Trimester 1 Trimester 2 Trimester 3 - Issaquah Connect · Trimester 1 Trimester 2 Trimester 3 First...
Transcript of Trimester 1 Trimester 2 Trimester 3 - Issaquah Connect · Trimester 1 Trimester 2 Trimester 3 First...
Trimester 1 Trimester 2 Trimester 3 First Days of School Narrative
Unit 2: Writing for Readers Students write true stories, getting readable words on the page and refining their writing so it’s easy for others to understand.
Information Unit 3: How-to Books Students write to teach others using elaboration techniques and comparisons.
Finish Unit 3
Narrative Opinion
Unit 1: Launching the Writer’s Workshop Students are introduced to Writer’s Workshop and begin their best approximation of writing. Later they write teaching books and true stories.
Unit 4: Persuasive Writing of All Kinds Students do lots of persuasive writing. They begin with songs, letters, lists, how-to petitions, cards, books, etc. Later they’ll write lots of persuasive letters.
Trimester1 Trimester 2 Trimester 3 Questioning Book Features MM Unit 1: The Reading Life
Making Connections MM Unit 2: Making Connections
Phonics /Foundational Skills Print Concepts Phonological awareness
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Retelling
MM Unit 3: Retelling
Questioning MM Unit 5 Wondering
Making Connections MM Unit 6 Making Connections
Questioning MM Unit 7 Wondering Non-fiction
Phonics /Foundational Skills Phonological awareness Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Text Features MM Unit 8: Exploring Text Features
Visualizing MM Unit 4: Visualizing
Questioning MM Unit 9: Revisiting the Reading Life
Phonics /Foundational Skills Phonological awareness Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Year at a Glance: Kindergarten
Year at a Glance: KindergartenScope and Sequence
Kindergarten — Trimester 1
Writing ReadingNarrative/Information Unit ofStudy 1:• Draw and write informative pieces.
W.K.2• Draw and write sequenced narrative
pieces. W.K.3• Revise and Edit. W.K.5• Publish with support. W.K.6
Comprehension MakingMeaning Unit 1:• Make connections.• Ask and answer questions. RL.K.1,
RI.K.1• Engage in group reading. RL.K.10,
RI.K.10
Making Meaning Unit 2:• Make connections.• Informally identify important story
components. RL.K.3
• Compare the experiences ofcharacters in stories. RL.K.9
Bookroom Leveled TextsReinforce/teach Common Corestandards including:• Determine word meaning. RL.K.4,
RI.K.4
Language Conventions Unitof Study 1:• Use Standard English grammar and
usage. L.K.1• Use Standard English capitalization,
punctuation and spelling. L.K.2
Alternate Mentor Texts• Naked Mole Rat Gets Dressed by Mo
Williams• Farm Animals by DK Readers pre-
Level 1• My Friends by Taro Gomi (Making
Meaning Text)
Phonics/Foundational SkillsSee Month-by-Month Planning Guide from
Phonics Lessons, pp. 36-39. RF.K.1 –
RF.K.3
Additional Resources• Thinking Skills Strategy Charts:
Making Connections, Compare andContrast
• GLAD Narrative Inputs
Assessments•
Optional on-demand pre & post-assessments for Unit 1 and or Unit 3 (see Writing Pathways, p.128, p.182 and Launching the Writing Workshop p.viii).
Assessments• Fountas and Pinnell Benchmark• Emergent Reader Assessments (as
needed)
Kindergarten — Trimester 2
Writing ReadingNarrativeUnit of Study 2:• Draw and write sequenced narrative
pieces. W.K.3• Revise and Edit. W.K.5• Publish with support. W.K.6• Participate in research. W.K.7
Comprehension MakingMeaning Unit 3:• Make connections.• Ask and answer questions. RL.K.1• Retell stories with support. RL.K.2• Understand illustrations. RL.K.7
Making Meaning Unit 5:• Ask and answer questions.RL.K.1,
RI.K.1• Retell stories with support. RL.K.2• Identify main focus, retell events.
RI.K.2• Understand illustrations. RL.K.7,
RI.K.7
Bookroom Leveled TextsReinforce/teach Common Core standardsincluding:
Determine word meanings. RL.K.4, RI.K.4
Language ConventionsUnit of Study 2:• Use Standard English grammar and
usage. L.K.1• Use Standard English capitalization,
punctuation and spelling. L.K.2• Clarify meaning of words. L.K.4• Use words from sources (reading,
conversations). L.K.6
Phonics/Foundational Skills• See Month-by-Month Planning Guide
from Phonics Lessons, pp. 40-42.RF.K.1-3
Read with purpose and
understanding (guided reading,
conferring). RF.K.4
Alternate Mentor Texts• Shortcut by Donald Crews• A Day with Daddy by Nikki Grimes• Maisy’s Pool by Lucy Cousins
(Making Meaning Text)
Additional Resources• Thinking Skills Strategy Charts:
Making Connections, Sequencing,Predicting, Observing
• GLAD Narrative Input chartsAssessments• Optional On-demand pre & post-
assessments for Unit 2 (see WritingPathways, p.182).
AssessmentsFountas and Pinnell Benchmark Assessment
System
Kindergarten — Trimester 2-3
Writing ReadingInformationUnit 3:• Draw and write informative pieces.
W.K.2• Revise and Edit. W.K.5• Publish with support. W.K.6• Participate in research. W.K.7• Use events from life to write. W.K.8
ComprehensionMaking Meaning Unit 6:• Make text-based connections.
• Ask and answer questions. RI.K.1
• Identify main focus, retell events.RI.K.2
Making Meaning Unit 7:• Ask and answer questions.RL.K.1,
RI.K.1
• Identify main focus, retell events.RI.K.2
• Understand illustrations. RI.K.7
• Identify similarities and differences.RI.K.9
Bookroom Leveled TextsReinforce/teach Common Core standardsincluding:
Determine word meaning. RL.K.4, RI.K.4
Language ConventionsUnit 3:• Use Standard English grammar and
usage. L.K.1• Use Standard English capitalization,
punctuation and spelling. L.K.2• Use words from a variety of sources.
L.K.6
Phonics/Foundational Skills• See Month-by-Month Planning Guide from
Phonics Lessons, pp. 40-42. RF.K.1-3
• Read with accuracy and fluency (guidedreading, conferring). RF.1.4
Alternate Mentor Texts• How to Make a Bird Feeder by Liyala
Tuckfield• How to Make a Hot Dog by Joy
Cowley• Walk On! by Marla Frazee Additional Resources
• Thinking Skills Strategy Charts:Making Connections, Sequencing,Comparing/Contrasting
• Glad Strategies
Assessments• Required on-demand post-
assessment for Unit 3 (DistrictCommon Assessment, See WritingPathways, p. 128).
Kindergarten — Trimester 3
Writing Reading Opinion Unit of Study 4: • Draw and write opinion pieces.
W.K.1
• Draw and write informational pieces.W.K.2
• Revise and Edit. W.K.5
• Publish with support. W.K.6
• Use events from life to write. W.K.8
Comprehension Making Meaning Unit 8: • Ask and answer questions. RI.K.1
• Identify main focus, retell events.RI.K.2
Making Meaning Unit 4: • Ask and answer questions.RL.K.1,
• Retell stories with support. RL.K.2
Making Meaning Unit 9: • Ask and answer questions.RL.K.1
• Informally identify important ideas instories. RL.K.3
Bookroom Leveled Texts Reinforce/teach Common Core standards including:
Determine word meaning. RL.K.4, RI.K.4
Language Conventions Unit of Study 4: • Use Standard English grammar and
usage. L.K.1
• Use Standard English capitalization,punctuation and spelling. L.K.2
• Use words from sources (reading,conversations). L.K.6
Phonics/Foundational Skills • See Month-by-Month Planning Guide
from Phonics Lessons, pp. 43-44.RF.K.1-3
• Read with accuracy and fluency(guided reading, conferring). RF.1.4
Alternate Mentor Texts • Click, Clack, Moo: Cows that Type
by Doreen Cronin
• Corduroy Writes a Letter by Alison
Inches Additional Resources • Thinking Skills Strategy Charts: Making
Connections, Visualizing, Inferring
• GLAD Narrative Inputs
Assessments • Optional On-demand pre & post-
assessments for Unit 4 (see Writing Pathways, p.86).
Assessments Optional Fountas and Pinnell Benchmark
Assessment System
Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop Establish routines and procedures; model expectations
Narrative Unit 1: Small Moments Students write narrative stories with focus, detail and dialogue.
Information Unit 2: Nonfiction Chapter Books Students enter the world of informational writing as they combine pictures and charts and craft moves to create engaging texts.
Opinion Unit 3: Writing Reviews Students create persuasive reviews of all sorts including book reviews that clearly express the writer’s opinion and bolster their argument.
Finish Unit 3
Narrative Unit 4: From Scenes to Series
Students learn to “show, not tell” and use action, dialogue, and feelings to create a whole series of fiction books modeled after books like Henry and Mudge.
Trimester1 Trimester 2 Trimester 3 Questioning MM Units 1,2
Making Connections & Story Elements MM Units 1, 2, 4
Visualizing MM Unit 4
Retelling MM Units 1, 2, 4
Phonics /Foundational Skills Print Concepts Phonological awareness Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Text Features MM Units 8, 6
Main Idea MM Units 8, 6
Questioning MM Units 5, 7
Learning from Illustrations MM Unit 5
Phonics /Foundational Skills Features of a sentence Phonological awareness Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Compare and Contrast MM Units 7, 3
Author’s Purpose MM Unit 7
Retelling MM Units 3, 9
Story Elements MM Unit 3, 9
Point of View
Phonics /Foundational Skills Phonological awareness Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Year at a Glance: First Grade
Year at a Glance: First Grade
Scope and Sequence
First Grade — Trimester 1
Writing Reading Starting Strong: First Weeks of Writer’s Workshop
Narrative Unit 1: • Write sequenced narrative pieces with
detail. W.1.3• Focus on a topic with help from others.
W.1.5• Research other authors’ craft. W.1.7• Use events from life to write stories. W.1.8
Comprehension Making Meaning Unit 1: • Ask and answer questions. RL.1.1, RI.1.1• Retell stories. RL.1.2• Identify the main topic and key details in a
text. RI.1.2• Read texts of appropriate complexity for
grade 1. RL1.10, RI.1.10
Making Meaning Unit 2: • Make connections.• Ask and answer questions. RL.1.1• Describe story elements. RL.1.3• Use illustrations to comprehend. RL.1.7
Making Meaning Unit 4: • Visualize.• Identify words that suggest feelings or
appeal to the senses. RL.1.4• Use illustrations to comprehend. RL.1.7
Bookroom Leveled Texts • Reinforce/teach Common Core
standards including:• Determine word meaning. RL.1.4,
RI.1.4
Language Conventions Unit 1: • Use Standard English grammar and
usage. L.1.1• Use Standard English capitalization,
punctuation and spelling. L.1.2• Understand word relationships. L.1.5• Use words from various sources. L.1.6
Alternate Mentor Texts • Peter’s Chair by Ezra Jack Keats (Making
Meaning text) • Matthew and Tilly by Rebecca C. Jones
(Making Meaning text)• Joshua’s Night Whispers by Angela
Johnson Phonics/Foundational Skills • See Month-by-Month Planning Guide from
Phonics Lessons, pp. 36-39. RF.1.1 – 1.3.• Read with accuracy and fluency (guided
reading, conferring). RF.1.4Additional Resources • GLAD Narrative Inputs• Thinking Skills Strategy Chart: Making
Connections, Sequencing, Main Idea• Story Pyramid – see Connect
Assessments
• Optional on-demand Pre & Post Assessments for Unit 1 and/or Unit 3 (See Writing Pathways, p. 182).
Assessments Fountas and Pinnell Benchmark Assessment System
1st Grade – Trimester 2
Writing Reading Informational Unit 2:
• Write books about a topic withsupporting facts. W.1.2
• Focus on a topic with help fromothers. W.1.5
• Use research to support writing.W.1.7
• Gather information from sources.W.1.8
Comprehension Making Meaning Unit 8: • Ask and answer questions. RI.1.1• Identify the main topic and key details
in a text. RI.1.2• Describe the connection between
events, individuals and ideas. RI.1.3• Explore non-fiction text features.
RI.1.5
Making Meaning Unit 6: • Make connections.• Identify the main topic and key details
in a text. RI.1.2• Explore non-fiction text features.
RI.1.5Bookroom Leveled Texts
Reinforce/teach Common Core standards including: • Determine word meaning. RL.1.4,
RI.1.4
Language Conventions Unit 2:
• Use Standard English grammar andusage. L.1.1
• Use Standard English capitalization,punctuation and spelling. L.1.2
• Clarify meaning of words. L.1.4• Use words from a variety of sources.
L.1.6
Alternate Mentor Texts
• My Football Book by Gail Gibbons• The Story of Chocolate by C.J. Polin• A Kangaroo Joey Grows Up by Joan
Hewett (Making Meaning text)
Phonics/Foundational Skills
• See Month-by-Month Planning Guidefrom Phonics Lessons, pp. 40-42.RF.1.1 – 1.3.
• Read with accuracy and fluency(guided reading, conferring). RF.1.4
Assessments
Optional on-demand Pre & Post Assessments for Unit 2 (See Writing Pathways, p. 128)
Additional Resources • Thinking Skills Strategy Chart: Making
Connections, Main Idea• GLAD strategiesAssessments Fountas and Pinnell Benchmark Assessment System - Tri 2
1st Grade — Trimester 2-3
Writing Reading Opinion Unit 3: • Write organized opinion pieces.
W.1.1• Focus on a topic with help from
others. W.1.5• Use tools to publish. W.1.6• Use research to support writing.
W.1.7
Comprehension Making Meaning Unit 5: • Ask and answer questions. RL.1.1, RI.1.1• Retell stories and key details of texts.
RL.1.2• Describe characters, settings, and
events. RL.1.3• Identify words that suggest feelings or
appeal to the senses. RL.1.4
Making Meaning Unit 7: • Ask and answer questions RI.1.1• Make connections between two
concepts. RI.1.3• Think about author’s purpose. RI.1.8• Identify similarities and differences.
RI.1.9Bookroom Leveled Texts Reinforce Common Core standards including: • Determine word meaning. RL.1.4, RI.1.4
Language Conventions Unit 3: • Use Standard English grammar and
usage. L.1.1• Use Standard English capitalization,
punctuation and spelling. L.1.2• Use words from a variety of sources.
L.1.6
Alternate Mentor Texts • Earrings! by Judith Viorst• I Am Invited To A Party! by Mo
Willems • Should There Be Zoos? By Tony
Stead • I Wanna New Room by Karen
Kaufman Orloff
Phonics/Foundational Skills • See Month-by-Month Planning Guide from
Phonics Lessons, pp. 42-43. RF.1.1 – 1.3.• Read with accuracy and fluency (guided
reading, conferring).RF.1.4
Additional Resources • GLAD strategies• Thinking Skills Strategy Chart: Sequencing
Assessments • Required on-demand Post
Assessment for Unit 3 (DistrictCommon Assessment, See WritingPathways, p.86).
Assessments
1st Grade — Trimester 3
Writing Reading Narrative Unit 4: • Write sequenced narrative pieces with
detail. W.1.3• Focus on a topic with help from
others. W.1.5• Gather information from provided
resources and experiences. W.1.8
Comprehension Making Meaning Unit 3: • Retell stories. RL.1.2• Describe characters, settings, and
events. RL1.3• Compare and contrast experiences
of characters. RL.1.9
Making Meaning Unit 9: • Ask and answer questions. RL.1.1• Retell stories. RL.1.2• Describe characters, settings, and
events. RL1.3
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.1.4,
RI.1.4• Understand point of view.
RL.1.6, RI.1.6
Language Conventions Unit 4: • Use Standard English grammar and
usage. L.1.1• Use Standard English capitalization,
punctuation and spelling. L.1.2• Understand word relationships. L.1.5• Use words from a variety of sources.
L.1.6
Alternate Mentor Texts • Mr. Putter and Tabby Pour the Tea
by Cynthia Rylant• Frog and Toad Are Friends by
Arnold Lobel • Fly Guy books by Tedd Arnold
Phonics/Foundational Skills • See Month-by-Month Planning Guide
from Phonics Lessons, pp. 43-44.RF.1.1 – 1.3.
• Read with accuracy and fluency(guided reading, conferring). RF.1.4
Additional Resources • Thinking Skills Charts: Sequencing,
Inferring, Compare and Contrast• GLAD strategies, narrative input
charts
Assessments • Optional on-demand pre & post
assessments for Unit 4 (See WritingPathways, p. 182).
Assessments • Optional Fountas and Pinnell
Benchmark Assessment System
Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop Establish routines and procedures; model expectations
Narrative Unit 1: Lessons from the Masters Students study published texts to learn writing techniques to try in their own narratives.
Information Unit 2: Lab Reports and Science Books Students write procedural texts about experiments, then write science-based information books.
Opinion Unit 3: Writing About Reading
Students write letters and essays expressing their opinions about characters, scenes, or whole books using examples from the texts.
Finish Unit 3
Poetry Unit 4: Poetry: Big Thoughts in Small Packages Students learn to use line breaks to express the meaning and rhythm they intend and use visualization and figures of speech to make their writing more clear and powerful.
Trimester1 Trimester 2 Trimester 3 Questioning MM Units 1, 5
Making Connections/Retelling MM Units 2, 4
Inferring MM Unit 2, 4
Story Structure MM Unit 4
Phonics /Foundational Skills Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Questioning Retelling MM Units 6, 7
Illustrations/Images MM Units 6, 8, 9, 7, 3
Text Features MM Unit 8, 7
Main Idea
MM Units 6, 8
Phonics /Foundational Skills Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Main Idea
MM Units 7, 9
Visualizing /Story Structure MM Unit 3
Author’s Purpose
Compare and Contrast
Questioning MM Unit 10
Phonics /Foundational Skills Phonics and Word Analysis Accuracy and Fluency
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Year at a Glance: Second Grade
Year at a Glance: Second Grade Scope and Sequence
2nd Grade — Trimester 1
Writing Starting Strong: First Weeks of Writer’s Workshop
Narrative Unit of Study 1: • Write sequenced narrative pieces with
detail and elaboration. W.2.3 • Focus on a topic with help from others
and revise and edit. W.2.5 • Use events from life to write stories and
answer questions. W.2.8
Language Conventions Unit of Study 1: • Use Standard English grammar and
usage. L.2.1 • Use Standard English capitalization,
punctuation and spelling. L.2.2 • Understand word relationships. L.2.5• Use words from a variety of
sources.L.2.6
Alternate Mentor Texts • Jamaica Tag Along by Juanita Havill
(Making Meaning Text) • Alexander and the Terrible, Horrible,
No Good, Very Bad Day by JudithViorst (Making Meaning Text)
Assessments • Optional on-demand Pre & Post
Assessments for Unit 1 and/or Unit 3 (See Writing Pathways, p. 182).
Reading Comprehension Making Meaning Unit 1: • Ask and answer questions RL.2.1• Read texts of appropriate complexity for
grade 2. RL.2.10, RI.2.10
Making Meaning Unit 2: • Recount stories. RL.2.2• Describe how characters respond to
events. RL.2.3• Describe story structure. RL.2.5
Making Meaning Unit 4: • Recount stories. RL.2.2• Describe how characters respond to
events. RL.2.3• Describe story structure. RL.2.5
Making Meaning Unit 5: • Ask and answer questions, find evidence.
RL.2.1 • Use information from illustrations. RL.2.7
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.2.4, RI.2.4Phonics/Foundational Skills • See Month-by-Month Planning Guide from
Phonics Lessons, pp. 36-39. RF. 2.3
• Read with accuracy and fluency (guidedreading, conferring). RF.2.4
Additional Resources • Thinking Skills Charts: Making
Connections, Inferring• GLAD Narrative Inputs• Story Pyramid – see ConnectAssessments • Fountas and Pinnell Benchmark
Assessment System
2nd Grade — Trimester 2
Writing Information Unit of Study 2: • Write informational texts using
introduction, facts, and conclusion.W.2.2
• Focus on a topic with help fromothers. W.2.5
• Use digital tools to publish. W.2.6• Participate in shared research. W.2.7• Use resources to answer questions.
W.2.8
Language Conventions Unit of Study 2: • Use Standard English grammar and
usage. L.2.1• Use Standard English capitalization,
punctuation and spelling. L.2.2• Compare formal and informal uses of
English. L.2.3• Determine meaning of words. L.2.4• Understand word relationships. L.2.5• Use words from a variety of
sources.L.2.6
Mentor Texts • DK Books (Dorling Kindersley
Publisher)• Incredible Cross Sections
by Stephen Biesty
Assessments • Optional on-demand Pre & Post
Assessments for Unit 2 (See WritingPathways, p. 128).
Reading Comprehension Making Meaning Unit 6: • Ask and answer questions RL.2.1,
RI.2.1• Identify main topic of text. RI.2.2• Recount stories. RL.2.2• Describe how characters respond to
events and challenges. RL.2.3• Use illustrations to demonstrate
understanding. RL.2.7
Making Meaning Unit 8: • Identify main topic of text. RI.2.2• Know and use various text features.
RI.2.5• Explain how images contribute to
text. RI.2.7
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.2.4,
RI.2.4
Phonics/Foundational Skills • See Month-by-Month Planning Guide
from Fountas and Pinnell PhonicsLessons, pp. 42-43. RF.2.3
• Read with accuracy and fluency.(Guided reading, conferring) RF.2.4
Additional Resources • Thinking Skills Strategy Charts: Main
Idea, Finding Evidence• GLAD Narrative InputsAssessments • Fountas and Pinnell Benchmark
Assessment System
2nd Grade — Trimester 2-3
Writing Opinion Unit of Study 3: • Write opinion pieces using
introduction, reasons to supportopinion, and conclusion. W.2.1
• Focus on a topic with help fromothers. W.2.5
• Use digital tools to publish. W.2.6
Language Conventions Unit of Study 3: • Use Standard English grammar and
usage. L.2.1• Use Standard English capitalization,
punctuation and spelling. L.2.2• Compare formal and informal uses of
English. L.2.3• Use words and phrases including
verbs and adverbs whencommunicating L.2.6
Alternate Mentor Texts • Mercy Watson to the Rescue by
Kate DiCamillo • Pinky and Rex by James Howe• Henry and Mudge by Cynthia Rylant
Assessments • Required on-demand Post
Assessment for Unit 3 (DistrictCommon Assessment, See WritingPathways, p.86).
Reading Comprehension Making Meaning: Unit 9 • Ask and answer questions. RL.2.1,
RI.2.1• Identify main topic of text. RI.2.2• Recount stories. RL.2.2• Describe how characters respond to
events and challenges. RL.2.3• Use illustrations to demonstrate
understanding. RL.2.7
Making Meaning Unit 7: • Ask and answer questions. RI.2.1• Identify main topic of text. RI.2.2• Know and use various text features.
RI.2.5• Use illustrations to demonstrate
understanding. RI.2.7
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.2.4,
RI.2.4• Identify main purpose of text. RI.2.6Phonics/Foundational Skills • See Month-by-Month Planning Guide
from Phonics Lessons, pp. 41-43.RF.2.3
• Read with accuracy and fluency(guided reading, conferring) RF.2.4
Additional Resources • Thinking Skills Charts: Sequencing,
Main Idea, Inferring• GLAD strategies
Assessments • Fountas and Pinnell Benchmark
Assessment System
2nd Grade — Trimester 3
Writing Poetry Unit of Study 4: • Write narrative pieces describing
thoughts, feelings, and temporalwords. W.2.3
• Focus on a topic with help fromothers. W.2.5
Language Conventions Unit of Study 4: • Use Standard English grammar and
usage. L.2.1• Use Standard English capitalization,
punctuation and spelling. L.2.2• Compare formal and informal uses of
English. L.2.3• Use standard word relationships.
L.2.5• Use words and phrases including
verbs and adverbs whencommunicating. L.2.6
Alternate Mentor Texts • Aquarium by Valerie Worth• Everything is a Poem by Patrick
Lewis Fyouask • Maples in October by Amy Ludwig
Van Derwater
Assessments • Optional on-demand pre & post
assessments for Unit 4 (See PoetryUnit 4 Overview, p. viii for moredetail)
Reading Comprehension Making Meaning Unit 3: • Visualizing.• Describe how characters respond to
events and challenges. RL.2.3• Describe how words influence
meaning. RL.2.4• Understand story structure. RL.2.5
Making Meaning Unit 10: • Ask and answer questions. RL.2.1• Recount stories. RL.2.2
Bookroom Leveled Texts Reinforce Common Core standards including: • Determine word meaning. RL.2.4,
RI.2.4• Compare and Contrast. RL.2.9,
RI.2.9
Phonics/Foundational Skills • See Month-by-Month Planning Guide from
Phonics Lessons, pp. 43-44. RF.2.3• Read with accuracy and fluency (guided
reading, conferring). RF.2.4
Additional Resources • Thinking Skills Chart: Visualizing,
Comparing/Contrasting, Main Idea• Story Pyramid – see Connect• GLAD Narrative Inputs
Assessments • Optional Fountas and Pinnell
Benchmark Assessment System
Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop Establish routines and procedures; model expectations
Narrative Unit 1: Crafting True Stories Students move through the writing process often, crafting their own true stories.
Information Unit 2: The Art of Information Writing Students write informative pieces about topics they’ve been studying at school.
Opinion Unit 3: Changing the World Students develop persuasive speeches and eventually work in collaborative groups to support causes.
Finish Unit 3
Narrative Unit 4: Once Upon A Time Students write adapted and original fairy tales keeping an eye on language and elements of strong narratives. Revision is highly emphasized in this unit.
Trimester1 Trimester 2 Trimester 3 Making Connections MM Unit 1
Inferring MM Unit 3
Theme/Summarizing MM Unit 3
Finding Evidence MM Unit 3
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Text Features/Illustration study MM Units 6, 7
Questioning/Main Idea MM Units 7, 4, 5
Cause and Effect MM Unit 5
Compare and Contrast
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Point of View
Questioning/Main Idea MM Units 8, 9
Fiction Text Structures
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Year at a Glance: Third Grade
Year at a Glance: Third Grade
Making Meaning Unit 2 – (Visualizing) is optional August 2014
Scope and Sequence
3rd Grade — Trimester 1
Writing Starting Strong: First Weeks of Writer’s Workshop
Narrative Unit 1: • Write sequenced narratives with
descriptive details and effectivetechnique. W.3.3
• Produce writing appropriate to task andpurpose with guidance and support.W.3.4
• Plan, revise, and edit with help fromothers. W.3.5
• Use experiences from life and text towrite stories. W.3.8
• Write over extended time frames and ina single sitting. W.3.10
Language Conventions Unit 1: • Use Standard English grammar and
usage. L.3.1• Use Standard English capitalization,
punctuation and spelling. L.3.2
Alternate Mentor Texts • Chicken Sunday by Patricia Polacco• Cherries and Cherry Pits by Vera B.
Williams (Making Meaning text)• Aunt Flossie’s Hats (and Crab Cakes
Later) by Elizabeth Fitzgerald(MakingMeaning text)
Assessments
• Optional on-demand Pre & Post Assessment for Unit 1 and/or Unit 3- See Writing Pathways, p. 182)
Reading Comprehension Making Meaning Unit 1: • Make connections.• Read texts of appropriate complexity for
grade 3. RL.3.10, RI.3.10
Making Meaning Unit 3: • Ask and answer questions/find
evidence.RL.3.1• Determine theme, summarize. RL.3.2• Describe characters and events RL.3.3
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.3.4,
RI.3.4
Word Study/Foundational Skills • See Word Study Resources Grades 3-
5 on Connect RF.3.3• Read with accuracy and fluency
(guided reading, conferring). RF.3.4
Additional Resources • Thinking Skills Strategy Charts: Goal
Setting, Inferring, Finding Evidence,Summarizing
• Reader’s Workshop Units (Fur andFeathers, Myths and Legends)
• GLAD Narrative Inputs
Assessments • Fountas and Pinnell Benchmark
Assessment System
3rd Grade — Trimester 2
Writing Information Unit 2: • Write information texts on a topic
with facts, definitions, details,transitions, and conclusions. W.3.2
• Produce writing appropriate to taskand purpose with guidance andsupport. W.3.4
• Plan, revise, and edit with help fromothers. W.3.5
• Write over extended time frames andin a single sitting. W.3.10
Language Conventions Unit 2: • Use Standard English capitalization,
punctuation and spellingconventions. L.3.2
• Use academic and domain-specificwords and phrases. L.3.6
Alternate Mentor Texts • Morning Meals Around the World by
Maryellen Gregoire (Making Meaningtext)
• Reptiles by Melissa Stewart(MakingMeaning text)
• What is a Bat? by Bobbie Kalmanand Heather Levigne (MakingMeaning text)
Assessments • Optional on-demand Pre & Post
Assessment Unit 2 (See WritingPathways, p.128).
Reading Comprehension Making Meaning Unit 6: • Ask and answer questions/Finding
evidence. RI.3.1• Use text features. RI.3.5• Use information gained from
illustrations and text. RI.3.7
Making Meaning Unit 7: • Questioning. RI.3.1• Determine main idea. RI.3.2• Use text features. RI.3.5• Use information gained from
illustrations and text. RI.3.7
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.3.4,
RI.3.4
Word Study/Foundational Skills • See Word Study Resources Grades
3-5 on Connect RF.3.3• Read with accuracy and fluency
(guided reading, conferring). RF.3.4
Additional Resources • Thinking Skills Strategy Charts: Goal
Setting, Main Idea, Finding Evidence• Reader’s Workshop Units (Fur and
Feathers, Myths and Legends)• Glad strategies
Assessments • Fountas and Pinnell Benchmark
Assessment System
3rd Grade —Trimester 2-3
Writing Opinion Unit 3: • Write opinion pieces with
introductions, organization,elaboration, transitions, andconclusions. W.3.1
• Use technology to produce andpublish with guidance and support.W.3.6
• Plan, revise, and edit with help fromothers. W.3.5
• Research to build knowledge on atopic. W.3.7
• Write over extended time frames andin a single sitting. W.3.10
Language Conventions Unit 3: • Use Standard English capitalization,
punctuation and spelling conventions.L.3.2
• Use knowledge of languageconventions. L.3.3
Alternate Mentor Texts • Alexander, Who’s Not (Do you hear
me? I mean in!) Going to Move byJudith Viorst (Making Meaning text)
• “Banning Tag” (Making Meaning text)
Assessments • Required on-demand Post
Assessment for Unit 3 (DistrictCommon Assessment, See WritingPathways, p.86).
August 2014
Reading Comprehension Making Meaning Unit 4: • Ask and answer questions/find
evidence.RL.3.1• Infer about characters and events
RL.3.3
Making Meaning Unit 5: • Ask and answer questions/find
evidence.RI.3.1• Determine main idea. RI.3.2• Cause and effect: explain relationships
between individuals, events, ideas, orconcepts based on text. RI.3.3
(Note: Making Meaning Units 4 and 5 are not directly connected to Writing Unit 3). Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.3.4,
RI.3.4• Compare and contrast. RL.3.9. RI.3.9
Word Study/Foundational Skills • See Word Study Resources Grades 3-
5 on Connect RF.3.3• Read with accuracy and fluency
(guided reading, conferring). RF.3.4
Additional Resources • Thinking Skills Strategy Charts:
Finding Evidence, Cause and Effect,Main Idea, Inferring
• Reader’s Workshop Units (Fur andFeathers, Myths and Legends)
Assessments • Fountas and Pinnell Benchmark
Assessment System
3rd Grade —Trimester 3
August 2014
Writing Narrative Unit 4: • Write narratives to develop imagined
events with effective technique,descriptive details, and clear sequence.W.3.3
• Plan, revise, and edit with help fromothers. W.3.5
• Write over extended time frames and ina single sitting. W.3.10
Language Conventions Unit 4: • Use Standard English grammar and
usage conventions. L.3.1• Use Standard English capitalization,
punctuation and spelling conventions.L.3.2
• Use knowledge of language conventionsto choose words for effect. L.3.3
• Use figurative language. L.3.5
Alternate Mentor Texts • The Paper Bag Princess by Robert
Munsch (Making Meaning text)
• Goldilocks and the Three Hares by HeidiPetach
• Tell the Truth B.B. Wolf by Judy Sierra
Assessments • Optional on-demand Pre & Post
Assessment for Unit 4 See WritingPathways, p. 182)
Reading Comprehension Making Meaning Unit 8: • Ask and answer questions/Finding
evidence. RI.3.1, RL.3.1• Determine main idea and themes.
RL.3.2, RI.3.2
Making Meaning Unit 9: • Ask and answer questions/Finding
evidence. RL.3.1
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.3.4, RI.3.4• Fiction text structure. RL.3.5• Analyze point of view. RL.3.6, RI.3.6
Word Study/Foundational Skills • Work Study resources grades 3-5 on
Connect.
• Read with accuracy and fluency (guidedreading, conferring). RF.3.4
Additional Resources • Thinking Skills Strategy Charts: Main
Idea, Point of View, Finding Evidence
• Reader’s Workshop Units (Fur andFeathers, Myths and Legends)
• GLAD Narrative Inputs
Assessments • Optional Fountas and Pinnell
Benchmark Assessment System
Trimester1 Trimester 2 Trimester 3 Making Connections MM Unit 1
Inferring/Finding Evidence MM Units 1, 4, 5
Theme/Summarizing MM Unit 4
Fiction Text Structure
Word Study/ Foundational Skills
ISD Word Study Lessons on Connect
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Non-fiction Text Structure MM Units 7
Visual Information MM Unit 2, 3, 7
Cause and Effect MM Unit 2, 7, 6
Word Study/ Foundational Skills
ISD Word Study Lessons on Connect
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Author’s Purpose MM Unit 7
Main Idea/Summarizing MM Unit 8, 9
Compare and Contrast
Point of View
Word Study/ Foundational Skills
ISD Word Study Lessons on Connect
Note: Use Bookroom Leveled Texts to teach and reinforce skills
Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop Establish routines and procedures; model expectations.
Narrative Unit of Study 1: The Arc of the Story Students develop fictional characters with motivations and struggles and write these characters into carefully structured stories.
Opinion Unit of Study 2: Boxes and Bullets Students build arguments about topics they know well using logical structures and carefully arranged ideas and evidence.
Information Unit of Study 3: Bringing History to Life Students write research reports in which they use research skills to learn about a central topic and then elaborate.
Finish Unit of Study 3
Opinion Unit 4: The Literary Essay Students write claim-based, evidence rich essays after close readings of complex texts.
Year at a Glance: 4th Grade
Year at a Glance: 4th Grade
Scope and Sequence
Reading Comprehension Making Meaning Unit 1: • Make connections.• Provide evidence when drawing inferences
from text. RL.4.1• Read texts of appropriate complexity for grade
4. RL.4.10, RI.4.10
Making Meaning Unit 4: • Provide evidence when drawing inferences
from text. RL.4.1• Determine theme; summarize text. RL.4.2• Describe characters, settings and events,
drawing on text evidence. RL.4.3
Making Meaning Unit 5: • Provide evidence when drawing inferences
from text. RL.4.1• Describe characters, settings and events,
drawing on text evidence. RL.4.3
Bookroom Leveled Texts Reinforce/Teach Common Core standards including: • Determine word meaning. RL.4.4, RI.4.4• Explore overall text structure in fiction texts.
RL.4.5Word Study/Foundational Skills • Word Study resources Grades 3-5 on
Connect. RF.4.3• Read with accuracy and fluency (guided
reading, conferring) RF.4.4
Additional Resources • Thinking Skills Strategy Charts: Inferring,
Finding Evidence, Summarizing, Main Idea• GLAD Narrative Inputs• Story Pyramid on Connect• Reader’s Workshop Units (Survival, Fantasy)
Assessments • Fountas and Pinnell Benchmark Assessment
System and CAR test
4th Grade – Trimester 1
Writing Starting Strong: First Weeks of Writer’s Workshop
Narrative Units of Study 1: • Write sequenced narratives with descriptive
details and effective technique. W.4.3• Produce writing appropriate to task and
purpose. W.4.4• Plan, revise, and edit with help from others.
W.4.5• Use experiences from life and text to write
stories. W.4.8• Write over extended time frames and in a
single sitting. W.4.10
Language Conventions Units of Study 1: • Use Standard English grammar and usage
conventions. L.4.1• Use Standard English capitalization,
punctuation and spelling conventions. L.4.2• Use knowledge of language conventions.
L.4.3
Alternate Mentor Texts • Highlights Magazine• The Old Woman Who Named Things by
Cynthia Rylant (Making Meaning text)• Thundercake by Patricia Polacco (Making
Meaning text)
Assessments • Optional on-demand Pre & Post Assessment
for Unit 1 and/or Unit 3 (see Writing Pathways, p. 182).
4th Grade – Trimester 2
Writing Opinion Unit 2: • Write opinion pieces, supporting a
point of view with reasons andinformation. W.4.1
• Produce writing appropriate to taskand purpose. W.4.4
• Plan, revise, and edit with help fromothers. W.4.5
• Use technology to produce andpublish. W.4.6
Language Conventions Unit 2: • Use Standard English grammar and
usage conventions, capitalization,punctuation, and spelling. L.4.1,L.4.2
• Use knowledge of languageconventions. L.4.3
• Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings. L.4.5
• Use accurately grade-appropriateacademic and domain-specific wordsand phrases. L.4.6
Alternate Mentor Texts • Making Meaning texts from Unit 7:
Virtual Worlds (p.368-367), SchoolUniforms (p.380-381)
• Teacher created personal essays fordemonstration
Assessments • Optional on-demand Pre & Post
Assessment for Unit 2 (See WritingPathways, p.86).
Reading Comprehension Making Meaning Unit 7: Week 1• Explain causes and effects. RI.4.3• Explore overall text structure of non-
fiction texts. RI.4.5• Interpret information presented
visually, orally, or quantitatively.RI.4.7
Making Meaning Unit 2: • Provide evidence when drawing
inferences from text. RL.4.1, RI.4.1• Explaining causes and effects. RI.4.3• Interpret information presented
visually, orally, or quantitativelyRI.4.7
Making Meaning Unit 3: • Draw inferences from texts. RI.4.1• Interpret information presented
visually, orally, or quantitatively.RI.4.7
Bookroom Leveled Texts Reinforce/Teach Common Core standards including: • Determine word meaning. RL.4.4, RI.4.4
Word Study/Foundational Skills • Word Study resources Grades 3-5 on
Connect. RF.4.3• Read with accuracy and fluency.(Guided
reading, conferring) RF.4.4
Additional Resources • Thinking Skills Strategy Charts: Inferring• Reader’s Workshop Units (Survival,
Fantasy)• GLAD strategiesAssessments • Fountas and Pinnell Benchmark
Assessment System and CAR test
4th Grade — Trimester 2-3
Writing
Reading Information Unit 3: • Write informative/explanatory texts.
W.4.2• Plan, revise, and edit with help from
others. W.4.5• Conduct short research. W.4.7• Draw evidence from informational
texts to support analysis. W.4.9• Use experiences from life and text to
write stories. W.4.8
Comprehension Making Meaning Unit 7: Weeks 2-4• Explain causes and effects. RI.4.3• Explore overall text structure of and
non-fiction texts. RI.4.5• Interpret information presented
visually, orally, or quantitatively.RI.4.7
• Explain how an author usesevidence to support points. RI.4.8
Making Meaning Unit 8: • Draw inferences from texts. RI.4.1• Determine the main idea and
summarize. RI.4.2• Explain how an author uses
evidence to support points. RI.4.8
Bookroom Leveled Texts Reinforce Common Core standards including: Determine word meaning. RL.4.4, RI.4.4
Language Conventions Unit 3: • Use Standard English grammar and
usage conventions, capitalization,punctuation, and spelling. L.4.1,L.4.2
• Use knowledge of languageconventions. L.4.3
• Use accurately grade-appropriateacademic and domain-specific wordsand phrases. L.4.6
Word Study/Foundational Skills • Work Study resources - grades 3-5
on Connect. RF.4.3Read with accuracy and fluency (guided reading, conferring). RF.4.4
Alternate Mentor Texts • The Lewis and Clark Expedition by
John Perritano
Additional Resources • Thinking Skills Strategy Charts: Main
Idea, Summarizing, Cause and Effect• Reader’s Workshop Units (Survival,
Fantasy)
Assessments • Required on-demand Post
Assessment for Unit 3 (DistrictCommon Assessment - See WritingPathways, p. 128)
Assessments Fountas and Pinnell Benchmark Assessment System and CAR test
4th Grade — Trimester 3
Writing Opinion - Literary Essay Unit 4: • Write opinion pieces, supporting a point
of view with reasons and information.W.4.1
• Plan, revise, and edit with help fromothers. W.4.5
• Conduct short research. W.4.7• Draw evidence from literary texts to
support analysis. W.4.9• Use experiences from life and text to
write stories. W.4.8• Produce writing appropriate to task and
purpose. W.4.8
Language Conventions Unit 4: • Use Standard English grammar and
usage conventions, capitalization,punctuation, and spelling. L.4.1, L.4.2
• Use knowledge of languageconventions. L.4.3
• Use accurately grade-appropriateacademic and domain-specific wordsand phrases. L.4.6
Alternate Mentor Texts • Baseball in April and Other Stories by
Gary Soto • Every Living Thing by Cynthia Rylant
Assessments • Optional on-demand Pre & Post
Assessments for Unit 4 (See WritingPathways, p. 86)
Reading Comprehension Making Meaning Unit 6: • Draw inferences from texts. RL.4.1,
RI.4.1• Explaining causes and effects.
RI.4.3• Describe in depth a character, setting,
or event in a story. RL.4.3
Making Meaning Unit 9: • Draw inferences from texts. RL.4.1• Determine theme, main idea and
summarize. RI.4.2
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.4.4,
RI.4.4• Compare and contrast point of view.
RL.4.6, RI.4.6• Compare and contrast the treatment of
similar themes and topics. RL.4.9• Integrate information from two texts on
the same topic. RI.4.9Word Study/Foundational Skills • Work Study resources grades 3-5 on
Connect. RF.4.3• Read with accuracy and fluency (guided
reading, conferring). RF.4.4
Additional Resources • Thinking Skills Strategy Charts:
Inferring, Finding Evidence, Point ofView, Compare and Contrast
• GLAD narrative input charts• Reader’s Workshop Units (Survival,
Fantasy)
Assessments • Optional Fountas and Pinnell
Benchmark Assessment System
Trimester 1 Trimester 2 Trimester 3
Starting Strong: Routines for Writer’s Workshop Establish routines and procedures; model expectations.
Narrative Unit 1: Narrative Craft Students write personal narratives and learn from mentor texts.
Information Unit 2: The Lens of History Students write research reports about history.
Opinion
Unit 4: The Research-Based Argument Essay Students build powerful arguments using carefully-weighted evidence, analysis and rebuttal of counter-claims.
Finish Unit 4
Memoir Unit 3: Shaping Texts Students combine what they have learned about essay and narrative writing to craft memoirs.
Trimester 1 Trimester 2 Trimester 3 Inferring/Finding Evidence MM Units 1, 4, 8
Fiction Text Structure
Main Idea/Summarizing MM Unit 8
Theme/Summarizing MM Units 4, 8
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Finding Evidence/Text Features MM Unit 2 Questioning/Main Idea Cause and Effect MM Units 2, 3 Nonfiction Text Structure MM Unit 7, 9
Point of View/Author’s Purpose MM Units 7, 9
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Finish skills from Tri 2
Print & Digital Resources MM Units 6, 7
Inferring MM Unit 5
Theme/Compare and Contrast MM Units 3, 6, 9
Word Study/Foundational Skills ISD Word Study Resources - On Connect
Note: Use Bookroom Leveled Text s to teach and reinforce skills
Year at a Glance: Fifth Grade
Year at a Glance: Fifth Grade
Scope and Sequence
Reading Comprehension Making Meaning Unit 1: • Quote accurately from text when finding
evidence and making inferences. RL.5.1• Read texts of appropriate complexity for grade
5. RL.5.10, RI.5.10Making Meaning Unit 4: • Quote accurately from text when finding
evidence and making inferences. RL.5.1• Determine theme and summarize text RL.5.2• Integrate/ compare and contrast information
from several texts on the same topic. RI.5.9Making Meaning Unit 8: • Determine theme and summarize text . RL.5.2• Determine two or more main ideas with
supporting details.RI.5.2• Draw on information from print or digital
sources. RI.5.7Bookroom Leveled Texts Reinforce/Teach Common Core standards including: • Determine word meaning. RL.5.4, RI.5.4• Explain structure of narrative text. RL.5.5
Word Study/Foundational Skills • See Word Study Resources Grades 3-5 on
Connect RF.5.3• Read with accuracy and fluency (guided
reading, conferring) RF.5.4
Additional Resources • Thinking Skills Strategy Charts: Goal Setting,
Inferring, Determining Main Idea, Summarizing,Finding Evidence Analyzing
• GLAD Narrative Inputs• Story Pyramid on Connect• Reader’s Workshop Units (Mystery, Graphic
Novels)
Assessments • Fountas and Pinnell Benchmark Assessment
System and CAR test
5th Grade — Trimester 1
Writing Starting Strong: First Weeks of Writer’s Workshop
Narrative Unit of Study 1: • Write sequenced narrative pieces using
effective technique. W.5.3• Uses structure appropriate to task. W.5.4• Uses writing process to strengthen work.
W.5.5• Conduct short research using multiple
sources. W.5.7• Summarize information gathered from
experiences and print. W.5.8• Draw evidence from text. W.5.9
Language Conventions Unit of Study 1: • Use Standard English grammar and usage
conventions. L.5.1• Use Standard English capitalization,
punctuation and spelling conventions. L.5.2• Use knowledge of language and
conventions. L.5.3• Demonstrate understanding of figurative
language and word relationships. L.5.5
Alternate Mentor Texts • Amelia’s Notebook by Marissa Moss• The Summer My Father Was Ten by Pat
Brisson (Making Meaning text)
Assessments
• Optional on-demand pre & post assessment for Unit 1 and/or Unit 4 (See Writing Pathways, p. 182)
5th Grade — Trimester 2
Writing Information Unit of Study 2: • Write informative texts conveying ideas
and information clearly. W.5.2• Uses structure appropriate to task.
W.5.4• Uses writing process to strengthen
work. W.5.5• Conduct short research using multiple
sources. W.5.7• Summarize information gathered from
experiences and print. W.5.8• Draw evidence from text. W.5.9• Write routinely over extended time
frames for discipline-specific tasks.W.5.10
Language Conventions Unit of Study 2: • Use Standard English grammar and
usage conventions. L.5.1• Use Standard English capitalization,
punctuation and spelling conventions.L.5.2
• Use knowledge of language andconventions. L.5.3
• Determine word meaning. L.5.4• Demonstrate understanding of figurative
language and word relationships. L.5.5• Use grade-appropriate academic and
domain-specific words. L.5.6
Alternate Mentor Texts • Gold Rush (Benchmark Education from
bookroom)• Daily Life in a Covered Wagon by Paul
Ericson
Assessments • Optional on-demand pre & post
assessment for Unit 2 (See WritingPathways, p. 128)
Reading Comprehension Making Meaning Unit 2: • Quote accurately from text when finding
evidence and making inferences. RL.5.1• Explain relationship between events,
individuals, ideas or concepts (Causeand Effect). RI.5.3
• Text Features
Making Meaning Unit 3: • Quote accurately from text when finding
evidence and making inferences. RL.5.1• Determine two or more main ideas with
supporting details.RI.5.2• Explain relationships between
individuals, event, ideas, or conceptsbased on text (Cause and Effect)t.RI.5.3
• Integrate info from several texts on thesame topic. RI.5.9
Bookroom Leveled Texts Reinforce/teach Common Core standards including: • Determine word meaning. RL.5.4, RI.5.4
Word Study/Foundational Skills • See Word Study Resources Grades 3-5
on Connect RF.5.3• Read with accuracy and fluency.
(guided reading, conferring) RF.5.4
Additional Resources • Thinking Skills Strategy Charts: Goal
Setting, Inferring, Determining MainIdea, Summarizing, Finding Evidence
• Reader’s Workshop Units (Mystery,Graphic Novels)
Assessments • Fountas and Pinnell Benchmark
Assessment System and CAR test
5th Grade — Trimester 2-3
Writing Opinion/Argument Unit of Study 4: • Write opinion pieces supporting a point
of view with reasons. W.5.1• Uses structure appropriate to task.
W.5.4• Uses writing process to strengthen
work. W.5.5• Use technology and other tools to
publish. W.5.6• Conduct short research using multiple
sources. W.5.7• Summarize information gathered from
experiences and print. W.5.8• Draw evidence from text. W.5.9• Write routinely over extended time
frames for discipline-specific tasks.W.5.10
Language Conventions Unit of Study 4: • Use standard English grammar and
usage conventions. L.5.1• Use standard English capitalization,
punctuation and spelling conventions.L.5.2
• Use knowledge of language andconventions. L.5.3
Alternate Mentor Texts • “Do Kids Really Need Cell Phones?”
(Making Meaning p. 346-347)• “All-girls’ and All-boys’ Schools” (Making
Meaning p. 334-335)• “Is Dodge Ball Too Dangerous?” by
Dina Maasarani (Making Meaning p.570)
Assessments • Required on-demand post assessment
for Unit 4 (See Writing Pathways, p. 86)
Reading Comprehension Making Meaning Unit 7: • Compare and contrast text structures.
RI.5.5• Analyze text noting point of view. RI.5.6• Draw on information from print or digital
sources. RI.5.7• Explain how an author uses evidence.
RI.5.8
Making Meaning Unit 9: • Compare and contrast text structures.
RI.5.5• Analyze text noting point of view. RI.5.6• Explain how an author uses reasons
and evidence. RI.5.8• Compare and contrast stores in same
genre. RL.5.9
Making Meaning Unit 10: • Quote accurately from text when finding
evidence and making inferences. RL.5.1
Bookroom Leveled Texts Reinforce/Teach Common Core standards including: • Determine word meaning. RL.5.4,
RI.5.4Word Study/Foundational Skills • See Word Study Resources Grades 3-5 on
Connect RF.5.3• Read with accuracy and fluency.
(guided reading, conferring) RF.5.4Additional Resources: • Thinking Skills Strategy Charts: Point of
View, Compare and contrast, Synthesizing,Analyzing
• Reader’s Workshop Units (Mystery,Graphic Novels)
Assessments • Fountas and Pinnell Benchmark
Assessment System and CAR test
5th Grade — Trimester 3
Writing Memoir Unit of Study 3: • Write opinion pieces supporting a point
of view with reasons. W.5.1• Write sequenced narrative pieces using
effective techniques. W.5.3• Uses structure appropriate to task.
W.5.4• Uses writing process to strengthen
work. W.5.5• Write routinely over extended time
frames for discipline-specific tasks.W.5.10
Language Conventions Unit of Study 3: • Use Standard English grammar and
usage conventions. L.5.1• Use Standard English capitalization,
punctuation and spelling conventions.L.5.2
• Use knowledge of language andconventions. L.5.3
• Demonstrate understanding of figurativelanguage and word relationships. L.5.5
Alternate Mentor Texts • “Mr. Entwhistle” in Hey World, Here I
Am! by Jean Little (Making Meaningtext, p. 25)
• “Last Kiss” in Marshfield Dreams byRalph Fletcher
Assessments • Optional narrative or opinion on-demand
pre assessment for Unit 3 (see WritingPathways pp. 86, 182)
Reading Comprehension Making Meaning Unit 5: • Quote accurately from text when finding
evidence and making inferences. RL.5.1• Determine word meanings/figurative
language. RL.5.4
Making Meaning Unit 6: • Quote accurately from text when finding
evidence and making inferences.RL.5.1, RI.5.1
• Determine theme, and summarize text.RL.5.2
• Compare and contrast characters,settings and events based on text.RL.5.3
• Explain relationships betweenindividuals, events, ideas, or conceptsbased on text. RI.5.3
• Draw on information from print or digitalsources. RI.5.7
Bookroom Leveled Texts Reinforce Common Core standards including: • Determine word meaning. RI.5.4
Word Study/Foundational Skills • See Word Study Resources Grades 3-5
on Connect RF.5.3• Read with accuracy and fluency.
(guided reading, conferring) RF.5.4
Additional Resources • Thinking Skills Strategy Charts: Goal
Setting, Compare/Contrast, Inferring,Determining Main Idea, Summarizing,Finding Evidence, Analyzing
• Reader’s Workshop Units (Mystery,Graphic Novels)
Assessments • Optional Fountas and Pinnell
Benchmark Assessment System