language arts pacing guide kindergarten fourth quarter ... arts pacing guide kindergarten fourth...
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Language Arts Pacing Guide Kindergarten
Fourth Quarter (Week 28)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF): Phoneme Segmentation
Consonants /v/ v, /j/ j
Leveled Readers
Text Fluency
Reading Groups
Reading Pre-Decodables & Decodables
Observation
ISEL
Popcorn Words
Conferencing
Small Group Observations
Phonological Awareness: RF.K.2-Demonstrate understanding of spoken words, syllables, and sounds. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: story
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. W K.3 Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred , and provide a reaction to what happened. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer Questions
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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary
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
Fourth Quarter (Week 29)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.10 Actively engage in group reading activities with purpose and understanding.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF): Word Building
Phonograms –et, -eg
Leveled Readers
Text Fluency
Reading Groups
Reading Pre-Decodables & Decodables
High-Frequency Words
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.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: Dialogue
Trait: Conventions
-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): Skill: Main Idea
Strategy: Answer Questions
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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L):
Robust Vocabulary
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
Fourth Quarter (Week 30)
Theme: ________________
ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF): Phoneme Segmentation
Consonants /y/ y, /z/ z
Leveled Readers
Text Fluency
Reading Groups
Reading Pre-Decodables & Decodables
High-Frequency Words
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.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RL K.10 Actively engage in group reading activities with purpose and understanding. RF K.1 Demonstrate understanding of the organization and basic features of print.
WRITING STANDARDS (W): Form: Story
Trait: Sentence Fluency
-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. W K.3 Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. W K.5 With guidance and support from adults, respond to questions and suggestions form peers and ad details to strengthen writing as needed. W K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer Questions
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.
SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L):
Robust Vocabulary
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
Fourth Quarter (Week 31)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Skill: Main Idea
Strategy: Answer Questions
Ongoing Informal Assessments RI K.1 With prompting and support, ask and
answer questions about key details in a text. RI K.2 With prompting and support, identify the main topic and retell key details of a text. 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): Review Phoneme Isolation
Identity
Categorization
Blending,
Segmentation
Short Vowel: /u/ u
Leveled Readers
Text Fluency
Reading Groups
Reading Pre-Decodables & Decodables
High-Frequency Words
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.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RL K.10 Actively engage in group reading activities with purpose and understanding. RF K.1 Demonstrate understanding of the organization and basic features of print.
WRITING STANDARDS (W): Form: Friendly Letter
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…) W K.7 Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them). L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer Questions
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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L):
Robust Vocabulary
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
Fourth Quarter (Week 32)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
Ongoing Informal Assessments RL K.3 With prompting and support, identify characters, settings and major events in a story.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
Consonant
Reading Pre-Decodables & Decodables
High-Frequency Words
Phoneme Deletion
Leveled Readers
Text Fluency
Reading Groups
Observation
ISEL
Running Records
Popcorn Words
Conferencing
Small Group Observations
ISEL
Phonological Awareness: K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Fluency: RF.K.4-Read emergent-reader texts with purpose and understanding. Print Concepts: RL K.10 Actively engage in group reading activities with purpose and understanding. RF K.1 Demonstrate understanding of the organization and basic features of print.
WRITING STANDARDS (W): Form: Friendly Letter
Trait: Ideas
-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: Main Idea
Strategy: Answer 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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary
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
Fourth Quarter (Week 33)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Reading Pre-Decodable & Decodables:
High-Frequency Words:
RL K.10 Actively engage in group reading activities with purpose and understanding.
READING INFORMATIONAL TEXT (RI): Skill: Main Idea
Strategy: Answer 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):
Consonant /kw/ q
Reading Pre-Decodables & Decodables
High-Frequency Words
Phoneme Substitution
Leveled Readers
Text Fluency
Reading Groups
Observation
ISEL
Running Records
Popcorn Words
Conferencing
Small Group Observations
ISEL
Phonological Awareness: K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: Invitation
Trait: Organization
-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): Skill: Main Idea
Strategy: Answer 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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary
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
Fourth Quarter (Week 34)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.10 Actively engage in group reading activities with purpose and understanding.
READING INFORMATIONAL TEXT (RI): Skill: Main Idea
Strategy: Answer 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): Consonant /kw/ q
Phonemic Awareness: Review
Reading Pre-Decodables & Decodables
High-Frequency Words: Review
Word Building: Phonograms –ug, -up
Leveled Readers
Text Fluency
Reading Groups
Observation
ISEL
Running Records
Popcorn Words
Conferencing
Small Group Observations
ISEL
Phonological Awareness: RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: Thank-you note
Trait: Word Choice
-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 eh topic or book 9e.g. My favorite book is…) W K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer 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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary
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
Fourth Quarter (Week 35)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.10 Actively engage in group reading activities with purpose and understanding.
READING INFORMATIONAL TEXT (RI): Skill: Main Idea
Strategy: Answer 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):
Review: Short Vowels a,e,i,o,u
Phonemic Awareness: Review
Reading Pre-Decodables & Decodables
High-Frequency Words: Review
Leveled Readers
Text Fluency
Reading Groups
Observation
ISEL
Running Records
Popcorn Words
Conferencing
Small Group Observations
ISEL
Phonological Awareness: RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: Personal Narrative
Trait: Sentence Fluency
-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 W K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer 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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary
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
Fourth Quarter (Week 36)
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Skill: Main Idea
Strategy: Answer Questions
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.10 Actively engage in group reading activities with purpose and understanding.
READING INFORMATIONAL TEXT (RI): Skill: Main Idea
Strategy: Answer 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):
Review: Short Vowels a,e,i,o,u
Phonemic Awareness: Review
Reading Pre-Decodable &
Decodables: Will Mel Go?, My Pup Jed
High-Frequency Words: Review
Leveled Readers
Text Fluency
Reading Groups
Observation
ISEL
Running Records
Popcorn Words
Conferencing
Small Group Observations
ISEL
Phonological Awareness: RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words. Phonics & Word Recognition: RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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: Personal Narrative
Trait: Voice
-Writing
samples
-Dictation
W K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. L K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Skill: Main Idea
Strategy: Answer 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. SL K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LANGUAGE (L): Robust Vocabulary 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
First Grade Fourth Quarter (Week 28); Language Unit 4; Spelling Unit 26
Theme: ________________
ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Draw Conclusions
Strategy: Answer Questions
Weekly Comprehension
Written Responses
Running Records (conferencing)
ISEL/DRA
RL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Draw Conclusions
Strategy: Answer Questions
Weekly Comprehension
Written Responses
Running Records (conferencing)
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. RI1.6 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.
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS: Review Blending and Addition
Long i: CVCe
HIGH FREQUENCY WORDS Word Wall Words
Spelling Words
Punctuation
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Know final -e and common vowel team conventions for representing long vowel sounds. Fluency RF 1.4 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.
WRITING STANDARDS (W): Form: Descriptive Poem
Trait: Voice
Student Writing 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. SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through other media.
LANGUAGE (L):
Robust Vocabulary
Describing Words: -er, -est
Weekly Vocabulary
Weekly Grammar
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). Conventions: L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language Arts Pacing Guide
First Grade Fourth Quarter (Week 29); Language Unit 4; Spelling Unit 27
Theme: ________________
ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Draw Conclusions
Strategy: Monitor Comprehension: Make Inferences
Weekly Comprehension
Written Responses
Running Records (conferencing)
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. RL1.3 Describe characters, settings, and major events in a story, using key details. RL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS: Review Segmentation and Addition
Long i: CVCe
HIGH FREQUENCY WORDS
Spelling Words
Punctuation
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Know final -e and common vowel team conventions for representing long vowel sounds. Fluency RF 1.4 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.
WRITING STANDARDS (W): Form: Rhyming Poem
Trait: Organization
Student Writing W 1.1 Write opinion pieces in which they introduce the topic or name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or
information presented orally or through other media.
LANGUAGE (L):
Robust Vocabulary
Troublesome Words:
Multiple Meaning Words
Weekly Vocabulary
Weekly Grammar
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). Conventions: LS 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 30); Language Unit 4; Spelling Unit 28
Theme: ________________
ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Alphabetize
Strategy: Use Graphic Organizer
Weekly Comprehension
Written Responses
Running Records (conferencing)
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):
PHONEMIC AWARENESS: Review Deletion and Addition
Long o: o, CVCe
HIGH FREQUENCY WORDS
Spelling Words
Intonation
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. 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). Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 1.4 Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Research Report
Trait: Sentence Fluency
Student Writing W 1.2 Write informative/explanatory texts, in which they name a topic, supply some facts about the topic and provide some sense of closure. W1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions)
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through other media..
LANGUAGE (L):
Robust Vocabulary
Weekly Vocabulary
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). Conventions: LS1.1 Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present and future.
Verbs
Weekly Grammar
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 31); Language Unit 4; Spelling Unit 29
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Story Elements
Strategy: Monitor Comprehension & Make Inferences
Weekly Comprehension
Written Responses
Running Records (conferencing)
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. RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in 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.
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS: Review Blending, Segmentation, Deletion, Substitution, and Addition
Long o: CVCe
HIGH FREQUENCY WORDS
Spelling Words
Accuracy
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs Fluency RF 1.4 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.
WRITING STANDARDS (W): Form: Book Review
Trait: Word Choice
Student Writing 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. SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through other media..
LANGUAGE (L):
Robust Vocabulary
Using Am, is, and Are
Weekly Vocabulary
Weekly Grammar
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). Conventions: LS1.1 Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking. d. Use personal, possessive, and indefinite pronouns (e.g. I, me, my; they, them, their; anyone, everything)
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 32); Language Unit 4; Spelling Unit 30
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Details
Strategy: Monitor Comprehension: Re-read
Weekly Comprehension
Written Responses
Running Records (conferencing)
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.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS: Review Blending, Segmentation, Deletion, Substitution, and Addition
Review Units 26-29
HIGH FREQUENCY WORDS
Spelling Words
Accuracy
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs Fluency RF 1.4 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.
WRITING STANDARDS (W): Form: How To
Trait: Organization
Student Writing W 1.1 Write opinion pieces in which they introduce the topic or name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through
other media..
LANGUAGE (L):
Robust Vocabulary
Verbs that tell About the Past
Weekly Vocabulary
Weekly Grammar
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). Conventions: LS1.1 Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present and future (e.g., Yesterday, I walked home; Today I walk home; Tomorrow I will walk home).
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 33); Language Unit 4; Spelling Unit 31
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Details
Strategy: Recognize Story Structure
Weekly Comprehension
Written Responses
Running Records (conferencing)
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. RI1.3 Describe the connection between two individuals, events, ideas , or pieces of 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.
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS; Review Blending, Segmentation, Deletion, Substitution, and Addition
Long u: oo, yoo
HIGH FREQUENCY WORDS
Spelling Words
Reading Rate
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs Fluency RF 1.4 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
WRITING STANDARDS (W): Form: Story
Trait: Voice
Student Writing 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. SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through other media..
LANGUAGE (L):
Robust Vocabulary
Using Was and Were
Weekly Vocabulary
Weekly Grammar
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). Conventions: LS1.1 Demonstrate commands of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present and future (e.g., Yesterday, I walked home; Today I walk home; Tomorrow I will walk home).
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 34); Language Unit 4; Spelling Unit 32
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Alphabetize
Strategy: Summarize
Weekly Comprehension
Written Responses
Running Records (conferencing)
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. RL1.3 Describe characters, settings and major events in a story, using key details.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
PHONEMIC AWARENESS: Review Blending, Segmentation, Deletion, Substitution, and Addition
Final ck
HIGH FREQUENCY WORDS
Spelling Words
Reading Rate
Observations
Weekly Spelling Test
Word Wall Activities
Weekly Spelling Test
Writing Samples
Running Records (conferencing)
ISEL/DRA
Sentence Writing
Journaling
DOL
Running Records
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. b. Orally produce single-syllable words by b lending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. Phonics & Word Recognition RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 1.4 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.
WRITING STANDARDS (W): Form: Story (part 2)
Trait: Ideas
Student Writing 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. SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SPEAKING & LISTENING (SL): Class Discussion Class Discussion SL1.2 Ask and answer questions about
key details in a text read aloud or information presented orally or through other media..
LANGUAGE (L):
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). Conventions: LS 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
Robust Vocabulary
Using Go and Went
Weekly Vocabulary
Weekly Grammar
Language Arts Pacing Guide First Grade
Fourth Quarter (Week 35-36); Language Unit 4; Spelling Unit 33-34 Review Units; Quarterly Testing (ISEL)
Language Arts Pacing Guide
Second Grade Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 26
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Use Graphic Aids
Strategy: Summarize
Weekly Test
Written Response RL2.5 Know and use various text features ( captions, bold print, subheadings, glossaries indexes) to locate key facts. RL2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
Diphthongs: ow, ou
Spelling Words
Word Walls Words
Expression
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. 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: Informational Paragraph
Trait: Word Choice
Writing Rubrics
Writing Samples
Journaling
DOL
W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop point, and provide a concluding statement or section.
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
Past Tense Verbs
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs.
Language Arts Pacing Guide Second Grade
Fourth Quarter (Week 29); Language Arts Unit 4; Spelling Unit 27
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Use Graphic Aids
Strategy: Summarize
Weekly Test
Written Response RL 2.5 Describe the overall structure of a story; including describing how the beginning introduces the story and the ending concludes the action.
READING INFORMATIONAL TEXT (RI): Skill: Use Graphic Aids
Strategy: Summarize
Weekly Test
Written Response RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
FOUNDATIONAL SKILLS (RF):
Contractions
Spelling Words
Word Walls Words
Reading Rate
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. c. Use an apostrophe to form contractions and frequently occurring possessives. 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 Compares or Contrasts
Trait: Word Choice
Writing Rubrics
Writing Samples
Journaling
DOL
W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop point, and provide a concluding statement or section.
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
Forms of be
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language Arts Pacing Guide
Second Grade Fourth Quarter (Week 30); Language Arts Unit 4; Spelling Unit 28
ELA Focus Common Core Standard Skills/Strategies Types of Assessments
Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis.
Review Skills
Re-Teach Areas of Need
R-controlled Vowel /ar/
Spelling Words
Word Walls Words
Theme Test
Grade Level Common Assessments
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide Second Grade
Fourth Quarter (Week 31); Language Arts Unit 4; Spelling Unit 29
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Cause and Effect; Antonyms
Strategy: Use graphic organizers
Weekly Test
Written Response RL2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. L2.5 Demonstrate understanding of word relationships and nuances in word meanings.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Cause and Effect; Antonyms
Strategy: Use graphic organizers
Weekly Test
Written Response RI2.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
FOUNDATIONAL SKILLS (RF):
Diagraphs: ch, wh
Spelling Words
Word Walls Words
Punctuation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. 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: Letter
Trait: Ideas
Writing Rubrics
Writing Samples
Journaling
DOL
W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop point, and provide a concluding statement or section. 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
Irregular Verbs
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs
Language Arts Pacing Guide
Second Grade Fourth Quarter (Week 32); Language Arts Unit 4; Spelling Unit 30
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Cause and Effect; Antonyms
Strategy: Use graphic organizers
Weekly Test
Written Response RL2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL2.3 Describe how characters in a story respond to major events and challenges. L2.5 Demonstrate understanding of word relationships and nuances in word meanings.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Cause and Effect; Antonyms
Strategy: Use graphic organizers
Weekly Test
Written Response RI2.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
FOUNDATIONAL SKILLS (RF): Assessment & Review; Review Units 25-29
Spelling Words
Word Walls Words
Punctuation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. 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: Report about a person
Trait: Ideas
Writing Rubrics
Writing Samples
Journaling
DOL
W2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop point, and provide a concluding statement or section.
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
More Irregular Verbs
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Form and use the past tense of frequently occurring irregular verbs
Language Arts Pacing Guide Second Grade
Fourth Quarter (Week 33); Language Arts Unit 4; Spelling Unit 31
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Make Inferences
Multiple Meaning Words
Strategy: Monitor Comprehension: Reread
Weekly Test
Written Response RL2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. L2.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. RL2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
R-controlled Vowel or: or, ore, oor
Spelling Words
Word Walls Words
Phrasing
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. 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: Book Report
Trait: Conventions
Writing Rubrics
Writing Samples
Journaling
DOL
W2.2 Use informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provided a concluding statement or section. L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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
Helping Verbs
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language Arts Pacing Guide Second Grade
Fourth Quarter (Week 34); Language Arts Unit 4; Spelling Unit 32
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Make Inferences & Multiple-Meaning Words
Strategy: Monitor Comprehension: Reread
Weekly Test
Written Response RL2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Make Inferences & Multiple-Meaning Words
Strategy: Monitor Comprehension: Reread
Weekly Test
Written Response RI2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. L2.5 Demonstrate understanding of word relationships and nuances in word meanings.
FOUNDATIONAL SKILLS (RF):
Diagraph: sh
Spelling Words
Word Walls Words
Phrasing
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
ISEL/DRA
Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis. 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: Folktale
Trait: Conventions
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. L2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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
Contractions
Weekly Vocabulary
Weekly Grammar
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: L2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language Arts Pacing Guide Second Grade
Fourth Quarter (Week 35-36); Language Arts Unit 4; Spelling Unit 33-34 ELA Focus Common Core
Standard Skills/Strategies Types of Assessments
Review of Standards Covered Foundational Skills (RF): Phonics & Word Recognition RF 2.3-Know and apply grade level phonics and decoding skills in word analysis.
Review Skills
Re-Teach Areas of Need
Homophones
Compound Words
Spelling Words
Word Walls Words
Theme Test
Grade Level Common Assessments
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 25
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Cause and Effect
Strategy: Answer questions
Running Records (conferencing)
Weekly Comprehension
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.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Cause and Effect
Strategy: Answer questions
Running Records (conferencing)
Weekly Comprehension
Written Response
RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)
FOUNDATIONAL SKILLS (RF):
Double Consonants in Middle of Words
Spelling Words
Word Walls Words
Expression
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Fantasy
Trait: Organization
Student Draft 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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Present Tense Verbs
Prefixes: pre-, mis-, in-
Additional Skill: Homophones
Vocabulary
Weekly Grammar
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
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.
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 29); Language Arts Unit 4; Spelling Unit 26
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Cause and Effect Strategy: Answer questions
Running Records (conferencing)
Weekly Comprehension
Written Response
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)
FOUNDATIONAL SKILLS (RF):
Double Consonants + y
Spelling Words
Word Walls Words
Expression
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Persuasive Paragraph
Trait: Organization
Student Draft W3.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
SPEAKING & LISTENING (SL): Class Discussions
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):
Past-tense and Future-tense verbs
Prefixes: pre-, mis-, in-
Additional Skill: Homophones
Vocabulary
Weekly Grammar
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
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. L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. f. Use spelling patterns and generalizations (eg. word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 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.
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 30); Language Arts Unit 4; Spelling Unit 27
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
Re-Teach Areas of Need
Drop Final e, Add -ing
Spelling Words
Word Walls Words
Theme Test
Grade Level Common Assessments
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 31); Language Arts Unit 4; Spelling Unit 28
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Making Inferences
Strategy: Asking Questions
Additional Skill: Multiple Meaning Words
Running Records (conferencing)
Weekly Comprehension
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. RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL3.6 Distinguish their own point of view from that of the narrator or those of the characters.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
Consonant Doubling: Add –ed, -ing
Spelling Words
Word Walls Words
Punctuation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Directions
Trait: Word Choice
Student Draft W3.2 Write informative/explanation 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. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
SPEAKING & LISTENING (SL): Class Discussions
Observations
SL3.1 Engage effectively in a range of collaborative discussion with diverse partners and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
LANGUAGE (L):
Irregular Verbs
Suffixes: -tion, -sion
Vocabulary
Weekly Grammar
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
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 L3.2 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 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. L3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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
Fourth Quarter (Week 32); Language Arts Unit 4; Spelling Unit 29
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Making Inferences
Strategy: Asking Questions
Additional Skill: Multiple Meaning Words
Running Records (conferencing)
Weekly Comprehension
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. RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL3.6 Distinguish their own point of view from that of the narrator or those of the characters.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF):
Contractions
Spelling Words
Word Walls Words
Punctuation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Explanation
Trait: Word Choice
Student Draft W3.2 Write informative/explanation 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. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
SPEAKING & LISTENING (SL): Class Discussions
Observations
SL3.1 Engage effectively in a range of collaborative discussion with diverse partners and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
LANGUAGE (L):
Adverbs
Suffixes: -tion, -sion
Weekly Grammar
Student Writing
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 L3.2 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 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. L3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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
Weekly Vocabulary
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 33); Language Arts Unit 4; Spelling Unit 30
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Making Predictions
Strategy: Monitoring Comprehension: Reading Ahead
Running Records (conferencing)
Weekly Comprehension
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. RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF): Assessment & Review: Review Units 25-29
Spelling Words
Word Walls Words
Intonation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding 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: Description
Trait: Ideas
Student Draft 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.
SPEAKING & LISTENING (SL): Class Discussions
Observations
SL3.1 Engage effectively in a range of collaborative discussion with diverse partners and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
LANGUAGE (L):
Contractions
Suffixes: -able, - ible, - less, -ous
Additional Skill: Homographs
Vocabulary
Weekly Grammar
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
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 L3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. b. Determine the meaning of the new word formed when a known affix is added to a known word. c. Use a Known root word as a clue to the meaning of an unknown word with the same root.
Language Arts Pacing Guide Third Grade
Fourth Quarter (Week 34); Language Arts Unit 4; Spelling Unit 31
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Making Predictions
Strategy: Monitoring Comprehension: Reading Ahead
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Making Predictions
Strategy: Monitoring Comprehension: Reading Ahead
Running Records (conferencing)
Weekly Comprehension
Written Response
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI3.2 With prompting and support, identify the main topic and retell key details of the text.
FOUNDATIONAL SKILLS (RF): Inflectional endings: -s, -es
Spelling Words
Word Walls Words
Intonation
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding 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 Contrasts
Trait: Ideas
Student Draft W3.2 Write informative/explanation texts to examine
a topic and convey ideas and information clearly c. Use linking word and phrases to connect ideas within categories of information. W3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
SPEAKING & LISTENING (SL): Class Discussions
Observations
SL3.1 Engage effectively in a range of collaborative discussion with diverse partners and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
LANGUAGE (L):
Punctuation Roundup
Contractions
Prefixes: -bi, -non, over-
Additional Skill: Homographs
Vocabulary
Weekly Grammar
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
Conventions L3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. f. Use spelling patterns and generalizations (eg. word families, position- based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 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.
a. Use sentence level context as a clue to the meaning of a word or phrase.
b. Use a Known root word as a clue to the
meaning of an unknown word with the same root
L3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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
Fourth Quarter (Week 35-36); Language Arts Unit 4; Spelling Unit 32-36
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
Re-Teach Areas of Need
Plurals: Change y to i
Suffixes: -er, -est
Suffix: -ly
Compound Words
Assessment & Review: Review Units 31-35
Spelling Words
Word Walls Words
Theme Test
Grade Level Common Assessments
Word Wall Activities
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide
Fourth Grade Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 26
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Sequence: Story events
Strategy: Ask questions
Running Records (conferencing)
Exit Slips
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). RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Sequence: Story events
Strategy: Ask questions
Running Records (conferencing)
Exit Slips
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. RI4.5 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. RFS4.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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.
FOUNDATIONAL SKILLS (RF): Base Words with Prefixes: un-, re-, pre-
Spelling Words
Reading Rate
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Adventure scene
Trait: Conventions
Writing Samples
Journaling
DOL
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. e. Provide a concluding statement or section related to the information or explanation presented. W4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events.
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. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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):
Present-Tense Verbs; Subject-Verb Agreement
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. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Vocabulary L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 29); Language Arts Unit 4; Spelling Unit 27
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Sequence: Story events
Strategy: Ask questions
Running Records (conferencing)
Exit Slips
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).
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Sequence: Story events
Strategy: Ask questions
Running Records (conferencing)
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. RI4.5 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. RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 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. RFS4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
FOUNDATIONAL SKILLS (RF): Base Words with Suffix: -er
Spelling Words
Reading Rate
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Descriptive paragraph
Trait: Conventions
Writing Samples
Journaling
DOL
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. e. Provide a concluding statement or section related to the information or explanation presented. 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. b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
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. 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.
LANGUAGE (L):
Words with suffixes in combination
Past and Future Tense
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. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. 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. 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. L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly; consulting references as needed. Vocabulary 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. L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 30); Language Arts Unit 4; Spelling Unit 28
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.
Review Skills
Re-Teach Areas of Need
Base Words With Suffixes: -ful, -less
Spelling Words
Grade Level Common Assessments
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 31); Language Arts Unit 4; Spelling Unit 29
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Main Idea and Details
Strategy: Summarize
Running Records (conferencing)
Exit Slips
RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize 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. RI4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
FOUNDATIONAL SKILLS (RF): Calendar Words
Spelling Words
Accuracy
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Summary
Trait: Sentence Fluency
Writing Samples
Journaling
DOL
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 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.) W4.7 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. W4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 4 Reading standards to informational
texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
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):
Irregular Verbs
Words with Silent Letters
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. SL4.3 Identify the reasons and evidence a speaker provides to support particular points. SL4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding words. L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly; consulting references as needed. Vocabulary L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 32); Language Arts Unit 4; Spelling Unit 30
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Main Idea and Details
Strategy: Summarize
Running Records (conferencing)
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. RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 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. RI4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
FOUNDATIONAL SKILLS (RF): Assessment & Review: Review Units 25-29
Spelling Words
Accuracy
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Explanatory Essay Writing Samples
Journaling
DOL
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 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.
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):
Contractions & Possessive Pronouns
Words with and Greek and Latin Word Parts
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. SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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. SL4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. L4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly; consulting references as needed Vocabulary L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 33); Language Arts Unit 4; Spelling Unit 31
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Figurative Language
Strategy: Monitor Comprehension: Reread
Running Records (conferencing)
Exit Slips
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). RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RL4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
READING INFORMATIONAL TEXT (RI):
FOUNDATIONAL SKILLS (RF): Consonant Sounds: /sh/; /zh/
Spelling Words
Expression
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Tall Tale
Trait: Organization
Writing Samples
Journaling
DOL
W4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. e. Provide a conclusion that follows from the narrated experiences or events. 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.) W4.4 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. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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):
Adverbs
Homophones
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. SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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. RF 4.3 Know and apply grade-level phonics and word analysis skills in decoding words. L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly; consulting references as needed. Vocabulary L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 34); Language Arts Unit 4; Spelling Unit 32
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Figurative Language
Strategy: Monitor Comprehension: Reread
Running Records (conferencing)
Exit Slips
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). RL4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Figurative Language
Strategy: Monitor Comprehension: Reread
Running Records (conferencing)
Exit Slips
RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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. RL4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RI4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
FOUNDATIONAL SKILLS (RF): Possessives
Spelling Words
Expression
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
Phonics & Word Recognition RF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF 4.4-Read with sufficient accuracy and fluency to support comprehension.
WRITING STANDARDS (W): Form: Biography
Trait: Organization
Writing Samples
Journaling
DOL
W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 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.) W4.4 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. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
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):
Punctuation Review
Prefixes + Root + Suffixes
Vocabulary
Student Writing
Writing Rubrics
Writing Samples
DOL
Weekly Vocabulary
Conventions RFS4.3 Know and apply grade-level phonics and word analysis skills in decoding words. L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly; consulting references as needed. Vocabulary L4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Language Arts Pacing Guide Fourth Grade
Fourth Quarter (Week 35); Language Arts Unit 4; Spelling Unit 33-35
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.
Review Skills
Re-Teach Areas of Need
Base Words with Suffixes: -ness, -ment
Compounds
Words About Our World
Spelling Words
Grade Level Common Assessments
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide; Fourth Grade; Fourth Quarter (Week 36); End of the Quarter Testing; DRA/STAR Testing
Language Arts Pacing Guide Fifth Grade
Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 26
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Literary Devices
Strategy: Answer Questions
Weekly Comprehension
Written Response
RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 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):
.
FOUNDATIONAL SKILLS (RF):
Regular & Irregular Plurals
Spelling Words
Pace
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Poem
Trait: Organization
Writing Rubrics
Writing Samples
W5.3 Write narratives to develop real or imagined experiences or events using effective technique d. Use concrete words and phrases and sensory details to convey experiences and events precisely
SPEAKING & LISTENING (SL): Class Discussions
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):
Past and Future Tenses
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
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
Language Arts Pacing Guide Fifth Grade
Fourth Quarter (Week 29); Language Arts Unit 4; Spelling Unit 27
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL): Comprehension Skill: Literary Devices
Strategy: Answer Questions
Weekly Comprehension
Written Response
RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 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):
.
FOUNDATIONAL SKILLS (RF):
Prefixes: bi-, mid-, semi-, tri-
Spelling Words
Pace
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
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: Narrative Composition
Trait: Organization
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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Perfect Tenses
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
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
Language Arts Pacing Guide Fifth Grade
Fourth Quarter (Week 30); Language Arts Unit 4; Spelling Unit 28 ELA Focus Common Core Standard Skills/Strategies Types of Assessments
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
Re-Teach Areas of Need
Complex Consonant: Soft g
Spelling Words
Theme Test
Grade Level Common Assessments
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide
Fifth Grade
Third Quarter (Week 31); Language Arts Unit 4; Spelling Unit 29
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Summarize and Paraphrase
Strategy: Monitor Comprehension
Weekly Comprehension
Written Response
RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.
FOUNDATIONAL SKILLS (RF):
Suffixes: -ty, -ity, -ness, -ment, -ive
Spelling Words
Structural Analysis: Greek and Latin Word Parts
Accuracy
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. L5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. 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: Paragraph of Explanation
Trait: Ideas
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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Irregular Verbs
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
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
Language Arts Pacing Guide
Fifth Grade
Third Quarter (Week 32); Language Arts Unit 4; Spelling Unit 30
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Summarize and Paraphrase
Strategy: Monitor Comprehension
Weekly Comprehension
Written Response
RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.
FOUNDATIONAL SKILLS (RF):
Assessment & Review: Review Units 25-29
Spelling Words
Structural Analysis: Greek and Latin Word Parts
Accuracy
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. L5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. 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: Paragraph of Historical Information
Trait: Ideas
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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Contractions
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
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
Language Arts Pacing Guide
Fifth Grade
Third Quarter (Week 33); Language Arts Unit 4; Spelling Unit 31
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Fact and Opinion Strategy: Summarize
Weekly Comprehension
Written Response
RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.
FOUNDATIONAL SKILLS (RF):
Frequently Misspelled Words
Spelling Words
Structural Analysis: Latin Word Parts
Phrasing
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. L5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. 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: How-to Paragraph
Trait: Conventions
Writing Rubrics
Writing Samples
W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Adverbs
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
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
Language Arts Pacing Guide
Fifth Grade
Third Quarter (Week 34); Language Arts Unit 4; Spelling Unit 32
Theme: ________________ ELA Focus Common Core Standard Skills/Strategies Types of Assessments
READING LITERTURE (RL):
READING INFORMATIONAL TEXT (RI): Comprehension Skill: Fact and Opinion Strategy: Summarize
Weekly Comprehension
Written Response
RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.
FOUNDATIONAL SKILLS (RF):
Suffixes: -ous, -ish, -ant, -ic
Spelling Words
Use Decoding Strategies
Phrasing
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Running Records (conferencing)
DRA
Phonics & Word Recognition RF5.3 - Know and apply grade-level phonics and word analysis skills in decoding words. L5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. 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: Essay of Explanation
Trait: Conventions
Writing Rubrics
Writing Samples
W5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 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.
SPEAKING & LISTENING (SL): Class Discussions
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):
Punctuation
Vocabulary
Student Writing
Weekly Grammar
Writing Samples
DOL
Weekly Vocabulary
Conventions L5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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
Language Arts Pacing Guide
Fifth Grade
Third Quarter (Week 35); Language Arts Unit 4; Spelling Unit 33-35 ELA Focus Common Core Standard Skills/Strategies Types of Assessments
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
Re-Teach Areas of Need
Synonyms & Antonyms
Greek and Latin Roots
Greek and Latin Suffixes
Spelling Words
Theme Test
Grade Level Common Assessments
Weekly Spelling Tests
Writing Samples
Running Records (conferencing)
Language Arts Pacing Guide; Fifth Grade; Fourth Quarter (Week 36); Language Arts Unit 4; Spelling Unit 36; End of Quarter Testing DRA/STAR