ELA Curriculum Map 2020

ELA Curriculum

Map

Clinton Public Schools

K-6

This document provides an overview of the English Language Arts skills expected at each grade level over the academic year for Pre-Kindergarten through Grade

6. We follow the Massachusetts Curriculum Standards and this document vertically aligns the standards and will communicate a detailed summary of what is

expected at each grade level, as well as emphasize the critical areas of instruction.

Our primary instructional tools to deliver instruction on the standards is Wit and Wisdom, Fundations, and Lucy Calkins Units of Writing K-6. Teachers are

expected to inform their planning of instruction through assessments and make instructional decisions of lesson materials they will use to meet the expectation of

standards.

We follow the ten Guiding Principles for English Language Arts and Literacy Programs in Massachusetts as well as the NCTE/IRA Standards for English

Language Arts.

Guiding Principles for English Language Arts and Literacy Programs in Massachusetts:

Guiding Principle 1: An effective English language arts and literacy curriculum develops thinking and language together through interactive learning.

Guiding Principle 2: An effective English language arts and literacy curriculum draws on literature in order to develop students’ understanding of their literary

heritage.

Guiding Principle 3: An effective language arts and literacy curriculum draws on informational texts and multimedia in order to build academic vocabulary and

strong content knowledge.

Guiding Principle 4: An effective language arts and literacy curriculum develops students’ oral language and literacy through appropriately challenging learning.

Guiding Principle 5: An effective language arts and literacy curriculum emphasizes writing arguments, explanatory/informative texts, and narratives.

Guiding Principle 6: An effective language arts and literacy curriculum holds high expectations for all students.

Guiding Principle 7: An effective language arts and literacy curriculum provides explicit skill instruction in reading and writing.

Guiding Principle 8: An effective language arts and literacy curriculum builds on the language, experiences, knowledge, and interests that students bring to school.

Guiding Principle 9: An effective language arts and literacy curriculum nurtures students’ sense of their common ground as present or future American citizens and

prepares them to participate responsibly in our schools and in civic life.

Guiding Principle 10: An effective language arts and literacy curriculum reaches out to families and communities in order to sustain a literate society.

NCTE/IRA Standards for English Language Arts:

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to

acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and

nonfiction, classic and contemporary works.

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical,

aesthetic) of human experience.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with

other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g.,

sound-letter correspondence, sentence structure, context, graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and

for different purposes.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a

variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to

create, critique, and discuss print and non-print texts.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a

variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and

to create and communicate knowledge.

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and

social roles.

Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of

content across the curriculum.

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

We ensure the standards for English Language Arts are incorporated in our lessons through allowing time for small group instructional time.

This time allows for interpersonal work on literacy concepts to read a wide range of print, apply strategies to comprehend, develop writing, and participate using

spoken, written and visual language.

Curriculum and Planning Expectations- Teachers are expected to utilize the curriculum map and pacing. Instructional objectives should be based off standards

and communicated. Small group instruction should be data driven through formal and informal assessments. When planning literacy workshop centers for small

group, a teacher should consider the skills and ways to process the new concept, as well as the critical areas outlined in the standards for that grade level, ex:

short vowels. A minimum of 10 minutes a day should be devoted to reading aloud (PK-K) and independent reading (grades 1-3). A minimum of 30 minutes a day

should be devoted to phonics instruction (grades K-3).

Instructional expectations: It is expected that there is a balance of whole class instruction, peer collaboration, independent practice, and assessment of skills.

We use data driven and data informed instructional practices to tailor our instruction, both whole group and small group. Students should be aware of the learning

target because research tells us that students learn best when they know what they are learning.

Suggested time:

ELA lesson Tier 1 (all students)- 90 minutes

Foundational Literacy Skills (Phonics/ phonological awareness) -30 minutes

ELA WINN time- 30 minutes (No new instruction)

Remediation/Enhancements

Center work/collaboration

Independent practice/ Volume of reading

Assessment expectations- Both formal and informal assessments should be considered when planning instruction. Anecdotal records are a meaningful form of

assessment as well as a quick exit ticket or a discussion aligned with the standards to wrap up the concept of the day to assess how well the students retained the

instruction or to be used if instruction needs to be adapted or adjusted. Teachers will use assessment data like pretests, guided discovery prompts, to inform all

instructional planning of curriculum.

Homework expectations- Homework should be meaningful and have a purpose. Homework should be able to be completed independently by the student and

should be modified accordingly if needed. (Homework suggestions- fluency practice, websites monitored by the teacher, writing on a topic, independent reading,

reinforce concepts)

Many standards call for an explanation piece to demonstrate understanding. Students should be allowed “turn and talk” opportunities during ELA to process

understanding. Teachers should utilize “think alouds” to model their own literacy thinking regularly during instruction. Teachers should model expectations.

Students should be provided consistent graphic organizers to write and organize. Anchor charts should be posted.

ELA Assessment Schedule

iReady Screener- Objective of the assessment: To assess standards retained from the previous grade level to acquire a baseline

of skills. Teachers should use this information to identify student strengths and weaknesses. Student data should be considered

when planning remedial lessons or foundational skills that need to be reviewed.

Grade K-6 iReady assessment should be given and analyzed 3x a year to all students.

Assessment 1 (By 10/9), Assessment 2 (By 3/29), Assessment 3 (By 6/1) *Dates are tentative to change

This is used only for gathering a baseline and reporting student progress to help with instructional grouping and decision

making. It is not to be used for a grade.

Regular common unit assessments are given according to the map.

Some project assessments will be given and scored according to the map. (TBD with grade level teachers)

Writing will be scored with standards based rubrics and feedback will be communicated with students regularly.

Meaningful homework will be assigned- suggestions outlined in the map and participation will reflect in the grade

average.

These grades will reflect in a student’s grade average.

MCAS 2.0- Administered to grades 3-6 as determined by the state (mid March-April)

Resources for Implementing the Pre-K–5 Standards -This section is a brief guide to resources within this Framework for supporting the

Pre-K–5 standards.

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Literacy in the Context of a Well-Rounded Pre-K–5 Curriculum, below, discusses how reading, writing, speaking and listening, and language can be incorporated into any

subject.

Examples in the Standards contains a list of the instructional examples for each grade that combine literacy with language arts, math, science, social studies and civics,

social/emotional learning, and the arts. Many of the short examples are linked to authentic examples of student writing (Massachusetts Writing Standards in Action Project).

Range of Student Reading Pre-K–5 shows the breadth of literary and informational print, digital, audio, and video works students at these grade levels should encounter,

discuss, and write about.

Literacy and Mathematics shows how the Massachusetts Curriculum Framework for Mathematics reinforces literacy in one of its Guiding Principles and several of its

Standards for Mathematical Practice. This section also discusses the shared responsibility of classroom teachers and math coaches in developing students’ literacy and

math skills, along with their interest in math.

Range, Quality, and Complexity of Student Reading Pre-K–5 is included to clarify the expectations of Reading Standard 10, which addresses the kinds of grade-level texts

students in grades 2–5 are expected to read independently and proficiently. As they are learning to read, children in pre-K to grade 1 benefit enormously from listening

actively and discussing books read to them or reading along with an adult. Students at this age can understand texts that are far above their independent reading level. On

the pages that follow, you will find the three factors the Framework uses for measuring text complexity: qualitative evaluation, quantitative evaluation, and matching reader to

text and task; the criteria for evaluating the qualitative complexity of literary and informational texts; and a list of illustrative titles that are representative of a wide range of

readings designed to introduce students to many kinds of literature and to build content knowledge.

A Sample Informational Text Set shows a collection of books on water for the primary or intermediate grades on the subject of water and its importance to living beings. By

design, the set includes texts with varied structures and levels of text complexity.

Key Cumulative Language Standards, Grades 3–12: The Language Standards are designed to be cumulative, with students retaining skills acquired during the previous

grades and acquiring new skills each year. The chart shows skills in Language Standards 1, 2, 3, and 6 that are particularly likely to require continued attention through

grade 12 as they are applied to increasingly sophisticated writing and speaking.

Appendices (Taken from the Common Core Standards)

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Appendix A discusses the application of the standards for English learners and students with disabilities, with an emphasis on Massachusetts resources and initiatives.

Appendix B lists suggested authors and illustrators from the past and present. Introducing children to books by these authors and illustrators will acquaint students with

excellent examples of children’s literature and nonfiction on a variety of topics. These lists are organized into sections for grades pre-K–2, 3–4, 5–8, and 9– 12; the pre-K–8

selections have been reviewed by the editors of the Horn Book, a respected journal on books for children and young adults.

Appendix C is a glossary of terms used in the Framework and other terms that teachers and students are likely to encounter in the study of reading, writing, speaking and

listening, and language.

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Appendix D is a bibliography which includes digital and print sources on English language arts and literacy.

Literacy in the Context of a Well-Rounded Pre-K–5 Curriculum

Understanding of language and story begins when babies listen to their parents, family members, siblings, and friends converse, read them stories and poems, sing songs,

and play games. Growing up in a literacy-rich environment helps develop vocabulary, social and emotional learning, and knowledge of the world.

Opportunities to expand children’s literacy skills, content knowledge and love of reading abound at the elementary school level. The pre-K–5 ELA/Literacy standards include

expectations for reading, writing, speaking, listening, and language applicable to language arts, mathematics, social studies/civics, science, the arts, social/emotional learning and

comprehensive health, and digital literacy. Access to a comprehensive classroom, school, or public library is a key aspect of building literacy at any level. Librarians and teachers can

help students find literary and informational texts that will build content knowledge and appeal to individual readers’ interests. Adults can use the suggested author/illustrator lists in

Appendix B as a guide to locating well-written texts that explore significant ideas using rich vocabulary and high-quality visual images.

Range of Student Reading, Listening, and Viewing in Pre-K– 5

Students in pre-K–5 should read texts selected from a broad range of cultures and periods to complement a well-rounded curriculum and appeal to individual readers’ interests.

● Literature

○ Stories: Includes children’s adventure stories, fantasy stories, mysteries, realistic fiction, and myths, folktales, legends, and fables.

○ Drama: Includes staged dialogue and scripts of brief scenes.

○ Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem.

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Informational Text

○ Literary Nonfiction and Historical, Scientific, Mathematical, and Technical Texts Includes biographies and autobiographies; books and articles about history, social

science, mathematics, and the arts; book reviews, editorials, and opinion pieces; and technical texts, including directions, forms, and information displayed in

graphs, charts, or maps.

○ Note: Some informational books for children on mathematics and science present concepts in the form of imaginative narratives or poems.

Multimedia, Video, and Audio Texts

○ In order to meet the standards for Speaking and Listening, students should have the opportunity to listen to, view, discuss, and write about recorded or live

speeches, storytelling, performances, and short video documentaries or news reports chosen to complement the curriculum.

Literacy and Digital Literacy

○ The Massachusetts Standards for Digital Literacy and Computer Science contain Practice 6 (Collaboration) and Practice 7 (Research) and a set of related

standards for Digital Tools and Collaboration. These complement, in particular, the ELA/literacy Framework's Writing Standard 6 on Collaboration and Standards 7

and 8 on Research. The Digital Literacy Standards for the elementary grades are written for K–2 and 3–5. Literacy and Mathematics In the elementary grades,

math is commonly taught by classroom teachers, sometimes with the assistance of a math coach. These educators share the responsibility of making vital

connections between math and literacy; hence there are references to math in this Framework and references to literacy in the Massachusetts Curriculum

Framework for Mathematics. When math is referred to in the ELA/literacy Framework, it is with the assumption that any reading, writing, speaking, and listening

and language work in math will be closely aligned to the grade-level standards for mathematical content and the standards for mathematical practice in the

Massachusetts Curriculum Framework for Mathematics.

Connections among the Standards for Mathematical Practice and Literacy

Three Standards for Mathematical Practice (SMP) for pre-K–5 have natural connections to literacy:

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SMP 2 addresses how students reason abstractly and quantitatively.

SMP 3 addresses how students construct mathematical arguments and respond to the arguments of others.

SMP 6 addresses precision in the use of mathematical language and symbols.

While there is not a one-to-one correspondence between the mathematics and ELA/literacy standards, the following seven College and Career Ready (CCR) Standards for

ELA/Literacy broadly address similar skills described in the three Standards for Mathematical Practice listed above:

● CCR Reading Standard 7: Integrate content presented in diverse media and formats, including visually, and quantitatively, as well as in words.

● CCR Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

● CCR Writing Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

● CCR Speaking and Listening Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively.

● CCR Speaking and Listening Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

● CCR Speaking and Listening Standard 4: Present information, findings, and supporting evidence such that:

○ Listeners can follow the line of reasoning.

○ The organization, development, vocabulary, and style are appropriate to task, purpose, and audience.

● CCR Language Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,

speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.

An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 2, for PreK–5, Reason abstractly and quantitatively: “Mathematically

proficient elementary students make sense of quantities and their relationships in problem situations. They can contextualize quantities and operations by using images or stories.

They interpret symbols as having meaning, not just as directions to carry out a procedure… Mathematically proficient students know and flexibly use different properties of operations,

numbers, and geometric objects. They can contextualize an abstract problem by placing it in a context they then use to make sense of the mathematical ideas.”

An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 3, for PreK–5, Construct viable arguments and critique the reasoning of

others: “Mathematically proficient elementary students construct oral and written mathematical arguments—that is, explain the reasoning underlying a strategy, solution, or

conjecture—using concrete referents such as objects, drawings, diagrams, and actions. Arguments may also rely on definitions, previously established results, properties, or

structures… Students can listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on those

arguments.”

An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 6, for PreK–5, Attend to precision: “Mathematically proficient elementary

students communicate precisely to others both orally and in writing. They start by using everyday language to express their mathematical ideas… As they encounter the ambiguity of

everyday terms, they come to appreciate, understand, and use mathematical vocabulary. Once young students become familiar with a mathematical idea or object, they are ready to

learn more precise mathematical terms to describe it… Elementary students use mathematical symbols correctly and can…use clear and concise notation to record their work.”

A Note on Reading, Mathematics, and Literature for Pre-K–5: This Framework uses the term “mathematical texts” in grades pre-K–5 to indicate two types of texts:

1. Word problems that put a mathematical idea in the form of a short scenario written in words and symbols.

2. Books written for children that present math concepts in the context of a fictional narrative.

There are many sources for word problems in print and online: the Massachusetts Mathematics Framework includes many of them as illustrative examples along with the

standards. Deciphering word problems is a skill expected to be taught as part of the math curriculum, either by a classroom teacher or a math specialist.

This ELA/Literacy Framework, on the other hand, highlights the other kind of texts, those written as children’s books about math with the purpose of engaging the reader and

enriching mathematical knowledge and imagination. This category of math literature includes counting rhymes and riddles, concept books about numbers and shapes for young

readers as well as books for older students such as Marilyn Burns’ Spaghetti and Meatballs for All, the elegantly illustrated mathematical concept books of Mitsumasa Anno, The Math

Curse by Jon Scieszka and Lane Smith, or Cindy Neuschwander’s Sir Cumference series. The uses of such books are many: to introduce a concept from the grade-level math

curriculum to a whole class, to extend the learning of a small group of students, or to open an individual reader’s mind to dimensions of mathematics beyond those found in the

textbook.

Still other books with math content, including classics such as The Phantom Tollbooth by Norton Juster and Jules Feiffer, and Lewis Carroll’s Alice’s Adventures in

Wonderland and Through the Looking Glass, fall more into the realm of imaginative fiction and would be included in the language arts, rather than the math curriculum.

Focus Areas for Pre-Kindergarten Aligned with Standards

1. Listen to stories and poems with understanding (Fiction and nonfiction)

2. Handle books and understand letters and sounds of the alphabet

3. Dictate stories for a variety of purposes

4. Express thoughts, feelings, and ideas clearly

5. Demonstrate use of oral language in informal everyday activities

Instructional time should be focused on the following critical areas in ELA for pre-K

1. Systematic, explicit foundational skills with ample time for practice

2. Regular close reading of complex, anchor texts through read-aloud

3. Sequences of text-specific questions and tasks to support close reading

4. Systematic work with text-based vocabulary and syntax

5. Frequent evidence-based discussions about anchor texts

6. Regular reading of multiple texts and media on a range of conceptually related topics

7. Regular research, discussion, and writing about topics

Focus Area/Essential questions Focus standards Instructional tools/materials Assessments

Module 1

Phonological Awareness

What is the alphabet?

How do readers handle books?

What are lowercase letters?

What are uppercase letters? -What

is the order of letters in the

alphabet?

How do readers write letters?

What are the uppercase and

lowercase letters in my name?

What does a word look like in a

book?

How do readers recognize familiar

signs and labels?


(Standards for Foundational

Skills)

PK.RF..1 With guidance and

support, demonstrate

understanding of the organization

and basic features of printed and

written text: books, words, letters,

and the alphabet a. Handle books

respectfully and appropriately,

holding them right-side-up and

turning pages one at a time from

front to back d. Recognize and

name some uppercase letters of

the alphabet and the lowercase

letters in one’s own name

PK.RF..3 Demonstrate beginning

understanding of phonics and word

analysis skills c. Recognize one’s

own name and familiar common

signs and labels (ex: stop)

See the following mini-units:

Getting to Know School & Me

Chicka Chicka Boom Boom Fall

Fundations First Semester: Letter

Keyword Sounds Weeks 1-3

(A,B,C,D,E,F)

Formal and informal

observations/anecdotal notes to be

kept to inform instruction

Observation

Anecdotal notes

Pictures

Completed by the end of

Sept

Speaking-Listening/Comprehens

ion/Vocabulary

How does asking questions help

learners gain information?

How do learners participate in

conversations with peers about

what they are learning?

How do learners take turns?

Speaking-Listening/

Comprehension/ Vocabulary

(Standards for Speaking and

Listening/Literature)

PK.SL.1 Participate in

collaborative conversations with

diverse partners during daily

routines and play. a. Observe and

use appropriate ways of interacting

in a group (e.g., taking turns in

talking, listening to peers, waiting

to speak until another person is

finished talking, asking questions

and waiting for an answer, gaining

the floor in appropriate ways). b.

Continue a conversation through

multiple exchanges.

PK.SL.3 Ask and answer

questions in order to seek help, get

information, or clarify something

that is not understood.

Writing

N/A

Writing (Standards for writing,

language, speaking and

listening)

N/A

Module 2




What are letters?




alphabet?





book?

How do readers match letters,

sounds and pictures in the

beginning of words?


signs and labels?



Skills)

PK.RF.1 With guidance and













PK.RF.3 Demonstrate beginning


analysis skills a.Link an initial

sound to a picture of an object that

begins with that sound and, with

guidance and support, to the

corresponding printed letter (ex:

link the initial sound /b/ to a picture


Fall

Helpers and Heroes


Keyword Sounds A-Z Weeks 4-7

(G,H,I,J,K,L,M,N)

Formal and informal



Observation

Anecdotal notes

Pictures

Completed by the end of Oct

of a ball and, with support, to a

printed or written “B”) c. Recognize

one’s own name and familiar

common signs and labels (ex:

stop)

Speaking-Listening/




How do readers ask questions

about a story when they listen to

learn more?





Writing

N/A

Speaking-Listening/




PK.RL.1 With prompting and

support, ask and answer questions

about a story or poem read aloud

PK.S.1 Participate in collaborative

conversations with diverse

partners during daily routines and

play a. Observe and use

appropriate ways of interacting in a

group (ex: taking turns in talking,

listening to peers, waiting to speak

until another person is finished

talking, asking questions and

waiting for an answer, gaining the

floor in appropriate ways) b.


multiple exchanges

PK.SL..3 Ask and answer



that is not understood



listening)

N/A

Module 3







alphabet?





book?



beginning of words?


signs and labels?



Skills)

PK.RF.1 With guidance and















analysis skills a.Link an initial

sound to a picture of an object that

begins with that sound and, with

guidance and support, to the

corresponding printed letter (ex:

link the initial sound /b/ to a picture

of a ball and, with support, to a

printed or written “B”) c. Recognize

one’s own name and familiar

common signs and labels (ex:

stop)


Pete the Cat

Families, Thanks, Turkeys


Keyword Sounds A-Z Weeks 8-10

(O,P,Q,R,S,T)

Formal and informal



Completed by the end of Nov

Observation

Anecdotal notes

Pictures

Completed by the end of Nov

Speaking-Listening/

Comprehension/Vocabulary







Speaking-Listening/




PK.SL.1 Participate in

collaborative conversations with

diverse partners during daily

routines and play a. Observe and

use appropriate ways of interacting

in a group (ex: taking turns in

talking, listening to peers, waiting

to speak until another person is

finished talking, asking questions


the floor in appropriate ways) b.


multiple exchanges

PK.SL.3 Ask and answer



that is not understood

Writing

N/A



listening)

N/A

Module 4





What are uppercase letters?

-What is the order of letters in the

alphabet?





book?





Skills)

PK.RF.1 With guidance and support,

demonstrate understanding of the

organization and basic features of

printed and written text: books,

words, letters, and the alphabet a.

Handle books respectfully and

appropriately, holding them

right-side-up and turning pages one

at a time from front to back d.

Recognize and name some

uppercase letters of the alphabet

and the lowercase letters in one’s

See the following mini-unit:

Gingerbread


Keyword Sounds A to Z Weeks

11-13 (U,V,W,X,Y,Z)

Formal and informal

observations/anecdotal notes to

be kept to inform instruction

Observation

Anecdotal notes

Pictures

Completed by the end of Dec

beginning of words?

How do readers recognize

familiar signs and labels?

own name



analysis skills a.Link an initial sound

to a picture of an object that begins

with that sound and, with guidance

and support, to the corresponding

printed letter (ex: link the initial

sound /b/ to a picture of a ball and,

with support, to a printed or written

“B”) c. Recognize one’s own name

and familiar common signs and

labels (ex: stop)

Speaking-Listening/








Writing

How do writers say their opinions

Speaking-Listening/




PK.SL.1 Participate in collaborative

conversations with diverse partners

during daily routines and play a.

Observe and use appropriate ways

of interacting in a group (ex: taking

turns in talking, listening to peers,

waiting to speak until another person

is finished talking, asking questions




multiple exchanges

PK.SL.3 Ask and answer questions

in order to seek help, get

information, or clarify something that

is not understood


language, speaking and listening)

about something out loud? How

do adults help us record our

opinions?

How do writers speak clearly to

express their thoughts? -How do

writers use nouns and verbs

when they speak?

PK.W.1 Dictate words to express a

preference or opinion about a topic

(ex: I would like to go to the fire

station to see the truck and meet the

firemen?

PK.SL.6 Speak audibly and express

thoughts, feelings and ideas

PK.L.1 Demonstrate command of

the conventions of standard English

grammar and usage when speaking.

a. Demonstrate the ability to speak

in complete sentences and to form

questions using frequently occurring

nouns, verbs, question words, and

prepositions; name and use in

context numbers 0– 10

Module 5





How do readers write lowercase

letters?




book?



beginning of words?





Skills)













own name







Jan Brett

Snow and Ice

Opposites

Fundations Second Semester:

Introduction of Lowercase Letter

Formation Weeks 1-4 (t, b, f, n,

m, i, u)

Formal and informal



Observation

Anecdotal notes

Pictures

Completed by the end of Jan







labels (ex: stop)

Speaking-Listening/


How do readers retell a story after

listening to it?

How do pictures help a reader

retell a story?

Speaking-Listening/





support, retell a sequence of events

from a story read aloud


support, “read” the illustrations in a

picture book by describing a

character or place depicted, or by

telling how a sequence of events

unfolds

PK.RI.4 With prompting and support,

ask and answer questions about

unfamiliar words in an informational

text read aloud


“read” illustrations in an

informational picture book by

describing facts learned from the

pictures (ex: how a seed grows into

a plant)


describe important details form an

illustration or photograph

PK.SL.2 Recall information for short

periods of time and retell, act out, or

represent information from a text

read aloud, a recording, or a video

(ex: watch a video about birds and

their habitats and make drawings or

constructions of birds and their

nests)

Writing

How do writers tell a story out

loud (real or imagined)?

How do drawings help tell a

story?

How do writers use prepositions

to tell more about a time in their

life when telling the story orally?



PK.W.3 Use a combination of

dictating and drawing to tell a story.

PK.SL.4 Describe personal

experiences; tell real or imagined

stories










Module 6






letters?

What sounds do letters make?




book?



beginning of words?



Skills)













Mail & Friendship

Fairy Tales and Nursery Rhymes


Formation of Lowercase Letters

Weeks 5-7 (c, o, a, g, d, s)

Formal and informal



Observation

Anecdotal notes

Pictures

Completed by the end of Feb



own name












labels (ex: stop)

Speaking-Listening/


What types of words do readers

listen for in a story? -How do they

ask questions about what they

mean? -How do readers use

some of these words when they

speak?

How do readers sort objects into

categories?

Speaking-Listening/




about unfamiliar words in a story or

poem read aloud


ask and answer questions about

unfamiliar words in an informational

text read aloud

PK.L.4 Ask and answer questions

about the meanings of new words

and phrases introduced through

books, activities, and play a. Ask

and answer questions about the

meanings of new words and phrases

introduced through books, activities,

and play

PK.L.5 With guidance and support

from adults, explore word

relationships and nuances of word

meanings a. Demonstrate

understanding of concepts by sorting

common objects into categories (ex:

sort objects by color, shape, or

texture) c. Apply words learned in

classroom activities to real-life

examples (ex: name places in

school that are fun, quiet, or noisy)

PK.L.6 Use words and phrases

acquired through conversations,

listening to books read aloud,

activities, and play

Writing




story?

How do writers tell about more

than one of something?

Writing










nests)










Module 7








Skills)





Fairy Tales

Brown Bear

Space

Bunnies, Eggs, Chicks

Observation

Anecdotal notes

Pictures

Completed by the end of

March

letters?





book?



beginning of words?



Speaking-Listening/


How do readers act out

characters from poems and

stories read aloud? -How does

careful listening help with acting

out the characters?

How do readers make predictions

about what happens next in a

story by listening and using the

pictures?










own name












labels (ex: stop)

Speaking-Listening/




PK.R.3 With prompting and support,

act out characters and events from a

story or poem read aloud

PK.RL.MA.7 With prompting and

support, make predictions about

what happens next in a picture book

after examining and discussing the

illustrations



Weeks 8-11 (e, r, p, j, l, h, k, v, w)

Formal and informal



Writing





story?











nests)

Module 8






letters?

How do readers write uppercase

letters?




What is a word? -How do readers

count the words in sentences?


book?



beginning of words?

How do readers identify the

beginning sound of a spoken

words? What other words can

readers think of that start the

same way?





Skills)













own name


demonstrate understanding of

spoken words, syllables, and sounds

(phonemes) b. With guidance and

support, segment words in a simple

sentence by clapping and naming

the number of words in the sentence

c. Identify the initial sound of a

spoken word and, with guidance and

support, generate several other


Bunnies, Eggs, Chicks

Dinosaurs

Spring



Weeks 12-13 (y, x, z, q)


Formation of Uppercase Letters

Week 14 (ABCD)

Formal and informal



Observation

Anecdotal notes

Pictures

Completed by the end of April

words that have the same initial

sound












labels (ex: stop)

Speaking-Listening/


How do readers make

connections to what they are

listening to?

How do readers choose books to

listen to based on what they like

or who they like?

Speaking-Listening/





support, make connections between

a story or poem and one’s own

experiences

PK.RI..1 WIth prompting and


about informational text read aloud


recall important facts from an

informational text after hearing it

read aloud


represent or act out concepts

learned from hearing an

informational text read aloud (ex:

make a skyscraper out of blocks,

after listening to a book about cities

or, following a read-aloud on

animals, show how an elephant’s

gait differs from a bunny’s hop)


identify several books on a favorite

topic or several books by a favorite

author or illustrator

Writing

How do writers tell information

about a topic?

How do drawings help show

information?

What digital tools are available to

communicate?




dictating and drawing to explain

information about a topic

PK.W.6 Recognize that digital tools

(ex: computers, cell phones,

cameras, and other devices) are

used for communication and, with

support and guidance, use them to

convey messages in pictures and/or

words

Module 9







letters?

What is the order of the alphabet?

What is a rhyming word? How do

readers recognize and produce

rhyming words?



Skills)













own name





Spring

Very Hungry Caterpillar

Jungle

Beach


Uppercase Letter Formation

Weeks 15-18

(EFGHIJKLMNOPQRSTU)

Formal and informal



Observation

Anecdotal notes

Pictures

Completed by the end of May

(phonemes) a. With guidance and

support, recognize and produce

rhyming words (ex; identify words

that rhyme with /cat/ such as /bat/

and /sat/) b. With guidance and








sound












labels (ex: stop)

Speaking-Listening/


How do readers create

representations to tell a story?

-How do they tell about them to

others?

How do readers act out

characters from poems and

stories read aloud? -How does

careful listening help with acting

out the characters?

How do readers show and act out

Speaking-Listening/





support, act out characters and

events from a story or poem read

aloud


represent or act out concepts

learned from hearing an

informational text read aloud (ex:

information learned from

nonfiction texts?

How do readers talk about what

they are learning using pre-k

words that have been learned?







make a skyscraper out of blocks,

after listening to a book about cities

or, following a read-aloud on

animals, show how an elephant’s

gait differs from a bunny’s hop)

PK.SL.1 Participate in collaborative

conversations with diverse partners

during daily routines and play a.

Observe and use appropriate ways

of interacting in a group (ex: taking

turns in talking, listening to peers,

waiting to speak until another person

is finished talking, asking questions




multiple exchanges

PK.SL.3 Ask and answer questions

in order to seek help, get

information, or clarify something that

is not understood

PK.SL.5 Create representations of

experiences or stories (ex: drawings,

constructions with blocks or other

materials, clay models) and explain

them to others










PK.L.5 c. Apply words learned in

classroom activities to real-life

examples (ex: name places in

school that are fun, quiet, or noisy)














words










Module 10







letters?

What is the order of the alphabet?


How do readers use the alphabet

to learn more about words and



Skills)











Beach


Formation of Uppercase Letters

Week 19 (VWXYZ)

Formal and informal



Completed by the end of the

year

sounds?

Speaking-Listening/


How do readers clap the beat in

poems or songs?

Writing




own name




(phonemes) b. With guidance and








sound












labels (ex: stop)

Speaking-Listening/




PK.RL.5.Show awareness of the

rhythmic structure of a poem or song

by clapping or through movement.





story?

How do writers tell information

about a topic?

How do drawings help show

information?

What digital tools are available to

communicate?













words

*Ongoing throughout the year should be read alouds with age-appropriate literature -Students are expected to listen actively as an individual and a

member of a group -PK.RL.10, PK.RI.10

Focus Areas for Kindergarten aligned with standards:

1. Retell poems and stories with the story elements (Fiction and nonfiction)

2. Know all uppercase and lowercase letters and how to read and represent sounds

3. Dictate and begin to write stories for a variety of purposes

4. Ask questions to learn more when speaking and listening

5. Demonstrate some understanding of English grammar when writing and speaking

Instructional time should be spent on the following critical areas in kindergarten:


2. Fluency practice with grade-appropriate texts

3. Formative assessments to modify instruction based on student progress





8. Regular evidence-based writing about anchor texts



Focus Area/Essential

Questions

Focus Standards Instructional tools/materials Assessments

Module 1

Wit and Wisdom Module

1: The Five Senses

How do our senses help

us learn?

Reading Literature

RL.K.1 With prompting and support, ask and

answer questions about key details in a text.

RL.K.6 With prompting and support, name the

author and illustrator of a story and define the role

of each in telling the story.

Reading Informational Text

RI.K.1 With prompting and support, ask and

answer questions about key details in a text.

RI.K.4 With prompting and support, ask and

answer questions about unknown words in a text.

RI.K.5 Identify the front cover, back cover, and title

page of a book.

Writing

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.8 With guidance and support from adults,

recall information from experiences or gather

information from provided sources to answer a

question.

Language

L.K.1.d Understand and use question words

(interrogatives) (e.g., who, what, where, when,

why, how).

L.K.2.c Write a letter or letters for most consonant

and short-vowel sounds (phonemes).

Core Texts:

Picture Books (Informational):

● My Five Senses, Aliki

● My Five Senses, Margaret

Miller

● Rap a Tap Tap, Leo and

Diane Dillon

Picture Books (Literary)

● Chicka Chicka Boom

Boom, Bill Martin Jr. and

John Archambault;

Illustrations, Lois Ehlert

● Last Stop on Market

Street, Matt de la Peña;

Illustrations, Christian

Robinson

SUPPLEMENTARY TEXTS

Articles

● “Great Depression,”

Children’s Encyclopedia

● “The Harlem

Renaissance," Britannica

Kids

Paintings

● Flower Day, Diego Rivera

● Le Gourmet, Pablo

Picasso

Videos

● “Bojangles Step Dance"

● “Chicka Chicka Boom

Boom"

Focusing Question

Tasks (5) -Lesson 5,

Lesson 9, Lesson 15,


Lesson 28 (part 2)

New Read Assessments

(3) -Lesson 10, 16,

Lesson 23

Socratic Seminars (2)

-Lesson 16, Lesson 29

End of Module Task

-Lesson 30-31

Vocabulary Assessment

(2 parts) -Lesson 16

(practice), Lesson 21,

Lesson 29

Fundations Unit 1

Assessments

Completed by

November 6

*See ELA Schedule

L.K.2.d Spell simple words phonetically, drawing

on knowledge of sound-letter relationships.

●

“Eight-Year-Old Tap

Prodigy Little Luke"

Homework:

Home-Reading Routine

Speaking and Listening

SL.K.1 Participate in collaborative conversations

with diverse partners about kindergarten topics

and texts with peers and adults in small and larger

groups.

UBD Form

Fundations Unit 1 (Weeks 1-10)

CONTINUING STANDARDS

Reading Literature

RL.K.10 Actively engage in group reading activities

with purpose and understanding.


RI.K.10 Actively engage in group reading activities


Language

L.K.6 Use words and phrases acquired through

conversations, reading and being read to, and

responding to texts.

Phonics/Phonological

Awareness

Fundations Units 1

What are letters? -What

are consonants? What

are vowels? What sounds

do they make? What do

they look like?

How does knowing the

beginning and end

sounds of a word make

reading easier?

What is a word? How do

letters work together to

make up words? How do

words work together to

make up sentences?

Phonics/Phonological Awareness (Standards

for Foundational Skills)

K.RF.1 Demonstrate understanding of the

organization and basic features of print a. Follow

words from left to right, top to bottom, and page by

page b. Recognize that spoken words are

represented in written language by specific

sequences of letters c. Understand that words are

separated by spaces in print

K.RF.2 Demonstrate understanding of spoken

words, syllables, and sounds (phonemes) a.

Recognize and produce rhyming words b. Count,

pronounce, blend, and segment syllables in

spoken words c. Blend and segment onsets and

rimes of single-syllable spoken words

K.RF.3 Know and apply grade-level phonics and

word analysis skills in decoding words a.

Stories? (Smallest to

largest units)

What types of letters and

words do readers see in

stories? (print concepts)

What types of words

rhyme? How do good

readers recognize

rhymes?

What is a syllable? How

do readers count,

pronounce, blend and

segment syllables in

words?

How do writers print

lowercase letters?

Demonstrate basic knowledge of one-to-one

letter-sound correspondences by producing the

primary sound or many of the most frequent

sounds for each consonant

Module 2


2: Once Upon a Farm

What makes a good

story?

Reading Literature

RL.K.2 With prompting and support, retell familiar

stories, including key details.

RL.K.3 With prompting and support, identify

characters, settings, and major events in a story.

RL.K.9 With prompting and support, compare and

contrast the adventures and experiences of

characters in familiar stories.

Writing


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.


explore a variety of digital tools to produce and

publish writing, including in collaboration with

peers.


CORE TEXTS

Picture Books (Informational):

● Farm Animals, Wade

Cooper

● The Year at Maple Hill

Farm, Alice and Martin

Provensen


● The Little Red Hen, Jerry

Pinkney

● The Three Billy Goats

Gruff, Paul Galdone

● Three Little Pigs,

Adaptation, Raina Moore;

Illustrations, Thea Kliros

SUPPLEMENTARY TEXTS

Paintings

● American GothicGrant

Wood

Focusing Question

Tasks (5) -Lesson 5,


Lesson 22, Lesson 27


(2) -Lesson 18, Lesson

24


-Lesson 23, Lesson 29

andLesson 32

End of Module Task

-Lesson 30


(2 parts) -Lesson 22,

Lesson 30



question.

Language

L.K.1.a Print many upper- and lowercase letters.

L.K.1.e Use the most frequently occurring

prepositions (e.g., to, from, in, out, on, off, for, of,

by, with).

L.K.1.f Produce and expand complete sentences

in shared language activities.

L.K.2.c Write a letter or letters for most consonant

and short-vowel sounds (phonemes).

L.K.2.d Spell simple words phonetically, drawing

on knowledge of sound-letter relationships.

L.K.5.a Sort common objects into categories (e.g.,

shapes, foods) to gain a sense of the concepts the

categories represent.

L.K.5.c Identify real-life connections between

words and their use (e.g., note places at school

that are colorful).


SL.K.6 Speak audibly and express thoughts,

feelings, and ideas clearly.


Reading Literature






Language




●

Poem

●

Song

●

The Cornell Farm, Edward

Hicks

“Morning Is Come”

“Old MacDonald Had a

Farm”

Videos

● “Making Bread”

● “Seasons Song”

Fundations Units 1 (week 11-12)

and Fundations Unit 2

UBD FORM

Fundations Unit 1 and 2

Assessment

Completed by January

15

*See ELA Schedule

Homework:



Awareness

Fundations Unit 1 (4

weeks) Fundations Unit 2

How do readers blend

and segment sounds?

How does this help when

reading?

How do readers use their

knowledge of sounds to

blend three sounds

together when reading

words?

How do writers print

uppercase letters?


knowledge of the

alphabet to put words in

order?

Phonics/Phonological Awareness


organization and basic features of print b.

Recognize that spoken words are represented in

written language by specific sequences of letters

d. Recognize and name all upper-and lowercase

letters of the alphabet


words, syllables, and sounds (phonemes) c. Blend

and segment onsets and rimes of single-syllable

spoken words d. Isolate and produce the initial,

medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or

CVC) words (This does not include CVCs ending

with /l/, /r/, or /x/.)






sounds for each consonant

K.RF.4 Read emergent-reader texts with purpose

and understanding

Module 3


3: America, Then and

Now

How has life in America

changed over time?

Reading Literature

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.

RI.K.6 Name the author and illustrator of a text and

define the role of each in presenting the ideas or

information in a text.

Writing


and writing to compose informative/explanatory

texts in which they name what they are writing

CORE TEXTS

Picture Books (Informational)

● Communication Then and

Now, Robin Nelson

● Home Then and Now,

Robin Nelson

● Now & Ben: The Modern

Inventions of Benjamin

Franklin, Gene Barretta

● School Then and Now,

Robin Nelson

● Transportation Then and

Now, Robin Nelson

● When I Was Young in the

Focusing Question

Tasks (5) -Lesson 5, 10,

16, 21, 25


(2) -Lesson 2, 19


-Lesson 17, 27

End of Module Task

-Lesson 28


about and supply some information about the

topic.

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).




question.

Language

L.K.1.b Use frequently occurring nouns and verbs.

L.K.1.c Form regular plural nouns orally by adding

/s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.2.a Capitalize the first word in a sentence and

the pronoun I.


SL.K.3 Ask and answer questions in order to seek

help, get information, or clarify something that is

not understood.

SL.K.5 Add drawings or other visual displays to

descriptions as desired to provide additional detail.


Reading Literature






Language




Mountains, Cynthia Rylant


● The Little House, Virginia

Lee Burton

SUPPLEMENTARY TEXTS

Painting

● Washington Crossing the

Delaware, Emanuel

Leutze (1851)

Photographs

● “Betsy Ross and the

American Flag: Flag

Picture Gallery,”

Independence Hall

Association

● Old Hand Water Pump,

Judson McCranie

● “Then & Now: The

Stunning Speed of Urban

Development,” S.A.

Rogers

Poem

●

Songs

●

●

●

Video

●

“Now We Are Six,” A.A.

Milne

“Engine on the Track,”

Gayle’s Preschool

Rainbow

“This Land Is Your Land,”

Woody Guthrie

“You’re a Grand Old Flag,”

George M. Cohan

“Sounds of a Glass

Armonica,” Toronto Star

Website

● "About Cynthia Rylant,"

(2 parts) -Lesson 16, 28


Assessment

Completed by April 2

*See ELA Schedule

Homework:



Awareness

Fundations Unit 3


and segment sounds in

words?


knowledge of letter

sounds to read nonsense

words?

How do readers segment

and spell short vowel

words (CVC)?

What is a vowel? -What

is the difference between

a long and a short vowel?

How does sight word

knowledge make reading

easier?

Fundations Unit 4

How do readers segment

phonemes?

What happens when two

consonants come

together to make a new

sound? (consonant

digraphs)

How do readers read and

spell words with

consonant digraphs?

How does sight word


easier?



organization and basic features of print b.

Recognize that spoken words are represented in

written language by specific sequences of letters

d. Recognize and name all upper-and lowercase

letters of the alphabet


words, syllables, and sounds (phonemes) d.

Isolate and produce the initial, medial vowel, and

final sounds (phonemes) in three-phoneme

(consonant-vowel-consonant, or CVC) words (This

does not include CVCs ending with /l/, /r/, or /x/.)






sounds for each consonant b. Associate the long

and short sounds with common spellings

(graphemes) for the five major vowels c. Read

common high-frequency words by sight (ex: the,

of, to, you, she, my, is, are, do, does d. Distinguish

between similarly spelled words by identifying the

sounds of the letters that differ

K.RF.4 Read emergent-reader texts with purpose

and understanding

UBD FORM

Cynthia Rylant


Module 4


4: The Continents

What makes the world

fascinating?

Reading Literature

RL.K.4 Ask and answer questions about unknown

words in a text.

RL.K.5 Recognize common types of texts (e.g.,

storybooks, poems).

RL.K.7 With prompting and support, describe the

relationship between illustrations and the story in

which they appear (e.g., what moment in a story

an illustration depicts).

Reading Informational

RI.K.7 With prompting and support, describe the

relationship between illustrations and the text in

which they appear (e.g., what person, place, thing,

or idea in the text an illustration depicts).

RI.K.8 With prompting and support, identify the

reasons an author gives to support points in a text.

RI.K.9 With prompting and support, identify basic

similarities in and differences between two texts on

the same topic (e.g., in illustrations, descriptions,

or procedures).

Writing


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.


respond to questions and suggestions from peers

and add details to strengthen writing as needed.




question.

Language

L.K.1.f Produce and expand complete sentences

CORE TEXTS


● Africa, Rebecca Hirsch

● Antarctica, Rebecca

Hirsch

● Asia, Rebecca Hirsch

● Australia, Rebecca Hirsch

● Europe, Rebecca Hirsch

● Introducing North America,

Chris Oxlade

● South America, Rebecca

Hirsch

● World Atlas, Nick Crane;

Illustrations, David Dean


● Moon Rope, Lois Ehlert

● The Story of Ferdinand,

Munro Leaf; Illustrations,

Robert Lawson

● Why Mosquitoes Buzz in

People’s Ears: A West

African Tale, Verna

Aardema; Illustrations, Leo

and Diane Dillon

SUPPLEMENTARY TEXTS

Article

● “5 Reasons Why Animal

Moms Are Awesome,”

April Capochino Myers

Painting

● Carta Marina Olaus

Magnus

● Cornell Farm, Edward

Hicks

● Washington Crossing the

Delaware, Emanuel

Leutze

Focusing Question


19, 26, 30


(3) -Lesson 13, 23, 31


-Lesson 15, 35

End of Module Task -

Lesson 32



Fundations Unit 5

Assessment

Completed by June 11

*See ELA Schedule

Homework:


in shared language activities.

L.K.2.a Capitalize the first word in a sentence and

the pronoun I.

L.K.2.b Recognize and name end punctuation.

L.K.4.a Identify new meanings for familiar words

and apply them accurately (e.g., knowing duck is a

bird and learning the verb to duck).

L.K.4.b Use the most frequently occurring

inflections and affixes (e.g., –ed, –s, re–, un–,

pre–, –ful, –less) as a clue to the meaning of an

unknown word.

L.K.5.b Demonstrate understanding of frequently

occurring verbs and adjectives by relating them to

their opposites (antonyms).

L.K.5.d Distinguish shades of meaning among

verbs describing the same general action (e.g.,

walk, march, strut, prance) by acting out the

meanings.


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.4 Describe familiar people, places, things,

and events and, with prompting and support,

provide additional detail.


Reading Literature






Photographs

● Earth from Space, Stöckli,

Reto, et al.

● “Grand Canyon Scenic

Splendor,”National Park

Service

● “Patterns of Chinchero,”

Descendants of the Incas


● When I Was Young in the

Mountains, Cynthia

Rylant; Illustrations, Diane

Goode

Poem

● “Lions Roar,” CanTeach

Quotation

● “What is life?” Crowfoot

Songs

● “Penguin Song,”

Preschool Education

● "In the World is Carmen

Sandiego? from

Smithsonian Folkways,"

Smithsonian Folkways

Videos

● “Antarctic Sights and

Sounds,” James Napoli

● “Burkina Faso: Music,”

Our Africa

● “Explore Views of the Burj

Khalifa with Google

Maps,” Google Maps

● “The Seven Continents

Song,” Silly School Songs

● “Storm-Proofing the

World’s Biggest Mud

Building,” BBC Earth

● “Traditional Chinese

Phonological Awareness/

Phonics

Fundations Unit 5

What is the structure of a

sentence?


knowledge of letters and

sounds to write

sentences? -How do they

stretch words?

How does sight word

knowledge help with

reading?

Language




Phonological Awareness/ Phonics

1.RF. 3 Know and apply grade-level phonics and

word analysis skills in decoding words d. Use

knowledge that every syllable must have a vowel

sound to determine the number of syllables in a

printed word e. Decode two-syllable words

following basic patterns by breaking the words into

syllables

Dance—‘Flowers Contend

in Beauty’ by Li Qian, Lin

Chen…”

Web Pages

● “Americas—Fact Files,”

Go Wild

● “Moles,” DK Find Out!

UBD FORM


Focus Areas for First Grade aligned with standards:

1. Ask and answer questions to learn more about a text when reading (apply reading strategies to grade 1 text to

understand)

2. Apply regular and irregular letter/sound knowledge to read unknown words

3. Write stories for a variety of purposes with details

4. Build upon conversation with peers to add and gain new information

5. Demonstrate understanding of the conventions of standard English with speaking and writing

Instructional time should be spent on the following critical areas in first grade:












Questions

Focus Standards Instructional tools/materials Assessments

Module 1


1: A World of Books

How do books change

lives around the world?

Reading Literature

RL.1.1 Ask and answer questions about key

details in a text.

RL.1.2 Retell stories, including key details, and

demonstrate understanding of their central

message or lesson.

RL.1.3 Describe characters, settings, and major

events in a story, using key details.


RI.1.1 Ask and answer questions about key details

in a text.

RI.1.7 Use the illustrations and details in a text to

describe its key ideas.

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.

W.1.5 With guidance and support from adults,

focus on a topic, respond to questions and

suggestions from peers, and add details to

strengthen writing as needed.


SL.1.1.a Follow agreed-upon rules for discussions

(e.g., listening to others with care, speaking one at

a time about the topics and texts under

discussion).

SL.1.1.b Build on other’s talk in conversations by

responding to the comments of others through

multiple exchanges.

CORE TEXTS

Picture Books, Literary

● Tomás and the Library

Lady, Pat Mora and Raul

Colón

● Waiting for the Biblioburro,

Monica Brown and John

Parra

● That Book Woman,

Heather Henson and

David Small

● Green Eggs and Ham, Dr.

Seuss

Picture Books, Informational

● Museum ABC, The

Metropolitan Museum of

Art

● My Librarian Is a Camel,

Margriet Ruurs

SUPPLEMENTARY TEXTS

● Almanac

● The Old Farmer's Almanac

Videos

● “CNN Heroes: Luis

Soriano,” CNN

● “Pack Horse Librarians,”

SLIS Storytelling

Websites

● "ASL Sign for: yes,"

American Sign Language

Dictionary

● "ASL Sign for: no,"

Focusing Question


16, 21, 26


(3) -Lesson 7, 13, 23


-Lesson 21, 27, 32

End of Module Task

-Lesson 28



Fundations Unit 1-3

Assessments

Completed by

November 6

*See ELA Schedule

Homework:

Fluency

Language

L.1.1.b Use common, proper, and possessive

nouns.

L.1.1.f Use frequently occurring adjectives.

L.1.1.j Produce and expand complete simple and

compound declarative, interrogative, imperative,

and exclamatory sentences in response to

prompts.

L.1.2.b Use end punctuation for sentences.


Reading Literature

RL.1.10 With prompting and support, read prose

and poetry of appropriate complexity for Grade 1.

●

UBD Form


Dictionary

"ASL Sign for: same,"


Dictionary

Fundations Units 1-3 *Flextime for

review/ phonological awareness

activities based on data


RI.1.10 With prompting and support, read

informational texts with appropriate complexity for

Grade 1.

Language

L.1.6 Use words and phrases acquired through


responding to texts, including using frequently

occurring conjunctions to signal simple

relationships (e.g., because).


Awareness

Fundations Unit 1-3

How do readers use the

alphabet to read and

write words?

What makes up a word?

A sentence?

Short vowels -CVC words

What happens when

Phonics/Phonological Awareness (Standards

for Foundational Skills)

1.RF.1 Demonstrate understanding of the

organization and basic features of print a.

Recognize the distinguishing features of a

sentence (ex. first word, capitalization, ending

punctuation)

1.RF.2 Demonstrate understanding of spoken

words, syllables, and sounds (phonemes) b. orally

produce single-syllable words by blending sounds

readers blend sounds

together?

How does stretching a

word help with reading

and spelling?

What happens when two

letters work together to

make one sound

(digraphs)?

How can sight word


easier?

(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)

1. RF. 3 Know and apply grade-level phonics and

word analysis skills in decoding words a. Know

the spelling-sound correspondences for common

consonant digraphs b. decode regularly spelled

one-syllable words g. recognize and read

appropriate irregularly spelled words

1.RF.4 Read with sufficient accuracy and fluency

to support comprehension

Module 2


2: Creature Features

What can we discover

about animals’ unique

features?

Reading Literature

RL.1.2 Retell stories, including key details, and

demonstrate understanding of their central

message or lesson.


RI.1.2 Identify the main topic and retell key details

of the text.

RI.1.3 Describe the connection between two

individuals, events, ideas, or pieces of information

in a text.

RI.1.5 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.

RI.1.8 Identify reasons the author gives to support

points in a text.

Writing

W.1.2 Write informative/explanatory text in which

they name a topic, supply some facts about the

topic, and provide some sense of closure.

W.1.6 With guidance and support from adults, use

CORE TEXTS


● Seven Blind Mice, Ed

Young


● Me…Jane, Patrick

McDonnell

● Never Smile at a Monkey,

Steve Jenkins

● Sea Horse: The Shyest

Fish in the Sea, Chris

Butterworth, John

Lawrence

● What Do You Do With a

Tail Like This?, Steve

Jenkins, Robin Page

SUPPLEMENTARY TEXTS

Fables

● “The Hare & the Tortoise,”

Aesop’s Fables

● “The Ants & the

Grasshopper,” Aesop’s

Fables

Focusing Question


19, 22, 30


(2) -Lesson 21, 32


-Lesson 9, 20, 36

End of Module Task

-Lesson 33



Fundations Unit 4-7

Assessment

Completed by January

15

*See ELA Schedule

a variety of digital tools to produce and publish

writing, including in collaboration with peers.

W.1.7 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).




question.


SL.1.5 Add drawings or other visual displays to

descriptions when appropriate to clarify ideas,

thoughts, and feelings.

SL.1.6 Produce complete sentences when

appropriate to task and situation.

Language

L.1.1.h Use determiners (e.g., articles,

demonstratives).

L.1.1.i Use frequently occurring prepositions (e.g.,

during, beyond, toward).




prompts.

L.1.2.b Use end punctuation for sentences.

L.1.2.e Spell untaught words phonetically, drawing

on phonemic awareness and spelling conventions.

L.1.4.a Use sentence-level context as a clue to the

meaning of a word or phrase.

L.1.5.b Define words by category and by one or

more key attributes (e.g., a duck is a bird that

swims; a tiger is a large cat with stripes).

L.1.5.d Distinguish shades of meaning among

verbs differing in manner (e.g., look, peek, glance,

stare, glare, scowl) and adjectives differing in

Video

●

“Pygmy Sea Horses:

Masters of Camouflage,”

Deep Look (2014)

Visual Art

● Young Hare, Albrecht

Dürer (1502)

● The Snail, Henri Matisse

(1953)

Fundations Units 4-7

UBD FORM

Homework:

Fluency

intensity (e.g., large, gigantic) by defining or

choosing them or by acting out the meanings.


Reading Literature






Grade 1.

Language





relationships.


Awareness


Why do some words

have double letters?

How does looking at

chunks of words make

reading easier?

How does a base word

help when reading longer

words with endings

(suffixes)?

How can sight word


easier?


more sounds together?


1.RF.3 Know and apply grade-level phonics and

word analysis skills in decoding words. B. Decode

regularly spelled one-syllable words f. Read words

with inflectional endings g. Recognize and read

grade-appropriate irregularly spelled words

1.RF.4 Read with sufficient accuracy and fluency

to support comprehension

Module 3


3: Powerful Forces

How do people respond

to the powerful force of

the wind?

Reading Literature

RL.1.4 Identify words and phrases in stories or

poems that suggest feelings or appeal to the

senses.

RL.1.5 Explain major differences between books

that tell stories and books that give information,

drawing on a wide reading of a range of text types.


RI.1.4 Ask and answer questions to help

determine or clarify the meaning of words and

phrases in a text.

RI.1.6 Distinguish between information provided by

pictures or other illustrations and information

provided by the words in a text.

RI.1.9 Identify basic similarities in and differences

between two texts on the same topic.

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.1.1.c Ask questions to clear up any confusion

about the topics and texts under discussion.

SL.1.3 Ask and answer questions about what a

speaker says in order to gather additional

information or clarify something that is not

understood.

Language

L.1.1c Use singular and plural nouns with

matching verbs in basic sentences.

L.1.1.e Use verbs to convey a sense of past,

present, and future.

CORE TEXTS


● Brave Irene, William Steig

● Owl at Home, “The

Guest,” Arnold Lobel

● Gilberto and the Wind,

Marie Hall Ets


● The Boy Who Harnessed

the Wind, William

Kamkwamba and Bryan

Mealer

● Feel the Wind, Arthur

Dorros

● Feelings, Aliki

SUPPLEMENTARY TEXTS

Poetry

● “The Wind,” James

Reeves

● “It Fell in the City,” Eve

Merriam

● “This Windmill,” Amy

Ludwig VanDerwater

Video

●

“William and the Windmill,”

Toronto Star

Audio

● "Soaring Bird MVI 0902,"

SanfordAr

●

"Hummingbird Wing

Sounds,"

MyBackyardBirding

Painting

● The Red Mill, Piet

Mondrian (1911)

● Oostzijdse Mill with

Focusing Question


18, 24, 28


(2) -Lesson 17, 31


-Lesson 29, 35

End of Module Task

-Lesson 32



Fundations Unit 8-10

Assessment


*See ELA Schedule

Homework:

Fluency

L.1.1.f Use frequently occurring adjectives.

L.1.4.b Use frequently occurring affixes as a clue

to the meaning of a word.

L.1.4.c Identify frequently occurring root words and

their inflectional forms.

L.1.5.c Identify real-life connections between

words and their use.

L.1.5.d Distinguish shades of meaning among

verbs differing in manner and adjectives differing in

intensity by defining or choosing them or by acting

out the meanings.


Reading Literature


and poetry of appropriate complexity for grade 1.




grade 1.

Extended Blue, Yellow

and Purple Sky, Piet

Mondrian (1907)

● Windmill in the Gein, Piet

Mondrian (1906–07)

Article, Informational

● “Wind at Work,” Amy Tao

● “What Makes the Wind?”

Amy Tao

● Short Story Excerpt,

Literary

● “Owl and the Moon,”

Arnold Lobel

Websites

● American Sign Language

Website

● "Hurricanes," DK Find Out!

UBD FORM


Language





relationships.


Awareness


How do larger word

chunks help readers

read?

What irregular sounds do

vowels make?

(R-Controlled vowels)


1. RF.2 Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a.

Distinguish long from short vowel sounds in

spoken single-syllable words


word analysis skills in decoding words b. Decode

regularly spelled one-syllable words c. Know final

-e and common vowel team conventions for

How do syllables change

the sound of vowels?

What is a long vowel vs a

short vowel?

What can make a vowel

long? (beginning vowel

teams)

How can sight word


easier?


longer words?

How do suffixes change

the way readers read

words?

representing long vowel sounds f. Read words with

inflectional ending g. Recognize and read


1.L.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing e. Use conventional spelling

for words with common spelling patterns and for

frequently occurring irregular words. f. Spell

untaught words phonetically, drawing on phonemic

awareness and spelling conventions

Module 4


4: Cinderella Stories

Why do people around

the world admire

Cinderella?

Reading Literature

RL.1.6 Identify who is telling the story at various

points in a text.

RL.1.7 Use illustrations and details in a story to

describe its characters, setting, or events.

RL.1.9 Compare and contrast the adventures and

experiences of characters in stories.

Writing

W.1.1 Write opinion pieces in which they introduce

the topic or name the book they are writing about,

state an opinion, supply a reason for the opinion,

and provide some sense of closure.




question.


SL.1.2 Ask and answer questions about key

details in a text read aloud or information

presented orally or through other media.

CORE TEXTS


● Adelita, Tomie dePaola

● Bigfoot Cinderrrrrella,

Tony Johnston;

Illustrations, James

Warhola

● Cendrillon: A Caribbean

Cinderella, Robert D. San

Souci; Illustrations, Brian

Pinkney

● Cinderella, Marcia Brown

● Glass Slipper, Gold

Sandal: A Worldwide

Cinderella, Paul

Fleischman; Illustrations,

Julie Paschkis

● The Korean Cinderella,

Shirley Climo; Illustrations,

Ruth Heller

● The Rough-Face Girl,

Rafe Martin; Illustrations,

Focusing Question Task

(3) -Lesson 8, 15, 24


(2) -Lesson 17, 33


-Lesson 28, 34

End of Module Task -

Lesson 29




Assessment


*See ELA Schedule

SL.1.4 Describe people, places, things, and events

with relevant details, expressing ideas and feelings

clearly.

Language

L.1.1.a Print all upper- and lowercase letters.

L.1.1.d Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their,

anyone, everything).

L.1.1.g Use frequently occurring conjunctions (e.g.,

and, but, or, so, because).




prompts.

L.1.2.a Capitalize dates and names of people.

L.1.2.c Use commas in dates and to separate

single words in a series.

L.1.2.d Use conventional spelling for words with

common spelling patterns and for frequently

occurring irregular words.

L.1.4.a Use sentence-level context as a clue to the

meaning of a word or phrase.

L.1.5.a Sort words into categories (e.g., colors,

clothing) to gain a sense of the concepts the

categories represent.


Reading Literature






Grade 1.

Language

David Shannon

Visual Art

● First Steps, Jean-François

Millet

● First Steps, Pablo Picasso

● First Steps, after Millet,

Vincent van Gogh

SUPPLEMENTARY TEXTS

● Article, Informational

● “900 Cinderellas,” Marcia

Amidon Lusted and Judith

C. Greenfield

Videos

● “Kudhinda Screen

Printing”

● “The Process of Making

Batik–Artisans at Work”

● “Wycinanka/Paper Cutout”

Websites

● “Around the World,” TIME

for Kids

● “Talking Textiles,” The

Children’s University of

Manchester

● "ASL Sign for: yes,"


Dictionary

● "ASL Sign for: no,"


Dictionary

● "ASL Sign for: same,"


●

●

Dictionary

“815: To Theo van Gogh.

Saint-Rémy-de-Provence,

on or about Friday, 25

October 1889”

Vincent van Gogh Quote

Homework:

Fluency





relationships.

UBD FORM


Phonological

Awareness/ Phonics


How do vowels work

together to create new

sounds?

What happens to vowels

in vowel-consonant-e

words?

How do readers know

when vowels will be long

or short?

How does syllable

knowledge help readers

with multisyllabic words?

What is a compound

word?

How does adding a suffix

to a multisyllabic word

change how a reader

reads or understands a

word?

Phonological Awareness/ Phonics

1.RF.2 Demonstrate understanding of spoken

words, syllables, and sounds (phonemes) a.

Distinguish long from short vowel sounds in

spoken single-syllable words


word analysis skills in decoding words c. Know

final -e and common vowel team conventions for

representing long vowel sounds d. Use knowledge

that every syllable must have a vowel sound to

determine the number of syllables in a printed

word e. Decode two-syllable words following basic

patterns by breaking the words into syllables f.

Read words with inflectional endings g. Recognize

and read-grade appropriate irregularly spelled

words

1.L.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing e. Use conventional spelling

for words with common spelling patterns and for

frequently occurring irregular words. f. Spell

untaught words phonetically, drawing on phonemic

awareness and spelling conventions

1.L.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 c. Identify frequently

occurring root words (ex: look) and their

inflectional forms (ex: looks, looked, looking)

Focus Areas for Second Grade aligned with standards:

1. Know and use various reading strategies to gain a deeper understanding of story elements and information learned

in second grade texts *Fiction and nonfiction stories and poems

2. Apply grade-level phonics skills to read with sufficient accuracy and fluency to support comprehension

3. Write stories for a variety purposes with sufficient detail and dialogue

4. Build upon conversation with peers to add and gain new information -ask for clarification when needed


Instructional time should be spent on the following critical areas in second grade:




4. Regular close reading of complex, anchor texts







Questions

Focus Standards

Instructional

materials/resources

Assessment

Module 1

Wit and Wisdom Module 1:

A Season of Change

How does change impact

people and nature?

Reading Literature

RL.2.1 Ask and answer such questions as who,

what, where, when, why, and how to

demonstrate understanding of key details in a

text.

RL.2.2 Recount stories, including fables and

folktales from diverse cultures, and determine

their central message, lesson, or moral.

RL.2.5 Describe the overall structure of a story,

including describing how the beginning

introduces the story and the ending concludes

the action.


RI.2.1 Ask and answer such questions as who,

what, where, when, why, and how to

demonstrate understanding of key details in a

text.

RI.2.2 Identify the main topic of multi-paragraph

text as well as the focus of specific paragraphs

within the text.

Writing

W.2.2 Write informative/explanatory texts in

which they introduce a topic, use facts and

definitions to develop points, and provide a

concluding statement or section.

W.2.5 With guidance and support from adults

and peers, focus on a topic and strengthen

writing as needed by revising and editing.

W.2.8 Recall information from experiences or

gather information from provided sources to

answer a question.

CORE TEXTS

Poetry

● “Weather,” Eve

Merriam

Picture Book

(Informational)

●

●

●

How Do You

Know It’s Fall?,

Lisa M. Herrington

Why Do Leaves

Change Color?,

Betsy Maestro

Sky Tree, Thomas

Locker

Picture Book (Literary)

● The Little Yellow

Leaf, Carin Berger

● A Color of His

Own, Leo Lionni

SUPPLEMENTARY

TEXTS

Paintings

● Autumn

Landscape,

Maurice de

Vlaminck

● Bathers at

Asnières,Georges

Seurat

● Hunters in the

Snow,Pieter

Bruegel the Elder

Focusing Question Tasks -Lesson

8, 13, 14, 18, 24, 29

New Read Assessments (2)

-Lesson 15, 20

Socratic Seminars (2) -Lesson 9,

19

End of Module Task -Lesson 31

Vocabulary Assessment (2 parts)

-Lesson 30, 32

Fundations Unit 1-4 Assessments

Completed by November 6

*See ELA Schedule

Homework:

Fluency


SL.2.1 Participate in collaborative conversations

with diverse partners about Grade 2 topics and

texts with peers and adults in small and larger

groups.

SL.2.1.a 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).

SL.2.1.b Build on others’ talk in conversations

by linking their comments to the remarks of

others.

Language

L.2.1.e Use adjectives and adverbs, and choose

between them depending on what is to be

modified.

L.2.1.f Produce, expand, and rearrange

complete simple and compound sentences.


Reading Literature

RL.2.10 By the end of the year, read and

comprehend literature, including stories and

poetry, in the Grades 2–3 text complexity band

proficiently, with scaffolding as needed at the

high end of the range.

●

Paris Street,

Rainy Day,

Gustave

Caillebotte

Websites

● "ASL Sign for:

stop," American

Sign Language

Dictionary

● "ASL Sign for:

linked," American

Sign Language

Dictionary

● "ASL Sign for:

same," American

Sign Language

Dictionary

UBD FORM



RI.2.10 By the end of year, read and

comprehend informational texts, including

history/social studies, science, and technical

texts, in the Grades 2–3 text complexity band



Language



responding to texts, including using adjectives

and adverbs to describe.

Phonics


What is a vowel? -What are

their short sounds?

What is a consonant?

-What are their sounds?

What is a consonant

digraph? How do readers

read words with consonant

digraphs?


consonants together in

words?

What is a closed syllable?

What sound does the vowel

make? -What makes an

exception?

What is a bonus letter?

When do readers see

them?

What is a glued sound?

How do readers read

them?

How do readers blend and

read words with glued

sounds?

What is a suffix?

How do readers read words

with suffixes?


understand plurals?

Phonics (Standards for Foundational Skills)



Distinguish long and short vowels when reading

regularly spelled one-syllable words d. Decode

words with common prefixes and suffixes f.

Recognize and read grade-appropriate

irregularly spelled words

How do readers use tenses

to read and understand

words in the past and the

present?

How does sight word


easier?

Module 2


The American West

What was life like in the

West for early Americans?

Reading Literature

RL.2.2 Recount stories, including fables and

folktales from diverse cultures, and determine

their central message, lesson, or moral.

RL.2.3 Describe how characters in a story

respond to major events and challenges.

RL.2.9 Compare and contrast two or more

versions of the same story (e.g., Cinderella

stories) by different authors or from different

cultures.


RI.2.4 Determine the meaning of words and

phrases in a text relevant to a Grade 2 topic or

subject area.

Writing

W.2.2 Write informative/explanatory texts in

which they introduce a topic, use facts and

definitions to develop points, and provide a

concluding statement or section.

W.2.5 With guidance and support from adults

and peers, focus on a topic and strengthen

writing as needed by revising and editing.


use a variety of digital tools to produce and

publish writing, including in collaboration with

peers.



answer a question.


SL.2.5 Create audio recordings of stories or

poems; add drawings or other visual displays to

stories or recounts of experiences when

appropriate to clarify ideas, thoughts, and

feelings.

CORE TEXTS

Picture Book

(Informational)

● The Buffalo Are

Back, Jean

Craighead George

● Journey of a

Pioneer, Patricia

J. Murphy

● Plains Indians,

Andrew Santella


● Johnny

Appleseed,

Steven Kellogg

● John Henry: An

American Legend,

Ezra Jack Keats

● John Henry, Julius

Lester

● The Legend of the

Bluebonnet,

Tomie dePaola

●

The Story of

Johnny

Appleseed, Aliki

SUPPLEMENTARY

TEXTS

Images

●

●

"American Indians

and the Alaskan

Natives in the

United States,"

United States

Census Bureau

Oregon Trail Map,

Legends of

America

Focusing Question Tasks (6)

-Lesson 3, 9, 14, 19, 22, 31


-Lesson 11, 20


25



-Lesson 31, 32


Completed by January 22

*See ELA Schedule

Homework:

Fluency

SL.2.6 Produce complete sentences when

appropriate to task and situation in order to

provide requested detail or clarification

Language

L.2.1.a Use collective nouns (e.g., group).

L.2.1.b Form and use frequently occurring

irregular plural nouns (e.g., feet, children, teeth,

mice, fish).

L.2.2.a Capitalize holidays, product names, and

geographic names.

L.2.4.a Use sentence-level context as a clue to

the meaning of a word or phrase.

L.2.4.b Determine the meaning of the new word

formed when a known prefix is added to a

known word (e.g., happy/unhappy, tell/retell).

L.2.4.c Use a known root word as a clue to the

meaning of an unknown word with the same

root (e.g., addition, additional).


Reading Literature



poetry, in the Grades 2–3 text complexity band







texts, in the Grades 2–3 text complexity band



Language


●

Websites

●

●

●

Videos

●

●

●

●

Painting

●

Poetry

●

USA Territorial

Growth,

Wikimedia

Commons

"Who was Johnny

Appleseed?"

Scholastic News

John Henry and

the Coming of the

Railroad, NPS

"Legend,"

Encyclopedia

Britannica

American History

to 1920 -

Children's Video

Project

The Donner Party,

History Channel

"Comanche

Warrior-

Documentary

Excerpt, Part 1"

"Buffalo Dusk,"

YouTube.

Among the Sierra

Nevada,

California, Albert

Bierstadt

“Buffalo Dusk,”

Carl Sandburg



and adverbs to describe (e.g., When other kids

are happy that makes me happy).

UBD FORM


Phonics


What is a suffix?


with suffixes?


understand plurals?

How do readers use tenses

to read and understand

words in the past and the

present?

How do readers read two

syllable words?

What is a compound word?

How do readers use word

knowledge to learn about

compound words?

How do readers divide

closed syllables to make

reading easier?

What is a long vowel?


that are vowel-consonant-e

syllable types? -How do

they read exceptions to this

syllable type?

What is an open syllable?

-How is it different from a

closed syllable?

How do readers read open

syllables?

When is y a vowel? -What

sounds can it make?

Phonics


word analysis skills in decoding words c.

Decode regularly spelled two-syllable words

with long vowels d. Decode words with

common prefixes and suffixes e. Identify words

with inconsistent but common spelling-sound

correspondences f. Recognize and read


2.L.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.

d.Use knowledge of the meaning of individual

words to predict the meaning of compound

words (e.g., birdhouse, lighthouse, housefly;

bookshelf, notebook, bookmark).

How does sight word


easier?

How do readers read r

controlled syllable types?

What are the sounds of /ar/

and /or/? -How many

letters? What happens

when these letters come

together?

What are the sounds of

/er/, /ir/ and /ur/? -How

many letters? What

happens when these letters

come together?

Module 3


Civil Rights Heroes

How can people respond to

injustice?

FOCUS STANDARDS

Reading Literature

RL.2.4 Describe how words and phrases (e.g.,

regular beats, alliteration, rhymes, repeated

lines) supply rhythm and meaning in a story,

poem, or song.

RL.2.6 Acknowledge differences in the points of

view of characters, including by speaking in a

different voice for each character when reading

dialogue aloud.


RI.2.7 Explain how specific images contribute to

and clarify a text.

RI.2.9 Compare and contrast the most

important points presented by two texts on the

same topic.

Writing

W.2.3 Write narratives in which they recount a

well-elaborated event or short sequence of

CORE TEXTS

Picture Books

(Informational)

● I Have A Dream,

Dr. Martin Luther

King, Jr.;

paintings, Kadir

Nelson

● Martin Luther

King, Jr. and the

March on

Washington,

Frances E. Ruffin;

illustrations,

Stephen Marchesi

● Ruby Bridges

Goes to School:

My True Story,

Ruby Bridges

● The Story of Ruby

Bridges, Robert


-Lesson 5, 11, 16, 21, 27


-Lesson 14, 18, 30, 31


34



-Lesson 33, 34



*See ELA Schedule

events, include details to describe actions,

thoughts, and feelings, use temporal words to

signal event order, and provide a sense of

closure.



answer a question.


SL.2.1.c Ask for clarification and further

explanation as needed about the topics and

texts under discussion.

SL.2.3 Ask and answer questions about what a

speaker says in order to clarify comprehension,

gather additional information, or deepen

understanding of a topic or issue.

Language

L.2.1.e Use adjectives and adverbs, and choose

between them depending on what is to be

modified.

L.2.1.f Produce, expand, and rearrange

complete simple and compound sentences.

L.2.4.d Use knowledge of the meaning of

individual words to predict the meaning of

compound words.

L.2.5.b Distinguish shades of meaning among

closely related verbs and closely related

adjectives.


Reading Literature

RL.2.10By the end of the year, read and


poetry, in the grades 2–3 text complexity band



●

Coles;

illustrations,

George Ford

Separate is Never

Equal: Sylvia

Mendez and Her

Family’s Fight for

Desegregation,

Duncan Tonatiuh

SUPPLEMENTARY

TEXTS

Photography

●

●

●

●

●

Poetry

●

Selma to

Montgomery

March, Alabama,

1965, James

Karales

U.S. Marshals

Escorting Ruby

Bridges,

Associated Press

Civil rights march

on Wash[ington],

D.C., Library of

Congress

Woman with

camera and crowd

at the March on

Washington,

1963, Library of

Congress

Ruby Bridges and

the Civil Rights

Movement Slide

Show, Scholastic

“Words like

Freedom,”

Homework:

Fluency

Phonics


How do readers read r

controlled syllable types?

What are the sounds of /ar/

and /or/? -How many

letters? What happens

when theses letters come

together?

What are the sounds of

/er/, /ir/ and /ur/? -How

many letters? What

happens when theses

letters come together?


with two vowels?

What is a double vowel

syllable type? -What

sounds do the vowels

make?

How does syllable

knowledge help when

reading unknown words?





texts, in the grades 2–3 text complexity band



Language





Phonics



Distinguish long and short vowels when reading

regularly spelled one-syllable words b. Know

spelling-sound correspondences for additional

vowel teams c. Decode regularly spelled

two-syllable words with long vowels e. Identify

words with inconsistent but common

spelling-sound correspondences f. Recognize

and read grade-appropriate irregularly spelled

words

Langston Hughes

● “Dreams,”

Langston Hughes

Videos

● “Civil Rights -

Ruby Bridges”

● “The Man Who

Changed

America”

● “Ruby Bridges

●

Music

●

●

●

●

Articles

●

●

Interview”

“Sylvia Mendez

and Sandra

Mendez Duran”

“Ain’t Gonna Let

Nobody Turn Me

Around,” Stephen

Griffith

“Ain’t Gonna Let

Nobody Turn Me

Around,” The

Freedom Singers

“This Little Light of

Mine,” Stephen

Griffith

“America (My

Country Tis of

Thee),” Stephen

Griffith

“Different Voices,”

Anna Gratz

Cockerille

“When Peace Met

Power,” Laura

Helweg

How does irregular vowel

knowledge help when


How does sight word


easier?


with two vowels?

UBD FORM


Module 4


Good Eating

How does food nourish us?

FOCUS STANDARDS

Reading Literature

RL.2.7 Use information gained from the

illustrations and words in a print or digital text to

demonstrate understanding of its characters,

setting, or plot.


RI.2.3 Describe the connection between a

series of historical events, scientific ideas or

concepts, or steps in a technical procedure.

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.

RI.2.6 Identify the main purpose of a text,

including what the author wants to answer,

explain, or describe.

RI.2.8 Describe how reasons support specific

points the author makes in a text.

Writing

W.2.1 Write opinion pieces in which they

introduce the topic or book they are writing

about, state an opinion, supply reasons that

support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and

reasons, and provide a concluding statement or

section.

CORE TEXTS

Picture Book

(Informational)

● The Digestive

System, Christine

Taylor-Butler

● The Digestive

System, Jennifer

Prior

● Good Enough to

Eat: A Kid’s Guide

to Food and

Nutrition, Lizzy

Rockwell

● The Vegetables

We Eat, Gail

Gibbons


● Bone Button

Borscht, Aubry

●

Davis

Stone Soup,

Marcia Brown

SUPPLEMENTARY

TEXTS

Videos

●

“Food and

Family,” Nadine

Burke


-Lesson 6, 19, 26,


-Lesson 15, 21, 23, 28


32



-Lesson 30, 31


Assessments


*See ELA Schedule

Homework:

Fluency

W.2.7 Participate in shared research and writing

projects (e.g., read a number of books on a

single topic to produce a report; record science

observations).



answer a question.


SL.2.2 Recount or describe key ideas or details

from a text read aloud or information presented

orally or through other media.

SL.2.4 Tell a story or recount an experience

with appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences.

Language

L.2.1.c Use reflexive pronouns.

L.2.2.b Use commas in greetings and closings

of letters.

L.2.2.c Use an apostrophe to form contractions

and frequently occurring possessives.

L.2.2.d Generalize learned spelling patterns

when writing words.

L.2.2.e Consult reference materials, including

beginning dictionaries, as needed to check and

correct spellings.

L.2.3.a Compare formal and informal uses of

English.

L.2.4.e Use glossaries and beginning

dictionaries, both print and digital, to determine

or clarify the meaning of words and phrases.

L.2.5.a Identify real-life connections between

words and their use.


Reading Literature


● “My Food

Journey,” Nadine

Burke

● “Try Something

New,” Jamie

Oliver

● “Planting Seeds:

The White House

Garden and a

Brooklyn School

Farm”

● “Fruit Veggie

Swag”

Visual Art

● The Beaneater,

Annibale Carracci

● Cakes, Wayne

●

Articles

●

●

●

UBD FORM

Thiebaud

Two

Cheeseburgers,

with Everything

(Dual

Hamburgers),

Claes Oldenberg

“Can Milk Make

You Happy?”

Faith Hickman

Byrnie

“Debate! Should

Sugary Drinks Be

Taxed?” TIME for

Kids

“Eating Your

A,B,C’s…” Kids

Discover


poetry, in the Grades 2–3 text-complexity band








texts, in the Grades 2–3 text-complexity band



Language





Phonics



with two vowels?


syllable type? -What

sounds do the vowels

make?

How does syllable

knowledge help when


How does irregular vowel

knowledge help when


How does sight word

knowledge help when

reading?

Phonics


word analysis skills in decoding words b. Know

spelling-sound correspondences for additional

vowel teams c. Decode regularly spelled

two-syllable words with long vowels e. Identify

words with inconsistent but common

spelling-sound correspondences f. Recognize

and read grade-appropriate irregularly spelled

words

Focus Areas for Third Grade aligned with standards:

1. Self-regulate a variety of higher-level reading strategies to gain a deeper understanding of story elements and

information learned in third grade texts

2. Apply grade-level phonics skills to read with sufficient accuracy and fluency to support comprehension -Know the

meaning of common prefixes and suffixes to help with the meaning of unknown words

3. Write for a range of discipline-specific tasks, purposes, and audiences with sufficient detail and dialogue

4. Engage in a range of conversations to add and gain new information -come to discussions prepared


Instructional time should be spent on the following critical areas in Third Grade:




4. Regular close reading of complex, anchor texts






Focus Area/Essential Question Focus Standards Instructional Materials/Resources Assessments

Module 1

Wit and Wisdom Module 1: The

Sea

Why do people explore the sea?

Reading Literature

RL.3.1 Ask and answer questions

to demonstrate understanding of

a text, referring explicitly to the

text as the basis for the answers.

RL.3.2 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.


RI.3.1 Ask and answer questions

to demonstrate understanding of

a text, referring explicitly to the

text as the basis for the answers.

RI.3.2 Determine the main idea of

a text; recount the key details and

explain how they support the

main idea.

RI.3.4 Determine the meaning of

general academic and

domain-specific words and

phrases in a text relevant to a

Grade 3 topic or subject area.

RI.3.5 Use text features and

search tools (e.g., key words,

sidebars, hyperlinks) to locate

information relevant to a given

topic efficiently. RI.3.7 Use

information gained from

illustrations (e.g., maps,

photographs) and the words in a

text to demonstrate

CORE TEXTS

Art

● Under the Wave off

Kanagawa, Katsushika

Hokusai

● The Boating Party, Mary

Cassatt

● The Gulf Stream,

Winslow Homer

Picture Book (Informational)

● Ocean Sunlight: How

Tiny Plants Feed the

Seas, Molly Bang and

Penny Chisholm

● The Fantastic Undersea

Life of Jacques

Cousteau, Dan Yaccarino

● Giant Squid: Searching

for a Sea Monster, Mary

M. Cerullo and Clyde F.

E. Roper

● Shark Attack!, Cathy East

Dubowski


●

Amos & Boris, William

Steig

SUPPLEMENTARY TEXTS

Films

●

●

●

●

“Cousteau’s Silent World:

Shipwreck Excerpt”

“Quest for the Giant

Squid”

“Sperm Whale

Encounter”

“Why the Ocean Matters”


-Lesson 9, 18, 30


-Lesson 22, 26


17, 23, 28



-Lesson 12, 32



*See ELA Schedule

Homework:

Fluency

understanding of the text (e.g.,

where, when, why, and how key

events occur).

Writing

W.3.2 Write

informative/explanatory texts to

examine a topic and convey ideas

and information clearly.

W.3.2.a Introduce a topic and

group related information

together; include illustrations

when useful to aiding

comprehension.

W.3.2.b Develop the topic with

facts, definitions, and details.

W.3.2.c Use linking words and

phrases (e.g., also, another, and,

more, but) to connect ideas within

categories of information.

W.3.4 With guidance and support

from adults, produce writing in

which the development and

organization are appropriate to

task and purpose.

W.3.8 Recall information from

experiences or gather information

from print and digital sources;

take brief notes on sources and

sort evidence into provided

categories.

Poetry

●

Stories

●

“The Sea Wind,” Sara

Teasdale

“The Lion and the

Mouse,” The Full Text of

Aesop’s Fables

Websites

● “William Steig: About the

Author Section”

● “National Aquarium in

Baltimore, MD Virtual

Tour” National Aquarium

●

UBD FORM

“White Ibis” - Excellence

in Exhibition Label Writing

Competition 2011



SL.3.1 Engage effectively in a

range of collaborative discussions

(one-on-one, in groups, and

teacher-led) with diverse partners

on Grade 3 topics and texts,

building on others’ ideas and

expressing their own clearly.

SL.3.1.b 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.3.1.a Explain the function of

nouns, pronouns, verbs,

adjectives, and adverbs in

general and their functions in

particular sentences.

L.3.1.e Form and use the simple

(e.g., I walked; I walk; I will walk)

verb tenses.

L.3.1.i Produce simple,

compound, and complex

sentences.

L.3.2.a Capitalize appropriate

words in titles.

L.3.2.e Use conventional spelling

for high-frequency and other

studied words and for adding

suffixes to base words (e.g.,

sitting, smiled, cries, happiness).

L.3.4.a Use sentence-level

context as a clue to the meaning

of a word or phrase.


Reading Literature

RL.3.10 By the end of the year,

read and comprehend literature,

including stories, dramas, and

poetry, at the high end of the

Grades 2–3 text complexity band

independently and proficiently.


RI.3.10 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 2–3 text

complexity band independently

and proficiently.

Language

L.3.6. Acquire and use accurately

grade-appropriate conversational,

general academic, and


phrases, including those that

signal spatial and temporal

relationships (e.g., After dinner

that night we went looking for

them).

Phonics


What is a closed syllable?

What is a glued sound? How do

readers read them?

What is a closed syllable

exception? How do readers read

them?

What is a suffix? How do they

change the meaning of a word?

What is a plural?

How do readers read vowel

Phonics (Standards for

Foundational Skills)

3.RF.3 Know and apply

grade-level phonics and word

analysis skills in decoding words.

a. Identify and know the meaning

of the most common prefixes and

derivational suffixes. b. Decode

words with common Latin

suffixes. c. Decode multisyllable

words. d. Read grade-appropriate

irregularly spelled words.

consonant e syllables?

How do readers read multisyllabic

words?


interpret sound alike words?

How do writers write words in

cursive?

Creating a Routine for Fluency

Instruction

3.L.1 Demonstrate command of

the conventions of standard

English grammar and usage

when writing or speaking; retain

and further develop language

skills learned in previous grades.

g.Form and use regular and

irregular plural nouns and the

past tense of regular and irregular

verbs.



English capitalization,

punctuation, and spelling when

writing. a. Write legibly and

fluently by hand, using either

printing or cursive handwriting. f.

Use conventional spelling for

high-frequency and other studied

words and for adding suffixes to

base words (e.g., sitting, smiled,

cries, happiness). h. Use spelling

patterns and generalizations (e.g.,

word families, position-based

spellings, syllable patterns,

ending rules, meaningful word

parts) in writing words. i. Consult

reference materials, including

beginning dictionaries, as needed

to check and correct spellings.

Module 2

Wit and Wisdom Module 2: Outer

Space

How do people learn about

space?

Reading Literature

RL.3.2 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.

CORE TEXTS


● Moonshot, Brian Floca

● One Giant Leap, Robert

Burleigh

● Starry Messenger, Peter

Sís


-Lesson 11, 25, 33


-Lesson 8, 18, 31



RI.3.3 Describe the relationship

between a series of historical

events, scientific ideas or

concepts, or steps in technical

procedures in a text, using

language that pertains to time,

sequence, and cause/effect.

RI.3.6 Distinguish their own point

of view from that of the author of

a text.

RI.3.9 Compare and contrast the

most important points and key

details presented in two texts on

the same topic.

Writing

W.3.1 Write opinion pieces on

topics or texts, supporting points

of view with reasons.

W.3.2 Write


examine topics and convey ideas






task and purpose.


from peers and adults, develop

and strengthen writing as needed

by planning, revising, and editing.






● Zathura, Chris Van

Allsburg

SUPPLEMENTARY TEXTS

Journalism

● “Galileo’s Starry Night,”

Kelly Terwilliger

● “Greek Myths,” American

Museum of Natural

History

● “Apollo 11: The Eagle

Has Landed,” Leigh

Anderson (Handout 18A)

Mixed Media

● Starfield, Vija Celmins

Multimedia

● “One Small Step,”

National Aeronautics and

Space Administration

● “Stars,” Mary Howe

Sculpture

● Space Object Box: “Little

Bear, etc.” motif, Joseph

Cornell

Stories

● “Pegasus and Perseus,”

Anonymous

● “Pegasus and

●

Videos

●

Bellerophon,” Anonymous

“Callisto and Her Son,”

Anonymous

“Artist Julie Niskanen on

the Process of Making a

Mezzotint,” North

Carolina Museum of Art

● “Cronkite Anchors First

24, 32


Vocabulary Assessment -Lesson

36

*See ELA Schedule

Homework:

Fluency


Completed by: January 22


categories.


SL.3.1.d Write opinion pieces on

topics or texts, supporting points

of view with reasons.

SL.3.2 Determine the main ideas

and supporting details of a text

read aloud or information

presented in diverse media and

formats, including visually,

quantitatively, and orally.

SL.3.4 Report on a topic or text,

tell a story, or recount an

experience with appropriate facts

and relevant, descriptive details,

speaking clearly at an

understandable pace.

Language

L.3.1.a Explain the function of

nouns, pronouns, verbs,

adjectives, and adverbs in

general and their functions in

particular sentences.

L.3.1.h Use coordinating and

subordinating conjunctions.

L.3.1.i Produce simple,

compound, and complex

sentences.

L.3.4.a Use sentence-level

context as a clue to the meaning

of a word or phrase.

L.3.4.b Determine the meaning of

the new word formed when a

known affix is added to a known

word.

●

●

●

●

●

●

●

●

Moon Walk,” CBS

“We Choose the Moon,”

from a speech by

President John F.

Kennedy (Handout 23A)

“Moon 101,” National

Geographic

“Katherine Johnson: The

Girl Who Loved to

Count,” NASA

“Public Service

Broadcasting—Go!”

PSBHQVEVO

“TateShots: ARTIST

ROOMS, Vija Celmins,”

Tate

"Great Minds: Margaret

Hamilton" NASA

"Tour of the International

Space Station" NASA

“The Space Race,”

History.com


UBD FORM

L.3.5.a Distinguish the literal and

nonliteral meanings of words and

phrases in context (e.g., take

steps).

L.3.5.c Distinguish shades of

meaning among related words

that describe states of mind or

degrees of certainty (e.g., knew,

believed, suspected, heard,

wondered).


Reading Literature



including stories, drama, and


Grades 2–3 text complexity band




read and comprehend




end of the Grades 2–3 text


and proficiently.

Language

L.3.6 Acquire and use accurately








them).

Phonics


What is an open syllable?

How does y act as a vowel?

How do readers read words with

a schwa in an open syllable?

What are open syllable

exceptions?


irregular sounds and patterns?

How do readers read closed

syllable nonsense words?


closed and open prefixes and

roots?

How do readers pluralize words?

How do readers understand

sound alike words?

How do writers write in cursive?

Phonics (Standards for

Foundational Skills)

















printing or cursive handwriting.

3.L.4 Determine or clarify the

meaning of unknown and

multiple-meaning words and

phrases based on grade 3

reading and content, 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

(e.g., agreeable/disagreeable,

comfortable/uncomfortable,

care/careless, heat/preheat). c.

Use a known root word as a clue

to the meaning of an unknown

word with the same root (e.g.,

company, companion).

Module 3

Wit and Wisdom Module 3: A

New Home

How do stories help us

understand immigrants’

experiences?

Reading Literature

RL.3.1 Describe characters in a

story (e.g., their traits,

motivations, or feelings) and

explain how their actions

contribute to the sequence of

events).

RL.3.6 Describe characters in a

story (e.g., their traits,

motivations, or feelings) and

explain how their actions

contribute to the sequence of

events).

RL.3.9 Compare and contrast

the themes, settings, and plots of

stories written by the same author

about the same or similar

characters (e.g., in books from a

series).

Writing

W.3.3 Write narratives to

develop real or imagined

experiences or events using

effective technique, descriptive

details, and clear event

sequences.

W.3.4 With guidance and

support from adults, produce

writing in which the development

and organization are appropriate

to task and purpose.


SL.3.1.a Come to discussions

prepared, having read or studied

required material; explicitly draw

on that preparation and other

CORE TEXTS


● Coming to America: The

Story of Immigration,

Betsy Maestro


● Grandfather’s Journey,

Allen Say

● Tea with Milk, Allen Say

● Family Pictures, Carmen

Lomas Garza

● The Keeping Quilt,

Patricia Polacco

Photography

● The Steerage, Alfred

Stieglitz.

● “Untitled photograph of

evacuees seeing the

Statue of Liberty.” History

Extra.

Architecture

● Liberty Enlightening the

World, Frédéric Auguste

Bartholdi.

● Gateway Arch, Eero

Saarinen. Encyclopædia

Britannica Online. Kelly

Mooney

● “Visiting the Washington

Monument,” Robert Mills

SUPPLEMENTARY TEXTS

Journalism

● “Kimono Show Introduces

Occasions and Styles of

Japanese Traditional

Clothing,” Susan Miyagi

Hamaker

Historical Accounts


-Lesson 12, 23, 32


-Lesson 15, 31


22, 30


Vocabulary Assessment -Lesson

34

*See ELA Schedule

Homework:

Fluency


Completed by: April 2

information known about the topic

to explore ideas under discussion.

SL.3.1.c Ask questions to check

understanding of information

presented, stay on topic, and link

their comments to the remarks of

others.

SL.3.3 Ask and answer

questions about information from

a speaker, offering appropriate

elaboration and detail.

Language

L.3.1.b Form and use regular and

irregular plural nouns.

L.3.1.c Use abstract nouns (e.g.,

childhood).

L.3.1.d Form and use regular and

irregular verbs.

L.3.1.f Ensure subject-verb and

pronoun-antecedent agreement.

L.3.2.b Use commas in

addresses.

L.3.2.c Use commas and

quotation marks in dialogue.

L.3.2.d Form and use

possessives.

L.3.4.c Use a known root word

as a clue to the meaning of an

unknown word with the same

root.

L.3.5.b Identify real-life

connections between words and

their use.


Reading Literature


●

●

Multimedia

●

●

●

●

●

Stories

●

Video

●

●

●

“William Remembers the

Storm,” Ellis Island Oral

History Collection,

National Park Service

“Oral History Library,”

The Statue of Liberty-Ellis

Island Foundation, Inc.

“Japanese Immigrant’s

Trunk”, Smithsonian

Museum,

“Immigration: Who and

Why?” PBS Kids Go.

“The Statue’s Shackles

and Feet.” National Park

Service. United States

Department of the

Interior.

“The Torch of the Statue

of Liberty.” National Park

Service. United States

Department of the

Interior.

“Visitors in the Statue of

Liberty’s Crown.” Getty

Images

“Two Places to Call

Home,” Jody Kapp.

“The New

Colossus—Emma

Lazarus”

“Ann K. Nakamura:

Image of Americans,”

Japanese American

National Museum.

“Grandfather’s Journey




grades 2–3 text complexity band




read and comprehend




end of the grades 2–3 text


and proficiently.

●

●

UBD FORM

by Allen Say,” Katherine

Detrick

“The Keeping Quilt.”

Reba Heath

“Día de los Muertos

Festival 2015—Artist Talk

by Carmen Lopez Garza

1.” Smithsonian National

Museum of the American

Indian


Language

L.3.6 Acquire and use

accurately grade-appropriate

conversational, general

academic, and domain-specific

words and phrases, including

those that signal spatial and

temporal relationships (e.g., After

dinner that night we went looking

for them).

Phonics


How do readers read words with r

controlled syllables?


r-controlled exceptions?


double vowel syllables?

How do readers add suffixes to

double vowel words?

Phonics











exception?


understand sound alike words?










3.L.4 Determine or clarify the

meaning of unknown and

multiple-meaning words and

phrases based on grade 3

reading and content, 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

(e.g., agreeable/disagreeable,

comfortable/uncomfortable,

care/careless, heat/preheat). c.

Use a known root word as a clue

to the meaning of an unknown

word with the same root (e.g.,

company, companion).

Module 4

Wit and Wisdom Module 4: Artists

Make Art

What is an artist?

Reading Literature

RL.3.4 Determine the meaning of

words and phrases as they are

used in a text, distinguishing

literal from nonliteral language.

RL.3.5 Refer to parts of stories,

dramas, and poems when writing

or speaking about a text, using

terms such as chapter, scene,

and stanza; describe how each

successive part builds on earlier

sections.

RL.3.7 Explain how specific

aspects of a text’s illustrations

contribute to what is conveyed by

the words in a story (e.g., create

mood, emphasize aspects of a

character or setting).


RI.3.8 Describe the logical

connection between particular

sentences and paragraphs in a

text (e.g., comparison,

cause/effect, first/second/third in

a sequence).

Writing

W.3.2 Write


examine a topic and convey ideas






task and purpose.


CORE TEXTS


● Alvin Ailey, Andrea Davis

Pinkney

● A River of Words: The

Story of William Carlos

Williams, Jen Bryant

● Action Jackson, Jan

Greenberg and Sandra

Jordan

● When Marian Sang, Pam

Muñoz Ryan


● Emma’s Rug, Allen Say

Paintings

● I Saw the Figure 5 in

Gold, Charles Demuth

● My Egypt, Charles

Demuth

● Number 1, 1950

(Lavender Mist), Jackson

Pollock

● Number 11, 1952 (Blue

Poles), Jackson Pollock

SUPPLEMENTARY TEXTS

Poem

●

Articles

●

●

●

“Willow Poem,” William

Carlos Williams

“Working as a Team on

Children’s Books,”

Roberta Hershenson

“Brian Pinkney,” National

Center for Children’s

Literature

“A Signature Work,” Muse

Magazine


-Lesson 6, 16, 28


-Lesson 17, 24


16, 29



-Lesson 18, 32

*See ELA Schedule

Homework:

Fluency


Completed by: June 11

from adults, use technology to

produce and publish writing

(using keyboarding skills) as well

as to interact and collaborate with

others.

W.3.7 Conduct short research

projects that build knowledge

about a topic.






categories.




experience with appropriate facts

and relevant, descriptive details,

speaking clearly at an


SL.3.5 Create engaging audio

recordings of stories or poems

that demonstrate fluid reading at

an understandable pace; add

visual displays when appropriate

to emphasize or enhance certain

facts or details.

SL.3.6 Speak in complete

sentences when appropriate to

task and situation in order to

provide requested detail or

clarification.

Language

L.3.1.g Form and use

comparative and superlative

Transcript

● Excerpt of Scholastic

transcript of interview with

Andrea Davis Pinkney

Painting

● Mural, Jackson Pollock

● Starfield, Vija Celmins

● Under the Wave off

Kanagawa, Katsushika

Hokusai

● The Statue of Liberty

Enlightening the World,

Frederic Bartholdi

Photography

● M45: The Pleiades Star

Cluster, Antonio

Fernandez-Sanchez

● Photograph of Marian

Anderson singing in front

of Lincoln Memorial

Multimedia

● Excerpts of Revelations,

Alvin Ailey

● “The Great Figure,”

William Carlos Williams

● “Sometimes I Feel Like a

Motherless Child,” Marian

Anderson

Websites

● William Carlos Williams,

University of

Pennsylvania

● Christopher Columbus,

All About Explorers

● “Jackson Pollock,” The

Art Story

● “Pollock, Jackson,”

Scholastic

adjectives and adverbs, and

choose between them depending

on what is to be modified.

L.3.2.e Use conventional spelling

for high-frequency and other

studied words and for adding

suffixes to base words (e.g.,

sitting, smiled, cries, happiness).

L.3.2.f Use spelling patterns and

generalizations (e.g., word

families, position-based spellings,

syllable patterns, ending rules,

meaningful word parts) in writing

words.

L.3.2.g Consult reference

materials, including beginning

dictionaries, as needed to check

and correct spellings.

L.3.3.a Choose words and

phrases for effect.

L.3.3.b Recognize and observe

differences between the

conventions of spoken and written

standard English.

L.3.4.d Use glossaries or

beginning dictionaries, both print

and digital, to determine or clarify

the precise meaning of key words

and phrases.

● “Introducing Kids to Great

Artists: Jackson Pollock,”

Piikea Street

Videos

● Excerpt from 1988

interview with Alvin Ailey

● Excerpt of 2013 National

Book Festival

● “Celebrating Revelations

at 50 Film,” Alvin Ailey

● Video of William Carlos

Williams, Optic Nerve

● Video of Christine Dixon

discussing Blue Poles

● “Jackson Pollock,” Hans

Namuth

● Newsreel footage of

Marian Anderson’s first

Lincoln Memorial

performance

UBD FORM



Reading Literature





grades 2–3 text complexity band




read and comprehend




end of the grades 2–3 text


and proficiently.

Language









them).

Phonics


How do readers read

contractions?

How do writers spell words with

the soft sound of c and g?


the new sound for ch and ph?


silent letters?


understand sound alike words?


Phonics






derivational suffixes. c. Decode

multisyllable words. d. Read

grade-appropriate irregularly

spelled words.








Focus Areas for Fourth Grade aligned with standards:

1. Apply a variety of reading strategies to read closely to determine what a text states explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.

*Fiction and nonfiction prose and poems

2. Apply grade-level phonics skills to read with sufficient accuracy and fluency to support comprehension -Know how

to self correct and use word attack skills to determine the meaning of words in text

3. Write for a range of discipline-specific tasks, purposes, and audiences with sufficient detail and evidence

4. Engage in a range of conversations to add and gain new information -prepare a range of presentations based on

purpose and audience

5. Demonstrate and apply understanding of the conventions of standard English with speaking and writing

Instructional time should be spent on the following critical areas in Fourth Grade:

1. Regular close reading of grade-level complex, anchor texts



4. Frequent evidence based discussion about grade-level anchor texts

5. Regular evidence-based writing about grade-level anchor texts

6. Fluency practice with grade-level anchor texts



Focus Area/Essential Question Focus Standards Instructional resources/materials Assessments

Module 1

Wit and Wisdom Module 1: A Great

Heart

What does it mean to have a great

heart, literally and figuratively?

Reading Literature

RL.4.2 Determine a theme of a

story, drama, or poem from

details in the text; summarize the

text.

RL.4.5 Explain major differences

between poems, drama, and

prose, and refer to the structural

elements of poems (e.g., verse,

rhythm, meter) and drama (e.g.,

casts of characters, settings,

descriptions, dialogue, stage

directions) when writing or

speaking about a text.


RI.4.2 Determine the main idea

of a text and explain how it is

supported by key details;

summarize the text.

RI.4.4 Determine the meaning of


domain-specific words or

phrases in a text relevant to a

grade 4 topic or subject area.

RI.4.7 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.

CORE TEXTS

Novel (Literary)

● Love That Dog, Sharon

Creech

Scientific Text (Informational)

● The Circulatory Story,

Mary K. Corcoran;

Illustrations, Jef Czekaj

SUPPLEMENTARY TEXTS

Painting

● Portrait of Dr. Samuel D.

Gross (The Gross

Clinic), Thomas Eakins

Image

●

Poems

●

●

●

●

●

●

●

●

Image of a subway map

system

“The Red Wheelbarrow,”

William Carlos Williams

“Stopping by Woods on a

Snowy Evening,” Robert

Frost

“The Pasture,”Robert

Frost

“Love That Boy,” Walter

Dean Myers

“dog,” Valerie Worth

“Heart to Heart,” Rita

Dove

“The Tiger,” William

Blake

“Street Music,” Arnold

Adoff

Videos

● “Exploring the Heart -


-Lesson 5, 17, 28


-Lesson 14, 30


26, 31



-Lesson 29, 30


*See ELA Schedule

Homework:

Fluency

Writing

W.4.2 Write


examine a topic and convey

ideas and information clearly.

W.4.8 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.

The Circulatory System!”

● “Grand Central Terminal,

NYC”

● “Gallery Walk”

Biographies

● Biography of Anne Frank

● Biography of Clara

Barton

● Biography of Helen

Keller

UBD FORM

Language

L.4.1.d Order adjectives within

sentences according to

conventional patterns (e.g., a

small red bag rather than a red

small bag).

L.4.2.a Use correct

capitalization.

L.4.2.b Use commas and

quotation marks to mark direct

speech and quotations from a

text.

L.4.2.c Use a comma before a

coordinating conjunction in a

compound sentence.

L.4.5.a Explain the meaning of

simple similes and metaphors

(e.g., as pretty as a picture) in

context.


SL.4.1.b Follow agreed-upon

rules for discussions and carry

out assigned roles.


Reading Literature




poetry, in the Grades 4–5 text

complexity band proficiently, with

scaffolding as needed at the high

end of the range.


RI.4.10 By the end of year, read

and comprehend informational

texts, including history/social

studies, science, and technical

texts, in the Grades 4–5 text



end of the range.

Language


grade-appropriate general

academic and domain-specific


those that signal precise actions,

emotions, or states of being

(e.g., quizzed, whined,

stammered) and that are basic to

a particular topic (e.g., wildlife,

conservation, and endangered

when discussing animal

preservation).

Module 2

Wit and Wisdom Module 2: Extreme

Settings

How does a challenging setting or

physical environment change a

person?

Reading Literature

RL.4.1 Refer to details and

examples in a text when

explaining what the text says

explicitly and when drawing

inferences from the text.

RL.4.3 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).


RI.4.1 Refer to details and

examples in a text when

explaining what the text says

explicitly and when drawing

inferences from the text.

RI.4.5 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.

Writing

W.4.2 Write




W.4.3 Write narratives to

develop real or imagined

experiences or events using

effective technique, descriptive

details, and clear event

sequences.

W.4.4 Produce clear and

CORE TEXTS

Novel (Literary)

● Hatchet, Gary Paulsen

Short Story (Literary)

● “All Summer in a Day,”

Ray Bradbury

Scientific Text (Informational)

● Mountains, Seymour

Simon

● SAS Survival Handbook:

The Ultimate Guide to

Surviving Anywhere,

John “Lofty” Wiseman

Poems

● “Dust of Snow,” Robert

Frost

● “Stopping by Woods on a

Snowy Evening,” Robert

Frost

SUPPLEMENTARY TEXTS

Art

●

Video

●

●

●

●

●

●

●

Fallingwater, Frank Lloyd

Wright

(http://witeng.link/0075)

“All Summer in a Day”

“Tidal Wave”

“Explode a Moment with

Barry Lane”

“Planet Venus: The

Deadliest Planet, Venus

Surface & Atmosphere”

“Costa Rica—Rainforest

Heavy Rain”

“4 Hours of Heavy

Pouring Rain and

Thunder”

“Barry Lane writes about


-Lesson 10, 15, 31


-Lesson 15, 24


32



-Lesson 33, 34

Completed by January 22

*See ELA Schedule

Homework:

Fluency

coherent writing in which the

development and organization

are appropriate to task, purpose,

and audience.

W.4.5 With guidance and

support from peers and adults,

develop and strengthen writing

as needed by planning, revising,

and editing.

W.4.8 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.

‘His Favorite Day’”

● “Planet

Earth—Mountains”

● “What Is a Mountain?”

Websites

● Fallingwater


● National Geographic

Lost Cities Photos


UBD FORM




experience in an organized

manner, using appropriate facts

and relevant, descriptive details

to support main ideas or themes;

speak clearly at an


SL.4.5 Add audio recordings and

visual displays to presentations

when appropriate to enhance the

development of main ideas or

themes.

SL.4.6 Differentiate between

contexts that call for formal

English (e.g., presenting ideas)

and situations where informal

discourse is appropriate (e.g.,

small-group discussion); use

formal English when appropriate

to task and situation.

Language

L.4.1.a Use relative pronouns

(who, whose, whom, which, that)

and relative adverbs (where,

when, why).

L.4.1.e Form and use

prepositional phrases.

L.4.3.a Choose words and

phrases to convey ideas

precisely.

L.4.3.b Choose the correct

punctuation for effect.

L.4.4.a Use context (e.g.,

definitions, examples, or

restatements in text) as a clue to

the meaning of a word or phrase.

L.4.4.b Use common,

grade-appropriate Greek and

Latin affixes and roots as clues

to the meaning of a word (e.g.,

telegraph, photograph,

autograph).

L.4.5.a Explain the meaning of

simple similes and metaphors

(e.g., as pretty as a picture) in

context.


Reading Literature




poetry, in the grades 4–5 text



end of the range.






texts, in the grades 4–5 text



end of the range.

Language






emotions, or states of being

(e.g., quizzed, whined,

stammered) and that are basic to

a particular topic (e.g., wildlife,

conservation, and endangered

when discussing animal

preservation).

Module 3

Wit and Wisdom Module 3: The

Redcoats are Coming!

Why is it important to understand all

sides of a story?

Reading Literature

RL.4.2 Determine a theme of a

story, drama, or poem from

details in the text; summarize the

text.


the point of view from which

different stories are narrated,

including the difference between

first- and third-person narrations.


RI.4.3 Explain events,

CORE TEXTS

Novel (Literary)

● Woods Runner, Gary

Paulsen


● The Scarlet Stockings

Spy, Trinka Hakes Noble

Poetry

●

Colonial Voices: Hear

Them Speak, Kay

Winters

Historical Account (Informational)

● George vs. George: The


-Lesson 7, 11, 20, 30


-Lesson 13, 28


15, 29, 34



-Lesson 31, 32

procedures, ideas, or concepts

in a historical, scientific, or

technical text, including what

happened and why, based on

specific information in the text.

RI.4.6 Compare and contrast a

firsthand and secondhand

account of the same event or

topic; describe the differences in

focus and the information

provided.

RI.4.8 Explain how an author

uses reasons and evidence to

support particular points in a

text.

Writing

W.4.1 Write opinion pieces on

topics or texts, supporting a point

of view with reasons and

information.

W.4.6 With some guidance and

support from adults, use

technology, including the

Internet, to produce and publish

writing as well as to interact and

collaborate with others;

demonstrate sufficient command

of keyboarding skills to type a

minimum of one page in a single

sitting.

W.4.7 Conduct short research

projects that build knowledge

through investigation of different

aspects of a topic.


SL.4.1.a Come to

American Revolution as

Seen from Both Sides,

Rosalyn Schanzer

SUPPLEMENTARY TEXTS

Articles (Informational)

● “Massacre in King

Street,” Mark Clemens

● “Detested Tea,” Andrew

Matthews

Art

●

●

●

Video

●

●

●

●

Audio

The Boston Massacre,

Paul Revere


Washington Crossing the

Delaware, Emanuel

Leutze


Raising the Flag at

Ground Zero, Thomas

Franklin


“Paul Revere—Mini

Biography”


“Fred Woods

Trail—Driftwood,

Pennsylvania”


“The Culper Spy Ring:

Path through History”


“REBUILD—From The

Ashes, The World Trade

Center Rises Again”



*See ELA Schedule

Homework:

Fluency

discussions prepared, having

read or studied required

material; explicitly draw on that

preparation and other

information known about the

topic to explore ideas under

discussion.

SL.4.1.b Follow

agreed-upon rules for

discussions and carry out

assigned roles.

SL.4.1.c Pose and

respond to specific questions to

clarify or follow up on

information, and make

comments that contribute to the

discussion and link to the

remarks of others.

SL.4.3 Identify the reasons and

evidence a speaker provides to

support particular points.







speak clearly at an


●

Websites

●

●

Woods Runner, Gary

Paulsen

EDSITEment: Emanuel

Leutze’s Symbolic Scene

of Washington Crossing

the Delaware


The Gilder Lehrman

Institute of American

History


Language

L.4.1.a Use relative pronouns

(who, whose, whom, which, that)

and relative adverbs (where,

when, why).

L.4.1.b Form and use the

progressive verb tenses.

L.4.1.f Produce complete

sentences, recognizing and

correcting inappropriate

fragments and run-ons.

L.4.2.c Use a comma before a

coordinating conjunction in a

compound sentence.

L.4.3.c Differentiate between


English and situations where

informal discourse is

appropriate.

L.4.4.c Consult reference

materials, both print and digital,

to find the pronunciation and

determine or clarify the precise

meaning of key words and

phrases.

L.4.5.c Demonstrate

understanding of words by

relating them to their opposites

(antonyms) and to words with

similar but not identical

meanings (synonyms).


Reading Literature

RL.4.10By the end of the year,



poetry, in the grades 4–5 text



end of the range.






texts, in the grades 4–5 text



end of the range.

Language

L.4.6 Acquire and use

accurately grade-appropriate




signal precise actions, emotions,

or states of being and that are

basic to a particular topic.

Module 4

Wit and Wisdom Module 4: Myth

Making

What can we learn from myths and

stories?

Reading Literature

RL.4.4 Determine the meaning

of words and phrases as they

are used in a text, including

those that allude to significant

characters found in mythology.

RL.4.5 Explain major differences

between poems, drama, and

prose, and refer to the structural

elements of poems and drama

when writing or speaking about a

text.

RL.4.7 Make connections

between the text of a story or

drama and a visual or oral

presentation of the text,

identifying where each version

reflects specific descriptions and

directions in the text.


the treatment of similar themes

and topics and patterns of

CORE TEXTS

Drama (Literary)

● Pushing Up the Sky:

Native American Plays

for Children, Joseph

Bruchac

Historical Account (Informational)

● Understanding Greek

Myths, Natalie Hyde

Myth (Literary)

● Gifts from the Gods:

Ancient Words &

Wisdom from Greek &

Roman Mythology, Lise

Lunge-Larsen

Novel (Literary)

● Walk Two Moons,

Sharon Creech

SUPPLEMENTARY TEXTS

Art

● Pandora, Dante Gabriel

Rossetti


-Lesson 6, 13, 21, 28


-Lesson 14, 26


30, 33



-Lesson 33, 34


*See ELA Schedule

Homework:

events in stories, myths, and

traditional literature from different

cultures.


RI.4.9 Integrate information from

two texts on the same topic in

order to write or speak about the

subject knowledgeably.

Writing

W.4.2 Write





SL.4.1.d Review the key ideas

expressed and explain their own

ideas and understanding in light

of the discussion.

SL.4.2 Paraphrase portions of a

text read aloud or information

presented in diverse media and

formats, including visually,

quantitatively, and orally.







speak clearly at an


Language

L.4.1.c Use modal auxiliaries to

convey various conditions.

● Pandora, Odilon Redon

● Parthenon

● “The Raven Steals the

Light,” Bill Reid and

Robert Bringhurst

● Winged Victory of

Samothrace

Myths (Literary)

● “When Raven Soared,”

Leigh Anderson

● “The Sun, Moon, and

Stars,” retold by Donna

Henes

● “Legend of the Moccasin

Flower,” retold by Mary

Morton Cowan

Poetry

●

●

Videos

●

●

●

●

Website

●

“The Tide Rises, The

Tide Falls,” Henry

Wadsworth Longfellow

“the little horse is newlY,”

e.e. cummings

“Aerial Acropolis

focusing on Parthenon

house of goddess

Athena/Acropolis,

Athens, Greece”

“Secrets of the

Parthenon,” PBS Nova

“The Tide Rises, The

Tide Falls”

“Samothrace

Reconstruction: Hieron

to Nike”

American Excavations

Samothrace, Emory

Fluency

L.4.1.g Correctly use frequently

confused words.

L.4.2.d Spell grade-appropriate

words correctly, consulting

references as needed.

L.4.3.c Differentiate between


English and situations where

informal discourse is

appropriate.

L.4.4.b Use common,

grade-appropriate Greek and

Latin affixes and roots as clues

to the meaning of a word.

L.4.5.b Demonstrate

understanding of words by

relating them to their opposites

(antonyms) and to words with

similar but not identical

meanings (synonyms).

●

UBD FORM

University

“A Closer Look at

Winged Victory of

Samothrace,” Louvre

photos


Reading Literature




poetry, in the grades 4–5

text-complexity band proficiently,

with scaffolding as needed at the







texts, in the grades 4–5

text-complexity band proficiently,

with scaffolding as needed at the


Language






emotions, or states of being and

that are basic to a particular

topic.

ELA Curriculum Map 2020

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