Description of Montessori Language Materials List

MONTESSORI UPPER ELEMENTARY LANGUAGE ARTS CURRICULUM ALIGNMENT Based on the Maryland Voluntary State Curriculum

Montessori Language Arts Grades 4 to 6

June 2006

Prince George’s County Public Schools

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 1 Prince George’s County Public Schools BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, MARYLAND

Beatrice P. Tignor, Ed.D., Chair Howard W Stone, Jr., Vice Chair John R. Bailer, Member Abby L. W. Crowley, Ed.D., Member Charlene M. Dukes, Ed.D., Member Robert O. Duncan, Member Jose R. Morales, Member Judy G. Mickens- Murray, Member Dean Sirjue, Member Leslie Hall, Student Board Member John E. Deasy, Ph. D., Chief Executive Officer

Shelley Jallow, Chief Academic Officer Patricia Miller, Director of Curriculum and Instruction Gladys Whitehead, Ph.D., Coordinating Supervisor, Academic Programs Pamela Shetley, Ph.D., Director of the FOCUS Office

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 2 Prince George’s County Public Schools ACKNOWLEDGEMENTS

We would like to acknowledge the following educators who contributed to the 2006-07 to the Montessori Language Arts Curriculum;

John Feeley Susan Holmes Laure Fleming Marion Lebensbaum Janet Goodspeed Cindy Peil Gwendolyn Harris Kimberly Strayhorn.

We would like to acknowledge the following educators who contributed to the 2005-06 Montessori Curriculum Supplement and whose work has also been included in this document: Juliana Collier, John Feeley, Corinne Massey, Linda Massey, Sally Chadbourn, Kathleen Schwab, and Marty Galvin

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 3 Prince George’s County Public Schools Table of Contents

Introduction…………………………………………………………………………………………………………………………………………… ……………….5

Montessori Language Arts Materials List ………………………………………………………………………………………………………………………..7

Voluntary State Curriculum Chart (VSC) …………………………………………………………………………………………………………………………8

Quarterly Overview……………………………………………………………………………………………………………………………………………… …..18

Montessori Alignment with VSC ………………………………………………………………………………………………………………………………….19

Montessori Great Lessons ……………………………………………………………………………………………………………………………………...…83

Montessori Sample Lessons ……………………………………………………………………………………………………………………………………...91

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 4 Prince George’s County Public Schools Appendix ……………………………………………………………………………………………………………………………………………………………. 102 Literary Genre Card Set Graphic Organizers

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 5 Prince George’s County Public Schools Introduction

The Montessori Method of teaching reading incorporates both comprehensive instruction in phonics skills and a thematic, integrated “whole language” approach to reading. Through language, the transmission of culture from one generation to the next takes place. Reading and writing are offered as “keys” to explore culture and knowledge. Books are offered as tools to “unlock” the living world around us.

The Montessori Language Arts curriculum is reflective of the three reading purposes outlined in the Maryland Voluntary State Curriculum: reading for a literary experience, reading to be informed, and reading to perform a task. Authentic literature and real-world reading material form the foundation of a thematically organized curriculum. Numerous opportunities are available for students to expand, enrich, and explore their understanding. Students are provided opportunities to work with flexible instructional arrangements, such as guided independent study, research projects, technology programs, mentoring, and seminars.

Activities and experiences designed to address individual strengths, learning preferences, and interests are offered to strengthen student’s talents and abilities while they explore advanced content within respective themes.

The reading language arts program allows for the following:

• On-going flexible grouping based on student interests • Enrichment opportunities within and outside the curriculum • Research projects to investigate topics of students’ interests related to the various themes • Use of internet technology to expand subject areas • Alignment with science, geography and social studies units – emphasizing interdisciplinary instruction • On-going assessment to determine instructional focus • Emphasis on stimulating high levels of thinking skills and knowledge

The Montessori Upper Elementary Reading Curriculum contains alignment with the VSC for forth, fifth, and sixth grades. It is intended to serve as a guide to new teachers in helping students develop comprehension skills through

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 6 Prince George’s County Public Schools read-aloud lessons, poetry lessons and literacy circles. Additionally, lesson plans are provided to supplement the Montessori Great Lesson, “The Story of Language.”

Read Aloud lessons have been developed using the Montessori lesson plan format to introduce the following reading comprehensions strategies:  making connections to texts  questioning  visualizing  predicting  clarifying  determining importance  generalizing  inferring  evaluating

The Read Aloud lessons also introduce vocabulary and the making of text-life connections through mini-dramas. Later Read Aloud lessons have been designed to incorporate tools for teaching setting, plot, character, theme and point of view. The lessons range from beginning to advanced readers.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 7 Prince George’s County Public Schools Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 8 Prince George’s County Public Schools Description of Montessori Language Materials List

Moveable Alphabet Box: a wooden compartmental box that houses a plastic alphabet. Moveable alphabet boxes usually have 20 sets of letters with vowels in red and constants in blue. Phonogram Booklets: 50 booklets teacher made or purchased, that highlight vowel patterns, diphthongs, and phonograms Grammar Boxes: eight wooden colored coded boxes that correspond to a part of speech. Each box has sentence cards that highlight the function of words in each part of speech: noun, adjective, article, verb, adverb, preposition, conjunction, and interjection. Grammar Symbols: paper or wooden symbols are color coded geometric shapes used to represent a part of speech. The grammar symbols reinforce functions of words in a sentence. Large black triangle = noun, medium blue triangle= adjective, small light blue triangle= article, large red circle=verb, medium orange circle = adverb, green crescent= preposition, pink dash= conjunction, golden keyhole=interjection. Grammar Charts: generally teacher made materials that highlight specific grammar concepts such as: types of nouns, transitive verbs, intransitive verbs, etc. Logical Analysis: wooden symbols are colored coded geometric shapes used to diagram sentences. Verb Material: teacher made cards that show different verb forms. Students match a pronoun to the proper conjugation (i.e. he eats, they eat). Teacher made material that shows past, present and future tenses of verbs. Nomenclature Cards: teacher made or purchased, matching vocabulary and picture cards which are related to various themes in content areas such as geometry, science, and history. Command Cards: teacher made or purchased activity cards that provide for additional exploration of specific content themes. They are completed individually on in small groups and are generally student selected following a lesson. Word Family Cards: teacher made charts, booklets or cards that combine affixes with root words to create new words.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 9 Prince George’s County Public Schools Word Study Cards: teacher made charts, booklets or cards that students match or combine in order to practice compound words, homonyms, antonyms, synonyms, rhyming words, alphabetical order, etc.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 10 Prince George’s County Public Schools VSC and Montessori Upper Elementary Language Arts Curriculum Alignment Table of Contents

VSC - Reading Standard 1.0 General Reading Processes Grade 4 Grade 5 Grade 6

VSC General VSC General VSC General 1.0 Reading 1.0 Reading 1.0 Reading Process Process Process 1.B.1.a Page 19

1.C.1.a Page 19 1.C.1.a Page 19 1.C.1.a Page 19 1.C.2.a Page 20 1.C.2.a Page 20 1.C.2.a Page 20 1.C.2.b Page 20 1.C.2.b Page 20 1.C.2.b Page 20 1.C.2.c Page 20 1.C.2.c Page 20 1.C.2.c Page 20

1.D.1.a Page 21 1.D.1.a Page 21 1.D.1.a Page 21 1.D.1.b Page 21 1.D.1.b Page 21 1.D.1.b Page 21 1.D.1.c Page 21 Page 21 Page 21

1.D.2.a Page 21 1.D.2.a Page 21 1.D.2.a Page 21 1.D.2.b Page 22 1.D.2.b Page 22 1.D.2.b Page 22 1.D.2.c Page 22 Page 22 Page 22

1.D.3.a Page 22 1.D.3.a Page 22 1.D.3.a Page 22 1.D.3.b Page 23 1.D.3.b Page 23 1.D.3.b Page 23 1.D.3.c Page 23 1.D.3.c Page 23 1.D.3.c Page 23 1.D.3.d Page 23 1.D.3.d Page 23 1.D.3.d Page 23

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 11 Prince George’s County Public Schools Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 12 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes 1.E.1.a Page 24 1.E.1.a Page 24 1.E.1.a Page 24 1.E.1.b Page 24 1.E.1.b Page 24 1.E.1.b Page 24 1.E.1.c Page 24 1.E.1.c Page 24 1.E.1.c Page 24

1.E.2.a Page 24 1.E.2.a Page 24 1.E.2.a Page 24 1.E.2.b Page 25 1.E.2.b Page 25 1.E.2.b Page 25 1.E.2.c Page 25 1.E.2.c Page 25 1.E.2.c Page 25 1.E.2.d Page 25 1.E.2.d Page 25 1.E.2.d Page 25

1.E.3.a Page 25 1.E.3.a Page 25 1.E.3.a Page 25 1.E.3.b Page 26 1.E.3.b Page 26 1.E.3.b Page 26 1.E.3.c Page 26 1.E.3.c Page 26 1.E.3.c Page 26 1.E.3.d Page 26 1.E.3.d Page 26 1.E.3.d Page 26 1.E.3.e Page 26 1.E.3.e Page 26 1.E.3.e Page 26 1.E.3.f Page 27 1.E.3.f Page 27 1.E.3.f Page 27 1.F.3.g Page 27 1.F.3.g Page 27 1.F.3.g Page 27 1.E.3.h Page 27 1.E.3.h Page 27 1.E.3.h Page 27 1.E.3.i Page 27 1.E.3.i Page 27 1.E.3.i Page 27 1.E.3.j Page 28 1.E.3.j Page 28 1.E.3.j Page 28

1.E.4.a Page 28 1.E.4.a Page 28 1.E.4.a Page 28 1.E.4.b Page 29 1.E.4.b Page 29 1.E.4.b Page 29 1.E.4.c Page 29 1.E.4.c Page 29 1.E.4.c Page 29 1.E.4.d Page 29 1.E.4.d Page 29 1.E.4.d Page 29 1.E.4.e Page 30 1.E.4.e Page 30 1.E.4.e Page 30 1.E.4.f Page 30 1.E.4.f Page 30 1.E.4.f Page 30 1.E.4.g Page 30 1.E.4.g Page 30 1.E.4.g Page 30 1.E.4.h Page 31 1.E.4.h Page 31 1.E.4.h Page 31

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 13 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6

VSC Comprehension of VSC Comprehension of VSC Comprehension of 2.0 Informational Text 2.0 Informational Text 2.0 Informational Text 2.A.1.a Page 32 2.A.1.a Page 32 2.A.1.a Page 32 2.A.1.b Page 33 2.A.1.b Page 33 2.A.1.b Page 33 2.A.1.c Page 33 2.A.1.c Page 33 2.A.1.c Page 33

2.A.2.a Page 34 2.A.2.a Page 34 2.A.2.a Page 34 2.A.2.b Page 34 2.A.2.b Page 34 2.A.2.b Page 34 2.A.2.c Page 35 2.A.2.c Page 35 2.A.2.c Page 35 2.A.2.d Page 36 2.A.2.d Page 36 2.A.2.d Page 36 2.A.2.e Page 36 2.A.2.e Page 36 2.A.2.e Page 36 2.A.2.f Page 37 2.A.2.f Page 37 2.A.2.f Page 37

2.A.3.a Page 37 2.A.3.a Page 37 2.A.3.a Page 37 2.A.3.b Page 38 2.A.3.b Page 38 Page 38

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 14 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. 2.A.4.g Page 41 2.A.4.g Page 41 2.A.4.g Page 41 2.A.4.h Page 41 2.A.4.h Page 41 2.A.4.h Page 41 2.A.4.i Page 41 2.A.4.i Page 41 2.A.4.i Page 41 2.A.4.j Page 42 2.A.4.j Page 42 2.A.4.j Page 42

2.A.5.a Page 42 2.A.5.a Page 42 2.A.5.a Page 42 2.A.5.b Page 43 2.A.5.b Page 43 2.A.5.b Page 43 2.A.5.c Page 43 2.A.5.c Page 43 2.A.5.c Page 43

VSC - Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6

VSC Comprehension of VSC Comprehension of VSC Comprehension of 3.0 Literary Text 3.0 Literary Text 3.0 Literary Text 3.A.1.a Page 47 3.A.1.a Page 47 3.A.1.a Page 47 3.A.1.b Page 47 3.A.1.b Page 47 3.A.1.b Page 47

3.A.2.a Page 47 3.A.2.a Page 47 3.A.2.a Page 47 3.A.2.b Page 48 3.A.2.b Page 48 3.A.2.b Page 48

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 15 Prince George’s County Public Schools 3.A.2.c Page 48 3.A.2.c Page 48 3.A.2.c Page 48

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 16 Prince George’s County Public Schools VSC - Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. 3.A.3.a Page 48 3.A.3.a Page 48 3.A.3.a Page 48 3.A.3.b Page 49 3.A.3.b Page 49 3.A.3.b Page 49 3.A.3.c Page 49 3.A.3.c Page 49 3.A.3.c Page 49 3.A.3.d Page 50 3.A.3.d Page 50 3.A.3.d Page 50 3.A.3.e Page 50 3.A.3.e Page 50 3.A.3.e Page 50 3.A.3.f Page 51 3.A.3.f Page 51 3.A.3.f Page 51 3.A.3.g Page 51 3.A.3.g Page 51 3.A.3.g Page 51 3.A.3.h Page 51 3.A.3.i Page 52

3.A.4.a Page 52 3.A.4.a Page 52 3.A.4.a Page 52 3.A.4.b Page 52 3.A.4.b Page 52 3.A.4.b Page 52 3.A.4.c Page 53 3.A.4.c Page 53 3.A.4.c Page 53 3.A.4.d Page 53 3.A.4.d Page 53 3.A.4.d Page 53

3.A.5.a Page 54 3.A.5.a Page 54 3.A.5.a Page 54 3.A.5.b Page 54 3.A.5.b Page 54 3.A.5.b Page 54 3.A.5.c Page 55 3.A.5.c Page 55 3.A.5.c Page 55 3.A.5.d Page 55 3.A.5.d Page 55 3.A.5.d Page 55

3.A.6.a Page 56 3.A.6.a Page 56 3.A.6.a Page 56 3.A.6.b Page 56 3.A.6.b Page 56 3.A.6.b Page 56 3.A.6.c Page 56 3.A.6.c Page 56 3.A.6.c Page 56 3.A.6.d Page 57 3.A.6.d Page 57 3.A.6.d Page 57 3.A.6.e Page 57 3.A.6.e Page 57 3.A.6.e Page 57 3.A.6.f Page 57 3.A.6.f Page 57

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 17 Prince George’s County Public Schools 3.A.7.a Page 58 3.A.7.a Page 58 3.A.7.a Page 58 3.A.7.b Page 58 3.A.7.b Page 58 3.A.7.b Page 58

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 18 Prince George’s County Public Schools VSC - Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. 3.A.7.c Page 59 3.A.7.c Page 59 3.A.7.c Page 59 3.A.7.d Page 59 3.A.7.d Page 59 3.A.7.d Page 59 3.A.7.e Page 60 3.A.7.e Page 60 3.A.7.e Page 60 3.A.7.f Page 60 3.A.7.f Page 60

3.A.8.a Page 60 3.A.8.a Page 60 3.A.8.a Page 60 3.A.8.b Page 61 3.A.8.b Page 61 3.A.8.b Page 61 3.A.8.c Page 61 3.A.8.c Page 61 3.A.8.c Page 61 3.A.8.d Page 61 3.A.8.d Page 61

VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6

VSC Writing VSC Writing VSC Writing 4.0 4.0 4.0 4.A.1.a Page 62 4.A.1.a Page 62 4.A.1.a Page 62 4.A.1.b Page 62 4.A.1.b Page 62 4.A.1.b Page 62

4.A.3.a Page 65 4.A.3.a Page 65 4.A.3.a Page 65

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 19 Prince George’s County Public Schools 4.A.3.b Page 66 4.A.3.b Page 66 4.A.3.b Page 66 4.A.3.c Page 66 4.A.3.c Page 66 4.A.3.c Page 66

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 20 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. 4.A.4.a Page 66 4.A.4.a Page 66 4.A.4.a Page 66 4.A.4.b Page 67 4.A.4.b Page 67 4.A.4.b Page 67 4.A.4.c Page 67 4.A.4.c Page 67 4.A.4.c Page 67

4.A.5.a Page 67 4.A.5.a Page 67 4.A.5.a Page 67 4.A.5.b Page 67 4.A.5.b Page 67 4.A.5.b Page 67 4.A.5.c Page 68 4.A.5.c Page 68 4.A.5.c Page 68

4.A.6.a Page 68 4.A.6.a Page 68 4.A.6.a Page 68 4.A.6.b Page 68 4.A.6.b Page 68 4.A.6.b Page 68

4.A.7.a Page 68 4.A.7.a Page 68 4.A.7.a Page 68 4.A.7.b Page 69 4.A.7.b Page 69 4.A.7.b Page 69 4.A.7.c Page 69 4.A.7.c Page 69 4.A.7.c Page 69 4.A.7.d Page 70 4.A.7.d Page 70 4.A.7.d Page 70 4.A.7.e Page 70 4.A.7.e Page 70 4.A.7.e Page 70

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 21 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6

VSC Controlling Language VSC Controlling Language VSC Controlling Language 5.0 5.0 5.0 5.A.1 Page 71 5.A.1 Page 71 5.A.1 Page 71

5.A.2.a Page 71 5.A.2.a Page 71 5.A.2.a Page 71 5.A.2.b Page 71 5.A.2.b Page 71 5.A.2.b Page 71 5.A.2.c Page 71 5.A.2.c Page 71 5.A.2.c Page 71 5.A.2.d Page 72 5.A.2.d Page 72 5.A.2.d Page 72 5.A.2.e Page 72

5.B.1 Page 72 5.B.1 Page 72 5.B.1 Page 72

5.B.2.a Page 72 5.B.2.a Page 72 5.B.2.a Page 72 5.B.2.b Page 73 5.B.2.b Page 73 5.B.2.b Page 73 5.B.2.c Page 73 5.B.2.c Page 73 5.B.2.c Page 73 5.B.2.d Page 73 5.B.2.d Page 73 5.B.2.d Page 73 5.B.2.e Page 73 5.B.2.e Page 73 5.B.2.e Page 73

5.C.1 Page 74 5.C.1 Page 74 5.C.1 Page 74

5.C.2.a Page 74 5.C.2.a Page 74 5.C.2.a Page 74 5.C.2.b Page 74 5.C.2.b Page 74 5.C.2.b Page 74 5.C.2.c Page 74 5.C.2.c Page 74 5.C.2.c Page 74 5.C.2.d Page 74 5.C.2.d Page 74 5.C.2.d Page 74 5.C.2.e Page 75 5.C.2.e Page 75 5.C.2.f Page 75

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 22 Prince George’s County Public Schools 5.C.2.g Page 75 VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. 5.C.3 Page 75 5.C.3 Page 75 5.C.3 Page 75

5.D.1 Page 75 5.D.1 Page 75 5.D.1 Page 75

5.D.2.a Page 75 5.D.2.a Page 75 5.D.2.a Page 75 5.D.2.b Page 76 5.D.2.b Page 76 5.D.2.b Page 76 5.D.2.c Page 76 5.D.2.c Page 76 5.D.2.c Page 76 5.D.2.d. Page 76 5.D.2.d Page 76 5.D.2.e Page 76

5.D.3 Page 76 5.D.3 Page 76 5.D.3 Page 76

5.E.1.a Page 77 5.E.1.a Page 77 5.E.1.a Page 77 5.E.1.b Page 77 5.E.1.b Page 77 5.E.1.b Page 77

VSC - Reading Standard 6.0 Listening: Students will demonstrate effective listening to learn, process, and analyze information. Grade 4 Grade 5 Grade 6 VSC Listening VSC Listening VSC Listening 6.0 6.0 6.0 6.A.1.a Page 78 6.A.1.a Page 78 6.A.1.a Page 78 6.A.1.b Page 78 6.A.1.b Page 78 6.A.1.b Page 78 6.A.1.c Page 78 6.A.1.c Page 78 6.A.1.c Page 78 6.A.1.d Page 78 6.A.1.d Page 78 6.A.1.d Page 78 6.A.1.e Page 78 6.A.1.f Page 79

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 23 Prince George’s County Public Schools 6.A.1.g Page 79

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 24 Prince George’s County Public Schools VSC - Reading Standard 6.0 Listening: Students will demonstrate effective listening to learn, process, and analyze information. 6.A.2.a Page 79 6.A.2.a Page 79 6.A.2.a Page 79 6.A.2.b Page 79 6.A.2.b Page 79 6.A.2.b Page 79 6.A.2.c Page 79 6.A.2.c Page 79 6.A.2.c Page 79 6.A.2.d Page 79 6.A.2.d Page 79 6.A.2.d Page 79 6.A.2.e Page 80 6.A.2.e Page 80 6.A.2.e Page 80 6.A.2.f Page 80

VSC - Reading Standard 7.0 Speaking: Student will communicate effectively in a variety of situations with different audiences, purposes, and formats. Grade 4 Grade 5 Grade 6 VSC Speaking VSC Speaking VSC Speaking 7.0 7.0 7.0 7.A.1.a Page 81 7.A.1.a Page 81 7.A.1.a Page 81 7.A.1.b Page 81 7.A.1.b Page 81 7.A.1.b Page 81 7.A.1.c Page 81 7.A.1.c Page 81 7.A.1.c Page 81 7.A.1.d Page 81 7.A.1.e Page 81 7.A.1.f Page 82

7.A.2.a Page 82 7.A.2.a Page 82 7.A.2.b Page 82 7.A.2.b Page 82 7.A.2.c Page 82 7.A.2.c Page 82 7.A.2.d Page 82 7.A.2.d Page 82 7.A.2.e Page 82 7.A.2.e Page 82

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 25 Prince George’s County Public Schools Montessori Upper Elementary Language Arts Quarterly Overview for 4th, 5th, and 6th Grade Students

First Quarter Second Quarter Third Quarter Fourth Quarter Literary Text Literary Text Literary Text Literary Text Creation Stories Poetry Biography Realistic Fiction Folklore Plays Historical Fiction Science Fiction Folktales Short Stories Diary Fantasy Journal Fairytales Informational Text Informational Text Informational Text Informational Text Maps and Atlases Maps and Atlases Maps and Atlases Maps and Atlases Key, Scale, Legend Key, Scale, Legend Key, Scale, Legend Key, Scale, Legend Headings, Captions, Headings, Captions, Headings, Captions, Headings, Captions, Illustrations Illustrations Illustrations Illustrations Photographs, Graphic Aids Photographs, Graphic Aids Photographs, Graphic Aids Photographs, Graphic Aids Magazine and Newspaper Magazine and Newspaper Magazine and Newspaper Magazine and Newspaper Articles Articles Articles Articles Set of Directions Set of Directions Set of Directions Set of Directions Textbook Textbook Textbook Textbook Sidebars Sidebars Sidebars Sidebars Ongoing Reading/Language Arts Indicators Phonics Listening and Speaking Grammar, Usage, Mechanics, Spelling, Handwriting Writing Vocabulary General Comprehension Fluency

Montessori Language Arts and the Maryland Voluntary State Curriculum This sequence has been kept as closely aligned to the Montessori language curriculum as possible, but adjustments have been made based on the indicators tested quarterly in Prince George’s County Public Schools. If teachers systematically incorporate these indicators into their presentations and discussions, students will be comfortable with quarterly benchmark tests and the Maryland School Assessment (MSA). The

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 26 Prince George’s County Public Schools Montessori Language Lessons are designed to be presented individually or in small groups. Each presentation isolates one learning objective. Where student begins in the sequence, and how quickly they progress, depends on the developmental needs of each individual student. The teacher observes and responds to each individual child’s learning needs. Grade level expectations are intended to be used only as an aid to planning. Teachers will use their Montessori curriculum albums as their primary guides, and each student will progress at his or her own unique and appropriate pace.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 27 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 Topic 1.B. Phonics Topic 1.B. Phonics Topic 1.B. Phonics 1.B.1. Use a variety of phonetic skills to read unfamiliar words a. Apply phonics skills Montessori Assessment Lessons: limits: Phonogram Booklets and Cards (include  Initial and final blends, diagraphs, consonant blends (3 diphthongs, silent letters) elements, ending  Vowel patterns elements);  Long and short Dictionary vowels lessons( syllabicatio n, pronunciation  Irregular/silent key) consonant sounds  R-controlled vowels  Digraphs

 Diphthongs

Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 Topic 1.C. Fluency * Topic 1.C. Fluency * Topic 1.C. Fluency * 1.C.1. Read orally at an appropriate rate 1.C.1. Read orally at an appropriate rate 1.C.1. Read orally at an appropriate rate a. Read familiar text Montessori a. Read familiar text Montessori a. Read familiar text Montessori at a rate that is Lessons: at a rate that is Lessons: at a rate that is Lessons: conversational and Teacher read-aloud / conversational and Teacher read-aloud / conversational and Teacher read-aloud / consistent modeling; Literacy consistent modeling; Literacy consistent modeling; Literacy Circles (Student re- Circles (Student re- Circles (Student re-

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 28 Prince George’s County Public Schools reads a favorite reads a favorite reads a favorite portion of the text.); portion of the text.); portion of the text.); Partner Reading; Partner Reading; Partner Reading; Student reading Student reading Student reading individually with individually with individually with teacher teacher teacher

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 29 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 1.C.2. Read grade-level text with both high 1.C.2. Read grade-level text with both high 1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, accuracy and appropriate pacing, intonation, accuracy and appropriate pacing, intonation, and expression and expression and expression a. Apply knowledge Montessori a. Apply knowledge Montessori a. Apply knowledge Montessori of word structures Lessons: of word structures Lessons: of word structures Lessons: and patterns to read Word Family Cards and patterns to read Word Family Cards and patterns to read Word Family Cards with automaticity with Affixes; with automaticity with Affixes; with automaticity with Affixes; Dictionary Lessons Dictionary Lessons Dictionary Lessons (etymology) (etymology) (etymology) b. Demonstrate Montessori b. Demonstrate Montessori b. Demonstrate Montessori appropriate use of Lessons: appropriate use of Lessons: appropriate use of Lessons: phrasing: Modeling through phrasing: Modeling through phrasing: Modeling through Teacher Read-Aloud; Teacher Read-Aloud; Teacher Read-Aloud; Attend to sentence Logical Analysis; Attend to sentence Logical Analysis; Attend to sentence Logical Analysis; patterns and Grammar Symbols; patterns and Grammar Symbols; patterns and Grammar Symbols; structures that signal Literacy Circles structures that signal Literacy Circles structures that signal Literacy Circles meaning in text (Student re-reads a meaning in text (Student re-reads a meaning in text (Student re-reads a favorite portion of the favorite portion of the favorite portion of the Use punctuation cues text.); Partner Use punctuation cues text.); Partner Use punctuation cues text.); Partner to guide meaning and Reading; Individual to guide meaning and Reading; Individual to guide meaning and Reading; Individual expression Students read with expression Students read with expression Students read with teacher teacher teacher Use pacing and Use pacing and Use pacing and intonation (emphasis intonation (emphasis intonation (emphasis on certain words) to on certain words) to on certain words) to convey meaning and convey meaning and convey meaning and expression expression expression

Adjust intonation and Adjust intonation and Adjust intonation and pitch (rise and fall of pitch (rise and fall of pitch (rise and fall of spoken voice) spoken voice) spoken voice) appropriately appropriately appropriately

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 30 Prince George’s County Public Schools c. Increase sight Montessori c. Increase sight Montessori c. Increase sight Montessori words read fluently Lessons: words read fluently Lessons: words read fluently Lessons: Cross-Curricular Cross-Curricular Cross-Curricular vocabulary; Reading vocabulary; Reading vocabulary; Reading for meaning in for meaning in for meaning in context; Dictionary context; Dictionary context; Dictionary Lessons Lessons Lessons

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 31 Prince George’s County Public Schools Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 Topic 1.D. Vocabulary Topic 1.D. Vocabulary Topic 1.D. Vocabulary 1.D.1. Develop and apply vocabulary 1.D.1. Develop and apply vocabulary 1.D.1. Develop and apply vocabulary through through exposure to a variety of texts through exposure to a variety of texts exposure to a variety of texts a. Acquire new Montessori a. Acquire new Montessori a. Acquire new Montessori vocabulary through Lessons: vocabulary through Lessons: vocabulary through Lessons: listening to, Cross-Curricular listening to, Cross-Curricular listening to, Cross-Curricular independently reading, vocabulary independently reading, vocabulary independently reading, vocabulary and discussing a variety enrichment; and discussing a variety enrichment; and discussing a variety enrichment; of literary and Reading for of literary and Reading for of literary and Reading for informational texts meaning in informational texts meaning in informational texts meaning in context; context; Reading context; Reading Reading Journals; Journals; Journals; Nomenclature Nomenclature Nomenclature Cards Cards Cards b. Discuss words and Montessori b. Discuss words and Montessori b. Discuss words and Montessori word meanings daily as Lessons: word meanings daily as Lessons: word meanings daily as Lessons: they are encountered in Teacher Read they are encountered in Teacher Read they are encountered in Teacher Read text, instruction, and Aloud; Cross- text, instruction, and Aloud; Cross- text, instruction, and Aloud; Cross- conversation Curricular conversation Curricular conversation Curricular vocabulary vocabulary vocabulary enrichment; enrichment; enrichment; Reading for Reading for Reading for meaning in meaning in meaning in context; context; Reading context; Reading Reading Journals Journals Journals c. Collect 12-20 new Montessori words for deeper study Lessons: each week Reading Journals; Literacy Circle Meetings; Nomenclature Cards

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 32 Prince George’s County Public Schools 1.D.2. Develop a conceptual understanding 1.D.2. Develop and apply a conceptual 1.D.2. Apply a conceptual understanding of of new words understanding of new words new words a. Classify and Montessori a. Classify and Montessori a. Classify and Montessori categorize increasingly Lessons: categorize increasingly Lessons: categorize increasingly Lessons: complex words into sets Nomenclature complex words into sets Nomenclature complex words into sets Nomenclature and groups Cards across the and groups Cards across the and groups Cards across the curriculum curriculum curriculum

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 33 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 b. Identify and explain Montessori b. Identify and explain Montessori b. Explain relationships Montessori word relationships, to Lessons: relationships between Lessons: between and among Lessons: determine the Word Study and among words Word Study words Word Study meanings of words Cabinet; Multiple Cabinet; Multiple Cabinet; Multiple Meaning Words Assessment limits: Meaning Words Assessment limits: Meaning Words Assessment limit: Antonyms and Antonyms and Antonyms, synonyms, synonyms; Concept synonyms; Concept homophones, and hierarchies; Multiple hierarchies; Multiple homographs MSA Finish Line: meaning words; MSA Finish Line: meaning words; MSA Finish Line: Unit 1, Lesson 1 Specialized use of Unit 1, Lesson 1 Specialized use of Unit 1, Lesson 1 vocabulary in specific vocabulary in specific content areas content areas c. Identify and use Montessori correctly new words Lessons: acquired through study Dictionary Lessons of their relationships to (etymology); Word other words Family Cards

1.D.3. Understand, acquire, and use new 1.D.3. Understand, acquire, and use new 1.D.3. Understand, acquire, and use new vocabulary vocabulary vocabulary a. Use context to Montessori a. Use context to Montessori a. Use context to Montessori determine the Lessons: determine the Lessons: determine the Lessons: meanings of words Reading across the meanings of words Reading across the meanings of words Reading across the Curriculum; Curriculum; Curriculum; Literacy Assessment limits: Literacy Circle Assessment limits: Literacy Circle Assessment limits: Circle Discussions; Above grade-level Discussions; Parts Above grade-level Discussions; Parts Above grade-level Parts of Speech words used in context; of Speech words used in context; of Speech words used in context; (Grammar Words with multiple (Grammar Words with multiple (Grammar Words with multiple Symbols); meanings; Connotations Symbols); meanings; Connotations Symbols); meanings; Connotations Illustrations of versus denotations; Illustrations of versus denotations; Illustrations of versus denotations; figurative language Grade-appropriate figurative language Grade-appropriate figurative language Grade-appropriate MSA Finish Line:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 34 Prince George’s County Public Schools MSA Finish Line: MSA Finish Line: Unit 1, Lesson 1 idioms and figurative Unit 1, Lesson 1 idioms and figurative Unit 1, Lesson 1 idioms, colloquialisms, Unit 1, Lesson 3 expressions Unit 1, Lesson 3 expressions Unit 1, Lesson 3 and figurative expressions

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 35 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 5 b. Use word structure to Montessori b. Use word structure to Montessori b. Use word structure to Montessori determine the meaning Lessons: determine the meaning Lessons: determine the meaning Lessons: of words Dictionary Lessons of words Dictionary Lessons of words Dictionary Lessons (etymology, (etymology, (etymology, Assessment limits: syllabication); Assessment limits: syllabication); Assessment limits: syllabication); Word Prefixes and suffixes; Word Family Cards Prefixes and suffixes; Word Family Cards Prefixes and suffixes; Family Cards Grade-appropriate roots (affixes, compound Grade-appropriate roots (affixes, compound Grade-appropriate roots (affixes, compound and base words; Grade- words, etc.) and base words; Grade- words, etc.) and base words; Grade- words, etc.) appropriate compound appropriate compound appropriate compound words; Grade- words; Grade- words; Grade- appropriate inflectional MSA Finish Line: appropriate inflectional MSA Finish Line: appropriate inflectional MSA Finish Line: endings Unit 1, Lesson 1 endings Unit 1, Lesson 1 endings Unit 1, Lesson 1 Unit 1, Lesson 2 Unit 1, Lesson 2 Unit 1, Lesson 2 c. Use resources to Montessori c. Use resources to Montessori c. Use resources to Montessori determine the Lessons: confirm definitions and Lessons: confirm definitions and Lessons: meanings of words Dictionary Lessons gather further Dictionary Lessons gather further Dictionary Lessons (etymology, information about words (etymology, information about (etymology, Assessment limits: syllabication); syllabication); words syllabication); Dictionaries; Glossaries; Thesaurus Lessons; Assessment limits: Thesaurus Lessons; Thesaurus Lessons; Thesauruses; Other Student Created Electronic and/or print Student Created Assessment limits: Student Created grade-appropriate Booklets dictionaries; Booklets Electronic and/or print Booklets resources Thesauruses; Other dictionaries; grade-appropriate Thesauruses; Other resources grade-appropriate resources d. Use new vocabulary Montessori d. Use new vocabulary Montessori d. Use new vocabulary Montessori in speaking and writing Lessons: in speaking and writing Lessons: in speaking and writing Lessons: to gain and extend Social Studies and to gain and extend Social Studies and to gain and extend Social Studies and content knowledge and Science content knowledge and Science content knowledge and Science clarify expression nomenclature clarify expression nomenclature clarify expression nomenclature followed by followed by followed by independent independent independent

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 36 Prince George’s County Public Schools research projects, research projects, research projects, reports, and reports, and reports, and presentations presentations presentations

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 37 Prince George’s County Public Schools Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 Topic 1.E. General Reading Comprehension Topic 1.E. General Reading Comprehension Topic 1.E. General Reading Comprehension 1.E.1. Develop comprehension skills through 1.E.1. Develop and apply comprehension 1.E.1. Develop and apply comprehension exposure to a variety of texts skills through exposure to a variety of texts, skills through exposure to a variety of texts, including traditional print and electronic texts including traditional print and electronic texts a. Listen to critically, Montessori a. Listen to critically, Montessori a. Listen to critically, Montessori read, and discuss texts Lessons: read, and discuss texts Lessons: read, and discuss texts Lessons: representing diversity in Reading across the representing diversity in Reading across the representing diversity in Reading across the content, culture, curriculum content, culture, curriculum content, culture, curriculum authorship, and authorship, and authorship, and perspective, including perspective, including perspective, including areas, such as race, areas, such as race, areas, such as race, gender, disability, gender, disability, gender, disability, religion, and socio- religion, and socio- religion, and socio- economic background economic background economic background b. Read a minimum of Montessori b. Read a minimum of Montessori b. Read a minimum of Montessori 25 self-selected and/or Lessons: 25 self-selected and/or Lessons: 25 self-selected and/or Lessons: assigned books or book Library Lessons, assigned books or book Library Lessons, assigned books or book Library Lessons, equivalents Book reports; equivalents Book reports; equivalents Book reports; representing various Reading across the representing various Reading across the representing various Reading across the genres curriculum genres curriculum genres curriculum

c. Discuss reactions to Montessori c. Discuss reactions to Montessori c. Discuss reactions to Montessori and ideas/information Lessons: and ideas/information Lessons: and ideas/information Lessons: gained from reading Literacy Circles; gained from reading Literacy Circles; gained from reading Literacy Circles; experiences with adults Book Clubs; Oral experiences with adults Book Clubs; Oral experiences with adults Book Clubs; Oral and peers in both Presentations and peers in both Presentations and peers in both Presentations formal and informal formal and informal formal and informal situations situations situations 1.E.2. Use strategies to prepare for reading 1.E.2. Use strategies to prepare for reading 1.E.2. Use strategies to prepare for reading (before reading) (before reading) (before reading) a. Survey and preview Montessori a. Survey and preview Montessori a. Survey and preview Montessori

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 38 Prince George’s County Public Schools the text by examining Lessons: the text by examining Lessons: the text Lessons: features, such as the Reading Strategies: features, such as the Reading Strategies: Reading Strategies: title, illustrations, Preview and title, illustrations, Preview and Preview and photographs, charts, Predict; Teacher photographs, charts, Predict; Teacher Predict; Teacher and graphs Modeling; and graphs Modeling; Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 1 VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 b. Set a purpose for Montessori b. Set a purpose for Montessori b. Set a purpose for Montessori reading the text Lessons: reading the text Lessons: reading the text Lessons: Pre-reading “Book Pre-reading “Book Pre-reading “Book Walk” Walk” Walk” c. Make predictions and Montessori c. Make predictions and Montessori c. Make predictions and Montessori ask questions about the Lessons: ask questions about the Lessons: ask questions about the Lessons: text Reading Strategies: text Reading Strategies: text Reading Strategies: Preview and Preview and Preview and Predict; Teacher Predict; Teacher Predict; Teacher Modeling; Modeling; Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts

MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 4 Unit 2, Lesson 4 Unit 2, Lesson 4 d. Make connections to Montessori d. Make connections to Montessori d. Make connections to Montessori the text from prior Lessons: the text from prior Lessons: the text from prior Lessons: knowledge and Reading Strategies: knowledge and Reading Strategies: knowledge and Reading Strategies: experiences Text to Self, Text experiences Text to Self, Text experiences Text to Self, Text to to World, and Text to World, and Text World, and Text to to Text to Text Text Connections; Connections; Connections; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming /

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 39 Prince George’s County Public Schools Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 6 Unit 2, Lesson 6 Unit 2, Lesson 6 1.E.3. Use strategies to make meaning from 1.E.3. Use strategies to make meaning from 1.E.3. Use strategies to make meaning from text (during reading) text (during reading) text (during reading) a. Reread the difficult Montessori a. Reread the difficult Montessori a. Reread the difficult Montessori parts slowly and Lessons: parts slowly and Lessons: parts slowly and Lessons: carefully Reading Strategies: carefully Reading Strategies: carefully Reading Strategies: Clarifying to Clarifying to Clarifying to Understand; Understand; Understand; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 40 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 b. Use own words to Montessori b. Use own words to Montessori b. Use own words to Montessori restate the difficult part Lessons: restate the difficult part Lessons: restate the difficult part Lessons: Reading Strategies: Reading Strategies: Reading Strategies: Clarifying to Clarifying to Clarifying to Understand and Understand and Understand and Summarizing; Summarizing; Summarizing; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts c. Read on and revisit Montessori c. Read on and revisit Montessori c. Read on and revisit Montessori the difficult part Lessons: the difficult part Lessons: the difficult part Lessons: Reading Strategies: Reading Strategies: Reading Strategies: Clarifying to Clarifying to Clarifying to Understand and Understand and Understand and Summarizing; Summarizing; Summarizing; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts d. Skim the text to Montessori d. Skim the text to Montessori d. Skim the text to Montessori search for connections Lessons: search for connections Lessons: search for connections Lessons: between and among Reading Strategies: between and among Reading Strategies: between and among Reading Strategies: ideas Text to Self, Text ideas Text to Self, Text ideas Text to Self, Text to to World, and Text to World, and Text World, and Text to to Text to Text Text Connections; Connections; Connections; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs Concepts Webs Concepts Webs e. Make, confirm, or Montessori e. Make, confirm, or Montessori e. Make, confirm, or Montessori adjust predictions Lessons: adjust predictions Lessons: adjust predictions Lessons: Reading Strategies: Reading Strategies: Reading Strategies:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 41 Prince George’s County Public Schools Making Predictions Making Predictions Making Predictions and Clarifying; and Clarifying; and Clarifying; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs Concepts Webs Concepts Webs

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 42 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 f. Periodically Montessori f. Periodically Montessori f. Periodically Montessori summarize while Lessons: summarize while Lessons: summarize while Lessons: reading Reading Strategies: reading Reading Strategies: reading Reading Strategies: Summarizing and Summarizing and Summarizing and Determining Determining Determining Importance; Importance; Importance; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Literacy Circles Literacy Circles Literacy Circles g. Periodically Montessori g. Periodically Montessori g. Periodically Montessori paraphrase important Lessons: paraphrase important Lessons: paraphrase important Lessons: ideas or information Reading Strategies: ideas or information Reading Strategies: ideas or information Reading Strategies: Summarizing and Summarizing and Summarizing and Determining Determining Determining Importance; Importance; Importance; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Literacy Circles Literacy Circles Literacy Circles h. Visualize what was Montessori h. Visualize what was Montessori h. Visualize what was Montessori read for deeper Lessons: read for deeper Lessons: read for deeper Lessons: understanding Reading Strategies: understanding Reading Strategies: understanding Reading Strategies: Visualizing; Visualizing; Visualizing; Teacher Teacher Modeling; Teacher Modeling; Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts Anchor Charts Anchor Charts i. Use a graphic Montessori i. Use a graphic Montessori i. Use a graphic Montessori organizer or another Lessons: organizer or another Lessons: organizer or another Lessons: note-taking technique Brainstorming / note-taking technique Brainstorming / note-taking technique Brainstorming /

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 43 Prince George’s County Public Schools to record important Anchor Charts, to record important Anchor Charts, to record important Anchor Charts, ideas or information Concept Webs, ideas or information Concept Webs, ideas or information Concept Webs, Word Lists, Venn Word Lists, Venn Word Lists, Venn Diagrams, Index Diagrams, Index Diagrams, Index Cards with Cards with Cards with research research questions, research questions, questions, outlines outlines outlines

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 44 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 j. Explain personal Montessori j. Explain personal Montessori j. Explain personal Montessori connections to the ideas Lessons: connections to the ideas Lessons: connections to the ideas Lessons: or information in the Reading Strategies: or information in the Reading Strategies: or information in the Reading Strategies: text Text to Self, Text text Text to Self, Text text Text to Self, Text to to World, and Text to World, and Text World, and Text to to Text to Text Text Connections; Connections; Connections; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Comprehension Comprehension Comprehension Questions, Literacy Questions, Literacy Questions, Literacy Circles Circles Circles 1.E.4. Use strategies to demonstrate 1.E.4. Use strategies to demonstrate 1.E.4 Use strategies to demonstrate understanding of the text (after reading) understanding of the text (after reading) understanding of the text (after reading) a. Identify and explain Montessori a. Identify and explain Montessori a. Identify and explain Montessori the main idea Lessons: the main idea Lessons: the main idea Lessons: Reading Strategies: Reading Strategies: Reading Strategies: Assessment limit: In Summarizing and Assessment limit: In Summarizing and Assessment limit: In Summarizing and the text or a portion of Determining the text or a portion of Determining the text or a portion of Determining the text Importance; the text Importance; the text Importance; Teacher Modeling; Teacher Modeling; Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs; Concepts Webs, Concepts Webs, Comprehension Comprehension Comprehension Questions Questions Questions

MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 1

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 45 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 b. Identify and explain Montessori b. Identify and explain Montessori b. Identify and explain Montessori what is directly stated Lessons: what is directly stated Lessons: what is directly stated Lessons: in the text Reading Strategies: in the text Reading Strategies: in the text Reading Strategies: Summarizing and Summarizing and Summarizing and Assessment limit: Determining Assessment limit: Determining Assessment limit: Determining Main ideas, supporting Importance; Main ideas, supporting Importance; Main ideas, supporting Importance; details and other Teacher Modeling; details and other Teacher Modeling; details and other Teacher Modeling; information stated in Brainstorming / information stated in Brainstorming / information stated in Brainstorming / the text or a portion of Anchor Charts and the text or a portion of Anchor Charts and the text or a portion of Anchor Charts and the text Concepts Webs; the text Concepts Webs; the text Concepts Webs; Comprehension Comprehension Comprehension Questions Questions Questions MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 2 Unit 2, Lesson 2 Unit 2, Lesson 2 c. Identify and explain Montessori c. Identify and explain Montessori c. Identify and explain Montessori what is not directly Lessons: what is not directly Lessons: what is not directly Lessons: stated in the text by Reading Strategies: stated in the text by Reading Strategies: stated in the text by Reading Strategies: drawing inferences Inferring; Teacher drawing inferences Inferring; Teacher drawing inferences Inferring; Teacher Modeling; Modeling; Modeling; Assessment limit: Brainstorming / Assessment limit: Brainstorming / Assessment limit: Brainstorming / Implied information Anchor Charts and Implied information Anchor Charts and Implied information Anchor Charts and from the text or a Concepts Webs; from the text or a Concepts Webs; from the text or a Concepts Webs; portion of the text Comprehension portion of the text Comprehension portion of the text Comprehension Questions Questions Questions MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 3 Unit 2, Lesson 3 Unit 2, Lesson 3 d. Draw conclusions or Montessori d. Draw conclusions or Montessori d. Draw conclusions or Montessori make generalizations Lessons: make generalizations Lessons: make generalizations Lessons: about the text Reading Strategies; about the text Reading Strategies: about the text Reading Strategies: Teacher Modeling; Inferring; Teacher Inferring; Teacher Assessment limit: Brainstorming / Assessment limit: Modeling; Assessment limit: Modeling;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 46 Prince George’s County Public Schools Anchor Charts and Brainstorming / Brainstorming / Stated or implied Concepts Webs; Stated or implied Anchor Charts and Stated or implied Anchor Charts and information from the Comprehension information from the Concepts Webs; information from the Concepts Webs; text Questions text Comprehension text Comprehension MSA Finish Line: Questions Questions Unit 2, Lesson 3 MSA Finish Line: MSA Finish Line: Unit 2, Lesson 3 Unit 2, Lesson 3

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 47 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 e. Confirm, refute, or Montessori e. Confirm, refute, or Montessori e. Confirm, refute, or Montessori make predictions and Lessons: make predictions and Lessons: make predictions and Lessons: form new ideas Reading Strategies: form new ideas Reading Strategies: form new ideas Reading Strategies: Making Predictions Making Predictions Making Predictions Assessment limit: and Clarifying; Assessment limit: and Clarifying; Assessment limit: and Clarifying; Stated and/or implied Teacher Modeling; Stated and/or implied Teacher Modeling; Stated and/or implied Teacher Modeling; information from the Brainstorming / information from the Brainstorming / information from the Brainstorming / text Anchor Charts and text Anchor Charts and text Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Comprehension Comprehension Comprehension Questions Questions Questions MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 4 Unit 2, Lesson 4 Unit 2, Lesson 4 f. Paraphrase the main Montessori f. Paraphrase the main Montessori f. Paraphrase the main Montessori idea Lessons: idea of the text Lessons: idea Lessons: Reading Strategies: Reading Strategies: Reading Strategies: Assessment limit: Determining Assessment limit: Determining Assessment limit: Determining Complete text or a Importance; Complete text or a Importance; Complete text or a Importance; portion of the text Teacher Modeling; portion of the text Teacher Modeling; portion of the text Teacher Modeling; Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Comprehension Comprehension Comprehension Questions Questions Questions MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 7 Unit 2, Lesson 7 Unit 2, Lesson 7 g. Summarize Montessori g. Summarize Montessori g. Summarize Montessori Lessons: Lessons: Lessons: Assessment limit: The Reading Strategies: Assessment limit: The Reading Strategies: Assessment limit: The Reading Strategies: text or a portion of the Summarizing; text or a portion of the Summarizing; text or a portion of the Summarizing; text Teacher Modeling; text Teacher Modeling; text Teacher Modeling;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 48 Prince George’s County Public Schools Brainstorming / Brainstorming / Brainstorming / Anchor Charts and Anchor Charts and Anchor Charts and Concepts Webs, Concepts Webs, Concepts Webs, Comprehension Comprehension Comprehension Questions Questions Questions MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson Unit 2, Lesson Unit 2, Lesson 1,2,5,7 1,2,5,7 1,2,5,7

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 49 Prince George’s County Public Schools VSC - Reading Standard 1.0 General Reading Processes: Grade 4 Grade 5 Grade 6 h. Connect the text to Montessori h. Connect the text to Montessori h. Connect the text to Montessori prior knowledge or Lessons: prior knowledge or Lessons: prior knowledge or Lessons: personal experience Reading Strategies: personal experience Reading Strategies: personal experience Reading Strategies: Text to Self Text to Self Text to Self Assessment limit: Connections; Assessment limit: Connections; Assessment limit: Connections; Prior knowledge or Teacher Modeling; Prior knowledge or Teacher Modeling; Prior knowledge or Teacher Modeling; experience that Brainstorming / experience that Brainstorming / experience that Brainstorming / clarifies, extends, or Anchor Charts and clarifies, extends, or Anchor Charts and clarifies, extends, or Anchor Charts and challenges the ideas Concepts Webs, challenges the ideas Concepts Webs, challenges the ideas Concepts Webs, and/or information in Comprehension and/or information in Comprehension and/or information in Comprehension the text Questions the text Questions the text Questions

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 50 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 Topic 2.A. Comprehension of Informational Topic 2.A. Comprehension of Informational Topic 2.A. Comprehension of Informational Text Text Text 2.A.1. Develop comprehension skills by 2.A.1. Develop and apply comprehension 2.A.1. Develop and apply comprehension reading a variety of self-selected and skills by reading a variety of self-selected and skills by reading a variety of self-selected and assigned print and electronic informational assigned print and electronic informational assigned print and electronic informational texts texts texts a. Read, use, and Montessori a. Read, use, and Montessori a. Read, use, and Montessori identify the Lessons: identify the Lessons: identify the Lessons: characteristics of Cross-Curricular characteristics of Cross-Curricular characteristics of Cross-Curricular nonfiction materials Lessons in Math, nonfiction materials Lessons in Math, nonfiction materials Lessons in Math, to gain information Science, Social to gain information Science, Social to gain information Science, Social and content Studies, Art, etc. and content Studies, Art, etc. and content Studies, Art, etc. knowledge using a variety of knowledge using a variety of knowledge using a variety of informational texts informational texts informational texts Assessment limits: such as: Montessori Assessment limits: such as: Montessori Assessment limits: such as: Montessori Timelines with Cards; Timelines with Cards; Timelines with Cards;  Textbooks Nomenclature Card  Textbooks Nomenclature Card  Textbooks Nomenclature Card  Appropriate Sets, Trade Books,  Appropriate Sets, Trade Books,  Appropriate Sets, Trade Books, reference Encyclopedias, reference Encyclopedias, reference Encyclopedias, materials Historical Diaries and materials Historical Diaries and materials Historical Diaries and  Personal Journals, Classroom  Research and Journals, Classroom  Research and Journals, Classroom narratives Periodicals, Science historical Periodicals, Science historical Periodicals, Science and Social Studies and Social Studies and Social Studies  Diaries and documents documents Text Books, Text Books, Text Books, journals  Personal  Personal Biographies, Atlases, Biographies, Atlases, Biographies, Atlases,  Biographies narratives narratives Web-sites, etc. Web-sites, etc. Web-sites, etc.  Newspapers  Diaries and  Diaries and  Letters journals journals MSA Finish Line: MSA Finish Line: MSA Finish Line:  Articles  Biographies  Biographies Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 1  Newspapers  Newspapers  Web sites and Unit 3, Lesson 2 Unit 3, Lesson 2 Unit 3, Lesson 2  Letters  Letters other online Unit 3, Lesson 3 Unit 3, Lesson 3 Unit 3, Lesson 3 materials  Articles  Articles

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 51 Prince George’s County Public Schools Unit 3, Lesson 4  Web sites other Unit 3, Lesson 4  Web sites other Unit 3, Lesson 4  Other Unit 3, Lesson 5 online materials Unit 3, Lesson 5 online materials Unit 3, Lesson 5 appropriate Unit 3, Lesson 6 Unit 3, Lesson 6 Unit 3, Lesson 6 content-specific Unit 3, Lesson 7  Other Unit 3, Lesson 7  Other Unit 3, Lesson 7 texts appropriate appropriate content-specific content-specific texts materials texts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 52 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 b. Read, use, and Montessori b. Read, use, and Montessori b. Read, use, and Montessori identify the Materials: identify the Materials: identify the Materials: characteristics of Science Experiment characteristics of Science Experiment characteristics of Science Experiment functional documents Procedures; Practical functional documents Procedures; Practical functional documents Procedures; Practical Assessment limits: Life, Art Lessons Assessment limits: Life, Art Lessons Assessment limits: Life, Art Lessons using using directions; using directions; directions; Geography  Sets of Geography  Sets of Geography  Sets of Scavenger Hunts; directions Scavenger Hunts; directions Scavenger Hunts; directions Student created  Science Student created  Science Student created  Science functional documents investigations functional documents investigations functional documents investigations to be shared in small  Atlases to be shared in small Atlases to be shared in small Atlases groups groups groups  Posters  Posters  Posters  Flyers  Flyers  Flyers MSA Finish Line:  Forms MSA Finish Line:  Forms MSA Finish Line:  Forms Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 2  Instructional  Instructional  Instructional Unit 3, Lesson 2 Unit 3, Lesson 2 Unit 3, Lesson 3 manuals manuals manuals Unit 3, Lesson 3 Unit 3, Lesson 3 Unit 3, Lesson 4  Menus  Menus  Menus Unit 3, Lesson 4 Unit 3, Lesson 4 Unit 3, Lesson 5  Pamphlets Unit 3, Lesson 5  Pamphlets Unit 3, Lesson 5  Pamphlets Unit 3, Lesson 6  Rules Unit 3, Lesson 6  Rules Unit 3, Lesson 6  Rules Unit 3, Lesson 7  Invitations Unit 3, Lesson 7  Invitations Unit 3, Lesson 7  Invitations  Recipes  Recipes  Recipes  Advertisements  Advertisements  Advertisements

 Other  Other  Other functional documents functional documents functional documents c. Select and read to Montessori c. Select and read to Montessori c. Select and read to Montessori gain information from Lessons: gain information from Lessons: gain information from Lessons: personal interest Reading Journals personal interest Reading Journals personal interest Reading Journals materials, such as materials, such as materials, such as brochures, books, brochures, books, brochures, books,

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 53 Prince George’s County Public Schools magazines, magazines, magazines, cookbooks, catalogs, cookbooks, catalogs, cookbooks, catalogs, and web sites and web sites and web sites

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 54 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 2.A.2. Identify and use text features to 2.A.2. Identify and use text features to 2.A.2. Identify and use text features to facilitate understanding of informational texts facilitate understanding of informational texts facilitate understanding of informational texts a. Use print features Montessori Lessons: a. Use print features Montessori Lessons: a. Use print features Montessori Lessons: Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Large bold Literacy Circles; Large bold Literacy Circles; Large bold Literacy Circles; print Font Comprehension print Font Comprehension print Font Comprehension size/type Italics Questions size/type Italics Questions size/type Italics Questions Colored print Colored print Colored print Quotation MSA Finish Line: Quotation MSA Finish Line: Quotation MSA Finish Line: marks Unit 3, Lesson 1 marks Unit 3, Lesson 1 marks Unit 3, Lesson 1 Underlining Underlining Underlining Other print Other print Other print features features features encountered in encountered in encountered in informational informational informational texts texts texts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 55 Prince George’s County Public Schools b. Use graphic aids Montessori b. Use graphic aids Montessori b. Use graphic aids Montessori Assessment limits: Lessons: Assessment limits: Lessons: Assessment limits: Lessons: Teacher Modeling; Teacher Modeling; Teacher Modeling;  Illustrations Literacy Circles;  Illustrations Literacy Circles;  Illustrations Literacy Circles;  Photographs Comprehension  Photographs Comprehension  Photographs Comprehension  Drawings Questions; Cross-  Drawings Questions; Cross-  Drawings Questions; Cross- Curricular lessons in Curricular lessons in Curricular lessons in  Sketches  Sketches  Sketches Geography, Science, Geography, Science, Geography, Science,  Cartoons  Cartoons  Cartoons Statistics Statistics Statistics  Maps (key,  Maps (key,  Maps (key, scale, legend) scale, legend) scale, legend) MSA Finish Line: MSA Finish Line: MSA Finish Line:  Graphs  Graphs  Graphs Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 1  Charts/tables  Charts/tables  Charts/tables  Diagrams  Diagrams  Diagrams

 Other graphic  Other graphic  Other graphic aids aids aids encountered in encountered in encountered in informational informational informational texts texts text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 56 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 c. Use informational Montessori c. Use informational Montessori c. Use informational Montessori aids Lessons: aids Lessons: aids Lessons: Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles;  Introductions Comprehension  Introductions Comprehension  Introductions Comprehension and overviews Questions; Cross- and overviews Questions; Cross- and overviews Questions; Cross-  Materials lists Curricular lessons in  Materials lists Curricular lessons in  Materials lists Curricular lessons in  Timelines Geography, Science,  Timelines Geography, Science,  Timelines Geography, Science, Statistics, History, Statistics, History, Statistics, History,  Captions  Captions  Captions Current Events; Current Events; Current Events;  Glossed words  Glossed words  Glossed words Practical Life and Art Practical Life and Art Practical Life and Art  Labels Activities  Labels Activities  Labels Activities  Numbered  Numbered  Numbered steps steps steps MSA Finish Line MSA Finish Line MSA Finish Line  Bulleted lists  Bulleted lists  Bulleted lists Unit 2, Lesson 7 Unit 2, Lesson 7 Unit 2, Lesson 7  Footnoted Unit 3, Lesson 1  Footnoted Unit 3, Lesson 1  Footnoted Unit 3, Lesson 1 words words words  Pronunciation  Pronunciation  Pronunciation key key key  Transition  Transition  Transition words words words  End notes  Boxed text  Other  Works cited informational aids  Other encountered in informational informational aids texts encountered in informational texts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 57 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 d. Use organizational Montessori d. Use organizational Montessori d. Use organizational Montessori aids Lessons: aids Lessons: aids Lessons: Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Assessment limits: Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles;  Titles, chapter Comprehension  Titles, chapter Comprehension  Titles, chapter Comprehension titles, and Questions; Cross- titles, and Questions; Cross- titles, and Questions; Cross- subtitles Curricular lessons in subtitles Curricular lessons in subtitles Curricular lessons in  Headings, Geography, Science,  Headings, Geography, Science,  Headings, Geography, Science, subheadings Statistics, History, subheadings Statistics, History, subheadings Statistics, History,  Tables of Current Events  Tables of Current Events  Tables of Current Events content content content  Numbered MSA Finish Line  Numbered MSA Finish Line  Numbered MSA Finish Line steps Unit 2, Lesson 7 steps Unit 2, Lesson 7 steps Unit 2, Lesson 7  Glossaries Unit 3, Lesson 1  Glossaries Unit 3, Lesson 1  Glossaries Unit 3, Lesson 1  Indices  Indices  Indices  Transition  Transition  Transition words words words  Other  Other organizational organizational aids aids encountered in encountered in informational informational texts texts e. Use online features Montessori e. Use online features Montessori e. Use online features Montessori Assessment limits: Lessons: Assessment limits: Lessons: Assessment limits: Lessons: Teacher Modeling; Teacher Modeling; Teacher Modeling;  URLs Literacy Circles;  URLs Literacy Circles;  URLs Literacy Circles;  Hypertext links Comprehension  Hypertext links Comprehension  Hypertext links Comprehension  Sidebars Questions; Cross-  Sidebars Questions; Cross-  Sidebars Questions; Cross- Curricular lessons in Curricular lessons in Curricular lessons in  Drop down  Drop down  Drop down

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 58 Prince George’s County Public Schools menus Geography, Math, menus Geography, Math, menus Geography, Math,  Home pages Science, Statistics,  Home pages Science, Statistics,  Home pages Science, Statistics, History, Current  Site maps History, Current  Site maps History, Current  Site maps Events using Events using Events using classroom computers  Other features classroom computers  Other features classroom computers and/or the school characteristic and/or the school characteristic and/or the school computer lab of online text computer lab of online text computer lab

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 59 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 f. Identify and Montessori f. Identify and Montessori f. Identify and Montessori explain the Lessons: explain the Lessons: explain the Lessons: contributions of text Teacher Modeling; contributions of text Teacher Modeling; contributions of text Teacher Modeling; features to meaning Literacy Circles; features to meaning Literacy Circles; features to Literacy Circles; Comprehension Comprehension supporting the main Comprehension Assessment limit: Questions; Weekly Assessment limit: Questions; Weekly idea of the text Questions; Weekly Connections between Lessons using Connections between Lessons using Lessons using text features and the classroom periodicals text features and classroom periodicals Assessment limit: classroom periodicals main idea and/or the such as newspapers, meaning such as newspapers, Connections between such as newspapers, reader's Scholastic News. Scholastic News. text features and Scholastic News. Time understanding Time for Kids, etc.; Time for Kids, etc.; meaning for Kids, etc.; Reading Reading content Reading content content specific specific textbooks for specific textbooks for textbooks for information information information MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 3, Lesson 1 Unit 3, Lesson 1 Unit 3, Lesson 1 2.A.3. Develop knowledge of organizational 2.A.3. Develop and apply knowledge of 2.A.3. Develop and apply knowledge of structure of informational text to understand organizational structure of informational text organizational structure of informational text what is read to understand what is read to facilitate understanding a. Identify and Montessori a. Identify and Montessori a. Identify and Montessori analyze the Lessons: analyze the Lessons: analyze the Lessons: organizational Teacher Modeling; organizational Teacher Modeling; organizational Teacher Modeling; patterns of texts Literacy Circles; patterns of texts Literacy Circles; patterns of texts Literacy Circles; Assessment limits: Comprehension Assessment limits: Comprehension Assessment limits: Comprehension Questions; Weekly Questions; Weekly Questions; Weekly  Sequential and Lessons using  Sequential and Lessons using Sequential and Lessons using chronological classroom periodicals chronological classroom periodicals chronological order classroom periodicals order such as newspapers, order such as newspapers, Cause/effect such as newspapers,  Cause/effect Scholastic News.  Cause/effect Scholastic News. Problem/solution Scholastic News. Time  Problem/solutio Time for Kids, etc.;  Problem/solutio Time for Kids, etc.; Similarities/differen for Kids, etc.; Reading n Reading content n Reading content ces Description content specific

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 60 Prince George’s County Public Schools  Similarities/diff specific textbooks for  Similarities/diff specific textbooks for textbooks for erences information; erences information; Main idea and information;  Description Informational text  Description Informational text supporting details Informational text organizational organizational Transition or signal organizational  Main idea and patterns cards sets  Main idea and patterns cards sets words and phrases patterns cards sets supporting and/or chart (see supporting and/or chart (see and/or chart (see details appendix) details appendix) appendix) MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1, 2, Unit 2, Lesson 1, 2, Unit 2, Lesson 1, 2, 5 5 5 Unit 3, Lesson 2, 3 Unit 3, Lesson 2, 3 Unit 3, Lesson 2, 3, 4

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 61 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 b. Identify and use Montessori b. Identify and use Montessori b. Explain the Montessori words and phrases Lessons: words and phrases Lessons: contribution of the Lessons: associated with Teacher Modeling; associated with Teacher Modeling; organizational pattern Teacher Modeling; common Literacy Circles; common Literacy Circles; Assessment Literacy Circles; organizational Comprehension organizational Comprehension limits: Comprehension patterns Questions; Weekly patterns Questions; Weekly Questions; Weekly Lessons using Lessons using  Connections Lessons using Assessment limits: classroom periodicals Assessment limits: classroom periodicals between the classroom periodicals such as newspapers, such as newspapers, organizational such as newspapers,  Words that Scholastic News.  Words that Scholastic News. pattern and Scholastic News. Time show Time for Kids, etc.; show Time for Kids, etc.; meaning for Kids, etc.; Reading chronology Reading content chronology Reading content content specific specific textbooks for specific textbooks for textbooks for (first, second, (first, second,  Connections information; information; information; third) third) between the Informational text Informational text Informational text  Words that  Words that organizational organizational organizational organizational show show pattern and the patterns cards sets patterns cards sets patterns cards sets description description author's/text's and/or chart (see and/or chart (see and/or chart (see (above, (above, purpose beneath, next appendix); Writers’ beneath, next appendix); Writers’ appendix); Writers’ to, beside) Workshop: Writing to, beside) Workshop: Writing Workshop: Writing  Words that paragraphs using a  Words that paragraphs using a paragraphs using a show cause specific show cause specific specific organizational and effect organizational and effect organizational pattern (because, as a pattern (because, as a pattern result) result) MSA Finish Line MSA Finish Line: MSA Finish Line: Unit 3, Lesson 2 Unit 2, Lesson 5 Unit 2, Lesson 5 Unit 3, Lesson 5  Words that  Words that Unit 3, Lesson 2 Unit 3, Lesson 2 show sequence show sequence (next, then, (next, then, finally) finally)

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 62 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 2.A.4. Determine important ideas and 2.A.4. Determine and analyze important 2.A.4. Determine and analyze important messages in informational texts ideas and messages in informational texts ideas and messages in informational texts a. Identify and Montessori a. Identify and Montessori a. Identify and Montessori explain the Lessons: explain the Lessons: explain the Lessons: author's/text's Teacher Modeling; author's/text's Teacher Modeling; author's/text's Teacher Modeling; purpose and intended Literacy Circles; purpose and intended Literacy Circles; purpose and intended Literacy Circles; audience Comprehension audience Comprehension audience Comprehension Questions; Reading Questions; Reading Questions; Reading Assessment limits: Strategies: Making Assessment limits: Strategies: Making Assessment limits: Strategies: Making Purpose of the author Connections (Text to Purpose of the author Connections (Text to Purpose of the author Connections (Text to or the text or a World) or the text or a World) or the text or a World) portion of the text; MSA Finish Line: portion of the text; MSA Finish Line: portion of the text; MSA Finish Line: Connections between Unit 3, Lesson 5 Connections between Unit 3, Lesson 5 Connections between Unit 3, Lesson 5 the text and the the text and the the text and the intended audience intended audience intended audience b. Identify and Montessori b. Identify and Montessori b. Identify and Montessori explain the author's Lessons: explain the author's Lessons: explain the author's Lessons: opinion Teacher Modeling; opinion Teacher Modeling; opinion Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension Texts or portions of Questions; Graphic Texts or portions of Questions; Graphic Texts or portions of Questions; Graphic texts in which the Organizer: T-Chart; texts in which the Organizer: T-Chart; texts in which the Organizer: T-Chart; author's opinion is Anchor charts for author's opinion is Anchor charts for author's opinion is Anchor charts for evident opinion words; evident opinion words; evident opinion words; Writers’ Workshop: Writers’ Workshop: Writers’ Workshop: Letter to the author Write a letter to the Write a letter to the agreeing or author agreeing or author agreeing or disagreeing. disagreeing. disagreeing. MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 3, Lesson 5, 6 Unit 3, Lesson 5, 6 Unit 3, Lesson 5, 6 c. State and support Montessori c. State and support Montessori c. State and support Montessori

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 63 Prince George’s County Public Schools main ideas and Lessons: main ideas and Lessons: main ideas and Lessons: messages Teacher Modeling; messages Teacher Modeling; messages Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension The whole text or a Questions; Graphic The whole text or a Questions; Graphic The whole text or a Questions; Graphic portion of the text Organizer: Main Idea portion of the text Organizer: Main Idea portion of the text Organizer: Main Idea and Details Chart and Details Chart and Details Chart MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 1

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 64 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 d. Summarize or Montessori d. Summarize or Montessori d. Summarize or Montessori paraphrase Lessons: paraphrase Lessons: paraphrase Lessons: Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension The text or a portion Questions; Reading The text or a portion Questions; Reading The text or a portion Questions; Reading of the text Strategies: of the text Strategies: of the text Strategies: Summarizing and Summarizing and Summarizing and Determining Determining Determining Importance Importance Importance MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1, 2 Unit 2, Lesson 1, 2 Unit 2, Lesson 1, 2 Unit 2, Lesson 7 Unit 2, Lesson 7 Unit 2, Lesson 7 e. Identify and Montessori e. Identify and Montessori e. Identify and Montessori explain information Lessons: explain information Lessons: explain information Lessons: not related to the Literacy Circles; not related to the Literacy Circles; not related to the Literacy Circles; main idea Comprehension main idea Comprehension main idea Comprehension Questions; Reading Questions; Reading Questions; Reading Assessment limit: Strategies: Assessment limit: Strategies: Assessment limit: Strategies: Information in the Summarizing and Information in the Summarizing and Information in the Summarizing and text that is peripheral Determining text that is peripheral Determining text that is peripheral Determining to the main idea Importance to the main idea Importance to the main idea Importance MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 1 Unit 2, Lesson 1 f. Identify and Montessori f. Identify and Montessori f. Explain Montessori explain relationships Lessons: explain relationships Lessons: relationships between Lessons: between and among Literacy Circles; between and among Literacy Circles; and among ideas Literacy Circles; ideas Comprehension ideas Comprehension Assessment limits: Comprehension Assessment limits: Questions; Reading Assessment limits: Questions; Reading Comparison/contrast Questions; Reading Comparison/contrast Strategies: Making Comparison/contrast Strategies: Making Cause/effect Strategies: Making Cause/effect Connections (Text to Cause/effect Connections (Text to Sequence/chronology Connections (Text to Sequence/chronology Text and Text to Sequence/chronology Text and Text to Relationships Text and Text to

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 65 Prince George’s County Public Schools Relationships World); Graphic Relationships World); Graphic between and among World); Graphic between and among Organizers: T-charts, between and among Organizers: T-charts, ideas in one or more Organizers: T-charts, ideas in one or more Venn Diagrams, Flow ideas in one or more Venn Diagrams, Flow texts Venn Diagrams, Flow texts Charts, Timeline of texts Charts, Timeline of Relationships Charts, Timeline of Relationships Events Relationships Events between and among Events between and among MSA Finish Line: between and among MSA Finish Line: ideas and prior MSA Finish Line: ideas and prior Unit 2, Lesson 5, 6 ideas and prior Unit 2, Lesson 5, 6 knowledge in one or Unit 2, Lesson 5, 6 knowledge in one or Unit 3, Lesson 2, 4 knowledge in one or Unit 3, Lesson 2, 4 more texts Unit 3, Lesson 2, 4 more texts more texts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 66 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 g. Draw conclusions Montessori g. Draw conclusions Montessori g. Synthesize ideas Montessori and inferences and Lessons: and inferences and Lessons: from text Lessons: make generalizations Literacy Circles; make generalizations Literacy Circles; Literacy Circles; and predictions from Comprehension and predictions from Comprehension Assessment limit: Comprehension text Questions; Reading text Questions; Reading From one text or Questions; Reading Strategies: Predicting, Strategies: across multiple texts Strategies: Predicting, Assessment limits: Making Inferences, Assessment limits: Predicting, Making Making Inferences, From one text or Making From one text or Inferences, Making Making across multiple texts; Generalizations; across multiple texts; Generalizations; Generalizations, Connections between Graphic Organizers: Connections between Graphic Organizers: Making Connections; and among ideas that Text + Prior and among ideas that Text + Prior Graphic Organizers: lead a new Knowledge = lead a new Knowledge = Text + Prior understanding Inference understanding Inference Knowledge = Inference

MSA Finish Line MSA Finish Line MSA Finish Line Unit 2, Lesson 2 Unit 2, Lesson 2 Unit 2, Lesson 2 h. Distinguish Montessori h. Distinguish Montessori h. Distinguish Montessori between a fact and Lessons: between a fact and Lessons: between a fact and Lessons: an opinion Teacher Modeling; an opinion Teacher Modeling; an opinion Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension In one or more texts Questions; Graphic In one or more texts Questions; Graphic In one or more texts Questions; Graphic Organizer: T-Chart for Organizer: T-Chart for Organizer: T-Chart for fact and opinion; fact and opinion; fact and opinion; Anchor charts for Anchor charts for Anchor charts for opinion words opinion words opinion words

MSA Finish Line MSA Finish Line MSA Finish Line Unit 2, Lesson 6 Unit 2, Lesson 6 Unit 2, Lesson 6 i. Identify and explain Montessori i. Identify and explain Montessori i. Identify and explain Montessori

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 67 Prince George’s County Public Schools how someone might Lessons: how someone might Lessons: how someone might Lessons: use the text Teacher Modeling; use the text Teacher Modeling; use the text Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension Application of the Questions; Reference Application of the Questions; Reference Application of the Questions; Reference text for personal use Book Treasure Hunts; text for personal use Book Treasure Hunts; text for personal use Book Treasure Hunts; or content-specific Research plan for or content-specific Research plan for or content-specific Research plan for use independent or group use independent or group use independent or group projects projects projects

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 68 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 j. Connect the text to Montessori j. Connect the text to Montessori j. Connect the text to Montessori prior knowledge or Lessons: prior knowledge or Lessons: prior knowledge or Lessons: experience Teacher Modeling; experience Teacher Modeling; experience Teacher Modeling; Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension Prior knowledge that Questions; Reading Prior knowledge that Questions; Reading Prior knowledge that Questions; Reading clarifies, extends, or Strategies: Making clarifies, extends, or Strategies: Making clarifies, extends, or Strategies: Making challenges the ideas Connections (Text to challenges the ideas Connections (Text to challenges the ideas Connections (Text to or information in the Self); Graphic or information in the Self); Graphic or information in the Self); Graphic text or a portion of Organizers: T-charts; text or a portion of Organizers: T-charts; text or a portion of Organizers: T-charts; the text K-W-L charts the text K-W-L charts the text K-W-L charts MSA Finish Line MSA Finish Line MSA Finish Line Unit 2, Lesson 6 Unit 2, Lesson 6 Unit 2, Lesson 6 2.A.5. Identify and explain the author's use 2.A.5. Identify and explain the author's use 2.A.5. Analyze purposeful use of language of language of language a. Identify and Montessori a. Identify and Montessori a. Analyze specific Montessori explain specific words Lessons: explain specific words Lessons: words or phrases that Lessons: or phrases that Teacher Modeling; or phrases that Teacher Modeling; contribute to the Teacher Modeling; contribute to the Literacy Circles; contribute to the Literacy Circles; meaning of a text Literacy Circles; meaning of a text Comprehension meaning of a text Comprehension Assessment limits: Comprehension Assessment limits: Questions; Drawing Assessment limits: Questions; Drawing Questions; Drawing similes, metaphors, similes, metaphors,  Significant similes, metaphors,  Significant personification;  Significant personification, words and personification, words and Dictionary Work; words and idioms; Dictionary phrases with a idioms; Dictionary phrases with a Reading using phrases with a Work; Reading using specific effect Work; Reading using specific effect context clues; specific effect context clues; on meaning context clues; Content on meaning Content area on meaning Content area  Figurative lang. area nomenclature  Similes, nomenclature cards  Figurative lang. nomenclature cards  Idioms cards metaphors,  Idioms  Connotations personification MSA Finish Line:  Connotations MSA Finish Line: of grade- MSA Finish Line:  Connotations Unit 3, Lesson 7 of grade- Unit 3, Lesson 7 appropriate Unit 3, Lesson 7

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 69 Prince George’s County Public Schools of grade- appropriate words appropriate words  Technical or words  Technical or content  Content vocab. content vocabulary vocabulary  Denotations of  Denotations of above-grade-  Denotations of above-grade- level words in above-grade- level words in context level words in context context

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 70 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 b. Identify and Montessori b. Identify and Montessori b. Analyze specific Montessori explain specific words Lessons: explain specific words Lessons: language choices that Lessons: and punctuation that Literacy Circles; and punctuation that Literacy Circles; create tone Literacy Circles; create tone Comp. Questions; Art create tone Comp. Questions; Art Comp. Questions; Art Assessment limits: Projects: drawings Projects: drawings Assessment limits: Projects: drawings and Grade-appropriate and paintings to Assessment limits: and paintings to Specific words or paintings to reflect words that create reflect the mood and Specific words or reflect the mood and phrases that create the mood and tone of tone; Tone in the text tone of a portion of phrases that create tone of a portion of tone; Tone in the text a portion of the text; or a portion of the the text; Grammar tone; Tone in the text the text; Grammar or a portion of the Grammar Symbols: text; Specific Symbols: Functions of or a portion of the Symbols: Functions of text Functions of punctuation that Exclamatory Words; text Exclamatory Words; Exclamatory Words; contributes to the Types of Sentences Types of Sentences Types of Sentences tone of a text or a MSA Finish Line: MSA Finish Line: MSA Finish Line: portion of the text Unit 3, Lesson 7 Unit 3, Lesson 7 Unit 3, Lesson 7 c. Identify and Montessori c. Identify and Montessori c. Analyze the effect Montessori explain the effect of Lessons: explain the effect of Lessons: of repetition of words Lessons: repetition of words Reading Strategy: repetition of words Reading Strategy: and phrases on Reading Strategy: and phrases Determining and phrases Determining meaning. Determining Importance; Literacy Importance; Literacy Importance; Literacy Assessment limit: Circles; Assessment limit: Circles; Assessment limits: Circles; Repetition for Comprehension Repetition used to Comprehension Repetition used to Comprehension emphasis of ideas or Questions emphasize important Questions emphasize important Questions information ideas or information ideas or information in the text in the text; Connections between repetition and meaning 2.A.6. Read critically to evaluate 2.A.6. Read critically to evaluate 2.A.6. Read critically to evaluate informational text informational text informational text a. Explain whether Montessori a. Explain whether Montessori a. Explain whether Montessori

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 71 Prince George’s County Public Schools the text fulfills the Lessons: the text fulfills the Lessons: the text fulfills the Lessons: reading purpose Reading Strategy: reading purpose Reading Strategy: reading purpose Reading Strategy: Clarifying Meaning, Clarifying Meaning, Clarifying Meaning, Assessment limit: Determining Assessment limit: Determining Assessment limit: Determining Connections between Importance, Making Connections between Importance, Making Connections between Importance, Making the content of the Connections (Text to the content of the Connections (Text to the content of the Connections (Text to text and the purpose Self); Literacy Circles; text and the purpose Self); Literacy Circles; text and the purpose Self); Literacy Circles; for reading Comprehension for reading Comprehension for reading Comprehension Questions; Questions; Questions; References References Treasure References Treasure Treasure Hunt Hunt Hunt

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 72 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 b. Identify and Montessori b. Identify and Montessori b. Analyze changes Montessori explain additions or Lessons: explain additions or Lessons: or additions to the Lessons: changes to format or Reading Strategy: changes to format or Reading Strategy: structure and Reading Strategy: features that would Clarifying Meaning, features that would Clarifying Meaning, features of the text Clarifying Meaning, make the text easier Making Connections make the text easier Making Connections that would make the Making Connections to understand (Text to World), and to understand (Text to World), and text easier to (Text to World), and Evaluating; Literacy Evaluating; Literacy understand Evaluating; Literacy Assessment limit: Circles; Assessment limit: Circles; Circles; Connections between Comprehension Connections between Comprehension Comprehension effectiveness of Questions effectiveness of Questions Assessment limits: Questions; format and text format and text Connections between Organizational Pattern features in clarifying features in clarifying effectiveness of card set and/or chart the main idea of the the main idea of the format and text text text features in clarifying the main idea of the text; Connections between effectiveness of organizational pattern and clarity of the main idea c. Identify and Montessori c. Identify and Montessori c. Analyze the text Montessori explain what makes Lessons: explain what makes Lessons: and its information Lessons: the text a reliable Reading Strategy: the text a reliable Reading Strategy: for reliability source of information Making Connections source of information Making Connections Reading Strategy: (Text to World), and (Text to World), and Assessment limits: Making Connections Assessment limit: Evaluating; Literacy Assessment limits: Evaluating; Literacy (Text to World), and Fiction versus Circles; Circles; Connections between Evaluating; Literacy nonfiction text Comprehension Connections between Comprehension the credentials of the Circles; Questions; the credentials of the Questions; author and the Comprehension Characteristics of author and the Characteristics of information in the Questions;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 73 Prince George’s County Public Schools Fiction and Non- Fiction and Non- Fiction information in the Fiction text Characteristics of text Fiction and Non- MSA Finish Line: Factual basis of the Fiction Factual basis of the Unit 2, Lesson 7 information in the information in the text MSA Finish Line: text Currency of the Unit 2, Lesson 7 Currency of the information in the information in the text text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 74 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 d. Explain whether or Montessori d. Determine and Montessori d. Determine and Montessori not the author’s Lessons: explain whether or Lessons: explain whether or Lessons: opinion is presented Teacher Modeling; not the author’s Teacher Modeling; not the author’s Teacher Modeling; fairly Literacy Circles; opinion is presented Literacy Circles; opinion is presented Literacy Circles; Comprehension fairly Comprehension fairly Comprehension Assessment limit: Questions; Graphic Questions; Graphic Questions; Graphic Evidence that the Organizers: T-Charts, Assessment limits: Organizers: T-Charts, Assessment limits: Organizers: T-Charts, author has presented Fact vs. Opinion; Clarity of the Fact vs. Opinion; Clarity of the Fact vs. Opinion; all sides of the issue Writers’ Workshop: connections between Writers’ Workshop: connections between Writers’ Workshop: or topic Write a letter to the the main idea and the Write a letter to the the main idea and the Write a letter to the author to show one’s reader’s author to show one’s reader’s author to show one’s agreement or understanding; agreement or understanding; agreement or disagreement Evidence of equal disagreement Evidence of equal disagreement treatment of treatment of MSA Finish Line: opposing points of MSA Finish Line: opposing points of MSA Finish Line: Unit 3, Lesson 5 view Unit 3, Lesson 5 view Unit 3, Lesson 5 Unit 3, Lesson 6 Unit 3, Lesson 6 Unit 3, Lesson 6 e. Identify and Montessori e. Identify and Montessori e. Identify and Montessori explain information Lessons: explain information Lessons: explain information Lessons: not included in the Teacher Modeling; not included in the Teacher Modeling; not included in the Teacher Modeling; text Literacy Circles; text Literacy Circles; text Literacy Circles; Assessment limits: Comprehension Assessment limits: Comprehension Assessment limits: Comprehension Questions; Reading Questions; Reading Questions; Reading  Information Strategies: Re-  Information Strategies: Re-  Information Strategies: Re-reading that would reading the difficult that would reading the difficult that would the difficult parts, enhance or parts, Clarifying enhance or parts, Clarifying enhance or Clarifying Meaning, clarify the Meaning, Making clarify the Meaning, Making clarify the Making Connections reader’s Connections (Text to reader’s Connections (Text to reader’s (Text to Text), understanding Text), Questioning; understanding Text), Questioning; understanding Questioning; Graphic of the main Graphic Organizers: of the main Graphic Organizers: of the main Organizers: K-W-L idea of the text K-W-L Chart idea of the text K-W-L Chart idea of the text Chart

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 75 Prince George’s County Public Schools or a portion of MSA Finish Line: or a portion of MSA Finish Line: or a portion of MSA Finish Line: the text Unit 2, Lesson 1 the text Unit 2, Lesson 1 the text Unit 2, Lesson 1

 Connections  Connections  Connections between the between the between the main idea and main idea and main idea and information not information not information not included in the included in the included in the text text text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 76 Prince George’s County Public Schools VSC - Reading Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Grade 4 Grade 5 Grade 6 f. Identify and Montessori f. Identify and Montessori f. Identify and Montessori explain words and Lessons: explain words and Lessons: explain language and Lessons: other techniques that Teacher Modeling; other techniques the Teacher Modeling; other techniques Teacher Modeling; affect the reader’s Literacy Circles; author uses to appeal Literacy Circles; intended to persuade Literacy Circles; feelings Comprehension to emotion Comprehension the reader Comprehension Questions; Graphic Questions; Graphic Questions; Graphic Assessment limit: Organizer: T-charts Assessment limits: Organizer: T-charts Assessment limits: Organizer: T-charts Significant words that Significant words and Significant words and have an emotional MSA Finish Line: phrases that have an MSA Finish Line: phrases that have an MSA Finish Line: appeal Unit 3, Lesson 7 emotional appeal; Unit 3, Lesson 7 emotional appeal; Unit 3, Lesson 7 Effectiveness of Effectiveness of words and phrases words and phrases used to persuade the used to persuade the reader reader

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 77 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 Topic 3.A. Comprehension of Literary Text Topic 3.A. Comprehension of Literary Text Topic 3.A. Comprehension of Literary Text 3.A.1. Develop comprehension skills by 3.A.1. Develop and apply comprehension 3.A.1. Develop and apply comprehension reading a variety of self-selected and skills by reading a variety of self-selected and skills by reading and analyzing a variety of assigned literary texts assigned literary texts self-selected and assigned literary texts a. Listen to critically, Montessori a. Listen to critically, Montessori a. Listen to critically, Montessori read, and discuss a Lessons: read, and discuss a Lessons: read, and discuss a Lessons: variety of literary Student and Teacher variety of literary Student and Teacher variety of literary Student and Teacher texts representing selected texts to texts representing selected texts to texts representing selected texts to diverse cultures, complement cross- diverse cultures, complement cross- diverse cultures, complement cross- perspectives, curricular lessons in perspectives, curricular lessons in perspectives, curricular lessons in ethnicities, and time science and social ethnicities, and time science and social ethnicities, and time science and social periods studies (See Genre periods studies (See Genre periods studies (See Genre Framework PGIN Framework PGIN Framework PGIN 7690-2988); Teacher 7690-2988) Teacher 7690-2988) Teacher Read-Aloud, Literacy Read-Aloud, Literacy Read-Aloud, Literacy Circles Circles Circles b. Listen to critically, Montessori b. Listen to critically, Montessori b. Listen to critically, Montessori read, and discuss a Lessons: read, and discuss a Lessons: read, and discuss a Lessons: variety of literary Student and Teacher variety of literary Student and Teacher variety of literary Student and Teacher forms and genres selected texts, forms and genres selected texts, forms and genres selected texts, Teacher Read-Aloud, Teacher Read-Aloud, Teacher Read-Aloud, Literacy Circles Literacy Circles Literacy Circles

3.A.2. Use text features to facilitate 3.A.2. Analyze text features to facilitate 3.A.2. Analyze text features to facilitate understanding of literary texts understanding of literary texts understanding of literary texts a. Identify and Montessori a. Identify and Montessori a. Identify and Montessori explain how Lessons: explain how Lessons: explain how Lessons: organizational aids Reading Strategies: organizational aids Reading Strategies: organizational aids Reading Strategies: contribute to Previewing the Text, contribute to Previewing the Text, contribute to Previewing the Text, meaning Making Predictions meaning Making Predictions meaning Making Predictions

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 78 Prince George’s County Public Schools before and during before and during before and during Assessment limit: reading Assessment limits: reading Assessment limits: reading title of the book, Title of the book, Title of the book, story, poem, or play story, poem, or play; story, poem, or play; Titles of chapters; Titles of chapters; Subtitles, Subtitles, subheadings subheadings

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 79 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 b. Identify and Montessori b. Identify and Montessori b. Identify and Montessori explain how graphic Lessons: explain how graphic Lessons: explain how graphic Lessons: aids contribute to Pre-reading “Book- aids contribute to Pre-reading “Book- aids contribute to Pre-reading “Book- meaning Walk;” Logical meaning Walk;” Logical meaning Walk;” Logical Analysis of difficult Analysis of difficult Analysis of difficult Assessment limits: portions of the text; Assessment limits: portions of the text; Assessment limits: portions of the text; Illustrations; Reading Strategies: Illustrations; Reading Strategies: Illustrations; Reading Strategies: Punctuation; Print Previewing the Text, Punctuation; Print Previewing the Text, Punctuation; Print Previewing the Text, features Making Predictions, features Making Predictions, features Making Predictions, Clarifying, Re- Clarifying, Re- Clarifying, Re-Reading Reading the difficult Reading the difficult the difficult parts parts parts c. Identify and Montessori c. Identify and Montessori c. Identify and Montessori explain how Lessons: explain how Lessons: explain how Lessons: informational aids Pre-Reading “Book- informational aids Pre-Reading “Book- informational aids Pre-Reading “Book- contribute to Walk;” Teacher Read- contribute to Walk;” Teacher Read- contribute to Walk;” Teacher Read- meaning Aloud and Teacher meaning Aloud and Teacher meaning Aloud and Teacher Think-Aloud; Think-Aloud; Think-Aloud; Assessment limits: Comprehension Assessment limits: Comprehension Assessment limits: Comprehension Footnoted words and Questions Footnoted words and Questions Footnoted words and Questions phrases; Captions phrases; Captions phrases; Biographical information about the author; Introductions, photographs, etc. 3.A.3. Use elements of narrative texts to 3.A.3. Analyze elements of narrative texts to 3.A.3. Analyze elements of narrative texts to facilitate understanding facilitate understanding and interpretation facilitate understanding and interpretation a. Identify and Montessori a. Identify and Montessori a. Identify and Montessori distinguish among Lessons: distinguish among Lessons: distinguish among Lessons: types of narrative Literary Genre Card types of narrative Literary Genre Card types of narrative Literary Genre Card texts Sets (See Appendix); texts Sets (See Appendix); texts Sets (See Appendix); Student and Teacher Student and Teacher Student and Teacher

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 80 Prince George’s County Public Schools selected texts, selected texts, selected texts, Assessment limits: Teacher Read-Aloud, Assessment limits: Teacher Read-Aloud, Assessment limits: Teacher Read-Aloud, Stories; Folk tales; Literacy Circles; Venn Short stories, folklore, Literacy Circles; Venn Short stories, folklore, Literacy Circles; Venn Realistic fiction; Diagrams to Compare legends, myths, Diagrams to Compare realistic fiction, Diagrams to Compare Historical fiction; and Contrast a realistic fiction, and Contrast a science fiction, and Contrast a variety Fables; Fairy tales; variety of genres and science fiction, variety of genres and historical fiction, of genres and texts Fantasy; Biographies texts historical fiction, texts fantasy, essays, biographies, biographies, MSA Finish Line: MSA Finish Line: autobiographies, MSA Finish Line: autobiographies, Unit 4, Lesson 1 Unit 4, Lesson 1 personal narratives; Unit 4, Lesson 1 personal narratives; Plays; Poetry Plays; Poetry

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 81 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 b. Identify and Montessori b. Identify and Montessori b. Analyze the Montessori explain the elements Lessons: explain the conflict Lessons: conflict and the Lessons: of a story Story Maps and and the events of the Story Maps and events of the plot Story Maps and Graphic Organizers to plot Graphic Organizers to Graphic Organizers to Assessment limit: illustrate the illustrate the Assessment limits: illustrate the elements Narrative text with a elements of a story Assessment limits: elements of a story Narrative text with of a story including main problem, including conflict, Narrative text with including conflict, exposition, rising conflict, rising action, sequence of rising action, climax, exposition, rising rising action, climax, action, climax, and climax, and chronology of events, and resolution action, climax, and and resolution; resolution; Internal resolution; Analysis of and solution to the resolution; Internal Analysis of Types of and/or external Types of Conflict (Man problem MSA Finish Line: and/or external Conflict (Man vs. conflicts or conflicts vs. Man, Man vs. Unit 4, Lesson 1 conflicts Man, Man vs. Himself, between characters Himself, Man vs. Man vs. Nature, Man and external forces Nature, Man vs. the vs. the Supernatural) Supernatural)

MSA Finish Line: MSA Finish Line: Unit 4, Lesson 1 Unit 4, Lesson 1 c. Identify and Montessori c. Identify and Montessori c. Analyze details Montessori describe the setting Lessons: describe the setting Lessons: that provide Lessons: and the mood Student and Teacher and the mood and Student and Teacher information about the Student and Teacher selected texts to explain how the selected texts to setting, the mood selected texts to Assessment limit: complement cross- setting affects the complement cross- created by the complement cross- Stories that have curricular lessons in characters and the curricular lessons in setting, and ways in curricular lessons in settings with a history and mood history and which the setting history and distinct time and geography; Teacher geography; Teacher affects characters geography; Teacher place Read-Aloud; Literacy Assessment limits: Read-Aloud; Literacy Read-Aloud; Literacy Circles; Immediate time and Circles; Assessment limits: Circles; Comprehension place of the action as Comprehension Immediate time and Comprehension Questions; Student well as its larger Questions; Student place of the action as Questions; Student Created Dioramas; context; Connections Created Dioramas; well as its larger Created Dioramas; Writers’ Workshop: between the Writers’ Workshop: context; Connections Writers’ Workshop:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 82 Prince George’s County Public Schools Re-writing the story Re-writing the story Re-writing the story in in a different setting characters and the in a different setting among the a different setting setting; Connections characters, the MSA Finish Line: between the setting MSA Finish Line: setting, and the MSA Finish Line: Unit 4, Lesson 1 and the mood Unit 4, Lesson 1 mood Unit 4, Lesson 1

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 83 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 d. Identify and Montessori d. Analyze Montessori d. Analyze Montessori analyze the Lessons: characterization Lessons: characterization Lessons: characters Literacy Circles; Literacy Circles; Literacy Circles; Comprehension Assessment limits: Comprehension Assessment limits: Comprehension Assessment limits: Questions; Book What characters say, Questions; Book What characters say, Questions; Book What characters say; Reports; Graphic do, and think; Reports; Graphic do, and think; Reports; Graphic What characters do; Organizers such as Characters' Organizers such as Characters' Organizers such as Conclusions about Character Trait Webs motivations; What Character Trait Webs motivations; What Character Trait Webs the characters' traits and Charts; Projects other characters say and Charts; Projects other characters say and Charts; Projects based on what the such as Life-size about them; How such as Life-size about them; How such as Life-size character says and character map, other characters character map, other characters character map, does; Conclusions Character Mobile, react to them Character Mobile, react to them Character Mobile, about the characters' Paper Dolls, Packing Paper Dolls, Packing Paper Dolls, Packing motivations based on the Character’s the Character’s the Character’s the characters' Suitcase Suitcase Suitcase actions and interactions with MSA Finish Line: MSA Finish Line: MSA Finish Line: other characters Unit 4, Lesson 3 Unit 4, Lesson 3 Unit 4, Lesson 3 e. Identify and Montessori e. Identify and Montessori e. Analyze Montessori explain relationships Lessons: explain relationships Lessons: relationships between Lessons: between and among Literacy Circles; between and among Literacy Circles; and among Literacy Circles; characters, setting, Comprehension characters, setting, Comprehension characters, setting, Comprehension and events Questions; Graphic and events Questions; Graphic and events Questions; Graphic Organizers for Cause Organizers for Cause Organizers for Cause Assessment limits: and Effect and Effect Assessment limits: and Effect Connections between Assessment limits: Connections between and among MSA Finish Line: Connections between MSA Finish Line: and among MSA Finish Line: characters; Unit 4, Lesson 3 and among Unit 4, Lesson 3 characters; Unit 4, Lesson 3 Connections between characters; Connections between and among Connections between and among situations; and among situations;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 84 Prince George’s County Public Schools Cause/effect situations; Cause/effect relationships between Cause/effect relationships between characters' actions relationships between characters' actions and the results of characters' actions and the results of those actions; and the results of those actions; Cause/effect those actions; Cause/effect relationships between Cause/effect relationships between and among situations relationships between and among situations and events and among situations and events and events

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 85 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 f. Identify and explain Montessori f. Identify and Montessori f. Identify and Montessori how the actions of Lessons: explain how the Lessons: explain how the Lessons: the character(s) Literacy Circles; actions of the Literacy Circles; actions of the Literacy Circles; affect the plot Comprehension character(s) affect Comprehension character(s) affect Comprehension Questions; Graphic the plot Questions; Graphic the plot Questions; Graphic Assessment limit: Organizers for Cause Organizers for Cause Organizers for Cause Connections between and Effect; Writers’ Assessment limit: and Effect; Writers’ Assessment limit: and Effect; Writers’ the actions of the Workshop: Re-write Connections between Workshop: Re-write Connections between Workshop: Re-write characters and the the story with a the actions of the the story with a the actions of the the story with a outcome of the story different ending characters and the different ending characters and the different ending outcome of the story outcome of the story MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 4, Lesson 3 Unit 4, Lesson 3 Unit 4, Lesson 3 g. Identify and Montessori g. Identify and Montessori g. Analyze conflicts Montessori describe the narrator Lessons: describe the narrator Lessons: that motivate Lessons: Teacher Read-Aloud; Teacher Read-Aloud; characters and those Teacher Read-Aloud; Assessment limits: Teacher Think-Aloud; Assessment limits: Teacher Think-Aloud; that advance the plot Teacher Think-Aloud; Narrator of the story; Literacy Circles; Narrator of the story; Literacy Circles; Literacy Circles; speaker of the poem; Comprehension speaker of the poem; Comprehension Assessment limits: Comprehension First versus third Questions; Writers’ First versus third Questions; Writers’ Conflicts that affect Questions; Graphic person point of view Workshop: Re-write person point of view Workshop: Re-write characters' actions; Organizers on Cause the story from a the story from a Conflicts that and Effect different perspective different perspective advance the action of the plot MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 4, Lesson 1 Unit 4, Lesson 1 Unit 4, Lesson 1 h. Identify and Montessori explain the author's Lessons: approach to issues of Teacher Read-Aloud; time in a narrative Teacher Think-Aloud; Literacy Circles;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 86 Prince George’s County Public Schools Assessment limit: Comprehension Flashback Questions; Creating Story Timelines

MSA Finish Line: Unit 4, Lesson 1 VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 i. Identify and explain Montessori the point of view Lessons: Teacher Read-Aloud; Assessment limits: Teacher Think-Aloud; Narrator of the story; Literacy Circles; speaker of the poem; Comprehension Connections between Questions; Writers’ point of view and Workshop: Re-write meaning the story from a different perspective MSA Finish Line: Unit 4, Lesson 1 3.A.4. Use elements of poetry to facilitate 3.A.4. Analyze elements of poetry to 3.A.4. Analyze elements of poetry to facilitate understanding facilitate understanding and interpretation understanding and interpretation a. Use structural Montessori a. Use structural Montessori a. Use structural Montessori features to identify Lessons: features to identify Lessons: features to Lessons: poetry as a literary Teacher Read-Aloud; poetry as a literary Teacher Read-Aloud; distinguish among Teacher Read-Aloud; form and distinguish Teacher Think-Aloud; form and distinguish Teacher Think-Aloud; types of poems Teacher Think-Aloud; among types of Literacy Circles; among types of Literacy Circles; Literacy Circles; poems Comprehension poems Comprehension Assessment limit: Comprehension Assessment limits: Questions; Poetry Questions; Poetry Types of poems, such Questions; Poetry Structure, including Card Sets; Writers’ Assessment limit: Card Sets; Writers’ as haiku, form/shape Card Sets; Writers’ lines and stanzas; Workshop: Writng Types of poems, such Workshop: Writng poetry, cinquain, etc. Workshop: Writng Shape; Form, Different Forms of as haiku, form/shape Different Forms of Different Forms of including lines and Poetry Poetry Poetry

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 87 Prince George’s County Public Schools stanzas; Refrain, chorus; Types of MSA Finish Line: poetry, etc. MSA Finish Line: MSA Finish Line: poems, such as Unit 4, Lesson 2 Unit 4, Lesson 2 Unit 4, Lesson 2 haiku, diamonte, etc.; Rhyme scheme b. Identify and Montessori b. Identify and Montessori b. Identify and Montessori explain the meaning Lessons: explain the meaning Lessons: explain the meaning Lessons: of words, lines, and Teacher Read-Aloud; of words, lines, and Teacher Read-Aloud; of words, lines, and Teacher Read-Aloud; stanzas Teacher Think-Aloud; stanzas Teacher Think-Aloud; stanzas Teacher Think-Aloud; Literacy Circles; Literacy Circles; Assessment limits: Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Specific meaning of Comprehension Specific meaning of Questions Specific meaning of Questions words, lines and/or Questions words, lines and/or MSA Finish Line: words, lines and/or MSA Finish Line: stanzas; Speaker MSA Finish Line: stanzas Unit 4, Lesson 2 stanzas Unit 4, Lesson 2 versus the poet Unit 4, Lesson 2

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 88 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 c. Identify and Montessori c. Identify and Montessori c. Identify and Montessori explain sound Lessons: explain sound Lessons: explain how sound Lessons: elements of poetry Teacher Read-Aloud; elements of poetry Teacher Read-Aloud; elements of poetry Teacher Read-Aloud; Teacher Think-Aloud; Teacher Think-Aloud; contribute to Teacher Think-Aloud; Assessment limits: Literacy Circles; Assessment limits: Literacy Circles; meaning Literacy Circles; Rhyme, rhyme Comprehension Rhyme, rhyme Comprehension Comprehension scheme; Rhythm; Questions; Poetry scheme; Rhythm; Questions; Poetry Assessment limits: Questions; Poetry Alliteration and other Card Sets; Writers’ Alliteration and Card Sets; Writers’ Rhyme, rhyme Card Sets; Writers’ repetition Workshop: Writing Onomatopoeia Workshop: Writing scheme; Rhythm; Workshop: Writing Different Forms of Different Forms of Alliteration, Different Forms of Poetry, Writing with Poetry, Writing with assonance, Poetry, Writing with Rhyme; Rhyming Rhyme; Rhyming consonance; Rhyme; Rhyming Dictionary Work; Dictionary Work; Onomatopoeia; Dictionary Work; Students recite and Students recite and Connections between Students recite and analyze a favorite analyze a favorite sound elements and analyze a favorite poem poem meaning poem

MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 4, Lesson 2 Unit 4, Lesson 2 Unit 4, Lesson 2 d. Identify and Montessori d. Identify and Montessori d. Identify and Montessori explain other poetic Lessons: explain other poetic Lessons: explain other poetic Lessons: elements, such as Student and Teacher elements, such as Student and Teacher elements, such as Student and Teacher setting, mood, tone, selected poetry to setting, mood, tone, selected poetry to setting, mood, tone, selected poetry to etc. that contribute to complement cross- etc. that contribute to complement cross- etc. that contribute to complement cross- meaning curricular lessons in meaning curricular lessons in meaning curricular lessons in history and history and history and geography; Teacher geography; Teacher geography; Teacher Read-Aloud; Literacy Read-Aloud; Literacy Read-Aloud; Literacy Circles; Circles; Circles; Comprehension Comprehension Comprehension Questions; Art Questions; Art Questions; Art

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 89 Prince George’s County Public Schools Projects: drawings Projects: drawings Projects: drawings and and paintings to and paintings to paintings to reflect reflect the mood and reflect the mood and the mood and tone of tone of a poem tone of a poem a poem

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 90 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 3.A.5. Use elements of drama to facilitate 3.A.5. Analyze elements of drama to 3.A.5. Analyze elements of drama to facilitate understanding facilitate understanding understanding a. Use structural Montessori a. Use structural Montessori a. Use structural Montessori features to identify a Lessons: features to identify a Lessons: features to Lessons: play as a literary form Student and Teacher play as a literary form Student and Teacher distinguish among Student and Teacher selected plays to and distinguish selected plays to types of plays selected plays to Assessment limits: complement cross- among types of plays complement cross- complement cross- List of characters curricular lessons in curricular lessons in Assessment limits: curricular lessons in (cast), including science and social Assessment limits: science and social Cast, stage science and social narrator; Introductory studies; Students List of characters studies; Students directions; Acts, studies; Students information about the practice and perform (cast), including practice and perform scenes, prologues; practice and perform setting; Stage plays in small and narrator; Introductory plays in small and Production notes plays in small and directions; Dialogue; large groups; Writers’ information about the large groups; Writers’ large groups; Writers’ Props, scenery, sound Workshop: Students setting; Stage Workshop: Students Workshop: Students effects, staging, write original plays directions; Dialogue, write original plays write original plays lighting; Acts and using structural monologue; Props, using structural using structural scenes features scenery, sound features features effects, staging, MSA Finish Line: lighting; Acts and MSA Finish Line: MSA Finish Line: Unit 4, Lesson 2 scenes Unit 4, Lesson 2 Unit 4, Lesson 2 b. Identify and Montessori b. Identify and Montessori b. Identify and Montessori explain the action of Lessons: explain the action of Lessons: explain the action of Lessons: a scene Literacy Circles; a scene Literacy Circles; scenes and acts Literacy Circles; Comprehension Comprehension Comprehension Assessment limit: Questions; Reading Assessment limit: Questions; Reading Assessment limits: Questions; Reading Specific actions and Strategies: Specific actions and Strategies: Specific actions and Strategies: events that occur in a Summarizing; events that occur in a Summarizing; events that occur in Summarizing; Graphic scene Graphic Organizer: scene Graphic Organizer: one or more scenes; Organizer: Map of Map of Rising Action Map of Rising Action Interrelationships of Rising Action scenes and acts to MSA Finish Line: MSA Finish Line: advance the action MSA Finish Line:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 91 Prince George’s County Public Schools Unit 4, Lesson 2 Unit 4, Lesson 2 Unit 4, Lesson 2

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 92 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 c. Identify and Montessori c. Identify and Montessori c. Identify and Montessori explain stage Lessons: explain how stage Lessons: explain how stage Lessons: directions that help to Students practice and directions create Students practice and directions create Students practice and create character and perform plays in character and perform plays in character and perform plays in small movement small and large movement small and large movement and large groups; Assessment limit: groups; Writers’ groups; Writers’ Writers’ Workshop: Connections between Workshop: Students Assessment limit: Workshop: Students Assessment limit: Students write original the stage directions write original plays Connections between write original plays Connections between plays using structural and the physical using structural the stage directions using structural the stage directions features movement of the features and the physical features and the physical characters movement of the movement of the MSA Finish Line: MSA Finish Line: characters MSA Finish Line: characters Unit 4, Lesson 2 Unit 4, Lesson 2 Unit 4, Lesson 2 d. Identify and Montessori d. Identify and Montessori d. Identify and Montessori explain stage Lessons: explain stage Lessons: explain stage Lessons: directions and Students practice and directions and Students practice and directions and Students practice and dialogue that help to perform plays in dialogue that help to perform plays in dialogue that help to perform plays in small create character small and large create character small and large create character and large groups; groups; Writers’ groups; Writers’ Writers’ Workshop: Assessment limit: Workshop: Students Assessment limit: Workshop: Students Assessment limit: Students write original Connections among write original plays Connections among write original plays Connections among plays using structural the stage directions, using structural the stage directions, using structural the stage directions, features the character's lines, features the character's lines, features the character's lines, and how the and how the and how the MSA Finish Line: character delivers MSA Finish Line: character delivers MSA Finish Line: character delivers Unit 4, Lesson 2 those lines Unit 4, Lesson 2 those lines Unit 4, Lesson 2 those lines

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 93 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 3.A.6. Determine important ideas and 3.A.6. Determine important ideas and 3.A.6. Determine important ideas and messages in literary texts messages in literary texts messages in literary texts a. Identify and Montessori a. Identify and Montessori a. Analyze main Montessori explain main ideas Lessons: explain main ideas Lessons: ideas and universal Lessons: and universal themes Literacy Circles; and universal themes Literacy Circles; themes Literacy Circles; Comprehension Assessment limits: Comprehension Comprehension Assessment limits: Questions; Reading In the text or a Questions; Reading Assessment limits: Questions; Reading In the text or a Strategies: portion of the text; Strategies: In the text or a Strategies: portion of the text; Determining Literal versus Determining portion of the text; Determining Literal versus Importance and interpretive Importance and Literal versus Importance and interpretive meanings Clarifying Meaning; meanings of a text or Clarifying Meaning; interpretive Clarifying Meaning; of a text or a portion Graphic Organizer: a portion of text; Graphic Organizer: meanings of a text or Graphic Organizer: “T- of text; Message, “T-Chart” on What Experiences, “T-Chart” on What a portion of text; Chart” on What the moral, or lesson the Text Says vs. emotions, issues, and the Text Says vs. Experiences, Text Says vs. What learned from the text What the Text Means ideas in a text that What the Text Means emotions, issues, and the Text Means give rise to universal ideas in a text that MSA Finish Line: themes; Message, MSA Finish Line: give rise to universal MSA Finish Line: Unit 2, Lesson 1 moral, or lesson Unit 2, Lesson 1 themes; Message, Unit 2, Lesson 1 learned from text moral, or lesson learned from text b. Identify and Montessori b. Identify and Montessori b. Analyze similar Montessori explain a similar Lessons: explain similar Lessons: themes across Lessons: theme in more than Literacy Circles; themes across Literacy Circles; multiple texts Literacy Circles; one text Comprehension multiple texts Comprehension Comprehension Questions; Reading Questions; Reading Assessment limit: Questions; Reading Assessment limits: Strategies: Assessment limit: Strategies: Messages, morals, or Strategies: Main ideas across Determining Messages, morals, or Determining lessons learned Determining texts; Messages, Importance and lessons learned Importance and across texts Importance and morals, or lessons Clarifying Meaning; across texts Clarifying Meaning; Clarifying Meaning; learned across texts; Graphic Organizer: Graphic Organizer: Graphic Organizer: Different versions of Venn Diagram Venn Diagram Venn Diagram

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 94 Prince George’s County Public Schools the same story across eras or cultures c. Paraphrase the Montessori c. Paraphrase the Montessori c. Paraphrase the Montessori text Lessons: text Lessons: text Lessons: Literacy Circles; Literacy Circles; Literacy Circles; Assessment limit: Comprehension Assessment limit: Comprehension Assessment limit: Comprehension Restatement of the Questions; Reading Restatement of the Questions; Reading Restatement of the Questions; Reading text or a portion of Strategies: text or a portion of Strategies: text or a portion of Strategies: the text in student's Summarizing the text in student's Summarizing the text in student's Summarizing own words own words own words MSA Finish Line: Unit 2, Lesson 7

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 95 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 d. Summarize Montessori d. Summarize Montessori d. Summarize Montessori Lessons: Lessons: Lessons: Assessment limit: Literacy Circles; Assessment limit: Literacy Circles; Assessment limit: Literacy Circles; The text or a portion Comprehension The text or a portion Comprehension The text or a portion Comprehension of the text Questions; Reading of the text Questions; Reading of the text Questions; Reading Strategies: Strategies: Strategies: Summarizing and Summarizing and Summarizing and Determining Determining Determining Importance Importance Importance

MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 5 Unit 2, Lesson 5 Unit 2, Lesson 5 Unit 2, Lesson 7 e. Identify and Montessori e. Identify and Montessori e. Identify and Montessori explain personal Lessons: explain personal Lessons: explain personal Lessons: connections to the Literacy Circles; connections to the Literacy Circles; connections to the Literacy Circles; text Comprehension text Comprehension text Comprehension Questions; Reading Questions; Reading Questions; Reading Assessment limit: Strategies: Making Assessment limit: Strategies: Making Assessment limit: Strategies: Making Connections between Connections (Text to Connections between Connections (Text to Connections between Connections (Text to personal experiences Self); Graphic personal experiences Self); Graphic personal experiences Self); Graphic and the theme or Organizers: T-Charts and the theme or Organizers: T-Charts and the theme or Organizers: T-Charts main ideas main ideas main ideas MSA Finish Line: MSA Finish Line: MSA Finish Line: Unit 2, Lesson 6 Unit 2, Lesson 6 Unit 2, Lesson 6 f. Explain the Montessori f. Explain the Montessori implications of the Lessons: implications of the Lessons: text for the reader Literacy Circles; text for the reader Literacy Circles; and/or society Comprehension and/or society Comprehension Questions; Reading Questions; Reading Assessment limit: Strategies: Making Assessment limit: Strategies: Making

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 96 Prince George’s County Public Schools Connections (Text to Connections (Text to Ideas and issues of a Self and Text to Ideas and issues of a Self and Text to text that may have World); Graphic text that may have World); Graphic implications for the Organizers: T-Charts implications for the Organizers: T-Charts reader reader MSA Finish Line: MSA Finish Line: Unit 2, Lesson 6 Unit 2, Lesson 6

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 97 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 3.A.7. Identify and describe the author's use 3.A.7. Identify and describe the author's use 3.A.7. Analyze the author's purposeful use of of language of language language a. Identify and Montessori a. Identify and Montessori a. Analyze specific Montessori explain how the use Lessons: explain how the use Lessons: words and phrases Lessons: of dialogue Literacy Circles; of dialogue Literacy Circles; that contribute to Logical Analysis of contributes to a story Comprehension contributes to a story Comprehension meaning certain portions of the Questions; Graphic Questions; Graphic texts, Grammar Assessment limit: Organizers: Character Assessment limit: Organizers: Character Assessment limits: symbols to determine Character and plot Trait Chart focused Character and plot Trait Chart focused Significant words and the functions of development on dialogue; Story development on dialogue; Story phrases with a specific words in a advanced through Map focused on advanced through Map focused on specific effect on sentence; Dictionary dialogue dialogue dialogue dialogue meaning; Lessons to determine Denotations of above connotations vs. grade-level words denotations; Art used in context; Projects: Drawing a Connotations of Picture of Idioms and grade-appropriate Colloquialisms words and phrases in context; Multiple MSA Finish Line: meaning words; Unit 4, Lesson 4 Idioms and colloquialisms b. Identify and Montessori b. Identify and Montessori b. Analyze words and Montessori explain specific words Lessons: explain specific words Lessons: phrases that create Lessons: and phrases that Logical Analysis of and phrases that Logical Analysis of tone Literacy Circles; contribute to certain portions of contribute to certain portions of Comprehension meaning the texts, Grammar meaning the texts, Grammar Assessment limits: Questions; Art symbols to determine symbols to determine Specific words and Projects: drawings and Assessment limits: the functions of Assessment limits: the functions of phrases that create paintings to reflect Significant words and specific words in a Significant words and specific words in a tone; Tone in the text the mood and tone of phrases with a sentence; Dictionary phrases with a sentence; Dictionary or a portion of the a portion of the text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 98 Prince George’s County Public Schools Lessons to determine Lessons to determine specific effect on connotations vs. specific effect on connotations vs. text meaning; denotations; Art meaning; denotations; Art MSA Finish Line: Denotations of above- Projects: Drawing a Denotations of Projects: Drawing a Unit 4, Lesson 4 grade-level words Picture of Idioms and above-grade-level Picture of Idioms and used in context; Colloquialisms words used in Colloquialisms Connotations of context; Connotations grade-appropriate MSA Finish Line: of grade-appropriate MSA Finish Line: words and phrases in Unit 4, Lesson 2 words and phrases in Unit 4, Lesson 2 context; Multiple Unit 4, Lesson 4 context; Multiple Unit 4, Lesson 4 meaning words meaning words

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 99 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 c. Identify and Montessori c. Identify and Montessori c. Identify and Montessori explain words and Lessons: explain words and Lessons: explain figurative Lessons: punctuation that Literacy Circles; phrases that create Literacy Circles; language that Literacy Circles; create tone Comprehension tone Comprehension contributes to Comprehension Questions; Art Questions; Art meaning Questions; Reading Assessment limits: Projects: drawings Assessment limits: Projects: drawings Strategies: Clarifying Grade-appropriate and paintings to Specific words and and paintings to Assessment limits: Meaning; Graphic words that describe reflect the mood and phrases that create reflect the mood and Figurative language Organizer: “T-Chart” the tone of a text or a tone of a portion of tone; Tone in the text tone of a portion of in increasingly on What the Text Says portion of text; Tone the text; Grammar or a portion of the the text complex text; vs. What the Text in the text or portion Symbols: Functions of text Connections between Means of the text; Specific Exclamatory Words; figurative language punctuation that Types of Sentences MSA Finish Line: MSA Finish Line: and meaning MSA Finish Line: contributes to the (Expository, Unit 4, Lesson 4 Unit 4, Lesson 4 Interrogative, tone of a text or a Unit 4, Lesson 4 portion of the text Exclamatory)

d. Identify and Montessori d. Identify and Montessori d. Analyze how Montessori explain figurative Lessons: explain figurative Lessons: sensory language Lessons: language Literacy Circles; language that Literacy Circles; contributes to Reading Strategy: Comprehension contributes to Comprehension meaning Visualizing; Literacy Assessment limits: Questions; Reading meaning Questions; Reading Circles; Similes; Metaphors; Strategies: Clarifying Strategies: Clarifying Assessment limits: Comprehension Personification; Meaning; Graphic Assessment limits: Meaning; Graphic Specific words and Questions; Graphic Onomatopoeia Organizer: “T-Chart” Similes; Metaphors; Organizer: “T-Chart” phrases that create Organizer: “T-Chart” on What the Text Personification; on What the Text sensory images; on What the Text Says Says vs. What the Onomatopoeia; Says vs. What the Connections among and What the Reader Text Means; Connections between Text Means; sensory language, Experiences; Writers’ Figurative Language figurative language Figurative Language images, and meaning Workshops: Writing Card Sets; Art and meaning Card Sets; Art sensory descriptions Projects: drawing Projects: drawing

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 100 Prince George’s County Public Schools metaphors, similes, metaphors, similes, MSA Finish Line: onomatopoeia, and onomatopoeia, and Unit 4, Lesson 4 personification; personification; Reading aloud in Reading aloud in pairs pairs

MSA Finish Line: MSA Finish Line: Unit 4, Lesson 4 Unit 4, Lesson 4

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 101 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 e. Identify and Montessori e. Identify and Montessori e. Analyze how Montessori explain language that Lessons: explain language that Lessons: repetition and Lessons: appeals to the senses Reading Strategy: appeals to the senses Reading Strategy: exaggeration Reading Strategy: and feelings Visualizing; Literacy and feelings Visualizing; Literacy contribute to Visualizing; Literacy Circles; Circles; meaning Circles; Assessment limit: Comprehension Assessment limit: Comprehension Comprehension Specific words and Questions; Graphic Specific words and Questions; Graphic Assessment limit: Questions; Art Work: phrases that appeal Organizer: “T-Chart” phrases that appeal Organizer: “T-Chart” Connections between drawing and painting to the senses on What the Text to the senses on What the Text repetition and/or portions of the text Says and What the Says and What the exaggeration and MSA Finish Line: Reader Experiences; Reader Experiences; meaning Unit 4, Lesson 4 Writers’ Workshops: Writers’ Workshops: Writing sensory Writing sensory descriptions descriptions f. Identify and explain Montessori f. Identify and Montessori repetition and Lessons: explain how Lessons: exaggeration Reading Strategy: repetition and Reading Strategy: Visualizing; Literacy exaggeration Visualizing; Literacy Assessment limits: Circles; contribute to Circles; Specific examples of Comprehension meaning Comprehension repetition that affect Questions; Art Work: Questions; Art Work: meaning; Examples drawing and painting Assessment limit: drawing and painting of exaggeration; portions of the text Connections between portions of the text Alliteration repetition and/or exaggeration and meaning 3.A.8. Read critically to evaluate literary 3.A.8. Read critically to evaluate literary 3.A.8. Read critically to evaluate literary texts texts texts a. Identify and Montessori a. Determine and Montessori a. Determine and Montessori explain the Lessons: explain the Lessons: explain the Lessons: believability of the Literacy Circles, plausibility of the Literacy Circles, plausibility of the Literacy Circles,

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 102 Prince George’s County Public Schools characters' actions Comprehension characters' actions Comprehension characters' actions Comprehension and the story's Questions; Reading and the plot Questions; Reading and the plot Questions; Reading events Strategy: Assessment limits: Strategy: Assessment limits: Strategy: Connections Connections (Text to Connections between Connections (Text to Connections between (Text to World) Assessment limits: World); how characters are World) how characters are Realism versus portrayed and the portrayed and the fantasy; Characters plausibility of their plausibility of their and events that actions; Connections actions; Connections parallel everyday life among the plot, the among the plot, the characters, and the characters, and the plausibility of the plausibility of the outcome outcome

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 103 Prince George’s County Public Schools VSC – Reading Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Grade 4 Grade 5 Grade 6 b. Identify and Montessori b. Identify and Montessori b. Identify and Montessori explain questions left Lessons: explain questions left Lessons: explain questions left Lessons: unanswered by the Literacy Circles, unanswered by the Literacy Circles, unanswered by the Literacy Circles, text Comprehension text Comprehension text Comprehension Questions; Reading Questions; Reading Questions; Reading Assessment limit: Strategies: Predicting, Assessment limit: Strategies: Assessment limit: Strategies: Predicting, Questions and Questioning, Questions and Predicting, Questions and Questioning, predictions about Clarifying Meaning, predictions about Questioning, predictions about Clarifying Meaning, events, situations, and Connections events, situations, Clarifying Meaning, events, situations, and Connections (Text and conflicts that (Text to World); and conflicts that and Connections and conflicts that to World); Writers’ might occur if the Writers’ Workshop: might occur if the (Text to World); might occur if the Workshop: Writing a text were continued Writing a Sequel to text were continued Writers’ Workshop: text were continued Sequel to the Text the Text Writing a Sequel to the Text MSA Finish Line: MSA Finish Line: Unit 2, Lesson 1 Unit 2, Lesson 4 MSA Finish Line: Unit 2, Lesson 1 c. Identify and Montessori c. Identify and Montessori c. Identify and Montessori explain the Lessons: explain the Lessons: explain the Lessons: relationship between Student and Teacher relationship between Student and Teacher relationship between Student and Teacher a literary text and its Selected texts for a literary text and its Selected texts for a literary text and its Selected texts for historical context Cross-Curricular historical context Cross-Curricular historical and/or Cross-Curricular studies in history; studies in history; social context studies in history; Assessment limit: Literacy Circles, Assessment limit: Literacy Circles, Literacy Circles, Connections between Comprehension Connections between Comprehension Assessment limits: Comprehension the text and its Questions; Reading the text and its Questions; Reading Connections between Questions; Reading historical setting Strategies: historical setting Strategies: the text and its Strategies: Connections (Text to Connections (Text to historical setting; Connections (Text to Text and Text to Text and Text to Connections between Text and Text to World); Writers’ World); Writers’ the text and its social World); Writers’ Workshop: Re-writing Workshop: Re-writing context Workshop: Re-writing

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 104 Prince George’s County Public Schools the text in a different the text in a different the text in a different historical era historical era historical era d. Identify and Montessori d. Identify and Montessori explain the Lessons: explain the Lessons: relationship between Literacy Circles, relationship between Literacy Circles, the structure and Comprehension the structure and Comprehension purpose of the text Questions; Reading purpose of the text Questions; Reading Strategies: Strategies: Assessment Limit: Connections (Text to Assessment Limit: Connections (Text to In the text or a World); In the text or a World); portion of the text portion of the text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 105 Prince George’s County Public Schools Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 106 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 Topic 4.A. Writing Topic 4.A. Writing Topic 4.A. Writing 4.A.1 Compose texts using the prewriting 4.A.1. Compose texts using the prewriting 4.A.1. Compose texts using the prewriting and drafting strategies of effective writers and drafting strategies of effective writers and drafting strategies of effective writers and and speakers and speakers speakers a. Generate and Montessori a. Generate, select, Montessori a. Use a variety of Montessori select topics using Lessons: and narrow topics, Lessons: self-selected Lessons: techniques, such as Writers’ Workshop; collectively and Writers’ Workshop; prewriting strategies Writers’ Workshop; graphic organizers, Graphic organizers, independently, using Graphic organizers, to generate, select, Graphic organizers, journal writing, free journal writing, free graphic organizers, journal writing, free narrow, and develop journal writing, free writing, listing, writing, listing, prior writing, and/or writing, listing, ideas writing, listing, webbing, and webbing, and prior experiences webbing, and webbing, and discussion of prior discussion of prior discussion of prior Evaluate topics for discussion of prior experiences experiences; experiences; personal relevance, experiences; Research Research Question Research Question scope, and feasibility; Question Lists Lists Lists Begin a coherent plan for developing ideas; Explore and evaluate relevant sources of information b. Plan and organize Montessori b. Select and use Montessori b. Select, organize, Montessori ideas for writing by Lessons: appropriate Lessons: and develop ideas Lessons: using an appropriate Writers’ Workshop; organizational Writers’ Workshop; appropriate to topic, Writers’ Workshop; organizational Making outlines or structures, such as Making outlines or audience, and Making outlines or structure, such as webs for main idea narrative, webs for main idea purpose webs for main idea chronological or and supporting chronological or and supporting and supporting sequential order, details; creating sequential order, details; creating Organize information details; creating comparison and research question description, main research question logically; Use research question contrast, cause and lists; T-Charts for idea and detail, lists; T-Charts for effective lists; T-Charts for effect Comparison and problem/solution, Comparison and organizational Comparison and Contrast, Cause and question/answer, Contrast, Cause and structures; Select or Contrast, Cause and Effect; Anchor charts comparison and Effect; Anchor charts Effect; Anchor charts

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 107 Prince George’s County Public Schools for words showing contrast, cause and for words showing for words showing Complete an idea by sequential order; effect sequential order; eliminate information sequential order; Peer providing topic, Peer Editing Peer Editing as appropriate; Verify Editing support and Complete an idea by the effectiveness of concluding sentences providing topic, paragraph support, and development by concluding sentences modifying topic, support, and concluding sentences as necessary

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 108 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 4.A.2. Compose oral, written, and visual 4.A.2. Compose oral, written, and visual 4.A.2. Compose oral, written, and visual presentations that express personal ideas, presentations that express personal ideas, presentations that express personal ideas, inform, and persuade inform, and persuade inform, and persuade a. Compose to Montessori a. Compose to Montessori a. Compose to Montessori express personal Lessons: express personal Lessons: express personal Lessons: ideas to develop Writers’ Workshop: ideas by Writers’ Workshop: ideas by Writers’ Workshop: fluency using a Writing Friendly and experimenting with a Writing Friendly and experimenting with a Writing Friendly and variety of forms Business Letters, variety of forms and Business Letters, variety of forms and Business Letters, suited to topic, Essays, Journal techniques suited to Essays, Journal techniques suited to Essays, Journal audience, and Entries; Literary topic, audience, and Entries; Literary topic, audience, and Entries; Literary purpose Response; Poetry purpose Response; Poetry purpose to develop Response; Poetry an awareness of voice and tone

b. Describe in prose Montessori b. Describe in prose Montessori b. Describe in prose Montessori and poetry by using Lessons: and/or poetic forms Lessons: and/or poetic forms Lessons: purposeful imagery Writers’ Workshop: to clarify, extend, or Writers’ Workshop: to clarify, extend, or Writers’ Workshop: and sensory details Essays, Journal elaborate on ideas by Essays, Journal elaborate on ideas by Essays, Journal with active verbs and Entries; Literary using vivid language, Entries; Literary using vivid language, Entries; Literary colorful adjectives Response; Poetry such as imagery and Response; Poetry such as imagery, Response; Poetry figurative language figurative language, and sound elements

c. Compose to inform Montessori c. Compose to inform Montessori c. Compose to inform Montessori using a structure with Lessons: using relevant Lessons: using relevant Lessons: a clear beginning, Making Outlines and support and a variety Making Outlines and support and a variety Making Outlines and middle, and end and Webs; Writers’ of appropriate Webs; Writers’ of appropriate Webs; Writers’ a selection of major Workshop: Friendly organizational Workshop: Friendly organizational Workshop: Friendly points, examples, and and Business Letters, structures and signal and Business Letters, structures and signal and Business Letters, facts to support a Essays, Research words within a Essays, Research words within a Essays, Research

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 109 Prince George’s County Public Schools main idea Reports paragraph Reports paragraph Reports

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 110 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 d. Compose to Montessori d. Compose to Montessori d. Compose to Montessori persuade using Lessons: persuade using Lessons: persuade by Lessons: significant reasons Writer’s Workshop: significant reasons Writer’s Workshop: supporting, Writer’s Workshop: and relevant support Essays to Persuade and relevant support Essays to Persuade modifying, or Essays to Persuade and Letter to to agree or disagree and Letter to disagreeing with a and Letter to Agree or disagree Persuade; Making with an idea Persuade; Making position, using Persuade; Making with an idea and outlines and webs; outlines and webs; effective rhetorical outlines and webs; generate convincing Peer Editing; Cross- Take a position and Peer Editing; Cross- strategies Peer Editing; Cross- reasons with relevant curricular lessons on generate convincing curricular lessons on curricular lessons on support; Consider the First Amendment reasons to support it; the First Amendment Support, modify, or the First Amendment effective forms and Right to Petition the Consider the Right to Petition the disagree with a Right to Petition the word choice Government ; effectiveness of form, Government ; position; generate Government ; Classroom Debates; diction, audience Classroom Debates; convincing evidence Classroom Debates; Mock Trials; Class appeal, and Mock Trials; Class to support it; Mock Trials; Class Officer Elections organization Officer Elections Consider the Officer Elections effectiveness of diction, audience appeal, and organization; Use connotation, repetition, and figurative language to control audience emotion and reaction; Use authoritative citations e. Use writing-to- Montessori e. Use writing-to- Montessori e. Use writing-to- Montessori learn strategies, such Lessons: learn strategies, such Lessons: learn strategies, such Lessons: as diagrams, flow Teacher Modeling of as learning logs, Teacher Modeling of as dialect journals, Teacher Modeling of charts, freewriting, Graphic Organizers dialogue journals, Graphic Organizers quickwrites, and Graphic Organizers for learning logs, and for brainstorming, and quickwrites to for brainstorming, mindmaps to make brainstorming, note-

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 111 Prince George’s County Public Schools "think-aloud's on note-taking and connect ideas and note-taking and connections between taking and outlining paper" to connect outlining thinking about lesson outlining learning and prior ideas and thinking content knowledge about lesson content f. Manage time and Montessori f. Manage time and Montessori f. Manage time and Montessori process when writing Lessons: process when writing Lessons: process when writing Lessons: for a given purpose Given a due date for for a given purpose Given a due date for for a given purpose Given a due date for a a writing assignment, a writing assignment, writing assignment, students manage students manage students manage time time using a work time using a work using a work plan plan plan

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 112 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 4.A.3. Compose texts using the revising and 4.A.3. Compose texts using the revising and 4.A.3. Compose texts using the revising and editing strategies of effective writers and editing strategies of effective writers and editing strategies of effective writers and speakers speakers speakers a. Revise texts for Montessori a. Revise texts for Montessori a. Revise texts for Montessori clarity, completeness, Lessons: clarity, completeness, Lessons: clarity, completeness, Lessons: and effectiveness Writers’ Workshop and effectiveness Writers’ Workshop and effectiveness Writers’ Workshop with Peer Editing; with Peer Editing; with Peer Editing; Eliminate words and Individual student Eliminate words and Individual student Eliminate redundant Individual student and ideas that do not and teacher meetings ideas that do not and teacher meetings and irrelevant words teacher meetings to support the main idea to analyze student’s support the main idea to analyze student’s and ideas analyze student’s written work; written work; written work; Clarify meaning by Punctuation Private Clarify meaning by Punctuation Private Clarify meaning Punctuation Private adding modifiers and Eye; Use of adding modifiers and Eye; Use of through the Eye; Use of sensory words within Proofreading Rubric; sensory words within Proofreading Rubric; placement of Proofreading Rubric; a sentence Logical Analysis of a sentence Logical Analysis of antecedents, Logical Analysis of student’s own writing student’s own writing modifiers, and student’s own writing samples samples samples Clarify meaning by Clarify meaning by transitional devices rearranging rearranging sentences within a sentences within a Coordinate equal text for a clear text ideas within a beginning, middle, sentence and end Provide sentence variety and length by Subordinate less Provide sentence combining sentences important ideas variety and length by and correcting within a sentence combining sentences rambling sentences using phrases and and correcting clauses rambling sentences Maintain consistent person, number and

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 113 Prince George’s County Public Schools tense

Modify sentences from passive to active voice

Vary sentence types and lengths to clarify and extend meaning and to develop style

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 114 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 b. Use suitable Montessori b. Use suitable Montessori b. Use suitable Montessori traditional and Lessons: traditional and Lessons: traditional and Lessons: electronic resources Writers’ Workshop electronic resources Writers’ Workshop electronic resources Writers’ Workshop to edit final copies of with Peer Editing; Self to refine with Peer Editing; Self to refine with Peer Editing; Self text for correctness in edit; Peer edit; presentations and edit; Peer edit; presentations and edit; Peer edit; language usage and Dictionary; edit texts for Dictionary; edit texts for Dictionary; Thesaurus; conventions, such as Thesaurus; Spell effective and Thesaurus; Spell effective and Spell checker; capitalization, checker; Language appropriate use of checker; Language appropriate use of Language handbook punctuation, and handbook language and handbook language and spelling conventions, such as conventions, such as capitalization, capitalization, Self edit; Peer edit; punctuation, spelling, punctuation, spelling, Dictionary; and pronunciation and pronunciation Thesaurus; Spell checker; Language Self edit; Peer edit; Self edit; Peer edit; handbook Dictionary; Dictionary; Thesaurus; Spell Thesaurus; Spell checker; Language checker; Language handbook; Grammar handbook; Grammar Checker Checker c. Prepare the final Montessori c. Prepare the final Montessori c. Prepare the final Montessori product for Lessons: product for Lessons: product for Lessons: presentation to an Use the editing to presentation to an Use the editing to presentation to an Use the editing to audience make a final copy or audience make a final copy or audience make a final copy or prepare for the prepare for the prepare for the following following following presentations: Oral presentations: Oral presentations: Oral Presentations; Presentations; Presentations; Display Display of Student Display of Student of Student Work on Work on bulletin Work on bulletin bulletin boards; Power boards; Power Point boards; Power Point Point presentations

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 115 Prince George’s County Public Schools presentations presentations 4.A.4. Identify how language choices in 4.A.4. Identify how language choices in 4.A.4. Identify how language choices in writing and speaking affect thoughts and writing and speaking affect thoughts and writing and speaking affect thoughts and feelings feelings feelings a. Select words Montessori a. Select words Montessori a. Use precise word Montessori appropriate for Lessons: appropriate for Lessons: choice, formal to Lessons: audience, situation or Brainstorming; audience, situation or Brainstorming; informal, based on Brainstorming; purpose Thesaurus and purpose Thesaurus and audience, situation, Thesaurus and Dictionary work, Dictionary work, or purpose Dictionary work, using using genre-specific using genre-specific genre-specific vocabulary; Role- vocabulary; Role- vocabulary; Role- playing presentations playing presentations playing presentations

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 116 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 b. Describe how Montessori b. Describe how Montessori b. Consider the Montessori listeners might Lessons: listeners might Lessons: connotative and/or Lessons: respond differently to Synonyms; Writers’ respond differently to Synonyms; Writers’ denotative meanings Synonyms; Writers’ similar words, such Workshop: Lessons similar words, such Workshop: Lessons of words when Workshop: Lessons on as nightmare/dream, on Word Choice as nightmare/dream, on Word Choice selecting vocabulary Word Choice loud/deafening, loud/deafening, cute/gorgeous cute/gorgeous c. Consider the effect Montessori c. Consider how word Montessori c. Consider how word Montessori of word choices on Lessons: choices affect the Lessons: choices affect the Lessons: the audience Synonyms; Writers’ audience Synonyms; Writers’ audience Synonyms; Writers’ Workshop: Word Workshop: Word Workshop: Word Choice Choice Choice 4.A.5. Assess the effectiveness of choice of 4.A.5. Assess the effectiveness of choice of 4.A.5. Assess the effectiveness of choice of details, organizational pattern, word choice, details, organizational pattern, word choice, details, organizational pattern, word choice, and use of figurative language in the syntax, use of figurative language, and syntax, use of figurative language, and student's own composing rhetorical devices in the student's own rhetorical devices in the student's own composing composing. a. Assess the Montessori a. Assess the Montessori a. Assess the Montessori effectiveness of word Lessons: effectiveness of word Lessons: effectiveness of Lessons: choice in student's Writers’ Workshop: choice that reveals a Writers’ Workshop: diction that reveals Writers’ Workshop: own composing Peer Editing for best student's purpose for Peer Editing for best his or her purpose Peer Editing for best choice of words writing choice of words choice of words Language suitable for Language a given purpose; Language appropriate for a Words/phrases that appropriate for a particular audience; extend meaning particular audience; Language suitable for Language suitable for a given purpose; a given purpose; Words/phrases/sente Words/phrases/sente nces that extend nces that extend meaning in a given meaning in a given context

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 117 Prince George’s County Public Schools context b. Explain how Montessori b. Explain how Montessori b. Explain how the Montessori specific Lessons: specific Lessons: specific language and Lessons: words/phrases used Writers’ Workshop: words/phrases/senten Writers’ Workshop: expression used by Writers’ Workshop: by the writer affects Peer Editing for best ces affect Peer Editing for best the writer or speaker Peer Editing for best reader response choice of words reader/listener choice of words affects choice of words response reader/listener response

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 118 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 c. Examine and use Montessori c. Examine and use Montessori c. Evaluate the use of Montessori spatial transitions, Lessons: transitions showing Lessons: transitions in a text Lessons: such as "near," "far," Writers’ Workshop: importance and Writers’ Workshop: Writers’ Workshop: "on the left," and "in Peer Editing for best relation, such as Peer Editing for best Peer Editing for best the distance" choice of words "because," choice of words choice of words "additionally," "unless," "although," and "so"

4.A.6. Explain how textual changes in a work 4.A.6. Explain how textual changes in a work 4.A.6. Explain how textual changes alter clarify meaning, address a particular enhance tone, clarify meaning, address a tone, clarify meaning, address a particular audience, or fulfill a purpose particular audience, or fulfill a purpose audience, or fulfill a purpose a. Revise own text for Montessori a. Identify the tone of Montessori a. Identify the tone of Montessori word choice Lessons: one's own writing, Lessons: one's own writing, Lessons: Writers’ Workshop: and revise word Writers’ Workshop: and revise word Writers’ Workshop: Peer Editing for best choice to modify tone Peer Editing for best choice to modify tone Peer Editing for best choice of words in order to address a choice of words in order to address a choice of words given purpose and/or given purpose and/or audience audience

b. Explain how Montessori b. Explain how Montessori b. Justify revisions in Montessori revisions in word Lessons: revisions in word Lessons: syntax and diction Lessons: choice affect Writers’ Workshop: choice and syntax Writers’ Workshop: from a previous draft Writers’ Workshop: meaning Peer Editing for best affect meaning Peer Editing for best of his or her same Peer Editing for best choice of words choice of words text by explaining choice of words how the change affects meaning

4.A.7. Locate, retrieve, and use information 4.A.7. Locate, retrieve, and use information 4.A.7. Locate, retrieve and use information from various sources to accomplish a purpose from various sources to accomplish a purpose from various sources to accomplish a purpose

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 119 Prince George’s County Public Schools a. Identify and use Montessori a. Identify, evaluate, Montessori a. Identify, evaluate, Montessori sources of Lessons: and use sources of Lessons: and use sources of Lessons: information on a topic Creating a Research information on a self- Creating a Research information on a self- Creating a Research Plan; selected and/or given Plan; selected and/or given Plan; Writers’ Workshop: topic Writers’ Workshop: topic Writers’ Workshop: Creating a Creating a Creating a Bibliography with a Bibliography with a Bibliography with a variety of resources variety of resources variety of resources

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 120 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 b. Use various Montessori b. Use various Montessori b. Use various Montessori information retrieval Lessons: information retrieval Lessons: information retrieval Lessons: sources (traditional Creating a Research sources (traditional Creating a Research sources (traditional Creating a Research and/or electronic) to Plan; and/or electronic) to Plan; and/or electronic) to Plan; obtain information on Writers’ Workshop: obtain information on Writers’ Workshop: obtain information on Writers’ Workshop: a topic Bibliographies; a self-selected and/or Bibliographies; a self-selected and/or Bibliographies; Dewey Dewey Decimal given topic Dewey Decimal given topic Decimal System; System; Navigating System; Navigating Navigating websites websites websites c. Use note taking, Montessori c. Select appropriate Montessori c. Use appropriate Montessori organizational Lessons: information for note Lessons: note taking Lessons: strategies, and Teacher Modeling of taking and organizing Teacher Modeling of procedures, Teacher Modeling of simple Graphic Organizers information Graphic Organizers organizational Graphic Organizers for documentation of for brainstorming, for brainstorming, strategies, and brainstorming, note- information to record note-taking and Practice appropriate note-taking and proper taking and outlining; and organize outlining strategies for outlining; Student use documentation of Student use of information organizing of Graphic Organizers sources of Graphic Organizers for information and/or information note-taking; Creating Participate in taking notes Bibliographies; teacher-directed Strategies for taking Reading Strategies: note-taking and notes and organizing Determining organization of source information or Importance; Analyzing information notes an author’s perspective and bias Information to include or exclude when note taking

Advantages, disadvantages, of a given strategy for

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 121 Prince George’s County Public Schools recording or organizing information

Advantages, disadvantages, of sources of information, such as bias, accuracy, availability, variety, currency

Use a format such as MLA

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 122 Prince George’s County Public Schools VSC - Reading Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Grade 4 Grade 5 Grade 6 d. Use information to Montessori d. Use information Montessori d. Synthesize Montessori fulfill a given purpose Lessons: from two or more Lessons: information from two Lessons: Summarizing and sources to fulfill a Summarizing and or more sources to Summarizing and paraphrasing given purpose paraphrasing fulfill a self-selected paraphrasing information to answer information to answer or given purpose information to answer student’s own student’s own student’s own research questions or research questions or research questions or teacher assigned teacher assigned teacher assigned comprehension comprehension comprehension questions; Cross- questions; Cross- questions; Cross- curricular study in curricular study in curricular study in science or social science or social science or social studies studies studies e. Credit sources Montessori e. Credit sources Montessori e. Use a recognized Montessori when paraphrasing Lessons: when paraphrasing, Lessons: format to credit Lessons: and quoting to avoid Using quotation summarizing, and Using quotation sources when Using quotation marks plagiarism marks or putting quoting to avoid marks or putting paraphrasing, or putting information information in your plagiarism information in your summarizing, and in your own words; own words; giving own words; giving quoting to avoid giving credit to credit to sources of credit to sources of plagiarism sources of information information information

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 123 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 Topic 5.A. Grammar Topic 5.A. Grammar Topic 5.A. Grammar 5.A.1. Recognize Montessori 5.A.1. Recognize Montessori 5.A.1. Recognize Montessori elements of grammar Lessons: elements of grammar Lessons: elements of grammar Lessons: in personal and Logical Analysis, in personal and Logical Analysis, in personal and Logical Analysis, academic reading Grammar Symbols academic reading Grammar Symbols academic reading Grammar Symbols and Charts and Charts and Charts 5.A.2. Recognize, recall, and use basic 5.A.2. Recognize, recall, and use basic 5.A.2. Recognize, recall, and use grammar elements of grammar to express ideas clearly elements of grammar to express ideas clearly concepts and skills to strengthen control of oral and written language a. Identify and use Montessori a. Recognize the Montessori a. Recognize the Montessori parts of speech, such Lessons: meaning, position, Lessons: meaning, position, Lessons: as prepositions, Grammar Symbols form, and function of Grammar Symbols form, and function of Grammar Symbols conjunctions, and and Charts words when and Charts words when and Charts interjections identifying identifying grammatical grammatical concepts, such as concepts, such as concrete, collective, indefinite pronouns, and abstract nouns; perfect verb tenses, demonstrative and conjunctive adverbs, relative pronouns; and correlative subordinating conjunctions conjunctions b. Combine short, Montessori b. Combine Montessori b. Combine Montessori related sentences Lessons: sentences using Lessons: sentences using Lessons: using a series, Types of Sentences; appositives, Types of Sentences; knowledge of Types of Sentences; compound words, Conjunctions; Writers’ participial phrases, Conjunctions; Writers’ subjects and Conjunctions; Writers’ and key words Workshop: Peer adjectives, adverbs, Workshop: Peer predicates, logical Workshop: Peer Editing and prepositional Editing; Logical placement of Editing; Logical phrases Analysis modifiers, and logical Analysis

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 124 Prince George’s County Public Schools coordination, subordination, and sequencing of ideas c. Compose simple Montessori c. Differentiate Montessori c. Differentiate Montessori and compound Lessons: between a phrase Lessons: grammatically Lessons: sentences using Types of Sentences; and a clause and Types of Sentences; complete sentences Types of Sentences; coordinating Conjunctions; Writers’ between Writers’ Workshop: from non-sentences, Writers’ Workshop: conjunctions Workshop: Peer grammatically Peer Editing; Logical including fused Peer Editing; Logical Editing complete sentences Analysis sentences Analysis and non-sentences, such as fragments and ramblers

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 125 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 d. Identify and use Montessori d. Compose simple, Montessori d. Compose simple, Montessori verb forms, such as Materials: compound, and Lessons: compound, complex, Lessons: singular/plural, Verb Materials for complex sentences Types of Sentences; and compound- Types of Sentences; regular/irregular conjugation using independent Writers’ Workshop: complex sentences Writers’ Workshop: and dependent Peer Editing; Logical using independent Peer Editing; Logical clauses, transitions, Analysis and dependent Analysis; Grammar and conjunctions to clauses, transitions, Symbols connect ideas conjunctions, and appropriate punctuation to connect ideas

e. Identify and use Montessori verb tenses, such as Materials: present, past, and Verb Materials for future tense

Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.** Grade 4 Grade 5 Grade 6 Topic 5.B. Usage Topic 5.B. Usage Topic 5.B. Usage 5.B.1. Recognize Montessori 5.B.1. Recognize Montessori 5.B.1. Recognize Montessori examples of Lessons: examples of Lessons: examples of Lessons: conventional usage in Logical Analysis; conventional usage in Logical Analysis; conventional usage in Logical Analysis; personal and Grammar Symbols personal and Grammar Symbols personal and Grammar Symbols academic reading academic reading academic reading 5.B.2. Comprehend and apply standard 5.B.2. Comprehend and apply standard 5.B.2. Comprehend and apply standard English usage in oral and written language English usage in oral and written language English usage in oral and written language

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 126 Prince George’s County Public Schools a. Use singular Montessori a. Apply appropriate Montessori a. Apply appropriate Montessori subjects with singular Materials: subject/verb Materials: subject/verb Materials: verbs and plural Verb Materials for agreement, such as Verb Materials for agreement, such as Verb Materials for subjects with plural conjugation; Writers’ in compound subjects conjugation; Logical with collective nouns, conjugation; Logical verbs Workshop: Peer and with phrases that Analysis indefinite pronouns, Analysis Editing; Individual interrupt the subject and inverted word Student meeting with and the verb order teacher

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 127 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 b. Apply consistent Montessori b. Apply consistent Montessori b. Apply consistent Montessori and appropriate use Materials: and appropriate use Materials: Logical and appropriate use Materials: Logical of verb tenses, such Verb Materials for of the principal parts Analysis; Grammar of the principal parts Analysis; Grammar as past, present, and tense; Writers’ of regular and Symbols; Verb of regular and Symbols; Verb future; pronouns, Workshop: Peer irregular verbs; Materials for tense; irregular verbs; Materials for tense; such as personal, Editing; Individual person, number, and Writers’ Workshop: person, number, and Writers’ Workshop: possessive, and Student meeting with case of pronouns; Peer Editing; case of pronouns; Peer Editing; pronoun/antecedent teacher pronoun/antecedent Individual Student pronoun/antecedent Individual Student agreement; and agreement; and meeting with teacher agreement; and meeting with teacher modifiers degrees of degrees of comparison of comparison of modifiers modifiers

c. Recognize and Montessori c. Recognize and Montessori c. Recognize and Montessori correct common Materials: Writers’ correct common Materials: Writers’ correct common Materials: Writers’ usage errors, such as Workshop: Peer usage errors, such as Workshop: Peer usage errors, such as Workshop: Peer homophones, Editing; Individual misplaced modifiers Editing; Individual misplaced modifiers; Editing; Individual contractions, and Student meeting with and incorrect use of Student meeting with incorrect use of Student meeting with commonly confused teacher; Word Study verbs, such as lie - teacher; Word Study verbs; double teacher; Word Study words (homophones, lay, rise - raise, sit – (homophones, negatives; and (homophones, contractions); set contractions); commonly confused contractions); Punctuation Private Punctuation Private words, such as Punctuation Private Eye Eye accept – except Eye

d. Use available Montessori d. Use available Montessori d. Use available Montessori resources to correct Materials: resources to correct Materials: resources to correct Materials: or confirm editorial Proofreading Rubrics; or confirm editorial Proofreading Rubrics; or confirm editorial Proofreading Rubrics; choices Books such as Write choices Books such as Write choices Books such as Write Source and Writer’s Source and Writer’s Source and Writer’s Express; MS Word Express; MS Word Express; MS Word e. Explain editorial Montessori e. Explain editorial Montessori e. Explain editorial Montessori

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 128 Prince George’s County Public Schools choices Lessons: choices Lessons: choices Lessons: Writers’ Workshop: Writers’ Workshop: Writers’ Workshop: Peer Editing Peer Editing Peer Editing

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 129 Prince George’s County Public Schools VSC Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 Topic 5.C. Mechanics Topic 5.C. Mechanics Topic 5.C. Mechanics 5.C.1. Explain the Montessori 5.C.1. Explain and Montessori 5.C.1. Explain and Montessori purpose of mechanics Lessons: justify the purpose of Lessons: justify the purpose of Lessons: to make and clarify Writers’ Workshop: mechanics to make Writers’ Workshop: mechanics to make Writers’ Workshop: meaning in academic Peer Editing and clarify meaning Peer Editing and clarify meaning Peer Editing and personal reading in academic and in academic and and writing personal reading and personal reading and writing writing 5.C.2. Apply standard English punctuation 5.C.2. Apply standard English punctuation 5.C.2. Apply standard English punctuation and capitalization in written language and capitalization in written language and capitalization in written language a. Use correct and Montessori a. Use commas Montessori a. Use commas and Montessori varied end Lessons: correctly in direct Lessons: semicolons correctly, Lessons: punctuation Writers’ Workshop: address and to Writers’ Workshop: such as in a Writers’ Workshop: Peer Editing; Types of separate adjectives Peer Editing; Types of compound sentence Peer Editing; Types of Sentences and parenthetical Sentences; Logical Sentences; Logical (Expository; expressions, such as Analysis; Commas Analysis; Commas Interrogative; on the other hand, Lessons Lessons; Semicolon Exclamatory) for example, by the Lessons way

b. Use commas Montessori b. Use apostrophes in Montessori b. Use parentheses Montessori correctly in Lessons: plural possessives Lessons: and dashes correctly Lessons: appositives, items in Writers’ Workshop: and nouns that end in Writers’ Workshop: Writers’ Workshop: a series, and before a Peer Editing; Types of –s Peer Editing; Peer Editing; coordinating Sentences; Logical Possessives Parentheses, Dashes conjunction in a Analysis; Commas compound sentence Lessons

c. Use underlining, Montessori c. Use quotation Montessori c. Use appropriate Montessori quotation marks, or Lessons: marks and commas Lessons: punctuation for Lessons:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 130 Prince George’s County Public Schools italics to identify Creating in dialogue Writers’ Workshop: special formats, such Writers’ Workshop: titles of documents Bibliographies, Citing Writing Dialogue as e-mails, bulleted Writing letters and sources when writing lists, letters, memos, outlines; Creating citations, and outlines Bibliographies, Citing sources when writing

d. Use apostrophes in Montessori d. Use a colon to Montessori d. Use a colon to Montessori contractions and Lessons: introduce a list Lessons: introduce a list Lessons: possessives Word Study Writers’ Workshop: Writers’ Workshop: (possessives and Making Lists, Peer Making Lists, Peer contractions) Editing; Colons Editing; Colons

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 131 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 e. Use quotation Montessori e. Use quotation Montessori marks and commas in Lessons: marks and commas Lessons: simple dialogue and Writers’ Workshop: in simple dialogue Writers’ Workshop: for direct quotations Writing Dialogue; and for direct Writing Dialogue; Citing sources when quotations Citing sources when writing writing f. Use capital letters Montessori correctly in titles and Lessons: the first word in a Proofreading Rubrics; direct quotation Writers’ Workshop: Peer Editing; Creating Bibliographies, Citing sources when writing g. Indent for Montessori paragraphs Lessons: Proofreading Rubrics; Writers’ Workshop 5.C.3. Explain Montessori 5.C.3. Explain Montessori 5.C.3. Explain Montessori editorial choices Lessons: editorial choices Lessons: editorial choices Lessons: involving mechanics Writers’ Workshop: involving mechanics Writers’ Workshop: involving mechanics Writers’ Workshop: Peer Editing Peer Editing Peer Editing

Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 Topic 5.D. Spelling Topic 5.D. Spelling Topic 5.D. Spelling 5.D.1. Recognize Montessori 5.D.1. Recognize Montessori 5.D.1. Recognize Montessori conventional spelling Lessons: conventional spelling Lessons: conventional spelling Lessons: in and through Spelling Private Eye in and through Spelling Private Eye in and through Spelling Private Eye

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 132 Prince George’s County Public Schools personal and personal and personal and academic reading academic reading academic reading 5.D.2. Apply conventional spelling in written 5.D.2. Apply conventional spelling in written 5.D.2. Apply conventional spelling in written language language language a. Spell grade- Montessori a. Spell grade- Montessori a. Use conventional Montessori appropriate high Lessons: appropriate high- Lessons: spelling in personal Lessons: frequency and Spelling Private Eye; frequency and Spelling Private Eye; writing Spelling Private Eye; content words Spelling tests; content words Spelling tests; Spelling tests; Nomenclature and Nomenclature and Nomenclature and reports; Proofreading reports; Proofreading reports; Proofreading Rubrics; Writers’ Rubrics; Writers’ Rubrics; Writers’ Workshop Workshop Workshop

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 133 Prince George’s County Public Schools VSC - Reading Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 b. Modify spellings Montessori b. Spell multi-syllabic Montessori b. Develop self- Montessori when adding Lessons: words with complex Lessons: monitoring strategies Lessons: inflectional endings Word Family cards spelling patterns Spelling Private Eye; for frequently Spelling Private Eye; and suffixes and charts, Word Spelling tests; misspelled words Spelling tests; Study (affixes); Content area Etymology of words Etymology of words nomenclature and reports; Proofreading Rubrics; Writers’ Workshop: Peer Editing; Etymology of words c. Spell one-syllable Montessori c. Use suitable Montessori c. Use suitable Montessori and multi-syllabic Lessons: traditional and Lessons: traditional and Lessons: words with complex Spelling Private Eye; electronic resources Spelling journals; electronic resources Spelling journals; spelling patterns, Spelling tests; as a spelling aid dictionary, MS Word; as a spelling aid dictionary, MS Word; such as -tion, -ous, Content area Handheld electronic Handheld electronic ph-, kn-, etc. nomenclature and spellers spellers reports; Proofreading Rubrics; Writers’ Workshop: Peer Editing; Etymology of words d. Access resources Montessori d. Use mnemonic Montessori as a spelling aid, such Lessons: devices to recall Lessons: as word wall, Spelling journals; frequently misspelled Spelling Private Eye; technology, dictionary, MS Word; words Spelling tests dictionary Handheld electronic spellers e. Use mnemonic Montessori devices to recall Lessons: frequently misspelled Spelling Private Eye;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 134 Prince George’s County Public Schools words Spelling tests 5.D.3. Maintain a Montessori 5.D.3. Maintain a Montessori 5.D.3. Maintain a Montessori personal list of words Lessons: personal list of words Lessons: personal list of words Lessons: to use in editing Spelling journals, to use in editing Spelling journals, to use in editing Spelling journals, original writing Content area original writing Content area original writing Content area nomenclature nomenclature nomenclature booklets booklets booklets

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 135 Prince George’s County Public Schools VSC -Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing. Grade 4 Grade 5 Grade 6 Topic 5.E. Handwriting Topic 5.E. Handwriting Topic 5.E. Handwriting 5.E.1. Produce writing that is legible to the 5.E.1. Produce writing that is legible to the 5.E.1. Produce writing that is legible to the audience audience audience a. Maintain accuracy Montessori a. Write fluidly and Montessori a. Write fluidly and Montessori and automaticity in Lessons: legibly in manuscript Lessons: legibly in manuscript Lessons: manuscript and Teacher Modeling; and cursive Teacher Modeling; and cursive Teacher Modeling; cursive writing Handwriting journals Handwriting journals Handwriting journals

b. Use word Montessori b. Use word Montessori b. Use word Montessori processing Lessons: processing Lessons: processing Lessons: technology when Reports and essays technology when Reports and essays technology when Reports and essays appropriate published in MS appropriate published in MS appropriate published in MS Word; Word; Power Point Word; Power Point Power Point presentations presentations presentations

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 136 Prince George’s County Public Schools VSC - Reading Standard 6.0 Listening: Students will demonstrate effective listening to learn, process, and analyze information. Grade 4 Grade 5 Grade 6 Topic 6.A. Listening Topic 6.A. Listening Topic 6.A. Listening 6.A.1. Demonstrate active listening 6.A.1. Demonstrate active listening 6.A.1. Apply and demonstrate listening skills strategies strategies appropriately in a variety of settings and for a variety of purposes a. Attend to the Montessori a. Attend to the Montessori a. Attend to the Montessori speaker Lessons: speaker Lessons: speaker Lessons: Practical Life: Practical Life: Practical Life: Receptive body Receptive body Receptive body language, eye language, eye language, eye contact contact contact b. Ask appropriate Montessori b. Ask appropriate Montessori b. Ask appropriate Montessori questions Lessons: questions Lessons: questions Lessons: Teacher Modeling; Teacher Modeling; Teacher Modeling; Student Oral Student Oral Student Oral Presentations; Field Presentations; Field Presentations; Field Trips; Guest Speakers Trips; Guest Speakers Trips; Guest Speakers c. Contribute relevant Montessori c. Contribute relevant Montessori c. Contribute relevant Montessori comments Lessons: comments Lessons: comments Lessons: Teacher Modeling; Teacher Modeling; Teacher Modeling; Student Oral Student Oral Student Oral Presentations; Field Presentations; Field Presentations; Field Trips; Guest Trips; Guest Trips; Guest Speakers; Speakers; Literacy Speakers; Literacy Literacy Circles; Class Circles; Class Circles; Class Meetings Meetings Meetings d. Relate prior Montessori d. Relate prior Montessori d. Relate prior Montessori knowledge Lessons: knowledge Lessons: knowledge Lessons: Teacher Modeling; Teacher Modeling; Teacher Modeling; Student Oral Student Oral Student Oral Presentations; Field Presentations; Field Presentations; Field

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 137 Prince George’s County Public Schools Trips; Guest Trips; Guest Trips; Guest Speakers; Speakers; Literacy Speakers; Literacy Literacy Circles; Class Circles; Class Circles; Class Meetings Meetings Meetings e. Use note-taking to Montessori assist listening when Lessons: appropriate Teacher Modeling; Student Oral Presentations; Field Trips; Guest Speakers; Literacy Circles; Class Meetings

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 138 Prince George’s County Public Schools VSC - Reading Standard 6.0 Listening: Students will demonstrate effective listening to learn, process, and analyze information. Grade 4 Grade 5 Grade 6 f. Maintain visual Montessori contact with the Lessons: speaker Practical Life: Receptive body language, eye contact g. Maintain focus by Montessori identifying and Lessons: managing barriers to Practical Life: listening Receptive body language, eye contact 6.A.2. Comprehend and analyze what is 6.A.2. Comprehend and analyze what is 6.A.2. Apply comprehension and literary heard heard analysis strategies and skills for a variety of listening purposes and settings a. Determine Montessori a. Determine Montessori a. Elaborate on the Montessori speaker’s purpose Lessons: speaker’s purpose Lessons: information and ideas Lessons: Teacher Modeling; Teacher Modeling; presented Teacher Modeling; Class Discussions Class Discussions Class Discussions b. Identify how the Montessori b. Identify how the Montessori b. Make inferences or Montessori language of the Lessons: language of the Lessons: draw conclusions Lessons: presentation Teacher Modeling; presentation Teacher Modeling; based on the Teacher Modeling; contributes to effect Class Discussions; contributes to effect Class Discussions; presentation Class Discussions; and meaning Writers’ Workshop: and meaning Writers’ Workshop: Reading Strategies: Word Choice Word Choice Inferences, Drawing Conclusions c. Demonstrate an Montessori c. Elaborate on the Montessori c. Determine a Montessori understanding of Lessons: information and ideas Lessons: speaker’s attitude Lessons: what is heard by Teacher Modeling; presented Teacher Modeling; through verbal and Practical Life Lessons: retelling, asking Student Oral Class Discussions non-verbal cues, such Body Language and questions, relating Presentations; Field as tone of voice, Tone of Voice; prior knowledge, and Trips; Guest inflections, body Teacher Modeling;

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 139 Prince George’s County Public Schools summarizing Speakers; Literacy language, facial Class Discussions; Circles; Class expressions Reading Strategies: Meetings Inferences, Drawing Conclusions d. Follow a set of Montessori d. Draw conclusions Montessori d. Explain how the Montessori multi-step directions Lessons: based on the Lessons: effects of language Lessons: Teacher Modeling; information Teacher Modeling; contribute to Teacher Modeling; Class Discussions; presented Class Discussions; meaning Class Discussions; Practical Life Reading Strategies: Writers’ Workshop: Activities, Games Inferences, Drawing Word Choice Conclusions

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 140 Prince George’s County Public Schools VSC - Reading Standard 6.0 Listening: Students will demonstrate effective listening to learn, process, and analyze information. Grade 4 Grade 5 Grade 6 e. Listen carefully to Montessori e. Determine Montessori e. Provide Montessori expand and enrich Lessons: speaker's attitude Lessons: constructive Lessons: vocabulary Practical Life: through verbal and Practical Life Lessons: feedback to speakers Teacher Modeling; Receptive body non-verbal cues, such Body Language and concerning the Student Oral language, eye as tone of voice, Tone of Voice; delivery as well as its Presentations; Field contact; Note-taking inflections, and facial Teacher Modeling; overall impact upon Trips; Guest Speakers; expressions Class Discussions; the listeners Literacy Circles; Class Reading Strategies: Meetings Inferences, Drawing Conclusions f. Make judgments Montessori based on information Lessons: from the speaker Teacher Modeling; Class Discussions; Practical Life Activities, Games; Follow-up Action Plans or research topics related to class speakers and field trips

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 141 Prince George’s County Public Schools VSC - Reading Standard 7.0 Speaking: Student will communicate effectively in a variety of situations with different audiences, purposes, and formats. Grade 4 Grade 5 Grade 6 Topic 7.A. Speaking Topic 7.A. Speaking Topic 7.A. Speaking 7.A.1. Use organization and delivery 7.A.1. Use organization and delivery 7.A.1. Demonstrate appropriate strategies at an appropriate level strategies at an appropriate level organizational strategies and delivery techniques to plan for a variety of oral presentation purposes a. Demonstrate Montessori a. Demonstrate Montessori a. Identify the Montessori appropriate volume, Lessons: appropriate volume, Lessons: purpose, audience, Lessons: articulation, Teacher Modeling; articulation, Teacher Modeling; and setting for a Teacher Modeling; enunciation, Practical Life; Role enunciation, Practical Life; Role presentation Practical Life; Role intonation, pacing, Playing; Oral intonation, pacing, Playing; Oral Playing; Oral timing, and stress Presentations; Drama timing, and stress Presentations; Drama Presentations; Drama Productions Productions Productions b. Demonstrate Montessori b. Demonstrate Montessori b. Identify the needs Montessori appropriate timing: Lessons: appropriate timing: Lessons: and perspectives of Lessons: Fluency, Pacing, Rate Teacher Modeling; Fluency, Pacing, Rate Teacher Modeling; the audience Teacher Modeling; Practical Life; Role Practical Life; Role Practical Life; Role Playing; Oral Playing; Oral Playing; Oral Presentations; Drama Presentations; Drama Presentations; Drama Productions; Reciting Productions; Reciting Productions; Reciting Poetry Poetry Poetry c. Use appropriate Montessori c. Use appropriate Montessori c. Select and plan for Montessori non-verbal Lessons: non-verbal Lessons: appropriate use of Lessons: techniques to Teacher Modeling; techniques to Teacher Modeling; visual aids Oral Presentations; enhance Practical Life; Role enhance Practical Life; Role Power Point; Making communications: Playing; Oral communications: Playing; Oral posters, timelines, Posture, Eye contact, Presentations; Drama Posture, Eye contact, Presentations; Drama dioramas, mobiles, 3- Facial expressions, Productions Facial expressions, Productions D models, costumes, Gestures Gestures etc. d. Select the topic of Montessori an oral presentation Lessons:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 142 Prince George’s County Public Schools Cross-curricular lessons in literature, science, history, geography, math, geometry, art, music, etc. e. Gather/construct Montessori adequate support Lessons: Cross-curricular lessons in literature, science, history, geography, math, etc.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 143 Prince George’s County Public Schools VSC - Reading Standard 7.0 Speaking: Student will communicate effectively in a variety of situations with different audiences, purposes, and formats. Grade 4 Grade 5 Grade 6 f. Identify and use a Montessori Lessons: variety of Writers’ Workshop: organization Preparing speeches for structures: narrative, a variety of purposes cause and effect, (To inform, To chronological order, persuade, To express description, main idea personal ideas) and detail, problem/solution, question/answer, compare and contrast 7.A.2. Make oral presentations 7.A.2. Make oral presentations a. Speak in a variety Montessori a. Speak in a variety Montessori of situations to Lessons: of situations to inform Lessons: inform and/or relate Writers’ Workshop: and/or relate Writers’ Workshop: experiences, Preparing speeches experiences, Preparing speeches including retelling for a variety of including retelling for a variety of stories purposes (To inform, stories purposes (To inform, persuade, express persuade, express personal ideas) personal ideas) b. State a position Montessori b. State a position Montessori and support it with Lessons: and support it with Lessons: reasons Writers’ Workshop: reasons Writers’ Workshop: Preparing speeches Preparing speeches for a variety of for a variety of purposes; Class purposes; Class Debates; Mock Trials Debates; Mock Trials c. Participate in Montessori c. Participate in Montessori dramatic Lessons: dramatic Lessons: presentations Class Plays presentations Class Plays

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 144 Prince George’s County Public Schools d. Plan and deliver Montessori d. Plan and deliver Montessori effective oral Lessons: effective oral Lessons: presentations Writers’ Workshop: presentations Writers’ Workshop: Preparing speeches Preparing speeches for a variety of for a variety of purposes purposes e. Use props when Montessori e. Use props when Montessori appropriate Lessons: appropriate Lessons: Oral Presentations; Oral Presentations; Power Point; Posters, Power Point; Posters, timelines, dioramas, timelines, dioramas, mobiles, 3-D models, mobiles, 3-D models, costumes, etc. costumes, etc.

THE SUN STORY: The Origin of Spoken Language (For command cards and activities refer to Montessori Reading and Language Arts Curriculum-Grades 1 to 3, PGIN # 7690-2980)

When humans first appeared on the earth, they were small, the size of little children, and they were without great power. The first men and women had no clothes; they could not cook and they lived outside in the open without houses. The first people had no idea of how to use fire, and they had only two or three simple tools.

It must have been terrifying for them in the night, in constant fear of wild animals. Yes, they could make sounds--they could grunt, moan, shriek, cry and wildly wave their hands. But they could not speak words. They had no names, no way to explain how they felt, why they were sad or what was hurting them. The discoveries and secrets of their lives were bottled up because they had no way of expressing them. Their intellects were developing, but they had not yet discovered their great gift.

Gradually, after many ages, and before the coming of the glaciers, a new race of women and men appeared. They were taller, stronger, smarter. Their minds were more powerful. They are the people who spoke the first words. They were the first to use fire. At first, they communicated only as their ancestors did, but as they got wiser, they

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 145 Prince George’s County Public Schools came to a greater love of sounds and they began to imitate the sounds of nature. They learned to speak with their hands and their bodies. They refined the art of gesture.

One day a person of great sensitivity arrived. This child was in love with the music of life--the hoot of the owl, the coo of the dove, the howl of the wolf. The young girl imitated these sounds and stored them in her memory. Then, one day, a wondrous event happened. The little girl saw the first gleam of the sun and felt its warmth splash over her. ÒS-u-. S-u-u. S-u-n.Ó

And there it was! The word formed spontaneously on her tongue and then entered her head. ÒSUN!Ó It sounded right. It expressed the essence of the huge circle of light that she saw. She whispered it; she yelled it; she sang it; she spoke it gently; she waved at it; she pointed at it; she saluted it; and then, she raced off to share her word with others.

The word excited her family and friends. It released a hidden force. It was dynamic and opened a part of their minds from which more words came tumbling out. Many more words were invented, words that matched special things and actions, ÒDad, Mom, tree, sky, fireÓ -- just a few words at first. The people built on them, adding many others to make the first language. The humans who discovered words so long ago have died, but they have been followed by other humans who learned to speak words.

These were people very much like us. The task that they accomplished was extraordinary—they gave names to almost everything in their world. They named actions. They were the first to describe things and they invented relation words. But even more, they wove the words into phrases and sentences. Conversation and discussion were born.

Modern men and women, the storytellers, appeared only 300 centuries ago during the last great glacial period. The art of storytelling unleashed two hidden powers of the mind: The first is memory and the second is the extraordinary power of imagination. Storytelling advanced to become poetry and history, religion and science, and politics. Humans could say anything to each other and be understood by their own group. Perhaps there will come a time when all people will understand one language.

THE BELL-BEAKER and BATTLE-AX FOLK: The Roots of the English Language

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 146 Prince George’s County Public Schools (For command cards and activities refer to Montessori Reading and Language Arts Curriculum-Grades 1 to 3, PGIN # 7690-2980)

Our English Language started around 4,000 years ago. Villages were built near rivers, lakes, and seashores because the people could depend on fish, waterfowl, and sea-mammals for food. Large carp, clubbed with stones or trapped in nets, provided a major part of their diet. Some people farmed. They used stone axes and adzes to clear their gardens in which they planted wheat, barley, millet and other crops. They kept cattle and dogs nearby their houses. Some were hunters. These early villagers lived in houses made from wood and sod and they used pottery.

Around this time, 4,000 years ago, when the farming villages were settled and prospering, a particular group of traders from southern Russia began traveling through the Iberian Peninsula toward Spain and France. These traders are known as the Bell-Beaker Folk, named after their bell-shaped drinking cups. They always welcomed those who could afford to buy their bronze daggers and spearheads. For the poor, who had only fox fur to exchange, the Beaker Traders had other things, for example, mead. Whenever they had to bury one of their men in a strange land, they would place a beautiful beaker full of mead in the dead man’s hand in the grave. The remains of these gravesites allow us today to follow the trading routes of the Bell-Beaker Folk.

Picture caravans of precious trade goods being carried by pack mules and ox-pulled carts. When they met with the people from the permanent settlements, the Bell-Beaker Folk appeared strikingly different. They wore splendid clothing and equipment. They dressed in woven clothes and their flowing cloaks, dyed in reds and blues, were clasped at the neck by real bronze buttons. These items were fancy in comparison with the buckskin cloaks of the villagers, fastened by amber buttons. The Bell-Beaker traders spoke a language that few villages could understand, but their desire to trade helped all people find the way to share words needed to communicate. For example, a young woman seeing the flowing cloak dyed in red might say to the Bell-Beaker Trader, "What is that?" pointing to the cloak. The Trader might say, "CAPE." The young woman says, "I want CAPE." The trader asks, "WANT cape?" The young woman nods and holds up a beautiful carved wooden bowl for trade. So the language is exchanged as the desired products change hands.

During the time that the Bell-Beaker Folk traded with the settled villages along the Rhine, news came of approaching horsemen from the East. The horsemen used oxen to pull fairly heavy wagons at a walking pace. Two

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 147 Prince George’s County Public Schools horses harnessed to a chariot could bear two men, traveling at speeds never before achieved in the history of man. Driving their herds of cattle and seeking out the best land these intruders poured onto the Rhine, each tribe carving out an area for itself and settling down. The intruders were groups of nomads known as the BATTLE-AX PEOPLE. Their axes, which were their characteristic weapon, were made of stone. The stone from which the axes were made had carefully been selected then cut and polished. Those battle axes had a long slender form resembling a model of a canoe or kayak. The Battle-Ax Folk buried their people in an oblong pit, dug a foot or so into the ground. A single body would be placed on its side with knees drawn up and always with its face toward the south. Women lay on their right sides with heads to the east. They bore rich amber jewelry and were accompanied by one or more earthenware pitchers. Men lay on their right sides with heads to the west. They too had pitchers or beakers with them in the grave. The men wore no ornaments, except occasionally a pair of large amber buttons. The two large amber buttons lying close to the throat of the men suggest that they wore a loosely secured cloak around their shoulders. In front of the men’s face, a stone battle-ax was laid, level with their eyes. Ancient people worshipped the gods of the sky and the horizon. Archaeologists have studied the ancient graves of the Battle-Ax People and believe that their religion was some form of sun-worship. This belief is reinforced by the presence of golden discs representing the sun. Also, the horse-drawn chariot which allowed them to travel at high speeds covering great distances had an important role in their religion. The horse is worshipped as the servant of the gods. Clearly, the sun-god himself, the chief of all gods, who can cross the heavens from horizon to horizon in a single day, must use the horse-drawn chariot to cover that distance. The Battle-Ax People were a nomadic Caucasian race, and it is believed that their language was Indo-European. They most probably came from the great grassy steppe in the region east and northeast of the Caspian Sea. As the Bell-Beaker Folk met those battle-ax wielding horsemen, mixed communities of the Battle-Ax Folk and the original settlers soon arose and not only overran the farmland of half of Europe; they also spread up to the north and into the pine forest of the sub-arctic. The Indo-Europeans were the ancestors of the language which we speak today. It seems as if the peoples speaking this Proto-Indo-European language were the Great, great, great, great, great, great , great, great, great, great Grandfathers of the English Language. They were living on the planes of Central or Eastern Europe and around 2,500 B.C. Some moved south to Armenia and N. Mesopotamia. Some moved to the Iranian Plateau and later to NW India.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 148 Prince George’s County Public Schools Some moved southward to the Balkans and Crete. Some moved to the Alps, and then spread into Italy, France and Spain.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 149 Prince George’s County Public Schools History of Writing

Pre- Alphabet Signs

Communication in signs was a big step forward for humanity. Throughout most of human history, language was not used in written form; that development came rather late. (Refer to the Hand Time-Line, where the small red strip indicates all of written history.) But people must have communicated!

 There was verbal communication, i.e. agreement on the meaning of sounds.

 Much earlier than writing as we know it, signs and symbols were used to pass information to someone not present to talk to.

 The Incas used the quipu (meaning “knot” in Quechua), a series of colored strings with knots at particular intervals, encoding information used primarily for accounting purposes.

 Notched sticks were used as memory aids.

 North American natives used wampum, beads made from shells and used as currency, for ceremonial exchanges, for treaties or to record important events.

 Very early examples of human communication are the cave or rock paintings, the oldest ones found in the caves of France and Spain and done by Cro-Magnon Man. The pictures represented animals they hunted and humans with spears or with masks. They are believed to be religious communication for protections and success in the hunt and deal with the physical and spiritual needs of those people.

 In most early cultures pictographs were used for communication, each picture representing a word or idea (see the chart with the Mexican signs, or the one with the story rendered in pictures)

 Children my draw their own pictures.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 150 Prince George’s County Public Schools  An early precursor to Sumerian writing, discovered in recent years in Mesopotamia, were tokens used for messages in business trade. For example, a shipload of grain would be accompanied by small clay tokens which told the recipient what amount he was supposed to receive. Such tokens, used as early as 8000 B.C., were found in large quantities, each with a symbol carved into the clay, carrying the message the token was to transmit.

Writing Symbols for Words

The earliest true writing of which we are aware was that used by the Sumerians in South Mesopotamia, the land between the Euphrates and Tigris Rivers, circa 4000 B.C. They used simplified and heavily stylized pictures to represent words. The material used to record the symbols was clay tablets, and the symbols were impressed into the clay with a stylus cut from a reed. The resulting pictures were comprised of wedge-shaped strokes and termed cuniform, , which means “wedge-shaped.” For millennia this was the universal script in the Near East, used with little variation in Acadian, Assyrian, Babylonian, Persian, and Syrian writing. The Egyptian writing may have been influenced by the Sumerian idea of using a picture for a word, but developed separately with its own set of symbols. The original Egyptian script circa 3000 B.C. was picture writing. Later the Greeks saw the symbols carved in stone and termed them hieroglyphics (from hieros: “sacred, holy” and glyphein: “to carve or hollow out”. For everyday use a faster form of writing was developed, called hieratic (“priestly writing”) since it was used by the priest, the only group knowledgeable in using script. About 700 B.C. an even more simplified set of symbols was developed; termed demotic, for “popular writing”. By then scribes were using brush pens with black ink on papyrus. Papyrus was produced by arranging the fibers of the papyrus sedge in crosswise layers and drying them. This material is similar to (and gave the name to) our paper. The Idea of the Alphabet A breakthrough was made with the idea of taking symbols which previously had the meaning of the entire word, and using them instead to represent a single sound. If symbols are to represent words, then there must be as many symbols as there are words in a language. (This is one reason why the art of writing was restricted to the caste of priests, who had time to devote their lives to learning such an enormous written vocabulary.) But if each

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 151 Prince George’s County Public Schools symbol is to represent a sound, then only a limited number of symbols are needed: in principle as many as there are distinct sounds, but in practice many fewer, since similar sounds can be identified from their context. Around 1500 B.C. early Phoenicians (the Canaanites, a Semitic-speaking people living in present day Syria, Lebanon and Palestine on the Mediterranean coast) began to use the cuneiform sign to stand for individual speech sounds, writing them from right to left. Phoenicians were navigators and traders. (One of their products was purple dye, made from a shellfish called porphure in Greek. This dye was so precious that only royalty could afford it, and to this day the color purple is associated with royalty.) For their record-keeping the Phoenicians needed a practical way of recording so they created an alphabet of a few simple symbols which could be memorized easily and recorded quickly. (Refer to diagrams in your Montessori Albums). Long after the transformation was made to symbols expressing a single sound, the symbols were still given the name of the word they had represented, e.g. aleph for “A” and beth “B”. Thus the collection of all letters, beginning with these two, called the alephbeth, the origin of our word “alphabet”. The early Phoenician alphabet had 22 symbols. By 1250 B.C. the Phoenicians had established colonies and trading posts all over the Mediterranean, as far as Carthage in northern Africa. They traveled to the edges of the known world and introduced their alphabet to the Greeks and to other people. By 1000 B.C. the Aramaic alphabet had developed, from which grew the Hebrew alphabet and the alphabets of the Persian Empire and of the Arabic Koran. Further Development of Our Alphabet The Phoenicians had no vowels in their alphabet. The Greeks, as Maria Montessori put it added music to the alphabet when they reassigned some of the Semitic consonant symbols to vowel sounds circa 1000 B.C. They also split the Semitic symbol for waw into two letters, one developing into our modern “F” and one into “u” (upsilon or simple U”), the predecessor of our modern “U”, “V”, “W” and “Y”. About 850 A.D. the Greek monk Cyril went to Moravia to preach the gospel in the Slavonic language, and he revised the Greek alphabet into what today is called Cyrillic. That in turn evolved into the modern Russian, Bulgarian, Macedonian and Serbian alphabets.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 152 Prince George’s County Public Schools The Greek alphabet eventually was adopted by the Etruscans (800-300 B.C. in what is today Italy) and then by their successors the Romans. Romans who were successful politicians wanted to inscribe their names and deeds in stone. For that reason the characters were revised to be clearer and to be composed of only straight lines and circular arcs. The mark of the chisel when a stroke was begun became that part of the character known as the serif, the tiny perpendicular line at the beginning and end of each stroke. The alphabet developed by the Romans is today called Roman Monumental, essentially the shapes of modern printed capital letters. The Romans also created the new letter “G” by adding a stroke to “C”, and later standardized the direction of writing as left to right. During the centuries after the Roman Empire declined in Western Europe, not much writing was done. Learning was entrusted to the monks, and writing was done primarily in monasteries. The monks used quill pens on parchment, so the Roman letters recorded between 300 and 7000 A.D. evolved into shapes similar to modern cursive capital letters, called uncials. The Germanic tribe of the Franks unified much of what today is France and Germany, and their king Charlemagne (French) or Karl der Grosse (German) in 800 A.D. claimed the imperial crown of the Roman Empire. In order to revive education he hired Alcuin, an Anglo-Saxon monk(later a bishop) , who set up schools and revised the characters further to what then became known as Carolingian Minuscules. Alciun and his scribes designed letters which consisted primarily of vertical strokes and small arcs, for convenience in writing. These eventually became our lower case letters, and the old letters were then used only in place of what today are called capital letters. As Charles’s empire split up, national hands developed, such as Gothic in Germany and Italic cursive in Italy, the progenitor of our modern cursive. Punctuation: The history of punctuation is a side topic to that of writing. Originally, words were all run together. In early religious texts, small pictures of leaves were used to indicate where the priests should raise or lower their voices. Perhaps these were the precursors to punctuation. Eventually, when works written by the scribes were not legible, marks of punctuation were added. Printing:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 153 Prince George’s County Public Schools Just as was the invention of the alphabet, printing was another leap forward for human communication. Before printing was available, books were handwritten. Only the rich, or monks in the monasteries where large libraries had been collected over the centuries, could use them. Very few people could write, and only they had the task of recording. (Fortunately, the wonderful adventures of Marco Polo were recorded because in prison he came in contact with one of the few who could write and who wrote down the stories Marco Polo told him of his travels. The book The Million Tales was read aloud to people by “readers”, since ordinary folk couldn’t read.) The earliest known examples of printing are Japanese pictorial prints, printed from carved wooden blocks circa 780 A.D. The earliest books were printed in China by 868 by carving characters into a wooden block, one block for each page. The block was inked and paper pressed on it. The use of wooden moveable type was invented in China by 1041, but the great number of characters in Chinese proved an obstacle to the success of this method there. Not much information from China arrived in Europe, and block printing was independently reinvented there in the early 15th century. This revolution in printing happened in 1450, when Johann Gutenberg invented metal cast moveable type in Mainz, Germany and used a printing press developed from the wine press. His Mazarin Bible (1455) is believed to be the first book printed with such type. Major steps in the progress of printing were:

 The casting of a metal plate from the type set for one page, thus freeing the individual letters for further use.

 The invention by Ottmar Mergenthaler in the USA (1884) of the Linotype machine, which used a keyboard for typesetting and casting an entire line of type in one unit.

 The offset printing process invented in 1905 by Rubel, which adapted the techniques of lithography for rapid printing.

 Printing by rotating cylinders on continuous paper, such as used in printing newspaper, to further speed up the process.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 154 Prince George’s County Public Schools  Computerized typesetting, which eliminated completely the need for hot metal and casting; the plates could be prepared by photographic means.

 Desktop publishing and the copying machine, which made economical the printing of small numbers of copies.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 155 Prince George’s County Public Schools Montessori Sample Lesson Plan

Lesson Title: Word Families- Compound Words – VSC Indicators 4.1.D.3.b, 5.1.D.3.b, and 6.1.D.3.b Age: 6-12 Montessori Materials: Teacher made compound word cards or chart

Statement of Key Objective: What Vocabulary: should students What critical Warm-Up: How will you engage students in learning? How know and do vocabulary will will you connect the lesson to their prior knowledge? as a result of the be part of this lesson? lesson? Students will Access Prior use word cards/ Teacher will take a collection of brushes to the lesson area Knowledge word charts in Compound words (hairbrush, nailbrush, toothbrush). Teacher will ask the child (Engagement) order to identify which part of the word is the same in all of the items. compound words Teacher Directed Activities: How Teacher-Monitored will you aid students in constructing Activities: What will students meaning of new concepts? do together to use new How will you introduce/model new concepts or skills? How will you skills or procedures? assist students in this process? First Introduct Teacher will discuss with the Guided Teacher will ask students to Period ory students the different uses of the Second Period Practic state some compound words (Explanation) and/or brushes and bring to the child’s (Exploration) e they know. Students will Develop awareness that the word in front of create the words using mental brush tells us the type of brush it is. moveable alphabet or word Activities Teacher will explain that the two cards. words together are called compound words. Teacher will state other examples of compound words i.e. rainbow, earring, shoelaces stressing that compound words are two words put together to make a new word. Eventually, teacher will note that

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 156 Prince George’s County Public Schools compound words come in three varieties- two words together, two separate words with a space between, or words with hyphen separating them. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? Independ ent Third Activities Students can look up compound words using a dictionary. Students may choose to make a chart of Period and/or compound words and find pictures in books/magazines to match. (Elaboration) Meaningf ul-Use Tasks

Ongoing Assessment: How will you monitor student progress throughout the lesson? Teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and provide additional support for below level students prior to them engaging in Check for the Third Period work. Mastery Assessm Culminating Assessment: How will you ensure that all students have mastered the identified (Teacher ent learning indicators? How will you assess their learning? Evaluation) Teacher will ask the child to demonstrate knowledge of compound words through questioning and practice during reading and writing activities. Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? During the un-interrupted work period, individuals and small groups of students will select passages Follow-Up Work from their reading materials in order to find compound words (Student Evaluation)

Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 157 Prince George’s County Public Schools Teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have Extending the Lesson mastered the concept, the teacher may extend the lesson by having the children construct sentences using compound words.

Lesson Title: Common and Proper Nouns – VSC Indicator 3.5.C.2.f Age: 6-9 Montessori Materials: Grammar symbols, teacher made common and proper noun word cards

Statement of Key Objective: What Vocabulary: should students What critical Warm-Up: How will you engage students in learning? How know and do vocabulary will will you connect the lesson to their prior knowledge? as a result of the be part of this lesson? lesson? Students will use classification Teacher will remind students of their previous work with nouns. Access Prior of nouns word Common nouns Teacher will ask students a variety of questions to gage their Knowledge cards in order to Proper nouns understanding of nouns and review with students that nouns (Engagement) determine are people, places, things, and animals. proper and common nouns. Teacher Directed Activities: How will Teacher-Monitored you aid students in constructing Activities: What will students meaning of new concepts? How will do together to use new you introduce/model new skills or concepts or skills? How will you procedures? assist students in this process? First Introduct Teacher will give students gender Guided Teacher will present the Period ory specific directions i.e. girls touch Second Practic common and proper noun word (Explanation) and/or your ears, boys touch your nose. Period e cards to students. Students Develop Teacher will direct a specific student (Exploratio will be directed to read each mental by name to perform a specific action n) card and classify the noun into Activities and discuss why only the one child categories of common nouns or performed the task requested. proper nouns. Students will Teacher will solicit ideas from copy the lists into their students in order to bring to the language journal. child’s awareness that some nouns are specific nouns i.e. naming nouns,

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 159 Prince George’s County Public Schools and we call them proper nouns and some nouns are not specific and we call the common nouns. Teacher will state a variety of specific nouns and common nouns and ask the students to determine if the noun is common or proper.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 160 Prince George’s County Public Schools Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?

Independ ent Third Activities Students may choose to find pictures of nouns in magazines and create a posters of common and Period and/or proper nouns. (Elaboration) Meaningf ul-Use Tasks

Ongoing Assessment: How will you monitor student progress throughout the lesson? Teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and provide additional support for below level students prior to them engaging in Check for the Third Period work Mastery Assessm Culminating Assessment: How will you ensure that all students have mastered the identified (Teacher ent learning indicators? How will you assess their learning? Evaluation) Teacher will ask the child to demonstrate knowledge of common and proper nouns through questioning and practice during reading and writing activities. Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? During the un-interrupted work period, individuals and small groups of students will select passages Follow-Up Work from their reading materials in order to find nouns and categorize them as common or proper. (Student Evaluation)

Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught? Teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have Extending the Lesson mastered the concept, the teacher may extend the lesson by showing the grammar symbols for common and proper nouns. The children may then symbolize common and proper nouns in sentences of their own.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 161 Prince George’s County Public Schools

Lesson Title: Adverbial Modifiers – VSC Indicators 5.5.A.2.d and 6.5.A.2.d Age: 9-12 Montessori Materials: Logical Analysis Material Statement of Key Objective: What Vocabulary: should students What critical Warm-Up: How will you engage students in learning? How know and do vocabulary will will you connect the lesson to their prior knowledge? as a result of the be part of this lesson? lesson? Teacher will review with students previous lessons using logical analysis materials. Students will be instructed to collect and set out the logical analysis wooden materials Adverbial Students will use (black and orange question arrows, circles, and triangles) modifiers Access Prior Montessori logical onto the work area. Teacher will explain the appropriate set Subject Knowledge analysis material in up of manipulative materials and guide students in reading Predicate (Engagement) order to analyze the questions written on each arrow. Once students reach Direct object sentences the questions using the orange arrow, teacher will explain Indirect object that the orange arrows are adverbial modifiers questions. Teacher may make connections with previous work with the adverb grammar boxes. Teacher Directed Activities: How will Teacher-Monitored you aid students in constructing Activities: What will students meaning of new concepts? do together to use new How will you introduce/model new skills concepts or skills? How will you or procedures? assist students in this process? First Introduct Student will review by using the black Guided Students will be given a variety Period ory and orange wooden logical analysis Second Practic of teacher prepared sentences (Explanation) and/or questions - arrow material to analyze a Period e to analyze and copy into their Develop teacher prepared sentence. Teacher (Explorati language journals. Sentences mental may prompt students by reading the on) should be selected from Activities questions that are written on the current reading selections i.e. arrows aloud and guide the student in Literature text, group book separating the sentence and placing studies, social studies, science

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 163 Prince George’s County Public Schools the separated words in the appropriate selections. Teacher may also place in the diagram. Once students discuss the authors’ writing reach the adverbial modifier question styles and their use of arrows, teacher will model. Teacher language. will explain that the orange material are adverbial modifiers questions. They will help us to identify information about the adverb. Teacher will model how to separate the sentence strip by cutting/ tearing at the appropriate place and putting the word onto the appropriate section (refer to diagrams in your Montessori album). Students will draw the sentence diagrams into their language arts journal. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? Independ ent Third Activities Students may choose to select passages from their own writing to analyze. Students may select a Period and/or passage from their selected reading material. (Elaboration) Meaningf ul-Use Tasks

Ongoing Assessment: How will you monitor student progress throughout the lesson? Teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and provide additional support for below level students prior to them engaging in Check for Third Period Work Mastery Assessm Culminating Assessment: How will you ensure that all students have mastered the identified learning (Teacher ent indicators? How will you assess their learning? Evaluation) Teacher will ask the child to demonstrate analyzing a sentence with adverbial modifiers. Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 164 Prince George’s County Public Schools upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? During the Montessori un-interrupted work period, individuals and small groups of students will select Follow-Up Work passages from their reading material to diagram sentences. Students will write in their language (Student Evaluation) journals. Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught? Teacher will observe and re-teach students who have not mastered the concepts and draw attention to points of interest which address an individual’s weakness in understanding. Once students have Extending the Lesson mastered the concept, the teacher may extend the lesson by showing the relationship between functions of words and the logical analysis material.

Lesson Title: Elements of a Story: Rising Action, Climax, and Resolution – VSC Indicators 5.3.A.3.b and 6.3.A.3.b Age: 9-12 Montessori Materials: Story Structure Chart, Blank labels and markers

Statement of Key Objective: What Vocabulary: should students know What critical Warm-Up: How will you engage students in learning? How will you and do vocabulary will connect the lesson to their prior knowledge? as a result of the be part of this lesson? lesson? The teacher will gather a group of students and explain that Setting sometimes reading a story is like taking a journey. Use Students will Character questioning to review with the students previous vocabulary analyze a short Problem Access Prior such as setting, character, and problem. Explain to the story and identify Plot Knowledge students that you are going to read them a story. Ask them to the main story Rising Action (Engagement) pay attention for details on the setting, characters, and elements. Climax problem. Tell them that after the story you will also learn abut Resolution some additional story elements. Teacher Directed Activities: How will Teacher-Monitored Activities: you aid students in constructing meaning What will students do together to use of new concepts? new concepts or skills? How will you How will you introduce/model new skills assist students in this process? or procedures? First Introductory Read a picture book with a clear plot Guide Go back through the text with the and/or development and climax such as Second d students recalling plot events and Period Development Practic al Activities Where the Wild Things Are by create a label for each one. Draw (Explanation) Maurice Sendak. After reading, show Period e attention to the way the tension the story structure chart in the (Exploratio increases and the characters’ n) shape of the mountain. Show where emotions develop over the course there are places to label the of the story. Place the labels for different story elements. Ask the the plot events up the side of the students to identify the main mountain. Draw attention to the characters and their traits, describe fact that the action is rising! When

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 166 Prince George’s County Public Schools you reach the climax, explain that the emotions are at their highest point. Place a label for that event on the precipice of the mountain. the setting, and explain the problem. As you continue recording plot Write out labels based on the elements down the other side of children’s responses and have them the mountain, draw attention to place them on the chart. Draw the fact that the tension of the attention to the mountainous shape characters is now decreasing. At of the chart and explain that we will the end of the story, revisit the use the chart to show how the action problem that was originally named of the plot rises. by the students and ask them to explain how it was finally solved. Explain that this is called the resolution. Make a label for the resolution and place it on the story elements chart. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? Third Independent In pairs, have students choose another picture book to read and analyze. The students will create Activities labels for the story elements including the rising action, climax, and resolution and place them on the and/or Period Meaningful- story element chart. Have students write definitions for the new story elements in their reading (Elaboration) Use Tasks journals. Students will draw the story elements chart in their reading journals.

Ongoing Assessment: How will you monitor student progress throughout the lesson? The teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them Check for engaging in the Third Period work. Culminating Assessment: How will you ensure that all students have mastered the identified learning Mastery Assessment indicators? How will you assess their learning? (Teacher Students will identify story elements in novels and include the information in formal book report Evaluation) assignments. The teacher may model an appropriate BCR or SR using the vocabulary plot, rising action, climax, and/or resolution. The teacher may then assign students to complete another BCR in order to demonstrate their mastery.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 167 Prince George’s County Public Schools Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? During the three-hour uninterrupted work period, students in small groups will select short stories to Follow-Up Work analyze and will identify story elements. Students will also complete comprehension questions about (Student Evaluation) story elements based on teacher selected and assigned readings.

Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught?

Students may make their own story element chart as a poster and may paste the labels they created Extending the Lesson for the story onto it. Students may come up with a new graphic organizer or symbolic representation of rising action (such as a rocket launch, a wave, or a sliding board) and use it to analyze other stories.

Lesson Title: Making Connections – VSC Indicators - 4.1.E.4.h, 5.1.E.4.h, and 6.1.E.4.h

Age: 6-12 Montessori Materials: Picture book, chart paper and markers, paper for students to make bookmarks Key Statement of Vocabulary: Objective: What What critical Warm-Up: How will you engage students in learning? How will you should students know vocabulary will connect the lesson to their prior knowledge? and do as a result of be part of this the lesson? lesson? Questioning Teacher will invite a group of students to come to a reading Predicting lesson. Remind the students that we have been practicing the Students will make Connections reading strategies of questioning and predicting. Elicit from connections Text to Self Access Prior students how to use these two strategies and how they can between a text and (T-S) Knowledge help us be stronger readers. Show a picture book that will their own Text to World (Engagement) enable the teacher to model several connections. Go through experiences. (T-W) the pre-reading book walk and have students share their Text to Text predictions. (T-T) Teacher Directed Activities: How will Teacher-Monitored Activities: you aid students in constructing meaning What will students do together to of new concepts? use new concepts or skills? How How will you introduce/model new skills will you assist students in this or procedures? process? First Introductory Explain that today when we read, we Guided The teacher will begin reading and/or are going to be doing something a Practice and will very quickly interrupt Period Development Second al Activities little different. We are going to be the flow in order to model (Explanation) practicing a new reading strategy Period making a connection from the called “Making Connections.” Elicit (Exploration) text. Have the student from the students what the word recorder write down what the connection means. Explain that text says and how you feel while we are reading, we are going connected to it. Continue to be stopping from time to time to reading, stopping frequently to recognize when the text reminds us make lots of connections of all

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 169 Prince George’s County Public Schools three types (T-S, T-T, and T-W). At this point, we do not classify the connections by type. Encourage the students to also raise their hands to share connections. Pause many times and have the recorder include students’ connections on the large chart. of something we have seen, heard, or experienced before. Each time we When students are ready, feel a connection, we can stop and either right away or on the next record it on a chart. Select a student day, help them to understand to be the recorder and have him or that we can classify our her prepare a T-chart which reads: connections into three types: “Text” in one column and Text to Self, Text to Text, and “Connection” in the other column. Text to World. Teach the notation: T-S, T-T, and T-W. Go down the large class chart of connections to the read-aloud story and discuss and classify each connection made. Choose a second student recorder to label the connection chart using the notation taught. Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? Students will make a T-chart graphic organizer in their reading journals and write down any personal Third Independent connections they have felt to the text we have just finished reading. Students will also make a Activities Connections Bookmark to keep inside of their independent reading selections. They will record their and/or Period Meaningful- connections on the bookmark during their nightly 20 minute reading homework assignment by noting (Elaboration) Use Tasks the page number of the text and how they felt connected to that part. As students are ready, have them begin to classify and label their connections with T-S, T-T, and T-W. Ongoing Assessment: How will you monitor student progress throughout the lesson?

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 170 Prince George’s County Public Schools The teacher will provide opportunities for students to demonstrate their knowledge during the second period of the lesson, and will provide additional support for below level students prior to them Check for engaging in the Third Period work. Culminating Assessment: How will you ensure that all students have mastered the identified learning Mastery Assessment indicators? How will you assess their learning? (Teacher Students will write a personal essay reflecting on a self-selected text to which they feel connected. The Evaluation) teacher may model an appropriate BCR or SR relating a text to prior knowledge, prior reading, or personal experiences. The teacher may then assign students to complete another BCR in order to demonstrate their mastery.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 171 Prince George’s County Public Schools Follow-Up Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for the next lesson? What other work will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? During the three-hour uninterrupted work period, students individually and in small groups will select Follow-Up Work stories to read and analyze and will discuss, record, and classify connections to the text. Students will (Student Evaluation) also complete comprehension questions about story elements based on teacher selected and assigned readings. Extension Activities: How will you differentiate follow-up lessons for students who do not master the initial concept? What follow up lessons will you offer to students once they have mastered the concepts taught? Students who have not mastered the initial concept will be grouped together for re-teaching at which time, the teacher will select an appropriate text and help the students to make personal connections. Extending the Lesson (For example, students who play extra curricular sports will be engaged in a text that relates closely to their experiences.)

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 172 Prince George’s County Public Schools Appendix

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 173 Prince George’s County Public Schools Literary Genres Card Set Fiction Nonfiction Realistic Fiction Tall Tale Science Fiction Folktales Historical Fiction Folklore Legend Myth Fairy Tale Fables Biography Fantasy Memoir Autobiography Personal Narrative Journal

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 174 Prince George’s County Public Schools Essay Short Story Play

______is prose writing that tells an imaginary story.

______is prose writing that tells about real people, places, and events.

______is prose writing set in the modern world.

______is prose writing that explores unexpected possibilities of the past or future by using scientific theories or data and imagination.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 175 Prince George’s County Public Schools ______is fiction set in the past which may reference actual people or events.

______is a humorously exaggerated story about impossible events in which the main characters have extraordinary abilities.

______is a story passed by word of mouth from generation to generation.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 176 Prince George’s County Public Schools ______is traditions, customs, and stories passed down within a culture.

______is a traditional story, usually by an unknown author, that answers a basic question about the world.

______is a story handed down from the past about a specific person who usually demonstrates heroic accomplishments.

______are brief tales that teach lessons about human nature.

______is a story about imaginary beings possessing magical powers.

______is literature that contains fantastic or unreal elements.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 177 Prince George’s County Public Schools ______is the story of a person's life written by someone else.

______is a type of nonfiction in which a person tells about his or her own life.

______is a personal story and a shorter form of autobiographical writing.

______is a type of autobiography, usually about a significant experience in the author's life.

______is a personal record of experiences or reflections written at the time the event occurs.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 178 Prince George’s County Public Schools ______is a brief work of fiction, usually readable in one session.

______is a short, cohesive work of nonfiction dealing with a single subject and presenting the writer's viewpoint.

______is literature intended to be performed by actors in front of an audience which includes a script with dialogue, a cast of characters, and stage directions.

Fiction is prose writing that tells an imaginary story.

Nonfiction is prose writing that tells about real people, places, and events.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 179 Prince George’s County Public Schools Realistic Fiction is prose writing set in the modern world.

Science Fiction is prose writing that explores unexpected possibilities of the past or future by using scientific theories or data and imagination.

Historical Fiction is fiction set in the past which may reference actual people or events.

A Tall Tale is a humorously exaggerated story about impossible events in which the main characters have extraordinary abilities.

Folktales are stories passed by word of mouth from generation to generation.

Folklore is traditions, customs, and stories passed down within a culture.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 180 Prince George’s County Public Schools A Myth is a traditional story, usually by an unknown author, that answers a basic question about the world.

A Legend is a story handed down from the past about a specific person who usually demonstrates heroic accomplishments.

Fables are brief tales that teach lessons about human nature.

A Fairy Tale is a story about imaginary beings possessing magical powers.

Fantasy is literature that contains fantastic or unreal elements.

A Biography is the story of a person's life written by someone else.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 181 Prince George’s County Public Schools Autobiography is a type of nonfiction in which a person tells about his or her own life.

A Personal Narrative is a personal story and a shorter form of autobiographical writing.

A Memoir is a type of autobiography, usually about a significant experience in the author's life.

A Journal is a personal record of experiences or reflections written at the time the event occurs.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 182 Prince George’s County Public Schools A Short Story is a brief work of fiction, usually readable in one session.

An Essay is a short, cohesive work of nonfiction dealing with a single subject and presenting the writer's viewpoint.

A Play is literature intended to be performed by actors in front of an audience which includes a script with dialogue, a cast of characters, and stage directions.

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 183 Prince George’s County Public Schools K-W-L Chart

Topic: ______

K W L What I already know about the What I want to know about the What I learned about the topic by topic: topic: reading:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 184 Prince George’s County Public Schools Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 185 Prince George’s County Public Schools Fact and Opinion

Title of the Text: ______Topic of the Text: ______

Facts Opinions

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 186 Prince George’s County Public Schools Inferences

Title of the Text: ______

What the text says What I already My Inference + know = + =

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 187 Prince George’s County Public Schools Making Connections Title of the Text: ______

Pag What the text says: What it reminds me of: Type of Connection: e (T-S, T-T, or T- W)

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 188 Prince George’s County Public Schools Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 189 Prince George’s County Public Schools Topic, Main Idea, and Supporting Details Title of Text: ______Topic: ______

Main Idea:

Supporting Detail:

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 190 Prince George’s County Public Schools Character Traits

Title of the Text: ______Name of the Character: ______

Character Trait Supporting evidence from the text

Montessori Curriculum Alignment-Reading/Language Arts- Grades 4, 5, 6 191 Prince George’s County Public Schools