NYS Common Core Learning Standards

Content (What needs to be taught?)

Curriculum Materials Used (All) Assessments Used (Daily/Weekly/Benchmarks)

Time Line

Reading RL1-18 RF1-4

First 20 days to establish independent reading Skills: Literary Elements Cause and Effect Fact and Opinion Point of View/Perspective Strategies: Monitor and Clarify Summarize Making Inferences Questioning Text Structure Fluency: Appropriate Expression Rate Accuracy

Independent Book Pearson Reading Street Common Core: “Red Kayak” “Island of the Blue Dolphins” “Satchel Paige” “At the Beach” Poetry – Figurative Language

Pearson Baseline Fountas & Pinnell Benchmark AIMSWEB Pearson Weekly Assessments Unit Test

First Quarter

Writing W2, W4 Word Study RF3, RI4, LS5 Language LS1-6

Assess Writing Level BOY Narrative Opinion Research Inquiry “How-To” Descriptive On-Demand Writing Handwriting Short Vowels Long Vowels Long Vowel Digraphs -ed, -ing endings Contractions Word Analysis Four Kinds of Sentences Subject/Predicate Compound and Complex Sentences Common and Proper Nouns Homographs Homonyms Unknown Words

Standard Writing Rubrics Writing Task Templates Graphic Organizers Six Traits Reader’s Notebook Writer’s Notebook Poetry Anthology Pearson Reading Street Pearson Readers’ and Writers’ Notebook Pearson Readers’ and Writers’ Notebook

BOY Benchmark Narrative Piece Opinion Piece Informative Piece Responses to Literature Journal Prompts

Speaking SL1.a Listening SL1.a

Students participate in collaborative discussions about text (one-on-one, group, and teacher led) Summarize the points the speaker makes and explain with evidence Report or present an opinion on a topic or text, and support with main ideas or themes Use visual display in presentation to develop main idea or theme Adapt speech to a variety of contexts and tasks

Stories, Drama, Poetry, and Informational Text Stories, Drama, Poetry, and Informational Text Audio Tapes

Book Talks Teacher Observation of discussions ( one-on-one, group, and teacher led), presentations, Reader's Theatre Response Log Teacher Observation of the Summarization of Collaborative Discussions

NYS Learning/Core Standards

Content (What needs to be taught?)

Curriculum Materials Used (All) Assessments Used (Daily/Weekly/Benchmarks)

Time Line

Reading RL1-18

Skills: Compare and Contrast Context Clues Sequencing Author’s Purpose Point of View Main Idea and Details Strategies: Visualize Inferring Story Structure Monitor and Clarify Summarize Fluency: Appropriate Expression Rate Accuracy

Independent Book Pearson Reading Street Common Core “At the Beach” “Hold the Flag High” “The Ch’i-lin Purse” “A Summer’s Trade” “The Fabulous Perpetual Motion Machine” “Leonardo’s Horse” Poetry – Figurative Language

Pearson Assessments AIMSWEB

Second Quarter

Writing W1-10 Word Study RF3, RF4, RI4 Language LS1-6

Narrative Opinion Research Inquiry Informal Letter Handwriting Digraphs Irregular Plurals Vowel Sounds with r Final Syllables Words with schwa Word Analysis Skills Possessive Nouns Main and Helping Verbs Action and Linking Verbs Subject/Verb Agreement Verb Tenses Principle parts of Regular Verbs

Standard Writing Rubrics Writing Task Templates Graphic Organizers Six Traits of Writing Reader’s Notebook Writer’s Notebook Poetry Anthology

Narrative Piece Opinion Piece Informative Piece Responses to Literature Journal Prompts

Speaking SL1 a-f Listening SL3-6

Students participate in collaborative discussions about text (one-on-one, group, and teacher led) Summarize the points the speaker makes and explain with evidence Report or present an opinion on a topic or text, and support with main ideas or themes Use visual display in presentation to develop main idea or theme Adapt speech to a variety of contexts and tasks

Stories, Drama, Poetry, and Informational Text Audio Support Pearson Website

Book Talks Teacher Observation of discussions ( one-on-one, group, and teacher led), presentations, Reader's Theatre Response Log

NYS Learning/Core Standards

Content (What needs to be taught?)

Curriculum Materials Used (All) Assessments Used (Daily/Weekly/Benchmarks)

Time Line

Reading RL1-6 and 9-11 RI2,4,6,8 RF3,4

Genre: Biography Fiction Realistic Fiction Skills: Fact and Opinion Main Idea and Details Graphic Sources Draw Conclusions Generalize Strategies: Predict and Set Purpose Text Structure Important Ideas Questioning Important Ideas Story Structure

Independent Book Pearson Reading Street Common Core “Mahalia Jackson” “Weslandia” “Tripping Over the Lunch Lady” “Stormi Giovanni Club” Love That Dog Hate That Cat Poetry Anthologies

Pearson Weekly Assessments

Third Quarter

Writing W1-3a,b,c W4-10 Word Study RF3,4 RI4 Language LS1-3 LS 5,6

Narrative Opinion Research Inquiry Informal Letter Handwriting Homonyms Antonyms Affixes: Prefixes pre-, re- Words From Many Cultures Troublesome Verbs Past, Present, and Future Tenses Principle Parts of irregular Verbs Prepositions and Prepositional Phrases Subject and Object Pronouns Pronouns and Antecedents Possessive Pronouns Indefinite and Reflective Pronouns Using Who and Whom

Standard Writing Rubrics Writing Task Templates Graphic Organizers Six Traits Reader’s Notebook Writer’s Notebook Poetry anthologies Handwriting Workbook Pearson Reading Street Pearson Readers’ and Writers’ notebook Pearson Reading Street Pearson Readers’ and Writers’ Notebook

Narrative piece Opinion /Persuasive Piece Informative Piece Responses To Literature Journal prompts

Speaking SL1 a-f Listening SL3-6

Students participate in collaborative discussions about text (one-on-one, group, and teacher led) Summarize the points the speaker makes and explain with evidence Report or present an opinion on a topic or text, and support with main ideas or themes Use visual display in presentation to develop main idea or theme Adapt speech to a variety of contexts and tasks

Stories, Drama, Poetry, and Informational Text Audio Support Pearson Website

Book Talks Teacher Observation of discussions ( one-on-one, group, and teacher led), presentations, Reader's Theatre Reading Response Log

NYS Learning/Core Standards

Content (What needs to be taught?)

Curriculum Materials Used (All) Assessments Used (Daily/Weekly/Benchmarks)

Time Line

Reading RL 1-6, 9-12 RF 3, 4 RI 2, 6, 7, 8

Genre Fiction Expository Novel Skills: Literary Elements: Character, Plot Graphic Sources Author’s purpose Cause and Effect Generalize Draw Conclusions Main Idea/Details Compare and Contrast Fact and Opinion Sequence Strategies: Background knowledge Inferring Monitor and Clarify Summarize Questioning Important Ideas Text Structure Story Structure Predict and Set Purpose

Independent Book Pearson Reading Street Common Core “Skunk Ladder” “Titanic” “Talk With an Astronaut” “Journey to the Center of the Earth” “Ghost Towns of the American West” “The Truth About Austin’s Amazing Bats” “Mystery of Saint Matthew Island” “King Midas and the Golden Touch” “The Hindenburg” “Sweet Music in Harlem” Selected Novel: Walk Two Moons - Creech Poetry Anthologies

Pearson Weekly Assessments Pearson EOY Fountas & Pinnell Benchmark AIMSWEB

Fourth Quarter

Writing W 1-10 LS 1-5, 8 Word Study RF3, RF4, RI4 Language LS1, LS2, LS3, LS4, LS5, LS6

Narrative Opinion/Argument Research inquiry Informal Letter DBQ Essay Handwriting Multisyllabic Words Related Words Greek Word Parts Latin Roots Suffixes: -ous, -sion, -ion, -ation Final Syllable: -ant, -ent, -ance, -ence Easily Confused Words Contractions and Negatives Adjectives and Articles This, That, These, and Those Comparative and Superlative Adverbs Modifiers Conjunctions Commas Quotations and Quotation Marks Punctuation

Standard Writing Rubric Writing Task Templates Graphic Organizers Six Traits Reader’s Notebook Writer’s Notebook Poetry Anthologies Handwriting Workbook Pearson Reading Street Pearson Readers’ and Writers’ Notebook Pearson Reading Street Pearson Readers’ and Writers’ Notebook

Narrative Piece Opinion/Argument Piece Informative Piece Responses to Literature Journal Prompts EOY Benchmark Weekly Assessment Unit Assessment

Speaking SL1 a-f Listening SL3, SL4, SL5, SL6

Students participate in collaborative discussions about text (one-on-one, group, and teacher led) Summarize the points the speaker makes and explain with evidence Report or present an opinion on a topic or text, and support with main ideas or themes Use visual display in presentation to develop main idea or theme Adapt speech to a variety of contexts and tasks

Stories, Drama, Poetry, and Informational Text Stories, Drama, Poetry, and Informational Text Audio Tapes

Book Talks Teacher Observation of discussions ( one-on-one, group, and teacher led), presentations, Reader's Theatre Response Log Teacher Observation of the Summarization of Collaborative Discussions Book Talks Collaborative Discussions Readers Theater