Newark Public Schools
LANGUAGE ARTS LITERACY
CURRICULUM GUIDE
K-5
Reissued December, 2007
Newark Public Schools
Office of Language Arts Literacy
2 Cedar Street
Newark, NJ 07102
Newark Public Schools
Administration
__________________________________________
State District Superintendent………………………………….…..Ms. Marion A. Bolden
State District Deputy Superintendent……………………………..Ms. Anzella K. Nelms
Chief Financial Officer
School Business Administrator………..…………………....................…..Mr. Ronald Lee
Chief of Staff……………………………………………………….…….Ms. Bessie H. White
Assistant Superintendent
School Leadership Team I………………………………...…Ms. Joanne C.Bergamotto
Assistant Superintendent
School Leadership Team II……………………………………...…..…Dr. J. Russell Garris
Assistant Superintendent
School Leadership Team III…………………………………Dr. Glenda Johnson Green
Assistant Superintendent
School Leadership Team IV……………………….………………….…….Ms. Lydia Silva
Assistant Superintendent
School Leadership Team V……………………………………………...Dr. Don Marinaro
Assistant Superintendent
Department of Teaching and Learning……………………………Dr. Gayle W. Griffin
Associate Superintendent
Department of Special Education……………………………………Ms. Alyson Barillari
Associate Superintendent
Department of Special Programs…………………………………Mr. Benjamin O’Neal
Table of Contents
Administration…………………………………………………………….…………………....1
Notes to the Teacher………………………………………………………………....………4
Section I: Introduction
Newark Public Schools Mission Statement………………………………………….…....6
Newark Public Schools Curriculum Philosophy………………………………………..…6
New Jersey Core Curriculum Content Standards……………………………….….…..7
Beliefs…………………………………………………………………………………….….....10
Purpose Statement/Program Description…………………………………………....….11
Curriculum Design………………………………………………………………………..…..13
Section II: Correlation of the New Jersey
Core Curriculum Content Standards to
Harcourt Trophies by Page Reference
Key to Correlation by Page Reference……………………………………….………....15
Language Arts Literacy – Kindergarten…………………………………...………….…16
Language Arts Literacy – First Grade………………………………………………….....30
Language Arts Literacy – Second Grade…………………………………………..…...57
Language Arts Literacy – Third Grade…………………………………………………...73
Language Arts Literacy – Fourth Grade…………………………………………………87
Language Arts Literacy – Fifth Grade………………………………………………..…101
Section III: Correlation of the New Jersey
Core Curriculum Content Standards to
Harcourt Trophies by Learning Objective
Language Arts Literacy – Kindergarten…………………………………………….….119
Language Arts Literacy – First Grade………………………………………………..….130
Language Arts Literacy – Second Grade……………………….…………………..…138
Language Arts Literacy – Third Grade………………………………………….………145
Language Arts Literacy – Fourth Grade……………………………………………..…154
Language Arts Literacy – Fifth Grade……………………………………………….….163
Section IV: Appendix
Getting Started in the K-5 Classroom………………………………………………..….173
A Balanced Literacy Approach……………………………………………………..…..175
Read-Aloud K-5……………………………………………………………….……175
Shared Reading K-5…………………………………………………………….…176
Word Study K-2…………………………………………………………….……….178
Word Study 3-5………………………………………………………………….….179
Guided Reading K-5……………………………………………………………....180
Independent Reading K-5…………………………………………………….…181
Modeled Writing K-5……………………………………………………………....182
Shared Writing K-5…………………………………………………………….…...182
Interactive Writing K-2………………………………………………………….…183
Guided Writing K-5………………………………………………………………...184
Independent Writing K-5………………………………………………………....184
Writing Workshop K-5……………………………………………………………...184
Registered Holistic Scoring Method K-2………………………………………………...185
Procedural Writing Rubric for Primary/Intermediate…………………………….…..186
NJ Registered Holistic Scoring Rubric (for NJASK)…………………………………….187
NJASK Open-Ended Scoring Rubric…………………………………………….………188
NJ Registered Holistic Scoring Rubric (for GEPA)…………………………………..…189
NWREL 6+1 Traits of Writing……………………………………………………………..…190
Bibliography………………………………………………………………………………....195
Discussion ListServs……………………………………………………………………….…198
Web Sites………………………………………………………….……………………….…199
Author Web Sites………………………………………………….………………………...202
Glossary………………………………………………………………………………….…...203
Notes to the Teacher
This document is intended to serve not only as a reference, but also as a practical resource, which will support and inform the work of K-5 classroom teachers. To that end, the components of this guide have been arranged in the following order:
❖ Part I includes a mission statement, references Newark’s curriculum philosophy and provides an introduction, which outlines the New Jersey Core Curriculum Standards for Language Arts Literacy and speaks to beliefs, followed by a purpose statement, program description and curriculum design. A close reading of this section will provide a foundation for interpreting the balance of the guide.
❖ Part II contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by page reference.
❖ Part III contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by learning objective.
❖ Part IV is an appendix that provides ideas for getting started in the K-5 classroom, definitions of recommended comprehensive and balanced literacy instructional structures, rubrics, suggestions for professional readings, a sampling of technological resources, and a glossary. Please note that this Appendix is not intended to be your sole reference source, but rather, is “a place to start.” The Harcourt Teacher Editions contain a wealth of material to guide your instruction, as do the professional books and other resources listed herein.
❖ Our elementary program engages children in reading, writing, speaking, listening, and viewing for pleasure, for information and to construct knowledge; requires personal and critical responses; and seeks to create a “community of learners” who can be engaged in their learning now and for the future. It is imperative to acknowledge that this “community of learners” may presently be found in a variety of settings throughout the district, due to idiosyncratic differences in the format of the instructional program. However, there is only one core curriculum. The standards, goals, and objectives contained in this curriculum document have been correlated to encompass the New Jersey Core Curriculum Content Standards and Test Specifications in the area of Language Arts Literacy and Cross-Content Workplace Readiness.
Section I:
Introduction
The Newark Public Schools Mission Statement
The Newark Public Schools District recognizes that each child is a unique individual who possesses talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of children’s lives; addressing their needs, enhancing their intellect, developing their character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently, and it is therefore critical that we provide a variety of programs based on students’ needs.
As a district we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational, and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.
To this end the Newark Public Schools is dedicated to providing a quality education, which embodies a philosophy of critical and creative thinking, and is designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Accountability at every level is an integral part of our approach. Our educational program is informed by rigorous academic standards, high expectations, and equal access to programs that provide for and motivate a variety of interests and abilities for every student based on his or her needs.
The Newark Public Schools Curriculum Philosophy
The purpose of education is to enable each student to acquire critical thinking skills, knowledge, concepts, processes, and attitudes to successfully function in society. Inherent in the education process is the recognition that each student is unique. The process allows students’ innate abilities and talents to be revealed and developed to their fullest potential. The curriculum is the vehicle that ensures academic rigor and standardization of instruction for all students. To that end, a performance-based, continuous-progress model shall be used to assure that, upon graduation, students possess the skills, knowledge, concepts, and cognitive processes to have a successful experience in higher education and in the workplace.
LANGUAGE ARTS LITERACY: Grades K-5
INTRODUCTION
“...For children, as for everyone, language is the primary instrument for making sense of the world and a primary way to connect with others. While language is a powerful means for communicating, it goes beyond the mere sharing of ideas and information. Language evokes histories, emotions, values, issues, knowledge, and inventions. It is what we share and what sets us apart, one from another.” (New Jersey Core Curriculum Content Standards. May, 1996. p. 3-1).
New Jersey
Core Curriculum Content Standards
For
Language Arts Literacy
There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level. The standards and strands are outlined below:
STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
A. Concepts About Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
A. Active Listening
B. Listening Comprehension
STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTONIC TEXTS AND RESOURCES.
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
“…The New Jersey Core Curriculum Content Standards… are not intended to be a curriculum guide, but should be used as a catalyst for curriculum development and alignment… The standards are intended to promote students’ capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.” (New Jersey Core Curriculum Content Standards. January, 2002. pp.1-2 of Introduction)
During the last thirty years we have witnessed a paradigm shift concerning language arts literacy instruction. The former emphasis on students' decoding and written products has given way to an inquiry concerning the constructive processes students use to compose texts as readers, writers, speakers, listeners, and viewers; the nature and influence of community on the learner and the text; and the development of alternative assessment practices. With such a shift comes the need to re-examine curriculum in both its content and form.
Beliefs
The revised Language Arts Literacy curriculum for Grades K-5 appears on the following pages. Inherent in the goals, outcomes, and instructional/assessment practices is the following set of beliefs:
1. Readers, writers, speakers, listeners, and viewers in grades K-5 need regular blocks of time to generate, extend, revise, edit and publish text.
2. Readers, writers, speakers, listeners, and viewers in grades K-5 need their own topics for inquiry and a multiplicity of sources from which to draw.
3. Readers, writers, speakers, listeners, and, viewers in grades K-5 need response.
4. Readers, writers, speakers, listeners, and viewers in grades K-5 need to learn mechanics and other conventions of language in context.
5. Students need to know adults who read, write, speak, listen, and view for a variety of audiences and in a variety of contexts.
6. Writers, speakers, listeners, and viewers in grades K-5 need to read independently as well as with teacher support.
7. Readers and viewers in grades K-5 need to write, speak, listen, and view non-print text.
8. Readers, writers, speakers, listeners, and viewers in grades K-5 need genuine purposes.
9. Reading and writing are cognitive processes embedded in social contexts.
10. Students need opportunities to listen actively in a variety of situations to information from a variety of sources.
11. Students need to view, understand, and interact with non-print visual/auditory information.
12. Students need to speak and write for a variety of real purposes and audiences.
Purpose Statement/Program Description
In order to enact, support and refine this curriculum, an integrated approach to language arts literacy that focuses on metacognitive and cognitive processes and products is outlined in this document. Instruction in strategies that help students generate, extend, refine, and, in some situations, publish text is the major thrust emphasized. This student-centered approach, an initiative prescribed by the Newark Public Schools Education Plan, utilizes the Cognitive Apprenticeship Model of instruction with the goal of developing independent learners.
Cognitive Apprenticeship is an instructional model aimed primarily at the teaching of processes that experts use to handle complex tasks. It refers to the focus of externalizing the cognitive processes that are usually carried out internally so as to provide students with explicit models. Through cognitive apprenticeship, the teacher demonstrates, guides, assists as needed, and then fades when the student can independently complete the task. This gradual release of responsibility enables students to repeat success because they have learned not only how to do a given task, but also the cognitive and metacognitive processes that are necessary to the task. Traditional didactic instruction does not lend itself to insuring student independence. In an article concerning cognitive apprenticeship, authors Allan Collins, John Seely Brown, and Susan E. Newman explain that, “although schools have been relatively successful in organizing and conveying large bodies of conceptual and factual knowledge, standard pedagogical practices render key aspects of expertise invisible to students. Too little attention is paid to the processes that experts engage in to use or acquire knowledge in carrying out complex or realistic tasks” (Collins, et al. 1989, p.454). Assigning students tasks, or teaching only skill-level aspects of a complex task—does not insure that a student learns “to understand the nature of expert practice” or “to devise methods appropriate to learning that practice”(p.455); in short, to become an independent learner. In order to perform well on our district’s K-5 assessments, on the New Jersey Assessment of Skills and Knowledge (NJASK-3/NJASK-4), the Grade Eight Proficiency Assessment (GEPA), the High School Proficiency Assessment (HSPA), and other complex standardized tasks, our students must be able to be successfully independent. The Cognitive Apprenticeship Model directly addresses that goal of independence.
Some years ago, Jerome Bruner wrote of the spiral curriculum (The Process of Education, 1963). He said, "Learning should not only take us somewhere; it should allow us to go further more easily...[The spiral curriculum] consists of learning initially not a skill but a general idea, which can then be used as a basis for recognizing subsequent problems as social cases of the idea originally mastered. This type of transfer is at the heart of the educational process—the continual broadening and deepening of knowledge in terms of basic and general ideas” (p. 16).
This curriculum guide was designed to help educators enable students to broaden and deepen their knowledge of language arts literacy through an integrated approach. As a result, the type of learning situations fostered in the intermediate grades is not on the surface very different from what instruction looks and sounds like at the middle level. What is different however is the depth and breadth of the experiences. Further, we accept that children do not develop at the same rate—nor do their rates of development proceed linearly. For example, there may be some third graders who are able to compose text, be it as a reader, speaker, listener, viewer and/or writer similar to that of typical fifth graders. Or there may be some fourth graders who struggle to compose text and whose articulated work resembles that of a typical third grader. This guide addresses such situations by insisting that teachers provide developmentally appropriate instruction based on what students can actually do and provide students with the scaffolding necessary to help them build success. Objectives are presented in content clusters. The Office of Language Arts Literacy provides no pacing timeline. It is the prerogative, indeed, responsibility, of professional educators at the SLT, building, and classroom level to make informed decisions which will organize the delivery of the curriculum content over the course of the school year in ways that meet the needs of students, make instructional sense, and reflect the recursive nature of language arts/literacy instruction. New teachers, as well as those more experienced, along with their administrators, can be supported in this endeavor by the modeling, coaching and scaffolding of school-based Literacy as well as Resource Teacher/Coordinators who are available through the Office of Language Arts Literacy.
Learning to read, write, speak, view, and listen well involves the study of craft and the evoking of art. Nobel Prize winner, Toni Morrison reminds us, "If writing is thinking, and discovery and selection and order and meaning, it is also awe and reverence and mystery and magic." An integrated language arts and literacy approach affords students the opportunity to build on developed strengths, refine new cognitive and metacognitive strategies, take the necessary risks in order to grow as learners, and to create and share stories.
Curriculum Design
The instructional and curricular design of the elementary language arts literacy program is recursive; that is, the same major strategies and skills are taught and reinforced across grades K-5. The curriculum is designed to ensure that each student will have command of the basic skills of listening, speaking, reading, writing, spelling, viewing, and penmanship. Through oral and written language, students will develop and expand their concepts of themselves, people, places, and events in the world around them. Skills in drama emphasize the role of the student as a participant, viewer/listener, and critic, as well as enrich the language arts.
Skills and strategies are developed by students interacting with text via a variety of materials, which may include: the Harcourt Trophies/Tropheos literature-based reading program, trade books, non-print text, student-generated text, as well as supplementary materials that can be used across the curriculum and grade levels. Students demonstrate their understanding of the language by responding to text in a variety of ways. The integration of listening, speaking, reading, writing, and viewing—supports the holistic approach to instruction and is enacted in part through thematic units of instruction, through the practices of a balanced literacy approach (reading and writing aloud, shared reading and writing, guided reading and writing, and independent reading and writing), and through direct instruction as fostered through Harcourt Trophies/Tropheos. Further, all learners actively compose, extend, and revise text as readers, writers, listeners, speakers, and viewers.
Creative and critical thinking activities encourage students to generate, ponder, revise, extend and transform choices. It is recognized that all students need to be challenged and that our expectations need to uniformly remain high. Further, we acknowledge and support the use of activities designed to explore multicultural perspectives as they have the potential to generate appreciation and respect for cultural identities of self and others.
Section II:
Correlation of the
New Jersey
Core Curriculum Content Standards
to
Harcourt Trophies
by
Page Reference
KEY TO CORRELATION BY PAGE REFERENCE
HARCOURT TROPHIES ( 2005 Edition
ANTHOLOGY-TO-GRADE CORRESPONDENCE
|VOLUME |ANTHOLOGY |GRADE |
|K-V1 | |K |
|K-V2 | |K |
|K-V3 | |K |
| | | |
|1-1 |Guess Who |1 |
|1-2 |Catch a Dream |1 |
|1-3 |Here and There |1 |
|1-4 |Time Together |1 |
|1-5 |Gather Around |1 |
| | | |
|2-1 |Just For You |2 |
|2-2 |Banner Days |2 |
| | | |
|3-1 |Changing Patterns |3 |
|3-2 |On Your Mark |3 |
| | | |
|4 |Lead the Way |4 |
| | | |
|5 |Distant Voyages |5 |
KEY TO SYMBOLS
All Initial references are to Teacher Edition pages.
T Theme Resources
I Inventory Unit (Grades 1 and 2 only)
LH Language Handbook
BY THE END OF KINDERGARTEN:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF | | |
|SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME | | |
|INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF | | |
|MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print | | |
|1 |K-V1 |14, 15, 16, 26-27, 28, 57, 72, 82, 90-91, 92-99, 100-101, 103, 110, 114-115, |
|Realize that speech can be recorded in words (e.g., his/her | |134-135, 136, 155, 156, 204, 212, 226, 258, 284, 312, 388, 417, 629 |
|own name; words and symbols in the environment). | | |
| | |56, 207, 226, 582, 612 |
| |K-V2 | |
| | |134 |
| |K-V3 | |
|2 |K-V1 |76-77, 591, 640 |
|Distinguish letters from words. | | |
| |K-V2 |620 |
|3 |K-V1 |44, 48, 76-77, 165, 299, 566, 640 |
|Recognize that words are separated by spaces. | | |
| |K-V2 |286, 287, 620 |
| | | |
| |K-V3 |622 |
|4 |K-V1 |24, 49, 114, 198, 222, 248, 398, 422, 468 |
|Follow words left to right and from top to bottom. | | |
| |K-V2 |60, 254, 278, 286, 324 |
| | | |
| |K-V3 |254, 492 |
|5 |K-V1 |26-27, 30, 57, 76-77, 91, 114-115, 258, 299, 388, 591 |
|Recognize that print represents spoken language. | | |
| |K-V2 |56, 612 |
|6 |K-V1 |32-33, 56, 70, 90, 106, 114, 122, 126, 164, 180, 222, 230, 258, 288, 340, 364, |
|Demonstrate understanding of the function of a book and its | |384, 398, 406, 444, 508, 522, 574, 590 |
|parts, including front and back and title page. | | |
| |K-V2 |24, 92, 194, 210, 240, 262, 364, 378, 408, 422, 430, 532, 548, |
| | |600, 616 |
| | | |
| |K-V3 |24, 40, 84, 92, 116, 194, 210, 262, 364, 378, 398, 408, 430, 532, |
| | |548, 598, 636, 652 |
|B. Phonological Awareness | | |
|(includes phonemic awareness) | | |
|1 |K-V1 |257, 467, 541, 554-555, 565, 611 |
|Demonstrate understanding that spoken words consist of | | |
|sequences of phonemes. |K-V2 |23, 49, 69, 89, 95, 115, 145, 193, 219, 253, 299, 307, 315, 387, |
| | |397, 421, 557, 607, 623, 637 |
| | | |
| |K-V3 |23, 253, 269, 363, 421, 531 |
|2 |K-V1 |47, 55, 75, 105, 113, 131, 163, 187, 221, 227, 237, 287, 297, 339, 363, 383, |
|Demonstrate phonemic awareness by rhyming, clapping | |421, 429, 431, 433, 463, 479, 507, 577, 585, 587, 589, 601, 619 |
|syllables, and substituting sounds. | | |
| | |107, 119, 149, 165, 273, 277, 289, 399, 457, 483, 487, 491, 503, |
| |K-V2 |531, 577, 611, 627 |
| | | |
| | |115, 119, 149, 153, 161, 165, 273, 289, 299, 307, 323, 331, 445, |
| |K-V3 |453, 457, 487, 503, 557, 559, 560-561, 567, 579, 589, 597, 621, |
| | |635 |
|3 |K-V1 |182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, |
|Understand that the sequence of letters in a written word | |290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, |
|represents the sequence of sounds (phonemes) in a spoken word| |524-525, 544-545, 554-555, 568-569, 595 |
|(alphabetic principle). | |T 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| | | |
| | |42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, |
| |K-V2 |380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, |
| | |594-595 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| | | |
| | |42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, |
| |K-V3 |256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, |
| | |638-639 |
| | |T 2, 3, 4, 5, 6, 7, 8 |
|4 |K-V1 |182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, |
|Learn many, though not all, one-to-one letter-sound | |290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, |
|correspondences. | |524-525, 544-545, 554-555, 568-569, 595 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| | | |
| | |42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, |
| |K-V2 |380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, |
| | |594-595 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| | | |
| | |42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, |
| |K-V3 |256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, |
| | |638-639 |
| | |T 2, 3, 4, 5, 6, 7, 8 |
|5 |K-V1 |47, 55, 105, 113, 163, 187, 221, 227, 237, 287, 297, 383, 421, 587, 619 |
|Given a spoken word, produce another word that rhymes with | | |
|it. | |531 |
| |K-V2 | |
| | |115, 161, 299, 331, 589, 597 |
| |K-V3 | |
|C. Decoding and Word Recognition | | |
|1 |K-V1 |192-193, 202-203, 242-243, 248, 252-253, 292-293, 302-303, |
|Recognize some words by sight. | |358-359, 368-369, 378-379, 419, 424-425, 468-469, 470-471, |
| | |526-527, 536-537, 546-547, 592-593, 638-639 |
| |K-V2 |24, 44-45, 54-55, 64-65, 110-111, 156-157, 214-215, 224-225, |
| | |234-235, 280-281, 326-327, 382-383, 392-393, 402-403, 422, |
| | |448-449, 552-553, 562-563, 572-573, 618-619, 664-665 |
| | | |
| |K-V3 |44-45, 54-55, 64-65, 214-215, 224-225, 234-235, 326-327, 382- |
| | |383, 392-393, 402-403, 494-495, 552-553, 562-563, 570-571, |
| | |616-617, 657 |
|2 |K-V1 |50-51, 56, 68-69, 77, 78-79, 81, 174-175, 190-191, 210, 224-225, 240, 250, 260,|
|Recognize and name most uppercase and lowercase letters of | |274-275, 290, 300, 310, 348-349, 366-367, 386, 400-401, 446, 516-517, 534-535, |
|the alphabet. | |554, 568-569 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| | | |
| |K-V2 |34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390-391, |
| | |410, 424-425, 470, 542-543, 545, 560-561, 580 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| | | |
| |K-V3 |34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390, 400, |
| | |410, 424-425, 468, 470, 542 |
| | |T 2, 3, 4, 5, 6, 7, 8 |
|3 |K-V1 |15, 16, 26-27, 134-135 |
|Recognize and read one's name. | | |
|D. Fluency | | |
|1 |K-V1 |16, 33, 123, 125, 184, 205, 214, 281, 285, 288, 351, 355, 361, 423, 430, 431, |
|Practice reading behaviors such as retelling, reenacting, or | |436, 477, 496, 498, 509, 529, 533, 571, 599, 603, 617, 621, 645 |
|dramatizing stories. | | |
| | |16, 25, 50, 60, 71, 75, 101, 105, 108, 143, 146, 147, 162, 163, |
| |K-V2 |185, 221, 227, 263, 354, 379, 395, 399, 439, 447, 477, 501, 505, |
| | |522, 523, 549, 584, 601, 609, 625, 638, 639, 647, 671, 675 |
| | | |
| | |16, 71, 101, 139, 155, 186, 195, 221, 227, 245, 259, 263, 271, |
| |K-V3 |279, 317, 333, 354, 388, 389, 395, 398, 409, 439, 455, 505, 545, |
| | |577, 591, 603, 614, 622, 645, 652, 661, 665 |
|2 |K-V1 |422, 574 |
|Recognize when a simple text fails to make sense when | | |
|listening to a story read aloud. |K-V2 |194, 210, 262, 263, 365, 662, 670 |
| | | |
| |K-V3 |40, 51, 92, 365, 378, 532, 598, 644 |
|3 |K-V1 |32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, |
|Attempt to follow along in book while listening to a story | |222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, |
|read aloud. | |510-515, 566-567, 598-599, 628-629 |
| | | |
| | |24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196- |
| |K-V2 |203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423, |
| | |454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654- |
| | |655 |
| | | |
| | |24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254- |
| |K-V3 |255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, |
| | |454-455, 484-485, 622-623, 652-653 |
|4 |K-V1 |24-25, 26, 31, 32-33, 56-57, 76-77, 90-91, 106-107, 114-115, 122-123, 132-133, |
|Listen and respond attentively to literary texts (e.g., | |164-165, 180-181, 208-209, 222-223, 230-231, 248-249, 258-259, 272-273, |
|nursery rhymes) and functional texts (e.g., science books). | |280-281, 288-289, 298-299, 340-341, 354-355, 364-365, 374-375, 384-385, |
| | |398-399, 406-407, 414-415, 430-431, 444-445, 452-453, 460-461, 468-469, |
| | |508-509, 522-523, 532-533, 552-553, 566-567, 574-575, 582-583, 598-599, |
| | |612-613, 620-621, 628-629, 644-645 |
| | | |
| | |24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 108-109, 116-117, |
| |K-V2 |130-131, 138-139, 146-147, 154-155, 162-163, 194-195, 210-211, 220-221, |
| | |240-241, 254-255, 262-263, 270-271, 278-279, 286-287, 300-301, 308-309, |
| | |316-317, 324-325, 332-333, 364-365, 378-379, 388-389, 398-399, 408-409, |
| | |422-423, 430-431, 438-439, 446-447, 454-455, 468-469, 476-477, 484-485, |
| | |532-533, 548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 616-617, |
| | |624-625, 638-639, 646-647, 654-655, 662-663, 670-671 |
| | | |
| | |24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, |
| | |138-139, 146-147, 162-163, 194-195, 210-211, 220-221, 240-241, 254-255, |
| | |262-263, 270-271, 278-279, 286-287, 300-301, 308-309, 316-317, 332-333, |
| |K-V3 |364-365, 378-379, 388-389, 408-409, 422-423, 430-431, 438-439, 446-447, |
| | |454-455, 468-469, 476-477, 484-485, 492-493, 500-501, 548-549, 558-559, |
| | |576-577, 598-599, 622-623, 636-637, 644-645, 652-653, 660-661, 668-669 |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |K-V1 |24, 44, 48, 49, 57, 76-77, 114, 116, 132, 164, 192, 198, 222, 226, 227, 245, |
|Begin to track or follow print when listening to a familiar | |248, 258, 288, 374, 398, 422, 435, 444, 468, 508, 612, 636 |
|text being read. | | |
| | |60, 108, 194, 230, 254, 278, 324, 398, 422, 443, 454, 484, 492, |
| |K-V2 |568, 654 |
| | | |
| | |24, 108, 194, 230, 255, 398, 492, 532, 590, 614 |
| |K-V3 | |
|2 |K-V1 |32-33, 106, 364, 422, 452-453, 476, 508, 575, 644 |
|Think ahead and make simple predictions about text. | | |
| |K-V2 |138, 146, 194-195, 210-211, 270-271, 364, 365, 388, 423, 438, 500, 532, 600, |
| | |608 |
| | | |
| |K-V3 |138, 220, 364, 378, 430, 438, 476, 598, 644, 652, 668 |
|3 |K-V1 |208, 364, 385 |
|Use picture clues to aid understanding of story content. | | |
| |K-V2 |116-117, 592, 593 |
| | | |
| |K-V3 |84, 286, 378, 430, 455, 598, 599, 636, 653 |
|4 |K-V1 |90-91, 107, 181, 188-189, 272, 299, 365, 384, 628 |
|Relate personal experiences to story characters' experiences,| | |
|language, customs, and cultures with assistance from teacher.|K-V2 |41, 130, 154-155, 270, 271, 365, 388, 447, 544, 582, 592 |
| | | |
| |K-V3 |41, 210, 211, 241, 278, 287, 301, 309, 379, 644 |
|5 |K-V1 |259, 280-281, 340-341, 452-453, 460, 461, 620 |
|"Read" familiar texts from memory, not necessarily verbatim | | |
|from the print alone. |K-V2 |100, 154, 194-195, 286-287, 316, 364, 422, 423, 438, 476, 501, 558, 616-617, |
| | |646, 654, 655 |
| | | |
| |K-V3 |70, 100, 194, 195, 364, 398, 399, 422, 454, 623, 652 |
|F. Vocabulary and Concept Development | | |
|1 |K-V1 |12, 34-41, 44, 77, 100-101, 103, 114-115, 164-165, 176, 188-189, 209, 222-223, |
|Continue to develop a vocabulary through meaningful, concrete| |258-259, 272-273, 288-289, 298-299, 328, 331, 332, 374-375, 402, 414-415, |
|experiences. | |430-431, 444-445, 465, 476-477, 553, 567, 583, 613, 645 |
| | | |
| | |36, 51, 71, 84-85, 101, 112, 131, 163, 182, 184, 185, 194-195, 210-211, |
| |K-V2 |230-231, 241, 245, 254-255, 262-263, 270-271, 300-301, 399, 422-423, 447, 469, |
| | |476-477, 532-533, 534-541, 544, 568-569, 578-579, 592-593, 604, 616-617, |
| | |654-655 |
| | | |
| | |12, 50-51, 70-71, 84-85, 100-101, 130-131, 138-139, 162-163, 210-211, 220-221, |
| |K-V3 |240-241, 246, 254-255, 262-263, 270-271, 292, 300-301, 388-389, 408-409, |
| | |422-423, 446-447, 468-469, 548, 558-559, 576-577, 606-607, 622-623, 636-637, |
| | |668-669 |
|2 |K-V1 |128, 199, 289, 309, 518 |
|Identify and sort words in basic categories. | | |
| |K-V2 |564, 593, 628 |
|3 |K-V1 |72, 90-91, 92-99, 100-101, 103, 629 |
|Explain meanings of common signs and symbols. | | |
| |K-V2 |226 |
| | | |
| |K-V3 |134 |
|4 |K-V1 |42-43, 165, 184, 223, 234, 254, 273, 309, 389, 399, 414-415, 418, 423, 430-431 |
|Use new vocabulary and grammatical construction in own | | |
|speech. | |46, 85, 146, 147, 206, 216, 221, 263, 267, 312, 384, 426, 450, 485, 593, 617 |
| |K-V2 | |
| | |36, 46, 74, 96, 104, 112, 120, 155, 231, 309, 374, 384, 388-389, |
| | |394, 404, 434, 446, 458, 544, 591, 594 |
| |K-V3 | |
|G. Comprehension Skills and Response to Text | | |
| | | |
|1 |K-V1 |16, 45, 57, 70, 82, 107, 115, 123, 129, 184, 185, 189, 205, 209, |
|Respond to a variety of poems and stories through movement, | |214, 259, 264, 285, 288, 299, 305, 341, 351, 385, 390, 399, 407, |
|art, music, and drama. | |423, 430, 431, 436, 477, 496, 498, 509, 519, 523, 529, 533, 543, |
| | |557, 567, 571, 603, 604, 617, 621, 625 |
| | | |
| |K-V2 |15, 16, 25, 50, 51, 60, 61, 71, 75, 93, 101, 105, 108, 139, 146, |
| | |147, 162, 163, 167, 185, 207, 211, 221, 227, 241, 255, 263, 271, |
| | |292, 325, 329, 354, 385, 389, 399, 414, 423, 431, 439, 447, 455, |
| | |460, 469, 489, 493, 501, 505, 522, 523, 533, 549, 583, 584, |
| | |605, 609, 621, 625, 667, 675 |
| |K-V3 |14, 16, 37, 57, 71, 85, 93, 101, 109, 139, 147, 155, 163, 167, |
| | |186, 195, 217, 221, 227, 241, 245, 255, 259, 263, 271, 279, 292, |
| | |309, 333, 337, 354, 385, 388, 389, 395, 398, 399, 409, 423, 439, |
| | |447, 455, 460, 469, 473, 505, 522, 524, 545, 549, 555, 559, 577, |
| | |582, 591, 603, 607, 614, 622, 637, 652, 661, 669, 673 |
|2 |K-V1 |122-123, 128, 208-209, 280-281, 398, 452-453, 522-523, 552, 553, 566, 574, 575,|
|Verbally identify the main character, setting, and important | |612, 620-621, 644 |
|events in a story read aloud. | | |
| |K-V2 |24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138-139, 162-163, |
| | |194-195, 210-211, 244, 308-309, 477, 532-533, 548-549, 558-559, 564, 578-579, |
| | |592, 593, 600, 608-609, 624, 625, 628, 646-647, 670-671 |
| | | |
| | |40-41, 50-51, 92-93, 163, 210-211, 278, 279, 308-309, 316, |
| |K-V3 |317, 332, 333, 364-365, 378-379, 398-399, 408, 409, 422, 454, |
| | |476-477, 501, 598-599, 644-645 |
|3 |K-V1 |33, 107, 129, 181, 341, 351, 361, 473, 519, 523, 575, 641 |
|Identify favorite books and stories. | | |
| |K-V2 |101, 105, 163, 167, 217, 255, 267, 329, 439, 443, 481, 505, 565, |
| | |575, 583, 605, 651, 667 |
| | | |
| |K-V3 |25, 167, 227, 255, 309, 337, 365, 379, 409, 413, 431, 489, 505, |
| | |549, 565, 599, 603, 619, 627, 637, 649 |
|4 |K-V1 |33, 125, 281, 285, 355, 361, 599, 621 |
|Retell a story read aloud using main characters and events. | | |
| |K-V2 |71, 101, 105, 143, 147, 163, 221, 227, 379, 395, 439, 549, 601, |
| | |609, 625, 638, 639, 647, 671 |
| | | |
| |K-V3 |221, 227, 271, 279, 317, 333, 409, 439, 603, 645, 665 |
|5 |K-V1 |32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, |
|Participate in shared reading experiences. | |222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, |
| | |510-515, 566-567, 598-599, 628-629 |
| | | |
| | |24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196- |
| |K-V2 |203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423, |
| | |454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654- |
| | |655 |
| | | |
| | |24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254- |
| |K-V3 |255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, |
| | |454-455, 484-485, 622-623, 652-653 |
|6 |K-V1 |32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 422, 452, 476, 508, 574, |
|Make predictions based on illustrations or portions of | |575, 636, 644 |
|stories. | | |
| |K-V2 |40, 60, 92, 100, 108, 138, 146, 194, 210, 262, 270, 271, 364, |
| | |365, 378, 388, 398, 438, 446, 476, 500, 532, 548, 558, 568, 600, |
| | |608, 646, 662, 670 |
| | | |
| |K-V3 |40, 50, 60, 92, 100, 138, 194, 220, 262, 270, 364, 378, 430, 438, |
| | |476, 532, 598, 606, 644, 652, 668 |
|H. Inquiry and Research | | |
|1 |K-V1 |10, 129, 150, 326, 473, 494, 641 |
|Locate and know the purposes for various literacy areas of | | |
|the classroom and the library/media center. |K-V2 |10, 109, 167, 180, 329, 350, 505, 518, 667 |
| | | |
| |K-V3 |10, 167, 180, 337, 350, 447, 518 |
|2 |K-V1 |10, 129, 150, 326, 473, 494, 641 |
|Choose books related to topics of interest. | | |
| |K-V2 |10, 167, 180, 329, 350, 505, 518, 667 |
| | | |
| |K-V3 |10, 167, 180, 337, 350, 518 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE| | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, | | |
|editing, postwriting) | | |
|1 |K-V1 |12, 80, 115, 118, 204, 263, 360, 426, 434, 473, 548, 549, 556, 579, 594, 602 |
|Recognize that thoughts and talk can be written down in | | |
|words. | |61, 66, 71, 122, 184, 258, 523, 575, 582, 584, 596, 620, 643 |
| |K-V2 | |
| | |46, 74, 88, 120, 121, 184, 206, 226, 266, 274, 290, 352, 394, |
| |K-V3 |412, 460, 580, 628 |
|2 |K-V1 |28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, |
|Observe the teacher modeling writing. | |350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528, 538, 570, 578, 586 |
| | | |
| | |36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, |
| |K-V2 |374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628 |
| | | |
| | |36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 374, 384, |
| |K-V3 |404, 426, 434, 442, 564, 572, 602, 618, 626 |
|3 |K-V1 |28, 44, 52, 72, 80, 102, 110, 136, 176, 204, 212, 226, 234, 262, 276, 350, 360,|
|Generate and share ideas and experiences for a story. | |370, 380, 388, 402, 410, 418, 426, 434, 448, 518, 528, 538, 548, 556, 570, 578,|
| | |586, 602, 616 |
| | | |
| |K-V2 |46, 56, 66, 74, 96, 104, 112, 120, 134, 206, 216, 226, 236, 244, |
| | |258, 274, 282, 304, 374, 404, 412, 442, 472, 544, 554, 564, 574, |
| | |582, 596, 604, 612, 620, 628, 642 |
| | | |
| |K-V3 |36, 46, 56, 66, 88, 96, 104, 112, 134, 206, 216, 226, 258, 266, |
| | |274, 282, 290, 304, 374, 384, 394, 412, 426, 442, 450, 544, 554, |
| | |564, 572, 580, 610, 618, 626, 640 |
|4 |K-V1 |12, 80, 115, 118, 154, 156, 204, 214, 234, 254, 263, 331, 332, 360, 417, 418, |
|Attempt to put ideas into writing using pictures, | |426, 434, 473, 499, 548, 549, 556, 579, 594, 602 |
|developmental spelling, or conventional text. | | |
| |K-V2 |46, 61, 66, 71, 76, 112, 120, 122, 184, 206, 258, 290, 317, 356, |
| | |404, 426, 480, 523, 575, 582, 584, 596, 620, 643 |
| |K-V3 |46, 74, 88, 96, 120, 121, 122, 184, 206, 216, 226, 246, 266, 274, |
| | |290, 305, 352, 355, 394, 412, 414, 450, 458, 460, 524, 544, 554, |
| | |572, 580, 594, 610, 626, 628 |
|5 |K-V1 |14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417 |
|Write (print) own first and last name. | | |
| | |207, 582 |
| |K-V2 | |
|6 |K-V1 |28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, |
|Participate in group writing activities such as experience | |276, 284, 294, 304, 312, 350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528,|
|stories, interactive writing, and shared writing. | |538, 570, 578, 586 |
| | | |
| |K-V2 |36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, |
| | |374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628, 642, |
| | |650, 658, 666, 674 |
| | | |
| |K-V3 |36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 304, 312, |
| | |374, 384, 404, 426, 434, 442, 564, 572, 602, 618, 626, 640, 648, |
| | |656, 664, 672 |
|7 |K-V1 |262, 448, 456, 464, 472, 480, 500, 579, 616, 624, 632, 640, 648 |
|Begin to sequence story events for writing using pictures, | | |
|developmental spelling, or conventional text. |K-V2 |120, 134, 142, 150, 158, 166, 236 |
| | | |
| |K-V3 |426, 665 |
|B. Writing as a Product | | |
|(resulting in work samples) | | |
|1 |K-V1 |28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, |
|Show and talk about work samples containing pictures, | |360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578,|
|developmental spelling, or conventional text. | |587, 594, 602, 648 |
| | | |
| |K-V2 |89, 105, 121, 151, 166, 167, 216, 227, 236, 244, 259, 266, 274, |
| | |282, 291, 305, 336, 337, 385, 405, 427, 459, 504, 544, 555, 564, |
| | |574, 582, 596, 604, 613, 620, 628, 674, 675 |
| | | |
| |K-V3 |47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, |
| | |291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545, |
| | |555, 581, 595, 627, 665, 672 |
|2 |K-V1 |28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, |
|Begin to collect favorite work samples to place in personal | |360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578,|
|writing folder. | |587, 594, 602, 648 |
| | | |
| |K-V2 |89, 151, 166, 216, 227, 236, 244, 259, 266, 274, 282, 291, 305, |
| | |336, 337, 385, 405, 427, 459, 504, 544, 555, 564, 574, 582, 596, |
| | |604, 613, 620, 628, 674, 675 |
| | | |
| |K-V3 |47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, |
| | |291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545, |
| | |555, 581, 595, 627, 665, 672 |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |K-V1 |154, 156, 214, 331, 332, 615, 623, 631, 647 |
|Use letter/sound knowledge in attempting to write (print) | | |
|some words. |K-V2 |76, 120, 303, 311, 319, 335, 641, 649, 657, 673 |
| |K-V3 |46, 74, 88, 96, 120, 246, 303, 311, 319, 335, 355, 412, 450, 458, |
| | |524, 544, 554, 593, 601, 609, 625, 671 |
|2 |K-V1 |14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417 |
|Spell own name. | | |
| | |207, 582 |
| |K-V2 | |
|3 |K-V1 |154, 212, 226, 234, 254, 262, 284, 331, 417, 418, 426, 499, 556 |
|Recognize and begin to use left-to-right and top-to-bottom | | |
|directionality and spacing between words when writing. |K-V2 |46, 112, 120, 206, 226, 290, 317, 356, 404, 426, 480, 554, 574, 582, 596, 604, |
| | |620, 628 |
| | | |
| |K-V3 |46, 96, 121, 122, 184, 216, 305, 394, 412, 414, 450, 458, 544, |
| | |554, 572, 594, 610, 626 |
|4 |K-V1 |174-175, 190-191, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 516-517, |
|Gain increasing control of penmanship, including pencil grip,| |534-535 |
|paper position, and beginning strokes. | |T 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| | | |
| |K-V2 |34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, |
| | |560-561, 565 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| | | |
| |K-V3 |34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 375, 424-425 |
| | |T 2, 3, 4, 5, 6, 7, 8 |
|5 |K-V1 |174-175, 190-191, 195, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 457, |
|Write all uppercase and lowercase letters of the alphabet | |516-517, 519, 534-535 |
|from teacher copy. | |T 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| | | |
| |K-V2 |34-35, 52-53, 86-87, 97, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, |
| | |545, 560-561, 565 |
| | |T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
| | | |
| |K-V3 |34-35, 52-53, 86-87, 158, 204-205, 207, 222-223, 372-373, 375, 424-425 |
| | |T 2, 3, 4, 5, 6, 7, 8 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of writing) | | |
|1 |K-V1 |25, 33, 49, 57, 70, 77, 91, 107, 115, 123, 129, 133, 165, 181, |
|Communicate personal response to literature through drawing, | |189, 199, 209, 223, 231, 239, 249, 259, 273, 281, 289, 299, 309, |
|telling, or writing. | |341, 355, 365, 375, 385, 399, 407, 415, 423, 431, 445, 453, 461, |
| | |469, 477, 509, 523, 533, 543, 553, 567, 575, 583, 591, 599, 613, |
| | |621, 629, 637, 645 |
| | | |
| |K-V2 |25, 41, 51, 61, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, |
| | |163, 167, 195, 211, 221, 231, 241, 255, 263, 271, 287, 301, 309, |
| | |317, 325, 329, 365, 379, 389, 399, 409, 423, 431, 439, 447, |
| | |455, 469, 477, 485, 493, 501, 505, 533, 549, 559, 569, 579, 593, |
| | |601, 609, 617, 625, 639, 647, 655, 663, 667, 671 |
| | | |
| |K-V3 |25, 41, 51, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, 163, |
| | |167, 195, 211, 221, 231, 241, 255, 263, 271, 279, 287, 301, 309, |
| | |317, 325, 333, 337, 365, 379, 389, 399, 409, 423, 431, 439, 447, |
| | |455, 469, 477, 493, 501, 533, 549, 559, 569, 577, 591, 599, |
| | |607, 615, 623, 637, 645, 653, 661, 669 |
|2 |K-V1 |12, 80, 115, 118, 119, 185, 195, 204, 263, 295, 360, 426, 434, 473, 481, 548, |
|Show and talk about favorite work samples (drawing or | |549, 556, 579, 594, 602 |
|writing) with teacher and family. | | |
| |K-V2 |61, 66, 71, 89, 105, 121, 122, 151, 167, 184, 258, 259, 291, 305, |
| | |337, 385, 405, 427, 459, 523, 575, 582, 584, 596, 620, 643 |
| | | |
| |K-V3 |46, 47, 74, 88, 120, 121, 184, 206, 207, 226, 266, 274, 290, 291, |
| | |313, 321, 352, 394, 395, 405, 412, 427, 451, 459, 460, 580, 628 |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE| | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|1 |K-V1 |22, 29, 30, 45, 46, 53, 54, 73, 74, 81, 88, 103, 104, 111, 112, 120, 129, 137, |
|Share experiences and express ideas. | |162, 177, 178, 186, 195, 196, 205, 206, 213, 220, 227, 228, 235, 236, 245, 246,|
| | |255, 256, 270, 277, 278, 286, 296, 305, 306, 313, 338, 351, 352, 362, 371, 372,|
| | |381, 382, 389, 396, 403, 404, 411, 412, 419, 420, 427, 428, 435, 442, 449, 450,|
| | |457, 458, 465, 466, 473, 474, 506, 519, 520, 529, 530, 539, 540, 549, 550, 557,|
| | |564, 571, 572, 579, 580, 588, 595, 596, 603, 610, 613, 617, 618, 625, 626, 633,|
| | |641, 642, 649, 654 |
| | | |
| | |12, 22, 37, 38, 47, 48, 57, 58, 67, 68, 75, 82, 89, 90, 97, 98, 105, |
| | |106, 113, 114, 121, 128, 131, 135, 136, 143, 144, 151, 152, 159, |
| |K-V2 |160, 167, 192, 207, 208, 217, 218, 228, 237, 238, 245, 252, |
| | |260, 267, 268, 275, 276, 283, 284, 298, 306, 313, 314, 321, 322, |
| | |329, 330, 362, 375, 376, 385, 386, 395, 396, 405, 406, 413, 420, |
| | |427, 428, 435, 436, 443, 444, 451, 452, 459, 466, 473, 474, 481, |
| | |482, 489, 490, 497, 498, 505, 530, 545, 546, 555, 556, 565, 566, |
| | |575, 576, 583, 590, 597, 598, 605, 606, 614, 621, 622, 626, |
| | |627, 643, 644, 651, 652, 659, 660, 667, 668 |
| | | |
| | |12, 22, 37, 38, 48, 57, 58, 67, 68, 82, 89, 90, 97, 98, 105, 106, |
| | |114, 121, 128, 135, 136, 143, 144, 151, 152, 159, 160, 167, 192, |
| |K-V3 |208, 217, 218, 227, 228, 237, 238, 245, 252, 259, 260, 268, 275, |
| | |276, 283, 284, 298, 305, 306, 313, 314, 322, 329, 330, 337, 362, |
| | |375, 376, 385, 386, 395, 396, 405, 406, 413, 420, 427, 428, 435, |
| | |436, 443, 444, 451, 452, 466, 473, 474, 481, 482, 489, 490, 497, |
| | |498, 505, 530, 545, 546, 555, 556, 565, 566, 573, 574, 581, 588, |
| | |595, 596, 603, 604, 611, 612, 619, 620, 627, 634, 641, 642, 649, |
| | |650, 657, 658, 665, 666, 673 |
|2 |K-V1 |165 |
|Participate in conversations with peers and adults. | | |
| |K-V3 |74 |
|3 |K-V1 |25, 33, 49, 57, 77, 91, 107, 123, 133, 165, 181, 189, 199, 223, 231, 239, 249, |
|React to stories, poems, and songs. | |273, 281, 289, 309, 355, 365, 375, 415, 423, 431, 445, 453, 461, 469, 477, 509,|
| | |533, 553, 575, 583, 591, 599, 613, 621, 629, 637, 645 |
| |K-V2 |25, 41, 85, 101, 109, 117, 131, 147, 155, 163, 195, 221, 231, |
| | |255, 263, 301, 309, 365, 379, 399, 409, 447, 477, 485, 501, 549, |
| | |559, 569, 579, 593, 601, 609, 617, 625, 639, 647, 655, 663, 671 |
| | | |
| |K-V3 |25, 41, 51, 71, 101, 117, 131, 139, 155, 195, 211, 221, 231, 263, |
| | |271, 287, 301, 325, 333, 365, 379, 431, 439, 455, 477, 493, 501, |
| | |533, 569, 577, 591, 599, 615, 623, 645, 653, 661 |
|B. Questioning (Inquiry) and Contributing | | |
|1 |K-V1 |165 |
|Share in conversations with others. | | |
| |K-V3 |74 |
|2 |K-V1 |29, 45, 53, 73, 81, 103, 111, 129, 137, 152, 177, 195, 205, 213, 227, 235, 245,|
|Use oral language to extend learning. | |255, 277, 305, 313, 351, 371, 381, 389, 403, 411, 419, 427, 435, 449, 457, 465,|
| | |473, 519, 529, 539, 549, 557, 571, 579, 595, 617, 625, 633, 641, 649 |
| | | |
| | |12, 37, 47, 57, 67, 75, 89, 97, 105, 113, 121, 131, 135, 143, 151, |
| |K-V2 |159, 167, 182, 207, 217, 237, 245, 267, 275, 283, 313, 321, 329, |
| | |352, 375, 385, 395, 405, 413, 427, 435, 443, 451, 459, 473, 481, |
| | |489, 497, 505, 545, 555, 565, 575, 583, 597, 605, 621, 627, 643, |
| | |651, 659, 667 |
| | |12, 37, 57, 67, 89, 97, 105, 121, 135, 143, 151, 159, 167, 217, |
| |K-V3 |227, 237, 245, 259, 275, 283, 305, 313, 329, 337, 375, 385, 395, |
| | |405, 413, 427, 435, 443, 451, 473, 481, 489, 497, 505, 545, 555, |
| | |565, 573, 581, 595, 603, 611, 619, 627, 641, 649, 657, 665, 673 |
|C. Word Choice | | |
|1 |K-V1 |418, 594 |
|Use language to describe feelings, people, objects, and | | |
|events. |K-V2 |109, 131, 485, 616 |
| | | |
| |K-V3 |88, 300-301, 309, 384, 577 |
|2 |K-V1 |132-133, 248, 374, 414, 468-469, 476, 477, 532-533, 583, 598, 637 |
|Suggest rhyming words during word play, songs, or read-aloud.| | |
| | |24, 25, 60, 108, 278, 279, 332, 333, 398, 446, 492, 500, 601 |
| |K-V2 | |
| | |60, 61, 100, 108, 116, 117, 162, 388, 446, 468, 484, 500, 558, |
| |K-V3 |640, 660-661 |
|D. Oral Presentation | | |
|1 |K-V1 |24-25, 26, 29, 31, 48-49, 50-51, 108, 124, 132-133, 174, 188- |
|Sing familiar songs and rhymes to promote oral language | |189, 198-199, 214, 238-239, 271, 273, 308-309, 375, 415, 422- |
|development. | |423, 469, 477, 542-543, 590-591, 636-637 |
| | | |
| |K-V2 |108, 230-231, 278-279, 318, 321, 332-333, 354, 446, 492-493, |
| | |500-501, 568-569, 616-617, 659, 662-663 |
| | | |
| |K-V3 |108-109, 154-155, 182, 195, 230-231, 324-325, 329, 398-399, |
| | |446-447, 492, 493, 532-533, 534-541, 568-569, 590-591, 606- |
| | |607, 614-615 |
|2 |K-V1 |165 |
|Begin to use social conventions of language. | | |
| |K-V3 |74 |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A | | |
|VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |K-V1 |22, 30, 43, 46, 54, 74, 88, 104, 108-109, 112, 120, 162, 178, 186, 189, 194, |
|Listen fully to understand instructions or hear daily | |196, 206, 220, 228, 236, 238-239, 246, 256, 270, 278, 286, 296, 306, 308, 338, |
|messages. | |352, 362, 372, 382, 396, 404, 412, 420, 428, 442, 450, 458, 466, 474, 506, 520,|
| | |530, 540, 550, 564, 572, 580, 588, 596, 603, 610, 618, 626, 642, 654 |
| | | |
| | |22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160, |
| |K-V2 |192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314, |
| | |322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466, |
| | |474, 482, 490, 498, 530, 546, 556, 566, 576, 590, 598, 606, 614, |
| | |622, 626, 644, 652, 660, 668 |
| | | |
| | |22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160, |
| |K-V3 |192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314, |
| | |322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466, |
| | |474, 482, 490, 498, 530, 546, 556, 566, 574, 588, 596, 604, 612, |
| | |620, 634, 642, 650, 658, 666 |
|2 |K-V1 |122-123, 128, 280-281, 398, 452-453, 552, 553, 566, 575, 612, 620-621, 644 |
|Listen to identify main characters and events in stories. | | |
| | |24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138- |
| |K-V2 |139, 162-163, 210-211, 244, 308-309, 477, 532-533, 548-549, |
| | |558-559, 564, 578-579, 592, 608-609, 646-647, 670-671 |
| | | |
| | |40-41, 50-51, 92-93, 278, 279, 308-309, 317, 332, 333, 364- |
| |K-V3 |365, 378-379, 398-399, 408, 409, 454, 476-477, 501, 598-599 |
|3 |K-V1 |24-25, 29, 48-49, 50-51, 108, 124, 132-133, 174, 188-189, 198-199, 238-239, |
|Listen to rhymes and songs to begin developing an | |248-249, 273, 298-299, 308-309, 374-375, 414-415, 422-423, 468-469, 532-533, |
|understanding of letter/sound relationships. | |542-543, 582-583, 590-591, 636-637 |
| | | |
| | |60-61, 108-109, 230-231, 278-279, 324-325, 332-333, 354, |
| |K-V2 |398-399, 446-447, 492-493, 500-501, 568-569, 616-617, 662- |
| | |663 |
| | | |
| | |60-61, 100-101, 108-109, 154-155, 162-163, 182, 230-231, |
| |K-V3 |324-325, 329, 388-389, 398-399, 446-447, 492-493, 500-501, |
| | |532-533, 568-569, 590-591, 606-607, 614-615, 660-661 |
|B. Listening Comprehension | | |
|1 |K-V1 |32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 106-107, 114-115, 122-123, |
|Listen attentively to books teacher reads to class. | |164-165, 166-173, 180-181, 208-209, 222-223, 258-259, 280-281, 288-289, |
| | |340-341, 342-347, 354-355, 364-365, 384-385, 398-399, 430-431, 452-453, |
| | |460-461, 508-509, 510-515, 522-523, 552-553, 566-567, 574-575, 598-599, |
| | |612-613, 620-621, 628-629, 644-645 |
| | | |
| | |24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, |
| |K-V2 |138-139, 146-147, 154-155, 162-163, 194-195, 196-203, 210-211, 220-221, |
| | |240-241, 254-255, 270-271, 286-287, 308-309, 316-317, 364-365, 366-371, |
| | |388-389, 422-423, 438-439, 454-455, 476-477, 484-485, 532-533, 534-541, |
| | |548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 624-625, 638-639, |
| | |646-647, 654-655, 670-671 |
| | | |
| | |24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 116-117, 130- |
| | |131, 138-139, 146-147, 194-195, 196-203, 220-221, 254-255, |
| |K-V3 |270-271, 278-279, 286-287, 308-309, 316-317, 332-333, 364- |
| | |365, 366-371, 378-379, 408-409, 422-423, 438-439, 454-455, |
| | |476-477, 484-485, 558-559, 598-599, 622-623, 636-637, 644- |
| | |645, 652-653, 668-669 |
|2 |K-V1 |25, 32-33, 49, 56-57, 77, 90-91, 106-107, 122-123, 124-125, 133, 164-165, |
|Answer questions correctly about books read aloud. | |180-181, 188-189, 199, 208, 223, 230-231, 239, 249, 273, 280-281, 289, 309, |
| | |340-341, 354-355, 364-365, 375, 398, 406-407, 415, 422, 423, 431, 445, 452-453,|
| | |460-461, 469, 476, 477, 508-509, 522-523, 533, 542-543, 553, 567, 574-575, 583,|
| | |591, 599, 613, 620-621, 628, 629, 637, 645 |
| | | |
| | |24-25, 40-41, 71, 85, 92-93, 101, 109, 117, 131, 138-139, 146, |
| |K-V2 |147, 155, 162, 163, 194-195, 210-211, 220-221, 231, 255, 262- |
| | |263, 270-271, 301, 308-309, 364-365, 378-379, 388-389, 399, |
| | |409, 423, 430-431, 438-439, 447, 454, 477, 485, 493, 501, 532- |
| | |533, 548-549, 558-559, 569, 579, 593, 600-601, 608-609, 617, |
| | |625, 639, 646-647, 655, 663, 670-671 |
| | | |
| | |24-25, 40-41, 51, 71, 85, 92-93, 101, 117, 131, 138, 139, 155, |
| |K-V3 |194-195, 210-211, 221, 231, 262-263, 271, 287, 301, 325, 333, |
| | |364-365, 378-379, 398-399, 430-431, 438-439, 455, 476-477, |
| | |484, 485, 493, 501, 532-533, 548-549, 558, 569, 577, 591, 598- |
| | |599, 607, 615, 623, 644-645, 653, 661 |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO | | |
|PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 |K-V1 |32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 452, 508, |
|Make predictions about visual information (e.g., pictures in | |574, 636 |
|books). | | |
| |K-V2 |40, 60, 92, 100, 108, 262, 270, 364, 365, 378, 398, 446, 476, |
| | |532, 548, 558, 568, 600, 608, 646, 662, 670 |
| |K-V3 |24, 40, 50, 60, 92, 100, 194, 262, 270, 364, 378, 532, 598, 606, |
| | |652 |
|2 |K-V1 |122-123, 128, 566, 612 |
|Discuss favorite characters from books, film, and television.| | |
| |K-V2 |85, 101, 162-163, 244, 308-309, 477, 559, 564 |
| | | |
| |K-V3 |279, 317, 332, 409 |
|B. Visual and Verbal Messages | | |
|1 |K-V1 |70-71, 126-127 |
|Begin to sequence a series of pictures or images to tell a | | |
|story. |K-V2 |601, 605 |
|2 |K-V1 |57, 122, 164, 180-181, 208, 230-231, 272, 364, 385, 444 |
|Show understanding of purpose for pictures in books. | | |
| |K-V2 |84, 116-117, 254, 255, 262-263, 300-301, 364, 365, 378, 408- |
| | |409, 430-431, 454-455, 548, 578, 592, 593 |
| | | |
| |K-V3 |84, 210, 286, 300, 378, 430, 455, 548, 576, 598, 599, 622, 636, |
| | |653 |
BY THE END OF FIRST GRADE:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF | | |
|SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME | | |
|INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF | | |
|MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print | | |
|1 |1-1 |23C, 23J |
|Match oral words to printed words (e.g., pointing to print as | |I 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33 |
|one reads). | | |
| |1-2 |8N, 53I, 53J, 131B, 156-157 |
| | | |
| |1-3 |29K, 35F, 62N, 165J, 173I |
| | | |
| |1-4 |61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K |
| | | |
| |1-5 |8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, |
| | |247J-K |
|2 | |This skill is taught in Kindergarten. |
|Practice reading print in the environment at school and at | | |
|home with assistance. | | |
|3 |1-1 |10H, 23, 27D, 41, 47F, 48H, 65, 69D, 72H, 89, 96H, 112-113, 117F, 135, 141D, |
|Locate and identify the title, author, and illustrator of a | |141S |
|book or reading selection. | | |
| |1-2 |8H, 24, 25, 32H, 53, 57F, 78-79, 101, 128, 129, 155, 161S, |
| | |161U |
| | | |
| |1-3 |8H, 29, 35F, 36H, 56-57, 82, 83, 104, 105, 137, 164-165, |
| | |173S, 173U |
| | | |
| |1-4 |8H, 28-29, 36H, 60, 61, 65D, 91, 118, 119, 123D, 144, 145, |
| | |179, 208, 209, 245 |
| | | |
| |1-5 |8H, 32-33, 37D, 38H, 58-59, 93, 118, 119, 148-149, 180, 181, |
| | |211, 246, 247 |
|4 |1-1 |72M, 96E |
|Interpret simple graphs, charts, and diagrams. | | |
| |1-2 |29A, 108E |
| | | |
| |1-3 |8M, 88M, 112M |
| | | |
| |1-4 |36M, 247 |
| | | |
| |1-5 |8M, 98M, 124F, 186M |
|B. Phonological Awareness | | |
|(includes phonemic awareness) | | |
|1 |1-1 |10I-J, 28I-J, 48I-J, 96I-J |
|Demonstrate understanding of all sound-symbol relationships. | |I 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25,|
| | |26-27, 28-29, 30-31, 32-33, 34-35 |
| | |T 2, 4, 8 |
| | | |
| | |8I-J, 58I-J, 84I-J, 134I-J |
| |1-2 |T 2, 5, 7, 13 |
| | | |
| | |8I-J, 34-35, 62I-J |
| |1-3 |T 2, 7, 8 |
| | | |
| | |8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J |
| |1-4 | |
| | |124I-J, 156I-J, 156L |
| |1-5 | |
|2 |1-1 |10I, 10P, 10Q, 23F, 25D, 27D, 28I, 28P, 28Q, 41E, 45D, 47F, 48I, 48P, 48Q, |
|Blend or segment the phonemes of most one-syllable words. | |67D, 69D, 72I, 72Q, 89E, 93D, 96I, 96Q, 115D, 117F, 118I, 118P, 118Q, 135E, |
| | |139D, 141D |
| | |I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, |
| | |32-33, 34-35 |
| | |T 2, 4, 6, 8 |
| | | |
| |1-2 |8I, 8P, 8Q, 25E, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 81D, 84I, 84P, 84Q, 101E,|
| | |108I, 108P, 108Q, 129E, 134I, 134P, 134Q, 159D, 161D |
| | |T 2, 3, 5, 7, 8, 11, 13 |
| | | |
| | |8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 59D, 62H, 62I, 62P, 62Q, 85D, 88I, 88P, 88Q,|
| |1-3 |105E, 112I, 112Q, 141D, 144I, 144P, 144Q, 165E |
| | |T 2, 3, 5, 7, 8, 10, 12 |
| | | |
| | |8H, 8I, 8P, 8Q, 36I, 36Q, 66I, 66P, 66Q, 91E, 98H, 98I, 98P, 98Q, 124I, 124P,|
| | |124Q, 145E, 153F, 154I, 154P, 181D, 183D, 184I, 184P, 184Q, 209E, 216I, 216P,|
| |1-4 |216Q, 245E |
| | |T 2, 4, 7, 12 |
| | | |
| | |8I, 8Q, 33E, 35D, 38H, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, |
| | |124P, 124Q, 156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 211E, 218I, 218Q, 251D |
| |1-5 |T 2, 4, 10 |
|3 |1-1 |117F |
|Listen and identify the number of syllables in a word. | | |
| |1-2 |55D, 57F, 133D |
| | | |
| |1-3 |61D, 141D |
| | | |
| |1-4 |61E, 249F |
| | | |
| |1-5 |123D, 247E |
|4 |1-1 |10I, 10P, 10Q, 23F, 25D, 28I, 28P, 28Q, 41E, 45D, 48I, 48P, 48Q, 67D, 69D, |
|Merge spoken segments into a word. | |72I, 72Q, 93D, 96I, 96Q, 115D, 118I, 118Q, 135E, 141D |
| | |I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, |
| | |32-33, 34-35 |
| | |T 2, 4, 6, 8 |
| | | |
| | |8I, 8P, 8Q, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 84I, 84P, 84Q, 101E, 108I, |
| |1-2 |108P, 108Q, 129E, 134I, 134P, 134Q, 159D |
| | |T 2, 3, 5, 7, 8, 11, 13 |
| | | |
| | |8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 62H, 62I, 62Q, 85D, 88I, 88P, 88Q, 112I, |
| |1-3 |112Q, 144I, 144P, 144Q, 165E |
| | |T 2, 3, 5, 7, 8, 10, 12 |
| | | |
| | |8I, 8Q, 36I, 36Q, 66I, 66P, 66Q, 98H, 98I, 98Q, 124I, 124P, 124Q, 145E, 154I,|
| |1-4 |154P, 183D, 184I, 184P, 184Q, 209E, 216I, 216P, 216Q, 245E |
| | |T 2, 4, 7, 12 |
| | | |
| | |8I, 8Q, 35D, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, 124P, 124Q, |
| | |156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 218I, 218Q, 251D |
| |1-5 |T 2, 4, 10 |
|5 |1-1 |10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72J, 72Q, |
|Add, delete, or change sounds to change words (e.g., cow to | |89F, 93E, 95D, 96L, 96Q, 113F, 115E, 118J, 118P, 118Q, 135E, 135F, 139E, 141D|
|how, cat to can). | | |
| | |8J, 8Q, 25E, 25F, 29D, 29E, 32J, 32Q, 53E, 53F, 55E, 58J, |
| |1-2 |58Q, 79F, 81E, 83G, 84J, 84Q, 101F, 105D, 105E, 107D, |
| | |108J, 108Q, 129E, 129F, 131D, 131E, 134J, 134Q, 155E, |
| | |155F, 159D, 159E |
| | | |
| | |8J, 8Q, 29F, 33E, 36J, 36Q, 57F, 59D, 59E, 62J, 62Q, 83E, |
| |1-3 |83F, 85D, 85E, 87D, 88J, 88Q, 105E, 105F, 109D, 109E, |
| | |111D, 112J, 112Q, 137F, 141D, 141E, 143F, 144J, 144Q, |
| | |165E, 165F, 171F |
| | | |
| | |8J, 8Q, 29E, 29F, 33E, 35D, 36J, 36Q, 61E, 61F, 63E, 66J, |
| |1-4 |66Q, 91F, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, |
| | |145E, 145F, 151E, 151F, 154I, 154J, 154Q, 179E, 179F, |
| | |181D, 181E, 184J, 184Q, 209F, 213D, 215D, 216J, 216Q, |
| | |245E, 245F, 247D, 247E |
| | | |
| | |8H, 8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65E, 65F, |
| |1-5 |67F, 68J, 93E, 93F, 95D, 95E, 98J, 98Q, 119E, 119F, 121E, |
| | |124J, 124Q, 149F, 153D, 153E, 156I, 156J, 156Q, 181E, |
| | |181F, 183E, 186J, 186Q, 211F, 215E, 218H, 218J, 218P, |
| | |218Q, 247F, 253D |
|C. Decoding and Word Recognition | | |
|1 |1-1 | I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33|
|Identify all consonant sounds in spoken words (including | | |
|blends such as bl, br; and digraphs such as th, wh). | |31E-F, 32I-J, 32L, 32Q-R, 53F-G, 56-57, 83G-H, 84I-J, 84L, 84Q-R, 101F-G, |
| |1-2 |105E-F, 134I-J, 134L, 134Q-R, 155F-G, 159E-F, 161E-F |
| | |T 3, 5, 8, 13 |
| | | |
| | |8I-J, 8L, 8Q-R, 29F-G, 33E, 34-35, 35G-H, 62F, 62I-J, 62L, 62Q-R, 83F-G, |
| | |85E-F, 87F, 143G, 173E |
| |1-3 |T 2, 3, 8 |
| | | |
| | |33E-F, 124I-J, 124L, 124Q-R, 145F-G, 151F, 152-153, 249G- |
| | |H |
| |1-4 | |
| | |124I-J, 124L, 124Q-R, 149F-G, 153E-F |
| | | |
| |1-5 | |
|2 |1-1 |10E, 27E-F, 65E, 69E, 95E, 96F, 118E, 118J, 118Q, 141E |
|Recognize and use rhyming words to reinforce decoding skills. | | |
| |1-2 |57G-H, 79E, 84E, 107E, 161E |
| | | |
| |1-3 |87F, 173E |
| | | |
| |1-4 |65E, 121D, 123E, 124F, 153G-H, 183D, 183E-F |
| | | |
| |1-5 |8I, 8J, 8Q, 38E, 67G, 124P, 186I, 218E, 253D, 253E-F |
|3 |1-1 |10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72E, 72J, |
|Decode regular one-syllable words and nonsense words (e.g., | |72Q, 89F, 93E, 96L, 96Q, 113F, 115E, 118J, 118Q, 135E, 135F, 139E |
|sit, zot). | | |
| | |8J, 8Q, 25F, 29E, 32J, 32Q, 53E, 55E, 58J, 58Q, 79F, 81E, |
| |1-2 |83G, 84J, 84Q, 101F, 105D, 105E, 107D, 108J, 108Q, 129E, |
| | |129F, 131D, 131E, 155E, 155F, 159D, 159E |
| | | |
| | |8J, 8Q, 29F, 33E, 36Q, 57F, 59E, 62J, 62Q, 83E, 83F, 85D, |
| |1-3 |85E, 87D, 88J, 88Q, 105F, 109D, 109E, 111D, 112J, 112Q, |
| | |137F, 141D, 141E, 143F, 144J, 144Q, 165F, 171F |
| | | |
| | |8J, 8Q, 29E, 29F, 33E, 36J, 36Q, 61F, 63E, 66J, 66Q, 91F, |
| |1-4 |95E, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, 145E, |
| | |145F, 151E, 151F, 154I, 154J, 154Q, 179F, 181D, 181E, |
| | |184J, 184Q, 209F, 213D, 216J, 216Q, 245F, 247D, 247E |
| | | |
| | |8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65F, 68J, 93F, |
| |1-5 |95E, 98J, 98Q, 119F, 121E, 124J, 124Q, 149F, 153D, 153E, |
| | |156I, 156J, 156Q, 181F, 183E, 186J, 186Q, 211F, 215E, |
| | |218H, 218J, 218Q, 247F, 251E |
|4 |1-1 |10I-J, 11A, 14-15, 20-21, 28I-J, 48I-J, 49A, 52, 54-55, 96I-J |
|Use sound-letter correspondence knowledge to sound out unknown| |I 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25,|
|words when reading text. | |26-27, 28-29, 30-31, 32-33, 34-35 |
| | |T 2, 4, 8 |
| | | |
| | |8I-J, 25K, 46-47, 58I-J, 66-67, 84I-J, 134I-J |
| |1-2 |T 2, 5, 7, 13 |
| |1-3 |8I-J, 34-35, 62I-J |
| | |T 2, 7, 8 |
| | | |
| |1-4 |8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J |
| | | |
| |1-5 |124I-J, 156I-J, 156L, 157A, 162-163, 166-167, 168-169, |
| | |172-173 |
|5 |1-1 |10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, |
|Recognize high frequency words in and out of context. | |69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, |
| | |135I, 139H, 141H |
| | |I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33 |
| | | |
| | |8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, |
| |1-2 |58S, 79I, 83B, 83J, 84-85, 84S, 101I, 105H, 107H, 108- |
| | |109, 108S, 129I, 131H, 133H, 134-135, 134S, 155I, 159H, |
| | |161H |
| | | |
| | |8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, |
| |1-3 |62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112- |
| | |113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, |
| | |173H |
| | | |
| | |8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, |
| |1-4 |66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124- |
| | |125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, |
| | |183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, |
| | |245I, 249B, 249J |
| | | |
| | |8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, |
| |1-5 |68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J |
|6 |1-1 |10L, 11A, 14-15, 20-21, 28L, 48L, 49A, 52, 54-55, 72L, 96L, 118L |
|Decode unknown words using basic phonetic analysis. | |I 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-29, 31, 32-33, 35 |
| | | |
| | |8L, 25K, 32L, 46-47, 58L, 66-67, 84L, 108L, 134L |
| | | |
| |1-2 |8L, 36L, 62L, 88L, 112L, 144L |
| | | |
| |1-3 |8L, 36L, 66L, 98L, 124L, 154L, 184L, 216L |
| | | |
| |1-4 |8L, 38L, 68L, 98L, 124L, 156L, 157A, 162-163, 166-167, |
| | |168-169, 172-173, 186L, 218L |
| |1-5 | |
|7 |1-1 |10L, 28L, 48L, 72L, 96L, 118L |
|Decode unknown words using context clues. | |I 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-29, 31, 32-33, 35 |
| | | |
| | |8L, 32L, 58L, 58P, 84H, 84L, 108L, 134L, 155E |
| |1-2 | |
| | |8L, 36L, 62L, 88L, 112L, 144L |
| |1-3 | |
| | |8L, 36L, 36P, 66L, 98L, 124H, 124L, 154L, 184L, 216L |
| |1-4 | |
| | |8L, 38L, 68L, 98L, 119E, 124L, 156L, 186L, 218L |
| |1-5 | |
|D. Fluency | | |
|1 |1-1 |22, 40, 45D, 48P, 64, 69T, 88, 93D, 96H, 96P, 111, 118P, 134, 139D, 141T |
|Answer questions correctly that are posed about stories read. | | |
| | |23, 32H, 32P, 52, 77, 84P, 100, 127, 129E, 134P, 154, |
| |1-2 |161T, 161V |
| | | |
| | |8H, 8P, 28, 33D, 55, 81, 83E, 88P, 103, 105E, 112P, 136, |
| |1-3 |137E, 141D, 144H, 163, 165E, 173D, 173T, 173V |
| | | |
| | |8H, 27, 36H, 59, 90, 98P, 117, 143, 151E, 213D, 244, |
| |1-4 |249V, 249X, 249Z |
| | | |
| | |8P, 31, 35D, 37B, 38H, 38P, 56, 67F, 68P, 92, 95D, 98H, |
| |1-5 |98P, 117, 147, 153D, 156H, 179, 210, 211E, 244, 247E, |
| | |253T, 253V, 253X |
|2 |1-1 |23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I |
|Begin to read simple text with fluency. | | |
| | |25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, |
| |1-2 |133I, 155J-K, 155K, 161I |
| | | |
| | |29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 105J-K, 105K, 111I, |
| |1-3 |137J-K, 143K, 165J-K, 173I |
| | | |
| | |29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, |
| |1-4 |145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, |
| | |249K |
| | | |
| | |33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 155I, |
| |1-5 |181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I |
|3 |1-1 |23J, 27I, 27M, 27N, 27O, 27P, 41J-K, 47K, 47O, 47P, 47Q, 47R, 65J, 69I, 69M, |
|Read with fluency both fiction and nonfiction that is | |69N, 69O, 69P, 89J-K, 95I, 95M, 95N, 95O, 95P, 113J, 117K, 117O, 117P, 117Q, |
|grade-level appropriate. | |117R, 135J-K, 141I, 141M, 141N, 141O, 141P |
| | | |
| | |25J-K, 31I, 31M, 31N, 31O, 31P, 53J, 55B, 57K, 57O, |
| |1-2 |57P, 57Q, 57R, 79J, 83K, 83O, 83P, 83Q, 83R, 101J-K, |
| | |107I, 107M, 107N, 107O, 107P, 129J, 133I, 133M, 133N, |
| | |133O, 133P, 155J-K, 155K, 161I, 161M, 161N, 161O, |
| | |161P, 161U-V |
| | | |
| | |29J-K, 29K, 35K, 35O, 35P, 35Q, 35R, 57J, 61I, 61M, |
| |1-3 |61N, 61O, 61P, 83J, 87I, 87L, 87M, 87N, 87O, 87P, 105J- |
| | |K, 105K, 111I, 111M, 111N, 111O, 111P, 137J-K, 143K, |
| | |143O, 143P, 143Q, 143R, 165J-K, 173I, 173M, 173N, 173O, |
| | |173P |
| |1-4 |29J-K, 29K, 35D, 35I, 35M, 35N, 35O, 35P, 61J, 65I, 65M, 65N, 65O, 65P, |
| | |91J-K, 97A, 97I, 97M, 97N, 97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, |
| | |145J-K, 145K, 153K, 153O, 153P, 153Q, 153R, 179J, 183I, 183M, 183N, 183O, |
| | |183P, 209J-K, 215I, 215M, 215N, 215O, 215P, 245J, 249K, 249O, 249P, 249Q, |
| | |249R |
| | | |
| | |33J, 37I, 37M, 37N, 37O, 37P, 59J-K, 67K, 67O, 67P, 67R, 93J, 97I, 97M, 97N, |
| |1-5 |97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, 149J-K, 149K, 155I, 155K, 155M,|
| | |155N, 155O, 155P, 181J, 185K, 185O, 185P, 185Q, 185R, 211J-K, 211K, 217I, |
| | |217M, 217N, 217O, 217P, 247J-K, 253I, 253M, 253N, 253O, 253P |
| | |LH 6 |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |1-1 |10H, 48H, 69S, 72H, 96H, 141S |
|Use prior knowledge to make sense of text. | | |
| |1-2 |8H, 32H, 161S, 161U |
| | | |
| |1-3 |8H, 8P, 36H, 173S, 173U |
| | | |
| |1-4 |8H, 36H, 249U, 249W, 249Y |
| | | |
| |1-5 |8H, 38H, 253S, 253U, 253W |
|2 |1-1 |10H, 11A, 29A, 48H, 49A, 69S, 72H, 73A, 96H, 97A, 119A, 141S |
|Establish a purpose for reading and adjust reading rate. | | |
| | |8H, 9A, 32H, 33A, 59A, 85A, 109A, 135A, 161S, 161U |
| |1-2 | |
| | |8H, 8P, 9A, 36H, 37A, 63A, 89A, 113A, 145A, 173S, |
| |1-3 |173U |
| | | |
| | |8H, 9A, 36H, 37A, 67A, 99A, 125A, 155A, 185A, 217A, 249U, 249W, 249Y |
| |1-4 | |
| | |8H, 9A, 38H, 39A, 69A, 99A, 125A, 157A, 187A, 219A, 253S, 253U, 253W |
| | | |
| |1-5 | |
|3 |1-1 |32-33, 36-37, 40, 80-81, 102-103, 130-131 |
|Use pictures as cues to check for meaning. | | |
| |1-2 |90-91, 146-147, 152-153 |
| | | |
| |1-3 |24-25, 42-43, 92-93, 173I |
| | | |
| |1-4 |104-105, 114-115, 143, 170-171, 222-223, 228-229 |
| | | |
| |1-5 |93J, 104-105, 108-109, 124N, 124P, 124S, 134-135, 160- |
| | |161 |
|4 |1-1 |29A, 35, 119A, 126-127 |
|Check to see if what is being read makes sense. | | |
| |1-2 |59A, 64-65, 109A, 112-113, 135A, 146-147 |
| | | |
| |1-3 |89A, 96-97, 98-99, 113A, 122-123, 134-135 |
| |1-4 |125A, 134-135, 136-137, 138-139, 140-141, 155A, 164-165, 174-175, 217A, |
| | |222-223, 226-227, 228-229, 232-233, 240-241 |
| | | |
| | |39A, 42-43, 54-55, 69A, 78-79, 80-81, 84-85, 90-91, 99A, |
| |1-5 |108-109 |
|5 |1-1 |12-21, 27M, 27N, 27O, 27P, 30-39, 47O, 47P, 47Q, 47R, 50-63, 69M, 69N, 69O, |
|Monitor their reading by using fix-up strategies | |69P, 69S-T, 74-87, 95M, 95N, 95O, 95P, 98-111, 117O, 117P, 117Q, 117R, |
|(e.g., searching for clues). | |120-133, 141M, 141N, 141O, 141P, 141S-T |
| | | |
| | |10-23, 31M, 31N, 31O, 31P, 34-51, 57O, 57P, 57Q, 57R, |
| |1-2 |60-77, 83O, 83P, 83Q, 83R, 86-99, 107M, 107N, 107O, |
| | |107P, 110-127, 133M, 133N, 133O, 133P, 136-153, 161M, |
| | |161N, 161O, 161P |
| | | |
| | |10-27, 35O, 35P, 35Q, 35R, 38-55, 61M, 61N, 61O, 61P, |
| |1-3 |64-81, 87M, 87N, 87O, 87P, 90-103, 111M, 111N, 111O, |
| | |111P, 114-135, 143O, 143P, 143Q, 143R, 146-163, 173M, |
| | |173N, 173O, 173P, 173S-T, 173U-V |
| | | |
| | |10-27, 35M, 35N, 35O, 35P, 38-59, 65M, 65N, 65O, 65P, |
| |1-4 |68-90, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O, |
| | |123P, 126-143, 153O, 153P, 153Q, 153R, 156-177, 183M, |
| | |183N, 183O, 183P, 186-207, 215M, 215N, 215O, 215P, |
| | |218-243, 249O, 249P, 249Q, 249R, 249U-V, 249W-X, |
| | |249Y-Z |
| | | |
| | |10-31, 37M, 37N, 37O, 37P, 40-57, 67O, 67P, 67Q, 67R, |
| |1-5 |70-91, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O, |
| | |123P, 126-147, 155M, 155N, 155O, 155P, 158-179, 185O, |
| | |185P, 185Q, 185R, 188-209, 217M, 217N, 217O, 217P, |
| | |220-243, 253M, 253N, 253O, 253P, 253S-T, 253U-V, |
| | |253W-X |
|6 |1-1 |23A, 41A, 65A, 89A, 113A, 135A |
|Use graphic organizers to build on experiences and extend | | |
|learning. |1-2 |25A, 53A, 79A, 101A, 129A, 155A |
| | | |
| |1-3 |29A, 57A, 83A, 105A, 137A, 165A |
| | | |
| |1-4 |29A, 61A, 91A, 119A, 145A, 179A, 209A, 244, 245A |
| | | |
| |1-5 |33A, 59A, 93A, 119A, 149A, 181A, 211A, 247A |
|7 |1-2 |84S, 101A |
|Begin to apply study skills strategies (e.g., survey, | | |
|question, read, recite, and review—SQ3R) to assist with |1-5 |186S, 211A |
|retention and new learning. | | |
|F. Vocabulary and Concept Development | | |
|1 |1-1 |10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, |
|Develop a vocabulary of 300-500 high-frequency sight words and| |69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, |
|phonetically regular words. | |135I, 139H, 141H |
| | |I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33 |
| |1-2 |8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, 58S, 79I, 83B, 83J,|
| | |84-85, 84S, 101I, 105H, 107H, 108-109, 108S, 129I, 131H, 133H, 134-135, 134S,|
| | |155I, 159H, 161H |
| | | |
| | |8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, |
| |1-3 |62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112- |
| | |113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, |
| | |173H |
| | | |
| |1-4 |8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, |
| | |66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124- |
| | |125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, |
| | |183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, |
| | |245I, 249B, 249J |
| | | |
| |1-5 |8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, |
| | |68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J |
|2 |1-1 |28H, 41E, 113E |
|Use and explain common antonyms and synonyms. | | |
| |1-2 |25E, 161D |
| | | |
| |1-5 |186P, 218P, 250 |
|3 |1-4 |8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H,|
|Comprehend common and/or specific vocabulary in informational | |98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S,|
|texts and literature. | |179I, 181H, 183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, 245I, 249B,|
| | |249J |
| | | |
| | |8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, |
| |1-5 |68S, 93I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124- |
| | |125, 124S, 149I, 153H, 155H, 156-157, 156S, 181I, 185B, |
| | |185J, 186-187, 186S, 211I, 215H, 217H, 218-219, 218S, |
| | |247I, 251H, 253H |
|G. Comprehension Skills and Response to Text | | |
| | | |
|1 |1-1 |14-15, 38-39, 52-53, 58-59, 60-61, 76-77, 88, 97A, 104-105, 111, 113A, |
|Draw simple conclusions from information gathered from | |126-127 |
|pictures, print, and people. | | |
| |1-2 |14-15, 20-21, 38-39, 46-47, 50-51, 52, 70-71, 74-75, 88- |
| | |89, 92-93, 118-119, 120-121, 127, 148-149, 150-151, 152- |
| | |153, 154 |
| | | |
| |1-3 |28, 52-53, 74-75, 78-79, 81, 96-97, 103, 120-121, 122- |
| | |123, 124-125, 126-127, 136, 148-149, 154-155, 158-159, |
| | |163 |
| | | |
| |1-4 |9A, 14-15, 22-23, 29A, 40-41, 50-51, 56-57, 59, 74-75, |
| | |76-77, 82-83, 90, 99A, 108-109, 112-113, 119A, 132-133, |
| | |136-137, 138-139, 162-163, 174-175, 194-195, 198-199, |
| | |200-201, 224-225, 226-227, 228-229, 234-235, 236-237 |
| |1-5 |12-13, 16-17, 18-19, 20-21, 24-25, 26-27, 44-45, 74-75, |
| | |78-79, 80-81, 82-83, 88-89, 102-103, 110-111, 112-113, |
| | |114-115, 162-163, 166-167, 172-173, 198-199, 202-203, |
| | |204-205, 222-223, 224-225, 226-227, 236-237, 240-241, |
| | |242-243 |
|2 |1-1 |12-21, 30-39, 42-43, 50-63, 69S-T, 74-87, 90-91, 98-111, 120-133, 136-137, |
|Demonstrate familiarity with genres of text, including | |141S-T |
|storybooks, expository texts, poetry, and newspapers. | | |
| |1-2 |10-23, 26-27, 29B, 34-51, 60-77, 86-99, 102-103, 110-127, 136-153, 156-157, |
| | |161S-T, 161U-V |
| | | |
| |1-3 |10-27, 30-31, 64-81, 83J, 87B, 90-103, 106-107, 114-135, |
| | |146-163, 173S-T, 173U-V |
| | | |
| |1-4 |10-27, 30-31, 38-59, 68-90, 100-117, 126-143, 156-177, |
| | |186-207, 210-211, 218-243, 249U-V, 249W-X, 249Y-Z |
| | | |
| |1-5 |10-31, 37N, 40-57, 70-91, 100-117, 126-147, 150-151, 158-179, 188-209, |
| | |212-213, 215D, 220-243, 253S-T, 253U-V, 253W-X, 256, 257 |
| | |LH 5 |
|3 |1-1 |11A, 23A, 25I, 26-27, 40, 73A, 86-87, 88, 89A, 93I, 94-95, 118H, 119A, |
|Sequence information learned from text into a logical order to| |128-129, 134, 135A, 139I, 140-141 |
|retell facts. | |T 11 |
| | | |
| |1-2 |52, 94-95, 118-119, 120-121 |
| | | |
| |1-3 |24-25, 28, 29A |
| | | |
| |1-4 |160-161, 196-197, 224-225, 244 |
| | | |
| |1-5 |130-131, 138-139, 140-141, 144-145, 208-209, 244 |
|4 |1-1 |16-17, 18-19, 32-33, 76-77, 82-83, 100 |
|Identify, describe, compare, and contrast the elements of | | |
|plot, setting, and characters. |1-2 |9A, 12-13, 20-21, 23, 25A, 25C, 29I, 30-31, 40-41, 48-49, 50-51, 68-69, |
| | |72-73, 77, 84N, 105B, 109A, 112-113, 114-115, 116-117, 120-121, 122-123, |
| | |129A, 131I, 132-133 |
| | | |
| |1-3 |36P, 37A, 40-41, 42-43, 48-49, 55, 57A, 59I, 60-61, 63A, 66-67, 68-69, 81, |
| | |83A, 83C, 85I, 86-87, 87B, 88F, 89A, 92-93, 94-95, 98-99, 100-101, 103, 105A,|
| | |109I, 110-111, 111B, 118-119, 120-121, 122-123, 124-125, 126-127, 128-129, |
| | |130-131, 137E, 145A, 148-149, 154-155, 158-159, 160-161, 165A, 165C, 171J, |
| | |172-173, 173D |
| | |T 13, 14 |
| | | |
| | |14-15, 16-17, 22-23, 27, 29C, 102-103, 106-107, 114-115, 117, 119A, 121B, |
| |1-4 |123L, 128-129, 130-131, 132-133, 134-135, 136-137, 151A, 164-165, 168-169, |
| | |190-191, 192-193, 200-201, 202-203, 204-205, 249N |
| |1-5 |9A, 14-15, 16-17, 26-27, 28-29, 31, 33A, 35I, 36-37, 37B, 37D, 37L, 46-47, |
| | |125A, 136-137, 140-141, 144-145, 147, 149A, 153B, 153I, 154-155, 155D, |
| | |168-169, 170-171, 176-177, 179, 185D, 206-207, 219A, 224-225, 234-235, |
| | |242-243, 244, 247A, 251B, 251I, 252-253, 253D |
| | |T 11 |
|5 |1-1 |97A, 102-103, 108-109, 134 |
|Make simple inferences. | | |
| |1-3 |37A, 44-45, 46-47, 48-49, 50-51, 52-53 |
| | | |
| |1-5 |125A, 128-129, 134-135, 138-139, 140-141, 142-143, 172- |
| | |173, 190-191, 194-195, 196-197, 200-201, 202-203, 204- |
| | |205, 206-207 |
|6 |1-1 |27J, 27M, 27N, 27O, 27P, 47L, 47O, 47P, 47Q, 47R, 69J, 69M, 69N, 69O, 69P, |
|Read regularly in independent-level materials. | |69S-T, 95J, 95M, 95N, 95O, 95P, 117L, 117O, 117P, 117Q, 117R, 141J, 141M, |
| | |141N, 141O, 141P, 141S-T |
| | | |
| | |31J, 31M, 31N, 31O, 31P, 57L, 57O, 57P, 57Q, 57R, 83L, |
| |1-2 |83O, 83P, 83Q, 83R, 107J, 107M, 107N, 107O, 107P, |
| | |133J, 133M, 133N, 133O, 133P, 161J, 161M, 161N, 161O, |
| | |161P, 161S-T, 161U-V |
| | | |
| | |8E, 35L, 35O, 35P, 35Q, 35R, 61J, 61M, 61N, 61O, 61P, |
| |1-3 |87J, 87M, 87N, 87O, 87P, 111J, 111M, 111N, 111O, |
| | |111P, 143L, 143O, 143P, 143Q, 143R, 144E, 173J, 173M, |
| | |173N, 173O, 173P, 173S-T, 173U-V |
| | | |
| | |35J, 35M, 35N, 35O, 35P, 65J, 65M, 65N, 65O, 65P, 97A, |
| |1-4 |97J, 97M, 97N, 97O, 97P, 123J, 123M, 123N, 123O, |
| | |123P, 153L, 153O, 153P, 153Q, 153R, 183J, 183M, 183N, |
| | |183O, 183P, 184E, 215J, 215M, 215N, 215O, 215P, 249L, |
| | |249O, 249P, 249Q, 249R, 249U-V, 249W-X, 249Y-Z |
| | | |
| | |37J, 37M, 37N, 37O, 37P, 67L, 67O, 67P, 67R, 97J, 97M, 97N, 97O, 97P, 123J, |
| |1-5 |123M, 123N, 123O, 123P, 155J, 155K, 155M, 155N, 155O, 155P, 185L, 185O, 185P,|
| | |185Q, 185R, 217J, 217M, 217N, 217O, 217P, 253J, 253M, 253N, 253O, 253P, |
| | |253S-T, 253U-V, 253W-X |
| | |LH 6 |
|7 |1-1 |10N, 23C, 25B, 27B, 27J, 27L, 28N, 41C, 45B, 47D, 47L, 47N, 48N, 65C, 67B, |
|Engage in silent independent reading for specific purposes. | |69B, 69J, 69L, 69S-T, 72N, 89C, 93B, 95B, 95J, 95L, 96N, 113C, 115B, 117D, |
| | |117L, 117N, 118N, 135C, 139B, 141B, 141J, 141L, 141S-T |
| | | |
| | |8N, 25C, 29B, 31B, 31J, 32N, 53C, 55B, 57D, 57L, 57N, |
| |1-2 |58N, 79C, 81B, 83D, 83L, 83N, 84N, 101C, 105B, 107B, |
| | |107J, 107L, 108N, 129C, 131B, 133B, 133J, 133L, 134N, |
| | |155C, 159B, 161B, 161J, 161L, 161S-T, 161U-V |
| | | |
| | |8N, 29C, 33B, 35D, 35L, 35N, 36N, 57C, 59B, 61B, 61J, |
| |1-3 |61L, 62N, 83C, 85B, 87B, 87J, 87L, 88N, 105C, 109B, |
| | |111B, 111J, 111L, 112N, 137C, 141B, 143D, 143L, 143N, |
| | |144E, 144N, 165C, 171C, 173B, 173J, 173L, 173S-T, |
| | |173U-V |
| |1-4 |8N, 29C, 33B, 35B, 35J, 35L, 36N, 61C, 63B, 65B, 65J, |
| | |65L, 66N, 91C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, |
| | |123B, 123J, 123L, 124N, 145C, 151C, 153D, 153L, 153N, |
| | |154N, 179C, 181B, 183B, 183J, 183L, 184E, 184N, 209C, |
| | |213B, 215B, 215J, 215L, 216N, 245C, 247B, 249D, 249L, |
| | |249N, 249U-V, 249W-X, 249Y-Z |
| | | |
| |1-5 |8N, 33C, 35B, 37B, 37J, 37L, 38N, 59C, 65C, 67D, 67L, |
| | |67N, 68N, 93C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, |
| | |123B, 123J, 123L, 124N, 149C, 153B, 155B, 155J, 155L, |
| | |156N, 181C, 183B, 185D, 185L, 185N, 186N, 211C, |
| | |215B, 217B, 217J, 217L, 218N, 247C, 251B, 253B, 253J, |
| | |253L, 253S-T, 253U-V, 253W-X |
|H. Inquiry and Research | | |
|1 |1-1 |9B, 66 |
|Ask and explore questions related to a topic of interest. | | |
| |1-2 |7B, 104 |
| | | |
| |1-3 |7B, 32, 35C, 144E, 171 |
| | | |
| |1-4 |7B, 36E, 63, 121, 151, 181, 246 |
| | | |
| |1-5 |7B, 35, 35A, 65, 94, 98F, 215, 251 |
|2 |1-1 |25B, 66 |
|Draw conclusions from information and data gathered. | | |
| |1-2 |104, 159 |
| | | |
| |1-3 |29B, 32, 35C, 141, 144E, 171 |
| | | |
| |1-4 |7B, 8F, 36E, 63, 121, 151, 181, 184M, 246 |
| | | |
| |1-5 |7B, 35, 35A, 65, 67C, 94, 98F, 215, 251 |
|3 |1-1 |8L-N, 8O-Q, 10H, 10N, 12-21, 27D, 27J, 28H, 28N, 30-39, 47F, 47L, 47N, 48H, |
|Be exposed to and read a variety of fiction and nonfiction, | |48N, 50-63, 69D, 69J, 69S-T, 72H, 74-87, 90-91, 95D, 95J, 96H, 96N, 98-111, |
|and produce evidence of reading. | |113C, 117F, 117L, 118H, 120-133, 141D, 141J, 141S-T |
| | | |
| | |6L-N, 6O-Q, 8H, 8N, 10-23, 26-27, 29B, 31D, 31J, 32H, 32M, 32N, 34-51, 57F, |
| |1-2 |57L, 57M, 58H, 58N, 60-77, 83F, 83L, 84H, 84N, 86-99, 107D, 107J, 108H, 108N,|
| | |110-127, 133D, 133J, 134H, 136-153, 161D, 161J, 161S-T, 161U-V |
| | | |
| | |6L-N, 6O-Q, 8E, 8H, 8N, 10-27, 35F, 35L, 36H, 36N, |
| | |61D, 61J, 62H, 62N, 64-81, 87B, 87D, 87J, 88F, 88N, 90- |
| |1-3 |103, 111D, 111J, 112H, 114-135, 143F, 143L, 144H, |
| | |144N, 146-163, 166-169, 173D, 173J, 173S-T, 173U-V |
| | | |
| | |6N-P, 6Q-S, 8H, 8N, 10-27, 35J, 36H, 38-59, 65D, 65J, |
| | |66H, 68-90, 92-93, 97B, 97D, 97J, 98H, 100-117, 119C, |
| |1-4 |123D, 123J, 124H, 146-149, 153F, 153L, 154H, 156-177, |
| | |183D, 183J, 184E, 184H, 184N, 186-207, 215D, 215J, |
| | |215L, 216H, 218-243, 249F, 249L, 249U-V, 249W-X, |
| | |249Y-Z |
| |1-5 |6N-P, 6Q-S, 8H, 8N, 10-31, 37D, 37J, 37N, 38H, 38N, 40-57, 60-63, 67F, 67L, |
| | |68H, 70-91, 97J, 98H, 98N, 100-117, 123D, 123J, 124H, 124N, 126-147, 155D, |
| | |155J, 156H, 158-179, 185F, 185L, 186H, 186N, 188-209, 217D, 217J, 218H, |
| | |220-243, 248-249, 253D, 253J, 253S-T, 253U-V, 253W-X |
| | |LH 10 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, | | |
|editing, postwriting) | | |
|1 |1-1 |10M, 23B, 25A, 27A, 27K, 28M, 48M, 72M, 93A, 95A, 95K, 96M, 118M |
|Begin to generate ideas for writing through talking, sharing, | | |
|and drawing. | |8M, 31K, 55A, 58M, 84M, 107A, 108M, 131A, 133A, |
| |1-2 |133K, 134M |
| | | |
| | |8M, 29B, 33A, 36M, 59A, 61K, 62M, 88M, 111A, 111K, |
| |1-3 |112M, 137B, 141A, 143C, 143M, 144M |
| | | |
| | |29B, 33A, 35A, 35K, 36M, 63A, 65K, 66M, 98M, 121A, |
| |1-4 |124M, 145B, 151B, 153C, 153M, 154M, 184M, 213A, |
| | |215A, 215K, 216M, 247A |
| | | |
| | |8M, 37A, 37K, 38M, 59B, 64, 65B, 67C, 68M, 98M, |
| |1-5 |119B, 123A, 123K, 124M, 149B, 153A, 155A, 155K, |
| | |186M, 218M, 247B, 251A, 253K |
|2 |1-1 |10M, 23B, 25A, 27A, 48M, 65B, 67A, 69A, 69K, 72M, 89B, 95A |
|Observe the modeling of writing. | | |
| | |8M, 25B, 31A, 32M, 55A, 101B, 105A, 108M, 133A |
| |1-2 | |
| | |8M, 29B, 35C, 36M, 59A, 109A, 111K, 112M, 143C |
| |1-3 | |
| | |35A, 36M, 65A, 98M, 119B, 124M, 145B, 153C, 209B, |
| |1-4 |213A, 215K, 249C |
| | | |
| | |8M, 37A, 37K, 38M, 59B, 119B, 121A, 124M, 153A, |
| |1-5 |186M, 217K, 247B, 253A |
|3 |1-1 |28M, 41B, 45A, 47C, 47M, 48M, 65B, 67A, 69A, 69K, 96M, 113B, 115A, 117C, |
|Begin to use a basic writing process to develop writing. | |117M, 118M, 135B, 139A, 141A, 141K |
| | | |
| | |58M, 79B, 81A, 83C, 83M, 134M, 155B, 159A, 161A, |
| |1-2 |161K |
| | | |
| | |62M, 83B, 85A, 87A, 87K, 144M, 165B, 171B, 173A, |
| |1-3 |173K |
| |1-4 |66M, 91B, 95A, 97A, 97K, 154M, 179B, 181A, 183A, |
| | |183K |
| | | |
| |1-5 |68M, 93B, 95A, 97A, 97K, 156M, 181B, 183A, 185C, 185M, 254-255 |
| | |LH 2 |
|4 |1-1 |10M, 25B, 27A, 27H, 27K, 48F, 66, 67B, 92, 93A, 95K, 135B, 139 |
|Use simple sentences to convey ideas. | | |
| | |8M, 31A, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84M, |
| |1-2 |129B, 131A, 133A, 158 |
| | | |
| | |32, 33A, 61A, 61K, 61L, 87L, 88M, 105B, 109A, 111A, 140, 141B, 143C, 144F |
| |1-3 |T 4 |
| | | |
| | |8F, 8M, 29B, 32, 33B, 36E, 61B, 63, 63A, 65A, 65K, 66E, |
| | |94, 123A, 123K, 124E, 124M, 151, 151B, 153D, 153M, |
| |1-4 |153N, 181B, 184M, 209B, 209C, 215A, 215B, 216E, |
| | |216M, 245B, 246, 247, 247A, 247B, 249D, 249M, 249N |
| | | |
| | |38F, 64, 65, 123K, 149B, 155L, 211B, 215A, 217K, 218E, 251, 251A, 253K |
| | |LH 7 |
| |1-5 | |
|5 |1-1 |41B, 65B, 93A, 113B, 135B |
|Increase fluency (ability to write ideas easily) to improve | | |
|writing. |1-2 |55A, 79B, 84M, 131A, 155B |
| | | |
| |1-3 |33A, 36M, 61A, 83B, 141A, 165B |
| | | |
| |1-4 |35A, 35K, 63A, 65K, 91B, 121A, 145B, 151B, 179B, |
| | |184M, 213A, 216M, 247A |
| | | |
| |1-5 |35A, 37A, 67C, 93B, 181B, 251A, 253K |
|6 |1-1 |10E, 10M, 27A, 27H, 27K, 41B, 45, 48F, 65B, 67, 93A, 95K, 113B, 115, 135B, |
|Continue to use pictures, developmental spelling, or | |139 |
|conventional text to create writing drafts. | | |
| |1-2 |8M, 31K, 53B, 55A, 57C, 79B, 81, 84M, 107K, 129B, 131, 131A, 155B |
| | | |
| | |32, 33A, 36M, 57B, 59, 61A, 61K, 83B, 88M, 105B, 108, |
| |1-3 |109A, 111A, 140, 141A, 141B, 165B |
| | | |
| | |8M, 29B, 32, 33B, 35A, 35K, 36E, 36F, 61B, 63, 63A, |
| |1-4 |65K, 91B, 94, 121, 121A, 123K, 124E, 145B, 151, 151B, |
| | |153D, 179B, 184M, 213, 213A, 216E, 216M, 245B, 246, |
| | |247, 247A |
| | | |
| | |34, 35A, 37A, 38F, 64, 67C, 93B, 124E, 153, 155A, 181B, 182, 211B, 214, 215A,|
| |1-5 |217A, 218E, 218M, 251, 251A, 253K |
| | |LH 3 |
|7 |1-1 |45A, 67A |
|Revisit pictures and writings to add detail. | | |
| |1-2 |81A, 159A |
| |1-3 |85A, 171B |
| | | |
| |1-4 |35A, 95A, 181A |
| | | |
| |1-5 |183A |
|8 |1-1 |134 |
|Begin to mimic an author's voice and patterns. | | |
| |1-2 |142-143 |
| | | |
| |1-3 |18-19, 28, 55, 70-71, 124-125 |
| | | |
| |1-4 |14-15, 27, 58-59, 106-107, 252 |
| | | |
| |1-5 |117, 256 |
| | |LH 4, 7, 8, 11 |
|9 |1-1 |45A, 47C, 67A, 69A, 115A, 117C, 139A, 141A |
|Begin to use a simple checklist to improve writing with | | |
|teacher support. |1-2 |81A, 83C, 159A, 161A |
| | | |
| |1-3 |85A, 85B, 87A, 171B, 173A |
| | | |
| |1-4 |35A, 95A, 97A, 181A, 183A |
| | | |
| |1-5 |35A, 95A, 97A, 149B, 183A, 185C |
|10 |1-1 |25A, 27A, 41B, 48E, 93A, 95A, 96F, 117C, 139A, 141A |
|Begin to use simple computer writing applications during some | | |
|parts of the writing process. |1-2 |31A, 57C, 79B, 105A, 129B, 134F |
| | | |
| |1-3 |33A, 57B, 88E, 105B, 112F, 141A, 144E, 171B |
| | | |
| |1-4 |33A, 63A, 95A, 98F, 119B, 145B, 154E, 181A, 184F, |
| | |213A, 247A |
| | | |
| |1-5 |65B, 95A, 98E, 121A, 156F, 181B, 183A, 186F, 215A, 247B |
|B. Writing as a Product | | |
|(resulting in a product or publication) | | |
|1 |1-1 |23B, 47M, 69K, 95A, 95L, 117M, 141K |
|Produce finished writings to share with class and/or for | | |
|publication. |1-2 |8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K |
| | | |
| | |8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, |
| |1-3 |173K, 173L |
| | | |
| | |8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, |
| |1-4 |145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N |
| | | |
| | |34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, |
| |1-5 |149B, 155B, 155L, 183B, 185M, 217B, 251, 253L |
|2 |1-2 |8M |
|Produce stories from personal experiences. | | |
| |1-3 |137B |
| | | |
| |1-5 |LH 4 |
|3 |1-1 |27L, 47D, 69K, 95L, 141K |
|Show and talk about own writing for classroom audience. | | |
| |1-2 |57D, 57N, 83M, 107B, 107L, 133L, 161B |
| | | |
| |1-3 |35N, 61L, 87L, 111L, 143N, 173L |
| | | |
| |1-4 |35L, 65K, 97L, 123B, 151C, 183L, 215B, 216N |
| | | |
| |1-5 |35B, 65C, 67N, 97L, 123B, 155B, 155L, 183B, 185M, 217B, 253L |
|4 |1-1 |23B, 47M, 69K, 95A, 95L, 117M, 141K |
|Collect favorite works to place in personal writing folder. | | |
| |1-2 |8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K |
| | | |
| | |8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, |
| |1-3 |173K, 173L |
| | | |
| | |8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, |
| |1-4 |145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N |
| | | |
| |1-5 |34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, |
| | |149B, 155B, 155L, 183B, 185M, 217B, 251, 253L |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |1-1 |95K |
|Write all upper and lowercase letters of the alphabet from | |I 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34 |
|memory. | | |
| | |53B, 107K |
| |1-2 | |
| | |88M, 105B, 143M, 173K |
| |1-3 | |
| | |35K, 61B, 65K, 97K, 151B, 153M, 216M, 245B, 249M |
| |1-4 | |
| | |67M, 149B, 181B, 217A |
| |1-5 |LH 147, 148, 151-156 |
|2 |1-1 |10N, 23C, 23J, 25B, 27L, 28N, 41C, 47D, 47N, 69F, 72N, 89C, 89J, 93B, 95B, |
|Begin to use basic punctuation and capitalization. | |95L, 96N, 113C, 115B, 117N, 141F |
| | |T 3, 7, 9 |
| | | |
| |1-2 |105B, 107L |
| | |T 10 |
| | | |
| |1-3 |57J, 62N, 83C, 85B, 87B, 87L, 88N, 105C, 105K, 109B, 111B, 111E, 111L, 112N, |
| | |137C, 137J, 141B, 143D, 143N, 144N, 165C, 171C, 173B, 173L, 175, 176 |
| | |T 9, 11 |
| | | |
| | |8N, 29C, 29K, 33B, 35B, 35E-F, 35L, 36N, 123F, 145B, 145K, 184H, 250, 251, |
| |1-4 |254 |
| | |T 5 |
| | | |
| | |37E, 123E-F, 155F, 185G, 218N, 247C, 251B, 253B, 253L |
| |1-5 |LH 14-17, 22-25, 26-29, 46-49, 66-69, 70-73, 74-77, 78- |
| | |81, 82-85, 86-89 |
|3 |1-1 |10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, |
|Apply sound/symbol relationships to writing words. | |69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, |
| | |135H, 139G, 141G |
| | | |
| | |8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, |
| |1-2 |58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G, |
| | |108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, |
| | |155H, 159G, 161G |
| | | |
| | |8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, 62K, |
| |1-3 |62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, |
| | |144K, 144Q-R, 165H, 171H, 173G |
| | | |
| | |8L, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63G, 65G, |
| |1-4 |66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, |
| | |123G, 124K, 124Q-R, 145F-G, 153A, 153I, 154K, 154Q-R |
| | |179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, 215G, |
| | |216K, 216Q-R, 245H, 249I |
| | | |
| | |8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, |
| |1-5 |68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, |
| | |123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, |
| | |181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, |
| | |218K, 218Q-R, 247H, 251G, 253G |
|4 |1-1 |10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, |
|Use developmental spelling or phonics-based knowledge to spell| |69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, |
|independently, when necessary. | |135H, 139G, 141G |
| | | |
| | |8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, |
| |1-2 |83I, 84K, 84Q-R, 101H, 105G, 107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, |
| | |134Q-R, 155H, 159G, 161G |
| | | |
| | |8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, |
| | |62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, |
| |1-3 |111G, 112K, 112Q-R, 137H, 143A, 143I |
| | | |
| | |8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, |
| | |65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, |
| |1-4 |121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, |
| | |154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, |
| | |215G, 216K, 216Q-R, 245H, 249A, 249I |
| | | |
| | |8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, |
| | |68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, |
| |1-5 |123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, |
| | |181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, |
| | |218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X |
|5 |1-1 |10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, |
|Develop awareness of conventional spelling. | |69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, |
| | |135H, 139G, 141G |
| | | |
| | |8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, |
| |1-2 |58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, |
| | |107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, |
| | |155H, 159G, 161G |
| | | |
| | |8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, |
| |1-3 |62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, |
| | |111G, 112K, 112Q-R, 137H, 143A, 143I |
| | | |
| | |8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, |
| |1-4 |65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, |
| | |121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, |
| | |154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, |
| | |215G, 216K, 216Q-R, 245H, 249A, 249I |
| | | |
| | |8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, |
| |1-5 |68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, |
| | |123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, |
| | |181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, |
| | |218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X |
|6 |1-1 |27K, 47C, 135B |
|Use left-to-right and top-to-bottom directionality and use | | |
|appropriate spacing between words. |1-2 |31K, 53B, 129B, 161A |
| | | |
| |1-3 |35M, 57B, 61K, 105B, 137B, 143M, 173K |
| | | |
| |1-4 |97K, 123A, 215A |
| | | |
| |1-5 |67M, 97K, 123A, 123K, 155K, 211B, 218M |
| | |LH 149-150 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of writing) | | |
|1 |1-1 |23B, 47M, 69K, 95A, 95L, 117M, 141K |
|Create written texts for others to read. | | |
| |1-2 |8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K |
| | | |
| |1-3 |8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, |
| | |173K, 173L |
| | | |
| |1-4 |8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, |
| | |145B, 151, 151C, 153M, 179B, 183K, 183L, 215A, 215B, |
| | |216N |
| | | |
| |1-5 |34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, |
| | |149B, 155B, 155L, 183B, 185M, 217B, 251, 253L |
|2 |1-1 |10E, 27A, 27K, 28E, 45, 48E, 66, 67, 92, 93, 115, 138, 139 |
|Produce a variety of writings, including stories, | | |
|descriptions, and journal entries, showing relationships | |8F, 8M, 28, 31A, 31K, 53B, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84F, 84M, 105, |
|between illustrations and printed text. |1-2 |107K, 108F, 129B, 131, 133A, 133K, 134M, 155B, 158, 159A, 161A, 161K |
| | | |
| | |29B, 32, 33, 33A, 57B, 59, 59A, 61A, 61K, 85, 88F, 88M, |
| | |105B, 108, 111A, 137B, 144F, 144M, 165B, 171, 171B, |
| |1-3 |173A, 173K |
| | | |
| | |8F, 8M, 32, 33, 35A, 35K, 36E, 36F, 61B, 63, 65A, 65K, |
| |1-4 |66E, 66M, 91B, 94, 95A, 97A, 97K, 119B, 121, 123A, |
| | |123K, 124M, 151, 151B, 153D, 153M, 153N, 154M, |
| | |179B, 180, 181, 181A, 181B, 183A, 183K, 184M, 213, |
| | |215A, 215B, 215K, 216E, 245B, 247, 247A, 247B, 249D, |
| | |249N |
| | | |
| | |34, 35, 35A, 37A, 37K, 65, 67C, 68E, 68M, 93B, 95A, 97A, 97K, 121, 121A, |
| |1-5 |123K, 124E, 149B, 152, 153, 155A, 155K, 156E, 156M, 181B, 182, 183, 183A, |
| | |185C, 185M, 211B, 214, 217A, 217K, 218M, 251, 251A, 253A, 253K, 253T |
| | |LH 3, 4, 5, 6, 7, 8, 11 |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|1 |1-1 |8-9, 10G, 10N, 10O, 10S, 23D, 25C, 27B, 27C, 28G, 28H, 28N, 28O, 28S, 41C, |
|Speak in complete sentences. | |41D, 45B, 45C, 47E, 47N, 48G, 48O, 48S, 65D, 67C, 69C, 70-71, 71B, 72G, 72O, |
| | |72S, 89D, 93C, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 135D, |
| | |139C, 141C |
| | | |
| | |6-7, 8G, 8O, 8S, 25D, 25K, 29C, 31C, 31I, 31L, 32G, 32O, 32S, 53D, 55C, 57E, |
| |1-2 |57F, 58G, 58O, 58S, 79D, 81C, 83E, 84G, 84O, 84S, 101C, 101D, 101K, 105C, |
| | |107C, 108G, 108O, 108S, 129D, 130, 131C, 133C, 134G, 134O, 134S, 155B, 155D, |
| | |159C, 161C |
| | | |
| | |6-7, 8G, 8O, 8S, 29D, 33C, 35E, 36G, 36N, 36O, 36S, 57D, 59C, 61C, 62G, 62O, |
| | |62S, 83D, 85C, 87C, 88G, 88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 137D, |
| |1-3 |141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C |
| | |T 4 |
| |1-4 |6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 61D, |
| | |63C, 65C, 66O, 66S, 91D, 95C, 97C, 98G, 98O, 98P, 98S, |
| | |119D, 121B, 121C, 123C, 124G, 124O, 124S, 145C, |
| | |145D, 151D, 153E, 154G, 154O, 154S, 179D, 181C, |
| | |183C, 183I, 183K, 184G, 184O, 184S, 209D, 213B, 213C, |
| | |215C, 216G, 216O, 216S, 245C, 245D, 247C, 249E |
| | | |
| |1-5 |6-7, 8G, 8O, 8S, 33D, 33E, 35, 35C, 37C, 38E, 38G, 38O, |
| | |38S, 59C, 59D, 65D, 67E, 68G, 68O, 68S, 93D, 95C, 97C, |
| | |98G, 98O, 98S, 119D, 121C, 123C, 124G, 124O, 124S, |
| | |149D, 153C, 155C, 156G, 156O, 156S, 181C, 181D, |
| | |183C, 185E, 186G, 186O, 186S, 211D, 215C, 217C, |
| | |218G, 218O, 218S, 247D, 251C, 253C |
|2 |1-1 |8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 34-35, 41D, 45C, |
|Offer personal opinions in discussion and retell personal | |47E, 48G, 48O, 48S, 64, 65D, 67B, 67C, 69C, 70-71, 72G, 72O, 72S, 88, 89D, |
|experiences. | |93C, 95B, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 134, 135D, |
| | |139C, 141C |
| | | |
| | |6-7, 8G, 8O, 8S, 25D, 29C, 31C, 32G, 32O, 32S, 36-37, |
| |1-2 |53D, 55C, 57E, 57F, 58G, 58O, 58S, 79D, 81C, 83E, 83N, |
| | |84G, 84O, 84S, 100, 101D, 105C, 107C, 108G, 108O, |
| | |108S, 127, 129D, 130, 131C, 133C, 134G, 134O, 134S, |
| | |148-149, 152-153, 154, 155B, 155D, 159C, 161C |
| | | |
| | |6-7, 8G, 8O, 8S, 28, 29D, 33C, 35E, 36G, 36N, 36O, 36S, |
| |1-3 |57D, 59C, 61C, 62G, 62O, 62S, 83D, 84, 85C, 87C, 88G, |
| | |88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 136, |
| | |137D, 141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C |
| | | |
| | |6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 52-53, |
| |1-4 |59, 61D, 63C, 65C, 66O, 66S, 70-71, 91D, 95C, 97C, 98G, |
| | |98O, 98P, 98S, 119D, 121C, 123C, 124G, 124O, 124S, |
| | |143, 145C, 145D, 151D, 153E, 154G, 154O, 154S, 172- |
| | |173, 176-177, 179D, 181C, 183C, 183K, 184G, 184O, |
| | |184S, 194-195, 207, 209D, 213C, 215C, 216G, 216O, |
| | |216P, 216S, 242-243, 244-245, 245C, 245D, 247C, 249E |
| | | |
| | |6-7, 8G, 8O, 8S, 20-21, 33D, 33E, 35, 35C, 37C, 38E, |
| |1-5 |38G, 38O, 38S, 56, 59D, 65D, 67E, 68G, 68O, 68S, 80-81, |
| | |90-91, 93D, 95C, 97C, 98G, 98O, 98S, 117, 119D, 121C, |
| | |123C, 124G, 124O, 124S, 138-139, 149D, 153C, 155C, |
| | |156G, 156O, 156S, 181C, 181D, 183C, 185E, 186G, |
| | |186O, 186S, 210, 211D, 215B, 215C, 217C, 218G, 218O, |
| | |218S, 244, 247D, 251C, 253C |
|3 |1-1 |113J, 117K |
|Role-play situations and dramatize story events. | | |
| |1-2 |58N, 83K, 129J, 155J, 161T |
| | | |
| |1-3 |57J, 61I, 87I, 105J, 143K, 165K, 173I |
| | | |
| |1-4 |29J, 145C, 151E, 154E, 209J, 213B |
| | | |
| |1-5 |37I, 59J, 149J, 155I, 185K, 211J, 247C, 253I |
|B. Questioning (Inquiry) and Contributing | | |
|1 |1-1 |8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 40, 41D, 45C, 45D,|
|Respond to ideas and questions posed by others. | |47E, 48G, 48O, 48P, 48S, 64, 65D, 67C, 69C, 69T, 70-71, 72G, 72O, 72S, 88, |
| | |89D, 93C, 93D, 95C, 96G, 96H, 96O, 96P, 96S, 111, 113D, 115C, 117E, 118G, |
| | |118O, 118P, 118S, 134, 135D, 139C, 139D, 141C, 141T |
| | | |
| | |6-7, 8G, 8O, 8S, 23, 25D, 29C, 31C, 32G, 32H, 32O, 32P, |
| |1-2 |32S, 52, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 77, 79D, |
| | |81C, 83E, 84G, 84O, 84P, 84S, 100, 101D, 105C, 107C, |
| | |108G, 108O, 108S, 127, 129D, 129E, 130, 131C, 133C, |
| | |134G, 134O, 134P, 134S, 154, 155B, 155D, 159C, 161C, |
| | |161T, 161V |
| | | |
| | |6-7, 8G, 8H, 8O, 8P, 8S, 28, 29D, 33C, 33D, 35E, 36G, |
| |1-3 |36N, 36O, 36S, 55, 57D, 59C, 61C, 62G, 62O, 62S, 81, |
| | |83D, 83E, 84, 85C, 87C, 88G, 88O, 88P, 88S, 103, 105D, |
| | |105E, 109C, 111C, 112G, 112O, 112P, 112S, 136, 137D, |
| | |137E, 141, 141C, 141D, 143E, 144G, 144H, 144O, 144S, |
| | |163, 165D, 165E, 171D, 173C, 173D, 173T, 173V |
| | | |
| | |6-7, 8G, 8H, 8O, 8S, 27, 29D, 33C, 35C, 36G, 36H, 36O, |
| |1-4 |36S, 59, 61D, 63C, 65C, 66O, 66S, 90, 91D, 95C, 97C, |
| | |98G, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, |
| | |124O, 124S, 143, 145C, 145D, 151D, 151E, 153E, 154G, |
| | |154O, 154S, 179D, 181C, 183C, 183K, 184G, 184O, |
| | |184S, 209D, 213C, 213D, 215C, 216G, 216O, 216S, 244, |
| | |245C, 245D, 247C, 249E, 249V, 249X, 249Z |
| | | |
| | |6-7, 8G, 8O, 8P, 8S, 31, 33D, 33E, 35, 35C, 35D, 37B, |
| |1-5 |37C, 38E, 38G, 38H, 38O, 38P, 38S, 56, 59D, 65D, 67E, |
| | |67F, 68G, 68O, 68P, 68S, 92, 93D, 95C, 95D, 97C, 98G, |
| | |98H, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, |
| | |124O, 124S, 147, 149D, 153C, 153D, 155C, 156G, 156H, |
| | |156O, 156S, 179, 181C, 181D, 183C, 185E, 186G, 186O, |
| | |186S, 210, 211D, 211E, 215C, 217C, 218G, 218O, 218S, |
| | |244, 247D, 247E, 251C, 253C, 253T, 253V, 253X |
|2 |1-1 |27L, 72N, 96N, 113C, 117D |
|Ask and answer various types of questions. | |T 7, 9 |
| | | |
| |1-2 |31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B |
| | | |
| |1-3 |35N, 111L, 137J, 143N |
| | | |
| |1-4 |35L, 65K, 120, 121B, 154E, 179J, 209C, 216N |
| | | |
| |1-5 |35B, 67N, 253L |
|C. Word Choice | | |
|1 |1-1 |10S, 27D, 27H, 28H, 28S, 41E, 47J, 48S, 69H, 72S, 96S, 113E, 117J, 118S |
|Attempt to use new vocabulary learned from shared literature | | |
|and classroom experiences. | |8S, 25E, 31H, 32S, 55D, 57J, 58S, 83J, 84S, 108S, 133H, 161D |
| |1-2 | |
| |1-3 |8S, 35J, 36S, 61H, 85D, 88S, 112H, 112S, 143J, 173H |
| | | |
| |1-4 |35H, 61I, 65H, 97H, 119I, 179I, 181D, 183H, 215H, 249J |
| | | |
| |1-5 |35H, 59I, 67J, 93E, 93I, 95H, 97H, 123H, 124S, 155H, |
| | |185J, 186P, 217H, 218P, 250, 253H |
|2 |1-4 |124N, 145C, 151C, 153N, 154N, 179C, 183B, 216N, 245C, 249D |
|Use descriptive words to clarify and extend ideas. | |T 9, 10, 13 |
| | | |
| | |253L |
| |1-5 | |
|D. Oral Presentation | | |
|1 |1-1 |23C, 25D, 27B, 41C, 41E, 65E, 69L, 113E, 135C |
|Recite poems, stories, or rhymes orally (e.g., favorite | | |
|nursery rhymes). |1-2 |25E, 31B, 55D, 79C, 133B, 155E, 159B, 161L |
| | | |
| |1-3 |143D |
| | | |
| |1-4 |66P, 91C, 98E, 119E, 121B, 184P, 209E |
| | | |
| |1-5 |59C, 93E, 97L, 119C, 124P, 156P |
|2 |1-1 |23J, 27D, 69I, 135K |
|Participate in choral reading to develop phonemic awareness, | | |
|oral language, and fluency. |1-2 |8P, 79J, 131B, 133I, 161I |
| | | |
| |1-3 |35K, 137K, 143K |
| | | |
| |1-4 |61J, 97I, 119J, 153K, 179C, 183B, 183I, 215L, 249K |
| | | |
| |1-5 |67K, 93J, 156P, 217I, 247J |
|3 |1-1 |23A, 41A, 65A, 89A, 113A, 135A |
|Retell a story to check for understanding. | | |
| |1-2 |25A, 53A, 58H, 79A, 101A, 101K, 129A, 155A |
| | | |
| |1-3 |29A, 57A, 83A, 87I, 105A, 137A, 165A |
| | | |
| |1-4 |29A, 61A, 91A, 119A, 145A, 179A, 209A, 245A |
| | | |
| |1-5 |33A, 59A, 93A, 119A, 149A, 181A, 185F, 186N, 211A |
|4 |1-1 |23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I |
|Read aloud from developmentally appropriate texts with | | |
|attention to expression. | |25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, 133I, 155J-K, 155K, |
| |1-2 |161I |
| | | |
| | |29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 87L, 105J-K, 105K, |
| |1-3 |111I, 137J-K, 143K, 165J-K, 173I |
| | | |
| | |29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, |
| |1-4 |145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, |
| | |249K |
| | | |
| | |33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 149K, |
| |1-5 |155I, 181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A | | |
|VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |1-1 |9B, 71B |
|Listen and respond appropriately to directions. | | |
| |1-2 |7B |
| | | |
| |1-3 |7B |
| | | |
| |1-4 |7B |
| | | |
| |1-5 |7B |
|2 |1-1 |10H, 23E, 28H, 41E, 47F, 48H, 72H, 72P, 89E, 96H, 115D, 118H, 139D |
|Listen to hear initial, final, and eventually middle sounds in| | |
|words. | |8H, 32P, 84H, 108H, 131D, 134H |
| |1-2 | |
| | |36H, 62H, 88F, 109D, 111D, 112P, 137E, 144H, 171E |
| |1-3 | |
| | |29E, 33D, 35D, 36H, 36P, 63D, 65D, 66H, 66P, 95D, 97D, |
| |1-4 |98H, 121D, 123D, 124H, 151E, 184P, 215D, 216H, 247D |
| | | |
| | |8P, 38H, 65E, 68H, 68P, 98H, 123D, 155D, 156H, 183D, |
| |1-5 |185F, 217D, 247E, 251D |
|3 |1-1 |23C, 23J |
|Listen to a familiar text being read to begin tracking print. | |I 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33 |
| | | |
| |1-2 |8N, 53I, 53J, 131B, 156-157 |
| | | |
| |1-3 |29K, 35F, 62N, 165J, 173I |
| | | |
| |1-4 |61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K |
| | | |
| |1-5 |8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, |
| | |247I, 247J-K |
|4 |1-1 |10H, 10P, 23E, 27E, 69E, 95E, 141E |
|Listen to a spoken word to produce another word that rhymes | | |
|with it. |1-2 |32H, 55D, 57F, 105D, 107E, 134E |
| | | |
| |1-3 |105C, 141B |
| | | |
| |1-4 |36H, 65E, 98I, 123E, 153G, 183E |
| | | |
| |1-5 |8H, 33E, 37D, 67G, 183D, 253E |
|B. Listening Comprehension | | |
|1 |1-4 |123D |
|Listen to make predictions about stories read aloud. | | |
| |1-5 |181E |
|2 |1-1 |9B, 71B |
|Follow simple oral directions. | | |
| |1-2 |7B |
| | | |
| |1-3 |7B |
| | | |
| |1-4 |7B |
| | | |
| |1-5 |7B |
|3 |1-1 |9A, 10H, 10P, 23C, 23E, 27D, 28H, 28P, 41C, 42-43, 45D, 47F, 48H, 48N, 48P, |
|Recall information from listening to stories, poems, | |65C, 67D, 69D, 69L, 69T, 72H, 72N, 72P, 89E, 93D, 95D, 96H, 96N, 96P, 115D, |
|television, and film. | |117F, 117N, 118H, 118N, 118P, 135E, 136-137, 139D, 141D, 141T |
| | | |
| | |8H, 8N, 8P, 29B, 29D, 31B, 31D, 32N, 32P, 53C, 53E, 58H, 58N, 58P, 79C, 79E, |
| | |81B, 83F, 84H, 84N, 84P, 101E, 102-103, 105B, 105D, 107B, 107D, 108P, 129E, |
| |1-2 |131B, 131D, 133B, 134H, 134N, 134P, 155E, 156-157, 159D, 161L, 161T, 161V |
| | |T 15 |
| | | |
| | |7A, 8H, 8N, 8P, 29C, 29E, 30-31, 35F, 35N, 36A, 36H, |
| | |36N, 36P, 57C, 57E, 59B, 59D, 61D, 62H, 62N, 62P, 83C, |
| | |83E, 85B, 85D, 87B, 87D, 88F, 88N, 88P, 105C, 105E, |
| | |106-107, 109B, 109D, 111B, 111D, 112H, 112N, 112P, |
| |1-3 |137C, 137E, 138-139, 141B, 141D, 143F, 144H, 144P, |
| | |165C, 171C, 171E, 173B, 173D, 173T, 173V |
| | | |
| | |7A, 8H, 8N, 8P, 29C, 29E, 30-31, 33B, 33D, 35B, 35D, |
| | |36H, 36N, 36P, 61C, 61E, 63B, 63D, 65B, 65D, 66H, 66N, |
| | |91E, 95B, 95D, 97B, 97D, 97I, 98H, 98P, 121D, 123D, |
| | |123L, 124H, 124N, 124P, 151E, 153F, 153M, 153N, |
| |1-4 |154H, 154N, 154P, 179C, 179E, 181B, 181D, 183B, |
| | |183D, 184H, 184N, 184P, 209E, 210-211, 213D, 215D, |
| | |215L, 216H, 216P, 245E, 247B, 247D, 249D, 249F, |
| | |249N, 249V, 249X |
| | | |
| | |7A, 8H, 8N, 33E, 35D, 37B, 37D, 38H, 38N, 38P, 59C, 59E, |
| | |65C, 65E, 67F, 68H, 68P, 93E, 95B, 95D, 97B, 97D, 97L, |
| | |98H, 98N, 98P, 119C, 119E, 121B, 121D, 123D, 123L, 124H, |
| |1-5 |124N, 149C, 149E, 150-151, 153B, 153D, 155D, 156H, 156P, |
| | |181C, 181E, 183D, 185D, 185F, 186H, 186N, 186P, 211C, |
| | |211E, 212-213, 215B, 215D, 217D, 217L, 218H, 218P, 251B, |
| | |251D, 253D, 253T, 253X |
|4 |1-1 |10H, 27D, 28H, 47F, 48H, 48N, 69D, 69T, 72H, 95D, 96H, 96N, 113J, 117F, 117K,|
|Retell, reenact, or dramatize stories or parts of stories | |117N, 118H, 118N, 141D, 141T |
|heard. | | |
| |1-2 |8H, 8N, 29B, 31D, 32N, 57K, 58H, 58N, 83F, 83K, 84H, |
| | |84N, 105B, 107D, 129J, 155J, 161T, 161V |
| | | |
| |1-3 |8H, 8N, 35F, 36A, 36H, 36N, 57C, 57J, 61D, 61I, 62H, |
| | |62N, 87B, 87D, 87I, 88F, 88N, 105J, 111D, 112H, 143F, |
| | |143K, 144H, 165K, 173D, 173I, 173K, 173L, 173T, 173V |
| |1-4 |8H, 8N, 29C, 29J, 35D, 36H, 36N, 65D, 66H, 95B, 97B, |
| | |97D, 98H, 123D, 123L, 124H, 153F, 154F, 154H, 181B, |
| | |183D, 184H, 184N, 209C, 209J, 212, 215D, 215L, 216H, |
| | |249F, 249V, 249X |
| | | |
| |1-5 |8H, 8N, 37D, 37I, 38H, 38N, 59J, 67F, 68H, 97D, 98H, |
| | |98N, 123D, 124H, 124N, 149J, 155D, 155I, 156H, 185D, |
| | |185F, 185K, 186H, 186N, 211J, 217D, 218H, 251B, 253D, |
| | |253I, 253T, 253X |
|5 |1-1 |10H, 27D, 28H, 47F, 48H, 48N, 67D, 69D, 69T, 72H, 95D, 96H, 96N, 117F, 117N, |
|Respond appropriately to questions about stories read aloud. | |118H, 118N, 141D, 141T |
| | |T 11 |
| | | |
| |1-2 |8H, 8N, 29B, 31D, 32N, 58H, 58N, 81B, 83F, 84H, 84N, 105B, 107B, 107D, 134H, |
| | |161T, 161V |
| | |T 15 |
| | | |
| |1-3 |8H, 8N, 35F, 35N, 36A, 36H, 36N, 36P, 57C, 61D, 62H, 62N, 83C, 87B, 87D, 88F,|
| | |88H, 88N, 88P, 105J, 111B, 111D, 112H, 141B, 143F, 144H, 173D, 173T, 173V |
| | |T 13, 14 |
| | | |
| | |8H, 8N, 29C, 33D, 35D, 36H, 36N, 65D, 66H, 95B, 97B, |
| |1-4 |97D, 98H, 123D, 123L, 124H, 153F, 153M, 154H, 181B, |
| | |183D, 183I, 184H, 184N, 215D, 215L, 216H, 249F, 249V, |
| | |249X |
| | | |
| | |8H, 8N, 37D, 38H, 38N, 67F, 68H, 97D, 98H, 98N, 123D, 124H, 124N, 155D, 156H,|
| |1-5 |185D, 185F, 186H, 186N, 217D, 218H, 251B, 253D, 253T, 253X |
| | |T 11 |
|6 |1-1 |23C, 23J |
|Begin to track print when listening to a familiar text being | |I 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33 |
|read or when rereading their own writing. | | |
| |1-2 |8N, 53I, 53J, 131B, 156-157 |
| | | |
| |1-3 |29K, 35F, 62N, 165J, 173I |
| | | |
| |1-4 |61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K |
| | | |
| |1-5 |8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, |
| | |247I, 247J-K |
|7 |1-1 |27L, 113C |
|Ask questions for clarification and explanation of stories and| | |
|ideas heard. |1-2 |31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B |
| | | |
| |1-3 |35N, 111L, 137J, 143N |
| | | |
| |1-4 |35L, 65K, 121B, 209C, 216N |
| | | |
| |1-5 |35B, 67N, 253L |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO | | |
|PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 | |This skill is taught in Grades 2 through 6. |
|Retell the story from a favorite media program | | |
|(e.g., television, movie). | | |
|2 |1-1 |84-85, 122-123 |
|Distinguish between "pretend" and "real" in the media. | | |
| |1-2 |62-63, 108P |
| | | |
| |1-3 |116-117, 132-133, 137A, 143F |
| | | |
| |1-4 |125A, 134-135, 145A, 153F, 178, 190-191, 198-199 |
| | | |
| |1-5 |68N, 92, 130-131, 147 |
|3 |1-4 |65K |
|Begin to recognize that media messages have different | | |
|purposes. | | |
|4 |1-1 |23J, 32-33, 36-37, 40, 80-81, 102-103, 130-131 |
|Speculate about visual representations (e.g., pictures, | | |
|artwork). |1-2 |90-91, 146-147, 152-153 |
| | | |
| |1-3 |24-25, 42-43, 92-93, 173I |
| | | |
| |1-4 |104-105, 114-115, 123I, 143, 170-171, 222-223, 228-229 |
| | | |
| |1-5 |59K, 68H, 93J, 104-105, 108-109, 124N, 124P, 124S, 132- |
| | |133, 134-135, 160-161, 164-165 |
|5 |1-1 |72M, 96E |
|Use simple graphs and charts to report data. | | |
| |1-2 |29A, 108E |
| | | |
| |1-3 |8M, 88M |
| | | |
| |1-4 |36M, 247 |
| | | |
| |1-5 |8M, 98M, 124F, 186M |
|6 |1-1 |41, 65, 89, 112-113 |
|Begin to recognize the work of a favorite illustrator. | | |
| |1-2 |25, 53, 78-79, 101, 129, 155 |
| | | |
| |1-3 |29, 35F, 56-57, 83, 105, 164-165 |
| | | |
| |1-4 |28-29, 61, 91, 119, 145, 209 |
| | | |
| |1-5 |32-33, 58-59, 93, 119, 148-149, 181, 211, 247 |
|7 | |This skill is taught in Grades 2 through 6. |
|Begin to compare and contrast media characters. | | |
|B. Visual and Verbal Messages | | |
|1 |1-4 |65K |
|Begin to interpret messages in simple advertisements. | | |
|2 |1-1 |94-95, 139I, 140-141 |
|Sequence a series of pictures or images to tell a story. | | |
| |1-5 |218N |
BY THE END OF SECOND GRADE:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF | | |
|SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME | | |
|INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF | | |
|MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print/Text | | |
|1 |2-1 |53A-B, 81E-F, 99E-F, 339A, 359, 359A, 436 |
|Use titles, tables of contents, and chapter headings to locate| |T 4 |
|information. | | |
| |2-2 |307A, 331A, 333I, 334-335, 342-343, 344-345, 420 |
|2 |2-1 |82M, 95B, 97A, 99G, 99Q, 194M, 284M, 309A, 311G, 312M, 337C, 363A, 366M, 391A|
|Recognize the purpose of a paragraph. | | |
| | |96M, 152M, 175C, 306M, 331B, 333A, 335C, 361A, 407A |
| |2-2 |LH 49, 60-61, 64-65, 66-67, 72-73, 76 |
|B. Phonological Awareness | | |
|(includes phonemic awareness) | | |
|1 |2-1 |338I-J, 338K, 338Q-R, 359F-G |
|Add, delete, or change middle sounds to change words (e.g., | |I 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 22-23, 26-27, 32, |
|pat to put). | |33, 34, 35, 36, 39, 40, 42, 44 |
| | |T 105 |
| | | |
| |2-2 |14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J,|
| | |66K, 66Q-R, 89G-H, 175G-H, 227G-H, 249I-J, 306I-J, 306K, 306Q-R, 331F-G, |
| | |336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363 |
| | |T 2, 6, 8, 102, 105 |
|2 |2-1 |15B, 26-27, 173B, 178-179, 312I-J, 312K, 312L, 312Q-R, 331G-H, 338I-J, 338K, |
|Use knowledge of letter-sound correspondences to sound out | |338Q-R, 359F-G, 365G-H |
|unknown words. | |I 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25,|
| | |26-27, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44 |
| | |T 105 |
| | | |
| | |14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J,|
| |2-2 |66K, 66Q-R, 89G-H, 175G-H, 200F-G, 200I-J, 200K, 200Q-R, 227G-H, 229B, |
| | |240-241, 249I-J, 306I-J, 306K, 306Q-R, 307B, 310-311, 331F-G, 336I-J, 336K, |
| | |336Q-R, 357F-G, 361E, 362-363, 364I-J, 364K, 364Q-R, 379G-H, 409G-H |
| | |T 2, 6, 8, 56, 102, 105, 107 |
|C. Decoding and Word Recognition | | |
|1 |2-1 |15B, 26-27, 173B, 178-179, 195B, 208-209, 339B, 344-345 |
|Look for known chunks or small words to attempt to decode an | | |
|unknown word. |2-2 |80-81, 123B, 134-135, 173B, 229B, 240-241, 281B, 288-289, |
| | |307B, 310-311, 409X |
|2 |2-1 |312I-J, 312K, 312L, 312Q-R, 331G-H, 365G-H, 366I-J, 366K, 366Q-R, 389G-H |
|Reread inserting the beginning sound of the unknown word. | |I 12-13, 14-15, 37, 38 |
| | | |
| | |95G-H, 228I-J, 228K, 228Q-R, 245F-G, 247E, 248-249 |
| |2-2 | |
|3 |2-1 |14J, 14Q, 47F, 54J, 54Q, 77G, 79E, 80, 82J, 82Q, 95F, 97E, 100J, 100Q, 117F, |
|Decode regular multisyllable words and parts of words (e.g., | |124J, 124Q, 145F, 152J, 152Q, 167G, 172J, 172Q, 187G, 226J, 226Q, 247F, 254J,|
|capital, Kalamazoo). | |254Q, 275F, 279E, 284J, 284Q, 305F, 309E, 310, 312J, 312Q, 331G, 338J, 338Q, |
| | |359F, 366J, 366Q, 389G, 394J, 394Q, 421G, 423E |
| | | |
| | |14J, 14Q, 33G, 40J, 40Q, 59G, 63E, 64, 66J, 66Q, 89G, 96J, |
| |2-2 |96Q, 113F, 122J, 122Q, 145G, 147E, 152J, 152Q, 169F, 176J, |
| | |176Q, 195G, 197E, 200J, 200Q, 221F, 228J, 228Q, 245F, |
| | |247E, 248, 250J, 250Q, 271F, 280J, 280Q, 301F, 303E, 304, |
| | |307B, 336J, 336Q, 357F, 361E, 362, 364J, 364Q, 379G, 384J, |
| | |384Q, 403G, 409G |
|4 |2-1 |82I-J, 82K, 82L, 82Q-R, 82S, 95F-G, 95H, 97E, 98-99, 99A, 99M, 100I-J, 100K, |
|Read many irregularly spelled words and such spelling patterns| |100L, 100Q-R, 100S, 117F-G, 117H, 121G, 123E-F, 123G, 149E-F, 149H, 172I-J, |
|as diphthongs, special vowel spellings, and common endings. | |172K, 172N, 172Q-R, 187D, 187G-H, 191B, 193D, 193N, 225K-L, 226I-J, 226K, |
| | |226Q-R, 247F-G, 281K-L, 284I-J, 284K, 284Q-R, 305F-G, 309E, 310-311, 337G-H, |
| | |338I-J, 338K, 338Q-R, 359F-G, 393E-F, 394I-J, 394K, 394Q-R, 421G-H, 423E, |
| | |424-425, 425K-L |
| | |I 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 41, 42, 43, 44, 45, 46 |
| | |T 54, 57, 58, 100, 105, 108 |
| | | |
| | |14I-J, 14K, 14Q-R, 33G-H, 39A-B, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65,|
| | |65K, 66I-J, 66K, 66Q-R, 89G-H, 95A-B, 121A-B, 122I-J, 122K, 122L, 122Q-R, |
| | |122S, 145G-H, 145I, 147E, 148-149, 149A, 149I-J, 149K, 175G-H, 200F-G, |
| |2-2 |200I-J, 200K, 200N, 200Q-R, 221C, 225B, 227D, 227G-H, 227N, 249I-J, 277G-H, |
| | |280I-J, 280K, 280Q-R, 301F-G, 303E-F, 304-305, 305I-J, 306I-J, 306K, 306Q-R, |
| | |331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363, 363E, 364I-J, 364K, |
| | |364Q-R, 379G-H, 383J, 409G-H |
| | |T 2, 5, 6, 8, 13, 56, 57, 100, 102, 105, 107 |
| | |LH 97-98, 99, 102, 145-146, 147, 186-187, 193 |
|D. Fluency | | |
|1 |2-1 |99O, 117J, 193K, 253K, 306-307, 359J, 389K, 394E |
|Pause at appropriate end points (e.g., comma, period). | | |
| |2-2 |33L, 39K, 89K, 95K, 113J, 145K, 169J-K, 195K, 199O, 221J-K, 271K, 277K, 301J,|
| | |357J, 379K, 383K |
|2 |2-1 |47J-K, 53K, 77K, 81O, 95J, 99O, 117J-K, 117K, 123I, 145J, 149I, 167K, 171K, |
|Use appropriate pace; "not choppy" or word-by-word. | |187K-L, 193K, 219J-K, 225O, 247J-K, 253K, 275J-K, 281O, 305J-K, 306-307, |
| | |311O, 331K-L, 337K, 359J-K, 365K, 389K, 393I, 394E, 421K, 425O |
| |2-2 |33K-L, 39K, 59K-L, 65O, 89K-L, 95K, 113J, 121K, 145K, 149M, 169J-K, 175K, |
| | |195K, 199O, 221J-K, 227K, 245J, 249M, 271J-K, 277K, 301J, 305M, 331J, 335K, |
| | |357J-K, 363O, 379K, 383K, 403K-L, 403L, 409K |
|3 |2-1 |47J-K, 53K, 81O, 99O, 117K, 149I, 167K, 171K, 187K-L, 219J-K, 225O, 247J-K, |
|Use appropriate inflection (e.g., dialogue, exclamations, | |275J-K, 281O, 305J-K, 306-307, 311O, 365K, 389K, 394E, 425O |
|questions). | | |
| | |33K, 39K, 59K-L, 65O, 89K-L, 95K, 145K, 149M, 169J-K, |
| |2-2 |175K, 195K, 199O, 221J, 227K, 271J, 301J, 305M, 357J, |
| | |379K, 383K, 403L, 409K |
|4 |2-1 |14N, 47C, 51B, 53D, 53L, 53N, 54N, 77D, 79B, 81H, 81P, 81R, 82N, 95C, 97B, |
|Read silently without finger or lip movement. | |99H, 99P, 99R, 100N, 117C, 121B, 123B, 123J, 123L, 124N, 145C, 147B, 149B, |
| | |149J, 149L, 149S-T, 149U-V, 152N, 167D, 169B, 171D, 171L, 171N, 172N, 187D, |
| | |191B, 193D, 193L, 193N, 219C, 223B, 225H, 225P, 225R, 226N, 247C, 251B, 253D,|
| | |253L, 253N, 254N, 275C, 279B, 281H, 281P, 281R, 281Y-Z, 281AA-BB, 284N, 305C,|
| | |309B, 311H, 311P, 311R, 312N, 331D, 335B, 337D, 337L, 337N, 338N, 359C, 363B,|
| | |365D, 365L, 365N, 366N, 389D, 391B, 393B, 393J, 393L, 394N, 421D, 423B, 425H,|
| | |425P, 425R, 425Y-Z, 425AA-BB |
| | | |
| | |14N, 33D, 37B, 39D, 39L, 39N, 40N, 59D, 63B, 65H, 65P, |
| | |65R, 66N, 89D, 93B, 95D, 95L, 95N, 96N, 113C, 119B, |
| | |121D, 121L, 121N, 122N, 145D, 147B, 149F, 149N, 149P, |
| |2-2 |149W-X, 149Y-Z, 152N, 169C, 175D, 175L, 175N, 176N, |
| | |195D, 197B, 199H, 199P, 199R, 200N, 221C, 225B, 227D, |
| | |227L, 227N, 228N, 245C, 247B, 249F, 249N, 249P, 250N, |
| | |271C, 275B, 277D, 277L, 277N, 277U-V, 277W-X, 280N, |
| | |301C, 303B, 305F, 305N, 305P, 306N, 331C, 333B, 335D, |
| | |335L, 335N, 336N, 357C, 361B, 363H, 363P, 363R, 364N, |
| | |379D, 381B, 383D, 383L, 383N, 384N, 403D, 407B, 409D, |
| | |409L, 409N, 409U-V, 409W-X |
|5 |2-1 |55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, |
|Self-monitor when text does not make sense. | |410-411, 425Z, 425BB |
| | | |
| |2-2 |67B, 201B, 218-219, 385B, 394-395 |
|6 |2-1 |55B, 68-69, 70-71, 72-73, 83B, 88-89, 97D, 149V, 153B, 158-159, 164-165, 186,|
|Employ learned strategies to determine if text makes sense | |255B, 260-261, 262-263, 281Z, 313B, 318-319, 322-323, 326-327, 328-329, |
|without being prompted. | |346-347, 350-351, 367B, 380-381, 395B, 410-411, 425Z, 425BB |
| | | |
| | |26-27, 67B, 78-79, 80-81, 158-159, 162-163, 177B, 186-187, |
| |2-2 |201B, 218-219, 234-235, 240-241, 260-261, 264-265, 277X, |
| | |344-345, 348-349, 385B, 392-393, 394-395, 400-401 |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |2-1 |55B, 70-71, 149V, 255B, 260-261, 313B, 326-327, 425Z, 425BB |
|Skip over difficult words in an effort to read on and | | |
|determine meaning. | |67B, 385B, 394-395 |
| |2-2 | |
|2 |2-1 |55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, |
|Return to the beginning of a sentence and try again. | |410-411, 425Z, 425BB |
| | | |
| |2-2 |67B, 201B, 218-219, 385B, 394-395 |
|F. Vocabulary and Concept Development | | |
|1 |2-1 |14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, |
|Develop a vocabulary of 500-800 regular and irregular sight | |82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124- |
|words. | |125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, |
| | |171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I, |
| | |225B, 225N, 226-227, 226U, 247I, 251H, 253J, 254-255, |
| | |254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, |
| | |312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, |
| | |363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, |
| | |394U, 421J, 425B, 425N |
| | | |
| |2-2 |14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, |
| | |66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, |
| | |122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, |
| | |176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, |
| | |225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, |
| | |250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, |
| | |306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, |
| | |363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, |
| | |384U, 403J, 407H, 409J |
|2 |2-1 |281N, 365J |
|Know and relate meanings of simple prefixes and suffixes. | | |
| |2-2 |39A-B, 95A-B, 121A-B, 122I-J, 122K, 122Q-R, 145G-H, 147E, 148-149, 152I-J, |
| | |152K, 152Q-R, 169F-G, 173E-F, 175A-B, 227A-B, 277A-B, 277G-H, 305I-J, 335G-H,|
| | |363K-L, 384I-J, 384K, 384Q-R, 403G-H |
| | |T 5, 13, 50, 53, 110 |
|3 |2-1 |14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, |
|Demonstrate evidence of expanding language repertory. | |99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, |
| | |152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, |
| | |194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B,|
| | |281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, |
| | |338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, |
| | |394U, 421J, 425B, 425N |
| | | |
| | |14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, |
| | |66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, |
| |2-2 |122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, |
| | |176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, |
| | |225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, |
| | |250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, |
| | |306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, |
| | |363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, |
| | |384U, 403J, 407H, 409J |
|4 |2-1 |53J, 99N, 171J, 227A, 230-231, 247A, 251I, 252-253, 311N, 363B |
|Understand concept of antonyms and synonyms. | |T 60 |
| |2-2 |14P, 65F, 95J, 97A, 106, 113A, 119I, 120-121, 175J, 199F, 277J, 363N |
| | |T 12 |
|5 |2-1 |53A-B, 81E-F, 99E-F, 100F, 363B, 432 |
|Begin to use a grade-appropriate dictionary with assistance | | |
|from teacher. |2-2 |227J, 249L, 307A, 416 |
| | |T 104 |
|G. Comprehension Skills and Response to Text | | |
|1 |2-1 |18-19, 20-21, 22-23, 28-29, 30-31, 34-35, 44-45, 58-59, 62-63, 66-67, 76, |
|Demonstrate ability to recall facts and details of text. | |86-87, 88-89, 106-107, 110-111, 116, 132-133, 136-137, 140-141, 149V, |
| | |156-157, 160-161, 162-163, 164-165, 178-179, 182-183, 198-199, 202-203, |
| | |208-209, 212-213, 230-231, 258-259, 260-261, 270-271, 281Z, 285A, 290-291, |
| | |292-293, 300-301, 305A, 311C-D, 316-317, 318-319, 320-321, 322-323, 324-325, |
| | |326-327, 328-329, 342-343, 344-345, 346-347, 354-355, 356-357, 398-399, |
| | |402-403, 404-405, 406-407, 408-409, 412-413, 414-415, 416-417, 425Z |
| | |T 102 |
| | | |
| | |18-19, 22-23, 28-29, 31, 44-45, 46-47, 56-57, 70-71, 72-73, |
| | |76-77, 82-83, 84-85, 86-87, 100-101, 106-107, 108-109, 128- |
| |2-2 |129, 132-133, 134-135, 136-137, 138-139, 140-141, 142-143, |
| | |144, 156-157, 160-161, 164-165, 166-167, 180-181, 182-183, |
| | |208-209, 214-215, 216-217, 218-219, 232-233, 242-243, |
| | |251A, 254-255, 258-259, 264-265, 266-267, 268-269, 271A, |
| | |275I, 276-277, 277V, 290-291, 312-313, 314-315, 320-321, |
| | |328-329, 340-341, 342-343, 352-353, 357C, 388-389, 392- |
| | |393, 394-395, 396-397, 409V, 409X |
|2 |2-1 |18-19, 30-31, 32-33, 36-37, 42-43, 156-157, 160-161, 176-177, 180-181, |
|Recognize cause and effect in text. | |238-239, 240-241, 258-259, 272-273, 275A, 296-297, 298-299, 320-321, 342-343,|
| | |374-375, 378-379, 384-385 |
| | | |
| | |15A, 18-19, 20-21, 22-23, 26-27, 31, 33A, 37I, 38-39, 41A, 52-53, 54-55, 59A,|
| |2-2 |65C-D, 74-75, 84-85, 104-105, 130-131, 186-187, 199E, 214-215, 310-311, |
| | |368-369, 370-371, 372-373, 374-375, 388-389, 403A |
| | |T 4 |
|3 |2-1 |22-23, 26-27, 42-43, 58-59, 60-61, 64-65, 66-67, 68-69, 72-73, 74-75, |
|Make inferences and support them with textual information. | |106-107, 108-109, 130-131, 134-135, 149T, 149V, 156-157, 162-163, 166, 194N, |
| | |223D, 227B, 234-235, 247C, 258-259, 266-267, 281BB, 288-289, 294-295, |
| | |302-303, 304, 316-317, 320-321, 328-329, 330, 344-345, 352-353, 354-355, |
| | |367A, 370-371, 384-385, 389A, 391I, 392-393, 406-407, 412-413, 419, 425H |
| | |T 107 |
| |2-2 |37D, 41B, 46-47, 48-49, 52-53, 59F, 67A, 70-71, 72-73, 89A, |
| | |93I, 94-95, 100-101, 102-103, 104-105, 108-109, 126-127, |
| | |128-129, 132-133, 149Z, 166-167, 180-181, 210-211, 232- |
| | |233, 238-239, 254-255, 258-259, 262-263, 268-269, 277X, |
| | |281A, 284-285, 286-287, 292-293, 301A, 305C-D, 310-311, |
| | |312-313, 322-323, 328-329, 368-369, 370-371, 372-373, 378, |
| | |390-391 |
|4 |2-1 |24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 83A, 86-87, 95A, 99C-D, |
|Continue to identify story elements in text. | |104-105, 106-107, 110-111, 112-113, 114-115, 117C, 120, 123D, 125A, 128-129, |
| | |136-137, 138-139, 142-143, 144, 145A, 147I, 148-149, 149T, 169B, 198-199, |
| | |200-201, 204-205, 206-207, 208-209, 212-213, 214-215, 232-233, 242-243, 247A,|
| | |247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289, 290-291, 294-295,|
| | |305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403, 406-407, 410-411,|
| | |412-413, 421A, 425BB |
| | |T 7, 11 |
| | | |
| | |26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102-103, 110-111, 112, 113A,|
| | |113C, 142-143, 149X, 149Z, 153A, 156-157, 160-161, 169A, 169C, 173I, 174-175,|
| |2-2 |180-181, 184-185, 190-191, 196, 200N, 204-205, 208-209, 218-219, 221C, 224, |
| | |227D, 256-257, 266-267, 277V, 277X, 286-287, 288-289, 290-291, 368-369, |
| | |374-375, 376-377, 379D, 381B, 383A, 388-389, 390-391, 396-397, 400-401, 409V,|
| | |409X |
| | |T 52 |
|5 |2-1 |44-45, 76, 93, 116, 144, 149T, 149V, 166, 186, 216, 245, 274, 281Z, 281BB, |
|Respond to text by using how, why, and what-if questions. | |304, 330, 359, 388, 419, 425Z, 425BB |
| | | |
| |2-2 |31, 58, 88, 112, 144, 149X, 149Z, 168, 192, 220, 244, 270, |
| | |277V, 277X, 298, 331, 355, 378, 402, 409V, 409X |
|H. Inquiry and Research | | |
|1 |2-1 |53A-B, 81E-F, 99E-F, 171A-B, 193A-B, 225E-F, 432, 433 |
|Locate information using alphabetical order. | |T 4 |
| | | |
| |2-2 |307A, 416, 417 |
| | |T 104 |
|2 |2-1 |16-45, 53L, 56-76, 81H, 81P, 84-93, 95C, 99P, 100E, 100N, 102-116, 123J, |
|Read a variety of nonfiction and fiction books and produce | |126-143, 149J, 149S-T, 149U-V, 154-166, 171L, 193L, 196-216, 223, 225P, |
|evidence of reading. | |228-245, 253L, 256-274, 281P, 281Y-Z, 281AA-BB, 311P, 312N, 314-330, 337L, |
| | |340-359, 365L, 368-388, 393J, 394M, 425P, 425Y-Z, 425Z, 425AA-BB |
| | | |
| | |14E, 16-31, 39L, 40E, 42-57, 65P, 66E, 68-88, 90-91, 95L, 98-112, 121L, 122E,|
| | |124-144, 149N, 149W-X, 149Y-Z, 152H, 154-168, 169E, 175F, 175L, 175N, 175O, |
| |2-2 |175P, 178-193, 199P, 202-220, 227L, 228N, 249N, 252-270, 271C, 272-273, 277L,|
| | |277M, 277U-V, 277W-X, 282-298, 303, 305N, 307A, 335L, 338-355, 361, 363P, |
| | |366-378, 383L, 386-402, 409L, 409Q, 409R, 409U-V, 409W-X |
| | |LH 68-69 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, editing, postwriting) | | |
|1 |2-1 |14M, 53C, 81G, 95B, 117B, 124M, 145B, 147A, 149A, 149K, 171C, 193C, 194M, |
|Generate ideas for writing: hearing stories, recalling | |219B, 226M, 247B, 254M, 275B, 279A, 281G, 281Q, 311G, 337C, 359B, 389C, 394M,|
|experiences, brainstorming, and drawing. | |421C, 423A, 425G, 425Q, 430-431 |
| | | |
| | |39C, 65G, 89C, 113B, 122M, 145C, 147A, 149E, 149O, 175C, 199G, 221B, 245B, |
| |2-2 |250M, 271B, 275A, 277C, 277M, 305E, 335C, 357B, 379C, 384M, 403C, 407A, 409C,|
| | |409M, 414-415 |
| | |LH 6-9 |
|2 |2-1 |100M, 101C, 102, 117B, 172M, 194M, 226M, 227C, 228, 332-333, 338M, 395C, 396 |
|Observe the modeling of writing. | | |
| | |14M, 40H, 40M, 66M, 96M, 152M, 228M, 229C, 230, 280M, 336M, 364M, 365C, 366 |
| |2-2 |LH 50-51, 52-53, 54-55, 56-57, 72-73, 74-75 |
|3 |2-1 |101C, 102, 226M, 227C, 228, 247B, 395C, 396, 438-439 |
|Begin to develop an awareness of simple story structures and | | |
|author's voice. |2-2 |305E, 365C, 366, 422-423 |
| | |LH 52-53 |
|4 |2-1 |50, 51, 53C, 54M, 77C, 79B, 81G, 81H, 81Q, 99R, 100E, 193D, 193F, 222, 223, |
|Use sentences to convey ideas in writing. | |308, 309, 338E, 425G |
| | |T 2, 5 |
| | | |
| |2-2 |40E, 63, 65R, 89B, 122E, 152M, 169B, 173, 228M, 274, 303, 332, 361, 384E, |
| | |403C |
| | |LH 22-25 |
|5 |2-1 |95B, 97A, 99G, 99Q, 100M, 117B, 121A, 123A, 123K, 219B, 223A, 225G, 225Q, |
|Maintain the use of a basic writing process to develop | |247B, 251A, 253C, 253M, 338M, 359B, 363A, 365C, 365M, 366M, 389C, 391A, 393A,|
|writing. | |393K, 428-429 |
| | | |
| | |66M, 89C, 93A, 95C, 95M, 96M, 113B, 119A, 121C, 121M, |
| |2-2 |200M, 221B, 225A, 227C, 227M, 228M, 245B, 247A, 249E, |
| | |249O, 336M, 357B, 361A, 363G, 363Q, 364M, 379C, 381A, |
| | |383C, 383M, 412-413 |
|6 |2-1 |95B, 117B, 219B, 247B, 312M, 331C, 337C, 359B, 366E, 389C, 430-431, 438-439 |
|Use graphic organizers to assist with planning writing. | | |
| | |39C, 65G, 89C, 113B, 199G, 221B, 245B, 305E, 335C, 357B, |
| |2-2 |379C, 414-415, 422-423 |
|7 |2-1 |53C, 81G, 97A, 121A, 147A, 149A, 149K, 171C, 193C, 223A, 251A, 254M, 275B, |
|Compose readable first drafts. | |279A, 281G, 281Q, 311G, 337C, 363A, 391A, 394M, 421C, 423A, 425G, 425Q |
| | | |
| | |39C, 65G, 93A, 119A, 122M, 145C, 147A, 149E, 149O, |
| |2-2 |175C, 199G, 225A, 247A, 250M, 271B, 275A, 277C, 277M, |
| | |305E, 361A, 381A, 384M, 403C, 407A, 409C, 409M |
|8 |2-1 |15, 47I, 51H, 53C, 55, 81B, 99B, 101, 121H, 125, 153, 173, 191H, 193D, 195, |
|Use everyday words in appropriate written context. | |225B, 251H, 255, 285, 311B, 313, 331J, 359I, 367, 395, 421J |
| | |T 2 |
| | | |
| | |15, 41, 67, 89J, 97, 113I, 123, 149L, 153, 169I, 177, 195J, 199B, 201, 229, |
| |2-2 |249B, 251, 271I, 275H, 281, 307, 333H, 337, 357I, 363B, 363N, 365, 379J, 385 |
|9 |2-1 |53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443 |
|Reread drafts for meaning, to add details, and to improve | | |
|correctness. | |39M, 95C, 121C, 249E, 305O, 335M, 363G, 383C, 426-427 |
| |2-2 |LH 6-9, 10-13 |
|10 |2-1 |53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443 |
|Focus on elaboration as a strategy for improving writing. | | |
| | |95C, 249E, 363G, 383C, 426-427 |
| |2-2 |LH 6-9 |
|11 |2-1 |53M, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C, 393A, 445 |
|Participate with peers to comment on and react to each other's| | |
|writing. | |39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 429 |
| |2-2 |LH 40-41 |
|12 |2-1 |14N, 53M, 53N, 79A, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C,|
|Use a simple checklist to improve elements of own writing. | |393A, 442-443 |
| | | |
| |2-2 |39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 426-427 |
| | |LH 6-9, 10-13, 18-21, 22-25, 26-27 |
|13 |2-1 |14E, 51A, 54E, 79A, 97A, 121A, 147A, 169A, 172F, 191A, 194F, 251A, 279A, |
|Use computer writing applications during some parts of the | |309A, 335A, 338F, 363A, 391A, 394F, 423A, 437 |
|writing process. | | |
| | |14F, 37A, 40F, 63A, 93A, 96F, 119A, 122F, 147A, 152F, 173A, 197A, 200F, 225A,|
| |2-2 |247A, 250F, 275A, 306F, 333A, 336F, 361A, 364F, 384F, 407A, 409C, 421 |
| | |LH 26, 27 |
|B. Writing as a Product | | |
|(resulting in a formal product or publication) | | |
|1 |2-1 |53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, |
|Produce finished writings to share with classmates and/or for | |149K, 149L, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, |
|publication. | |275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, |
| | |393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R |
| |2-2 |39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, |
| | |199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N,|
| | |363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N |
| | |LH 28-29 |
|2 |2-1 |190, 193C, 193M |
|Produce stories from personal experiences. | | |
| |2-2 |14M, 39C, 39N, 96E, 96M, 113B, 119A, 121C, 121M, 228M, 245B, 247A, 249E, |
| | |249O, 280M, 301B, 303A, 305E, 305O |
|3 |2-1 |120, 149K, 247B, 251A, 253C, 253M, 281G, 425R, 438-439 |
|Produce a narrative with a beginning, middle, and end. | | |
| |2-2 |33C, 37A, 147A, 200E, 224, 379B, 422 |
|4 |2-1 |50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 168, 169, |
|Write nonfiction pieces, such as letters, procedures, | |172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, 359B, |
|biographies, or simple reports. | |363A, 365C, 365M, 389D, 421B, 422 |
| | | |
| | |59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E, |
| |2-2 |196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, |
| | |336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C, |
| | |380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425 |
|5 |2-1 |53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171M, |
|Organize favorite work samples in a writing folder or | |171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R,|
|portfolio. | |337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R |
| | | |
| | |39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, |
| |2-2 |199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N,|
| | |363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N |
| | |LH 28-29 |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |2-1 |54N, 77D, 79B, 81H, 81R, 82N, 95C, 97B, 99H, 99R |
|Use correct end point punctuation. | |T 5, 6 |
| | | |
| |2-2 |LH 82-83, 84, 85-86, 87, 176, 177, 179 |
|2 |2-1 |14N, 47C, 51B, 123A, 219H, 223E, 224-225, 226N, 247C, 251B, 253D, 253N, 254N,|
|Apply basic rules of capitalization. | |275C, 279B, 281H, 281R, 284N, 305C, 309B, 311H, 311R, 312N, 331D, 335B, 337D,|
| | |337N, 338N, 359C, 363B, 365D, 365N, 366N, 391B, 393B, 393L |
| | |T 2, 56, 59, 62, 101, 103, 106 |
| | | |
| | |14N |
| |2-2 |LH 79-80, 81, 84, 103-104, 105, 106-107, 108, 109-110, 111, 112-113, 114, |
| | |115-116, 117, 118-119, 120, 123, 138, 181, 182, 183 |
|3 |2-1 |14L, 47H, 53I, 54L, 77I, 81M, 82L, 95H, 99M, 100L, 100S, 117H, 123G, 124L, |
|Use correct spelling of some high frequency words. | |145H, 149G, 152L, 167I, 171I, 172L, 187I, 193I, 194L, 219H, 225M, 226L, 247H,|
| | |253I, 254L, 275H, 281M, 284L, 305H, 311A, 311M, 312L, 331I, 337I, 338L, 359H,|
| | |365I, 366L, 389I, 393G, 394L, 421I, 425M |
| |2-2 |14L, 33I, 37G, 39I, 40L, 59I, 65A, 65M, 66L, 89I, 95I, 96L, |
| | |113H, 119G, 121I, 122L, 145I, 149A, 149K, 152L, 169H, |
| | |173G, 175I, 176L, 195I, 199A, 199M, 200L, 221H, 225G, |
| | |227I, 228L, 245H, 249A, 249K, 250L, 271H, 275G, 277I, |
| | |280L, 301H, 305A, 305K, 306L, 331H, 335I, 336L, 357H, |
| | |363M, 364L, 379I, 383I, 384L, 403I, 409I |
|4 |2-1 |14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 124L, 124S, 145H, 147G, |
|Apply sound/symbol relationships to writing words. | |149G, 152L, 152S, 167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 226L, 226S,|
| | |247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H, 311A, 311M,|
| | |312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L, 366S, 389I,|
| | |391G, 393G |
| | | |
| | |14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, |
| |2-2 |89I, 93G, 95I, 200L, 200S, 221H, 225G, 227I, 228L, 228S, |
| | |245H, 249A, 249K, 280L, 280S, 301H, 305A, 305K, 306L, |
| | |306S, 331H, 333G, 335I, 336L, 336S, 357H, 363A, 363M, |
| | |364L, 364S, 379I, 381G, 383I |
|5 |2-1 |14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 82F, 82L, 82S, 95H, 99A, |
|Recognize and apply basic spelling patterns. | |99M, 100L, 100S, 117H, 121G, 123G, 124L, 124S, 145H, 147G, 149G, 152L, 152S, |
| | |167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 194L, 194S, 219H, 225A, 225M,|
| | |226L, 226S, 247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H,|
| | |311A, 311M, 312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L,|
| | |366S, 389I, 391G, 393G, 394L, 394S, 421I, 425A, 425M |
| | | |
| | |14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, |
| | |89I, 93G, 95I, 96L, 96S, 113H, 119G, 121I, 122L, 122S, 145I, |
| |2-2 |149A, 149K, 152L, 152S, 169H, 173G, 175I, 176L, 176S, |
| | |195I, 199A, 199M, 200L, 200S, 221H, 225G, 227I, 228L, |
| | |228S, 245H, 249A, 249K, 250L, 250S, 271H, 275G, 277I, |
| | |280L, 280S, 301H, 305A, 305K, 306L, 306S, 331H, 333G, |
| | |335I, 336L, 336S, 357H, 363A, 363M, 364L, 364S, 379I, |
| | |381G, 383I, 384L, 384S, 403I, 407G, 409I |
|6 |2-1 |97A, 223A, 251A, 279A, 309A, 311Q, 335A, 337M, 391A, 446-447 |
|Write legibly to meet district standards. | | |
| | |93A, 119A, 147A, 149O, 175M, 197A, 199Q, 247A, 275A, 277M, 363Q, 407A, |
| |2-2 |430-431 |
| | |LH 36-39 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of forms) | | |
|1 |2-1 |53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171N, |
|Create written texts for others to read. | |193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N,|
| | |365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R |
| | | |
| | |39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, |
| |2-2 |199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N,|
| | |363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N |
| | |LH 28-29 |
|2 |2-1 |50, 51, 54F, 100E, 121, 147, 152E, 169, 172E, 191, 223, 279, 284E, 309, 311G,|
|Generate ideas and write on topics in forms appropriate to | |311Q, 335, 337C, 337M, 338E, 338M, 359B, 363A, 365C, 365M |
|science, social studies, or other subject areas. | | |
| | |40E, 63, 118, 146, 246, 303, 306E, 306M, 331B, 333A, 335C, |
| |2-2 |335M, 361, 384E, 424-425 |
|3 |2-1 |50, 54E, 82M, 95B, 95C, 97A, 99G, 99Q, 121, 152E, 169, 172E, 190, 191, 193C, |
|Use writing as a tool for learning self-discovery and | |193M, 219B, 223A, 225G, 225Q, 278, 311G, 311Q, 337C, 337M, 338M, 359B, 363A, |
|reflection. | |365C, 365M, 366E, 366M, 389C, 391A, 393A, 393K, 421B, 422, 425R |
| | | |
| | |14M, 39C, 39N, 66E, 96E, 96M, 113B, 118, 119A, 121C, 121M, 122E, 146, 152M, |
| |2-2 |169B, 173A, 175C, 175M, 176E, 176M, 195C, 197A, 199G, 199Q, 200M, 221B, 225A,|
| | |227C, 227M, 228M, 245B, 246, 247A, 249E, 249O, 274, 275A, 277D, 280E, 280M, |
| | |301B, 303A, 305E, 305O, 305P, 306E, 306M, 306N, 331B, 333A, 335C, 335M, 336E,|
| | |336M, 357B, 361A, 363G, 363Q, 383D, 403B, 409C, 409F, 424-425 |
| | |LH 18-21 |
|4 |2-1 |14E, 50, 51, 51A, 54E, 77D, 79A, 82E, 95C, 97A, 100E, 121, 121A, 124F, 147A, |
|Use reading and technology to support writing. | |152F, 169A, 172E, 172F, 191, 191A, 194E, 194F, 223, 226F, 251A, 254F, 279A, |
| | |284E, 309A, 312F, 335A, 338F, 359B, 362, 363A, 389C, 391A, 394E, 394F, 423, |
| | |423A, 448 |
| | | |
| | |14E, 14F, 37A, 40E, 40F, 63A, 66E, 66F, 93A, 96F, 119A, 122E, 122F, 147A, |
| |2-2 |152F, 173A, 176F, 197A, 200F, 225A, 228F, 247A, 250F, 275A, 280F, 303, 306E, |
| | |306F, 333A, 336F, 361, 361A, 364F, 384E, 384F, 407A, 409C, 432 |
| | |LH 26 |
|5 |2-1 |50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 152F, 168, |
|Write in a variety of simple genres to satisfy personal, | |169, 172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, |
|academic, and social needs, such as letters, plays, | |359B, 363A, 365C, 365M, 389D, 421B, 422 |
|procedures, biographies, or simple reports. | | |
| | |59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E, |
| |2-2 |196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, |
| | |336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C, |
| | |380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425 |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|(small group and whole class) | | |
|1 |2-1 |12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54N, 54O, 54T, 77E, 79C, 81I, 82G, |
|Elaborate on experiences and ideas. | |82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, |
| | |124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, |
| | |171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I,|
| | |226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I,|
| | |282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, |
| | |337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C,|
| | |394G, 394O, 394T, 421E, 423C, 425I |
| | | |
| | |12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, |
| | |66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, |
| | |122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, 176G, |
| |2-2 |176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O,|
| | |228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, |
| | |280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O,|
| | |336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T,|
| | |403E, 407C, 409E |
|2 |2-1 |12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, |
|Begin to stay focused on a topic of discussion. | |82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N,|
| | |124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, |
| | |172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E,|
| | |226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, |
| | |282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, |
| | |337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C,|
| | |394G, 394O, 394T, 421E, 423C, 425I |
| | | |
| | |12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, |
| | |59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, |
| | |96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, |
| |2-2 |147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, |
| | |176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, |
| | |221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, |
| | |250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, |
| | |280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, |
| | |335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, |
| | |364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, |
| | |409E |
|3 |2-1 |12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 76, 77E, 79C, 81I, 82G, |
|Offer personal opinions related to topics of discussion. | |82N, 82O, 82T, 93, 95D, 97C, 99I, 100G, 100O, 100T, 116, 117D, 121, 121C, |
| | |123C, 124G, 124N, 124O, 124T, 144, 145D, 147C, 149C, 150-151, 152G, 152O, |
| | |152T, 167E, 169C, 171E, 172G, 172O, 172T, 180-181, 182-183, 184-185, 187E, |
| | |191C, 193E, 194G, 194O, 194T, 216, 219D, 223C, 225I, 226E, 226G, 226O, 226T, |
| | |247D, 251C, 253E, 254G, 254O, 254T, 274, 275D, 279C, 281I, 282-283, 284G, |
| | |284O, 284T, 296-297, 305D, 309C, 311I, 312G, 312O, 312T, 324-325, 330, 331E, |
| | |335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C,|
| | |393C, 394G, 394O, 394T, 408-409, 419, 421E, 423C, 425I, 425Z, 425BB |
| | | |
| | |12-13, 14G, 14O, 14T, 24-25, 30, 31, 33D, 33E, 37C, 39E, 40G, 40O, 40T, |
| | |56-57, 58, 59E, 63C, 65I, 66G, 66O, 66T, 86-87, 88, 89E, 93C, 95E, 96G, 96O, |
| | |96T, 106-107, 112, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 128-129, |
| | |130-131, 145E, 147C, 149G, 149X, 149Z, 150-151, 152G, 152O, 152T, 168, 169D, |
| |2-2 |173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C,|
| | |227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E,|
| | |278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 320-321, |
| | |322-323, 331, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, |
| | |364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 396-397, 402, 403E, 407C, |
| | |409E |
|4 |2-1 |12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, |
|Wait their turn to speak. | |82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N,|
| | |124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, |
| | |172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E,|
| | |226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, |
| | |282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, |
| | |337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C,|
| | |394G, 394O, 394T, 421E, 423C, 425I |
| | | |
| | |12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, |
| | |59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, |
| | |96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, |
| |2-2 |147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, |
| | |176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, |
| | |221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, |
| | |250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, |
| | |280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, |
| | |335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, |
| | |364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, |
| | |409E |
|B. Questioning (Inquiry) and Contributing | | |
|1 |2-1 |81H, 81R, 149L, 169, 194E, 337N, 365N, 425R |
|Ask for explanation to clarify meaning. | | |
| |2-2 |65R, 228N, 305P, 383N |
|2 |2-1 |54N, 54T, 226E |
|Respond to ideas posed by others. | | |
|3 |2-1 |145J, 149I, 171K, 253N, 275K, 281R |
|Restate to demonstrate understanding. | | |
| |2-2 |228N, 409N |
|4 |2-1 |145C, 226E |
|Identify a problem and simple steps for solving the problem. | | |
|C. Word Choice | | |
|1 |2-1 |53J, 99N, 123H, 149H, 171J, 225N, 227A, 230-231, 247A, 251I, 252-253, 253J, |
|Use new vocabulary learned from literature and classroom | |254P, 279D, 281N, 305I, 311N, 337J, 359E, 359I, 363B, 393H, 425N |
|experiences. | |T 60 |
| | | |
| | |14P, 37D, 39J, 65F, 65N, 89J, 95J, 97A, 106, 113A, 113I, 119I, 120-121, 169I,|
| |2-2 |173H, 175J, 195F, 195J, 199F, 199N, 201A, 210-211, 214-215, 221A, 225I, |
| | |226-227, 227J, 245I, 249L, 271I, 277J, 301I, 305L, 331I, 335J, 336P, 363N, |
| | |383B, 403J |
| | |T 12, 58 |
|2 |2-1 |194M, 281BB, 374-375, 382-383, 419 |
|Recognize and discuss how authors use words to create vivid | | |
|images. |2-2 |96N, 108-109, 169B, 184-185, 206-207, 294-295, 298, 409V, 409X |
|D. Oral Presentation | | |
|1 |2-1 |81O, 95J, 123I, 145J, 152F, 219K, 247C, 247J, 311H, 393I, 421C, 425BB |
|Participate in a dramatization or role play. | | |
| | |33B, 33L, 59B, 89L, 121K, 149X, 152F, 152N, 175K, 195D, |
| |2-2 |277V, 280F, 363O, 364F, 403L |
|2 |2-1 |123L, 149L, 171N, 225H, 365N, 393B |
|Begin to understand the importance of looking at a speaker. | | |
| |2-2 |39N, 65R, 361B |
|3 |2-1 |53N, 77D, 81R, 99R, 123L, 149L, 167D, 171N, 172E, 191, 193N, 194E, 225R, |
|Talk about an experience or work sample in front of a small | |253N, 274E, 281R, 311R, 337N, 365N, 393L, 425R |
|group. | | |
| | |39N, 65R, 95N, 121N, 149P, 175D, 199R, 227N, 249P, 277D, |
| |2-2 |305P, 335N, 363R, 383N, 409N |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A | | |
|VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |2-1 |14H, 14N, 47E, 53N, 54H, 81R, 95E, 124H, 147B, 149B, 152H, 172N, 172P, 193N, |
|Listen critically to identify main ideas and supporting | |194H, 225J, 225R, 226H, 253N, 281R, 284N, 305E, 311R, 312H, 338H, 365N, 366P,|
|details. | |423D |
| | |T 3, 102 |
| |2-2 |40N, 66H, 95N, 121N, 152H, 169E, 175D, 176H, 176P, |
| | |199R, 200H, 228H, 228P, 245E, 249P, 250H, 250N, 271E, |
| | |275D, 277D, 277F, 277N, 305P, 331E, 333B, 335N, 336P, |
| | |363J, 363R, 364H, 383N, 384H, 403F, 409F |
|2 |2-1 |51, 99N, 253B |
|Begin to distinguish between types of speech (e.g., a joke, a | |T 61 |
|chat, a warning). | | |
| |2-2 |119B, 275, 363F |
|3 |2-1 |12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, |
|Listen and contribute to class discussion. | |82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N,|
| | |124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, |
| | |172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226G,|
| | |226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, |
| | |284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G,|
| | |338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O,|
| | |394T, 421E, 423C, 425I |
| | | |
| | |12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, |
| | |59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, |
| | |96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, |
| |2-2 |147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, |
| | |176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, |
| | |221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, |
| | |250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, |
| | |280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, |
| | |335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, |
| | |364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, |
| | |409E |
|B. Listening Comprehension | | |
|1 |2-1 |225H, 225U, 253B |
|Follow one- and two-step oral directions. | | |
| |2-2 |119B, 275, 363F |
|2 |2-1 |14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, |
|Develop a strong listening vocabulary to aid comprehension and| |99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, |
|oral and written language growth. | |152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, |
| | |194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B,|
| | |281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, |
| | |338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, |
| | |394U, 421J, 425B, 425N |
| | | |
| | |14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, |
| | |66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, |
| |2-2 |122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, |
| | |176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, |
| | |225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, |
| | |250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, |
| | |306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, |
| | |363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, |
| | |384U, 403J, 407H, 409J |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO | | |
|PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 |2-1 |24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 86-87, 104-105, 106-107, |
|Speculate about characters, events, and settings in books, | |110-111, 112-113, 114-115, 125A, 128-129, 136-137, 138-139, 142-143, 144, |
|film, and television. | |145A, 147I, 148-149, 149T, 200-201, 204-205, 206-207, 208-209, 212-213, |
| | |214-215, 232-233, 247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289,|
| | |290-291, 294-295, 305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403,|
| | |406-407, 410-411, 412-413, 425BB |
| | |T 11 |
| | | |
| | |14E, 26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102- |
| | |103, 110-111, 112, 113C, 142-143, 149X, 149Z, 156-157, |
| |2-2 |160-161, 180-181, 184-185, 190-191, 196, 200N, 208-209, |
| | |218-219, 221C, 227D, 256-257, 266-267, 277V, 277X, 286- |
| | |287, 288-289, 290-291, 368-369, 374-375, 376-377, 381B, |
| | |388-389, 390-391, 396-397, 400-401, 409X |
|2 |2-1 |145G, 174-186, 191B, 220-221, 425BB |
|Recognize that media messages are created for a specific | | |
|purpose (e.g., to inform, entertain, persuade). |2-2 |173, 249F, 332, 360 |
|3 |2-1 |78, 79, 264-265, 279, 281E-F, 309, 311E-F, 425E-F |
|Use graphs and charts to report data. | |T 63 |
| | | |
| |2-2 |37, 66E, 90-91, 119, 247, 333, 333B, 335B, 336E, 336F, 384F |
|4 |2-1 |46-47, 77, 95, 117, 145, 149V, 167, 187, 219, 247, 275, 305, 331, 389, 421, |
|Recognize the work of a favorite illustrator. | |425Z, 425BB |
| | | |
| |2-2 |33, 59, 89, 113, 145, 149X, 169, 195, 221, 271, 301, 357, 360, |
| | |379, 403 |
|5 |2-2 |14E |
|Compare and contrast media characters. | | |
|B. Visual and Verbal Messages | | |
|1 |2-1 |145G, 279, 279A, 389B, 423A |
|Interpret messages in simple advertisements. | | |
| |2-2 |40E, 250E, 384E, 403B |
|2 |2-1 |425Z, 425BB |
|Use a simple rating scale to judge media products. | | |
| |2-2 |149X |
|3 |2-1 |149V, 425Z, 425BB |
|Begin to look at the effects of visual arts on one's mood and | | |
|emotions. |2-2 |149X, 360 |
BY THE END OF THIRD GRADE:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF | | |
|SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME | | |
|INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF | | |
|MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print/Text | | |
|1 |3-1 |39, 186, 198, 202, 208-217, 218-219, 256E, 277, 387L |
|Recognize that printed materials provide specific information.| | |
| |3-2 |93L, 178, 194E, 221L, 352, 360, 364, 369A-B, 375, 399C, 409, 417B |
| | |T 74 |
|2 |3-1 |19, 67G-H, 99G-H, 150, 205E-F, 206J, 213, 215, 216, 220, 274, 329E-F, 335, |
|Recognize purposes for print conventions such as end-sentence | |384, 395 |
|punctuation, paragraphing, and bold print. | |T 6, 7 |
| | | |
| |3-2 |25, 32, 42, 93E-F, 143C-D, 175, 184, 241, 287, 405, 409 |
| | |LH 82-83, 84, 85-86, 87, 90, 114, 141, 172-173 |
|3 |3-1 |420, 432-441 |
|Use a glossary or index to locate information in a text. | | |
| |3-2 |348I, 368-369, 399B, 400I, 406, 416-417, 430, 442-451 |
| | |T 73 |
|B. Phonological Awareness | | |
|(includes phonemic awareness) | | |
|1 |3-1 |53, 79, 117, 173, 181C, 182J, 191, 193, 211, 223A, 241, 271, 279A, 293, 329C,|
|Demonstrate a sophisticated sense of sound-symbol | |347, 356J, 365, 369, 377 |
|relationships, including all phonemes (e.g., blends, digraphs,| | |
|diphthongs). |3-2 |45, 59A, 107, 133, 153, 181, 203, 231, 271, 315, 355, 407 |
|C. Decoding and Word Recognition | | |
|1 |3-1 |303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A |
|Know sounds for a range of prefixes and suffixes (e.g., re-, | |T 71 |
|ex-, -ment, -tion). | | |
| | |35C, 35D, 117A, 143A, 297C, 323A, 323I, 399K, 417I |
| |3-2 | |
|2 |3-1 |14I, 22, 24, 27, 30, 40-41, 53, 67D, 68I, 72, 79, 84, 88, 98-99, 117, 143, |
|Use letter-sound knowledge and structural analysis to decode | |173, 182J, 191, 193, 211, 241, 256I, 260, 266, 268, 271, 278-279, 293, 313, |
|words. | |347, 356J, 365, 369, 377 |
| | |T 2 |
| | | |
| |3-2 |45, 75, 107, 133, 153, 181, 203, 231, 271, 315, 339, 355, 407 |
|3 |3-1 |181D, 254-255, 407I |
|Use context to accurately read words with more than one | |T 39 |
|pronunciation. | | |
| |3-2 |323I, 369K |
|D. Fluency | | |
|1 |3-1 |14-15, 14L, 33, 42-43, 42L, 61, 68-69, 68L, 93, 100-101, |
|Recognize grade-level words accurately and with ease so that a| |100L, 117, 130-131, 130L, 145, 156-157, 156L, 173, 182- |
|text sounds like spoken language when read aloud. | |183, 182L, 197, 206-207, 206L, 215, 224-225, 224L, 243, |
| | |256-257, 256L, 273, 282-283, 282L, 295, 304-305, 304L, |
| | |319, 330-331, 330L, 347, 356-357, 356L, 379, 387K, 388- |
| | |389, 388L, 401 |
| | | |
| |3-2 |14-15, 14L, 25, 36-37, 36L, 49, 60-61, 60L, 81, 94-95, 94L, |
| | |111, 118-119, 118L, 133, 146-147, 146L, 159, 168-169, |
| | |168L, 183, 194-195, 194L, 211, 222-223, 222L, 251, 262- |
| | |263, 262L, 287, 300-301, 300L, 315, 324-325, 324L, 339, |
| | |348-349, 348L, 363, 370-371, 370L, 389, 400-401, 400L, 409 |
|2 |3-1 |153S-T, 153U-V, 279Q-R, 279S-T, 407Q-R, 407S-T |
|Read longer text and chapter books independently and silently.| | |
| |3-2 |143Q-R, 143S-T, 297S-T, 297U-V, 417Q-R, 417S-T |
|3 |3-1 |33, 61, 67G, 117, 145, 173, 197, 243, 319, 347 |
|Read aloud with proper phrasing, inflection, and intonation. | | |
| |3-2 |25, 133, 143J, 159, 315, 339, 363, 389 |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |3-1 |17, 26, 34, 45, 56, 57, 62, 71, 82, 85, 86, 94, 103, 112, 118, 133, 146, |
|Set purpose for reading and check to verify or change | |153S, 153U, 153V, 159, 166, 174, 185, 195, 198, 205A-B, 209, 214, 216, 227, |
|predictions during/after reading. | |232, 238, 242, 244, 259, 264, 274, 279Q, 279S, 285, 288, 296, 307, 316, 320, |
| | |333, 340, 345, 348, 359, 363, 374, 380, 388J, 391, 398, 400, 402, 407Q, 407S |
| | | |
| | |17, 22, 28, 39, 44, 50, 60J, 63, 70, 79, 82, 97, 106, 112, 121, 126, 128, |
| | |134, 143Q, 143R, 143S, 143T, 149, 156, 160, 171, 176, 184, 197, 205, 208, |
| |3-2 |212, 225, 240, 252, 265, 297S, 297U, 303, 312, 316, 327, 340, 351, 364, 373, |
| | |378, 386, 390, 403, 410, 417Q, 417S |
|2 |3-1 |16-35, 33, 41K, 41L, 41M, 41N, 44-62, 67M, 67N, 67O, 67P, 68J, 73, 77, 83, |
|Monitor comprehension and accuracy while reading in context | |99M, 99N, 99O, 99P, 102-119, 129K, 129L, 129M, 129N, 132-147, 153M, 153N, |
|and self-correct errors. | |153O, 153P, 153S-T, 153U-V, 156J, 158-175, 161, 165, 171, 181M, 181N, 181O, |
| | |181P, 184-198, 187, 189, 205M, 205N, 205O, 205P, 208-217, 223M, 223N, 223O, |
| | |223P, 226-244, 246-251, 249, 255K, 255L, 255M, 255N, 258-274, 279K, 279L, |
| | |279M, 279N, 279Q-R, 279S-T, 282J, 284-297, 287, 291, 303M, 303N, 303O, 303P, |
| | |306-320, 329M, 329N, 329O, 329P, 332-348, 355M, 355N, 355O, 355P, 358-380, |
| | |371, 373, 387M, 387N, 387O, 387P, 390-403, 407K, 407L, 407M, 407N, 407Q-R, |
| | |407S-T |
| |3-2 |14J, 16-29, 19, 23, 35M, 35N, 35O, 35P, 38-50, 41, 59M, 59N, 59O, 59P, 62-82,|
| | |67, 93M, 93N, 93O, 93P, 96-112, 99, 104, 117K, 117L, 117M, 117N, 120-135, |
| | |125, 131, 143K, 143L, 143M, 143N, 143Q-R, 143S-T, 148-161, 155, 159, 167K, |
| | |167L, 167M, 167N, 170-185, 193M, 193N, 193O, 193P, 196-213, 221M, 221N, 221O,|
| | |221P, 224-253, 261M, 261N, 261O, 261P, 264-289, 279, 283, 285, 297M, 297N, |
| | |297O, 297P, 297S-T, 297T, 297U-V, 302-317, 311, 323K, 323L, 323M, 323N, 324J,|
| | |326-340, 333, 335, 337, 347K, 347L, 347M, 347N, 350-364, 357, 369M, 369N, |
| | |369O, 369P, 370J, 372-391, 383, 385, 399M, 399N, 399O, 399P, 402-411, 417K, |
| | |417L, 417M, 417N, 417Q-R, 417S-T |
|3 |3-1 |14J, 21, 23, 31, 51, 81, 87, 91, 107, 109, 139, 169, 231, 256J, 261, 263, |
|Use pictures and context clues to assist with decoding of new | |267, 279R, 407R |
|words. | | |
| |3-2 |168J, 175, 177, 183, 209, 331 |
|4 |3-1 |35, 63, 95, 119, 147, 175, 199, 217, 245, 275, 297, 321, 349, 381, 403, |
|Develop and use graphic organizers to build on experiences and| |422-423 |
|extend learning. | | |
| |3-2 |14I, 29, 51, 59B, 60I, 83, 113, 135, 161, 185, 213, 253, 289, |
| | |317, 341, 348K, 350, 365, 391, 411, 432-433 |
|F. Vocabulary and Concept Development | | |
|1 |3-1 |41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, |
|Spell previously studied words and spelling patterns | |303I-J, 329I-J, 355I-J, 387I-J, 407G-H |
|accurately. | | |
| |3-2 |35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J, |
| | |261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H |
|2 |3-1 |33, 41I, 67K, 68J, 73, 77, 83, 99K, 129I, 153K, 156J, 161, 165, 171, 181K, |
|Point to or clearly identify specific words or wording that | |187, 189, 205K, 223K, 249, 255I, 279I, 282J, 287, 291, 303K, 329K, 355K, 371,|
|cause comprehension difficulties. | |373, 387K, 407I |
| | | |
| |3-2 |14J, 19, 23, 35K, 41, 59K, 67, 93K, 99, 104, 117I, 125, 131, |
| | |143I, 155, 159, 167I, 193K, 221K, 261K, 279, 283, 285, |
| | |297K, 297T, 311, 323I, 324J, 333, 335, 337, 347I, 357, 369K, |
| | |370J, 383, 385, 399K, 417I |
|3 |3-1 |303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A |
|Infer word meanings from taught roots, prefixes, and suffixes.| |T 71 |
| | | |
| | |35C, 35D, 117A, 143A, 261K, 297C, 323A, 323I, 399K, 417I |
| |3-2 | |
|4 |3-1 |67A-B, 129B, 130L, 153D, 407I, 417 |
|Use a grade-appropriate dictionary with assistance from | |T 5 |
|teacher. | | |
| |3-2 |14L, 221K, 323I, 347I, 369K, 427 |
|5 |3-1 |14-15, 14J, 14L, 21, 23, 31, 42-43, 42L, 51, 68-69, 68L, 81, 87, 91, 100-101,|
|Use pictures and context clues to assist with meaning of new | |100L, 107, 109, 130-131, 130L, 139, 156-157, 156L, 169, 182-183, 182L, |
|words. | |206-207, 206L, 224-225, 224L, 231, 256-257, 256J, 256L, 261, 263, 267, 279R, |
| | |282-283, 282L, 304-305, 304L, 330-331, 330L, 356-357, 356L, 387K, 388-389, |
| | |388L, 407R |
| |3-2 |14-15, 14L, 36-37, 36L, 60-61, 60L, 94-95, 94L, 118-119, 118L, 146-147, 146L,|
| | |168-169, 168J, 168L, 175, 177, 183, 194-195, 194L, 209, 222-223, 222L, |
| | |262-263, 262L, 300-301, 300L, 324-325, 324L, 331, 348-349, 348L, 370-371, |
| | |370L, 400-401, 400L |
|G. Comprehension Skills and Response to Text | | |
|1 |3-1 |84, 114, 153V, 156I, 164, 168, 175, 180-181, 205D, 206I, 210, 212, 214, 217, |
|Recognize purpose of the text. | |222-223, 279T, 370, 382, 392 |
| | |T 36 |
| | | |
| |3-2 |54, 56, 118I, 124, 128, 130, 134, 138, 140, 142-143, 143T, |
| | |180, 188, 268, 270, 280, 294, 414 |
|2 |3-1 |28, 32, 38, 46, 48, 52, 54, 60, 62, 88, 108, 136, 138, 186, 194, 234, 244, |
|Distinguish cause/effect, fact/opinion, main idea/supporting | |246, 252, 264, 266, 274, 279T, 310, 322, 344, 348, 362, 364, 366, 370, 372, |
|details in interpreting texts. | |374, 376, 378, 396, 407R, 407T |
| | | |
| |3-2 |18, 28, 44, 64, 66, 80, 88, 98, 102, 106, 108, 114, 124, 132, 146I, 150, 152,|
| | |156, 161, 164, 166-167, 168I, 172, 176, 178, 180, 182, 188, 192-193, 193D, |
| | |194I, 198, 200, 202, 204, 206, 210, 213, 216, 220-221, 221B, 238, 244, 250, |
| | |262I, 266, 272, 282, 292-293, 296-297, 297V, 312, 316, 323B, 324I, 328, 330, |
| | |336, 341, 342, 346-347, 356, 358, 360, 362, 364, 369D, 370I, 376, 382, 384, |
| | |386, 388, 390, 391, 394, 398-399, 406, 408, 417R, 417T |
| | |T 38, 40, 71 |
|3 |3-1 |65, 97, 100E, 182E, 203, 221, 224E, 253, 277, 330E, 350, 356E |
|Interpret information in graphs, charts, and diagrams. | | |
| | |57, 115, 259, 295, 324E, 345, 352, 360-361, 369A-B, 369L, 397, 400E, 417B |
| |3-2 |T 74 |
|4 |3-1 |122-125, 132-147, 184-198, 200-201, 208-217, 218-219, 246-251, 350-351, 407L,|
|Ask how, why, and what-if questions in interpreting nonfiction| |407S-T |
|texts. | | |
| |3-2 |52-55, 143S-T, 170-185, 193O, 216-217, 224-253, 264-289, |
| | |342-343, 350-364, 372-391, 394-395, 402-411, 417S-T |
|5 |3-1 |16-35, 21, 41C, 76, 294, 358-380, 392 |
|Recognize how authors use humor, sarcasm, and imagery to | | |
|extend meaning. |3-2 |23, 62-82, 230, 237, 306, 323C-D, 356 |
|6 |3-1 |12, 12J, 64, 126, 150, 153T, 154, 178, 202, 220, 272, 276, 280, 290, 300, |
|Discuss underlying theme or message in interpreting fiction. | |316, 346, 352, 384, 400, 406-407 |
| | | |
| |3-2 |12L, 80, 88, 114, 144, 218, 256, 258, 288, 294, 298, 344, 366, |
| | |396, 414 |
|7 |3-1 |35, 63, 95, 119, 147, 175, 199, 217, 223E-F, 245, 275, 297, 321, 349, 381, |
|Summarize major points from fiction and nonfiction texts. | |403 |
| | | |
| |3-2 |14I, 29, 34-35, 51, 59B, 60I, 83, 92-93, 113, 135, 161, 185, 213, 253, 289, |
| | |300I, 317, 322-323, 341, 365, 391, 411 |
| | |T 2 |
| | |LH 66-67 |
|8 |3-1 |18, 22, 24, 26, 28, 52, 74, 80, 84, 94, 104, 110, 134, 153A-B, 153T, 162, |
|Draw conclusions and inferences from texts. | |164, 168, 170, 186, 188, 212, 246, 264, 272, 279R, 279T, 286, 310, 329A-B, |
| | |336, 344, 348, 355C, 362, 364, 366, 376, 387C |
| | |T 72 |
| | | |
| | |20, 24, 26, 28, 64, 74, 78, 82, 93C, 98, 114, 122, 138, 154, |
| |3-2 |174, 190, 198, 204, 210, 212, 221D, 226, 236, 238, 266, 268, |
| | |270, 278, 282, 297T, 297V, 314, 354, 362, 374, 386, 394, |
| | |399D |
|9 |3-1 |99E, 152-153, 211, 258-274, 263, 287, 326 |
|Recognize first-person "I" point of view. | | |
| |3-2 |LH 60 |
|10 |3-1 |34, 38, 64, 88, 96, 153T, 153V, 160, 214, 236, 252, 260, 276, 279R, 279T, |
|Compare and contrast story plots, characters, settings, and | |300, 325, 326, 340, 346, 352, 384, 392, 394, 396, 404, 407R, 407T |
|themes. | | |
| | |32, 36I, 40, 42, 52, 54, 56, 58-59, 74, 86, 90, 93B, 94I, 100, 104, 110, 113,|
| |3-2 |114, 116-117, 126, 132, 136, 140, 143R, 143T, 150, 190, 218, 221I, 222I, 230,|
| | |242, 248, 253, 258, 260-261, 274, 297T, 297V, 320, 344, 352, 358, 376, 380, |
| | |395, 396, 404, 406, 408, 414 |
| | |T 5 |
|11 |3-1 |34, 38, 62, 64, 67L, 94, 96, 118, 126, 146, 150, 153V, 174, 178, 198, 202, |
|Participate in creative responses to texts (e.g., | |216, 220, 224E, 244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, |
|dramatizations, oral presentations). | |384, 385, 402, 404, 405, 407R, 407T |
| | | |
| | |12J, 28, 32, 33, 50, 56, 82, 90, 93L, 112, 114, 134, 140, 143R, 143T, 160, |
| |3-2 |164, 167J, 184, 190, 193L, 212, 218, 219, 252, 258, 288, 294, 297L, 297T, |
| | |316, 320, 340, 344, 364, 366, 369F, 390, 396, 399L, 410, 414, 417T |
| | |LH 37 |
|12 |3-1 |14F, 37, 41K, 41L, 41M, 41N, 42F, 61, 67M, 67N, 67O, 67P, 68F, 93, 99M, 99N, |
|Read regularly in materials appropriate for their independent | |99O, 99P, 100F, 125, 129K, 129L, 129M, 129N, 130F, 149, 153M, 153N, 153O, |
|reading level. | |153P, 153S-T, 153U-V, 156F, 177, 181M, 181N, 181O, 181P, 182F, 201, 205M, |
| | |205N, 205O, 205P, 206F, 219, 223M, 223N, 223O, 223P, 224F, 247, 255L, 255M, |
| | |255N, 256F, 273, 279K, 279L, 279M, 279N, 279Q-R, 279S-T, 282F, 299, 303M, |
| | |303N, 303O, 303P, 304F, 323, 329M, 329N, 329O, 329P, 330F, 351, 355M, 355N, |
| | |355O, 355P, 356F, 383, 387M, 387N, 387O, 387P, 388F, 401, 407K, 407L, 407M, |
| | |407N, 407Q-R, 407S-T |
| | | |
| | |14F, 31, 35M, 35N, 35O, 35P, 36F, 55, 59M, 59N, 59O, 59P, 60F, 89, 93M, 93N, |
| | |93O, 93P, 94F, 117K, 117L, 117M, 117N, 118F, 139, 143K, 143M, 143N, 143Q-R, |
| |3-2 |143S-T, 146F, 163, 167K, 167L, 167M, 167N, 168F, 189, 193M, 193N, 193O, 193P,|
| | |194F, 217, 221M, 221N, 221O, 221P, 222F, 257, 261M, 261N, 261O, 261P, 262F, |
| | |293, 297M, 297N, 297O, 297P, 297S-T, 297U-V, 300F, 319, 323L, 323M, 323N, |
| | |324F, 343, 347K, 347L, 347M, 347N, 348F, 363, 369M, 369N, 369O, 369P, 370F, |
| | |395, 399M, 399N, 399O, 399P, 400F, 413, 417C, 417K, 417L, 417M, 417N, 417Q-R,|
| | |417R, 417S-T, 417T |
|13 |3-1 |14F, 16-35, 37, 42F, 44-62, 61, 68F, 70-94, 93, 100F, 102-119, 122-125, 130F,|
|Read and comprehend both fiction and nonfiction that is | |132-147, 149, 153S-T, 153U-V, 156F, 158-175, 177, 182F, 184-198, 200-201, |
|appropriately designed for grade level. | |201, 206F, 219, 224F, 226-244, 246-251, 247, 256F, 273, 279Q-R, 279S-T, 282F,|
| | |284-297, 299, 304F, 306-320, 322-325, 323, 330F, 332-348, 350-351, 351, 356F,|
| | |358-380, 383, 388F, 390-403, 401, 407L, 407Q-R, 407S-T |
| | | |
| | |14F, 16-29, 31, 36F, 38-50, 52-55, 60F, 62-82, 86-89, 94E, |
| | |94F, 94I, 96-112, 118F, 136-139, 143K, 143Q-R, 143S-T, |
| |3-2 |146F, 148-161, 163, 168F, 170-185, 189, 193N, 193O, 194F, |
| | |196-213, 216-217, 217, 222F, 224-253, 257, 262F, 264-289, |
| | |293, 297S-T, 297U-V, 300F, 319, 324F, 326-340, 342-343, |
| | |343, 348F, 350-364, 363, 370F, 372-391, 394-395, 395, 400F, |
| | |402-411, 413, 417C, 417Q-R, 417R, 417S-T, 417T |
|14 |3-1 |20, 26, 42J, 49, 56, 59, 74, 75, 80, 82, 89, 105, 112, 140, 167, 172, 195, |
|Use information and reasoning to examine bases of hypotheses | |205A-B, 210, 230, 232, 236, 240, 255B, 264, 279R, 286, 289, 317, 321, 337, |
|and opinions. | |345, 352, 363, 370, 374, 378, 388J, 397, 399, 407R |
| | | |
| | |20, 44, 60J, 69, 77, 79, 83, 87, 102, 106, 109, 126, 128, 143B, 146I, 150, |
| |3-2 |152, 154, 156, 161, 164, 166-167, 176, 193D, 194I, 198, 202, 204, 205, 206, |
| | |208, 210, 213, 220-221, 226, 234, 235, 240, 242, 292-293, 297V, 304, 312, |
| | |320, 323B, 328, 332, 378, 386, 408 |
| | |T 38 |
|H. Inquiry and Research | | |
|1 |3-1 |12J, 14E, 130E, 154J, 182E, 206E, 224E, 253, 301, 304E, 388E, 416 |
|Use library classification systems, print or electronic, to | | |
|locate information. | |36E, 57, 94E, 194E, 219, 222E, 348E, 400E, 426 |
| |3-2 | |
|2 |3-1 |12J, 14E, 97, 100E, 130E, 154J, 156E, 179, 183E, 224E, 253, 277, 279J, 280J, |
|Draw conclusions from information and data gathered. | |282E, 301, 304E, 304F, 353, 385, 388E, 430 |
| | | |
| |3-2 |12J, 14E, 33, 36E, 57, 60E, 91, 115, 141, 146E, 165, 167C-D, 168E, 191, |
| | |193E-F, 194E, 219, 221E-F, 222E, 259, 261E-F, 262E, 297E-F, 297L, 300E, 321, |
| | |324E, 345, 348E, 367, 369L, 370E, 400E, 440 |
| | |LH 39 |
|3 |3-1 |12J, 14E, 14F, 37, 42F, 44-62, 61, 68F, 93, 100F, 102-119, 122-125, 130E, |
|Read a variety of nonfiction and fiction books and produce | |130F, 132-147, 149, 153S-T, 153U-V, 154J, 156F, 158-175, 177, 182E, 182F, |
|evidence of understanding. | |200-201, 201, 206E, 206F, 219, 224E, 224F, 246-251, 247, 253, 256F, 273, |
| | |279Q-R, 279S-T, 282F, 284-297, 299, 301, 304E, 304F, 306-320, 323, 330F, |
| | |332-348, 350-351, 351, 356F, 358-380, 383, 385, 388E, 388F, 401, 405, 407L, |
| | |407Q-R, 407S-T, 416 |
| |3-2 |12J, 14F, 16-29, 31, 36E, 36F, 52-55, 57, 60F, 89, 94E, 94F, 118F, 139, |
| | |143Q-R, 143S-T, 146F, 148-161, 163, 168F, 170-185, 189, 193O, 194E, 194F, |
| | |196-213, 216-217, 217, 219, 222E, 222F, 257, 262F, 264-289, 293, 297S-T, |
| | |297U-V, 300F, 319, 324F, 326-340, 342-343, 343, 348E, 348F, 350-364, 363, |
| | |370F, 394-395, 395, 400E, 400F, 402-411, 413, 417Q-R, 417R, 417S-T, 417T, 426|
| | |LH 68-69 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, editing, postwriting) | | |
|1 |3-1 |67F, 99E, 129C, 205F, 223E, 303F, 329F, 355E, 387E, 414-415 |
|Generate possible ideas for writing through recalling | | |
|experiences, listening to stories, reading, brainstorming, and| |35F, 93E, 167C-D, 323D, 347D, 369E, 399E, 417C, 424-425 |
|discussion. |3-2 |LH 6-9 |
|2 |3-1 |49, 52, 62, 78, 99A-B, 99E, 129C, 152-153, 258, 262, 263, 293, 294, 338, 340,|
|Examine real-world examples of writing in various genres to | |392 |
|gain understanding of how authors communicate ideas through | | |
|form, structure, and author's voice. | |24, 90, 98, 100, 106, 143R, 167C, 218, 221E, 230, 297D, 297E, 306, 344, 356, |
| |3-2 |408, 417C |
| | |LH 56-57, 60, 62, 70-71 |
|3 |3-1 |41D, 129C, 181F, 205F, 255C, 355E, 387E, 407C, 414-415 |
|Use graphic organizers to assist with planning writing. | | |
| |3-2 |59F, 93E, 117C, 167C-D, 369E, 417C, 424-425 |
|4 |3-1 |41D, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F |
|Compose first drafts from prewriting work. | | |
| | |35F, 59F, 93F, 117D, 221E-F, 323D, 347D, 369F, 399F, |
| |3-2 |417D |
|5 |3-1 |41C-D, 41D, 67E-F, 67F, 99E-F, 99F, 129D, 129I, 181F, 205F, 205K, 223F, 255D,|
|Revise a draft by rereading for meaning, narrowing the focus, | |279T, 303F, 329F, 355F, 387F, 407I, 426-427 |
|sequencing, elaborating with detail, improving openings, | | |
|closings, and word choice to show voice. | |35F, 35K, 59F, 93F, 117D, 221E-F, 261E-F, 323D, 347D, 369F, 399F, 417C-D, |
| |3-2 |417D, 436-437 |
| | |LH 10-13, 14-17, 18-21, 22-25 |
|6 |3-1 |41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 387F, 429 |
|Participate with peers to comment on and react to each other's| | |
|writing. | |35F, 59F, 93F, 117D, 323D, 347D, 369F, 399F, 417D, 439 |
| |3-2 |LH 48-49 |
|7 |3-1 |41C, 181E, 205E, 303E, 355E, 387E |
|Build awareness of ways authors use paragraphs to support | | |
|meaning. |3-2 |35E-F, 59E-F, 93E-F |
| | |LH 58, 61, 63, 64, 65 |
|8 |3-1 |41C-D, 67E-F, 99E-F, 129D, 426-427 |
|Begin to develop author's voice in own writing. | | |
| |3-2 |369E, 436-437 |
| | |LH 14-17 |
|9 |3-1 |42F, 67A-B, 67J, 129I, 153D, 205K, 255H, 256F, 417, 418 |
|Use reference materials to revise work, such as a dictionary | |T 5 |
|or internet/software resource. | | |
| |3-2 |35K, 117I, 146F, 193A-B, 417H, 427, 428 |
| | |T 41 |
| | |LH 35 |
|10 |3-1 |99F, 99J, 129D, 223F, 255D, 355F, 387F |
|Edit work for basic spelling and mechanics. | | |
| |3-2 |93F, 117D, 261E-F, 369F, 399F, 417D |
| | |LH 34-35 |
|11 |3-1 |14F, 42E, 42F, 67E, 100F, 129D, 205E, 206F, 223E, 255D, 256E, 256F, 303E, |
|Use computer word-processing applications during parts of the | |329E, 355E, 355F, 387E, 387F |
|writing process. | | |
| |3-2 |60E, 117C, 146F, 194E, 221E, 297E, 323C, 324E, 347C, 369E, 369F, 399E, 417C |
| | |LH 35, 37 |
|12 |3-1 |41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, |
|Understand and use a checklist and/or rubric to improve | |387F, 426-427 |
|writing. | | |
| |3-2 |35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, |
| | |436-437 |
| | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171|
|13 |3-1 |39, 41D, 65, 97, 99F, 127, 129D, 151, 179, 181F, 205F, 221, 223F, 253, 255D, |
|Reflect on own writing, noting strengths and areas needing | |277, 301, 303F, 327, 329F, 353, 385, 387F, 405, 429 |
|improvement. | | |
| | |33, 35F, 57, 59F, 91, 93F, 115, 117D, 141, 165, 191, 259, 261F, 321, 323D, |
| |3-2 |345, 347D, 367, 369F, 397, 399F, 415, 417D, 439 |
| | |LH 48-49 |
|B. Writing as a Product | | |
|(resulting in a formal product or publication) | | |
|1 |3-1 |41C-D, 42E, 276, 352 |
|Write a descriptive piece, such as a description of a person, | | |
|place, or object. |3-2 |59H, 115 |
| | |T 6 |
|2 |3-1 |99E-F, 153E-F |
|Write a narrative piece based on personal experiences. | | |
|3 |3-1 |14E, 38, 130E, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 277, 279C-D, 300, |
|Write a nonfiction piece and/or simple informational report | |304E, 385 |
|across the curriculum. | | |
| |3-2 |36E, 93E-F, 115, 143C-D, 146E, 167C-D, 168E, 191, 193E-F, 219, 221E-F, 258, |
| | |261E-F, 294, 297E-F, 367 |
|4 |3-1 |41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F, 429 |
|Present and discuss writing with other students. | | |
| |3-2 |35F, 59F, 93F, 117D, 297E-F, 323D, 347D, 369F, 399F, 417D, 439 |
| | |LH 36-39, 48-49 |
|5 |3-1 |41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, |
|Apply elements of grade-appropriate rubrics to improve | |387F, 426-427 |
|writing. | | |
| |3-2 |35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, |
| | |436-437 |
| | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171|
|6 |3-1 |39, 65, 97, 127, 151, 179, 221, 253, 277, 301, 327, 353, 385, 405 |
|Develop a collection of writings (e.g., a literacy folder or | | |
|portfolio). | |33, 57, 91, 115, 141, 165, 191, 259, 261F, 321, 345, 367, 397, 415 |
| |3-2 | |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |3-1 |41E-F, 41F, 67G-H, 67H, 99F, 99G-H, 99H, 99J, 129D, 153G, 181G, 205G-H, 223F,|
|Use Standard English conventions that are developmentally | |255D, 279E-F, 303G-H, 329G-H, 353, 355F, 387F, 387G-H |
|appropriate to the grade level: sentences, punctuation, | |T 3, 6, 7, 40, 43, 70, 73 |
|capitalization, and spelling. | | |
| | |35E-F, 93F, 117D, 165, 261E-F, 369F, 399F, 417D |
| |3-2 |LH 26-29, 34-35, 79-80, 81, 82-83, 84, 85-86, 87, 90, 91-92, 93, 94-95, 96, |
| | |97-98, 99, 102, 105, 106-107, 108, 109-110, 111, 112-113, 114, 115-116, 117, |
| | |118-119, 141, 147, 170-171, 172-173, 174-175, 194-195, 196-197, 248-249, |
| | |250-251 |
|2 |3-1 |129D, 205G-H, 223F, 223G-H, 255E-F, 303I-J, 355G-H, 387G-H, 407E-F |
|Use grade-appropriate knowledge of English grammar and usage | |T 41, 42, 74, 75, 76 |
|to craft writing, such as singular and plural nouns, | | |
|subject/verb agreement, and appropriate parts of speech. | |35G-H, 59G-H, 93F, 93G-H, 117D, 117E-F, 143E-F, 167E-F, 193G-H, 221G-H, |
| |3-2 |261G-H, 261K, 297G-H, 323E-F, 347E-F, 369F, 399F, 399G-H, 417E-F |
| | |T 4, 6, 7, 8, 9, 39, 42, 43, 44, 45, 70, 72, 76, 77 |
| | |LH 34-35, 100-101, 102, 103-104, 105, 108, 111, 115-116, 117, 118-119, 120, |
| | |121-122, 123, 124-125, 126, 127-128, 129, 130-131, 132, 133-134, 135, |
| | |136-137, 138, 139-140, 141, 142-143, 144, 145-146, 147, 148-149, 150, |
| | |151-152, 153, 154-155, 156, 157-158, 159, 162, 163-164, 165, 166-167, 168, |
| | |180-181, 186-187, 188-189, 190-191, 198-199, 200-201, 202-203, 204-205, |
| | |206-207, 208-209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, |
| | |222-223, 226-227, 228-229, 230-231, 232-233, 234-235, 236-237, 238-239, |
| | |242-243, 244-245, 246-247 |
|3 |3-1 |41C, 99A-B, 99E, 129C, 181E, 205E, 258, 263, 293, 303E |
|Study examples of narrative and expository writing to develop | | |
|understanding of paragraphs and indentation. | |35E-F, 59E-F, 93E-F, 167C, 221E, 297E, 417C |
| |3-2 |LH 56-57, 58, 60, 61, 63, 64, 65, 70-71 |
|4 |3-1 |41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, |
|Develop knowledge of English spelling through the use of | |303I-J, 329I-J, 355I-J, 387I-J, 407G-H |
|patterns, structural analysis, and high frequency words. | | |
| |3-2 |35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J, |
| | |261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H |
|5 |3-1 |41G, 67I, 99I, 129G, 153I, 181I, 205I, 223I, 255G, 279G, 303I, 329I, 355I, |
|Write legibly in manuscript or cursive | |387I, 407G |
|to meet district standards. | | |
| |3-2 |35I, 59I, 93I, 117G, 143G, 167G, 221I, 261I, 297I, 323G, 369I, 399I, 417G |
| | |LH 40, 41, 42, 43, 44-45 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of forms) | | |
|1 |3-1 |329F, 355E, 387E, 407D, 410-411 |
|Write for a variety of purposes (e.g., to inform, entertain, | | |
|persuade) and audiences (e.g., self, peers, community). |3-2 |93E, 117C, 369E, 399E, 417C, 420-421 |
| | |LH 6-9 |
|2 |3-1 |14E, 34, 38, 39, 42E, 62, 64, 94, 96, 99E-F, 118, 126, 129C-D, 146, 150, 151,|
|Develop fluency by writing daily and for sustained amounts of | |156E, 174, 178, 198, 202, 206E, 216, 220, 223E-F, 244, 252, 255C-D, 274, 276,|
|time. | |279T, 296, 300, 301, 304E, 320, 326, 327, 348, 352, 353, 355E-F, 380, 384, |
| | |385, 387E-F, 402, 404, 405, 412-413 |
| | | |
| | |28, 32, 50, 56, 60E, 82, 90, 93E-F, 94E, 112, 114, 115, 117C- |
| |3-2 |D, 118E, 134, 140, 141, 146E, 160, 164, 165, 168E, 184, 190, |
| | |191, 212, 218, 219, 221E-F, 252, 258, 261E-F, 262E, 288, |
| | |294, 297E-F, 300E, 316, 320, 324E, 340, 344, 364, 366, 367, |
| | |369E-F, 390, 396, 397, 399E-F, 410, 414, 417C-D, 422-423 |
|3 |3-1 |14E, 39, 42E, 67F, 99E, 129C, 151, 156E, 205F, 206E, 223E, 255C, 301, 303F, |
|Generate ideas for writing in a variety of situations and | |304E, 327, 329F, 353, 385, 387E, 405, 414-415 |
|across the curriculum. | | |
| | |35F, 36E, 60E, 93E, 94E, 115, 117C, 118E, 141, 146E, 165, 167C-D, 168E, 191, |
| |3-2 |219, 262E, 300E, 323D, 324E, 347D, 367, 369E, 397, 399E, 417C, 424-425 |
| | |LH 6-9 |
|4 |3-1 |14E, 38, 41C-D, 64, 99E-F, 153E-F, 178, 181E-F, 202, 205E-F, 206E, 220, 224E,|
|Write to express thoughts and ideas, to share experiences, and| |255C-D, 256E, 276, 277, 279C-D, 280J, 300, 303E-F, 304E, 352, 355E-F, 385, |
|to communicate socially. | |407C-D |
| | | |
| |3-2 |35E-F, 36E, 59E-F, 93E-F, 115, 117C-D, 140, 143C-D, 146E, |
| | |164, 167C-D, 168E, 190, 191, 193E-F, 218, 219, 221E-F, 258, |
| | |261E-F, 262E, 294, 295, 297E-F, 323C-D, 366, 367, 369E-F, |
| | |396, 397 |
|5 |3-1 |129C-D, 129D |
|Write the events of a story sequentially. | | |
| |3-2 |194E, 417C-D |
|6 |3-1 |67H, 99H, 181G, 181H, 353, 426-427 |
|Produce writing that demonstrates the use of a variety of | |T 38 |
|sentence types, such as declarative, interrogative, | | |
|exclamatory, and imperative. |3-2 |35E-F, 59E-F, 117C, 165, 436-437 |
| | |LH 26-29, 82-83, 85-86, 90, 93, 94-95, 96 |
|7 |3-1 |34, 38, 62, 64, 94, 96, 118, 126, 146, 150, 174, 178, 198, 202, 216, 220, |
|Respond to literature through writing to demonstrate an | |244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, 384, 402, 404 |
|understanding of a text. | | |
| | |28, 32, 50, 56, 82, 90, 112, 114, 134, 140, 160, 164, 184, 190, |
| |3-2 |212, 218, 252, 258, 288, 294, 316, 320, 340, 344, 364, 366, |
| | |390, 396, 410, 414 |
|8 |3-1 |99E-F, 129C-D, 153E-F, 404 |
|Write narrative text (e.g., realistic or humorous story). | | |
| |3-2 |60E, 194E, 417C-D |
|9 |3-1 |14E, 38, 64, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 256E, 277, 279C-D, |
|Write non-fiction text (e.g., reports, procedures, letters). | |280J, 300, 304E, 355E-F, 385, 407C-D |
| | | |
| |3-2 |36E, 93E-F, 115, 140, 143C-D, 146E, 164, 167C-D, 168E, |
| | |191, 193E-F, 219, 221E-F, 258, 261E-F, 294, 297E-F, 366, |
| | |367 |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|(small group and whole class) | | |
|1 |3-1 |12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, |
|Listen and follow a discussion in order to contribute | |182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K,|
|appropriately. | |356H, 356K, 388H |
| | | |
| | |12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, |
| |3-2 |144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, |
| | |262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, |
| | |370H, 370K, 400H, 400K |
|2 |3-1 |12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, |
|Stay focused on topic. | |182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K,|
| | |356H, 356K, 388H |
| | | |
| | |12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, |
| |3-2 |144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, |
| | |262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, |
| | |370H, 370K, 400H, 400K |
|3 |3-1 |12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, |
|Take turns. | |182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K,|
| | |356H, 356K, 388H |
| | | |
| | |12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, |
| |3-2 |144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, |
| | |262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, |
| | |370H, 370K, 400H, 400K |
|4 |3-1 |12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, |
|Support an opinion with details. | |182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K,|
| | |356H, 356K, 388H |
| | | |
| | |12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, |
| |3-2 |144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, |
| | |262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, |
| | |370H, 370K, 400H, 400K |
|B. Questioning (Inquiry) and Contributing | | |
|1 |3-1 |12J, 14F, 42F, 68F, 99L, 100F, 130F, 153L, 154J, 156F, 182F, 202, 206F, 223L,|
|Develop appropriate questions to explore a topic. | |224F, 255J, 256F, 282F, 304F, 330F, 355L, 356F, 388F, 430 |
| | | |
| | |12J, 14F, 36F, 60F, 93L, 94F, 118F, 146F, 168F, 193L, 194F, 222F, 258, 261L, |
| |3-2 |262F, 294, 297F, 297L, 300F, 320, 324F, 344, 347J, 348F, 366, 369L, 370F, |
| | |396, 400F, 414, 417J, 440 |
| | |LH 39 |
|2 |3-1 |12J, 14F, 42F, 68F, 100F, 126, 130F, 150, 154J, 156F, 178, 182F, 202, 206F, |
|Contribute information, ideas, and experiences to classroom | |224E, 224F, 252, 256F, 276, 280J, 282F, 304F, 330F, 356F, 385, 388F, 405 |
|inquiry. | | |
| | |12J, 14F, 36F, 60F, 94F, 118F, 144J, 146F, 168F, 194F, 219, |
| |3-2 |222F, 258, 262F, 294, 298J, 300F, 320, 324F, 344, 348F, |
| | |366, 370F, 396, 400F, 414 |
|C. Word Choice | | |
|1 |3-1 |99L, 130E, 151, 224E, 277, 279J, 329L, 355L, 387L, 407J, 430 |
|Use vocabulary related to a particular topic. | | |
| | |57, 59L, 191, 221L, 261L, 297E-F, 297L, 345, 369L, 440 |
| |3-2 |LH 39 |
|2 |3-1 |99L, 130E, 151, 205L, 224E, 277, 279J, 303L, 329L, 355L, 385, 387L, 405, |
|Adapt language to persuade, explain, or seek information. | |407J, 430 |
| | | |
| |3-2 |12J, 57, 59L, 143T, 146E, 191, 219, 221L, 261L, 297E-F, 297L, 345, 369L, 397,|
| | |440 |
| | |LH 39 |
|3 |3-1 |14-15, 14L, 42-43, 42L, 49, 68-69, 68L, 100-101, 100L, 130-131, 130L, |
|Use new vocabulary and figurative language learned from | |156-157, 156L, 182-183, 182L, 193, 206-207, 206L, 224-225, 224L, 256-257, |
|literature and classroom experiences. | |256L, 282-283, 282L, 304-305, 304L, 329K, 330-331, 330L, 335, 356-357, 356L, |
| | |363, 388-389, 388L |
| | | |
| | |14-15, 14L, 35A-B, 36-37, 36L, 59C, 59G, 60-61, 60L, 93D, 94-95, 94L, |
| |3-2 |118-119, 118L, 143R, 146-147, 146L, 168-169, 168L, 194-195, 194L, 203, 208, |
| | |222-223, 222L, 247, 262-263, 262L, 300-301, 300L, 323C-D, 324-325, 324L, |
| | |348-349, 348L, 370-371, 370L, 387, 400-401, 400L |
| | |T 3, 6 |
|D. Oral Presentation | | |
|1 |3-1 |41J, 99L, 329L, 430 |
|Use pictures to support an oral presentation. | | |
| |3-2 |261L, 297E-F, 297L, 369L, 417J, 440 |
|2 |3-1 |41J, 99L, 130E, 151, 224E, 255J, 277, 279J, 329L, 355L, 387L, 407J, 430 |
|Attempt to revise future presentations based on feedback from | | |
|peers and teacher. | |57, 59L, 117J, 143J, 167J, 191, 221L, 297E-F, 297L, 323J, 345, 369L, 440 |
| |3-2 |LH 39 |
|3 |3-1 |41J, 67L, 99L, 129J, 130E, 151, 153L, 181L, 205L, 223L, 224E, 255J, 277, |
|Use appropriate strategies to prepare, rehearse, and deliver | |279J, 295, 303L, 329L, 355L, 387L, 407J, 430 |
|an oral presentation, such as word choice, expression, eye | | |
|contact, and volume. | |35L, 57, 59L, 93L, 117J, 143J, 167J, 191, 193L, 221L, 261L, 297E-F, 297F, |
| |3-2 |297L, 323J, 345, 347J, 369L, 399L, 417J, 440 |
| | |LH 39 |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A | | |
|VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |3-1 |14G-H, 41J, 42G-H, 68G-H, 100G-H, 130G-H, 156G-H, 181L, 182G-H, 206G-H, 215, |
|Connect messages heard to prior knowledge and experiences. | |224G-H, 256G-H, 279R, 282G-H, 304G-H, 330G-H, 356G-H, 387L, 407T |
| | | |
| | |14G-H, 35L, 36G-H, 60G-H, 94G-H, 118G-H, 146G-H, |
| |3-2 |168G-H, 194G-H, 222G-H, 262G-H, 300G-H, 324G-H, |
| | |348G-H, 370G-H, 400G-H, 417J |
|2 |3-1 |14G-H, 41J, 42G-H, 67L, 99L, 100G-H, 129J, 130E, 153L, 156G-H, 181L, 205L, |
|Exchange information through verbal and nonverbal messages. | |206G-H, 215, 223L, 224E, 255J, 256G-H, 277, 279J, 279R, 303L, 329L, 330G-H, |
| | |355L, 356G-H, 385, 387L, 405, 407J, 407R, 407T, 430 |
| | | |
| | |12J, 14G-H, 35L, 57, 59L, 93L, 117J, 143J, 167J, 168G-H, 191, 193L, 194G-H, |
| |3-2 |219, 221L, 261L, 297E-F, 297F, 297L, 300G-H, 324G-H, 345, 347J, 348G-H, 369L,|
| | |399L, 400G-H, 417J, 440 |
| | |LH 39 |
|B. Listening Comprehension | | |
|1 |3-1 |181L, 255J |
|Follow two-and three-step directions. | | |
| |3-2 |261L |
|2 |3-1 |42G-H, 68G-H, 100G-H, 130G-H, 153T, 153V, 181L, 224G-H, 256G-H, 279T, 282G-H,|
|Listen to a story read aloud and/or information from | |304G-H, 330G-H, 407R |
|television or film, and summarize main ideas. | | |
| |3-2 |36G-H, 94G-H, 143R, 143T, 146G-H, 168G-H, 222G-H, 262G-H, 297T, 297V, 300G-H,|
| | |370G-H, 400G-H, 417R, 417T |
| | |T 2, 40 |
| | |LH 39 |
|3 |3-1 |41J, 42G-H, 99L, 100G-H, 153L, 156G-H, 181L, 205L, 206G-H, 215, 223L, 255J, |
|Paraphrase information shared by others. | |256G-H, 279J, 279R, 282G-H, 303L, 329L, 330G-H, 355L, 387L, 407J, 407R, 407T |
| | | |
| | |14G-H, 59L, 93L, 94G-H, 167J, 168G-H, 193L, 194G-H, 221L, 222G-H, 261A-B, |
| |3-2 |261L, 262G-H, 297F, 297L, 300G-H, 324G-H, 347B, 347J, 348G-H, 369L, 370G-H, |
| | |399L, 400G-H |
| | |T 40 |
| | |LH 39 |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO | | |
|PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 |3-1 |14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 256K, |
|Begin to demonstrate an awareness of different media forms and| |279J, 282K, 300, 329L |
|how they contribute to communication. | | |
| |3-2 |14K, 36K, 94K, 146K, 193L, 219, 221L, 261L, 292-293, 295, |
| | |297D, 297E, 347J, 397, 417J |
|2 |3-1 |14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 255J, |
|Identify the central theme and main ideas in different media. | |256K, 279J, 282K, 329L |
| | | |
| |3-2 |14K, 36K, 59L, 94K, 146K, 193L, 219, 221L, 261L, 297D, |
| | |347J, 397, 417J |
|B. Visual and Verbal Messages | | |
|1 |3-1 |23, 99L, 130I, 136, 153L, 181L, 198, 206J, 208-217, 223L, 250, 255J, 279J, |
|Recognize the effects of visual arts on one's mood and | |329L, 384 |
|emotions. | | |
| |3-2 |46, 56, 59L, 117J, 167J, 193L, 219, 221L, 261L, 294, 297D, |
| | |347J, 375, 397, 409, 417B, 417J |
|2 |3-1 |99L, 329L |
|Begin to explore and interpret messages found in | | |
|advertisements and other texts. |3-2 |114, 261L, 292-293, 295 |
BY THE END OF FOURTH GRADE:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, | | |
|LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND | | |
|FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS | | |
|WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print/Text | | |
|1 |4 |47, 99, 118-119, 121, 129, 142-143, 145, 148J, 198-201, 206E, 220-225, |
|Identify differences of various print formats, including | |227, 229A-B, 249, 269, 272J, 274E, 290-295, 297, 300E, 347, 350E, 372E, |
|newspapers, magazines, books, and reference resources. | |395, 400E, 421D, 451, 472E, 494-495, 495, 497, 500J, 521A-B, 522E, 541, |
| | |565, 567B, 587, 607, 609B, 610J, 612E, 635, 638E, 690F, 711, 714E, |
| | |730-733, 746, 747, 750, 751, 752 |
| | |T 139 |
|2 |4 |77G-H, 91, 98, 101E-F, 376, 381, 383, 394, 405, 421E-F, 506, 564, 566-567,|
|Recognize purposes and uses for print conventions such as | |612J, 623, 627, 630, 632, 637D, 696, 697, 701, 706 |
|paragraphs, end-sentence punctuation, and bold print. | |T 5, 6 |
| | |LH 96-97, 98, 99-100, 101, 104, 186-187 |
|3 |4 |35, 49L, 75, 77L, 99, 101J, 147J, 150E, 203, 205J, 206E, 226, 227, 251J, |
|Identify and locate features that support text meaning (e.g., | |252E, 268, 269, 272J, 274E, 299A-B, 299L, 322, 323, 325J, 346, 349J, 355, |
|maps, charts, illustrations). | |358, 368, 369, 371B, 395, 414, 419, 421L, 438E, 453L, 496, 519, 521L, |
| | |522E, 541, 543L, 565, 567J, 587, 589L, 610J, 637L, 638E, 664, 667L, 687, |
| | |711, 714E, 735 |
| | |LH 88-90 |
|B. Phonological Awareness | | |
|No additional indicators at this grade level | | |
|C. Decoding and Word Recognition | | |
|1 |4 |37, 49C, 50I, 50J, 55, 56, 59, 60, 64, 65, 68, 69, 76-77, 77C, 83, 101A, |
|Use letter-sound correspondence and structural analysis (e.g., | |102I, 111, 122-123, 123A, 135, 147A, 150J, 155, 161, 173C, 173D, 174L, |
|roots, affixes) to decode words. | |205A, 206L, 213, 229C, 239, 251A, 252L, 263, 271A, 271I, 281, 325A, 349A, |
| | |350L, 371A, 397A, 400L, 413, 421C, 421K, 422L, 429, 437A, 443, 453C, 463, |
| | |471A, 471I, 481, 499A, 499I, 502L, 513, 521C, 521K, 529, 535, 543C, 544L, |
| | |557, 567A, 568L, 589C, 595, 609A, 612L, 621, 637C, 653, 667C, 679, 689A, |
| | |705, 713A, 713I, 737A |
| | |T 4 |
|2 |4 |49K, 50I, 56, 64, 76-77, 77K, 122-123, 147I, 173D, 174L, 206L, 252L, 271I,|
|Know and use common word families to decode unfamiliar words. | |349A, 350L, 400L, 421K, 422L, 437A, 471I, 499A, 502L, 521K, 544L, 568L, |
| | |612L, 737A |
| | |T 4 |
|3 |4 |123A, 205A, 371A, 371E-F, 371G-H, 521K, 637G-H, 637I-J, 668L |
|Recognize compound words, contractions, and common abbreviations.| |T 75, 175 |
| | |LH 132-133, 134, 137, 168-169, 170, 173, 250-251, 270-271 |
|D. Fluency | | |
|1 |4 |41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 285, 317, 343, 387, 415, |
|Use appropriate rhythm, flow, meter, and pronunciation in | |429, 447, 454E, 465, 515, 535, 557, 581, 599, 631, 659, 679, 705 |
|demonstrating understanding of punctuation marks. | | |
|2 |4 |206J, 211, 215, 335, 400J, 405, 409, 411, 499R, 511, 516, 544J, 549, 551, |
|Read at different speeds using scanning, skimming, or careful | |555 |
|reading as appropriate. | | |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |4 |20-21, 20L, 37, 49C, 50-51, 50J, 50L, 55, 59, 65, 69, 77C, 78-79, 78L, 83,|
|Use knowledge of word meaning, language structure, and | |101A, 102-103, 102L, 111, 123A, 124-125, 124J, 124L, 129, 133, 135, 137, |
|sound-symbol relationships to check understanding when reading. | |147A, 150-151, 150J, 150L, 155, 159, 161, 163, 173C, 174-175, 174L, 185, |
| | |205A, 206-207, 206L, 213, 229C, 230-231, 230L, 235, 239, 251A, 252-253, |
| | |252L, 263, 271A, 274-275, 274J, 274L, 279, 281, 283, 285, 300-301, 300L, |
| | |325A, 326-327, 326L, 349A, 350-351, 350J, 350L, 357, 359, 371A, 372-373, |
| | |372L, 377, 397A, 400-401, 400L, 413, 421C, 422-423, 422J, 422K, 422L, 427,|
| | |429, 437A, 438-439, 438J, 438L, 443, 445, 453C, 454-455, 454L, 463, 471A, |
| | |472-473, 472L, 481, 485, 499A, 502-503, 502L, 513, 521C, 522-523, 522L, |
| | |529, 535, 543C, 544-545, 544L, 557, 567A, 568-569, 568L, 589C, 590-591, |
| | |590L, 595, 609A, 612-613, 612L, 617, 621, 625, 638-639, 638L, 653, 667C, |
| | |668-669, 668L, 679, 689A, 690-691, 690J, 690L, 695, 699, 703, 705, 713A, |
| | |714-715, 714L |
|2 |4 |124J, 129, 133, 137, 159, 163, 185, 235, 274J, 279, 283, 285, 350J, 357, |
|Identify specific words or passages causing comprehension | |359, 377, 422J, 422K, 427, 438J, 445, 485, 617, 625, 690J, 695, 699, 703 |
|difficulties and seek clarification. | | |
|3 |4 |43, 71, 95, 115, 139, 169, 195, 217, 243, 265, 287, 319, 345, 367, 389, |
|Select useful visual organizers before, during, and after reading| |417, 431, 449, 467, 493, 517, 537, 559, 583, 601, 633, 661, 681, 707, 729 |
|to organize information (e.g., Venn diagrams). | | |
|F. Vocabulary and Concept Development | | |
|1 |4 |50I, 56, 60, 64, 68, 76-77, 102I, 122-123, 173D, 174L, 206L, 252L, 271I, |
|Infer word meanings from learned roots, prefixes, and suffixes. | |350L, 400L, 421K, 422L, 437A, 471I, 499A, 499I, 502L, 521K, 544L, 568L, |
| | |612L, 637C, 713I, 737A |
| | |T 4 |
|2 |4 |20J, 20L, 27, 33, 35, 50L, 57, 63, 67, 89, 147T, 180, 189, 230L, 274L, |
|Infer specific word meanings in the context of reading passages. | |300J, 305, 309, 311, 326L, 349I, 363, 371I, 372L, 438L, 454L, 487, 573, |
| | |577, 590J, 592L, 597, 599, 609R, 609T, 638L, 649, 652, 690L, 712-713, 714L|
| | |T 176 |
|3 |4 |49K, 77A-B, 77K, 101I, 123B, 123I, 147B, 173K, 229K, 251I, 299K, 453K, |
|Identify and correctly use antonyms, synonyms, homophones, and | |543K, 589A-B, 589K, 637K, 638I, 646, 666-667, 667I-J, 689I, 690I, 696, |
|homographs. | |700, 712-713 |
| | |LH 252-253 |
|4 |4 |78L, 150L, 173K, 521A-B, 522L, 609B, 689I, 750 |
|Use a grade-appropriate dictionary (independently) to define | |T 139 |
|unknown words. | | |
|G. Comprehension Skills and Response to Text | | |
|1 |4 |18, 18J, 46, 74, 78G, 80-95, 98, 147O, 148, 176-195, 202, 226, 248, 268, |
|Discuss underlying themes across cultures in various texts. | |271O, 272, 296, 314, 322, 346, 352-366, 368, 392-393, 394, 397O, 398, 434,|
| | |440-448, 474-492, 499O, 499T, 540, 592-601, 604-605, 606, 609O, 610, 634, |
| | |686, 734, 737O |
|2 |4 |24, 36, 54, 77O, 101N, 118-119, 123M, 123N, 142-143, 147N, 150I, 154, 156,|
|Distinguish cause and effect, fact and opinion, main idea, and | |158, 166, 172-173, 173O, 198-201, 208-217, 212, 220-225, 224, 229M, 229O, |
|supporting details in nonfiction texts (e.g., science, social | |229P, 230I, 236, 238, 240, 250-251, 251K, 254-265, 256, 262, 271K, 271N, |
|studies). | |271R, 271S-T, 290-295, 294, 352-366, 374-389, 376, 378, 386, 397B, 400I, |
| | |402-416, 404, 408, 410, 412, 420-421, 438I, 442, 444, 452-453, 460, 490, |
| | |504-516, 506, 508, 510, 512, 514, 524-537, 543D, 546-559, 572, 609Q-R, |
| | |609T, 612I, 614-632, 616, 618, 620, 622, 628, 630, 636-637, 668I, 672, |
| | |674, 678, 688-689, 692-706, 694, 726, 730-733, 737S-T |
| | |T 36, 104, 174 |
|3 |4 |26, 30, 114, 128, 130, 156, 164, 178, 182, 190, 194, 210, 214, 224, 234, |
|Cite evidence from text to support conclusions. | |236, 238, 242, 256, 262, 271T, 274I, 278, 280, 282, 284, 298-299, 304, |
| | |326I, 332, 334, 344, 348-349, 360, 364, 376, 382, 384, 388, 397R, 397T, |
| | |408, 414, 450, 471B, 478, 480, 496, 499T, 506, 528, 536, 550, 572, 574, |
| | |580, 586, 594, 600, 609T, 620, 622, 624, 628, 644, 650, 654, 680, 694, |
| | |700, 720, 722, 732, 737R |
| | |T 70 |
|4 |4 |52-70, 74, 80-95, 104-115, 120, 126-139, 147K, 147L, 147M, 147S-T, 202, |
|Understand author's opinions and how they address culture, | |232-243, 260, 276-287, 299M, 302-318, 352-366, 397Q-R, 414, 524-537, |
|ethnicity, gender, and historical periods. | |588-589, 592-601, 598, 609T, 618, 626, 637M, 640-661, 648, 667N, 667O, |
| | |667P, 704, 714I, 720, 722, 736-737 |
| | |T 141 |
|5 |4 |201, 421A-B, 437B, 453D, 494-495, 521D |
|Follow simple multiple-steps in written instructions. | |T 105 |
|6 |4 |74, 120, 202, 260, 414, 588-589, 598, 609T, 618, 626, 648, 704, 714I, 720,|
|Recognize an author's point of view. | |722, 736-737 |
| | |T 141 |
|7 |4 |104-115, 118-119, 142-143, 147L, 147M, 198-201, 208-217, 220-225, 254-265,|
|Identify and summarize central ideas in informational texts. | |271S-T, 290-295, 352-366, 374-389, 402-416, 494-495, 504-516, 524-537, |
| | |543O, 546-559, 609Q-R, 614-632, 692-706, 730-733, 737S-T |
|8 |4 |22, 52, 65, 72, 80, 104, 123C, 126, 152, 155, 170, 176, 198, 208, 246, |
|Recognize differences among forms of literature, including | |254, 276, 290, 296, 302, 322, 328, 352, 394, 402, 424, 426, 432, 440, |
|poetry, drama, fiction, and nonfiction. | |453A-B, 456, 474, 494, 499B, 499L, 499M, 502I, 504, 508, 512, 514, |
| | |520-521, 540, 544I, 546, 548, 550, 552, 556, 562, 564, 566-567, 570, 584, |
| | |586, 592, 604, 606, 609R, 614, 634, 637D, 640, 670, 684, 686, 716, 730, |
| | |733, 734 |
| | |T 138 |
| | |LH 56, 57 |
|9 |4 |20I, 28, 30, 32, 34, 46, 48-49, 54, 60, 62, 66, 68, 70, 72, 78I, 82, 84, |
|Recognize literary elements in stories, including setting, | |88, 92, 100-101, 106, 108, 132, 134, 147R, 154, 156, 158, 162, 170, 174I, |
|characters, plot, and mood. | |178, 180, 182, 186, 204-205, 236, 246, 271R, 278, 296, 304, 308, 312, 316,|
| | |330, 336, 340, 342, 354, 360, 362, 378, 397R, 406, 416, 422E, 428, 430, |
| | |432, 442, 444, 446, 448, 450, 458, 462, 468, 476, 480, 482, 484, 490, |
| | |499R, 499T, 532, 562, 580, 582, 598, 642, 650, 664, 676, 678, 684, 686, |
| | |706, 718, 724, 725, 726 |
| | |T 2 |
|10 |4 |86, 133, 136, 144, 284, 315, 604, 646, 664, 667E, 670-681, 725 |
|Identify some literary devices in stories. | | |
|11 |4 |174G, 181, 246, 562, 564, 584, 643, 667E |
|Identify the structures in poetry. | | |
|12 |4 |150F, 152, 155, 170, 173L, 397R, 453L, 456, 471J, 543L |
|Identify the structures in drama. | | |
|13 |4 |20F, 45, 49M, 49N, 49O, 49P, 50F, 73, 77M, 77N, 77O, 77P, 78F, 93, 101K, |
|Read regularly in materials appropriate for their independent | |101L, 101M, 101N, 102F, 119, 123K, 123L, 123M, 123N, 124F, 143, 147K, |
|reading level. | |147L, 147M, 147N, 147Q-R, 147S-T, 150F, 167, 173N, 173O, 173P, 174F, 201, |
| | |205K, 205L, 205M, 205N, 206F, 225, 229M, 229N, 229O, 229P, 230F, 247, |
| | |251K, 251L, 251M, 251N, 252F, 267, 271K, 271L, 271M, 271N, 271Q-R, 271S-T,|
| | |274F, 295, 299M, 299N, 299O, 299P, 300F, 321, 325K, 325L, 325M, 325N, |
| | |326F, 343, 349K, 349L, 349M, 349N, 350F, 365, 371K, 371L, 371M, 371N, |
| | |372F, 393, 397K, 397L, 397M, 397N, 397Q-R, 397S-T, 400F, 415, 421M, 421N, |
| | |421O, 421P, 422F, 433, 437K, 437L, 437M, 437N, 438F, 447, 453M, 453O, |
| | |453P, 454F, 465, 471L, 471M, 471N, 472F, 495, 499K, 499L, 499M, 499N, |
| | |499Q-R, 499S-T, 502F, 515, 521M, 521N, 521O, 521P, 522F, 539, 543M, 543N, |
| | |543O, 543P, 544F, 563, 567K, 567L, 567M, 567N, 568F, 585, 589M, 589N, |
| | |589O, 589P, 590F, 605, 609K, 609L, 609M, 609N, 609Q-R, 609S-T, 612F, 631, |
| | |637M, 637N, 637O, 637P, 638F, 663, 667N, 667O, 667P, 668F, 685, 689K, |
| | |689L, 689M, 689N, 690F, 709, 713L, 713M, 713N, 714F, 733, 737K, 737L, |
| | |737M, 737N, 737Q-R, 737S-T |
|H. Inquiry and Research | | |
|1 |4 |469, 472F, 587, 690E |
|Use library classification systems, print or electronic, to | | |
|locate information. | | |
|2 |4 |44, 45, 71, 96-97, 98, 140, 141, 169, 196, 197, 218-219, 229E-F, 244, 245,|
|Investigate a favorite author and produce evidence of research. | |267, 271C-D, 288-289, 319, 345, 367, 390-391, 417, 431, 449, 471K, 493, |
| | |517, 538-539, 561, 583, 602-603, 633, 662, 663, 682-683, 707, 708-709, 729|
| | |LH 62-63 |
|3 |4 |47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 229A-B, 249, 252F, 269, |
|Read independently and research topics using a variety of | |271J, 272J, 274E, 297, 300E, 326E, 347, 350E, 372E, 395, 398J, 400E, 421D,|
|materials to satisfy personal, academic, and social needs, and | |435, 438E, 451, 469, 472E, 497, 500J, 521A-B, 521E-F, 522E, 541, 543E-F, |
|produce evidence of reading. | |565, 567B, 567C-D, 567J, 568E, 587, 589E-F, 590E, 607, 609B, 609C-D, 609J,|
| | |610J, 612E, 635, 638E, 668E, 687, 690E, 690F, 711, 714E, 735, 746, 747, |
| | |753 |
| | |T 139 |
| | |LH 39 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, editing, postwriting) | | |
|1 |4 |49F, 77F, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, 371C, |
|Generate possible ideas for writing through talking, recalling | |421F, 437D, 453E, 521E-F, 637F, 667F, 713C, 744-745 |
|experiences, hearing stories, reading, discussing models of | | |
|writing, asking questions, and brainstorming. | | |
|2 |4 |101C, 123C, 349C, 371C, 689C, 713C |
|Develop an awareness of form, structure, and author's voice in | |LH 56, 60-61, 66, 69, 70-71, 72-73, 75, 77 |
|various genres. | | |
|3 |4 |49F, 101C, 123C, 229E, 251C, 251E, 299F, 349C, 371C, 453E, 471C, 521E-F, |
|Use strategies such as reflecting on personal experiences, | |543E-F, 689C, 713C, 737C, 744-745 |
|reading, doing interviews or research, and using graphic | |LH 10-13 |
|organizers to generate and organize ideas for writing. | | |
|4 |4 |49F, 77F, 101C, 101D, 123C, 123D, 173F, 205D, 229F, 251D, 251E, 299F, |
|Draft writing in a selected genre with supporting structure | |325D, 349C, 349D, 371C, 371D, 421F, 437D, 453E, 453F, 471C, 471D, 567C-D, |
|according to the intended message, audience, and purpose for | |637F, 667F, 689C, 689D, 713C, 713D, 737C, 737D, 740-741 |
|writing. | |LH 6-9 |
|5 |4 |49E-F, 49F, 77A, 77E-F, 77F, 101C, 101D, 123D, 173F, 205D, 229F, 251D, |
|Revise drafts by rereading for meaning, narrowing the focus, | |299F, 325D, 349D, 371D, 397I, 421F, 437D, 453F, 471D, 567C-D, 589E-F, |
|elaborating, reworking organization, openings, and closings, and | |637E-F, 637F, 667F, 689D, 713D, 737C-D, 737D, 756-757 |
|improving word choice and consistency of voice. | |LH 10-13, 14-17, 18-21, 22-25 |
|6 |4 |49F, 77F, 101D, 173F, 205D, 229F, 251D, 299F, 325D, 349D, 371D, 421F, |
|Review own writing with others to understand the reader's | |437D, 453F, 471D, 543F, 637F, 667F, 713D, 759 |
|perspective and to consider ideas for revision. | |LH 48-49 |
|7 |4 |49G-H, 101D, 123D, 229F, 229G-H, 251D, 325D, 349D, 371D, 453F, 471D, 499F,|
|Review and edit work for spelling, mechanics, clarity, and | |589E-F, 689D, 713D, 737D |
|fluency. | |LH 34-35, 93-94, 95, 98, 114-115, 184-185 |
|8 |4 |77B, 77J, 77K, 102L, 147B, 147I, 173J, 229J, 251H, 251I, 300F, 300L, 325H,|
|Use a variety of reference materials to revise work, such as a | |397H, 472L, 521A-B, 521J, 609B, 689I, 751 |
|dictionary, thesaurus, or internet/software resources. | |T 139 |
| | |LH 34 |
|9 |4 |20E, 49E, 50F, 77E, 101C, 123C, 124E, 124F, 147C, 150F, 173E, 205C, 229E, |
|Use computer writing applications during most of the writing | |230F, 251C, 271C, 274E, 299E, 300F, 325C, 349C, 371C, 397C, 421E, 422F, |
|process. | |437C, 438E, 438F, 453E, 454E, 471C, 499C, 502E, 521E, 543E, 567C, 589E, |
| | |590E, 609C, 612F, 637E, 667E, 668E, 689C, 690F, 713C, 737C |
|10 |4 |49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, |
|Understand and apply elements of grade-appropriate rubrics to | |299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, |
|improve and evaluate writing. | |637F, 667F, 689D, 713D, 737D |
| | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185 |
|11 |4 |47, 49F, 75, 77F, 99, 101D, 121, 145, 171, 173F, 203, 205D, 229F, 249, |
|Reflect on one's writing, noting strengths and areas needing | |251D, 269, 296, 297, 299F, 323, 325D, 347, 349D, 369, 371D, 395, 419, |
|improvement. | |421F, 435, 437D, 451, 453F, 469, 471D, 497, 519, 541, 543F, 565, 587, 607,|
| | |635, 637F, 665, 667F, 687, 711, 713D, 735, 759 |
| | |LH 48-49 |
|B. Writing as a Product | | |
|(resulting in a formal product or publication) | | |
|1 |4 |49E-F, 50F, 77E-F, 101C-D, 147C-D, 226, 418, 450, 586, 606, 637E-F, 713C-D|
|Create narrative pieces, such as memoir or personal narrative, | |LH 58 |
|which contain description and relate ideas, observations, or | | |
|recollections of an event or experience. | | |
|2 |4 |20F, 75, 99, 121, 171, 173E-F, 174F, 227, 249, 251C-D, 296, 300E, 323, |
|Write informational reports across the curriculum that frame an | |326E, 349C-D, 369, 371C-D, 372E, 395, 397C-D, 400E, 419, 453E-F, 469, |
|issue or topic, including facts and details, and draw from more | |471C-D, 497, 499C-D, 500J, 519, 521E-F, 543E-F, 567C-D, 568E, 587, 589E-F,|
|than one source of information. | |590E, 607, 609C-D, 668E, 690F, 710, 711, 714E, 735 |
|3 |4 |49F, 77E-F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 205F, 229F, 251D,|
|Craft writing to elevate its quality by adding detail, changing | |299E-F, 299F, 325D, 349C, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, |
|the order of ideas, strengthening openings and closings, and | |567C-D, 589E-F, 637F, 667G-H, 689D, 713D, 713E, 737C-D, 737D, 737E-F, |
|using dialogue. | |756-757 |
| | |LH 10-13, 14-17, 22-25, 26-29, 171-172, 181 |
|4 |4 |101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713C |
|Build knowledge of the characteristics and structures of a | |LH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77 |
|variety of genres. | | |
|5 |4 |49F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, |
|Sharpen focus and improve coherence by considering the relevancy | |421E-F, 589E-F, 637F, 689D, 713D, 737D |
|of included details, and adding, deleting, and rearranging | |LH 6-9, 22-25, 30-33 |
|appropriately. | | |
|6 |4 |123D, 147I, 205F, 229G, 229H, 271F, 325C-D, 349C, 499F, 589E-F, 637E-F, |
|Write sentences of varying lengths and complexity, using specific| |667E-F, 713C, 737C, 756-757 |
|nouns, verbs, and descriptive words. | |T 41, 43 |
| | |LH 18-21, 26-29, 114-115, 116, 120-121, 191, 220-221 |
|7 |4 |49G-H |
|Recognize the difference between complete sentences and sentence | |T 3 |
|fragments and examine the uses of each in real-world writing. | |LH 34-35, 93-94, 95, 98, 184-185 |
|8 |4 |173E-F, 173F, 205C-D, 205D, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, |
|Improve the clarity of writing by rearranging words, sentences, | |421F, 437D, 453F, 471D, 589E-F, 637F, 689D |
|and paragraphs. | |LH 10-13 |
|9 |4 |20E, 75, 120, 170, 205C-D, 248, 251C-D, 272J, 274E, 300F, 322, 325C-D, |
|Examine real-world writing to expand knowledge of sentences, | |326E, 346, 349C, 368, 372E, 395, 421E-F, 434, 437C-D, 438F, 471C-D, 496, |
|paragraphs, usage, and authors' writing styles. | |499C-D, 502E, 518, 544E, 612E, 664, 737R, 756-757 |
| | |LH 26-29, 68-69, 78-79, 80, 81 |
|10 |4 |46, 173E-F, 173F, 205C-D, 205D, 251C, 251D, 299F, 325D, 349D, 371D, 421F, |
|Provide logical sequence and support the purpose of writing by | |437D, 453F, 471D, 589E-F, 689D, 756-757 |
|refining organizational structure and developing transitions | |LH 10-13, 30-33 |
|between ideas. | | |
|11 |4 |123D, 251C-D, 299E-F, 349C-D, 371C-D, 397C-D, 453E-F, 471C-D, 499C-D, 564,|
|Engage the reader from beginning to end with an interesting | |567C-D, 568E, 689C-D, 737C-D |
|opening, logical sequence, and satisfying conclusion. | | |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |4 |49G-H, 49I, 101D, 123D, 147G, 173I, 205G, 229F, 229G-H, 229I, 251D, 251G, |
|Use Standard English conventions that are appropriate to the | |271G, 299I, 325D, 325G, 349D, 371D, 371G, 453F, 453I, 471D, 471E-F, 499F, |
|grade level, such as sentence structure, grammar and usage, | |499G, 521I, 543I, 567G, 589E-F, 609G, 637I, 667I, 689D, 689E-F, 713D, |
|punctuation, capitalization, spelling, and handwriting. | |713G, 737D, 737G |
| | |LH 34-35, 43-45, 93-94, 95, 98, 114-115, 147-148, 184-185 |
|2 |4 |205F, 229G-H, 229H, 251E-F, 251F, 271E-F, 271F, 325C-D, 349C, 589E-F, |
|Use increasingly complex sentence structure and syntax to express| |667G-H, 713E, 737E-F, 756-757 |
|ideas. | |T 41, 42, 43, 181 |
| | |LH 26-29, 114-115, 116, 117-118, 119, 120-121, 122, 125, 149, 171-172, |
| | |180-181, 182, 190-191 |
|3 |4 |299G-H, 325E-F, 397E-F, 421G-H, 437E-F, 437F, 453G-H, 471E-F, 499E-F, |
|Use grade appropriate knowledge of English grammar and usage to | |521G-H, 543G-H, 567E-F, 589G-H, 609E-F, 637G-H, 667G-H, 689E-F, 689F, 713E|
|craft writing such as subject/verb agreement, pronoun usage and | |T 73, 76, 106, 108, 109, 110, 111, 140, 142, 143, 144, 145, 178, 179 |
|agreement, and appropriate verb tenses. | |LH 126-127, 128, 131, 135-136, 137, 138-139, 140, 141-142, 143, 144-145, |
| | |146, 147-148, 149, 150-151, 152, 153-154, 155, 156-157, 158, 159-160, 161,|
| | |162-163, 164, 165-166, 167, 168-169, 170, 171-172, 173, 174-175, 176, 179,|
| | |202-203, 208-209, 214-215, 216-217, 218-219, 220-221, 222-223, 224-225, |
| | |226-227, 228-229, 230-231, 232-233, 236-237, 238-239, 240-241, 242-243, |
| | |244-245, 246-247, 248-249, 254-255, 256-257, 258-259, 260-261 |
|4 |4 |77G-H, 101E-F, 205E-F, 229G-H, 251E-F |
|Use punctuation correctly in sentences, such as ending | |T 5, 6, 41, 74 |
|punctuation, commas, and quotation marks in dialogue. | |LH 96-97, 98, 99-100, 101, 104, 111-112, 113, 114-115, 117-118, 119, 122, |
| | |129-130, 131, 134, 186-187, 212-213, 262-263, 264-265, 266-267 |
|5 |4 |49G-H, 299G, 371E-F, 371G-H |
|Use capital letters correctly in sentences, for proper nouns, and| |T 3, 71, 75, 106 |
|in titles. | |LH 93-94, 95, 98, 104, 123-124, 125, 128, 132-133, 134, 137, 206-207, |
| | |268-269, 270-271 |
|6 |4 |111, 118, 173E-F, 205C-D, 251C-D, 251D, 349C-D, 349D, 371C-D, 397C-D, |
|Study examples of narrative and expository writing to develop | |421E-F, 453E-F, 453F, 471C-D, 471D, 499C-D, 502I, 508, 544I, 548, 552, |
|understanding of the reasons for and use of paragraphs and | |558, 566-567, 568E, 589E-F, 689D |
|indentation. | |T 138 |
| | |LH 34-35, 67, 72-73 |
|7 |4 |173E-F, 251D, 299E-F, 349D, 421E-F, 453F, 471D, 589E-F, 637F, 689D |
|Indent in own writing to show the beginning of a paragraph. | |LH 30-33, 34-35 |
|8 |4 |49I-J, 77I-J, 101G-H, 123G-H, 147G-H, 173I-J, 173K, 205G-H, 229I-J, |
|Spell grade-appropriate words correctly with particular attention| |251G-H, 271G-H, 299I-J, 299K, 325G-H, 349G-H, 371G-H, 397G-H, 421I-J, |
|to frequently used words, contractions, and homophones. | |437G-H, 453I-J, 471G-H, 499G-H, 521I-J, 543I-J, 567G-H, 589I-J, 609G-H, |
| | |637G-H, 637I-J, 637K, 638I, 666-667, 667I-J, 689G-H, 690I, 712-713, |
| | |713G-H, 737G-H |
| | |T 175 |
| | |LH 168-169, 170, 173, 250-251, 252-253 |
|9 |4 |397G-H, 437G-H, 437H, 453I-J, 471G-H, 499G-H, 589I-J, 589J, 689G-H, 713G-H|
|Use knowledge of base words, structural analysis, and spelling | | |
|patterns to expand spelling competency in writing. | | |
|10 |4 |77B, 77J, 77K, 78L, 102L, 147B, 147I, 150L, 173J, 173K, 229J, 251H, 251I, |
|Use a variety of reference materials, such as a dictionary, | |300F, 300L, 325H, 397H, 472L, 521A-B, 521J, 522L, 609B, 689I, 750, 751 |
|grammar reference, and internet/software resources to edit | |T 139 |
|written work. | |LH 34 |
|11 |4 |49I, 77I, 123G, 147G, 173I, 205G, 229I, 251G, 271G, 299I, 325G, 349G, |
|Write legibly in manuscript or cursive to meet district | |371G, 397G, 421I, 453I, 499G, 521I, 543I, 567G, 589I, 609G, 637I, 667I, |
|standards. | |689G, 713G, 737G |
| | |LH 40, 41, 42, 43-45 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of forms) | | |
|1 |4 |49F, 77F, 101C, 123C, 173F, 205D, 251E, 325D, 349C, 371C, 421F, 437D, |
|Write for different purposes (e.g., to express ideas, to inform, | |453E, 471C, 637F, 689C, 713C, 737C, 740-741 |
|to entertain, to respond to literature, to question, to share) | |LH 6-9 |
|and a variety of audiences (e.g., self, peers, community). | | |
|2 |4 |101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713C |
|Study the characteristics of a variety of genres, including | |LH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77 |
|expository, narrative, poetry, and reflection. | | |
|3 |4 |49F, 77F, 101C, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, |
|Develop independence by setting self-selected purposes and | |371C, 421E-F, 421F, 437D, 453E, 471C, 521E-F, 637F, 667F, 689C, 713C, |
|generating topics for writing. | |737C, 740-741, 744-745 |
| | |LH 6-9 |
|4 |4 |20E, 43, 71, 95, 115, 123C-D, 124F, 139, 169, 195, 217, 229E-F, 230E, 243,|
|Write independently to satisfy personal, academic, and social | |265, 271C-D, 274E, 287, 300F, 319, 323, 326E, 345, 367, 368, 389, 395, |
|needs (e.g., stories, summaries, letters, or poetry). | |396-397, 417, 431, 438F, 449, 467, 493, 496, 500J, 517, 521E-F, 537, |
| | |543E-F, 544E, 559, 567C-D, 568F, 583, 589E-F, 590E, 601, 609C-D, 612E, |
| | |633, 661, 664, 667E-F, 681, 707, 729, 735, 737C-D |
| | |T 39 |
|5 |4 |20F, 75, 99, 121, 148J, 171, 227, 249, 269, 300E, 323, 326E, 369, 372E, |
|Use writing to paraphrase, clarify, and reflect on new learning | |395, 400E, 419, 469, 497, 519, 521E-F, 587, 590E, 607, 668E, 711, 714E, |
|across the curriculum. | |735, 754 |
|6 |4 |20E, 42, 46, 70, 74, 94, 98, 114, 120, 138, 144, 168, 170, 194, 202, 216, |
|Respond to literature in writing to demonstrate an understanding | |226, 242, 248, 264, 268, 271T, 286, 296, 318, 322, 344, 346, 366, 368, |
|of the text, to explore personal reactions, and to connect | |388, 394, 416, 418, 430, 434, 448, 450, 453E-F, 466, 468, 492, 496, 499R, |
|personal experiences with the text. | |516, 518, 536, 540, 558, 564, 582, 586, 600, 606, 609R, 609T, 632, 660, |
| | |664, 680, 686, 706, 710, 728, 734, 737R, 737T |
|7 |4 |101C-D, 123C-D, 123D, 147C-D, 230E, 418, 422E, 468, 606, 686, 737C-D |
|Write narratives that relate recollections of an event or | | |
|experience and establish a setting, characters, point of view, | | |
|and sequence of events. | | |
|8 |4 |500J, 521E-F, 543E-F, 567C-D, 589E-F, 609C-D, 735 |
|Write informational reports that frame a topic, include facts and| | |
|details, and draw information from several sources. | | |
|9 |4 |20E, 274E, 300F, 434, 437C-D, 438F, 502E |
|Write formal and informal letters for a variety of audiences and | | |
|purposes. | | |
|10 |4 |46, 173E-F, 299E-F, 421E-F, 471C-D, 499C-D, 756-757 |
|Use a variety of strategies to organize writing, including | |LH 10-13 |
|sequence, chronology, and cause/effect. | | |
|11 |4 |147C-D, 271C-D, 325, 397, 499C-D, 637 |
|Demonstrate higher-order thinking skills through responses to | |LH 52-54 |
|open-ended and essay questions in content areas or as responses | | |
|to literature. | | |
|12 |4 |78E, 102E, 174E, 227, 272J, 299A-B, 323, 395, 541, 544E, 565, 568E, 587, |
|Use relevant graphics in writing (e.g., maps, charts, | |612E, 638E, 711 |
|illustrations). | |LH 88-90 |
|13 |4 |49E-F, 77E-F, 101C, 101D, 123D, 147I, 325D, 349D, 371D, 499F, 637E-F, |
|Demonstrate the development of a personal style and voice in | |637F, 667E-F, 667F, 713C, 713D, 737C, 737D, 756-757 |
|writing. | |LH 14-17, 18-21, 220-221 |
|14 |4 |49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, |
|Review scoring criteria of a writing rubric. | |299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, |
| | |637F, 667F, 689D, 713D, 737D |
| | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185 |
|15 |4 |47, 75, 99, 121, 145, 171, 203, 249, 269, 296, 297, 323, 347, 369, 395, |
|Develop a collection of writings (e.g., a literacy folder or a | |419, 435, 451, 469, 497, 519, 541, 565, 587, 607, 635, 665, 687, 711, 735 |
|literacy portfolio). | | |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|(small group and whole class) | | |
|1 |4 |18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H,|
|Use details, examples, and reasons to support central ideas or | |150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, |
|clarify a point of view. | |274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, |
| | |400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, |
| | |522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, |
| | |638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O |
|2 |4 |18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H,|
|Stay focused on a topic and ask relevant questions. | |150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, |
| | |274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, |
| | |400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, |
| | |522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, |
| | |638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O |
|3 |4 |18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H,|
|Take turns without dominating. | |150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, |
| | |274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, |
| | |400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, |
| | |522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, |
| | |638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O |
|B. Questioning (Inquiry) and Contributing | | |
|1 |4 |20F, 49L, 50F, 77L, 78F, 98, 101J, 102F, 124F, 148J, 150F, 174F, 206F, |
|Develop questioning techniques (e.g., who, what, when, where, | |206G-H, 226, 230F, 251J, 252F, 268, 274F, 296, 300F, 326F, 346, 349J, |
|why, and how). | |350F, 372F, 394, 400F, 418, 421L, 422F, 434, 438F, 450, 454F, 472F, 496, |
| | |500J, 502F, 522F, 540, 544F, 568F, 590F, 606, 609C-D, 609J, 612F, 634, |
| | |638F, 664, 668F, 689J, 690F, 710, 714F, 734, 737J |
|2 |4 |147T, 269, 499T, 521L |
|Use interview techniques to develop inquiry skills. | | |
|3 |4 |49L, 99, 121, 147J, 150E, 229L, 252F, 269, 271J, 272J, 299L, 347, 398J, |
|Explore concepts by describing, narrating, or explaining how and | |469, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687 |
|why things happen. | |LH 39 |
|4 |4 |49L, 77L, 101J, 173L, 205J, 206G-H, 229L, 251J, 271J, 299L, 325J, 326G-H, |
|Discuss information heard, offer personal opinions, and ask for | |349J, 350G-H, 371J, 372G-H, 397J, 400G-H, 421L, 422G-H, 437J, 453L, |
|restatement or general explanation to clarify meaning. | |472G-H, 499J, 567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 689J, |
| | |690G-H, 713J, 737J |
|5 |4 |47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 249, 252F, 269, 271J, 272J, |
|Reflect and evaluate information learned as a result of the | |297, 300E, 326E, 347, 395, 398J, 400E, 435, 438E, 451, 469, 497, 500J, |
|inquiry. | |541, 565, 567B, 567J, 568E, 587, 590E, 607, 609B, 609C-D, 609J, 610J, |
| | |612E, 635, 638E, 668E, 687, 690E, 711, 714E, 735 |
| | |LH 39 |
|6 |4 |18J, 49L, 50E, 78E, 94, 123J, 124E, 147J, 147R, 148J, 150F, 205J, 271J, |
|Solve a problem or understand a task through group cooperation. | |271R, 271T, 272J, 299L, 300E, 325J, 326E, 350E, 397J, 397R, 397T, 398J, |
| | |400E, 404, 406, 421L, 426, 437J, 454E, 471J, 472E, 499R, 499T, 500J, 522E,|
| | |544E, 567J, 609R, 609T, 610J, 612E, 637L, 638E, 668E, 689J, 713J, 737J, |
| | |737R, 737T |
|C. Word Choice | | |
|1 |4 |147T, 271R, 635 |
|Use convincing dialogue to role-play short scenes involving | | |
|familiar situations or emotions. | | |
|2 |4 |77E-F, 229L, 325I, 637L |
|Use figurative language purposefully in speaking situations. | |LH 14-17 |
|3 |4 |49L, 77L, 147J, 229L, 271J, 325J, 349J, 371J, 397J, 419, 421L, 437J, 499J,|
|Use appropriate vocabulary to support or clarify a message. | |540, 567J, 637L, 689J, 713J, 760 |
|4 |4 |49L, 77L, 99, 121, 147J, 147T, 150E, 229L, 251J, 252F, 269, 271J, 272J, |
|Adapt language to persuade, explain, or seek information. | |325J, 347, 349J, 371J, 397J, 398J, 419, 421L, 437J, 469, 499J, 499T, 521L,|
| | |540, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687, 689J, 713J, 760 |
| | |LH 39 |
|D. Oral Presentation | | |
|1 |4 |49L, 99, 121, 147J, 150E, 251J, 252F, 269, 271J, 347, 349J, 397J, 421L, |
|Speak for a variety of audiences and purposes. | |437J, 541, 567J, 609C-D, 609J, 689J |
| | |LH 39 |
|2 |4 |77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 349J, 371J, 419, |
|Prepare, rehearse, and deliver a formal presentation in logical | |421L, 437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760 |
|or sequential order, including an opening, supportive details, | |LH 39 |
|and a closing statement. | | |
|3 |4 |77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 371J, 419, 421L, |
|Use notes or other memory aids to structure a presentation. | |437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760 |
| | |LH 39 |
|4 |4 |49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, |
|Maintain audience interest during formal presentations, | |371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, |
|incorporating adequate volume, proper pacing, and clear | |637L, 667L, 689J, 713J, 737J, 760 |
|enunciation. | |LH 39 |
|5 |4 |93, 147R, 147T, 167, 173L, 241, 271R, 343, 397R, 397T, 447, 453L, 465, |
|Participate in a dramatization or role-play across the | |471J, 543L, 635, 679, 727 |
|curriculum. | | |
|6 |4 |41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 263, 285, 317, 343, 365, |
|Read aloud with fluency. | |387, 415, 429, 447, 454E, 465, 491, 515, 535, 557, 581, 599, 631, 659, |
| | |679, 705, 727, 737J |
|7 |4 |49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, |
|Understand and use criteria for a rubric to improve an oral | |371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, |
|presentation. | |637L, 667L, 689J, 713J, 737J, 760 |
| | |LH 39 |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY | | |
|OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |4 |20G-H, 49L, 50G-H, 77L, 78G-H, 101J, 102G-H, 123J, 124G-H, 147J, 147R, |
|Listen actively for a variety of purposes such as enjoyment and | |150G-H, 173L, 174G-H, 205J, 206G-H, 229L, 230G-H, 251J, 252G-H, 271J, |
|obtaining information. | |271R, 271T, 274G-H, 299L, 300G-H, 325J, 326G-H, 349J, 350G-H, 371J, |
| | |372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, 438G-H, 453L, |
| | |454G-H, 471J, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 522G-H, 543L, |
| | |544G-H, 567J, 568G-H, 589L, 590G-H, 609C-D, 609J, 612G-H, 637L, 638G-H, |
| | |667L, 668G-H, 689J, 690G-H, 713J, 714G-H, 737J, 737R, 737T |
|2 |4 |20G-H, 49L, 50G-H, 77L, 101J, 123J, 147J, 174G-H, 205J, 206G-H, 229L, |
|Listen attentively and critically to a variety of speakers. | |251J, 271J, 274G-H, 299L, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, |
| | |400G-H, 421L, 422G-H, 437J, 453L, 454G-H, 471J, 472G-H, 499J, 521L, 543L, |
| | |567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 667L, 689J, 690G-H, 713J, |
| | |737J |
|3 |4 |20-21, 20L, 50-51, 50L, 78-79, 78L, 102-103, 102L, 124-125, 124L, 150L, |
|Interpret vocabulary gained through listening. | |174-175, 174L, 206-207, 206L, 230-231, 230L, 252-253, 252L, 274-275, 274L,|
| | |300-301, 300L, 326-327, 326L, 350-351, 350L, 372-373, 372L, 400-401, 400L,|
| | |422-423, 422L, 438-439, 438L, 454-455, 454L, 472-473, 472L, 502-503, 502L,|
| | |522-523, 522L, 544-545, 544L, 568-569, 568L, 590-591, 590L, 612-613, 612L,|
| | |638-639, 638L, 668-669, 668L, 690-691, 690L, 714-715, 714L |
|B. Listening Comprehension | | |
|1 |4 |20G-H, 77L, 78G-H, 101J, 124G-H, 147J, 147R, 147T, 150G-H, 174G-H, 205J, |
|Demonstrate competence in active listening through comprehension | |206G-H, 229L, 230G-H, 251J, 269, 271J, 271R, 271T, 299L, 300G-H, 325J, |
|of a story, interview, and oral report of an event or incident. | |326G-H, 349J, 371J, 372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, |
| | |438G-H, 454G-H, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 544G-H, 567J, |
| | |568G-H, 589L, 590G-H, 609J, 612G-H, 637L, 638G-H, 668G-H, 689J, 690G-H, |
| | |713J, 737R, 737T |
| | |T 36, 39, 70, 72, 104, 107 |
|2 |4 |49L, 77L, 101J, 205J, 206G-H, 251J, 269, 349J, 421L, 472G-H, 521L, 609C-D,|
|Develop listening strategies (e.g., asking questions and taking | |609J, 637L, 689J, 737J |
|notes) to understand what is heard. | | |
|3 |4 |94, 206G-H, 326G-H, 350G-H, 372G-H, 400G-H, 404, 406, 422G-H, 426, 472G-H,|
|Demonstrate competence in active listening by interpreting and | |568G-H, 612G-H, 690G-H |
|applying received information to new situations and solving | | |
|problems. | | |
|4 |4 |271J, 567J, 609J |
|Make inferences based on an oral report or presentation. | | |
|5 |4 |101I, 173K, 251I, 453K, 471I, 637C, 667K |
|Describe how language reflects specific regions and/or cultures. | | |
|6 |4 |251J, 325J |
|Follow three-and four-step oral directions. | |T 105 |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, | | |
|NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 |4 |75, 206E, 227, 252E, 272J, 274E, 299A-B, 355, 371B, 522E, 541, 565, 610J, |
|Interpret information found in pictorial graphs, map keys, and | |687, 714E |
|icons on a computer screen. | | |
|2 |4 |35, 49L, 77L, 101J, 147J, 205J, 226, 251J, 268, 299L, 322, 325J, 346, |
|Respond to and evaluate the use of illustrations to support text.| |349J, 358, 368, 371B, 453L, 496, 521L, 543L, 567J, 589L, 594, 637L, 664, |
| | |667L, 710 |
|3 |4 |75, 99, 150E, 203, 206E, 269, 272J, 299A-B, 323, 369, 395, 414, 419, 421L,|
|Use graphs, charts, and diagrams to report data. | |438E, 519, 541, 565, 587, 610J, 638E, 711, 735 |
| | |LH 88-90 |
|4 |4 |20K, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, 438K, |
|Distinguish between factual and fictional visual representations.| |502K, 612K, 638K |
|5 |4 |20K, 35, 49L, 77L, 101J, 123J, 124K, 147J, 147T, 150K, 174K, 205J, 206K, |
|Identify the central theme in a movie, film, or illustration. | |251J, 271J, 299L, 300K, 322, 325J, 326K, 346, 349J, 350K, 397J, 400K, |
| | |437J, 438K, 453L, 471J, 496, 499J, 502K, 543L, 589L, 609J, 612K, 638K, |
| | |664, 667L, 689J |
|6 |4 |20K, 123J, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, |
|Identify the target audience for a particular program, story, or | |437J, 438K, 499J, 502K, 612K, 638K, 689J |
|advertisement. | | |
|7 |4 |20K, 123J, 124K, 129, 142, 147T, 150K, 174K, 198, 206K, 226, 268, 271J, |
|Demonstrate an awareness of different media forms and how they | |300K, 326K, 350K, 358, 368, 371B, 400K, 437J, 438K, 495, 499J, 502K, 521L,|
|contribute to communication. | |567J, 589L, 612K, 637L, 638K, 689J |
|B. Visual and Verbal Messages | | |
|1 |4 |49L, 77L, 101J, 123J, 129, 147J, 205J, 251J, 299L, 325J, 346, 349J, 397J, |
|Understand that creators of both print media and electronic media| |437J, 453L, 471J, 499J, 543L, 567J, 589L, 609J, 610J, 637L, 667L, 689J |
|have a purpose and target audience for their work. | | |
|2 |4 |123J, 437J, 689J |
|Explore and interpret various messages found in advertisements | | |
|and other texts. | | |
|3 |4 |226, 268, 358, 368, 371B, 521L, 567J, 589L, 637L |
|Discuss the emotional impact of photos and how they aid | | |
|understanding. | | |
|4 |4 |147T, 326K |
|Compare and contrast media sources, such as film and book | | |
|versions of a story. | | |
|C. Living with Media | | |
|1 |4 |129, 147T, 326K, 453L, 499J, 610J |
|Express preferences for media choices. | | |
BY THE END OF FIFTH GRADE:
|CUMULATIVE PROGRESS INDICATORS |ANTH |LESSON/APPLICATION |
| | |PAGE REFERENCES |
|STANDARD 3.1 | | |
|(READING) | | |
|ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, | | |
|LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND | | |
|FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS | | |
|WITH FLUENCY AND COMPREHENSION. | | |
|A. Concepts About Print/Text | | |
|1 |5 |45D, 295D, 623A-B, 715D, 740-751 |
|Use a text index and glossary appropriately. | | |
|2 |5 |86, 90J, 95, 99, 103, 107, 110, 147, 152, 258, 261, 263, 274J, 281, 283, |
|Survey and explain text features that contribute to | |286, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, 358, 365D, 386, 394, |
|comprehension (e.g., headings, introductory and concluding | |410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, 490I, 505, 533B, 534I, |
|paragraphs). | |538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, 631, 634, 666, 683, |
| | |690, 702, 712, 715D |
| | |T 77, 78, 140 |
|B. Phonological Awareness | | |
|No additional indicators at this grade level | | |
|C. Decoding and Word Recognition | | |
|1 |5 |138L, 273J, 564L, 623A-B |
|Use the pronunciation key of a dictionary to decode new words. | |T 176 |
|2 |5 |20I, 26, 28, 31, 38, 44-45, 45C, 45K, 59, 69C, 69D, 70I, 70L, 74, 80, 81, |
|Use context clues or knowledge of phonics, syllabication, | |82, 88-89, 89A, 90L, 101, 113I, 127, 135A, 135I, 147, 162L, 173, 193, 201C, |
|prefixes, and suffixes to decode new words. | |209, 223A, 231, 243C, 246I, 250, 262, 265, 272-273, 273C, 285, 296L, 307, |
| | |319A, 333, 347C, 348J, 353, 355, 365C, 368L, 377, 389A, 390L, 397, 402, |
| | |421C, 421K, 431, 439A, 447, 463A, 471, 487A, 503, 511C, 521, 533A, 545, |
| | |563A, 564J, 569, 571, 573, 581A, 582L, 589, 597A, 613, 623C, 623K, 637, |
| | |647A, 659, 676J, 683, 685, 697A, 697G-H, 705 |
| | |T 2, 71 |
|3 |5 |46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372,|
|Interpret new words correctly in context. | |374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, |
| | |490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707 |
| | |T 108 |
|4 |5 |31, 45C, 59, 69C, 81, 89A, 90L, 101, 113I, 127, 135A, 147, 173, 193, 201C, |
|Apply spelling and syllabication rules that aid in decoding and | |209, 223A, 231, 243C, 265, 273C, 285, 307, 319A, 333, 347C, 348J, 353, 355, |
|word recognition. | |365C, 377, 389A, 390L, 397, 421C, 431, 439A, 447, 463A, 471, 487A, 503, |
| | |511C, 521, 533A, 545, 563A, 564J, 569, 571, 573, 581A, 589, 597A, 613, 623C,|
| | |637, 659, 676J, 683, 685, 697A, 705 |
|D. Fluency | | |
|1 |5 |138J, 145, 149, 151, 253, 296J, 301, 305, 309, 324, 337, 390J, 395, 399, |
|Adjust reading speed appropriately for different purposes and | |409, 473, 487T, 495 |
|audiences. | | |
|2 |5 |31, 45C, 46L, 59, 69K, 81, 90L, 101, 102, 113I, 118, 127, 147, 162J, 167, |
|Apply knowledge of letter-sound associations, language | |171, 173, 184L, 193, 201K, 209, 223A, 231, 235, 243C, 265, 273C, 274L, 285, |
|structures, and context to recognize words. | |307, 319A, 319D, 320L, 333, 347C, 348J, 353, 355, 365C, 368I, 372, 374, 377,|
| | |378, 388-389, 389A, 389I, 390L, 397, 401, 421C, 421D, 422I, 422L, 430, 431, |
| | |438-439, 439A, 440L, 447, 451, 463A, 463I, 464L, 471, 487A, 490J, 490L, 497,|
| | |503, 505, 511C, 512L, 519, 521, 533I, 534L, 545, 563A, 564J, 569, 571, 573, |
| | |589, 613, 637, 648L, 659, 676J, 683, 685, 697A, 698J, 703, 705, 707 |
| | |T 108 |
|3 |5 |37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379,|
|Read aloud in ways that reflect understanding of proper phrasing| |409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709 |
|and intonation. | | |
|4 |5 |45M, 45N, 45O, 45P, 69M, 69N, 69O, 69P, 89K, 89L, 89M, 89N, 113L, 113N, |
|Read silently for the purpose of increasing speed, accuracy, and| |135K, 135L, 135M, 135N, 135Q-R, 135S-T, 161L, 161M, 161N, 183M, 183N, 183O, |
|reading fluency. | |183P, 201M, 201N, 201O, 201P, 223K, 223L, 223M, 223N, 243M, 243N, 243O, |
| | |243P, 243S-T, 243U-V, 273M, 273N, 273O, 295M, 295N, 295O, 295P, 319M, 319N, |
| | |319O, 319P, 347M, 347N, 347O, 347P, 365M, 365N, 365O, 365P, 365S-T, 365U-V, |
| | |389K, 389L, 389M, 389N, 421M, 421N, 421O, 421P, 439M, 439N, 439O, 439P, |
| | |463L, 463M, 463N, 481, 487K, 487L, 487M, 487N, 487Q-R, 487S-T, 511M, 511N, |
| | |511O, 511P, 533K, 533L, 533M, 533N, 563M, 563N, 563O, 563P, 581M, 581N, |
| | |581O, 581P, 597K, 597L, 597M, 597N, 597Q-R, 597S-T, 623M, 623N, 623O, 623P, |
| | |647M, 647N, 647O, 647P, 675K, 675M, 675N, 697K, 697L, 697M, 697N, 715M, |
| | |715N, 715O, 715P, 715S-T, 715U-V |
|5 |5 |70J, 70K, 72, 73, 77, 79, 83, 84, 97, 114J, 119, 121, 184J, 189, 191, 202J, |
|Apply self-correcting strategies to decode and gain meaning from| |207, 211, 213, 289, 303, 320J, 327, 329, 331, 341, 368J, 373, 379, 380, 415,|
|print, both orally and silently. | |429, 440J, 445, 449, 475, 479, 499, 501, 512J, 517, 523, 525, 541, 547, 611,|
| | |633, 648J, 653, 655, 657, 661, 687, 689 |
|E. Reading Strategies | | |
|(before, during, and after reading) | | |
|1 |5 |20K, 22, 46K, 48, 70K, 72, 90K, 92, 114K, 116, 135Q, 135R, 135S, 138K, 140, |
|Activate prior knowledge and anticipate what will be read or | |162K, 164, 184K, 186, 202K, 204, 212, 224K, 226, 243S, 243U, 246K, 248, |
|heard. | |274K, 276, 296K, 298, 320K, 322, 348K, 350, 354, 365S, 365U, 365V, 368K, |
| | |370, 390K, 392, 422K, 424, 440K, 442, 464K, 466, 487Q, 487S, 490K, 492, |
| | |512K, 514, 534K, 536, 564K, 566, 582K, 584, 597Q, 597S, 600K, 602, 624K, |
| | |626, 648K, 650, 652, 676K, 678, 698K, 700, 715S, 715U |
|2 |5 |23, 46J, 49, 51, 53, 55, 70J, 70K, 72, 73, 74, 77, 79, 83, 84, 86, 90J, 93, |
|Vary reading strategies according to their purpose for reading | |95, 97, 99, 103, 107, 110, 114J, 117, 119, 121, 125, 135Q, 135S, 135T, 138J,|
|and the nature of the text. | |141, 145, 147, 148, 149, 151, 152, 165, 166, 168, 169, 170, 176, 184J, 187, |
| | |189, 191, 202J, 205, 206, 207, 211, 213, 224J, 227, 229, 233, 243S, 243T, |
| | |243U, 243V, 246J, 249, 251, 253, 255, 258, 259, 261, 263, 274J, 277, 279, |
| | |281, 282, 283, 286, 289, 296J, 299, 301, 303, 305, 308, 309, 310, 316, 319C,|
| | |320J, 323, 325, 327, 329, 331, 335, 337, 341, 347D, 348I, 351, 352, 354, |
| | |357, 358, 365D, 365S, 365U, 368J, 371, 373, 374, 375, 379, 380, 386, 390J, |
| | |393, 394, 395, 399, 403, 405, 409, 410, 415, 422J, 425, 427, 428, 429, 433, |
| | |434, 436, 440J, 443, 445, 449, 453, 464I, 464J, 467, 468, 469, 470, 473, |
| | |475, 477, 479, 480, 487Q, 487S, 487T, 490I, 494, 495, 499, 501, 504, 512J, |
| | |515, 517, 523, 525, 533B, 534I, 537, 538, 541, 542, 544, 547, 548, 551, 553,|
| | |562-563, 563D, 567, 570, 576, 582J, 585, 587, 591, 597Q, 597S, 597T, 600J, |
| | |603, 605, 607, 609, 611, 615, 627, 628, 631, 633, 634, 641, 648J, 651, 653, |
| | |655, 657, 658, 661, 663, 666, 679, 681, 683, 687, 689, 690, 701, 702, 712, |
| | |715S, 715U |
| | |T 77, 78, 140 |
|3 |5 |114J, 119, 121, 184J, 191, 202J, 207, 211, 213, 303, 320J, 327, 329, 331, |
|Reread to make sense of difficult paragraphs or sections of | |341, 415, 440J, 445, 449, 479, 501, 541, 648J, 655, 657, 661, 687 |
|text. | | |
|4 |5 |20J, 30, 35, 40, 41, 62, 78, 84, 100, 104, 128, 152, 178, 196, 214, 232, |
|Make revisions to text predictions during and after reading. | |236, 264, 266, 282, 286, 338, 358, 360, 380, 410, 434, 454, 474, 480, 487R, |
| | |504, 506, 520, 526, 534J, 539, 543, 554, 572, 574, 592, 612, 616, 629, 635, |
| | |638, 664, 666, 688, 690, 706, 710, 715V |
|5 |5 |41, 63, 85, 105, 129, 153, 179, 197, 215, 237, 267, 287, 311, 339, 361, 381,|
|Apply graphic organizers to illustrate key concepts and | |411, 435, 455, 464J, 481, 507, 527, 555, 575, 593, 617, 639, 667, 690, 691, |
|relationships in a text. | |711, 715A-B |
|F. Vocabulary and Concept Development | | |
|1 |5 |20I, 26, 28, 38, 44-45, 45K, 69D, 70I, 70L, 74, 80, 82, 88-89, 135I, 162L, |
|Infer word meaning from learned roots, prefixes, and suffixes. | |246I, 250, 254, 262, 272-273, 296L, 347C, 365C, 368L, 389A, 402, 421K, 439A,|
| | |582L, 623K, 647A, 675A |
| | |T 2, 71 |
|2 |5 |46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372,|
|Infer specific word meaning in the context of reading passages. | |374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, |
| | |490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707 |
| | |T 108 |
|3 |5 |45K, 69K, 135I, 183K, 201K, 223I, 243K, 273K, 295K, 319K, 347K, 389I, 422I, |
|Identify and correctly use antonyms, synonyms, homophones, and | |428, 430, 432, 438-439, 439K, 463I, 533I, 563K, 581K, 597I, 600I, 622-623, |
|homographs. | |647K, 648I, 674, 715K |
| | |T 108 |
| | |LH 240-241, 242-243 |
|4 |5 |138L, 202L, 319K, 348L, 422E, 564L, 581K, 623A-B, 647K, 698L |
|Use a grade-level appropriate dictionary independently to define| |T 176 |
|unknown words. | | |
|5 |5 |202L, 273K, 564F, 623A-B, 697B |
|Use a thesaurus to identify alternative word choices and | | |
|meanings. | | |
|G. Comprehension Skills and Response to Text | | |
|1 |5 |82, 100, 135R, 150, 152, 154, 208, 220, 243T, 243V, 300, 365T, 365V, 410, |
|Identify author's purpose, views, and beliefs. | |430, 434, 452, 460, 476, 484, 487R, 487T, 512I, 516, 518, 522, 526, 532-533,|
| | |548, 554, 560, 563B, 564I, 568, 570, 572, 576, 580-581, 588, 597R, 597T, |
| | |604, 610, 630, 638, 644, 652, 656, 658, 660, 666, 688, 692, 715T, 715V |
| | |T 144 |
|2 |5 |22, 42, 48, 66, 72, 106, 116, 140, 164, 171, 180, 186, 226, 243V, 248, 276, |
|Identify genre by their distinctive elements (e.g., tall | |298, 350, 355, 382, 392, 424, 431, 442, 466, 492, 514, 536, 566, 578, 584, |
|tale-exaggeration.) | |587, 594, 602, 640, 650, 653, 678, 697C, 700 |
| | |LH 58, 59 |
|3 |5 |50, 56, 122, 124, 150, 190, 194, 230, 243T, 254, 267, 278, 284, 308, 312, |
|Use cause and effect and sequence of events to gain meaning. | |319C, 332, 352, 354, 365D, 402, 430, 432, 446, 450, 470, 546, 550, 563D, |
| | |597R, 624I, 628, 630, 632, 634, 636, 646-647, 656, 660, 675B, 676I, 680, |
| | |682, 684, 686, 688, 691, 696-697, 704, 708 |
| | |T 177 |
|4 |5 |196, 232, 474, 524, 526, 542, 552 |
|Anticipate and construct meaning from text by making conscious | | |
|connections to self, an author, and others. | | |
|5 |5 |365A-B, 647D |
|Recognize persuasive and propaganda techniques used to influence| | |
|readers. | | |
|6 |5 |48-62, 100, 113M, 116-129, 135R, 135S-T, 140-153, 154, 226-236, 243T, |
|Recognize historical and cultural biases and different points of| |243U-V, 243V, 273O, 365U-V, 390G, 392-411, 424-434, 452, 466-480, 487Q-R, |
|view. | |487R, 487S-T, 487T, 512I, 514-526, 516, 522, 532-533, 533L, 533M, 548, 563B,|
| | |564I, 568, 572, 580-581, 588, 597T, 602-617, 604, 623M, 623N, 650-667, 656, |
| | |660, 675K, 688, 715S-T, 715V |
| | |T 144 |
|7 |5 |18, 42, 62, 66, 86, 110, 114I, 132, 134-135, 135R, 135T, 136, 158, 180, 198,|
|Understand that theme refers to the central idea or meaning of a| |220, 224I, 240, 242-243, 244, 270, 292, 316, 344, 362, 366, 384, 386, 418, |
|selection and recognize themes, whether implied or stated | |436, 460, 471, 484, 487R, 488, 508, 530, 560, 578, 594, 597T, 598, 620, 644,|
|directly. | |672, 694, 712, 715T |
|8 |5 |50, 96, 120, 144, 146, 166, 174, 188, 216, 250, 260, 324, 330, 342, 352, |
|Distinguish between major and minor details. | |382, 398, 404, 414, 426, 444, 502, 520, 552, 558, 604, 612, 654, 662, 686, |
| | |688, 702, 704 |
|9 |5 |24, 28, 30, 34, 38, 54, 78, 98, 102, 104, 106, 122, 126, 128, 135T, 138I, |
|Make inferences using textual information and provide supporting| |142, 144, 146, 150, 152, 153, 156, 160-161, 168, 172, 174, 183D, 184I, 188, |
|evidence. | |190, 192, 194, 197, 200-201, 218, 228, 243A-B, 252, 260, 264, 266, 280, 290,|
| | |326, 332, 358, 365T, 365V, 378, 389B, 394, 400, 402, 406, 408, 414, 430, |
| | |440I, 444, 468, 474, 478, 487R, 487T, 494, 520, 556, 557, 570, 582I, 586, |
| | |588, 590, 596-597, 597B, 597R, 606, 608, 610, 612, 614, 630, 662, 664, 682, |
| | |684, 690, 704, 706, 708, 712, 715T, 715V |
| | |T 38 |
|10 |5 |86, 90J, 95, 99, 103, 107, 110, 147, 152, 186, 248, 258, 261, 263, 274J, |
|Recognize common organizational patterns in text that support | |276, 281, 283, 286, 298, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, |
|comprehension (e.g., headings, captions). | |358, 365D, 386, 394, 410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, |
| | |490I, 533B, 534I, 538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, |
| | |631, 634, 666, 678, 683, 690, 700, 702, 712, 715D |
| | |T 77, 78, 140 |
|11 |5 |69A-B, 113M, 140-153, 154-157, 186-196, 216-219, 223C, 243S-T, 243U-V, 243V,|
|Identify and analyze text types, formats, and elements in | |248-267, 270, 273D, 273O, 276-286, 288-291, 298-310, 312-315, 319C, 347D, |
|nonfiction. | |347E, 348I, 390G, 392-411, 424-434, 431, 439E, 442-454, 458-459, 464I, |
| | |466-480, 487S-T, 514-526, 533L, 533M, 556-559, 650-667, 653, 670-671, 675K, |
| | |678-691, 700-710, 715S-T |
| | |LH 61-62, 70-71, 72-73, 74-75, 83 |
|12 |5 |32, 34, 36, 46I, 50, 52, 54, 58, 60, 66, 68-69, 76, 81, 89B, 94, 98, 114I, |
|Recognize literary elements in stories, including setting, | |118, 120, 128, 132, 134-135, 135R, 135T, 148, 156, 158, 168, 170, 192, 194, |
|characters, plot, and mood. | |198, 214, 224I, 228, 230, 232, 234, 236, 237, 242-243, 243T, 243V, 250, 258,|
| | |264, 270, 290, 354, 358, 361, 362, 365L, 365T, 365V, 372, 374, 376, 378, |
| | |379, 380, 381, 382, 426, 428, 446, 448, 452, 454, 455, 470, 472, 474, 482, |
| | |487T, 494, 496, 500, 502, 508, 511A-B, 516, 518, 520, 523, 524, 528, 538, |
| | |540, 544, 548, 552, 554, 555, 563C, 568, 574, 578, 581D, 586, 588, 592, |
| | |597R, 597T, 608, 617, 620, 623D, 634, 639, 644, 672, 715V |
| | |T 5, 142 |
|13 |5 |57, 121, 183A-B, 208, 214, 223B, 233, 238, 243D, 246L, 254, 258, 283, 365V, |
|Recognize figurative language in text (e.g., simile, metaphor, | |389I, 463B, 609, 643, 654, 676L |
|personification, alliteration). | |T 42 |
|14 |5 |55, 64-65, 69A-B, 161K, 238-239, 273D, 340-343, 342, 440E, 482-483, 528-529,|
|Identify and respond to the elements of sound and structure in | |623E, 643 |
|poetry. | | |
|15 |5 |69A-B, 273D, 395, 407, 463K, 626-639, 628, 629, 675C, 675L |
|Identify the structures in drama. | |LH 86-87 |
|16 |5 |20F, 46F, 70F, 90F, 114F, 135Q-R, 135S-T, 138F, 162F, 184F, 202F, 224F, |
|Read regularly in materials appropriate for their independent | |243S-T, 243U-V, 246F, 274F, 296F, 320F, 348F, 365S-T, 365U-V, 368F, 390F, |
|reading level. | |422F, 440F, 464F, 487Q-R, 487S-T, 490F, 512F, 534F, 564F, 582F, 597Q-R, |
| | |597S-T, 600F, 624F, 648F, 676F, 698F, 715S-T, 715U-V |
|17 |5 |193 |
|Interpret idiomatic expressions. | | |
|H. Inquiry and Research | | |
|1 |5 |273A-B, 295D |
|Use library classification systems, print or electronic, to | | |
|locate information. | | |
|2 |5 |18J, 20F, 46F, 70F, 90F, 114F, 132, 136J, 138F, 162F, 184E, 184F, 198, 202F,|
|Develop and revise questions for investigations prior to, | |220, 224F, 244J, 246F, 274F, 296F, 316, 320F, 344, 348F, 366J, 368F, 390F, |
|during, and after reading. | |418, 422F, 440F, 464F, 488J, 490F, 512F, 534F, 564F, 582F, 598J, 600F, 603F,|
| | |620, 624F, 648F, 676F, 698F |
|3 |5 |18J, 20E, 20F, 43, 46E, 46F, 50F, 67, 70E, 70F, 86, 87, 90E, 90F, 114E, |
|Use multiple sources to locate information relevant to research | |114F, 133, 136J, 138E, 138F, 158, 159, 162E, 162F, 180, 181, 184E, 184F, |
|questions. | |199, 202F, 221, 224F, 241, 244J, 246E, 246F, 270, 271, 273A-B, 274F, 292, |
| | |293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 362, 363, 366J, 368E, |
| | |368F, 387, 390E, 390F, 418, 419, 422E, 422F, 436, 437, 440F, 442F, 458-459, |
| | |460, 461, 464E, 464F, 484, 485, 488J, 490E, 490F, 508, 509, 511E-F, 512F, |
| | |530, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 594, 595, 598J, 600E, |
| | |600F, 620, 621, 623A-B, 624E, 624F, 644, 645, 647K, 648E, 648F, 672, 673, |
| | |676E, 676F, 694, 695, 698E, 698F, 712, 713, 722-723, 724, 725, 726, 728 |
| | |T 176 |
|4 |5 |18J, 20E, 43, 46E, 67, 70E, 86, 87, 90E, 114E, 133, 135Q-R, 135S-T, 136J, |
|Read independently and research topics using a variety of | |138E, 158, 162E, 180, 181, 184E, 199, 241, 243S-T, 243U-V, 244J, 246E, 270, |
|materials to satisfy personal, academic, and social needs, and | |271, 273E-F, 273L, 292, 293, 296E, 317, 345, 348E, 362, 363, 365S-T, 365U-V,|
|produce evidence of reading. | |366J, 368E, 387, 390E, 390F, 418, 419, 422E, 436, 437, 460, 461, 463J, 464E,|
| | |484, 485, 487Q-R, 487S-T, 488J, 490E, 508, 509, 511E-F, 530, 531, 534E, 561,|
| | |579, 582E, 594, 595, 597Q-R, 597S-T, 598J, 600E, 620, 621, 623A-B, 624E, |
| | |644, 645, 648E, 672, 673, 676E, 694, 695, 698E, 712, 713, 715S-T, 715U-V |
| | |LH 64-65 |
|5 |5 |18J, 20E, 43, 46E, 67, 70E, 87, 90E, 114E, 133, 136J, 138E, 161J, 162E, |
|Draw conclusions from information gathered from multiple | |162F, 181, 184E, 199, 201L, 221, 241, 243L, 244J, 246E, 271, 293, 296E, 317,|
|sources. | |345, 348E, 363, 366J, 368E, 387, 390E, 419, 422E, 437, 439L, 461, 464E, 485,|
| | |488J, 490E, 509, 511E-F, 531, 533J, 534E, 561, 563E-F, 579, 582E, 595, |
| | |597C-D, 598J, 600E, 621, 624E, 645, 648E, 673, 676E, 695, 698E, 713 |
| | |LH 39 |
|6 |5 |87, 133, 138E, 159, 162E, 199, 218, 224E, 243L, 243T, 246E, 271, 274E, 274I,|
|Interpret and use graphic sources of information such as maps, | |280, 291, 293, 294-295, 295L, 296E, 300, 306, 314, 317, 319B, 319L, 320E, |
|graphs, timelines, or tables to address research questions. | |320I, 346-347, 363, 365T, 368E, 419, 422E, 437, 461, 490E, 509, 598J, 667, |
| | |697J, 698E, 715A-B |
| | |T 75 |
| | |LH 89, 90 |
|7 |5 |67, 274I, 294-295, 320I, 347A-B, 390E, 390F, 440F, 511E-F, 512F, 533C-D, |
|Summarize and organize information by taking notes, outlining | |534E, 564E, 579, 648E, 648F, 715A-B, 730 |
|ideas, and/or making charts. | |LH 78, 79, 88 |
|8 |5 |18J, 46E, 70E, 90E, 113J, 114E, 136J, 161J, 162E, 162F, 183L, 184E, 201L, |
|Produce projects and reports, using visuals, media, and/or | |221, 223J, 243L, 244J, 246E, 273L, 293, 296E, 345, 347L, 366J, 387, 389J, |
|technology to show learning and support the learning of an | |390E, 421L, 422E, 439L, 464E, 485, 488J, 531, 533J, 582E, 597C-D, 597J, |
|audience. | |598J, 621, 673, 676E, 698E, 713, 738-739 |
| | |LH 39 |
|STANDARD 3.2 | | |
|(WRITING) | | |
|ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Writing as a Process | | |
|(prewriting, drafting, revising, editing, postwriting) | | |
|1 |5 |89C-D, 270, 344, 564E, 647E-F, 697C-D |
|Write stories with multiple paragraphs that develop a situation | | |
|or plot, describe the setting, and include an ending. | | |
|2 |5 |46E, 114E, 223C-D, 224E, 243E-F, 293, 296E, 345, 348E, 387, 390E, 422E, |
|Write informational compositions with multiple paragraphs that | |439E-F, 463C-D, 464E, 487C-D, 511E-F, 531, 563E-F, 581E-F, 582E, 597C-D, |
|present important ideas, provide details, and offer a concluding| |621, 713 |
|paragraph. | | |
|3 |5 |69F, 113C, 161D, 183F, 202E, 223C, 295F, 319E, 347E, 389D, 439E, 511E-F, |
|Generate possible ideas for writing through listening, talking, | |623F, 722-723 |
|recalling experiences, hearing stories, reading, discussing | | |
|models of writing, asking questions, and brainstorming. | | |
|4 |5 |45E-F, 69E-F, 89C, 113C, 132, 204, 223C, 365H, 370, 511E, 581B, 647E, |
|Develop an awareness of form, structure, and author's voice in | |734-735 |
|various genres. | |LH 14-17, 56-57, 61-62, 68, 70-71, 80 |
|5 |5 |89C, 113C, 223C, 319E, 347E, 439E, 463C, 511E-F, 533C-D, 647F, 675C, 697C, |
|Use strategies such as graphic organizers and outlines to | |715A-B, 715E |
|elaborate and organize ideas for writing. | |LH 79 |
|6 |5 |45F, 69F, 89C, 89D, 113C, 113D, 161D, 183F, 201E, 201F, 202E, 223C, 223D, |
|Draft writing in a selected genre with supporting structure | |273F, 295F, 319E, 319F, 347E, 347F, 389D, 421F, 439E, 439F, 463C, 463D, |
|according to the intended message, audience, and purpose for | |563E-F, 623F, 647F, 675C, 675D, 697C, 697D, 715E, 715F, 718-719 |
|writing. | |LH 6-9 |
|7 |5 |463I, 581E-F, 623E-F, 647E-F, 697C, 715E, 734-735 |
|Make decisions about the use of precise language, including | |LH 18-21 |
|adjectives, adverbs, verbs, and specific details, and justify | | |
|the choices made. | | |
|8 |5 |45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F,|
|Revise drafts by rereading for meaning, narrowing focus, | |389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735 |
|elaborating and deleting, as well as reworking organization, | |LH 6-9, 10-13, 18-21, 22-25, 30-33 |
|openings, closings, word choice, and consistency of voice. | | |
|9 |5 |45F, 69F, 89D, 113D, 161D, 183F, 223D, 273F, 295F, 319F, 347F, 389D, 421F, |
|Review own writing with others to understand the reader's | |439F, 463D, 623F, 647F, 675D, 697D, 715F, 737 |
|perspective and to consider and incorporate ideas for revision. | |LH 48-49 |
|10 |5 |69F, 89D, 113D, 161E-F, 183F, 201F, 223D, 224E, 273F, 295F, 295H, 319F, |
|Review and edit work for spelling, usage, clarity, organization,| |347F, 389D, 421E-F, 439F, 463D, 581E-F, 675D, 697D, 715F |
|and fluency. | |LH 10-13, 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185 |
|11 |5 |113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, |
|Use a variety of reference materials to revise work. | |564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L |
| | |T 176 |
| | |LH 34, 47 |
|12 |5 |89C, 113C, 135C, 161C, 183E, 201E, 223D, 243E, 273E, 319E, 347E, 347F, 365E,|
|Use computer writing applications during the writing process. | |421E, 487C, 533C, 563E, 581E, 581F, 595, 597C, 623E, 647E, 648E, 697C, 715E |
| | |LH 37, 47 |
|13 |5 |45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F,|
|Understand and apply the elements of a scoring rubric to improve| |389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735 |
|and evaluate writing. | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185 |
|14 |5 |43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387,|
|Reflect on own writing, noting strengths and setting goals for | |419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713 |
|improvement. | | |
|B. Writing as a Product | | |
|(resulting in a formal product or publication) | | |
|1 |5 |89C, 92, 110, 113C-D, 135C-D, 183E-F, 202E, 204, 220, 223C-D, 224E, 243E-F, |
|Expand knowledge of characteristics and structures of selected | |319E-F, 347E-F, 365E-F, 370, 439E-F, 463C-D, 487C-D, 511E, 512E, 530, 560, |
|genres. | |582E, 594, 647E, 715E-F |
| | |LH 56-57, 61-62, 68, 70-71, 72-73, 74-75, 80, 83 |
|2 |5 |223C-D, 224E, 243E-F, 347E-F, 365E-F, 439E-F, 463C-D, 487C-D |
|Write a range of grade appropriate essays across curricula | | |
|(e.g., persuasive, personal, descriptive, issue-based). | | |
|3 |5 |70E, 223C-D, 224E, 243E-F, 273E-F, 347E-F, 348E, 365E-F, 389C-D, 439E-F, |
|Write grade appropriate, multi-paragraph, expository pieces | |463C-D, 487C-D, 511E-F, 561, 563E-F, 581E-F, 597C-D, 620, 712 |
|across curricula (e.g., problem/solution, cause/effect, | |LH 84-85 |
|hypothesis/results, feature articles, critique, research | | |
|reports). | | |
|4 |5 |89C-D, 110, 113C-D, 135C-D, 202E, 220, 344, 419, 439D, 530, 564E, 582E, |
|Write various types of prose, such as short stories, biography, | |624E, 647E-F |
|autobiography, or memoir, that contain narrative elements. | | |
|5 |5 |46E, 114E, 161C-D, 293, 296E, 345, 348E, 362, 387, 390E, 422E, 437, 464E, |
|Support main idea, topic, or theme with facts, examples, or | |484, 485, 511E-F, 531, 563E-F, 578, 581E-F, 582E, 597C-D, 621, 694, 713, |
|explanations, including information from multiple sources. | |734-735 |
| | |LH 22-25 |
|6 |5 |45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F,|
|Sharpen focus and improve coherence by considering the relevancy| |389D, 439F, 463D, 581E-F, 675D, 697D, 715F, 734-735 |
|of included details and adding, deleting, and rearranging | |LH 6-9, 10-13, 22-25, 30-33 |
|appropriately. | | |
|7 |5 |161F, 201G, 201H, 421E-F, 463C, 623E-F, 647E-F, 675D, 675F, 697C, 715H, |
|Write sentences of varying length and complexity, using specific| |734-735 |
|nouns, verbs, and descriptive words. | |T 39 |
| | |LH 18-21, 26-29, 105-106, 108-109, 114-115, 116, 119, 181, 186 |
|8 |5 |563F, 731 |
|Prepare a works consulted page for reports or research papers. | | |
|9 |5 |223C-D, 224E, 243E-F, 347E-F, 348E, 365E-F, 439E-F, 463C-D, 487C-D, 511E-F, |
|Provide logical sequence throughout multi-paragraph works by | |563E-F, 581E-F, 597C-D |
|refining organizational structure and developing transitions | | |
|between ideas. | | |
|10 |5 |89C-D, 183F, 270, 273F, 421F, 439F, 563E-F, 697C-D |
|Engage the reader from beginning to end with an interesting | | |
|opening, logical sequence, and satisfying conclusion. | | |
|C. Mechanics, Spelling, and Handwriting | | |
|1 |5 |69I, 89D, 113D, 135G, 161E-F, 201F, 201I, 223D, 223G, 224E, 243I, 273I, |
|Use Standard English conventions in all writing, such as | |295H, 319F, 347F, 365I, 389G, 421E-F, 439F, 463D, 463E, 463G, 487G, 533G, |
|sentence structure, grammar and usage, punctuation, | |563I, 581E-F, 597H, 623I, 675D, 675G, 697D, 697G, 715F |
|capitalization, spelling, and handwriting. | |LH 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185 |
|2 |5 |161E-F, 161F, 183G-H, 201G-H, 201H, 421E-F, 463C, 511G-H, 675D, 715G-H, |
|Use increasingly complex sentence structure and syntax to | |715H, 734-735 |
|express ideas. | |T 39, 41, 43, 181 |
| | |LH 26-29, 105-106, 108-109, 110, 111-112, 113, 114-115, 116, 119, 122, 125, |
| | |153-154, 180-181, 182, 196-197, 238-239 |
|3 |5 |243G-H, 295G-H, 319G-H, 319I-J, 347G-H, 347H, 365G-H, 389E-F, 421G-H, |
|Use knowledge of English grammar and usage to express ideas | |463E-F, 487E-F, 511G-H, 533E-F, 563G-H, 581G-H, 597E-F, 623G-H, 647G-H, |
|effectively. | |675E-F, 697E-F |
| | |T 45, 76, 79, 80, 81, 109, 111, 114, 115, 141, 143, 145, 147, 175, 178, 180 |
| | |LH 120-121, 122, 125, 126-127, 128, 129-130, 131, 132-133, 134, 135-136, |
| | |137, 138-139, 140, 141-142, 143, 146, 147-148, 149, 150-151, 152, 153-154, |
| | |155, 156-157, 158, 159-160, 161, 164, 165-166, 167, 168-169, 170, 171-172, |
| | |173, 174-175, 176, 177-178, 179, 182, 198-199, 200-201, 204-205, 206-207, |
| | |208, 209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, 222, 223, |
| | |224-225, 226-227, 228-229, 230-231, 234-235, 236-237, 240-241, 242-243 |
|4 |5 |45G-H, 69G-H, 135E-F, 161E-F, 201G-H, 223D, 223E-F, 235, 273G-H, 319F, |
|Use correct capitalization and punctuation, including commas and| |439G-H, 697D, 715F |
|colons, throughout writing. | |T 3, 6, 39, 43, 44, 74, 112 |
| | |LH 93-94, 95, 96-97, 98, 101, 104, 105-106, 107, 108-109, 111-112, 114-115, |
| | |117-118, 119, 123-124, 125, 128, 144-145, 185, 186-187, 198-199, 202-203, |
| | |244-245, 246-247, 248-249, 252-253 |
|5 |5 |235, 697D |
|Use quotation marks and related punctuation correctly in | |LH 248-249 |
|passages of dialogue. | | |
|6 |5 |44-45, 45I-J, 69D, 69I-J, 70I, 80, 82, 88-89, 89G-H, 113G-H, 135G-H, 161G-H,|
|Use knowledge of roots, prefixes, suffixes, and English spelling| |183I-J, 201I-J, 202F, 223G-H, 243I-J, 246I, 254, 272-273, 273I-J, 295I-J, |
|patterns to spell words correctly in writing. | |319I-J, 347I-J, 365I-J, 389G-H, 421I-J, 439I-J, 463G-H, 487G-H, 511I-J, |
| | |533G-H, 563I-J, 581I-J, 597G-H, 623I-J, 647I-J, 675A, 675G-H, 697G-H, 715I-J|
| | |T 2 |
|7 |5 |69E-F, 161C-D, 183E, 223C-D, 224E, 243E-F, 295A-B, 295E-F, 319C, 389C-D, |
|Study examples of narrative and expository writing to develop | |427, 439E-F, 463C-D, 463D, 487C-D, 490I, 510-511, 533B, 562-563, 563D, |
|understanding of the reasons for and use of paragraphs and | |581E-F, 683, 690 |
|indentation. | |T 77, 140 |
| | |LH 34-35, 69, 72-73 |
|8 |5 |89D, 113D, 201F, 223D, 224E, 319F, 347F, 439F, 463D, 581E-F, 675D, 697D, |
|Edit writing for correct grammar usage, capitalization, | |715F |
|punctuation, and spelling. | |LH 34-35 |
|9 |5 |113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, |
|Use a variety of reference materials, such as a dictionary, | |564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L |
|grammar reference, and/or internet/software resources to edit | |T 176 |
|written work. | |LH 34, 47 |
|10 |5 |45I, 69I, 89G, 135G, 161G, 183I, 201I, 223G, 243I, 273I, 295I, 319I, 347I, |
|Write legibly in manuscript or cursive to meet district | |365I, 389G, 421J, 439I, 463G, 487G, 511I, 533G, 563I, 581I, 597H, 623I, |
|standards. | |647I, 675G, 697G, 715I |
| | |LH 40, 41, 42, 43-44 |
|D. Writing Forms, Audiences, and Purposes | | |
|(exploring a variety of forms) | | |
|1 |5 |45F, 69F, 89C, 113C, 161D, 183F, 201E, 202E, 223C, 273F, 319E, 347E, 389D, |
|Write for different purposes (e.g., to express ideas, inform, | |421F, 439E, 463C, 647F, 675C, 697C, 715E, 718-719 |
|entertain, respond to literature, persuade, question, reflect, | |LH 6-9 |
|clarify, share) and a variety of audiences (e.g., self, peers, | | |
|community). | | |
|2 |5 |113C, 183F, 223C, 319E, 347E, 511E-F, 675C, 722-723 |
|Gather, select, and organize information appropriate to a topic,| |LH 10-13 |
|task, and audience. | | |
|3 |5 |42, 43, 45L, 69A-B, 70E, 89C-D, 92, 110, 113C-D, 135C-D, 181, 202E, 204, |
|Develop and use knowledge of a variety of genres, including | |220, 223C-D, 224E, 238, 243E-F, 273D, 273E-F, 319E-F, 340, 344, 347E-F, |
|expository, narrative, persuasive, poetry, critiques, and | |365E-F, 370, 439E-F, 440E, 463C-D, 487C-D, 511E, 512E, 530, 564E, 582E, 594,|
|everyday/workplace writing. | |623E-F, 647E-F, 715E |
| | |LH 56-57, 61-62, 68, 71, 72-73, 74-75, 80, 83, 84-85 |
|4 |5 |463C-D |
|Organize a response that develops insight into literature by | | |
|exploring personal reactions, connecting to personal | | |
|experiences, and referring to the text through sustained use of | | |
|examples. | | |
|5 |5 |113D, 183E-F, 183F, 223C-D, 295E-F, 295F, 389C-D, 389D, 439E-F, 563F, 581E-F|
|Use transitions between and within paragraphs. | |LH 10-13, 30-33 |
|6 |5 |69E-F, 161C-D, 295E-F, 295F, 389C-D, 389D |
|Organize paragraphs using topic sentences. | |LH 30-33 |
|7 |5 |89C-D, 344, 564E, 647E-F, 697C-D |
|Write narratives, establishing a plot or conflict, setting, | | |
|characters, point of view, and resolution. | | |
|8 |5 |69E-F, 89C-D, 198, 647E-F, 697C-D |
|Use narrative techniques (e.g., dialogue, specific actions of | |LH 14-17, 63 |
|characters, sensory description, and expression of thoughts and | | |
|feelings of characters). | | |
|9 |5 |348E, 511E-F, 563E-F, 563F, 581E-F, 597C-D, 731 |
|Write reports based on research with a scope narrow enough to be| | |
|thoroughly covered, supporting the main ideas or topic with | | |
|facts, examples, and explanations, and including a works | | |
|consulted page. | | |
|10 |5 |347E-F, 365E-F |
|Write persuasive essays with clearly stated positions or | | |
|opinions supported by organized and relevant evidence to | | |
|validate arguments and conclusions, and sources cited when | | |
|needed. | | |
|11 |5 |319E-F, 594, 715E-F |
|Demonstrate the ability to write friendly/business letters in | | |
|correct format and coherent style. | | |
|12 |5 |113C-D, 183E-F, 223C-D, 295E-F, 319E-F, 389C-D, 439E-F, 487C-D, 620, 712, |
|Use a variety of strategies to organize writing, including | |734-735 |
|sequence, chronology, cause/effect, problem/solution, and order | |LH 10-13, 22-25 |
|of importance. | | |
|13 |5 |135, 161, 243E-F, 365E-F, 463C-D, 487C-D |
|Demonstrate higher-order thinking skills and writing clarity | |LH 52-54 |
|when answering open-ended and essay questions in content areas | | |
|or as responses to literature. | | |
|14 |5 |67, 274E, 274I, 294-295, 320I, 368E, 534E, 564E, 579, 582E, 695, 697J, |
|Use relevant graphics in writing (e.g., maps, charts, | |715A-B |
|illustrations, graphs, photographs). | |LH 88 |
|15 |5 |45E-F, 69E-F, 89C, 113C, 734-735 |
|Demonstrate the development of a personal style and voice in | |LH 14-17 |
|writing. | | |
|16 |5 |45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F,|
|Review scoring criteria of relevant rubrics. | |389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735 |
| | |LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185 |
|17 |5 |43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387,|
|Develop a collection of writings (e.g., a literacy folder, a | |419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713 |
|literacy portfolio). | | |
|STANDARD 3.3 | | |
|(SPEAKING) | | |
|ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE | | |
|THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND | | |
|PURPOSES. | | |
|A. Discussion | | |
|(small group and whole class) | | |
|1 |5 |18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, |
|Use details, examples, and reasons to support central ideas or | |162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K,|
|clarify a point of view. | |296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K,|
| | |440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H,|
| | |564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K,|
| | |698H, 698K |
|2 |5 |18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, |
|Stay focused on a topic and ask relevant questions. | |162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K,|
| | |296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K,|
| | |440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H,|
| | |564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K,|
| | |698H, 698K |
|3 |5 |18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, |
|Accept others' opinions and respond appropriately. | |162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K,|
| | |296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K,|
| | |440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H,|
| | |564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K,|
| | |698H, 698K |
|4 |5 |40, 62, 84, 105, 129, 135R, 135T, 153, 178, 196, 214, 236, 243T, 243V, 266, |
|Respond orally to literature. | |286, 310, 338, 361, 365T, 365V, 380, 411, 434, 454, 480, 487R, 487T, 506, |
| | |526, 554, 574, 592, 597R, 597T, 617, 639, 667, 691, 710, 715T, 715V |
|5 |5 |18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, |
|Participate in class discussions appropriately. | |162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K,|
| | |296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K,|
| | |440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 564H, 564K,|
| | |582H, 582K, 598, 600H, 600K, 624H, 624K, 648H, 648K, 676H, 676K, 698H, 698K |
|B. Questioning (Inquiry) and Contributing | | |
|1 |5 |161J, 183L, 223J, 243L, 347L, 439L, 511L, 533J, 563L, 597C-D, 739 |
|Respond orally by adding questions and comments while | | |
|integrating knowledge. | | |
|2 |5 |292, 366J, 437, 439L, 488J |
|Use interview techniques to develop inquiry skills. | |LH 76 |
|3 |5 |18J, 69L, 70E, 89J, 90E, 113J, 135J, 136J, 161J, 162E, 162F, 184E, 201L, |
|Explore concepts by describing, narrating, or explaining how and| |221, 243L, 244J, 246E, 296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, |
|why things happen. | |582E, 597C-D, 597J, 598J, 647L, 673, 676E, 697J, 698E, 713 |
| | |LH 39 |
|4 |5 |40, 62, 66, 69L, 86, 104, 110, 113J, 135J, 135R, 135T, 152, 161J, 172, 178, |
|Discuss information heard, offer personal opinions, and ask for | |183L, 188, 196, 201L, 214, 223J, 236, 243L, 243T, 243V, 266, 273L, 286, |
|restatement or general explanation to clarify meaning. | |295L, 310, 319K, 338, 347L, 360, 365L, 365T, 365V, 380, 384, 389J, 410, 416,|
| | |421L, 434, 439L, 454, 463I, 478, 480, 487J, 487R, 487T, 506, 511L, 524, 526,|
| | |533J, 542, 554, 563L, 574, 581L, 592, 597C-D, 597J, 597R, 597T, 616, 623L, |
| | |638, 642, 660, 666, 675J, 697J, 710, 715L, 715T, 715V, 739 |
|5 |5 |18J, 70E, 90E, 136J, 161J, 162E, 162F, 184E, 201L, 221, 243L, 244J, 246E, |
|Reflect and evaluate information learned as a result of the | |296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, 582E, 597C-D, 598J, 673, |
|inquiry. | |676E, 698E, 713 |
| | |LH 39 |
|6 |5 |18J, 20E, 20F, 46E, 70E, 89J, 90E, 113J, 114E, 135R, 135T, 136J, 162E, 201L,|
|Solve a problem or understand a task through group cooperation. | |202E, 223J, 224E, 244J, 246E, 273L, 274E, 295L, 296E, 319K, 320E, 348E, |
| | |366J, 368E, 389J, 390E, 421L, 422E, 464E, 487J, 488J, 490E, 533J, 534E, |
| | |563L, 564E, 597C-D, 598J, 600E, 624E, 647L, 648E, 676E, 698E |
|C. Word Choice | | |
|1 |5 |135T, 363, 581L, 597T, 623L, 624E, 673, 675J |
|Use convincing dialogue to role-play short scenes involving | | |
|familiar situations or emotions. | | |
|2 |5 |45L, 69L, 135J, 161J, 243L, 295L, 319K, 365L, 389J, 487J, 511L, 563L, 697J |
|Use varied word choice to clarify, illustrate, and elaborate. | | |
|3 |5 |69L, 223B, 463B |
|Use figurative language purposefully in speaking situations. | |LH 14-17 |
|4 |5 |45L, 69L, 89J, 135J, 161J, 162F, 201L, 221, 223J, 243L, 246E, 295L, 296E, |
|Select and use suitable vocabulary to fit a range of audiences. | |319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 563L, |
| | |597C-D, 647L, 697J, 698E, 713 |
| | |LH 39 |
|D. Oral Presentation | | |
|1 |5 |69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, |
|Develop and deliver a formal presentation based on a central | |389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713 |
|theme, including logical sequence, introduction, main ideas, | |LH 39 |
|supporting details, and concluding remarks to an audience of | | |
|peers, younger students, and/or parents. | | |
|2 |5 |69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, |
|Prepare, rehearse, and deliver a formal presentation in logical | |389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713 |
|or sequential order, including an opening, supportive details, | |LH 39 |
|and a closing statement. | | |
|3 |5 |69L, 161J, 162F, 201L, 221, 243H, 243L, 246E, 273H, 273L, 295H, 295L, 296E, |
|Use clear, precise, organized language that reflects the | |319H, 319K, 345, 347H, 365H, 365L, 389F, 389J, 390E, 439L, 463F, 485, 487J, |
|conventions of spoken English. | |488J, 511L, 531, 533F, 533J, 563H, 581H, 597C-D, 597F, 623H, 647H, 675F, |
| | |697F, 698E, 713 |
| | |T 76, 79, 80, 109, 114, 143, 145, 147, 175 |
| | |LH 39 |
|4 |5 |113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, |
|Use visuals such as charts or graphs when presenting for | |488J, 597C-D, 597J |
|clarification. | |LH 39 |
|5 |5 |113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, |
|Use props effectively while speaking. | |488J, 597C-D, 597J, 738-739 |
| | |LH 39 |
|6 |5 |69L, 89J, 113J, 135J, 161J, 223J, 243L, 273L, 295L, 347L, 365L, 389J, 421L, |
|Maintain audience interest during formal presentations, | |439L, 463J, 487J, 511L, 533J, 563L, 581L, 597C-D, 597J, 623L, 647L, 675J, |
|incorporating adequate volume, proper pacing, and clear | |697J, 715L |
|enunciation. | |LH 39 |
|7 |5 |45L, 69L, 89J, 113J, 161J, 183L, 201L, 223J, 243L, 273L, 295L, 319K, 347L, |
|Use verbal and non-verbal elements of delivery (e.g., eye | |365L, 389J, 421L, 439L, 463J, 511L, 533J, 563L, 571, 581L, 597C-D, 597J, |
|contact, stance) to maintain audience focus. | |623L, 647L, 675J, 697J, 715L |
| | |LH 39 |
|8 |5 |37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379,|
|Read aloud with fluency. | |409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709 |
|9 |5 |201L, 347L, 365L, 533J, 697J, 715L |
|Understand and use criteria from a rubric to improve an oral | | |
|presentation. | | |
|10 |5 |89J, 135J, 161J, 201L, 243L, 273L, 295L, 319L, 347L, 365L, 389J, 421L, 511L,|
|Incorporate peer feedback and teacher suggestions for revisions | |533J, 581L, 623L, 675J, 697J, 715L |
|in content, organization, and delivery. | |LH 39 |
|STANDARD 3.4 | | |
|(LISTENING) | | |
|ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY | | |
|OF SOURCES IN A VARIETY OF SITUATIONS. | | |
|A. Active Listening | | |
|1 |5 |20G-H, 45L, 46G-H, 69L, 70E, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, |
|Listen actively for a variety of purposes such as enjoyment and | |138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 243T, |
|obtaining information. | |243V, 246G-H, 273L, 274G-H, 292, 295L, 296G-H, 319K, 319L, 320G-H, 347L, |
| | |348G-H, 363, 365L, 365T, 365V, 366J, 368G-H, 389J, 390G-H, 421L, 422G-H, |
| | |437, 439L, 440E, 440G-H, 463I, 464G-H, 487J, 487R, 487T, 488J, 490G-H, 511L,|
| | |512G-H, 533J, 534G-H, 563L, 564G-H, 581L, 582G-H, 597C-D, 597J, 597R, 597T, |
| | |600G-H, 623L, 624E, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, |
| | |715T, 715V, 739 |
| | |LH 76 |
|2 |5 |20G-H, 45L, 69L, 89J, 90G-H, 113J, 114G-H, 135J, 138G-H, 161J, 162G-H, 183L,|
|Listen attentively and critically to a variety of speakers. | |184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 273L, 292, 295L, 319K, 319L, 347L,|
| | |348G-H, 365L, 366J, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, |
| | |464G-H, 487J, 488J, 490G-H, 511L, 533J, 534G-H, 563L, 564G-H, 581L, 597C-D, |
| | |597J, 600G-H, 623L, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, |
| | |739 |
| | |T 144 |
| | |LH 39, 76 |
|3 |5 |20G-H, 45L, 113J, 114G-H, 135J, 161J, 183L, 201L, 202G-H, 223J, 243L, 273L, |
|Acknowledge the speaker through eye contact and use appropriate | |295L, 319L, 347L, 389J, 390G-H, 439L, 463I, 487J, 511L, 533J, 563L, 564G-H, |
|feedback and questions to clarify the speaker's message. | |581L, 597C-D, 597J, 623L, 624G-H, 647L, 675J, 697J, 698G-H, 715L, 739 |
|4 |5 |295L, 319L, 347L, 365L, 511L, 624G-H, 647D |
|Recognize and analyze persuasive techniques while listening. | | |
|5 |5 |20A, 20G-H, 23, 46A, 49, 64, 69L, 70A, 73, 90G-H, 103, 114A, 117, 138G-H, |
|Recognize the rich and varied language of literature (e.g., | |162A, 165, 224A, 224G-H, 227, 246G-H, 274G-H, 296G-H, 348A, 351, 368A, 371, |
|listen to a recording of poetry or classic literature). | |440G-H, 464G-H, 482-483, 490A, 493, 505, 528, 534A, 537, 564A, 567, 582A, |
| | |585, 600A, 603, 624A, 624G-H, 627, 648G-H |
| | |T 42 |
|6 |5 |90G-H, 113J, 135J, 138G-H, 162G-H, 184G-H, 202G-H, 224G-H, 273L, 295L, 319L,|
|Listen to determine a speaker's purpose, attitude, and | |347L, 348G-H, 365L, 422G-H, 440G-H, 464G-H, 490G-H, 511L, 534G-H, 597J, |
|perspective. | |600G-H, 624G-H, 648G-H, 676G-H, 697J, 739 |
| | |T 144 |
| | |LH 39 |
|7 |5 |89J, 90G-H, 162G-H, 184G-H, 201L, 202G-H, 273L, 295L, 319L, 347L, 348G-H, |
|Use, when appropriate, criteria/rubric to evaluate oral | |365L, 421L, 440G-H, 490G-H, 511L, 533J, 624G-H, 648G-H, 697J, 715L, 739 |
|presentations, such as purpose, delivery techniques, content, | |LH 39 |
|visual aids, body language, and facial expressions. | | |
|B. Listening Comprehension | | |
|1 |5 |20G-H, 45L, 46G-H, 69L, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, 138G-H,|
|Demonstrate competence in active listening through responding to| |161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 243L, 243V, 246G-H, 273L, |
|a story, interview, or oral report (e.g., summarizing, reacting,| |274G-H, 292, 295L, 296G-H, 319K, 320G-H, 347L, 348G-H, 365L, 365T, 365V, |
|retelling). | |366J, 368G-H, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, 464G-H, |
| | |487J, 487R, 488J, 490G-H, 511L, 512G-H, 533J, 534G-H, 564G-H, 582G-H, |
| | |597C-D, 597J, 597R, 597T, 600G-H, 624G-H, 647L, 648G-H, 676G-H, 697J, |
| | |698G-H, 715L, 715V |
| | |T 38, 40, 77, 78, 140, 177 |
| | |LH 39, 76 |
|2 |5 |114G-H, 184G-H, 202G-H, 243T, 274G-H, 296G-H, 348G-H, 368G-H, 390G-H, 487T, |
|Demonstrate competence in active listening by interpreting and | |534G-H, 564G-H, 582G-H, 648G-H, 676G-H, 698G-H, 715T |
|applying received information to new situations and in solving | | |
|problems. | | |
|3 |5 |20G-H, 70G-H, 114G-H, 138G-H, 161J, 183L, 223J, 243L, 246G-H, 347L, 390G-H, |
|Ask pertinent questions, take notes, and draw conclusions based | |422G-H, 439L, 440G-H, 511L, 512G-H, 533J, 563L, 564G-H, 582G-H, 597C-D, |
|on information presented. | |597J, 600G-H, 698G-H, 739 |
| | |T 38 |
|4 |5 |69L, 113J, 161J, 162F, 183L, 201L, 221, 223J, 243L, 246E, 273L, 295L, 296E, |
|Make inferences based on an oral report or presentation. | |319K, 345, 347L, 365L, 389J, 390E, 421L, 439L, 463I, 485, 487J, 488J, 511L, |
| | |531, 533J, 597C-D, 597J, 698E, 713, 715L |
| | |LH 39 |
|5 |5 |183L, 223J |
|Follow three-and four-step oral directions. | | |
|STANDARD 3.5 | | |
|(VIEWING AND MEDIA LITERACY) | | |
|ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, | | |
|NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. | | |
|A. Constructing Meaning | | |
|1 |5 |42, 89J, 113J, 135J, 223J, 240, 243T, 270, 278, 284, 286, 292, 302, 319B, |
|Respond to and evaluate the use of illustrations to support | |326, 330, 336, 338, 342, 346-347, 356, 365L, 365T, 396, 398, 410, 421L, 434,|
|text. | |458, 463I, 487R, 508, 530, 533J, 560, 581L, 620, 623L, 632, 647L, 670, 675J,|
| | |702, 710, 715T |
|2 |5 |67, 87, 133, 162E, 199, 218, 246E, 271, 274I, 291, 293, 294-295, 296E, 300, |
|Use graphs, charts, and diagrams to report data. | |306, 314, 317, 319B, 319L, 320E, 320I, 346-347, 368E, 419, 461, 509, 534E, |
| | |564E, 579, 715A-B |
| | |T 75 |
| | |LH 88, 89, 90 |
|3 |5 |70K, 114K, 135R, 138K, 246K, 348K, 368K, 390K, 490K, 534K, 600K, 624K, 676K,|
|Distinguish between factual and fictional visual representations| |698K |
|(e.g., political cartoons). | | |
|4 |5 |70K, 114K, 135J, 135R, 138K, 223J, 240, 246K, 348K, 365L, 368K, 390K, 490K, |
|Identify the central theme in a movie, film, or illustration. | |533J, 534K, 581L, 600K, 624K, 647L, 675J, 676K, 698K |
|5 |5 |89J, 356, 365A-B, 365L, 647D, 647L |
|Identify the target audience for a particular program, story, or| | |
|advertisement. | | |
|6 |5 |18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 70K, 90E, 90F, 114E, 114F, 114K, 135J,|
|Demonstrate an awareness of different media forms (e.g., | |135R, 138F, 138K, 154-157, 162E, 162F, 181, 184E, 184F, 202F, 216-219, 221, |
|newspapers, internet, magazines) and how they contribute to | |224F, 241, 243T, 246E, 246F, 246K, 271, 274F, 278, 284, 286, 288-291, 292, |
|communication. | |293, 295D, 296E, 296F, 302, 317, 319B, 320F, 326, 330, 336, 338, 345, |
| | |346-347, 348E, 348F, 348K, 356, 363, 365A-B, 365L, 366J, 368E, 368F, 368K, |
| | |390E, 390F, 390K, 421E, 422E, 422F, 434, 440F, 442F, 461, 464E, 464F, 485, |
| | |488J, 490E, 490F, 490K, 509, 512F, 531, 534E, 534F, 534K, 556-559, 561, |
| | |564F, 579, 582E, 582F, 595, 598J, 600E, 600F, 600K, 623A-B, 624E, 624F, |
| | |624K, 645, 647D, 647L, 648F, 673, 676F, 676K, 695, 698E, 698F, 698K, 702, |
| | |710, 713, 726 |
| | |LH 77 |
|7 |5 |89J, 365A-B, 647D |
|Understand uses of persuasive text related to advertising in | | |
|society. | | |
|8 |5 |729 |
|Distinguish different points of view in media texts. | | |
|B. Visual and Verbal Messages | | |
|1 |5 |89J, 154-157, 216-219, 288-291, 309, 356, 365A-B, 365L, 390E, 421E, 421L, |
|Understand that creators of both print media and electronic | |453, 509, 556-559, 591, 597C-D, 621, 637, 647D, 647L, 665 |
|media have a purpose and target audience for their work. | |LH 77 |
|2 |5 |356, 365A-B, 365L, 390E, 421E, 509, 647D, 647L, 729 |
|Evaluate media messages for credibility. | |LH 77 |
|3 |5 |89J, 365A-B, 647D, 729 |
|Explore and interpret various messages found in advertisements | | |
|and other texts. | | |
|4 |5 |581L, 697J |
|Interpret verbal and nonverbal messages reflected in personal | | |
|interactions with others. | | |
|5 |5 |135J, 243T, 278, 284, 286, 292, 302, 319B, 326, 330, 336, 338, 346-347, 434,|
|Discuss the emotional impact of a still image (e.g., photo, | |487R, 702, 710 |
|poster, painting) and how it aids understanding. | | |
|6 |5 |135R, 292, 623L |
|Compare and contrast media sources, such as film and book | | |
|versions of a story. | | |
|7 |5 |18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 90E, 90F, 114E, 114F, 138F, 162E, |
|Understand the uses of technology (e.g., the Internet for | |162F, 181, 184E, 184F, 202F, 221, 224F, 241, 246E, 246F, 271, 274E, 274F, |
|research). | |293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 363, 366J, 368E, 368F, |
| | |390E, 390F, 422E, 422F, 440F, 442F, 461, 464E, 464F, 485, 488J, 490E, 490F, |
| | |509, 512F, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 595, 598J, 600E, |
| | |600F, 623A-B, 624E, 624F, 645, 648F, 673, 676F, 695, 698E, 698F, 713, 726 |
|C. Living with Media | | |
|1 |5 |135R, 154-157, 216-219, 288-291, 292, 309, 356, 365A-B, 365L, 421E, 421L, |
|Express and justify preferences for media choices. | |453, 556-559, 591, 597C-D, 621, 623L, 637, 647D, 647L, 665, 738-739 |
| | |LH 39, 77 |
|2 |5 |113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, |
|Choose the most appropriate media for a presentation. | |488J, 597C-D, 597J, 738-739 |
| | |LH 39 |
|3 |5 |89J, 135J, 223J, 240, 365L, 487R, 533J, 581L, 647L, 675J, 738-739 |
|Use a rubric to evaluate the content of media presentations. | |LH 39 |
|4 |5 |70K, 114K, 135R, 138K, 246K, 309, 348K, 356, 365A-B, 365L, 368K, 390K, 421E,|
|Examine and evaluate effects of media on the family, home, and | |421L, 453, 490K, 534K, 591, 597C-D, 600K, 621, 624K, 637, 647D, 647L, 665, |
|school. | |676K, 698K |
| | |LH 77 |
Section III:
Correlation of the
New Jersey
Core Curriculum Content Standards
to
Harcourt Trophies
by
Learning Objective
KINDERGARTEN
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Volume 1 | | |
|To understand same and different |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 1 Week 1 Getting to |
|To name the title, author and illustrator of a |Reading 3.1.A.6 Demonstrate understanding of the function of a book and |Know You |
|story |its parts, including front and back and title page. |Pages 19-82 |
|To understand that words are read from top to |Reading 3.1.A.4 Follow words left to right and from top to bottom. | |
|bottom and from left to right |Reading 3.1.A.5 Recognize that print represents spoken language. | |
|To match speech to text |Reading 3.1.A.3 Recognize that words are separated by spaces. | |
|To understand that written words are separated by|Reading 3.1.B Phonological Awareness (includes phonemic awareness) | |
|spaces |Writing 3.2 | |
|Develop phonemic awareness through daily oral |Speaking 3.3 | |
|language activities utilizing songs, poems, and |Listening 3.4 | |
|rhymes |Viewing and Media Literacy 3.5 | |
|To use interactive writing to develop content and| | |
|composition | | |
|To understand that words are made up of letters |Reading 3.1.A.2 Distinguish letters from words. |Theme 1 Week 2 |
|To connect life experiences to information in |Reading 3.1.E.4 Relate personal experiences to story characters’ |Getting to |
|texts |experiences, language, customs, and cultures with assistance from |Know You |
|To recognize sentences that are questions and |teacher. |Pages 85-137 |
|sentences that are answers |Reading 3.1.F.3 Explain meanings of common signs and symbols. | |
|To identify characteristics of a make-believe |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|story |important events in a story read aloud. | |
|To match words to text |Reading 3.1.A.5 Recognize that print represents spoken language. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|language activities utilizing songs, poems, and |Writing 3.2. | |
|rhymes |Speaking 3.3 | |
|To use interactive writing to develop content and|Listening 3.4 | |
|composition |Viewing and Media Literacy 3.5 | |
|To recognize that sentences are made up of |Reading 3.1.A.2 Distinguish letters from words. |Theme 2 Week 1 |
|separate words |Reading 3.1.A.5 Recognize that print represents spoken language. |I Am Special |
|To understand that written words represent sounds|Listening 3.4.A.1 Listen fully to understand instructions or hear daily |Pages 159-214 |
|To understand and follow directions |messages. | |
|To identify and sort common words into basic |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|categories |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|To understand setting |important events in a story read aloud. | |
|To recognize uppercase and lowercase Mm and Ss |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|To match sounds to letters |of the alphabet. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.4 Learn many, though not all, one-to-one letter–sound | |
|language activities utilizing songs, poems, and |correspondences. | |
|rhymes |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|To use interactive writing to develop content and|Writing 3.2 | |
|composition |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To name action words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 2 Week 2 |
|To understand that printed materials provide |Reading 3.1.A.6 Demonstrate understanding of the function of a book and |I Am Special |
|information |its parts, including front and back and title page. |Pages 217-264 |
|To understand position words |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To match words |Reading 3.1.E.1 Begin to track or follow print when listening to a | |
|To recognize text patterns |familiar text being read. | |
|To recognize uppercase and lowercase Mm, Rr, and |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|Ss |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|To match sounds to letters |of the alphabet. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|language activities utilizing songs, poems, and |correspondences. | |
|rhymes |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|To use interactive writing to develop content and|Writing 3.2 | |
|composition |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To recognize the main idea and details of a story|Reading 3.1.G.2 Verbally identify the main character, setting and |Theme 2 Week 3 |
|To recognize the beginning, middle, and ending of|important events in a story read aloud. |I Am Special |
|a story |Reading 3.1.G.4 Retell a story read aloud using main characters and |Pages 267-313 |
|To summarize a story |events. | |
|To understand the concept of a word |Reading 3.1.G.4 Retell a story read aloud using main characters and | |
|To identify and sort words into basic categories |events. | |
|To recognize uppercase and lowercase Rr, Ss, and |Reading 3.1.A.2 Distinguish letters from words. | |
|Tt |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To match sounds to letters |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|Develop phonemic awareness through daily oral |of the alphabet. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|rhymes |correspondences. | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read to follow directions |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Theme 3 Week 1 |
|To make judgments about story characters |functional texts. |Around the Table |
|To identify the beginning, middle, and ending of |Reading 3.1.G.6 Make predictions based on illustrations or portions of |Pages 335-390 |
|a story |stories. | |
|To understand that written words represent sounds|Reading 3.1.G.2 Verbally identify the main character, setting and | |
|To use picture details to understand text |important events in a story read aloud. | |
|To recognize uppercase and lowercase Cc and Pp |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To match sounds to letters |word represents the sequence of sounds (phonemes) in a spoken word | |
|Develop phonemic awareness through daily oral |(alphabetic principle). | |
|language activities utilizing songs, poems, and |Reading 3.1.E.3 Use picture clues to aid understanding of story content.| |
|rhymes |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|To use interactive writing to develop content and|of the alphabet. | |
|composition |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
| |correspondences. | |
| |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To name action words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 3 Week 2 |
|To ask and answer questions |Speaking 3.3.B.2 Use oral language to extend learning. |Around the Table |
|To identify color words |Reading 3.1.F.2 Identify and sort words in basic categories. |Pages 393-436 |
|To identify naming words |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To clap syllables in spoken words |Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping | |
|To build and read simple one-syllable words |syllables, and substituting sounds. | |
|To understand that as letters of words change, so|Reading 3.1.C.1 Recognize some words by sight. | |
|do the sounds |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|Develop phonemic awareness through daily oral |word represents the sequence of sounds (phonemes) in a spoken word | |
|language activities utilizing songs, poems, and |(alphabetic principle). | |
|rhymes |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|To use interactive writing to develop content and|Writing 3.2 | |
|composition |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand content words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 3 Week 3 |
|To understand folktale as a type of story |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Around the Table |
|To recognize text patterns |functional texts. |Pages 439-481 |
|To identify rhyming words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To understand sequence |Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|To build and read simple one-syllable words |with it. | |
|To understand that as letters of words change, so|Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|do the sounds |Reading 3.1.C.1 Recognize some words by sight. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|language activities utilizing songs, poems, and |word represents the sequence of sounds (phonemes) in a spoken word | |
|rhymes |(alphabetic principle). | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand real and make-believe |Reading 3.1.E.2 Think ahead and make simple predictions about text. |Theme 4 Week 1 |
|To identify the beginning, middle, and ending of |Reading 3.1.G.4 Retell a story aloud using main characters and events. |Silly Business |
|a story |Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping |Pages 503-558 |
|To respond to the rhythm of a poem by clapping |syllables, and substituting sounds. | |
|To recognize that names begin with uppercase |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|letters |of the alphabet. | |
|To recognize problem and solution |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|To recognize uppercase and lowercase Nn and Dd |important events in a story read aloud. | |
|To match sounds to letters |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|Develop phonemic awareness through daily oral |of the alphabet. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|rhymes |correspondences. | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To compare texts |Reading 3.1.E.4 Relate personal experiences to story characters’ |Theme 4 Week 2 |
|To make predictions |experiences, language, customs, and cultures with assistance from |Silly Business |
|To recognize repeated sounds |teacher. |Pages 561-604 |
|To distinguish letters from words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To identify number words |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To build and read simple one-syllable words |word represents the sequence of sounds (phonemes) in a spoken word | |
|To understand that as letters of words change, so|(alphabetic principle). | |
|do the sounds |Reading 3.1.A.2 Distinguish letters from words. | |
|Develop phonemic awareness through daily oral |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.1 Recognize some words by sight. | |
|rhymes |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To use interactive writing to develop content and|word represents the sequence of sounds (phonemes) in a spoken word | |
|composition |(alphabetic principle). | |
| |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand real and make-believe |Reading 3.1.E.2 Think ahead and make simple predictions about text. |Theme 4 Week 3 |
|To understand what a folktale is |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Silly Business |
|To identify environmental print |functional texts. |Pages 607-649 |
|To identify rhyming words |Reading 3.1.F.3 Explain meanings of common signs and symbols. | |
|To draw conclusions |Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|To use knowledge of letters, words, and sounds to|with it. | |
|read simple sentences |Reading 3.1.E.4 Relate personal experiences to story characters’ | |
|Develop phonemic awareness through daily oral |experiences, language, customs, and cultures with assistance from | |
|language activities utilizing songs, poems, and |teacher. | |
|rhymes |Reading 3.1.B.1 Demonstrate understanding that spoken words consist of | |
|To use interactive writing to develop content and|sequences of phonemes. | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Volume 2 | | |
|To listen for text patterns, including rhyme and |Listening 3.4.A.3 Listen to rhymes and songs to begin developing an |Theme 5 Week 1 |
|repetition |understanding of letter/sound relationships. |Family Ties |
|To use illustrations and text to understand |Reading 3.1.E.3 Use picture clues to aid understanding of story content.|Pages 19-76 |
|characters |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|To understand that a story has a problem and |important events in a story read aloud. | |
|solution |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To identify long and short words |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To retell a familiar story |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|To recognize uppercase and lowercase Gg and Ff |of the alphabet. | |
|To match sounds to letters |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|Develop phonemic awareness through daily oral |correspondences. | |
|language activities utilizing songs, poems, and |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|rhymes |Writing 3.2 | |
|To use interactive writing to develop content and|Speaking 3.3 | |
|composition |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To compare and contrast |Reading 3.1.E.4 Relate personal experiences to story characters’ |Theme 5 Week 2 |
|To understand characters’ feelings |experiences, language, customs, and cultures with assistance from |Family Ties |
|To retell a familiar story in order |teacher. |Pages 79-122 |
|To ask questions about text |Reading 3.1.E.4 Relate personal experiences to story characters’ | |
|To note picture details |experiences, language, customs, and cultures with assistance from | |
|To build and read simple one-syllable words |teacher. | |
|To understand that as letters of words change, so|Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|do the sounds |Speaking 3.3.B.2 Use oral language to extend learning. | |
|Develop phonemic awareness through daily oral |Reading 3.1.E.3 Use picture clues to aid understanding of story content.| |
|language activities utilizing songs, poems, and |Reading 3.1.C.1 Recognize some words by sight. | |
|rhymes |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To use interactive writing to develop content and|word represents the sequence of sounds (phonemes) in a spoken word | |
|composition |(alphabetic principle). | |
| |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To identify the problem and solution |Reading 3.1.G.2 Verbally identify the main character, setting and |Theme 5 Week 3 |
|To understand a character’s actions |important events in a story read aloud. |Family Ties |
|To tell story events in order |Reading 3.1.E.4 Relate personal experiences to story characters’ |Pages 125-167 |
|To visualize story scenes |experiences, language, customs, and cultures with assistance from | |
|To compare texts |teacher. | |
|To build and read simple one-syllable words |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To understand that as letters of words change, so|Reading 3.1.D.1 Practice reading behaviors such as retelling, | |
|do the sounds |reenacting, or dramatizing stories. | |
|Develop phonemic awareness through daily oral |Reading 3.1.E.4 Relate personal experiences to story characters’ | |
|language activities utilizing songs, poems, and |experiences, language, customs, and cultures with assistance from | |
|rhymes |teacher. | |
|To use interactive writing to develop content and|Reading 3.1.C.1 Recognize some words by sight. | |
|composition |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
| |word represents the sequence of sounds (phonemes) in a spoken word | |
| |(alphabetic principle.) | |
| |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To use prior knowledge to understand a selection |Reading 3.1.E.4 Relate personal experiences to story characters’ |Theme 6 Week 1 |
|To distinguish between real and make-believe |experiences, language, customs, and cultures with assistance from |Animal Families |
|To retell story events in sequence |teacher. |Pages 189-246 |
|To recognize number words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To make inferences |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To recognize uppercase and lowercase Ll and Hh |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To match sounds to letters |Reading 3.1.G.6 Make predictions based on illustrations or portions of | |
|Develop phonemic awareness through daily oral |stories. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|rhymes |of the alphabet. | |
|To use interactive writing to develop content and|Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|composition |correspondences. | |
|* Daily Guided Reading Groups |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To use illustrations to gather information |Reading 3.1.G.6 Make predictions based on illustrations or portions of |Theme 6 Week 2 |
|To identify main idea and details |stories. |Animal Families |
|To make predictions about a story |Reading 3.1.G.2 Verbally identify the main character, setting and |Pages 249-292 |
|To listen for rhythm and rhyme in text patterns |important events in a story read aloud. | |
|To recognize that sentences in print are made up |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|of separate words |Listening 3.4.A.3 Listen to rhymes and songs to begin developing an | |
|To build and read simple one-syllable words |understanding of letter/sound relationships. | |
|To understand that as letters of words change, so|Reading 3.1.A.3 Recognize that words are separated by spaces. | |
|do the sounds |Reading 3.1.C.1 Recognize some words by sight. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|language activities utilizing songs, poems, and |word represents the sequence of sounds (phonemes) in a spoken word | |
|rhymes |(alphabetic principle). | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To distinguish between story and information |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Theme 6 Week 3 |
|books |functional texts. |Animal Families |
|To recognize the beginning, middle, and ending of|Reading 3.1.G.2 Verbally identify the main character, setting and |Pages 295-337 |
|a story |important events in a story read aloud. | |
|To recognize end punctuation |Reading 3.1.F.3 Explain meanings of common signs and symbols. | |
|To match words in a repetitive text |Reading 3.1.E.1 Begin to track or follow print when listening to a | |
|To identify rhyming words |familiar text being read. | |
|To use knowledge of letters, words, and sounds to|Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|read simple sentences |with it. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|language activities utilizing songs, poems, and |word represents the sequence of sounds (phonemes) in a spoken word | |
|rhymes |(alphabetic principle). | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To make predictions |Reading 3.1.E.2 Think ahead and make simple predictions about text. |Theme 7 Week 1 |
|To understand main idea and details |Reading 3.1.G.2 Verbally identify the main character, setting and |Big Surprises |
|To draw conclusions |important events in a story read aloud. |Pages 359-414 |
|To recognize syllables in words |Reading 3.1.E.4 Relate personal experiences to story characters’ | |
|To understand content words |experiences, language, customs, and cultures with assistance from | |
|To recognize uppercase and lowercase Bb and Kk |teacher. | |
|To match sounds to letters |Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping | |
|Develop phonemic awareness through daily oral |syllables, and substituting sounds. | |
|language activities utilizing songs, poems, and |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|rhymes |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|To use interactive writing to develop content and|of the alphabet. | |
|composition |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|* Daily Guided Reading Groups |correspondences. | |
| |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To recognize patterned text |Reading 3.1.E.2 Think ahead and make simple predictions about text. |Theme 7 Week 2 |
|To understand main idea and details |Reading 3.1.G.2 Verbally identify the main character, setting, and |Big Surprises |
|To retell the story through dramatization |important events in a story read aloud. |Pages 417-460 |
|To make inferences |Reading 3.1.G.1 Respond to a variety of poems and stories through | |
|To understand end punctuation |movement, art, music, and drama. | |
|To build and read simple one-syllable words |Reading 3.1.G.6 Make predictions based on illustrations or portions of | |
|To understand that as letters of words change, so|stories. | |
|do the sounds |Reading 3.1.F.3 Explain meanings of common signs and symbols. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.1 Recognize some words by sight. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|rhymes |word represents sounds (phonemes) in a spoken word (alphabetic | |
|To use interactive writing to develop content and|principle). | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To summarize a selection |Reading 3.1.G.4 Retell a story aloud using main characters and events. |Theme 7 Week 3 |
|To recognize story characters |Reading 3.1.G.2 Verbally identify the main character, setting, and |Big Surprises |
|To understand naming words |important events in a story read aloud. |Pages 463-505 |
|To match words to text |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To anticipate text |Reading 3.1.E.1 Begin to track or follow print when listening to a | |
|To build and read simple one-syllable words |familiar text being read. | |
|To understand that as letters of words change, so|Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|do the sounds |Reading 3.1.C.1 Recognize some words by sight. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|language activities utilizing songs, poems, and |word represents sounds (phonemes) in a spoken word (alphabetic | |
|rhymes |principle). | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To identify sound words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 8 Week 1 |
|To recall story events |Reading 3.1.G.2 Verbally identify the main character, setting, and |Animal Adventures |
|To understand text patterns |important events in a story read aloud. |Pages 527-584 |
|To clap syllables for spoken words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To make inferences |Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping | |
|To recognize uppercase and lowercase Ww and Xx |syllables, and substituting sounds. | |
|To match sounds to letters |Reading 3.1.G.6 Make predictions based on illustrations or portions of | |
|Develop phonemic awareness through daily oral |stories. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|rhymes |of the alphabet. | |
|To use interactive writing to develop content and|Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|composition |correspondences. | |
|* Daily Guided Reading Groups |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To use picture details to understand the text |Reading 3.1.E.3 Use picture clues to aid understanding of story content.|Theme 8 Week 2 |
|To identify rhyming words |Reading 3.1.B.5 Given a spoken word, produce another word that rhymes |Animal Adventures |
|To identify problem and solution |with it. |Pages 587-630 |
|To identify action words |Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|To recognize setting |important events in a story read aloud. | |
|To build and read simple one-syllable words |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To understand that as letters of words change, so|Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|do the sounds |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.1 Recognize some words by sight. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|rhymes |word represents sounds (phonemes) in a spoken word (alphabetic | |
|To use interactive writing to develop content and|principle). | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand that written words can represent |Reading 3.1.B.3 Understand that the sequence of letters in a written |Theme 8 Week 3 |
|sounds |word represents sounds (phonemes) in a spoken word (alphabetic |Animal Adventures |
|To distinguish fact from fantasy |principle). |Pages 633-675 |
|To understand text patterns |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To understand concept words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To identify beginning, middle, and ending |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To use knowledge of letters, words, and sounds to|Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|read simple sentences |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|language activities utilizing songs, poems, and |word represents sounds (phonemes) in a spoken word (alphabetic | |
|rhymes |principle). | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Volume 3 | | |
|To understand content words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 9 Week 1 |
|To recognize dialogue |Reading 3.1.F.3 Explain meanings of common signs and symbols. |Around the Town |
|To identify problem and solution |Reading 3.1.G.2 Verbally identify the main character, setting and |Pages 19-76 |
|To identify rhyming words |important events in a story read aloud. | |
|To identify the beginning, middle, and ending of |Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|a story |with it. | |
|To recognize uppercase and lowercase Vv and Jj |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|To match sounds to letters |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|language activities utilizing songs, poems, and |of the alphabet. | |
|rhymes |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|To use interactive writing to develop content and|correspondences. | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To identify the main idea of a story |Reading 3.1.G.2 Verbally identify the main character, setting and |Theme 9 Week 2 |
|To identify setting |important events in a story read aloud. |Around the Town |
|To recognize cause and effect |Reading 3.1.G.2 Verbally identify the main character, setting and |Pages 79-122 |
|To visualize song scenes |important events in a story read aloud. | |
|To identify rhyming words |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To build and read simple one-syllable words |Reading 3.1.D.1 Practice reading behaviors such as retelling, | |
|To understand that as letters of words change, so|reenacting, or dramatizing stories. | |
|do the sounds |Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|Develop phonemic awareness through daily oral |with it. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.1 Recognize some words by sight. | |
|rhymes |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To use interactive writing to develop content and|word represents sounds (phonemes) in a spoken word (alphabetic | |
|composition |principle). | |
|* Daily Guided Reading Groups |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To make judgments about characters |Reading 3.1.E.4 Relate personal experiences to story characters’ |Theme 9 Week 3 |
|To recognize the sequence of events in a story |experiences, language, customs, and cultures with assistance from |Around the Town |
|To summarize story events |teacher. |Pages 125-167 |
|To identify action words |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To recognize setting |Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|To build and read simple one-syllable words |important events in a story read aloud. | |
|To understand that as letters of words change, so|Reading 3.1.F.2 Identify and sort words in basic categories. | |
|do the sounds |Reading 3.1.G.2 Verbally identify the main character, setting and | |
|Develop phonemic awareness through daily oral |important events in a story read aloud. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.1 Recognize some words by sight. | |
|rhymes |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To use interactive writing to develop content and|word represents sounds (phonemes) in a spoken word (alphabetic | |
|composition |principle). | |
|* Daily Guided Reading Groups |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand text patterns |Reading 3.1.E.2 Think ahead and make simple predictions about text. |Theme 10 Week 1 |
|To understand main idea and details |Reading 3.1.G.2 Verbally identify the main character, setting, and |Neighborhood Helpers |
|To understand that characters speak |important events in a story read aloud. |Pages 189-245 |
|To identify naming words |Reading 3.1.A.5 Recognize that print represents spoken language. | |
|To summarize main ideas |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To recognize uppercase and lowercase Yy and Zz |Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|To match sounds to letters |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|language activities utilizing songs, poems, and |of the alphabet. | |
|rhymes |Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound | |
|To use interactive writing to develop content and|correspondences. | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To match words in sentences |Reading 3.1.A.5 Recognize that print represents spoken language. |Theme 10 Week 2 |
|To understand text organization of a nonfiction |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Neighborhood Helpers |
|selection |functional texts. |Pages 249-292 |
|To understand characters |Reading 3.1.E.4 Relate personal experiences to story characters’ | |
|To retell a story |experiences, language, customs, and cultures with assistance from | |
|To place story events in logical order |teacher. | |
|To build and read simple one-syllable words |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To understand that as letters of words change, so|Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|do the sounds |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.1 Recognize some words by sight. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|rhymes |word represents sounds (phonemes) in a spoken word (alphabetic | |
|To use interactive writing to develop content and|principle). | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand content vocabulary |Reading 3.1.F.1 Continue to develop a vocabulary through meaningful, |Theme 10 Week 3 |
|To understand setting |concrete experiences. |Neighborhood Helpers |
|To retell the story |Reading 3.1.G.2 Verbally identify the main character, setting, and |Pages 295-337 |
|To understand text patterns |important events in a story read aloud. | |
|To understand beginning, middle, and ending |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To use knowledge of letters, words, and sounds to|Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|build and read simple sentences |Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|Develop phonemic awareness through daily oral |important events in a story read aloud. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.1 Demonstrate understanding that spoken words consist of | |
|rhymes |sequences of phonemes. | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand dialogue |Reading 3.1.A.5 Recognize that print represents spoken language. |Theme 11 Week 1 |
|To identify problem and solution |Reading 3.1.G.2 Verbally identify the main character, setting, and |Exploring Our Surroundings |
|To understand action words |important events in a story read aloud. |Pages 359-414 |
|To recognize text patterns |Reading 3.1.F.2 Identify and sort words in basic categories. | |
|To retell the story |Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|To recognize uppercase and lowercase Qq and Xx |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To match sounds to letters |Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters | |
|Develop phonemic awareness through daily oral |of the alphabet. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.4 Learn many though not all, one-to one letter-sound | |
|rhymes |correspondence. | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To recognize number words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 11 Week 2 |
|To read to get information |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Exploring Our Surroundings |
|To tell story events in sequence |functional texts. |Pages 417-460 |
|To ask questions for research |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To understand picture details |Speaking 3.3.B.2 Use oral language to extend learning. | |
|To build and read simple one-syllable words |Reading 3.1.E.3 Use picture clues to aid understanding of story content.| |
|To understand that as letters of words change, so|Reading 3.1.C.1 Recognize some words by sight. | |
|do the sounds |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|Develop phonemic awareness through daily oral |word represents sounds (phonemes) in a spoken word (alphabetic | |
|language activities utilizing songs, poems, and |principle). | |
|rhymes |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|To use interactive writing to develop content and|Writing 3.2 | |
|composition |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To recognize questions and statements |Reading 3.1.F.3 Explain meanings of common signs and symbols. |Theme 11 Week 3 |
|To understand characters |Reading 3.1.E.4 Relate personal experiences to story characters’ |Exploring Our Surroundings |
|To summarize a story |experiences, language, customs, and cultures with assistance from |Pages 463-505 |
|To visualize picture details |teacher. | |
|To identify problem and solution |Reading 3.1.G.4 Retell a story aloud using main characters and events. | |
|To build and read simple one-syllable words |Reading 3.1.E.3 Use picture clues to aid understanding of story content.| |
|To understand that as letters of words change, so|Reading 3.1.G.2 Verbally identify the main character, setting, and | |
|do the sounds |important events in a story read aloud. | |
|Develop phonemic awareness through daily oral |Reading 3.1.C.1 Recognize some words by sight. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|rhymes |word represents sounds (phonemes) in a spoken word (alphabetic | |
|To use interactive writing to develop content and|principle). | |
|composition |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To compare and contrast |Reading 3.1.E.4 Relate personal experiences to story characters’ |Theme 12 Week 1 |
|To ask questions for research |experiences, language, customs, and cultures with assistance from |Under the Ocean |
|To identify syllables in words |teacher. |Pages 527-582 |
|To recognize repetitive text |Speaking 3.3.B.2 Use oral language to extend learning. | |
|To categorize information |Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping | |
|To build and read simple one-syllable words |syllables, and substituting sounds. | |
|To understand that as letters of words change, so|Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|do the sounds |Reading 3.1.D.1 Practice reading behaviors such as retelling, | |
|Develop phonemic awareness through daily oral |reenacting, or dramatizing stories. | |
|language activities utilizing songs, poems, and |Reading 3.1.C.1 Recognize some words by sight. | |
|rhymes |Reading 3.1.B.3 Understand that the sequence of letters in a written | |
|To use interactive writing to develop content and|word represents sounds (phonemes) in a spoken word (alphabetic | |
|composition |principle). | |
|* Daily Guided Reading Groups |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To recognize action words |Reading 3.1.F.2 Identify and sort words in basic categories. |Theme 12 Week 2 |
|To use picture clues to understand text |Reading 3.1.E.3 Use picture clues to aid understanding of story content.|Under the Ocean |
|To understand sequence |Reading 3.1.G.2 Verbally identify the main character, setting, and |Pages 585-628 |
|To understand print concepts |important events in a story read aloud. | |
|To recognize text patterns |Reading 3.1.A.5 Recognize that print represents spoken language. | |
|To use knowledge of letters, words, and sounds to|Reading 3.1.E.2 Think ahead and make simple predictions about text. | |
|read simple sentences |Reading 3.1.B.1 Demonstrate understanding that spoken words consist of | |
|Develop phonemic awareness through daily oral |sequences of phonemes. | |
|language activities utilizing songs, poems, and |Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|rhymes |Writing 3.2 | |
|To use interactive writing to develop content and|Speaking 3.3 | |
|composition |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To compare genres |Reading 3.1.D.4 Listen and respond attentively to literary texts and |Theme 12 Week 3 |
|To use visualizing to understand text |functional texts. |Under the Ocean |
|To note picture details |Reading 3.1.D.1 Practice reading behaviors such as retelling, |Pages 631-673 |
|To use information from a text to make inferences|reenacting, or dramatizing stories. | |
|To ask questions for research |Reading 3.1.E.3 Use picture clues to aid understanding of story content.| |
|To use knowledge of letters, words, and sounds to|Reading 3.1.B.5 Given a spoken word, produce another word that rhymes | |
|read simple sentences |with it. | |
|Develop phonemic awareness through daily oral |Speaking 3.3.B.2 Use oral language to extend learning. | |
|language activities utilizing songs, poems, and |Reading 3.1.B.1 Demonstrate understanding that spoken words consist of | |
|rhymes |sequences of phonemes. | |
|To use interactive writing to develop content and|Reading 3.1.B Phonological Awareness (includes phonemic awareness). | |
|composition |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
FIRST GRADE
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Theme 1: I Am Your Friend | | |
|To use the sounds that letters stand for to help |Reading 3.1.B.1 Demonstrate understanding of all sound-symbol |The Hat |
|read and write words |relationships. |Realistic Fiction |
|To understand the order of events in a story |Reading 3.1.G.3 Sequence information learned from text into a logical |Pages 10A-27P |
|To identify and read sentences |order to retell facts. | |
|To discriminate between words and different |Reading 3.1.D.2 Begin to read simple text with fluency. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common spelling patterns to read and write |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |Sam and the Bag |
|To make predictions to figure out what might |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Fiction |
|happen next |pictures, print, and people. |Pages 28A-47R |
|To identify and read sentences |Reading 3.1.D.2 Begin to read simple text with fluency | |
|To recognize and read words with inflection –s |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To blend sounds into words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|writing program (modeled, shared, interactive, |blends). | |
|guided and independent) to respond to daily |Writing 3.2 | |
|writing prompts |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To use the sounds that letters stand for to help |Reading 3.1.B.1 Demonstrate understanding of all sound-symbol |Ants |
|read words |relationships. |Nonfiction |
|To identify story details |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Pages 48A-69P |
|To understand word order in sentences |plot, setting, and characters. | |
|To discriminate between words with different |Reading 3.1.E.1 Use prior knowledge to make sense of text. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|Theme 2: Just For Fun | | |
|To make predictions to figure out what might |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Jack and Rick |
|happen next |pictures, print, and people. |Fantasy |
|To understand the order of events in a story |Reading 3.1.G.3 Sequence information learned from text into a logical |Pages 72A-95P |
|To identify and read telling sentences |order to retell facts. | |
|To discriminate between words with different |Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is | |
|patterns |grade-level appropriate. | |
|To use common letter patterns to build and read |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|words |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To make inferences based on personal experience |Reading 3.1.G.5 Make simple inferences. |Todd’s Box |
|To understand how clues in a story help to figure |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Realistic Fiction |
|out what is happening |pictures, print, and people. |Pages 96A-117R |
|To identify and read asking sentences |Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is | |
|To read inflectional forms with –ed and –ing with |grade-level appropriate. | |
|no spelling changes |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To self-correct words that don’t sound right in a |Reading 3.1.E.4 Check to see if what is being read makes sense. |All That Corn |
|sentence |Reading 3.1.G.3 Sequence information learned from text into a logical |Nonfiction |
|To understand the order of events in a story |order to retell facts. |Pages 118A-141P |
|To identify the naming parts of sentences |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|To discriminate between words with different |informational texts and literature. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read and |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|write words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|Theme 3: It’s My Turn Now | | |
|To use one’s imagination to understand a story |Reading 3.1.E.1 Use prior knowledge to make sense of text. |Dan’s Pet |
|To understand the setting of a story |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Realistic Fiction |
|To identify the naming part of a sentence; to |plot, setting, and characters. |Pages 8A-31P |
|understand that the naming parts of sentences can |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|be combined |informational texts and literature. | |
|To discriminate between words with different |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|patterns |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|To use initial blends to read and write words |blends). | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To understand the order of events in a story |Reading 3.1.G.3 Sequence information learned from text into a logical |Boots for Beth |
|To identify cause and effect relationships |order to retell facts. |Fantasy |
|To identify telling parts of sentences |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Pages 32A-57R |
|To discriminate between words with different |pictures, print, and people. | |
|patterns |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|To use common letter patterns to read and write |informational texts and literature. | |
|words |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|writing program (modeled, shared, interactive, |unknown words when reading text. | |
|guided and independent) to respond to daily |Writing 3.2 | |
|writing prompts |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |Space Pup |
| |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Fantasy |
|To identify cause and effect relationships |pictures, print, and people. |Pages 58A-83R |
|To identify the telling parts for two |Reading 3.1.B.5 Add, delete, or change sounds to change words. | |
|To generate the sounds for initial blends with r |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|To read and write words with initial blends with r|blends). | |
|To utilize appropriate components of a balanced |Writing 3.2.C.3 Apply sound/symbol relationships to writing words. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To use parts of words to read new words |Reading 3.1.B.5 Add, delete, or change sounds to change words. |Where Do Frogs Come |
|To identify story details |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |From? |
|To identify and read complete sentences |plot, setting, and characters. |Nonfiction |
|To discriminate between words with different |Reading 3.1.D.2 Begin to read simple text with fluency. |Pages 84A-107P |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read and |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|write words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To self-correct words that don’t sound right in a |Reading 3.1.E.4 Check to see if what is being read makes sense. |Try Your Best |
|sentence |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Realistic Fiction |
|To identify the characters in a story |plot, setting, and characters. |Pages 108A-133P |
|To identify and read nouns |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To decode word parts in compound words |and phonetically regular words. | |
|To build compound words with known words |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To utilize appropriate components of a balanced |Reading 3.1.E.7 Begin to apply study skills strategies to assist with | |
|writing program (modeled, shared, interactive, |retention of new learning. | |
|guided and independent) to respond to daily |Writing 3.2 | |
|writing prompts |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |Fun with Fish |
|To identify story details |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Nonfiction |
|To identify words for people and places as nouns |plot, setting, and characters. |Pages 134A-161P |
|To discriminate between initial blends |Reading 3.1.E.7 Begin to apply study skills strategies to assist with | |
|To read and write words that begin with initial |retention of new learning. | |
|blends with s and r |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|To utilize appropriate components of a balanced |blends). | |
|writing program (modeled, shared, interactive, |Writing 3.2.C.3 Apply sound/symbol relationships to writing words. | |
|guided and independent) to respond to daily |Writing 3.2 | |
|writing prompts |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 4: I Think I Can | | |
|To use parts of words to read new words |Reading 3.1.B.5 Add, delete, or change sounds to change words. |I Am a Butterfly |
|To confirm predictions |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Nonfiction |
|To identify nouns that name animals and things |pictures, print, and people. |Pages 8A-35R |
|To use consonant blends with l to build and read |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|words |and phonetically regular words. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|writing program (modeled, shared, interactive, |blends). | |
|guided and independent) to respond to daily |Writing 3.2 | |
|writing prompts |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To make inferences based on personal experience |Reading 3.1.G.5 Make simple inferences. |Did You See Chip? |
|To understand the setting of a story |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Play |
|To understand words used to show one and more than|plot, setting, and characters. |Pages 36A-61P |
|one |Reading 3.1.B.5 Add, delete, or change sounds to change words. | |
|To read inflectional forms –s, -ed, and –ing with|Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|no spelling changes |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To understand the order of events in a story and |Reading 3.1.G.3 Sequence information learned from text into a logical |Tomas Rivera |
|summarize |order to retell facts. |Biography |
|To identify the characters in a story |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Pages 62A-87P |
|To use capital letters to begin special names and |plot, setting, and characters. | |
|titles |Writing 3.2.C.2 Begin to use basic punctuation and capitalization. | |
|To use a period at the end of special titles |Writing 3.2.C.2 Begin to use basic punctuation and capitalization. | |
|To understand that the ending –es can be added to |Reading 3.1.B.5 Add, delete, or change sounds to change words. | |
|base words |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To read words with the inflectional ending-es |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read ahead to find answers to questions as they|Reading 3.1.E.5 Monitor their reading by using fix-up strategies. |On the Way to the Pond |
|read |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Fantasy |
|To understand the setting of a story |plot, setting, and characters. |Pages 88A-111P |
|To recognize words that name special places |Reading 3.1.H.3 Be exposed to and read a variety of fiction and | |
|To recognize and read contractions with ’ve and |nonfiction, and produce evidence of reading. | |
|’re |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |Friends Forever |
| |Reading 3.1.H.3 Be exposed to and read a variety of fiction and |Nonfiction |
|To distinguish between fact and fiction |nonfiction, and produce evidence of reading. |Pages 112A-143R |
|To learn the names of the days of the week and to |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|write the names correctly |informational texts and literature. | |
|Use various forms of writing to respond to the |Writing 3.2.D.2 Produce a variety of writings, including stories, | |
|story |descriptions, and journal entries, showing relationships between | |
|To recognize and read words with initial blends |illustrations and printed text. | |
|with l |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|To utilize appropriate components of a balanced |blends). | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To make and confirm predictions |Reading 3.1.G.1 Draw simple conclusions from information gathered from |The Fox |
|To identify the characters in a story |pictures, print, and people. |and the Stork |
|To learn the names of months |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Fable |
|To understand that the names of the months begin |plot, setting, and characters. |Pages 144A-173P |
|with a capital letter |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|To read words with blends with s and r |informational texts and literature. | |
|To utilize appropriate components of a balanced |Writing 3.2.C.2 Begin to use basic punctuation and capitalization. | |
|writing program (modeled, shared, interactive, |Reading 3.1.C.1 Identify all consonant sounds in spoken words (including | |
|guided and independent) to respond to daily |blends). | |
|writing prompts |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 5: Hello Neighbor | | |
|To make and confirm predictions |Reading 3.1.G.1 Draw simple conclusions from information gathered from |A Bed Full of Cats |
|To sequence and arrange words in alphabetical |pictures, print, and people. |Realistic Fiction |
|order |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |Pages 8A-35P |
|To use capital letters to begin the names of |learning. | |
|holidays |Writing 3.2.C.1 Write all upper and lowercase letters of the alphabet from| |
|To recognize and read contractions with ’s, n’t, |memory. | |
|and ’ll |Writing 3.2.C.2 Begin to use basic punctuation and capitalization. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To understand the order of events in a story and |Reading 3.1.G.3 Sequence information learned from text into a logical |Me on the Map |
|summarize |order to retell facts. |Nonfiction |
|To sort information into categories |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |Pages 36A-65P |
|To understand and use the pronouns I and me |learning. | |
|To discriminate between different words with |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|different patterns |and phonetically regular words | |
|To use common letter patterns to build and read |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|words |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To use parts of words to read new words |Reading 3.1.B.5 Add, delete, or change sounds to change words. |At Home Around |
|To sort information into categories |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |the World |
|To understand and use the pronouns he, she, it, |learning. |Nonfiction |
|and they |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words|Pages 66A-97P |
|To add inflections –es, -ed, -ing to words that |and phonetically regular words. | |
|end in y |Reading 3.1.B.5 Add, delete, or change sounds to change words. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To use one’s imagination to understand a story |Reading 3.1.E.1 Use prior knowledge to make sense of text. |Tell Me a Story |
|To sequence and arrange words in alphabetical |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |Fiction |
|order |learning. |Pages 98A-123P |
|To name and recognize words that describe feelings|Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To discriminate between words with different |and phonetically regular words. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |My Robot |
|To distinguish between fantasy and real stories |Reading 3.1.G.2 Demonstrate familiarity with genres of text, including |Science Fiction |
|To identify and use describing words that tell |storybooks, expository texts, poetry, and newspapers. |Pages 124A-153R |
|about color, size, and shape |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To discriminate between words with different |and phonetically regular words. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read ahead to find answers to questions as they|Reading 3.1.E.5 Monitor their reading by using fix-up strategies. |On the Job with |
|read |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |Dr. Martha Smith |
|To sort information into categories |learning. |Nonfiction |
|To identify and read describing words that tell |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words|Pages 154A-183P |
|about taste, smell, and sound |and phonetically regular words. | |
|To discriminate between words with different |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|patterns |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To use common vowel spelling patterns to read |unknown words when reading text. | |
|words |Writing 3.2 | |
|To utilize appropriate components of a balanced |Speaking 3.3 | |
|writing program (modeled, shared, interactive, |Listening 3.4 | |
|guided and independent) to respond to daily |Viewing and Media Literacy 3.5 | |
|writing prompts | | |
|* Daily Guided Reading Groups | | |
|To use one’s imagination to understand a story |Reading 3.1.E.1 Use prior knowledge to make sense of text. |Little Bear’s Friend |
|To sequence and arrange words in alphabetical |Reading 3.1.E.6 Use graphic organizers to build on experiences and extend |Fantasy |
|order |learning. |Pages 184A-215P |
|To identify and read describing words that tell |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|how many |and phonetically regular words. | |
|To recognize and read inflected endings –s, -ed, |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|-ing |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To reread as a strategy to help understand meaning|Reading 3.1.E.4 Check to see if what is being read makes sense. |Busy Buzzy Bee |
|To identify cause-and-effect relationships |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Narrative Nonfiction |
|To understand words that describe the weather |pictures, print, and people. |Pages 216A-249R |
|To discriminate between words with different |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|patterns |and phonetically regular words. | |
|To use common letter patterns to build and read |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|words |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|Theme 6: Going Places | | |
|To use parts of words to read new words |Reading 3.1.B.5 Add, delete, or change sounds to change words. |The Story of a |
|To recognize the elements of plot |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Blue Bird |
|To introduce describing words with -er and –est |plot, setting, and characters. |Fiction |
|To recognize, read, and write contractions with |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words|Pages 8A-37P |
|’s, n’t, and ’ll |and phonetically regular words. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To reread as a strategy to help understand |Reading 3.1.E.4 Check to see if what is being read makes sense. |Frog and Toad |
|To identify cause-and- effect relationships |Reading 3.1.G.1 Draw simple conclusions from information gathered from |All Year |
|To define and identify verbs |pictures, print, and people. |Fiction |
|To discriminate between words with different |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words|Pages 38A-67R |
|patterns |and phonetically regular words. | |
|To use common vowel spelling patterns to read |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|words |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To self-correct words that don’t sound right in a |Reading 3.1.E.4 Check to see if what is being read makes sense. |Fishing Bears |
|sentence |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Nonfiction |
|To identify the main idea of a selection |plot, setting, and characters. |Pages 68A-97P |
|To identify verbs that tell what is happening now |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To recognize and read words with the inflections |and phonetically regular words. | |
|–ed, -ing |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|To utilize appropriate components of a balanced |unknown words when reading text. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read ahead to find answers to questions as they|Reading 3.1.E.5 Monitor their reading by using fix-up strategies. |How to Be a |
|read |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Nature Detective |
|To identify the main idea of a selection |plot, setting, and characters. |Nonfiction |
|To use am, is, and are correctly in sentences |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words|Pages 98A-123P |
|To recognize, read, and write contractions with |and phonetically regular words. | |
|’ve, ’d, and ’re |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To make inferences based on personal experience |Reading 3.1.G.5 Make simple inferences. |The Puddle |
|To recognize the elements of plot |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Fiction |
|To identify and read verbs that tell about the |plot, setting, and characters. |Pages 124A-155P |
|past |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To distinguish between present-tense and |and phonetically regular words. | |
|past-tense verbs |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|To use common letter patterns to build and read |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To use the sounds that letters stand for to help |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out |Poppleton Everyday |
|them read words |unknown words when reading text. |Fiction |
|To make predictions about what will happen next |Reading 3.1.G.1 Draw simple conclusions from information gathered from |Pages 156A-185R |
|To understand the past-tense forms of be; to use |pictures, print, and people. | |
|correct subject-verb agreement |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To read contractions with ’ve, ’d, and ’re |and phonetically regular words. | |
|To utilize appropriate components of a balanced |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|writing program (modeled, shared, interactive, |Writing 3.2 | |
|guided and independent) to respond to daily |Speaking 3.3 | |
|writing prompts |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To make inferences based on personal experience |Reading 3.1.G.5 Make simple inferences. |Sleep Is for Everyone |
|To identify the main idea of a selection |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Nonfiction |
|To use go and went correctly in sentences to |plot, setting, and characters. |Pages 186A- 217P |
|describe actions and time |Reading 3.1.F.3 Comprehend common and/or specific vocabulary in | |
|To identify and understand –er, and -est |informational texts and literature. | |
|To use common letter patterns to read words |Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words| |
|To utilize appropriate components of a balanced |and phonetically regular words. | |
|writing program (modeled, shared, interactive, |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|guided and independent) to respond to daily |unknown words when reading text. | |
|writing prompts |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To understand the order of events in a story and |Reading 3.1.G.3 Sequence information learned from text into a logical |Baboon |
|summarize |order to retell facts. |Informational Fiction |
|To recognize the elements of plot |Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of |Pages 218A-253P |
|To identify, read, and interpret contractions |plot, setting, and characters. | |
|To discriminate between words with different |Reading 3.1.C.5 Recognize high frequency words in and out of context. | |
|patterns |Reading 3.1.C.6 Decode unknown words using basic phonetic analysis. | |
|To use common vowel spelling patterns to read |Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out | |
|words |unknown words when reading text. | |
|To utilize appropriate components of a balanced |Writing 3.2 | |
|writing program (modeled, shared, interactive, |Speaking 3.3 | |
|guided and independent) to respond to daily |Listening 3.4 | |
|writing prompts |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
SECOND GRADE
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Theme1: Being Me | | |
|To use decoding and phonics strategies to figure |Reading 3.1C.3 Decode regular multisyllable words and parts of words. |The Mixed-Up Chameleon |
|out new and difficult words |Reading 3.1.G.4 Continue to identify story elements in text. |Fantasy |
|To recognize the main idea or essential message |Writing 3.2.A.4 Use sentences to convey ideas in writing. |Pages 14A-53R |
|from text and identify supporting information |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode | |
|To distinguish between complete and incomplete |an unknown word. | |
|sentences |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of phonograms -id and -ide |Writing 3.2 | |
|when reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to develop ideas and |Viewing and Media Literacy 3.5 | |
|topics before writing | | |
|* Daily Guided Reading Groups | | |
|To understand that rereading aloud is a strategy |Reading 3.1.E.2 Return to the beginning of a sentence and try again. |Get Up and Go! |
|that can be used to comprehend text |Reading 3.1.G.3 Make inferences and support them with textual information.|Informational Book |
|To use knowledge of the author’s purpose(s) to |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 54A-81V |
|comprehend informational text |patterns as diphthongs, special vowel spellings, and common endings. | |
|To identify and understand the differences between|Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|statements and questions |Writing 3.2 | |
|To use knowledge of phonograms –am and –ake |Speaking 3.3 | |
|when reading |Listening 3.4 | |
|To decode regular multisyllable words |Viewing and Media Literacy 3.5 | |
|To apply the writing process to add details to | | |
|sentences | | |
|* Daily Guided Reading Groups | | |
|To use self-correction as a strategy to comprehend|Reading 3.1. D.5 Self-monitor when text does not make sense. |Henry and Mudge |
|text |Reading 3.1G.4 Continue to identify story elements in text. |Under the Yellow Moon |
|To identify the setting of a story and understand |Writing 3.2.A.4 Use sentences to convey ideas in writing. |Realistic Fiction |
|its importance |Writing 3.2.A.4 Use sentences to convey ideas in writing. |Pages 82A-99V |
|To distinguish between exclamations and commands |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode | |
|To use knowledge of inflection –ed when reading |an unknown word. | |
|To decode regular multisyllable words |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To apply the writing process to writing paragraphs|Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To create mental images from reading text as an |Reading 3.1.G.5. Respond to text by using how, why, and what-if questions.|Days with |
|aid in understanding important ideas |Reading 3.1G.4 Continue to identify story elements in text. |Frog and Toad |
|To compare and contrast characters and settings |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Story |
|presented by different authors |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 100A-123P |
|To identify naming parts of sentences |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of inflection –ed when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to write a friendly |Speaking 3.3 | |
|letter |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
| | | |
|To use the strategy of making and confirming |Reading 3.1.G.3 Make inferences and support them with textual information.|Wilson Sat Alone |
|predictions to comprehend text |Reading 3.1G.4 Continue to identify story elements in text. |Realistic Fiction |
|To identify story characters; to understand |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Pages 124A-149P |
|characters’ feelings by examining their words and |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode | |
|actions and relating them to personal experience |an unknown word. | |
|To identify telling parts of sentences |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of phonograms –at and –ate |Writing 3.2 | |
|when reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to write a journal |Viewing and Media Literacy 3.5 | |
|entry | | |
|* Daily Guided Reading Groups | | |
|Theme 2: Helping Hands | | |
|To summarize events in a story in a logical |Reading 3.1G.1 Demonstrate ability to recall facts and details of text. |The Enormous Turnip |
|sequence |Reading 3.1G.1 Demonstrate ability to recall facts and details of text. |Folktale |
|To identify the sequence of events in a story |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Pages 152A-171R |
|To identify nouns as people, places, things, and |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode | |
|animals |an unknown word. | |
|To use knowledge of phonograms –ack and –ock |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|when reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to write using |Listening 3.4 | |
|dialogue |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To use decoding and phonics to figure out new and |Reading 3.1.C.1 Look for known chunks or small word chunks or small words |Helping Out |
|difficult words |to attempt to decode an unknown word. |Photo Essay |
|To identify the main idea of a story or article |Reading 3.1.G.4 Continue to identify story elements in text. |Pages 172A-193R |
|To identify plural nouns as more than one person, |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. | |
|place, thing or animal |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of r-controlled vowels /ur/ (ear)|patterns as diphthongs, special vowel spellings, and common endings. | |
|when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to write a personal |Speaking 3.3 | |
|story using colorful words |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To use knowledge of word bits and parts in unknown|Reading 3.1.C.1 Look for known chunks or small words to attempt to decode |Mr. Putter and Tabby |
|words to understand the meanings of unknown words |an unknown word. |Fly the Plane |
|To use prior knowledge and clues in the text to |Reading 3.1.G.3 Make inferences and support them with textual information.|Realistic Fiction |
|predict outcomes |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Pages 194A-225V |
|To use nouns that change their spelling to become |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. | |
|plural |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of common abbreviations |Writing 3.2 | |
|To decode abbreviations that stand for |Speaking 3.3 | |
|multisyllable words |Listening 3.4 | |
|To apply the writing process to write a paragraph |Viewing and Media Literacy 3.5 | |
|that describes | | |
|* Daily Guided Reading Groups | | |
|To understand that a reader can use story clues |Reading 3.1.G.3 Make inferences and support them with textual information.|Hedgehog |
|and what they know from real life to infer things |Reading 3.1.F.4 Understand concept of antonyms and synonyms. |Bakes a Cake |
|the author does not tell them |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Story |
|To understand what synonyms are; to understand how|Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 226A-253R |
|using one synonym in place of another can change |patterns as diphthongs, special vowel spellings, and common endings. | |
|the meaning of a sentence |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use proper nouns to name people |Writing 3.2 | |
|To use knowledge of r-controlled vowel /or/ (our) |Speaking 3.3 | |
|when reading |Listening 3.4 | |
|To decode regular multisyllable words |Viewing and Media Literacy 3.5 | |
|To apply the writing process to write a story | | |
|* Daily Guided Reading Groups | | |
|To understand that a reader can read ahead to |Reading 3.1.E.1 Skip over difficult words in an effort to read on and |Lemonade for Sale |
|clarify the meaning of a text |determine meaning. |Realistic Fiction |
|To compare and contrast elements of plot, |Reading 3.1.G.4 Continue to identify story elements in text. |Pages 254A-281V |
|character, and narrative technique presented by |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. | |
|different authors |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode | |
|To use naming words to tell about animals and |an unknown word. | |
|places |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of phonograms -ar, -arm and |Writing 3.2 | |
|–ark when reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to write using |Viewing and Media Literacy 3.5 | |
|time-order words | | |
|* Daily Guided Reading Groups | | |
|Theme 3: Our World | | |
|To use a variety of strategies including creating |Reading 3.1.G.5 Respond to text by using how, why, and what-if questions. |Johnny Appleseed |
|mental images to comprehend text |Reading 3.1.G.1 Demonstrate ability to recall facts and details of text. |Play |
|To recognize important details |Writing 3.2.C.4 Apply sound/symbol relationships to writing words. |Pages 284A-311V |
|To identify and write days of the week correctly |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of letter patterns ear and eer |patterns as diphthongs, special vowel spellings, and common endings. | |
|for the /ir/ sound when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to give facts and |Speaking 3.3 | |
|reasons in an informational paragraph |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To understand that rereading aloud can be used as |Reading 3.1.E.2 Return to the beginning of a sentence and try again. |From Seed to Plant |
|a reading strategy to aid comprehension |Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce|Informational Book |
|To interpret information from charts, graphs, and |evidence of reading. |Pages 312A-337R |
|diagrams |Writing 3.2.C.4 Apply sound/symbol relationships to writing words. | |
|To identify and write the months of the year |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|correctly |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of spelling patterns spr, str and|Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|thr when reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to staying focused |Listening 3.4 | |
|when writing an informational paragraph |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To understand that looking at word bits and parts |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode |The Secret Life of Trees|
|is a useful strategy to comprehend text |an unknown word. |Informational Book |
|To recognize the difference between fact and |Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce|Pages 338A-365R |
|opinion |evidence of reading. | |
|To identify and write holidays correctly |Writing 3.2.C.4 Apply sound/symbol relationships to writing words. | |
|To use knowledge of spelling patterns /oo/oo when |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|reading |patterns as diphthongs, special vowel spellings, and common endings. | |
|To decode regular multisyllable words |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To apply the writing process to write a research |Writing 3.2 | |
|report |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To identify and understand the sequence of events |Reading 3.1.G.1 Demonstrate ability to recall facts and details of text. |Watermelon Day |
|in a story and to use sequence to summarize the |Reading 3.1.G.3 Make inferences and support them with textual information.|Realistic Fiction |
|story |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Pages 366A-393P |
|To use story clues and prior knowledge to make |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|inferences about what is happening in the story |patterns as diphthongs, special vowel spellings, and common endings. | |
|To recognize and use common abbreviations |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of consonant patterns gn, kn, and|Writing 3.2 | |
|wr when reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to write a paragraph |Viewing and Media Literacy 3.5 | |
|of explanation | | |
|* Daily Guided Reading Groups | | |
|To use a variety of strategies to comprehend text |Reading 3.1.G.5 Respond to text by using how, why, and what-if questions. |Pumpkin Fiesta |
|To predict outcomes based on text and prior |Reading 3.1.G.3 Make inferences and support them with textual information.|Fiction |
|knowledge |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Pages 394A-425V |
|To use possessive nouns and apostrophes to show |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|ownership |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of the inflections -s, -es, |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|-ies when reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to write a book |Listening 3.4 | |
|report |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|Theme 4: Imagine That | | |
|To understand that making and checking predictions|Reading 3.1.G.3 Make inferences and support them with textual information.|The Day Jimmy’s Boa Ate |
|can help a reader understand story events |Reading 3.1.G.2 Recognize cause and effect in text. |the Wash |
|To recognize cause and effect relationships in a |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |Fantasy |
|text |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 14A-39R |
|To use pronouns I, he, she, it, and they |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of vowel patterns ow and ou when |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to create good |Listening 3.4 | |
|beginnings to write a personal story |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To make connections and inferences based on text |Reading 3.1.G.3 Make inferences and support them with textual information.|How I Spent My |
|and prior knowledge |Reading 3.1.G.2 Recognize cause and effect in text. |Summer Vacation |
|To recognize cause and effect relationships in |Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.|Fantasy |
|text |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 40A-65V |
|To use describing words to tell about color, size,|patterns as diphthongs, special vowel spellings, and common endings. | |
|and shape |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of vowel patterns oi and oy when |Writing 3.2 | |
|reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to focus on audience |Viewing and Media Literacy 3.5 | |
|and purpose to write a friendly letter | | |
|* Daily Guided Reading Groups | | |
|To use reading ahead as a strategy to comprehend |Reading 3.1.E.1 Skip over difficult words in an effort to read on and |Dear Mr. Blueberry |
|text |determine meaning. |Informational Book |
|To make inferences based on text and prior |Reading 3.1.G.3 Make inferences and support them with textual information.|Pages 66A-95R |
|knowledge |Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.| |
|To use describing words to tell about smell, |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|taste, sound, and feel |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of vowel patterns oo and ue when |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to write a letter of |Listening 3.4 | |
|invitation |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To create mental images in order to comprehend |Reading 3.1.G.5 Respond to text by using how, why, and what-if questions. |Cool Ali |
|text |Reading 3.1.F.4 Understand concept of antonyms and synonyms. |Realistic Fiction |
|To know antonyms for a variety of words |Writing 3.2.A.8 Use everyday words in appropriate written context. |Pages 96A-121R |
|To use words that tell how many |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. | |
|To identify irregular plurals when reading |Writing 3.2.A.8 Use everyday words in appropriate written context. | |
|To correctly use irregular plurals |Writing 3.2 | |
|To apply the writing process to write a personal |Speaking 3.3 | |
|story |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing 3.5 | |
|To break words down into smaller, known parts to |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode |The Emperor’s Egg |
|figure out long or unknown words |an unknown word. |Informational Book |
|To discriminate between fact and fiction |Reading 3.1.H.2 Read a variety of nonfiction and fiction books to produce |Pages 122A-149T |
|To use words that compare |evidence of reading. | |
|To use knowledge of suffixes when reading |Writing 3.2.A.8 Use everyday words in appropriate written context. | |
|To decode regular multisyllable words |Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. | |
|To apply the writing process to use transition |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|words |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 5: Neighborhood News | | |
|To understand that reading nearby words and |Reading 3.1.E.1 Skip over difficult words in an effort to read on and |The Pine Park Mystery |
|sentences can help readers figure out unfamiliar |determine meaning. |Play |
|words |Reading 3.1.G.4 Continue to identify story elements in text. |Pages 152A-175R |
|To recognize that stories have a setting, |Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.| |
|characters, and a plot; to identify problems, |Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. | |
|important events, and solutions in stories |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To identify and use verbs that tell about now |Writing 3.2 | |
|To use knowledge of prefixes re- and pre- when |Speaking 3.3 | |
|reading |Listening 3.4 | |
|To decode regular multisyllable words |Viewing and Media Literacy 3.5 | |
|To apply the writing process to tell what | | |
|something is like in writing a descriptive | | |
|paragraph | | |
|* Daily Guided Reading Groups | | |
|To understand that summarizing the sequence of |Reading 3.1.G.1 Demonstrate ability to recall facts and details of text. |Good-bye, Curtis |
|events in a story can help readers understand and |Reading 3.1.G.4 Continue to identify story elements in text. |Realistic Fiction |
|recall important ideas |Writing 3.2.A.4 Use sentences to convey ideas in writing. |Pages 176A-199V |
|To compare and contrast characters, settings, and |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory | |
|plots |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use correct subject/verb agreement |Writing 3.2 | |
|To use knowledge of contractions when reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to write a poem using|Viewing and Media Literacy 3.5 | |
|rhythm and rhyme | | |
|* Daily Guided Reading Groups | | |
|To understand that words can be reread to |Reading 3.1.E.2 Return to the beginning of a sentence and try again. |Max Found Two Sticks |
|self-correct when they have not been read |Reading 3.1.B.2 Use knowledge of letter-sound correspondence to sound out |Realistic Fiction |
|correctly |unknown words. |Pages 200A-227R |
|To identify simple multiple-meaning words |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. | |
|To form and use past-tense verbs correctly |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of vowel patterns ew and ui when |patterns as diphthongs, special vowel spellings, and common endings. | |
|reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to write a |Speaking 3.3 | |
|non-rhyming poem |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To understand that looking for vowel patterns and |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Anthony Reynoso: |
|affixes can help a reader figure out unfamiliar |patterns as diphthongs, special vowel spellings, and common endings. |Born to Rope |
|words |Reading 3.1G.1 Demonstrate ability to recall facts and details of text. |Personal Narrative |
|To understand how to summarize/restate information|Writing 3.2.A.8 Use everyday words in appropriate written context. |Pages 228A-249T |
|To use am, is, are, was and were correctly |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of consonant patterns gh and ph |patterns as diphthongs, special vowel spellings, and common endings. | |
|when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to use description in|Speaking 3.3 | |
|writing a personal story |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To use the strategy of creating mental images to |Reading 3.1.G.5 Respond to text by using how, why, and what-if questions. |Chinatown |
|comprehend text |Reading 3.1.G.1 Demonstrate ability to recall facts and details of text. |Realistic Fiction |
|To recognize and restate important details in a |Writing 3.2.A.8 Use everyday words in appropriate written context. |Pages 250A-277R |
|story |Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. | |
|To use has, have and had correctly in sentences |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of the suffixes –er and –est when|Writing 3.2 | |
|reading |Speaking 3.3 | |
|To decode regular multisyllable words |Listening 3.4 | |
|To apply the writing process to write a riddle |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|Theme 6: Travel Time | | |
|To understand that looking at word bits can help a|Reading 3.1.C.1 Look for known chunks or small words to attempt to decode |Abuela |
|reader decode unfamiliar words |an unknown word. |Fantasy |
|To make connections and inferences based on text |Reading 3.1.G.3 Make inferences and support them with textual information.|Pages 280A-305T |
|and prior knowledge |Writing 3.2.A.8 Use everyday words in appropriate written context. | |
|To use see, give, saw and gave correctly in |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|sentences |patterns as diphthongs, special vowel spellings, and common endings. | |
|To use knowledge of vowel patterns air and are |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|when reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to use exact words to|Listening 3.4 | |
|write a personal narrative |Viewing 3.5 | |
|* Daily Guided Reading Groups | | |
|To use decoding and phonics to read new or |Reading 3.1.C.1 Look for known chunks or small words to attempt to decode |Beginner’s |
|unfamiliar words |an unknown word. |World Atlas |
|To read information for use in performing and |Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce|Atlas |
|learning a new task |evidence of reading. |Pages 306A-335R |
|To use come, run, came and ran correctly in |Writing 3.2.A.8 Use everyday words in appropriate written context. | |
|sentences |Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of vowel patterns oo and ou when |patterns as diphthongs, special vowel spellings, and common endings. | |
|reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to organize ideas in |Speaking 3.3 | |
|sequence to write an informational paragraph |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To use context to confirm the meaning of unknown |Reading 3.1.E.1 Skip over difficult words in an effort to read on and |Dinosaurs Travel |
|words |determine meaning. |Informational Book |
|To use knowledge of the author’s purpose to |Reading 3.1.G.3 Make inferences and support them with textual information.|Pages 336A-363V |
|comprehend informational text |Writing 3.2.A.8 Use everyday words in appropriate written context. | |
|To use go, do, went and did correctly in sentences|Reading 3.1.C.4 Read many irregularly spelled words and such spelling | |
|To use knowledge of vowel patterns ou and ou(gh) |patterns as diphthongs, special vowel spellings, and common endings. | |
|when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to write a How-to |Speaking 3.3 | |
|paragraph |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To recognize that creating mental images helps the|Reading 3.1.G.5 Respond to text by using how, why, and what-if questions. |Montigue on the |
|reader understand the literature |Reading 3.1.F.3 Demonstrate evidence of expanding language repertory. |High Seas |
|To know homophones for a variety of words |Writing 3.2.A.8 Use everyday words in appropriate written context. |Story |
|To identify and use helping verbs in sentences |Reading 3.1.C.4 Read many irregularly spelled words and such spelling |Pages 364A-383R |
|To use knowledge of vowel patterns aw and au(gh) |patterns as diphthongs, special vowel spellings, and common endings. | |
|when reading |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To decode regular multisyllable words |Writing 3.2 | |
|To apply the writing process to write directions |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To use reading ahead as a strategy to comprehend |Reading 3.1.E.1 Skip over difficult words in an effort to read on and |Ruth Law Thrills |
|text |determine meaning. |a Nation |
|To use prior knowledge to make and confirm |Reading 3.1.G.3 Make inferences and support them with textual information.|Biography |
|predictions |Writing 3.2.A.8 Use everyday words in appropriate written context. |Pages 384A-409R |
|To identify and use contractions properly in |Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. | |
|sentences |Reading 3.1.C.3 Decode regular multisyllable words and parts of words. | |
|To use knowledge of prefixes when reading |Writing 3.2 | |
|To decode regular multisyllable words |Speaking 3.3 | |
|To apply the writing process to write a postcard |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
THIRD GRADE
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Theme 1: Something Special! | | |
|To read and understand a fantasy selection |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Officer Buckle and |
|To use context to verify the accuracy and fit of a|appropriately designed for grade level. |Gloria |
|word in a sentence |Reading 3.1.E.3 Use pictures and context clues to assist with decoding of |Fiction |
|To use syllable patterns to decode multisyllabic |new words. |Pages 14A-41N |
|words |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To write complete sentences correctly |decode words. | |
|To decode words with the CVC spelling pattern |Writing 3.2.C.1 Use Standard English conventions that are developmentally | |
|To identify synonyms and antonyms |appropriate to the grade level: sentences, punctuation, capitalization, | |
|To apply the writing process to write a |and spelling. | |
|descriptive paragraph that uses sensory details |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|and personal voice |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.F.5 Use pictures and context clues to assist with meaning of | |
| |new words. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a fiction selection |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Pepita Talks Twice |
| |appropriately designed for grade level. |Realistic Fiction |
|To make and confirm predictions |Reading 3.1.E.1 Set purpose for reading and check to verify or change |Pages 42A-67P |
|To identify setting, characters and plot in a |predictions during/after reading. | |
|story |Reading 3.1.G.10 Compare and contrast story plots, characters, settings, | |
|To write statements and questions correctly |and themes. | |
|To read words with inflected endings |Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of | |
|To use syllable patterns to decode multisyllable |sentence types, such as declarative, interrogative, exclamatory, and | |
|words |imperative. | |
|To apply the writing process to write a journal |Reading 3.1.D.3 Read aloud with proper phrasing, inflection, and | |
|entry using colorful words |intonation. | |
|* Daily Guided Reading Groups |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
| |decode words. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a mystery selection |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Nate the Great, |
|To read ahead to clear up confusion |appropriately designed for grade level. |San Francisco Detective |
|To use spelling and letter patterns to decode |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Mystery |
|multisyllabic words |context and self-correct errors. |Pages 68A-99P |
|To use commands and exclamations correctly |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To use the CVVC and CVCe spelling patterns to read|decode words. | |
|unfamiliar words |Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of | |
|To identify characters, setting, and plot in a |sentence types, such as declarative, interrogative, exclamatory, and | |
|story |imperative. | |
|To apply the writing process to write a personal |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|narrative using descriptive and time-order words |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.10 Compare and contrast story plots, characters, settings, | |
| |and themes. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Allie’s Basketball Dream|
|selection; to compare realistic fiction with |appropriately designed for grade level. |Realistic Fiction |
|expository text |Reading 3.1.G.7 Summarize major points form fiction and nonfiction texts. |Pages 100A-129N |
|To understand that summarizing while reading can |Reading 3.1.G.8 Draw conclusions and inferences from texts. | |
|help a reader recall and keep track of what has |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|happened in a story |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To determine what characters are like by what they|agreement, and appropriate parts of speech. | |
|say and do |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To use subjects and predicates correctly |decode words. | |
|To use the CVCe and CVVC spelling patterns to read|Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|unfamiliar words |to locate information. | |
|To use reference materials |Writing 3.2 | |
|To apply the writing process to use sensory |Speaking 3.3 | |
|details in writing a story |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand an expository nonfiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |The Olympic Games: Where|
|selection; to read and understand a poem |appropriately designed for grade level. Reading 3.1.E.2 Monitor |Heroes Are Made |
|To read factual material more slowly and carefully|comprehension and accuracy while reading in context and self-correct |Expository |
|than fiction |errors. |Pages 130A-153P |
|To identify nonfiction selections and their text |Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting | |
|structure |nonfiction texts. | |
|To use compound subjects and predicates correctly |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To decode words with closed syllables |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To use reference materials |agreement, and appropriate parts of speech. | |
|To apply the writing process to write a personal |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|narrative including details about actions and |decode words. | |
|feelings |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|* Daily Guided Reading Groups |to locate information. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 2: What A Team | | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Turtle Bay |
|selection |appropriately designed for grade level. |Realistic Fiction |
|To understand that rereading can help clarify |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Pages 156A-181P |
|story events or information that is confusing |context and self-correct errors. | |
|To identify author’s purpose |Reading 3.1.G.1 Recognize purpose of the text. | |
|To write compound sentences correctly |Writing 3.2.C.1 Use Standard English conventions that are developmentally | |
|To decode words with consonants kn, wr, and gn |appropriate to the grade level: sentences, punctuation, capitalization, | |
|To use context to identify the meanings of |and spelling. | |
|homophones and the pronunciation and meanings of |Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol | |
|homographs |relationships, including all phonemes. | |
|To apply the writing process to use effective |Reading 3.1.C.3 Use context to accurately read words with more than one | |
|paragraphs and sequence to write directions |pronunciation. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a narrative nonfiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Balto, the Dog Who |
|selection; to compare a time line selection with a|appropriately designed for grade level. |Saved Nome |
|narrative nonfiction selection |Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol |Nonfiction |
|To understand that recognizing blending letter |relationships, including all phonemes. |Pages 182A-205P |
|sounds in a word help a reader to read unfamiliar |Reading 3.1.F.2 Point word meanings from o or clearly identify specific | |
|or difficult words |words or wording that cause comprehension difficulties. | |
|To classify word relationships |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To use common and proper nouns correctly |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To read words to which the ending –ed has been |agreement, and appropriate parts of speech | |
|added |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To determine an author’s purpose for writing a |Reading 3.1.G.1 Recognize purpose of the text. | |
|selection |Writing 3.2. | |
|To apply the writing process to organize and write|Speaking 3.3 | |
|an effective paragraph of information |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand a magazine article; to |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Wild Shots, |
|compare magazine articles |appropriately designed for grade level. |They’re My Life |
|To use headings, captions, and other text features|Reading 3.1.A.2 Recognize purposes for print conventions such as |Magazine Article |
|to predict content and monitor comprehension |end-sentence punctuation, paragraphing, and bold print. |Pages 206A-223P |
|To summarize author’s purpose |Reading 3.1.G.1 Recognize purpose of the text. | |
|To use singular and plural nouns correctly |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To decode words with consonants /s/c and /j/g, dge|usage to craft writing, such as singular and plural nouns, subject/verb | |
|To apply the writing process to write a summary |agreement, and appropriate parts of speech. | |
|* Daily Guided Reading Groups |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
| |decode words. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a fantasy selection; to |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Little Grunt and |
|compare a fantasy selection with a nonfiction |appropriately designed for grade level. |the Big Egg |
|article |Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting |Fantasy |
|To understand that self-questioning while reading |nonfiction texts. |Pages 224A-255N |
|can help a reader understand important ideas |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|To use knowledge of word relationships to |suffixes. | |
|determine or clarify word meaning |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To use plural nouns correctly in speaking and |usage to craft writing, such as singular and plural nouns, subject/verb | |
|writing |agreement, and appropriate parts of speech. | |
|To use syllable patterns to read unfamiliar words |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To use story clues, characters’ traits, and prior |decode words. | |
|knowledge to make predictions |Reading 3.1.E.1 Set purpose for reading and check to verify or change | |
|To apply the writing process to use organization |predictions during/after reading. | |
|in writing a how-to essay |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a personal narrative |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Rosie, a Visiting |
|nonfiction selection |appropriately designed for grade level. |Dog’s Story |
|To use contextual analysis to verify the accuracy |Reading 3.1.D.1 Recognize grade level words accurately and with ease so |Personal Narrative |
|and place of a word in a sentence |that a text sounds like spoken language when read aloud. |Pages 256A-279N |
|To use strategies to decode multi-syllable words |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To recognize and use singular possessive nouns |decode words. | |
|To decode words with ough |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To classify and categorize words or ideas |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To apply the writing process to write a detailed |agreement, and appropriate parts of speech. | |
|how-to essay |Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol | |
|* Daily Guided Reading Groups |relationships, including all phonemes. | |
| |Reading 3.1.H.2 Draw conclusions from information and data gathered. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 3: Friends to Grow With | | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |The Stories |
|selection |appropriately designed for grade level. |Julian Tells |
|To understand that reading ahead can help a reader|Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Realistic Fiction |
|understand a character, plot, or story |context and self-correct errors. |Pages 282A-303P |
|To identify chronological order in stories |Reading 3.1.E.4 Develop and use graphic organizers to build on experiences| |
|To use plural possessive nouns correctly |and extend learning. | |
|To decode and understand words with prefixes un- |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|and re- |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To use context to determine the meaning of a word |agreement, and appropriate parts of speech. | |
|with more than one meaning |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To apply the writing process to write a persuasive|Reading 3.1.C.3 Use context to accurately read words with more than one | |
|paragraph with clearly developed reasons and |pronunciation. | |
|details |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction story; |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |The Talent Show |
|to read and understand a mystery |appropriately designed for grade level. |Realistic Fiction |
|To understand that creating mental images while |Reading 3.1.G.11 Participate in creative responses to texts. |Pages 304A-329P |
|reading can help a reader understand characters |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|and story events |suffixes. | |
|To use prefixes and suffixes to determine or |Writing 3.2.C.1 Use Standard English conventions that are developmentally | |
|clarify word meaning |appropriate to the grade level: sentences, punctuation, capitalization, | |
|To use abbreviations correctly when writing |and spelling. | |
|To decode words with the /o/ sound |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To identify chronological order in stories |decode words. | |
|To apply the writing process to write a persuasive|Reading 3.1.E.4 Develop and use graphic organizers to build on experiences| |
|speech that stays on topic |and extend learning. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Centerfield Ballhawk |
|selection; to compare a nonfiction article with a |appropriately designed for grade level. |Realistic Fiction |
|realistic story |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. |Pages 330A-355P |
|To understand that summarizing while reading can |Reading 3.1.G.8 Draw conclusions and inferences from texts. | |
|help a reader keep track of story events and |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|recall them more easily afterward |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To discriminate time-order clues |agreement, and appropriate parts of speech. | |
|To use singular and plural nouns correctly |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To decode and understand compound words |decode words. | |
|To use prefixes and suffixes to determine and |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|clarify word meaning |suffixes. | |
|To apply the writing process to write a persuasive|Writing 3.2 | |
|letter with detailed reasons |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Ramona Forever |
|selection; to compare realistic fiction with |appropriately designed for grade level. |Realistic Fiction |
|poetry |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to |Pages 356A-387P |
|To understand that recognizing and blending the |decode words. | |
|sounds letters stand for help a reader read |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|unfamiliar or difficult words |suffixes. | |
|To use prefixes and suffixes to determine or |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|clarify meaning |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To use subject pronouns correctly in speaking and |agreement, and appropriate parts of speech. | |
|writing |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To decode and understand words with suffixes |Listening 3.4.B.1 Follow two-and three-step directions. | |
|To follow simple multiple-step written directions |Writing 3.2 | |
|To apply the writing process to write a review of |Speaking 3.3 | |
|a literature selection that persuades others to |Listening 3.4 | |
|read it |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read and understand proverbs and fables |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Sayings We Share: |
|To make, confirm, and revise predictions while |appropriately designed for grade level. |Proverbs and Fables |
|reading |Reading 3.1.E.1 Set purpose for reading and check to verify or change |Fable |
|To identify the problem/conflict and its |predictions during/after reading. |Pages 388A-407N |
|resolution in a story |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|To use object pronouns correctly |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To decode and understand words made up of two root|usage to craft writing, such as singular and plural nouns, subject/verb | |
|words |agreement, and appropriate parts of speech. | |
|To classify word relationships and use that |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|knowledge to determine and clarify word meanings |suffixes. | |
|To apply the writing process to write a persuasive|Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|composition including convincing reasons and |decode words. | |
|details |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 4: Tell Me a Story | | |
|To read and understand a historical fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Papa Tells Chita |
|selection |appropriately designed for grade level. |a Story |
|To understand that rereading can help readers |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Historical Fiction |
|clarify story events that are confusing |context and self-correct errors. |Pages 14A-35P |
|To summarize important information in a text |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|To use adjectives correctly |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To understand and decode words with prefixes |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To use prefixes or suffixes to determine or |agreement, and appropriate parts of speech. | |
|clarify word meaning |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To apply the writing process to write a paragraph |Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and | |
|that compares using complex sentences |suffixes. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a Native American legend; |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Coyote Places |
|to read and understand a nonfiction article |appropriately designed for grade level. |the Stars |
|To understand that summarizing while reading can |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. |Native American Tale |
|help a reader recall and keep track of story |Reading 3.1.G.10 Compare and contrasts story plots, characters, setting, |Pages 36A-59P |
|events |and themes. | |
|To understand the use of comparison and contrast |Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and | |
|To use adjectives for what kind correctly |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To decode words with the igh and eigh patterns |agreement, and appropriate parts of speech. | |
|To summarize important information in a text |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To apply the writing process to write a paragraph |decode words. | |
|that contrasts using different kinds of sentences |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a folktale; to compare two |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Why Mosquitoes Buzz in |
|folktales |appropriately designed for grade level. |People’s Ears |
|To make, confirm and revise predictions while |Reading 3.1.E.1 Set purpose for reading and check to verify or change |West African Tale |
|reading |predictions during/after reading. |Pages 60A-93P |
|To summarize important information in a text |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|To use adjectives of quantity correctly |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To understand and use accent marks to help decode |usage to craft writing, such as singular and plural nouns, subject/verb | |
|multisyllabic words |agreement, and appropriate parts of speech. | |
|To determine likenesses and differences within and|Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|across texts |decode words. | |
|To apply the writing process to write an |Reading 3.1.G.10 Compare and contrast story plots, characters, settings, | |
|explanatory paragraph including facts, examples |and themes. | |
|and details |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a folktale |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Lon Po Po |
|To understand that summarizing while reading can |appropriately designed for grade level. |Folktale |
|help a reader recall and keep track of story |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. |Pages 94A-117N |
|events |Reading 3.1.G.10 Compare and contrast story plots, characters, settings, | |
|To classify likenesses and differences across |and themes. | |
|texts |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To use articles correctly |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To decode and understand words with prefixes |agreement, and appropriate parts of speech. | |
|To follow simple multi-step directions |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To apply the writing process to write an effective|Listening 3.4.B.1 Follow two-and three-step directions. | |
|compare-and- contrast essay |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a play; to compare a play |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |The Crowded House |
|and a folktale |appropriately designed for grade level. |Play |
|To use headings, stage directions, and other text |Reading 3.1.A.2 Recognize purposes for print conventions such as |Pages 118A-143P |
|features to understand events in a play |end-sentence punctuation, paragraphing, and bold print. | |
|To compare authors’ purposes |Reading 3.1.G.1 Recognize purpose of the text. | |
|To use correctly adjectives that compare |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To understand and decode words with suffixes |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To use story clues and prior knowledge about a |agreement, and appropriate parts of speech. | |
|genre to make predictions |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To apply the writing process to write an |Reading 3.1.E.1 Set purpose for reading and check to verify or change | |
|expository paragraph with a clear topic sentence |predictions during/after reading. | |
|and details |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 5: Good Neighbors | | |
|To read and understand a historical fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Leah’s Pony |
|selection |appropriately designed for grade level. |Historical Fiction |
|To understand that self-questioning while reading |Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting |Pages 146A-167N |
|can help a reader understand important ideas |nonfiction texts. | |
|To distinguish between facts and opinions |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To use action verbs correctly |idea/supporting details in interpreting texts. | |
|To decode and understand compound words |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To identify character, setting, and plot in a |usage to craft writing, such as singular and plural nouns, subject/verb | |
|story and to determine what characters are like by|agreement, and appropriate parts of speech. | |
|what they say and do |Reading 3.1.C.2 Use letter sound knowledge and structural analysis to | |
|To brainstorm, research, and take notes on a topic|decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.8 Draw conclusions and inferences from texts. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection; to |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Yippee-Yay! |
|read and understand a song |appropriately designed for grade level. |Expository Nonfiction |
|To use contextual analysis to verify the accuracy |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Pages 168A-193P |
|and fit of a word in a sentence |context and self-correct errors. | |
|To distinguish main idea and supporting details in|Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|expository text |idea/supporting details in interpreting texts. | |
|To use main and helping verbs correctly |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To decode and understand words with the VCCV |usage to craft writing, such as singular and plural nouns, subject/verb | |
|syllable pattern |agreement, and appropriate parts of speech. | |
|To distinguish between facts and opinions |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To organize information into an outline |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
| |idea/supporting details in interpreting texts. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
| | | |
|To read and understand a historical fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Boom Town |
|selection; to compare a historical fiction |appropriately designed for grade level. |Historical Fiction |
|selection with a nonfiction article |Reading 3.1.G.4 Ask, how, why, and what-if questions in interpreting |Pages 194A-221P |
|To use the self-question strategy to clarify |nonfiction texts. | |
|understanding |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To distinguish between facts and opinions |idea/supporting details in interpreting texts. | |
|To use present-tense verbs correctly |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To decode words with the VCV syllable pattern |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To distinguish main ideas and supporting details |agreement, and appropriate parts of speech. | |
|To use an outline to write a draft of a research |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|report |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
| |idea/supporting details in interpreting texts. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a historical fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Cocoa Ice |
|selection; to read and understand poetry |appropriately designed for grade level. |Historical Fiction |
|To understand that creating mental images while |Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting |Pages 222A-261P |
|reading can help a reader understand characters |nonfiction texts. | |
|and story events |Reading 3.1.G.10 Compare and contrast story plots, characters, settings, | |
|To determine likenesses and differences across |and themes. | |
|texts |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To use past-tense verbs correctly |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To decode and understand words with inflected |agreement, and appropriate parts of speech. | |
|endings -ed, -ing |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To use references and resources to locate |Reading 3.1.H.1. Use library classification systems, print or electronic, | |
|information |to locate information. | |
|To revise a draft of a research report |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an expository nonfiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |If You Made |
|selection; to compare an expository nonfiction |appropriately designed for grade level. |a Million |
|selection with an advertisement |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Expository Nonfiction |
|To read factual material more slowly and carefully|context and self-correct errors. |Pages 262A-297P |
|than fiction |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To identify a stated and unstated main idea and |idea/supporting details in interpreting texts. | |
|supporting details |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To use irregular verbs correctly |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To understand and decode words with suffixes |agreement, and appropriate parts of speech. | |
|To identify the elements of nonfiction |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To publish and evaluate a research report |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 6: Celebrate Our World | | |
|To read and understand a free-verse poem |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |I’m In Charge of |
|To understand and enjoy a poem by creating mental |appropriately designed for grade level. |Celebrations |
|pictures of setting and events |Reading 3.1.G.11 Participate in creative responses to texts. |Poem |
|To summarize important information in text |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. |Pages 300A-323N |
|To recognize and understand the various tenses of |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|irregular verbs |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To decode and understand words with prefixes and |agreement, and appropriate parts of speech. | |
|suffixes |Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes. | |
|To distinguish between fact and opinion |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To apply the writing process to use figurative |idea/supporting details in interpreting texts. | |
|language and imagery to write a poem |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Alejandro’s Gift |
|selection; to read and understand a nonfiction |appropriately designed for grade level. |Realistic Fiction |
|article |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Pages 324A-347N |
|To read ahead to clear up any confusion |context and self-correct errors. | |
|To recognize cause and effect relationships |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To use the verb be correctly |idea/supporting details in interpreting texts. | |
|To decode and understand words with inflected |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|endings |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To restate information presented in a text without|agreement, and appropriate parts of speech. | |
|changing the meaning |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To apply the writing process to use vivid verbs |decode words. | |
|and specific nouns to write a thank-you letter |Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Rocking and Rolling |
|To read factual information more slowly and |appropriately designed for grade level. |Nonfiction |
|carefully than fiction |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Pages 348A-369P |
|To use book parts to locate information |context and self-correct errors. | |
|To write contractions correctly |Reading 3.1.A.3 Use a glossary or index to locate information in a text. | |
|To recognize the schwa sound in unstressed |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|syllables |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To recognize cause-and-effect relationships |agreement, and appropriate parts of speech. | |
|To apply the writing process to write a play with |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|a beginning, middle, and an ending |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
| |idea/supporting details in interpreting texts. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an informational narrative |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |The Armadillo |
|and expository nonfiction |appropriately designed for grade level. |from Amarillo |
|To understand that rereading can help readers |Reading 3.1.E.2 Monitor comprehension and accuracy while reading in |Informational Narrative |
|clarify story events or information that is |context and self-correct errors. |Pages 370A-399P |
|confusing |Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main | |
|To recognize cause and effect relationships |idea/supporting details in interpreting texts. | |
|To recognize adverbs and use them correctly in |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|speaking and writing |usage to craft writing, such as singular and plural nouns, subject/verb | |
|To decode words with unaccented syllables |agreement, and appropriate parts of speech. | |
|To use book parts to locate information |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To apply the writing process to write an |decode words. | |
|invitation |Reading 3.1.A.3 Use a glossary or index to locate information in a text. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection |Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is |Visitors from Space |
|To use headings, captions, and other text features|appropriately designed for grade level. |Nonfiction |
|to predict content and monitor comprehension |Reading 3.1.A.2 Recognize purposes for print conventions such as |Pages 400A-417N |
|To use book parts to locate information and find |end-sentence punctuation, paragraphing, and bold print. | |
|answers to questions in text |Reading 3.1.A.3 Use a glossary or index to locate information in a text. | |
|To compare actions using adverbs |Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and | |
|To decode words with the consonant –le syllable |usage to craft writing, such as singular and plural nouns, subject/verb | |
|pattern |agreement, and appropriate parts of speech. | |
|To interpret information on graphic aids |Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to | |
|To apply the writing process to write a story |decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.E.4 Develop and use graphic organizers to build on experiences| |
| |and extend learning. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
FOURTH GRADE
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Theme 1: You Can Do It | | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |The Gardener |
|selection |including poetry, drama, fiction, and nonfiction. |Realistic Fiction |
|To use context to confirm word meanings |Reading 3.1.F.2 Infer specific word meanings in the context of reading |Pages 20A-49P |
|To identify and use narrative elements such as |passages. | |
|plot, character, and setting to gain insight into |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|characters’ motivations and actions |setting, characters, plot, and mood. | |
|To use sentences correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the CVC spelling pattern |the grade level, such as sentence structure, grammar and usage, | |
|To organize information into categories according |punctuation, capitalization, spelling, and handwriting. | |
|to the properties or attributes they have in |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|common |to decode words. | |
|To use voice in writing a descriptive paragraph |Reading 3.1.E.3 Select useful visual organizers before, during, and after| |
|* Daily Guided Reading Groups |reading to organize information. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Donovan’s |
|selection; to compare realistic fiction with |including poetry, drama, fiction, and nonfiction. |Word Jar |
|poetry |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis |Realistic Fiction |
|To use decoding and phonics to determine the |to decode words. |Pages 50A-77P |
|pronunciation of words |Reading 3.1.F.1 Infer word meanings form learned roots, prefixes, and | |
|To use morphemic units, such as roots, prefixes, |suffixes. | |
|and suffixes to determine the meanings of words |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use declarative and interrogative sentences |the grade level, such as sentence structure, grammar and usage, | |
|correctly |punctuation, capitalization, spelling, and handwriting. | |
|To use knowledge of the CVC and CVCe spelling |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|patterns to pronounce and read words |to decode words. | |
|To draw and explain inferences from a text |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|To use voice in writing a character sketch |Writing 3.2. | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |My Name is Maria Isabel |
|selection |including poetry, drama, fiction, and nonfiction. |Realistic Fiction |
|To make and confirm predictions during reading |Reading 3.1.G.3 Cite evidence from text to support conclusions. |Pages 78A-101N |
|To identify the conflict, or problem, and its |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|resolution in a work of literature |setting, characters, plot, and mood. | |
|To use imperative and exclamatory sentences |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|correctly |the grade level, such as sentence structure, grammar and usage, | |
|To decode words with -igh, and -eigh |punctuation, capitalization, spelling, and handwriting. | |
|To draw and explain inferences from a text |Reading 3.1.C.2 Know and use common word families to decode unfamiliar | |
|To use the writing process in writing a personal |words. | |
|narrative |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a biography selection; to |Reading 3.1.G.8 Recognize differences among forms of literature, |Lou Gehrig: |
|compare two biography selections |including poetry, drama, fiction, and nonfiction. |The Luckiest Man |
|To understand that summarizing while reading can |Reading 3.1.G.7 Identify and summarize central ideas in informational |Biography |
|help a reader keep track of important information |text. |Pages 102A-123N |
|in a nonfiction selection |Reading 3.1.F Infer meanings from learned roots, prefixes, and suffixes | |
|To use knowledge of prefixes, suffixes, and roots |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|to analyze the meaning of longer or more complex |express ideas. | |
|words |Reading 3.1.C.3 Recognize compound words, contractions, and common | |
|To use subjects and predicates correctly |abbreviations. | |
|To decode compound words |Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, | |
|To use knowledge of synonyms and antonyms to |homophones, and homographs. | |
|determine meaning and extend word knowledge |Writing 3.2. | |
|To use the writing process in writing a fictional |Speaking 3.3 | |
|story |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand a historical fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Amelia and Eleanor |
|selection; to compare historical fiction with a |including poetry, drama, fiction, and nonfiction. |Go For a Ride |
|magazine article |Reading 3.1.E.2 Identify specific words or passages causing comprehension|Historical Fiction |
|To clarify understanding by reading ahead |difficulties and seek clarification. |Pages 124A-147N |
|To use an index, a table of contents, and other |Reading 3.1.A.1 Identify differences of various print formats, including | |
|book parts to locate information |newspapers, magazines, books, and reference sources. | |
|To use complete and simple subjects correctly |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|To decode words with ough |express ideas. | |
|To use knowledge of synonyms and antonyms to |Reading 3.1.C.2 Know and use common word families to decode unfamiliar | |
|determine meaning and extend word knowledge |words. | |
|To use the writing process to write a personal |Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, | |
|narrative |homophones, and homographs | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 2: Side by Side | | |
|To read and understand a play |Reading 3.1.G.8 Recognize differences among forms of literature, |The Baker’s Neighbor |
|To use decoding and phonics to determine the |including poetry, drama, fiction, and nonfiction. |Play |
|pronunciation of words |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis |Pages 150A-173P |
|To identify cause-and-effect relationships in a |to decode words. | |
|literary text and use them to understand plot |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|development |setting, characters, plot, and mood. | |
|To use complete and simple predicates correctly |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|To decode words with /s/c and /j/g |express ideas. | |
|To use prefixes, suffixes, and roots to decode |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|words and understand their meanings |to decode words. | |
|To use effective paragraphs in writing a paragraph|Reading 3.1.F.1 Infer meanings from learned roots, prefixes, and | |
|of information |suffixes. | |
|Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a fiction/folktale |Reading 3.1.G.8 Recognize differences among forms of literature, |The Emperor and the Kite |
|selection; to compare fiction/folktale with |including poetry, drama, fiction, and nonfiction. |Folk Tale |
|nonfiction |Reading 3.1.E.3 Select useful visual organizers before, during and after |Pages 174A-205N |
|To understand that self-questioning while reading |reading to organize information. | |
|can help a reader understand important ideas |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|To identify ways in which narrative elements |setting, characters, plot, and mood. | |
|impact one another in a literary text |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|To use compound subjects and predicates correctly |express ideas. | |
|To identify and decode compound words |Reading 3.1.C.3 Recognize compound words, contractions, and common | |
|To identify figurative language, such as similes |abbreviations. | |
|and metaphors, and interpret its meaning |Reading 3.1.G.10 Identify some literary devices in stories. | |
|To use effective paragraphs in writing a paragraph|Writing 3.2. | |
|of information |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection; to |Reading 3.1.G.8 Recognize differences among forms of literature, |Nights of the Pufflings |
|compare nonfiction with nonfiction narrative |including poetry, drama, fiction, and nonfiction. |Nonfiction |
|To monitor understanding by adjusting reading |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Pages 206A-229N |
|rate |careful reading as appropriate. | |
|To summarize the most important information in a |Reading 3.1.G.7 Identify and summarize central ideas in informational | |
|text |text. | |
|To use simple and compound sentences correctly |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|To use knowledge of open syllables to pronounce |express ideas. | |
|and read words |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To use an index, a table of contents, and other |to decode words. | |
|book parts to locate information |Reading 3.1.A.1 Identify differences of various print formats, including | |
|To use effective paragraphs in writing a paragraph|newspapers, magazines, books, and reference sources. | |
|of information |Writing 3.2. | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |The Garden of Happiness |
|selection; to compare realistic fiction with |including poetry, drama, fiction, and nonfiction. |Realistic Fiction |
|poetry |Reading 3.1.G.3 Cite evidence from text to support conclusions. |Pages 230A-251N |
|To make and confirm predictions during reading |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|To use cause-and-effect relationships to |setting, characters, plot, and mood. | |
|understand a character’s motivations and actions |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use clauses correctly |the grade level, such as sentence structure and syntax to express ideas. | |
|To use knowledge of closed syllables to pronounce |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|and read words |to decode words. | |
|To identify figurative language and to interpret |Reading 3.1.G.10 Identify some literary devices in stories. | |
|its meaning |Writing 3.2. | |
|To use the writing process in writing a how-to |Speaking 3.3 | |
|essay |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection |Reading 3.1.G.8 Recognize differences among forms of literature, |How to Babysit |
|To use text features and text structure to locate |including poetry, drama, fiction, and nonfiction. |an Orangutan |
|information and to monitor comprehension |Reading 3.1.A.3 Identify and locate features that support text meaning. |Nonfiction |
|To use important ideas and details to summarize a |Reading 3.1.G.7 Identify and summarize central ideas in informational |Pages 252A-271N |
|text |text. | |
|To use complex sentences correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the VV syllable pattern |the grade level, such as sentence structure, grammar and usage, | |
|To understand how to use electronic resources |punctuation, capitalization, spelling, and handwriting. | |
|available for research |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To use the writing process to write a summary |to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
| |to locate information. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 3: Make Yourself at Home | | |
|To read and understand a historical fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Sarah, Plain and Tall |
|selection; to compare historical fiction with an |including poetry, drama, fiction, and nonfiction. |Historical Fiction |
|article |Reading 3.1.D.2 Read at different speeds using scanning, |Pages 274A-299P |
|To read ahead to clarify information or unfamiliar|skimming, or careful reading as appropriate. | |
|words |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|To use story information and prior knowledge to |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|draw conclusions |the grade level, such as sentence structure, grammar and usage, | |
|To use common and proper nouns correctly |punctuation, capitalization, spelling, and handwriting. | |
|To decode words with primary accent marks |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To understand how to use print and electronic |to decode words. | |
|resources available for research |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|To use effective sentences in writing a |to locate in formation. | |
|cause-and-effect paragraph |Writing 3.2. | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Stealing Home |
|selection; to compare realistic fiction with |including poetry, drama, fiction, and nonfiction. |Realistic Fiction |
|poetry |Reading 3.1.F.2 Infer specific word meanings in the context of reading |Pages 300A-325N |
|To use context to confirm word meanings |passages. | |
|To determine likenesses and differences in |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|characters, settings, and plot events |setting, characters, plot, and mood. | |
|To use singular and plural nouns correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the schwa sound |the grade level, such as sentence structure, grammar and usage, | |
|To make reasonable predictions based on textual |punctuation, capitalization, spelling, and handwriting. | |
|clues and prior knowledge |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To use effective sentences in explaining a process|to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a fantasy selection |Reading 3.1.G.8 Recognize differences among forms of literature, |The Cricket in |
|To create mental images in order to better |including poetry, drama, fiction, and nonfiction. |Times Square |
|understand and enjoy a selection |Reading 3.1.E.3 Select useful visual organizers before, during, and after|Fantasy |
|To draw conclusions about the traits, actions, and|reading to organize information. |Pages 326A-349N |
|motives of characters |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|To use possessive nouns correctly |setting, characters, plot, and mood. | |
|To use knowledge of root words and inflections to |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|pronounce and read words |the grade level, such as sentence structure, grammar and usage, | |
|To draw and explain inferences from a text |punctuation, capitalization, spelling, and handwriting. | |
|To use the writing process in writing an |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|explanatory essay |to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection |Reading 3.1.G.8 Recognize differences among forms of literature, |Two Lands, |
|To understand that rereading passages can help the|including poetry, drama, fiction, and nonfiction. |One Heart |
|reader clarify details and understand important |Reading 3.1.D.2 Read at different speeds using scanning, |Nonfiction |
|ideas |skimming, or careful reading as appropriate. |Pages 350A-371N |
|To recognize comparison and contrast patterns in a|Reading 3.1.G.7 Identify and summarize central ideas in informational | |
|nonfiction text |text. | |
|To use abbreviations correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode compound words |the grade level, such as sentence structure, grammar and usage, | |
|To interpret and use graphic sources of |punctuation, capitalization, spelling, and handwriting. | |
|information |Reading 3.1.C.3 Recognize compound words, contractions, and common | |
|To use the writing process in writing a definition|abbreviations. | |
|essay |Reading 3.1.A.3 Identify and locate features that support text meaning. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an informational narrative |Reading 3.1.G.8 Recognize differences among forms of literature, |Look to the North: |
|selection; to compare informational narrative with|including poetry, drama, fiction, and nonfiction. |A Wolf Pup Diary |
|poetry |Reading 3.1.E.1 Use knowledge of word meaning, language structure, and |Informational Narrative |
|To identify structural patterns found in |sound-symbol relationships to check understanding. |Pages 372A-397N |
|informational texts to strengthen comprehension |Reading 3.1.G.7 Identify and summarize central ideas in informational | |
|To summarize the most important information in a |text. | |
|text |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use pronouns and antecedents correctly |the grade level, such as sentence structure, grammar and usage, | |
|To decode words with /s/c and /j/g |punctuation, capitalization, spelling, and handwriting. | |
|To distinguish between cause and effect in a |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|nonfiction text |to decode words. | |
|To apply the writing process to write an |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|explanatory essay |idea, and supporting details in nonfiction text. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 4: Creative Minds | | |
|To read and understand a nonfiction selection |Reading 3.1.G.8 Recognize differences among forms of literature, |The Kids’ |
|To monitor understanding by adjusting reading rate|including poetry, drama, fiction, and nonfiction. |Invention Book |
|To recognize the main idea of a selection and the |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Expository Nonfiction |
|details that support the main idea |careful reading as appropriate. |Pages 400A-421P |
|To use subject and object pronouns correctly |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|To use knowledge of the VCCV syllable pattern to |idea, and supporting details in nonfiction text. | |
|decode multisyllablic words |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to| |
|To use a table of contents, an index, and other |express ideas. | |
|book parts to locate information |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To use development in writing paragraphs that |to decode words. | |
|compare and contrast |Reading 3.1.A.1 Identify differences of various print formats, including | |
|* Daily Guided Reading Groups |newspapers, magazines, books, and reference resources. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a mystery selection; to |Reading 3.1.G.8 Recognize differences among forms of literature, |The Case of |
|compare mystery with fable |including poetry, drama, fiction, and nonfiction. |Pablo’s Nose |
|To clarify understanding by reading ahead |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Mystery |
|To identify chronological order of events in a |careful reading as appropriate. |Pages 422A-437N |
|selection by using time-order words and other |Reading 3.1.E.1 Use knowledge of word meaning, language structure, and | |
|unstated clues |sound-symbol relationships to check understanding when reading. | |
|To use possessive pronouns correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use morphemic units, such as roots, prefixes, |the grade level, such as sentence structure, grammar and usage, | |
|and suffixes, to determine the pronunciation of |punctuation, capitalization, spelling, and handwriting. | |
|words |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To follow directions; to interpret written |to decode words. | |
|directions correctly |Reading 3.1.G.5 Follow simple multiple-steps in written instructions. | |
|To use development in writing a persuasive letter |Writing 3.2. | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a folktale selection |Reading 3.1.G.8 Recognize differences among forms of literature, |In the Days of |
|To understand that rereading to clarify can help a|including poetry, drama, fiction, and nonfiction. |King Adobe |
|reader understand important ideas |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Folktale |
|To use details from a literary text to determine |careful reading as appropriate. |Pages 438A-453P |
|the main idea of a story |Reading 3.1.G.9 Recognize literary elements in stories, including | |
|To use ajectives and articles correctly |setting, characters, plot, and mood. | |
|To decode words with open and closed syllables |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To follow directions; to interpret written |the grade level, such as sentence structure, grammar and usage, | |
|directions correctly |punctuation, capitalization, spelling, and handwriting. | |
|To use the writing process in writing a response |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|to literature |to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.5 Follow simple multiple-steps in written instructions. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a play |Reading 3.1.G.8 Recognize differences among forms of literature, |Red Writing Hood |
|To understand that creating mental images while |including poetry, drama, fiction, and nonfiction. |Play |
|reading increases comprehension and enjoyment |Reading 3.1.E.3 Select useful visual organizers before, during and after |Pages 454A-471N |
|To identify ways in which the sequence of events |reading to organize information. | |
|in a literary text affects the outcome |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|To compare with adjectives correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the VV syllable pattern |the grade level, such as sentence structure, grammar and usage, | |
|To use story information and real-life experience |punctuation, capitalization, spelling, and handwriting. | |
|to draw conclusions |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To use the writing process to write a compare and |to decode words. | |
|contrast essay |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a folktale selection; to |Reading 3.1.G.8 Recognize differences among forms of literature, |One Grain of Rice |
|compare a folktale with a magazine article |including poetry, drama, fiction, and nonfiction. |Folktale |
|To make and confirm predictions about text, using |Reading 3.1.G.3 Cite evidence from text to support conclusions. |Pages 472A-499N |
|prior knowledge and text features |Reading 3.1.G.1 Discuss underlying themes across cultures in various | |
|To compare and contrast tales from different |texts. | |
|cultures |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use verbs correctly |the grade level, such as sentence structure, grammar and usage, | |
|To use root words and suffixes to read |punctuation, capitalization, spelling, and handwriting. | |
|multisyllabic words |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To describe the text features and literary devices|to decode words. | |
|of imaginative literature |Reading 3.1.G.10 Identify some literary devices in stories. | |
|To apply the writing process to write a comparison|Writing 3.2. | |
|and contrast essay |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 5: Community Ties | | |
|To read and understand an expository nonfiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Fire! |
|selection |including poetry, drama, fiction, and nonfiction. |Expository Nonfiction |
|To summarize information to strengthen |Reading 3.1.G.7 Identify and summarize central ideas in informational |Pages 502A-521P |
|comprehension |texts. | |
|To identify the structural patterns and |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|organization of nonfiction texts |idea, and supporting details in nonfiction text. | |
|To use main and helping verbs correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the schwa sound |the grade level, such as sentence structure, grammar and usage, | |
|To follow directions; to interpret written |punctuation, capitalization, spelling, and handwriting. | |
|directions correctly |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To gather and evaluate information for a research |to decode words. | |
|report |Reading 3.1.G.5 Follow simple multiple-steps in written instructions. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an informational narrative |Reading 3.1.G.8 Recognize differences among forms of literature, |A Very Important Day |
|selection |including poetry, drama, fiction, and nonfiction. |Informational Narrative |
|To use decoding and phonics to determine the |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis |Pages 522A-543P |
|pronunciation of words |to decode words. | |
|To identify the author’s purpose for writing a |Reading 3.1.G.6 Recognize an author’s point of view. | |
|text |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use action and linking verbs correctly |the grade level, such as sentence structure, grammar and usage, | |
|To decode words with the syllable pattern -le |punctuation, capitalization, spelling, and handwriting. | |
|To identify the main idea and supporting details |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|of a selection |to decode words. | |
|To organize information for a research report |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|* Daily Guided Reading Groups |idea, and supporting details in nonfiction texts. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an expository nonfiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Saguaro Cactus |
|selection; to compare expository nonfiction with |including poetry, drama, fiction, and nonfiction. |Expository Nonfiction |
|poetry |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Pages 544A-567N |
|To monitor understanding by adjusting reading rate|careful reading as appropriate. | |
|To identify the structural patterns and |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|organization of nonfiction texts |idea, and supporting details in nonfiction texts. | |
|To use the present tense correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with unaccented syllables |the grade level, such as sentence structure, grammar and usage, | |
|To locate information by using a variety of |punctuation, capitalization, spelling, and handwriting. | |
|sources |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To draft information for a research report |to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
| |to locate information. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |Blue Willow |
|selection; to compare realistic fiction with |including poetry, drama, fiction, and nonfiction. |Realistic Fiction |
|poetry |Reading 3.1.E.3 Select useful visual organizers before, during and after |Pages 568A-589P |
|To understand that summarizing while reading can |reading to organize information. | |
|help a reader keep track of important information |Reading 3.1.G.6 Recognize an author’s point of view. | |
|To determine the author’s viewpoint on a topic |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use the past and future tenses correctly |the grade level, such as sentence structure, grammar and usage, | |
|To decode inflected nouns and verbs |punctuation, capitalization, spelling, and handwriting. | |
|To identify figurative language and interpret its |Reading 3.1.C.2 Know and use common word families to decode unfamiliar | |
|meaning |words. | |
|To edit information for a research report |Reading 3.1.G.10 Identify some literary devices in stories. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an autobiography; to |Reading 3.1.G.8 Recognize differences among forms of literature, |In My Family |
|compare an autobiography with poetry |including poetry, drama, fiction, and nonfiction. |Autobiography |
|To understand that using context to confirm |Reading 3.1.F.2 Infer specific word meanings in the context of reading |Pages 590A-609P |
|meaning can help a reader determine or confirm the|passages. | |
|meanings of unfamiliar words |Reading 3.1.G.3 Cite evidence from text to support conclusions. | |
|To identify the chronological order of events in a|Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|selection by using time-order words and other |the grade level, such as sentence structure, grammar and usage, | |
|unstated clues |punctuation, capitalization, spelling, and handwriting. | |
|To use irregular verbs correctly |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To decode words with silent letters |to decode words. | |
|To locate information using print and electronic |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|sources |to locate information. | |
|To share and publish information for a research |Writing 3.2.B | |
|report |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 6: New Lands | | |
|To read and understand a nonfiction selection |Reading 3.1.G.8 Recognize differences among forms of literature, |The Gold Rush |
|To use text structure and format to monitor |including poetry, drama, fiction, and nonfiction. |Expository Nonfiction |
|comprehension |Reading 3.1.E.1 Use knowledge of word meaning, language structure, and |Pages 612A-637P |
|To distinguish between facts and opinions in a |sound-symbol relationships to check understanding when reading. | |
|nonfiction text |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|To use complex contractions and negatives |idea, and supporting details in nonfiction texts. | |
|correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use knowledge of roots to decode multisyllabic |the grade level, such as sentence structure, grammar and usage, | |
|words |punctuation, capitalization, spelling, and handwriting. | |
|To use text structure to strengthen comprehension |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|of nonfiction texts |to decode words. | |
|To use word choice to write a description |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|paragraph |idea, and supporting details in nonfiction texts. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a historical fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |I Have Heard |
|selection |including poetry, drama, fiction, and nonfiction. |of a Land |
|To understand that self-questioning while reading |Reading 3.1.E.3 Select useful visual organizers before, during and after |Historical Fiction |
|can help a reader understand and clarify important|reading to organize information. |Pages 638A-667P |
|ideas |Reading 3.1.F.2 Infer specific word meanings in the context of reading | |
|To use word relationships to determine meaning |passages. | |
|To use adverbs correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with the letter pattern -augh |the grade level, such as sentence structure, grammar and usage, | |
|To use context to determine the meanings of |punctuation, capitalization, spelling, and handwriting. | |
|multiple-meaning words |Reading 3.1.C.2 Know and use common word families to decode unfamiliar | |
|To use word choice in writing a rhymed or unrhymed|words. | |
|poem |Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, | |
|* Daily Guided Reading Groups |homophones, and homographs. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a tall tale selection; to |Reading 3.1.G.8 Recognize differences among forms of literature, |Paul Bunyan and Babe the |
|compare a tall tale with a poem |including poetry, drama, fiction, and nonfiction. |Blue Ox |
|To understand that creating mental images while |Reading 3.1.E.3 Select useful visual organizers before, during and after |Tall Tale |
|reading can help a reader understand important |reading to organize information. |Pages 668A-689N |
|ideas |Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main | |
|To distinguish between facts and opinions in a |idea, and supporting details in nonfiction texts. | |
|literary text |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To compare with adverbs correctly |the grade level, such as sentence structure, grammar and usage, | |
|To decode words with the VCCV syllable pattern |punctuation, capitalization, spelling, and handwriting. | |
|To understand the elements that make up a good |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|paraphrase |to decode words. | |
|To use the writing process in writing a persuasive|Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new | |
|essay |learning across the curriculum. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a informational narrative |Reading 3.1.G.8 Recognize differences among forms of literature, |Fly Traps! |
|selection; to compare an informational narrative |including poetry, drama, fiction, and nonfiction. |Plants That Bite Back |
|with an article |Reading 3.1.D.2 Read at different speeds using scanning, skimming, or |Informational Narrative |
|To understand that rereading can help a reader |careful reading as appropriate. |Pages 690A-713N |
|clear up confusion |Reading 3.1.F.2 Infer specific word meanings in the context f reading | |
|To use word relationships to determine meaning |passages. | |
|To use prepositions correctly |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To decode words with a VCV syllable pattern |the grade level, such as sentence structure, grammar and usage, | |
|To organize facts into an outline |punctuation, capitalization, spelling, and handwriting. | |
|To use the writing process in writing a |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|descriptive essay |to decode words. | |
|* Daily Guided Reading Groups |Reading 3.1.E.3 Select useful visual organizers before, during and after | |
| |reading to organize information. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.8 Recognize differences among forms of literature, |The Down |
|selection; to compare realistic fiction with a |including poetry, drama, fiction, and nonfiction. |And Up Fall |
|magazine article |Reading 3.1.E.3 Select useful visual organizers before, during and after |Realistic Fiction |
|To learn how using the self-question strategy can |reading to organize information. |Pages 714A-737N |
|help a reader understand important ideas |Reading 3.1.G.6 Recognize an author’s point of view. | |
|To determine the author’s viewpoint on a topic |Writing 3.2.C.1 Use Standard English conventions that are appropriate to | |
|To use prepositional phrases correctly |the grade level, such as sentence structure, grammar and usage, | |
|To use prefixes, suffixes, and root words to |punctuation, capitalization, spelling, and handwriting. | |
|determine the pronunciation of words |Reading 3.1.C.1 Use letter-sound correspondence and structural analysis | |
|To paraphrase information from text |to decode words. | |
|To use the writing process in writing a story |Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new | |
|* Daily Guided Reading Groups |learning across the curriculum. | |
| |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
FIFTH GRADE
|Lesson Planning |New Jersey Standard, Strand |Textual Reference/ |
|Learning Objectives |and Cumulative Progress Indicator |Inclusive Lessons |
|Theme 1: Look Inside | | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |The Hot and |
|selection |Reading 3.1.E.4 Make revisions to text predictions during and after |Cold Summer |
|To understand that making and confirming |reading. |Realistic fiction |
|predictions increases readers’ involvement with |Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and |Pages 20A-45P |
|and enjoyment of a text |suffixes. | |
|To use word structure to determine and clarify |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|meaning |express ideas. | |
|To understand declarative and interrogative |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|sentences |decoding and word recognition. | |
|To use the CVC spelling pattern to decode |Reading 3.1.G.11 Identify and analyze text types, formats, and elements in| |
|multisyllable words |nonfiction. | |
|To identify nonfiction book parts and the |Writing 3.2 | |
|information they provide |Speaking 3.3 | |
|To apply the writing process to use voice in |Listening 3.4 | |
|writing a narrative paragraph |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read and understand a historical fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Sees Behind Trees |
|selection; to compare fiction with poetry |Reading 3.1.G.4 Anticipate and construct meaning from text by making |Historical Fiction |
|To understand that using the author’s words and |conscious connections to self, an author, and others. |Pages 46A-69P |
|their own experiences will help readers understand|Reading 3.1.G.12 Recognize literary elements in stories, including | |
|what they read |setting, characters, plot, and mood. | |
|To identify the main problem or conflict of the |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|plot and explain how it is resolved |express ideas. | |
|To understand imperative and exclamatory sentences|Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To decode words with the syllable pattern CVCe and|decoding and word recognition. | |
|CVVC |Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and | |
|To use word structure to determine and confirm |suffixes. | |
|meaning |Writing 3.2 | |
|To apply the writing process to use voice in |Speaking 3.3 | |
|writing a descriptive paragraph |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Yang the Third and Her |
|selection |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Impossible Family |
|To understand that self-questioning while reading |reading and the nature of the text. |Realistic Fiction |
|can help a reader understand important ideas |Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and |Pages 70A-89N |
|To use word structure to determine and clarify |suffixes. | |
|meaning |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|To understand complete and simple subjects |express ideas. | |
|To decode words containing the VV syllable pattern|Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To understand narrative elements: plot, character,|decoding and word recognition. | |
|setting |Reading 3.1.G.12 Recognize literary elements in stories, including | |
|To apply the writing process to use voice in |setting, characters, plot, and mood. | |
|writing a realistic story |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand letters |Reading 3.1.G.2 Identify genre by their distinctive elements. |Dear Mrs. Parks |
|To analyze the organizational structure of text |Reading 3.1.G.10 Recognize common organizational patterns in text that |Letters |
|To evaluate and make valid judgments about fiction|support comprehension. |Pages 90A-113N |
|and nonfiction |Reading 3.1.G.9 Make inferences using textual information and provide | |
|To understand complete and simple predicates |supporting evidence. | |
|To decode words with vowels before r |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|To identify the point of view of a selection |express ideas. | |
|To apply the writing process to use voice in |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|writing a personal narrative |decoding and word recognition. | |
|* Daily Guided Reading Groups |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a historical fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Elena |
|selection |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Historical Fiction |
|To learn that reading ahead can help clarify new |reading and the nature of the text. |Pages 114A-135N |
|vocabulary and concepts |Reading 3.1.G.12 Recognize literary elements in stories, including | |
|To identify and understand the elements of plot, |setting, characters, plot, and mood. | |
|character, setting, and theme in a work of fiction|Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|To understand compound subjects and predicates |express ideas. | |
|To decode multisyllabic words with the VCV and |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|VCCV syllable patterns |decoding and word recognition. | |
|To identify the point of view of a selection |Reading 3.1.G.1 Identify author’s purpose, views and beliefs. | |
|To apply the writing process to use voice in |Writing 3.2 | |
|writing a personal narrative |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 2: Team Work | | |
|To read and understand a biography selection; to |Reading 3.1.G.2 Identify genre by their distinctive elements. |We’ll Never |
|compare biography with nonfiction |Reading 3.1.D.1 Adjust reading speed appropriately for different purposes |Forget You, Roberto |
|To understand when and how to adjust reading rate |and audiences. |Clemente |
|To draw inferences, conclusions, or |Reading 3.1.G.9 Make inferences using textual information and provide |Biography |
|generalizations about text and support them with |supporting evidence. |Pages 138A-161N |
|textual evidence and prior knowledge |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|To understand simple and compound sentences |express ideas. | |
|To decode words with the /zh r/ and /ch r/ sounds |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To evaluate and make valid judgments about fiction|decoding and word recognition. | |
|and nonfiction |Reading 3.1.G.9 Make inferences using textual information and provide | |
|To apply the writing process to use effective |supporting evidence. | |
|paragraphs in writing a paragraph of information |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand folktales |Reading 3.1.G.2 Identify genre by their distinctive elements. |Folk Tales |
|To use context to clarify word meaning |Reading 3.1.F.2 Infer specific word meanings in context of reading |from Asia |
|To summarize the main points of a story and to |passages. |Folk Tale |
|restate the important information in the story in |Reading 3.1.G.7 Understand that theme refers to the central idea or |Pages 162A-183P |
|your own words |meaning of a selection and recognize themes, whether implied or stated | |
|To understand clauses |directly. | |
|To decode words with root word + inflection |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use evidence from a text and prior knowledge to|sentence structure, grammar and usage, punctuation, capitalization, | |
|draw conclusions |spelling, and handwriting. | |
|To apply the writing process to use effective |Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding| |
|paragraphs in writing a how-to paragraph |and word recognition. | |
|* Daily Guided Reading Groups |Reading 3.1.G.9 Make inferences using textual information and provide | |
| |supporting evidence. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand nonfiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Iditarod Dream |
|To understand that reading ahead can help a reader|Reading 3.1.E.2 Vary reading strategies according to their purpose for |Nonfiction |
|understand important ideas and details |reading and the nature of the text. |Pages 184A-201P |
|To draw inferences, conclusions, or |Reading 3.1.G.9 Make inferences using textual information and provide | |
|generalizations about text and support them with |supporting evidence. | |
|textual evidence and prior knowledge |Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to | |
|To understand complex sentences |express ideas. | |
|To decode multisyllable words with unaccented |Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding| |
|syllables and the schwa sound |and word recognition. | |
|To determine the main points of a passage and to |Reading 3.1.G.7 Understand that theme refers to the central idea or | |
|restate the passage in a different way |meaning of a selection and recognize themes, whether implied or stated | |
|To apply the writing process to use effective |directly. | |
|paragraphs in writing a summary |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a personal narrative |Reading 3.1.G.2 Identify genre by their distinctive elements. |Woodsong |
|selection; to compare personal narrative with |Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections |Personal Narrative |
|nonfiction |of text. |Pages 202A-223N |
|To understand that rereading to clarify can help a|Reading 3.1.G.7 Understand that theme refers to the central idea or | |
|reader understand important ideas |meaning of a selection and recognize themes, whether implied or stated | |
|To summarize the main points of a story and to |directly. | |
|restate the important information in the story in |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|your own words |sentence structure, grammar and usage, punctuation, capitalization, | |
|To understand common and proper nouns; |spelling and handwriting. | |
|abbreviations |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To decode words ending with consonant -le |decoding and word recognition. | |
|To understand how the author’s choice of language |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
|contributes to the overall quality of a literary |Writing 3.2 | |
|work |Speaking 3.3 | |
|To apply the writing process to use effective |Listening 3.4 | |
|paragraphs in writing a how-to essay |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read and understand a classic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Island of the |
|selection; to compare classic fiction with poetry |Reading 3.1.E.5 Apply graphic organizers to illustrate key concepts and |Blue Dolphins |
|To encourage students to summarize what they have |relationships in a text. |Historical Fiction |
|read |Reading 3.1.G.12 Recognize literary elements in stories, including |Pages 224A-243P |
|To recognize and understand elements of plot, |setting, characters, plot, and mood. | |
|character, setting, and theme in a work of fiction|Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use singular and plural nouns correctly |sentence structure, grammar and usage, punctuation, capitalization, | |
|To decode words with inflected endings |spelling and handwriting. | |
|To recognize and understand the special meaning of|Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|figurative language in context |decoding and word recognition. | |
|To apply the writing process to use effective |Reading 3.1.G.13 Recognize figurative language in text. | |
|paragraphs in writing an essay that explains |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 3: A Changing Planet | | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Everglades |
|selection |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Informational Text |
|To understand that creating mental images while |reading and the nature of the text. |Pages 246A-273P |
|reading can help a reader understand important |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|ideas and events |prefixes, and suffixes to decode new words. | |
|To use prefixes, suffixes, and roots to determine |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|word meaning |sentence structure, grammar and usage, punctuation, capitalization, | |
|To use possessive nouns correctly |spelling and handwriting. | |
|To decode words containing the letter combinations|Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|kn, wr, and gn |decoding and word recognition. | |
|To understand and identify the genre |Reading 3.1.G.2 Identify genre by their distinctive elements. | |
|characteristics of literary text |Writing 3.2 | |
|To apply the writing process to use development in|Speaking 3.3 | |
|writing a review |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection; to |Reading 3.1.G.2 Identify genre by their distinctive elements. |Summer of Fire |
|compare nonfiction with a magazine article |Reading 3.1.A.2 Survey and explain text features that contribute to |Nonfiction |
|To understand that using text structure and format|comprehension. |Pages 274A-295P |
|while reading can help a reader understand how |Reading 3.1.H.5 Draw conclusions from information gathered from multiple | |
|text is organized |sources. | |
|To understand multiple representations of |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|information |sentence structure, grammar and usage, punctuation, capitalization, | |
|To understand pronouns and antecedents |spelling and handwriting. | |
|To use word structure to decode compound words |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To use effective techniques to locate information |prefixes, and suffixes to decode new words. | |
|on the Internet and in other sources |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|To apply the writing process to use development in|to locate information. | |
|writing a persuasive paragraph |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a nonfiction selection; to |Reading 3.1.G.2 Identify genre by their distinctive elements. |Oceans |
|compare nonfiction texts |Reading 3.1.D.1 Adjust reading speed appropriately for different purposes |Expository Nonfiction |
|To adjust the speed of reading to understand |and audiences. |Pages 296A-319P |
|information in nonfiction texts |Reading 3.1.G.10 Recognize common organizational patterns in text that | |
|To analyze the organizational structure of text |support comprehension. | |
|To understand subject and object pronouns |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To decode words with the letter patterns ight and |sentence structure, grammar and usage, punctuation, capitalization, | |
|aight |spelling and handwriting. | |
|To understand multiple representations of |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|information |decoding and word recognition. | |
|To apply the writing process to use development in|Reading 3.1.H.5 Draw conclusions from information gathered from multiple | |
|writing a persuasive letter |sources. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a photo essay; to compare a|Reading 3.1.G.2 Identify genre by their distinctive elements. |Seeing Earth |
|photo essay with poetry |Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections |from Space |
|To reread text in order to discern and clarify |of text. |Photo essay |
|main ideas and concepts |Reading 3.1.H.5 Draw conclusions from information gathered from multiple |Pages 320A-347P |
|To use multiple representations of information |sources. | |
|To use possessive pronouns correctly |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use knowledge of root words and suffixes to |sentence structure, grammar and usage, punctuation, capitalization, | |
|decode multisyllabic words |spelling and handwriting. | |
|To analyze the organizational structure of text |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To apply the writing process to use development in|prefixes and suffixes to decode new words. | |
|writing a persuasive essay |Reading 3.1.G.10 Recognize common organizational patterns in text that | |
|* Daily Guided Reading Groups |support comprehension evidence. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a science fiction selection|Reading 3.1.G.2 Identify genre by their distinctive elements. |The Case of the |
|To use decoding strategies to read unfamiliar |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in |Flying-Saucer People |
|words |decoding and word recognition. |Science Fiction |
|To identify and explain the unstated main idea of |Reading 3.1.G.7 Understand that theme refers to the central idea or |Pages 348A-365P |
|a selection |meaning of a selection and recognize themes, whether implied or stated | |
|To understand case of a personal pronoun |directly. | |
|To decode words ending with –tion and -ness |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To analyze text that is presented in a sequential |sentence structure, grammar and usage, punctuation, capitalization, | |
|or chronological order |spelling and handwriting. | |
|To apply the writing process to use development in|Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|writing a persuasive essay |prefixes, and suffixes to decode new words. | |
|* Daily Guided Reading Groups |Reading 3.1.G.3 Use cause and effect and sequence of events to gain | |
| |meaning. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 4: Express Yourself | | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Hattie’s |
|selection; to compare realistic fiction with Greek|Reading 3.1.E.2 Vary reading strategies according to their purpose for |Birthday Box |
|mythology |reading and the nature of the text. |Realistic Fiction |
|To understand that self-questioning while reading |Reading 3.1.F.2 Infer specific word meanings in the context of reading |Pages 368A-389N |
|can help a reader understand important ideas |passages. | |
|To use context to determine or clarify word |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|meaning |sentence structure, grammar and usage, punctuation, capitalization, | |
|To understand reflexive pronouns |spelling and handwriting. | |
|To decode words formed by adding a suffix to a |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|root word |prefixes, and suffixes to decode new words. | |
|To understand how to make inferences |Reading 3.1.G.9 Make inferences using textual information and provide | |
|To apply the writing process to use effective |supporting evidence. | |
|sentences in writing a paragraph that contrasts |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a biography selection; to |Reading 3.1.G.2 Identify genre by their distinctive elements. |William Shakespeare |
|compare a biography with proverbs |Reading 3.1.D.1 Adjust reading speed appropriately for different purposes |and the Globe |
|To adjust reading rate for improved understanding |and audiences. |Biography |
|of nonfiction |Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to |Pages 390A-421P |
|To distinguish facts, supported inferences, and |influence readers. | |
|opinions in text |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To understand adjectives and articles |sentence structure, grammar and usage, punctuation, capitalization, | |
|To decode words with the letter patterns augh and |spelling and handwriting. | |
|ough |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To use context to determine or clarify word |decoding and word recognition. | |
|meaning |Reading 3.1.F.2 Infer specific word meanings in context of reading | |
|To apply the writing process to use effective |passages. | |
|sentences in writing a news story |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an autobiography selection |Reading 3.1.G.2 Identify genre by their distinctive elements. |The World of William |
|To understand that using text structure and format|Reading 3.1.G.10 Recognize common organizational patterns in text that |Joyce Scrapbook |
|while reading can help a reader understand the |support comprehension. |Autobiography |
|structural organization of informational text |Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones,|Pages 422A-439P |
|To understand and explain synonyms and antonyms |and homographs. | |
|To understand proper adjectives |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To decode words with the prefix non-, in-, and un-|sentence structure, grammar and usage, punctuation, capitalization, | |
|To distinguish facts, supported inferences, and |spelling and handwriting. | |
|opinions in text |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To apply the writing process to use effective |prefixes, and suffixes to decode new words. | |
|sentences in writing a comparison and contrast |Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to | |
|essay |influence readers. | |
|* Daily Guided Reading Groups |Writing 3.2. | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an informational narrative |Reading 3.1.G.2 Identify genre by their distinctive elements. |Satchmo’s Blues |
|selection; to compare an informational narrative |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Informational Narrative |
|with an encyclopedia article |reading and the nature of the text. |Pages 440A-463N |
|To understand that reading ahead can provide |Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to | |
|additional information for understanding new |influence readers. | |
|concepts and vocabulary |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To distinguish facts, supported inferences, and |sentence structure, grammar and usage, punctuation, capitalization, | |
|opinions in text |spelling and handwriting. | |
|To use adjectives to compare |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To decode words with the letter patterns /s/c and |decoding and word recognition. | |
|/j/g |Reading 3.1.G.13 Recognize figurative language in text. | |
|To understand how figurative language creates |Writing 3.2 | |
|strong visual images |Speaking 3.3 | |
|To apply the writing process to use effective |Listening 3.4 | |
|sentences in writing a response to literature |Viewing and Media Literacy 3.5 | |
|* Daily Guided Reading Groups | | |
|To read and understand a biography selection; to |Reading 3.1.G.2 Identify genre by their distinctive elements. |Evelyn Cisneros: |
|compare biography with poetry |Reading 3.1.G.7 Understand that theme refers to the central idea or |Prima Ballerina |
|To understand that summarizing while reading can |meaning of a selection and recognize themes, whether implied or stated |Biography |
|help a reader understand the main idea of a |directly. |Pages 464A-487N |
|selection |Reading 3.1.G.10 Recognize common organizational patterns in text that | |
|To analyze the organizational structure of text |support comprehension evidence. | |
|To understand main and helping verbs |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To decode vowel sounds in open and closed |sentence structure, grammar and usage, punctuation, capitalization, | |
|syllables |spelling and handwriting. | |
|To classify and categorize related words |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To apply the writing process to use effective |decoding and word recognition. | |
|sentences in writing a comparison and contrast |Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones,| |
|essay |and homographs. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 5: School Rules | | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Off and Running |
|selection |Reading 3.1.F.2 Infer specific word meanings in context of reading |Realistic Fiction |
|To use context to clarify word meaning |passages. |Pages 490A-511P |
|To analyze text that is presented in the |Reading 3.1.G.9 Make inferences using textual information and provide | |
|compare/contrast format |supporting details. | |
|To use action and linking verbs correctly |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To decode multisyllabic words using syllables and |sentence structure, grammar and usage, punctuation, capitalization, | |
|stress |spelling and handwriting. | |
|To use context to determine the meanings of |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|multiple-meaning words |decoding and word recognition. | |
|To apply the writing process to use organization |Reading 3.1.F.2 Infer specific word meanings in the context of reading | |
|in writing a research report |passages. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand an autobiography selection;|Reading 3.1.G.2 Identify genre by their distinctive elements. |Little by Little |
|to compare autobiography with poetry |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Autobiography |
|To understand that self-questioning while reading |reading and the nature of the text. |Pages 512A-533N |
|can help a reader understand important ideas |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
|To identify the author’s purpose and viewpoint |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use present tense correctly |sentence structure, grammar and usage, punctuation, capitalization, | |
|To decode multisyllabic words using the VCCV |spelling and handwriting. | |
|syllable pattern |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To analyze text that is presented in the |decoding and word recognition. | |
|compare/contrast format |Reading 3.1.G.9 Make inferences using textual information and provide | |
|To apply the writing process to use organization |supporting evidence. | |
|in writing a research report |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Dear Mr. Henshaw |
|selection; to compare realistic fiction with |Reading 3.1.E.4 Make revisions to text predictions during and after |Realistic Fiction |
|nonfiction |reading. |Pages 534A-563P |
|To understand that making and confirming |Reading 3.1.G.9 Make inferences using textual information and provide | |
|predictions can help a reader understand and enjoy|supporting evidence. | |
|a text |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To analyze text that is presented in the |sentence structure, grammar and usage, punctuation, capitalization, | |
|compare/contrast format |spelling and handwriting. | |
|To use past and future tenses correctly |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To decode words with –ed or -ing endings |prefixes, and suffixes to decode new words. | |
|To identify the author’s purpose and viewpoint |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
|To apply the writing process to use organization |Writing 3.2 | |
|in writing a research report |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a realistic fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Frindle |
|selection; to compare realistic fiction with an |Reading 3.1.C.4 Apply spelling and syllabication rules that aid |Realistic Fiction |
|anecdote |in decoding and word recognition. |Pages 564A-581P |
|To use syllabication to decode and pronounce |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
|unfamiliar words |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To identify the author’s purpose and viewpoint |sentence structure, grammar and usage, punctuation, capitalization, | |
|To use principle parts of a verb correctly |spelling and handwriting. | |
|To decode multisyllable words with VCCV and VCCCV |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|syllable patterns |decoding and word recognition. | |
|To identify the point of view of a selection |Reading 3.1.G.1 Identify author’s purpose, views, and beliefs. | |
|To apply the writing process to use organization |Writing 3.2 | |
|in writing a research report |Speaking 3.3 | |
|* Daily Guided Reading Groups |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a science fiction selection|Reading 3.1.G.2 Identify genre by their distinctive elements. |The Fun They Had |
|To retell the original text in condensed form, |Reading 3.1.G.8 Distinguish between major and minor details. |Science Fiction |
|highlighting the major events or ideas |Reading 3.1.G.9 Make inferences using textual information and provide |Pages 582A-597N |
|To draw inferences, conclusions, or |supporting evidence. | |
|generalizations about text and support them with |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|textual evidence and prior knowledge |sentence structure, grammar and usage, punctuation, capitalization, | |
|To use regular and irregular verbs correctly |spelling and handwriting. | |
|To decode words with the VCV syllable pattern |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To understand how to make inferences |decoding and word recognition. | |
|To apply the writing process to use organization |Reading 3.1.G.9 Make inferences using textual information and provide | |
|in writing a research report |supporting evidence. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|Theme 6: American Adventure | | |
|To read and understand a historical fiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Across the |
|selection |Reading 3.1.E.2 Vary reading strategies according to their purpose for |Wide Dark Sea |
|To learn that creating mental images of what you |reading and the nature of the text. |Historical Fiction |
|read increases understanding |Reading 3.1.F.2 Infer specific word meanings in context of reading |Pages 600A-623P |
|To understand that words can connote “shades of |passages. | |
|meaning” |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use perfect tenses correctly |sentence structure, grammar and usage, punctuation, capitalization, | |
|To decode words with VCV syllable patterns |spelling and handwriting. | |
|To understand how an author develops characters |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To apply the writing process to use word choice in|decoding and word recognition. | |
|writing a rhymed poem |Reading 3.1.G.12 Recognize literary elements in stories, including | |
|* Daily Guided Reading Groups |setting, characters, plot, and mood. | |
| |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a play; to compare a play |Reading 3.1.G.2 Identify genre by their distinctive elements. |Name This American |
|with a tall tale |Reading 3.1.E.4 Make revisions to text predictions during and after |Play |
|To understand that making and confirming |reading. |Pages 624A-647P |
|predictions helps a reader appreciate and |Reading 3.1.G.12 Recognize literary elements in stories, including | |
|understand a story |setting, character, plot, and mood. | |
|To identify causal relationships between and among|Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|literary elements |sentence structure, grammar and usage, punctuation, capitalization, | |
|To use contractions and negatives correctly |spelling and handwriting. | |
|To decode multisyllabic words using word parts |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To understand that words can connote “shades of |prefixes, and suffixes to decode new words. | |
|meaning” |Reading 3.1.F.2 Infer specific word meanings in context of reading | |
|To apply the writing process to use word choice in|passages. | |
|writing a story |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a biography; to compare a |Reading 3.1.G.2 Identify genre by their distinctive elements. |What’s the |
|biography with nonfiction |Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections |Big Idea, |
|To understand that rereading helps in |of text. |Ben Franklin? |
|understanding material |Reading 3.1.F.2 Infer specific word meanings in context of reading |Biography |
|To understand that words can connote “shades of |passages. |Pages 648A-675N |
|meaning” |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use adverbs correctly |sentence structure, grammar and usage, punctuation, capitalization, | |
|To decode words with Greek and Latin roots |spelling and handwriting. | |
|To identify causal relationships between and among|Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|literary elements |prefixes, and suffixes to decode new words. | |
|To apply the writing process to use word choice in|Reading 3.1.G.12 Recognize literary elements in stories, including | |
|writing a play |setting, characters, plot, and mood. | |
|* Daily Guided Reading Groups |Writing 3.2 | |
| |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
|To read and understand a narrative nonfiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Lewis and Clark |
|selection; to compare narrative nonfiction with a |Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and |Expository Nonfiction |
|song |suffixes. |Pages 676A-697N |
|To understand that using decoding/phonics while |Reading 3.1.G.12 Recognize literary elements in stories, including | |
|reading can help a reader understand words and |setting, characters, plot, and mood. | |
|construct meaning |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To identify causal relationships between and among|sentence structure, grammar and usage, punctuation, capitalization, | |
|literary elements |spelling and handwriting. | |
|To understand comparing with adverbs |Reading 3.1.C.4 Apply spelling and syllabication rules that aid in | |
|To identify accented and unaccented syllables in |decoding and word recognition. | |
|multisyllabe words |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|To use organizational reference sources to locate |to locate information. | |
|information |Writing 3.2 | |
|To apply the writing process to use word choice in|Speaking 3.3 | |
|writing a tall tale |Listening 3.4 | |
|* Daily Guided Reading Groups |Viewing and Media Literacy 3.5 | |
|To read and understand an expository nonfiction |Reading 3.1.G.2 Identify genre by their distinctive elements. |Black Frontiers |
|selection |Reading 3.1.F.2 Infer specific word meanings in context of reading |Expository Nonfiction |
|To use context to determine or clarify word |passages. |Pages 698A-715P |
|meaning |Reading 3.1.G.7 Understand that theme refers to the central idea or | |
|To summarize the main points of a story and to |meaning of a selection and recognize themes, whether implied or stated | |
|restate the important information in the story in |directly. | |
|your own words |Writing 3.2.C.1 Use Standard English conventions in all writing, such as | |
|To use prepositional phrases correctly |sentence structure, grammar and usage, punctuation, capitalization, | |
|To use knowledge of word structure, origin, and |spelling and handwriting. | |
|relationships to determine pronunciation |Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, | |
|To use organizational features of reference |prefixes, and suffixes to decode new words. | |
|sources to locate information |Reading 3.1.H.1 Use library classification systems, print or electronic, | |
|To apply the writing process to use word choice in|to locate information. | |
|writing a friendly letter |Writing 3.2 | |
|* Daily Guided Reading Groups |Speaking 3.3 | |
| |Listening 3.4 | |
| |Viewing and Media Literacy 3.5 | |
Section IV:
Appendix
Getting Started in the K- 5 Classroom
At the beginning of the school year, teachers have the opportunity and the responsibility to establish important literacy routines with their students beginning on day one. Children learn language and learn about language when they read, write, talk, listen, think, and observe.
Before the children arrive:
✓ Organize the classroom and the materials in ways that foster independence and responsibility.
✓ Plan your classroom management routines and procedures.
✓ Establish a classroom library.
✓ Create the structure for a word wall.
✓ Hang an alphabet linking chart.
✓ Create a message board or chart where the children can look for a daily message from you. It may include clear instructions about how to start the day.
✓ Display a daily schedule announcement for your children to read together and independently.
✓ Place a Big Book on a Big Book easel so that your children can see what text will be read during shared reading.
✓ Create a book box for each child with his or her name written on it. This book box will hold each child’s daily independent reading books.
✓ Place some signs or messages in the room such as a welcome message, but wait until the children are with you to add other signs and labels.
✓ Establish a sign-in area for children to write or check off their names when they arrive.
On the first day of school:
✓ Introduce classroom routines and procedures to the students.
✓ Read to the children.
✓ Involve them in the shared reading of a poem and/or story.
✓ If possible, provide children with their own copies of the poem or the story so that they can read it independently and take it home to read.
✓ Provide time for reading books from the classroom library.
✓ Provide time for independent drawing and writing.
✓ Begin to observe children’s understandings about reading and writing and continue to do so during the next few weeks to inform your instruction.
During the first few weeks of school:
✓ Begin introducing learning stations gradually. It is strongly suggested that centers be opened one at a time.
✓ Use mostly whole group activities, but with the goal of more small group instruction.
✓ Continue to review classroom routines and procedures.
✓ Read aloud daily, rereading favorites and encouraging children to talk about the books.
✓ Involve the children in shared reading and writing experiences that build their confidence.
✓ Encourage independent reading and writing so that the children may experiment with language and so that you can directly teach them about concepts of print.
✓ Assess each child using -
In grades K to 3, the Observation Survey
In grades 4 and 5, Harcourt diagnostic and placement tests
In grades 4 and 5, if available, the Developmental Reading Assessment
Place this data in each student’s individual folder, where it will be readily accessible for your ongoing review. The purpose for gathering and then frequently referring to each child’s data will be to inform your instruction.
✓ Observe students’ writing to determine what they know and what they need to know.
✓ Begin Writing Workshop.
✓ As part of your school’s literacy team, prepare Reading or Writing Assessment Walls for ongoing data analysis.
A Balanced Literacy Approach
A balanced literacy approach consists of a comprehensive program in which students and teachers are engaged in the following practices and structures:
Read-Aloud K-5
Reading aloud is the single most influential factor in young children’s success. Reading aloud:
• Improves listening skills
• Builds vocabulary
• Aids reading comprehension
• Produces a positive impact on students’ attitudes toward reading
• Supports their acquisition of phonemic awareness
According to Jim Trelease’s Read-Aloud Handbook, (p.1), almost as big a mistake as not reading to children at all is stopping too soon. Until about eighth grade, children listen and comprehend on a higher level than they read on independently. Therefore, children can hear and understand stories that are more complicated and more interesting than anything they could read on their own. First-graders can enjoy books written on a fourth-grade level, and fifth-graders can enjoy books written on a seventh-grade reading level (p.4).
Some Suggestions for Reading Aloud to Children
(adapted from Carol Avery’s And With a Light Touch, pp.289-290)
1. Introduce the book with a few brief comments – tell something about the author or why you selected this book to read, even if it’s just “I’ve never read this book before and I’d like to know what you think of it."
2. Talk about the cover’s illustrations, if applicable, the title page, and the dedication page of some books, but definitely not every book every time you read aloud.
3. Use an expressive voice that picks up the tone of the story and the voices of the characters.
4. Use timing for emphasis. Pause for listeners to digest, contemplate and consider ideas.
5. Watch expressions on listeners’ faces and adjust the reading in response to the audience. Vary your approach with different readings. For example, sometimes read straight through without comment from either yourself or the listeners. Another time, pause and elicit a few responses through open-ended questions such as, “What do you think about that?” Sometimes, share your personal responses, taking care not to thwart the responses of listeners who may look to you as the authority.
6. Invite talk about the reading:
• To predict, then confirm or disprove the prediction as the book unfolds
• To make connections to other books
• To make connections to personal experiences
• To consider characters and what makes them tick
• To express likes and dislikes about the books
• To consider the author’s language and style; and to note elements of writer’s craft, such as a powerful lead or opening for a story; however, avoid addressing all these areas with every book
Ask questions to which you do not know the answer. Encourage divergent thinking. Accept all ideas expressed and demonstrate the value of everyone’s contribution; however, require that children reference the text in relationship to their responses. This kind of conversation around texts lays the foundation for being successful in answering open-ended questions.
Draw the listeners’ attention to words or well-turned phrases from the text that appeal to you and explain why you like them. Point out techniques with language or construction that the author uses. Generally, this is best done after the first reading of a book. Take your time. Enjoy the reading and the talk!
Shared Reading K-5
Shared Reading, as it occurs in the primary grades, is a technique modeled after the bedtime story (Holdaway, 1979). This is a time when the teacher models reading by repeatedly reading aloud a story to the class, often times in the form of a Big Book, to the class during the course of several days. Shared Reading is a step between reading to children and independent reading by children. Through Shared Reading, students gain independence by seeing how an experienced reader, such as the teacher, reads a particular book. Enjoyment of the book, strategies employed in reading the book, and ways of responding to the book are all modeled for the students.
At Shared Reading time, the children are sitting close to the teacher. Though the use of a Big Book with an easel is preferable with young children as it will insure that all students are able to see the book clearly each time the teacher reads it, Shared Reading can also take place with text that is on an overhead transparency; or enlarged texts such as poems, that the teacher has copied out on chart paper; or even with regular sized texts, provided the teacher and students each have individual copies. Often times the same text is read three to five times during a week. The teacher focuses on a different instructional emphasis during each re-reading.
1. Usually, during the initial reading, the teacher introduces the book and then reads the text straight through in an attempt to engage the children. The objective during the first reading is to motivate students through the book introduction, and then to extend their interest by having them hear the entire work without many interruptions.
2. During subsequent re-readings, the students increasingly participate in the reading. Students might chime in with the teacher, or act out parts of the story while it is being read. During these re-readings, the teacher may focus on teaching students how to:
• Sample/preview text
• Make predictions
• Check and confirm understanding
• Engage semantic, syntactic, and/or grapho-phonemic cueing systems
• Become aware of specific conventions of punctuation, spelling, book presentation, and layout
• Become aware of conventions of print
• Develop Phonemic Awareness through exposure to nursery rhymes, riddles, songs, and poems
In the intermediate grades, Shared Reading provides an opportunity to make difficult texts accessible to all students in a group or class. The emphasis is on supporting students as they interpret and analyze more challenging texts. Shared Reading selections need to be visible to all students and can include enlarged texts, such as posters and charts of rules, procedures, social studies or science terms, graphic organizers, directions for assignments at independent Literacy Stations (Centers); as well as text that has been prepared on an overhead transparency, such as a poem; or a grade appropriate Big Book, such as a biography, or one with science content. It is also possible to use individual copies of a text or passage.
As in the primary grades, the teacher initially reads the entire passage aloud, without interruption, sharing an appreciation of the text, and a positive attitude towards reading. When returning to the text, the teacher may point out text features, and model, through “think-alouds,” the comprehension and, to some degree, decoding strategies necessary to meet the challenges of a particular text. This is an opportunity for teachers to model the metacognitive processes that good readers engage in as they read noting headings and bold print, attending to illustrations /charts /photos /diagrams, making predictions, asking questions making text-to-text or text-to-self connections, etc.) In an immediate re-reading, students may be invited to participate through choral reading or echo reading. At this level, Shared Reading involves discussion of the text allowing for a high degree of teacher/student and student/student interaction where opinions, ideas, and interpretations are shared and exchanged.
The rationale for a Shared Reading session with older, fluent or nearly fluent readers will be very different from its purpose with younger children who are still developing basic reading strategies. For children in the intermediate grades, the purpose will be specific and finely focused, with the teacher selecting a text that provides opportunities to model the discrete skill or strategy being taught; or the session may be concerned with providing instruction in a particular content area where the teacher needs to convey an explanation or information to a large group of students with different reading abilities. Another purpose may be to focus on a text that the teacher wants to share with the class as a whole, for example, a poem, or a passage with a specific theme or message. Used in this way, Shared Reading can provide a means of developing a “community of readers” in the classroom, with the common experience of the text as a basis for ongoing discussion or debate.
At the intermediate level, where the demands of content area texts seem to assume that all students are now reading to learn (as opposed to learning to read in the primary grades), Shared Reading is an ideal way of providing support for less able readers to overcome the difficulties of nonfiction texts. Shared Reading can be used across the curriculum. By removing the “interference” of different reading abilities, Shared Reading allows understanding and interpretation of the content to become the most important focus of the reading.
Word Study K-2
Children learn about how letters and words work by reading and writing, but focused attention on word study can help them This focused attention can occur in Guided Reading lessons when the teacher provides a brief (one to two minutes), but explicit demonstration of how words work. Using a chalkboard, dry-erase board, or a Magnadoodle, students can be shown how to recognize letter patterns and word parts, and use known words (analogies or exemplars) to get to unknown words; they can also actively use magnetic letters to manipulate words. Additional ways to facilitate word study include:
• Student-Generated Word Lists – Children compile their own lists of frequently used words. These lists are kept inside the front cover of their notebooks and/or writing folders.
• Word Wall – This is a collection of words that is organized by alphabet letter and placed on display in a classroom. These words are either high frequency words or are “exemplars” for word solving. Exemplars are words that contain key word features or patterns that the children can use to form other words. It is important for students to use words that they know, as analogies, to help them read and write words that they do not know. Word Walls should not be assembled as “finished products” in September; but rather, words should be selected based on the needs of the students and added incrementally to a classroom wall or bulletin board throughout a school year. The teacher, with student input, selects four to five new words per week and places them on the wall. Teachers can use the Word Wall as a teaching tool to have students find rhyming words, find specific words, notice onset and rime patterns, review word endings and prefixes, etc. The words selected (high frequency words, with perhaps a few carefully chosen exemplars) should represent those the students will need to know in their reading and use in their writing; therefore, it is vital that the entire Word Wall be visible to students so that it can be utilized.
• Making Words – Designed by Patricia Cunningham, Making Words is a fifteen-minute, active, hands-on activity that engages youngsters in making words and sorting them by recognizing a variety of patterns. This multilevel developmental activity can be done with a whole class, a small group, or individually. The Cunningham model entails giving each child a group of letters (for example: e,e,n,p,r,s,t) and then guiding them with a very specific set of directions (for example: “Take the letters: e, p, and n and make the word pen. Now change one letter and make the word pet.”) The teacher leads the students through a list of pre-determined words, culminating, in this example, with the word present. Children can then be directed in a sorting activity, such as: “Sort for all the words that start with p; sort for all the words that end with ent.” This activity helps students to develop understanding of the alphabetic principle, to learn letter-sound correspondence, to learn spelling patterns, and how to use spelling patterns when writing and reading. Children can also make groups of words independently with many different kinds of letters – magnetic letters, tile letters, foam letters, or teacher-made letters on squares made from card stock paper, at a Making Words Center in the classroom.
• ABC Center – This Center will have specific tasks for children to perform; tasks that will lead them to explore the features of letters and to make and sort words. Students can work with magnetic letters, read and/or make their own alphabet books, and individual letter books.
Word Study 3-5
In the intermediate grades, students compile personal spelling lists in their writing notebooks. The teacher and children may post a “No Excuses” Word Wall for children to refer to, containing commonly misspelled words at this level. Mini-lessons can involve word sorts, word games and word histories. For those students who are still having significant problems understanding how words work (not recognizing spelling patterns in their writing and/or having difficulty solving words rapidly and easily while reading continuous text), it is advisable to include word work, for one to two minutes, at the end of each Guided Reading lesson. During word work, the teacher quickly writes a few examples of words with common parts or patterns on a chalkboard, chart or dry-erase board. Magnetic letters or magnetic strips with word parts can also be used. This brief amount of time in which students pay close attention to the structure of words can help children become more aware of letter patterns and word parts. Making Words (including longer words), as described on p. 184, may also still prove to be a valuable small group, partner, or individual activity.
Guided Reading K-5
During Guided Reading, the teacher works with small groups of children who use similar reading processes and are able to read similar levels of text with support. The goal in Guided Reading is to help students use independent reading strategies successfully. In the primary grades teachers can use the information gained from assessing their class with the DRA (Developmental Reading Assessment) kit in the fall to find each child’s instructional level (a score of 90-94% on a running record, along with a successful retelling), group students accordingly, and match each group with a book on their instructional level. These small groups of 4 to 6 students are flexible and change with the developing needs of students as they progress along the continuum of text levels at differing rates. Groups will form and re-form in a dynamic process during the school year as a result of ongoing teacher observations and assessments, which include reading conferences and the analyses of periodic informal running records. In the spring, children can once again be assessed with the DRA. This information will inform the instruction of next year’s teacher.
Guided Reading provides children with a heightened learning experience by allowing teachers to work with their students at what Vygotsky called their “zone of proximal development.” This very specific “point of need” learning occurs when a learner can be successful with the help of an expert other. Teachers can create this learning zone for their students when they carefully select and introduce an appropriate instructional level text, support and interact briefly with students during reading, and teach with clarity after reading. In the Vygotskyian sense, Guided Reading makes it possible to teach at the “cutting edge” of students’ understanding. A teacher’s support is minimal, enabling students to use problem-solving strategies to make meaning as they read a new text. In the primary grades the increments in text levels are quite discrete and reflect students’ growth as they become active strategic readers who are able to cross-check and orchestrate their use of a cueing system (meaning [sense of story and checking illustrations], structure [syntax], and visual [grapho-phonemic]), to problem-solve “on the run,” understanding that reading is about making meaning.
In the intermediate grades the goal is still on supporting students’ progress in acquiring strategies, but now the lens widens to include a focus on “reading to learn.” The text gradient is broader; there are fewer discrete text levels. Within levels there is a wide variety of text genre. Publishers are making available a wealth of non-fiction titles to help students acquire the very specific skills necessary to comprehend content area text. At this level teachers can examine several kinds of assessment tasks when grouping students and matching books to their reading ability. Indeed, it is preferable to rely on more than one source of assessment information. Among the measures that can inform teachers are: taking a running record (or using some other coding system which allows you to analyze miscues) while listening to a student read one hundred to two hundred words of a text, in order to get a picture of a child’s accuracy, fluency, error behavior and problem-solving actions; looking at the structures that a student can control in his/her independent writing; examining students’ own book lists and their response journals to note their comprehension of books read independently; using a set of benchmark readings (short pieces representative of levels of text difficulty); administering a cloze test; observing students’ “think-alouds” while reading; administering an informal reading inventory; and collecting data on a reading behavior/attitude/interest checklist. The goal will be to match students with books that are within their control (90% – 94% accuracy with a satisfactory retelling) but offer a moderate amount of challenge. Groups will be composed of students who demonstrate similar learning needs and process text at about the same level; however, at times, you may group students of mixed abilities who share a common interest or a common learning need, such as how to read charts and tables in informational texts. It is important to remember that Guided Reading groups are temporary, an important difference from traditional grouping practice. Guided Reading groups are flexible and dynamic; groups form and re-form throughout the course of the school year to meet students’ changing needs. This process is informed by the teacher’s ongoing observation and assessment.
Independent Reading K-5
Learning how to read independently and choosing to read independently are two behaviors essential for all children. Leslie Mandel Morrow (1991) reports that the amount of time that children engage in independent reading is consistently related to their growth as readers. Indeed, many of us have heard the expression, “Children learn to read by reading.” Students need the time and opportunity to practice strategies in “easy” texts. It is in these independent (95%–100% accuracy with a successful retelling) level texts that students acquire the behaviors of fluent readers. In primary classrooms students need time every day to re-read familiar texts which they have previously experienced in the context of Guided or Shared Reading sessions. Some teachers place a shoebox of “easy” leveled books on every child’s desk or in her/his cubby or other designated space. The texts chosen for these “browsing boxes” should match each individual student’s Independent Reading level and be updated periodically. Children also need the opportunity every day to peruse classroom libraries, often choosing a book that their teacher has already read aloud, to now read alone or with a partner. In print-rich classrooms (filled with the products of Modeled, Shared and Interactive Writing, as well as labels and a Word Wall) children can also “Read the Room.”
Students in the intermediate grades can have the option to read a variety of texts from their classroom libraries, including picture books, non-fiction texts in their area of interest, and chapter books; or magazines and newspapers, if available. When appropriate, this time can also be used to take notes or otherwise respond to small group-selected texts in their reading response notebook in preparation for Literature Circle/Book Club meetings. One of the purposes of Independent Reading Time is to establish the lifelong habit of reading for pleasure; therefore, it is not a time to read teacher-assigned texts and respond in a workbook or with a worksheet. Teachers need to establish quiet areas in the classroom for reading with an attractive classroom library space. It is also important to establish and maintain a routine for uninterrupted independent reading during every school day. Providing children with extended periods of time for sustained silent reading each day will build the stamina necessary for students to succeed with the longer passages they will be expected to read on the NJASK3, NJASK4, and later, on the GEPA and HSPA.
Modeled Writing K-5
In order for students to become proficient writers, they need to see teachers construct texts in front of them. Through teacher demonstrations students learn how to create a specific genre of text. Simply assigning students a writing task does not provide students with the necessary scaffolds to be successful. Instead, teachers need to explicitly show students how to go about creating the assigned text. During a modeled writing lesson, students must be able to actually see and hear their teacher writing. It is vital that students not just be shown a finished product, but rather that they are allowed to “eavesdrop” as their teacher thinks aloud. “Listening in” and watching as an expert models out loud his or her writing strategies such as, revising while writing, provides students with the opportunity to witness authentic writing behaviors. As Donald Graves tells us, “Good teaching involves good showing.” Modeling a variety of genres allows us to show children how we compose, as well as how we connect the events of our lives with the written word. When teachers write in front of their students, the children absorb steps in the writing process that ordinarily take years for them to understand. They also learn from their teacher’s example, that writing has real purpose in our lives.
CLI’s Message Time Plus is one form of Modeled Writing.
Shared Writing K-5
In Shared Writing the teacher and the students work together to compose text. Shared Writing can cover a wide variety of topics and genres. The message, text, or story is usually related to some individual or group experience; it can also be the outgrowth of a science experiment or social studies lesson; or perhaps, a letter (invitation or thank-you); or a class might decide to write an innovation of a favorite story. The teacher elicits conversation around the text to be written and then models and demonstrates the process of putting children’s ideas into written language. The children talk and the teacher acts as scribe, remaining responsible for the final negotiation of the piece, to insure that the finished product will be a model of correctness. Thus, the texts are much richer than children could write by themselves and are good material for children to read when displayed in the class (“Read the Room”) or hallway. As in Modeled Writing, the teacher continues to provide a full measure of support.
Interactive Writing K-2
Interactive Writing supports young children’s active literacy processes, including the development of Phonemic Awareness and phonics skills. Andrea McCarrier and Gay Su Pinnell write that during interactive writing, the teacher and the children engage together in:
• Negotiating the writing of a text
• Constructing words through sound analysis
• Using conventions of print
• Reading and rereading texts
• Searching, checking, and confirming while reading and writing.
During Interactive Writing the teacher and the students “share the pen,” as they plan and work together to write a variety of text genre, which may include: a daily message, pre-writing brainstorming, a recipe, a letter, science center observations, a poem, simple directions, or the retelling or innovation of a Shared Reading text. The teacher shares the pen with the children allowing them to write a letter, part of a word, a whole word, a punctuation mark, a phrase or even, at times, a short sentence. The teacher fills in what the students are not yet able to write. In this way, the teacher and the students work in collaboration to construct a written text, constantly shifting the responsibility for actually writing between the teacher and the students.
In second grade, the focus of Interactive Writing changes. Students can now be shown how to summarize events, state conclusions, make comparisons, take notes, make outlines, provide supporting details for arguments, or construct and fill in a chart or graph. Children can also be taught to use a greater variety of punctuation marks, such as: colons, semi-colons, dashes, quotation marks, ellipsis, and parentheses. At this time Interactive Writing may begin to look a bit more like Shared or Modeled Writing initially, in that the teacher often writes out most of the text, and now focuses only on new or “cutting edge” learning as the opportunity for children to “share the pen.” Work can continue in small groups with those second graders who are still having difficulty noticing aspects of text as they read and are having problems constructing their own texts; they may need more explicit teaching and the elements of this instruction will be characteristic of first grade Interactive Writing. Interactive Writing helps students to approximate writing through teacher demonstration, and “scaffolded” instruction, designed especially to help those students who come to school with “few opportunities to interact with and notice the details of print” (Pinnell, 1994).
Guided Writing K-5
In Guided Writing the teacher, as a result of observations, pulls together a small temporary group of students and teaches the craft, strategies, or skills those children need at that time; for example, paragraphing. The areas you focus on in Guided Writing are exactly the same as those you would cover in an individual writing conference with a child, except that now you are working with a small group. (See Writing Workshop.)
Independent Writing K-5
Students need time for Independent Writing every day. This writing may include entries in personal journals, letters, or projects that children are working on, such as: writing story innovations, composing narratives to accompany their own drawings, writing a memoir, or exploring expository writing, including content area inquiries. It is vital that students become aware of their own “writing territories” (areas of interest) and learn to generate their own writing topics, as do real authors. To that end, the practice of keeping a Writer’s Notebook is invaluable. Students can use a Writer’s Notebook to observe and record thoughts about their world; gather and explore ideas and information; collect powerful words, phrases, and snippets of dialogue; and reread prior entries in order to select and expand topics which can be developed into writing projects.
Writing Workshop K-5
Writing Workshop is a structure that supports developing student writers. It offers children a daily predictable extended block of time to do what real writers do – write. There are three basic elements that characterize the format of Writing Workshop: a mini-lesson, conferences with students as they write, and a sharing at the end of the session. This structure provides children with an interrelated combination of writing experiences that occur during the writing portion of the language arts/literacy block. In addition to Independent Writing, Writing Workshop can encompass configurations of Modeled Writing, Interactive Writing, Shared Writing, small group Guided Writing, individual writing conferences, peer conferences and group sharing. Brief mini-lessons are a powerful way to provide explicit (show, don’t tell) instruction on writing conventions, writer’s craft, and workshop management issues, as students, immersed in a community of writers, engage in the writing process.
|Registered Holistic Scoring Method for K-2 Students |
|Criteria/Score |1 |2 |3 |4 |5 |6 |
|LANGUAGE LEVEL |Alphabetical |Word |Word Group |Sentence (Any Simple |Punctuated Story (Of 2 Or |Paragraphed Story (Extended|
| |(Letters Only) |(Any Recognizable Word) |(Any Two Word Phrase) |Sentence) |More Sentences, with |Elaboration) |
| | | | | |beginning, middle, and | |
| | | | | |end.) | |
|MESSAGE QUALITY |Has a Concept of Signs |Has a Concept that a |Creates A Written Text And |Uses Repetitive Independent|Attempts To Record Own |Conveys His/Her Own Ideas |
| |(Uses, Pictures, Symbols, |Message Is Conveyed (i.e. |Knows More Or Less What The|Sentence Patterns Like: |Ideas, Often Independently,|To Produce A Successfully |
| |Letters, Invents Letters. |Child Tells You a Message |Message Says. |“Here Is A …” |In Standard Written |Sustained Composition That |
| |Makes Punctuation Marks.) |But What Is Written Is Not | | |Language. |May Be Read Independently |
| | |That Message). | | | |By An Audience |
|DIRECTIONAL PRINCIPLES|No Evidence Of Directional |Part Of Directional Pattern|Uses Correct Pattern, but |Correct Directional |Correct Directional Pattern|Text Without Any |
| |Pattern |Is Known. Either: Starts |Includes Reversal Of The |Pattern. |and Spaces Between Words. |Difficulties Of Arrangement|
| | |Top-Left, Or Moves Left To |Directional Pattern (Right | | |and Spacing. |
| | |Right, Or Returns Down Left|To Left and/or Return Down | | | |
| | | |Right). A Sample With One | | | |
| | | |Lapse Should Be Rated At | | | |
| | | |This Level. | | | |
|SPELLING & USAGE |Scribble. |Consonant Spelling/Usage. |Consonant Spelling. |Invented Spelling/Usage |Invented/Standard |Invented/Standard |
| |A Word, A Sentence, A |Initial Consonants Are Used|Initial & Final Consonants |Consonant Spelling and |Spelling/Usage. |Spelling/Usage. Transfers |
| |Story. Random Letters. No|Only To Represent Whole |Used. Letter Names |Vowels. Long Vowels Are |Self-Corrections. |From Invented Spellings To |
| |Sound Relationships. |Words. Conditional Usage. |Represent Sound. |Spelled More Accurately |Conventional Usage. |More Standard Spellings. |
| |Isolated Correctly Spelled | |Additional Consonants For |Than Short Vowels. | |Uses Correct Spelling & |
| |Word(s). | |Additional Syllables; |Combination Of Scribbles, | |Conventional Usage. |
| | | |Combination of Scribbles & |Invented and Correct | | |
| | | |Letters; Partial |Spellings | | |
| | | |Conventional Usage. |Conventional Usage. | | |
|PROCEDURAL WRITING RUBRIC For Primary and Intermediate Grades |
| |1 |2 |3 |4 |5 |
|CONTENT |Loosely organized focus forcing the|Partially focused, but so |Clear and contextualized but often |Clear, developed, and |Clearly developed, and enhanced |
| |reader to make inferences in an |underdeveloped that the reader must|lacks significant development. A |contextualized. |detail. |
| |attempt to compose meaning. |fill in information in order to |title is used. A context |Topic is introduced. Context is |Details work together. The whole |
| | |make sense. |establishes a purpose for the |provided. |piece has a strong sense of |
| |Main topic is unclear to the |Main topic is identifiable, but not|writing. Details are appropriate |Details are specific and |purpose. The amount of detail is |
| |reader. |always in focus. |but can be uneven. Pictures used to|appropriate. Use of diagrams, |just right. Use of diagrams, |
| | |There are details missing that |illustrate steps in procedure. |charts, or illustrations are |charts, or illustrations help the |
| | |require the reader to fill in | |appropriate. |reader to extend meaning. Has a |
| | |information. | | |ring of authenticity. |
|ORGANIZATION |No recognizable organizational |Ideas, steps, and details are |Clear sense of the procedure. |The organizational structure aids |The order of the piece guides the |
| |structure. |loosely strung together. |Topic is introduced through the use|the reader in moving through the |reader purposefully through the |
| |The writing does not move |No real lead sets up what is to |of a title; conclusion may be |text. Introduction and conclusion |text. Main ideas stand out clearly |
| |purposefully toward any main idea. |follow. No conclusion is present. |present or implied. |are functional. Ideas are |and are arranged in paragraphs. An|
| | |Missing or unclear transitions |Transitions are present but are too|sequenced and paragraphed. |inviting lead draws the reader in; |
| | |force the reader to make giant |obvious. |Transitions are present but |a satisfying conclusion ties up |
| | |leaps. | |sometimes are a little too obvious.|loose ends. Transitions are |
| | | | | |effective and natural. |
|VOCABULARY & WORD |Language choice limits the meaning |Language choice is limited by a |Language choice gets the job done. |Language choice is purposeful and |Precise, vivid language is used |
|CHOICE |the reader can make. |restricted vocabulary. |Words are used from the writer’s |controlled. |throughout. |
| |Words are used incorrectly and/or |Word choice is limited, yet when |speaking vocabulary, including |Word choice reveals that the writer| |
| |are difficult to decipher. |prompted the writer can provide a |words learned from reading and |has a large enough vocabulary to |Word choice is marked by original |
| | |more precise word. |discussion. |exercise options in word choice. |phrasing and lively verbs that lend|
| | | | | |to the writing. |
|STYLE, SYNTAX, & |Significant syntax errors. |An interpretative oral reading of |Some grammatical errors. Simple and|Mostly grammatical and fairly easy |An easy flow and rhythm. |
|CONVERSATIONS |The reader cannot make sense of the|the text requires practice. |compound sentences. Ideas may be |to read. |There is sentence variety in both |
| |text and must pause often in an |Short, choppy sentences. |hooked together by numerous |Simple, compound, and complex |structure and length. |
| |attempt to do so. |Repetitive sentence pattern or |connectives (and, but). |sentences are present. Capital |Fragments, if used, add style. |
| |There is a lack of control with |over-reliance on a sentence stem is|Capital letters and punctuation |letters and punctuation mostly |Punctuation and capitalization are|
| |regard to capitalization and |often present. |marks are used. Uses common |correct. There is approximate use |used correctly |
| |punctuation. |Capital letters begin sentences and|contractions. |of quotation marks and commas. Uses|There is the approximate use of the|
| | |periods are found at the end of | |contractions almost always |semi-colon and the colon. |
| | |some sentences. | |correctly. |Uses contractions correctly. |
|SPELLING |Limited text makes is difficult to |Spells some sight words correctly |Spells correctly common sight words|Correctly spells sight words and |Spells words correctly and |
| |assess. |and spells c-v-c words correctly. |& the following spelling patterns: |the following spelling patterns: |approximates spelling of words with|
| | |Invented spelling. |c-v-c, c-v-c silent e, one syllable|c-v-c, c-v-c silent e, one syllable|inflectional endings |
| | | |word with blend. Uses invented |word with blend consonant doubling,|(-tion,-ment,-ly). Invented |
| | | |spelling for more challenging |dropping e, & changing y to i. |spelling. |
| | | |words. |Invented spelling. | |
NEW JERSEY REGISTERED HOLISTIC RUBRIC
(MODIFIED FOR NJASK)
|In scoring, consider the |Inadequate |Limited |Partial |Adequate Command |Strong Command |
|grid of written |Command |Command |Command | | |
|language | | | | | |
|Score |1 |2 |3 |4 |5 |
|Content |May lack opening and/or closing |May lack opening and/or closing |May lack opening and/or closing |Generally has opening and/or |Opening and Closing |
|and | | | |closing | |
|Organization | | | | | |
| |Minimal response to topic; |Attempts to focus |Usually has single focus |Single focus |Single focus |
| |uncertain focus |May drift or shift focus | | |Sense of unity and coherence |
| | | | | |Key ideas developed |
| |No planning evident: disorganized|Attempts organization |Some lapses or flaws in |Ideas loosely connected |Logical progression of ideas |
| | |Few, if any, transitions between |organization |Transitions evident |Moderately fluent |
| | |ideas |May lack some transitions between| |Attempts compositional risks |
| | | |ideas | | |
| |Details random, inappropriate, or|Details lack elaboration, i.e., |Repetitious details |Uneven development of details |Details appropriate and varied |
| |barely apparent |highlight paper |Several unelaborated details | | |
|Usage |No apparent control |Numerous errors |Errors/patterns of errors may be |Some errors that do not interfere|Few errors |
| |Severe/numerous errors | |evident |with meaning | |
|Sentence |Assortment of incomplete and/or |Excessive monotony/same structure|Little variety in syntax |Some variety |Variety in syntax appropriate and|
|Construction |incorrect sentences |Numerous errors |Some errors |Generally correct |effective |
| | | | | |Few errors |
|Mechanics |Errors so severe they detract |Numerous serious errors |Patterns of errors evident |No consistent pattern of errors |Few errors |
| |from meaning | | |Some errors that do not interfere| |
| | | | |with meaning | |
NJASK OPEN-ENDED SCORING RUBRIC
For Reading, Listening, and Viewing
|Points |Criteria |
| |RESPONSES MUST BE TEXT BASED. |
|4 |A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides a clear and focused explanation/opinion that |
| |links to or extends aspects of the text. |
|3 |A 3-point response demonstrates an understanding of the task, addresses all requirements, and provides some explanation/opinion using situations or ideas |
| |from the text as support. |
|2 |A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited |
| |success in an inconsistent or flawed explanation. |
|1 |A 1-point response demonstrates minimal understanding of the task, does not address part of the requirements, and provides only a vague reference to or no|
| |use of the text. |
|0 |A 0-point response is irrelevant or off-topic |
NEW JERSEY REGISTERED HOLISTIC RUBRIC
|In scoring, |Inadequate |Limited |Partial |Adequate Command |Strong Command |Superior Command |
|consider the grid|Command |Command |Command | | | |
|of written | | | | | | |
|language | | | | | | |
|Score |1 |2 |3 |4 |5 |6 |
|Content |May lack opening and/or |May lack opening and/or |May lack opening and/or |May lack opening and/or |Generally has opening and |Has opening and closing |
|and |closing |closing |closing |closing |closing | |
|Organization | | | | | | |
| |Minimal response to topic; |Attempts to focus |Usually has single focus |Single focus |Single focus |Single, distinct focus |
| |uncertain focus |May drift or shift focus | | |Sense of unity and |Unified and coherent |
| | | | | |coherence |Well-developed |
| | | | | |Key ideas developed | |
| |No planning evident: |Attempts organization |Some lapses or flaws in |Ideas loosely connected |Logical progression of |Logical progression of |
| |disorganized |Few, if any, transitions |organization |Transitions evident |ideas |ideas |
| | |between ideas |May lack some transitions | |Moderately fluent |Fluent, cohesive |
| | | |between ideas | |Attempts compositional |Compositional risks |
| | | | | |risks |successful |
| |Details random, |Details lack elaboration, |Repetitious details |Uneven development of |Details appropriate and |Details effective, vivid, |
| |inappropriate, or barely |i.e., highlight paper |Several unelaborated |details |varied |explicit, and/or pertinent |
| |apparent | |details | | | |
|Usage |No apparent control |Numerous errors |Errors/patterns of errors |Some errors that do not |Few errors |Very few, if any, errors |
| |Severe/numerous errors | |may be evident |interfere with meaning | | |
|Sentence |Assortment of incomplete |Excessive monotony/same |Little variety in syntax |Some errors that do not |Few errors |Very few, if any, errors |
|Construction |and/or incorrect sentences |structure |Some errors |interfere with meaning | | |
| | |Numerous errors | | | | |
|Mechanics |Errors so severe they |Numerous serious errors |Patterns of errors evident |No consistent pattern of |Few errors |Very few, if any, errors |
| |detract from meaning | | |errors | | |
| | | | |Some errors that do not | | |
| | | | |interfere with meaning | | |
|Content/Organization |Usage |Sentence |Mechanics |
| | |Construction | |
|Communicates intended |Tense formation. |Variety of |Skills intact in: |
|message to intended |Subject-verb agreement.|formations. |Spelling |
|audience. |Pronouns usage/ |Correct |Capitalization |
|Relates to topic. |agreement. |construction. |Punctuation |
|Opening and closing. |Word choice/meaning. | | |
|Focused. |Proper modifiers. | | |
|Logical progression of | | | |
|ideas. | | | |
|Transitions. | | | |
|Appropriate details and | | | |
|information. | | | |
|Non Scorable |FR-Fragment |Student wrote too little to allow a reliable judgement|
|Responses | |of his/her writing |
| | | |
|SCORE 0 | | |
| |OT- Off |Student did not write on the assigned topic/task, or |
| |Topic/Off Task |the student attempted to copy the prompt. |
| |NE-Not English |Student wrote in a language other than English |
| |NR-No Response |Student refused to write on the topic, or the writing |
| | |task folder was blank. |
Although scoring of student writing is to be done using the appropriate rubrics, the Six Plus One Traits rubrics serve as aids in teaching the craft of writing. They can be used to inform instruction, as well as to let students know what good writing is.
6+1 Traits of Writing
The Northwest Regional Educational Laboratory 6+1 Traits of Writing had its origin during the early 1980’s in the discussions of classroom teachers who wanted to design a rubric that they could teach from. Teachers examined in great detail what student writing performance looked like at different stages of competence and by writers at different ages. They wanted a better way to get accurate, reliable, and useful information that would inform their instruction. These educators, from several states, engaged in the process of reading a great many sample student papers, sorting them, and then began to examine what the specifics of the papers were that caused them to be separated into different groups. Lists were compiled, descriptors of quality were created, and common characteristics, or “TRAITS,” emerged. From this work by classroom teachers, the qualities that all “good” writing shares, no matter what the age of the writer, were identified.
The 6+1 TRAIT model for assessing and teaching writing is made up of 6+1 key qualities that define strong writing. These are: Ideas, the heart of the message; Organization, the internal structure of the piece; Voice, the personal tone and flavor of the author’s message; Word Choice, the vocabulary a writer uses to convey meaning; Sentence Fluency, the rhythm and flow of the language; Conventions, the mechanical correctness; and Presentation, how the writing actually looks on the page.
Ideas
Ideas are the heart of the message, the content of the piece, and the main theme, together with all the details that enrich and develop that theme. When the ideas are strong, the message is clear, or the storyline is easy to follow. Things make sense. The secret all lies in the details: strong writing always includes details that are clear, interesting, and less than obvious.
How This Looks at the Primary Level
At the primary level, we need to look for details in children's artwork, and listen for important details in the stories they tell long before they begin to create extended text. Initially, encourage students to be gatherers and collectors of information, as well as observers of life, to look carefully at the world around them, and to share what they see orally, through their pictures and through their text. Later, as they write more, look for focus, meaning, a clear message or story, strong details, and direct statements such as, “I like horses." When you see things emerge, help children see the power of their own writing, too!
✓ How This Looks at the Intermediate Level
The paper is clear and focused. It holds the reader’s attention. Relevant
anecdotes and details enrich the central theme. The writer seems to be writing from knowledge or experience; the ideas are fresh and original. The reader’s questions are anticipated and answered. Insight - an understanding of life and knack for picking out what is significant - is an indicator of high level performance, though not required.
Organization
Organization is the internal structure of writing - like the framework of a building or the skeleton of an animal. It holds things together, and gives the whole piece form and shape. Good organization helps a reader understand a writer’s message or follow a story with ease. A writer with strong organization stays focused on one key idea or one main plot. The writer also fills the text with little clues that tie the ideas together, and builds bridges (transitions) from one idea or event to the next. When the organization is strong, the beginning builds a sense of anticipation in the reader: the ending wraps things up in a satisfying way.
✓ How This Looks at the Primary Level
At the primary level, think balance and harmony. Early signs of organization include filling the page with text or pictures in a balanced way (the writer literally “organizes” text, picture, and white space), and creating labels, titles, or other text that harmonize with a picture. Gradually, primary writers also develop a sense of sequencing, which may begin with chronological order (for storytelling), then grouping (putting like bits together in informational writing).
✓ How This Looks at the Intermediate Level
The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions clearly show how ideas connect. Details seem to fit where they’re placed; sequencing is logical and effective. Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.
Voice
Voice is the writer coming through the writing. It is the soul of the writing, the magic, the wit, the feeling, the life, and breath. It is unique to each writer. When a writer is (1) engaged personally with the topic, and (2) aware of communicating with an audience, he/she imparts a personal flavor to the piece that is unmistakably his or hers.
✓ How This Looks at the Primary Level
Individuality! Sparkle! Love of writing, drawing, life itself. Exuberance. Humor. Playfulness. Emotion on the faces of the characters. The extraordinary. These are the signs of voice. At the primary level, voice is first noticeable in speaking, oral storytelling, and art.
✓ How This Looks at the Intermediate Level
The writer speaks directly to the reader in a way that is individual, compelling and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. The tone adds interest to the message and is appropriate for the purpose and audience. The reader feels a strong interaction with the writer, sensing the person behind the words. The writer takes a risk by revealing who he or she is consistently throughout the piece. Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this information and why he or she should care about it. Narrative writing is honest, personal and engaging and makes you think about, and react to, the author’s ideas and point of view.
Word Choice
Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In good descriptive writing, strong word choice paints pictures in the reader’s mind. In informational writing, strong word choice clarifies, expands, or explains ideas. In persuasive writing, strong word choice compels the reader to see things more clearly or, sometimes, to agree with the writer.
How This Looks at the Primary Level
Primary writers/artists may express strong word choice in their oral storytelling or other sharing long before they write many words at all. As they begin to write words, look first for the understanding that letters form words, and that written words communicate a specific meaning. Later, look both for correct word use and for originality, including a willingness to experiment - to try new words recently heard, or even to invent words.
✓ How This Looks at the Intermediate Level
Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. They are specific and accurate; it is easy to understand just what the writer means. Words and phrases create pictures and linger in your mind. The language is natural and never overdone; both words and phrases are individual and effective. Striking words and phrases often catch the reader’s eye – and linger in the reader’s mind. Lively verbs energize the writing. Precise nouns and modifiers add depth and specificity. Precision is obvious.
Sentence Fluency
Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward patterns that slow a reader down, and cause the reader to stumble or reread. Sentences vary in both length and style, and are so well crafted that reading aloud is a pleasure.
✓ How This Looks at the Primary Level
Listen for rhythm and cadence in oral language, and notice how the writer attends, as a listener, to rhythm in the language you share orally. What students hear they will begin to write. They will learn fluency as listeners first, then gradually reflect what they hear in the beat of their own text. Always look at sentence beginnings. When you see differences, let the writer know you noticed.
✓ How This Looks at the Intermediate Level
The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. Sentences are constructed in a way that underscores and enhances the meaning. They vary in length as well as structure. Fragments, if used, add style. Dialogue, if present, sounds natural. Purposeful and varied sentence beginnings add variety and energy. The use of creative and appropriate connectives between sentences and thoughts shows how each relates to, and builds upon, the one before it. The writer has thought about the sound of the words as well as the meaning.
Conventions
Conventions are textual traditions. They have grown out of a need for some conformity to make text easier to follow. Anything a professional proofreader would deal with in getting text ready for publication falls under this heading: spelling, punctuation, grammar and usage, paragraphing, and capitalization. Neatness, while important, is not considered part of the six-trait model.
✓ How This Looks at the Primary Level
Primary students are natural borrowers, and their knowledge of conventions shows up first in their borrowing. Teachers should notice and acknowledge these beginning conventions uses to give your primary writers a legitimate sense of their true accomplishment.
Discovery of periods or quotation marks (or any mark of punctuation) is cause for celebration—regardless of whether those marks are correctly placed yet. Exploration is a vital stepping-stone on the path to correctness. Similarly, students must first associate sounds (consonant sounds, then vowels) with letters and play with letter strings to form words before moving to pre-phonetic, phonetic, and close-to-correct or sometimes correct spelling. Readable spelling is a fine goal at the primary level. Conventionally correct spelling is a lifelong goal that virtually no one (including professional editors) masters totally without the support of helpful resources (dictionaries and spell checkers).
✓ How This Looks at the Intermediate Level
The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touch-ups would get this piece ready to publish. Spelling is generally correct, even on more difficult words. The punctuation is accurate, even creative, and guides the reader through the text. A thorough understanding and consistent application of capitalization skills are present. Grammar and usage are correct and contribute to clarity and style. Paragraphing tends to be sound and reinforces the organizational structure. The writer may manipulate conventions for stylistic effect - and it works!
Bibliography
Anderson, C. 2000. How’s It Going? Portsmouth, NH: Heinemann
Atwell, N. 1998. In the Middle, 2nd Edition. Portsmouth, NH: Heinemann.
Avery, C. 1993. And With a Light Touch. Portsmouth, NH: Heinemann.
Bear, D.R., Invernizzi, M., Templeton, , S. and Johnston, F. 1996. Words Their Way. Upper Saddle River, NJ: Prentice-Hall.
Calkins, L. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Calkins, L. 1991 Living Between the Lines. Portsmouth, NH: Heinemann.
Cunninghan, P.M. and Hall, D.P. 1994. Making Words. Parsippany, NJ: Good Apple.
Daniels, Harvey A. 2002. Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd Edition. York, ME: Stenhouse Publishers.
Dorn, L.J,. French, Cathy. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. Portland, Maine: Stenhouse Publishers.
Dorn, L.J. and Soffos, C. 2001. Shaping Literate Minds: Developing Self-Regulated Learners. Portland, ME: Stenhouse Publishers.
Dorn, L.J. and Soffos, C. 2001. Scaffolding Young Writers: A Writers’ Workshop Approach. Portland, ME: Stenhouse Publishers.
Feldgus, E.G. and Cardonick, I. 1999. Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshop. Bothell, WA: The Wright Group
Fisher, B. 1995. Thinking and Learning Together: Curriculum and Community in a Primary Classroom. Portsmouth, NH: Heinemann.
Fletcher, R. and Portalupi, J. 1998. Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse Publishers.
Fletcher, R. 1996. A Writer’s Notebook: Unlocking the Writer Within You. New York, NY: Avon Books.
Fletcher, R. 1993. What A Writer Needs. Portsmouth, NH: Heinemann.
Fletcher, R. and Portalupi, J. 2001. Writing Workshop: The Essential Guide. Portsmouth NH: Heinemann.
Fountas, I. C. and G.S. Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann.
Fountas, I.C. and Pinnell, G.S.. 2001. Guiding Readers and Writers: Grades 3-6. Portsmouth, NH: Heinemann
Fountas, I.C. and Pinnell, G.S.. 1999. Matching Books to Readers: Using Leveled Books in Guided Reading, K – 3. Portmouth, NH: Heinemann.
Fountas, I.C. and Pinnell, G.S.. 2002. Leveled Books for Readers:
Grades 3-6. Portsmouth, NH: Heinemann.
Pinnell, G.S. and Fountas, I.C.. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann.
Graves, D. 1994. A Fresh Look at Writing. Portsmouth, NH: Heinemann
Harvey, Stephanie and Goudvis, Anne. 2000. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse Publishers
Hindley, J. 1996. In the Company of Children. York, ME: Stenhouse Publishers.
Hoyt, L. 2000. Snapshots: Literacy Minilessons Up Close. Portsmouth, NH: Heinemann.
Keene, E.O. and Zimmermann, S. 1997. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.
Lane, B. 1993. After The End: Teaching and Learning Creative Revision. Portsmouth, NH: Heinemann.
McCarrier, A.,. Pinnell, G. S & Fountas, I.C. 2000. Interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth, NH: Heinemann.
Mooney, Margaret E. 1990. Reading to, with, and by Children. Katonah, N.Y.: Richard C. Owen Publishers, Inc.
Morrow, L.M. 2002. The Literacy Center: Contexts for Reading and Writing, 2nd Edition. York, ME: Stenhouse Publishers.
Opitz, M. 1994. Learning Centers: Getting Them Started, Keeping Them Going. New York, NY: Scholastic.
Opitz, M.F. and Ford, M.P. 2001. Reaching Readers: Flexible and Innovative Strategies for Guided Reading. Portsmouth, NH: Heinemann.
Parkes, Brenda. 2000. Read It Again! Revisiting Shared Reading. Portland, Maine: Stenhouse Publishers
Peterson, R. and Eeds, M.. 1990. Grand Conversations: Literature Groups in Action. New York, NY: Scholastic, Inc.
Portalupi, J and Fletcher, R. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse Publishers.
Routman, R. 1988. Transitions: From Literature to Literacy. Portsmouth, NH: Heinemann.
Routman, R. 1994. Invitations: Changing as Teachers and Learners K-12. Portsmouth, NH: Heinemann
Routman, R. 2003. Reading Essentials: The Specifics You Need to Teach Reading Well, Portsmouth, NH: Heinemann
Serafini, F. 2001. The Reading Workshop: Creating Space For Readers. Portsmouth, NH: Heinemann
Strickland, D.S. and Morrow, L.M. (Editors). 1989. Emerging Literacy: Young Children Learn to Read and Write. Newark, DE: International Reading Association.
Trelease, Jim. 2001. The Read-Aloud Handbook (Read Aloud Handbook, Fifth Edition). New York: Penguin USA.
Discussion Listservs
CHILD_LIT
Children’s Literature: Criticism and Theory. An unmoderated discussion group for scholars, teachers, authors, and anyone else interested in books for children and young adults.
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TEACHERS NET
Subscribe to a wide variety of discussion listservs. Choose your area of interest, from Pre K to college, and subject matter areas. These mailrings are active!
RTEACHER
Assists a diverse population of educators interested in issues of literacy as well as technology. Scroll down on the page to HOW TO JOIN RTEACHER.
WEB SITES
The Awesome Library K-12 Education Directory
In May 1997, the Awesome Library, under the sponsorship of the Evaluation and Development Institute and the leadership of Dr. R. Jerry Adams, came into being. It stemmed from earlier projects which had been funded by the U.S. Department of Education and other federal agencies. As of November 1999, the site contained 10,000 resources and about 200 of these had received special recognition in the collection (a star) because, as the “About the Awesome Library” page about.html indicates, the resource is at least one of the following:
• the source for many other sources on the page;
• a very comprehensive source of information;
• unusually well-organized; and/or
• one which contains essential information for the topic.
It is quite easy to locate the “star” resources in the collection. For example, to locate all of the social studies resources which have stars, the user simply types in social studies star in the database’s word search box.
Carol Hurst’s Children’s Literature Web Site
Information on children’s and young adult’s literature: book reviews, author bios, teaching materials, suggestions for using literature across the curriculum, and more.
The Children’s Book Council
Classroom ideas, previews of new books, discussions about current issues and trends, links to authors’ Web sites, bibliographies, and news about the publishing business.
Children’s Book Publishers
Nearly all publishers have homepages that feature their books and their authors. This Web site has links to more than twenty-five (25) publishers of books for children and young adults.
The Children’s Literature Web Guide
Provides access to children’s/young adult’s literature announcements and award lists, lists of recommended books, topical bibliographies, lesson plans, information about authors, and much more. This is one of the most comprehensive Web sites on young adults’ and children’s literature anywhere.
Fairrosa Cyber Library
Contains a reference section, author information, articles, book lists, links to other sites, and more.
Harcourt School
The Learning Site has many resources for teachers to use in conjunction with the Harcourt anthology. There are also interactive pages for student use.
Kay E. Vandergrift’s Special Interest Homepage
Information for teachers and students interested in children’s and young adult’s literature. It includes sample syllabi, information on censorship, and a wide range of topics related to young adult literature.
Notes from the Windowsill
An independent, electronic journal of reviews of books for children and young adults. It also offers themed annotated lists of books and indexes to back issues.
read-write-think
This website, sponsored by the International Reading Association and the National Council of Teachers of English, has research-based lessons on reading and writing for grades K to 12.
Reading Online
A journal of K to 12 practice and research, published by the International Reading Association.
The Teachers First Homepage
The Teachers First website is an excellent on-line resource for both preservice and inservice teachers. Teachers First is a division of Network for Instructional TV, Inc., a not-for-profit technologies corporation which works with several hundred schools throughout the United States. The site is very well organized with much useful information. The content matrix link leads to a page with 24 curriculum links such as art, astronomy and space; biology; chemistry; current events; health; math; music; writing; and U.S. History.
AUTHOR WEB SITES
|Arnold, Caroline |Athens/1264 |
|Avi |avi- |
|Aylesworth, Jim | |
|Blume, Judy | |
|Brett, Jan | |
|Byars, Betsy | |
|Carle, Eric |eric- |
|Cobb, Vicki | |
|Cushman, Karen |rdg/author/cushman/index.html |
|Dadey, Debbie | |
|Depaola, Tomie | |
|Fox, Mem | |
|George, Jean Craighead | |
|Gibbons, Gail | |
|Gutman, Dan | |
|Hahn, Mary Downing |hahn.html |
|Hamilton, Virginia | |
|Henkes, Kevin | |
|Ketteman, Helen | |
|Leedy, Loreen | |
|McDaniel, Lurlene |features/lurlene/ |
|Mikaelsen, Ben | |
|Naylor, Phyllis Reynolds |alice |
|Osborne, Mary Pope |kids/magictreehouse/ |
|Paterson, Katherine | |
|Paulsen, Gary | |
|Pilkey, Dav | |
|Polacco, Patricia | |
|Quackenbush, Robert | |
|Redwall (Brian Jacques) |dave/jacques.html |
|Rowling, J.K. |harrypotter/author |
|Rylant, Cynthia | |
|Sachar, Louis | |
|Scieszka, Jon |personal.ksu.edu/~aec8484/biography.html |
|Simon, Seymour |users.nyc.:80:/~simonsi/ |
|Smith, Roland | |
|Spinelli, Jerry |carr.lib.md.us/authco/spinelli-j.htm |
|Wells, Rosemary | |
|Winthrop, Elizabeth |winthrop/ |
|The Author Corner |carr.lib.md.us/authco |
|Children’s Book Guild | |
GLOSSARY
Alphabet Linking Chart: A poster with clearly written alphabet letters (upper and
lower case) and a corresponding word and picture that helps students associate letters with their respective sounds.
Anecdotal Record: Notes teachers use to record students’ behaviors as they interact with text.
Author’s Circle: Student authors who are ready to publish text meet with other students and the teacher in order to receive feedback pertaining to revision. At author’s circle time, students bring rough drafts that they want to think more about before publication.
Background Knowledge: The information the reader already has about the topic of the reading material, written language, and how to read.
Balanced Literacy Program: A comprehensive, quality literacy program that includes a range of literacy activities, carefully selected materials and a responsive teacher who moves students to higher levels of understanding of oral, written, and visual language.
Book Baskets: A method for organizing books within a classroom. Baskets of books might be grouped by level, genre, author, illustrator, etc. These baskets are then made available to the children to facilitate independent reading.
Book Clubs/Literature Circles: A small group collaborative structure in which students read, discuss, and respond to books while assuming specific roles, such as: Discussion Director, Passage Chooser, Illustrator, Vocabulary Enricher, Summarizer, etc.
Brainstorming: A prewriting technique.
Buzz Groups: An informal, collaborative grouping structure that teachers can use in order to have students quickly consult with one another.
Cognitive Apprenticeship: Cognitive Apprenticeship holds that learners acquire cognitive and metacognitive processes through assisted instruction with a knowledgeable adult. The goal is to insure the development of independent learners. There are five stages to the cognitive apprenticeship approach to teaching: Modeling; Coaching; Scaffolding; Articulation; Reflection.
Comparison/Contrast: A pattern or text organization that demonstrates the similarities and differences between things and ideas.
Comprehension: The interpretation of print on the page into a meaningful message. This will depend on the reader’s prior knowledge, cultural and social background, and his/her ongoing comprehension monitoring strategies.
Constructing Meaning: The active process used by readers to make sense of what is read by using their own background knowledge in conjunction with the information in the reading material.
Conventions: Commonly accepted rules of edited American English, e.g., spelling, usage, capitalization, and punctuation.
Craft of Writing: The manipulation of language to achieve a desired effect.
Criterion-Referenced Assessment: An instrument designed to describe student performance on well-defined outcomes reported within a range of appropriate behaviors.
Criterion-Referenced Writing Assessment Instrument: An instrument designed to interpret student performance on well-defined outcomes according to specified standards.
Cubing: A writing strategy that allows students to consider multiple dimensions of topics; students examine topics by describing, comparing, associating, analyzing, applying, and arguing.
D.E.A.R.: Drop Everything and Read.
Dialogue Notebook: A notebook format that involves a written exchange of letters, usually between a student and a teacher or a student and a student.
Document: Reading material constructed to organize information for decision making, efficient retrieval, or to guide the performance of a task, for example, telephone books, maps, schedules, table of contents, computer manuals.
Double Entry Notebook: A notebook format that is set up using two columns. In the first column the student quotes directly from what he or she is reading. In the second column the student responds to what he or she has quoted by citing specific questions, memories, associations, ideas, etc. that the quote has triggered.
Drafting: Transcribing facts, details, and ideas into a unified, coherent piece of writing.
Echo Reading: In this strategy, the teacher serves as a model of what good oral reading fluency sounds like. The teacher reads sections of text aloud with appropriate intonation and phrasing while the student follows along in the text.
Express Personal Ideas: To communicate feelings and imagination.
Graphophonic: The relationship between written language and the sounds of spoken language.
Guided Reading: Students work in flexible ability groups to read as independently as possible a text that the teacher has selected for them. This text will be at the group’s instructional level, that is, the students will be able to read it with 90% - 94% accuracy.
Illustrative Behaviors: Examples of actions students might take during stages of the writing process.
Independent Reading: Occurs when a child, on his or her own, reads material that does not require the assistance of a more competent peer or adult. This text will be at the child’s independent level, that is, the student will be able to read it with 95-100% accuracy.
Inform: To convey messages using factual or personal data.
Innovation: The creation of a new story based on a familiar pattern or theme.
Literacy Centers: Developmental language centers that focus attention on actual authentic literacy activities.
Literacy Stations: Stations, as centers are referred to at the intermediate level, focus attention on actual, authentic literacy activities. They may include a Listening Station, a Viewing Station, a Writing Station , and a Literature Response Station, to offer students a variety of response options.
Literature Groups/Clubs: A reading method that utilizes small-group learning and may utilize student self-selected texts.
Message Time Plus: A modeled writing program in which teachers create a pre-planned message and then write it while students watch and participate by making predictions.
Metacognition: Awareness and control of one's thinking, including commitment, attitudes, and attention.
Metacognitive Strategies: Consciously chosen approaches to reach a desired goal. Examples of metacognitive strategies include task analysis, planning, monitoring progress, checking and revising.
Mini-lesson: A short lesson focused on a specific principle or procedure.
Miscue: When what the reader reads is different from what is in the text.
Modeling: Explicit modeling directly shows, or talks students through, a process. A type of explicit modeling is Think Aloud.
Oral Reading Fluency: An assessment of accuracy and rate. It is expressed as the number of words read correctly per minute (WCPN).
Persuade: To convince or refute by supporting a point of view.
Phonemes: The smallest units of sound that make up speech.
Phonemic Awareness: An understanding about the smallest units of sound that make up the speech stream: phonemes. Phonemic Awareness is typically described as an insight about oral language and in particular about the segmentation of sounds that are used in speech communication. Phonemic Awareness is characterized in terms of the facility of the language learner to manipulate the sounds of oral speech. A child who possesses Phonemic Awareness can segment sounds in words (for example, pronounce just the first sound heard in the word top) and blend strings of isolated sounds together to form recognizable word forms. Phonemic Awareness abilities in the kindergarten age range appear to be a good predictor of successful reading acquisition. Studies suggest that programs which encourage high levels of student interaction and engagement with print (for example, through Read-Alouds, Shared Reading and invented spelling), combined with explicit attention to sound structure in spoken words, can promote the development of phonemic awareness.
Phonics: An understanding of the relationship between sounds and symbols – between specific, printed letters (including combinations of letters) and specific, spoken sounds. Children show their phonics knowledge when asked them which letter makes the first sound in bat or dog or the last sound in car or cart. Effective phonics instruction is embedded in the context of a comprehensive and balanced language arts/literacy program (for example, within a Shared Reading or Interactive Writing lesson) and not presented in isolation using worksheets.
Phonological Awareness: A term that is sometimes used interchangeably with Phonemic Awareness; Phonological Awareness encompasses larger units of sound as well, such as syllables, onsets and rimes.
Picture Walk: A method used by teachers to anchor within the early reader the semantic value of pictures/graphics. The teacher figuratively “walks” the children through a book to be read by calling attention to each picture/graphic on the pages.
Prewriting: Exploring ideas for writing.
Process Outcomes: Behaviors involved in the stages of the writing process: prewriting, drafting, revising, proofreading.
Product Outcomes: Results of a completed writing effort.
Proofreading: Correcting errors in grammar, usage, and mechanics.
Questioning the Author (QtA): An approach for text-based instruction that is designed to facilitate building understanding of text ideas through the use of queries and discussion.
Reading Aloud: The instructional practice of reading out loud a text to students. This is the single most influential factor in young children’s reading success.
Reading Assessment: A process by which students' growth and performance in reading is determined, examined, and reported.
Reading Levels: Accuracy scores of students’ oral readings done in conjunction with narrative and expository retelling.
Independent: 95% - 100% accuracy
Instructional: 90% - 94% accuracy
Frustrational: 89% or less accuracy
Reading Stances: Ways that readers interact with what they are reading based on the type of material, the purpose, and their background information.
Reading Workshop: A method of instruction that employs self-selected or group-selected texts that students study in pairs, individually, or small groups. Often, teachers use dialogue journals to keep in contact with children as they read.
Reciprocal Teaching: Reciprocal Teaching is a powerful instructional strategy designed to enhance students’ comprehension. It is a dialogue between students and teacher or students and peer, each taking turn in the role of dialogue leader. It translates the abstract processes of reading and metacognition into four research identified concrete strategies that good readers use most often when they read: Summarizing , Questioning, Clarifying, and Predicting.
Record of Reading Behavior (Running Record): A neutral observation in which a teacher records, using a standard set of symbols, everything the child says as she/he reads a book the teacher has chosen.
Revising: Adding, substituting, deleting, and rearranging selected elements to improve the substance of a piece of writing.
Rhetoric: The art of using spoken or written language effectively.
Scaffolding: A process used to describe the support that enables a learner to complete a task or achieve a goal that would have been unattainable without assistance. As the learner becomes more proficient, the scaffold is withdrawn. Ultimately, the child is able to perform the task independently and internalizes the behavior.
Schema Theory: Schema theory hypothesizes that a person’s knowledge of the world is stored in interconnected structures called schemata. Readers use schemata to make predictions. They fit new information into their existing schemata, modifying it to accommodate information in the text that would not otherwise fit.
Shared Reading: The technique used by teachers to expose children to concepts about print, reading strategies, comprehension methods, and the pleasure of reading through the reading of “big books” or other shared texts. This method is often times known as an extension of the “bedtime story.”
Stimulus: Impetus used to elicit writing.
Strategic Behaviors: Those tactics that readers know how, when, and why to use in order to construct, examine, and extend meaning.
Style: A way of writing that distinguishes one writer from another.
Syntax: The way language is structured and ordered within sentences.
Task Management Board: A board listing set and optional activities for children to engage in. Children can then work independently by consulting the board, which leaves the teacher free to work with individuals or groups. The board changes daily.
Text(s): Written material of all types. Novels, poems, articles, textbooks, schedules, and directions are all examples of texts.
Tone: A manner of expression showing attitude.
Wall Stories: A story composed by students on the chalkboard or large sheets of paper.
Word Study: A systematic study of words and word parts.
Word Wall: A wall or chart in the classroom on which words that the students are learning are alphabetically displayed.
Writer’s Notebook: The writer’s notebook is a basic resource for students’ independent writing. It is a place for students to collect observations, ideas, feelings, facts, lists-just about every kind of thought that can be recorded in writing.
Writing conference: A writing conference occurs when a student meets with the teacher or with another student about writing. Conferences can be short or long. Writing conferences help students improve their writing through focusing on only one or two points in a single composition. Successful conferences require an atmosphere of support and cooperation. Successful conferences help students to read and evaluate their work critically, leading to growth of their writing skills.
Zone of Actual Development: Refers to what the child already knows and can do unassisted and independently.
Zone of Proximal Development: Refers to the distance between an individual’s actual development level as determined by independent problem solving and his/her level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
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