Allamuchy Township School K-5 Arts Curriculum

The Allamuchy Township School District’s K-5 Language Arts Curriculum aligns with the Common Core English

Language Arts State Standards and in preparation for college and career readiness. Students who are prepared for high school, and are college and career ready, will demonstrate independence, build strong content knowledge, respond and communicate, comprehend and critique, value evidence, use technology and digital media strategically and capably, and come to understand other perspectives and cultures. Each grade level is divided into strands, which include , , speaking and listening, and language. Allamuchy Township School incorporates various opportunities for students to experience using their skills outside of the classroom through outdoor education. Language Arts skills increase systematically in each grade level so students can gain adequate exposure to different texts and tasks. The curriculum allows students to explore interdisciplinary connections through Language Arts and utilize Language Arts skills within the content areas.

Students will be introduced to a variety of text types including stories, drama, poetry, and non-fiction.

Students with special needs may require modifications of instruction or specific course adaptations. In K-5 Language

Arts general education and special education teachers regularly evaluate students’ reading levels and utilize appropriate reading materials.

1 Rigby Literacy

The Rigby Literacy K-5 program is classroom tested and scientifically research based. The instructional approaches for

Rigby Literacy include modeled, shared, guided, interactive, and and writing. Within Rigby Literacy lessons, comprehension strategies and literacy skills are modeled and practiced. Students are engaged before, during, and after reading. They read and respond to a variety of fiction genres and nonfiction text types that complement the classroom.

The whole-group and small-group instruction in the Rigby Literacy lesson plans is tailored to address the diversity and needs of students as they engage in rich literacy learning experiences.

Orton- Gillingham Reading

Orton-Gillingham is a multi-sensory approach to teaching reading. This method relies on directly teaching the fundamental structure of language and will benefit all students. Instruction begins with simple sound/symbol relationships and progresses logically to more complex concepts. Such an approach combines a strong literature program that includes a rich mixture of written and oral language with organized, direct instruction to meet the needs of the emergent reader. The techniques include direct instruction in phonetic rules and word attack strategies. These methods help cultivate an understanding of language that beginning readers need to develop important language skills.

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Course Name: English Language Arts Grade K

Grade K Reading Literature Key Ideas and Details Assessment Resources Instructional Activities R.L.K.1. With prompting and Anecdotal Rigby leveled ; reading support, ask and answer questions notes; readers; Rigby centers; literature circles; whole about key details in a text. benchmarks big books; group lessons authentic literature R.L.K.2 With prompting and Anecdotal Rigby leveled Guided reading; reading centers; support, retell familiar stories, notes; readers; Rigby literature circles; whole group including key details. benchmarks big books; lessons authentic literature R.L.K.3 With prompting and Anecdotal Rigby leveled Guided reading; reading centers; support, identify characters, notes; readers; Rigby literature circles; whole group settings, and major events in a benchmarks big books; lessons story. authentic literature Craft and Structure R.L.K.4 Ask and answer questions Anecdotal Rigby leveled Guided reading; whole group about unknown words in a text. notes; readers; Rigby instruction benchmarks big books;

3 authentic literature R.L.K.5 Recognize common types Anecdotal Rigby leveled Guided reading; read a-louds; of texts (e.g., storybooks, poems, notes; readers; Rigby choral reading; non-fiction) benchmarks big books; authentic literature R.L.K.6 With prompting and Anecdotal Rigby leveled Guided reading; read a-louds; support, name the author and notes; readers; Rigby choral reading illustrator of a story and define the benchmarks big books; role of each in telling the story. authentic literature Integration of Knowledge and Ideas R.L.K.7 With prompting and Anecdotal Rigby leveled Whole group discussion; guided support, describe the relationship notes; readers; Rigby reading groups between illustrations and the story benchmarks big books; in which they appear (e.g., what authentic moment in a story an illustration literature depicts.) R.L.K.8 (NOT APPLICABLE TO LITERATURE) N/A N/A N/A R.L.K.9 With prompting and Anecdotal Rigby leveled Venn diagrams; listening center support, compare and contrast the notes; readers; Rigby with a purpose adventures and experiences of benchmarks big books; characters in familiar stories authentic literature

4 Range of Reading and Level of Text Complexity R.L.K.10 Actively engage in group Anecdotal Rigby leveled Guided reading; whole group reading activities with purpose notes; readers; Rigby instruction; listening center and understanding benchmarks big books; authentic literature GRADE K INFORMATIONAL TEXT Key Ideas and Details R.I.T.K.1 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, ask and answer questions notes; readers; Rigby instruction; about key details in a text. benchmarks big books; authentic literature; non- fiction books R.I.T.K.2 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, identify the main topic notes; readers; Rigby instruction; and retell key details of a text. benchmarks big books; authentic literature; non- fiction books R.I.T.K.3 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, describe the connection notes; readers; Rigby instruction; venn diagrams between two individuals, events, benchmarks big books; ideas, or pieces of information in a authentic text. literature; non-

5 fiction books Craft and Structure R.I.T.K.4 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, ask and answer questions notes; readers; Rigby instruction about unknown words in a text. benchmarks big books; authentic literature; non- fiction books R.I.T.K.5 Identify the front cover, Anecdotal Rigby leveled Guided reading; whole group back cover, and title page of a notes; readers; Rigby instruction book. benchmarks big books; authentic literature; non- fiction books R.I.T.K.6 Name the author and Anecdotal Rigby leveled Guided reading; whole group illustrator of a text and define the notes; readers; Rigby instruction role of each in presenting the ideas benchmarks big books; or information in a text. authentic literature; non- fiction books Integration of Knowledge and Ideas R.I.T.K.7 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, describe the relationship notes; readers; Rigby instruction between illustrations and the text benchmarks big books; in which they appear (e.g., what authentic person, place, thing, or idea in the literature; non-

6 text an illustration depicts). fiction books R.I.T.K.8 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, identify the reasons an notes; readers; Rigby instruction author gives to support points in a benchmarks big books; text authentic literature; non- fiction books R.I.T.K.9 With prompting and Anecdotal Rigby leveled Guided reading; whole group support, identify basic similarities notes; readers; Rigby instruction in and differences between two benchmarks big books; texts on the same topic (e.g., in authentic illustrations, descriptions, or literature; non- procedures). fiction books Range of Reading and Level of Text Complexity R.I.T.K.10 Actively engage in group Anecdotal Rigby leveled Guided reading; whole group reading activities with purpose notes; readers; Rigby instruction: listening center and understanding benchmarks big books; authentic literature; non- fiction books GRADE K FOUNDATIONAL SKILLS Print Concepts R.F.K. 1 Demonstrate Anecdotal Zaner-Bloser Sand trays; dry erase boards; understanding of the organization notes; Handwriting word windows; and basic features of print: handwriting workbook and

7 samples worksheets a. Follow words from left to right, Anecdotal Rigby leveled Guided reading; choral reading; top to bottom, and page-to-page. notes; readers; Rigby writing activities; morning benchmarks big books; message activities authentic literature; morning message; class calendar b. Recognize that spoken words Anecdotal Rigby leveled Guided reading; choral reading; are represented in written notes; readers; Rigby writing activities; morning language by specific sequences of benchmarks big books; message activities letters. authentic literature; morning message; recipe for reading c. Understand that words are Anecdotal Rigby leveled Guided reading; choral reading; separated by spaces in print. notes; readers; Rigby writing activities; morning benchmarks; big books; message activities; writing samples authentic literature; morning message; student writing d. Recognize and name all upper- Anecdotal Recipe for Alphabet recognition activites; and lowercase letters of the notes; Reading; Z/B O/G activities; handwriting alphabet. benchmarks; handwriting activities

8 skills checklist workbook and worksheets R.F.K.2 Demonstrate Anecdotal Recipe for Sand trays; listening phones; understanding of spoken words, notes; skills Reading; rhyming games, songs, syllables, and sounds (). checklist; fingerplays writing samples; tests a. Recognize and produce rhyming Anecdotal Recipe for listening phones; rhyming words. notes; skills Reading; games, songs, fingerplays checklist; rhyming poetry writing and authentic samples; literature spelling tests b. Count, pronounce, blend and Anecdotal Recipe for change game; sand segment syllables in a spoken notes; skills Reading; trays; worksheets; O/G word. checklist; Phonics skills three part drill writing workbooks; samples; worksheets spelling tests c. Blend and segment onsets and Anecdotal Recipe for Phoneme change game; sand rimes of single-syllable spoken notes; skills Reading; trays; phonics worksheets; O/G words. checklist; Phonics skills three part drill writing workbooks; samples; worksheets spelling tests

9 d. Isolated and pronounce the Anecdotal Recipe for Phoneme change game; sand initial, medial, vowel, and final notes; skills Reading; trays; phonics worksheets; O/G sounds (phonemes) in three- checklist; Phonics skills three part drill phoneme (CVC) words. (Does not writing workbooks; include endings of /l/, /r/, or /x/) samples; worksheets spelling tests e. Add or substitute individual Anecdotal Recipe for Phoneme change game; sand sounds (phonemes) in simple, one- notes; skills Reading; trays; phonics worksheets; O/G syllable words to make new words. checklist; Phonics skills three part drill writing workbooks; samples; worksheets; spelling tests Orton- Gillingham resources Phonics and R.F.K.3 Know and apply grade- Anecdotal Recipe for Weekly spelling tests based on level phonics and word analysis notes; skills Reading/ O/G; everyday writing skills in decoding words. checklist; Orton- writing Gillingham samples; resources spelling tests a. Demonstrate basic knowledge of Anecdotal Recipe for Phoneme change game; sand one-to-one letter-sound notes; skills Reading/ trays; phonics worksheets; O/G correspondences by producing the checklist; Orton- three part drill primary or many of the most writing Gillingham frequent sound for each samples; resources consonant. spelling tests

10 b. Associate the long and short Anecdotal Recipe for Phoneme change game; sand sounds with common notes; skills Reading/ trays; phonics worksheets; O/G () for the five major checklist; Orton- three part drill vowels. writing Gillingham samples; resources spelling tests c. Read common high-frequency Anecdotal Evan-Moor high Everyday writing activities; words by sight (e.g., the, of, to, you, notes; skills frequency list; morning message activities; she, my, is, are, do, does) checklist; recipe for weekly spelling tests writing reading; samples; spelling tests d. Distinguish between similarly Anecdotal Phonics book; Phoneme change game; sand spelled words by identifying the notes; skills O/G materials; trays; phonics worksheets; O/G sounds of the letters that differ. checklist; leveled readers; three part drill writing samples; spelling tests R.F.K.4 Read emergent-reader Benchmarks; Leveled Guided reading activities; texts with purpose and DRA; QRI; readers; reading center activities understanding anecdotal notes authentic literature GRADE K WRITING STANDARDS Text Types and Purposes

11 W.K.1 Use a combination of Student Leveled Squiggle; graphic organizers; drawing, dictating, and writing to assignments; readers; shared writing activities compose opinion pieces in which anecdotal authentic they tell a reader the topic or the notes; literature; non- name of the book they are writing benchmarks; fiction about and state an opinion or rubrics preference about the topic or book. W.K.2 Use a combination of Student Leveled Squiggle; graphic organizers; drawing, dictating, and writing to assignments; readers; shared writing activities compose informative/explanatory anecdotal authentic texts in which they name what notes; literature; non- they are writing about and supply benchmarks; fiction some information about the topic. rubrics W.K.3 Use a combination of Student Leveled Squiggle; graphic organizers; drawing, dictating, and writing to assignments; readers; shared writing activities narrate a single event or several anecdotal authentic loosely linked events, tell about the notes; literature; non- events in the order in which they benchmarks; fiction occurred, and provide a reaction to rubrics what happened. Production and Distribution of Writing W.K.4 (Begins in Grade 3) N/A N/A N/A

W.K.5 With the guidance and peer 6+1 trait crate; Model writing; shared writing; support from adults, respond to conference; Rigby wonder activities from the resources questions and suggestions from teacher writers

12 peers and add details to conference strengthen writing as needed. W.K.6 With guidance and support Rubrics; kidspiration Powerpoints; kidspiration from adults, explore a variety of teacher activities digital tools to produce and conference publish writing, including collaboration with peers. Research to Build and Present Knowledge W.K.7 Participate in shared Teacher Authentic “Old Lady” series by Lucille research and writing projects (e.g., conference; literature; trait Collandra activities explore a number of books by a rubrics crate; wonder favorite author and express writers opinions about them). W.K.8 With the guidance and Anecdotal Grade level Shared writing; graphic support from adults, recall notes; Q&A non-fiction organizers information from experiences or sessions gather information from provided sources to answer a question. W.K.9 (Begins in Grade 4) N/A N/A N/A Range of Writing W.K.10 (Begins in Grade 3) N/A N/A N/A GRADE K SPEAKING AND LISTENING

13 Comprehension and Collaboration S.L.K.1 Participate in collaborative Student Morning Shared and modeled writing; conversations with diverse writing; meetings; partner writing activities partners about kindergarten topics anecdotal notes guided reading and texts with peers and adults in sessions; story small and larger groups. time a. Follow agreed-upon rules for Anecdotal Morning Modeled and shared speaking; discussions (e.g., listening to notes; meetings; small group discussions others and taking turns speaking guided reading about the topics and texts under sessions; story discussion.) time b. Continue a conversation through Anecdotal Morning Student discussion time; small multiple exchanges. students; meetings; group activities guided reading sessions; story time S.L.K.2 Confirm understanding of a Anecdotal Morning Shared reading; guided reading text read aloud or information notes; meetings; activities and discussions presented orally or through other benchmarks guided reading media by asking and answering sessions; story questions about key details and time requesting clarification if something is not understood. S.L.K.3 Ask and answer questions Anecdotal Morning Shared reading; guided reading in order to seek help, get notes; meetings; activities and discussions information, or clarify something benchmarks guided reading that is not understood. sessions; story

14 time Presentation of Knowledge and Ideas S.L.K.4 Describe familiar people, Anecdotal Morning Shared reading; guided reading places, things, and events and, with notes; meetings; activities and discussions prompting and support, provide benchmarks guided reading additional detail. sessions; story time S.L.K.5 Add drawings or other Anecdotal Wonder Group drawing activities; visual displays to descriptions as notes; writers; writing desired to provide additional benchmarks activities detail. S.L.K.6 Speak audibly and express Anecdotal Morning Listening and response thoughts, feelings, and ideas notes; meetings; activities; writing activities clearly. benchmarks guided reading sessions; story time GRADE K LANGUAGE Conventions of Standard English L.K.1 Demonstrate command of the Anecdotal Morning Listening and writing activities; conventions of standard English notes; meetings; grammar and usage when writing benchmarks guided reading and speaking. sessions; story time; writer’s workshop; framing your

15 thoughts a. Print many upper- and Handwriting Zaner-bloser Whole group and independent lowercase letters. assessments; handwriting; writing activities anecdotal notes daily writing actiivities b. Use frequently occurring nouns Anecdotal Morning Writing and speaking activities and verbs. notes; meetings; benchmarks guided reading sessions; story time; writer’s workshop c. Form regular plural nouns orally Anecdotal Morning Writing and speaking activities by adding /s/ or /es/ (e.g., dog, notes; meetings; dogs; wish, wishes) benchmarks guided reading sessions; story time; writer’s workshop d. Understand and use questions Anecdotal Rigby resources Writing and speaking activities words (interrogatives) (e.g., who, notes; what, where, when, why, how) benchmarks e. Use the most frequently Anecdotal Framing your Graphic organizers; shared and occurring prepositions (e.g., to, notes; thoughts; modeled writing activities; from, in, out, on, off, for, of, by, benchmarks; Recipe for with). writing samples Reading f. Produce and expand complete Anecdotal Framing your Graphic organizers; shared and sentences in shared language notes; thoughts; modeled writing activities activities. benchmarks; Recipe for writing samples Reading

16 L.K.2 Demonstrate command of the Anecdotal Framing your Graphic organizers; shared and conventions of standard English notes; thoughts; modeled writing activities capitalization, punctuation, and benchmarks; Recipe for spelling when writing. writing samples Reading a. Capitalize the first word in a Anecdotal Framing your shared and modeled writing sentence and the pronoun I. notes; thoughts; activities benchmarks; Recipe for writing samples Reading b. Recognize and name end Anecdotal Framing your shared and modeled writing punctuation. notes; thoughts; activities benchmarks; Recipe for writing samples Reading c. Write a letter or letters for most Anecdotal Framing your shared and modeled writing consonant and short-vowel sounds notes; thoughts; activities; phonics book (phonemes). benchmarks; Recipe for writing Reading; samples; phonics book weekly spelling tests d. Spell simple words phonetically, Anecdotal Framing your shared and modeled writing drawing on knowledge of sound- notes; thoughts; activities; phonics book letter relationships. benchmarks; Recipe for writing Reading; samples; phonics book weekly spelling tests Knowledge of Language L.K.3 (Begins in Grade 2) N/A N/A N/A

17 Acquisition and Use L.K.4 Determine or clarify the Anecdotal Framing your Choral reading; rhyming games; meaning of unknown and multiple- notes; thoughts; word games meaning words and phrases based benchmarks; Recipe for on kindergarten reading and writing samples Reading; content. phonics book; leveled readers a. Identify new meanings for Anecdotal Framing your Choral reading; rhyming games; familiar words and apply them notes; thoughts; word games accurately, (e.g., knowing duck is a benchmarks; Recipe for bird and learning the verb to writing samples Reading; duck). phonics book; leveled readers; authentic literature b. Use the most frequently Anecdotal Framing your Choral reading; rhyming games; occurring inflections and affixes notes; thoughts; word games (e.g., -ed,-s, re-, un-, pre-, -ful, -less) benchmarks; Recipe for as a clue to the meaning of an writing samples Reading; unknown word. phonics book; leveled readers L.K.5 With guidance and support Anecdotal Framing your Choral reading; rhyming games; from adults, explore word notes; thoughts; word games relationships nuances in word benchmarks; Recipe for meanings. writing samples Reading; phonics book; leveled readers;

18 authentic literature a. Sort common objects into Anecdotal Math games; Word sorts; letter sorts; object categories (e.g., shapes, foods) to notes; phonics sorting sorts; graphing objects gain a sense of the concepts the benchmarks; games; categories represent. writing samples b. Demonstrate understanding of Anecdotal Phonics book; Phonics book pages; word frequently occurring verbs and notes; morning games adjectives by relating them to their benchmarks; message; word opposites (antonyms). writing samples walls c. Identify real-life connections Anecdotal Phonics book; Phonics book pages; word between words and their use (e.g., notes; morning games note places at school that are benchmarks; message; word colorful). writing samples walls; daily writing d. Distinguish shades of meaning Anecdotal Phonics book; Phonics book pages; word among verbs describing the same notes; morning games general action (e.g., walk, march, benchmarks; message; word strut, prance) by acting out the writing samples walls; daily meanings. writing L.K.6 Use words and phrases Anecdotal Phonics book; Phonics book pages; word acquired through conversations, notes; morning games reading and being read to, and benchmarks; message; word responding to texts. writing samples walls; daily writing

Course Name: English Language Arts Grade 1

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Grade 1 Reading Literature

Key Ideas and Details Assessment Resources Instructional Activities

RL.1.1. Ask and answer questions Anecdotal Teacher Design graphic organizers to ask and about key details in a text. notes, worksheets, answer questions about text. Use participation, QRI Rigby, Authentic journal prompts. literature

RL.1.2. Retell stories, including key Anecdotal Teacher Create graphic organizers and use details, and demonstrate notes, worksheets, oral presentation to retell stories. understanding of their central participation, Rigby, Authentic message or lesson. projects, QRI literature

RL.1.3. Describe characters, settings, Anecdotal Teacher Create graphic organizers to describe and major events in a story, notes, rubrics, worksheets, story elements, Use circle time using key details. participation, Rigby, Authentic discussion to practice story elements. student work, QRI literature Craft and Structure

RL.1.4. Identify words and phrases in Participation, Rigby, Use circle time to facilitate discussion stories or poems that suggest anecdotal notes Authentic of words in stories/poems. feelings or appeal to the senses. literature

RL.1.5. Explain major differences Student work, Rigby, Facilitate oral presentation and use between books that tell stories participation, Authentic circle time to explain differences. and books that give information, literature, teacher Create writing prompts to help explain

20 drawing on a wide reading of a projects worksheets differences. range of text types.

RL.1.6. Identify who is telling the Anecdotal Rigby, Use oral presentation to identify story at various points in a text. notes, activity Authentic speaker of story. Use reader’s theater to sheets, literature practice parts of story. participation Integration of Knowledge and Ideas

RL.1.7. Use illustrations and details Participation, Teacher Use oral presentation and graphic in a story to describe its anecdotal notes, worksheets, organizers to describe story elements. characters, setting, or events. QRI Rigby, Authentic literature

RL.1.8. (Not applicable to literature)

RL.1.9. Compare and contrast the Student work, Rigby, authentic Create Venn diagrams to compare adventures and experiences of projects, rubrics literature, teacher and contrast. characters in stories. worksheets Range of Reading and Level of Text Complexity

RL.1.10. With prompting and support, Student work, Rigby, authentic Use oral presentation to read poetry. read prose and poetry of appropriate anecdotal notes, literature Practice poetry reading using circle complexity for grade 1. rubrics time.

Grade 1 Reading Informational text

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Key Ideas and Details Assessment Resources Instructional Materials

RI.1.1. Ask and answer questions Participation, Teacher Use oral presentation to ask and about key details in a text. QRI, student work worksheets, answer questions. Rigby, authentic literature RI.1.2. Identify the main topic and Participation, Teacher Use oral presentation and create retell key details of a text. student work, QRI worksheets, graphic organizers to identify parts of Rigby, authentic story. literature RI.1.3. Describe the connection Participation, Teacher Use oral presentation to describe between two individuals, events, student work, worksheets, connections. Create blacklines to ideas, or pieces of information in projects Rigby, authentic describe story connections. a text. literature Craft and Structure

RI.1.4. Ask and answer questions to Participation, Rigby, authentic Use oral presentation and graphic help determine or clarify the anecdotal notes literature organizers to ask and answer about meaning of words and phrases in vocab. a text.

RI.1.5. Know and use various text Participation, Rigby, authentic Use oral presentation and create features (e.g., headings, tables of anecdotal notes, literature blacklines for text features knowledge contents, glossaries, electronic student work menus, icons) to locate key facts or information in a text.

RI.1.6. Distinguish between Participation, Rigby, authentic Use oral presentation to distinguish

22 information provided by pictures anecdotal notes literature different illustration information. or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas

RI.1.7. Use the illustrations and Anecdotal Rigby, authentic Design graphic organizers and use details in a text to describe its notes, project literature oral presentation to describe text key key ideas. ideas.

RI.1.8. Identify the reasons an author Anecdotal Rigby, authentic Design blacklines and use oral gives to support points in a text. notes, projects literature presentation to identify author reasoning.

RI.1.9. Identify basic similarities in Project, rubrics Rigby, authentic Design Venn diagrams and use oral and differences between two literature presentation to identify similarities and texts on the same topic (e.g., in differences. illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity

RI.1.10. With prompting and support, Running records, Rigby, authentic Use reading passages and oral read informational texts appropriately anecdotal notes, literature presentation to read grade one complex for grade 1. QRI informational texts.

23 Grade 1 Reading Foundational Skills

Print Concepts Assessment Resources Instructional Materials

RF.1.1. Demonstrate understanding of the organization and Participation, Rigby, Design graphic basic features of print. anecdotal notes, authentic organizers QRI literature outlining and assessing basic features of print.

Recognize the distinguishing features of a sentence Anecdotal notes, Rigby, FYT, Use trait (e.g., first word, capitalization, ending participation, authentic crate and FYT punctuation). students work, literature, trait lessons to QRI crate, teacher recognize parts of worksheets sentences. Use reading passages to recognize parts of sentences. Phonological Awareness

RF.1.2. Demonstrate understanding of spoken words, Anecdotal Rigby, OG, PR Use blending syllables, and sounds (phonemes). notes, student board, sand trays, work, and sound cards. participation, Use OG QRI, OG assessment. Create PR/OG

24 blacklines.

Distinguish long from short vowel sounds in spoken Anecdotal notes, Rigby, OG, PR Use single-syllable words. participation, blending board to student work, distinguish long QRI, OG and short vowels. Create blacklines and use OG “Recipe for Reading” lessons.

Orally produce single-syllable words by blending Participation, Rigby, OG, PR Use sounds (phonemes), including consonant blends. anecdotal notes, blending boards student work, to produce QRI, OG sounds. Use OG assessment. Create blacklines and use PR/OG and use “Recipe for Reading” lessons.

Isolate and pronounce initial, medial vowel, and final Participation, Rigby, OG, PR Use sounds (phonemes) in spoken single-syllable anecdotal notes, blending board, words. student work, sand trays, and QRI, OG sound cards. Use OG assessment. Use “Recipe for Reading” lessons. Create OG/PR

25 blacklines.

Segment spoken single-syllable words into their Participation, Rigby, OG, PR Use complete sequence of individual sounds anecdotal notes, blending board. (phonemes). student work, Use “Recipe for QRI, OG Reading” lessons. Create OG/PR blacklines. Phonics and Word Recognition

RF.1.3. Know and apply grade-level phonics and word Anecdotal notes, OG, PR Rigby, Use OG analysis skills in decoding words. student work, authentic assessment. participation, literature Design and use QRI, OG OG/PR blacklines. Use OG Recipe for Reading lessons.

Know the spelling-sound correspondences for Anecdotal notes, OG, PR, Rigby Use OG common consonant digraphs (two letters that student work, assessment. Use represent one sound). participation QRI, sound cards, sand OG trays. Create and use OG/PR blacklines.

Decode regularly spelled one-syllable words. Anecdotal notes, OG, PR, Rigby Use OG student work, assessment. participation, Create OG/PR blacklines to

26 QRI, OG assist in decoding.

Know final -e and common vowel team conventions Anecdotal notes, OG, PR, Rigby Use OG for representing long vowel sounds. student work, assessment. participation, Design OG/PR QRI, OG blacklines. Use “Magic E” OG Recipe for Reading lesson.

Use knowledge that every syllable must have a vowel Anecdotal notes, OG, PR, Rigby Use sound to determine the number of syllables in a student work, jellybean/elephant printed word. participation, word lesson from QRI, OG PR. Create jellybean and elephant blacklines. Use OG Recipe for Reading lesson.

Decode two-syllable words following basic patterns Anecdotal notes, OG, PR, Rigby Create by breaking the words into syllables. student work, OG/PR participation, blacklines. Use QRI, OG OG Recipe for Reading lessons. Use Rigby readers to practice decoding.

27 Read words with inflectional endings. Anecdotal notes, OG, PR, Rigby Use student work, Rigby readers participation, during guided QRI, OG reading. Use OG Recipe for Reading lessons. Create and use OG/PR blacklines to practice reading with inflectional endings.

Recognize and read grade-appropriate irregularly Anecdotal notes, OG, PR, Rigby Use OG spelled words. student work, Recipe for participation, Reading lessons. QRI, OG Create OG/PR blacklines. Use Rigby readers during guided reading. Fluency

RF.1.4. Read with sufficient accuracy and fluency to support Participation, Rigby, PR, OG, Use Rigby comprehension. anecdotal notes, authentic readers to practice QRI, running literature accuracy and records fluency. Use OG/PR poems

28 and passages. Use QRI assessment passages.

Read grade-level text with purpose and Student work, Rigby, authentic Use understanding. participation, literature, PR, Rigby readers. QRI, anecdotal OG Design and use notes, running OG/PR records blacklines. Use QRI assessment.

Read grade-level text orally with accuracy, Participation, Rigby, authentic Use appropriate rate, and expression. anecdotal notes, literature, PR, Rigby readers to QRI, running OG practice standard records requirements. Use PR/OG poems and passages. Use context to confirm or self-correct word recognition and Participation, Rigby, authentic Use Rigby understanding, rereading as necessary. anecdotal notes, literature, PR, readers. Use QRI, running OG PR/OG passages. records Use QRI assessment.

Grade 1 Writing

Text Types and Purposes Assessment Resources Instructional Materials

29 W.1.1. Write opinion pieces in which Student work, Trait Crate, Use journals. Design blacklines for they introduce the topic or name rubrics, projects teacher organization of writing. Use teacher and the book they are writing about, worksheet, Rigby peer conferencing. Use Trait Crate state an opinion, supply a reason lessons. for the opinion, and provide some sense of closure.

W.1.2. Write informative/explanatory Student work, Trait Crate, Use journals. Create blacklines for texts in which they name a topic, rubrics, projects teacher organization of writing. Use teacher and supply some facts about the worksheets, Rigby peer conferencing. Use Trait Crate topic, and provide some sense of lessons. closure.

W.1.3. Write narratives in which they Student work, Trait Crate, Create Story starters for use in recount two or more rubrics, projects teacher writing. Design and use journal appropriately sequenced events, worksheets, Rigby prompts. Use teacher and peer include some details regarding conferencing. Use Trait Crate lessons. what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing

W.1.4. (Begins in grade 3)

W.1.5. With guidance and support Student work, Teacher Create blacklines. Use teacher and from adults, focus on a topic, participation worksheets, FYT, peer conferencing. Use journals. respond to questions and projects, rubrics Trait Crate suggestions from peers, and add

30 details to strengthen writing as needed.

W.1.6. With guidance and support Student work, Teacher Create Smart Board interactive from adults, use a variety of participation, worksheets, FYT, lessons. Use iPad applications for digital tools to produce and projects, rubrics Trait Crate publication of writing. publish writing, including in collaboration with peers. Research to Build and Present Knowledge

W.1.7. Participate in shared research Participation, Trait Crate, Create blacklines for research use in and writing projects (e.g., student work, teacher classroom and library. Use Smart explore a number of “how-to” projects, rubrics worksheets Board. Utilize Trait Crate lessons. books on a given topic and use them to write a sequence of instructions).

W.1.8. With guidance and support Participation, Trait Crate, Design library lessons and blacklines from adults, recall information student work, teacher for research and data collection. Utilize from experiences or gather projects, rubrics worksheets Trait Crate lessons. information from provided sources to answer a question.

W.1.9. (Begins in grade 4) Range of Writing

W.1.10. (Begins in grade 3)

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Grade 1 Speaking and Listening:

Comprehension and Assessment Resources Instructional Materials Collaboration

SL.1.1. Participate in collaborative Participation, Rigby, authentic Use oral presentation and circle time. conversations with diverse anecdotal notes literature, rule Create and establish rules for speaking partners about grade 1 topics and charts, speaking (i.e. speaking stick) texts with peers and adults in sticks small and larger groups.

Follow agreed-upon rules for Participation, Rigby, authentic Use circle time and oral presentation, discussions (e.g., listening anecdotal notes, literature, rule Use speaking stick. Create and use class to others with care, rubrics charts, speaking rules. speaking one at a time sticks about the topics and texts under discussion).

Build on others’ talk in Participation, Rigby, authentic Use circle time and oral presentation to conversations by anecdotal notes literature practice. Use designed and established responding to the rules. comments of others through multiple exchanges.

32 Ask questions to clear up any Participation, Rigby, authentic Design blacklines on question words to confusion about the topics anecdotal notes literature practice difference between asking and and texts under telling. Use circle time to practice. discussion.

SL.1.2. Ask and answer questions Participation, Rigby, authentic Use oral presentation or projects and about key details in a text read anecdotal notes literature circle time. aloud or information presented orally or through other media.

SL.1.3. Ask and answer questions Participation, Rigby, authentic Use oral presentation. Use circle/story about what a speaker says in anecdotal notes literature time. order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas

SL.1.4. Describe people, places, Participation, Rigby, authentic Use oral presentation and circle time. things, and events with relevant anecdotal notes literature details, expressing ideas and feelings clearly.

SL.1.5. Add drawings or other visual Participation, Rigby, authentic Create graphic organizers. Design displays to descriptions when anecdotal notes, literature, teacher blacklines and Smart Board lessons to appropriate to clarify ideas, student work worksheets assist in idea clarification. thoughts, and feelings. SL.1.6. Produce complete sentences Student work, Teacher Design writing prompts to product

33 when appropriate to task and situation. projects, rubrics worksheets, FYT complete sentences. Create and use FYT blacklines to practice sentence writing.

Grade 1 Language

Conventions of Standard English

L.1.1. Demonstrate command of the Rubrics, student OG, teacher Use oral presentations. Create FYT conventions of standard English work, projects worksheets, FYT blacklines. Design writing prompts. grammar and usage when writing or speaking.

Print all upper- and lowercase OG, student work, OG, teacher Use Zaner-Bloser handwriting text. letters. projects worksheets, FYT Create alphabet blacklines for practice.

Use common, proper, and Projects, student Trait Crate, Use Trait Crate lessons. Create FYT possessive nouns. work FYT, teacher blacklines. worksheets

Use singular and plural nouns Student work, Trait Crate, Use Trait Crate lessons. Create FYT with matching verbs in projects, FYT, teacher blacklines. basic sentences (e.g., He anecdotal notes worksheets hops; We hop).

Use personal, possessive, and Student work, Trait Crate, Use Trait Crate lessons. Create FYT indefinite pronouns (e.g., projects, FYT, teacher blacklines. I, me, my; they, them, anecdotal notes worksheets their, anyone, everything).

34 Use verbs to convey a sense of Student work, Trait Crate, Use Trait Crate lessons. Create FYT past, present, and future anecdotal notes, FYT, teacher blacklines. (e.g., Yesterday I walked projects worksheets home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring Student work, FYT, teacher Use Trait Crate lessons. Design specific adjectives. projects, worksheets, Trait writing prompts. Create and use FYT anecdotal notes Crate blacklines. Use frequently occurring Student work, FYT, teacher Use Trait Crate lessons. Design specific conjunctions (e.g., and, projects, worksheets, Trait writing prompts. Create and use FYT but, or, so, because). anecdotal notes Crate blacklines.

Use determiners (e.g., articles, Student work, FYT, teacher Use Trait Crate lessons. Design specific demonstratives). projects, worksheets, Trait writing prompts. Create and use FYT anecdotal notes Crate blacklines. Use frequently occurring Student work, FYT, teacher Use Trait Crate lessons. Design specific prepositions (e.g., during, projects, worksheets, Trait writing prompts. Create and use FYT beyond, toward). anecdotal notes Crate blacklines.

Produce and expand complete Student work, FYT, teacher Use Trait Crate lessons. Design specific simple and compound projects, worksheets, Trait writing prompts. Create and use FYT declarative, interrogative, anecdotal notes Crate blacklines. imperative, and exclamatory sentences in response to prompts.

L.1.2. Demonstrate command of the Student work, FYT, Trait Use OG assessment blacklines. conventions of standard English projects, rubrics, Crate, teacher Create writing prompts and FYT

35 capitalization, punctuation, and OG worksheets, OG blacklines. Design appropriate journal spelling when writing. prompts.

Capitalize dates and names of Student work, FYT, Trait Crate, Use OG assessment blacklines. Create people. projects, OG teacher writing prompts and FYT blacklines. worksheets, OG Design appropriate journal prompts. Use end punctuation for Student work, FYT, Trait Crate, Use OG assessment blacklines. Create sentences. projects, OG teacher writing prompts and FYT blacklines. worksheets, OG Design appropriate journal prompts. Use commas in dates and to Student work, FYT, trait crate, Use OG assessment blacklines. Create separate single words in a projects, OG teacher writing prompts and FYT blacklines. series. worksheets, OG Design appropriate journal prompts.

Use conventional spelling for Student work, OG, Trait Crate, Use OG assessment blacklines. Create words with common projects, OG teacher writing prompts and FYT blacklines. spelling patterns and for worksheets Design appropriate journal prompts. frequently occurring irregular words.

Spell untaught words Student work, OG, Trait Crate, Use Trait Crate lessons. Use journal phonetically, drawing on projects, teacher prompts. Create writing prompts. and anecdotal notes worksheets Design and use PR and OG blacklines spelling conventions. for spelling practice. Knowledge of Language

L.1.3. (Begins in grade 2) Vocabulary Acquisition and

36 Use

L.1.4. Determine or clarify the QRI, Rigby, Rigby, authentic Create Rigby blacklines. Review meaning of unknown and anecdotal notes, literature, OG/PR, reading strategies in guided reading and multiple-meaning words and running records teacher whole group circle time. Use oral phrases based on grade 1 worksheets presentation. reading and content, choosing flexibly from an array of strategies.

Use sentence-level context as a QRI, Rigby, Rigby, authentic Create Rigby blacklines. Review clue to the meaning of a anecdotal notes, literature, OG/PR, reading strategies in guided reading and word or phrase. running records teacher whole group circle time. Use oral worksheets presentation. Use frequently occurring QRI, Rigby, Rigby, authentic Create Rigby blacklines. Review affixes as a clue to the anecdotal notes, literature, OG/PR, reading strategies in guided reading and meaning of a word. running records teacher whole group circle time. Use oral worksheets presentation. Identify frequently occurring QRI, Rigby, Rigby, authentic Create Rigby blacklines. Review root words (e.g., look) and anecdotal notes, literature, OG/PR, reading strategies in guided reading and their inflectional forms running records teacher whole group circle time. Use oral (e.g., looks, looked, worksheets presentation. looking).

L.1.5. With guidance and support Student work, Authentic Create Rigby blacklines. Review from adults, demonstrate projects, literature, Rigby, reading strategies in guided reading and understanding of figurative anecdotal notes teacher whole group circle time. Use oral language, word relationships and worksheets presentation. nuances in word meanings.

37 Sort words into categories Student work, Teacher Create word sorts for different unit (e.g., colors, clothing) to rubrics worksheets vocabulary and phonics lessons. Use gain a sense of the sorting strategies during circle time. concepts the categories represent.

Define words by category and Student work, Teacher Design Rigby blacklines. Practice by one or more key anecdotal notes, worksheets, during circle/story time and through attributes (e.g., a duck is a participation authentic oral presentation. Practice during bird that swims; a tiger is literature, Rigby guided reading. a large cat with stripes).

Identify real-life connections Rigby, Teacher Design Rigby blacklines. Practice between words and their participation, worksheets, during circle/story time and through use (e.g., note places at anecdotal notes authentic oral presentation. Practice during home that are cozy). literature, Rigby guided reading.

Distinguish shades of meaning Participation, Teacher Design Rigby blacklines. Practice among verbs differing in anecdotal notes, worksheets, during circle/story time and through manner (e.g., look, peek, projects authentic oral presentation. Practice during glance, stare, glare, literature, Rigby guided reading. scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.1.6. Use words and phrases Participation, Teacher Design Rigby blacklines. Practice acquired through conversations, anecdotal notes, worksheets, during circle/story time and through

38 reading and being read to, and student work authentic oral presentation. Practice during responding to texts, including literature, Rigby guided reading. using frequently occurring conjunctions to signal simple relationships (e.g., because).

Interdisciplinary connections:

Twenty-first Century Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy; (3) Civic Literacy; and (4) Health Literacy;

Life and Career Skills:

(1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility.

Information, Media and Technology Skills

Course Name: English Language Arts Grade 2

Grade 2 Reading Literature

39

Key Idea and Details Assessment Resources Instructional Activities R.L.2.1 Ask and answer such Rigby Authentic Shared reading; guided reading questions as who, what, where, benchmarks; literature; activities; graphic organizers when, why, and how to QRI; DRA; leveled readers; demonstrate understanding of key Reader morning details in a text. response; message; Rigby classroom Big Books assignments; rubics R.L.2.2 Recount stories, including Reader Authentic Shared reading; guided reading fables and folktales from diverse response; literature; activities; graphic organizers cultures, and determine their classroom leveled readers; central message, lesson, or moral. assignments; morning rubics; Rigby message; Rigby benchmarks; Big Books QRI; DRA; R.L.2.3 Describe how characters in Reader Authentic Shared reading; guided reading a story respond to major events response; literature; activities; graphic organizers and challenges. classroom leveled readers; assignments; morning rubics; Rigby message; Rigby benchmarks; Big Books QRI; DRA; Craft and Structure R.L.2.4 Describe how words and Reader Authentic Shared reading; guided reading phrases (e.g., regular beats, response; literature; activities; graphic organizers; daily alliteration, rhymes, repeated classroom leveled readers; writing activities

40 lines) supply rhythm and meaning assignments; morning in a story, poem, or song. rubics; Rigby message; Rigby benchmarks; Big Books QRI; DRA; R.L.2.5 Describe the overall Reader Authentic Shared reading; guided reading structure of a story, including response; literature; activities; graphic organizers; daily describing how the beginning classroom leveled readers; writing activities introduces the story and the assignments; morning ending concludes the action. rubics; Rigby message; Rigby benchmarks; Big Books QRI; DRA; R.L.2.6 Acknowledge differences in Reader Authentic Shared reading; guided reading the points of view of characters, response; literature; activities; graphic organizers; daily including by speaking in a different classroom leveled readers; writing activities voice for each character when assignments; morning reading dialogue aloud. rubics; Rigby message; Rigby benchmarks; Big Books QRI; DRA;

Integration of Knowledge and Ideas Shared reading; guided reading R.L.2.7 Use information gained Reader Authentic activities; graphic organizers; daily from the illustration and words in response; literature; writing activities a print or digital text to classroom leveled readers; demonstrate understanding of its assignments; morning characters, setting, or plot. rubics message; Rigby Big Books

41 R.L.2.8 (Not applicable to literature) N/A N/A N/A R.L.2.9 Compare and contrast two Reader Authentic Venn diagrams and other types of or more versions of the same story response; literature; graphic organizers (e.g., Cinderella stories) by classroom leveled readers; different authors from different assignments; morning cultures. rubics message; Rigby Big Books Range of Reading and Level of Text Complexity R.L.2.10 By the end of the year, Reader Authentic Graphic organizers; shared reading read and comprehend literature, response; literature; and writing activities including stories and poetry, in the classroom leveled readers; grades 2-3 text complexity band assignments; morning proficiently, with scaffolding as rubics; Rigby message; Rigby needed at the high end of the benchmarks; Big Books range. QRI; DRA; INFORMATIONAL TEXT Key Ideas and Details Graphic organizers; shared reading R.I.2.1 Ask and answer such Reader Authentic and writing activities questions as who, what, where, response; literature; when, why, and how to classroom leveled readers; demonstrate understanding of key assignments; morning details in a text. rubics; Rigby message; Rigby benchmarks; Big Books

42 QRI; DRA; R.I.2.2 Identify the main topic of a Authentic Graphic organizers; shared reading multi-paragraph text as well as the literature; and writing activities focus of specific paragraphs within leveled readers; the text. morning message; Rigby Big Books R.I.2.3 Describe the connection Tests from Discovery Graphic organizers; shared reading between a series of historical Discovery Works Series; and writing activities events, scientific, ideas or Works and People concepts, or steps in technical People Together procedures in a text. Together; Series; Authentic literature; leveled readers; morning message; Rigby Big Books Craft and Structure R.I.2.4 Determine the meaning of Tests from Discovery Guided reading activities; shared words and phrases in a text Discovery Works Series; reading activities; vocabulary relevant to a grade 2 topic or Works and People finders subject area. People Together Together; Rigby Series; benchmarks Authentic literature; leveled readers; morning

43 message; Rigby Big Books R.I.2.5 Know and use various text Tests from Discovery Powerpoint presentation; features (e.g., captions, bold print, Discovery Works Series; computer generated writing subheadings, glossaries, indexes, Works and People samples electronic menus, icons) to locate People Together key facts or information in a text Together; Rigby Series; efficiently. benchmarks; Authentic literature; leveled readers; morning message; Rigby Big Books R.I.2.6 Identify the main purpose of Rigby Discovery Shared reading activities; guided a text, including what the author benchmarks; Works Series; reading activities; chapter review wants to answer, explain, or QRI; DRA People activities describe Together Series; Authentic literature; leveled readers; morning message; Rigby Big Books Integration of Knowledge and Ideas R.I.2.7 Explain how specific images Tests from Discovery Flow chart activities; guided (e.g., a diagram showing how a Discovery Works Series; reading activities in conjunction

44 machine works) contribute to and Works and People with non-fiction titles clarify a text. People Together together; Rigby Series; benchmarks Authentic literature; leveled readers; morning message; Rigby Big Books R.I.2.8 Describe how reasons Rigby Discovery Guided reading activities; graphic support specific points the author benchmarks; Works Series; organizers makes in a text. QRI; DRA; Tests People from Discovery Together Works and Series; People Authentic Together literature; leveled readers; morning message; Rigby Big Books R.I.2.9 compare and contrast the Reader Discovery Guided reading activities; graphic most important points presented response; Works Series; organizers; venn diagrams by two texts on the same topic. anecdotal People notes; student Together assignments Series; Authentic literature; leveled readers;

45 morning message; Rigby Big Books Range of Reading and Level of Text Complexity R.I.2.10 By the end of year, read Rigby Discovery Shared reading and writing and comprehend informational benchmarks; Works Series; activities; chapter review pages; texts, including history/social QRI; DRA; tests People cooperative learning activities studies, science, and technical form Discovery Together texts, in the grades 2-3 complexity Works and Series; band proficiently, with scaffolding People Authentic as needed at the high end of the Together literature; range. leveled readers; morning message; Rigby Big Books Foundational Skills R.F.2.1 Should be mastered by end first grade N/A N/A N/A R.F.2.2 a-d Should be mastered by end of first grade N/A N/A N/A R.F.2.3 Know and apply grade-level Orton/Gillingha Modern Daily writing activities; spelling phonics and word analysis skills in m assessments; Curriculum tests; guided reading activities; decoding words. weekly spelling Press Series: spelling activities tests; daily Rigby Literacy writing Series assignments;

46 Modern Curriculum Press Phonics series assessments a. Distinguish long and short Orton/Gillingha Modern Daily writing activities; spelling vowels when reading regularly m assessments; Curriculum tests; guided reading activities; spelled one-syllable words. weekly spelling Press Series: spelling activities tests; daily Rigby Literacy writing Series assignments; Modern Curriculum Press Phonics series assessments b. Know spelling –sound Orton/Gillingha Modern Daily writing activities; spelling correspondences for additional m assessments; Curriculum tests; guided reading activities; common vowel teams. weekly spelling Press Series: spelling activities tests; daily Rigby Literacy writing Series assignments; Modern Curriculum Press Phonics series assessments c. Decode regularly spelling two- Orton/Gillingha Modern Daily writing activities; spelling

47 syllable words with long vowels. m assessments; Curriculum tests; guided reading activities; weekly spelling Press Series: spelling activities tests; daily Rigby Literacy writing Series assignments; Modern Curriculum Press Phonics series assessments d. Decode words with common Orton/Gillingh- Modern Daily writing activities; spelling prefixes and suffixes. am Curriculum tests; guided reading activities; assessments; Press Series: spelling activities weekly spelling Rigby Literacy tests; daily Series writing assignments; Modern Curriculum Press Phonics series assessments e. Identify words with inconsistent Orton/Gillingha Modern Daily writing activities; spelling but common spelling-sound m assessments; Curriculum tests; guided reading activities; correspondences. weekly spelling Press Series: spelling activities tests; daily Rigby Literacy writing Series assignments;

48 Modern Curriculum Press Phonics series assessments f. Recognize and read grade- Orton/Gilling- Modern appropriate irregularly spelled ham Curriculum words. assessments; Press Series: Daily writing activities; spelling weekly spelling Rigby Literacy tests; guided reading activities; tests; daily Series spelling activities writing assignments; Modern Curriculum Press Phonics series assessments Fluency R.F.2.4 Read with sufficient Running Authentic Guided reading activities; oral accuracy and fluency to support records; QRI: literature; speaking activities comprehension DRA; Rigby leveled readers; benchmarks; morning running records message; Rigby Big Books a. Read on-level text with purpose Running Authentic Guided reading activities; oral and fluency to support records; QRI: literature; speaking activities comprehension DRA; Rigby leveled readers;

49 benchmarks morning message; Rigby Big Books b. Read on-level text orally with Running Authentic Guided reading activities; oral accuracy, appropriate rate, and records; QRI: literature; speaking activities expression on successive . DRA; Rigby leveled readers; benchmarks morning message; Rigby Big Books c. Use context to confirm or self- Running Authentic Guided reading activities; oral correct word recognition and records; QRI: literature; speaking activities understanding, rereading as DRA; Rigby leveled readers; necessary. benchmarks morning message; Rigby Big Books Writing Skills Text Types and Purposes R.W.2.1 Write opinion pieces in Writing Rubics Rigby Wonder Graphic organizers; book which they introduce the topic or from Wonder Writers; 6+1; Reports; non-fiction research book they are writing about, state Writers; writing graphic writing an opinion, supply reasons that samples organizers support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. R.W.2.2 Write Writing Rubics Rigby Wonder Graphic organizers; book

50 informative/explanatory texts in from Wonder Writers; 6+1; Reports; non-fiction research which they introduce a topic, use Writers; 6+1; graphic writing facts and definitions to develop writing samples organizers points, and provide a concluding statement or section. R.W.2.3 Write narratives in which Writing Rubics Rigby Wonder Graphic organizers; book they recount a well-elaborated from Wonder Writers; 6+1; Reports; non-fiction research event or short sequence of events, Writers; 6+1 graphic writing; narrative writing samples include details to describe actions, organizers thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Production and Distribution of Writing R.W.2.4 BEGINS IN GRADE 3 N/A N/A N/A R.W.2.5 With guidance and Writing Rubics Rigby Wonder Peer conferences; team writing support from adults and peers, from Wonder Writers; 6+1; projects; shared writing activities focus on a topic and strengthen Writers; 6+1; graphic writing as needed by revising and teacher and organizers editing. peer conferences R.W.2.6 With guidance and Writing Rubics Peer conferences; team writing support from adults, use a variety from Wonder projects; shared writing activities of digital tools to produce and Writers; 6+1; publish writing, including in teacher and collaboration with peers. peer

51 conferences R.W.2.7 Participate in shared Writing Rubics Discovery team writing projects; shared research and writing projects (e.g, from Wonder Works series; writing activities; research read a number of books on a single Writers; 6+1; People projects topic to produce a report; record teacher and Together; grade science observations). peer level non- conferences fiction; Rigby leveled readers R.W.2.8 Recall information from Discovery Glyphs; tallying activities of class experiences or gather information Works series; information from provided sources to answer a People question. Together; grade level non- fiction; Rigby leveled readers; personal narratives R.W.2.9 BEGINS IN GRADE 4 N/A N/A N/A R.W.2.10 BEGINS IN GRADE 4 N/A N/A N/A Speaking and Listening Skills

R.SL.2.1 Participate in collaborative conversations with Anecdotal Social Studies Book reports; peer cooperative diverse partners about grade 2 notes; student text; Science learning assignments

52 topics and texts with peers and assignments; text; research adults in small and larger groups. assignments; a. Follow agreed-upon rules for Anecdotal Teacher lead Book reports; peer cooperative discussions (e.g. gaining the floor notes; student and student learning assignments in respectful ways, listening to assignments lead others with care, speaking one at a discussions; time about the topics and texts Social Studies under discussion). text; Science text; research assignments; b. Build on others’ talk in Anecdotal Teacher lead Book reports; peer cooperative conversations by linking their notes; student and student learning assignments comments to the remarks of assignments lead others. discussions; Social Studies text; Science text; research assignments; c. Ask for clarification and further Anecdotal Teacher lead Book reports; peer cooperative explanation as needed about the notes; student and student learning assignments topics and texts under discussion. assignments; lead peer and adult discussions; conferences Social Studies text; Science text; research assignments; Anecdotal Teacher lead Book reports; peer cooperative R.SL.2.2 Recount or describe key notes; student and student learning assignments

53 ideas or details from a text read assignments; lead aloud or information presented peer and adult discussions; orally or through other media. conferences Social Studies text; Science text; research assignments; R.SL.2.3 Ask and answer questions Anecdotal Teacher lead Book reports; peer cooperative about what a speaker says in order notes; student and student learning assignments to clarify comprehension, gather assignments; lead additional information, or deepen peer and adult discussions; understanding of a topic or issue. conferences Social Studies text; Science text; research assignments; R.SL.2.4 Tell a story or recount an Anecdotal Teacher lead Reader’s theater; Book reports; experience with appropriate facts notes; student and student peer cooperative learning and relevant, descriptive details, assignments; lead assignments speaking audibly in coherent peer and adult discussions; sentences. conferences Social Studies text; Science text; research assignments; R.SL.2.5 Create audio recordings of Anecdotal Teacher lead Reader’s theater; Book reports; stories or poems; add drawings or notes; student and student peer cooperative learning other visual displays to stories or assignments; lead assignments recounts of experiences when peer and adult discussions; appropriate to clarify ideas, conferences Social Studies thoughts, and feelings. text; Science

54 text; research assignments; R.SL.2.6 Produce complete Anecdotal Teacher lead Reader’s theater; Book reports; sentences when appropriate to notes; student and student peer cooperative learning task and situation in order to assignments; lead assignments provide requested detail or peer and adult discussions; clarification. (See grade 2 conferences Social Studies Language standard 1 and 3 on pgs text; Science 26 and 27 for specific text; research expectations.) assignments;

Course Name: English Language Arts Grade 3

Grade 3 Reading Literature

Key Ideas and Details Assessment Resources Instructional Materials

RL.3.1. Ask and answer questions to Observation, Rigby leveled *Utilize journals for comprehension demonstrate understanding of a benchmark readers, big books, text, referring explicitly to the assessments, guided picture books, and *Rigby strategy questions text as the basis for the answers. reading class novels *Teacher created comprehension supplemental activities activities, journaling.

55 RL.3.2. Recount stories, including Observation, http://learningtogi *Moral of the fables, folktales, and myths from discussion, rubric, ve.org story recording sheet diverse cultures: determine the activity sheet. /lessons/unit49/l central message, lesson, or esson1.htm *Create a poster of characters and ideas, moral and explain how it is l with the central message posted in conveyed through key detail in center the text.

RL.3.3. Describe characters in a story Observation, Rigby leveled *Book reports (e.g., their traits, motivations, or discussion, activity readers, class *Create a character collage feelings) and explain how their sheet, rubric, novels, actions contribute to the journaling. http://www.fcrr.or *Journal writing on characters sequence of events. g/curriculum/PDF

/G2-3/2- 3Comp_1.pdf, picture books. Craft and Structure

RL.3.4. Determine the meaning of Observation, Rigby leveled *Create a poster of idioms, depicting words and phrases as they are Discussion, readers, class their literal meaning used in a text, distinguishing Journaling. novels, picture literal from non-literal language. books.

RL.3.5. Refer to parts of stories, Observation, Rigby leveled *Teach and demonstrate utilizing the dramas, and poems when Discussion, Journal readers, novels, terms stanza, scene, and chapter. writing or speaking about a text, writing. picture books. using terms such as chapter, *Have students practice using these scene, and stanza; describe how terms by utilizing in each successive part builds on

56 earlier sections. the classroom setting.

RL.3.6. Distinguish their own point Class discussion, Rigby leveled *Use Venn Diagrams to compare and of view from that of the narrator activity sheets, readers, novels, contrast different characters’ points of or those of the characters. observation. and picture books. view.

*Use fractured fairy tales to determine point of view of characters, e.g. The True Story of the Three Little Pigs. Integration of Knowledge and Ideas

RL.3.7. Explain how specific aspects Completed activity http://oops.bizla *Utilize tone/mood activity sheet to of a text’s illustrations sheet, observation, nd.com/tonemoo help describe the meaning of tone and contribute to what is conveyed participation. d.doc., music mood. by the words in a story (e.g. created/picked create mood, emphasize aspects out by educator, *Use music to help guide discussion, of a character or setting). Rigby leveled e.g. playing sad song, what kind of readers, and mood does that create? class novels.

RL.3.8. (Not applicable to literature) N/A N/A N/A

RL.3.9. Compare and contrast by Observation, Rigby leveled themes, settings, and plots of participation, and readers, class *Determine differences in stories written stories written by the same completed activity novels by authors such as Roald Dahl, that are author about the same or similar sheet. on grade level. characters (e.g. in books from a

57 series). *Create a Venn Diagram to determine similarities and differences of books. Range of Reading and Level of Text Complexity

RL.3.10. By the end of the year, read AR tests, teacher Rigby leveled *Subject students to a variety of texts and comprehend literature, including created tests, readers, Non- on a variety of levels. Utilize past AR stories, dramas, and poetry, at the high observation, fiction and fiction tests and comprehension assessments. end of the grades 2-3 text complexity discussion, QRI’s. books, read- band independently and proficiently. alouds, and Independent reading books.

Grade 3 Reading Informational Text

Key Ideas and Details Assessment Resources Instructional Materials

RI.3.1. Ask and answer questions to Class http://www.busytea *Use thick and thin questions as reading demonstrate understanding of a participation, cherscafe.com/liter through text, website listed as a resource. text, referring explicitly to the Discussion, acy/comprehension text as the basis for the answers. observation, strategies.html#que *Participate in mini-lessons on completed activity stioning, Rigby questioning technigues utilizing the sheet. leveled readers, website. class novels. *Utilize a questioning web to help determine questioning text.

58 RI.3.2. Determine the main idea of a Class observation, Rigby leveled *Creation of story map that will text; recount the key details and participation, readers, class determine the main idea and key details. explain how they support the discussion, and novels, and *Utilize graphic organizers to determine main idea. completion of picture books. the main idea. activity sheet. *Encourage students to write about a family member by brainstorming a main idea about that person, and then adding details. For example, grandma is the best cook! Then, have students add key details to it.

RI.3.3. Describe the relationship Class observation, Rigby leveled *Utilize a common picture book, i.e. between a series of historical participation, class readers, class Cinderella, and have the students events, scientific ideas or discussion, novels, picture rearrange sentences to put them in the concepts, or steps in technical completed books, additional correct order. procedures in a text, using activities. urces from other language that pertains to time, subject areas, and *Create a cause and effect interactive sequence, and cause/effect. http://mrsdell.org/c bulletin board. auseandeffect/. *Demonstrate using the correct language by creating fill in the blanks for the students. For example, First, ___, Next, ____, etc. Craft and Structure

RI.3.4. Determine the meaning of Class observation, Journals, Rigby * Play vocabulary Bingo with the general academic and domain- participation, leveled readers, students utilizing vocabulary from text. specific words and phrases in a class discussion, class novels, and text relevant to grade three topic completed *Place the vocabulary word on a

59 or subject area. activities. picture books. students’ back and have students explain the definition of it while the student tries to guess the word.

*Create a word list in reading journals of words that students struggled on, so that they can look back over them as needed.

RI.3.5. Use text features and search Class observation, Rigby leveled *Demonstrate utilizing search tools in tools (e.g. key words, sidebars, participation, class readers, class books for students. hyperlinks) to locate information discussion, novels, big books, relevant to a given topic completed *Utilize technology to demonstrate efficiently. activities. http://www.internet text features (website listed). 4classrooms.com/g rade_level_help/pr eview_text_langua ge_arts_fourth_4th_ grade.htm picture books.

RI.3.6. Distinguish their own point of Class observation, http://wikieducato *Utilize Post-It notes for student use. view from that of the author of a discussion, Journal r.org/Point_Of_Vie Allow students to write on Post-Its, and text. writing, and w_Lesson_Plan, place them on pages in the book where participation. Rigby leveled they can determine the point of view of readers, class the author, or their own point of view. novels, picture books, *Demonstrate point of view using the static.schoolrack.co PowerPoint listed. m/files/5255/ 81722/Authors_Pur

60 pose.ppt. Integration of Knowledge and Ideas

RI.3.7. Use information gained from Class observation, http://www.busyte *Encourage students to take a picture illustrations (e.g. maps, discussion, Journal acherscafe.com/lit walk of the book and discuss the events photographs) and the words in a writing, and eracy/comprehens that occur through the pictures. text to demonstrate participation. ion_strategies.htm understanding of the text (e.g. l, class novels, * Create a list in reading journals to where, when, why, and how key Ribgy leveled answer where, when, why and how events events occur). readers. occur.

RI.3.8. Describe the logical Class observation, http://www.brainp *Have the students demonstrate first, connection between particular discussion, opjr.com/readinga second, third, etc. by making a simple sentences and paragraphs in a participation, ndwriting/compre recipe in class. The students will write in text (e.g. comparison, completed hension/causeand sequence what they did to show order. cause/effect, first/second/third in activities and effect/grownups.w a sequence). . eml, class novels, *Utilize cause/effect graphic organizers. Rigby leveled *Write different effects on slips of paper. readers, and Have the students pull out the papers, picture books. and create causes for them.

RI.3.9. Compare and contrast the Class observation, Rigby leveled *Create a Venn Diagram of the two most important points and key discussion, readers, class stories using hula hoops to create the details presented in two texts on participation, novels, and picture Venn Diagram. the same topic. completed books, activities and http://www.swcs.k *Create a T-Chart to compare/contrast writings. 12.oh.us/home/stud the two stories.

61 entlearning/FOV1- *Demonstrate changes in text utilizing a 000337FA/FOV1- character map. 000337FB/3rd%20g rade%20resource% 20book/compare- contrast/3rd%20co mpare-contrast.pdf. Range of Reading and Level of Text Complexity

RI.3.10. By the end of the year, read AR Tests, teacher Rigby leveled *Subject students to a variety of texts and comprehend informational created tests, readers, non- on a variety of levels. Scaffold reading texts, including history/social discussion, fiction books, of non-fiction books in reading groups. studies, science, and technical observation, and independent texts, at the high end of the QRI’s. reading books, grades 2-3 text complexity band and novels. independently and proficiently.

Grade 3 Reading Foundational Skills

Phonics and Word Assessment Resources Instructional Materials Recognition

RF.3.3. Know and apply grade-level Class Project Read, *Teach students strategies for decoding phonics and word analysis skills participation, Modern words, i.e. chunking, finding small in decoding words. observation, Curriculum Press words in bigger words, etc. discussion, and Phonics Level C, completed activity Rigby phonics *Utilize Project Read to help you

62 sheets. charts, and Word analyze word decoding. Works phonics cards.

RF.3.3a. Identify and know the Class Project Read, * Read I Have, Who Has? By Trisha meaning of most common participation, Modern Callella, photocopy the cards that come prefixes and derivational discussion, Curriculum Press as a part of the book, and have the suffixes. observation, and Phonics Level C, students play the prefix/suffix game. completed activity Rigby phonics sheets. charts, and Word *Play a matching game in which the Works phonics students match the prefixes and suffixes cards, and to their meanings. http://www.freere *Utilize the Quia prefix/suffix game ading.net/ listed in resources. index.php?title=Pr efixes_and _Suffixes_Activiti es, http://www.quia.c om/jg/65963.html

RF.3.3b. Decode words with Class Project Read, *Play a matching game in which common Latin suffixes. participation, Modern students match common Latin suffixes to discussion, Curriculum Press their meanings. observation, and Phonics Level C, completed activity Rigby phonics *Locate common suffixes by looking sheets. charts, and Word through magazines. Cut those words out Works phonics and create a poster of them with their

63 cards, suffix meaning. http://www.sadlier - *Utilize the online game listed in oxford.com/phoni resources to determine the suffixes of cs/5_6/fishtanks1/ words. fishtanks1.htm.

RF.3.3c. Decode multisyllable Class Project Read, *Utilize the Scholastic website to create words. participation, Modern lesson ideas. discussion, Curriculum Press observation, and Phonics Level C, completed activity Rigby phonics sheets. charts, and Word Works phonics cards, http://www.scholas tic.com/teachers/le sson- plan/decoding- multisyllabic- words.

RF.3.3d. Read grade- Class Project Read, *Create a ring of words for students to appropriate irregularly participation, Modern practice during class. spelled words. discussion, Curriculum Press observation, and Phonics Level C, completed activity Rigby phonics sheets. charts, and Word Works phonics

64 cards.

Fluency

RF.3.4. Read with sufficient Class participation, Rigby leveled *Model fluent reading for the students. accuracy and fluency to discussion, readers, Project support comprehension. observation, and Read, benchmark *Participate in a reader’s theatre project supplemental assessments, and in class. activities. QRI’s, http://www.scholas tic.com/teachers/art icle/5-surefire- strategies- developing- reading-fluency.

RF.3.4a. Read on-level text Class participation, Rigby leveled * Utilize Star Assessments, QRI’s, and with purpose and discussion, readers, Project Accelerated Reader to find the students’ understanding. observation, Read, benchmark correct reading level. Utilize Accelerated Accelerated assessments, Reader as an incentive to encourage Reader and Star Accelerated Reader students to read on grade level. quizzes, and and QRI’s. supplemental activities.

RF.3.4b. Read on-level prose Class participation, Rigby leveled *Have the students participate in a and poetry orally with discussion, and readers, Project poetry reading every week. They have to accuracy, appropriate rate, observation. Read, benchmark practice reading the poem correctly to as and expression on assessments, and many people as possible. The student with the most signatures for reading will

65 successive readings. QRI’s. receive a prize. *Model poetry reading to the class. Utilize poetry on tapes, as well.

RF.3.4c. Use context to Class participation, Rigby leveled *Model reading strategies for students to confirm or self-correct discussion, readers, Project use to accurately decode words. word recognition and observation, and Read, benchmark understanding, rereading supplemental assessments, and *Have students use the word attack as necessary. activities. QRI’s, strategies bookmark as they are reading. http://www.readin If necessary they can use it (bookmark ga- website is listed). z.com/more/readin g_strat.html, http://www.busyte acherscafe.com/w orksheets/word%2 0skills%20bk.pdf.

Grade 3 Writing

Text Types and Purposes Assessment Resources Instructional Materials

W.3.1. Write opinion pieces on topics Class participation, 6+1 Traits of *Have the students write a letter to

66 or texts, supporting a point of discussion, Writing, Write the editor on a topic in which view with reasons. observation, and Source, and they can state their opinion. completed Project Read writings. Framing Your Thoughts.

W.3.1a. Introduce the topic or text Class participation, 6+1 Traits of * Utilize a graphic organizer to logically they are writing about, state an discussion, Writing, Write list reasons. opinion, and create an observation, and Source, and Project organizational structure that lists completed Read Framing *Model opinion based writings for the reasons. writings. Your Thoughts, students. http://www.superte acherworksheets.co m/graphic- organizers.html

W.3.1b. Provide reasons that support Class participation, 6+1 Traits of *Teach the students transitional phrases the opinion. discussion, Writing, Write to help them write their reasons, ex: this observation, and Source, Project is important because, another reason is, completed Read Framing etc. writings. Your Thoughts. *Create a graphic organizer in which the students need to provide reasons to help them write their story.

W.3.1c. Use linking words and Class participation, 6+1 Traits of * Have the students keep linking word phrases (e.g. because, therefore, discussion, Writing, Write lists on their desks to aid them in writing. since, for example) to connect observation, and Source, Project opinion and reasons. completed Read Framing *Create a project in the class in which Your Thoughts, the students have to write down the steps

67 writings. http://www.green of the project using linking words. ville.k12.sc.us/tay lorse/Taylors%20 Elementary%20C urriculum%20Info rmation/elatrans.a sp

W.3.1d. Provide a concluding Class participation, 6+1 Traits of *Create a paragraph hamburger in which statement or section. discussion, Writing, Write the last piece of bread is the concluding observation, and Source, Project statement, completed Read Framing writings. Your Thoughts, *Brainstorm with the class ways in http://teachers.net/ which you can conclude a piece of lessons/posts/112 writing. 2.html *Utilize the website listed to help explain great conclusions.

W.3.2. Write informative/explanatory Class participation, 6+1 Traits of * Read How I Became A Pirate by texts to examine a topic and discussion, Writing, Write Melinda Long and have the students convey ideas and information observation, and Source, Project write an explanatory piece on the pros clearly. completed Read Framing and cons of a career that they have writings. Your Thoughts. researched. *Have the students write an essay explaining what they like to do special for their family.

W.3.2a. Introduce a topic and group Class participation, 6+1 Traits of *Utilize graphic organizers to help create related information together; discussion, Writing, Write story ideas and group information

68 include illustrations when useful observation, and Source, Project appropriately. to aiding comprehension. completed Read Framing writings. Your Thoughts. *Create a book in which the students have to illustrate and write the story.

W.3.2b. Develop the topic with facts, Class participation, 6+1 Traits of * Have the students use graphic definitions, and details. discussion, Writing, Write organizers to write information on a observation, and Source, Project given topic. completed Read Framing writings. Your Thoughts. *Utilize computers/iPads to research information for their writings.

W.3.2c. Use linking words and Class participation, 6+1 Traits of *Use the website listed to create phrases (e.g. also, another, and, discussion, Writing, Write sentences in which the students need to more, but) to connect ideas observation, and Source, Project input linking words for practice. within categories of information. completed Read Framing writings. Your Thoughts, *Use sentence strips with linking words http://smsgrade7fi. and sentences on them. Have the wikispaces.com/fil students add the linking words in the e/view/Transition+ sentences where appropriate. Words.pdf

W.3.2d. Provide a concluding Class participation, 6+1 Traits of *Model great concluding statements for statement or section. discussion, Writing, Write students. observation, and Source, Project completed Read Framing *Teach the students great clinchers to writings. Your Thoughts. keep the readers interested in their writing.

W.3.3. Write narratives to develop Class participation, 6+1 Traits of *Have students utilize an object and real or imagined experiences or discussion, Writing, Write describe how it feels, smells, sounds, etc.

69 events using effective technique, observation, and Source, Project Explain to students that they need to use descriptive details, and clear completed Read Framing this technique to accurately describe event sequences. writings. Your Thoughts. details of a story.

*Use a graphic organizer to develop ideas for their writings.

W.3.3a. Establish a situation and Class participation, 6+1 Traits of *Utilize a graphic organizer to organize introduce a narrator and/or discussion, Writing, Write the story. characters; organize an event observation, and Source, Project sequence that unfolds naturally. completed Read Framing *Model writing stories together on the writings. Your Thoughts. SmartBoard.

W.3.3b. Use dialogue and Class participation, 6+1 Traits of *Model good use of dialogue. descriptions of actions, thoughts, discussion, Writing, Write and feelings to develop observation, and Source, Project *Utilize Write Source for writing experiences and events or show completed Read Framing dialogue correctly. the response of characters to writings. Your Thoughts. situations.

W.3.3c. Use temporal words and Class participation, 6+1 Traits of *Create a poster as a class of temporal phrases to signal event order. discussion, Writing, Write words to use in writing. observation, and Source, Project completed Read Framing *Create writings on making a recipe, and writings. Your Thoughts. have the students use temporal words within their pieces.

W.3.3d. Provide a sense of closure. Class participation, 6+1 Traits of *Utilize the website listed as strategies for discussion, Writing, Write writing great conclusions. observation, and Source, Project Read Framing *Have the students read great examples of

70 completed writings. Your Thoughts, closures, and determine why they made http://leo.stcloudst the writing colorful. Explain that a good ate.edu/acadwrite/c closure helps to make a great story. onclude.html. Production and Distribution of Writing

W.3.4. With guidance and support from Class participation, 6+1 Traits of *With guidance and support students adults, produce writing in which discussion, Writing, Write will be required to develop numerous the development and organization observation, and Source, Project pieces of writing over various time are appropriate to task and completed Read Framing frames, and will be allowed time for purpose (Grade-specific writings. Your Thoughts. reflection and revision. expectations for writing types are *Utilize the organization trait from the 6 defined in standards 1-3 above). Traits +1 trait crate. W.3.5. With guidance and support Class participation, 6+1 Traits of *Demonstrate editing techniques from peers and adults, develop discussion, Writing, Write throughout the year in which students and strengthen writing as needed observation, and Source, Project should use to edit their work. by planning, revising and completed Read Framing *Create an editing bookmark or checklist editing.(Editing for conventions writings. Your Thoughts. for students to use to aid them in editing should demonstrate command of their own work. Language standards 1-3). W.3.6. With guidance and support Class participation, 6+1 Traits of *Have the students utilize Type to Learn form adults, use technology to discussion, Writing, Write skills to complete their writings. produce and publish writing observation, and Source, computers, *Set up a technology center in the (using keyboarding skills) as well completed Project Read classroom in which the students need to as to interact and collaborate with writings. Framing Your practice their typing skills and type their others). Thoughts. work at least once a month. Research to Build and Present Knowledge

71 W.3.7. Conduct short research projects Class participation, 6+1 Traits of *At this level, students should be that build knowledge about a discussion, Writing, Write gathering information from a variety of topic. observation, and Source, Project sources (digital, pictures, and print completed Read Framing sources) and using their own background writings. Your Thoughts. information to be taking notes and answering questions. Items such as graphic organizers, check sheets, lists of appropriate websites, and rubrics should be given to students, as they are helpful. W.3.8. Recall information from Class participation, 6+1 Traits of *Utilize the graphic organizers and experiences or gather information discussion, Writing, Write rubrics as a guideline for students. from print and digital sources; observation, and Source, Project *Model note-taking strategies for take brief notes on sources and completed Read Framing students. sort evidence into provided writings. Your Thoughts. categories. W.3.9. (Begins in grade 4). N/A N/A N/A Range of Writing W.3.10. Write routinely over extended 6+1 Traits of time frames (time for research, Writing, Write reflection, and revision) and Source, Project shorter time frames (a single Read Framing sitting or a day or two) for a range Your Thoughts. of discipline–specific tasks, purposes, and audiences.

72 Grade 3 Speaking and Listening:

Comprehension and Assessment Resources Instructional Materials Collaboration

SL.3.1. Engage effectively in a range Class discussion, 6+1 Traits of *Demonstrate group work by giving of collaborative discussions (one- teacher observation, Writing, Write students group roles, i.e. one is the reader, on-one, in groups, and teacher- completed Source, Project one is the writer, etc. led) with diverse partners on activities. Read Framing Your grade 3 topics and texts, building Thoughts. *Create a debate in the classroom in on others’ ideas and expressing which the students have to actively and their own clearly. respectfully collaborate.

SL.3.1a. Come to discussions Class discussion, 6+1 Traits of *Have students create a web to organize prepared, having read or studied teacher observation, Writing, Write information and come to a discussion required material; explicitly draw completed Source, Project prepared. on that preparation and other activities. Read Framing information known about the Your Thoughts. topic to explore ideas under discussion.

SL.3.1b. Follow agreed-upon rules for Class discussion, 6+1 Traits of * Create a list as a class depicting the discussion (e.g., gaining the floor teacher observation, Writing, Write rules for class discussions. Hang the list in respectful ways, listening to completed Source, Project in the room for the students to look at as others with care, speaking one at activities. Read Framing needed. a time about the topics and texts Your Thoughts. under discussion).

73 SL.3.1c. Ask questions to check Class discussion, 6+1 Traits of *Demonstrate questioning strategies. understanding of information teacher observation, Writing, Write presented, stay on topic, and completed Source, Project *Utilize a question brainstormer to help link their comments to the activities. Read Framing Your students come up with ideas. Use the remarks of others. Thoughts, website listed to print off brainstormer. http://daretodifferen tiate.wikispaces.co m/Questioning

SL.3.1d. Explain their own ideas and Class discussion, 6+1 Traits of *Create a Venn Diagram for students to understanding in light of the teacher observation, Writing, Write write notes on their own ideas to share discussion. completed activities. Source, Project with the class. Read Framing Your Thoughts.

SL.3.2. Determine the main ideas and Class discussion, 6+1 Traits of * Utilize main idea graphic organizers to supporting details of a text and teacher observation, Writing, Write help understand the main idea. read aloud or information completed activities. Source, Project presented in diverse media and Read Framing *Introduce students to the main idea by formats, including visually, Your Thoughts. having them locate the main idea in a quantitatively, and orally. paragraph.

SL.3.3. Ask and answer questions Class discussion, 6+1 Traits of *Give students a print out of good about information from a speaker, teacher Writing, Write question starters to help them generate offering appropriate elaboration observation, Source, Project questions. and detail. completed Read Framing activities. Your Thoughts. *Model good questioning techniques for students.

74 Presentation of Knowledge and Ideas

SL.3.4. Report on a topic or text, tell a Class discussion, 6+1 Traits of * Students should be engaging in story, or recount an experience teacher Writing, Write speaking/listening skills in part of with appropriate facts and observation, Source, Project a whole class, in small groups, relevant, descriptive details, completed Read Framing and with a partner sharing roles of speaking clearly at an activities. Your Thoughts. participant, leader, and observer. understandable pace.

*Utilize book talks, literature circles, and buddy reading in order to accurately develop skills.

SL.3.5. Create engaging audio Class discussion, 6+1 Traits of *The use of an iPad could be used to recordings of stories or poems teacher Writing, Write take movies of students reading. that demonstrate fluid reading at observation, Source, Project Students should watch themselves an understandable pace; add completed Read Framing and evaluate their performance. visual displays when appropriate activities. Your Thoughts. to emphasize or enhance certain facts or details. *Help students generate ideas for what pieces of their audio recording would need visual displays. SL.3.6. Speak in complete sentences Class discussion, 6+1 Traits of *Utilize Framing Your Thoughts to when appropriate to task and teacher Writing, Write understand complete sentences (i.e. situation in order to provide observation, Source, Project every sentence needs a subject and a requested detail or clarification completed Read Framing predicate). Framing Your Thoughts can (See grade 3 Language standards activities. Your Thoughts. also be used to provide detail. In the

75 1 and 3 for specific expectations) program, students are taught how to make sentences more “colorful” using subject and predicate expanders.

Grade 3 Language

Conventions of Standard English L.3.1. Demonstrate command of the Class discussion, 6+1 Traits of *Utilize Framing Your Thoughts to conventions of standard English teacher Writing, Write teach students proper command of grammar and usage when writing observation, Source, Project English grammar. or speaking. completed Read Framing activities. Your Thoughts. L.3.1a. Explain the function of nouns, Class discussion, 6+1 Traits of *Framing Your Thoughts will pronouns, verbs, adjectives, and teacher Writing, Write demonstrate the functions of these parts adverbs in general and their observation, Source, Project of speech in sentences. functions in particular sentences. completed Read Framing activities. Your Thoughts. L.3.1b. Form and use regular and Class discussion, 6+1 Traits of *BrainPop (listed in resources) irregular plural nouns. teacher Writing, Write demonstrates multiple strategies to help observation, Source, Project teach students about irregular and plural completed Read Framing nouns. activities. Your Thoughts, http://www.brainp *Utilize the Phonics book for opjr.com/ supplemental activities.

76 readingandwriting/ word/

pluralnouns/

grownups.weml, Modern Curriculum Press Phonics Grade 3.

L.3.1c. Use abstract nouns (e.g. Class discussion, 6+1 Traits of * Utilize Phonics book for childhood). teacher Writing, Write supplemental activities. observation, Source, Project completed Read Framing *Demonstrate what abstract nouns are activities. Your Thoughts, using the poster in the website Modern listed under resources. Curriculum Press Phonics Grade 3, http://www.free- teacher- worksheets.com/su pport-files/what- are-abstract-nouns- poster.pdf.

L.3.1d. Form and use regular and Class discussion, 6+1 Traits of *Create a verb Bingo game. irregular verbs. teacher observation, Writing, Write completed Source, Project *Utilize the Phonics book for activities. Read Framing supplemental activities. Your Thoughts,

77 Modern Curriculum Press Phonics Grade 3.

L.3.1e. Form and use the simple (e.g. I Class discussion, 6+1 Traits of *Use Project Read to help students walked; I walk; I will walk) teacher observation, Writing, Write understand verb tenses. verb tenses. completed Source, Project activities. Read Framing *Utilize the Phonics book for Your Thoughts, supplemental activities. Modern Curriculum Press Phonics Grade 3.

L.3.1f. Ensure subject-verb and Class discussion, 6+1 Traits of *Generate lesson plans from the Framing pronoun-antecedent agreement. teacher Writing, Write Your Thoughts program. observation, Source, Project completed Read Framing *Demonstrate agreement by placing activities. Your Thoughts. examples on the SmartBoard and having a class discussion.

L.3.1g. Form and use comparative and Class discussion, 6+1 Traits of *Utilize Framing Your Thoughts to superlative adjectives and teacher Writing, Write generate lesson plans. adverbs, and choose between observation, Source, Project them depending on what is to completed Read Framing Your be modified. activities. Thoughts.

L.3.1h. Use coordinating and Class discussion, 6+1 Traits of *Have students work in groups using subordinating conjunctions. teacher Writing, Write conjunctions to combine sentences. observation, Source, Project completed Read Framing *Utilize Framing Your Thoughts to

78 activities. Your Thoughts. ensure proper sentence structure.

L.3.1i. Produce simple, compound, and Class discussion, 6+1 Traits of *Generate sentences using Framing Your complex sentences. teacher Writing, Write Thoughts. observation, Source, Project completed Read Framing *Group students and give them sentences. activities. Your Thoughts. Have the students create more complex sentences together.

L.3.2. Demonstrate command of the Class discussion, 6+1 Traits of *Utilize warm-up exercises in which the conventions of standard teacher Writing, Write students practice command of English English capitalization, observation, Source, Project language. punctuation, and spelling when completed Read Framing Your writing. activities. Thoughts, Modern *Model fixing incorrect writings as a Curriculum Press class on the SmartBoard. Phonics Grade 3.

L.3.2a. Capitalize appropriate words in Class discussion, 6+1 Traits of *Model appropriate capitalization in titles. teacher Writing, Write titles. observation, Source, Project Read Framing Your *Demonstrate appropriately capitalized Thoughts, Modern words in titles using books to show Curriculum Press students. Phonics Grade 3.

L.3.2b. Use commas in addresses. Class discussion, 6+1 Traits of *Become pen-pals with other students in teacher Writing, Write another school. Have students write out observation, Source, Project the friendly letter, as well as appropriately completed Read Framing Your address the envelopes. activities. Thoughts, Modern

79 Curriculum Press Phonics Grade 3.

L.3.2c. Use commas and quotation Class discussion, 6+1 Traits of *Create warm-up exercises in which the marks in dialogue. teacher Writing, Write students have to write out appropriate observation, Source, Project dialogue. completed Read Framing Your activities. Thoughts, Modern Curriculum Press Phonics Grade 3.

L.3.2d. Form and use possessives. Class discussion, 6+1 Traits of *Label the classroom! For example, teacher Writing, Write ______’s book, _____’s pencil, etc. observation, Source, Project Have the students fill in the appropriate completed Read Framing Your name. activities. Thoughts, Modern Curriculum Press Phonics Grade 3.

L.3.2e. Use conventional spelling for Class discussion, 6+1 Traits of *Utilize the suffixes section of the high-frequency and other teacher Writing, Write Phonics books. studied words and for adding observation, Source, Project suffixes to base words (e.g. completed Read Framing Your *Create a game using two small brown sitting, smiled, cries, happiness). activities. Thoughts, Modern bags. Place suffixes in one bag and root Curriculum Press words in another bag. Have the students Phonics Grade 3. try to create new words.

L.3.2f. Use spelling patterns and Class discussion, 6+1 Traits of f*Use generalizations (e.g. word teacher observation, Writing, Write the phonics chart to teach students word families, position-based completed Source, Project families.

80 spellings, syllable patterns, activities. Read Framing Your **Use ending rules, meaningful word Thoughts, Modern spelling tiles to build words when writing. parts) in writing words. Curriculum Press * Phonics Grade 3, Rigby Literacy phonics chart.

L.3.2g. Consult reference material, Class discussion, 6+1 Traits of *Have students use dictionaries to look up including beginning teacher observation, Writing, Write meanings and spellings of various words. dictionaries, as needed to check completed Source, Project and correct spellings. activities. Read Framing Your *Utilize the Quia game to practice Thoughts, Modern dictionary skills. Curriculum Press Phonics Grade 3, http://www.quia.co m/rr/45806.html.

Knowledge of Language

L.3.3 Use knowledge of language and Class discussion, 6+1 Traits of *Generate lessons from Framing Your its conventions when writing, speaking, teacher observation, Writing, Write Thoughts. reading, or listening. completed Source, Project activities. Read Framing Your *Model knowledge of language for Thoughts, Modern students. Curriculum Press Phonics Grade 3. L.3.3a. Choose words and phrases for Class discussion, 6+1 Traits of *Teach students similes, personification, effect. teacher Writing, Write metaphors, etc. to enhance their writings. observation, Source, Project

81 completed Read Framing Your activities. Thoughts, Modern Curriculum Press Phonics Grade 3.

L.3.3b. Recognize and observe Class discussion, 6+1 Traits of *Utilize Phonics books for supplemental differences between the teacher observation, Writing, Write activities. conventions of spoken and written completed Source, Project standard English. activities. Read Framing Your *Utilize 6+1 Traits of writing to Thoughts, Modern understand written English. Curriculum Press Phonics Grade 3. Vocabulary Acquisition and Use

L.3.4. Determine or clarify the Class discussion, Class novels, *Utilize dictionary skills to determine meaning of unknown and teacher Rigby leveled the meaning of unknown words. multiple-meaning word and observation, readers, and phrases based on grade 3 reading completed picture books. *Create vocabulary Jeopardy in which and content, choosing flexibility activities. the students practice unknown words. from a range of strategies.

L.3.4a. Use sentence-level context as Class discussion, Class novels, *Teach students context clues in order to the clue to the meaning of a teacher Rigby leveled determine the meaning of the word. word or phrase. observation, readers, and completed picture books. *Use a pocket chart and sentence strips to activities. write out unknown words and sentences. Have the students underline the clues in the sentences and work to determine the

82 meaning of the vocabulary word.

L.3.4b. Determine the meaning of a Class discussion, Class novels, *Write words on the SmartBoard. Have new word formed when a teacher Rigby leveled students find the root word and explain known affix is added to a observation, readers, and its meaning. Then, have the students known word (e.g. completed picture books. determine the meaning of the affix. agreeable/disagreeable, activities. comfortable/uncomfortable, care/careless, heat/preheat).

L.3.4c. Use a known root word as a Class discussion, Class novels, *Utilize the website listed as a resource clue to the meaning of an teacher Rigby leveled for lesson plans. unknown word with the same observation, readers, and root (e.g. company, completed picture books, *Write root words on sentence strips and companion). activities. http://www.mscole have the students think of words that man.com/Literacy/ have that root. List the words and discuss Root%20Words% as a class. 20Sample%20Less on%20Plan.pdf.

L.3.4d. Use glossaries or beginning Class discussion, Class novels, *Teach students how to use guide words dictionaries, both print and teacher Rigby leveled to look up the meaning of words in the digital, to determine or clarify observation, readers, and dictionary. the precise meaning of key words completed picture books. and phrases. activities. *Have students practice using dictionary skills while reading. Have them look up the vocabulary definitions.

L.3.5. Demonstrate understanding of Class discussion, Class novels, *Have the students use context clues to word relationships and teacher Rigby leveled determine the true definition vs. the

83 nuances in word meanings. observation, readers, and nuance. completed picture books. activities.

L.3.5a. Distinguish the literal and Class discussion, Class novels, *Teach students homophones and nonliteral meanings of words teacher Rigby leveled homonyms to show that words and and phrases in context (e.g. observation, readers, and phrases can have different meanings. take steps). completed picture books. activities.

L.3.5b. Identify real-life connections Class discussion, Class novels, *Have the students draw representations between words and their use teacher Rigby leveled of their vocabulary words and connect (e.g. describe people who are observation, readers, and them to every day life, i.e. draw friendly or helpful). completed picture books. something that represents the vocabulary activities. word brute.

L.3.5c. Distinguish shades of meaning Class discussion, Class novels, *Utilize dictionary skills to determine among related words that teacher Rigby leveled the meaning of the word. describe states of mind or observation, readers, and degrees of certainty (e.g. knew, completed picture books. *Create vocabulary flash cards to believe, suspected, heard, activities. practice at home and in school. wondered).

L.3.6. Acquire and use accurately Class discussion, Class novels, *Assess students knowledge of grade-appropriate conversational, teacher Rigby leveled vocabulary words through formative and general academic, and domain- observation, readers, and summative assessments. specific words and phrases, completed picture books. including those that signal spatial activities. and temporal relationships (e.g., After dinner that night we went

84 looking for them).

Interdisciplinary connections:

Twenty-first Century Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy; (3) Civic Literacy; and (4) Health Literacy;

Life and Career Skills:

(1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility.

Information, Media and Technology Skills

Course Name: English Language Arts Grade 4

Grade 4 Reading Literature

Key Ideas and Details Assessment Resources Instructional Materials

RL.4.1 Refer to details and examples QRI4, Teacher created Rigby “Making *Write or discuss conclusions as to why a in a text when explaining what tests, constructed Judgments” and character said a certain quote or what

85 the text says explicitly and when response “Zoom In” Unit a quote from the text means. drawing inferences from the text. questions, discussion, rubrics CQ Magazines *Teacher created activities & assessments Novels *Literature circle activities & discussions http://www.stud yzone.org/t estprep/ela 4/e/drawco nclusionsp. cfm

RL.4.2. Determine a theme of a story, Observation, Rigby “From A to *Discuss overall meaning and messages drama, or poem from details in discussion, Z” and “Rest of text the text; summarize the text. teacher created and Relaxation” tests, reading log Units *Plot charts, identifying theme and central message (see website) Novels (Read aloud & *Utilize reading log to summarize key individual) events in text Poetry books- *Study unit on poetry during National library Poetry Month and discuss theme through different poems Framing Your Thoughts http://www.readw ritethink.org/cla ssroom- resources/lesso

86 n- plans/graphing- plot-character- novel-869.html

RL.4.3. Describe in depth a character, Observation, Novels *Design character trait posters depicting setting, or event in a story or teacher created characters from biographies or novels drama, drawing on specific test or activity, Biographies from and traits they exhibit. details in the text (e.g., a constructed library character’s thoughts, words, or response *Discuss different character’s behavior actions). Rigby “Behind and actions, depicting why they acted questions, reading the Scenes” Unit log, discussion, that way or how they perceived an http://www.readw event. (Character perspective chart- ritethink.org/class see website) room- resources/lesson- plans/charting- characters-more- complete- 267.html Framing Your Thoughts Craft and Structure

RL.4.4. Determine the meaning of Observation, Rigby leveled *Create vocabulary cards or lists of words and phrases as they are discussion, readers unknown words in text

87 used in a text, including those teacher created CQ Magazines *Define unknown words using a that allude to significant tests or activities dictionary or online source Novels characters found in mythology *Create pictures of figurative language (e.g., Herculean). like similes, metaphors, hyperboles, and idioms

RL.4.5. Explain major differences Teacher created Rigby CQ *Poetry Project- identify favorite poem between poems, drama, and tests or activities, Magazines that relates to student’s life and prose, and refer to the structural discussion, rubric, identify structural elements. Write a Poetry books- elements of poems (e.g., verse, observation poem that relates to the first. library rhythm, meter) and drama (e.g., *Read poems and plays, discussing casts of characters, settings, Teacher’s books structural elements. descriptions, dialogue, stage on poems and directions) when writing or drama or speaking about a text. reader’s theatre

RL.4.6. Compare and contrast the Discussion, Rigby leveled *Read passages and identify differing point of view from which observation, readers points of view different stories are narrated, rubric, teacher CQ Magazines *Create Venn-diagrams and t-charts with including the difference between created tests, similarities and differences in first- and third-person narrations. activity sheets Novels (read- narration aloud & independen t) Various picture

88 books Integration of Knowledge and Ideas

RL.4.7. Make connections between Discussion, Novels *Discuss pictures within novels and how the text of a story or drama and a observation, they help us understand the text. Video visual or oral presentation of the rubric, writing representati *Draw visualizations of a text to help text, identifying where each assignments, ons of version reflects specific teacher created novels *After reading a novel, watch the video descriptions and directions in the activity or tests, dramatization. Create Venn- text. book reports CQ Magazines diagrams discussing differences in versions and write about preference Rigby leveled of version. readers *Book report presentations

*Continue to make text-to-text, text-to- self, and text-to-world connections

RL.4.8. (Not applicable to literature)

RL.4.9. Compare and contrast the Discussion, Rigby leveled *Read and compare different types of treatment of similar themes and observation, readers stories. topics (e.g., opposition of good rubric, writing CQ Magazines *Discuss similarities and differences and evil) and patterns of events assignments, across different forms of literature (e.g., the quest) in stories, myths, teacher created Novels from different cultures or authors. and traditional literature from tests and activities different cultures. Various picture *Write about how characters solved books problems in different ways in

89 different stories. Range of Reading and Level of Text Complexity

RL.4.10. By the end of the year, read AR tests, QIR-5, Rigby leveled *Scaffold reading of literature in guided and comprehend literature, teacher created readers reading groups including stories, dramas, and tests, discussion, Novels (read- poetry, in the grades 4–5 text observation aloud & *Subject students to a variety of text on a complexity band proficiently, independent) variety of levels with scaffolding as needed at the Independent high end of the range. reading books *Pass comprehension assessments and AR tests, on a variety of levels

Grade 4 Reading Informational text

Key Ideas and Details Assessment Resources Instructional Materials

RI.4.1. Refer to details and examples Teacher created Reading- Non- *Respond to constructed response in a text when explaining what tests, fiction and Bridges questions, using specific details from the the text says explicitly and when Constructed to Comprehension text to explain. drawing inferences from the text. Response leveled readers Questions, *Drawing inferences from certain sentences, discussion Rigby CQ- “On the telling the meaning behind those statements. Edge of Your Seat” and “Zoom In” Units Informational books

90 from the library

RI.4.2. Determine the main idea of a Observation, Rigby “From A to *Highlight key details in non-fiction text text and explain how it is discussion, Z” and “Rest and that support the main idea. supported by key details; teacher created Relaxation” Units *Fill out summary graphic organizer to summarize the text. tests and activities, Independent gather ideas prior to summarizing text. reading books reading log *Summarize independent reading on a CQ Magazine regular basis.

Rigby leveled readers

Novels

RI.4.3. Explain events, procedures, Discussion, CQ Magazine *Read historical or scientific text and charts, ideas, or concepts in a historical, teacher created write about or discuss cause and effects. Rigby leveled scientific, or technical text, tests and readers *Highlight information within text to including what happened and activities, answer questions. why, based on specific reading log Informational text information in the text. or science and *Use own words to explain text. history text books Craft and Structure

RI.4.4. Determine the meaning of Teacher created Rigby non-fiction *Create vocabulary center for students to general academic and domain- tests, activities, leveled develop vocabulary and utilize domain- specific words or phrases in a text discussion, readers specific words within a text. relevant to a grade 4 topic or writing Rigby CQ *Word wall- Display words on wall in

91 subject area. assignments Magazine classroom for future use. articles *Dictionary/internet search- define domain- Additional specific words relevant to reading. sources from other subjects (social studies, science, health or math text)

RI.4.5. Describe the overall structure Teacher created Rigby non-fiction *Create sequence of events chart, (e.g., chronology, comparison, tests, activities, leveled identifying structure of an informational cause/effect, problem/solution) discussion, readers text (see website). of events, ideas, concepts, or observation Rigby CQ *Complete cause and effect graphic information in a text or part of a Magazine organizer, identifying causes and effects text. Articles within informational text. Scholastic.com *Utilize Venn diagram or t-chart to compare articles or and contrast two topics within text such as other child- animals and plants within Sort It Out! friendly (Animal Vegetable or Mineral Unit) news articles http://www.readw ritethink.org/ classroom- resources/pri

92 ntouts/seque nce-events- chart- 30580.html

RI.4.6. Compare and contrast a Teacher created Rigby CQ *Determine the similarities and differences firsthand and secondhand tests, activities, Magazine Articles in first and secondhand accounts using a account of the same event or discussion, Venn Diagram. Scholastic.com topic; describe the differences in observation articles or other *Discuss how the first and secondhand focus and the information child friendly news accounts are presented in an article. provided. articles

Integration of Knowledge and Ideas

RI.4.7. Interpret information Discussion, Rigby leveled *Discuss how the author uses proof or text presented visually, orally, or writing, activity readers- non-fiction features to support main point of the text quantitatively (e.g., in charts, sheets, teacher within guided reading groups and shared Rigby “Animal, graphs, diagrams, time lines, created tests reading. Vegetable or animations, or interactive Mineral?” Unit *Write post-it notes in reading, stating how elements on Web pages) and visual information help us comprehend the explain how the information CQ Magazines text. contributes to an understanding of the text in which it appears. Authentic texts- magazines, newspapers, online

93 text

RI.4.8. Explain how an author uses Discussion, Rigby leveled *Write about how the author utilizes reasons and evidence to support writing, activity readers- non-fiction different text features or text to support particular points in a text. sheets, teacher main point. Where do you find the main created tests CQ Magazines point in different texts? Authentic texts, *Highlight points in an article or use magazines, highlighter tape to support questioning or newspapers, online analysis of text. text

RI.4.9. Integrate information from Discussion, Rigby leveled *Research a topic from text of at least two two texts on the same topic in writing, activity readers- non-fiction different authors. Write a report and create order to write or speak about the sheets, teacher an oral report or PowerPoint on the topic. CQ Magazines subject knowledgeably. created tests *Biography Research Project in language Authentic texts, arts or social studies magazines, newspapers, online text Range of Reading and Level of Text Complexity

RI.4.10. By the end of year, read and AR tests, QRI-5, Rigby leveled *Scaffold reading of non-fiction in guided comprehend informational texts, teacher created readers- non-fiction reading groups including history/social studies, tests, discussion, science, and technical texts, in the observation Rigby CQ *Subject students to a variety of text on a grades 4–5 text complexity band Magazine variety of level proficiently, with scaffolding as needed at the high end of the Independent *Pass comprehension assessments, AR

94 range. informational tests, on a variety of levels reading books

Grade 4 Reading Foundational Skills

Print Concepts Assessment Resources Instructional Materials

Not applicable in 4th grade Phonological Awareness

Not applicable in 4th grade Phonics and Word Recognition

RF.4.3. Know and apply grade-level QRI5, fluency Rigby leveled *Question students as they are reading phonics and word analysis skills assessments, readers aloud if it sounds right, looks right or in decoding words. observation makes sense. CQ Magazines Novels

Use combined knowledge of all QRI5, fluency Rigby leveled *Use mutli-syllable games and card letter-sound correspondences, assessments, readers puzzles to correctly pronounce syllabication patterns, and observation multisyllabic words. Rigby “It’s a morphology (e.g., roots and Mystery” Unit *Monitor reading, using decoding, word affixes) to read accurately recognition, and re-reading of text. unfamiliar multisyllabic words in CQ Magazines * “Zoom In” Unit- focus on related

95 context and out of context. Novels words and Latin roots. Independent reading books Fluency

RF.4.4. Read with sufficient accuracy QRI5, fluency Rigby leveled *Encourage students to make reading and fluency to support assessments, readers sound like the characters are talking. comprehension. observation, rubric Reader’s Theatre or *Model fluent reading in read-aloud Partner Poems *Yo! Yes!- Model reading of Novels punctuation and inflection.

Yo! Yes! - school *Students read letter, number, library punctuation combinations with good intonation and inflection.

Read grade-level text with QRI5, fluency Rigby “You Don’t *Students should monitor their reading- purpose and understanding. assessments, Say” Unit re-read text when you do not understand observation, or are unsure of meaning. rubric, teacher Rigby leveled created tests readers *Students re-read and change mind as reading and predicting with a purpose. Novels

Independent reading books

Read grade-level prose and QRI5, fluency Rigby CQ *Students practice reading of poetry and poetry orally with accuracy, assessments, Magazine Poetry present final reading to the class.

96 appropriate rate, and expression. observation, Reader’s Theatre or *Reading favorite poems or prose to the rubric Partner Poems class. Poetry from the library

Use context to confirm or self- QRI5, fluency RIGBY UNIT *Students should monitor their reading- correct word recognition and assessments, re-read text when you do not understand understanding, rereading as observation, Rigby leveled or are unsure of meaning. necessary. rubric, teacher readers created tests Novels

Independent reading books Grade 4 Writing

Text Types and Purposes Assessment Resources Instructional Materials

W.4.1- Write opinion pieces on topics Participation, 6+1 Traits of *Write a 4-5 paragraph persuasive or texts, supporting a point of observation, Writing essay in which students have to view with reasons and completed writing support their opinion reasons and Framing Your information. information. Thoughts *Brainstorm using a teacher generated Write Source graphic organizer to develop support with a specific number of reasons.

97 *Write newspaper articles or book recommendations using reasons for support.

W.4.1.a- Introduce a topic or text Participation, 6+1 Traits of *Start writing assignments with a clearly, state an opinion, and observation, Writing strong lead sentence, using question, create an organizational discussion, dialogue, onomatopoeia, an intense Framing Your structure in which related ideas completed writing description, or an exclamation. Thoughts are grouped to support the *Add important details to the first writer’s purpose. Write Source paragraph, to introduce the reader to the topic and stance. *Evaluate pieces of writing for strong or weak openings.

W.4.1.b-Provide reasons that are Participation, 6+1 Traits of *Use graphic organizers to brainstorm supported by facts and details. observation, Writing and develop ideas to support opinion. completed writing Framing Your *Write three body paragraphs, Thoughts developing reasons and support with a strong grade appropriate vocabulary. Write Source *Research information if more knowledge or support is needed for writing.

W.4.1.c- Link opinion and reasons Participation, 6+1 Traits of *Utilize transition words to create using words and phrases (e.g., observation, Writing logical order and develop flow of for instance, in order to, in completed writing writing. Framing Your addition). *Highlight and identify transition

98 Thoughts words in writing. Write Source

W.4.1.d-Provide a concluding Participation, 6+1 Traits of *End writing with a summary statement or section related to observation, Writing statement or lesson to wrap up ideas. the opinion presented. discussion, completed writing Framing Your *Evaluate pieces of writing for strong Thoughts and weak closings. Write Source *Develop strong endings for different stories and discuss ideas as a class.

W.4.2. Write Participation, 6+1 Traits of *Write a 4-5 paragraph informative informative/explanatory texts to observation, Writing essay in which students have to use examine a topic and convey completed writing details and information to convey Framing Your ideas and information clearly. ideas clearly. Thoughts *Model 5 paragraph explanatory Write Source prompt, and allow students to practice timed and untimed prompts.

W.4.2.a- Introduce a topic clearly Participation, 6+1 Traits of *Start writing assignments with a and group related information in observation, Writing strong lead sentence, using question, paragraphs and sections; include discussion, dialogue, onomatopoeia, an intense Framing Your formatting (e.g., headings), completed writing description, or an exclamation. Thoughts illustrations, and multimedia *Add important details and text when useful to aiding Write Source features to the first paragraph, to comprehension. introduce the reader to the topic and stance.

99 *Evaluate pieces of real world informative writing to implement in our own writing.

W.4.2.b-Develop the topic with facts, Participation, 6+1 Traits of *Use graphic organizers to brainstorm definitions, concrete details, observation, Writing and develop ideas and vocabulary to quotations, or other information completed writing support opinion. Framing Your and examples related to the Thoughts *Research topic to develop topic. background knowledge to utilize in Write Source writing.

W.4.2.c- Link ideas within categories Participation, 6+1 Traits of *Utilize transition words to create of information using words and observation, Writing logical order and develop flow of phrases (e.g., another, for completed writing writing. Framing Your example, also, because). Thoughts *Identify and highlight transition words in real world writing. Write Source

W.4.2.d- Use precise language and Participation, 6+1 Traits of *Integrate vocabulary and word choice domain-specific vocabulary to observation, Writing in everyday writing. inform about or explain the completed writing Framing Your *Use word wall and word list words in topic. Thoughts writing, by looking at resources.

Write Source *Word Choice Trait Crate Folder- Read My Mama Had a Dancing Heart and discuss author’s word choice.

W.4.2.e- Provide a concluding Participation, 6+1 Traits of *End writing with a summary statement or section related to observation, statement or lesson to wrap up the

100 the information or explanation discussion, Writing ideas. presented. completed writing Framing Your *Evaluate pieces of writing for strong Thoughts and weak opinions.

Write Source *Develop strong endings for different writing pieces and discuss ideas as a class.

W.4.3. Write narratives to develop Participation, 6+1 Traits of *Write a personal narrative in which real or imagined experiences or observation, Writing students develop the story with events using effective technique, completed writing detailed events and descriptions. Framing Your descriptive details, and clear Thoughts *Brainstorm and outline ideas to event sequences. develop a clear sequence of events. Write Source

W.4.3.a- Orient the reader by Participation, 6+1 Traits of *Start writing assignments with a establishing a situation and observation, Writing strong lead sentence, using question, introducing a narrator and/or discussion, dialogue, onomatopoeia, an intense characters; organize an event completed writing Framing Your description, or an exclamation. sequence that unfolds naturally. Thoughts *Add important details to the first Write Source paragraph, to introduce the reader to the characters and setting.

*Evaluate pieces of writing for strong or weak openings.

W.4.3.b- Use dialogue and description Participation, 6+1 Traits of *Use graphic organizers to brainstorm to develop experiences and observation, Writing and develop ideas to support opinion. events or show the responses of

101 characters to situations. completed writing Framing Your *Write three body paragraphs, Thoughts developing reasons and support with a strong grade appropriate vocabulary. Write Source

W.4.3.c- Use a variety of transitional Participation, 6+1 Traits of *Utilize transition words to create words and phrases to manage observation, Writing logical order and develop flow of the sequence of events. completed writing writing. Framing Your Thoughts

Write Source

W.4.3.d- Use concrete words and Participation, 6+1 Traits of *Trait Crate- Word Choice picture phrases and sensory details to observation, Writing book and activities. convey experiences and events completed writing precisely. Framing Your *Create list of “DEAD VERBS” and a Thoughts webs of concrete, more descriptive words to replace those verbs. Write Source *Utilize word lists and allow students to create their own strong word lists in their writing folders for use during writing.

W.4.3.e- Provide a conclusion that Participation, 6+1 Traits of *End writing with a summary follows from the narrated observation, Writing statement or lesson to wrap up the experiences or events. discussion, ideas. completed writing Framing Your Thoughts *Evaluate pieces of writing for strong and weak opinions. Write Source

102 *Develop strong endings for different stories and discuss ideas as a class. Production and Distribution of Writing

W.4.4. Produce clear and coherent Discussion, 6+1 Traits of *Identify author’s purpose and writing in which the participation, Writing audience for a variety of writing. development and organization completed writing Framing Your *Utilize different types of graphic are appropriate to task, purpose, Thoughts organizers to brainstorm ideas in an and audience. (Grade-specific organized manner for writing. expectations for writing types Write Source are defined in standards 1–3 *Write grade appropriate compositions above.) for specific audiences and purposes.

W.4.5. With guidance and support Discussion, 6+1 Traits of *Writer’s Workshop- provide students from peers and adults, develop observation, peer & Writing with opportunities to peer and teacher and strengthen writing as teacher conference in order to strengthen, Framing Your needed by planning, revising, conferences, revise and edit writing. Thoughts and editing. Write Source

W.4.6. With some guidance and Completed typed Write Source *Type essays in one sitting, utilizing support from adults, use writing, observation the internet to add pictures. Microsoft Office technology, including the *Post completed writing on website Internet, to produce and publish for discussion. writing as well as to interact and collaborate with others; *Utilize technology to research demonstrate sufficient command

103 of keyboarding skills to type a information for writing. minimum of one page in a single sitting. Research to Build and Present Knowledge

W.4.7. Conduct short research Participation, Internet *Research an unusual animal that has a projects that build knowledge rubric, student unique adaptation that helps it survive. Library books through investigation of project, observation Create a poster or brochure about this different aspects of a topic. Write Source animal. *Research a favorite author and create a Power Point presentation to convey knowledge.

W.4.8. Recall relevant information Participation, Internet *Brainstorm ideas from experiences in from experiences or gather rubric, discussion, a graphic organizer. One example Library books relevant information from print observation could be a 5 sense webs. Students can and digital sources; take notes Write Source experience a nature hike and write and categorize information, and about the experience. provide a list of sources. *Gather information from a website to report in an informational writing piece. Students can make a three- column chart and write three questions on the top of the chart to answer while researching. *Brainstorm ideas for a story in a

104 “grocery list.” Then order the information, putting a paragraph number next to each idea based upon relevant categories for each paragraph.

W.4.9. Draw evidence from literary Participation, Write Source *Constructed response compositions in or informational texts to support rubric, student which students must support and Rigby analysis, reflection, and research. project, observation reflect on reading from text. Novels *Keep reading response journals or use post-it notes while researching or reading text to reflect and analyze the text.

*Use information text to support informational writing pieces. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular

105 points in a text”). Range of Writing

W.4.10. Write routinely over extended Journals, writing 6+1 Traits of *Produce numerous pieces of writing time frames (time for research, folders or Writing for many different purposes and in reflection, and revision) and shorter portfolios, different time frames. time frames (a single sitting or a day or collections of Framing Your *Write journal entries for shorter two) for a range of discipline-specific writing Thoughts periods of time. Reflect on journal tasks, purposes, and audiences. entries and pick favorites to re-write or Write Source expand. *Participate in writer’s workshop *Different pieces of writing should show understanding and development of the task, audience, and purpose.

Grade 4 Speaking and Listening:

Comprehension and Assessment Resources Instructional Materials Collaboration

SL.4.1. Engage effectively in a range Participation, Novels *Participate in rich, structured of collaborative discussions (one- rubric, conversations one-on-one, teacher-led, Rigby on-one, in groups, and teacher- discussion, and student-led group discussion basis. led) with diverse partners on observation Write Source *Provide students with specific roles in grade 4 topics and texts, building group discussion or literature circle on others’ ideas and expressing discussions.

106 their own clearly. *Provide different conversational activities like think-pair-share, buddy reading, literature circles or book groups, etc.

*Provide opportunities for students to share and evaluate pieces of writing and own writing, expressing thoughts.

Come to discussions prepared, Participation, Novels *Be prepared with required reading, having read or studied rubric, pencil, book, and materials for guided Rigby required material; explicitly discussion, reading, literature circle or writing draw on that preparation and observation Write Source groups/ mini-lessons. other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for Participation, Novels *Literature circle roles discussions and carry out rubric, Rigby *Collaborative learning groups and assigned roles. discussion, roles observation Write Source *Writing Workshop conferences

Pose and respond to specific Participation, Novels *Students should listen, question, and questions to clarify or follow up rubric, gather information in order add to the Rigby on information, and make discussion, conversations. comments that contribute to the observation Write Source discussion and link to the remarks of others.

107 Review the key ideas expressed Participation, Novels *Summarize learning at the end of and explain their own ideas and rubric, discussions. Rigby understanding in light of the discussion, *Fill out and review evaluation tool or discussion. observation, Write Source teacher created “exit slip” at the end of discussions. activity

SL.4.2. Paraphrase portions of a text Participation, Novels *Participate in discussions where read aloud or information rubric, students paraphrase text or information Rigby presented in diverse media and discussion, in a video clip, internet site, oral formats, including visually, observation Write Source argument, or visual. quantitatively, and orally. Discovery Streaming Clips

SL.4.3. Identify the reasons and Participation, Novels *Participate in discussions where evidence a speaker provides to rubric, students identify the reasons a speaker Rigby support particular points. discussion, picks supporting details. observation Write Source *Evaluate presentations made by others Discovery using rubrics. Streaming Clips *Comment on speaker’s writing or book report presentation. Presentation of Knowledge and Ideas

SL.4.4. Report on a topic or text, tell a Book reports, 6+1 Traits of *Present information in an organized story, or recount an experience in Power Point Writing and logical manner.

108 an organized manner, using Presentations, Write Source *Trait Crate Organization- discuss the appropriate facts and relevant, rubric, organization of writing and how it Rigby descriptive details to support observation relates to oral presentations. main ideas or themes; speak Novels clearly at an understandable pace. Independent reading books

SL.4.5. Add audio recordings and Book reports, Microsoft Office *Utilize visual displays and the use of visual displays to presentations Power Point audio during book report presentations iPods when appropriate to enhance the Presentations, and Power Point Presentations. development of main ideas or rubric, *Utilize the iPods to view presentations themes. observation or create podcast of reading or writing.

SL.4.6. Differentiate between contexts Book reports, Write Source *Expose students to various that call for formal English (e.g., Power Point representations of language and a presenting ideas) and situations Presentations, Rigby variety of speaking tasks. where informal discourse is rubric, *Provide students with opportunities appropriate (e.g., small-group observation, Novels speak formally (formal presentations) discussion); use formal English participation and informally (small- group when appropriate to task and Framing Your discussions). situation. Thoughts Conventions of Standard English

L.4.1. Demonstrate command of the Book reports, 6+1 Traits of *Provide students with multiple conventions of standard English Power Point Writing opportunities to show their command of grammar and usage when writing Presentations, grammar and usage while speaking and Framing Your or speaking. rubric, writing.

109 observation, Thoughts participation, completed Write Source writing, journals

Use relative pronouns (who, Teacher created Framing Your *Identify, diagram, and write sentences whose, whom, which, that) and tests, activities, Thoughts with predicate expanders, subject relative adverbs (where, when, completed describers and subject replacements. Write Source why). writing, journals

Form and use the progressive Teacher created Framing Your *Identify and write sentences with (e.g., I was walking; I am walking; tests, activities, Thoughts different verb tenses. I will be walking) verb tenses. completed writing, journals Write Source *Identify the use of different verb tenses in one’s own writing and in newspaper articles or Rigby text.

Use modal auxiliaries (e.g., can, Teacher created Framing Your *Identify different situations in which may, must) to convey various tests, activities, Thoughts students use modal auxiliaries. conditions. completed writing, journals Write Source

Order adjectives within sentences Teacher created Framing Your *Diagram subject describers and order according to conventional tests, activities, Thoughts according to conventional patterns. patterns (e.g., a small red bag completed Write Source rather than a red small bag). writing, journals

Form and use prepositional Teacher created Framing Your *Online Preposition Desert Game- phrases. tests, activities, Thoughts Identify prepositions and objects of completed prepositions (see website). Write Source

110 writing, journals http://www.harcourt *Write and diagram sentences using school.com/activity/ prepositions in predicate. expanders. preposition_desert/i ndex.html

Produce complete sentences, Teacher created Framing Your *Diagram sentences using Framing recognizing and correcting tests, activities, Thoughts Your Thoughts. inappropriate fragments and completed Write Source *Daily Oral Language run-ons.* writing, journals *Manipulate sentences on the board, moving punctuation and capital letters to create complete sentences.

Correctly use frequently Teacher created 6 +1 Traits of *Homophone Word Games confused words (e.g., to, too, two; tests, activities, Writing *Identify appropriate use of there, their).* completed writing, journals Framing Your homophones in reading and writing. Thoughts *Spelling practice with homophones. Write Source

L.4.2. Demonstrate command of the Teacher created 6 +1 Traits of *Daily Oral Language/ Editing conventions of standard English tests, activities, Writing *Revise own writing for capitalization, capitalization, punctuation, and completed Framing Your punctuation, spelling and grammar. spelling when writing. writing, journals Thoughts

Write Source

111 Use correct capitalization. Teacher created 6 +1 Traits of *Daily Oral Language/ Editing tests, activities, Writing completed *Revise own writing for capitalization. writing, journals Framing Your Thoughts Write Source

Use commas and quotation marks Teacher created 6 +1 Traits of *Daily Oral Language/ Editing to mark direct speech and tests, activities, Writing *Practice using dialogue in writing. quotations from a text. completed writing, journals Framing Your Thoughts

Write Source

Use a comma before a Teacher created 6 +1 Traits of *Use FANBOYS pneumonic to identify coordinating conjunction in a tests, activities, Writing coordinating conjunctions. compound sentence. completed writing, journals Framing Your *Make copies of words, commas, and Thoughts periods to move around on the board, making sure coordinating commas go Write Source before. http://www.scholast *Conjunction Junction video clip. ic.com/teachers/clas sroom_solutions/20 11/02/compound- sentences

Spell grade-appropriate words Teacher created 6 +1 Traits of *Daily Oral Language/ Editing correctly, consulting references tests, activities, Writing *Revise and edit drafts of writing for

112 as needed. completed Framing Your publishing. writing, journals Thoughts Write Source Knowledge of Language

L.4.3. Use knowledge of language and Teacher created Rigby *Read different authors and genres to its conventions when writing, tests, activities, compare different writing styles and 6 +1 Traits of speaking, reading, or listening. completed effective used of language. writing, journals Writing *Identify differences in informal Framing Your reading or writing versus formal reading Thoughts or writing. Write Source

Choose words and phrases to Teacher created 6 +1 Traits of *Model as a class rewriting a paragraph convey ideas precisely.* tests, activities, Writing to add more precise words and phrases, completed being more descriptive and direct while writing, journals Framing Your writing or orally sharing a story. Thoughts *Evaluate a piece of writing or lecture Write Source to identify strong or week words and phrases. *Write a paragraph or stories, focusing on word choice.

Choose punctuation for effect.* Teacher created 6 +1 Traits of *Read alphabet with different tests, activities, Writing punctuation throughout. See how the completed punctuation affects reading. Utilize

113 writing, journals Framing Your differing punctuation in writing to Thoughts create desired effect. Write Source

Differentiate between contexts Teacher created 6 +1 Traits of *Expose students to various that call for formal English (e.g., tests, activities, Writing representations of language and a presenting ideas) and situations completed variety of speaking tasks. Framing Your where informal discourse is writing, journals *Provide students with opportunities to Thoughts appropriate (e.g., small-group speak formally (formal presentations) and informally (small- group discussion). Write Source discussions). Vocabulary Acquisition and Use

L.4.4. Determine or clarify the Teacher created Rigby non-fiction *Create vocabulary center for students meaning of unknown and tests, activities, leveled readers to develop vocabulary and utilize multiple-meaning words and discussion, domain-specific words within a text. Rigby CQ phrases based on grade 4 reading literature circles Magazine articles *Word wall- Display words on wall in and content, choosing flexibly classroom for future use. from a range of strategies. Novels *Dictionary/internet search- define domain-specific words relevant to reading.

Use context (e.g., definitions, Teacher created Rigby non-fiction *Create vocabulary center for students examples, or restatements in tests, activities, leveled readers to develop vocabulary and utilize text) as a clue to the meaning of a discussion domain-specific words within a text. Rigby CQ

114 word or phrase. Magazine articles *Introduce vocabulary before reading in guided reading, find context clues while Novels reading, and acquired word in vocabulary after reading.

*

Use common, grade-appropriate Teacher created Rigby non-fiction *Identify common roots and study Greek and Latin affixes and roots tests, activities, leveled readers meaning by themselves and within as clues to the meaning of a word discussion words. Rigby CQ (e.g., telegraph, photograph, Magazine articles autograph). Novels

Consult reference materials (e.g., Teacher created Dictionaries *Identify and define words in guided dictionaries, glossaries, tests, activities, reading and novels. Thesaurus thesauruses), both print and discussion, *Word Wizard literature circle job, to digital, to find the pronunciation writing products indentify unfamiliar words and define and determine or clarify the the words, being able to explain to the precise meaning of key words and class. phrases.

L.4.5. Demonstrate understanding of Teacher created Rigby *Identify and list figurative language figurative language, word tests, activities, from text. Then write meaning or draw Novels relationships, and nuances in discussion, a picture of the meaning. word meanings. writing Write Source products, rubric *Utilize figurative language in own writing, correctly and appropriately.

Explain the meaning of simple Teacher created Rigby * Highlight or identify similes and similes and metaphors (e.g., as tests, activities, metaphors in read-aloud books or

115 pretty as a picture) in context. discussion, Novels novels. writing products, rubric Write Source *Draw realistic and unrealistic pictures of similes and metaphors found within writing.

Recognize and explain the Teacher created Rigby *Draw pictures, take pictures , or act meaning of common idioms, tests, activities, out common idioms or proverbs. Novels adages, and proverbs. discussion, *Read and report on common idioms writing Write Source products, rubric using the scholastic idiom dictionary. *Utilize use of figurative language in own writing.

Demonstrate understanding of Teacher created Rigby *Write antonyms and synonyms for words by relating them to their tests, activities, vocabulary words within reading. Novels opposites (antonyms) and to discussion, *Use a thesaurus to identify synonyms words with similar but not writing Write Source and antonyms. identical meanings (synonyms). products, rubric *Create snowflakes or other objects with one word in the middle and synonyms or antonyms surrounding it.

L.4.6. Acquire and use accurately Teacher created Rigby *Assess students’ knowledge of grade-appropriate general tests, activities, vocabulary words through formative Novels academic and domain-specific discussion, and summative assessments. words and phrases, including writing Write Source those that signal precise actions, products, rubric emotions, or states of being (e.g., quizzed, whined, stammered) and

116 that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Interdisciplinary connections:

Twenty-first Century Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy; (3) Civic Literacy; and (4) Health Literacy;

Life and Career Skills:

(1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility.

Information, Media and Technology Skills

Course Name: English Language Arts Grade 5

117 Grade 5 Reading Literature

Key Ideas and Details Assessment Resources Instructional Materials

RL.5.1. Quote accurately from a text Student Literature novels, *Utilize one of the inference worksheets when explaining what the text says participation, Rigby leveled listed in resources as a guideline for explicitly and when drawing teacher readers, and CQ students to follow. inferences from the text. observation, magazine, teacher created http://www.ereading *Write animal riddles and trade papers. materials, and worksheets.com/free Have the students infer what animal the class discussion. -reading- writer is discussing. worksheets/reading- comprehension- worksheets/inferenc es-worksheets/.

RL.5.2. Determine a theme of a story, Student Literature novels, *Discuss as a class common themes in drama, or poem from details in the participation, Rigby leveled literature. text, including how characters in a teacher readers, and CQ story or drama respond to observation, magazine. *Have the students list details from the challenges or how the speaker in a teacher created text in order to aid them in finding the poem reflects upon a topic; materials, and theme. summarize the text. class discussion.

RL.5.3. Compare and contrast two or Student Literature novels, *Utilize a Venn diagram to compare and more characters, settings, or events participation, Rigby leveled contrast characters, settings, or events. in a story or drama, drawing on teacher readers, and CQ specific details in the text (e.g., how observation, magazine. *Demonstrate describing characters, teacher created

118 characters interact). materials, and settings, or events using the five W’S. class discussion. Craft and Structure

RL.5.4. Determine the meaning of words Student Literature novels, *Utilize dictionary skills to locate words and phrases as they are used in a participation, Rigby leveled and determine their meaning. text, including figurative language teacher readers, and CQ such as metaphors and similes. observation, magazine, *Make use of the website listed in resources to help teach the students teacher created dictionaries, materials, and http://www.ereadin figurative language. class discussion. gworksheets.com/fi gurative- language/figurative- language- worksheets/.

RL.5.5. Explain how a series of chapters, Student Literature novels, *Create a story map to show how the scenes, or stanzas fits together to participation, Rigby leveled story fits together. provide the overall structure of a teacher readers, and CQ particular story, drama, or poem. observation, magazine. teacher created materials, and class discussion.

RL.5.6. Describe how a narrator’s or Student Literature novels, *Use the website listed to help guide speaker’s point of view influences participation, Rigby leveled students on the narrator’s point of view. how events are described. teacher readers, and CQ observation, magazine, *Have the students write the narrator’s teacher created http://woub.org/etse point of view on sentence strips. Have a

119 materials, and o/readwritetell/pdfs/ class discussion to determine how the class discussion. 5- point of view influenced the events in 7.4POV_PointOfVi the story. ew.pdf. Integration of Knowledge and Ideas

RL.5.7. Analyze how visual and Student Literature novels *Describe pictures/multimedia objects in multimedia elements contribute to participation, detail. Discuss their impact on the novel. the meaning, tone, or beauty of a teacher text (e.g., graphic novel, multimedia observation, presentation of fiction, folktale, teacher created myth, poem). materials, and class discussion.

RL.5.8. (Not applicable to literature) N/A N/A N/A

RL.5.9. Compare and contrast stories in Student Literature novels, * Utilize a Venn diagram to the same genre (e.g., mysteries and participation, Rigby leveled compare the stories. adventure stories) on their teacher readers, and CQ approaches to similar themes and observation, magazine. *Use a T-Chart to compare and contrast. topics. teacher created materials, and class discussion. Range of Reading and Level of Text Complexity

120 RL.5.10. By the end of the year, read and AR tests, Rigby leveled *Subject students to a wide variety of comprehend literature, including teacher created readers, non- texts on a variety of levels. Scaffold stories, dramas, and poetry, at the tests, fiction and fiction reading of non-fiction and fiction high end of the grades 4–5 text discussion, books, independent books in reading groups. complexity band independently and observation, reading books, and proficiently. and QRI’s. novels.

Grade 5 Reading Informational Text

Key Ideas and Details Assessment Resources Instructional Materials

RI.5.1. Quote accurately from a text Student Novels, Rigby *Utilize the RSSE model (Restate, when explaining what the text says participation, leveled readers, CQ Support, Support, Expand) to have explicitly and when drawing teacher magazines. children quote accurately from the text. inferences from the text. observation, teacher created materials, and class discussion.

RI.5.2. Determine two or more main Student Novels, Rigby *Create main idea and supporting details ideas of a text and explain how they participation, leveled readers, CQ graphic organizer to help students are supported by key details; teacher magazines, develop their ideas. Use the website summarize the text. observation, http://www.teacher listed as a resource for the graphic teacher created vision.fen.com/rea organizer. materials, and ding/graphic- class discussion. organizers/4311.ht ml.

RI.5.3. Explain the relationships or Student Novels, Rigby *Create graphic organizers to aid

121 interactions between two or more participation, leveled readers, CQ students in explaining the characters. individuals, events, ideas, or teacher magazines, Website listed in resources. concepts in a historical, scientific, observation, http://www.vrml.k or technical text based on specific teacher created 12.la.us/cc/vp_gle/ *Classroom discussion. information in the text. materials, and 2nd/more/graphic_ class discussion. organizers.htm Craft and Structure

RI.5.4. Determine the meaning of Student Novels, Rigby *Create a vocabulary word wall using general academic and domain- participation, leveled readers, words from their text. specific words and phrases in a text teacher CQ magazines. relevant to a grade 5 topic or observation, *Write vocabulary words in journals and subject area. teacher created determine their meaning by looking up materials, and their definition in a dictionary. class discussion.

RI.5.5. Compare and contrast the overall Student Novels, Rigby *Have the students complete a structure (e.g., chronology, participation, leveled readers, sequencing activity on the two texts. comparison, cause/effect, teacher CQ magazines. problem/solution) of events, ideas, observation, * Utilize a cause/effect graphic organizer concepts, or information in two or teacher created to help students generate ideas. more texts. materials, and class discussion.

RI.5.6. Analyze multiple accounts of the Student Novels, *Utilize website listed to guide students same event or topic, noting participation, Rigby leveled in comparing/contrasting events or important similarities and teacher readers, CQ topics. differences in the point of view observation, magazines, teacher created http://www.intern

122 they represent. materials, and et4classrooms.co class discussion. m/assessment_ass istance/assessmen t_preparation_lan guage_arts_comp are_contrast_activ ities.htm Integration of Knowledge and Ideas

RI.5.7. Draw on information from Student Novels, Rigby *Demonstrate using key words, multiple print or digital sources, participation, leveled readers, highlighted words, and/or glossaries in demonstrating the ability to locate teacher CQ magazines. stories to help find information. *Teach an answer to a question quickly or observation, students to read questions first, and then to solve a problem efficiently. teacher created note the answers in the passages as they materials, and are reading. class discussion.

RI.5.8. Explain how an author uses Student Novels, Rigby *Using sentence strips, have the students reasons and evidence to support participation, leveled readers, write the authors point, and underneath particular points in a text, teacher CQ magazines. write evidence of their support. identifying which reasons and observation, evidence support which point(s). teacher created materials, and class discussion.

RI.5.9. Integrate information from Student Novels, Rigby *Have the students create reports on a several texts on the same topic in participation, leveled readers, topic in which they must use more than order to write or speak about the teacher

123 subject knowledgeably. observation, CQ magazines. one resource to find information. teacher created materials, and *Pick the topic, have the students read class discussion. the information, and then have them create a poster of the topic using information from all sources. Range of Reading and Level of Text Complexity

RI.5.10. By the end of the year, read and AR tests, Rigby leveled *Subject students to a variety of texts comprehend informational texts, teacher created readers, non- on a variety of levels. Scaffold non- including history/social studies, tests, fiction and fiction fiction reading in reading groups. science, and technical texts, at the discussion, books, high end of the grades 4–5 text observation, independent complexity band independently and QRI’s. reading books, and proficiently. and novels.

Grade 5 Reading Foundational Skills

Phonics and Word Recognition Assessment Resources Instructional Materials

RF.5.3. Know and apply grade-level Student Rigby Wonder *Create a classroom word wall for phonics and word analysis skills in participation, Writers, Framing trouble words decoding words. teacher Your Thoughts, observation, Write Source, and *Teach students strategies for decoding teacher created Project Read if words, i.e. chunking, finding smaller materials, and necessary. words in bigger words, etc. class discussion.

124 RF.5.3a. Use combined knowledge of all Student Rigby *Post word attack strategies in the letter-sound correspondences, participation, Wonder Writers, classroom for student use as necessary syllabication patterns, and teacher Framing Your morphology (e.g., roots and affixes) observation, Thoughts, Write *Utilize the Scholastic website listed to read accurately unfamiliar teacher created Source, and Project under resources as a resource if multisyllabic words in context and materials, and Read if necessary, necessary. out of context. class discussion. http://www.scholas tic.com/resources/a rticle/help-your- child-become-a- word-detective Fluency

RF.5.4. Read with sufficient accuracy Student Rigby leveled *Utilize AR tests and QRI’s to and fluency to support participation, readers, non- individually assess the students. comprehension. teacher fiction and fiction observation, books, independent *Model comprehension strategies teacher created reading books, techniques for students. materials, and novels, QRI’s and class discussion. AR tests.

RF.5.4a. Read grade-level text with Student Rigby leveled *Individually conference with students purpose and understanding. participation, readers, non- to check for understanding of text. teacher fiction and fiction observation, books, independent *Utilize journals to complete teacher created reading books, and independent comprehension activities. materials, and novels. class discussion.

125 RF.5.4b. Read grade-level prose and Student Rigby leveled *Model reading prose and poetry to poetry orally with accuracy, participation, readers, non- students. appropriate rate, and expression. teacher fiction and fiction observation, books, independent *Have the students participate in a short teacher created reading books, and poetry reading every week to gain materials, and novels. confidence. class discussion. *Listen to poems on tape to gain understanding.

RF.5.4c. Use context to confirm or self- Student Rigby leveled *Model reading strategies for students correct word recognition and participation, readers, non- to use to accurately decode words. understanding, rereading as teacher fiction and fiction necessary. observation, books, independent *Create a daily context clue search in teacher created reading books, and which the students read one sentence materials, and novels. with a bolded vocabulary word. Students class discussion. use context clues to determine the meaning of the bolded word.

Grade 5 Writing

Text Types and Purposes Assessment Resources Instructional Materials

W.5.1. Write opinion pieces on topics or Participation, Write Source *Write a 5 or more paragraph texts, supporting a point of view observation, (Writing persuasive essay in which students have with reasons and information. completed Persuasive Essays to support their opinion with reasons

126 writing p. 94-99) and information. Framing Your *Brainstorm using a student generated Thoughts- graphic organizer for support and paragraph reasons. *Write letters to the editor or opinion based articles for a class newspaper.

W.5.1a. Introduce a topic or text clearly, Participation, Write Source *Start writing assignments with a strong state an opinion, and create an observation, lead sentence and introductory organizational structure in which completed Framing Your paragraph. ideas are logically grouped to writing Thoughts- support the writer’s purpose. paragraph *Add important details to the first paragraph, to introduce the reader to the topic and stance.

*Evaluate pieces of personal writing for strong or weak openings.

W.5.1b. Provide logically ordered Participation, Write Source *Use graphic organizers to brainstorm reasons that are supported by facts observation, and develop ideas to support opinion. and details. completed Framing Your writing Thoughts- *Write three or more body paragraphs, paragraph developing reasons and support with a strong grade appropriate vocabulary.

W.5.1c. Link opinion and reasons using Participation, Write Source *Utilize a certain number of transition words, phrases, and clauses (e.g., observation, words to create logical order and consequently, specifically). completed Framing Your develop flow of writing. writing Thoughts-

127 paragraph

W.5.1d. Provide a concluding statement Participation, Write Source *End writing with a summary statement or section related to the opinion observation, or lesson to wrap up the ideas in the presented. completed Framing Your concluding paragraph. writing Thoughts- paragraph *Evaluate personal pieces of writing for strong and weak concluding paragraphs.

W.5.2. Write informative/explanatory Participation, Write Source *Write a 5 or more paragraph texts to examine a topic and convey observation, informative essay in which students ideas and information clearly. completed Framing Your have to use details and information to writing Thoughts- convey ideas clearly. paragraph

W.5.2a. Introduce a topic clearly, Participation, Write Source *Start writing assignments with a strong provide a general observation and observation, lead sentence and introductory focus, and group related completed Framing Your paragraph. information logically; include writing Thoughts- formatting (e.g., headings), paragraph *Add important details and text features illustrations, and multimedia when to the first paragraph, to introduce the useful to aiding comprehension. reader to the topic and stance. *Evaluate own openings in comparison to real-world informative writing.

W.5.2b. Develop the topic with facts, Participation, Write Source *Use graphic organizers to brainstorm definitions, concrete details, observation, and develop ideas and vocabulary to quotations, or other information completed Framing Your support opinion. and examples related to the topic. writing Thoughts- paragraph

128 W.5.2c. Link ideas within and across Participation, Write Source *Utilize a certain number of transition categories of information using observation, words to create logical order and words, phrases, and clauses (e.g., in completed Framing Your develop flow of writing. contrast, especially). writing Thoughts- paragraph

W.5.2d. Use precise language and Participation, Write Source *Integrate vocabulary and word choice domain-specific vocabulary to observation, in everyday writing. inform about or explain the topic. completed Framing Your writing Thoughts- *Use word wall and word list words in paragraph writing, by looking at resources.

*Word Choice Trait Crate Folder

W.5.2e. Provide a concluding statement Participation, Write Source *End writing with a summary statement or section related to the information observation, or lesson to wrap up the ideas in the or explanation presented. completed Framing Your concluding paragraph. writing Thoughts- paragraph *Evaluate personal pieces of writing for strong and weak conclusions.

W.5.3. Write narratives to develop real Participation, Write Source *Write a 5 or more paragraph personal or imagined experiences or events observation, narrative in which students have to using effective technique, completed Framing Your develop the story with detailed events descriptive details, and clear event writing Thoughts- and descriptions. sequences. paragraph *Brainstorm and outline ideas to develop a clear sequence of events.

W.5.3a. Orient the reader by Participation, Write Source *Start writing assignments with a strong establishing a situation and observation, lead sentence and introductory introducing a narrator and/or completed Framing Your

129 characters; organize an event writing Thoughts- paragraph. sequence that unfolds naturally. paragraph *Add important details to the first paragraph, to introduce the reader to the characters and setting.

W.5.3b. Use narrative techniques, such Participation, Write Source *Use graphic organizers to brainstorm as dialogue, description, and observation, and develop ideas to support opinion. pacing, to develop experiences and completed Framing Your events or show the responses of writing Thoughts- *Write three or more body paragraphs, characters to situations. paragraph developing reasons and support with a strong grade appropriate vocabulary.

W.5.3c. Use a variety of transitional Participation, Write Source *Utilize a certain number of transition words, phrases, and clauses to observation, words to create logical order and manage the sequence of events. completed Framing Your develop flow of writing. writing Thoughts- paragraph

W.5.3d. Use concrete words and phrases Participation, Write Source *Create list of “Strong Words” to use in and sensory details to convey observation, writing experiences and events precisely. completed Framing Your writing Thoughts- *Utilize word lists and allow students to paragraph create their own strong word lists in their writing folders for use during writing.

W.5.3e. Provide a conclusion that Participation, Write Source *End writing with a summary statement follows from the narrated observation, or lesson to wrap up the ideas in the experiences or events. completed Framing Your concluding paragraph. writing Thoughts- *Evaluate personal pieces of writing for

130 paragraph strong and weak conclusions. Production and Distribution of Writing

W.5.4. Produce clear and coherent Discussion, Write Source *Identify author’s purpose and audience writing in which the development participation, for a variety of writing. and organization are appropriate to completed Framing Your task, purpose, and audience. writing Thoughts- *Informally write on a certain topic for (Grade-specific expectations for paragraph different purposes or different writing types are defined in audiences. standards 1–3 above.)

W.5.5. With guidance and support from Discussion, Write Source *Writer’s Workshop- provide students peers and adults, develop and observation, with opportunities to peer and teacher strengthen writing as needed by peer & teacher Framing Your conference in order to strengthen, revise planning, revising, editing, conferences, Thoughts- and edit writing. rewriting, or trying a new approach. paragraph

W.5.6. With some guidance and support Completed Write Source *Type essays in one sitting, utilizing the from adults, use technology, typed writing, internet to add pictures and sources. including the Internet, to produce observation, Microsoft Office and publish writing as well as to rubric *Post writing or podcasts online to interact and collaborate with others; publish and present writing. demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

131 Research to Build and Present Knowledge

W.5.7. Conduct short research projects Completed Write Source *Research a character from the that use several sources to build writing, Renaissance and/or a biome. Create knowledge through investigation of observation, Framing Your outline and write 5 or more paragraph different aspects of a topic. conferences, Thoughts- essay on the topic. rubric paragraph *Research a topic and organize information for a short essay or a oral report.

W.5.8. Recall relevant information from Completed Write Source *Gather information from multiple experiences or gather relevant writing, websites or sources to report in an information from print and digital observation, Framing Your informational writing piece. Document sources; summarize or paraphrase conferences, Thoughts- the sources on a reference page. information in notes and finished rubric paragraph work, and provide a list of sources. *Outline essays or research for future use in writing. Complete other pre- writing activities to assist students in utilizing background knowledge, experiences, and research.

W.5.9. Draw evidence from literary or Completed Write Source *Constructed response compositions in informational texts to support writing, which students must support and reflect analysis, reflection, and research. observation, Framing Your on reading from text. conferences, Thoughts- rubric paragraph *Keep reading response journals or use post-it notes while researching or reading text to reflect and analyze the

132 text. *Use information text to support informational writing pieces.

W.5.9a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

W.5.9b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Range of Writing

W.5.10. Write routinely over extended Journals, Write Source *Produce numerous pieces of writing time frames (time for research, writing folders for many different purposes and in reflection, and revision) and shorter or portfolios, Framing Your different time frames. time frames (a single sitting or a collections of Thoughts- *Write journal entries for shorter day or two) for a range of writing paragraph periods of time. Reflect on journal discipline-specific tasks, purposes, entries and pick favorites to re-write or and audiences. 6+1 Traits of expand. Writing *Participate in writer’s workshop

133 *Different pieces of writing should show understanding and development of the task, audience, and purpose.

Grade 5 Speaking and Listening:

Comprehension and Assessment Resources Instructional Materials Collaboration

SL.5.1. Engage effectively in a range Participation, Novels *Participate in rich, structured of collaborative discussions rubric, discussion, conversations on a one-on-one, teacher- (one-on-one, in groups, and observation Rigby led, and student-led group discussion basis. teacher-led) with diverse Write Source partners on grade 5 topics and *Provide students with specific roles in texts, building on others’ ideas group discussion or literature circle and expressing their own clearly. discussions. *Provide different conversational activities like think-pair-share, buddy reading, literature circles or book groups, etc. *Provide opportunities for students to share and evaluate pieces of writing and own writing, expressing thoughts clearly.

SL.5.1a. Come to discussions Participation, 6+1 Traits of *Be prepared with required reading, pencil, prepared, having read or studied rubric, discussion, Writing book, and materials for guided reading, required material; explicitly observation literature circle or writing groups/ mini- draw on that preparation and Framing Your

134 other information known about Thoughts lessons. the topic to explore ideas under discussion. Novels Rigby Write Source

SL.5.1b. Follow agreed-upon rules for Participation, Novels *Literature circle roles discussions and carry out rubric, discussion, assigned roles. observation Rigby *Collaborative learning groups and roles Write Source *Writing Workshop conferences

SL.5.1c. Pose and respond to specific Participation, Novels *Students should listen, question, and questions by making comments rubric, discussion, gather information in order add to the that contribute to the discussion observation Rigby conversations. and elaborate on the remarks of Write Source others.

SL.5.1d. Review the key ideas Participation, Novels *Summarize learning at the end of expressed and draw conclusions rubric, discussion, discussions. in light of information and observation, Rigby *Fill out and review evaluation tool or knowledge gained from the teacher created Write Source discussions. activity “exit slip” at the end of discussions.

SL.5.2. Summarize a written text read Participation, Novels *Participate in discussions where students aloud or information presented rubric, discussion, summarize text or information in a video in diverse media and formats, observation Rigby clip, internet site, oral argument, or visual. including visually, Write Source quantitatively, and orally. Discovery

135 Streaming Clips

SL.5.3. Summarize the points a Participation, Novels *Participate in discussions where students speaker makes and explain how rubric, discussion, summarize the main ideas and points of a each claim is supported by observation Rigby speaker. reasons and evidence. Write Source *Evaluate presentations made by others Discovery using rubrics, judging supporting details of Streaming Clips the main idea. Presentation of Knowledge and Ideas

SL.5.4. Report on a topic or text or Book Talks, 6+1 Traits of *Present information in an organized and present an opinion, sequencing Power Point Writing logical manner. ideas logically and using Presentations, appropriate facts and relevant, rubric, Write Source *Trait Crate Organization- discuss the organization of writing and how it relates descriptive details to support observation Rigby main ideas or themes; speak to oral presentations. clearly at an understandable Novels *Create book talks or Power Point pace. Independent Presentations reading books

SL.5.5. Include multimedia Book talks, Power Microsoft Office *Utilize visual displays and the use of components (e.g., graphics, Point audio during book talk presentations and sound) and visual displays in Presentations, IPods Power Point Presentations. presentations when appropriate rubric, to enhance the development of observation *Utilize the iPods to view presentations or main ideas or themes. create podcast of reading or writing.

136 SL.5.6. Adapt speech to a variety of Book talks, Power Write Source *Provide students with opportunities speak contexts and tasks, using formal Point formally (formal presentations) and English when appropriate to task Presentations, Rigby informally (small- group discussions). and situation. rubric, *Evaluate students based on their ability to observation, Novels adapt their speech to appropriate participation circumstances. Framing Your Thoughts Conventions of Standard English

L.5.1. Demonstrate command of the Book talks, Power 6+1 Traits of *Provide students with multiple conventions of standard English Point Writing opportunities to show their command of grammar and usage when Presentations, grammar and usage while speaking and writing or speaking. rubric, Framing Your writing. observation, Thoughts participation, Write Source completed writing, journals

L.5.1a. Explain the function of Teacher created 6+1 Traits of *Diagram compound sentences and conjunctions, prepositions, and activities and Writing explain the purpose of conjunctions, interjections in general and their tests, completed prepositions, and interjections within function in particular sentences. writing, Framing Your sentences. observation, Thoughts rubric Write Source

L.5.1b. Form and use the perfect (e.g., Teacher created Framing Your *Identify and write sentences with I had walked; I have walked; I tests, activities, Thoughts different verb tenses.

137 will have walked) verb tenses. completed Write Source *Identify the use of different verb tenses in writing, journals one’s own writing and in newspaper articles, novels or Rigby text.

L.5.1c. Use verb tense to convey Teacher created 6 +1 Traits of *MUG Editing various times, sequences, states, tests and Writing and conditions. activities, *Utilize differing verb tenses in writing for completed writing Framing Your various purposes and conditions. Thoughts Write Source

L.5.1d. Recognize and correct Teacher created 6 +1 Traits of *MUG Editing inappropriate shifts in verb tense. tests and Writing activities, *Model editing for inappropriate shifts in completed writing Framing Your verb tense. Thoughts * Editing personal or peer writing for verb Write Source tense shifts.

L.5.1e. Use correlative conjunctions Teacher created 6 +1 Traits of *MUG Editing (e.g., either/or, neither/nor). tests and Writing activities, *Utilize correlative conjunctions in daily completed writing Framing Your writing. Thoughts

Write Source

L.5.2. Demonstrate command of the Teacher created 6 +1 Traits of *MUG Editing conventions of standard English tests, activities, Writing capitalization, punctuation, and spelling completed *Revise own writing for capitalization, when writing. writing, journals Framing Your punctuation, spelling and grammar.

138 Thoughts Write Source

L.5.2a. Use punctuation to separate Teacher created 6 +1 Traits of *MUG Editing items in a series.* tests, activities, Writing completed *Revise own writing for capitalization. writing, journals Framing Your Thoughts Write Source

L.5.2b. Use a comma to separate an Teacher created 6 +1 Traits of *MUG Editing introductory element from the rest of tests, activities, Writing the sentence. completed *Practice using introductory elements in writing, journals Framing Your sentences. Thoughts

Write Source

L.5.2c. Use a comma to set off the Teacher created 6 +1 Traits of *MUG Editing words yes and no (e.g., Yes, thank you), tests, activities, Writing to set off a tag question from the rest of completed *Students can produce dialogue the sentence (e.g., It’s true, isn’t it?), writing, journals Framing Your conversations in writing, practicing using and to indicate direct address (e.g., Is Thoughts commas. that you, Steve?). Write Source

L.5.2d. Use underlining, quotation Teacher created 6 +1 Traits of *MUG Editing marks, or italics to indicate titles of tests, activities, Writing works. completed *Activity to identify purposes of indicating writing, journals Framing Your titles of works, using Write Source.

139 Thoughts *Utilize proper underling, quotation marks, or italics when typing or writing Write Source constructive responses to reading.

L.5.2e. Spell grade-appropriate words Teacher created 6 +1 Traits of *Daily Oral Language/ Editing correctly, consulting references tests, activities, Writing as needed. completed *Revise and edit drafts of writing for writing, journals Framing Your publishing. Thoughts Write Source Knowledge of Language

L.5.3. Use knowledge of language Student Write Source, *Create daily editing papers in which the and its conventions when participation, Framing Your students must correct mistakes. writing, speaking, reading, or teacher Thoughts, and listening. observation, Wonder Writers. *Have the students utilize rubrics to teacher created correct their own papers. materials, and class discussion.

L.5.3a. Expand, combine, and reduce Student Write Source, *Utilize Framing Your Thoughts to sentences for meaning, participation, Framing Your instruct students how to create complete reader/listener interest, and style. teacher Thoughts, and sentences, as well as how to rearrange them observation, Wonder Writers. for a flow in their writing. teacher created materials, and class discussion.

L.5.3b. Compare and contrast the Student Write Source, *As a class discuss the different types of

140 varieties of English (e.g., participation, Framing Your English used in various stories/poems. dialects, registers) used in teacher Thoughts, and stories, dramas, or poems. observation, Wonder Writers, *Utilize journals to write about the teacher created novels, and Rigby different varieties. materials, and class leveled readers. discussion. Vocabulary Acquisition and Use

L.5.4. Determine or clarify the Student Rigby leveled *Utilize dictionary skills to look up the meaning of unknown and participation, readers, class meaning of unknown words if necessary. multiple-meaning words and teacher novels, and CQ phrases based on grade 5 reading observation, magazines. *Create vocabulary Jeopardy in which the and content, choosing flexibly teacher created students practice unknown words. from a range of strategies. materials, and class discussion.

L.5.4a. Use context (e.g., cause/effect Student Rigby leveled *Use a pocket chart and sentence strips to relationships and comparisons in participation, readers, class write sentences using vocabulary words. text) as a clue to the meaning of a teacher novels, and CQ Have the students underline the clues in the word or phrase. observation, magazines, and sentence and work to determine the meaning teacher created independently of the vocabulary word. materials, and class chosen books. discussion.

L.5.4b. Use common, grade- Student Rigby leveled *Model and instruct the students about Latin appropriate Greek and Latin participation, readers, class roots and affixes. Assess the students’ affixes and roots as clues to the teacher novels, and CQ knowledge of these through vocabulary meaning of a word (e.g., observation,

141 photograph, photosynthesis). teacher created magazines. tests. materials, and class discussion.

L.5.4c. Consult reference materials Student Dictionaries, *Teach students to use guidewords to look (e.g., dictionaries, glossaries, participation, glossaries, up the vocabulary word. thesauruses), both print and digital, teacher thesauruses, online to find the pronunciation and observation, resources, *Have the students practice these skills determine or clarify the precise teacher created newspapers. while reading novels, Rigby leveled readers, meaning of key words and phrases. materials, and class CQ magazines, and independent reading discussion. books.

L.5.5. Demonstrate understanding of Student Rigby leveled *Utilize the website listed as a resource for figurative language, word participation, readers, class teaching the students figurative language. relationships, and nuances in teacher novels, CQ word meanings. observation, magazines, *Create figurative language posters in the teacher created http://www.sturge classroom. materials, and class on.k12.mo.us/elem entary/numphrey/s discussion. ubjectpages /languagearts/figur esofspeech.html

L.5.5a. Interpret figurative language, Student Rigby leveled *Have the students write stories using including similes and metaphors, participation, readers, class similes and metaphors. in context. teacher novels, observation, newspapers, *Encourage students to look for similes and teacher created independent metaphors while reading. materials, and class reading material,

142 discussion. and CQ magazines.

L.5.5b. Recognize and explain the Student Rigby leveled *Reinforce idioms using the interactive meaning of common idioms, adages, participation, readers, class online website listed under resources. and proverbs. teacher novels, observation, newspapers, * Illustrate the fun interpretation of idioms teacher created independent on posters in the classroom. materials, and class reading material, discussion. and CQ magazines, http://www.readwri tethink.org/files/res ources/interactives/ idioms/

L.5.5c. Use the relationship between Student Rigby leveled *Practice synonyms and antonyms in their particular words (e.g., synonyms, participation, readers, CQ daily morning work. antonyms, homographs) to better teacher magazines, class understand each of the words. observation, novels, and *Model using synonyms, antonyms, and teacher created reference homographs in writing. materials, and class materials as *Have students use these particular types discussion. needed. of words in their writing.

L.5.6. Acquire and use accurately Class discussion, Class novels, *Assess students’ knowledge of grade-appropriate general teacher Rigby leveled vocabulary words through formative and academic and domain-specific observation, readers, and CQ summative assessments. words and phrases, including completed magazines. those that signal contrast, activities, and addition, and other logical assessments. relationships (e.g., however,

143 although, nevertheless, similarly, moreover, in addition).

Interdisciplinary connections:

Twenty-first Century Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy; (3) Civic Literacy; and (4) Health Literacy;

Life and Career Skills:

(1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility.

Information, Media and Technology Skills

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