Language Arts Pacing Guide Kindergarten Second Quarter ... · Language Arts Pacing Guide Kindergarten Second Quarter (Week 9) Theme: _____ ELA Focus Common Core Standard Skills/Strategies

Language Arts Pacing Guide

Kindergarten Second Quarter (Week 9)

Theme: ________________

ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERTURE (RL): COMPREHENSION

Skill: Beginning, Middle, Ending

Strategy: Use Graphic Organizers

Ongoing Informal Assessments RL K.1 With prompting and support, ask and answer questions about key details in a text. RL K.2 With prompting and support, retell familiar stories, including key details. RL K.3 With prompting and support, identify characters, settings, and major events in a story

READING INFORMATIONAL TEXT (RI): Make Predictions Observation

Conferencing RI.K.1-With prompting and support, ask and answer questions about key details in a text.

FOUNDATIONAL SKILLS (RF): PHONEMIC AWARENESS:

Review: Rhyme Recognition

& Production

Word Building Phonograms

-am, -at

Popcorn Words

Leveled Readers

Text Fluency

Reading Groups

Reading Pre-Decodables & Decodables: Can I Go?

Observation

ISEL

Popcorn Words

Conferencing

Small Group Observations

ISEL

Phonological Awareness: RF.K.2-Demonstrate understanding of spoken words, syllables, and sounds. Phonics & Word Recognition: RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RF K.1 Demonstrate understanding of the organization and basic features of print.

WRITING STANDARDS (W): WRITING

Form: Sentences About Me Trait: Voice

-Writing

samples

-Dictation

W K.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. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPEAKING & LISTENING (SL): Small Group Reading Activities

Vocabulary Review Questions Conferencing

Writing Samples

SL.K.2-Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

LANGUAGE (L): Robust Vocabulary

Develop Student Friendly Definitions

Vocabulary Review Questions

Conferencing

Writing Samples

L K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Language Arts Pacing Guide Kindergarten

Second Quarter (Week 10)

Theme: ________________


READING LITERTURE (RL): COMPREHENSION Skill: Beginning, Middle,

Ending Strategy: Use Story Structure

Ongoing Informal Assessments RL K.1 With prompting and support, ask and answer questions about key details in a text. RL K.2 With prompting and support, retell familiar stories, including key details. SL K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.



FOUNDATIONAL SKILLS (RF): Onset/ Rime Blending

Popcorn words

Consonant /d/ d

Popcorn Words

Leveled Readers

Text Fluency

Reading Groups

Reading Pre-Decodable & Decodables: My Dad

Observation

ISEL

Popcorn Words


ISEL

Reading With Students

Phonological Awareness: RF.K.2-Demonstrate understanding of spoken words, syllables, and sounds. Phonics & Word Recognition: RL K.10 Actively engage in group reading activities with purpose and understanding. RFS K.4 Read emergent-reader texts with purpose and understanding. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RF K.1 Demonstrate understanding of the organization and basic features of print.

WRITING STANDARDS (W): Form: Sentences

Trait: Ideas

-Writing

samples

-Dictation

W K.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. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPEAKING & LISTENING (SL): Small Group Reading Activities


Conferencing Writing Samples

SL.K.2-Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

LANGUAGE (L): Robust Vocabulary Vocabulary Review Questions

Conferencing

Writing Samples




Theme: ________________



Skill: Character

Strategy: Summarize

Ongoing Informal Assessments RL K.1 With prompting and support, ask and answer questions about key details in a text. RL K.2 With prompting and support, retell familiar stories, including key details.



FOUNDATIONAL SKILLS (RF): Review: Onset/ Rime Blending

Popcorn Words

WORD STUDY

Word Building phonograms

-ap, -an

Leveled Readers

Text Fluency

Reading Groups

Reading Pre-Decodable & Decodables: Dan Can Build

Observation

ISEL

Popcorn Words


ISEL

Running Records


WRITING STANDARDS (W): Form: Caption Sentences Trait: Word Choice

-Writing

samples

-Dictation


SPEAKING & LISTENING (SL): Skill: Character

Strategy: Summarize Ongoing Informal Assessments

SL K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.



Conferencing

Writing Samples




Theme: ________________



Skill: Draw Conclusions

Strategy: Monitor

Comprehension: Make Inferences




FOUNDATIONAL SKILLS (RF): Phoneme Isolation: initial

Popcorn words

Short Vowel /i/ i

Leveled Readers

Text Fluency

Reading Groups

Reading Pre-Decodable & Decodables

Observation

ISEL

Popcorn Words


ISEL

Running Records


WRITING STANDARDS (W): Form: Lists

Trait: Organization

-Writing

samples

-Dictation


SPEAKING & LISTENING (SL): Skill: Draw Conclusions Strategy: Monitor Comprehension: Make

Inferences

Ongoing Informal Assessments SL K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.



Conferencing

Writing Samples




Theme: ________________



Skill: Draw Conclusions

Strategy: Monitor

Comprehension: Reread




FOUNDATIONAL SKILLS (RF): Phoneme Isolation: Final

Popcorn words

Consonant /g/ g, /f/ f

Leveled Readers

Text Fluency

Reading Groups


Observation

ISEL

Popcorn Words


ISEL

Running Records


WRITING STANDARDS (W): Form: Posters

Trait: Ideas

-Writing

samples

-Dictation


SPEAKING & LISTENING (SL): Skill: Draw Conclusions

Strategy: Monitor Comprehension: Reread




Conferencing

Writing Samples




Theme: ________________


READING LITERTURE (RL): Skill: Beginning, Middle, Ending





FOUNDATIONAL SKILLS (RF): Phoneme Isolation: Medial

Popcorn words

Word Building Phonograms

–it, -ip

Leveled Readers

Text Fluency

Reading Groups


Observation

ISEL

Popcorn Words


ISEL

Running Records


WRITING STANDARDS (W): Form: Poems Trait: Word Choice

-Writing

samples

-Dictation


SPEAKING & LISTENING (SL): Skill: Draw Conclusions Strategy: Monitor Comprehension: Reread




Conferencing

Writing Samples




Theme: ________________


READING LITERTURE (RL): Skill: Beginning, Middle, Ending



READING INFORMATIONAL TEXT (RI): Skill: Details

Strategy: Generate Questions

Ongoing Informal Assessments RI. K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

FOUNDATIONAL SKILLS (RF): Phoneme Isolation:

Popcorn words

Consonants /b/ b, /k/ k

Leveled Readers

Text Fluency

Reading Groups


Observation

ISEL

Popcorn Words


ISEL

Running Records

Phonological Awareness: RF.K.2-Demonstrate understanding of spoken words, syllables, and sounds. Phonics & Word Recognition: RL K.10 Actively engage in group reading activities with purpose and understanding. RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF. K.4 Read emergent-reader texts with purpose and understanding. Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RF K.1 Demonstrate understanding of the organization and basic features of print.

WRITING STANDARDS (W): Form: Questions

Trait: Conventions

-Writing

samples

-Dictation

W K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is..) L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPEAKING & LISTENING (SL): Skill: Draw Conclusions Strategy: Monitor Comprehension: Reread




Conferencing

Writing Samples

L K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. L K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Language Arts Pacing Guide; Kindergarten; First Quarter (Week 16-18); End of Quarter Testing

(ISEL)


First Grade Second Quarter (Week 10); Language Unit 2; Spelling Unit 8

Theme: ________________


READING LITERTURE (RL): Skill: Compare and Contrast

Strategy: Answer Questions

Weekly Comprehension

Written Responses

Running Records (conferencing)

ISEL/DRA

RL1.1 Ask and answer questions about key details in a text. RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL1.3 Describe characters, settings, and major events in a story, using key details. RL1.9 Compare and Contrast the adventures and experiences of characters in stories.

READING INFORMATIONAL TEXT (RI): Make Predictions

Answer Questions About Text


Written Responses


ISEL/DRA

RI 1.4 – Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

FOUNDATIONAL SKILLS (RF):

Phoneme Blending

Short Vowel /o/o in the medial position; VC, CVC

HIGH FREQUENCY WORDS

Word Wall Words

Spelling Words

Expression

Exclamations

Observations

Weekly Spelling Test

Word Wall Activities


Writing Samples


ISEL/DRA

Sentence Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF 1.3b – Decode regularly spelled one-syllable words. RF1.3g – Recognize and read grade appropriate irregularly spelled words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. b Read on-level text orally with accuracy, appropriate rate, and expression on successive Print Concepts RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

WRITING STANDARDS (W): Form: Sentences About Events Trait: Ideas

Student Writing L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1.2 Demonstrate command of the

conventions of standard English capitalization, punctuation, and spelling when writing.

SPEAKING & LISTENING (SL): Skill: Compare and Contrast Strategy: Answer Questions

Running Records (conferencing) ISEL/DRA SL1.2 Ask and answer questions about

key details in a text read aloud or information presented orally or through other media.

LANGUAGE (L):

Exclamations

Weekly Grammar

L. 1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).


First Grade Second Quarter (Week 11); Language Unit 2; Spelling Unit 9

Theme: ________________


READING LITERTURE (RL): Skill: Details



Written Responses


ISEL/DRA

RL1.1 Ask and answer questions about key details in a text. RI1.4 Ask and answer questions to help determine or clarify the meaning of words or phrases in a text. RL1.7 Use illustrations and details in a text to describe its key ideas.




Written Responses


ISEL/DRA

RI 1.4 – Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


Phoneme Blending

Short Vowel /o/o in the intial and medial position; VC, CVC


Vocabulary

Word Wall Words

Spelling Words

Expression

Exclamations

Observations




Writing Samples


ISEL/DRA

Sentence Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF 1.3b – Decode regularly spelled one-syllable words. RF 1.3g – Recognize and read grade appropriate irregularly spelled words. Fluency RF 1.4: Read with sufficient accuracy and fluency to support comprehension. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Print Concepts RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

WRITING STANDARDS (W): Form: Questions

Trait: Conventions

Student Writing L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPEAKING & LISTENING (SL): Skill: Details



key details in a text read aloud or information presented orally or through

other media.

LANGUAGE (L):

Nouns: People or Places

Weekly Grammar

Weekly Vocabulary

L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).

Language Arts Pacing Guide First Grade

Second Quarter (Week 12); Language Unit 2; Spelling Unit 10

Theme: ________________


READING LITERTURE (RL): Skill: Details

Strategy: Monitor Comprehension: Adjust Reading Rate


Written Responses


ISEL/DRA

RL1.1 Ask and answer questions about key details in a text. RI1.4 Ask and answer questions to help determine or clarify the meaning of words or phrases in a text. RL1.7 Use illustrations and details in a text to describe its key ideas.

READING INFORMATIONAL TEXT (RI): Skill: Details

Strategy: Monitor

Comprehension: Adjust Reading Rate


Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.5 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. RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI1.10 With prompting and support, read informational texts appropriately complex for grade 1


Review of Spelling Units 6-9

Vocabulary

Word Wall Words

Spelling Words

Phrasing

Observations




Writing Samples


ISEL/DRA

Sentence Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy,

appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Print Concepts RF1.3g. Recognize and read grade –appropriate irregularly spelled words.

High Frequency Words

WRITING STANDARDS (W): Form: Lists

Trait: Organization






LANGUAGE (L):

Vocabulary

Nouns: Animals or Things

Weekly Grammar

Weekly Vocabulary

L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).



Theme: ________________


READING LITERTURE (RL): Skill: Plot

Strategy: Recognize Story Structure


Written Responses


ISEL/DRA

RL1.1 Answer questions about key details in a text. RL1.2 Identify the main topic and retell key details of a text. RL1.5 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

READING INFORMATIONAL TEXT (RI): Skill: Plot

Strategy: Recognize Story Structure


Written Responses


ISEL/DRA

RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.


Short Vowel /u/u in the initial and medial position: VC, CVC


Vocabulary

Word Wall Words

Spelling Words

Phrasing


Observations




Writing Samples


ISEL/DRA

Sentence Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. Print Concepts RF1.3g. Recognize and read grade –appropriate irregularly spelled words.

WRITING STANDARDS (W): Form: Dialogue

Trait: Voice






LANGUAGE (L):

Vocabulary

One and More Than One

Weekly Grammar

Weekly Vocabulary

L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).



Theme: ________________


READING LITERTURE (RL): Skill: Compare and Contrast

Strategy: Monitor Comprehension: Make Inferences


Written Responses


ISEL/DRA

RL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

READING INFORMATIONAL TEXT (RI): Skill: Compare and Contrast

Strategy: Monitor Comprehension: Make Inferences


Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.5 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. RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.


Short Vowel /u/u; CVC


Vocabulary

Word Wall Words

Spelling Words

Phrasing

Observations




Writing Samples


ISEL/DRA

Sentence Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. Print Concepts RF1.3g. Recognize and read grade –appropriate irregularly spelled words.


WRITING STANDARDS (W): Form: Interview Questions Trait: Organization






LANGUAGE (L):

Vocabulary

Special Names and Titles for People

Weekly Grammar

Weekly Vocabulary

L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capital dates and names of people. L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).



Theme: ________________


READING LITERTURE (RL): Skill: Setting

Strategy: Ask Questions


Written Responses


ISEL/DRA


READING INFORMATIONAL TEXT (RI): Skill: Setting



Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.5 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. RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.


Short Vowel Review: CVC


Vocabulary

Word Wall Words

Spelling Words

Expression


Observations




Writing Samples


ISEL/DRA

Student Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. b. Decode regularly spelled one-syllable words. g. Recognize and read grade-appropriate irregularly spelled words. Phonics & Word Recognition RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary. Read with sufficient accuracy and fluency to support comprehension. Print Concepts RF1.3g. Recognize and read grade –appropriate irregularly spelled words.

WRITING STANDARDS (W): Form: Riddles

Trait: Conventions

Student Draft L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.





LANGUAGE (L):

Vocabulary

Special Names of Places

Weekly Grammar

Weekly Vocabulary

L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capital dates and names of people. L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).



Theme: ________________


READING LITERTURE (RL): Skill: Setting



Written Responses


ISEL/DRA


READING INFORMATIONAL TEXT (RI): Skill: Sequence



Written Responses


ISEL/DRA

RI1.1 Ask and answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

FOUNDATIONAL SKILLS (RF): High Frequency Words

Use Phonetic Clues

Vocabulary

Word Wall Words

Spelling Words

Intonation


Observations




Writing Samples


ISEL/DRA

Student Writing

Journaling

DOL

Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Isolate and produce initial, medial vowel, and final sounds (phonemes), including consonant blends. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS1.3 Know and apply grade-level phonics and word-analysis skills in decoding words. a.Know the spelling-sound correspondences for common consonant digraphs. Phonics & Word Recognition RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF1.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. Print Concepts RF1.3g. Recognize and read grade –appropriate irregularly spelled words.

WRITING STANDARDS (W): Form: Sequence Story

Trait: Organization

Student Draft L 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W 1.3 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.when writing.

SPEAKING & LISTENING (SL): COMPREHENSION

Skill: Sequence




LANGUAGE (L):

Vocabulary

Names of Days and Months

Weekly Grammar

Weekly Vocabulary

L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capital dates and names of people. L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade one reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring roots words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).

Language Arts Pacing Guide Second Grade

Second Quarter (Week 10); Language Arts Unit 2; Spelling Unit 8

Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments


Strategy: Use Story Structure

Weekly Test

DRA


Graphic Organizers

Exit Slips

RL2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.



Use Text Based Evidence to support predictions and answers

DRA


Exit Slips

RI2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Consonant Blends

Spelling Words

Word Walls Words

Expression


Weekly Spelling Tests

Writing Samples



ISEL/DRA

Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. b. Know spelling sound correspondences for additional common vowel teams. Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension. b. - Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Story

Trait: Sentence Fluency

Writing Rubrics

Writing Samples

Journaling

DOL

W2.3 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.

SPEAKING & LISTENING (SL): Class Discussions

Observations

SL2.1a - 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).

LANGUAGE (L): Vocabulary

Proper Nouns

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Vocabulary: L2.6 Use words and phrases acquired through conversation, reading and being read to and responding to text, including using adjectives and adverbs to describe. Conventions: L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.






Weekly Test

DRA


Graphic Organizers

Exit Slips





DRA


Exit Slips



Blend: nk

Diagraph: ng

Spelling Words

Word Walls Words

Expression



Writing Samples



ISEL/DRA

Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension. b. - Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Letter of Invitation/Request


Writing Rubrics

Writing Samples

Journaling

DOL

L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Observations



More Proper Nouns

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL







Weekly Test

DRA


Graphic Organizers

Exit Slips





DRA


Exit Slips



Short Vowel Sounds

Spelling Words

Word Walls Words

Expression



Writing Samples



ISEL/DRA


b. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension. b. - Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Letter of Invitation/Request


Writing Rubrics

Writing Samples

Journaling

DOL

L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Observations



More Proper Nouns

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL



Second Grade Second Quarter (Week 13); Language Arts Unit 2; Spelling Unit 11


Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words RF.2.3.B- Know spelling-sound correspondence for additional common vowel teams.

Review Skills

Re-Teach Areas of Need

Vowel-Consonant-e

Spelling Words

Word Walls Words

Theme Test

Grade Level Common Assessments



Writing Samples





READING LITERTURE (RL): Skill: Authors Purpose


Weekly Test

DRA


Graphic Organizers

Exit Slips

RL2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text

READING INFORMATIONAL TEXT (RI): Skill: Authors Purpose


DRA


Exit Slips

RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


Review Spelling Units 7-11

Spelling Words

Word Walls Words

Intonation



Writing Samples



ISEL/DRA

Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. e. Identify words with inconsistent, but common spelling-sound correspondence. Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension.

a. Read on level text orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Personal Narrative

Trait: Voice

Student Draft

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.


Observations



Abbreviations

Weekly Vocabulary

Writing Rubrics

Writing Samples

Weekly Grammar

DOL

Vocabulary: L2.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including adjectives and adverbs to describe. Conventions: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L2.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.




READING LITERTURE (RL): Skill: Authors Purpose


Weekly Test

DRA


Graphic Organizers

Exit Slips

RL2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text



DRA


Exit Slips



Long a: a-Consonant-e, ai, ay

Spelling Words

Word Walls Words

Intonation



Writing Samples



ISEL/DRA

Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. c. Decode regularly spelled words two-syllable words with long vowels. Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension.

b. Read on level text orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Paragraph That Gives Information

Trait: Voice

Student Draft

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.

SPEAKING & LISTENING (SL): Skill: Authors Purpose


Observations

Weekly Test Written Response

SL2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


Singular and Plural Nouns

Weekly Vocabulary

Writing Rubrics

Writing Samples

Weekly Grammar

DOL

Vocabulary: L2.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including adjectives and adverbs to describe. Conventions: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns. b. Form and use frequently occurring irregular nouns.




READING LITERTURE (RL): Skill: Fiction & Nonfiction


Weekly Test

DRA


Graphic Organizers

Exit Slips

RS 2.4 Read with sufficient accuracy and fluency to support comprehension. C. Use context to confirm or self –correct word recognition and understanding, rereading as necessary.



DRA


Exit Slips



Long e: ee, ea

Spelling Words

Word Walls Words

Expression



Writing Samples



ISEL/DRA

Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. d.Decode words with common prefixes and suffixes. Fluency TF2.4-Read with sufficient accuracy and fluency to support comprehension. b. Read on-level text orally with accuracy, appropriate rate and expression on successive readings.

WRITING STANDARDS (W): Form: Dialogue

Trait: Conventions

Student Draft

L2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

SPEAKING & LISTENING (SL): Skill: Authors Purpose Strategy: Ask Questions

Observations Weekly Test Written Response



Plural Possessive Nouns

Weekly Vocabulary

Writing Rubrics

Writing Samples

Weekly Grammar

DOL

Vocabulary: L2.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including adjectives and adverbs to describe. Conventions: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.




READING LITERTURE (RL): Skill: Fiction & Nonfiction


Weekly Test

DRA


Graphic Organizers

Exit Slips

RS 2.4 Read with sufficient accuracy and fluency to support comprehension. C. Use context to confirm or self –correct word recognition and understanding, rereading as necessary.

READING INFORMATIONAL TEXT (RI): Skill: Fiction & Nonfiction


DRA


Exit Slips

RI 2.4 Read with sufficient accuracy and fluency to support comprehension. c. Use context to confirm or self –correct word recognition and understanding, rereading as necessary.


Long i: y, i-Consonant-e

Spelling Words

Word Walls Words

Expression



Writing Samples



ISEL/DRA


a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Fluency RF2.4-Read with sufficient accuracy and fluency to support comprehension. b. Read on-level text orally with accuracy, appropriate rate and expression on successive readings.

WRITING STANDARDS (W): Form: Paragraph That Explains

Trait: Conventions

Student Draft

W 2.2 Write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SPEAKING & LISTENING (SL): Skill: Authors Purpose Strategy: Ask Questions

Observations Weekly Test Written Response



Weekly Vocabulary

Writing Rubrics

Writing Samples

Weekly Grammar

DOL

Vocabulary: L2.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including adjectives and adverbs to describe.

Conventions: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Pronouns




Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words RF.2.3.B- Know spelling-sound correspondence for additional common vowel teams.

Review Skills


Long o: o, oa, ow

Spelling Words

Word Walls Words

Theme Test




Writing Samples



Third Grade Second Quarter (Week 10); Language Arts Unit 2; Spelling Unit 7


READING LITERTURE (RL): Skill: Main Ideas and Details

Strategy: Summarize

Weekly Test

DRA



Written Response

RL3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story

READING INFORMATIONAL TEXT (RI): Main Idea

Use Text Based Evidence to determine Main Idea

DRA


Exit Slips

RI 3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea


Vowel-Consonant-e

Spelling Words

Word Walls Words

Punctuation

Self-Correction



Writing Samples



DRA

Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

WRITING STANDARDS (W): Form: Description

Trait: Word Choice

Additional Skill: Use Reference Sources

Student Draft

Weekly Reference Sources

W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


Observations

SL3.1b - Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

LANGUAGE (L):

Abbreviations

Vocabulary

Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

i. Produce simple, compound, and complex sentences

Vocabulary L3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L3.6 Acquire and use accurately grade-appropriate

conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships.

Language Arts Pacing Guide Third Grade



READING LITERTURE (RL): Skill: Main Idea and Details

Strategy: Summarize

Weekly Test

DRA



Written Response

RI 3.2 Determine the main idea of a text: recount the key details and explain how they support the main idea



DRA


Exit Slips



Long a; ai, ay

Spelling Words

Word Walls Words

Punctuation

Self-Correction



Writing Samples



DRA

Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

WRITING STANDARDS (W): Form: Summary

Trait: Word Choice

Additional Skills: Use Reference Sources

Student Draft


WRITING W3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Observations


LANGUAGE (L):


Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

i. Produce simple, compound, and complex sentences

Vocabulary L3.6 Acquire and use accurately grade-appropriate

conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships.



ELA Focus Common Core Standard Skills/Strategies Types of Assessments Review of Standards Covered Foundational Skills (RF): Phonics and Word Recognition: RF3.1 - Know and apply grade-level phonics and word analysis skills in decoding words

Review Skills


Long e: ee, ea

Spelling Words

Word Walls Words

Theme Test




Writing Samples







Weekly Test

DRA



Written Response

RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.5 Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scheme, and stanza: describe how each successive part builds on earlier sections. RL3.9 Compare and contrast the themes, settings, and plots of stories, written by the same author about the same or similar characters



DRA


Exit Slips



Long i: i, igh

Spelling Words

Word Walls Words

Expression



Writing Samples



DRA

Phonics & Word Recognition RF 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. f. Use spelling patterns and generalizations (e.g. word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode multi-syllable words. Fluency RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Paragraph That

Compares

Trait: Voice

Student Draft


WRITING W3.2 Write informative/explanation texts to examine a topic and convey ideas and information clearly W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


Observations


LANGUAGE (L):

Possessive Nouns

Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences.

f. Form and use regular and irregular plural nouns Vocabulary L3.6 Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase.

Use Context Clues






Weekly Test

DRA



Written Response

RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.5 Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scheme, and stanza: describe how each successive part builds on earlier sections. RL3.9 Compare and contrast the themes, settings, and plots of stories, written by the same author about the same or similar characters.



DRA


Exit Slips



Long o: ow, oa, o

Spelling Words

Word Walls Words

Expression



Writing Samples



DRA

Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode multi-syllable words. Fluency RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Realistic Story

Trait: Voice

Student Draft




Observations


LANGUAGE (L):


Use Context Clues

Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences. b. Form and use regular and irregular plural nouns. L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. f. Use spelling patterns and generalizations (e.g.

word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary LANGUAGE: VOCABULARY L3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase.






Weekly Test

DRA



Written Response




DRA


Exit Slips




Spelling Words

Word Walls Words

Expression



Writing Samples



DRA


WRITING STANDARDS (W): Form: Paragraph That Compares

Trait: Voice

Student Draft




Observations


LANGUAGE (L):

Possessive Nouns

Use Context Clues

Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences. f. Form and use regular and irregular plural nouns Vocabulary L3.6 Acquire and use accurately grade appropriate

conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. L3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase.






Weekly Test

DRA



Written Response


READING INFORMATIONAL TEXT (RI): Skill: Author’s Purpose

Strategy: Ask questions Additional Skill: Use Graphic Aids

DRA


Exit Slips

RI3.6 Distinguish their own point of view from that of the author of a text RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently


Ch, sh, tch, th, wr, ck

Spelling Words

Word Walls Words

Intonation



Writing Samples



DRA


WRITING STANDARDS (W): Form: Cause and Effect Paragraph


Student Draft




Observations


LANGUAGE (L):

Pronoun-Antecedent Agreement

Weekly Grammar

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL

Conventions L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences.

f. Ensure subject-verb and pronoun-antecedent agreement. Vocabulary L3.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships

Vocabulary


Second Quarter (Week 17-18) Language Arts Unit 1; Spelling Unit 14-15

ELA Focus Common Core Standard Skills/Strategies Types of Assessments Review of Standards Covered Foundational Skills (RF): Phonics and Word Recognition: RF3.1 - Know and apply grade-level phonics and word analysis skills in decoding words

Review Skills


Complex Consonants: Soft g, Soft c

Diagraphs, Blends

Spelling Words

Word Walls Words

Theme Test




Writing Samples



Fourth Grade Second Quarter (Week 10); Language Arts Unit 2; Spelling Unit 8


READING LITERTURE (RL): Skill: Author’s Purpose and

Perspective

Strategy: Summarize

Weekly Test

Written Response

Exit Slips

RL4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

READING INFORMATIONAL TEXT (RI): Key Details

Inferences

Text Dependent Questions

Use Text Based Evidence


Exit Slips


RI4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

FOUNDATIONAL SKILLS (RF): Vowel Sounds: /yoo/, /oo/

Spelling Words

Accuracy


Writing Samples



Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. a.- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.

WRITING STANDARDS (W): Form: Write a narrative poem

Trait: Word choice

Writing Rubrics

Writing Samples

Journaling

DOL

W4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SPEAKING & LISTENING (SL): Class Discussion

Observation

SL4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

LANGUAGE (L):

Subjects and Predicates

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. VocabularyL4.6 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).

Language Arts Pacing Guide Fourth Grade




Perspective

Strategy: Summarize

Weekly Test

Written Response

Exit Slips


READING INFORMATIONAL TEXT (RI): Key Details

Inferences


Use Text Based Evidence


Exit Slips


RI4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

FOUNDATIONAL SKILLS (RF): Diphthongs: /oi/, /ou/

Spelling Words

Accuracy


Writing Samples




WRITING STANDARDS (W): Form: Write an explanatory paragraph

Trait: Organization

Writing Rubrics

Writing Samples

Journaling

DOL

W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


Observation

SL4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

LANGUAGE (L):

Clauses and Phrases

Complex Sentences

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use prepositional phrases. Vocabulary L4.6 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).


Second Quarter (Week 12); Language Arts Unit 2; Spelling Unit 10 ELA Focus Common Core Standard Skills/Strategies Types of Assessments

Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF4.4a - Read on-level text with purpose and understanding RF4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Review Skills


Vowel Sounds: /or/, /o/

Spelling Words

Accuracy



Writing Samples







Perspective

Strategy: Summarize

Weekly Test

Written Response

Exit Slips


READING INFORMATIONAL TEXT (RI): Skill: Text Structure: Cause and Effect



Exit Slips


RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI4.3. 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. RI4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI4.8 Explain how an author uses reasons and evidence to support particular points in a text. RI4.5 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.

FOUNDATIONAL SKILLS (RF): R-controlled Vowels: /ir/, /ur/

Spelling Words

Accuracy


Writing Samples




WRITING STANDARDS (W): Form: Write a cause and effect paragraph

Trait: Conventions

Writing Rubrics

Writing Samples

Journaling

DOL

W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.) W4.6 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. W4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W4.8 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.


Observation

SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL4.3 Identify the reasons and evidence a speaker provides to support particular points. SL4.4 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.

LANGUAGE (L):

Common and Proper Nouns

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary L4.6 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).




READING LITERTURE (RL): Skill: Author’s Purpose and Perspective

Strategy: Summarize

Weekly Test

Written Response

Exit Slips





Exit Slips


RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI4.3. 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. RI4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI4.5 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. RI4.8 Explain how an author uses reasons and evidence to support particular points in a text. RI4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

FOUNDATIONAL SKILLS (RF): Review Spelling Units 7-11

Spelling Words

Accuracy


Writing Samples




WRITING STANDARDS (W): Form: Write an email

Trait: Organization

Writing Rubrics

Writing Samples

Journaling

DOL

W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)


Observation

SL4.2 Paraphrase portions of a text read aloud or

information presented in diverse media and formats, including visually, quantitatively, and orally. SL4.3 Identify the reasons and evidence a speaker provides to support particular points. SL4.4 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.

LANGUAGE (L):

Prepositional Phrases

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use prepositional phrases. Vocabulary L 4.4- Read with sufficient accuracy and fluency to support comprehension.





Strategy: Summarize

Weekly Test

Written Response

Exit Slips

RL4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL4.3 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).




Exit Slips



FOUNDATIONAL SKILLS (RF): R-Controlled Vowels: /ar/, /ar/

Spelling Words

Accuracy


Writing Samples




WRITING STANDARDS (W): Form: Write a narrative poem

Trait: Word choice

Writing Rubrics

Writing Samples

Journaling

DOL

W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.) W4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


Observation


LANGUAGE (L):

Subjects and Predicates

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect.* Vocabulary L4.6 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).





Strategy: Summarize

Weekly Test

Written Response

Exit Slips

RL4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL4.3 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).




Exit Slips



FOUNDATIONAL SKILLS (RF): More Letters than Sounds

Spelling Words

Accuracy


Writing Samples




WRITING STANDARDS (W): Form: Write an explanatory paragraph

Trait: Organization

Writing Rubrics

Writing Samples

Journaling

DOL

W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.) W4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


Observation


LANGUAGE (L):

Clauses and Phrases: Complex Sentences

Vocabulary

Student Writing

Writing Rubrics

Writing Samples

DOL

Weekly Vocabulary

Conventions L4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use prepositional phrases. Vocabulary L4.6 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).


Second Quarter (Week 17-18); Language Arts Unit 2; Spelling Unit 15-16


Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF4.3a - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF4.4a - Read on-level text with purpose and understanding RF4.4b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF4.4c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Review Skills


Silent Consonants, Complex Consonants

Spelling Words

Accuracy



Writing Samples



Language Arts Pacing Guide Fifth Grade



READING LITERTURE (RL):

READING INFORMATIONAL TEXT (RI): Text Details

Inferences


Cite Text Based Evidence


Exit Slips


RI5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Final Schwa with I

Spelling Words

Phrasing


Writing Samples



DRA

Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF 5.4 - Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Biography

Trait: Organization

Writing Rubrics

Writing Samples

W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


Observation

SL5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

LANGUAGE (L):

Prepositions & Prepositional Phrases

Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL

Conventions L5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary L5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships





READING INFORMATIONAL TEXT (RI): Skill: Text Structure: Sequence



Exit Slips


RI5.5 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.


Final Schwa + n, Final Schwa + r

Spelling Words

Phrasing


Writing Samples



DRA


WRITING STANDARDS (W): Form: Summary

Trait: Organization

Writing Rubrics

Writing Samples

W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


Observation


LANGUAGE (L):

Clauses and Phrases; Complex Sentences

Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL




Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 5.4 - Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Review Skills


R-Controlled Vowels: /ur/

Spelling Words

Theme Test



Writing Samples





READING LITERTURE (RL): Skill: Compare & Contrast

Strategy: Monitor Comprehension: Self-Correct


Written Response

RL5.3 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). RL5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

READING INFORMATIONAL TEXT (RI):


R-controlled Vowels: /ar/, /ar/

Spelling Words

Intonation


Writing Samples



DRA


WRITING STANDARDS (W): Form: Descriptive Paragraph: Setting


Writing Rubrics

Writing Samples

W5.3 Write narratives to develop real or imagined experiences or events using effective technique b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.


Observation


LANGUAGE (L):

Common and Proper Nouns

Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL






READING INFORMATIONAL TEXT (RI): Skill: Compare & Contrast

Strategy: Monitor Comprehension: Self-Correct


Written Response

RI5.5 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. RI5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.



Spelling Words

Intonation


Writing Samples



DRA


WRITING STANDARDS (W): Form: Compare and Contrast Paragraph


Writing Rubrics

Writing Samples

W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).


Observation


LANGUAGE (L):


Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL





READING LITERTURE (RL): Skill: Cause & Effect


RL5.2 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. RL5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.



R-Controlled Vowels: /or/, /ir/

Spelling Words

Pace


Writing Samples



DRA


WRITING STANDARDS (W): Form: Descriptive Paragraph: Character

Trait: Conventions

Writing Rubrics

Writing Samples



Observation


LANGUAGE (L):

Possessive Pronouns

Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL





READING LITERTURE (RL): Skill: Cause & Effect


RL5.2 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. RL5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.



Vowel Diphthongs: oi, oy, ou, ow

Spelling Words

Pace


Writing Samples



DRA


WRITING STANDARDS (W): Form: Descriptive Paragraph: Character

Trait: Conventions

Writing Rubrics

Writing Samples



Observation


LANGUAGE (L):

Possessive Pronouns

Vocabulary

Student Writing

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL



Fifth Grade Second Quarter (Week 17); Language Arts Unit 1; Spelling Unit 15



READING INFORMATIONAL TEXT (RI): Skill: Cause & Effect



Exit Slips


RI5.5 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. RI5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Prefixes: Pre-, Re-, Post-, Co-

Spelling Words

Pace


Writing Samples



DRA

Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 5.4 - Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

WRITING STANDARDS (W): Form: Cause & Effect Paragraph

Trait: Conventions

Student Draft W5.2 Write informative/explanatory texts to examine a

topic and convey ideas and information clearly. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


Observations SL5.1 - Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

LANGUAGE (L):

Pronouns & Antecedents

Vocabulary

Student Writing

Weekly Vocabulary

Writing Rubrics

Writing Samples

DOL




Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 5.4 - Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Review Skills


Suffixes: -er, -est, -ed, -ing

Spelling Words

Theme Test



Writing Samples


Documents

Language Arts Pacing Guide Kindergarten Second Quarter ... · Language Arts Pacing Guide Kindergarten Second Quarter (Week 9) Theme: _____ ELA Focus Common Core Standard Skills/Strategies