Houghton Mifflin Anthology Reading List for Grade 3
COMMITMENT * EQUITY * HIGH EXPECTIONS * RESPONSIBILITY * TEAM WORKAT-A-GLANCE BENCHMARK CONTENT and ASSESSMENTSWeek 1 Week 2Weeks 3-4Weeks 5-6Weeks 7-8Weeks 9-10Reciprocal Teaching Strategies Listening ComprehensionAlphabet ReviewCapital and LowercaseLettersPhonemic AwarenessRhymePhonics: Sounds for LettersReciprocal Teaching Strategies Listening ComprehensionAlphabet ReviewCapital and Lowercase LettersPhonemic AwarenessRhymePhonics: Sounds for LettersStrategy Focus: Predict/ InferComprehension Skill Focus: Sequence of EventsPhonemic Awareness: Beginning Sounds, Blending Onset & RimePhonics Skills: Consonants /m/, /s/, /c/, /t/ Blending –at wordsPhonics Skill Review: Alphabet ReviewHigh Frequency Words: go, on, theSpelling & Phonics: Letters & Sounds: m, s, c, t, -atWord Wall: HFW’s; Word Family–atVocabulary: Names for Animals; Animals Sound WordsListening/Speaking/ Viewing: Listening Comprehension; Compare/ ContrastStrategy Focus: SummarizeComprehension Skill Focus: Compare & ContrastPhonemic Awareness: Beginning SoundsBlending Onset & RimePhonics Skills: Consonants /n/, /f/, /p/ Blending –an wordsPhonics Skill Review: Words with a, c, m, s, t High Frequency Words: and, here, jump, not, too, weSpelling & Phonics: Letters & Sounds: n, f, p, anWord Wall: HFW’s; Word Family –anVocabulary: Rhyming Words; School WordsListening/Speaking/Viewing: Using Non-Verbal cues; Listening to a StoryStrategy Focus: EvaluateComprehension Skill: Cause & EffectPhonemic awareness: Beginning sounds Blending Onset & RimePhonics Skills: Consonants: b, r, h, g; Blending –it , ig Phonics Skill Review: Blending with an words High Frequency Words: a, find, have, one, to, whoSpelling & Phonics: Letters & sounds b, r, h, g, it , ig Word Wall: High Frequency Words; Word families –it and –ig Vocabulary : Shape Words, Words for FeelingGrammar: Punctuation Writing: A Class Story; Creating a New EndingListening/Speaking/Viewing: Choral Reading; Singing Songs Strategy Focus: QuestionComprehension Skill Focus: Noting DetailsPhonemic Awareness: Beginning Sounds, Blending Onset & RimePhonics Skills: Consonants /d/, /w/, /l/, /x/ Blending : ot and ox WordsPhonics Skill Review: Word Family Wheels with otHigh Frequency Words: five, four, in, once, three, two, upon, whatSpelling & Phonics: Letters and Sounds: d, l Word Wall: High Frequency Words; Word Families –ot and ox Vocabulary: Number Words; Fun Things Listening/Speaking/Viewing: Sharing Information, Compare & Contrast AssessmentAssessmentAssessmentAssessmentAssessmentAssessmentInterim Baseline: August 31-September 2Bi-weekly #1Bi-weekly #2Bi-weekly #3Bi-weekly #4Bi-weekly Test DatesSeptember 17October 1October 15October 29Bi-weekly Assessment For a gradeFor a gradeFor a gradeFor a gradeHoughton Mifflin Weekly TestFor a gradeFor a gradeFor a gradeFor a gradeSecondary Focus Calendar-Maintenance- Week & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools-THEME 1FCAT COACH &AssessmentsBenchmarkObjectives108/23/10-08/27/105 DaysLA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.THEME: Back to SchoolMy Best Friend /The ABC’s in Rhyme, Chant, and SongVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerFOCUS/ACHIEVESCPALMSStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection Test Prepare students for Baseline Benchmark Assessments.Share test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsINTERIM ASSESSMENTAugust 23–September 10Interim Assessment Tests: BaselineReading, Mathematics, and ScienceSee the Assessment Calendar The student will be apply the following phonics skills:Recognize Initial Sounds:Phoneme recognition: /?/, /b/, /k/, /d/, /f/, /g/, /h/, /j/, /i/Blending onset & rime Phoneme recognition: /j/, /k/, /l/, /m/, /n/, /p/, x /kw/, /r/, /s/, /t/, /v/ Rhyme Blending onset & rime Alphabet Letters: A-JSounds: /b/, /k/, /d/, /f/, /g/, /h/, /i/, /j/The student will be able to apply the following Reciprocal Teaching Reading Comprehension Strategies: Predict/ infer Question Evaluate Summarize Monitor/clarifyWeek & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools -THEME 1FCAT COACH &AssessmentsBenchmarkObjectives 208/30/10-09/03/105 DaysLA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 -Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 -Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.THEME: Back to SchoolMy Best Friend /The ABC’s in Rhyme, Chant, and SongVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerFOCUS/ACHIEVESCPALMSStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.ELL:Enrichment:SPED: Weekly Grade Suggestions:Week 1 Weekly Selection TestPrepare students for Baseline Benchmark Assessments.Share test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsINTERIM ASSESSMENTAn Assessment is to be given at the end of each ThemeThe student will be apply the following phonics skills:Recognize Initial Sounds:Phoneme recognition: /w/,x /ks/, /y/, /z/ Blending onset & rime Rhyme Alphabet Letters: W-Z Sounds: /w/,/ x/, /y/,/ z/The student will be able to apply the following Reading Comprehension Strategies: Predict/ infer Question Evaluate Summarize Monitor/clarifyWeeks & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools- THEME 1FCAT COACH &AssessmentsBenchmarkObjectives 3 and 409/07/10-09/17/109 daysLA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.THEME: All Together NowI Am Six/ The Cat Sat/ The Mat/Cat and At NightVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerFOCUS/ACHIEVESCPALMSStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation. ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-weekly AssessmentShare test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsASSESSMENTSAn Assessment is to be given at the end of each ThemeThe student will recognize & apply blending strategies with the following:Blending short a (VC, CVC) words Blend Phonograms: -at, -am High Frequency Words: go, on, the Letters & sounds initial/final consonants: m, s, c, t Letters: A-Z The student will read to build Fluency and Comprehension strategies and skills:Predict/ inferThe student will be introduced to/and review the following content vocabulary:Animal names & sounds Story words Cow, goat, dogWeeks & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools- THEME 1FCAT COACH &AssessmentsBenchmarkObjectives 5 and 609/20/10-10/01/1010 daysLA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes; LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short (vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.5.1 Apply letter sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context; LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to makepredictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.1.7.8 Identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear;LA.1.2.1.2Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.3.1.3 Organizing ideas using simple webs, maps, or lists;LA.1.3.4.1 Common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) andconventional spelling of high frequency words;LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person)is important to them;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing;LA.1.5.2.1 Listen attentively and understand directions for performing tasks (e.g., multi-step oraldirections), retell specific details of information heard;LA.1.5.2.3 Solving problems, and following rules;LA.1.5.2.2 Listen attentively to fiction and nonfiction read- alouds and demonstrate understanding;LA.1.5.2.4 Use formal and informal language appropriately;LA.1.5.2.5Communicate effectively when relating experiences and retelling stories read and heard; andLA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.THEME: 1 All Together NowTen Dogs in the Window/ Nan and Fan/ We Can!The More We Get TogetherVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-weekly AssessmentShare test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsASSESSMENTSAn Assessment is to be given at the end of each ThemeThe student will recognize & apply blending strategies with the following: Blend phonemes Rhyme words Consonants: /n/, /p/ Phonograms: an, ap HFW: jump, here, we, and, too, not, an Word wall: hen, cut, pot, an Initial/final consonants: n, f, p Short a words Consonants: c, m, s, t Review HFW from Wk 1 The student will be introduced to / review the following content vocabulary: Rhyming words School words Story Words Draw, read, writeThe student will reread various texts to build fluency and comprehension.The student will read to build oral language, reading strategies, & comprehension skills: Strategy: Summarize Skill: Compare and contrastWeeks & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools- THEME 1FCAT COACH &AssessmentsBenchmarkObjectives 7 and 810/04/1010/15/1010 daysLA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes; LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.5.1 Apply letter-sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context;LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, anddigital tools;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.2.1.2 Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.3.1.1 Generating ideas from multiple sources (e.g., brainstorming, webbing, drawing, group discussion, other activities);LA.1.3.4.1 Common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) andconventional spelling of high frequency words;LA.1.3.4.2 Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year;LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person)is important to them;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing;LA.1.5.1.2 Use appropriate spacing between letters, words, and sentences;LA.1.5.2.1 Listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules;LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.2.4 Use formal and informal language appropriately;LA.1.5.2.5 Communicate effectively when relating experiences and retelling stories read and heard; andLA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.THEME 1: All Together NowCharles Tiger/ The Big Hit/ Big PigThere Was a Small Pig Who Wept TearsVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-weekly AssessmentShare test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsASSESSMENTSTheme 1 AssessmentThe Student will recognize & apply blending strategies with the following:Blending short i (VC, CVC) wordsBlending phonemes Rhyming wordsShort i (VC, CVC) words Phonograms: it, ig HFW: a, have, find, one, who, to Initial/final consonants: b, h, g, r Short a words Letter/sound: a, i, b, f, g, h, m, p, r, s, ,t HFW: week 1 & 2 words Spiral Review of T1 skills HFW from T1 The student will read to build fluency & comprehension strategies. The student will reread to apply phonics skills and HFW’s. The student will read:to build oral language, reading strategies, & comprehension skills: Strategy: Evaluate Skill: Cause and Effect Spiral Review: Sequence of Events Compare Weeks & DatesNEXT GENERATIONSUNSHINE STATE STANDARDSHoughton Mifflin Story Title & Instructional Tools- THEME 1FCAT COACH &AssessmentsBenchmarkObjectives 9 and 1010/18/10-10/29/1010 daysEnd of the grading period.LA.1.1.1.1 Locate the title, table of contents, names of author and illustrator, glossary, and index; LA.1.1.1.2 Distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem);LA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes;LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.2 Identify the sounds of vowels and consonant digraphs in printed words; LA.1.1.4.3 Decode words with r-controlled letter-sound associations;LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.4.6 Identify common, irregular words, compound words, and contractions;LA.1.1.4.7 Decode base words and inflectional endings;LA.1.1.4.8 Use self-correction when subsequent reading indicates an earlier misreading;LA.1.1.5.1 apply letter-sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context;LA.1.1.5.3 Adjust reading rate based on purpose, text difficulty, form, and style;LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.3 Use context clues;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.7 Identify common antonyms and synonyms;LA.1.1.6.8 Use meaning of individual words to predict meaning of unknown compound words;LA.1.1.6.9 Determine the correct meaning of words with multiple meanings (e.g., mine) in context;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to makepredictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.1.7.6 Arrange events in sequence;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.1.7.8 Identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear; LA.1.1.7.9 Self monitor comprehension and reread when necessary;LA.1.2.1.1 Identify various literary forms (e.g., stories, poems, fables, legends, picture books);LA.1.2.1.2 Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.2.1.6 Select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge;LA.1.2.2.1 Locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text;LA.1.2.2.2 Select age and ability appropriate nonfiction materials to read, based on interest and teacherrecommendations, to begin building a core base of knowledge; andLA.1.2.2.3 Organize information found in nonfiction text through charting, listing, mapping, or summarizing.THEME: 2 SurpriseTo Be a Kid/ The Box/ Wigs in BoxThe Bee HiveVocabulary:FCAT VocabularyElements of Reading: VocabularyHoughton Mifflin Vocabulary ReadersTechnology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to ReadRiverdeepFCAT ExplorerStrategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On & Below level differentiation.ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-weekly AssessmentShare test-taking strategies with students.Familiarize students with the New Generation Standards.Use CPALMS to preview the New Generation StandardsASSESSMENTSAn Assessment is to be given at the end of each ThemeThe student will recognize and apply blending strategies with the following:Blending short o (VC, CVC) wordsBlending phonemesShort o (VC, CVC) words Phonograms: on, ox, ot, og, od HFW: what, in, once, upon, two, three, four, five Initial/Final consonants: d, l, w, x Short i words HFW from T1 The student will read to build fluency & comprehension strategies. The student will reread to apply phonics skills and HFW’s The student will be introduced to/and review the following content vocabulary:Number wordsFun things Story words Ball, shelf, thanks, wigsThe student will read to build oral language, reading strategies, & comprehension skills: Strategy: Question Skill: Noting DetailsGrade Title Author Level Lexile Spache DRP Location 1 The Cat Sat Lynn Munsinger A BR 1.1 24.0 Anthology 1.1 1 Nan and Fan Lisa Campbell Ernst B BR 1.2 26.1 Anthology 1.1 1 The Big Hit Angela Shelf Medearis B BR 1.2 25.6 Anthology 1.1 1 The Mat Nadine Bernard Westcott B BR 1.1 24.5 Anthology 1.1 1 We Can! Diane-Hoyt Goldsmith B 160 1.3 25.9 Anthology 1.1 1 Big Pig David McPhail C 200 1.3 30.2 Anthology 1.1 1 The Box Andrew Clements C 200 1.3 29.9 Anthology 1.1 1 What Can a Vet Do? Gare Thompson C 230 1.4 34.9 Anthology 1.1 1 Wigs in a Box Valeria Petrone C 360 1.4 32.5 Anthology 1.1 1 A Hut for Zig Bug Bernard Adnet D 340 1.5 33.9 Anthology 1.1 1 Hot Fox Soup Satoshi Kitamura D 240 1.5 32.2 Anthology 1.1 1 Seasons Michael Medearis D 120 1.5 29.7 Anthology 1.1 1 The Rope Tug Veronica Freeman Ellis D 100 1.4 33.2 Anthology 1.1 1 Bud’s Day Out G. Brian Karas E 120 1.6 34.4 Anthology 1.2 1 Mr. C’s Dinner Francisco Mora E BR 1.6 31.9 Anthology 1.2 1 The Best Pet Anna Rich E 200 1.7 34.6 Anthology 1.2 1 What a Trip! Norbert Wu E 90 1.7 35.9 Anthology 1.2 1 Who’s in a Family? Sheila Kelly and Shelly Rotner E 100 1.6 36.4 Anthology 1.2 1 EEK! There’s a Mouse in the House Wong Herbert Yee F 200 2.0 43.5 Anthology 1.3 1 Me on the Map Joan Sweeney F 240 1.7 36.8 Anthology 1.3 1 Moving Day Robert Kalan F 410 1.8 37.8 Anthology 1.3 1 The Kite Alma Flor Ada F 50 1.9 42.1 Anthology 1.3 1 The Sleeping Pig Carmen Tafolla and Jan Epton Seale F 430 1.9 42.9 Anthology 1.3 1 Red-Eyed Tree Frog Joy Cowley G 290 2.2 43.5 Anthology 1.3 1 That Toad Is Mine! Barbara Shook Hazen G 220 2.0 34.1 Anthology 1.4 1 Butterfly Mary Ling H 320 2.3 39.6 Anthology 1.4 1 Lost! David McPhail H 180 1.9 38.7 Anthology 1.4 1 The Forest Isidro Sánchez H 610 2.5 45.3 Anthology 1.4 HOME LEARNING must correlate with daily skills.Week 1 Week 2Weeks 3-4Weeks 5-6Weeks 7-8Weeks 9-10Back to SchoolBack to SchoolWeek 1Week 1Week 1Week 1 Week 2Week 2Week 2Lake- Week 2NOTES AND REMINDERS FOR NEXT YEAR: ................
................
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
- reading list entering second grade
- houghton mifflin anthology reading list for grade 3
- grade 2 understand place value
- teacher checklist basic reading skills
- reading list entering grade three
- grade 1 and 2 mid year primary reading assessment data entry
- grades 3 5 page 1
- journeys grade 2 spelling words
- grade 2 foundational skills instruction whole and small
- first grade entering second grade
Related searches
- philosophy reading list for beginner
- reading list for 7th grader
- reading list for 9th grade
- reading list for financial advisors
- reading comprehension workbooks grade 3 pdf
- reading list for 7th graders
- reading comprehension worksheets grade 3 pdf
- reading list for 12th grade
- summer reading list for second graders
- reading list for 11th graders
- reading list for 10th graders
- 6th grade reading list for boys