grades k–5 scope and sequence being a writer · scope and sequence the being a writer program...

Being a Writer™ Scope and Sequence, Grades K–5 © Center for the Collaborative Classroom

G R A D E S K – 5S C O P E A N D S E Q U E N C E

The Being a Writer program combines a writing process approach with guided instruction to

ensure students learn and practice the craft and conventions of writing. Every lesson operates

in the context of a caring classroom community, crucial to motivating and inspiring students

to grow as writers, thinkers, and principled people. The program is built on the assumption

that academic and social learning flourish when they are integrated naturally, rather than

pursued separately.

The following scope and sequence provides a detailed outline of the program’s development of

writing skills and genres across grade levels.

Being a Writer™

SECOND EDITION

1


WRITING DEVELOPMENT ACROSS THE GRADES

The table below provides a snapshot of how learning in writing process, craft, and genre is developed over grades K–5.

Writing Process and Craft K 1 2 3 4 5

Write daily for various purposes and audiences ■ ■ ■ ■ ■ ■

Generate ideas for writing ■ ■ ■ ■ ■ ■

Choose writing topics ■ ■ ■ ■ ■ ■

Extend writing to tell more ■ ■ ■ ■ ■ ■

Confer with the teacher ■ ■ ■ ■ ■ ■

Reread writing for sense ■ ■ ■ ■ ■ ■

Learn about conventions from published works ■ ■ ■ ■

Publish pieces of writing ■ ■ ■ ■ ■ ■

Read and share published pieces with the class ■ ■ ■ ■ ■ ■

Write for sustained periods of time ■ ■ ■ ■ ■ ■

Learn about elements of craft and/or genre from published works ■ ■ ■ ■ ■ ■

Analyze writing for specific purposes (e.g., descriptive words, dialogue) and revise

■ ■ ■ ■ ■

Keep a writer’s notebook for ideas and drafts ■ ■ ■ ■

Develop a relaxed, uninhibited attitude about writing ■ ■ ■

Cultivate creativity ■ ■ ■

Confer in pairs ■ ■ ■ ■

Give and receive feedback ■ ■ ■ ■

Proofread and edit for spelling ■ ■ ■ ■ ■

Proofread and edit for conventions (e.g., grammar, usage, punctuation)

■ ■ ■ ■ ■

Revise based on partner feedback ■ ■ ■ ■

■ formally taught informally experienced

2


The students learn and apply elements of the following genres: K 1 2 3 4 5

Narrative Writing

Units 1–3 Unit 1; Unit 2, Weeks 3–6; Units 3–4

Units 1–3 Unit 1; Personal Narrative and Fiction genre units

Unit 1; Personal Narrative and Fiction genre units

Unit 1; Personal Narrative and Fiction genre units

Expository Nonfiction (or Informative Writing)

Unit 4 Unit 5 Unit 4 Unit 1; Expository Nonfiction genre unit

Unit 1; Expository Nonfiction genre unit

Unit 1; Expository Nonfiction genre unit

Opinion Writing*Unit 6 Unit 7 Unit 6 Opinion

Writing genre unit

Opinion Writing genre unit

Opinion Writing genre unit

PoetryUnit 5 Unit 6 Unit 7 Unit 1;

Poetry genre unit

Unit 1; Poetry genre unit

Unit 1; Poetry genre unit

Letter Writing**

Unit 5 Letter Writing genre unit (not in core)**

Letter Writing genre unit (not in core)**

Letter Writing genre unit (not in core)**

Functional Nonfiction (or Explanatory Writing)

Functional Writing genre unit

Unit 1; Functional Writing genre unit

Unit 1; Functional Writing genre unit

* Opinion writing is also taught in Writing About Reading activities.

** Instruction in letter writing at grades 3–5 is available separately as supplemental writing genre units. Visit the Center for the Collaborative Classroom’s website (collaborativeclassroom.org) for ordering information.

3


DEVELOPMENT ACROSS THE GRADES

Elements of Personal Narrative Writing Craft Language Skills and Conventions

Grade

K •Writing about true stories from students’ own lives

•Visualizing story ideas •Drawing and writing to tell a story

•Using letters, words, or sentences to tell a story

Grade

1 •Writing about true stories from students’ own lives

•Writing stories with beginning, middle, and end • Including feelings in stories •Exploring temporal words •Exploring features of book covers

•Capitalizing proper nouns •Using exclamation points

Grade

2 •Writing about interesting events or topics from students’ own lives

•Rereading and adding to writing •Adding sight and sound words

•Capitalizing beginnings of sentences •Punctuating sentences •Capitalizing proper nouns

Grade

3 •Writing about interesting events or topics from students’ own lives

•Using sensory details •Using temporal words and phrases •Writing engaging openings •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (then/than; your/you’re) •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing about single events from students’ own lives

•Using sensory details •Using transitional words and phrases •Writing engaging openings •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (its/it’s; to/too/two) •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing about significant experiences from students’ own lives •Exploring how those experiences resulted in learning or change

•Using sensory details •Writing engaging openings •Adding information about learning or change •Writing endings that draw a story’s events to a close

• Identifying and correcting commonly misused words (there/their/they’re) •Maintaining consistency in verb tenses •Recognizing and correcting sentence fragments •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Personal NarrativeGenre

4



Genre Nonfiction

Elements of Nonfiction Writing Craft Language Skills and Conventions

Grade

K •Writing observations and facts about a topic •Exploring text features (e.g., tables of contents, labels)

•Generating questions •Conducting interviews to gather information about both a person in the school and a partner •Examining objects to determine facts about them

•Exploring writing and punctuating sentences •Using question words •Approximating spelling •Using the word wall

Grade

1 •Exploring characteristics and features of nonfiction text (e.g., table of contents, chapters) •Writing facts, questions, and other true information •Writing about themselves, the class, a place in the school, partners, and favorite objects

•Generating questions •Conducting interviews to gather information about partners •Examining objects to determine facts about them •Writing opening and closing sentences

•Capitalizing the beginnings of sentences and using ending punctuation •Using question marks •Proofreading for spelling, punctuation, and capitalization

Grade

2 •Writing questions, observations, notes, facts, and other true information •Exploring text features (e.g., tables of contents, glossaries, illustrations, and diagrams) •Participating in shared research about polar regions and selecting a topic to write about

•Generating questions • Listening to short passages of text and reporting what was learned •Guided writing of brief notes about what was learned •Using temporal words •Writing opening and closing sentences

•Capitalizing the beginnings of sentences and using ending punctuation •Using question marks •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Exploring Q&A, ABC, and other nonfiction formats •Selecting an animal to research and write about •Exploring text features (e.g., tables of contents, illustrations, and captions)

•Doing pre-research writing and generating questions • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts, details, and definitions related to the topic •Using transitional words and phrases •Writing interesting introductions and endings •Writing tables of contents

•Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

(continues)

5


Elements of Nonfiction Writing Craft Language Skills and Conventions

Grade

4 •Exploring Q&A and other nonfiction formats •Selecting a country to research and write about •Exploring text features (e.g., maps and diagrams)

•Doing pre-research writing and narrowing research focus • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts and examples related to the topic •Using transitional words and phrases •Writing interesting introductions and endings •Writing author biography sections and tables of contents

•Capitalizing languages, religions, and holidays •Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

Grade

5 •Exploring different ways to communicate information •Selecting any nonfiction topic to research and write about •Exploring text features (e.g., sidebars and glossaries)

•Doing pre-research writing and narrowing research focus • Identifying effective keywords for an Internet search •Taking notes and organizing information by subtopic •Employing facts and examples related to the topic •Using transitional words and phrases •Creating text features •Writing interesting introductions •Writing author biography sections and bibliographies

•Citing resources •Recognizing and correcting run-on sentences •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar

DEVELOPMENT ACROSS THE GRADES (continued)

6



Elements of Poetry Writing Craft Language Skills and Conventions

Grade

K •Acting out and visualizing poems •Writing poems about topics of interest

•Generating shared lists of descriptive, movement, and color words •Using descriptive language (movement, sound, and color words)

•Approximating spelling •Using the word wall

Grade

1 •Exploring sound and imagery in poems •Writing poems about topics of interest

•Generating lists of interesting sound and movement words •Using figurative language (personification, metaphor, and simile) •Using descriptive language (sound and movement words)

•Approximating spelling •Using the word wall

Grade

2 •Exploring sound and imagery in poems •Writing poems about topics of interest

•Generating lists of interesting and descriptive words •Using figurative language (simile and metaphor) •Using descriptive language (words that describe how things look and move)

•Proofreading for spelling

Grade

3 •Exploring sound, imagery, and form in poems •Writing poems about topics of interest

•Generating ideas for poems •Using sensory details •Using onomatopoeia and repetition of words and sounds •Using personification •Exploring placement of words and letters on the page and shapes of poems

•Exploring how poets follow or intentionally break punctuation and capitalization rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

Grade


•Generating ideas for poems •Using sensory details •Using simile and personification •Using onomatopoeia and repetition of words and sounds •Using rhythm and rhyme •Exploring the length of lines, number of lines and stanzas, placement of words on the page, and shapes of poems

•Exploring how poets follow or intentionally break punctuation rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

Grade


•Generating ideas for poems •Using sensory details •Using metaphor, simile, and personification •Using onomatopoeia and repetition of words and sounds •Using rhythm and rhyme •Exploring the length of lines, number of lines and stanzas, placement of words on the page, and shapes of poems

•Exploring how poets follow or intentionally break punctuation and capitalization rules for poetic effect •Proofreading for spelling and (if applicable) punctuation

PoetryGenre

7


Elements of Opinion Writing Writing Craft Language Skills and Conventions

Grade

K •Writing about personal opinions •Using reasons to support opinions

•Exploring writing clear statements of opinion •Approximating spelling •Using the word wall •Capitalizing the pronoun I •Capitalizing sentences and using ending punctuation

Grade

1 •Writing about personal opinions •Using reasons to support opinions

•Exploring writing clear statements of opinion •Exploring opening and closing sentences that state students’ opinions

•Using conjunctions to connect words, phrases, and sentences •Proofreading for punctuation and spelling

Grade

2 •Writing about personal opinions, including persuasive letters •Using reasons to support opinions

• Identifying audience and purpose for opinion writing •Exploring writing clear statements of opinion •Exploring opening and closing sentences that state students’ opinions •Using linking words to connect opinions and reasons

•Capitalizing proper nouns •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Writing about personal opinions •Using reasons to support opinions

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring clear, direct openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

•Recognizing and correcting sentence fragments •Using adjectives to make essays more persuasive •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing about personal opinions •Using reasons to support opinions •Adding facts and details to reasons

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring strong openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

• Identifying and indenting paragraphs •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing about personal opinions •Using reasons to support opinions •Adding facts and details to reasons

• Identifying the audience and purpose of opinion writing •Writing clear statements of opinion •Exploring strong openings and conclusions that restate the opinion •Using transitional words and phrases to connect opinions and reasons

•Placing commas after introductory words, phrases, and clauses •Recognizing and correcting sentence fragments •Proofreading for spelling, punctuation, and grammar


Opinion WritingGenre

8


Elements of Fiction Writing Craft Language Skills and Conventions

Grade

1 •Exploring imaginary topics and events •Adding details to writing and illustrations to

help readers imagine what is happening in stories and to make them more interesting

•Capitalizing first letter of sentences •Using end punctuation

Grade

2 • Informally exploring character •Exploring purely imaginary vs. realistic fiction

•Using descriptive words •Using dialogue •Exploring features of published books (e.g., title page, dedication, author notes, back cover blurb)

•Approximating spelling of polysyllabic words •Capitalizing I and proper nouns •Using question marks and exclamation points •Punctuating speech •Proofreading for spelling, punctuation, and capitalization

Grade

3 •Developing characters using actions, description, speech, and thoughts •Exploring settings

•Using descriptive details to convey character •Using temporal words and phrases to convey event order •Writing endings that bring a story’s events to a close •Writing creative and effective titles

•Using interesting verbs and adverbs •Recognizing and correcting run-on sentences •Punctuating speech •Proofreading for spelling, punctuation, and grammar

Grade

4 •Describing settings that work within a story •Developing characters through speech and thoughts

•Using descriptive details to convey setting •Using transitional words and phrases •Writing endings that bring a story’s events to a close

•Using interesting adjectives •Exploring first- and third-person points of view •Punctuating speech •Recognizing and correcting run-on sentences •Punctuating for effect •Proofreading for spelling, punctuation, and grammar

Grade

5 •Developing interesting plots that make sense (e.g., imaginary vs. real events, messy situations) •Continuing to develop characters and settings

•Using descriptive details to convey character and setting •Using transitional words and phrases •Connecting things that happen in the plot to what comes before and after

•Using prepositions and prepositional phrases •Exploring first- and third-person points of view •Maintaining consistent verb tense •Punctuating speech •Recognizing and correcting run-on sentences •Proofreading for spelling, punctuation, and grammar


FictionGenre

9


Genre

Elements of Letter Writing Writing Craft Language Skills and Conventions

Grade

2 •Writing friendly letters • Identifying audience and purpose for letter

writing •Punctuating the parts of a letter •Proofreading for spelling, punctuation, and capitalization

Grade

3*

•Writing friendly letters • Identifying audience, purpose, and tone for letter writing •Using conversational language

•Punctuating the parts of a letter •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing friendly letters and thank-you notes • Identifying audience, purpose, and tone for

letter writing •Adding sensory details

•Punctuating the parts of a letter •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing informal and formal letters • Identifying audience, purpose, and tone for

letter writing •Adding anecdotes and sensory details

• Formatting and punctuating the parts of informal and formal letters •Proofreading for spelling, punctuation, and grammar


Letter Writing

* Instruction in letter writing at grades 3–5 is available separately as supplemental writing genre units. Visit Center for the Collaborative Classroom’swebsite (collaborativeclassroom.org) for ordering information.

10



Elements of Functional Writing Writing Craft Language Skills and

Conventions

Grade

3 •Writing directions for how to take care of something, draw something, and do a craft project

• Identifying audience and purpose for functional writing •Checking directions for sequence, completeness, accuracy, and clarity

•Using coordinating conjunctions, such as and, but, and or •Proofreading for spelling, punctuation, and grammar

Grade

4 •Writing directions for recipes, cartoon drawings, and games

• Identifying audience and purpose for functional writing •Checking directions for sequence, completeness, accuracy, and clarity

•Using modal auxiliaries, such as can, may, and must •Proofreading for spelling, punctuation, and grammar

Grade

5 •Writing directions for moving from one place in the classroom and school to another

• Identifying audience and purpose for functional writing •Checking directions for completeness, accuracy, clarity, specific language, and details

•Using correlative conjunctions, such as either/or and both/and •Proofreading for spelling, punctuation, and grammar

Functional WritingGenre

11


The table below gives an overview of some of the social goals of the program, the social skills taught in support of those goals, and the grade levels at which they are taught. Social skills are taught when developmentally appropriate; a skill that is formally taught in the primary grades will be reviewed and integrated in subsequent grades.

Examples of Social Goals

Examples of Skills Taught to Support the Goal K 1 2 3 4 5

Students listen respectfully to the thinking of others and share their own.

Speak clearly. ■ ■ ■

Listen to one another. ■ ■ ■

Give their full attention to the person who is speaking. ■ ■ ■

Share their partners’ thinking with the class. ■ ■ ■

Students work in a responsible way.

Handle materials responsibly. ■ ■ ■ ■ ■ ■

Use Writing Time responsibly. ■ ■ ■ ■ ■ ■

Confer in pairs responsibly. ■ ■ ■ ■

Students express interest in and appreciation for one another’s writing.

Ask one another questions about their writing. ■ ■ ■ ■ ■ ■

Use the prompt “I found out” to express interest in one another’s writing. ■ ■ ■

Students make decisions and solve problems respectfully.

Discuss and solve problems that arise while working with others. ■ ■ ■ ■ ■ ■

Reach agreement before making decisions. ■ ■ ■ ■ ■ ■

Students act in fair and caring ways.

Share materials fairly. ■ ■ ■ ■ ■ ■

Act considerately toward others. ■ ■ ■ ■ ■ ■

Students help one another improve their writing.

Ask for and receive feedback about their writing. ■ ■ ■ ■

Give feedback in a helpful way. ■ ■ ■ ■

■ goal formally taught goal reviewed and integrated

12

Kindergarten Skills and Conventions

Skill/Convention

Unit 1: The Writing Community

Unit 2: Getting Ideas

Unit 3: Telling More

Unit 4: Just the

Facts

Unit 5: Exploring

Words Through Poetry

Unit 6: Opinion Writing

Unit 7: Revisiting

the Writing Community

Draw pictures to tell stories ■

Tell stories/ideas orally before writing ■

Label pictures using letters or words that relate to the writing

■

Write left-to-right and top-to-bottom ■

Use a word wall to spell high-frequency words

■

Use spaces between words ■

Write sentences ■

Capitalize the first letters of sentences ■

Use periods at the ends of sentences ■

Approximate spelling using letter–sound correspondence

■

Use frequently occurring prepositions ■

Add -s or -es to form plural nouns ■

Understand and use question words ■

■ skill introducedskill practiced

The Skills and Conventions tables on the following pages shows where skills and conventions for each grade level are taught directly in the core lessons and suggestions for where they might be practiced.

Being a Writer™ Scope and Sequence, Grades K–5 © Center for the Collaborative Classroom 13

Grade 1 Skills and Conventions

Skill/Convention

Unit 2: Getting

Ideas


Unit 4: Writing Stories

About Me

Unit 5: Writing

Nonfiction

Unit 6: Exploring

Words Through Poetry


Unit 8: Revisiting


GRAMMAR AND USAGE

Complete sentences ■ ■

Singular nouns ■

Plural nouns ■

Verbs ■ ■

Using nouns and verbs in sentences ■ ■ ■

Declarative and interrogative sentences

Common and proper nouns

Present- and past-tense verbs ■ ■

Exclamatory sentences

Adjectives ■

Prepositions ■

Pronouns ■ ■

PUNCTUATION AND CAPITALIZATION

Commas in a series ■ ■

Conjunctions and commas in compound sentences

■ ■

■ Skill Practice Teaching Guide lesson referenced in a Skill Practice NoteInstruction provided and Skill Practice Teaching Guide lesson referenced in the unit



Skill/Convention

Unit 1: The Writing Community


Unit 3: Fiction

Unit 4: Nonfiction

Unit 5: Letter

Writing

Unit 6: Poems and

Words


Unit 8: Revisiting


GRAMMAR AND USAGE

Complete sentences ■ ■ ■ ■

Declarative and interrogative sentences

■ ■ ■ ■ ■

Exclamatory and imperative sentences

■ ■ ■ ■

Compound sentences ■

Collective nouns ■

Proper nouns ■ ■

Reflexive pronouns ■

Adjectives ■ ■ ■


Commas in a series

Commas in greetings and closing of letters

Apostrophes in contractions

■

Apostrophes in possessives

■

Quotation marks



15


Skill/Convention

Unit 2: The Writing

Process

Genre: Personal Narrative

Genre: Fiction

Genre: Expository Nonfiction

Genre: Functional

Writing

Genre: Opinion Writing

Genre: Poetry

Unit 9: Revisiting


GRAMMAR AND USAGE

Complete sentences

Recognize and correct incomplete sentences

Compound sentences ■

Complex sentences ■

Singular and plural nouns

Common and proper nouns

Subjects, objects, and pronouns

■

Possessive pronouns

Verbs ■

Regular and irregular verbs

■

Adjectives ■

Comparative and superlative adjectives

Adverbs

Comparative and superlative adverbs


Words in titles ■ ■

Contractions

Commas in addresses ■ ■ ■ ■ ■

Commas and quotation marks in dialogue




Skill/Convention

Unit 2: The Writing

Process


Genre: Fiction


Genre: Functional

Writing


Genre: Poetry

Unit 9: Revisiting


GRAMMAR AND USAGE

Complete sentences

Recognize and correct sentence fragments

Recognize and correct run-on sentences

Singular, plural, and possessive nouns

■

Subject and object pronouns

■

Possessive pronouns ■

Commonly misused words

Verbs

Progressive verb tenses

Adjectives and order of adjectives in sentences


Commas in dates, addresses, greetings, and closings of letters

■ ■ ■ ■ ■ ■ ■

Commas and quotation marks in dialogue and direct quotations



17


Skill/Convention

Unit 2: The Writing

Process


Genre: Fiction


Genre: Functional

Writing


Genre: Poetry

Unit 9: Revisiting


GRAMMAR AND USAGE

Complete sentences

Compound sentences

Recognize and correct fragments and run-on sentences

Nouns and possessive nouns

■

Possessive pronouns ■

Verbs ■

Perfect verb tenses

Shifts in verb tense

Adjectives

Prepositions and prepositional phrases

Correlative conjunctions


Commas in a series

Commas after introductory phrases and clauses

Commas to set off yes and no, tag questions, and nouns of direct address

■

Commas and quotation marks in dialogue and direct quotations



Making Meaning® Scope and Sequence, Grades K–5 © Center for the Collaborative Classroom

G R A D E S K – 5S C O P E A N D S E Q U E N C E

The Making Meaning program integrates the academic rigor of reading instruction with

collaborative structures that teach students to make sense of text, support their own

opinions, and appreciate and respect the ideas of others. Each lesson is built on the

assumption that academic and social learning flourish when they are integrated naturally,

rather than pursued separately.

The following scope and sequence details the comprehension strategies taught by the

program, along with the vocabulary words and word-learning strategies students

encounter.

THIRD EDITION

19


Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.

THE GRADE 3 COMPREHENSION STRATEGIES

The strategies that follow are formally taught or informally experienced in grade 3 of the program.

• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 3, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.

• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 3, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.

• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is about before they read, speculate about what is happening while they read, and ask questions after they read to gauge their understanding. In Making Meaning grade 3, the students wonder and ask questions before, during, and after a read-aloud to make sense of a text.

• Using text features. Readers who understand that expository texts have commonfeatures, such as tables of contents and indexes, headings and subheadings, anddiagrams and charts, use those features to help them unlock a text’s meaning. InMaking Meaning grade 3, the students identify features of expository texts and usethose features to help them understand the texts.

• Making inferences. Not everything communicated by a text is directly stated. Goodreaders use their prior knowledge and the information in a text to understand impliedmeanings. Making inferences helps readers move beyond the literal to a deeperunderstanding of texts. In Making Meaning grade 3, the students make inferences tothink more deeply about both fiction and nonfiction texts.

20


• Analyzing text structure. Proficient readers use their knowledge of narrative andexpository text structure to approach and comprehend texts. For example, readers whounderstand that stories have common elements, such as setting, characters, and plot,have a framework for thinking about stories. Readers who understand that authors ofexpository texts organize information through text structures, such as chronologicalorder, cause and effect, and compare and contrast, use those structures to understandand remember the information. In Making Meaning grade 3, the students use storyelements to help them think about stories.

• Summarizing. Summarizing is the process of identifying and bringing together theessential ideas in a text. Readers summarize as a way of understanding what they haveread and communicating it to others. In Making Meaning grade 3, the students identifyimportant ideas and use those ideas to summarize informally.

• Determining important ideas. Determining the important ideas in a text helps readersidentify information that is essential to know and remember. What is identified asimportant in a text will vary from reader to reader, depending on the purpose forreading and prior knowledge. In Making Meaning grade 3, the students identify whichideas in texts are important to understand and remember and support their thinkingwith evidence from the texts.

21


INDEPENDENT WORD-LEARNING STRATEGIES

Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 3, the students learn the following strategies:

• Recognizing synonyms

• Recognizing antonyms

• Using the prefixes un- and re- to determine word meanings

• Using the suffixes -est and -ful to determine word meanings

• Using context to determine word meanings

• Recognizing idioms

• Recognizing shades of meaning

• Recognizing words with multiple meanings

• Using a print dictionary to determine word meanings

• Using an online dictionary to determine word meanings

• Using a glossary to determine word meanings

Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word plop in Week 3.) For additional practice in using the strategies, More Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.

The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.

Independent Word-learning Strategy K 1 2 3 4 5

Recognizing synonyms ■ ■ ■ ■ ■ ■

Recognizing antonyms ■ ■ ■ ■ ■ ■

Using context to determine word meanings ■ ■ ■ ■ ■

Recognizing shades of meaning ■ ■ ■ ■ ■ ■

Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■

Using inflectional endings ■ ■

Using knowledge of compound words to determine meanings ■

Using prefixes to determine meanings ■ ■ ■ ■

(continues)

22


Independent Word-learning Strategy K 1 2 3 4 5

Using suffixes to determine meanings ■ ■ ■ ■

Using Greek and Latin roots to determine word meanings ■ ■ ■

Recognizing idioms, adages, and proverbs ■ ■ ■

Using a dictionary, glossary, or thesaurus ■ ■ ■ ■

■ formally taught informally explored or reviewed

(continued)

23


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exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce

practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn

weakwelcomewhirlwild

GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence

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VOCABUL ARY WORDS K–5

(continues)

24


(continued)

(continues)

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twirlundergrounduntidyvegetationwanderwobblewonderwriggle

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downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary

notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist

treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper

GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered

25


(continues)

coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy

flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of

hearthave eyes in the

back of your head

hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity

originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm

strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into

somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh

GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre

blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience

(continued)

26


(continues)

featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an

eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery

jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice

reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn

GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice

devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract

(continued)

27


internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless

mystifynegativenourishon pins and

needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure

protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence

significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong

thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread

wobbly

(continued)

28

WHOLE-CLASS INSTRUCTION

K 1 2

SHARED READING

Phonological Awareness/Decoding

Rhyme ■ ■

Syllables (segmenting, clapping, counting) ■ ■

Letter names and sounds ■

Word recognition and analysis ■ ■

High-frequency words ■ ■

Recognizing classmates’ names ■ ■

Rebuilding sentences ■ ■

Sorting words by concepts, sounds, or syllables ■ ■

Comprehension

Retelling ■ ■

Making text-to-self connections ■ ■

Making text-to-text connections ■ ■

Making predictions ■ ■

Identifying details and facts in informational text ■ ■

Visualizing ■ ■

Using illustrations to build comprehension ■ ■

Responding to/engaging with text in a variety of modalities ■ ■

Concepts of Print and Book

Directionality ■ ■

Tracking print ■ ■

Concept of letters and words ■ ■

Front cover, author, illustrator ■ ■

Features of a sentence ■ ■

Different text types: poems, books, stories ■ ■

Recognizing punctuation ■ ■

Being a Reader™ Grades K–2 Scope and SequenceFor whole-class and small-group instruction

(continues)

■ = formally instructed

© Center for the Collaborative Classroom Being a Reader® Scope and Sequence, Grades K–2 29

K 1 2

SHARED READING

Author’s Craft

Alliteration ■ ■

Rhyme ■ ■

Patterns ■ ■

Onomatopoeia ■ ■

Figurative language ■ ■

Oral Fluency

Echo reading ■ ■

Choral reading ■ ■

Reading with attention to punctuation ■ ■

Reading with attention to a character’s feelings ■ ■

Reading with attention to typography ■ ■

HANDWRITING

Capital letters ■

Lowercase letters ■ ■

Punctuation marks ■ ■

Spaces between words ■

INDEPENDENT WORK

Handles materials responsibly ■ ■ ■

Uses a quiet voice ■ ■ ■

Gets started right away ■ ■ ■

Works for the whole time ■ ■ ■

Cleans up ■ ■ ■

WORD STUDY

Short vowels ■

Long vowels with final e ■

Complex vowels ai, ay, oa, ow, igh, y, ee, ea, oo, ew, ou, ow, oi, oy, au, aw ■

r-controlled vowels er, ir, ur, ar, or ■

Inflectional endings -ed, -ing ■

Alphabetizing ■

Consonant-l-e syllables ■

(continues)

WHOLE-CLASS INSTRUCTION (continued)


(continued)


WHOLE-CLASS INSTRUCTION (continued)

K 1 2

SHARED READING

Open and closed syllables ■

Syllabication strategies ■

Prefixes re-, un- ■

Suffixes -er, -est, -ly, -or, -ist, -ful, -less, -tion, -ion, -sion, -ment, -ness, -able, -ible ■

Homophones, synonyms, antonyms ■

Compound words ■


WORD STUDY (continued)

© Center for the Collaborative Classroom

Being a Reader® Scope and Sequence, Grades K–2 Being a Reader® Scope and Sequence, Grades K–2

Being a Reader® Scope and Sequence, Grades K–2

Being a Reader® Scope and Sequence, Grades K–2 31

SMALL-GROUP INSTRUCTION

Small-group Reading for Emerging Readers Small-group Reading for Developing Readers

Set 1 Set 2 Set 3 Set 4 Set 5 Set 6 Set 7 Set 8 Set 9 Set 10 Set 11 Set 12

Phonological Awareness

Oral blending ■ ■ ■ ■ ■

Oral segmenting ■ ■ ■ ■ ■

Identifying beginning sounds ■

Identifying middle sounds ■ ■ ■

Identifying ending sounds ■ ■

Blending onsets and rimes ■ ■

Identifying and producing rhymes ■ ■

Identifying syllables ■ ■

Dropping first sound ■

Dropping initial blend ■

Dropping last sound ■

Phonics and Decoding

Single consonants ■ ■ ● ● ● ● ● ● ● ● ● ●

Short vowels/CVC pattern ■ ■ ● ● ● ● ● ● ● ● ● ●

th, sh, ch, tch, dge ■ ■ ● ● ● ● ● ● ● ● ●

Consonant blends ■ ● ● ● ● ● ● ● ● ●

Inflectional endings -ed, -ing ■ ■ ● ● ● ● ● ● ● ●

Inflectional endings -s, -es ■ ■ ● ● ● ● ● ● ● ●

Long vowels/CVCE pattern ■ ● ● ● ● ● ● ● ●

ee, ea ■ ● ● ● ● ● ● ● ●

r-controlled vowels er, ir, ur, ar, or ■ ● ● ● ● ● ● ● ●

ai, ay, oa, ow, oo, ew, igh, final y ■ ● ● ● ● ● ● ●

all, au, aw ■ ● ● ● ● ● ● ●

wr, kn ■ ● ● ● ● ● ● ●

oi, ow, ou ■ ● ● ● ● ● ● ●

ci, ce, cy ■ ● ● ● ● ● ● ●

Word Analysis

Reading polysyllabic words ■ ■ ■ ■ ■ ■ ● ● ● ●

Reading compound words ■ ■ ■ ● ■ ● ● ● ●

Analyzing polysyllabic words ■ ■ ● ● ● ●

Recognizing homophones ■ ■ ● ● ● ● ● ● ●

High-frequency Words ■ ■ ■ ■ ■ ● ● ● ● ● ● ●

■ = formally instructed = informally instructed ● = applied





Phonological Awareness

Oral blending ■ ■ ■ ■ ■

Oral segmenting ■ ■ ■ ■ ■

Identifying beginning sounds ■

Identifying middle sounds ■ ■ ■

Identifying ending sounds ■ ■

Blending onsets and rimes ■ ■

Identifying and producing rhymes ■ ■

Identifying syllables ■ ■

Dropping first sound ■

Dropping initial blend ■

Dropping last sound ■

Phonics and Decoding

Single consonants ■ ■ ● ● ● ● ● ● ● ● ● ●

Short vowels/CVC pattern ■ ■ ● ● ● ● ● ● ● ● ● ●

th, sh, ch, tch, dge ■ ■ ● ● ● ● ● ● ● ● ●

Consonant blends ■ ● ● ● ● ● ● ● ● ●

Inflectional endings -ed, -ing ■ ■ ● ● ● ● ● ● ● ●

Inflectional endings -s, -es ■ ■ ● ● ● ● ● ● ● ●

Long vowels/CVCE pattern ■ ● ● ● ● ● ● ● ●

ee, ea ■ ● ● ● ● ● ● ● ●

r-controlled vowels er, ir, ur, ar, or ■ ● ● ● ● ● ● ● ●

ai, ay, oa, ow, oo, ew, igh, final y ■ ● ● ● ● ● ● ●

all, au, aw ■ ● ● ● ● ● ● ●

wr, kn ■ ● ● ● ● ● ● ●

oi, ow, ou ■ ● ● ● ● ● ● ●

ci, ce, cy ■ ● ● ● ● ● ● ●

Word Analysis

Reading polysyllabic words ■ ■ ■ ■ ■ ■ ● ● ● ●

Reading compound words ■ ■ ■ ● ■ ● ● ● ●

Analyzing polysyllabic words ■ ■ ● ● ● ●

Recognizing homophones ■ ■ ● ● ● ● ● ● ●

High-frequency Words ■ ■ ■ ■ ■ ● ● ● ● ● ● ●

(continues)




Fluency

Phrasing (grouping words together) ■ ■

Paying attention to punctuation ■ ■ ■ ■

Paying attention to characters’ feelings ■ ■ ■ ■ ■ ■

Reading for listeners ■ ■ ■ ■

Comprehension

Exploring text features ■ ■ ■ ■ ■

Sequencing and retelling ■ ■ ■

Understanding character (and setting) ■ ■ ■ ■

Understanding problem and solution ■ ■

Making text-to-self connections ■ ■ ■ ■

Making text-to-text connections ■ ■ ■ ■

Determining topic ■ ■ ■

Wondering ■ ■ ■

Making and supporting predictions ■ ■

Determining theme ■ ■

Self-monitoring and Self-correcting

Self-monitoring and Self-correcting ■ ■ ■

Generating Independent Thinking

Sharing and supporting opinions ■ ■ ■

Responding to literature ■ ■ ■ ■ ■

SMALL-GROUP INSTRUCTION (continued)

■ = formally instructed = informally instructed ● = applied




Fluency

Phrasing (grouping words together) ■ ■

Paying attention to punctuation ■ ■ ■ ■

Paying attention to characters’ feelings ■ ■ ■ ■ ■ ■

Reading for listeners ■ ■ ■ ■

Comprehension

Exploring text features ■ ■ ■ ■ ■

Sequencing and retelling ■ ■ ■

Understanding character (and setting) ■ ■ ■ ■

Understanding problem and solution ■ ■

Making text-to-self connections ■ ■ ■ ■

Making text-to-text connections ■ ■ ■ ■

Determining topic ■ ■ ■

Wondering ■ ■ ■

Making and supporting predictions ■ ■

Determining theme ■ ■

Self-monitoring and Self-correcting

Self-monitoring and Self-correcting ■ ■ ■

Generating Independent Thinking

Sharing and supporting opinions ■ ■ ■

Responding to literature ■ ■ ■ ■ ■


Small-group Instruction OFoundational Skills Instruction Being a Reader,™ Sets 1–5


WEEK PHONOLOGICAL AWARENESS DAY 1 AND 2

PHONOLOGICAL AWARENESS DAY 3 SPELLING-SOUNDS HIGH-FREQUENCY

WORDSGUIDED SPELLING

(WRITING PRACTICE) COMPREHENSION FOCUS

NEW BOOK AND PRACTICE/RETEACH BOOK

(CONTROLLED-VOCABULARY TEXTS)

FOUNDATIONAL SKILLS ASSESSMENT

SET 1

1 Blending/segmenting: cvc words with s, n, a

Identifying first sound Consonant sounds: s /s/, n /n/ he, she s, n Reading meaningful text to develop a sense of themselves as readers

We Can Read Entry point

2 Blending/segmenting: cvc words with m, t, s, n, a

Identifying first sound Consonant sounds: m /m/, t /t/ can't, isn't m, t Beginning to understanding the single event in the story and characters

We Can't See!

3 Blending/segmenting: cvc words with s, n, a, m, t, r, i

Identifying first sound Short vowel sound: a_ /ă/ to, get tan, andman, Sam, seeSam ran.

Beginning to understanding the single event in the story and characters

Nan and Sam

4 Blending/segmenting: cvc words with s, n, a, m, t, r, i

Identifying last sound Consonant sound: r /r/ Short vowel sound: i_ /ĭ/

no, yes ram, rat, toin, it, getNan sat.


It Can Sit! Nat the Rat

Mastery test

5 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f

Identifying last sound Consonant sound: f /f/ down, go fit, tan, yesin, fat, noThe man fit.


Go Down, Fat Fish

6 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f, h, u

Identifying last sound Consonant sound: h /h/ Short vowel sound: u_ /ŭ/

where, my hat, tan, downhut, fun, goSam can hum.


Where Is My Hat? Can You See My Fish?


Indentifying middle sound Consonant sound: d /d/ Short vowel sound: o_ /ŏ/

by, here fan, did, wheremom, hot, myDot had fun.


My Cat Dot


Identifying middle sound Consonant sound: c, ck, k /k/ saw, they cat, had, bycap, dock, hereCam is sick.


The KickKat and Rick Get a Rock

Mastery test

FOUNDATIONAL SKILLS INSTRUCTION

Sets

1–5Kindergarten Shared Reading High-frequency Word List

Week 3 the, and

Week 4 I, see, a, me, you

Week 5 we, are

Week 6 can

Week 8 is

(continues)

© Center for the Collaborative Classroom 36










SET 2

1 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f, h, u, b

Blending onsets and rimes: /at/

Consonant sound: b /b/ was, little bat, hit, sawbig, cub, theyBud was sad.


Rub-a-Dub-Dub Entry point

2 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f, h, u, b, p

Blending onsets and rimes: /an/

Consontant sound: p /p/ put, what fit, sack, waspick, map, littleThe pup hid.


Pat and Pam The Pet

3 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f, h, u, b, p, l, g

Blending onsets and rimes: /it/

Consonant sounds: l /l/, g /g/ do, like lock, pup, whathug, lap, putIs Gus big?


Gus

4 Blending/segmenting: cvc words with s, n, a, m, t, r, i, f, h, u, b, p, l, g, e, w

Blending onsets and rimes: /ot/ /og/

Short vowel sound: e /ĕ/ Consonant sound: w /w/

have, home hen, mud, doden, web, likeI got wet.

Beginning to making meaning from the single topic nonfiction text

We Have HomesWag

Mastery test

5 Blending/identifying last sound

Blending onsets and rimes: /in/

Diagraph: th /th/ /TH/, Consonant sound: y /y/

said, of path, big, haveleg, yap, homeSee this yak.


Sled Dogs


Blending onsets and rimes: /et/

Consonant sound: v /v/ Diagraph: sh /sh/

her, his fun, vet, saidmash, van, ofI like the vet.


What Vets DoWe Have Fish


Blending onsets and rimes: /en/

Consonant sound: x /ks/ Digraph: ch, _tch /ch/

some, come, out six, box, herfox, chin, hisHe saw a fox.

Beginng to making meaning from the single event text

Fish for Max

8 Blending/identifying middle sound

Indentifying middle sound Consonant sound: z /z/, j, dge /j/ say, says, so zip, fun, comeLiz, jog, outMy job is fun.


On the JobA Bad Fox

Mastery test

SET 3


Blending onsets and rimes: /ed/

Digraphs: wh /wh/, ng /ng/, -ing /ing/

make, there, be which, when, saywhiz, thing, soShe can sing.

Beginning to making meaning from text Buzz, Hum, Tap, Whap, Whiz, Ding-a-ling


Blending onsets and rimes: /ill/

Inflectional ending: _ed /t/, /d/, /əd/ Digraph: qu /khw/

look, good back, wing, makething, quit, there

Making meaning from a two-episode text

The Good Little Ducks, Part 1The Good Little Ducks, Part 2

3 Blending/segmenting ccvc or cvcc words with sn, st

Blending onsets and rimes: /un/

Blends: sn /sn/, st /st/ want, water, from snap, king, lookfast, stuck, goodStan had a snack.

Using illustrations to confirm what you read

The Jug of Water

4 Blending/segmenting words with sn, st

Blending onsets and rimes: /uck/

Blends: fl /fl/, fr /fr/ Inflectional ending: _s /s/, /z/

for, again lost, flock, waterflap, frog, wantDid the frog flip?

Identifying characters' feelings Where Is Mom?The Skunk

(continues)











5 Blending/segmenting words with fl, fr, s

Blending onsets and rimes: /est/

Blends: gr /gr/, dr /dr/ many, people grip, drop, fordrip, buds, againWater can drip.

Making inferencesMaking text-to-self connections”

Drip Drop

6 Blending/segmenting words with pl, sm s

Producing rhymes: /at/ Blends: pl /pl/, sm /sm/ your, very plum, plot, manysmock, mush, peopleAre plums good?

Sequencing/retelling Make Plum JamThe Band

7 Blending/segmenting words with sp, pl

Producing rhymes: /an/ Blends: sp /sp/, cl /kl/ could, would, should, were bus, test, yourbag, shut, veryWe can spell.

Identifying characters’ feelings The Spelling Test

8 Blending/segmenting words with long vowels

Producing rhymes: /it/ Blends: sk /sk/, sl /sl/ both, does skid, fast, couldsled, slick, wereWe could slip.

Making inferencesMaking text-to-self connections

Winter FunThe Clowns

Class Assessment

SET 4


Producing rhymes: /in/ Long vowel sounds: a_e /ā/, i_e /ī/, e_e /ē/

every, other, mother, brother

cave, gate, bothpile, slide, doesWe like snakes.

Compound wordsAbbreviations

A Hike by the Lake Entry point


Producing rhymes: /ot/ /og/ Long vowel sounds: o_e /ō/, u_e /ū/

woman, women, boy hole, cone, everysame, plume, motherThat rope is mine.

Compound wordsUsing illustrations to support vocabulary

Life in a Plains Tribe, Part 1Life in a Plains Tribe, Part 2


Producing rhymes: /all/ Inflectional ending: s with final e toward, over slide, stones, womanshapes, bite, womenSome snakes bite.

Identifying what you learned from nonfiction

Snakes!

4 Blending/idenitfying middle sound

Producing rhymes: / ank/ Inflectional ending: ing with final e their, old, cold, told ride, shaking, towardhats, shining, overThey like biking.

Making text-to-self connections A Cold RideGet Out and Get Fit

Mastery test

5 Producing rhymes: /ung/ /ate/

Drop phonological awareness from Day 3

Inflectional ending: ed with final e one, two waded, swim, theirsmiled, hiked, coldCan she slide.

Identifying homophonesSequencing/retelling

Out My Window

6 Producing rhymes: /ake/ ee,ea /ē/ don't, won't, too see. feels, twoeats, peas, oneMother eats beets.

Identifying homophonesMaking text-to-self connections

What Little Deer EatA Good Team

(continues)











7 Orally identifying syllables r-controlled vowel sounds: er, ir, ur /ûr/

who, school girl, perch, tooturn, teach, toldThe girl went first.

Sequencing/retelling Bird School

8 Orally identifying syllables r-controlled vowel sounds: ar /är/, or /ôr/

thought, father dark, plan, whohiding, formed, schoolMany stars shine.

Understanding folktales Fox Spills the StarsSharks!

Mastery test

SET 5

1 Dropping first sound 2-syllable words with teacher guidance

after, work fort, blocks, thoughtflop, safe, fatherForts are fun.

Using illustrations to support understanding in nonfiction

Fun Forts Entry point

2 Dropping first sound 2-syllable words with teacher guidance

head, read (2) pick, upset, afterforget, sport, workDo you go to school?

Using quotation marks to identify what a character saysIdentifying problem and solution

Ann’s Book ClubAnts, Moths, and Wasps

3 Dropping first sound Drop phonological awareness from Day 2

break a vccv word never, ever, only next, until, headbarnyard, stir, readIs he inside?

Using quotation marks to identify what a character saysUsing question marks to read fluently

Have You Ever?

4 Dropping initial consonant blend

break a vccv word give, live (2) steps, bedtime, nevercampfire, hatched, onlyWe plant seeds.

Making text-to-text connections Spring on the FarmAnimal Homes

Mastery test


Complex vowel sound: ai, ay /ā/ walk, talk, because, children chain, snail, givegray, day, liveIt may rain.

Identifying characters’ feelingsMaking text-to-self connections

A Play Day with My Brother Ray


Complex vowel sounds: oa /ō/, ow /ō/, /ou/, oo /oo/, ew /oo/

toast, low, walkwood, drew, becauseCan the boat float?

SequencingUsing commas to read fluently

Cook Food on a CampfireSailboats

7 Dropping last sound Vowel combination sound: all /awl/

even, picture small, team, childrentall, palm, talkDo we play ball?

Making predictionsMaking text-to-self connections

Ball Games

8 Dropping last sound Silent letters: wr /r/, kn /n/ move, great wrist, lift, evenknot, soft, pictureHe bent his knees.

Making inferences Dance!New School

Mastery test

9 Dropping last sound Vowel combination sound: igh /i/ y as a vowel: _y /ī/ /ē/

though, once night, high, moveknee, dry, great

Identifying what you learned from nonfiction

Sunny Days, Starry Nights

10 Dropping last sound Inflectional endings: es, ed with final y

enough, watch, been cries, bright, becausepuppy, dried, oncePuppies can bark.

Identifying what you learned from nonfictionMaking predictions

Scout’s PuppiesThe Night Skies

11 Dropping last sound Complex vowel sound: ou /ou/ few, kind, find, mind flies, cloud, beenground, night, watchWe found a toad.

Identifying what you learned from nonfictionMaking inferences

The Desert

(continues)











12 Dropping last sound Complex vowel sound: oi, oy /oi/ word, four, answer proud, coins, fewshout, boy, findChildren like toys.

Making inferences The Silver CoinsThe Four Seasons

Mastery test

13 Dropping last sound Vowel combination sounds: au, aw /aw/

learn, young, large haunt, soil, worddawn, crush, answerCubs eat raw meat.

Identifying what you learned from nonfictionMaking text-to-self connections

Grizzly Bears

14 Dropping last sound Soft c sound: ci, ce, cy /s/ earth, most, change melted, place, learnforce, icy, largeWe skate on ice.

Identifying what you learned from nonfictionExploring text features

GlaciersGlaciers and the Earth

Mastery test


grades k–5 scope and sequence being a writer · scope and sequence the being a writer program...

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