Shelby County Schools



Background: Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the ELA K-5 SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. ESL has opted to develop TWAGs for the entire year, digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country. How to Use the Literacy Curriculum Maps5143500635Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Elements of Lesson Planning with Attention to Language:Effective lesson planning for ELLs begins with, and includes all 6 of the following components (in no particular order):Identify student’s language strengths and other assets using WIDA’s CAN DO philosophy.Attend to sociocultural contexts of language use.Create contexts for meaningful use of language.Recognize language development processes (current proficiency level within a domain and context).Identify language embedded in content standards (Features of Academic Language).Use language supports (e.g., word banks, sentence frames, and/or paragraph models).Incorporate all 4 language domains (listening, reading, speaking, writing).Using the WIDA MPIsWIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher notebook, the ESL teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction.Sample MPI for grade 1 Reading for Information Model Performance Indicators (MPIs) Reading for Information #1Ask and answer questions about key details in a text.Reading Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Identify answers to yes/no or WH- questions about informational text with labeled visual support. Answer questions about key details from illustrated informational texts written in repetitive sentence patterns with labeled visual support. Ask and answer questions about key details in illustrated texts written in simple and compound sentence structures while working with a partner. Ask and answer questions about key details in illustrated/non-illustrated texts written in compound sentence structures while working with a partner. Ask and answer questions about key details in a text written in compound and complex sentence structures while working with a partner. Using the Curriculum Maps, Grade K-5 ESL TWAG Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.*Locate the TDOE Standards and related MPIs at the end of each week. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the Model Performance Indicators (MPIs) as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested culminating activity at the end of each week, and match them to your objectives. Consider how tasks best target the essential question and content for the week, as well as alignment to standards. Develop a writing rubric, which encompasses weekly skills students are required to display within their writing (vocabulary, grammar, syntax, etc.)When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words you choose for your ELLs.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. Review how the two weeks work together to build knowledge by previewing suggested (linked) resources.Remember to include differentiated activities for small group instruction and literacy stations- based on MPIs and student English Language Proficiency. Reference “SWAG” documents for resources within literacy work stations. Please reference the ESL K-5 Lesson Plan template for assistance in arranging Literacy Stations during week 1 and Text Stations during week 2 for each TWAG.The following cross-reference to SCS ELA curriculum is provided to assist in making decisions about how best to use this ESL curriculum document in conjunction with ELA. Realizing that ESL students benefit from more time to develop knowledge of vocabulary and concept development within a particular topic, ESL teachers are advised to use the TWAG format to assist in doing so. English Language Arts: Quarter 3 ESL Quarter 3 TWAGS:Week 1Jump Into JanuaryWeeks 1-2 Seasons & Weather (Every Season)Week 2Turtle SplashWeeks 3 & 4What a Beautiful Sky! (TWAG)Weeks 3-4 Up in the Sky (What a Beautiful Sky)Week 5What is Science?Weeks 5-6What is Science?Weeks 6 & 7From Caterpillar to Butterfly (Building Knowledge)Weeks 7-8Nature All Around (From Caterpillar to Butterfly)Week 8AtlanticWeek 9Curious George’s Dinosaur DiscoveryWeek 9Formative Assessment: A Busy Bird (ReadWorks)2- Week version: Q3 wks 1-2 Unit: 3 #11 Seasons and #12 WeatherGrade K Week 1 Essential Questions: How does the weather change in different months and seasons? What do animals do when the weather changes?StandardsList Reading and Writing standards related to the texts, questions and tasks.RF.K.1 - Demonstrate understanding of the organization and basic features of print.RF.K.2d - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1?(This does not include CVCs ending with /l/, /r/, or /x/.)RF.K.3b - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c - Read common high-frequency words by sight (e.g.,?the,?of,?to,?you,?she,?my,?is,?are, do,?does).RF.K.4 - Read emergent-reader texts with purpose and understanding.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).RI.K.9 - With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.L.K.1a - Print many upper- and lowercase letters.L.K.1b - Use frequently occurring nouns and verbs.L.K.2c - Write a letter or letters for most consonant and short-vowel sounds (phonemes).L.K.4a - Identify new meanings for familiar words and apply them accurately (e.g., knowing duck?is a bird and learning the verb to?duck).L.K.5a - Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.Kindergarten Science Standard 8; WIDA 1, 2, 4; MPI LivebinderAnchor Text (Text Type, Lexile)Text based comprehensionText based discussion (Whole and Small Group)Anchor Text: Every Season (Informational, AD450L)RI.K.7 Comprehension Skill: Compare and contrast/ text and graphic featuresSL.K.6 Target Strategy: Question - Say, “If there is something you don’t understand while reading, then ask a question about it. Look at the text and photos for help.” Model the questioning strategy.Model a think aloud for story elements (RI.K.6 author, illustrator) and for fluency: “When I see a period at the end of a sentence I pause.” Explain that the weather changes during different months and seasons.Think Through the Text: (pgs. T13-21) #1-12Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Resources:Picture Card Bank: WeatherELD Content Reader: A Tree for All Seasons (Non-fiction/Informational, grade K)ELL Leveled Reader: A Year of Fun (Non-fiction/Informational, grade K)Language Support Card: Lessons 11 & 12Language Support Card 8: Dressed for the WeatherVideo: “Why Do We Have Seasons” (sign-in to free account and search for video)Video: Short Vowel Song VocabularyDrawn from the textsTier 2: speckled, shower, slither, flutter, scurry, scatter, store, thick, tracks E-GlossaryFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend phonemes (Several strategies here.)/Final sound - Final Consonants “Gumball Game”RF.K.3b Letters: a, n - Short and long vowel sortRF.K.1 Practice spaces, capitalization, and punctuation - Video: The Sentence Song RF.K.4 Fluency: Pause for punctuation - Practice Reading this Sentence Scramble with fluency.RF.K.3c High Frequency Words: come, me, with, my - Sight Word GamesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities: SubjectEnglish Language Development: L.K.1b Use Reading A-Z Reader: Spring Weather to identify and discuss the subjects of each sentence. RI.K.9 Compare and contrast Spring Weather with “What Happens in Fall? Weather in Fall” (sign in to free account and search for book)WritingResponse to textCulminating task Aligned with the EQ and topic RI.K.3, RI.K.6, RI.K.7 Picture Walk with Every Season. Discuss why the authors like each season. How does weather affect what you do?Model and ask ELLs to fold a piece of paper into four boxes and label each with a season. Label and illustrate the weather and what you like to do in each season. W.K.6 Use a computer to type labels or write the sentence.2- Week version: Q3 wks 1-2 Unit: 3 #11 Seasons and #12 WeatherGrade KWeek 2Essential Questions: How does the weather change in different months and seasons? What do animals do when the weather changes?StandardsList Reading and Writing standards related to the texts, questions and tasks. RF.K.1, RF.K.2d,RF.K.3b, RF.K.3c, RF.K.4, RI.K.3, RI.K.6, RI.K.7, RI.K.9, W.K.3, W.K.6, SL.K.6, L.K.1a, L.K.1b, LK.2c, L.K.4a, L.K.5a, Kindergarten Science Standard 8; WIDA 1, 2, 4; MPI LivebinderAnchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportStudents should read a variety of leveled texts on weather and seasons. See resources below. Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)Resources:Language Support Poster 7: Through the YearELD Content Reader: What is the Weather Today? (Non-fiction, Grade K)Vocabulary in Context Cards (pgs. 9-12)Reading A-Z Books and Resources: What Season is It? (Non-Fiction/ Informational, BR-70), Winter Fun (Non-fiction, BR-70), Seasons (Non-Fiction/ Informational, 40 words), Changing Seasons (Non-Fiction/ Informational, 80-450L) Books and Resources: Log-In to your free account and search “weather” or “seasons”Video: Long and Short Vowels (Pause and practice during the video.)VocabularyDrawn from the textsTeacher should choose Tier 2 vocabulary related to the supplemental resources.Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend phonemes - Elkonin Boxes/Final sound - Letter Roll ActivityRF.K.3b Letters: a, n - Letter N ActivitiesRF.K.1 Practice spaces, capitalization, and punctuation - Spacing StrategyRF.K.4 Fluency: Read with Expression - StrategiesRF.K.3c High Frequency Words: come, me, with, my - Sight Word BooksLanguage/ SyntaxSpelling and GrammarL.K.1b Follow the daily Grammar and Spelling sequence of activities: Verbs English Language Development: ELL Building Background Video: Search for “The Four Seasons”. TPR the actions from the video. Ask ELLs to name the actions/verbs you can do in the different seasons. List on the board and choral read in sentence stems.WritingResponse to textCulminating taskAligned with the EQ and topic W.K.3 Narrative Writing Model writing narrative sentences. Ask ELLs to use any of the seasons or weather resources to help them write (T1), dictate and copy (T2), or dictate and trace (T3) their own narrative sentences on Lesson 12: Story Sentences Paper.ESL Supplemental Work Station and Gradual Release TemplateSTORY INFORMATION: Topic: Seasons and WeatherEssential Questions: How does the weather change in different months and seasons? What do animals do when the weather changes?Gradual Release:See GRR Behaviors at end of document and Gradual Release of Responsibility BehaviorsRoutines for whole group instructionCulminating TaskSee Writing Assignment and Stations' Activities Week 1RF.K.2d1) Word Work: Identify and write the beginning and ending sounds in partners with this worksheet. Language and Literacy Guide Lesson 11RF.K.12) Comprehension/Building Knowledge: Using this worksheet, ask ELLs to circle the subject of the sentence and choose one to illustrate. L.K.1b3) Vocabulary: Practice naming nouns with a partner: Noun Bingo. W.K.34) Writing: Use one of these worksheets to sequence the order of events. Week 2RF.K.3c1) Word Work: Practice sight words with “Poppin’ Popcorn” sight word game. Language and Literacy Guide Lesson 12L.K.1b2) Comprehension/Building Background: Teacher-directed group: Identify the naming and action parts of the sentences here. L.K.5a3) Vocabulary: Partner-work: Use this worksheet to classify seasons vocabulary.RI.K.94) Writing: Compare and contrast seasons by using the charts found here and leveled readers.Other notesRecurring standards- These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6. For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers2- Week version: Q3 wks 3-4 Unit: 3 #15 Up in the SkyGrade K Week 3Essential Question: What can we see in the sky?StandardsList Reading and Writing standards related to the texts, questions and tasks.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).RI.K.2 - With prompting and support, identify the main topic and retell key details of a text.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.RI.K.7 - With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).RI.K.8 - With prompting and support, identify the reasons an author gives to support points in a text.RF.K.1b - Recognize that spoken words are represented in written language by specific sequences of letters.RF.K.1c - Understand that words are separated by spaces in print.RF.K.1d - Recognize and name all upper- and lowercase letters of the alphabet.RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3b - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c - Read common high-frequency words by sight (e.g., is, of, many, how, so, where). RF.K.4 - Read emergent-reader texts with purpose and understanding.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.W.K.5 - With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.SL.K.4 - Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.SL.K.5 - Add drawings or visual displays to description to provide detail.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.L.K.1d - Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).L.K.2a - Capitalize the first word in a sentence and the pronoun?I.L.K.2b - Recognize and name end punctuation.L.K.2c - Write a letter or letters for most consonant and short-vowel sounds (phonemes).L.K.2d - Spell simple words phonetically, drawing on knowledge of sound-letter relationships.WIDA 1 SIL, 2 LOLA, 4 LOSMPI LivebinderGLE 0007.6.1 Know the different objects that are visible in the day and night sky.?0007.6.2 Observe, discuss, and draw objects found in the day and night sky. Anchor Text (Text Type, Lexile)Text based comprehensionText based discussion (Whole and Small Group)Anchor Text: What a Beautiful Sky (Non-Fiction, AD690L)RI.K.2, RI.K.8 Comprehension Skill: Sequence of Events (and author’s word choice)RI.K.3, RI.K.7 Target Strategy: Analyze/Evaluate: During the read-aloud ask ELLs to evaluate the pictures and what you have read. Ask, “What do you think about the book so far?” Also ask students to share their opinions about what is beautiful in the day or night sky. Model a think aloud for story elements and for fluency. Remind students that good readers pause for punctuation. Model how to pause for punctuation during Teacher read-aloud.RI.K.6 Ask ELLs to identify author and illustrator from the title page.Think Through the Text: (pgs. T413-T417) #1-13Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Resources:Picture Card Bank: WeatherELD Content Readers: The Sky at Night (Non-Fiction, grade K), What is the Weather Today? (Non-Fiction, grade K), Sun Up, Sun Down (Fiction, grade K)Language Support Card: Lesson 15 (pgs. 15a-b)ELL Background Video Hub: Colorful Birds, Snowy Winter Weather, Kinds of WeatherELL Leveled Reader: Rain Today (Lesson 15)VocabularyDrawn from the textsTier 2: beautiful, bright, fireball, fluffy, thin, misty, changeE-GlossaryFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d RF.K.3b Blending review and word building/Identify the middle sound (f, b, short and long a, n) - Build CVC and CVCe words to blend, segment, and identify the middle sounds with letter cards and long vowel letter cards.RF.K.1c RF.K.1b RF.K.1d RF.K.3a Count and highlight the spaces in a sentence during ratiocination on the board. Count then underline words in different colors. Name and make letter sounds for all of the letters in the sentence.L.K.2b Recognize and name punctuation - Punctuation Explained VideoSL.K.6 Fluency: Pause for punctuation - Fluent Reading Video / Fluency StrategiesRF.K.3c High Frequency Words: come, me, with, my, you, are, what, now - Vocabulary in Context CardsLanguage/ SyntaxSpelling and GrammarSL.K.4 Follow the daily Grammar and Spelling sequence of activities: Statements/questionsEnglish Language Development: Review that a statement tells you something. Ask, “What can you see in the sky?” Picture walk What a Beautiful Sky and put ideas into a bubble map on the board. Model how to write a statement about one of the items on the list.Practice using question word stems to ask about things you can see in the sky. Refer to the Telling/Asking Anchor Chart (Scroll down webpage).WritingResponse to textCulminating task Aligned with the EQ and topic W.K.3 Narrative writing with organizationRL.K.3 Put Projectable 15.1 on the board and model writing a class story. Work with ELLs to identify characters, settings and events for the story. Students can use the Reader’s Notebook (pgs. 88, 90) to help them write the class story or a story or their own.RL.K.7 Ask ELLs to read their stories to the class or a partner and describe their illustration.2- Week version: Q3 wks 3-4 Unit: 3 #15 Up in the SkyGrade KWeek 4Essential Question: What can we see in the sky?StandardsList Reading and Writing standards related to the texts, questions and tasks. RL.K.3, RL.K.7, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.8, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2d, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.4, W.K.3, W.K.5, W.K.6, SL.K.4, SL.K.5, SL.K.6, L.K.1d, L.K.2a, L.K.2b, L.K.2c, L.K.2dWIDA 1 SIL, 2 LOLA, 4 LOS, MPI LivebinderGLE 0007.6.1 Know the different objects that are visible in the day and night sky.?0007.6.2 Observe, discuss, and draw objects found in the day and night sky.Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportStudents should read a variety of leveled texts on science and testing ideas. See resources below. Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)Resources:ELL Leveled Reader: Lesson #15 Reading A-Z Reader: Teacher read-aloud Clouds (Informational, 80-450L), Go Fly a Kite (Non-Fiction, BR-70), When Is Nighttime? (Fiction, BR-70), Space (Non-Fiction, BR-70)Simile Anchor Chart What a Beautiful Sky! Retelling Cards: Lesson 15 (Pgs. 57a-60b) Books and Resources: Log-In to your free account and search “Kindergarten Science: In the Sky”Video - “The 5 W’s Song”VocabularyDrawn from the textsTeacher should choose Tier 2 vocabulary related to the supplemental resources.Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d RF.K.3b Blending review and word building/middle sound (f, b, short and long a, n) - Build CVC and CVCe words with letter cards and long vowel letter cards. Ask students to replace beginning, middle, and ending sounds to make new words.RF.K.1c Spaces between words - Spacing StrategiesL.K.2b Recognize and name punctuation - The Sentence Song VideoSL.K.6 Fluency: Pause for punctuation - Read a short story or a page from What a Beautiful Sky without then with pausing for punctuation marks. Then discuss with students which way is easier to understand.RF.K.3c High Frequency Words: come, me, with, my, you, are, what, now - High Frequency Cards (pgs. 9a-16b)Language/ SyntaxSpelling and GrammarSL.K.4 Follow the daily Grammar and Spelling sequence of activities: SimileEnglish Language Development: Use Journey’s Projectable 15.3 to introduce simile.Practice writing using similes with this Simile Safari.Find similes in What a Beautiful Sky.WritingResponse to textCulminating taskAligned with the EQ and topic W.K.5 Read What Flies in the Sky (Non-Fiction, BR-70) then use the Comprehension: Main Idea and Details worksheet to write about details from the text.L.K.1d, L.K.2a Practice making asking sentences with the Grammar and Mechanics: Recognize and use Question marks worksheet from What Flies in the Sky.W.K.6 Publish writing piece on the computer and illustrate the sentence.ESL Supplemental Work Station and Gradual Release TemplateSTORY INFORMATION: Topic: Up In the SkyEssential Questions: What can we see in the sky?Gradual Release:Routines for whole group instruction* See GRR Behaviors at end of document.Stations' Activities Week 1L.K.2c, L.K.2d) Word Work: Identify and write CVC words with one of these worksheets.Language and Literacy Guide Lesson 15) Comprehension/Building Knowledge: Read Space (Non-Fiction, BR-70) then use the Comprehension: Main Idea and Details graphic organizer to analyze the text.SL.K.4) Vocabulary: Practice vocabulary with this Up In the Sky worksheet.) Writing: Use one of these Narrative Writing Prompts to write a story. Week 2RF.K.3c) Word Work: Practice sight words with a game of choice.Language and Literacy Guide Lesson 16RI.K.2) Comprehension/Building Background: Teacher-directed group - Read The Moon (Non-Fiction, BR-70) then use the Comprehension: Sequence of Events worksheet to model the skill.RF.K.4) Vocabulary: Partner read What Flies in the Sky (Non-Fiction, BR-70).SL.K.5) Writing: Use this Simile Self Portrait to write and illustrate sentences.Other notesRecurring standards- These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6. For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic Organizers Release of Responsibility Behaviors Week version: Q3 wks 5-6 Unit: 3 #16 Testing IdeasGrade K WEEK 5Essential Question: What kinds of things do scientists study?StandardsList Reading and Writing standards related to the texts, questions and tasks.RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3b - Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF.K.3c - Read common high-frequency words by sight (e.g., is, of, many, how, so, where). RF.K.4 - Read emergent-reader texts with purpose and understanding.RL.K.2 - With prompting and support, retell familiar stories, including key details.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…). SL.K.2 - Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.5 - Add drawings or visual displays to description to provide detail.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.L.K.1d - Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).L.K.5a - Sort common objects into categories to gain a sense of concepts the categories represent.L.K.5c - Identify real-life connections between words and their use. GLE 0007.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.?0007.Inq.2 Communicate interest in simple phenomena and plan for simple investigations.WIDA 1 SIL, 2 LOLA, 4 LOSMPI LivebinderAnchor Text (Text Type, Lexile)Text based comprehensionText based discussion (Whole and Small Group)Anchor Text: What is Science? (Informational, AD350L)RL.K.1, RL.K.2 Comprehension Skill: Details and Main IdeaSL.K.6 Target Strategy: Model the “summarizing” strategy.RL.K.3 Model a think aloud for story elements and for fluency. Remind students that good readers pause for punctuation. Model how to pause for punctuation during Teacher read-loud.Think Through the Text: (pgs. T36-T41) #1-12Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Resources:Picture Card Bank (select the subject tab, then choose science)Reading A-Z Reader: “Does It Sink or Float?” (Informational, 80-450L) Teacher read-aloudELD Content Reader: Rocks, Rocks, Rocks! (Non-fiction/Informational, grade K)“How to Write Like a Scientist” Anchor ChartLanguage Support Card: Lesson 16 Scientific Method CardsVideo: What is Science? (for little kids by Flocabulary)Video: Planet Song VideoVocabularyDrawn from the textsTier 2: science, study, rings, mighty, rolling, power, soar, wonder, exploreE-GlossaryFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend phonemes/middle sound - Model and use Total Physical Response (TPR) to blend and segment CVC/CVCe words on your arm. Ask ELLs to identify the middle sound.RF.K.3b Letters: i, f, b, a, n - Old MacDonald Short Vowel Emergent ReaderRF.K.4 Fluency: Pause for punctuation - Fluent Reading VideoRF.K.3c High Frequency Words: is, of, many, how, so, where - Sight Word ActivitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activities: QuestionsEnglish Language Development: Model using Question Words Flashcards to ask questions. Ask ELLs to brainstorm asking sentences about pictures from the anchor text, What is Science?.Practice using question word stems.WritingResponse to textCulminating task Aligned with the EQ and topic W.K.1 Opinion WritingPractice making and testing predictions with a Sink or Float Experiment.Ask ELLs to find an object in the room for the sink/float experiment. Use the sentence frame “I think a ____ sinks/floats.” to write a hypothesis. Then test and illustrate the results.2- Week version: Q3 wks 5-6 Unit: 3 #16 Testing IdeasGrade KWEEK 6Essential Question: What kinds of things do scientists study?StandardsList Reading and Writing standards related to the texts, questions and tasks. RF.K.2d, RF.K.3b, RF.K.3c, RF.K.4, RL.K.2, RL.K.3, RL.K.7, W.K.1, SL.K.2, SL.K.5, SL.K.6, L.K.1d, L.K.5a, L.K.5cAnchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportStudents should read a variety of leveled texts on science and testing ideas. See resources below. Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)Resources:ELL Leveled Readers: Lessons #12-16Reading A-Z Books (Non-Fiction, BR-70) and Resources: Rocks, Pond Life, Space, What Lives Here?, What Has This Tail, What is at the Zoo?, What Has These Feet? What is Science? Retelling Cards: Lesson 16 (Pgs. 61a-64b) Books and Resources: Log-In to your free account and search “I Use Science Tools”“I Am a Scientist!” Mini-Book and Response WorksheetVideo - “The 5 W’s Song”VocabularyDrawn from the textsTeacher should choose Tier 2 vocabulary related to the supplemental resources.Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend phonemes/middle sound Blending CVC ActivitiesRF.K.3b Letters: i, f, b, a, n - “We Dig Vowel Sounds” SortRF.K.4 Fluency: Pause for punctuation - Fluency StrategiesRF.K.3c High Frequency Words: is, of, many, how, so, where - Vocabulary in Context Cards (pgs. 17a-22b)Language/ SyntaxSpelling and GrammarL.K.1d Follow the daily Grammar and Spelling sequence of activities: QuestionsEnglish Language Development: Play the Question Words Video. Stop and discuss question words. Ask students to brainstorm more asking sentences for each question word.WritingResponse to textCulminating taskAligned with the EQ and topic W.K.1 Opinion WritingPractice making and testing predictions with the “Is It Magnetic?” Experiment.Ask ELLs to find an object in the room for the experiment. Use the sentence frame “I think a ____ attracts/repels.” to write a hypothesis. Then test and illustrate the results.ESL Supplemental Work Station and Gradual Release TemplateSTORY INFORMATION: Topic: Testing IdeasEssential Questions: What kinds of things do scientists study?Gradual Release* See GRR Behaviors at end of document.Stations' Activities Week 1RF.K.2d1) Word Work: Identify and write the medial sounds in partners with one of these worksheets.Language and Literacy Guide Lesson 16L.K.1d2) Comprehension/Building Knowledge: Use the Interactive Notebook to answer questions about a text.L.K.5a3) Vocabulary: Read sentences with proper inflection and sort by asking/telling sentences with this worksheet. (Scroll down to the bottom of webpage for link.)W.K.14) Writing: Use one of these Opinion Organizers to write about a science topic that you like. Week 2RF.K.3c1) Word Work: Practice sight words with Sight Words Sentence Builder Game. RL.K.22) Comprehension/Building Background: Teacher-directed group - Use this Main Idea Organizer to tell the main idea and details of a story.L.K.5a3) Vocabulary: Refer to Question Words Flashcards to practice making asking sentences with a partner.W.K.14) Writing: Write and illustrate your opinion about snow.Other notesRecurring standards- These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6. For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic OrganizersGradual Release of Responsibility Behaviors2- Week version: Q3 wks 7-8 Unit: 4 #18 Oceans and Waterways Grade K Week 7Essential Questions: What are the kinds of bodies of water? In what ways is the Atlantic Ocean special?StandardsList Reading and Writing standards related to the texts, questions and tasks. HYPERLINK "" \h RF.K.2d - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.)RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF.K.3c - Read common high-frequency words by sight.RF.K.4 - Read emergent-reader texts with purpose and understanding.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.RL.K.5 - Recognize common types of texts (e.g., storybooks, poems).RI.K.2 - With prompting and support, identify the main topic and retell key details of a text.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.8 - With prompting and support, identify the reasons an author gives to support points in a text.W.K.1 - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite season is…). W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.SL.K.2 - Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.SL.K.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood.SL.K.6 - Speak audibly and express thoughts, feelings, and ideas clearly.L.K.1b - Use frequently occurring nouns and verbs.L.K.1d - Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).L.K.1f - Produce and expand complete sentences in shared language activities. ?0007.5.2 Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment. HYPERLINK "" \h WIDA 1 SIL, 2 LOLA, 4 LOSMPI LivebinderAnchor Text (Text Type, Lexile)Text based comprehensionText based discussion (Whole and Small Group)Anchor Text: Atlantic (Informational, AD730L)RI.K.8 Comprehension Skill: Author’s Purpose and figurative language - Remind ELLs that thinking about why the author wrote a book can help them better understand it. During the read-aloud, ask students to think about why the author wrote Atlantic and what they think the author wants them to learn from the story.SL.K.3 Target Strategy: Analyze/Evaluate - During Teacher read-aloud: Remind ELLs that good readers think about why things happen and what is important in the story while reading, then form opinions about it. Model the strategy during reading with this projectable.RI.K.3 RF.K.4 Model a think aloud for story elements and for fluency. Remind students that good readers read with expression, or feeling. Model how to read with expression during Teacher read-aloud.Think Through the Text: #1, 5, 8, 9, 11 (pgs. T225-T228) Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Resources:Video: The Water BodiesVideo: Rockin’ English Questions SongRetelling Cards: Unit 4 Lesson 18 ELD Content Reader: Our Home is the Pond (Non-fiction/Informational, grade K) Language Support Card: Lesson 18VocabularyDrawn from the textsTier 2: stretch, lapping, lead, scraping, discover, conquer, seekE-GlossaryFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment - Model and have ELLs practice the skills with CVC/CVCe words by using letter cards and long vowel letter cards.RF.K.3a Letter Rr - VideoRF.K.4 Fluency: Read with expression - Letter ID and Reading with Fluency Strategy (scroll to #10)RF.K.3c High Frequency Words: will, into, your, be, that, who - High Frequency Word CardsLanguage/ SyntaxSpelling and GrammarL.K.1b Follow the daily Grammar and Spelling sequence of activities: Verbs in the Future TenseEnglish Language Development: Display the last page of Atlantic (Informational, AD730L) and read-aloud the next to last paragraph. Explain that the sentence tells about what the ocean will be like in the future.Write the following sentence on the board:?Next year the ocean will grow two inches wider.?Read it aloud for children. Ask ELLs which words tell us what will happen in the future? (will grow)Discuss with students what they think the ocean will be like in the future or about what they think people will discover in the ocean in the future. Write the future-tense verbs brainstorm on the board.WritingResponse to textCulminating task Aligned with the EQ and topic W.K.6 Publish Writing DigitallyDisplay Projectable 18.3 and read aloud sentence frames. Brainstorm the future-tense verbs that tell about the pictures and complete the stems.Practice handwriting by copying and illustrating one of the sentences.Publish the sentence digitally with help from the teacher.2- Week version: Q3 wks 7-8 Unit: 4 #18 Oceans and WaterwaysGrade KWeek 8Essential Questions: What are the kinds of bodies of water? In what ways is the Atlantic Ocean special?StandardsList Reading and Writing standards related to the texts, questions and tasks. RF.K.2d, RF.K.3a, RF.K.3c, RF.K.4, RL.K.3, RL.K.5, RI.K.2, RI.K.3, RI.K.8, W.K.1, W.K.6, SL.K.2, SL.K.3, SL.K.6, L.K.1b, L.K.1d, L.K.1f?0007.5.2 Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment.WIDA 1 SIL, 2 LOLA, 4 LOSMPI LivebinderAnchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportStudents should read a variety of leveled texts on bodies of water. See resources below. Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)Resources: ELL Leveled Readers: Lesson #18Reading A-Z Books (Non-Fiction, BR-70): Water, The Ocean, and Where is Water?Reading A-Z Books (Non-Fiction, 80-450) Teacher Read-Aloud: The Busy PondLanguage Support Posters: Outdoors and NaturePicture Card Bank: Animals/WaterELL Building Background Video Hub: Beach Animals, Colorful Fish, and SnorkelingVocabularyDrawn from the textsTeacher should choose Tier 2 vocabulary related to the supplemental resources.Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesRF.K.2d Blend and segment - Practice the skill with CVC "Flip It" gameRF.K.3a Letter Rr - Mini BookRF.K.4 Fluency: Read with expression - StrategiesRF.K.3c High Frequency Words: will, into, your, be that, who - Vocabulary in Context Cards (pgs. 29a-34b)Language/ SyntaxSpelling and GrammarL.K.1d Follow the daily Grammar and Spelling sequence of activities: Question WordsEnglish Language Development: Model using the Question Words Anchor Chart to brainstorm questions about bodies of water.Ask students to write and illustrate a question sentence about water.WritingResponse to textCulminating taskAligned with the EQ and topic W.K.1 Opinion Writing: Friendly Letter (Lesson 18)Ask ELLs to think about a place they want to visit or something they would like to do. Then have children write a letter to a friend or family member to tell about the place or activity in the future. (Use language stems: I will go to___. I will ___.) Remind children to tell how they feel or what they think about the place/activity and draw pictures for details.Ask ELLs to share their letters with the class. Remind students to speak clearly and to follow rules for class discussion.ESL Supplemental Work Station and Gradual Release TemplateSTORY INFORMATION: Topic: Oceans and WaterwaysEssential Questions: What are the kinds of bodies of water? In what ways is the Atlantic Ocean special?Gradual Release:Routines for whole group instruction* See GRR Behaviors at end of document.Stations' Activities Week 1RF.K.2d1) Word Work: Blend phonemes with the CVC Dot Pages (scroll to bottom of webpage)Language and Literacy Guide Lesson 18L.K.1b2) Comprehension/Building Background: Practice verbs in the future tense with this verb sort.RF.K.3c3) Vocabulary: Practice ocean vocabulary with this matching game.W.K.14) Writing: Practice writing opinions with these resources. Week 2RF.K.3c1) Word Work: Ask ELLs to practice sight words with Sight Words Uno.L.K.1d2) Comprehension/Building Background: Teacher-directed group - Practice forming questions with these resources.RF.K.3c3) Vocabulary: Practice water vocabulary by reading and discussing this leveled reader with a partner: Water (Non-Fiction, BR-70)RI.K.24) Writing: Identify main idea and details of Water (Non-Fiction, BR-70) by using the Comprehension worksheet: Identify main ideas and details.Other notesRecurring standards - These standards are not listed each week, but they should always be addressed: RL.K.1, RL.K.10, RI.K.1, RI.K.10, L.K.6. For scaffolding: Think Alouds, Total Physical Response (TPR), Activate Prior Knowledge, Explicit Vocabulary Instruction, Sentence Frames, Graphic Organizers, more Graphic OrganizersGradual Release of Responsibility BehaviorsGradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeWeek 9: Week 9 affords the opportunity to assess the skills of letter naming, phonemic awareness, letter-sound relationships, decodable words, high-frequency words, and reading sentences. All of these skills may be assessed via the use of the Journeys Progress Monitoring Assessment. Additionally, fluency and comprehension may be monitored using the Reading A-Z and ReadWorks documents listed below. Keeping a portfolio of student progress can assist in helping school personnel to determine if intervention or additional English Language Development scheduling is needed. During week 9, writing should remain an area of focus. For grade K, Reading A-Z provides writing center activities which can reinforce: sentence building, story writing, letter formation, and story creation/ retelling. Journeys Progress Monitoring Assessments: The test should take three to five minutes per lesson set. Prepare a test form for children and a teacher’s test form for each child being tested. Use the teacher’s test form to record the child’s responses and scores Assess students through lessons 9-18. See pages x-xi for Scoring and Interpretation of assessment results.Purpose:To check on each child’s growth or problems in learning skills and high- frequency words To target learning gaps by using these test results and test results from the core instructional program Sections on the Test A. Letter Naming: Lessons 1–4 review letter names, both capital and lowercase letters. Tests for Lessons 1–2 and Lessons 3–4 include tests for letter names. B. Phonemic Awareness: In the Phonemic Awareness tests, children listen for specific sounds in words. These skills are the foundation for phonics skills and decodingC. Letter–Sound Relationships: Letter sounds taught in the two- week period, or previously taught, are tested using the teacher’s script plus a test box showing only letters representing known letter soundsD. Decodable Words: This section measures a child’s ability to read decodable words. The words include phonics elements taught in the last two lessons. The child pronounces the words independentlyE. High-Frequency Words Items in this section evaluate a child’s ability to recognize high-frequency words (Words to Know) taught in a two-week periodF. Reading Sentences: This section measures a child’s ability to read sentences accurately. The sentences are a combination of decodable and familiar high-frequency words and become more complex as the year progresses.Administering the K Tests Explain briefly that the child has a page and you have a page. You will be making notes so you can help him or her become a better reader. Use your page to record the child’s oral response. For most tests, use a check mark (√ ) for a correct response. Write the incorrect response or an X. Write O if the child does not respond. Phonemic Awareness: Read the teacher directions on the teacher page. Be sure the child is listening as directions are given. Check goals and enter the number of correct responses. Letter Naming: Point to the box with the letters. Point to a capital or lowercase letter and ask the child to name the letter. Continue with the other letters in the box. Check goals and enter the number of correct responses. Phonics/Letter–Sounds: Tell the child to look at the letters. Then read the directions provided on the teacher page. Continue with the sounds for the other letters. Check goals and enter the number of correct responses. Phonics/Decodable Words: Have the child look at the words. Remind the child that he or she knows the sounds for all the letters in each word. Have the child identify each word by sounding out and blending the word. Enter the number of correct responses. High-Frequency Words (Words to Know): Point to the test box and tell the child that he or she has learned the words. Then point to each word and have the child read it. Enter the number of correct responses on the score line. Reading Sentences: Tell the child that he or she will read each sentence. Have the child look at the sentence and read the words. Some sentences have a picture for a word. Tell the child to read the name of the picture with the other words in the sentence. The child may take time to sound out a word or words. If the child goes back to correct an error, the response is correct. Check goals and enter the child’s score. Be sure to affirm the child’s test participation, commending him or her for listening and for the responses. Compare test scores as the child progresses in the group to evaluate growth over time or problem areas. Additional resources for week 9 assessment:Print Awareness: Reading A-Z Alphabet Assessment Reproducible 3 HYPERLINK "" \h UPPERCASE AND LOWERCASE LETTER NAMING INSTRUCTIONS: Have the student point to each letter and say its name. Circle the ones incorrectly named.Phonological Awareness: Reading A-Z: Phonological Awareness- Initial, Final, Medial SoundsDIRECTIONS:Point to each picture in each set of four boxes one at a time and ask the student to name the picture. After naming the picture, ask him or her to identify the identified sound in the word. Place an X in the small box at the lower right for each error. Practice with the first prehension: A Busy Bird (Lexile 140)Note to Teacher: Read passage out loud to your students and have each student complete the worksheet independently. For questions 5 A) and 6, you can have students draw their answers, answer orally, or write their answers depending on your students’ progress. If you have them write their answers, you may want to write the word(s) on the board for them to copy. Teachers may also want to draw student’s attention to the past tense verbs within this story and create a t-chart for students to brainstorm what the present tense form is for each verb. K.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.K.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.K.R.10Read and comprehend complex literary and informational texts independently and proficiently.K.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.K.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Additional resources for week 9 assessment:Fluency: Reading A-Z fluency passages (Reading A-Z HYPERLINK "" \h Grade level correlation chart)Additional Comprehension Passages: ReadWorks Reading Passages ................
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