Common Core Kindergarten Literacy Standards Emphasized

Kindergarten and Pre-K FIRST QUARTER LEARNING PRIORITIES

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. With prompting and support, ask and 1. With prompting and support, ask and answer questions about key details in answer questions about key details in a a text. text. 2. With prompting and support, retell 2. With prompting and support, identify the familiar stories, including key details. main topic and retell key details of a text. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Ask and answer questions about 4. With prompting and support, ask and unknown words in a text. answer questions about unknown words in a text. 5. Recognize common types of texts 5. Identify the front cover, back cover, and (e.g., storybooks, poems). title page of a book. INTEGRATION OF KNOWLEDGE AND INTEGRATION OF KNOWLEDGE AND IDEAS IDEAS 7. With prompting and support, describe 7. With prompting and support, describe the the relationship between illustrations relationship between illustrations and and the story in which they appear the text in which they appear (e.g., what (e.g., what moment in a story an person, place, thing, or idea in the text an Illustration depicts). illustration depicts).

All the literacy development is designed to reach standard 10: Actively engage in group reading activities with purpose and understanding.

Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.

Writing: CCSSW.K.3 -- NARRATIVE (CPS Framework Assessment Specification) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Pre-K teachers should adjust the specifics in this guide based on the shorter school day and the Pre-K Priorities.

SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration

 SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

__SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). __SL.K.1b Continue a conversation through multiple exchanges.  SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

 SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

 SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

 SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

 SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.

Integrate the Conventions in Writing and Speaking (see the next page).

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 2 LANGUAGE Kindergarten

This list is set up with lines so that you can check your students’ priorities for this quarter.

CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Print most upper- and lowercase letters. __b. Write a letter or letters for most consonant and short-vowel sounds (phonemes). __c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking. __d. Understand and use the most frequently occurring prepositions in English (e.g., to/from, in/out, on/off, for, of, by, with) when speaking. __e. Produce and expand complete sentences in shared language and writing activities. __f. Understand and use question words (e.g., who, what, where, when, why, how) in discussions.  2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize the first word in a sentence and the pronoun I. __b. Name and identify end punctuation, including periods, question marks, and exclamation points. __c. Spell simple words phonetically using knowledge of sound-letter relationships. 3. (Begins in grade 3) VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on kindergarten reading). __a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. __b. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). __c. Use the most common affixes in English (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.  5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., note places at school that are colorful). __b. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. __c. Use common adjectives to distinguish objects (e.g., the small blue square; the shy white rabbit). __d. Demonstrate understanding of common verbs and adjectives by relating them to their opposites (antonyms).  6. Use newly learned words acquired through conversations, reading, and responding to texts.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 3 Kindergarten: First Quarter, Weeks 1-2 Learning Priorities

Week 1 Week 2 Literature Genre

Reading  Take reading interest survey—can Literature be a counting or picture graphic  Locate information in a picture. CCSSRL.K.1 activity—“who likes stories?”  Identify parts of storybook. Locate “What’s your favorite story?” “Who information likes to read about animals?” etc.  Answer questions about a story— character traits--identify/infer character Answer with  Interpret cover of a book—what traits based on actions. evidence does the picture tell us we will read?  Answer questions about a picture.  Tell how you feel about a character—  Answer questions about a story. and why.

 IDENTIFY/INFER CHARACTER TRAITS—recommended: use pictures and words to list GOOD traits that we have.

Science Draw and if appropriate write words  Identify parts of a nonfiction book. CCSSRI.K.1 that answer these questions after  Locate information in pictures in Locate information listening/looking to picture book or response to questions. video:  What do you like about science?  What do scientists do?

Social Science  Draw and dictate words that answer  Identify parts of a nonfiction book. CCSSRI.K.1 these questions—if possible after  Draw and label pictures based on Answer questions listening/looking to story about school “tour, to answer these questions: school—  What happens in our school?  What happens in our classroom?  Who are the people?  How do we help each other?  What are the places?  What are the rules—why do we  How do people learn in school? need them? FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns Assess Phonics Knowledge PHONICS FOCUS: and Grammar PHONICS FOCUS: In addition to scheduled sight Sight Words: words include phrases such as Sight Words: the Fry Phrases.

Writing  Assess knowledge of alphabet  Alphabet letters (label or match pictures CCSSW.K.1-- letters with letter) expository  Begin focus on alphabet letters—  Speak in sentences. (ongoing) connect to phonics.  Draw pictures to tell about you.

Reading Literature  Use parts of a book to tell what a  Retell story sequence. CCSSRL.K.2 writer and an illustrator do.  Tell what you feel about event Answer with evidence—  Identify an event in a story. in the story. story sequence.  Tell what you feel about the  Infer: Predict what will happen event. in a story. Follow words on page (ongoing)  Tell what happened before and after it.

Science  Locate information in pictures and  Locate information in pictures or pictures in books in response to and pictures in books in Social Science questions. response to questions. CCSSRI.K.1  Start class picture-word display  Continue class picture-word Locate information to --“Words we know about _____” display--“Words we know about Answer questions  Students dictate sentence of the _____” Locate information day—based on “what we learned  Students dictate sentence of the Recommended: if you teach about”—including one word from day—based on “what we both subjects each week, the word display. (Teacher could learned about”—including one emphasize the same reading post several student examples.) word from the word display. skill/strategy in each. . The next day can start with reading the sentences to continue the content area learning. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar

In addition to scheduled sight words include phrases Sight Words: Sight Words: such as the Fry Phrases.

Writing  Speak in sentences  Continue Speak in sentences – CCSSW.K.3  Draw story or part of story— this is an ongoing development narrative relates to sequence of story –or area sort pictures that show sequence  Draw story or part of story—or of a story (this week’s literacy narrate based on pictures; relate focus) to sequence of story

Reading Literature  Retell story  Retell story with emphasis on sequence. CCSSRL.K.2  Recognize time, order  Classify parts of a story—persons, Tell/retell stories (ongoing) actions, place.  Identify/Classify parts of a story: Characters Place Actions Science or  Locate and classify information  Locate and classify information Social Science Classify information from books Classify information from books, videos, CCSSRI.K.1 and illustrations, guided by illustrations, guided by teacher Classify information teacher. Recommended: use Recommended: use chart—paste or Recommended: if you chart—paste or draw pictures to draw pictures to complete chart. teach both subjects complete chart. each week, emphasize the same reading skill/strategy in each.

FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words Sight Words: include phrases such Sight Words: as the Fry Phrases.

Recommended: Start project-- Recommended: Continue (ongoing) alphabet pages for personal project--alphabet pages for personal alphabet book. alphabet book.

Writing  Speak, write, or draw or  Speak, write, or draw or sequence CCSSW.K.3 sequence pictures to tell or retell pictures to tell or retell story. narrative story.  Speak in sentences (ongoing)  Speak in sentences (ongoing)  Tell what your opinion of a story is such  Tell what your opinion of a story as “I like it because_____” or “This was is such as “I like it my favorite part: _____” because_____” or “This was my favorite part: _____”

Reading Literature  Summarize a story: who, what,  Summarize a story: who, what, when, CCSSRL.K.2 when, where where Summarize a story  Teacher guides students to  Teacher guides students to figure out figure out the “message” or the “message” or theme. theme.  Tell your opinion of a story such as  Tell your opinion of a story “I like it because_____” or “This was such as “I like it my favorite part: _____” because_____” or “This was my favorite part: _____” Science  Locate information to use in  Continue to guide students to identify or teacher-guided summary—what important information and summarize Social Science have we learned about __? — CCSSRI.K.2  Teacher and students list  Locate information to use in teacher- Recommended: if you important facts. Then with guided summary—what have we teach both subjects guidance, summarize what you learned about ___? each week, emphasize learned in a picture or in  Teacher and students list important the same reading dialogue with partner. facts. skill/strategy in each.  Summaries will vary but should  Then with guidance, summarize what include important information. you learned in a picture or in dialogue with partner.  Summaries will vary but include important information. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words include Sight Words: Sight Words: phrases such as the Fry Phrases.

Writing  Speak (dictate), write, or draw  Speak (dictate), write, or draw or CCSSW.K.2 or sequence pictures to tell or sequence pictures to tell or retell Retell a story— retell story. story. Add details. relates to literacy—  Speak in sentences (ongoing)  Speak in sentences (ongoing) retell story you read or experience you had.

Week 9 Week 10 COMPREHENSIVE ASSESSMENT Literature Genre

Reading Literature  Summarize a story: who, Comprehensive Assessment CCSSRL.K.2 what, when, where  Summarize who is in a story and what summarize  Give examples from the happens in a story. story that support the  Tell what the theme or lesson of the message or theme—guided story is—guided by teacher. by teacher to decide what  Tell what your opinion of a story is such that is. as “I like it because_____” or “This was my favorite part: _____”

Science  Locate/recall important Comprehensive Assessment or information.  Tell information about a topic from Social Science  Teacher and students list illustration and listening to text. CCSSRI.K.2 important facts.  Tell how you can learn from pictures Locate information  Then with guidance, and words about a topic. then summarize summarize what you Recommended: if you learned in a picture or in teach both subjects dialogue with partner. each week, emphasize the same reading skill/strategy in each. FLUENCY FOCUS This week’s read aloud:  Students demonstrate reading aloud __rate with fluency. __comprehension __expression __diction Word Patterns and PHONICS FOCUS: Comprehensive Assessment Grammar  Recognize Phonemic/Phonics progress In addition to  Organize sight words by topic scheduled sight words  Make own alphabet book—letters that include phrases such Sight Words: have been mastered as the Fry Phrases.

Writing  Speak (dictate), write, or Comprehensive Assessment CCSSW.K.2 draw or sequence pictures assess ability to: to tell or retell story.  Speak (dictate), write, or draw or  Speak in sentences sequence pictures to tell or retell story. (ongoing)  Speak in sentences (ongoing)  Tell what your opinion of a story is such as “I like it because_____” or “This was my favorite part: _____”

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 8 1st Grade FIRST QUARTER LEARNING PRIORITIES

Common Core First Grade Literacy Standards Emphasized

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. Ask and answer questions about key 1. Ask and answer questions about key details in a text. details in a text. 2. Retell stories, including key details, 2. Identify the main topic and retell key and demonstrate understanding of details of a text. their central message or lesson. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Identify words and phrases in stories 4. Ask and answer questions to help or poems that suggest feelings or determine or clarify the meaning of appeal to the senses. words and phrases in a text. 6. Identify who is telling the story at 6. Distinguish between information provided various points in a text. by pictures or other illustrations and information provided by the words in a text.

Nonfiction reading competencies are developed each week in science or social science —ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.

All the reading competence development is designed to reach standard 10: With prompting and support, read With prompting and support, read prose and poetry of appropriate informational texts appropriately complex complexity for grade 1. for grade 1.

Writing: CCSSW.1.3 NARRATIVE (CPS Framework Assessment Specification) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 9 The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

Comprehension and Collaboration

 SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

__SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). __SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. __SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

 SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

 SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

 SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

 SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

 SL.1.6 Produce complete sentences when appropriate to task and situation.

SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 10 LANGUAGE First Grade

These lists are set up with lines so that you can check your students’ learning priorities for this quarter. CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Print all upper- and lowercase letters. __b. Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops; We hop). __c. Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my; they, them, their). __d. Use verbs to convey a sense of past, present, and future in writing and speaking (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). __e. Understand and use frequently occurring prepositions in English (e.g., during, beyond, toward). __f. Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts. __g. Understand that, minimally, every sentence must be about something (the subject) and tell something (the predicate) about its subject.  2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize names, places, and dates. __b. Use end punctuation for sentences, including periods, question marks, and exclamation points. __c. Use commas in dates and to separate single words in a series. __d. Use conventional spelling for words with common spelling patterns and for common irregular words. __e. Use phonetic spellings for untaught words, drawing on phonemic awareness and spelling conventions. __f. Form new words through addition, deletion, and substitution of sound and letters (e.g., an → man → mat → mast → must → rust → crust). 3. (Beings in grade 3) VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on grade 1 reading). __a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. __b. Use sentence-level context as a clue to the meaning of an unknown word. __c. Use common affixes in English as a clue to the meaning of an unknown word. __d. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). __e. Demonstrate understanding of the concept of multiple-meaning words (e.g., match, kind, play) by identifying meanings of some grade-appropriate examples of such words.  5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., note places at home that are cozy). __b. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or acting out the meanings.  6. Use newly learned words acquired through conversations, reading, and responding to texts.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 11 First Grade: First Quarter, Weeks 1-2 Learning Priorities Week 1 Week 2 Literature Genre

Reading Literature  Take reading interest survey—can  Retell/ Identify/describe: where CCSSRL.1.1— be a counting or picture graphic and who for story or event. Answer questions with activity—“who likes stories?”  Guided by teacher, infer information from the “What’s your favorite story?” “Who why/reasons for actions. story. likes to read about animals?” etc.  Also relate to traits—what does Who is in a story?  Identify parts of a book, role of the action show about the CCSSRL1.2. writer, illustrator. character?  Listen for information (ongoing)  Refer to parts of the book to tell  Answer literal questions about where the information is that is persons and actions in a story. used to answer questions.  Identify/infer character traits based on actions. Relate to classroom traits (rules).

Science  Survey: What do you like about  Survey/clarify: how do people CCSSRI.1.1 science? learn science? Locate information  Locate information in pictures or  Locate information in response to book in response to questions. questions about object, picture, (ongoing) book (ongoing) Social Science Assess, then develop:  What happens in our school? CCSSRI.1.1  What is a community? (Recommended—visit different Locate information  What rules help our classroom parts of the school each day.) community?  What jobs do people do?  Locate information in book, picture, and/or the school itself in response to questions. (ongoing) FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words Sight Words: Sight Words: include phrases such as the Fry Phrases.

Assess knowledge of alphabet.

Recommended: Start alphabet book— students make booklet with letter and pictures—more than one picture per letter. Writing  Identify basic rules for sentence.  Write/speak in sentences. Conventions  Post good examples that come (ongoing) from books.  Recommended: Continue to use “mentor” sentences from reading.  Use periods.

Reading Literature  Read/listen to  Identify character, actions CCSSRL.1.2—retell  Identify information about  Retell part of a story. story, then infer (1.1) place, person, action  Predict what will happen next.  Sequence events  Explain why you make that (before/after) prediction.  Follow words on page (ongoing)

Science  Locate information (literal) in  List information from or response to questions. reading/listening. Social Science  Make picture glossary—students CCSSRI.1.1 answer  Make picture glossary--this can be also can turn this into a matching questions. a display as well as a continuing task if the words and pictures are CCSSR1.4 develop activity. cut apart. academic vocabulary Word Picture Word Picture Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight Sight Words: words include Sight Words: phrases such as the Fry Phrases.

Writing  Speak in complete sentences  Speak in complete sentences Conventions (ongoing). (ongoing).  Write or sequence or complete  Write or sequence or complete sentences with period and sentences with period and capitalization. capitalization.  Draw picture to show what a  Draw picture to show what a sentence says. sentence says. Expository: Journal —can apply to any  Journal—write in sentences--—can  Journal—write in sentences—can subject or topic apply to any subject—and SEL apply to any subject—and SEL

Reading Literature  Identify character, describe Continue to develop story interpretation— CCSSRL.1.1 place, recall actions. increasing use of details from story. --answer questions with  Read/listen to identify  Identify character, describe place, recall evidence; sequence actions. 1.2—identify details of  Tell opinion of story.  Read/listen to identify sequence story  Tell opinion of story.

Advanced: CCSSR 9 Compare the story to another story or an experience. Science  Locate information in  Locate and classify information guided by or illustrations and books—may teacher (recommended: chart) Social Science be presented in a video or read aloud by teacher. Topic: ______CCSSRI.1.2 Locate information  Guided by teacher, make a list of facts. Facts about __ Facts about __ Recommended: if you teach both subjects each Topic: ______week, emphasize the Important Information same reading skill/strategy Students can dictate information in each. and/or picture it.

FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words include phrases such as the Fry Sight Words: Sight Words: Phrases.

Writing  Connect writing to literature:  Connect writing to literature: Construct or Narrative Construct or sequence or sequence or complete sentences to tell a complete sentences to tell a story or event with details. (Use the reading story or event with details. of the week as a mentor text—point out how (Use the reading of the week the writer uses details to tell the story.) as a mentor text—point out  Use period and capitalization. how the writer uses details to  Speak or write opinion about story or event. tell the story.)  Write journal (ongoing) —can apply to any  Use period and capitalization. subject—and SEL  Speak or write opinion about story or event. Expository—journal –  Write journal—can apply to write about any topic any subject—and SEL (ongoing)

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 14 First Grade: First Quarter, Weeks 7-8 Learning Priorities

Reading Literature INFER THEME, Identify supporting INFER THEME, Identify supporting CCSSRL.1.2 information information Summarize, identify  Retell story read independently  Retell story read independently (setting, plot, theme/message (setting, plot, character) character)  Identify (with guidance) the  Identify (with guidance) the theme and theme support your conclusion: how the parts help  Give opinion about the story. you understand it.

Science  List important information.  List important information. Students can or Students can illustrate the facts illustrate the facts—this can be a daily Social Science —this can be a daily activity. activity. CCSSRI.1.2 Locate information, Fact Picture Fact Picture then summarize

Recommended: if you teach both subjects each week, emphasize the same  Summarize what you learned.  Summarize what you learned. (The fact reading skill/strategy in each. (The fact chart can scaffold this.) chart can scaffold this.)  Then (guided by teacher) identify  Then identify main idea we learned based main idea we learned based on on summary (guided by teacher). This can summary. This can be a week- be a week-long activity with the main idea an long activity with the main idea end-of week focus. an end-of week focus. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words include Sight Words: Sight Words: phrases such as the Fry Phrases.

Writing  Construct or complete sentences  Construct or complete sentences to tell a Narrative to tell a story or event with details story or event with details and sequence and sequence words. words.  Write or speak a conclusion  Write or speak a conclusion about the story. Expository—journal about the story.  Use capitalization and period. continues—may  Use capitalization and period. relate to any subject.  Write journal (ongoing)—can apply to any  Write journal (ongoing) —can subject—and SEL apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 15 First Grade: First Quarter, Weeks 9-10 Learning Priorities

Week 9 Week 10: Comprehensive Assessment Literature Genre Reading Comprehensive assessment Literature  Summarize a story.  How do you read a story? CCSSRL.1.2 Who Does what Why Summarize,  Guided by teacher: Show that you know identify  What’s the message/theme? how you figure out what a story’s lesson is theme/message —what the writer wants you to understand because you read it. Science  List important information. Or Students can illustrate the facts— Comprehensive Assessment: Social this can be a daily activity.  How do you know if something is a fact? Science  How do you know if it is important Fact Picture information? CCSSRI.1.2 summarize  What ideas have we learned? Recommended: if  What have we learned about how to learn? you teach both subjects, emphasize the same reading  Summarize what you learned. skill/strategy in (The fact chart can scaffold this.) each. Then identify main idea we learned based on summary (guided by teacher). This can be a week-long activity with the main idea an end-of week focus. FLUENCY This week’s read aloud: Comprehensive assessment FOCUS  Students demonstrate fluency __rate __comprehensio n __expression __diction Word Patterns PHONICS FOCUS: PHONICS FOCUS: and Grammar In addition to scheduled sight Sight Words: words include phrases such as Sight Words: the Fry Phrases. Use sight words in sentences.

Writing  Construct or complete sentences Comprehensive Assessment: Narrative to tell a story or event with  Narrate/dictate a story or event. sequence words and details.  Explain with an example how people use  Use capitalization and period. capitals and periods when writing a sentence. Expository— journal continues —may relate to  Write journal (ongoing)—can apply  Write journal—can apply to any subject— any subject. to any subject—and SEL and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 16 2nd Grade FIRST QUARTER LEARNING PRIORITIES

Common Core Second Grade Literacy Standards Emphasized

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. Ask and answer such questions as 1. Ask and answer such questions as who, who, what, where, when, why, and how what, where, when, why, and how to to demonstrate understanding of key demonstrate understanding of key details in a text. details in a text. 2. Recount stories, including fables and 2. Identify the main topic of a multi- folktales from diverse cultures, and paragraph text as well as the focus of determine their central message, specific paragraphs within the text. lesson, or moral. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Describe how words and phrases 4. Determine the meaning of words and (e.g., regular beats, alliteration, phrases in a text relevant to a grade 2 rhymes, repeated lines) supply rhythm topic or subject area. and meaning in a story, poem, or song. 5. Describe the overall structure of a 5. Know and use various text features (e.g., story, including describing how the captions, bold print, subheadings, beginning introduces the story and the glossaries, indexes, electronic menus, ending concludes the action. icons) to locate key facts or information in a text efficiently.

All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend By the end of year, read and comprehend literature, including stories and poetry, in the informational texts, including history/social grades 2–3 text complexity band proficiently, studies, science, and technical texts, in with scaffolding as needed at the high end of the grades 2–3 text complexity band the range. proficiently, with scaffolding as needed at the high end of the range.

Writing: CCSSW.2.3 NARRATIVE (CPS Framework Assessment Specification) Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 17 The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration

 SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

__SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). __SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others. __SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

 SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

 SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 18 LANGUAGE Second Grade

These lists are set up with lines so that you can check your students’ learning priorities for this quarter.

CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Form common irregular plural nouns (e.g., feet, children, teeth, mice, fish). __b. Form the past tense of common irregular verbs (e.g., sat, hid, told). __c. Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences. __d. Produce and expand complete sentences to provide requested detail or clarification.  2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize holidays, product names, geographic names, and important words in titles. __b. Use commas in greetings and closings of letters. __c. Use apostrophes to form contractions and common possessives. __d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil; paper → copper). __e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 3. (Beings in grade 3) VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on grade 2 reading). __a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital. __b. Explain the meaning of grade-appropriate compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). __c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). __d. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).  5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., describe foods that are spicy or juicy). __b. Distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny, scrawny).  6. Use newly learned words acquired through conversations, reading, and responding to texts.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 19 Second Grade: First Quarter, Weeks 1-2 Learning Priorities

Week 1 Week 2 Literature Genre Reading  Take reading interest survey. Literature  What do you like about reading RELATE TRAITS/ACTIONS/MOTIVES CCSSRL.2.1 stories?  Read/listen to, then Answer questions  Identify/infer motive, relate to character —literal and RELATE CHARACTER TRAITS AND traits inferential ACTIONS (relates to classroom rules) (can continue the focus on classroom  Ask/answer questions about who, cooperation, the positive classroom— what, why problem-solving)  Identify/infer character traits.

Science  What do you like about science?  SL2.2 Recount or describe key ideas or CCSSRI.2.1  How do you learn science? details from a text read aloud or Answer  How do scientists explore? information presented orally or through questions--  What is a trait that helps a other media—ONGOING informational scientist?  Integrate use of video and books to learn  (Also relates to CCSSR7.2—tell how visuals help you understand a text) Social  What traits are important to help  SL2.2 Recount or describe key ideas or Science people to live and work together in details from a text read aloud or CCSSRI.2.1 a community? (Responses may information presented orally or through Answer be based on experience and other media. ONGOING questions-- readings.)  Integrate the use of visuals/videos/books informational with a BIG question of the week.  (Also relates to CCSSR7.2—tell how visuals help you understand a text) FLUENCY This week’s read aloud: This week’s read aloud: FOCUS __rate __comprehensio n __expression __diction Word Patterns PHONICS FOCUS: PHONICS FOCUS: and Grammar In addition to Sight Words: scheduled sight Sight Words: words include phrases such as the Fry Phrases.

Proper nouns Proper nouns Writing Explanatory  Describe yourself in sentences and  Provide complete sentences to respond CCSSW2.2 drawings. to questions—orally and in writing (SL2.6)—in all subjects. and Conventions (sentence)

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 20 Second Grade: First Quarter, Weeks 3-4 Learning Priorities

Reading Literature ANALYZE SEQUENCE TO Analyze SEQUENCE, cause-effect, CCSSRL.2.1 IDENTIFY CAUSES AND EFFECTS then PREDICT Infer with evidence Read a story, then: Read a story, then:  identify sequence,  identify sequence,  then identify/infer cause-effect;  then identify/infer cause-effect;  relate to character traits and  relate to character traits and motive. motive.  Make and support predictions based on that analysis.

Science or  Locate information to answer  Locate information to answer Social Science literal questions with information questions with information from from illustration and/or text. illustration and/or text (guided to use CCSSRI.2.1—answer (Teacher points out use of bold text features). Then evaluate: What questions with print, headings, captions, other are the important facts you learned? evidence from text. Recommended: if you text features to use.) teach both subjects  Make glossary of words—can be each week, emphasize  Make glossary of words—can be Word-picture glossary that teacher the same reading Word-picture glossary that posts. skill/strategy in each. teacher posts. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to Sight Words: Sight Words: scheduled sight words include phrases such as the Fry Phrases.

 Singular and plural nouns (can  Singular and plural nouns (can relate relate to writing) to writing)

Writing  Construct sentences with nouns and narrative  Write and illustrate sentence to verbs—to tell an event in a story— CCSSW2.3 narrate action—using nouns and details about actions verbs correctly.

Expository  Journal—can apply to any  Journal—can apply to any subject— subject—and SEL and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 21 Second Grade: First Quarter, Weeks 5-6 Learning Priorities Week 5 Week 6 Literature Genre Reading Literature Identify important parts of a story Identity important parts of a story to CCSSRL.2.2—theme TO CLARIFY THEME CLARIFY THEME development--  Identify elements of story  Identify elements of story (setting, plot, Answer with evidence (setting, plot, character) character)  Tell how the plot relates to the  Tell how the plot relates to the MESSAGE OR THEME MESSAGE OR THEME (teacher tells (teacher tells message or message or theme, student explains theme, student explains how it how it is developed—by the writer and is developed—by the writer and illustrator—how they help communicate illustrator—how they help it with the events they show/tell). communicate it). (CCSSR5)

Science Identify important information, list it, Identify important information, or then summarize it. then classify it (use chart) and then summarize it. Social Science Topic: ______CCSSRI.2.2 Topic: ______Summarize Facts about __ Recommended: if you teach both subjects Facts about __ Facts about __ each week, emphasize the same reading Write a sentence that summarizes skill/strategy in each. the chart Write a sentence that summarizes the chart sentence that summarizes the chart. FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words Sight Words: Sight Words: include phrases such as the Fry Phrases. Singular and plural nouns Singular and plural nouns Infer from context

Writing  Narrate event or story—using  Narrate event or story—using sequence narrative sequence words in complete words. CCSSW2.3 sentences.  Use complete sentences.  Plus—write sentences that tell Expository about feelings of someone in the story or event.

 Journal—can apply to any  Journal—can apply to any subject and subject and also SEL also SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 22 2nd Grade: First Quarter, Weeks 7-8 Learning Priorities Week 7 Week 8 Literature Genre

Reading Literature INFER MESSAGE/THEME INFER MESSAGE/THEME CCSSRL.2.2 Infer the  Guided by teacher analyze how the  Summarize story: setting, theme of a story writer included different events to plot, character, character Also includes CCSSR5— support the theme of a story. traits, events—identify details how the writer’s choices  Identify details that the writer and that the writer and illustrator communicate that theme illustrator provide to explain the provide. story and focus on the theme. (Teacher may identify theme –  Guided by teacher, infer the deductive--or guide students to theme/message of story. infer it--inductive.) Science or Deductive approach: Inductive approach: Social Science  Teacher identifies main idea.  Students identify important information learned about the CCSSRI.2.2  Students locate and list information topic, Analyze the Main Idea to support it. Recommended: if you teach  Then identify main idea. both subjects each week,  This can be done for each part of a emphasize the same reading nonfiction text or for a video or photo  Recommended: Start with a skill/strategy in each. —students need to develop photograph so that students all proficiency with visuals as well as have immediate access to the texts. information. Then complete the process with a text.

FLUENCY FOCUS This week’s read aloud: This week’s read aloud: __rate __comprehension __expression __diction Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words include Sight Words: Sight Words: phrases such as the Fry Phrases.

Adjectives Adjectives Writing Start with mentor text—tell how the Continue to model and develop narrative writer and illustrator communicate the competence to CCSSW2.3 story—showing and telling actions, thoughts, feelings; using temporal  Organize narrative (pictures words. with captions or story event list) for a story/event  Narrate a story/event  Then write it: Include details  Include details to describe actions; to describe actions, use temporal words to signal thoughts, and feelings, use event order, and provide a sense of temporal words to signal closure event order, and provide a  Recommended—start with drawings sense of closure and captions, then write as story with illustrations.  Journal (ongoing) Write journal (ongoing) —can apply  Journal (ongoing) Write journal to any subject—and SEL (ongoing) —can apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 23 2nd Grade: First Quarter, Weeks 9-10 Learning Priorities

Week 9 Week 10 Comprehensive Assessment Literature Genre

Reading Literature INFER THEME Comprehensive assessment CCSSRL.2.2  Infer reason the author wrote How do you read a story? Analyze development of a story—what moral does the  What are the parts of a story? theme writer want you to learn?  How do pictures help tell a story? Support your answers with  How do you figure out what a events from the story—citing story’s lesson is—what the writer text and pictures that show wants you to understand because what happens. you read it.

Science Contrast fiction and nonfiction/real Comprehensive Assessment or and make-believe.  Students independently answer Social Science  What do writers put into a questions based on a topic book. story? CCSSRI.2.2  Students independently read a Analyze the parts of a  What do writers put into a passage with illustrations and nonfiction book topic book? identify important information and Recommended: if you teach both  What are the parts of a topic ideas. subjects each week, emphasize book? the same reading skill/strategy in How do they help you learn? each. FLUENCY FOCUS This week’s read aloud: Students demonstrate fluency __rate __comprehension __expression __diction

Word Patterns and PHONICS FOCUS: PHONICS FOCUS: Grammar In addition to scheduled sight words include phrases such as the Fry Phrases. Sight Words: Sight Words:

Writing  Write narrative—including Comprehensive Assessment: Narrative CCSSW2.3 actions, thoughts, feelings,  How do you narrate a story or temporal words, closure. event?  Improve with adjectives.  Recommended:  Recommended: Students plan  Read another student’s narrative the narrative first day, then and tell how the student helped you illustrate it second day, then understand the event. write the text, then improve it  Then suggest a way to make it even with adjectives. better. 3rd Grade 1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 24 FIRST QUARTER LEARNING PRIORITIES

READING COMPETENCIES Standard 1 is part of accomplishing each competence: read closely--carefully and completely--to respond to questions with text-based evidence/examples.

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 2. Recount stories, including fables, folktales, 2. Determine the main idea of a text; recount and myths from diverse cultures; the key details and explain how they determine the central message, lesson, support the main idea. or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their 3. Describe the relationship between a series traits, motivations, or feelings) and explain of historical events, scientific ideas or how their actions contribute to the concepts, or steps in technical procedures in sequence of events. a text, using language that pertains to time, sequence, and cause/effect CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and 4. Determine the meaning of general academic phrases as they are used in a text, and domain-specific words and phrases in distinguishing literal from nonliteral a text relevant to a grade 3 topic or subject language. area. 5. Refer to parts of stories, dramas, and poems 5. Use text features and search tools (e.g., key when writing or speaking about a text, using words, sidebars, hyperlinks) to locate information terms such as chapter, scene, and stanza; relevant to a given topic efficiently. describe how each successive part builds on earlier sections. INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Explain how specific aspects of a text’s 7. Use information gained from illustrations illustrations contribute to what is (e.g., maps, photographs) and the words in a conveyed by the words in a story. text to demonstrate understanding of the text

All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at informational texts, including history/social studies, the high end of the grades 2–3 text complexity band science, and technical texts, at the high end of the independently and proficiently. grades 2–3 text complexity band independently and proficiently.

Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.

Readings, Timelines, and Activity Resources for learning about Chicago are available at http://teacher.depaul.edu .

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 25 The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration

 SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

__SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. __SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). __SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. __SL.3.1d Explain their own ideas and understanding in light of the discussion.  SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.  SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

 SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.  SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.  SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 26 LANGUAGE Third Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.

CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in specific sentences. __b. Form and use the simple (e.g., I walked, I walk, I will walk) verb tenses. __c. Ensure subject-verb and pronoun-antecedent agreement.* __d. Produce simple, compound, and complex sentences.  2. Observe conventions of capitalization, punctuation, and spelling. __a. Use correct capitalization. __b. Use quotation marks in dialogue. __c. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). __d. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. __e. Consult reference materials, including dictionaries, as needed to check and correct spellings.  3. Make effective language choices. __a. Use words for effect.* VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on grade 3 reading). __a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital. __b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). __c. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). __d. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).  5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., describe people who are friendly or helpful). __b. Distinguish among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).  6. Use words that are in common, conversational vocabulary as well as grade- appropriate academic vocabulary and domain-specific words (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts. * Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 27 Writing Competencies

Writing: CCSSW.3.3 NARRATIVE (CPS Framework Assessment Specification) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Note: The emphasis of writing is on the PCR—the prose constructed response PCR Prose Constructed Response A task that requires students to write a response to a question that may focus on one reading or may require students to analyze two readings or two readings and a video. If the task requires students to respond to two texts or to two texts and a video the student first completes responses to questions about each reading or video.

“The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example.” (Source: PARCConline.org) The following two PCRs from PARCC samples are responses to stories. PCR based on one story.  This story tells about Derrick’s first camping trip. Write Derrick’s journal entry about this camping trip. Include information about how the characters responded to the events in the story as you write the journal.

This PCR asks students to add to a narrative. Students can do similar tasks to increase understanding of a story— Write a letter from a character reporting on the main event Write a journal of one of the characters Write an additional part of the story—the sequel.

PCR based on two stories.  Old Mother West Wind and the Sandwitch both try to teach important lessons to characters in the stories. Write an essay that explains how Old Mother West Wind’s and the Sandwitch’s words and actions are important to the plots of the stories. Use what you learned about the characters to support your essay.

This PCR is a Literature Task in which students compose an analytic essay. During first quarter, students should complete analyses of individual stories so that they develop competence to write such an essay.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 28 Third Grade: First Quarter, Weeks 1-2 Learning Priorities

Week 1 Week 2 Literature _ story _ folk tale __humor _fable _ story _ folk tale __humor _fable _ fantasy genre fantasy _poem _realistic fiction _poem _realistic fiction __mystery __historical __mystery __historical fiction fiction Reading  Take reading interest survey. How does a writer tell you a character’s Literature What do you like about reading stories? traits? CCSSRL3:3 analyze RELATE CHARACTER ACTIONS TO RELATE CHARACTER TRAITS AND characters TRAITS (relates to organizing a ACTIONS and MOTIVES collaborative classroom)  Describe and analyze character, Infer the character traits motives, plot meaning of a word in context  Draw characters, showing traits. Who Does What Why (CCSSR4— Character Trait_Evidence_ ongoing) Science Science Interest Survey: How do people learn science? CCSSRI.3.2  What do you like about science?  Learn about a topic by reading, Identify  What is your favorite science topic? observing, then. important  Write and draw to explain it.  List what you think the most important information facts are that you see in the pictures or diagrams.  Make glossary of words you think are important. Social Take knowledge and interest survey: Read/think--How has Chicago changed? Science  What do you like about the city of  List changes. CCSSRI.3.2 Chicago?  Then illustrate one you think is most Classify and  Places important. evaluate  People information  Transportation Chicago Readings  Natural environment  Write sentences about the part you Chicago Timeline like most. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction Word  Assess student phonics and needs.  Identify parts of speech in sentences— Patterns and Underline nouns, circle verbs. Grammar CCSSR.3.4 Classify vocabulary Writing  Assess writing abilities  Write sentences to narrate an action— Conventions including sequence words. Effective  Descriptive sentences. sentences. Describe a character, person, or place Narrative W3.3 so clearly another student can identify.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 29 Third Grade: First Quarter, Weeks 3-4 Learning Priorities Week 3 Week 4 Literature _ story _ folk tale __humor _fable _ story _ folk tale __humor _fable _ fantasy genre fantasy _poem _realistic fiction _poem _realistic fiction __mystery __mystery __historical fiction __historical fiction

Reading  Analyze plot of a story  Analyze plot of a story Literature  Summarize information about Increase complexity of text as CCSSRL.3.3 problem and solution in a students apply same strategies from Analyze plot— story. previous week. problem and  Then write summary of the solution plot.  Summarize information about problem and solution in a story. How does the writer use the  Then write summary of the plot. plot to tell you a message or teach a lesson? (theme) How does the writer use the plot to tell you a message or teach a lesson? (theme)

Science or  List: Main Idea of each  Make outline to show the main topic Social Science paragraph in a passage. and main idea and key details of CCSSRI.3.2 each paragraph in a text – may be a Locate important  For each idea, list one fact that collaborative activity. information using supports it.  Then add what the main idea is of structure of the any illustration/graphic. text.  Make glossary. Recommended: if Use dictionary you teach both  Make glossary. subjects each week, Use dictionary (ongoing) emphasize the same reading skill/strategy in each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction Word Patterns Identify  Classify singular and plural and Grammar  singular and plural nouns Analyze word nouns. patterns singular plural  List five singular nouns from passage.  List three plural nouns.  Integrate with science or social studies.

Writing Paragraph with focus, support.  Write a summary of story narrative  Write a one-paragraph  Also explain how the writer uses summary of a story or event. words to help explain the sequence of events.  Write journal (ongoing) —can  Write journal (ongoing) —can apply to apply to any subject—and SEL any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 30 Third Grade: First Quarter, Weeks 5-6 Learning Priorities Week 5 Week 6 Literature _ story _ folk tale __humor _fable _ story _ folk tale __humor _fable _ fantasy Genre fantasy _poem _realistic fiction _poem _realistic fiction __mystery __mystery __historical fiction __historical fiction

Reading ANALYZE CAUSES AND EFFECTS ANALYZE CAUSES AND EFFECTS, Literature then predict CCSSRL.  Analyze and infer causes and Develops 3— effects.  Analyze and infer causes and relationships; effects. and 5—author’s  Infer the traits that the characters’ choices that choices tell about them.  Predict with evidence from story— communicate What will happen? Why? about events and characters

Science or Trace relationships—sequence and Trace relationships—sequence and cause-effect in science or social cause-effect in science or social science Social Science science situation. situation. CCSSRI.3.3— trace relationships Recommended: if  Analyze and infer causes and  Analyze and infer causes and you teach both effects. effects. subjects each week, emphasize the same  Make glossary and use dictionary  Make glossary and use dictionary reading skill/strategy (ongoing) (ongoing) in each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction

Word Patterns  Adjust verb tense. and Grammar  Identify verb tense Analyze and use Choose verbs from passage. Then word patterns  Make chart of verbs from a make them past-present-future passage: past present future past present future

Writing Narrative—analyze  Write short constructed  Write short constructed response to a a narrative response to a story or history. story or history. Example: Write journal or letter of a Example: Write letter to writer telling character. what you liked and learned.

 Write journal (ongoing) —can apply  Write journal (ongoing) —can apply to to any subject—and SEL any subject—and SEL

Week 7 Week 8 Literature Genre _ story _ folk tale __humor _fable _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction fantasy _poem _realistic fiction __mystery __historical fiction __mystery __historical fiction

Reading STORY ELEMENTS STORY ELEMENTS – continue to Literature  “ Map” story: main characters, focus on structure of story, increase CCSSRL.3.2 their traits and actions, problem complexity of text. Analyze story structure and solution. to determine theme. STORY ELEMENTS And 5—how the writer INFER THEME/MESSAGE  “ Map” story: main characters, communicates it.  Analyze how the author their traits and actions, problem communicates it—citing the parts and solution. of the story. INFER THEME/MESSAGE  Analyze how the author communicates it—citing the parts of the story. Science  Locate information to answer a BIG  Locate information to answer a BIG or question or support a big idea. question or support a big idea. Social Science  From the passage  From the passage  From the illustrations/diagrams/map/…  From the illustrations/ CCSSRI.3.2 diagrams/map/… Organize information to support ideas  Write your response as a paragraph. Recommended: if you  Write your response as a paragraph. teach both subjects each  Make glossary. week, emphasize the Use dictionary  Make glossary. same reading Use dictionary skill/strategy in each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction

Word Patterns  Identify root words  Identify and use suffixes. and Grammar Analyze word patterns  Make root word chart:  Make suffix chart: Infer from context Root Two Words with Root Suffix:______

Word Meaning

Writing  Outline and write essay  Improve the essay from previous Narrative—writing narrating an event or story—with one week—for focus and support. about a narrative. message/theme--emphasizing supporting examples for each paragraph. Students could write to tell a Chicago history event.

 Write journal (ongoing) —can apply to  Write journal (ongoing) —can apply any subject—and SEL to any subject—and SEL

Week 9 Week 10 comprehensive assessment Literature Genre _ story _ folk tale __humor _fable Explain the features of different genres _ fantasy _poem _realistic fiction read this quarter. __mystery __historical fiction

Reading Literature Comprehensive Assessment CCSSRL.3.2 INFER THEME/MESSAGE Analyze author’s use of details and Summarize and infer  Write a constructed techniques to: theme response to a story—see  Show character traits the Writing task for this  Explain motives week.  Make the theme or moral clear

 Explain with examples of how the author does each of those.

Science Identify ideas, relate to Comprehensive Assessment or supporting details.  How do you learn when you read Social Science nonfiction? CCSSRI.3.2  Use outline to show the main  Show how you start with a Support ideas with topic and main idea and key question, then locate information, evidence details of each paragraph in then organize it to respond. CCSSR7—integrate a text. information from different  Then identify the CENTRAL  Identify two different ideas about sources. idea of the whole passage a topic from two different sources Recommended: if you teach both subjects each based on your outline. —one can be a video. week, emphasize the same  Support each idea with reading skill/strategy in information from the text. each. FLUENCY This week’s read aloud: Students demonstrate fluency. __rate, __comprehension __expression __diction

Word Patterns and  Identify and use prefixes Comprehensive Assessment Grammar Make prefix chart  Locate words in reading with Analyze word patterns prefixes and suffixes. Infer from context PREFIX: ______ Explain how the prefix or suffix affects meaning. Word Meaning  Complete verb tense chart—past, present, future Writing  Write a narrative based on a  Improve the narrative written in Narrative—writing based mentor text. previous week—add details, on a narrative.  First, outline it and note the transitions. techniques the writer used.  Write sentences that describe a  Then either write the next part person or place so clearly or a story or history like it or another student can draw the the journal of a character in person or place. the story.  Write journal (ongoing) —can apply  Write journal (ongoing) —can to any subject—and SEL apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 33 4th Grade FIRST QUARTER LEARNING PRIORITIES

Common Core Fourth Grade Literacy Standards Emphasized

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. Refer to details and examples in a 1. Refer to details and examples in a text text when explaining what the text when explaining what the text says says explicitly and when drawing explicitly and when drawing inferences inferences from the text. from the text. 2. Determine a theme of a story, drama, 2. Determine the main idea of a text and or poem from details in the text; explain how it is supported by key summarize the text. details; summarize the text. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and 4. Determine the meaning of general phrases as they are used in a text, academic and domain-specific words including those that allude to or phrases in a text relevant to a grade 4 significant characters found in topic or subject area. mythology (e.g., Herculean). 5. Explain major differences between 5. Describe the overall structure (e.g., poems, drama, and prose, and refer to chronology, comparison, cause/effect, the structural elements of poems (e.g., problem/solution) of events, ideas, verse, rhythm, meter) and drama (e.g., concepts, or information in a text or part casts of characters, settings, of a text. descriptions, dialogue, stage directions) when writing or speaking about a text.

All the reading competence development is designed to reach standard 10:

By the end of the year, read and comprehend By the end of year, read and comprehend literature, including stories, dramas, and informational texts, including history/social poetry, in the grades 4–5 text complexity band studies, science, and technical texts, in the proficiently, with scaffolding as needed at the grades 4–5 text complexity band proficiently, high end of the range. with scaffolding as needed at the high end of the range.

Writing: CCSSW 4.3 NARRATIVE (CPS Framework Assessment Specification) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 34 WRITING PRIORITIES

Common Core Writing Narratives—CCSSW3—for fourth grade requires the following:

Write narratives in which they: __a. Orient the reader by establishing a situation, introduce a narrator and/or characters, and organize an event sequence that unfolds naturally. __b. Use narrative techniques such as dialogue and description to develop events and show the characters’ external behaviors and internal responses to events. __c. Use a variety of temporal words and phrases to manage the sequence of events. __d. Use concrete and sensory words and phrases to convey events and experiences precisely. __e. Provide a satisfying conclusion that follows from the narrative’s events.

Students can learn how to write narratives by analyzing narratives. So the first quarter includes analysis of narratives as well as constructing narratives— priorities that align with the PARCC Constructed Response requirements.

Source: Sample Assessments at PARCCOnline.org

CONSTRUCTED RESPONSE ABOUT ONE READING In “Those Wacky Shoes,” a girl has to outsmart a pair of shoes. Think about the details the author uses to create the characters, settings, and events.

Imagine that you, like the girl in the story, find a pair of wacky shoes that won’t come off. Write a story about how you find the pair of wacky shoes and what happens to you when you are wearing them. Use what you have learned about the wacky shoes when writing your story.

CONSTRUCTED RESPONSE ABOUT TWO READINGS Identify a theme in “Just Like Home” and a theme in “Life Doesn’t Frighten Me.” Write an essay that explains how the theme of the story is shown through the characters and how the theme of the poem is shown through the speaker. Include specific details from the story and the poem to support your essay.

__SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. __SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. __SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. __SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.  SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

 SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

 SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

 SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 36 LANGUAGE Fourth Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.

CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Form and use the progressive (e.g., I was walking, I am walking, I will be walking) verb aspects. __b. Form and use adjectives and adverbs (including comparative and superlative forms), placing them appropriately within sentences.* __c. Produce complete sentences, avoiding rhetorically poor fragments and run- ons.* __d. Correctly use frequently confused words (e.g., to, too, two; there, their).*  2. Observe conventions of capitalization, punctuation, and spelling. __a. Use quotation marks to mark direct speech and quotations from a text. __b. Spell grade-appropriate words correctly, consulting references as needed.  3. Make effective language choices. __a. Use punctuation for effect.* __b. Maintain consistency in style and tone.* __c. Choose words and phrases to convey ideas precisely.* VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on grade 4 reading). __a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital. __b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., telegraph, photograph, autograph). __c. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture). __d. Paraphrase common idioms, adages, and proverbs.  5. Understand word relationships. __a. Build real-life connections between words and their various uses and meanings. __b. Define relationships between words (e.g., how ask is like and unlike demand; what items are likely to be enormous). __c. Distinguish a word from other words with similar but not identical meanings (synonyms).  6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.

* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 37 Fourth Grade: First Quarter, Weeks 1-2 Learning Priorities

Week 1 Week 2 Literature _ story _ folk tale __tall tale __fable story _ folk tale __tall tale __fable Genre _ fantasy _poem __myth __humor _ fantasy _poem __myth __humor __realistic fiction __realistic fiction

Reading RELATE CHARACTER TRAITS AND RELATE TRAITS /ACTIONS/MOTIVES Literature ACTIONS –relates to Classroom Climate CCSSRL.4.3—  Infer character, motives relate to plot analyze  Assess student abilities and characters interests—reading interest inventory  Complete a Chart to provide evidence for  Infer character traits your inference of motive Infer meaning of  Draw characters, showing traits. words from  Complete a chart: Who Does What Why Evidence context (ongoing) Character Trait Evidence

 Write a summary of your chart. Science  What do you like about science?  Why are prefixes and suffixes important in CCSSRI.4.4  What science have you learned? science? Academic  Explain one of the favorite science  Use a dictionary to find science words Vocabulary topics you have learned. related to this week’s topic.  List words that have prefixes and suffixes  What kinds of words does a scientist and explain how they change the words. use? Social Relate character traits to social science:  Analyze the structure of a text and how Science  Read a passage about an important the features help you see the relationship CCSSRI.4.3 person with positive character traits. between ideas and information—including Analyze then  Infer traits of a person based on actions. the illustrations. infer relationships  Infer this person’s values based on what you read and explain the basis for the inferences. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction Word What positive words tell about you? Identify parts of speech in a passage Patterns and  Assess students’ knowledge of  Underline nouns, circle verbs, list 5 Grammar vocabulary: subject, verb, adjective, adjectives. pronoun, prefix, root, suffix, synonym,  What does the writer help you “see” with Analyze word homonym, antonym—ask them to give those adjectives? patterns and use examples of each.  Make adjective “thesaurus”—a variety of words that describe the same kind of quality Writing Assess writing abilities  Write a paragraph. Explanatory  Ask students to independently write  Explain a topic you learned this week CCSSW2 sentences with different kinds of —support the main idea with examples punctuation and a paragraph about a you learned. person or place with focus and support.  Write the paragraph with enough details that another student can infer who or what it is.

Fourth Grade: First Quarter, Weeks 3-4 Learning Priorities

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 38 Week 3 Week 4 Literature story _ folk tale __tall tale __fable story _ folk tale __tall tale __fable Genre _ fantasy _poem __myth __humor _ fantasy _poem __myth __humor __realistic fiction __realistic fiction

Reading  Diagram the problem and  Diagram the problem and solution in a Literature solution in a story. story—increase text complexity as CCSSRL.4.3  What message is the writer you apply the same strategy. Analyze plot communicating with this plot?  What message is the author communicating?  How do the illustrations help support that message? Science  Make an outline of a section of  Make an outline of a section of a text. or a text.  Locate different ideas and list Social  Locate different ideas and list information that supports each one— Science information that supports each including information in illustrations. CCSSRI.4.2 one—including information in Identify illustrations. information that  Make glossary. supports ideas  Make glossary. Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction

Word  Classify singular and plural  Classify singular and plural verbs from a Patterns and nouns from a passage passage Grammar singular plural Analyze word singular plural structure

 Write sentences with subject-verb agreement Writing Paragraph with focus, support  Write about a problem and solution from a Narrative—  Narrate an event (fiction or story or history you read—narrate it. explaining an nonfiction), based on a mentor  Explain the message the writer is making event based on a text; explain why it happened, and with those events. mentor text what idea or lesson you can learn from it;  Write journal (ongoing) —can apply to any  Support your conclusion in your subject—and SEL paragraph.

 Write journal (ongoing) —can apply to any subject—and SEL

Week 5 Week 6 Literature _ story _ folk tale __tall tale __fable story _ folk tale __tall tale __fable Genre _ fantasy _poem __myth __humor _ fantasy _poem __myth __humor __realistic fiction __realistic fiction

Reading  Analyze and infer causes and  “ Map” story: main characters, Literature effects. their traits and actions, problem CCSSRL.4.3 and solution. CCSSR5 Analyze relationships  Predict with evidence from story —What will happen? Why?

Science or  Use text structure to identify Main  Use text structure to identify Main Social Idea of each paragraph in Idea of each paragraph in Science  Introduction  Introduction CCSSRI.4.2  Body  Body Use text structure  Conclusion of a passage.  Conclusion of a passage. to identify ideas. Recommended: if  Then explain the central idea with Then explain the central idea with you teach both supporting ideas—diagram how the supporting ideas—diagram how the subjects each supporting ideas enable you to supporting ideas enable you to week, emphasize comprehend the central idea. comprehend the central idea. the same reading skill/strategy in each.

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction

Word Identify verb tense: Patterns and  Make chart of verbs from passage:  Make guide to subject-verb agreement: Grammar past present future include examples and non-examples that you correct. Analyze word structure Infer from context  Then change the verbs so they each have past, present, future tense examples Writing  Outline a narrative of a history or  Improve the narrative from last week Narrative—focus science experiment with sequence for focus and support, transitions. and support. and support for an idea.  Then write it.  Write journal (ongoing) —can apply to any subject—and SEL  Write journal (ongoing) —can apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 40 Fourth Grade: First Quarter, Weeks 7-8 Learning Priorities Week 7 Week 8 Literature _ story _ folk tale __tall tale __fable story _ folk tale __tall tale __fable Genre _ fantasy _poem __myth __humor _ fantasy _poem __myth __humor __realistic fiction __realistic fiction

Reading INFER THEME/MESSAGE of a story INFER THEME/MESSAGE of a story Literature  Analyze how the author  Analyze how the author CCSSRL.4.2 communicates it—plot, communicates it—plot, Identify theme, characters. characters, techniques such as analyze how dialogue. writer communicates it.

Science or  Locate then use information  Locate then use information from Social from one passage to support two sources (one can be a video) Science an idea about a topic in to support an idea about a topic in CCSSRI.4.2 response to a BIG question. response to a BIG question. Support an idea with evidence from a text.

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction

Word  Compare multi-meaning words—  Identify root words Patterns and what do they mean in different  Make root word “tree”—different Grammar contexts. words that are related to the same Use descriptive root word. words  Make your own Multi-meaning  Explain how the different affixes and word examples. compound words relate to the meaning of the root word.

Writing  Expand a story—write the next  Write your own story about the theme CCSSW.4.2 part, maintaining the characters. of a story you have read this quarter. Narrative—built on a mentor text.  Write journal (ongoing) —can  Write journal (ongoing) —can apply to apply to any subject—and SEL any subject—and SEL

Week 9 Week 10 Comprehensive Assessment Literature story _ folk tale __tall tale _fable Make a chart of different reasons a writer writes genre _ fantasy _poem __myth __humor in a specific genre—for example, why does a __realistic fiction writer write a fable? Use examples from stories you have read.

Reading INFER THEME/MESSAGE Comprehensive Assessment Literature  Analyze how the author  Make list of how the author of a story CCSSRL.4.5 communicates it develops and uses elements of the story to Author’s choices communicate a lesson or moral.

Science Comprehensive Assessment or  Write a constructed response  Explain the purpose of the different parts of Social based on one or two nonfiction the non-fiction text: how and why do the illustrations help you understand the topic? Science sources.  Why did the writer organize the sections the CCSSRI.4.2 Recommended: Students way they are? Deciding what exchange responses and identify information and and recommend ways to  What else helps the writer accomplish the ideas are strengthen support for response. purpose to inform? important  Use examples from a passage to explain how Recommended: if to learn when reading nonfiction. you teach both subjects each week, emphasize the same reading skill/strategy in each. FLUENCY This week’s read aloud: Students demonstrate fluency. __rate, __comprehensio n __expression __diction

Word  Make an affix guide with examples  Make your own grammar guide with Patterns and — examples from this quarter. Grammar  Word plus suffix = meaning  Word plus prefix = meaning Analyze and use roots and suffixes

Writing  Outline then write a narrative that Comprehensive assessment: CCSSW.4.2 communicates an idea related to a  Write a “writer’s guide” to writing a narrative Narrative— scientific process or historic event. —what does the writer do to help the reader organization of understand the message? narratives to  Write journal (ongoing) —can communicate apply to any subject—and SEL  Write journal (ongoing) —can apply to any ideas subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 42 5th Grade FIRST QUARTER LEARNING PRIORITIES

Common Core Fifth Grade Literacy Standards Emphasized

Reading standard 1 is developed in conjunction with all other reading standards— 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 2. Determine a theme of a story, drama, or 2. Determine two or more main ideas of a text poem from details in the text, including and explain how they are supported by key how characters in a story or drama details; summarize the text. respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Compare and contrast two or more 3. Explain the relationships or interactions characters, settings, or events in a story or between two or more individuals, events, ideas, drama, drawing on specific details in the or concepts in a historical, scientific, or technical text (e.g., how characters interact). text based on specific information in the text. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and 4. Determine the meaning of general phrases as they are used in a text, academic and domain-specific and including figurative language such as phrases in a text relevant to a grade 5 topic metaphors and similes. or subject area. INTEGRATION OF KNOWLEDGE AND INTEGRATION OF KNOWLEDGE AND IDEAS IDEAS 9. Compare and contrast stories in the 9. Integrate information from several texts on same genre (e.g., mysteries and the same topic in order to write or speak adventure stories) on their approaches to about the subject knowledgeably. similar themes and topics.

All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend By the end of the year, read and comprehend literature, including stories, dramas, and informational texts, including history/social studies, poetry, at the high end of the grades 4–5 text science, and technical texts, at the high end of the complexity band independently and grades 4–5 text complexity band independently and proficiently. proficiently.

Writing: CCSSW5.3 -- NARRATIVE (CPS Framework Assessment Specification) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 43 WRITING PRIORITIES

Common Core Writing Narratives—CCSSW3—for fifth grade requires the following:

Write narratives in which they: __a. Orient the reader by establishing a situation, introduce a narrator and/or characters, and organize an event sequence that unfolds naturally. __b. Use narrative techniques such as dialogue and description to develop events and show the characters’ external behaviors and internal responses to events. __c. Use a variety of temporal words and phrases to manage the sequence of events. __d. Use concrete and sensory words and phrases to convey events and experiences precisely. __e. Provide a satisfying conclusion that follows from the narrative’s events.

Students can use that list to analyze a mentor text—analyze how the writer meets those criteria.

Students can learn how to write narratives by analyzing narratives. So the first quarter includes analysis of narratives as well as constructing narratives—priorities that align with the PARCC Constructed Response requirements.

Source: Sample Assessments at PARCCOnline.org

CONSTRUCTED RESPONSE ABOUT ONE READING You have read a passage from “The Growin’ of Paul Bunyan.” Think about how the story would be different if it were told from Johnny’s point of view. Write a narrative story retelling the story from the point of view of Johnny. Be sure to use supporting details from the passage.

CONSTRUCTED RESPONSE ABOUT TWO READINGS The stories titled Ida B and Moon Over Manifest both include events that did not happen. Write and essay describing how each narrator’s point of view influenced how these events are described. Be sure to use details from both stories.

__SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

__SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

__SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

__SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

 SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

 SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

 SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

 SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 45 LANGUAGE Fifth Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.

CONVENTIONS IN WRITING AND SPEAKING  1. Observe conventions of grammar and usage. __a. Form and use the perfect (e.g., I had walked, I have walked, I will have walked) verb aspects. __b. Recognize and correct inappropriate shifts in verb tense and aspect.*  2. Observe conventions of capitalization, punctuation, and spelling. __a. Use punctuation to separate items in a series.* __b. Use a comma to separate an introductory element from the rest of the sentence. __c. Use underlining, quotation marks, or italics to indicate titles of works. __d. Spell grade-appropriate words correctly, consulting references as needed.  3. Make effective language choices. __a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.* VOCABULARY ACQUISITION AND USE  4. Determine word meanings (based on grade 5 reading). __a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital. __b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., photograph, photosynthesis). __c. Interpret figurative language, including similes and metaphors. __d. Explain the meaning of common idioms, adages, and proverbs.  5. Understand word relationships. __a. Build real-life connections between words and their various uses and meanings. __b. Define relationships between words (e.g., how smirk is like and unlike smile; what items are likely to be vast). __c. Distinguish a word from other words with similar but not identical meanings (synonyms).  6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.

* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 46 Fifth Grade: First Quarter Learning Priorities Weeks 1-2 Week 1 Week 2 Literature _ story _ folk tale __tall tale _fable _ fantasy _ story _ folk tale __tall tale _fable _ fantasy Genre _poem _myth __mystery _realistic fiction _poem _myth __mystery _realistic fiction Reading Assess student abilities and interests, RELATE TRAITS /ACTIONS/MOTIVES Literature Take reading interest survey. Infer character, motives, relate to plot Analyze and author’s choices—how the writer character RELATE CHARACTER TRAITS AND creates a character—dialogue, actions. development ACTIONS relates to organizing a (CCSSRL5.3) collaborative classroom Make Chart, provide evidence for your inference of motive Infer word identify, classify and infer character traits meaning from Make chart: Who Does What Why Evidence context. Character Trait_ Evidence_ (Ongoing) (CCSSRL5.4) Draw characters, showing traits. Write a summary of your chart. Science Science Inventory:  How do scientists solve figure out CCSSRI.5.2  What do you like about science? ideas? (May be based on a reading, Ideas of Science  What is a science topic you’ve learned experiment, other source) that you like a lot?  What is an important science How did you learn about it? discovery and why is it important to What is an idea you learned? know?  Infer: what are the traits of a scientist?  How do the parts of a science text help you learn? Social Recall and/or read about a person who Read a passage about an important Science helped others make progress. person or event. CCSSRI.5.3  What traits did that person  What challenges did people face? Analyze demonstrate?  What traits did they have that enabled relationships  What evidence in the passage them to overcome them? supports your inference?  How do the parts of a social science text help you learn? FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction Word Assess grammar competence: Identify parts of speech in a passage Patterns and  Knowledge of parts of speech  List 5 nouns, 5 verbs, 5 adjectives, 2 Grammar  Knowledge of rules of grammar adverbs. (Students can use them to  Knowledge of punctuation. write sentences of their own.)  Schedule Punctuation Focus weeks  Analyze author’s techniques: Why based on assessment. does the writer use those adjectives?

Writing Assess interests and skills:  What structure and techniques do you Narrative  What do you like to write? find in this week’s story? CCSSW5.3  How do you write a good sentence?  What did the writer do to keep you Give an example. interested?  How do you organize a good paragraph?  Write a good paragraph about a person you admire—it could be you.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 47 Fifth Grade: First Quarter Learning Priorities Weeks 3-4

Week 3 Week 4 Literature _ story _ folk tale __tall tale _fable _ _ story _ folk tale __tall tale _fable _ fantasy Genre fantasy _poem _myth __mystery _poem _myth __mystery _realistic fiction _realistic fiction

Reading Analyze the plot: Analyze the plot and character development: Literature  What choices do characters  What choices do characters make, what 5.2—determine make, what problems do they problems do they face, how do they theme face, how do they resolve them? resolve them? 5.5-analyze  Why do you think the writer set up this writer’s choices  Why do you think the writer set problem and solution—what message did up this problem and solution— the author want you to understand? what message did the author  How does the writer help you understand want you to understand? the characters and situation?

Science  Identify important words (often  Continue glossary (ongoing) or boldfaced) and start glossary.  Describe how a text groups information into Social  Describe how a text groups general categories Science information into general categories  Adjust rate of reading to complexity of text CCSSRI.5.2  Adjust rate of reading to  Use text structure to identify main ideas. Identify and complexity of text  Then determine central idea. support ideas  Use text structure to identify main  Explain how the writer uses text features Recommended: if ideas. and illustrations to communicate the you teach both  Then determine central idea. subjects each ideas. week, emphasize  Identify how the writer uses text the same reading features and illustrations to skill/strategy in communicate the ideas. each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehensio n __expression __diction Word  Classify singular and plural  Classify singular and plural verbs from a Patterns and nouns and pronouns from a passage Grammar passage Analyze and use singular plural singular/plural singular plural nouns

 Make a list of rules (with examples)  Correct subject-verb agreement errors in an for making plurals—e.g., when a example. Then make your own subject-verb noun ends in -y you add -ies. agreement guide with your own examples.

Writing Paragraph with focus, support  Narrate a problem and solution---science, narrative  Explain an event (fiction or nonfiction social studies, or fiction CCSSW2 —why it happened, and support it in  Then polish your paragraph (grammar, your paragraph. punctuation, subject-verb agreement)  Then polish your paragraph— punctuation, spelling.  Write journal (ongoing) —can apply to any subject—and SEL  Write journal (ongoing) —can apply to any subject—and SEL

Week 5 Week 6 Literature _ story _ folk tale __tall tale _fable _ story _ folk tale __tall tale _fable _ Genre _ fantasy _poem _myth _mystery fantasy _poem _myth __mystery _realistic fiction _realistic fiction

Reading  Compare and contrast two  Compare and contrast two characters Literature characters within a story. within a story. CCSSRL.5.3  How does the writer help the  Analyze the techniques the writer Compare reader identify the characters’ uses to communicate the characters’ characters traits and feelings? identities.  How do the characters react to  How would the story change if one of the same event? the two characters told it? (See  How do they feel about the PARCC sample question.) challenge they face?  How do they react when the problem is solved?

Science  Locate information  Locate information or  Classify information  Classify information Social  Use pictures, illustrations,  Use pictures, illustrations, details in a Science details in a text to support the text to describe the key ideas CCSSRI.5.2 ideas  Gather information to answer a Analyze  Describe how a text groups question information to information into general  Explain the purposes of different identify ideas categories nonfiction text features Recommended: if  Decide what the central idea you teach both subjects each is and explain the basis for week, emphasize your conclusion the same reading skill/strategy in each. FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction Word  Make subject-verb agreement  Make verb tense guide—with Patterns and guide with examples. examples. Grammar

Writing  Outline narrative based on a  Write about the story from the Narrative story—outline what could perspective of one of the characters CCSSW2 happen in the sequel--the next (connects to the reading priority of the part. week—also to the PARCC sample.)

 Write journal (ongoing) —can apply  Write journal (ongoing) —can apply to to any subject—and SEL any subject—and SEL

Week 7 Week 8 Literature Genre _story _ folk tale __tall tale _fable _ _story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery fantasy _poem _myth __mystery _realistic fiction _realistic fiction

Reading  Analyze how the author  Analyze how the author Literature communicates the theme communicates the theme through CCSSR5—analyze through the parts of the story— the parts of the story—how the how the parts fit how the scenes/events in the scenes/events in the story together—structure of story contribute to developing contribute to developing that the story that theme. theme. CCSSR2—determine  What techniques does the writer the theme use to help readers understand the importance of events, how characters change—the narrator, dialogue, other techniques.

Science or  Outline then write your answer  Outline then write your answer to a Social Science to BIG question with cited BIG question with cited information CCSSRI.5.2 information from two different from two different sources. Support an idea with sources evidence.

CCSSRI5.9 Integrate information from different sources

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension Emphasis: __rate, Emphasis: __rate, __comprehension, __expression __comprehension, __expression __expression __diction Word Patterns  Make root word guide—how  Continue root word guide. and Grammar prefixes and suffixes change the meaning of words.

Writing  Plan a narrative on the same  Write the narrative outlined in the Narrative theme as the story. previous week. CCSSW3  Identify the characters, plot, role of the narrator.  Write journal (ongoing) —can apply to any subject—and SEL  Write journal (ongoing) —can apply to any subject—and SEL

Week 9 Week 10 Comprehensive Assessment Literature _ story _ folk tale __tall tale _fable _ Explain differences in structure and Genres fantasy _poem _myth __mystery techniques used in different genres as _realistic fiction well as what is common to all fiction. Reading  Analyze the way the narrator of a Comprehensive Assessment Literature story contributes to the mood of  Make list of ways the author of a CCSSR5.6--mood the story. story develops and uses elements of the story to communicate a lesson or moral.

Science Comprehensive Assessment or  Compare and contrast two  Explain the purpose of the different Social Science different sources on the same parts of the non-fiction text: how topic. and why do the illustrations help CCSSRI5.5  Then use information from both you understand the topic? to respond to a BIG question.  Why did the writer organize the sections the way they are?  What else helps the writer accomplish the purpose to inform?  Use examples from a passage to explain how to read nonfiction.  How does the reader figure out what is important to learn from the text?

FLUENCY This week’s read aloud: Students demonstrate fluency. __rate, __comprehension __expression __diction

Word Patterns  Analyze compound words.  Make your own grammar guide— and Grammar including the grammar rules and examples developed during the quarter.

Writing Identify the strengths of a story: Comprehensive assessment: Narrative CCSSW3  Analyze a story writer’s use of  Write a “writer’s guide” to writing a techniques—identify the narrative. strategies used to maintain interest, create a mood,  Write journal (ongoing) —can apply to develop characters. any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 51 6th - 8th Grade FIRST QUARTER LEARNING PRIORITIES

This calendar includes grades 6-8 because the strategies, skills, and processes at the middle grades are parallel; it is the complexity of the text and response that vary. Since most upper grade classes are departmentalized, having a common focus for processes each week will enable teachers to vary to specific content but maintain a focus on the transferrable outcomes—increased competence to analyze and interpret texts, write to communicate with evidence, and solve problems strategically.

The calendar lists tasks that are aligned with Common Core standards, tasks that can be activities or assessments.

Teachers using comprehensive literacy units can embed the literacy priorities within the unit.

The CPS Framework sets argumentative writing as the priority for first quarter.

Writing: Argumentative (CPS Framework Assessment Specification) Write arguments to support claims with clear reasons and relevant evidence.

This “calendar” also includes expository writing within science and social studies to reinforce students’ abilities to comprehend nonfiction texts and relate information from different sources in response to a topic or “Big” question -- CCSSW7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation, a standard that should continue across the year as students respond to BIG questions.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 52 All the reading competence development in this calendar is designed to develop Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT 6 By the end of the year, read and By the end of the year, read and comprehend literary comprehend literature, including stories, nonfiction in the grades 6-8 text complexity band dramas, and poems, in the grades 6–8 text proficiently, with scaffolding as needed at the high complexity band proficiently, with end of the range. scaffolding as needed at the high end of the range. 7 By the end of the year, read and By the end of the year, read and comprehend literary comprehend literature, including stories, nonfiction in the grades 6–8 text complexity band dramas, and poems, in the grades 6–8 text proficiently, with scaffolding as needed at the high complexity band proficiently, with end of the range. scaffolding as needed at the high end of the range. 8 By the end of the year, read and By the end of the year, read and comprehend literary comprehend literature, including stories, nonfiction at the high end of the grades 6–8 text dramas, and poems, at the high end of complexity band independently and proficiently. grades 6–8 text complexity band independently and proficiently.

Activities during the quarter should include the development of communication competencies that cross the literacy standards:

 Discussion with focusing question and relevant responses  Listening with focus  Collaboration to develop response to issue or question  Presentation based on research and analysis  Debate based on logical analysis of issue  Dramatization of literature and history  Expressive reading of poetry and speeches  Visual representation of learning

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 53 Writing Based on Reading PARCC’s Prose Constructed Responses require students to analyze texts. To develop the Argumentative Writing is identified in the CPS Framework for first quarter for grades 6-8, this set of weekly priorities emphasizes writing about texts, supporting a claim with evidence from a text or analyzing the strength of support for a claim in a text (CCSSR8). Source of the following sample items: PARCConline.org.

Sixth Grade CONSTRUCTED RESPONSE ABOUT TWO READINGS You have read the passage from Boy’s Life and “Emancipation: A Life Fable.” Both texts develop the theme of freedom. Write an essay that compares and contrasts the approaches each text uses to develop the theme of freedom.

CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO You have read two texts and viewed one video that claim that the role of zoos is to protect animals. Write and essay that compares and contrasts the evidence each source uses to support this claim. Be sure to use evidence from all three sources to support your response.

Seventh Grade CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO You have learned about electricity by reading two articles, “Energy Story” and “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.” In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, demonstrations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source.

CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEO You have read a website entry and an article, and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a brave, courageous person. The three titles are: Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the three supporting materials. Remember to use textual evidence to support your ideas.

Eighth Grade CONSTRUCTED RESPONSE ABOUT TWO READINGS AND VIDEO Write an essay comparing the information presented in the video with that presented in the article “Elephants Can Lend a Helping Trunk” and the passage from “Elephants Know When They Need a Helping Trunk in a Cooperative Task.” Remember to use evidence from the video, the article, and the passage to support your answer.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 54 Common Core Literacy Standards Emphasized during 1st Quarter The following chart identifies standards emphasized during first quarter—and exemplifies how the complexity of the process increases grade to grade but the core process is the same.

Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT 6 Cite textual evidence to support Cite textual evidence to support analysis of analysis of what the text says what the text says explicitly as well as explicitly as well as inferences drawn inferences drawn from the text. from the text. 7 Cite several pieces of textual Cite several pieces of textual evidence to evidence to support analysis of support analysis of what the text says what the text says explicitly as well as explicitly as well as inferences drawn from inferences drawn from the text. the text. 8 Cite the textual evidence that most Cite the textual evidence that most strongly strongly supports an analysis of supports an analysis of what the text says what the text says explicitly as well as explicitly as well as inferences drawn from inferences drawn from text. the text.

Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT 6 Determine a theme or central idea Determine a central idea of a text and how it is of a text and how it is conveyed conveyed through particular details; provide a through particular details; provide a summary of the text distinct from personal summary of the text distinct from opinions or judgments. personal opinions or judgments. 7 Determine a theme or central idea Determine two or more central ideas in a text of a text and analyze its and analyze their development over the course development over the course of the of the text; provide an objective summary of the text; provide an objective summary of text. the text. 8 Determine a theme or central idea Determine a central idea of a text and analyze of a text and analyze its its development over the course of the text, development over the course of the including its relationship to supporting ideas; text, including its relationship to the provide an objective summary of the text. characters, setting, and plot; provide an objective summary of the text.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 55 Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6 Describe how a particular story’s or Analyze in detail how a key individual, drama’s plot unfolds in a series of event, or idea is introduced, illustrated, and episodes as well as how the characters elaborated in a text (e.g., through examples respond or change as the plot moves or anecdotes). toward a resolution. 7 Analyze how particular elements of a Analyze the interactions between story or drama interact (e.g., how individuals, events, and ideas in a text setting shapes the characters or plot). (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). 8 Analyze how particular lines of dialogue Analyze how a text makes connections or incidents in a story or drama propel among and distinctions between the action, reveal aspects of a individuals, ideas, or events (e.g., through character, or provoke a decision. comparisons, analogies, or categories).

Reading Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT 6 Determine the meaning of words and Determine the meaning of words and phrases as they are used in a text, including phrases as they are used in a text, including figurative and connotative meanings; figurative, connotative, and technical analyze the impact of a specific word choice meanings. on meaning and tone. 7 Determine the meaning of words and Determine the meaning of words and phrases as they are used in a text, including phrases as they are used in a text, including figurative and connotative meanings; figurative, connotative, and technical analyze the impact of rhymes and other meanings; analyze the impact of a specific repetitions of sounds (e.g., alliteration) on a word choice on meaning and tone. specific verse or stanza of a poem or section of a story or drama. 8 Determine the meaning of words and Determine the meaning of words and phrases as they are used in a text, including phrases as they are used in a text, including figurative and connotative meanings; figurative, connotative, and technical analyze the impact of specific word choices meanings; analyze the impact of specific on meaning and tone, including analogies or word choices on meaning and tone, allusions to other texts. including analogies or allusions to other texts.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 56 Reading Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT 6 Analyze how a particular sentence, Analyze how a particular sentence, paragraph, chapter, scene, or stanza fits into the chapter, or section fits into the overall structure overall structure of a text and of a text and contributes to the development of contributes to the development of the the ideas. theme, setting, or plot. 7 Analyze how a drama’s or poem’s form Analyze the structure an author uses to or structure (e.g., soliloquy, sonnet) organize a text, including how the major sections contributes to its meaning. contribute to the whole and to the development of the ideas. 8 Compare and contrast the structure of Analyze in detail the structure of a specific two or more texts and analyze how the paragraph in a text, including the role of differing structure of each text particular sentences in developing and refining a contributes to its meaning and style. key concept.

Reading Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Note: Standard 8 does not apply to literature.

6 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

7 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

SIXTH GRADE

 SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. __SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

__SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

__SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

__SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

 SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.  SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SEVENTH GRADE Comprehension and Collaboration

 SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. __SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

__SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 58 __SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

__SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

 SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.  SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

EIGHTH GRADE Comprehension and Collaboration

 SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. __SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

__SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

__SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

__SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

 SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.  SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 59 Presentation of Knowledge and Ideas

SIXTH GRADE

 SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.  SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.  SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SEVENTH GRADE

 SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.  SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.  SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

EIGHTH GRADE

 SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.  SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.  SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 60 6th-8th Grades First Quarter, Weeks 1-2 Learning Priorities Week 1 Week 2 Literature __fable _ fantasy _poem __satire __fable _ fantasy _poem __satire _drama Genre _drama _novel _short story _novel _short story _mystery _science fiction _mystery _science fiction _historical fiction _myth _historical fiction _myth Reading Literature  Take reading interest survey.  Describe and analyze character, CCSSR2—analyze setting, plot, motive and draw the development of  Analyze and infer character conclusions about motives and a theme traits and motives and analyze reasons for actions and the resolution RL3—development of how the author communicates of a problem. characters them.  Summarize the story. Analyze how the author communicates the characters and setting.  Identify the message—and how the writer’s choices of characters and actions help to communicate it.

Science  How does a scientist work?  How do you take notes when you CCSSRI2—explain  What science career would observe that help you learn? ideas you like to have in the future?  What strategies does a scientist use?  What is a science topic you  What strategies does a science have learned that you think is reader use? important?  Start science glossary.

Social Science  How do you read a history?  How do you organize information to CCSSRI2: Analyze  Why is history important? make ideas clear when you read a text to clarify What do you think the most history? ideas important event is in history—  What strategies, structures, and and why? techniques does a nonfiction writer use to help readers learn?  How do you figure out the meaning of unfamiliar words when you read?  Start social science glossary. FLUENCY This week’s read aloud: This week’s read aloud: __rate, Recommended—speeches or Recommended—speeches or inspiring __comprehension inspiring poems poems __expression __diction

Word Patterns  Parts of speech—  Analyze compound words— and Grammar review/assess differentiate from roots and affixes.

Writing  Profile yourself—what are your  Write about a positive decision you made positive traits? when facing a challenge.  Write to support your choice of  Explain how it represents “grit” or your most positive trait with an determination. example.

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 61 6th-8th Grades First Quarter, Weeks 3-4 Learning Priorities Week 3 Week 4 Literature __fable _ fantasy _poem __satire __fable _ fantasy _poem __satire _drama Genre _drama _novel _short story _novel _short story _mystery _science fiction _mystery _science fiction _historical fiction _myth _historical fiction _myth Reading ANALYZE THE DEVELOPMENT ANALYZE THE DEVELOPMENT OF A Literature OF A THEME THEME CCSSRL5: analyze  Summarize a story, including author’s choices— main characters and their traits  Analyze how an author develops a theme structure of the story, and actions, problem and through the plot and other story elements representation of the solution, causes of effects.  Infer reasons for the author’s choice of theme—  Infer the theme. Analyze how the characters, events, and the techniques Continues analysis of development of author develops it with sections of used such as dialogue. theme (CCSSRL52) story (plot)  Predict what a change in the story would  Analyze how author’s choices lead to. have effects—on mood, tone. Science How do you know what is important How do you review notes to understand CCSSRI2 to include in notes? more? Collect information to support an idea  Adjust reading rate to complexity  Adjust reading rate to complexity of text. of text.  Locate information using text features  Locate information using text  Cite specific evidence from text to features respond to questions  Cite specific evidence from text to  Summarize what you learn. respond to questions  Then identify the most important idea you  Summarize what you learn. learned. Social Science Identify a position taken by a writer— How do you decide what is important to CCSSRI2 could be in a textbook. include in notes when you watch a video or Collect information  List the evidence included to read a text? to support an idea support it.  Locate information to support response to CCSSRI8:  Decide which is the strongest a question using text features evaluate the evidence.  Cite specific evidence from text to strength of  Explain your choice, including respond to questions, including quotation. evidence quotation.  Summarize what you learn.

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension  Recommended—speeches or  Recommended—speeches or inspiring __expression inspiring poems poems __diction Word Patterns  Analyze word structures.  Make root-word “trees” to clarify roots, and Grammar Root word, prefix, suffix prefixes, suffixes

Writing  Outline then write a constructed  Outline then write a constructed response CCSSW1 response on a position a writer on a position a writer takes. Argument (and takes.  Evaluate the strength of the writer’s CCSSR8—evaluate  Analyze the kind of evidence the evidence arguments-- relate reading to writer uses. analyze claims to  Write journal (ongoing) —can apply to any writing to support a  Write journal (ongoing) —can subject—and SEL claim) apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 62 6th-8th Grades First Quarter, Weeks 5-6 Learning Priorities

Week 5 Week 6 Literature Genre __fable _ fantasy _poem __satire __fable _ fantasy _poem __satire _drama _novel _short story _mystery _drama _novel _short story _mystery _science fiction _historical fiction _myth _science fiction _historical fiction _myth

Reading ANALYZE STORY ELEMENTS ANALYZE STORY STRUCTURE AND Literature  Classify parts of a story—characters, ELEMENTS—how the writer develops the CCSSRL2 setting, actions. Infer the main idea theme through the components. Analyze story and identify supporting examples.  Write a synopsis of what might happen development of  Analyze how the writer conveys these next that maintains the theme. (See theme (applies through details. PARCC assessment sample for standard 5—author’s example at 6th grade.) choices) Science Take notes from a video or experiment. Take notes from a video or experiment. CCSSRI2—support an  Locate information using text features  Locate information using text features idea with examples.  Cite specific evidence from text to  Cite specific evidence from text to CCSSRI7—integrate respond to questions, including respond to questions information from different sources—may graphics.  Combine information from different include videos.  Combine information from different sources to respond to BIG question. sources to respond to BIG question.  Recommended: Students evaluate  Recommended: Students evaluate and improve each other’s responses and improve each other’s responses —improving the evidence they —improving the evidence they provide. provide.

Social Science Take notes from a video or image. Take notes from a video or image. CCSSRI2  Locate information using text features  Locate information using text features Collect information to  Cite specific evidence from text to  Cite specific evidence from text to support an idea respond to questions respond to questions CCSSRI7—integrate  Combine information from different  Combine information from different information from different sources—may sources to respond to BIG question. sources to respond to BIG question. include videos.  Recommended: Students evaluate  Recommended: Students evaluate and improve each other’s responses and improve each other’s responses —improving the evidence they —improving the evidence they provide. provide.

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension  Recommended—speeches or  Recommended—speeches or __expression inspiring poems inspiring poems __diction Word Patterns  Use dictionary and glossary (ongoing)  Make guide to inferring meaning of and Grammar to check the meaning of Multi- word from context. meaning words—and context of use

Writing  Respond in a constructed response to  Respond in a constructed response to CCSSW1 two readings about the same issue or two readings about the same issue or Argument (and question. question. CCSSR8—evaluate  Compare the kinds of evidence the  Evaluate the strength of the two arguments--relate reading to analyze two writers use. positions. claims to writing to support a claim)  Write journal (ongoing) —can apply to  Write journal (ongoing) —can apply to any subject—and SEL any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 63 6th-8th Grades First Quarter, Weeks 7-8 Learning Priorities Week 7 Week 8 Literature Genre __fable _ fantasy _poem __satire __fable _ fantasy _poem __satire _drama _novel _short story _drama _novel _short story _mystery _mystery _science fiction _science fiction _historical fiction _historical fiction _myth _myth

Reading Literature  Compare how two writers  Compare how two writers CCSSRL9—compare and communicate the same theme in communicate the same theme in contrast two texts on the different literature. different literature. same theme (theme  Analyze the choices each writer  Analyze the choices each writer continues emphasis on standard 2; also involves makes to communicate the makes to communicate the theme standard 5—writer’s choices) theme.

Science  Combine information from  Combine information from different CCSSRI7—integrate different kinds of sources to kinds of sources to respond to BIG information from different respond to BIG question. question. sources—may include  Decide what your “Big” idea is.  Decide what information is most videos.  Evaluate the strength of your important to support your evidence to support the response. response.  Evaluate the strength of your  Recommended: pair and evidence to support the response. compare, then “repair” to  Recommended: pair and strengthen the statements with compare, then “repair” to stronger evidence. strengthen the statements with stronger evidence.

Social Science  Combine information from  Combine information from different CCSSRI7—integrate different sources to respond to sources to respond to BIG information from different BIG question. question. sources—may include  Evaluate the strength of your  Evaluate the strength of your videos. evidence to support the evidence to support the response. response.  Recommended: pair and  Recommended: pair and compare, then “repair” to compare, then “repair” to strengthen the statements with strengthen the statements with stronger evidence. stronger evidence.

FLUENCY This week’s read aloud: This week’s read aloud: __rate, __comprehension __expression __diction  Recommended—speeches or  Recommended—speeches or inspiring poems inspiring poems Word Patterns and  Expand sentences with  Use thesaurus to find more Grammar adjectives. descriptive terms to expand sentences. Writing  Respond in a constructed  Respond in a constructed response CCSSW1Argument response to two readings about to two readings about the same (and CCSSR8—evaluate the same issue or question. issue or question. arguments--  Identify ways each writer could  Compare the kinds of evidence relate reading to analyze claims to writing to support a have improved the text. they used and techniques they claim) used.  Write journal (ongoing) —can apply to any subject—and SEL  Write journal (ongoing) —can apply to any subject—and SEL

1st Quarter 2014-15 http://teacher.depaul.edu Core Connections  2014 64 6th-8th Grades First Quarter, Weeks 9-10 Priorities Week 9 Week 10 Literature Genre __fable _ fantasy _poem __satire How are fiction genres different? _drama _novel _short story How are all fiction genres alike? _mystery _science fiction How does a writer decide which genre to _historical fiction _myth use? Reading Literature  Compare and contrast a Comprehensive Assessment CCSSRL 9— fictional account (realistic  Make reader’s guide—how do you compare/contrast two fiction) and a history. interpret literature? readings on same topic/theme.

Science  Analyze a passage to identify Comprehensive Assessment CCSSR6—analyze how the opinions or techniques used to  Write science learner’s guide—how writer’s purpose affects affect the reader’s feelings do you integrate ideas and content of a text. about the topic. (A science information from different sources to writer may want to influence apply a science concept? feelings—for example, to persuade the reader that a concept is important.)

Social Science  Analyze a passage to identify Comprehensive Assessment CCSSR6—analyze how the opinions or techniques used to Read an unfamiliar history and identify: writer’s purpose affects affect the reader’s feelings  Writer’s position—how do you infer content of a text. about the topic. (May include that? editorial cartoons.)  How well the writer supports it—  Evaluate the strength of the evaluate strength of evidence. evidence used to have that effect on the reader.

FLUENCY This week’s read aloud: Comprehensive Assessment __rate, __comprehension Students demonstrate reading with __expression __diction  Recommended—speeches or fluency. inspiring poems

Word Patterns and  Expand sentences with Comprehensive Assessment: Grammar figurative language.  Identify words used in a passage including:  Words communicating opinions  Figurative or symbolic words  Prefixes and suffixes

Writing  Write a guide to using  Write a guide to writing an CCSSW1 evidence to support a position. argumentative text. Argument (and CCSSR8—  Include examples from your evaluate arguments) reading and writing.  Write journal (ongoing) —can apply to any subject—and SEL

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