2020, Kindergarten, ELA, Quarter 1 Standard Student

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2019 – 2020, Kindergarten, ELA, Quarter 1

Standard Student Friendly “I Can” Statement

Week 1

Reading Foundation: K.RF.1 Demonstrate understanding of the organization and basic features of print. K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.1c Understand that words are separated by spaces in print. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2a Recognize and produce rhyming words. K.RF.3c Read common high-frequency words by sight. K.RF.4 Read emergent-reader texts with purpose and understanding. Reading Literature: K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RL.10 Actively engage in group reading activities with purpose and understanding. Language: K.L.2a Capitalize the first word in a sentence and the pronoun I. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can track words from left to right, top to bottom, and page by page. I can point to a sentence and count the number of words in a sentence. I can name all of the upper- and lowercase letters of the alphabet. I can rhyme. I can read the sight word “I”. I can pay attention to and participate in reading books on my level. I can tell how two characters are the same and how they are different. I can pay attention to and participate in reading activities. I can begin a sentence with a capital letter. I can draw, tell, and write about a topic to inform or explain.

2

Week 2

Reading Foundation: K.RF.1 Demonstrate understanding of the organization and basic features of print. K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.1c Understand that words are separated by spaces in print. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2a Recognize and produce rhyming words. K.RF.3c Read common high-frequency words by sight. K.RF.4 Read emergent-reader texts with purpose and understanding. Reading Literature: K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RL.10 Actively engage in group reading activities with purpose and understanding. Language: K.L.2a Capitalize the first word in a sentence and the pronoun I. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can track words from left to right, top to bottom, and page by page. I can point to a word. I can point to a sentence and count the number of words in a sentence. I can name all of the upper- and lowercase letters of the alphabet. I can rhyme. I can read the sight word “can”. I can pay attention to and participate in reading books on my level. I can tell how two characters are the same and how they are different I can pay attention to and participate in reading activities. I can begin a sentence with a capital letter. I can draw, tell, and write about a topic to inform or explain.

3

Week 3

Reading Foundation: K.RF.1 Demonstrate understanding of the organization and basic features of print. K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.1c Understand that words are separated by spaces in print. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. K.RF.3c Read common high-frequency words by sight. K.RF.4 Read emergent-reader texts with purpose and understanding. Reading Literature: K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RL.10 Actively engage in group reading activities with purpose and understanding. Language: K.L.2a Capitalize the first word in a sentence and the pronoun I. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can track words from left to right, top to bottom, and page by page. I can point to a word. I can point to a sentence and count the number of words in a sentence. I can name all of the upper- and lowercase letters of the alphabet. I can count, say, blend, and segment syllables in words. I can read the sight words “I” and “can”. I can pay attention to and participate in reading books on my level. I can tell how two characters are the same and how they are different. I can pay attention to and participate in reading activities. I can begin a sentence with a capital letter. I can draw, tell, and write about a topic to inform or explain.

4

Week 4

Reading Foundation: K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Reading Informational: K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can identify the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Mm”. I can read the sight word “the”. I can tell what part of the text an illustration shows. I can identify a noun. I can write the letter “Mm”. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain. I can draw, tell, and write about my feelings about an event.

5

Week 5

Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. revisited in unit 3 K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Reading Literature: K.RL.6 With Prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can rhyme. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the short “a” sound. I can spell short “a” words. I can read the sight word “we”. I can name the author and illustrator of a story, and tell what they do. I can identify a noun. I can write the letter “Aa”. I can tell the beginning, middle, and ending sounds in a CVC word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.

6

Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

I can draw, tell, and write about my opinion.

Week 6

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. assessed on unit test K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Reading Informational: K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea the text depicts). Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

I can put a beginning sound and an ending together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Ss”. I can read the sight word “see”. I can name the author and illustrator of a book, and tell what they do. I can talk about the illustrations in a book. I can identify and use a noun. I can write the letter “Ss”. I can spell simple words by sounding them out.

7

K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain.

Week 7

Reading Foundation: K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.

I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Pp”. I can read the sight word “a”. I can read similar words and tell what sound is different (e.g. hit, sit). I can answer questions about what I am reading (who, What, When, where, Why, How, Which). I can talk about the illustrations in a book.

8

K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: K.L.1b Use frequently occurring nouns and verbs. K.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. . Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can tell how two books are alike, and how they are different. I can identify a verb. I can write the letter “Pp”. I can spell simple words by sounding them out. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain.

Week 8

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

I can put a beginning sound and an ending together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word.

9

K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can say the sound for the letter “Tt”. I can read the sight word “like”. I can read similar words and tell what sound is different (e.g. hit, sit). I can answer questions about what I am reading (who, What, When, where, Why, How, Which). I can compare two books about the same topic. I can identify a verb. I can write the letter “Cc”. I can spell simple words by sounding them out. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.

10

Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can draw, tell, and write about a topic to inform or explain.

Week 9

Review skills as needed


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Standard Student Friendly “I Can” Statement

Week 1

Reading Foundation: K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.2 With prompting and support, retell familiar stories, including key details. Reading Informational: K.RI.7 With prompting and support, ask and answer questions about key details in a text, Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letters “Mm, Aa, Ss, Pp, & Tt”. I can read the sight words ”the, a, see, we, & like” I can read similar words and tell what sound is different (e.g. hit, sit). I can answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can retell a story using key details. I can ask and answer questions about what I am reading (Who, what, when, where, why, how, which). I can identify and use verbs. I can write the letters “Mm, Aa, Ss, Pp, & Tt”.


2

K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.5d Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can make connections to words by using other words to describe them. I can act out action words and tell how the actions are similar. I can use words and phrases that I learn. I can draw, tell, and write about my feelings about an event.

Week 2

Reading Foundation: K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.2 With prompting and support, retell familiar stories, including key details.

I can tell the beginning, middle, and ending sounds in a CVC word. I can say the short vowel sound for the letter “Ii” I can read the sight word “to”. I can read similar words and tell what sound is different. (e.g. hit, sit) I can ask and answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can retell familiar stories using details.


3

Reading Informational: K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can explain how lists give more information about photographs in a story. I can identify and use nouns and verbs. I can write the letter “Ii”. I can spell simple words containing the letters “Ii, Mm, Aa, Ss, Pp, & Tt” by sounding them out. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about an event and my feelings about an event.

Week 3

Reading Foundation: K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test

I can track words from left to right, top to bottom, and page by page. I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Nn”.


4

K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. assessed on unit test K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Reading Informational: K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Language: K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2b Recognize and name end punctuation. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test

I can read the sight word “and”. I can read similar words and tell what sound is different. I can answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can retell a story, using key details. I can tell how two characters are the same and how they are different I can use captions to get more information about a photograph. I can begin a sentence with a capital letter. I can identify and use periods. I can write the letter “Nn”. I can tell the beginning, middle, and ending sounds in a CVC word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.


5

K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can draw, tell, and write about an event and my feelings about an event.

Week 4

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. assessed on unit test K.RL.3 With prompting and support, identify characters, settings, and major events in a story. Reading Informational: K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Kk”. I can read the sight word “go”. I can read similar words and tell what sound is different. I can ask and answer questions about what I am reading (Who, What, When, Where, Why, How, Which). I can identify the characters, setting, and major events in a story. I can learn more about a topic by looking at the text features (map).


6

Language: K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2b Recognize and name end punctuation. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

I can use question words. I can begin a sentence with a capital letter. I can identify and use periods and question marks. I can write the letter “Kk”. I can tell the beginning, middle, and ending sounds in a CVC word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about my opinion.

Week 5

Reading Foundation: K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test

I can point to a word. I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word.


7

K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). assessed on unit test Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. assessed on unit test K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can say the short vowel sound for the letter “Oo”. I can read short a, short I, and short o words. I can read the sight word “you”. I can read similar words and tell what sound is different. I can ask and answer questions about what I am reading. I can use the photos in a text to find important details. I can add details to sentences. I can write the letter “Oo”. I can tell the beginning, middle, and ending sounds in a CVC word. I can sort objects and tell how they are sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.


8

Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


Week 6

Reading Foundation: K.RF.1a Follow words from left to right, top to bottom, and page by page. K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. assessed on unit test K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test K.RL.4 Ask and answer questions about unknown words in a text. Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

I can put a beginning sound and an ending sound together to make a word. I can tell the beginning sound and the ending of a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Dd”. I can read the sight word “do”. I can ask and answer questions about the characters, setting, and events in a story. I can identify the characters, setting, and major events in a story. I can ask what an unfamiliar word means when reading or listening to a story. I can add details to sentences. I can write the letter “Dd”.


9

K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. assessed on unit test K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can tell the beginning, middle, and ending sounds in a CVC word. I can sort objects and tell how they are sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain. I can use digital tools for writing.

Week 7

Reading Foundation: K.RF.2a Recognize and produce rhyming words. assessed on unit test K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

I can rhyme. I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letters “Dd, Oo, Kk, & Nn”. I can read the sight words “and, do, go, to, & you”. I can read similar words and tell what sound is different.


10

Reading Information: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can answer questions about what I am reading. I can find important details in the text by using words such as first, next, and last. I can add details to sentences. I can write the letters “Dd, Oo, Kk, & Nn”. I can make connections to words by using other words to describe them. I can draw, tell, and write about a topic to inform or explain.

Week 8

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does assessed on unit test

I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the sound for the letter “Hh”. I can read the sight word “my”. I can read similar words and tell what sound is different.


11

K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.3 With prompting and support, identify characters, settings, and major events in a story assessed on unit test K.RL.5 Recognize common types of texts (e.g., storybooks, poems K.RL.7 With prompting and support, describe the relationship between the illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts). Language: K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

I can identify the characters, setting, and major events in a story. I can identify a text as fiction, non-fiction, or poetry. I can use the illustrations to better understand the characters, settings, and events in a story. I can write the letter “Hh”. I can sort objects and tell how they are sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, or write about an event or my feelings about an event.

Week 9

Review standards from 1st and 2nd nine weeks


1

Week 1

Standards Student Friendly “I Can” Statements

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text assessed on unit test K.RI.2 With prompting and support, identify the main topic and retell key details of a text assessed on unit test Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2a Capitalize the first word in a sentence and the pronoun I

I can put a beginning sound and an ending sound together to make a word. I can tell the beginning, middle, and ending sounds in a CVC word. I can say the short vowel sound for the letter “Ee”. I can read short a, short o, short I, and short e words. I can read the sight word “are”. I can read similar words and tell what sound is different. I can answer questions about what I am reading. I can tell the main idea and most important details of a text. I can identify and use nouns and verbs. I can begin a sentence with a capital letter.


2

K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes) K.L.4a Identify new meanings for familiar words and apply them accurately. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…) K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

I can write the letter “Ee”. I can explain that some words have more than one meeting. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about my opinion. I can use digital tools for writing.

Week 2

Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test

I can rhyme. I can tell the beginning, middle, and ending sound of a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can say the sounds for the letters “Ff and Rr”. I can read the sight words “with & he”.


3

K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text assessed on unit test K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can read similar words and tell what sound is different. I can ask and answer questions about what I am reading. I can tell the main idea and most important details of a text. I can ask what an unfamiliar word means when reading or listening to a story. I can tell how two texts are the same and how they are different. I can write the letters “Ff and Rr”. I can sort objects and tell how they are sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain.


4

Week 3

Reading Foundation: K.RF.2.c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/).assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text, assessed on unit test K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.5 Recognize common types of texts (e.g., storybooks, poems). Language: K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). K.L.2b Recognize and name end punctuation . K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

I can tell the beginning, middle, and the ending of a word.

I can tell the beginning, middle, and ending sounds in a CVC word.

I can say the sound for the letters “Bb and Ll”.

I can read the sight words “is & little”.

I can read similar words and tell what sound is different.

I can use what I visualize while reading to ask and answer questions about a story. I can use the key details from a story to sequence what happened in a text. I can identify a text as fiction, nonfiction, or poetry.

I can add /s/ or /es/ to a word to mean more than one when speaking.

I can recognize and name end punctuation such as a question mark, exclamation mark, and period. I can write the letter for the following sounds short a, short I, short o, short

e, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, & Ll.


5

K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.4a Identify new meanings for familiar words and apply them accurately.

K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can sound out words containing the following letters…short a, short I,

short o, short e, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, & Ll.

I can explain that some words have more than one meeting.

I can sort objects and tell how they are sorted.

I can make connections to words by using other words to describe them.

I can draw, tell, and write about my opinion

I can use help from others to add details and information. I can use digital tools for writing.

Week 4

Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

I can rhyme. I can tell the beginning, middle, and ending sounds in a CVC word.

I can say the sound for the letters “Kk and ck”.

I can read the sight words “she & was”.


6

K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. assessed on unit test K.RL.2 With prompting and support, retell familiar stories, including key details Reading Informational: K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Language: K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). K.L.2b Recognize and name end punctuation. K.L.2cWrite a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.4a Identify new meanings for familiar words and apply them accurately.

K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can read similar words and tell what sound is different.

I can use what I visualize to ask and answer questions about key details in a

story.

I can sequence what happened in a story. I can use text features (speech bubbles) to gather information about a text.

I can add /s/ or /es/ to a word to mean more than one when speaking.

I can recognize and name end punctuation such as a question mark, exclamation mark, and period.

I can write the letters “Kk and Ck”.

I can tell the beginning, middle, and ending sounds in a CVC word.

I can explain that some words have more than one meeting.

I can make connections to words by using other words to describe them.

I can use words and phrases that I learn.


7

Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can draw, tell, and write about an event and about my feelings about an

event.

I can use help from others to add details and information.

Week 5

Reading Foundation: K.RF.2b Count, pronounce, blend, and segment syllables in spoken words assessed on unit test K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. assessed on unit test

I can clap, say, blend, and segment syllables in spoken words. I can tell the beginning, middle, and ending sounds in a CVC word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can say the sound for the letters “Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck”. I can read short a, short o, short I, and short e words. I can read the sight words “are, he, is, little, my, she, was with”. I can read similar words and tell what sound is different. I can ask and answer questions about a text.


8

K.RL.4 Ask and answer questions about unknown words in a text. K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. Language: K.L.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) K.L.2b Recognize and name end punctuation. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phoneme). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can use illustrations and other clues to find out what an unfamiliar word means when reading and listening to a story. I can tell how two characters are the same and how they are different. I can ask and answer questions about the key details of a text. I can add /s/ or /es/ to a word to mean more than one when speaking.

I can recognize and name end punctuation such as a question mark, exclamation mark, and period. I can write the letters “Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck”.. I can spell words containing the following letters… , short a, short I, short o, short e, Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, & Ll I can connect words I hear and read to the real world. I can use my new words and phrases when speaking and writing. I can draw, tell, and write about a topic to inform or explain. I can use help from others to add details and information.


9

Week 6

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.4 Ask and answer questions about unknown words in a text. K.RL.5 Recognize common types of texts (e.g., storybooks, poems). Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.9 With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I can tell the beginning sound and the ending sound of a word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound to make a new CVC word. I can say the short “u” sound. I can say the sounds for all five short vowels. I can read the sight words “for & have”. I can read similar words and tell which sound is different. I can ask what an unfamiliar word means when reading and listening to a story. I can recognize when a text is a storybook, poem, play, etc. I can ask and answer questions about the key details in a text. I can compare and contrast two texts on the same topic.


10

Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test Speaking and Listening: K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

I can use common nouns and verbs correctly when writing or speaking. I can write the letter “Uu”. I can spell words containing the following letters... short u, short a, short I, short o, short e, Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, & Ll I can connect words I hear and read to the real world. I can use drawings to provide information. I can draw, tell, and write about a topic to inform or explain.

Week 7

Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test

I can rhyme. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound to make a new CVC word. I can say the sound for the letters “Gg & Ww”.


11

K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. Language: K.L.1b Use frequently occurring nouns and verbs. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. . Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they are writing about and supply some information about the topic.

I can read short vowel words. I can read the sight words “of & they”. I can read similar words and tell which sound is different.

I can ask and answer questions to identify the problem and solution in a

story.

I can use common nouns and verbs correctly when writing or speaking. I can write the letters “Gg & Ww”. I can spell words containing the following letters... short u, short a, short I, short o, short e, Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, Ll, Gg, & Ww. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain.


12

Week 8

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Reading Informational: K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. assessed on unit test

I can tell the beginning sound and the ending sound of a word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound to make a new CVC word. I can say the sound for the letters “Vv & Xx”. I can read the sight words “said & want”. I can read similar words and tell which sound is different. I can ask and answer questions to identify cause and effect in a story.

I can use key details to retell a story. I can tell how two characters are the same and how they are different. I can describe a connection between two individuals, two events, or two ideas/pieces of information in a text.


13

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. Language: K.L.1b Use frequently occurring nouns and verbs. K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how K.L.2b Recognize and name end punctuation K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.5d Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Speaking and Listening: K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

I can use text features (glossary) to understand words I don’t know.

I can use verbs correctly. I can use questions words correctly when writing or speaking. I can recognize and name end punctuation such as a question mark, exclamation point, and period I can write the letters “Vv & Xx”. I can spell words containing the following letters... short u, short a, short I, short o, short e, Hh, Ee, Ff, Rr, Bb,Ll, Kk, ck, Mm, Ss, Pp, Tt, Nn, Kk, Dd, Hh, Ff, Rr, Bb, Ll, Gg, Ww, Vv, & Xx” I can make connections to words by using other words to describe them. I can act out action words and tell how the actions are similar. I can use words and phrases that I learn. I can use drawings to provide information.

Week 9

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words.

I can tell the beginning sound and the ending sound of a word.


14

K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Reading Informational: K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Language: K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2b Recognize and name end punctuation.

I can tell the beginning, middle, and ending sounds in a word. I can say the sound for the letters “Jj & Qq”. I can read the sight words “here & me”. I can read similar words and tell which sound is different.

I can ask and answer questions about a text.

I can define and identify the character, setting, and major event(s) in a story. I can tell how two characters are the same and how they are different. I can compare and contrast two individuals, two events, or two ideas/pieces of information in a text. I can use common prepositions correctly when writing or speaking. I can capitalize the first word in a sentence. I can recognize and name end punctuation such as a question mark, exclamation point, and period.


15

K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can Write the letters “Jj & Qq”. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about an event and my feelings about the event.



1

Week 1


Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Assessed on unit test K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. Assessed on unit test K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. Language: K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

I can rhyme. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can say the sound for the letters “Yy & Zz”.

I can read the sight words “this & what”.

I can read similar words and tell which sound is different.

I can ask and answer questions about the key details of a text. I can define and identify the main topic of a text. I can use text features (captions) to learn more about words I don’t know. I can use common prepositions correctly when writing or speaking.


2

K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2b Recognize and name end punctuation K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes) K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). Assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can capitalize the first word in a sentence. I can recognize and name end punctuation such as a question mark, exclamation point, and period. I can write the letters “Yy and Zz”. I can tell the beginning, middle, and ending sounds in a word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about a topic to inform or explain. I can use help from others to add details and information.

Week 2

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test

I can blend syllables to say a complete word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word.


3

K.RF.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. assessed on unit test K.RF.3c Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does) assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test Language: K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful) assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can say the sound for the letters “Uu, Gg, Ww, Xx, Vv, Jj, Kk, Zz”.

I can read the sight words “for, have, they, of, said, want, here, me, this, &

what”.


I can ask and answer questions to determine the problem and solution in a text. I can define and identify the character, setting, and major event(s) in a story. I can use common prepositions correctly when writing or speaking. I can share my ideas and respond to questions using complete sentences. I can write the letters “Uu, Gg, Ww, Xx, Vv, Jj, Kk, Zz”. I can tell the beginning, middle, and ending sounds in a word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.


4




Week 3

Reading Foundation: K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. assessed on unit test K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test

I can clap the number of syllables in a word. I can say each syllable in a word separately and put syllables together to make a word. I can tell the beginning, middle, and ending sounds in a word. I can recognize and read long a (a_e) words.

I can read the sight words “help & too”.


I can ask and answer questions about a text. I can define and identify the character, setting, and major event(s) in a story.


5

K.RL.4 Ask and answer questions about unknown words in a text. K.RL.5 Recognize common types of texts (e.g., storybooks, poems). K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes) K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. K.L.5a Sort common objects into categories to gain a sense of the concepts the categories represent. assessed on unit test K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). assessed on unit test K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

I can ask what an unfamiliar word means when reading and listening to a story. I can recognize when a text is a storybook, poem, play, etc. I can describe how illustrations help me understand a story. I can share my ideas and respond to questions using complete sentences. I can write the letter or letters for the long a vowel sound (a_e). I can spell words with the long a (a_e) pattern. I can identify and use the affixes (e.g. prefix, suffix) of unknown words I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about my opinion.


6

Week 4

Reading Foundation: K.RF.2a Recognize and produce rhyming words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Reading Informational: K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

I can rhyme. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can recognize and read long I (i_e) words. I can read the sight words “has & play”. I can read similar words and tell what sound is different. I can ask and answer questions about a text. I can define and identify the character, setting, and major event(s) in a story.

I can compare and contrast the characters in two different stories. I can identify and retell the main topic and key details of a text.


7

Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes) K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. assessed on unit test K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

I can share my ideas and respond to questions using complete sentences. I can write the letter or letters for the long I (i_e) sound. I can spell words with the long I (i_e) pattern. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.

I can draw, tell, and write about an event and my feelings about the event.

Week 5

Reading Foundation: K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. assessed on unit test K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) assessed on unit test K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test

I can clap, blend, and segment syllables in a word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word.


8

K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). assessed on unit test Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. Assessed on unit 10 test K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Language: K.L.1f Produce and expand complete sentences in shared language activities. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. assessed on unit test K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can recognize and read long o (o_e) words. I can read the sight words “where & look”.

I can ask and answer questions about the key details of a text. I can define and identify the main topic and key details of a text. I can use text features (directions) to better understand a text. I can share my ideas and respond to questions using complete sentences. I can write the letters for the long o (o_e) sound. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.



9

Week 6

Reading Foundation: K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. assessed on unit test K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature:. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. assessed on unit test K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Language: K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

I can clap, say, blend, and segment syllables in a word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I read words with the long u (u_e) sound.

I can read the sight words “good & who”.

I can read similar words and tell what sound is different. I can define and identify the character, setting, and major event(s) in a story. I can use illustrations to help me better understand a story.

I can tell how two characters are the same and how they are different. I can use question words correctly when writing and speaking.


10

K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful) K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can capitalize the first word in a sentence. I can spell long u (u_e) words. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.



Week 7

Reading Foundation: K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test

I can blend syllables to say a complete word. I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can read long e (e_e, ee, e) words.


11

K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Literature: K.RL.2 With prompting and support, retell familiar stories, including key details. assessed on unit test K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). assessed on unit test Reading Informational: K.RI.1 With prompting and support, ask and answer questions about key details of a text. Language: K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can read the sight words “come & does”.

I can read similar words and tell what sound is different. I can retell stories using key details. I can explain how illustrations help me understand a story.

I can ask and answer questions using key details from a text. I can use question words correctly when writing and speaking. I can capitalize the first word in a sentence. I can spell words with the long e (e_e, ee, e) sound. I can identify the opposite of a word. I can make connections to words by using other words to describe them. I can use words and phrases that I learn.


12



I can use help from others to add details and information to make my writing better.

Week 8

Reading Foundation: K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. assessed on unit test K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. assessed on unit test K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reading Informational: K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.

I can tell the beginning, middle, and ending sounds in a word. I can change the beginning, middle, or ending sound in a CVC word to make a new word. I can read long a (a_e), long I (i_e), long o (o_e), and long e (e_e, ee, e) words. I can read the sight words “help, too, play, has, where, look, who, good,

come, & does”.

I can read similar words and tell what sound is different. I can identify and retell stories using key details.

I can identify how an author supports his points in a text.


13

K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2a Capitalize the first word in a sentence and the pronoun I. K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing: K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

I can tell how two texts are the same and how they are different. I can use question words correctly when writing and speaking. I can capitalize the first word in a sentence. I can spell short or long vowel words. I can sort objects and tell how they were sorted. I can make connections to words by using other words to describe them. I can use words and phrases that I learn. I can draw, tell, and write about my opinion.

Week 9

Review needed standards and skills

2019 – 2020, First Grade, ELA, Quarter 1

1

Ongoing Standards:

Speaking and Listening: 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 1.SL.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1c Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.6 Produce complete sentences when appropriate to task and situation. Reading Foundation: 1.RF.1 Demonstrate understanding of the organization and basic features of print. 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.4 Read with sufficient accuracy and fluency to support comprehension 1.RF.4a Read grade-level text with purpose and understanding. 1.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading Informational: 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. Language: 1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. WCEs: 1.WCE.ELA.7 Print all upper- and lowercase letters in the alphabet


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Week 1

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (Assessed UNIT) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (Assessed WEEKLY/UNIT) 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (Assessed UNIT) 1.RF.3b Decode regularly spelled one-syllable words. (Assessed WEEKLY/UNIT) 1.RF.3f Read words with inflectional endings. (Assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. (Assessed WEEKLY/UNIT) Reading Literature: 1.RL.1 Ask and answer questions about key details in a text. (Assessed WEEKLY/UNIT) Language: 1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Assessed UNIT) 1.L.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 1.L.2b Use end punctuation for sentences. (Assessed WEEKLY/UNIT) 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

I can read and write words with short vowel /a/ a. I can identify words with common inflectional endings (s) and read them correctly. I can read sight words. I can identify key details in a text (e.g., who, what, when, where, why and how). I can identify the correct word order in a simple sentence. I can write in complete sentences. I can use a punctuation mark at the end of a sentence.


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Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can write a story.

Week 2

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (Assessed WEEKLY) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (Assessed WEEKLY) 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words 1.RF.3b Decode regularly spelled one-syllable words. (Assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. (Assessed WEEKLY/UNIT) Reading Literature: 1.RL.1 Ask and answer questions about key details in a text. (Assessed WEEKLY/UNIT) Language: 1.L.2b Use end punctuation marks for sentences. (Assessed UNIT) 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read and write words with short vowel /i/ i. I can decode words with double final consonants. I can read sight words. I can identify key details in a text. I can identify correct word order when writing a sentence. I can use the correct punctuation mark at the end of a sentence. (period) I can write a descriptive sentence.


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Week 3

Reading Foundation: 1.RF.1a Recognize the distinguishing features of a sentence. 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (Assessed WEEKLY) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. (Assessed UNIT) 1.RF.3f Read words with inflectional endings. (Assessed UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. (Assessed WEEKLY/UNIT) Reading Literature: 1.RL.1 Ask and answer questions about key details in a text. (Assessed WEEKLY/UNIT) Language: 1.L.1c Use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop). (Assessed WEEKLY) 1.L.2b Use end punctuation marks for sentences. (Assessed WEEKLY/UNIT) 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

I can recognize that a sentence begins with a capital letter and ends with a punctuation mark. I can read and spell words with l-blends. (cl, fl, gl, pl, and sl) I can add s to the end of words to mean more than one. I can read sight words. I can identify key details in a text. I can add –s to make a noun plural. I can identify a sentence as a statement and punctuate it with a period.


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Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can write descriptive sentences.

Week 4

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. (Assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words.(Assessed WEEKLY/UNIT) Reading Informational: 1.RI.1 Ask and answer questions about key details in a text. (Assessed WEEKLY/UNIT) 1.RI.7 Use the illustrations and details in a text to describe its key ideas. (Assessed WEEKLY) Language: 1.L.2b Use end punctuation marks for sentences. (Assessed WEEKLY/UNIT) L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

I can read and write words with short /o/ o. I can read sight words. I can identify text as informational or nonfiction text. I can use text evidence from the text. I can use illustrations and details in a text to describe important ideas. I can identify a question and an exclamation. I can use the correct end mark to punctuate a question and an exclamation. I can write a personal narrative.


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Week 5

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (Assessed WEEKLY) 1.RF.3b Decode regularly spelled one-syllable words. (Assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. (Assessed WEEKLY/UNIT) Reading Informational: 1.RI.1 Ask and answer questions about key details in a text. (assessed WEEKLY/UNIT) 1.RI.7 Use the illustrations and details in a text to describe its key details.(assessed WEEKLY) Language: 1.L.1b Use common, proper, and possessive nouns. (assessed weekly) 1.L.2b Use end punctuation for sentences. Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read and write words with the r- and s- blends. I can read sight words. I can understand a nonfiction text by asking questions about what is happening as I read. I can use the illustrations and details in a text to describe its important ideas. I can identify a possessive noun. I can correctly punctuate statements, questions, and exclamations. I can identify the beginning, middle, and end of a story. I can write a personal narrative.


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1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can identify the beginning, middle, and end of a story. I can type my personal narrative.

Week 6

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (assessed WEEKLY/UNIT) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (assessed WEEKLY/UNIT) 1.RF.3b Decode regularly spelled one-syllable words. (assessed WEEKLY/UNIT) 1.RF.3f Read words with inflectional endings. (assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words.

Reading Literature: 1.RL.1 Ask and answer questions about key details in a text. (assessed UNIT)

1.RL.3 Describe characters, settings, and major events in a story, using key details. (assessed WEEKLY/UNIT) 1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. Language: 1.L.1b Use common, proper, and possessive nouns. (assessed UNIT) 1.L.2b Use end punctuation for sentences. 1.L.2c Use commas in dates and to separate single words in a series.

I can read and write words with short /e/ spelled e and ea. I can identify words with the common inflectional ending –ed, and read them correctly. I can read sight words. I can identify key details in a text. I can retell stories using key details. I can identify common nouns. I can use end punctuation for sentences. I can use commas to separate three of more nouns in a series.


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1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can write a story that is about one idea.

Week 7

Reading Foundation: 1.RF.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). 1.F.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (assessed WEEKLY/UNIT) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (assessed WEEKLY/UNIT) 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (assessed UNIT) 1.RF.3b Decode regularly spelled one-syllable words. (assessed WEEKLY/UNIT) 1.RF.3.g Recognize and read grade-appropriate irregularly spelled words. (assessed WEEKLY/UNIT) Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. (assessed WEEKLY/UNIT)

I can read and write short /u/ u words. I can read sight words. I can retell stories using key details.


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1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. (assessed WEEKLY/UNIT) Language: 1.WCE.3 Identify and form contractions. (assessed WEEKLY) 1.L.1b Use common, proper, and possessive nouns. (assessed UNIT) 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can identify the beginning, middle and end of a story. I can identify the setting and character(s) in a story. I can identify contractions with ‘s. I can identify and form singular and plural nouns. I can write a narrative that puts events in the right order.

Week 8

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (assessed UNIT) 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (assessed WEEKLY/UNIT) 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (assessed UNIT) 1.RF.3b Decode regularly spelled one-syllable words. (assessed UNIT) 1.RF.3f Read words with inflectional endings. (assessed WEEKLY/UNIT) 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. (assessed WEEKLY/UNIT)

I can read and write words with ending blends –nk, -nd, -nt, -mp, and –sk. I can identify and read words with the inflectional ending –ing. I can read sight words.


10

Reading Informational: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.2 Identify the main topic and retell key details of a text. (assessed WEEKLY/UNIT) Language: 1.L.1b Use common, proper, and possessive nouns. (assessed UNIT) 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 1.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can identify the main idea in a nonfiction, informational text. I can identify a possessive noun. I can use context clues to help me understand a new word. I can write to explain about a topic.

Week 9

Narrative Writing Week


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Speaking and Listening: 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 1.SL.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1.c Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.6 Produce complete sentences when appropriate to task and situation. Reading Foundation: 1.RF.4 Read with sufficient accuracy and fluency to support comprehension 1.RF.4a Read grade-level text with purpose and understanding. 1.RF.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading Informational: 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. Language: 1.L.1a Print all upper- and lowercase letters. 1.L.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words 1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. WCEs: 1.WCE.7 Print all upper- and lowercase letters in the alphabet


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Standards Student Friendly “I Can” Statement

Week 1

Reading Foundation: 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Assessed weekly\assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. Assessed weekly\assessed unit 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly\assessed unit 1.RF.3d Use knowledge that every syllable has a vowel sound to determine the number of syllables in a printed word. 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit 1.RL.7 Use illustrations and details in the story to describe its characters, settings, or events. Review skill Language: 1.L.1.b Use common, proper, and possessive nouns. 1.L.2a Capitalize the dates and names of people.

I can read and write words with the beginning and ending sounds th, sh, and –ng. I can identify words with one or two closed syllables. I can read sight words. I can use the illustrations to learn key details about a story. I can identify the characters, setting, and events by using the illustrations. I can identify proper nouns and write them correctly using a capital letter.


3

1.L.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 1.L.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can write a story that has a beginning, middle, and end.

Week 2

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed weekly\assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. Assessed weekly 1.RF.3b Decode regularly spelled one-syllable words. assessed unit 1.RF.3f Read words with inflectional endings. assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit

Reading Informational: 1.RI.2 Identify the main topic and retell key details of a text. Assessed weekly\assessed unit

I can read and write words with consonant diagraphs ch, -tch, wh, and ph. I can identify words with the common inflectional ending (es). I can read sight words. I can use the key details to identify the main topic of a nonfiction text.


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1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1.RI.8 Identify the reasons an author gives to support points in a text. Language: 1.L.1c Use singular and plural nouns with matching verbs in basic sentences. Assessed weekly 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can use maps to find important information. I can identify the reasons an author gives to support the points in a text. I can add –es to w word to mean more than one. I can use common spelling patterns when writing words. I can write to explain about a topic.

Week 3

Reading Informational: 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Speaking and Listening: 1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can use text features to find facts and information in a text. I can ask and answer questions about what a speaker says. I can write to give my opinion about a topic.


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1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

I can participate in shared research projects.

Week 4

Reading Foundation: 1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words. 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed weekly\assessed unit 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Assessed weekly\assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit 1.RL.6 Identify who is telling the story at various points in a text. Language: 1.L.2c Use commas in dates and to separate single words in a series. Assessed unit

I can read and write words with a_e. I can read sight words. I can retell the important events of story in order. I can understand that a narrator tells the story. I can identify a verb in a sentence. I can separate words (verbs) in a series with commas.


6

1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.6 With guidance from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can use sensory words to describe how something looks, feels, tastes, sounds, or smells.

Week 5

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed weekly\assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed unit test 1.RF.3f Read words with inflectional endings. Assessed unit test 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit 1.RL.6 Identify who is telling the story at various points in a text. Language: 1.L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed unit

I can read and write long i words with final –e. I can identify and read words that end in –ed, -ing. I can read sight words. I can sequence the major events in a story using key details. I can identify who the characters are in a play and when they are speaking. I can identify a verb as an action word. I can identify present tense verbs.


7

1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can write an opinion piece about a play I have read.

Week 6

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit Language: 1.L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed weekly\assessed unit 1.L.2c Use commas in dates and to separate single words in a series. Assessed weekly\assessed unit 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

I can read and write words with soft c, g, and dge. I can read and identify words that end in –ed and –ing. I can read sight words. I can identify causes and effects in text. I can identify past tense and future tense verbs. I can use commas to separate three or more words in a list.


8

1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can use strong verbs in my writing.

Week 7

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed weekly\assessed unit 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Assessed weekly\assessed unit 1.RF..d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed unit 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Assessed weekly\assessed unit 1.RI.7 Use the illustrations and details in a text to describe its key ideas.

I can read and write words with long o, long u, and long e. I can read two syllable words. I can read sight words. I can compare and contrast facts and details from a text. I can use the illustration and details to describe key ideas from a story.


9

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: 1..1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Assessed unit 1.L.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed unit 1.L.2.c Use commas in dates and to separate single words in a series. Assessed unit Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can compare and contrast stories by telling how they are alike and how they are different. I can identify and use correctly the present tense verbs is and are. I can use a comma to separate the day and date and date and year. I can write about my opinion on a topic.

Week 8

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Assessed weekly\assessed unit 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Assessed unit 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Assessed weekly\assessed unit 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational:

I can read and write words with /u/ spelled oo and u. I can identify and read words with inflectional endings –ed and –ing. (double final consonants) I can read sight words. I can sequence facts and details from a text.


10

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Assessed weekly\assessed unit 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1.RI.8 Identify the reasons an author gives to support points in a text. Language: 1.WCE.3 Identify and form contractions. 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can use the text feature, chart, to find and locate information. I can identify reasons an author gives to support points in a text. I can identify and form contractions. I can write an opinion piece that includes reasons to support my opinion.

Week 9

Reading Informational: 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Writing: 1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

I can use text features to find information about a topic. I can participate in shared research projects. I can publish a piece of writing.


1

Speaking and Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.6 Produce complete sentences when appropriate to task and situation. Reading Foundation: RF.1.4 Read with sufficient accuracy and fluency to support comprehension 1.RF.4a Read grade-level text with purpose and understanding. RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading Informational: RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Language: L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Writing: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 1.WCE.7 Print all upper- and lowercase letters in the alphabet


2


Week 1

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.1b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit 1.WCE.4 Alphabetize words to the second letter. Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit Language: 1.L.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1.L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed unit Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

I can read and write words with long a spelled a, ai, and ay. I can read sight words. I can alphabetize words to the second letter. I can sequence the events in a story. I can identify and use correctly the past tense verbs was and were. I can write a narrative.


3

Week 2

Reading Foundation: 1.F.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.2 Identify the main topic and retell key details of a text. Assessed weekly\assessed unit 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Language: 1.L.1e Use verbs to convey a sense of past, present, and future. Assessed unit 1.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. Assessed weekly\assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. Assessed weekly\assessed unit Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can read and write words with long e spelled, e, ee, ea, and ie. I can read sight words. I can identify the main topic and retell key details of a nonfiction text. I can use the verbs has and have correctly. I can use context clues in a sentence to understand the meaning of a word I do not know. I can read and understand words with the prefixes re-, un-, and pre-. I can write a report that has a topic sentence.


4

Week 3

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.2 Identify the main topic and retell key details of a text. Assessed weekly\assessed unit 1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Language: 1.L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed unit 1.L.4a Use sentence level context as a clue to the meaning of a word or phrase. 1.L.5a Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent.

I can read and write long o words spelled o, oa , ow, and oe. I can read sight words. I can identify the main topic and retell key details of a nonfiction text. I can distinguish between information provided by pictures and information provided by the words. I can use the present tense verbs go and do correctly. I can use context clues to figure out the meaning of a word I don’t know. I can define words by categories using common traits.


5

Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can write a report that has a concluding sentence.

Week 4

Reading Foundation: 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3c Know final -e and common vowel team conventions for representing long vowel sounds. Assessed weekly\assessed unit 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed unit Language: 1.L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Assessed unit 1.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. Assessed weekly\assessed unit Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can read and write long i words spelled i, y, igh, and ie. I can change y to i before adding –es or –ed endings. I can read sight words. I can describe what a character thinks or feels about an event in a story. I can correctly use the verbs see and saw. I can determine the meaning of unknown and multiple meaning words using context clues. I can write an opinion about a story I have read.


6

1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Week 5

Reading Foundation: 1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words. 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Assessed unit Language: 1.WCE.5 Identify and use adverbs in sentences. 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

I can read words with the final e sound spelled y or ey. I can read sight words. I can sequence events in a text. I can identify the text feature, Captions. I can use the text feature, captions, to locate information in a nonfiction text. I can identify adverbs that tell when something happens.


7

1.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 1.L.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Assessed weekly\assessed unit 1.L.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can determine the meaning of unknown and multiple meaning words using context clues. I can identify root words and suffixes. I can tell the difference between similar adjectives by defining, choosing, or acting out the meanings. I can write to tell how to do something. I can use time order words in my writing.

Week 6

Reading Informational: 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 1.W.8 With guidance and support from adults, recall information from provided sources to answer a question.

I can use text features to help me find important information about a topic. I can participate in shared research projects.


8

Week 7

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Assessed weekly\assessed unit Language: 1.L.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). Assessed unit 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words 1.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. Assessed weekly 1.L.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1.L.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

I can read and write words with vowel sound /ar/ like in car. I can read sight words. I can identify words and phrases that tell me how something looks, smells, tastes, and feels. I can identify and use conjunctions. I can determine the meaning of unknown and multiple meaning words using context clues.


9

Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can write directions to a place.

Week 8

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit Language: 1.L.1f Use frequently occurring adjectives. Assessed unit 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words 1.L.5d Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read and write words with the vowel sounds er, ir, ur, and or. I can read words with the inflectional ending –er. I can read sight words. I can understand what happens in a story and why it happens (cause and effect). I can identify and use adjectives. I can choose a better word to replace an adjective or verb. I can write a description of a place.


10

Week 9

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Language: 1.L.1f Use frequently occurring adjectives. Assessed unit 1.WCE.6 Abbreviate titles and days of the week. Writing: 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read and write words with the vowel sounds or, ore, and oar. I can read sight words. I can describe the problem and solution in a text. I can compare and contrast two texts on the same topic by telling how they are alike and different. I can identify and use correctly adjectives that compare. I can abbreviate titles and the days of the week. I can write a personal narrative.


1

Speaking and Listening: 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 1.SL.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1.c Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.6 Produce complete sentences when appropriate to task and situation. Reading Foundation: 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. 1.RF.4a Read grade-level text with purpose and understanding. 1.RF.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature: 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading Informational: 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. Language: 1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. WCEs: 1.WCE.7 Print all upper- and lowercase letters in the alphabet


2


Week 1

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Language: 1.L.1h Use determiners (e.g., articles, demonstratives). Assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. Assessed weekly Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can read and write words with the sounds /ou/ and /ow/. I can identify words with the common inflectional ending (er) (est). I can read sight words. I can identify the problem and solution in the story. I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. I can explain that determiners are words that introduce nouns and use common determiners (e.g. a, an, the, this, that, these) and use them in my writing. I can identify common affixes (e.g., -ful, -ly, -less) of unknown words. I can write an opinion about a story I read.


3

Week 2

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly\assessed unit 1.RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit 1.RF.3.g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Assessed weekly\assessed unit 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Language: 1.L.1i Use frequently occurring prepositions (e.g., during, beyond, toward). Assessed unit 1.L.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) Assessed weekly\assessed unit

I can read and write words with the sounds /oi/ and /oy/. I can read sight words. I can identify cause and effect in a text. I can locate key facts or information using text features. I can identify common prepositions and use them correctly. I can identify root words and understand that adding –s, -ed, and –ing changes the meaning of a root word.


4

1.L.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can connect words I hear and read to the real world. I can write an article that tells how to build something.

Week 3

Reading Informational: 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

I can use text features to help me locate important information about a topic. I can participate in a shared research project.

Week 4

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

I can read and write words with /ui/, /oo/ and /ew/.


5

1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Assessed weekly\assessed unit 1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Language: 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. Assessed weekly\assessed unit 1.WCE.1 Identify a synonym for a given word. Assessed weekly\assessed unit Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read sight words. I can determine the central message or theme found in a story using key details. I can compare and contrast the adventures and experiences of characters in stories by telling how they are alike and how they are different. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. I can use affixes to help me define new words. I can identify a word that means the same thing as another word. I can write a fantasy story. I can put the events in my story in order.

Week 5


I can read and write words with /a/, /au/, /aw/, /al/, and /augh/.


6

1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit Reading Informational: 1.WCE.2 Determine the author’s purpose for writing a text. Language: 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. 1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read sight words. I can identify the author’s purpose for writing a text. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. I can write a thank-you note.

Week 6


I can read and write words with silent letters wr, kn, gn.


7

1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. Assessed weekly 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words Assessed weekly\assessed unit Reading Literature: 1.RL.3 Describe characters, settings, and major events in a story, using key details. Assessed weekly\assessed unit 1.L.9 Compare and contrast the adventures and experiences of characters in stories. Language: 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. Assessed unit Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read sight words. I can identify cause and effect. I can compare and contrast two texts on the same topic by telling how they are alike and different. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g.,-ful, -less) of unknown words. I can use affixes to help me define new words. I can write a letter.


8

Week 7

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Literature: 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Assessed weekly\assessed unit Language: 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. Assessed unit Writing: 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can read and write words with three letter blends scr, spr, str, thr and shr. I can read words that end in –ed and –ing. I can read sight words. I can determine the central message or theme found in a story using key details. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. I can write a letter.


9

Week 8

Reading Foundation: 1.RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. Assessed weekly\assessed unit 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. Assessed weekly\assessed unit Reading Informational: 1.WCE.2 Determine the author’s purpose for writing a text. Language: 1.L.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Writing: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure.

I can read and write words with three letter blends air, are, and ear. I can read sight words. I can identify the author’s purpose for writing a text. I can identify root words and understand that adding –s, -ed, and –ing changes the meaning of a root word. I can write a report.

Week 9

Reading Informational: 1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Writing: 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can use text features to locate information about a topic. I can write an opinion about a topic.

1

2016.17 Second Grade, ELA, Quarter 1

Ongoing Standards

Reading Foundation:

2.RF.3f Recognize and read grade-appropriate irregularly spelled words.

2.RF4 Read with sufficient accuracy and fluency to support comprehension.

2.RF.4a Read on-level text with purpose and understanding.

2.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings Reading Informational:

2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in grades 2-3 text

complexity band proficiently, with scaffolding as needed at the high end of the range

Reading Literature:

2.RL.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Language:

2.L.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spelling

2.L.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

Speaking and Listening: 2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 2.SL.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 2.SL.1b Build on others’ talk in conversation by linking their comments to the remarks of others 2.SL.1c Ask for clarification and further explanation as needed about the topics and texts under discussion 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

2

Week 1

Standards Student-Friendly “I Can” Statement

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Literature: 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Assessed weekly/assessed unit 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Assessed unit Language: 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed unit weekly/assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Assessed unit Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can read, spell, and write words with the short a and short i pattern. I can read high frequency words. I can identify key details in a story. I can use illustrations to help me understand a story. I can use the meaning of a root word and its ending (-s, --es, -ed, or –ing) to figure out the meaning of a whole word. I can demonstrate understanding of meanings of new words. I can capitalize the beginning of a sentence. I can identify statements and questions, and punctuate them

correctly.

I can describe an event that includes details that make my ideas

clear.

3

Week 2

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and challenges. Assessed unit/assessed weekly 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Assessed unit Language:

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed unit/assessed weekly 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can read, spell, and write words with short e, o, and u. I can read high frequency words. I can identify the characters, setting, and one major event in a story

I can identify commands and exclamations, and punctuate them

correctly.

I can use what I know about root words to figure out the meaning of a longer word. I can demonstrate understanding of meanings of new words I can write a narrative with a strong beginning.

4

Week 3

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3f Recognize and read grade- appropriate irregularly spelled words Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and challenges. Assessed unit/assessed weekly 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Assessed unit/assessed weekly Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.L.2b Use commas in greetings and closings of letters. 2.WCE.ELA.10 Form and use common abbreviations 2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can read, spell, and write words with two-letter blends. I can read high frequency words. I can describe how characters in a story respond to major events and challenges. I can use both text and illustrations to find details about the characters, setting, and events in a story. I can identify the subject of a sentence. I can use commas after greeting and closing of letters.

I can use common abbreviations in a letter.

I can use context clues to help me figure out the meaning of a word. I can demonstrate understanding of meanings of new words. I can identify and use precise words in my writing.

5

Week 4

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. Assessed unit Reading Informational: 2.RI.1 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. Assessed unit/assessed weekly 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed weekly Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.WCE.ELA.1 Identify the subject and predicate of a sentence. 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed unit/assessed weekly 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can read, spell, and write words with the short a and a_e pattern. I can read high frequency words. I can identify key details in a text. I can use photos and captions to find the key details in an informational text I can use a comma after a sequence word. I can identify the predicate of a sentence. I can figure out the meaning of an unknown word by looking at word parts. I can demonstrate understanding of meanings of new words I can put my ideas in order when I write a narrative text.

6

Week 5

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. Assessed unit 2.RF.3c Decode regularly spelled two-syllable words with long vowels. Reading Informational: 2.RI.1 Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding of key details in a text. Assessed unit/assessed weekly 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed weekly Language: 2.L.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). Assessed unit 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can read, spell, and write words with the short I and i_e pattern. I can read high frequency words.

I can identify key details in a text. I can use photos, captions, and charts to locate key facts or information. I can produce, expand, and rearrange complete simple and compound sentences. I can read and determine the meaning of words with –s, -es, and –ed. I can demonstrate understanding of meanings of new words I can use different sentence lengths and types in my writing

7

Week 6

2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

2.W.6 With guidance and support from adults, use a variety of digital tools to

produce and publish writing, including in collaboration with peers.

2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing 2.L.3 Compare formal and informal uses of English standard not anywhere else.

I can write a narrative that includes the following:

• Details to describe actions, thoughts, and feelings

• Signal words to show the order of events

• A strong ending I can type and publish a story.

Week 7

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. Assessed unit

Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and challenges. Assessed weekly/assessed unit

I can read, spell, and write words with the short o and o_e. I can read high frequency words. I can identify the story elements of character, setting, and plot.

8

2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Assessed weekly/assessed unit

Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit

2.WCE.ELA.2 Identify and use singular, plural, common, proper, and possessive nouns 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Assessed unit 2.L.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Assessed weekly/assessed unit

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can identify a noun in a sentence. I can use commas to separate three or more words in a series. I can determine the meaning of an unknown word by looking at its prefix. I can demonstrate understanding of meanings of new words I can write a narrative that includes details to describe actions, thoughts, and feelings.

9

Week 8

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. Assessed unit 2.RF.3d Decode words with common prefixes and suffixes.

Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and challenges. Assessed weekly/assessed unit 2.RL.9 Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures Standard is nowhere else… this unit has a Cinderella story

Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Assessed unit

2.L.5 Demonstrate understanding of word relationships and nuances in word meaning. Writing:

2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit

I can read, spell, and write words with short u and u_e. I can read high frequency words. I can determine the meaning of a new word formed when a known suffix is added to a known word. (-dis,-ful,-ly) I can identify the story elements of character, setting, plot, problem, and solution.

I can compare and contrast two Cinderella stories.

I can identify singular and plural nouns.

I can use commas to separate three or more words in a series.

I can demonstrate understanding of meanings of new words I can write a narrative that uses supporting details to explain my ideas.

10

Week 9

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit R2.F.3e Identify words with inconsistent but common spelling-sound correspondences. 2.RF.3d Decode words with common prefixes and suffixes.

Reading Informational: 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Assessed weekly/assessed unit 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed unit

Language: 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2.WCE.ELA.2 Identify and use singular, plural, common, proper, and possessive nouns. 2.L.2a Capitalize holidays, product names, and geographic names.

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing:

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can read, spell, and write words with soft c and soft g. I can read high frequency words. I can read and understand words with the suffix –ful and –ly. I can identify the main topic and key details of a story. I can use bold print, subheadings, charts, and labels to get meaning from text.

I can identify a common and proper noun. I can begin a proper noun with a capital letter.

I can demonstrate understanding of meanings of new words I can use sequence and signal words to put my ideas in order.

2019 – 2020, Second Grade, ELA, Quarter 2

1

Ongoing Standards

Reading Foundation:


2.RF.4 Read with sufficient accuracy and fluency to support comprehension.

2RF.4a Read on-level text with purpose and understanding.




Reading Literature:

2.RL.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding

as needed at the high end of the range.

Language:




•


2

Standards Student-Friendly “I Can” Statements •

Week 1

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed weekly/assessed unit 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Informational: 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Assessed weekly/assessed unit 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Language: 2.L.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). 2.WCE.ELA.10 Form and use common abbreviations 2.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Assessed unit/assessed weekly

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy).

I can read, spell, and write words with the digraphs: ch, tch, sh,th, wh, ng, and ph. I can read high frequency words. I can find the main topic and key details in a text using the photos and rereading the text. I can form and use irregular plural nouns. I can write abbreviations correctly. I can use context clues to figure out the meaning of a multiple meaning word. I can demonstrate understanding of meanings of new words


3

Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Assessed unit

I can use linking words to show how ideas are related

Week 2

Reading Foundation: 2.RF.3e Identify words with inconsistent but common spelling-sound correspondences. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Literature 2.RL.1 Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Assessed weekly 2.RL.4 Describe how words and phrases (e.g. regular beats, alliteration, rhymes,

repeated lines) supply rhythm and meaning in a story, poem, or song.

Language: 2.L.2c Use an apostrophe to form contractions and frequently occurring possessives. Assessed unit 2.WCE.ELA.2 Identify and use singular, plural, common, proper, and possessive nouns 2.L.4a Use sentence level context to the meaning of a word or phrase. Assessed weekly/assessed unit L.2.5 Demonstrate understanding of word relationships and nuances in word meanings

I can read, spell, and write words with three-letter blends: scr. Spr, str, thr, spl, and shr. I can read high frequency words. I can ask and answer questions to help me understand the key details in a poem. I understand that a poem’s rhythm is the pattern of accented beats. I can make a noun possessive by adding an apostrophe and an –s I can use context to find the correct meaning of a multiple-meaning word. I can demonstrate understanding of meanings of new words


4

Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can use precise words in my writing. I can revise and edit my writing.

Week 3

Reading Informational: 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently Assessed unit Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and




2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing. 2.L.3 Compare formal and informal uses of English

I can use text features to help me locate important information in text. I can write and publish a text that explains how to do something.


5

Week 4

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words Assessed unit 2.RF.3c Decode regularly spelled two-syllable words with long vowels. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Informational: 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Assessed weekly 2.RI.8 Describe how reasons support specific points the author makes in a text Assessed weekly Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.WCE.ELA.3 Identify and use linking and action verbs. 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.WCE.ELA.10 Form and use common abbreviations 2.L.6 Use words and phrases acquired through conversations, reading and being read

to, and responding to texts, including using adjectives and adverbs to describe (e.g.,

When other kids are happy that makes me happy). Assessed weekly/assessed unit

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings

I can read, spell, and write words with the long a sound. I can read high frequency words. I can identify the reason an author wrote a text. I can explain why the author uses certain words and phrases in a text. I can explain that an action verb shows action I can use abbreviations in street addresses and titles. I can form and use common abbreviations. I can demonstrate understanding of meanings of new words I can identify and tell the meaning of a simile.


6

Writing:

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can put my ideas in order when writing an informative/explanatory text.

Week 5

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. 2.RF.3c Decode regularly spelled two-syllable words with long vowels. 2.RF.3e Identify words with inconsistent but common spelling-sound correspondences. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Literature: 2RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Assessed weekly/assessed unit Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.WCE.ELA.4 Use past, present, and future tense verbs correctly 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Assessed weekly/assessed unit

I can read, spell, and write words with a long i sound. I can read high frequency words. I can use the words first, next, last to tell the sequence of events in a story. I can explain that a present tense verb tells action that is happening right now. I can use commas in series. I can explain that a compound word is made up of two smaller words. I can demonstrate understanding of meanings of new words


7

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can use linking words to show how ideas are similar or different. I can edit and revise my writing.

Week 6

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. 2.RF.3c Decode regularly spelled two-syllable words with long vowels. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Informational: 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Assessed weekly 2.RI.8 Describe how reasons support specific points the author makes in a text. Assessed weekly Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.L.2b Use commas in greetings and closings of letters. 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings

I can read, spell, and write words with the long o sound. I can read high frequency words. I can identify the author’s purpose for writing the text. I can use text evidence to identify reasons that support the main topic. I can identify past- and future- tense verbs. I can use correct letter punctuation. I can demonstrate understanding of meanings of new words.


8

2.L.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Assessed weekly/assessed unit 2.WCE.ELA.5 Identify a synonym or antonym for a given word. Writing: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Assessed unit

I can distinguish shades of meaning between similar words (synonyms). I can write an opinion piece to share how I feel about something

Week 7

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. 2.RF.3c Decode regularly spelled two-syllable words with long vowels. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words.

Reading Informational: 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Assessed weekly/assessed unit 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Assessed weekly/assessed unit Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.2d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil). 2.WCE.ELA.5 Identify a synonym or antonym for a given word Assessed weekly/assessed unit

I can read, spell, and write words with the long e sound. I can read high frequency words. I can ask and answer questions to identify the key details and main idea of a selection. I can use the verb forms have and has in sentences. I can capitalize and underline the title of a book. I can identify a word that means the opposite of another word.


9

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

I can demonstrate understanding of meanings of new words. I can write an opinion piece with a strong ending.

Week 8

Reading Foundation: 2.RF.3c Decode regularly spelled two-syllable words with long vowels. 2.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. Reading Information: 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Assessed weekly/assessed unit 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Assessed weekly/assessed unit 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed unit Language: 2.L.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

I can read, spell, and write words with the long u sound. I can read high frequency words. I can ask and answer questions to identify the key details and main idea of a selection. I can use text features to locate key details in the text. I can combine two simple sentences into one longer sentence.


10

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Assessed weekly/assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings Writing: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and


I can use a periods, question marks, exclamation marks, and commas in sentences. I can use a prefix to figure out the meaning of an unknown word. I can demonstrate understanding of meanings of new words I can use both short and long sentences in my writing.

Week 9

Writing: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and




2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

I can write an opinion piece that contains the following:

• An introduction

• An opinion

• Reasons that support the opinion

• Linking words to connect the opinion and reasons

• A conclusion I can type and publish a piece of writing.


11

2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing. 2.L.3 Compare formal and informal uses of English


1

Standards

Reading Foundation: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension. 2.RF.4a Read on-level text with purpose and understanding. 2.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings 2.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Informational: 2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in grades 2-3 text Reading Literature: 2.RL.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Language: 2.L.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spelling. 2.L.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Speaking and Listening: 2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 2.SL.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 2.SL.1b Build on others’ talk in conversation by linking their comments to the remarks of others 2.SL.1c Ask for clarification and further explanation as needed about the topics and texts under discussion 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. WCE: 2.WCE.ELA.12 Write many upper- and lowercase cursive letters.


2

Week 1

Writing: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing 2.L.3 Compare formal and informal uses of English.

I can write an opinion essay that states an opinion, supplies reasons to support the opinion, uses linking words, and provides a conclusion.

Week 2

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.RF.3e Identify words with inconsistent but common spelling-sound correspondences. Assessed unit 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Assessed weekly/assessed unit

I can read, spell, and write words with silent letters. I can read high frequency words. I can compare and contrast ideas and information in text.


3

2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed unit 2.RI.7 Explain how specific images (e.g. a diagram showing how a machine works) contribute to and clarify a text. Assessed unit 2.RI.9 Compare and contrast the most important points presented by two texts on the same topic. Assessed weekly Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2.L.2.a Capitalize holidays, product names, and geographic names. 2.L.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Assessed weekly/assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can explain information learned from a map and a map key. I can compare and contrast information from two pieces of text. I can identify linking verbs, and use them correctly in sentences. I can capitalize proper nouns. I can figure out the meaning of a compound word by breaking it into word parts. I can demonstrate understanding of meanings of new words. I can write an informative/explanatory text that includes facts that focus on one topic.


4

Week 3

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. Assessed unit 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Assessed weekly/assessed unit 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Assessed unit Language: 2.L.1d Form and use the past tense of frequently occurring irregular verbs. Assessed unit 2.L.4a Use sentence level context as a clue to the meaning of a word or phrase 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can read, spell, and write words with r-controlled vowels. I can read high frequency words. I can identify cause and effect in a text. I can use features of expository text to locate key facts and information efficiently. I can identify and use helping verbs: have, has, and had. I can use context clues to determine the meaning of an unknown word. I can demonstrate understanding of meanings of new words


5

2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Assessed unit

I can use time-order words in my writing to help readers understand a sequence of events.

Week 4

Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing. 2.L.3 Compare formal and informal uses of English

I can write and publish an explanatory text that includes the following:

• Introduction of a topic

• Facts about the topic

• A conclusion.

Week 5

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. 2.RF.3f Recognize and read grade-appropriate irregularly spelled words.

I can read, spell, and write words with r-controlled vowels. I can read high frequency words.


6

Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and challenges. Assessed weekly/assessed unit 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Assessed weekly Language: 2.L.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Assessed unit 2.L.6 Use words and phrases acquired through conversations, reading and being read

to, and responding to texts, including using adjectives and adverbs to describe (e.g.,

When other kids are happy that makes me happy). Assessed weekly/assessed unit

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Assessed unit

2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

I can compare and contrast events in a story I can identify and use irregular verbs: go/went; do/did. I can figure out the meaning of a simile. I can demonstrate understanding of meanings of new words I can use voice in my writing to show my feelings. I can edit and revise my writing.


7

Week 6

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Assessed unit 2.RF.3d Decode words with common prefixes and suffixes. 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Assessed weekly/assessed unit 2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Language: 2.L.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Assessed unit 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed weekly/assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


I can read, spell, and write words with r-controlled vowels. I can read high frequency words. I can identify the theme or main message of a story. I can explain that in a play each character has dialogue. I can identify and use the irregular verbs: come/came; run/ran; and hide/hid. I can use correct punctuation for the greeting and closing of a letter. I can figure out the meaning of an unknown word by knowing the meaning of its root word. I can demonstrate understanding of meanings of new words


8

Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can use details in my narrative writing to develop characters.

Week 7

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Assessed weekly/assessed unit 2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Language: 2.L.2c Use an apostrophe to form contractions and frequently occurring possessives. Assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Assessed weekly/assessed unit

I can blend, build, and spell words with r-controlled vowels. I can read high frequency words. I can identify the key details of a poem in order to understand its theme. I can use apostrophes to designate a contraction. I can use the contractions: isn’t, don’t, hasn’t, haven’t, and aren’t. I can demonstrate understanding of meanings of new words.


9

Writing: 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can use sensory words in my writing to help readers create a picture in their mind.

Week 8

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. Assessed unit 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: 2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed unit 2.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed weekly/assessed unit 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can read, spell, and write words with the ou, ow sound. I can read high frequency words. I can identify a character’s point of view. I understand that dialogue tells what a character says, thinks, and feels. I can replace a noun with a pronoun: he, she, or it. I can figure out the meaning of a word by looking at its suffix. I can demonstrate understanding of meanings of new words I can use descriptive details to tell about the characters, setting, and events in a story.


10

Week 9

Reading Foundation: 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. 2.RF.3b Know spelling-sound correspondences for additional common vowel teams. Assessed unit 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: 2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Language: 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assessed weekly/assessed unit L.2.1c Use reflexive pronouns (e,g, myself, ourselves). L.2.4a Use sentence level context as a clue to the meaning of a word or phrase 2.WCE.ELA.7 Determine the meaning of an idiom. 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g., describe foods


Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can read, spell, and write words with the oi sound. I can read high frequency words. I can identify a character’s point of view. I can use a pronoun to take the place of one or more nouns: I, me, we, or us. I can use reflexive pronouns. I can determine the meaning of an idiom. I can demonstrate understanding of meanings of new words. I can use long and short sentences in my narrative writing.


11


1

Reading Foundation:


2.RF4 Read with sufficient accuracy and fluency to support comprehension.

2.RF.4a Read on-level text with purpose and understanding.




Reading Literature:

2.RL.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Language:




WCE:

1.WCE.ELA.7 Print all upper- and lowercase letters in the alphabet.


2

Standard Student-Friendly “I Can” Statement

Week 1

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel

teams. Assessed unit

2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: 2.RI.3 Describe the connection between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text. Assessed

weekly/assessed unit

Language: 2.L.2a Capitalize holidays, product names, and geographic names. 2.L.4a Use sentence-level context as a clue to the meaning of a word or

phrase. Assessed weekly

2.WCE.ELA.5 Identify a synonym or antonym for a given word

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g.,

describe foods that are spicy or juicy).

Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic,

use facts and definitions to develop points, and provide a concluding

statement or section. Assessed unit

2.SL.4 Tell a story or recount an experience with appropriate facts and

relevant, descriptive details, speaking audibly in coherent sentences

I can read, spell, and write words with the variant sounds of u. I can read high frequency words. I can sequence the events of a story by telling what happened right before and right after an event. I can use a possessive pronoun (my, your, our, his, her, or their). I can capitalize proper nouns. I can find a synonym for a word. I can demonstrate understanding of meanings of new words I can put events in the sequence in which they happen in my writing.


3

2.SL.5 Create audio recordings of stories or poems; add drawings or other

visual displays to stories or recounts of experiences when appropriate to

clarify ideas, thoughts, and feelings.

I can write and record a speech about a hero.

Week 2

Reading Foundation: 2.RF.3b Know spelling-sound correspondences for additional common vowel

teams. Assessed unit

2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: 2.RL.3 Describe how characters in a story respond to major events and

challenges. Assessed weekly/assessed unit

Language: 2.L.2c Use an apostrophe to form contractions and frequently occurring

possessives. Assessed unit

2.WCE.ELA.2 Identify and use singular, plural, common, proper, and possessive pronouns. 2.L.4a Use sentence-level context as a clue to the meaning of a word or

phrase Assessed weekly/assessed unit

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 2.L.5a Identify real-life connections between words and their use (e.g.,


Writing: 2.W.3 Write narratives in which they recount a well-elaborated event or

short sequence of events, include details to describe actions, thoughts, and

I can read, spell, and write words with a, aw, au, augh, al, and ough. I can read high frequency words. I can identify the problem and solution in a story. I can use an apostrophe to form contractions and possessives. I can use my knowledge of homophones to determine the meaning of a word. I can demonstrate understanding of meanings of new words I can use linking words to show how ideas are connected.


4

feelings, use temporal words to signal event order, and provide a sense of

closure.

2.W.5 With guidance and support from adults and peers, focus on a topic and


Week 3

Reading Foundation: 2.RF.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. 2.WCE.ELA.11 Alphabetize words to the 2nd and 3rd letter. 2.RF.3e Identify words with inconsistent but common spelling-sound correspondences. Assessed unit 2.RF.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: 2.RI.3 Describe the connection between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text. Assessed


Language: 2.L.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. Assessed unit

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.L.3a Compare formal and informal uses of language.

2.L.4a Use sentence level context as a clue to the meaning of a word or

phrase. Assessed weekly/assessed unit

I can read, spell, and write words with short vowel diagraphs. I can alphabetize words to the 2nd and 3rd letter. I can read high frequency words. I can identify and find evidence for the cause and effect in a text. I can explain that a present-tense verb must agree with the pronoun in the same sentence. I can capitalize the first, last, and important words in a title. I can use context clues to determine the meaning of a multiple-meaning word.


5

2.L.5 Demonstrate understanding of word relationships and nuances in word meanings 2.L.5a Identify real-life connections between words and their use (e.g.,


Writing:

2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can demonstrate understanding of meanings of new words I can identify and use formal and informal voice in my writing.

Week 4

Reading Informational: 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Writing: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

I can use text features to help me understand a text and learn more about a topic. I can write informative/explanatory text that introduce a topic and use facts. I can write informative/explanatory text that contains a conclusion. I can use a computer to publish a piece of writing.


6

2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing. 2.L.3 Compare formal and informal uses of English

Week 5

Reading Foundation: RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. Reading Literature: RL.2.2 Recount stories, including fables and folktales from diverse cultures,

and determine their central message, lesson, or moral. Assessed


Language: L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. Assessed unit L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.4a Use sentence level context as a clue to the meaning of a word or

phrase. Assessed weekly/assessed unit

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings L.2.5a Identify real-life connections between words and their use (e.g.,


I can read, spell, and write words with open and closed syllables. I can determine the theme of a myth. I can explain that an adjective is a word that describes a person, place, or thing. I can use commas in a series of words. I can use context clues to determine the meaning of a word. I can demonstrate understanding of meanings of new words


7

Writing: W.2.3 Write narratives in which they recount a well-elaborated event or

short sequence of events, include details to describe actions, thoughts, and

feelings, use temporal words to signal event order, and provide a sense of

closure.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can write a narrative with a strong opening that grabs the reader’s attention.

Week 6

Reading Foundation: RF.2.3c Decode regularly spelled two-syllable words with long vowels. Assessed unit RF.2.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Assessed weekly/assessed unit

RI.2.8 Describe how reasons support specific points the author makes in a

text. Assessed weekly/assessed unit

Language: L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Assessed unit 2.WCE.ELA.8 Identify and use articles. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies L.2.5 Demonstrate understanding of word relationships and nuances in word meanings

I can read, spell, and write words with the CVCe pattern. I can read high frequency words. I can find text evidence to determine the author’s purpose. I can read the title and labels of a diagram to figure out how something works.

I can capitalize names and titles. I can use articles and this, that, these, and those in my writing and speaking. I can figure out the meaning of an unfamiliar word by looking at context clues in other sentences in the paragraph. I can demonstrate understanding of meanings of new words


8

L.2.5a Identify real-life connections between words and their use (e.g.,


Writing: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can use content words in my informative/explanatory writing.

Week 7

Reading Foundation: RF.2.3c Decode regularly spelled two-syllable words with long vowels. Assessed unit RF.2.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Assessed weekly/assessed unit RI.2.8 Describe how reasons support specific points the author makes in a text. Assessed weekly Language: L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. 2.WCE.ELA.2 Identify and use singular, plural, common, proper, and

possessive nouns

L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Assessed weekly/assessed unit L.2.5 Demonstrate understanding of word relationships and nuances in word meanings

I can read, spell, and write words with consonant+ -le, -el, and –al syllables. I can read high frequency words. I can use text evidence to determine main idea and key details in a text. I can add –er to the end of an adjective to compare two nouns. I can add an apostrophe and an s to show possession or ownership I can use the meaning of Greek and Latin roots to figure out the meaning of words. I can demonstrate understanding of meanings of new words


9

L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Writing: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can use supporting details to give more information about a main idea.

Week 8

Reading Foundation: RF.2.3b Know spelling-sound correspondences for additional common vowel teams. Assessed unit RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. Reading Informational: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Assessed weekly/assessed unit Language: L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

I can read, spell, and write words with vowel team syllables. I can read high frequency words. I can determine the problem and its solution in an informational text. I can identify a preposition such as in, at, of, from, with, to, and by. I can –er and –est to an adjective to show comparison. I can identify an adverb and know that many end in –ly. I can figure out the meaning of an unfamiliar word by looking at context clues in other sentences in the paragraph.


10

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings L.2.5a Identify real-life connections between words and their use (e.g.,


Writing: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can demonstrate understanding of meanings of new words I can use a strong ending in my informative/explanatory writing.

Week 9

Writing:

2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Assessed unit 2.W.5 With guidance and support from adults and peers, focus on a topic and




2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 2.L.2 Demonstrate command of conventions of standard English, capitalization, punctuation, and spelling when writing. 2.L.3 Compare formal and informal uses of English.

I can write an opinion piece that contains the following:

• An introduction

• An opinion

• Reasons that support the opinion

• Linking words to connect the opinion and reasons

• A conclusion I can type and publish a piece of writing.


11

2019 – 2020, Third Grade, ELA, Quarter 1

1

Standard Student-Friendly “I Can” Statement

Week 1

Reading Literature: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Assessed Unit/Weekly) 3.WCE.ELA.8 Identify the problem and solution in a story. Language: 3.L.1i Produce simple, compound, and complex sentences. (Assessed Unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. 3.L.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can explain how characters’ actions cause events to occur in a certain order/sequence. I can distinguish between sentences and sentence fragments. I can read and spell words with the short vowel sounds a,i. I can use context clues and knowledge of synonyms to determine the meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can introduce the narrator, characters, and the event/situation in a story. I can use a character’s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events.


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Week 2

Reading Literature: 3.RL.3 Describe characters in a story (e.g. their traits, motivations or feeling and explain how their actions contribute to the sequence of events. (Assessed Unit 2.2) Language: 3.L.1i Produce simple, compound, and complex sentences. (Assessed Unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 3.L.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Writing: 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can determine the sequence of events in a text. I can produce simple, compound and complex sentences. I can read and spell words with the short vowel sounds e,o,u. I can use context clues to figure out them meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative and add descriptive details to my writing.

Week 3

Reading Informational: 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) Language: 3.WCE.ELA.6 Identify the subject and predicate of a sentence. 3.L.2f Use spelling patterns and generalizations in writing words.

I can use time-order words and a text structure with sequence to help me understand the sequence of events in a text. I can identify subjects, complete subjects, and compound subjects. I can read and spell words with a VCe pattern.


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3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3c Use temporal words and phrases to signal event order.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative and add descriptive details to my writing. I can add words that show order to revise writing.

Week 4

Reading Informational: 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) 3.WCE.ELA.7 Identify stated cause-effect relationships in text. 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.(Assessed Weekly) Language: 3.L.1i Produce simple, compound, and complex sentences. (Assessed unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

I can use sentences and paragraphs to determine text structure and to help understand how cause/effect helps a reader understand what is happening in the text. I can determine cause and effect relationships. I can compare important points and key details in two pieces of text on the same topic. I can identify predicates and compound predicates. I can read and spell words with long a (ai,a_e,ay,eigh). I can recognize and explain the meaning of a metaphor. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative and add descriptive details to my writing.


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Week 5

Reading Informational: 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Assessed unit/weekly) 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Language: 3.L.1h Use coordinating and subordinating conjunctions. 3.L.1i Produce simple, compound, and complex sentences. (Assessed unit) 3.L.2f Use spelling patterns and generalizations in writing words 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Speaking and Listening: 3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Writing: 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

I can identify the main idea and key details in a text and explain how the key details support the main idea.

I can uses text features (captions, map & sidebar) to help me understand and explain what I’m reading.

I can punctuate simple and compound sentences correctly. I can identify and form simple and compound sentences.

I can read and spell words with long o (o,ow,o_e,oa,oe). I can use words and phrases in the same sentence as a multiple-meaning word to figure out its meaning.

I can use words and phrases in the same sentence as a multiple-meaning word to figure out its meaning.

I can determine the main idea and supporting details of a text read aloud. I can write a narrative and add descriptive details to my writing.


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Week 6

Language: 3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3.L.3a Choose words and phrases for effect. 3.L.3b Recognize and observe differences between the conventions of spoken and written standard English. Writing: 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3.W.3c Use temporal words and phrases to signal event order. 3.W.3d Provide a sense of closure. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can write and publish a narrative piece that includes the following:

• A narrator and/or characters

• An event sequence that unfolds naturally

• Dialogue and descriptions of actions, thoughts and feelings

• Temporal words and phrases

• A sense of closure

• Words and phrases chosen for effect I can use the computer to publish a piece of writing.


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Week 7

Reading Literature: 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Assessed unit) 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed unit/weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. 3.L.2f Use spelling patterns and generalizations in writing words 3.WCE.ELA.4 Identify the synonym or antonym for a given word. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed weekly) 3.L.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing:

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons.

I can use text evidence to answer questions.

I can determine the theme of a story.

I can distinguish the different kinds of nouns. I can identify common and proper nouns. I can capitalize proper nouns.

I can read and spell words with long i and long u. I can use context clues and knowledge of antonyms to determine the meaning of an unknown word. I can use words and phrases in the same sentence as a multiple-meaning word to figure out its meaning.

I can write an opinion piece that supports a point of view with reasons.


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Week 8

Reading Literature: 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed unit/weekly) 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.L.1b Form and use regular and irregular plural nouns. 3.L.2f Use spelling patterns and generalizations in writing words 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed unit/weekly) Writing: 3.W.1Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists the reasons.

I can identify the message or theme of a story.

I can learn the meaning of new vocabulary words.

I can identify and form singular and plural nouns. I can spell words with the long e pattern. I can identify a simile and explain its meaning. I can also picture or visualize the meaning of the simile. I can write an opinion piece that states a point of view and supports that point of view with reasons.


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Week 9

Reading Informational: 3.RI.6 Distinguish their own point of view from that of the author of a text. (Assessed unit/weekly) 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (Assessed unit) 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Language: 3.L.1b Form and use regular and irregular plural nouns. (Assessed unit) 3.L.1c Use abstract nouns (e.g., childhood). 3.L.2f Use spelling patterns and generalizations in writing words 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (Assessed unit/weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.1Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details.

I can identify an author’s point of view in a text. I can use text features (heading & bar graph) to help me understand and explain what I’m reading. I can compare and contrast information from two texts on the same topic. I can identify and use irregular plural nouns, collective nouns, and abstract nouns. I can read and spell words with silent letters. I can determine the meaning of a new word by looking at prefixes (re-, un-, dis-, mis-). I can use words and phrases in the same sentence as a multiple-meaning word to figure out its meaning.

I can write an opinion essay that supports a point of view with reasons. I can develop a topic with facts, definitions, and details.


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Standards Student-Friendly “I Can” Statements

Week 1

Reading Informational: 3.RI.6 Distinguish their own point of view from that of the author of a text.(Assessed Unit/Weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed Unit) 3.L.2b Use commas in addresses. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.3c Use temporal words and phrases to signal event order.

I can identify the author’s point of view (opinion) in a text.

I can combine sentences by joining two nouns in the subject.

I can use commas in letters, dates, addresses, and locations. I can read and spell single syllable and multisyllable words with three-letter blends. I can determine the meaning of an unknown word by looking at the suffix (-ful, -less).

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion piece that includes a point of view with supporting reasons. I can use time order words to signal event order.


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Week 2

Reading Literature: 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Weekly) Speaking and Listening: 3.SL.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Language: 3.L.2d Form and use possessives. (Assessed Unit) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.1b Provide reasons that support the opinion.

I can identify the narrator’s point of view and compare the reader’s point of view with the narrator’s.

I can record myself reading a poem at an understandable pace.

I can identify and use singular and plural possessive nouns correctly. I can read and spell words with consonant diagraphs. (ch,th,sh,tch,wh)

I can identify a simile and explain its meaning and what is being compared. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.

I can write an opinion essay that provides reasons that support an opinion.

Week 3

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. 3.W.1b Provide reasons that support the opinion.

I can write an opinion essay that includes the following:

• A point of view with supporting reasons

• An organizational structure that lists reasons

• Opinions and reasons linked by words and phrases such as because, therefore, since, for example


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3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.W.1d Provide a concluding statement or section.

Week 4

Reading Literature: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Assessed Unit/Weekly) 3.WCE.ELA.12 Determine the problem in a story and recognize its solution. Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed Unit) 3.L.2c Use commas and quotation marks in dialogue. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed Weekly) 3.WCE.ELA.4 Identify a synonym or antonym for a given word. 3.L.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can identify a problem that a main character faces and the sequence of steps that the character takes to solve the problem. I can identify problem/solution in a story.

I can identify action verbs and distinguish verbs in predicates. I can use quotation marks and colons correctly.

I can read and spell words with r-controlled vowels (er,ir,ur). I can identify a synonym for a given word.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.


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Writing: 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

I can write an explanatory essay that examines a topic and conveys ideas and information clearly.

Week 5

Reading Literature: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Assessed Unit/Weekly) 3.RL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (Assessed Unit) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. 3.L.2f Use spelling patterns and generalizations in writing word 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.2b Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

I can use cause and effect to help me understand the plot of a story. I can explain how an illustration contributes to a story.

I can identify present-tense verbs with singular and plural subject. I can ensure that subjects agree with verbs while writing and speaking.

I can read and spell words with r-controlled vowels (ar,or,ore).

I can identify and explain the meaning of idioms. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.

I can write an informative/explanatory piece that develops a topic with facts, definitions, and details. I can use linking words and phrases to connect ideas in my writing.


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Week 6

Reading Informational: 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Assessed Unit/Weekly) 3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (Assessed Weekly) Language: 3.L.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (Assessed Unit) 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. 3.L.2a Capitalize appropriate words in titles. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can identify main idea and key details of a text.

I can use text features to help me understand information in a text. I can compare and contrast the important points in two pieces of text.

I can identify past-tense verbs. I can ensure that subjects agree with verbs while writing and speaking. I can use abbreviations correctly in written work. I can read and spell words with r-controlled vowels (are,air,ear,ere). I can recognize and define words with common suffixes (-y, -ly) and use the suffix to figure out the meaning of a word.



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Writing: 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can write an informative/explanatory piece that groups related ideas together.

Week 7

Reading Informational: 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Assessed Unit/Weekly) 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Language: 3.L.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (Assessed Unit) 3.L.2a Capitalize appropriate words in titles. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.2d Provide a concluding statement or section.

I can determine the main idea and supporting details of a text. I can locate information about a topic using text features. I can identify and use future-tense verbs. I can capitalize and punctuate book titles correctly. I can use correctly capital letters in names, dates, and addresses. I can read and spell words with the prefixes pre, dis, and mis. I can use a known root word as a clue to the meaning of an unknown word with the same root.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an informative/explanatory piece that has a strong conclusion.


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Week 8

Reading Informational: 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) 3.WCE.ELA.12 Determine sequence of events in text. 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Language: 3.L.1b Form and use regular and irregular plural nouns. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. 3.L.2b Use commas in addresses. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing:

3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

I can use text features and search tools to help me understand text. I can identify the sequence of events and use time-order words to help me understand the events in a text. I can compare and contrast important points in two texts on the same topic.

I can identify when to combine sentences using verbs. I can use commas in letters, dates, addresses, and locations.

I can read and spell words with oi and oy.

I can use the suffix (-able) to figure out the meaning of a word.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an explanatory essay that examines a topic and conveys ideas and information clearly.


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Week 9

Reading Informational: 3.RI.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Writing: 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

I can write an explanatory essay that includes the following:

• Examines a topic and conveys ideas clearly

• Groups related information together

• Develops the topic with facts, definitions, and details

• Uses linking words and phrases

• Provides a conclusion

I can use a computer to publish my explanatory essay.


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Week 1

Reading Information: 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Writing: 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.7 Conduct short research projects that build knowledge about a topic.

I can use text features and search tools to locate information on a topic.


• Examines a topic and conveys ideas clearly

• Groups related information together

• Develops the topic with facts, definitions, and details

• Uses linking words and phrases

• Provides a conclusion I can speak clearly at an understandable pace when sharing my written explanatory essay with the class.

I can use a computer to publish my explanatory essay.


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3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Speaking and Listening: 3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 3.SL.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. 3.SL.1d Explain their own ideas and understanding in light of the discussion.

Week 2

Reading Literature: 3.RL.1 Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Unit/Weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed Unit) 3.L.1d Form and use regular and irregular verbs. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can refer to the text to answer questions and demonstrate understanding. I can identify the narrator’s point of view in a folktale. I can distinguish linking verbs. I can read and spell words with the oo, ou, ue and ew pattern. I can use a known root word as a clue to the meaning of an unknown word with the same root. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.


3

Writing: 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

I can write an opinion essay that supports a point of view with reasons.

Week 3

Reading Literature: 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Assessed Unit) 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Unit/Weekly) 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar or similar characters. Language: 3.L.2f Use spelling patterns and generalizations in writing words. (Assessed Unit) 3.WCE.ELA.13 Recognize, read, and write contractions. 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can ask and answer questions to increase understanding. I can distinguish my point of view from that of the narrator or those of the characters. I can compare and contrast themes, settings, and plots in stories written by the same author. I can read and spell regular and irregular plurals. I can identify contractions and apostrophes and use them correctly. (not) I can understand the meaning of words with the prefixes un, non, im, pre. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.


4

Writing: 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons.

I can write an opinion essay that supports a point of view with reasons.

Week 4

Writing: 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. 3.W.1b Provide reasons that support the opinion. 3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.W.1d Provide a concluding statement or section. 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.





I can use a computer to publish my opinion essay.


5

Week 5

Reading Informational: 3.RI.7 Use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Weekly) 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.(Assessed weekly) Language: 3.L.1d Form and use regular and irregular verbs. 3.L.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. 3.L.2c Use commas and quotation marks in dialogue. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can use text features to gain understanding of a text. I can identify cause and effect text structure. I can compare and contrast the important points/key details in two texts on the same topic.

I can distinguish main and helping verbs. I can capitalize and punctuate dialogue correctly. I can use quotation marks correctly in dialogue.

I can read and spell words with the au and aw pattern. I can use context clues to determine the meaning of a word.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an informative/explanatory piece that groups related information together and includes illustrations when helpful.


6

Week 6

Reading Informational: 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (Assessed Unit/Weekly) Language: 3.L.1h Use coordinating and subordinating conjunctions. 3.L.1i Produce simple, compound, and complex sentences. (Assessed Unit) 3.WCE.ELA.14 Use troublesome words (to/too/two, their/there/they’re, lie/lay, sit/set, leave/let, learn/teach) correctly in written work. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.2d Provide a concluding statement or section.

I can use language that shows cause and effect when describing a text. I can identify cause and effect text structure.

I can identify and use subordinating and coordinating conjunctions. I can produce complex sentences.

I can read and spell homophones. I can use context to determine how a word with multiple meanings is being used in a sentence.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a conclusion.


7

Week 7

Reading Literature: 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed Unit/Weekly) 3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (Assessed Unit) Language: 3.L.1d Form and use regular and irregular verbs. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. 3.W.1b Provide reasons that support the opinion.

I can identify the theme of a poem. I can identify repetition and rhyme in poetry. I can identify characteristics of narrative and free verse poetry.

I can distinguish irregular verbs and know when to use certain forms of them. I can use verbs and irregular verbs correctly. I can read and spell words with soft c and soft g.

I can identify and understand the meaning of metaphors.


I can write an opinion essay on a topic or text that supports a point of view with reasons.


8

Week 8

Reading Literature: 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Unit/Weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences (Assessed Unit/Weekly) 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. (Assessed Unit/Weekly) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (Assessed Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Writing: 3.W.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

I can identify or infer the character’s point of view and distinguish it from my own.

I can distinguish between singular, plural, personal, and indefinite pronouns. I can identify when pronouns agree with gender and number. I can read and spell multi-syllable words. I can use a known root word as a clue to the meaning of an unknown word with the same root.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative with varied sentence structure.

Week 9

Reading Literature: 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. (Assessed Unit/Weekly) Correlates with 3.ART.5.3 re: comparing responses to art

Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed Unit)

I can identify or infer the character’s point of view and distinguish it from my own.

I can identify and use subject and object pronouns.


9

3.L.2f Use spelling patterns and generalizations in writing words. 3.L.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. (Assessed Unit/Weekly) 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them) Writing: 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can read and spell words with inflectional endings (-ed, -ing, -s) I can recognize a homograph and use word clues to determine the correct meaning of a homograph.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative that includes sensory language to describe an event.


1


Week 1

Reading Informational: 3.RI.6 Distinguish their own point of view from that of the author of a text. (Assessed unit/weekly) 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (Assessed weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. (Assessed unit) 3.L.2f Use spelling patterns and generalizations in writing words. Writing: 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can identify the author’s point of view. I can compare and contrast the important points/key details in two texts on the same topic.

I can identify singular and plural pronouns and verbs that agree. I can ensure subject pronoun and present-tense verb agreement. I can spell words with closed syllables.

I can write an explanatory piece that introduces a topic, groups related information together, and includes helpful illustrations.

Week 2

Reading Informational: 3.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Assessed unit) 3.RI.6 Distinguish their own point of view from that of the author of a text. (Assessed weekly)

I can learn the meaning of new vocabulary words. I can identify and use text features of expository text. I can write a literary analysis. I can identify the author’s point of view in a biography.


2

Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 3.L.2d Form and use possessives. (Assessed unit) 3.L.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (Assessed unit/weekly) 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Writing: 3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

I can distinguish possessive pronouns that stand alone and reflexive pronouns. I can use possessive and reflexive pronouns correctly. I can use prefixes and suffixes to figure out the meaning of a word. I can read and spell words that end with –ies, -ing, and –ed. I can write an informative/explanatory piece that includes a strong opening.

Week 3

Reading Informational: 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers. 3.RI.8 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Assessed unit/weekly) Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.L.2d Form and use possessives. (Assessed unit) 3.L.2f Use spelling patterns and generalizations in writing words.

I can ask and answer questions to help me understand a text.

I can identify cause and effect text structure.

I can form pronoun/helping verb contractions. I can use contractions and possessives correctly.

I can spell words with inflectional endings.


3

3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase. Writing: 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

I can identify homophones and use context clues to define them. I can write an opinion piece that supports a point of view with reasons.

Week 4

Reading Informational: 3.RI.5 Use text features and search tools to locate information relevant to a given topic efficiently. Writing: 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.W.2b Develop the topic with facts, definitions, and details. 3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3.W.2d Provide a concluding statement or section. 3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.7 Conduct short research projects that build knowledge about a topic. 3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can use text features to locate important information on a topic.

I can write informative/explanatory pieces to examine a topic and convey information clearly. I can include illustrations that help my audience understand my writing and research pieces. I can use linking words and phrases in my writing to connect ideas. I can write a strong conclusion. I can revise and edit my writing. I can publish my writing.

I can conduct a short research project on a topic.

I can use a computer to publish a piece of writing.


4

Week 5

Reading Foundation: 3.RF.3a Identify and know the meaning of the most common prefixes and derivational suffixes. Reading Literature: 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed weekly) R3.L.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (Assessed unit) 3.WCE.ELA.11 Identify adjectives and use them correctly in sentences. 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (Assessed weekly) Writing: 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can read and write words with prefixes and suffixes.

I can identify the theme in a myth or drama. I can recognize the characteristics and features of myths and drama.

I can distinguish adjectives and articles. I can identify when to use adjectives and articles.

I can write words with the prefixes un, re, pre, dis.

I can figure out the meaning of an unknown word by examining its root word.

I can write an explanatory piece that introduces a topic and groups related information together.

Week 6

Reading Literature: 3.RL.1 Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can cite evidence to answer a question.


5

3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Assessed weekly) 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Language: 3.L.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (Assessed unit) 3.WCE.ELA.11 Identify adjectives and use them correctly in sentences 3.L.2f Use spelling patterns and generalizations in writing words. 3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Assessed weekly) Writing: 3.W.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can identify the theme in historical fiction. I can learn the meaning of new vocabulary words, and use them in my speaking and writing.

I can identify and use comparative and superlative adjectives. I can use adjectives correctly. I can write words with consonant-le syllables. I can identify and explain the meaning of idioms. I can write a narrative piece that uses descriptive details and clear event sequences.

I can use linking words to connect ideas.

Week 7

Reading Informational:. 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Assessed weekly) 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

I can identify a text’s problem and solution.

I can use text features to help me understand the meaning of text. I can compare two texts on the same topic.


6

Language: 3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 3.L.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (Assessed weekly) Writing: 3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can identify and use adverbs. I can use adverbs and adjectives correctly. I can use the meanings of Greek and Latin roots to figure out the meaning of a word.

I can write an informative/explanatory piece that conveys ideas and information clearly.

Week 8

Reading Informational: RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Language:

• L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

•

• L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Writing:

• W.3.2d Provide a concluding statement or section.

I can identify compare and contrast text structure. I can use adverbs and adjectives correctly. I can write a concluding statement or section.


7

Week 9

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure the lists reasons. 3.W.1b Provide reasons that support the opinion. 3.W.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 2.W.1d Provide a concluding statement or section.





2019 – 2020, Fourth Grade, ELA, Quarter 1

1


Week 1

Reading Literature: 4.RL.3 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). Assessed Unit/Weekly Language: 4.L.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Assessed Unit 4.L.3b Choose punctuation for effect. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Assessed Unit/ Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.9a 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]”).

I can identify characters, settings, and events in a story or drama. I can identify the sequence of events in a story. I can identify the best way to revise a sentence. I can use ending punctuation correctly in my writing. I can spell single syllable and multisyllable words with short vowels. I can use my knowledge of synonyms as context clues to demonstrate my understanding of words. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write a narrative piece that includes descriptive details. I can describe a character, setting, or event in a story, drawing on specific details in the text.


2

Week 2

Reading Literature: 4.RL.3 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). Assessed Unit/Weekly/Review 4.WCE.ELA.10 Determine the problem in a story and recognize its solution. Language: 4.L.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Assessed Unit 4.WCE.ELA.1 Identify subjects and predicates in sentences. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

I can identify characters, settings, and events in a story or drama. I can identify a problem and solution of a story. I can recognize and correct fragments and run-on sentences. I can identify subjects and predicates. I can spell single syllable and multisyllable words with the long /Aa/ pattern. I can identify and explain idioms. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write a narrative that includes details that describe an event. I can develop events and/or experiences and show how characters respond to situations using dialogue and description.


3

Week 3

Reading Informational: 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Unit/Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit Language: 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences.

I can identify text structure that compares and contrasts events, ideas, concepts, or information. I can identify and use nonfiction text features: headings and diagrams. I can produce and punctuate compound sentences correctly. I can spell single syllable and multisyllable words with the long /Ee/ pattern. I can use context clues to determine the meaning of a multiple meaning word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative that uses descriptive details and clear event sequences.


4

Week 4

Reading Informational: 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Unit/ Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit Language: 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Assessed Weekly/Review 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events.

I can identify cause and effect text structures. I can identify nonfiction text features: headings I can determine the difference between relative pronouns and relative adverbs, and use them correctly in my speaking and writing. I can identify clauses and compound sentences. I can spell single syllable and multisyllable words with the long /Ii/ pattern. I can use context clues to figure out the meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative that uses time order words to indicate the sequence of events. I can use a variety of transitional words and phrases to show the sequence of events in my writing.


5

Week 5

Reading Informational: 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Assessed Unit/Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit Language: 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed weekly 4.L.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can determine the main idea and explain how it is supported by key details. I can identify nonfiction text features: headings I can identify the meaning of words ending in –ly, ful, and -ive I can identify and correct run-on sentences and sentence fragments in my own writing. I can spell single syllable and multisyllable words with the long /Oo/ pattern. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a narrative that uses concrete words and phrases and sensory details.


6

Week 6

Writing: 4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences. 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events. 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.3e Provide conclusion that follows from the narrated experiences or events. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

I can write and publish a narrative piece that includes the following:

• A narrator and/or characters

• An event sequence that unfolds naturally

• Dialogue and description to develop experiences and events

• Concrete words and phrases and sensory details to convey experiences and events

• A conclusion

I can type and publish a piece of writing.


7

Week 7

Reading Literature 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Assessed on Unit/Weekly 4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text; identifying where each version reflects specific descriptions and directions in the text. 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Language: 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed Unit 4.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

I can determine the theme of a story, drama, or poem from details in the text. I can compare and contrast similar themes and patterns in stories, myths, and traditional literature from different cultures I can use a root word to determine the meaning of a word. I can use common, proper, and possessive nouns correctly in my written work. I can spell words with prefixes. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.


8

Reading Literature: 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Assessed Unit/Weekly 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Language: 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Assessed Unit/Weekly/ Review 4.WCE.ELA.4 Choose a logical word to complete an analogy using synonyms and antonyms. 4.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

I can identify and classify important details in the text to determine the theme. I can compare and contrast stories in which a character learns a lesson. I can use synonyms and antonyms to understand the meanings of new words. I can complete an analogy using synonyms or antonyms. I can use singular and plural nouns correctly in my writing. I can spell words with diagraphs. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.


9

Week 8

Reading Informational: 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Assessed on Unit/Weekly 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably. Language: 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 I can write an opinion essay that supports a point of view with reasons and information. 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

I explain how captions help me understand what I am reading. I can determine the main idea of a text, and identify details that support the main idea. I can use information from two texts on the same topic to gather information about a topic. I can use context clues to determine the meaning of an unknown word. I can identify irregular plural nouns and collective nouns. I can spell irregular plural nouns correctly. I can spell words with three-letter blends. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.

Week 9

Narrative Writing Week


10


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Week 1

Reading Informational: 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Assessed Unit/Weekly 4.RI.3 Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information from the text. 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. Language: 4.WCE.ELA.3 Use singular, plural, common, proper, and possessive nouns correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can determine the main idea of an informational text and explain how it is supported with details. I can use singular and plural possessive nouns correctly in sentences. I can spell words with r-controlled vowels /ar/ and /or/. I can identify the prefixes un-, re-, dis- I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.


2

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Week 2

Reading Literature: 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Assessed Unit/Weekly 4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Assessed Unit Language: 4.WCE.ELA.5 Identify and produce simple, compound, and complex sentences 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can compare and contrast points of view in fiction. I can identify rhythm and meter in poetry. I can produce simple, compound, and complex sentences in my own writing. I can spell words with suffixes. I can define and identify similes and metaphors within a text. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.


3

Week 3

Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. 4.W.1b Provide reasons that are supported by facts and details. 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 4.W.1d Provide a concluding statement or section related to the opinion presented. Speaking and Listening: 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

I can write, publish, and present an opinion piece with the following:

• A point of view with supporting reasons and information

• A clear organizational structure

• Opinions and reasons linked using words and phrases

• A conclusion


4

Week 4

Reading Literature: 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Assessed Unit/Weekly 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Assessed Unit Language: 4.L.1b Form and use the progressive (e.g, I was walking, I am walking, I will be walking) verb tenses 4.WCE.ELA.6 Use verbs correctly in written work (i.e., agreement, tenses, action, linking). 4.L.2a Use correct capitalization. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Assessed on Unit/Review 4.L.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

I can compare and contrast point of views in fiction. I can identify the point of view in a text. I can identify the progressive verb tense. I can produce sentences with correct subject-verb agreements in my own writing. I can determine when to capitalize words. I can spell words with r-controlled vowels /er/, /ir/, /ur/. I can use context clues to identify the meaning of a word. I can use a dictionary and/or glossary to find the meaning of words. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an explanatory essay that examines a topic and conveys ideas and information clearly.


5

Week 5

Reading Literature: 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Assessed Unit/Weekly 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Assessed Unit Language: 4.L.1b Form and use the progressive (e.g, I was walking, I am walking, I will be walking) verb tenses. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

I can compare and contrast point of views in fiction. I can identify the author’s point of view. I can identify past, present, and future tense verbs. I can spell words with silent letters. I can use context clues to identify the meaning of a word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an explanatory essay that uses precise language to explain a topic.


6

Week 6

Reading Informational: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Assessed Unit 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed Unit/Weekly 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Language: 4.L.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Assessed Unit 4.WCE.ELA.7 Recognize, read and write contractions. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I can use details from the text to explain what it says and to support inferences. I can explain how the author uses reasons and evidence to support a point in text. I can compare and contrast firsthand and secondhand accounts of the same event. I can identify the tenses of helping verbs. I can use the correct formation of contractions in my own writing. I can spell words with soft c and soft g. I can understand the meanings of words by connecting them to their antonyms. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write and publish a report that builds knowledge about a topic.


7

4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources

Week 7

Reading Informational: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Assessed Unit 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed Weekly Language: 4.L.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

I can use details from the text to explain what it says and to support inferences. I can determine the author’s point of view in an informational text. I can use punctuation to create various effects and add interest. I can spell plurals correctly. I can use the suffixes –ment, -ist, and –able correctly.


8

4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; including formatting, illustrations, and multimedia when useful to aiding comprehension.

I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an explanatory essay that introduces a topic clearly and groups related information in paragraphs.

Week 8

Reading Informational: 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed Weekly/Review 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Assessed Unit Language: 4.WCE.ELA.6 Use verbs correctly in written work (i.e., agreement, tenses, action, linking). 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation.

I can use text evidence to identify the author’s point of view. I can use information from two pieces of text to write about a subject. I can use irregular verbs correctly. I can spell compound words correctly. I can use my knowledge of Greek roots to help mean figure out the meaning of an unknown word. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing.


9

Writing: 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; including formatting, illustrations, and multimedia when useful to aiding comprehension. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

I can write an explanatory essay that introduces a topic clearly and groups related information in paragraphs.

Week 9

Writing: 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; including formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension . 4.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. 4.W.2e Provide a concluding statement or section related to the information or explanation presented. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

I can write and publish an explanatory piece with the following:

• A clearly stated topic

• Well-organized information

• Precise language

• A conclusion


10

4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Speaking and Listening: 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas and themes.


1


Week 1

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

I can conduct a research project on a topic, and share my findings with the class.

Week 2

Reading Informational: 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Weekly 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Assessed Unit

I can identify cause and effect in a text. I can locate information from two texts on the same topic.


2

Language: 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed Unit/Weekly/Review 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.

I can use pronouns and antecedents correctly in sentences.

I can spell words with inflectional endings. I can apply the Latin root of a word to determine the meaning of a similar word.

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write an informative/explanatory piece that includes a topic sentence and supporting details.

Week 3

Reading Literature: 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Assessed Unit/ Weekly Language: 4.WCE.ELA.8 Use subject, object, and reflexive pronouns correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed Unit/Weekly

I can identify the narrator’s point of view. I can use subject, object, and reflexive pronouns, and use them correctly in sentences. I can spell words with inflectional endings: y to i. I can identify and explain idioms.


3

4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.9a 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]”).

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write an analysis of how an author used point of view in a text.

Week 4

Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. 4.W.1b Provide reasons that are supported by facts and details. 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 4.W.1d Provide a concluding statement or section related to the opinion presented. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

I can write, publish, and present an opinion piece with the following:

• A point of view with supporting reasons and information

• A clear organizational structure

• Opinions and reasons linked using words and phrases

• A conclusion


4

4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Week 5

Reading Literature: 4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Assessed Unit/Weekly 4.RL.3 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). Assessed Unit/Weekly/Review Language: 4.L.2b Use commas and quotation marks to mark direct speech and quotations from a text. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Assessed Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.3b Use dialogue and description to develop experiences and events to show the responses of characters to situations.

I can identify the point of view of a story. I can identify characters, settings, and events in a story or drama.

I can use commas and quotations marks correctly.

I can spell words with the long u, oo, and ew pattern.

I can use my knowledge of synonyms to demonstrate my understanding of words.

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write a narrative that develops a plot by including specific details. I can develop events and/or experiences and show how characters respond to situations using dialogue and description.


5

Week 6

Reading Informational: 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Assessed Unit/Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed Weekly/Review Language: 4.L.1g Correctly use frequently confused words (e.g., to, too, two; there, their). Assessed Unit 4.WCE.ELA.8 Use subject, object, and reflexive pronouns correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. L4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

I can identify cause-and-effect text structure. I can identify the cause and effect in a text. I can text features, such as diagrams and bolded words, to help me understand text. I can locate and explain the reasons and evidence used to support particular points in a text. I can identify homophones. I can identify possessive pronouns in sentences. I can spell words with the diphthongs /ou/ and /oi/ pattern. I can use paragraph clues to determine the meaning of an unknown word.

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing

I can conduct a short research project.

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Week 7

Reading Literature: 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Assessed Weekly 4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Assessed Unit 4.WCE.ELA.2 Recognize the sounds of language (i.e., alliteration, rhyme, and repetition). Language: 4.L.1g Correctly use frequently confused words (e.g., to, too, two; there, their). Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed 4.WCE.ELA.9 Explain the connotations and denotations of poetry. 4.L.3a Choose words and phrases to convey ideas precisely. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can determine the theme of a story. I can identify characteristics of a narrative poem. I can recognize sounds of language in poetry. I can identify homophones. I can spell words with the au and aw pattern. I can determine the connotations and denotations of words in poetry. I can choose words and phrases to convey ideas precisely. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing

I can write a poem that includes sensory language.

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Week 8

Reading Literature: 4.RL.3 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). Assessed Unit/Weekly 4.WCE.ELA.10 Determine the problem and solution in a story. 4.W.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Language: 4.L.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed 4.L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Assessed Unit/Weekly 4.L.2b Use commas and quotation marks to mark direct speech and quotations from a text. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support a writer’s purpose.

I can identify characters, settings, and events in a story or drama. I can identify the problem and solution in a story. I can compare and contrast the treatment of similar themes and topics in two stories. I can use and identify adjectives correctly. I can spell words with closed syllables. I can identify the meanings of similes and metaphors. I can use commas and quotations marks correctly.

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing.

I can write an opinion piece with a strong opening.


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Week 9

Reading Literature: 4.RL.3 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). Assessed Unit/Weekly 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Assessed Unit – Writing Prompt Language: 4.WCE.ELA.11 Use adjectives and adverbs correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use the relationship between particular words (homographs) to better understand each of the words. Assessed Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.9a 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]”).

I can identify the cause and effect of a text. I can compare and contrast information from different pieces of text. I can use articles correctly in my written work. I can spell words with open syllables correctly. I can identify context clues to help me identify the meaning of a homograph.

I can learn the meaning of new vocabulary words, and use those words in my speaking and writing.

I can write an analysis of how an author of a text uses plot, characters, and setting in a story.

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Week 1

Reading Informational: 4.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Unit/Weekly Language: 4.WCE.ELA.11 Use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) correctly in written work. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Assessed Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.W.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

I can identify a text with a problem and solution structure. I can identify problems and solutions in a story. I can use comparative and superlative adjectives correctly in my own writing. I can spell words with vowel diagraphs such as ea, ai, and ee. I can identify Greek roots (deca-, photo-, -graph) as clues to the meaning of a word. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write an opinion essay that explains how an author uses reasons and evidence to support a particular point in a text.


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Week 2

Reading Informational: 4.RI.3 Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information from the text. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Unit/Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit Language: 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Assessed Unit/Weekly 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

I can identify events, procedures, ideas and/or concepts in different types of text. I can explain how an author uses sequencing in text structure to explain information in a nonfiction text. I ca n use text features, such as photographs and captions, to help me understand text. I can use a comma before a coordinating conjunction in a compound sentence. I can spell words with r-controlled vowels. I can use my knowledge of antonyms to demonstrate my understanding of words. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write an informative/explanatory piece that uses a formal voice.


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Week 3

Reading Informational: 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Assessed Unit/Weekly 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Assessed Unit 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. Language: 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed Unit/ Weekly/Review 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2e Provide a concluding statement or section related to the information or explanation presented.

I can identify the sequence of information in an expository text. I can identify nonfiction text features: sidebar I can explain how an author uses reasons and evidence to support particular points in a text. I can produce and punctuate compound sentences correctly. I can spell words with a consonant plus le syllables. I can explain the meaning of common proverbs and adages. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can write an informative/explanatory piece that contains a strong conclusion.


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4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

I can research a topic and write a report.

Week 4

Reading Literature: 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Assessed Unit/Weekly 4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Assessed Unit 4.WCE.ELA.2 Recognize the sounds of language (i.e., alliteration, rhyme, and repetition).

I can determine the theme of a story, drama, or poem. I can identify personification in a text. I can recognize sounds of language in poetry.


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Language: 4.L.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 4.WCE.ELA.11 Use adjectives and adverbs correctly in written work. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.WCE.9 Explain connotations and denotations in poetry. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and=, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

I can use and identify relative adverbs correctly. I can use adverbs correctly in written work. I can spell words with the schwa (-en, -on, -an, -in) sound. I can determine the connotations and denotations of words in poetry. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can use strong descriptive language in my writing.

Week 5

Reading Literature: 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Assessed Unit/ Weekly 4.RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Language: 4.L.2a Use correct capitalization.

I can identify the theme of a text. I can determine the meaning of words found in mythology. I can choose punctuation for effect.


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4.L.2b Use commas and quotations marks to mark direct speech and quotations from a text. 4.L.2c Use a comma before a coordinating conjunction in a compound sentence. 4.WCE.ELA.11 Use adjectives and adverbs correctly in written work. Assessed Unit 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4.L.3a Choose words and phrases to convey ideas precisely. 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 4.W.3c Use a variety of transitional words and phrases to manage the sequence of events.

I can use commas and quotation marks to show speech and quotations from a text. I can use a comma before a coordinating conjunction, after a beginning dependent clause, and to separate three or more items in a series. I can identify adverbs that compare, and use them correctly in sentences. I can spell homophones correctly. I can use context clues to determine the meaning of a multiple meaning word. I can choose words and phrases to convey ideas precisely. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can link ideas within categories by using words and phrases. I can use a variety of transitional words or phrases to sequence events in my writing.


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Week 6

Reading Informational 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Assessed Unit/Weekly 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Assessed Unit – Writing Prompt Language: 4.L.1e Form and use prepositional phrases. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. 4.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation. Writing: 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition,).

I can determine the main idea of a text. I can compare information from different texts to write about a topic. I can form and use prepositional phrases. I can spell words with prefixes. I can use my knowledge of Greek and Latin prefixes to help me understand the meaning of words. I can learn the meaning of new vocabulary words, and use those words in my speaking and writing. I can use transition words and phrases to link ideas and opinions.


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Week 7

Reading Informational: 4.W.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Language: 4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. 4.L.1e Form and use prepositional phrases. 4.L.2d Spell grade-appropriate words correctly, consulting references as needed. Writing: 4.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition,).

I can determine the main idea of a text. I can recognize and explain the meaning of common proverbs and adages. I can form and use prepositional phrases. I can spell words with suffixes. I can write an opinion essay that links opinions and reasons using words and phrases.

Week 8

Reading Literature: 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Writing: 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can identify the theme of a text. I can write an essay that explains how the theme of a story is shown through the characters and how the theme of a poem is shown through the speaker.

Week 9

Writing Week


9

2019 – 2020, Fifth Grade, ELA, Quarter 1

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Week 1

Reading Literature: 5.ELA.WCE.1 Identify story elements. Language: 5.ELA.WCE.4 Form and use simple, compound, and complex sentences in written work. 5.L.2c Use a comma to set off the words yes and no (e.g. Yes, thank you), to set off a tag question from the rest of the sentence (e.g. It’s true, isn’t it?), and to indicate direct address (e.g. Is that you, Steve?) 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4a Use context (e.g. cause/effect relationships and comparisons in a text) as a clue to the meaning of a word of phrase. (WEEKLY TEST, UNIT TEST) 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. (UNIT TEST: WRITING ASSESSMENT)

I can identify the sequence of a story, including when the characters and settings are introduced. I can write complete sentences and recognize and correct fragments and run-ons. I can write simple and compound sentences. I can use a comma to separate introductory words and phrases, tag lines, and direct addresses. I can read and spell single syllable and multisyllabic words with the short vowel (CVC) pattern. I can use sentence clues to determine the meaning of a word. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use descriptive details and imagery to enhance my writing.

Week 2

Reading Literature: 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.ELA.WCE.2 Identify the problem and solution in a story.

I can explain the plot of a story. I can identify the problem and solution in a story.


2

Language: 5.ELA.WCE.5 Identify the subject and predicate of a sentence. 5.L.1e Use correlative conjunctions (e.g., either/or, neither/nor). 5.L.2a Use punctuation to separate items in a series. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (UNIT TEST – WRITING PROMPT)

I can identify the simple subject and simple predicate of a sentence. I can identify a compound subject and a compound predicate in a sentence. I can use correlative conjunctions correctly. I can use a comma to separate items in a series. I can read and write single syllable and multisyllable words with long vowels. I can recognize and explain the meaning of idioms. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use words, dialogue, and sentence variety to create an engaging style and appropriate tone in a narrative writing.

Week 3

Reading Informational 5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (WEEKLY TEST, UNIT TEST)

I can identify a cause and effect text structure. I can use text structure to identify cause and effect relationships.


3

Language: 5.L.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (UNIT TEST) 5.ELA.WCE.4 Form and use simple, compound, and complex sentences in written work. 5.L.2.e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (WEEKLY TEST, UNIT TEST) 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. (UNIT TEST – WRITING PROMPT)

I can identify simple and compound sentences. I can identify and correct run-on sentences. I can use a semicolon to join two simple sentences with related ideas. I can use a comma and conjunction to join two simple sentences. I can read and write words with long u and oo patterns. I can use sentence clues to determine the meaning of homographs. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use concrete words and vivid sensory details in my narrative writing to create a clear picture and grab the reader’s interest.

Week 4

Reading Informational: 5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeable. (UNIT TEST – WRITTEN RESPONSE)

I can identify a sequential text structure. I can use text structure to help understand the sequence of events in a text. I can integrate information from several texts in order to compare and contrast details through speaking and writing.


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5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Language: 5.L.2b Use a comma to separate an introductory element from the rest of the sentence. 5.ELA.WCE.4 Form and use simple, compound, and complex sentences in written work. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (WEEKLY TEST, UNIT TEST) Writing: 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (UNIT TEST – WRITING PROMPT) 5.W.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (UNIT TEST – WRITING PROMPT)

I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use coordinating and subordinating conjunctions to make compound and complex sentences. I can use commas after dependent clauses appropriately. I can use a comma before a conjunction to separate two independent clauses in compound sentences. I can read and write words with r-controlled vowels. I can use Greek roots to determine meanings of unfamiliar words. I can write a narrative piece that uses signal words to manage the order of events.

Week 5

Reading Informational: 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (WEEKLY TEST, UNIT TEST)

I can identify and explain the author’s viewpoint about a topic using evidence from the text.


5

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeable. (UNIT TEST) 5.ELA.WCE.3 Use text features to help make meaning of text 5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 5.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (WEEKLY TEST, UNIT TEST) Writing: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5.ELA.WCE.4 Form and use simple, compound, and complex sentences in written work.

I can use information from different texts to draw conclusions about a topic. I can use text features in a persuasive article to help understand the author’s position and clarify information. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can read and write words with r-controlled vowels I can correct sentence fragments and run-on sentences. I can use Greek and Latin prefixes to determine meanings of unfamiliar words. I can write a narrative from the point of view of a different character in the text. I can use a variety of sentence structures to maintain interest in my writing.


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Week 6

Reading Informational 5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Writing: 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 5.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5.W.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 5.W.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 5.W.3d Use concrete words, phrases, and sensory details to convey experiences and events precisely. 5.W.3e Provide a conclusion that follows from the narrated experiences or events. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

I can do a close reading of a set of speeches in order to find important facts about a historical figure. I can write a personal narrative that includes the following:

• Descriptive details

• Imagery

• Narrator and/or characters

• Naturally unfolding sequence of events

• Clear event sequences: use of time-order signal words

• Engaging style, appropriate tone

• Sentence variety

• Narrative techniques such as dialogue, description, and pacing to develop events

• Use of concrete words and sensory details

• Proper conclusion


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5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


Week 7

Reading Informational: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (WEEKLY TEST, UNIT TEST) Language 5.ELA.WCE.6 Use singular, plural, common, proper, and possessive nouns correctly in written work. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (WEEKLY TEST, UNIT TEST) 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing:. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can identify a problem and solution text structure. I can use text structure to identify problems and solutions in a text. I can explain the differences between common and proper nouns, as well as concrete and abstract nouns. I can capitalize proper nouns correctly. I can read and write words with oi, ou, oi, and aw. I can use definitions and restatements as clues to understanding unknown words in context. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.


8

W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Week 8

Reading Literature: 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) (WEEKLY TEST, UNIT TEST) 5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. 5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Language: 5.ELA.WCE.6 Use singular, plural, common, proper, and possessive nouns correctly in written work 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5a Interpret figurative language, including similes and metaphors, in context. (WEEKLY TEST, UNIT TEST) 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (UNIT TEST: WRITING PROMPT)

I can compare and contrast characters, settings, and events in a story. I can identify how characters and settings change from the beginning of a story to the end. I can explain how illustrations helps readers understand the tone of a story. I can use information from different stories to draw conclusions about characters. I can explain the difference between singular and plural nouns, and write plural nouns correctly. I can read and write plurals. I can identify similes and metaphors and explain their meanings. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write a strong opening for my narrative piece that contains vivid character and setting details.


9

Week 9

Reading Informational: 5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Language: 5.ELA.WCE.6 Use singular, plural, common, proper, and possessive nouns correctly in written work 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (WEEKLY TEST, UNIT TEST) Writing: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1b. Provide logically ordered reasons that are supported by facts and details.

I can use text structure to help understand the sequence of events in a text. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can explain the difference between plural and collective nouns. I can identify and use appositives. I can read and write words with inflectional endings. I can use Greek and Latin suffixes to determine meanings of unfamiliar words. I can write an opinion essay that supports a point of view with reasons and information.


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Week 1

Reading Literature: 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly/assessed unit 5.RL.9 Compare and contrast stories in the same genre (e.g, mysteries and adventure stories) on their approaches to similar themes and topics. Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5a Interpret figurative language, including similes and metaphors, in context. Assessed weekly/assessed unit 5.ELA.WCE.6 Use singular, plural, common, proper, and possessive nouns correctly in written work. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing:

5.W.1b Provide logically ordered reasons that are supported by facts and details.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

I can determine the theme of a story. I can compare and contrast two folktales. I can read and write contractions. I can identify examples of personification. I can identify and use singular and plural possessive nouns. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an opinion essay in which reasons are supported by facts and details.


2

5.W.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [ e.g., how the characters interact].”)

I can write an analysis of a text.

Week 2

Reading Literature: 5.ELA.WCE.7 Recognize the sounds of language (i.e. alliteration, onomatopoeia, rhyme, repetition) 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, speaker in a poem including how characters in a story or drama respond to challenges or how the effects upon a topic; summarize the text. Assessed weekly/assessed unit 5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Assessed unit

Language: 5.L.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Assessed unit 5.L.2d Use underlining, quotation marks, or italics to indicate titles of works. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. . Assessed weekly/assessed unit Writing:

W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

I can identify and explain the use of rhyme, repetition, and dialogue in poetry. I can determine the theme of a poem. I can explain how the structure of a poem creates a certain effect. I can identify and use prepositional phrases. I can use underlining, quotation marks, and italics to indicate titles of works. I can read and write words with closed syllables. I can use sentence clues to determine the meaning of homographs. I can write an opinion essay that supports a point of view with reasons and information from the text.


3

Week 3

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.

5.W.1a Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the

writer’s purpose.

5.W.1b Provide logically ordered reasons that are supported by facts and details.

5.W.1c Link opinion and reasons using words, phrases and clauses (e.g.,

consequently, specifically).

5.W.1d Provide a concluding statement or section related to the opinion

presented.

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically

and using appropriate facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable pace.

5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays

in presentations when appropriate to enhance the development of main ideas or

themes.

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

I can multiple sources of information to help me understand a topic.

I can write an opinion piece that includes the following:

• Clear introduction of the topic

• stated opinion about the topic

• clear reasons and relevant evidence in a logical order

• transition words and phrases to connect the opinion to reasons

• linking words to connect ideas

• connection to readers (voice)

• variety of sentences

• strong conclusion that relates back to the stated opinion and

asks readers to take action or makes a recommendation for the

readers


4

Week 4

Reading Literature: 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly/assessed unit 5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Assessed weekly-writing prompt Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.ELA.WCE.9 Use verbs correctly in written work. 5.L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension

I can determine the theme of a story. I can compare and contrast stories. I can read and write words with open syllables. I can identify action verbs. I can match subjects with appropriate verbs. I can use cause-and-effect relationships to determine the meaning of an unfamiliar word in context. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an explanatory essay that examines a topic and conveys ideas and information clearly.


5

Week 5

Reading Literature: 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly/assessed unit Language: 5.L.1c Use verb tense to convey various times, sequences, states, and conditions. Assessed unit 5.L.1d Recognize and correct inappropriate shifts in verb tense. Assessed unit 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5.ELA.WCE.8 Explain connotations and denotations in poetry and literature. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can determine the theme of a story. I can use appropriate verb tense. I can correct inappropriate and correct shifts in verb tense. I can read and write words with open syllables. I can explain denotation and connotation in literature. I can use connotation to positive or negative emotions. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an analysis of a text.


6

Week 6

Reading Informational: 5.ELA.WCE.3 Use text features to make meaning of text. 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Assessed weekly/assessed unit 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Language: 5.L.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the perfect (e.g. I had walked; I have walked; I will have walked) verb tenses. 5.L.1c Use verb tenses to convey various times, sequences, states, and conditions. 5.ELA.WCE.9 Use verbs correctly in written work. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing:

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic. (relevant evidence)

I can use various text features to help understand text. I can identify key details in a text to determine the main idea. I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. I can explain the difference between main and helping verbs. I can use the three perfect tenses (present, past, future) appropriately. I can read and write words with ou, oi, oa, and ai. I can use Greek and Latin roots to determine unfamiliar words. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an informative/explanatory piece that contains relevant evidence to support my ideas.


7

Week 7

Reading Informational: 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Assessed weekly/assessed unit 5.WCE.3 Use text features to make meaning of text. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Language: 5.ELA.WCE.9 Use verbs correctly in written work. 5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

I can identify the main idea of sections and paragraphs in a text. I can use various text features to help understand text. I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. I can identify and use linking verbs.I can use the three perfect tenses (present, past, future) appropriately. I can use underlining, quotation marks, or italics to indicate titles of works. I can read and write words with the consonant – le pattern. I can use Greek and Latin roots to determine unfamiliar words. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an informative/explanatory piece with a strong conclusion that restates the main idea and sums up the important points.


8

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

I can conduct a short research project.

Week 8

Reading Informational: 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Assessed weekly/assessed unit 5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Language: 5.L.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 5.L.1e Use correlative conjunctions (e.g., either/or, neither/nor). 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Assessed weekly 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: W.5.2e Write informative/explanatory texts to examine a topic and convey ideas

and information clearly. Provide a concluding statement or section related to

the information or explanation presented.

I can identify and explain an author’s viewpoint (point of view) about a topic using evidence from the text. I can identify and use irregular verbs. I can use correlative conjunctions appropriately. I can read and write words with r-controlled vowels. I can use sentence clues to determine the meaning of an unfamiliar word in context. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an explanatory essay that examines a topic and conveys ideas and information clearly.


9

Week 9

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5.W.2a Introduce a topic clearly, provide a general observation and focus. And group related information logically’ include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 5.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 5.W.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.W.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. 5.W.2e Provide a concluding statement or section related to the information or explanation presented. 5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.W.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 points”).

I can use information from different sources to write about a topic.

I can write an essay explaining the efforts of Ida B. Wells and Randolph

Miller to bring attention to the inequalities of segregation.


• introduces the topic

• ideas support the topic

• facts, definitions, quotations, and details support the ideas.

• related facts, definitions, and details are grouped together in

paragraphs

• precise language and content words

• linking words connect ideas

• conclusion that relates to the topic


10



Week 1

Reading Literature: 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Assessed weekly/assessed unit 5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Assessed weekly/assessed unit Language: 5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 5.WCE.11 Use subject, object, relative, and reflexive pronouns correctly in written work. 5.L.2e Spell grade appropriate words correctly, consulting references as needed. 5.L.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 5.W.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how the characters interact].”).

I can describe how point of view influences the description of events. I can use details to determine characters’ points of view. I can identify and correctly use subject pronouns, object pronouns, relative pronouns, and reflexive pronouns. I can read and write words with final /an/ and /en/ (schwa) sound. I can use synonyms and antonyms to help determine the meaning of unknown words in context. I can learn the meaning of vocabulary words, and use them correctly in my speaking and writing. I can write a literary analysis.


Week 2

Reading Literature: 5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Assessed unit 5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Assessed weekly/assessed unit 5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Assessed weekly/assessed unit Language: 5.WCE.19 Use quotation marks and commas correctly in direct quotations. 5.WCE.11 Use subject, object, relative and reflexive pronouns correctly in written work. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed weekly 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

I can use the text structure in plays (e.g. changes in acts and scenes, setting descriptions, and stage directions) to help comprehend the text. I can describe how point of view influences the description of events. I can use details to determine characters’ points of view. I can compare and contrast how two stories communicate the same theme or topic. I can use commas and quotation marks correctly when writing dialogue. I can identify and correctly use subject pronouns, object pronouns, relative pronouns, and reflexive pronouns. I can read and write words with prefixes. I can use context clues and other textual evidence to explain the meanings of adages and proverbs. I can learn the meaning of new vocabulary words, and use those words correctly in my speaking and writing. I can write a narrative that uses dialogue to develop characters.


Week 3

Writing: 5.W.1 Write opinion pieces or topics or texts, supporting a point of view with reasons and information. 5.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. 5.W.1b Provide reasons that are supported by facts and details. 5.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 5.W.1d Provide a concluding statement or section related to the opinion presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 5.W.8 Recall relevant information from past experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I can write an opinion piece that supports a point of view with reasons and information and includes the following:

• introduces the topic clearly

• stated opinion about a topic

• provides clear reasons and relevant evidence in a logical order

• reasons are supported by relevant facts and details

• transition words and phrases connect the writer’s opinion to

reasons

• linking words connect ideas

• shows strong interest in the topic and connects to readers (voice)

• uses a variety of sentences

• strong conclusion that relates back to the stated opinion and asks

readers to take action or makes a recommendation for the readers



Week 4

Reading Informational: 5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Assessed weekly/assessed unit 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 5.WCE.9 Use verbs correctly in written work (i.e., agreement, tenses, action, linking). Writing: 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can determine an author’s point of view (viewpoint) about a topic using evidence from the text. I can locate and identify which details (reasons and evidence) support particular points in a text. I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. I can read and spell homographs correctly. I can use prefixes and suffixes to help determine the meaning of an unfamiliar word. I can learn the meaning of new vocabulary words, and use those words correctly in my speaking and writing. I can make subject pronouns and verbs agree in my writing. I can form and use subject pronoun-verb contractions correctly in my writing. I can use time-order words and phrases to sequence events in a logical order.


5.W.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]”).

I can write a literary analysis.

Week 5

Reading Informational: 5.WCE.3 Use text features to understand text. Assessed unit 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Assessed weekly Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.WCE.11 Use subject, object, relative, and reflexive and possessive pronouns correctly in written work. 5.L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

I can use various text features to help understand text I can determine an author’s point of view (viewpoint) about a topic using evidence from the text. I can read and spell words with /ture/ and /ure/ correctly. I can use pronouns correctly in my written work. I can use definitions and restatements to help me figure out the meaning of an unknown word in context. I can learn the meaning of new vocabulary words, and use those words correctly in my speaking and writing. I can use time-order words and phrases to sequence events in a logical order.

Week 6

Reading Literature: 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly/assessed unit

I can identify the theme of a poem.


5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Assessed unit 5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Assessed unit Language: 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.5a Interpret figurative language, including similes and metaphors, in context. Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. 5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can identify and explain similes and metaphors. I can explain how stanzas and meter organize the words and sounds in poems. I can read and spell words with –ance and –ence. I can identify and explain similes and metaphors. I can learn the meaning of new vocabulary words, and use those words correctly in my speaking and writing. I can write a poem that includes sensory language. I can write an analysis of a text.

Week 7

Reading Literature: 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Assessed weekly/assessed unit

I can compare and contrast settings in a story. I can compare and contrast the effects two settings have on a character in a story.


Language: 5.WCE.4 Form and use simple, compound, and complex sentences in written work. 5.L.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Assessed unit 5.L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Assessed weekly 5.L.2e Spell grade-appropriate words correctly, consulting references as needed. 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

I can explain the differences between independent and dependent clauses, and use them correctly in my writing. I can use commas to set off appositives. I can use comparisons to determine the meaning of an unknown word in context. I can read and spell words with suffixes. I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write a strong opening that introduces the topic and captures the reader’s interest. I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Week 8

Reading Literature: 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Assessed weekly/assessed unit

I can compare and contrast characters in a story. I can identify how a character’s feelings and responses change throughout a story.


Language: 5.WCE.4 Form and use simple, compound, and complex sentences in written work. 5.L.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 5.L.2e Spell grade-appropriate words correctly, consulting references as needed 5.L.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 5.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how the characters interact].”).

I can identify and write complex sentences. I can explain the differences between independent and dependent clauses. I can explain the differences between an essential clause and a nonessential clause. I can read and spell homophones. I can identify and explain dialect that is used in stories, dramas, or poems I can identify and explain idioms by using context clues I can learn the meaning of new vocabulary words, and use these words in my speaking and writing. I can write an analysis of a text.

Week 9

Writing Week


1

Standards Student‐Friendly “I Can” Statements

Week 1

Reading Informational: 5.WCE.3 Use text features to help make meaning of text. 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Assessed weekly/assessed unit Language: 5.WCE.20 Use adjectives and adverbs correctly in written work. 5.L.2d Use underlining, quotation marks, or italics to indicate titles of works. 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed. 5.L.4a Use context (e.g., cause/effect relationships and comparisons of text) as a clue to the meaning of a word or phrase. 5.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I can use various text features to help understand text. I can use a compare and contrast text structure to explain how two events or ideas are the same or different. (cause and effect) I can identify adjectives and order them according to a conventional pattern in my written work. I can use underlining, quotation marks, or italics to indicate titles of works in my writing. I can read and write words with prefixes. I can use context clues to help me understand the meaning of an unknown word. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can develop a topic with facts and details.

Week 2

Reading Informational: 5.WCE.3 Use text features to understand text.

I can use various text features to help understand text.


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5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Assessed weekly/assessed unit Language: 5.WCE.20 Use adjectives and adverbs correctly in written work. 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed. 5.L.4b Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Assessed weekly/assessed unit 5.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

I can identify a cause and effect text structure. I can use text structure to identify cause and effect relationships. I can form comparative and superlative adjectives and use them correctly in my writing. I can read and write words with suffixes –less and –ness. I can use Greek roots to determine meanings of unfamiliar words. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write a paragraph with a strong topic sentence and supporting sentences. I can conduct a short research project.

Week 3

Reading Informational: 5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

I can determine an author’s point of view (viewpoint) about a topic using evidence from the text. I can locate and identify which details (reasons and evidence) that support particular points in a text.


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5.WCE.3 Use text features to help make meaning of text. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Language: 5.WCE.20 Use adjectives and adverbs correctly in written work. 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed. 5.L.4b Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use common, grade‐appropriate Greek and Latin appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Writing: 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 5.W.1d Provide a concluding statement or section related to the opinion presented.

I can use various text features to help understand text. I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. I can form comparative and superlative adjectives. I can use irregular comparative forms. I can read and write words with the suffix –ion. I can use my knowledge of root words to help me determine the meaning of an unknown word in context. I can write an opinion piece that includes a strong conclusion to summarize important points, restate the main ideas, or give the reader a sense of closure.

Week 4

Speaking and Listening: 5.SL.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can write an explanatory essay that includes the following: introduces the topic ideas support the topic facts, definitions, quotations, and details support the ideas.


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5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Writing: 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 5.W.2a Introduce a topic clearly, provide a general observation and focus. And group related information logically’ include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 5.W.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 5.W.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 5.W.2d Use precise language and domain‐specific vocabulary to inform about or explain the topic. 5.W.2e Provide a concluding statement or section related to the information or explanation presented. 5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

related facts, definitions, and details are grouped together in paragraphs

precise language and content words linking words connect ideas conclusion that relates to the topic


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5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly/assessed unit Language: 5.WCE.20 Use adjectives and adverbs correctly in written work. 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed. 5.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Assessed weekly 5.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

I can determine the theme of a text. I can use adverbs correctly in my writing. I can read and write words with Greek roots. I can use context clues to determine the meanings of homophones. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use time‐order words and phrases to sequence events in a logical order.

Week 5

Reading Literature: 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Assessed weekly

I can determine the theme of a text.


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Language: 5.WCE.20 Use adjectives and adverbs correctly in written work 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed. 5.L.4c Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Assessed weekly 5.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing 5.W.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 5.W.9 Draw evidence from literary or informational texts to support analysis.

I can use adverbs that compare in my writing. I can read and write words with Latin roots. I can use a print dictionary and an online glossary. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can use time‐order words in my narrative writing. I can write an analysis of a text.

Week 6

Reading Informational: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Assessed weekly/assessed unit 5.WCE.3 Use text features to help make meaning of text. Language: 5.L.2e Spell grade‐appropriate words correctly, consulting references as needed

I can identify a cause and effect text structure. I can use text structure to identify cause and effect relationships. I can use various text features to help understand text. I can read and write words from mythology.


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5.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Assessed weekly 5.L.6 Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Writing: 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can use context clues to determine the meaning of unknown words. I can learn the meaning of new vocabulary words, and use them in my speaking and writing. I can write an opinion essay that supports a point of view with reasons and information.

Week 7

Reading Informational: 5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Language: 5.L.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

I can identify problem and solution text structure. I can use text structure to identify problems or solutions in text. I can identify synonyms and antonyms.

Week 8

Writing: 5.W.1 Write opinion pieces or topics or texts, supporting a point of view with reasons and information. 5.W.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. 5.W.1b Provide reasons that are supported by facts and details.

I can write an opinion essay that supports a point of view with reasons and information.


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5.W.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 5.W.1d Provide a concluding statement or section related to the opinion presented. 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 5.W.8 Recall relevant information from past experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Documents

2020, Kindergarten, ELA, Quarter 1 Standard Student