language arts pacing guide kindergarten fourth quarter ... arts pacing guide kindergarten fourth...

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


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.






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.


FOUNDATIONAL SKILLS (RF): Word Building

Phonograms –et, -eg

Leveled Readers

Text Fluency

Reading Groups


High-Frequency Words

Observation

ISEL

Popcorn Words

Conferencing


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.



Vocabulary Review Questions

Conferencing Writing Samples


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.



Theme: ________________

ELA Focus Common Core Standard Skills/Strategies Types of Assessments



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


FOUNDATIONAL SKILLS (RF): Phoneme Segmentation

Consonants /y/ y, /z/ z

Leveled Readers

Text Fluency

Reading Groups



Observation

ISEL

Popcorn Words

Conferencing


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.



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





READING LITERTURE (RL):

READING INFORMATIONAL TEXT (RI): Skill: Main Idea


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



Observation

ISEL

Popcorn Words

Conferencing


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.



Vocabulary Review Questions

Conferencing Writing Samples


LANGUAGE (L):

Robust Vocabulary

Conferencing

Writing Samples







Ongoing Informal Assessments RL K.3 With prompting and support, identify characters, settings and major events in a story.


FOUNDATIONAL SKILLS (RF):

Consonant



Phoneme Deletion

Leveled Readers

Text Fluency

Reading Groups

Observation

ISEL

Running Records

Popcorn Words

Conferencing


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.



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.


Conferencing





READING LITERTURE (RL): Reading Pre-Decodable & Decodables:

High-Frequency Words:

RL K.10 Actively engage in group reading activities with purpose and understanding.



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.


Consonant /kw/ q



Phoneme Substitution

Leveled Readers

Text Fluency

Reading Groups

Observation

ISEL

Running Records

Popcorn Words

Conferencing


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.






Conferencing







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.



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


High-Frequency Words: Review

Word Building: Phonograms –ug, -up

Leveled Readers

Text Fluency

Reading Groups

Observation

ISEL

Running Records

Popcorn Words

Conferencing


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.






Conferencing







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.



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.


Review: Short Vowels a,e,i,o,u




Leveled Readers

Text Fluency

Reading Groups

Observation

ISEL

Running Records

Popcorn Words

Conferencing


ISEL


WRITING STANDARDS (W): Form: Personal Narrative


-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.



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.


Conferencing







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.



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.


Review: Short Vowels a,e,i,o,u


Reading Pre-Decodable &

Decodables: Will Mel Go?, My Pup Jed


Leveled Readers

Text Fluency

Reading Groups

Observation

ISEL

Running Records

Popcorn Words

Conferencing


ISEL


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.



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


Language Arts Pacing Guide

First Grade Fourth Quarter (Week 28); Language Unit 4; Spelling Unit 26

Theme: ________________


READING LITERTURE (RL): Comprehension Skill: Draw Conclusions


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



Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.6 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.


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


Writing Samples


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.


First Grade Fourth Quarter (Week 29); Language Unit 4; Spelling Unit 27

Theme: ________________


READING LITERTURE (RL): Comprehension Skill: Draw Conclusions

Strategy: Monitor Comprehension: Make Inferences


Written Responses


ISEL/DRA

RL1.1 Answer questions about key details in a text. RL1.2 Identify the main topic and retell key details of a text. RL1.3 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.



PHONEMIC AWARENESS: Review Segmentation and Addition

Long i: CVCe

HIGH FREQUENCY WORDS

Spelling Words

Punctuation

Observations




Writing Samples


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.


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: ________________



READING INFORMATIONAL TEXT (RI): Comprehension Skill: Alphabetize

Strategy: Use Graphic Organizer


Written Responses


ISEL/DRA

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


PHONEMIC AWARENESS: Review Deletion and Addition

Long o: o, CVCe


Spelling Words

Intonation

Observations




Writing Samples


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


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)


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





READING INFORMATIONAL TEXT (RI): Comprehension Skill: Story Elements

Strategy: Monitor Comprehension & Make Inferences


Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.3 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.


PHONEMIC AWARENESS: Review Blending, Segmentation, Deletion, Substitution, and Addition

Long o: CVCe


Spelling Words

Accuracy

Observations




Writing Samples


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.



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)




READING LITERTURE (RL): Comprehension Skill: Details

Strategy: Monitor Comprehension: Re-read


Written Responses


ISEL/DRA

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




Review Units 26-29


Spelling Words

Accuracy

Observations




Writing Samples


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.


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).





READING INFORMATIONAL TEXT (RI): Comprehension Skill: Details

Strategy: Recognize Story Structure


Written Responses


ISEL/DRA

RI1.1 Answer questions about key details in a text. RI1.2 Identify the main topic and retell key details of a text. RI1.3 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.


PHONEMIC AWARENESS; Review Blending, Segmentation, Deletion, Substitution, and Addition

Long u: oo, yoo


Spelling Words

Reading Rate

Observations




Writing Samples


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.



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).




READING LITERTURE (RL): Comprehension Skill: Alphabetize

Strategy: Summarize


Written Responses


ISEL/DRA

RL1.1 Answer questions about key details in a text. RL1.2 Identify the main topic and retell key details of a text. RL1.3 Describe characters, settings and major events in a story, using key details.




Final ck


Spelling Words

Reading Rate

Observations




Writing Samples


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.



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


Fourth Quarter (Week 35-36); Language Unit 4; Spelling Unit 33-34 Review Units; Quarterly Testing (ISEL)


Second Grade Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 26


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.



Diphthongs: ow, ou

Spelling Words

Word Walls Words

Expression


Weekly Spelling Tests

Writing Samples


ISEL/DRA

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


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.


Contractions

Spelling Words

Word Walls Words

Reading Rate



Writing Samples


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



Observations


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.




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



Writing Samples





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


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.


Diagraphs: ch, wh

Spelling Words

Word Walls Words

Punctuation



Writing Samples


ISEL/DRA


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.


Observations


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




READING LITERTURE (RL): Comprehension Skill: Cause and Effect; Antonyms


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


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



Writing Samples


ISEL/DRA


WRITING STANDARDS (W): Form: Report about a person

Trait: Ideas

Writing Rubrics

Writing Samples

Journaling

DOL



Observations


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




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



R-controlled Vowel or: or, ore, oor

Spelling Words

Word Walls Words

Phrasing



Writing Samples


ISEL/DRA


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.


Observations


LANGUAGE (L):

Vocabulary

Helping Verbs

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL





READING LITERTURE (RL): Comprehension Skill: Make Inferences & Multiple-Meaning Words


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


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.


Diagraph: sh

Spelling Words

Word Walls Words

Phrasing



Writing Samples


ISEL/DRA


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.


Observations


LANGUAGE (L):

Vocabulary

Contractions

Weekly Vocabulary

Weekly Grammar

Writing Samples

DOL



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


Homophones

Compound Words

Spelling Words

Word Walls Words

Theme Test




Writing Samples


Language Arts Pacing Guide Third Grade



READING LITERTURE (RL): Comprehension Skill: Cause and Effect

Strategy: Answer questions



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



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)


Double Consonants in Middle of Words

Spelling Words

Word Walls Words

Expression



Writing Samples



DRA

Phonics & Word Recognition RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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.


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.





READING INFORMATIONAL TEXT (RI): Comprehension Skill: Cause and Effect Strategy: Answer questions



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)


Double Consonants + y

Spelling Words

Word Walls Words

Expression



Writing Samples



DRA


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.


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.



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


Drop Final e, Add -ing

Spelling Words

Word Walls Words

Theme Test




Writing Samples





READING LITERTURE (RL): Comprehension Skill: Making Inferences

Strategy: Asking Questions

Additional Skill: Multiple Meaning Words



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.



Consonant Doubling: Add –ed, -ing

Spelling Words

Word Walls Words

Punctuation



Writing Samples



DRA


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.


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.




READING LITERTURE (RL): Comprehension Skill: Making Inferences

Strategy: Asking Questions

Additional Skill: Multiple Meaning Words



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.



Contractions

Spelling Words

Word Walls Words

Punctuation



Writing Samples



DRA


WRITING STANDARDS (W): Form: Explanation

Trait: Word Choice


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.


Observations


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




READING LITERTURE (RL): Comprehension Skill: Making Predictions

Strategy: Monitoring Comprehension: Reading Ahead



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.


FOUNDATIONAL SKILLS (RF): Assessment & Review: Review Units 25-29

Spelling Words

Word Walls Words

Intonation



Writing Samples



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.


Observations


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.




READING LITERTURE (RL): Comprehension Skill: Making Predictions


READING INFORMATIONAL TEXT (RI): Comprehension Skill: Making Predictions




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



Writing Samples



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


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.


Observations


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.


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


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




Writing Samples



Fourth Grade Fourth Quarter (Week 28); Language Arts Unit 4; Spelling Unit 26


READING LITERTURE (RL): Comprehension Skill: Sequence: Story events

Strategy: Ask questions


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



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


Writing Samples



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



READING LITERTURE (RL): Comprehension Skill: Sequence: Story events



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



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


Writing Samples




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”).


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).




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


Base Words With Suffixes: -ful, -less

Spelling Words



Writing Samples






READING INFORMATIONAL TEXT (RI): Comprehension Skill: Main Idea and Details

Strategy: Summarize


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


Writing Samples




WRITING STANDARDS (W): Form: Summary


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”).


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).





READING INFORMATIONAL TEXT (RI): Comprehension Skill: Main Idea and Details

Strategy: Summarize


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


Writing Samples




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.


Observation


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).




READING LITERTURE (RL): Comprehension Skill: Figurative Language



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.


FOUNDATIONAL SKILLS (RF): Consonant Sounds: /sh/; /zh/

Spelling Words

Expression


Writing Samples




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].”).


Observation


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).




READING LITERTURE (RL): Comprehension Skill: Figurative Language



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



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


Writing Samples




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].”).


Observation


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).


Fourth Quarter (Week 35); Language Arts Unit 4; Spelling Unit 33-35


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


Base Words with Suffixes: -ness, -ment

Compounds

Words About Our World

Spelling Words



Writing Samples


Language Arts Pacing Guide; Fourth Grade; Fourth Quarter (Week 36); End of the Quarter Testing; DRA/STAR Testing

Language Arts Pacing Guide Fifth Grade



READING LITERTURE (RL): Comprehension Skill: Literary Devices



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.


.


Regular & Irregular Plurals

Spelling Words

Pace


Writing Samples



DRA

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

WRITING STANDARDS (W): Form: 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


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




READING LITERTURE (RL): Comprehension Skill: Literary Devices



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.


.


Prefixes: bi-, mid-, semi-, tri-

Spelling Words

Pace


Writing Samples



DRA

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

WRITING STANDARDS (W): Form: 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.


Observation


LANGUAGE (L):

Perfect Tenses

Vocabulary

Student Writing

Weekly Grammar

Writing Samples

DOL

Weekly Vocabulary



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


Complex Consonant: Soft g

Spelling Words

Theme Test



Writing Samples



Fifth Grade

Third Quarter (Week 31); Language Arts Unit 4; Spelling Unit 29



READING INFORMATIONAL TEXT (RI): Comprehension Skill: Summarize and Paraphrase

Strategy: Monitor 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.


Suffixes: -ty, -ity, -ness, -ment, -ive

Spelling Words

Structural Analysis: Greek and Latin Word Parts

Accuracy


Writing Samples



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.


Observation


LANGUAGE (L):

Irregular Verbs

Vocabulary

Student Writing

Weekly Grammar

Writing Samples

DOL

Weekly Vocabulary



Fifth Grade




READING INFORMATIONAL TEXT (RI): Comprehension Skill: Summarize and Paraphrase

Strategy: Monitor Comprehension


Written Response



Assessment & Review: Review Units 25-29

Spelling Words

Structural Analysis: Greek and Latin Word Parts

Accuracy


Writing Samples



DRA


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.


Observation


LANGUAGE (L):

Contractions

Vocabulary

Student Writing

Weekly Grammar

Writing Samples

DOL

Weekly Vocabulary



Fifth Grade




READING INFORMATIONAL TEXT (RI): Comprehension Skill: Fact and Opinion Strategy: Summarize


Written Response



Frequently Misspelled Words

Spelling Words

Structural Analysis: Latin Word Parts

Phrasing


Writing Samples



DRA


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.


Observation


LANGUAGE (L):

Adverbs

Vocabulary

Student Writing

Weekly Grammar

Writing Samples

DOL

Weekly Vocabulary



Fifth Grade




READING INFORMATIONAL TEXT (RI): Comprehension Skill: Fact and Opinion Strategy: Summarize


Written Response



Suffixes: -ous, -ish, -ant, -ic

Spelling Words

Use Decoding Strategies

Phrasing


Writing Samples



DRA


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.


Observation


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


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


Synonyms & Antonyms

Greek and Latin Roots

Greek and Latin Suffixes

Spelling Words

Theme Test



Writing Samples


Language Arts Pacing Guide; Fifth Grade; Fourth Quarter (Week 36); Language Arts Unit 4; Spelling Unit 36; End of Quarter Testing DRA/STAR

language arts pacing guide kindergarten fourth quarter ... arts pacing guide kindergarten fourth...

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