetry of |With prompting and support, read informational texts appropriately complex|
|appropriate complexity for grade 1. |for grade 1. |
Writing: CCSSW.1.3 NARRATIVE (CPS Framework Assessment Specification)
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
__SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
__SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
__SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
□ SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
□ SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
□ SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
□ SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
□ SL.1.6 Produce complete sentences when appropriate to task and situation.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
LANGUAGE First Grade
These lists are set up with lines so that you can check your students’ learning priorities for this quarter.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Print all upper- and lowercase letters. |
|__b. Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops; We hop). |
|__c. Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my; they, them, their). |
|__d. Use verbs to convey a sense of past, present, and future in writing and speaking (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will |
|walk home). |
|__e. Understand and use frequently occurring prepositions in English (e.g., during, beyond, toward). |
|__f. Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts. |
|__g. Understand that, minimally, every sentence must be about something (the subject) and tell something (the predicate) about its subject. |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Capitalize names, places, and dates. |
|__b. Use end punctuation for sentences, including periods, question marks, and exclamation points. |
|__c. Use commas in dates and to separate single words in a series. |
|__d. Use conventional spelling for words with common spelling patterns and for common irregular words. |
|__e. Use phonetic spellings for untaught words, drawing on phonemic awareness and spelling conventions. |
|__f. Form new words through addition, deletion, and substitution of sound and letters (e.g., an → man → mat → mast → must → rust → crust). |
|3. (Beings in grade 3) |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on grade 1 reading). |
|__a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. |
|__b. Use sentence-level context as a clue to the meaning of an unknown word. |
|__c. Use common affixes in English as a clue to the meaning of an unknown word. |
|__d. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). |
|__e. Demonstrate understanding of the concept of multiple-meaning words (e.g., match, kind, play) by identifying meanings of some grade-appropriate examples|
|of such words. |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their use (e.g., note places at home that are cozy). |
|__b. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity |
|(e.g., large, gigantic) by defining, choosing, or acting out the meanings. |
|6. Use newly learned words acquired through conversations, reading, and responding to texts. |
First Grade: First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature Genre | | |
|Reading Literature |Take reading interest survey—can be a counting or |Retell/ Identify/describe: where and who for story or|
|CCSSRL.1.1— |picture graphic activity—“who likes stories?” “What’s|event. |
|Answer questions with |your favorite story?” “Who likes to read about |Guided by teacher, infer why/reasons for actions. |
|information from the story. |animals?” etc. |Also relate to traits—what does the action show about|
|Who is in a story? |Identify parts of a book, role of writer, illustrator.|the character? |
|CCSSRL1.2. |Listen for information (ongoing) |Refer to parts of the book to tell where the |
| |Answer literal questions about persons and actions in |information is that is used to answer questions. |
| |a story. | |
| |Identify/infer character traits based on actions. | |
| |Relate to classroom traits (rules). | |
|Science |Survey: What do you like about science? |Survey/clarify: how do people learn science? |
|CCSSRI.1.1 |Locate information in pictures or book in response to |Locate information in response to questions about |
|Locate information |questions. (ongoing) |object, picture, book (ongoing) |
|Social Science |Assess, then develop: |What happens in our school? (Recommended—visit |
|CCSSRI.1.1 |What is a community? |different parts of the school each day.) |
|Locate information |What rules help our classroom community? |What jobs do people do? |
| | |Locate information in book, picture, and/or the |
| | |school itself in response to questions. (ongoing) |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight | | |
|words include phrases such as | | |
|the Fry Phrases. |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| |Assess knowledge of alphabet. | |
| | | |
| | | |
| | |Recommended: Start alphabet book—students make |
| | |booklet with letter and pictures—more than one |
| | |picture per letter. |
|Writing |Identify basic rules for sentence. |Write/speak in sentences. (ongoing) |
|Conventions |Post good examples that come from books. |Recommended: Continue to use “mentor” sentences from |
| | |reading. |
| | |Use periods. |
| | | |
First Grade: First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature Genre | | |
|Reading Literature |Read/listen to |Identify character, actions |
|CCSSRL.1.2—retell story, then |Identify information about place, person, action |Retell part of a story. |
|infer (1.1) |Sequence events (before/after) |Predict what will happen next. |
| |Follow words on page (ongoing) |Explain why you make that prediction. |
|Science |Locate information (literal) in response to questions.|List information from reading/listening. |
|or | |Make picture glossary—students also can turn this into |
|Social Science |Make picture glossary--this can be a display as well |a matching task if the words and pictures are cut |
|CCSSRI.1.1 answer questions. |as a continuing activity. |apart. |
|CCSSR1.4 develop academic | |Word |
|vocabulary |Word |Picture |
| |Picture | |
|Recommended: if you teach both| | |
|subjects each week, emphasize | | |
|the same reading | | |
|skill/strategy in each. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight| | |
|words include phrases such as | | |
|the Fry Phrases. | |Sight Words: |
| |Sight Words: | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Writing |Speak in complete sentences (ongoing). |Speak in complete sentences (ongoing). |
|Conventions |Write or sequence or complete sentences with period |Write or sequence or complete sentences with period and|
| |and capitalization. |capitalization. |
| |Draw picture to show what a sentence says. |Draw picture to show what a sentence says. |
| | | |
| |Journal—write in sentences--—can apply to any |Journal—write in sentences—can apply to any subject—and|
| |subject—and SEL |SEL |
| | | |
|Expository: Journal—can apply | | |
|to any subject or topic | | |
First Grade: First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre | | |
|Reading Literature |Identify character, describe place, recall |Continue to develop story interpretation—increasing use of details|
|CCSSRL.1.1 |actions. |from story. |
|--answer questions with evidence; |Read/listen to identify sequence |Identify character, describe place, recall actions. |
|1.2—identify details of story |Tell opinion of story. |Read/listen to identify sequence |
| | |Tell opinion of story. |
| | | |
| | |Advanced: CCSSR 9 Compare the story to another story or an |
| | |experience. |
|Science |Locate information in illustrations and |Locate and classify information guided by teacher (recommended: |
|or |books—may be presented in a video or read aloud|chart) |
|Social Science |by teacher. | |
|CCSSRI.1.2 |Guided by teacher, make a list of facts. |Topic: ___________________ |
|Locate information | | |
| |Topic: ___________________ |Facts about __ |
|Recommended: if you teach both |Important Information |Facts about __ |
|subjects each week, emphasize the |Students can dictate information and/or picture| |
|same reading skill/strategy in |it. | |
|each. | | |
| | | |
| | | |
| | | |
| | | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight | | |
|words include phrases such as the | | |
|Fry Phrases. | | |
| |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Writing |Connect writing to literature: Construct or |Connect writing to literature: Construct or sequence or complete |
|Narrative |sequence or complete sentences to tell a story |sentences to tell a story or event with details. (Use the reading |
| |or event with details. (Use the reading of the |of the week as a mentor text—point out how the writer uses details|
| |week as a mentor text—point out how the writer |to tell the story.) |
| |uses details to tell the story.) |Use period and capitalization. |
| |Use period and capitalization. |Speak or write opinion about story or event. |
| |Speak or write opinion about story or event. |Write journal (ongoing) —can apply to any subject—and SEL |
| |Write journal—can apply to any subject—and SEL | |
| |(ongoing) | |
| | | |
| | | |
| | | |
|Expository—journal –write about | | |
|any topic | | |
First Grade: First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre | | |
|Reading Literature |INFER THEME, Identify supporting information |INFER THEME, Identify supporting information |
|CCSSRL.1.2 |Retell story read independently (setting, plot, |Retell story read independently (setting, plot, character) |
|Summarize, identify |character) |Identify (with guidance) the theme and support your conclusion: |
|theme/message |Identify (with guidance) the theme |how the parts help you understand it. |
| |Give opinion about the story. | |
|Science |List important information. Students can illustrate|List important information. Students can illustrate the facts—this|
|or |the facts—this can be a daily activity. |can be a daily activity. |
|Social Science | | |
|CCSSRI.1.2 |Fact |Fact |
|Locate information, then |Picture |Picture |
|summarize | | |
| | | |
|Recommended: if you teach | | |
|both subjects each week, | | |
|emphasize the same reading | | |
|skill/strategy in each. | | |
| | | |
| | | |
| | | |
| | | |
| |Summarize what you learned. (The fact chart can |Summarize what you learned. (The fact chart can scaffold this.) |
| |scaffold this.) |Then identify main idea we learned based on summary (guided by |
| |Then (guided by teacher) identify main idea we |teacher). This can be a week-long activity with the main idea an |
| |learned based on summary. This can be a week-long |end-of week focus. |
| |activity with the main idea an end-of week focus. | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression| | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled | | |
|sight words include phrases | | |
|such as the Fry Phrases. | | |
| |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
|Writing |Construct or complete sentences to tell a story or |Construct or complete sentences to tell a story or event with |
|Narrative |event with details and sequence words. |details and sequence words. |
| |Write or speak a conclusion about the story. |Write or speak a conclusion about the story. |
| |Use capitalization and period. |Use capitalization and period. |
|Expository—journal | | |
|continues—may relate to any |Write journal (ongoing) —can apply to any |Write journal (ongoing)—can apply to any subject—and SEL |
|subject. |subject—and SEL | |
First Grade: First Quarter, Weeks 9-10 Learning Priorities
| |Week 9 |Week 10: Comprehensive Assessment |
|Literature | | |
|Genre | | |
|Reading Literature | |Comprehensive assessment |
|CCSSRL.1.2 |Summarize a story. |How do you read a story? |
|Summarize, identify |Who Does what Why | |
|theme/message | |Guided by teacher: Show that you know how you figure out what a|
| |What’s the message/theme? |story’s lesson is—what the writer wants you to understand |
| | |because you read it. |
|Science |List important information. Students can illustrate | |
|Or |the facts—this can be a daily activity. |Comprehensive Assessment: |
|Social Science | |How do you know if something is a fact? |
|CCSSRI.1.2 |Fact |How do you know if it is important information? |
|summarize |Picture |What ideas have we learned? |
|Recommended: if you teach| |What have we learned about how to learn? |
|both subjects, emphasize | | |
|the same reading | | |
|skill/strategy in each. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Summarize what you learned. (The fact chart can | |
| |scaffold this.) | |
| | | |
| |Then identify main idea we learned based on summary | |
| |(guided by teacher). This can be a week-long | |
| |activity with the main idea an end-of week focus. | |
|FLUENCY FOCUS |This week’s read aloud: |Comprehensive assessment |
|__rate | |Students demonstrate fluency |
|__comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar|PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled | | |
|sight words include | | |
|phrases such as the Fry | |Sight Words: |
|Phrases. | | |
| |Sight Words: | |
| | | |
| | |Use sight words in sentences. |
| | | |
| | | |
|Writing |Construct or complete sentences to tell a story or |Comprehensive Assessment: |
|Narrative |event with sequence words and details. |( Narrate/dictate a story or event. |
| |Use capitalization and period. |( Explain with an example how people use capitals and periods |
| | |when writing a sentence. |
|Expository—journal | | |
|continues—may relate to |Write journal (ongoing)—can apply to any subject—and | |
|any subject. |SEL |Write journal—can apply to any subject—and SEL |
2nd Grade
FIRST 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 |1. Ask and answer such questions as who, what, where, when, why, and how|
|how to demonstrate understanding of key details in a text. |to demonstrate understanding of key details in a text. |
|2. Recount stories, including fables and folktales from diverse |2. Identify the main topic of a multi-paragraph text as well as the |
|cultures, and determine their central message, lesson, or moral. |focus of specific paragraphs within the text. |
|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |
|4. Describe how words and phrases (e.g., regular beats, alliteration,|4. Determine the meaning of words and phrases in a text relevant to a |
|rhymes, repeated lines) supply rhythm and meaning in a story, poem, |grade 2 topic or subject area. |
|or song. | |
|5. Describe the overall structure of a story, including describing |5. Know and use various text features (e.g., captions, bold print, |
|how the beginning introduces the story and the ending concludes the |subheadings, glossaries, indexes, electronic menus, icons) to locate key|
|action. |facts or information in a text efficiently. |
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:
|By the end of the year, read and comprehend literature, including |By the end of year, read and comprehend informational texts, |
|stories and poetry, in the grades 2–3 text complexity band |including history/social studies, science, and technical texts, in |
|proficiently, with scaffolding as needed at the high end of the range. |the grades 2–3 text complexity band proficiently, with scaffolding |
| |as needed at the high end of the range. |
Writing: CCSSW.2.3 NARRATIVE (CPS Framework Assessment Specification)
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
__SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
__SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
__SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
□ SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
□ SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
□ SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
□ SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
□ SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
LANGUAGE Second Grade
These lists are set up with lines so that you can check your students’ learning priorities for this quarter.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Form common irregular plural nouns (e.g., feet, children, teeth, mice, fish). |
|__b. Form the past tense of common irregular verbs (e.g., sat, hid, told). |
|__c. Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences. |
|__d. Produce and expand complete sentences to provide requested detail or clarification. |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Capitalize holidays, product names, geographic names, and important words in titles. |
|__b. Use commas in greetings and closings of letters. |
|__c. Use apostrophes to form contractions and common possessives. |
|__d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil; paper → copper). |
|__e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
|3. (Beings in grade 3) |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on grade 2 reading). |
|__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding |
|how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning |
|dictionaries, both print and digital. |
|__b. Explain the meaning of grade-appropriate compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). |
|__c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). |
|__d. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their use (e.g., describe foods that are spicy or juicy). |
|__b. Distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny, |
|scrawny). |
|6. Use newly learned words acquired through conversations, reading, and responding to texts. |
Second Grade: First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature Genre | | |
|Reading Literature |Take reading interest survey. | |
|CCSSRL.2.1 |What do you like about reading stories? |RELATE TRAITS/ACTIONS/MOTIVES |
|Answer questions—literal | |Read/listen to, then |
|and inferential |RELATE CHARACTER TRAITS AND ACTIONS (relates to |Identify/infer motive, relate to character traits |
| |classroom rules) | |
| | |(can continue the focus on classroom cooperation, the |
| |Ask/answer questions about who, what, why |positive classroom—problem-solving) |
| |Identify/infer character traits. | |
| | | |
|Science |What do you like about science? |SL2.2 Recount or describe key ideas or details from a text |
|CCSSRI.2.1 |How do you learn science? |read aloud or information presented orally or through other |
|Answer |How do scientists explore? |media—ONGOING |
|questions--informational |What is a trait that helps a scientist? |Integrate use of video and books to learn |
| | |(Also relates to CCSSR7.2—tell how visuals help you |
| | |understand a text) |
|Social Science |What traits are important to help people to live and |SL2.2 Recount or describe key ideas or details from a text |
|CCSSRI.2.1 |work together in a community? (Responses may be |read aloud or information presented orally or through other |
|Answer |based on experience and readings.) |media. ONGOING |
|questions--informational | |Integrate the use of visuals/videos/books with a BIG question|
| | |of the week. |
| | |(Also relates to CCSSR7.2—tell how visuals help you |
| | |understand a text) |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar|PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled | | |
|sight words include | |Sight Words: |
|phrases such as the Fry |Sight Words: | |
|Phrases. | | |
| | | |
| | | |
| | | |
| |Proper nouns |Proper nouns |
|Writing | | |
|Explanatory |Describe yourself in sentences and drawings. |Provide complete sentences to respond to questions—orally and|
|CCSSW2.2 | |in writing (SL2.6)—in all subjects. |
| | | |
|and | | |
|Conventions (sentence) | | |
Second Grade: First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature Genre | | |
|Reading Literature |ANALYZE SEQUENCE TO IDENTIFY CAUSES AND EFFECTS |Analyze SEQUENCE, cause-effect, then PREDICT |
|CCSSRL.2.1 |Read a story, then: |Read a story, then: |
|Infer with evidence |identify sequence, |identify sequence, |
| |then identify/infer cause-effect; |then identify/infer cause-effect; |
| |relate to character traits and motive. |relate to character traits and motive. |
| | |Make and support predictions based on that analysis. |
|Science | | |
|or |Locate information to answer literal questions with|Locate information to answer questions with information |
|Social Science |information from illustration and/or text. |from illustration and/or text (guided to use text |
|CCSSRI.2.1—answer questions |(Teacher points out use of bold print, headings, |features). Then evaluate: What are the important facts |
|with evidence from text. |captions, other text features to use.) |you learned? |
|Recommended: if you teach both | | |
|subjects each week, emphasize |Make glossary of words—can be Word-picture glossary|Make glossary of words—can be Word-picture glossary that |
|the same reading skill/strategy|that teacher posts. |teacher posts. |
|in each. | | |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight | | |
|words include phrases such as |Sight Words: |Sight Words: |
|the Fry Phrases. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Singular and plural nouns (can relate to writing) |Singular and plural nouns (can relate to writing) |
|Writing | |Construct sentences with nouns and verbs—to tell an event|
|narrative |Write and illustrate sentence to narrate |in a story—details about actions |
|CCSSW2.3 |action—using nouns and verbs correctly. | |
| | | |
| |Journal—can apply to any subject—and SEL |Journal—can apply to any subject—and SEL |
|Expository | | |
Second Grade: First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre | | |
|Reading Literature |Identify important parts of a story TO CLARIFY |Identity important parts of a story to CLARIFY THEME |
|CCSSRL.2.2—theme development-- |THEME |Identify elements of story (setting, plot, character) |
|Answer with evidence |Identify elements of story (setting, plot, |Tell how the plot relates to the MESSAGE OR THEME (teacher|
| |character) |tells message or theme, student explains how it is |
| |Tell how the plot relates to the MESSAGE OR THEME|developed—by the writer and illustrator—how they help |
| |(teacher tells message or theme, student explains|communicate it with the events they show/tell). (CCSSR5) |
| |how it is developed—by the writer and | |
| |illustrator—how they help communicate it). | |
|Science |Identify important information, list it, then |Identify important information, |
|or |summarize it. |then classify it (use chart) and then summarize it. |
|Social Science | | |
|CCSSRI.2.2 |Topic: ___________________ |Topic: ___________________ |
|Summarize | | |
|Recommended: if you teach both |Facts about __ |Facts about __ |
|subjects each week, emphasize | |Facts about __ |
|the same reading skill/strategy| | |
|in each. | | |
| | | |
| | | |
| |Write a sentence that summarizes the chart | |
| | | |
| | | |
| | |Write a sentence that summarizes the chart sentence that |
| | |summarizes the chart. |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight | | |
|words include phrases such as | | |
|the Fry Phrases. |Sight Words: |Sight Words: |
| | | |
|Infer from context | | |
| |Singular and plural nouns |Singular and plural nouns |
| | | |
|Writing |Narrate event or story—using sequence words in |Narrate event or story—using sequence words. |
|narrative |complete sentences. |Use complete sentences. |
|CCSSW2.3 | |Plus—write sentences that tell about feelings of someone in|
| | |the story or event. |
|Expository | | |
| | |Journal—can apply to any subject and also SEL |
| |Journal—can apply to any subject and also SEL | |
2nd Grade: First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre | | |
|Reading Literature |INFER MESSAGE/THEME |INFER MESSAGE/THEME |
|CCSSRL.2.2 Infer the theme of a story|Guided by teacher analyze how the writer included |Summarize story: setting, plot, character, |
| |different events to support the theme of a story. |character traits, events—identify details that|
|Also includes CCSSR5—how the writer’s |Identify details that the writer and illustrator |the writer and illustrator provide. |
|choices communicate that theme |provide to explain the story and focus on the theme. | |
| |(Teacher may identify theme –deductive--or guide |Guided by teacher, infer the theme/message of |
| |students to infer it--inductive.) |story. |
|Science | | |
|or |Deductive approach: |Inductive approach: |
|Social Science |Teacher identifies main idea. |Students identify important information |
|CCSSRI.2.2 |Students locate and list information to support it. |learned about the topic, |
|Analyze the Main Idea | |Then identify main idea. |
|Recommended: if you teach both |This can be done for each part of a nonfiction text or| |
|subjects each week, emphasize the same|for a video or photo—students need to develop |Recommended: Start with a photograph so that |
|reading skill/strategy in each. |proficiency with visuals as well as texts. |students all have immediate access to the |
| | |information. Then complete the process with a|
| | |text. |
|FLUENCY FOCUS |This week’s read aloud: |This week’s read aloud: |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight words | | |
|include phrases such as the Fry | | |
|Phrases. |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| |Adjectives |Adjectives |
|Writing |Start with mentor text—tell how the writer and |Continue to model and develop competence to |
|narrative |illustrator communicate the story—showing and telling | |
|CCSSW2.3 |actions, thoughts, feelings; using temporal words. |Organize narrative (pictures with captions or |
| | |story event list) for a story/event |
| |Narrate a story/event |Then write it: Include details to describe |
| |Include details to describe actions; use temporal |actions, thoughts, and feelings, use temporal |
| |words to signal event order, and provide a sense of |words to signal event order, and provide a |
| |closure |sense of closure |
| |Recommended—start with drawings and captions, then | |
| |write as story with illustrations. |Journal (ongoing) Write journal (ongoing) |
| | |—can apply to any subject—and SEL |
| |Journal (ongoing) Write journal (ongoing) —can apply | |
| |to any subject—and SEL | |
2nd Grade: First Quarter, Weeks 9-10 Learning Priorities
| |Week 9 |Week 10 Comprehensive Assessment |
|Literature Genre | | |
|Reading Literature |INFER THEME |Comprehensive assessment |
|CCSSRL.2.2 |Infer reason the author wrote a story—what |How do you read a story? |
|Analyze development of theme |moral does the writer want you to learn? |What are the parts of a story? |
| |Support your answers with events from the |How do pictures help tell a story? |
| |story—citing text and pictures that show what |How do you figure out what a story’s lesson is—what |
| |happens. |the writer wants you to understand because you read |
| | |it. |
|Science |Contrast fiction and nonfiction/real and |Comprehensive Assessment |
|or |make-believe. |Students independently answer questions based on a |
|Social Science |What do writers put into a story? |topic book. |
|CCSSRI.2.2 |What do writers put into a topic book? |Students independently read a passage with |
|Analyze the parts of a nonfiction book |What are the parts of a topic book? |illustrations and identify important information and |
|Recommended: if you teach both subjects |How do they help you learn? |ideas. |
|each week, emphasize the same reading | | |
|skill/strategy in each. | | |
|FLUENCY FOCUS |This week’s read aloud: |Students demonstrate fluency |
|__rate | | |
|__comprehension __expression | | |
|__diction | | |
|Word Patterns and Grammar |PHONICS FOCUS: |PHONICS FOCUS: |
|In addition to scheduled sight words | | |
|include phrases such as the Fry Phrases. | | |
| | | |
| |Sight Words: |Sight Words: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Writing |Write narrative—including actions, thoughts, |Comprehensive Assessment: |
|Narrative CCSSW2.3 |feelings, temporal words, closure. |How do you narrate a story or event? |
| |Improve with adjectives. | |
| | |Recommended: |
| |Recommended: Students plan the narrative first |Read another student’s narrative and tell how the |
| |day, then illustrate it second day, then write |student helped you understand the event. |
| |the text, then improve it with adjectives. |Then suggest a way to make it even better. |
| | | |
3rd Grade
FIRST QUARTER LEARNING PRIORITIES
READING COMPETENCIES
Standard 1 is part of accomplishing each competence: read closely--carefully
and completely--to respond to questions with text-based evidence/examples.
|READING LITERATURE |READING NONFICTION |
|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |
|2. Recount stories, including fables, folktales, and myths from diverse |2. Determine the main idea of a text; recount the key details and explain how |
|cultures; determine the central message, lesson, or moral and explain how it|they support the main idea. |
|is conveyed through key details in the text. | |
|3. Describe characters in a story (e.g., their traits, motivations, or |3. Describe the relationship between a series of historical events, scientific |
|feelings) and explain how their actions contribute to the sequence of |ideas or concepts, or steps in technical procedures in a text, using language |
|events. |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, |4. Determine the meaning of general academic and domain-specific words and |
|distinguishing literal from nonliteral language. |phrases in a text relevant to a grade 3 topic or subject area. |
|5. Refer to parts of stories, dramas, and poems when writing or speaking |5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) |
|about a text, using terms such as chapter, scene, and stanza; describe how |to locate information relevant to a given topic efficiently. |
|each successive part builds on earlier sections. | |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|7. Explain how specific aspects of a text’s illustrations contribute to what|7. Use information gained from illustrations (e.g., maps, photographs) and the |
|is conveyed by the words in a story. |words in a text to demonstrate understanding of the text |
All the reading competence development is designed to reach standard 10:
|By the end of the year, read and comprehend literature, including |By the end of the year, read and comprehend informational texts, including |
|stories, dramas, and poetry, at the high end of the grades 2–3 text |history/social studies, science, and technical texts, at the high end of the |
|complexity band independently and proficiently. |grades 2–3 text complexity band independently and proficiently. |
Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
Readings, Timelines, and Activity Resources for learning about Chicago are available at .
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
__SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
__SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
__SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
__SL.3.1d Explain their own ideas and understanding in light of the discussion.
□ SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
□ SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
□ SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
□ SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
□ SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Third Grade
These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in specific sentences. |
|__b. Form and use the simple (e.g., I walked, I walk, I will walk) verb tenses. |
|__c. Ensure subject-verb and pronoun-antecedent agreement.* |
|__d. Produce simple, compound, and complex sentences. |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Use correct capitalization. |
|__b. Use quotation marks in dialogue. |
|__c. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, |
|cries, happiness). |
|__d. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful |
|word parts) in writing words. |
|__e. Consult reference materials, including dictionaries, as needed to check and correct spellings. |
|3. Make effective language choices. |
|__a. Use words for effect.* |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on grade 3 reading). |
|__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding |
|how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning |
|dictionaries, both print and digital. |
|__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). |
|__c. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, |
|comfortable/uncomfortable, care/careless, heat/preheat). |
|__d. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their use (e.g., describe people who are friendly or helpful). |
|__b. Distinguish among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).|
|6. Use words that are in common, conversational vocabulary as well as grade-appropriate academic vocabulary and domain-specific words (in |
|English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts. |
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
Writing Competencies
Writing: CCSSW.3.3 NARRATIVE (CPS Framework Assessment Specification)
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Note: The emphasis of writing is on the PCR—the prose constructed response
PCR Prose Constructed Response
A task that requires students to write a response to a question that may focus on one reading or may require students to analyze two readings or two readings and a video. If the task requires students to respond to two texts or to two texts and a video the student first completes responses to questions about each reading or video.
“The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example.” (Source: )
The following two PCRs from PARCC samples are responses to stories.
PCR based on one story.
• This story tells about Derrick’s first camping trip. Write Derrick’s journal entry about this camping trip. Include information about how the characters responded to the events in the story as you write the journal.
This PCR asks students to add to a narrative. Students can do similar tasks to increase understanding of a story—
Write a letter from a character reporting on the main event
Write a journal of one of the characters
Write an additional part of the story—the sequel.
PCR based on two stories.
• Old Mother West Wind and the Sandwitch both try to teach important lessons to characters in the stories. Write an essay that explains how Old Mother West Wind’s and the Sandwitch’s words and actions are important to the plots of the stories. Use what you learned about the characters to support your essay.
This PCR is a Literature Task in which students compose an analytic essay.
During first quarter, students should complete analyses of individual stories so that they develop competence to write such an essay.
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Third Grade: First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature genre |_ story _ folk tale __humor _fable _ fantasy _poem |story _ folk tale __humor _fable _ fantasy _poem _realistic |
| |_realistic fiction __mystery __historical fiction |fiction __mystery __historical fiction |
|Reading Literature |Take reading interest survey. |How does a writer tell you a character’s traits? |
|CCSSRL3:3 analyze |What do you like about reading stories? | |
|characters | |RELATE CHARACTER TRAITS AND ACTIONS and MOTIVES |
| |RELATE CHARACTER ACTIONS TO TRAITS (relates to organizing|Describe and analyze character, motives, plot |
|Infer the meaning of a |a collaborative classroom) | |
|word in context |character traits |Who Does What Why |
|(CCSSR4—ongoing) | | |
| |Draw characters, showing traits. | |
| |Character Trait_Evidence_ | |
| | | |
|Science |Science Interest Survey: |How do people learn science? |
|CCSSRI.3.2 |What do you like about science? |Learn about a topic by reading, observing, then. |
|Identify important |What is your favorite science topic? |List what you think the most important facts are that you see in |
|information |Write and draw to explain it. |the pictures or diagrams. |
| | |Make glossary of words you think are important. |
|Social Science |Take knowledge and interest survey: |Read/think--How has Chicago changed? |
|CCSSRI.3.2 |What do you like about the city of Chicago? |List changes. |
|Classify and evaluate |Places |Then illustrate one you think is most important. |
|information |People | |
| |Transportation |Chicago Readings |
| |Natural environment | |
| |Write sentences about the part you like most. |Chicago Timeline |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar |Assess student phonics and needs. |Identify parts of speech in sentences— |
|CCSSR.3.4 | |Underline nouns, circle verbs. |
|Classify vocabulary | | |
|Writing |Assess writing abilities |Write sentences to narrate an action—including sequence words. |
|Conventions | | |
|Effective sentences. |Descriptive sentences. | |
|Narrative W3.3 |Describe a character, person, or place so clearly another | |
| |student can identify. | |
Third Grade: First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature genre |_ story _ folk tale __humor _fable _ fantasy |story _ folk tale __humor _fable _ fantasy _poem |
| |_poem _realistic fiction __mystery __historical |_realistic fiction __mystery __historical fiction |
| |fiction | |
|Reading Literature |Analyze plot of a story |Analyze plot of a story |
|CCSSRL.3.3 |Summarize information about problem and solution in|Increase complexity of text as students apply same strategies|
|Analyze plot—problem and |a story. |from previous week. |
|solution |Then write summary of the plot. | |
| | |Summarize information about problem and solution in a story. |
| |How does the writer use the plot to tell you a |Then write summary of the plot. |
| |message or teach a lesson? (theme) | |
| | |How does the writer use the plot to tell you a message or |
| | |teach a lesson? (theme) |
|Science | | |
|or |List: Main Idea of each paragraph in a passage. |Make outline to show the main topic and main idea and key |
|Social Science | |details of each paragraph in a text – may be a collaborative |
|CCSSRI.3.2 |For each idea, list one fact that supports it. |activity. |
|Locate important | |Then add what the main idea is of any illustration/graphic. |
|information using structure|Make glossary. | |
|of the text. |Use dictionary |Make glossary. |
|Recommended: if you teach | |Use dictionary (ongoing) |
|both subjects each week, | | |
|emphasize the same reading | | |
|skill/strategy in each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar |Identify |Classify singular and plural nouns |
|Analyze word patterns |singular and plural nouns. | |
| | |singular plural |
| |List five singular nouns from passage. | |
| |List three plural nouns. | |
| | | |
| | |Integrate with science or social studies. |
|Writing |Paragraph with focus, support. |Write a summary of story |
|narrative |Write a one-paragraph summary of a story or event. |Also explain how the writer uses words to help explain the |
| | |sequence of events. |
| |Write journal (ongoing) —can apply to any |Write journal (ongoing) —can apply to any subject—and SEL |
| |subject—and SEL | |
Third Grade: First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre |_ story _ folk tale __humor _fable _ fantasy |story _ folk tale __humor _fable _ fantasy _poem |
| |_poem _realistic fiction __mystery __historical |_realistic fiction __mystery __historical fiction |
| |fiction | |
|Reading Literature |ANALYZE CAUSES AND EFFECTS |ANALYZE CAUSES AND EFFECTS, |
|CCSSRL. | |then predict |
|Develops 3—relationships; |Analyze and infer causes and effects. | |
|and 5—author’s choices that| |Analyze and infer causes and effects. |
|communicate about events |Infer the traits that the characters’ choices tell | |
|and characters |about them. |Predict with evidence from story—What will happen? Why? |
| | | |
| | | |
| | | |
|Science | | |
|or |Trace relationships—sequence and cause-effect in |Trace relationships—sequence and cause-effect in science or|
|Social Science |science or social science situation. |social science situation. |
|CCSSRI.3.3—trace | | |
|relationships |Analyze and infer causes and effects. |Analyze and infer causes and effects. |
|Recommended: if you teach | | |
|both subjects each week, |Make glossary and use dictionary (ongoing) |Make glossary and use dictionary (ongoing) |
|emphasize the same reading | | |
|skill/strategy in each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar | |Adjust verb tense. |
|Analyze and use word |Identify verb tense | |
|patterns | |(Choose verbs from passage. Then make them |
| |Make chart of verbs from a passage: |past-present-future |
| |past present future | |
| | |past present future |
| | | |
| | | |
| | | |
| | | |
|Writing | | |
|Narrative—analyze a |Write short constructed response to a story or |Write short constructed response to a story or history. |
|narrative |history. Example: Write journal or letter of a |Example: Write letter to writer telling what you liked and |
| |character. |learned. |
| | | |
| |Write journal (ongoing) —can apply to any subject—and|Write journal (ongoing) —can apply to any subject—and SEL |
| |SEL | |
Third Grade: First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre |_ story _ folk tale __humor _fable _ fantasy _poem |story _ folk tale __humor _fable _ fantasy _poem |
| |_realistic fiction __mystery __historical fiction |_realistic fiction __mystery __historical fiction |
|Reading Literature |STORY ELEMENTS |STORY ELEMENTS – continue to focus on structure of |
|CCSSRL.3.2 |“Map” story: main characters, their traits and actions, |story, increase complexity of text. |
|Analyze story structure to |problem and solution. | |
|determine theme. | |STORY ELEMENTS |
|And 5—how the writer communicates|INFER THEME/MESSAGE |“Map” story: main characters, their traits and actions,|
|it. |Analyze how the author communicates it—citing the parts |problem and solution. |
| |of the story. | |
| | |INFER THEME/MESSAGE |
| | |Analyze how the author communicates it—citing the parts|
| | |of the story. |
|Science |Locate information to answer a BIG question or support a|Locate information to answer a BIG question or support |
|or |big idea. |a big idea. |
|Social Science |From the passage |From the passage |
|CCSSRI.3.2 |From the illustrations/diagrams/map/… |From the illustrations/ |
|Organize information to support | |diagrams/map/… |
|ideas |Write your response as a paragraph. | |
|Recommended: if you teach both | |Write your response as a paragraph. |
|subjects each week, emphasize the|Make glossary. | |
|same reading skill/strategy in |Use dictionary |Make glossary. |
|each. | |Use dictionary |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar |Identify root words |Identify and use suffixes. |
|Analyze word patterns | | |
|Infer from context |( Make root word chart: |Make suffix chart: |
| | | |
| |Root Two Words with Root |Suffix:____________ |
| | | |
| | |Word Meaning |
|Writing |Outline and write essay |Improve the essay from previous week—for focus and |
|Narrative—writing about a |narrating an event or story—with one |support. |
|narrative. |message/theme--emphasizing supporting examples for each | |
| |paragraph. Students could write to tell a Chicago | |
| |history event. | |
| | | |
| |Write journal (ongoing) —can apply to any subject—and | |
| |SEL |Write journal (ongoing) —can apply to any subject—and |
| | |SEL |
Third Grade: First Quarter, Weeks 9-10 Learning Priorities
| |Week 9 |Week 10 comprehensive assessment |
|Literature Genre |_ story _ folk tale __humor _fable _ fantasy |Explain the features of different genres read this |
| |_poem _realistic fiction __mystery __historical |quarter. |
| |fiction | |
|Reading Literature | |Comprehensive Assessment |
|CCSSRL.3.2 |INFER THEME/MESSAGE |Analyze author’s use of details and techniques to: |
|Summarize and infer theme |Write a constructed response to a story—see the |Show character traits |
| |Writing task for this week. |Explain motives |
| | |Make the theme or moral clear |
| | | |
| | |( Explain with examples of how the author does each of|
| | |those. |
|Science |Identify ideas, relate to supporting details. |Comprehensive Assessment |
|or | |How do you learn when you read nonfiction? |
|Social Science |Use outline to show the main topic and main idea |Show how you start with a question, then locate |
|CCSSRI.3.2 |and key details of each paragraph in a text. |information, then organize it to respond. |
|Support ideas with evidence |Then identify the CENTRAL idea of the whole | |
|CCSSR7—integrate information from |passage based on your outline. |Identify two different ideas about a topic from two |
|different sources. | |different sources—one can be a video. |
|Recommended: if you teach both | |Support each idea with information from the text. |
|subjects each week, emphasize the | | |
|same reading skill/strategy in | | |
|each. | | |
|FLUENCY |This week’s read aloud: |Students demonstrate fluency. |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar |Identify and use prefixes |Comprehensive Assessment |
|Analyze word patterns |Make prefix chart |Locate words in reading with prefixes and suffixes. |
|Infer from context | |Explain how the prefix or suffix affects meaning. |
| |PREFIX: ______ |Complete verb tense chart—past, present, future |
| | | |
| |Word Meaning | |
|Writing |Write a narrative based on a mentor text. |Improve the narrative written in previous week—add |
|Narrative—writing based on a |First, outline it and note the techniques the |details, transitions. |
|narrative. |writer used. |Write sentences that describe a person or place so |
| |Then either write the next part or a story or |clearly another student can draw the person or place. |
| |history like it or the journal of a character in | |
| |the story. |Write journal (ongoing) —can apply to any subject—and |
| | |SEL |
| |Write journal (ongoing) —can apply to any | |
| |subject—and SEL | |
4th Grade
FIRST QUARTER LEARNING PRIORITIES
Common Core Fourth Grade Literacy Standards Emphasized
|READING LITERATURE |READING NONFICTION |
|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |
|1. Refer to details and examples in a text when explaining what the |1. Refer to details and examples in a text when explaining what the text|
|text says explicitly and when drawing inferences from the text. |says explicitly and when drawing inferences from the text. |
|2. Determine a theme of a story, drama, or poem from details in the |2. Determine the main idea of a text and explain how it is supported by |
|text; summarize the text. |key details; summarize the text. |
|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |
|4. Determine the meaning of words and phrases as they are used in a |4. Determine the meaning of general academic and domain-specific words |
|text, including those that allude to significant characters found in |or phrases in a text relevant to a grade 4 topic or subject area. |
|mythology (e.g., Herculean). | |
|5. Explain major differences between poems, drama, and prose, and |5. Describe the overall structure (e.g., chronology, comparison, |
|refer to the structural elements of poems (e.g., verse, rhythm, |cause/effect, problem/solution) of events, ideas, concepts, or |
|meter) and drama (e.g., casts of characters, settings, descriptions, |information in a text or part of a text. |
|dialogue, stage directions) when writing or speaking about a text. | |
Nonfiction reading competencies are developed each week in science or social science
—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:
|By the end of the year, read and comprehend literature, including|By the end of year, read and comprehend informational texts, |
|stories, dramas, and poetry, in the grades 4–5 text complexity |including history/social studies, science, and technical texts, in |
|band proficiently, with scaffolding as needed at the high end of |the grades 4–5 text complexity band proficiently, with scaffolding |
|the range. |as needed at the high end of the range. |
Writing: CCSSW 4.3 NARRATIVE (CPS Framework Assessment Specification)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
WRITING PRIORITIES
Common Core Writing Narratives—CCSSW3—for fourth grade requires the following:
Write narratives in which they:
__a. Orient the reader by establishing a situation, introduce a narrator and/or characters, and organize an event sequence that unfolds naturally.
__b. Use narrative techniques such as dialogue and description to develop events and show the characters’ external behaviors and internal responses to events.
__c. Use a variety of temporal words and phrases to manage the sequence of events.
__d. Use concrete and sensory words and phrases to convey events and experiences precisely.
__e. Provide a satisfying conclusion that follows from the narrative’s events.
Students can learn how to write narratives by analyzing narratives. So the first quarter includes analysis of narratives as well as constructing narratives—priorities that align with the PARCC Constructed Response requirements.
Source: Sample Assessments at
CONSTRUCTED RESPONSE ABOUT ONE READING
In “Those Wacky Shoes,” a girl has to outsmart a pair of shoes. Think about the details the author uses to create the characters, settings, and events.
Imagine that you, like the girl in the story, find a pair of wacky shoes that won’t come off. Write a story about how you find the pair of wacky shoes and what happens to you when you are wearing them. Use what you have learned about the wacky shoes when writing your story.
CONSTRUCTED RESPONSE ABOUT TWO READINGS
Identify a theme in “Just Like Home” and a theme in “Life Doesn’t Frighten Me.” Write an essay that explains how the theme of the story is shown through the characters and how the theme of the poem is shown through the speaker. Include specific details from the story and the poem to support your essay.
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
__SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
__SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
__SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
__SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
□ SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
□ SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
□ SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
□ SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
□ SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Fourth Grade
These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Form and use the progressive (e.g., I was walking, I am walking, I will be walking) verb aspects. |
|__b. Form and use adjectives and adverbs (including comparative and superlative forms), placing them appropriately within sentences.* |
|__c. Produce complete sentences, avoiding rhetorically poor fragments and run-ons.* |
|__d. Correctly use frequently confused words (e.g., to, too, two; there, their).* |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Use quotation marks to mark direct speech and quotations from a text. |
|__b. Spell grade-appropriate words correctly, consulting references as needed. |
|3. Make effective language choices. |
|__a. Use punctuation for effect.* |
|__b. Maintain consistency in style and tone.* |
|__c. Choose words and phrases to convey ideas precisely.* |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on grade 4 reading). |
|__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using |
|semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in |
|the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital. |
|__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., telegraph, photograph, autograph). |
|__c. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture). |
|__d. Paraphrase common idioms, adages, and proverbs. |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their various uses and meanings. |
|__b. Define relationships between words (e.g., how ask is like and unlike demand; what items are likely to be enormous). |
|__c. Distinguish a word from other words with similar but not identical meanings (synonyms). |
|6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social |
|studies, and science) taught directly and acquired through reading and responding to texts. |
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
Fourth Grade: First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature |_ story _ folk tale __tall tale __fable |story _ folk tale __tall tale __fable |
|Genre |_ fantasy _poem __myth __humor |_ fantasy _poem __myth __humor |
| |__realistic fiction |__realistic fiction |
|Reading Literature |RELATE CHARACTER TRAITS AND ACTIONS –relates to Classroom |RELATE TRAITS /ACTIONS/MOTIVES |
|CCSSRL.4.3—analyze |Climate | |
|characters | |Infer character, motives relate to plot |
| |Assess student abilities and interests—reading interest | |
|Infer meaning of words |inventory |( Complete a Chart to provide evidence for your inference of |
|from context (ongoing) |Infer character traits |motive |
| |( Draw characters, showing traits. | |
| |( Complete a chart: |Who Does What Why Evidence |
| |Character Trait Evidence | |
| | | |
| | | |
| | |Write a summary of your chart. |
|Science |What do you like about science? |Why are prefixes and suffixes important in science? |
|CCSSRI.4.4 |What science have you learned? |Use a dictionary to find science words related to this week’s |
|Academic Vocabulary |Explain one of the favorite science topics you have learned.|topic. |
| | |List words that have prefixes and suffixes and explain how |
| |What kinds of words does a scientist use? |they change the words. |
|Social Science |Relate character traits to social science: |Analyze the structure of a text and how the features help you |
|CCSSRI.4.3 |Read a passage about an important person with positive |see the relationship between ideas and information—including |
|Analyze then infer |character traits. |the illustrations. |
|relationships |Infer traits of a person based on actions. | |
| |Infer this person’s values based on what you read and | |
| |explain the basis for the inferences. | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
|Word Patterns and Grammar|What positive words tell about you? |Identify parts of speech in a passage |
|Analyze word patterns and|Assess students’ knowledge of vocabulary: subject, verb, |( Underline nouns, circle verbs, list 5 adjectives. |
|use |adjective, pronoun, prefix, root, suffix, synonym, homonym, |( What does the writer help you “see” with those adjectives? |
| |antonym—ask them to give examples of each. |( Make adjective “thesaurus”—a variety of words that describe|
| | |the same kind of quality |
|Writing |Assess writing abilities |Write a paragraph. |
|Explanatory CCSSW2 |Ask students to independently write sentences with different|( Explain a topic you learned this week—support the main |
| |kinds of punctuation and a paragraph about a person or place|idea with examples you learned. |
| |with focus and support. | |
| |Write the paragraph with enough details that another student| |
| |can infer who or what it is. | |
Fourth Grade: First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature Genre |story _ folk tale __tall tale __fable |story _ folk tale __tall tale __fable |
| |_ fantasy _poem __myth __humor |_ fantasy _poem __myth __humor |
| |__realistic fiction |__realistic fiction |
|Reading Literature |Diagram the problem and solution in a story. |Diagram the problem and solution in a story—increase text |
|CCSSRL.4.3 |What message is the writer communicating with this |complexity as you apply the same strategy. |
|Analyze plot |plot? |What message is the author communicating? |
| | |How do the illustrations help support that message? |
|Science |Make an outline of a section of a text. |Make an outline of a section of a text. |
|or |Locate different ideas and list information that |Locate different ideas and list information that supports each|
|Social Science |supports each one—including information in |one—including information in illustrations. |
|CCSSRI.4.2 |illustrations. | |
|Identify information that| | |
|supports ideas |Make glossary. |Make glossary. |
|Recommended: if you teach| | |
|both subjects each week, | | |
|emphasize the same | | |
|reading skill/strategy in| | |
|each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar|Classify singular and plural nouns from a passage |Classify singular and plural verbs from a passage |
|Analyze word structure | | |
| |singular plural |singular plural |
| | | |
| | | |
| | | |
| | |Write sentences with subject-verb agreement |
|Writing |Paragraph with focus, support |Write about a problem and solution from a story or history you|
|Narrative—explaining an |Narrate an event (fiction or nonfiction), based on a |read—narrate it. |
|event based on a mentor |mentor text; explain why it happened, and what idea |Explain the message the writer is making with those events. |
|text |or lesson you can learn from it; | |
| |Support your conclusion in your paragraph. |Write journal (ongoing) —can apply to any subject—and SEL |
| | | |
| |Write journal (ongoing) —can apply to any subject—and| |
| |SEL | |
Fourth Grade: First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre |_ story _ folk tale __tall tale __fable |story _ folk tale __tall tale __fable |
| |_ fantasy _poem __myth __humor |_ fantasy _poem __myth __humor |
| |__realistic fiction |__realistic fiction |
|Reading Literature |Analyze and infer causes and effects. |“Map” story: main characters, their traits and actions, |
|CCSSRL.4.3 | |problem and solution. CCSSR5 |
|Analyze relationships | | |
| | |Predict with evidence from story—What will happen? Why? |
| | | |
| | | |
| | | |
|Science | | |
|or |Use text structure to identify Main Idea of each |Use text structure to identify Main Idea of each |
|Social Science |paragraph in |paragraph in |
|CCSSRI.4.2 |Introduction |Introduction |
|Use text structure to |Body |Body |
|identify ideas. |Conclusion of a passage. |Conclusion of a passage. |
|Recommended: if you teach| | |
|both subjects each week, |Then explain the central idea with supporting |Then explain the central idea with supporting |
|emphasize the same |ideas—diagram how the supporting ideas enable you to |ideas—diagram how the supporting ideas enable you to |
|reading skill/strategy in|comprehend the central idea. |comprehend the central idea. |
|each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar|Identify verb tense: | |
|Analyze word structure |Make chart of verbs from passage: |Make guide to subject-verb agreement: include examples |
|Infer from context |past present future |and non-examples that you correct. |
| | | |
| | | |
| |Then change the verbs so they each have past, present, | |
| |future tense examples | |
|Writing |Outline a narrative of a history or science experiment |Improve the narrative from last week for focus and |
|Narrative—focus and |with sequence and support for an idea. |support, transitions. |
|support. |Then write it. | |
| | |Write journal (ongoing) —can apply to any subject—and SEL|
| |Write journal (ongoing) —can apply to any subject—and SEL| |
Fourth Grade: First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre |_ story _ folk tale __tall tale __fable |story _ folk tale __tall tale __fable |
| |_ fantasy _poem __myth __humor |_ fantasy _poem __myth __humor |
| |__realistic fiction |__realistic fiction |
|Reading Literature |INFER THEME/MESSAGE of a story |INFER THEME/MESSAGE of a story |
|CCSSRL.4.2 |Analyze how the author communicates it—plot, |Analyze how the author communicates it—plot, characters, |
|Identify theme, analyze |characters. |techniques such as dialogue. |
|how writer communicates | | |
|it. | | |
|Science | | |
|or |Locate then use information from one passage to |Locate then use information from two sources (one can be |
|Social Science |support an idea about a topic in response to a BIG |a video) to support an idea about a topic in response to |
|CCSSRI.4.2 |question. |a BIG question. |
|Support an idea with | | |
|evidence from a text. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar|Compare multi-meaning words—what do they mean in |Identify root words |
|Use descriptive words |different contexts. |Make root word “tree”—different words that are related to|
| | |the same root word. |
| |Make your own Multi-meaning word examples. |Explain how the different affixes and compound words |
| | |relate to the meaning of the root word. |
|Writing |Expand a story—write the next part, maintaining the|Write your own story about the theme of a story you have |
|CCSSW.4.2 |characters. |read this quarter. |
|Narrative—built on a | | |
|mentor text. |Write journal (ongoing) —can apply to any |Write journal (ongoing) —can apply to any subject—and SEL|
| |subject—and SEL | |
Fourth Grade: First Quarter, Weeks 9-10 Learning Priorities
| |Week 9 |Week 10 Comprehensive Assessment |
|Literature genre |story _ folk tale __tall tale _fable |Make a chart of different reasons a writer writes in a specific |
| |_ fantasy _poem __myth __humor |genre—for example, why does a writer write a fable? Use examples |
| |__realistic fiction |from stories you have read. |
|Reading Literature |INFER THEME/MESSAGE |Comprehensive Assessment |
|CCSSRL.4.5 |Analyze how the author communicates it |Make list of how the author of a story develops and uses elements |
|Author’s choices | |of the story to communicate a lesson or moral. |
|Science | |Comprehensive Assessment |
|or |Write a constructed response based on one or two |Explain the purpose of the different parts of the non-fiction |
|Social Science |nonfiction sources. |text: how and why do the illustrations help you understand the |
|CCSSRI.4.2 |Recommended: Students exchange responses and identify|topic? |
|Deciding what information|and recommend ways to strengthen support for |Why did the writer organize the sections the way they are? |
|and ideas are important |response. |What else helps the writer accomplish the purpose to inform? |
|Recommended: if you teach| |Use examples from a passage to explain how to learn when reading |
|both subjects each week, | |nonfiction. |
|emphasize the same | | |
|reading skill/strategy in| | |
|each. | | |
|FLUENCY |This week’s read aloud: |Students demonstrate fluency. |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar|Make an affix guide with examples— |Make your own grammar guide with examples from this quarter. |
|Analyze and use roots and|Word plus suffix = meaning | |
|suffixes |Word plus prefix = meaning | |
|Writing |Outline then write a narrative that communicates an |Comprehensive assessment: |
|CCSSW.4.2 |idea related to a scientific process or historic |Write a “writer’s guide” to writing a narrative—what does the |
|Narrative—organization of|event. |writer do to help the reader understand the message? |
|narratives to communicate| | |
|ideas |Write journal (ongoing) —can apply to any subject—and|Write journal (ongoing) —can apply to any subject—and SEL |
| |SEL | |
5th Grade
FIRST QUARTER LEARNING PRIORITIES
Common Core Fifth Grade Literacy Standards Emphasized
Reading standard 1 is developed in conjunction with all other reading standards—
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
|READING LITERATURE |READING NONFICTION |
|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |
|2. Determine a theme of a story, drama, or poem from details in the |2. Determine two or more main ideas of a text and explain how they are |
|text, including how characters in a story or drama respond to challenges|supported by key details; summarize the text. |
|or how the speaker in a poem reflects upon a topic; summarize the text. | |
|3. Compare and contrast two or more characters, settings, or events in a|3. Explain the relationships or interactions between two or more individuals,|
|story or drama, drawing on specific details in the text (e.g., how |events, ideas, or concepts in a historical, scientific, or technical text |
|characters interact). |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 |4. Determine the meaning of general academic and domain-specific and phrases |
|text, including figurative language such as metaphors and similes. |in a text relevant to a grade 5 topic or subject area. |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|9. Compare and contrast stories in the same genre (e.g., mysteries and |9. Integrate information from several texts on the same topic in order to |
|adventure stories) on their approaches to similar themes and topics. |write or speak about the subject knowledgeably. |
Nonfiction reading competencies are developed each week in science or social science
—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:
|By the end of the year, read and comprehend literature, including |By the end of the year, read and comprehend informational texts, including|
|stories, dramas, and poetry, at the high end of the grades 4–5 text|history/social studies, science, and technical texts, at the high end of |
|complexity band independently and proficiently. |the grades 4–5 text complexity band independently and proficiently. |
Writing: CCSSW5.3 -- NARRATIVE (CPS Framework Assessment Specification)
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
WRITING PRIORITIES
Common Core Writing Narratives—CCSSW3—for fifth grade requires the following:
Write narratives in which they:
__a. Orient the reader by establishing a situation, introduce a narrator and/or characters, and organize an event sequence that unfolds naturally.
__b. Use narrative techniques such as dialogue and description to develop events and show the characters’ external behaviors and internal responses to events.
__c. Use a variety of temporal words and phrases to manage the sequence of events.
__d. Use concrete and sensory words and phrases to convey events and experiences precisely.
__e. Provide a satisfying conclusion that follows from the narrative’s events.
Students can use that list to analyze a mentor text—analyze how the writer meets those criteria.
Students can learn how to write narratives by analyzing narratives.
So the first quarter includes analysis of narratives as well as constructing narratives—priorities that align with the PARCC Constructed Response requirements.
Source: Sample Assessments at
CONSTRUCTED RESPONSE ABOUT ONE READING
You have read a passage from “The Growin’ of Paul Bunyan.” Think about how the story would be different if it were told from Johnny’s point of view. Write a narrative story retelling the story from the point of view of Johnny. Be sure to use supporting details from the passage.
CONSTRUCTED RESPONSE ABOUT TWO READINGS
The stories titled Ida B and Moon Over Manifest both include events that did not happen. Write and essay describing how each narrator’s point of view influenced how these events are described. Be sure to use details from both stories.
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
□ SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
__SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
__SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
__SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
__SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
□ SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
□ SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
□ SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
□ SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
□ SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Fifth Grade
These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
|CONVENTIONS IN WRITING AND SPEAKING |
|1. Observe conventions of grammar and usage. |
|__a. Form and use the perfect (e.g., I had walked, I have walked, I will have walked) verb aspects. |
|__b. Recognize and correct inappropriate shifts in verb tense and aspect.* |
|2. Observe conventions of capitalization, punctuation, and spelling. |
|__a. Use punctuation to separate items in a series.* |
|__b. Use a comma to separate an introductory element from the rest of the sentence. |
|__c. Use underlining, quotation marks, or italics to indicate titles of works. |
|__d. Spell grade-appropriate words correctly, consulting references as needed. |
|3. Make effective language choices. |
|__a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.* |
|VOCABULARY ACQUISITION AND USE |
|4. Determine word meanings (based on grade 5 reading). |
|__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using |
|semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in |
|the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital. |
|__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., photograph, photosynthesis). |
|__c. Interpret figurative language, including similes and metaphors. |
|__d. Explain the meaning of common idioms, adages, and proverbs. |
|5. Understand word relationships. |
|__a. Build real-life connections between words and their various uses and meanings. |
|__b. Define relationships between words (e.g., how smirk is like and unlike smile; what items are likely to be vast). |
|__c. Distinguish a word from other words with similar but not identical meanings (synonyms). |
|6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social |
|studies, and science) taught directly and acquired through reading and responding to texts. |
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
Fifth Grade: First Quarter Learning Priorities Weeks 1-2
| |Week 1 |Week 2 |
|Literature Genre |_ story _ folk tale __tall tale _fable _ fantasy _poem _myth |_ story _ folk tale __tall tale _fable _ fantasy _poem |
| |__mystery _realistic fiction |_myth __mystery _realistic fiction |
|Reading Literature |Assess student abilities and interests, |RELATE TRAITS /ACTIONS/MOTIVES |
|Analyze character |Take reading interest survey. |Infer character, motives, relate to plot and author’s |
|development (CCSSRL5.3) | |choices—how the writer creates a character—dialogue, actions.|
| |RELATE CHARACTER TRAITS AND ACTIONS relates to organizing a | |
|Infer word meaning from |collaborative classroom |Make Chart, provide evidence for your inference of motive |
|context. (Ongoing) | | |
|(CCSSRL5.4) |identify, classify and infer character traits |Who Does What Why Evidence |
| |Make chart: | |
| |Character Trait_ Evidence_ | |
| | | |
| | |Write a summary of your chart. |
| |Draw characters, showing traits. | |
|Science |Science Inventory: |How do scientists solve figure out ideas? (May be based on a |
|CCSSRI.5.2 |What do you like about science? |reading, experiment, other source) |
|Ideas of Science |What is a science topic you’ve learned that you like a lot? |What is an important science discovery and why is it |
| |How did you learn about it? |important to know? |
| |What is an idea you learned? |How do the parts of a science text help you learn? |
| |Infer: what are the traits of a scientist? | |
|Social Science |Recall and/or read about a person who helped others make |Read a passage about an important person or event. |
|CCSSRI.5.3 |progress. |What challenges did people face? |
|Analyze relationships |What traits did that person demonstrate? |What traits did they have that enabled them to overcome them?|
| |What evidence in the passage supports your inference? |How do the parts of a social science text help you learn? |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
|Word Patterns and Grammar|Assess grammar competence: |Identify parts of speech in a passage |
| |Knowledge of parts of speech |List 5 nouns, 5 verbs, 5 adjectives, 2 adverbs. (Students |
| |Knowledge of rules of grammar |can use them to write sentences of their own.) |
| |Knowledge of punctuation. |Analyze author’s techniques: Why does the writer use those |
| |Schedule Punctuation Focus weeks based on assessment. |adjectives? |
|Writing |Assess interests and skills: |What structure and techniques do you find in this week’s |
|Narrative |What do you like to write? |story? |
|CCSSW5.3 |How do you write a good sentence? |What did the writer do to keep you interested? |
| |Give an example. | |
| |How do you organize a good paragraph? | |
| |Write a good paragraph about a person you admire—it could be | |
| |you. | |
Fifth Grade: First Quarter Learning Priorities Weeks 3-4
| |Week 3 |Week 4 |
|Literature Genre |_ story _ folk tale __tall tale _fable _ fantasy |_ story _ folk tale __tall tale _fable _ fantasy _poem _myth |
| |_poem _myth __mystery _realistic fiction |__mystery _realistic fiction |
|Reading Literature |Analyze the plot: |Analyze the plot and character development: |
|5.2—determine theme |What choices do characters make, what problems do they |What choices do characters make, what problems do they face, how do|
|5.5-analyze writer’s |face, how do they resolve them? |they resolve them? |
|choices | |Why do you think the writer set up this problem and solution—what |
| |Why do you think the writer set up this problem and |message did the author want you to understand? |
| |solution—what message did the author want you to |How does the writer help you understand the characters and |
| |understand? |situation? |
|Science |Identify important words (often boldfaced) and start |Continue glossary (ongoing) |
|or |glossary. |Describe how a text groups information into general categories |
|Social Science |Describe how a text groups information into general |Adjust rate of reading to complexity of text |
|CCSSRI.5.2 |categories |Use text structure to identify main ideas. |
|Identify and support |Adjust rate of reading to complexity of text |Then determine central idea. |
|ideas |Use text structure to identify main ideas. |Explain how the writer uses text features and illustrations to |
|Recommended: if you teach|Then determine central idea. |communicate the ideas. |
|both subjects each week, |Identify how the writer uses text features and | |
|emphasize the same |illustrations to communicate the ideas. | |
|reading skill/strategy in| | |
|each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
|Word Patterns and Grammar|Classify singular and plural nouns and pronouns from a |Classify singular and plural verbs from a passage |
|Analyze and use |passage | |
|singular/plural nouns | |singular plural |
| |singular plural | |
| | | |
| | | |
| |Make a list of rules (with examples) for making |Correct subject-verb agreement errors in an example. Then make |
| |plurals—e.g., when a noun ends in -y you add -ies. |your own subject-verb agreement guide with your own examples. |
|Writing |Paragraph with focus, support |Narrate a problem and solution---science, social studies, or |
|narrative |Explain an event (fiction or nonfiction—why it |fiction |
|CCSSW2 |happened, and support it in your paragraph. |Then polish your paragraph (grammar, punctuation, subject-verb |
| |Then polish your paragraph—punctuation, spelling. |agreement) |
| | | |
| |Write journal (ongoing) —can apply to any subject—and |Write journal (ongoing) —can apply to any subject—and SEL |
| |SEL | |
Fifth Grade: First Quarter Learning Priorities Weeks 5-6
| |Week 5 |Week 6 |
|Literature Genre |_ story _ folk tale __tall tale _fable |_ story _ folk tale __tall tale _fable _ fantasy _poem |
| |_ fantasy _poem _myth _mystery _realistic fiction |_myth __mystery _realistic fiction |
|Reading Literature |Compare and contrast two characters within a story. |Compare and contrast two characters within a story. |
|CCSSRL.5.3 |How does the writer help the reader identify the |Analyze the techniques the writer uses to communicate the |
|Compare characters |characters’ traits and feelings? |characters’ identities. |
| |How do the characters react to the same event? |How would the story change if one of the two characters told |
| |How do they feel about the challenge they face? |it? (See PARCC sample question.) |
| |How do they react when the problem is solved? | |
|Science |Locate information |Locate information |
|or |Classify information |Classify information |
|Social Science |Use pictures, illustrations, details in a text to |Use pictures, illustrations, details in a text to describe |
|CCSSRI.5.2 |support the ideas |the key ideas |
|Analyze information to |Describe how a text groups information into general |Gather information to answer a question |
|identify ideas |categories |Explain the purposes of different nonfiction text features |
|Recommended: if you teach |Decide what the central idea is and explain the basis| |
|both subjects each week, |for your conclusion | |
|emphasize the same reading| | |
|skill/strategy in each. | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction | | |
|Word Patterns and Grammar |Make subject-verb agreement guide with examples. |Make verb tense guide—with examples. |
| | | |
|Writing |Outline narrative based on a story—outline what could|Write about the story from the perspective of one of the |
|Narrative CCSSW2 |happen in the sequel--the next part. |characters (connects to the reading priority of the week—also|
| | |to the PARCC sample.) |
| |Write journal (ongoing) —can apply to any subject—and| |
| |SEL |Write journal (ongoing) —can apply to any subject—and SEL |
Fifth Grade: First Quarter Learning Priorities Weeks 7-8
| |Week 7 |Week 8 |
|Literature Genre |_story _ folk tale __tall tale _fable _ fantasy |_story _ folk tale __tall tale _fable _ fantasy _poem |
| |_poem _myth __mystery _realistic fiction |_myth __mystery _realistic fiction |
|Reading Literature |Analyze how the author communicates the theme |Analyze how the author communicates the theme through |
|CCSSR5—analyze how the parts |through the parts of the story—how the |the parts of the story—how the scenes/events in the |
|fit together—structure of the |scenes/events in the story contribute to developing|story contribute to developing that theme. |
|story |that theme. |What techniques does the writer use to help readers |
|CCSSR2—determine the theme | |understand the importance of events, how characters |
| | |change—the narrator, dialogue, other techniques. |
|Science | | |
|or |Outline then write your answer to BIG question with|Outline then write your answer to a BIG question with |
|Social Science |cited information from two different sources |cited information from two different sources. |
|CCSSRI.5.2 | | |
|Support an idea with evidence. | | |
| | | |
|CCSSRI5.9 Integrate | | |
|information from different | | |
|sources | | |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction |Emphasis: __rate, __comprehension, __expression |Emphasis: __rate, __comprehension, __expression |
|Word Patterns and Grammar |Make root word guide—how prefixes and suffixes |Continue root word guide. |
| |change the meaning of words. | |
|Writing |Plan a narrative on the same theme as the story. |Write the narrative outlined in the previous week. |
|Narrative |Identify the characters, plot, role of the | |
|CCSSW3 |narrator. |Write journal (ongoing) —can apply to any subject—and |
| | |SEL |
| |Write journal (ongoing) —can apply to any | |
| |subject—and SEL | |
Fifth Grade: First Quarter Learning Priorities Weeks 9-10
| |Week 9 |Week 10 Comprehensive Assessment |
|Literature Genres |_ story _ folk tale __tall tale _fable _ fantasy |Explain differences in structure and techniques used in |
| |_poem _myth __mystery _realistic fiction |different genres as well as what is common to all |
| | |fiction. |
|Reading Literature |Analyze the way the narrator of a story contributes |Comprehensive Assessment |
|CCSSR5.6--mood |to the mood of the story. |Make list of ways the author of a story develops and uses|
| | |elements of the story to communicate a lesson or moral. |
|Science | |Comprehensive Assessment |
|or |Compare and contrast two different sources on the |Explain the purpose of the different parts of the |
|Social Science |same topic. |non-fiction text: how and why do the illustrations help |
| |Then use information from both to respond to a BIG |you understand the topic? |
|CCSSRI5.5 |question. |Why did the writer organize the sections the way they |
| | |are? |
| | |What else helps the writer accomplish the purpose to |
| | |inform? |
| | |Use examples from a passage to explain how to read |
| | |nonfiction. |
| | |How does the reader figure out what is important to learn|
| | |from the text? |
|FLUENCY |This week’s read aloud: |Students demonstrate fluency. |
|__rate, __comprehension | | |
|__expression __diction | | |
| | | |
| | | |
|Word Patterns and Grammar |Analyze compound words. |Make your own grammar guide—including the grammar rules |
| | |and examples developed during the quarter. |
|Writing |Identify the strengths of a story: |Comprehensive assessment: |
|Narrative CCSSW3 |Analyze a story writer’s use of techniques—identify |Write a “writer’s guide” to writing a narrative. |
| |the strategies used to maintain interest, create a | |
| |mood, develop characters. |Write journal (ongoing) —can apply to any subject—and SEL|
| | | |
| |Write journal (ongoing) —can apply to any | |
| |subject—and SEL | |
6th - 8th Grade
FIRST QUARTER LEARNING PRIORITIES
This calendar includes grades 6-8 because the strategies, skills, and processes at the middle grades are parallel; it is the complexity of the text and response that vary. Since most upper grade classes are departmentalized, having a common focus for processes each week will enable teachers to vary to specific content but maintain a focus on the transferrable outcomes—increased competence to analyze and interpret texts, write to communicate with evidence, and solve problems strategically.
The calendar lists tasks that are aligned with Common Core standards, tasks that can be activities or assessments.
Teachers using comprehensive literacy units can embed the literacy priorities within the unit.
The CPS Framework sets argumentative writing as the priority for first quarter.
Writing: Argumentative (CPS Framework Assessment Specification)
Write arguments to support claims with clear reasons and relevant evidence.
This “calendar” also includes expository writing within science and social studies to reinforce students’ abilities to comprehend nonfiction texts and relate information from different sources in response to a topic or “Big” question -- CCSSW7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation, a standard that should continue across the year as students respond to BIG questions.
All the reading competence development in this calendar is designed to develop Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
| |READING LITERATURE |READING NONFICTION/INFORMATIONAL TEXT |
|6 |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literary nonfiction in the |
| |including stories, dramas, and poems, in the grades 6–8 text |grades 6-8 text complexity band proficiently, with scaffolding as needed |
| |complexity band proficiently, with scaffolding as needed at |at the high end of the range. |
| |the high end of the range. | |
|7 |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literary nonfiction in the |
| |including stories, dramas, and poems, in the grades 6–8 text |grades 6–8 text complexity band proficiently, with scaffolding as needed |
| |complexity band proficiently, with scaffolding as needed at |at the high end of the range. |
| |the high end of the range. | |
|8 |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literary nonfiction at the |
| |including stories, dramas, and poems, at the high end of |high end of the grades 6–8 text complexity band independently and |
| |grades 6–8 text complexity band independently and |proficiently. |
| |proficiently. | |
Activities during the quarter should include the development of communication competencies that cross the literacy standards:
• Discussion with focusing question and relevant responses
• Listening with focus
• Collaboration to develop response to issue or question
• Presentation based on research and analysis
• Debate based on logical analysis of issue
• Dramatization of literature and history
• Expressive reading of poetry and speeches
• Visual representation of learning
SOURCE of Common Core Standards cited in this guide:
The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Writing Based on Reading
PARCC’s Prose Constructed Responses require students to analyze texts.
To develop the Argumentative Writing is identified in the CPS Framework for first quarter for grades 6-8, this set of weekly priorities emphasizes writing about texts, supporting a claim with evidence from a text or analyzing the strength of support for a claim in a text (CCSSR8). Source of the following sample items: .
Sixth Grade
CONSTRUCTED RESPONSE ABOUT TWO READINGS
You have read the passage from Boy’s Life and “Emancipation: A Life Fable.”
Both texts develop the theme of freedom. Write an essay that compares and contrasts the approaches each text uses to develop the theme of freedom.
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO
You have read two texts and viewed one video that claim that the role of zoos is to protect animals. Write and essay that compares and contrasts the evidence each source uses to support this claim. Be sure to use evidence from all three sources to support your response.
Seventh Grade
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO
You have learned about electricity by reading two articles, “Energy Story” and “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.”
In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, demonstrations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source.
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO
You have read a website entry and an article, and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a brave, courageous person. The three titles are:
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the three supporting materials. Remember to use textual evidence to support your ideas.
Eighth Grade
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND VIDEO
Write an essay comparing the information presented in the video with that presented in the article “Elephants Can Lend a Helping Trunk” and the passage from “Elephants Know When They Need a Helping Trunk in a Cooperative Task.” Remember to use evidence from the video, the article, and the passage to support your answer.
Common Core Literacy Standards Emphasized during 1st Quarter
The following chart identifies standards emphasized during first quarter—and exemplifies how the complexity of the process increases grade to grade but the core process is the same.
Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
| |READING LITERATURE |READING NONFICTION/INFORMATIONAL TEXT |
|6 |Cite textual evidence to support analysis of what the text |Cite textual evidence to support analysis of what the text says |
| |says explicitly as well as inferences drawn from the text. |explicitly as well as inferences drawn from the text. |
|7 |Cite several pieces of textual evidence to support analysis |Cite several pieces of textual evidence to support analysis of what the |
| |of what the text says explicitly as well as inferences drawn|text says explicitly as well as inferences drawn from the text. |
| |from the text. | |
|8 |Cite the textual evidence that most strongly supports an |Cite the textual evidence that most strongly supports an analysis of what|
| |analysis of what the text says explicitly as well as |the text says explicitly as well as inferences drawn from the text. |
| |inferences drawn from text. | |
Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
| |READING LITERATURE |READING NONFICTION/INFORMATIONAL TEXT |
|6 |Determine a theme or central idea of a text and how it is |Determine a central idea of a text and how it is conveyed through |
| |conveyed through particular details; provide a summary of |particular details; provide a summary of the text distinct from personal |
| |the text distinct from personal opinions or judgments. |opinions or judgments. |
|7 |Determine a theme or central idea of a text and analyze |Determine two or more central ideas in a text and analyze their development|
| |its development over the course of the text; provide an |over the course of the text; provide an objective summary of the text. |
| |objective summary of the text. | |
|8 |Determine a theme or central idea of a text and analyze |Determine a central idea of a text and analyze its development over the |
| |its development over the course of the text, including its|course of the text, including its relationship to supporting ideas; provide|
| |relationship to the characters, setting, and plot; provide|an objective summary of the text. |
| |an objective summary of the text. | |
Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
|6 |Describe how a particular story’s or drama’s plot unfolds in a |Analyze in detail how a key individual, event, or idea is |
| |series of episodes as well as how the characters respond or |introduced, illustrated, and elaborated in a text (e.g., through |
| |change as the plot moves toward a resolution. |examples or anecdotes). |
|7 |Analyze how particular elements of a story or drama interact |Analyze the interactions between individuals, events, and ideas in a|
| |(e.g., how setting shapes the characters or plot). |text (e.g., how ideas influence individuals or events, or how |
| | |individuals influence ideas or events). |
|8 |Analyze how particular lines of dialogue or incidents in a story|Analyze how a text makes connections among and distinctions between |
| |or drama propel the action, reveal aspects of a character, or |individuals, ideas, or events (e.g., through comparisons, analogies,|
| |provoke a decision. |or categories). |
Reading Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
| |READING LITERATURE |READING NONFICTION/INFORMATIONAL TEXT |
|6 |Determine the meaning of words and phrases as they are used in a text,|Determine the meaning of words and phrases as they are used in a |
| |including figurative and connotative meanings; analyze the impact of a|text, including figurative, connotative, and technical meanings. |
| |specific word choice on meaning and tone. | |
|7 |Determine the meaning of words and phrases as they are used in a text,|Determine the meaning of words and phrases as they are used in a |
| |including figurative and connotative meanings; analyze the impact of |text, including figurative, connotative, and technical meanings; |
| |rhymes and other repetitions of sounds (e.g., alliteration) on a |analyze the impact of a specific word choice on meaning and tone. |
| |specific verse or stanza of a poem or section of a story or drama. | |
|8 |Determine the meaning of words and phrases as they are used in a text,|Determine the meaning of words and phrases as they are used in a |
| |including figurative and connotative meanings; analyze the impact of |text, including figurative, connotative, and technical meanings; |
| |specific word choices on meaning and tone, including analogies or |analyze the impact of specific word choices on meaning and tone, |
| |allusions to other texts. |including analogies or allusions to other texts. |
Reading Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
| |READING LITERATURE |READING NONFICTION/INFORMATIONAL TEXT |
|6 |Analyze how a particular sentence, chapter, scene, or stanza |Analyze how a particular sentence, paragraph, chapter, or section fits |
| |fits into the overall structure of a text and contributes to |into the overall structure of a text and contributes to the development of|
| |the development of the theme, setting, or plot. |the ideas. |
|7 |Analyze how a drama’s or poem’s form or structure (e.g., |Analyze the structure an author uses to organize a text, including how the|
| |soliloquy, sonnet) contributes to its meaning. |major sections contribute to the whole and to the development of the |
| | |ideas. |
|8 |Compare and contrast the structure of two or more texts and |Analyze in detail the structure of a specific paragraph in a text, |
| |analyze how the differing structure of each text contributes |including the role of particular sentences in developing and refining a |
| |to its meaning and style. |key concept. |
Reading Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Note: Standard 8 does not apply to literature.
|6 |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. |
|7 |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. |
|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. |
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Comprehension and Collaboration
SIXTH GRADE
□ SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
__SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
__SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
□ SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
□ SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SEVENTH GRADE
Comprehension and Collaboration
□ SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
__SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
__SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
□ SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
□ SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
EIGHTH GRADE
Comprehension and Collaboration
□ SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
__SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
__SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
□ SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
□ SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas
SIXTH GRADE
□ SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
□ SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
□ SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
SEVENTH GRADE
□ SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
□ SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
□ SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
EIGHTH GRADE
□ SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
□ SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
□ SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
6th-8th Grades First Quarter, Weeks 1-2 Learning Priorities
| |Week 1 |Week 2 |
|Literature Genre |__fable _ fantasy _poem __satire _drama _novel |__fable _ fantasy _poem __satire _drama _novel _short |
| |_short story _mystery _science fiction |story _mystery _science fiction _historical fiction _myth |
| |_historical fiction _myth | |
|Reading Literature | | |
|CCSSR2—analyze the |Take reading interest survey. |Describe and analyze character, setting, plot, motive and |
|development of a theme | |draw conclusions about motives and reasons for actions and |
|RL3—development of |Analyze and infer character traits and motives and|the resolution of a problem. |
|characters |analyze how the author communicates them. |Summarize the story. Analyze how the author communicates the|
| | |characters and setting. |
| | |Identify the message—and how the writer’s choices of |
| | |characters and actions help to communicate it. |
|Science |How does a scientist work? |How do you take notes when you observe that help you learn? |
|CCSSRI2—explain ideas |What science career would you like to have in the |What strategies does a scientist use? |
| |future? |What strategies does a science reader use? |
| |What is a science topic you have learned that you |Start science glossary. |
| |think is important? | |
|Social Science |How do you read a history? |How do you organize information to make ideas clear when you |
|CCSSRI2: Analyze a text to |Why is history important? |read history? |
|clarify ideas |What do you think the most important event is in |What strategies, structures, and techniques does a nonfiction|
| |history—and why? |writer use to help readers learn? |
| | |How do you figure out the meaning of unfamiliar words when |
| | |you read? |
| | |Start social science glossary. |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension |Recommended—speeches or inspiring poems |Recommended—speeches or inspiring poems |
|__expression __diction | | |
| | | |
|Word Patterns and Grammar |Parts of speech—review/assess |Analyze compound words—differentiate from roots and affixes. |
| | | |
|Writing |Profile yourself—what are your positive traits? |Write about a positive decision you made when facing a |
| |Write to support your choice of your most positive|challenge. |
| |trait with an example. |Explain how it represents “grit” or determination. |
6th-8th Grades First Quarter, Weeks 3-4 Learning Priorities
| |Week 3 |Week 4 |
|Literature Genre |__fable _ fantasy _poem __satire _drama _novel |__fable _ fantasy _poem __satire _drama _novel _short |
| |_short story _mystery _science fiction |story _mystery _science fiction _historical fiction _myth |
| |_historical fiction _myth | |
|Reading Literature |ANALYZE THE DEVELOPMENT OF A THEME |ANALYZE THE DEVELOPMENT OF A THEME |
|CCSSRL5: analyze author’s |Summarize a story, including main characters and | |
|choices—structure of the |their traits and actions, problem and solution, |Analyze how an author develops a theme through the plot and |
|story, representation of |causes of effects. |other story elements |
|the theme— |Infer the theme. Analyze how the author develops |Infer reasons for the author’s choice of characters, events, |
|Continues analysis of |it with sections of story (plot) |and the techniques used such as dialogue. |
|development of theme |Analyze how author’s choices have effects—on mood,|Predict what a change in the story would lead to. |
|(CCSSRL52) |tone. | |
|Science |How do you know what is important to include in |How do you review notes to understand more? |
|CCSSRI2 |notes? | |
|Collect information to | |Adjust reading rate to complexity of text. |
|support an idea |Adjust reading rate to complexity of text. |Locate information using text features |
| |Locate information using text features |Cite specific evidence from text to respond to questions |
| |Cite specific evidence from text to respond to |Summarize what you learn. |
| |questions |Then identify the most important idea you learned. |
| |Summarize what you learn. | |
|Social Science |Identify a position taken by a writer—could be in |How do you decide what is important to include in notes when |
|CCSSRI2 |a textbook. |you watch a video or read a text? |
|Collect information to |List the evidence included to support it. |Locate information to support response to a question using |
|support an idea |Decide which is the strongest evidence. |text features |
|CCSSRI8: evaluate the |Explain your choice, including quotation. |Cite specific evidence from text to respond to questions, |
|strength of evidence | |including quotation. |
| | |Summarize what you learn. |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction |Recommended—speeches or inspiring poems |Recommended—speeches or inspiring poems |
|Word Patterns and Grammar |Analyze word structures. |Make root-word “trees” to clarify roots, prefixes, suffixes |
| |Root word, prefix, suffix | |
| | | |
|Writing |Outline then write a constructed response on a |Outline then write a constructed response on a position a |
|CCSSW1 |position a writer takes. |writer takes. |
|Argument (and |Analyze the kind of evidence the writer uses. |Evaluate the strength of the writer’s evidence |
|CCSSR8—evaluate arguments--| | |
|relate reading to analyze |Write journal (ongoing) —can apply to any |Write journal (ongoing) —can apply to any subject—and SEL |
|claims to writing to |subject—and SEL | |
|support a claim) | | |
6th-8th Grades First Quarter, Weeks 5-6 Learning Priorities
| |Week 5 |Week 6 |
|Literature Genre |__fable _ fantasy _poem __satire _drama _novel _short |__fable _ fantasy _poem __satire _drama _novel _short |
| |story _mystery _science fiction _historical fiction _myth|story _mystery _science fiction _historical fiction _myth|
|Reading Literature |ANALYZE STORY ELEMENTS |ANALYZE STORY STRUCTURE AND ELEMENTS—how the writer |
|CCSSRL2 |Classify parts of a story—characters, setting, actions. |develops the theme through the components. |
|Analyze story development of |Infer the main idea and identify supporting examples. |Write a synopsis of what might happen next that maintains|
|theme (applies standard |Analyze how the writer conveys these through details. |the theme. (See PARCC assessment sample for example at |
|5—author’s choices) | |6th grade.) |
|Science |Take notes from a video or experiment. |Take notes from a video or experiment. |
|CCSSRI2—support an idea with |Locate information using text features |Locate information using text features |
|examples. |Cite specific evidence from text to respond to questions,|Cite specific evidence from text to respond to questions |
|CCSSRI7—integrate information |including graphics. |Combine information from different sources to respond to |
|from different sources—may |Combine information from different sources to respond to |BIG question. |
|include videos. |BIG question. |Recommended: Students evaluate and improve each other’s |
| |Recommended: Students evaluate and improve each other’s |responses—improving the evidence they provide. |
| |responses—improving the evidence they provide. | |
|Social Science |Take notes from a video or image. |Take notes from a video or image. |
|CCSSRI2 |Locate information using text features |Locate information using text features |
|Collect information to support|Cite specific evidence from text to respond to questions |Cite specific evidence from text to respond to questions |
|an idea |Combine information from different sources to respond to |Combine information from different sources to respond to |
|CCSSRI7—integrate information |BIG question. |BIG question. |
|from different sources—may |Recommended: Students evaluate and improve each other’s |Recommended: Students evaluate and improve each other’s |
|include videos. |responses—improving the evidence they provide. |responses—improving the evidence they provide. |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension | | |
|__expression __diction |Recommended—speeches or inspiring poems |Recommended—speeches or inspiring poems |
|Word Patterns and Grammar |Use dictionary and glossary (ongoing) to check the |Make guide to inferring meaning of word from context. |
| |meaning of Multi-meaning words—and context of use | |
|Writing |Respond in a constructed response to two readings about |Respond in a constructed response to two readings about |
|CCSSW1 |the same issue or question. |the same issue or question. |
|Argument (and CCSSR8—evaluate |Compare the kinds of evidence the two writers use. |Evaluate the strength of the two positions. |
|arguments--relate reading to | | |
|analyze claims to writing to |Write journal (ongoing) —can apply to any subject—and SEL|Write journal (ongoing) —can apply to any subject—and SEL|
|support a claim) | | |
6th-8th Grades First Quarter, Weeks 7-8 Learning Priorities
| |Week 7 |Week 8 |
|Literature Genre |__fable _ fantasy _poem __satire _drama _novel |__fable _ fantasy _poem __satire _drama _novel |
| |_short story _mystery _science fiction |_short story _mystery _science fiction _historical |
| |_historical fiction _myth |fiction _myth |
|Reading Literature |Compare how two writers communicate the same theme|Compare how two writers communicate the same theme |
|CCSSRL9—compare and contrast two |in different literature. |in different literature. |
|texts on the same theme (theme |Analyze the choices each writer makes to |Analyze the choices each writer makes to communicate|
|continues emphasis on standard 2; |communicate the theme. |the theme |
|also involves standard 5—writer’s | | |
|choices) | | |
|Science |Combine information from different kinds of |Combine information from different kinds of sources |
|CCSSRI7—integrate information from |sources to respond to BIG question. |to respond to BIG question. |
|different sources—may include videos.|Decide what your “Big” idea is. |Decide what information is most important to support|
| |Evaluate the strength of your evidence to support |your response. |
| |the response. |Evaluate the strength of your evidence to support |
| |Recommended: pair and compare, then “repair” to |the response. |
| |strengthen the statements with stronger evidence. |Recommended: pair and compare, then “repair” to |
| | |strengthen the statements with stronger evidence. |
|Social Science |Combine information from different sources to |Combine information from different sources to |
|CCSSRI7—integrate information from |respond to BIG question. |respond to BIG question. |
|different sources—may include videos.|Evaluate the strength of your evidence to support |Evaluate the strength of your evidence to support |
| |the response. |the response. |
| |Recommended: pair and compare, then “repair” to |Recommended: pair and compare, then “repair” to |
| |strengthen the statements with stronger evidence. |strengthen the statements with stronger evidence. |
|FLUENCY |This week’s read aloud: |This week’s read aloud: |
|__rate, __comprehension __expression | | |
|__diction |Recommended—speeches or inspiring poems |Recommended—speeches or inspiring poems |
|Word Patterns and Grammar |Expand sentences with adjectives. |Use thesaurus to find more descriptive terms to |
| | |expand sentences. |
|Writing |Respond in a constructed response to two readings |Respond in a constructed response to two readings |
|CCSSW1Argument |about the same issue or question. |about the same issue or question. |
|(and CCSSR8—evaluate arguments-- |Identify ways each writer could have improved the |Compare the kinds of evidence they used and |
|relate reading to analyze claims to |text. |techniques they used. |
|writing to support a claim) | | |
| |Write journal (ongoing) —can apply to any |Write journal (ongoing) —can apply to any |
| |subject—and SEL |subject—and SEL |
6th-8th Grades First Quarter, Weeks 9-10 Priorities
| |Week 9 |Week 10 |
|Literature Genre |__fable _ fantasy _poem __satire _drama _novel |How are fiction genres different? |
| |_short story _mystery _science fiction |How are all fiction genres alike? |
| |_historical fiction _myth |How does a writer decide which genre to use? |
|Reading Literature |Compare and contrast a fictional account (realistic|Comprehensive Assessment |
|CCSSRL 9—compare/contrast two |fiction) and a history. |Make reader’s guide—how do you interpret literature? |
|readings on same topic/theme. | | |
| | | |
|Science |Analyze a passage to identify opinions or |Comprehensive Assessment |
|CCSSR6—analyze how the writer’s |techniques used to affect the reader’s feelings |Write science learner’s guide—how do you integrate ideas |
|purpose affects content of a text. |about the topic. (A science writer may want to |and information from different sources to apply a science |
| |influence feelings—for example, to persuade the |concept? |
| |reader that a concept is important.) | |
|Social Science |Analyze a passage to identify opinions or |Comprehensive Assessment |
|CCSSR6—analyze how the writer’s |techniques used to affect the reader’s feelings |Read an unfamiliar history and identify: |
|purpose affects content of a text. |about the topic. (May include editorial cartoons.)|Writer’s position—how do you infer that? |
| |Evaluate the strength of the evidence used to have |How well the writer supports it—evaluate strength of |
| |that effect on the reader. |evidence. |
|FLUENCY |This week’s read aloud: |Comprehensive Assessment |
|__rate, __comprehension __expression | |Students demonstrate reading with fluency. |
|__diction |Recommended—speeches or inspiring poems | |
|Word Patterns and Grammar |Expand sentences with figurative language. |Comprehensive Assessment: |
| | |Identify words used in a passage including: |
| | |Words communicating opinions |
| | |Figurative or symbolic words |
| | |Prefixes and suffixes |
| | | |
|Writing |Write a guide to using evidence to support a |Write a guide to writing an argumentative text. |
|CCSSW1 |position. | |
|Argument (and CCSSR8—evaluate |Include examples from your reading and writing. |Write journal (ongoing) —can apply to any subject—and SEL |
|arguments) | | |
| | | |
| |Write journal (ongoing) —can apply to any | |
| |subject—and SEL | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- kindergarten free printable reading story
- common core kindergarten assessment test
- kindergarten writing topics
- kindergarten sentence writing practice sheets
- kindergarten worksheets printable pdf
- kindergarten readiness math assessment pdf
- kindergarten placement test pdf
- kindergarten math addition pdf
- kindergarten math workbook free pdf
- kindergarten assessment test pdf
- kindergarten antonym worksheet with pictures
- free kindergarten sight words worksheets