Kindergarten and Pre-K FIRST QUARTER LEARNING PRIORITIES Common Core Kindergarten Literacy Standards Emphasized READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 1. With prompting and support, ask and answer questions about key details in a text. 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details. 2. With prompting and support, identify the main topic and retell key details of a text. CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Ask and answer questions about unknown words in a text. 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Recognize common types of texts (e.g., storybooks, poems). 5. Identify the front cover, back cover, and title page of a book. INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 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). 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). All the literacy development is designed to reach standard 10: Actively engage in group reading activities with purpose and understanding.
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Kindergarten and Pre-KFIRST QUARTER LEARNING PRIORITIES
Common Core Kindergarten Literacy Standards Emphasized
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
1. With prompting and support, ask and answer questions about key details in a text.
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, retell familiar stories, including key details.
2. With prompting and support, identify the main topic and retell key details of a text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Ask and answer questions about
unknown words in a text.4. With prompting and support, ask and
answer questions about unknown words in a text.
5. Recognize common types of texts (e.g., storybooks, poems).
5. Identify the front cover, back cover, and title page of a book.
INTEGRATION OF KNOWLEDGE AND IDEAS
INTEGRATION OF KNOWLEDGE AND IDEAS
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).
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).
All the literacy development is designed to reach standard 10:Actively engage in group reading activities with purpose and understanding.
Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
Writing: CCSSW.K.3 -- NARRATIVE (CPS Framework Assessment Specification)Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Pre-K teachers should adjust the specifics in this guide based on the shorter school day and the Pre-K Priorities.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
__SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
__SL.K.1b Continue a conversation through multiple exchanges.
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
This list is set up with lines so that you can check your students’ priorities for this quarter.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Print most upper- and lowercase letters.__b. Write a letter or letters for most consonant and short-vowel sounds (phonemes).__c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes) when speaking.__d. Understand and use the most frequently occurring prepositions in English (e.g.,
to/from, in/out, on/off, for, of, by, with) when speaking.__e. Produce and expand complete sentences in shared language and writing
activities.__f. Understand and use question words (e.g., who, what, where, when, why, how) in
discussions. 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Capitalize the first word in a sentence and the pronoun I.__b. Name and identify end punctuation, including periods, question marks, and
exclamation points.__c. Spell simple words phonetically using knowledge of sound-letter relationships.
3. (Begins in grade 3)VOCABULARY ACQUISITION AND USE
4. Determine word meanings (based on kindergarten reading).__a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
concepts the categories represent.__b. Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck as a bird and learning the verb to duck).__c. Use the most common affixes in English (e.g., -ed, -s, re-, un-, pre-, -ful, -less)
as a clue to the meaning of an unknown word. 5. Understand word relationships.
__a. Build real-life connections between words and their use (e.g., note places at school that are colorful).
__b. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
__c. Use common adjectives to distinguish objects (e.g., the small blue square; the shy white rabbit).
__d. Demonstrate understanding of common verbs and adjectives by relating them to their opposites (antonyms).
6. Use newly learned words acquired through conversations, reading, and responding to texts.
Kindergarten: First Quarter, Weeks 1-2 Learning PrioritiesWeek 1 Week 2
Literature Genre
Reading Literature CCSSRL.K.1Locate information
Answer with evidence
Take reading interest survey—can be a counting or picture graphic activity—“who likes stories?” “What’s your favorite story?” “Who likes to read about animals?” etc.
Interpret cover of a book—what does the picture tell us we will read?
Answer questions about a picture. Answer questions about a story.
IDENTIFY/INFER CHARACTER TRAITS—recommended: use pictures and words to list GOOD traits that we have.
Locate information in a picture. Identify parts of storybook.
Answer questions about a story—character traits--identify/infer character traits based on actions.
Tell how you feel about a character—and why.
Science CCSSRI.K.1Locate information
Draw and if appropriate write words that answer these questions after listening/looking to picture book or video: What do you like about science? What do scientists do?
Identify parts of a nonfiction book. Locate information in pictures in
response to questions.
Social ScienceCCSSRI.K.1Answer questions
Draw and dictate words that answer these questions—if possible after listening/looking to story about school—
What happens in our classroom? How do we help each other? What are the rules—why do we
need them?
Identify parts of a nonfiction book. Draw and label pictures based on
school “tour, to answer these questions:
What happens in our school? Who are the people? What are the places? How do people learn in school?
Kindergarten: First Quarter, Weeks 3-4 Learning Priorities
Week 3 Week 4Literature Genre
Reading Literature CCSSRL.K.2Answer with evidence—story sequence.
Follow words on page (ongoing)
Use parts of a book to tell what a writer and an illustrator do.
Identify an event in a story. Tell what you feel about the
event. Tell what happened before and
after it.
Retell story sequence. Tell what you feel about event
in the story. Infer: Predict what will happen
in a story.
ScienceorSocial ScienceCCSSRI.K.1 Locate information to Answer questions Locate informationRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each. .
Locate information in pictures and pictures in books in response to questions.
Start class picture-word display--“Words we know about _____” Students dictate sentence of the
day—based on “what we learned about”—including one word from the word display. (Teacher could post several student examples.)
Locate information in pictures and pictures in books in response to questions.
Continue class picture-word display--“Words we know about _____”
Students dictate sentence of the day—based on “what we learned about”—including one word from the word display. The next day can start with reading the sentences to continue the content area learning.
Kindergarten: First Quarter, Weeks 5-6 Learning Priorities
Week 5 Week 6Literature Genre
Reading Literature CCSSRL.K.2Tell/retell stories
Retell story Recognize time, order
(ongoing) Identify/Classify parts of a story:
Characters Place Actions
Retell story with emphasis on sequence.
Classify parts of a story—persons, actions, place.
Science orSocial ScienceCCSSRI.K.1Classify informationRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Locate and classify informationClassify information from books and illustrations, guided by teacher. Recommended: use chart—paste or draw pictures to complete chart.
Locate and classify informationClassify information from books, videos, illustrations, guided by teacher Recommended: use chart—paste or draw pictures to complete chart.
Kindergarten: First Quarter, Weeks 9-10 Learning Priorities
Week 9 Week 10 COMPREHENSIVE ASSESSMENT
Literature Genre
Reading Literature CCSSRL.K.2summarize
Summarize a story: who, what, when, where
Give examples from the story that support the message or theme—guided by teacher to decide what that is.
Comprehensive Assessment Summarize who is in a story and what
happens in a story. Tell what the theme or lesson of the
story is—guided by teacher. Tell what your opinion of a story is
such as “I like it because_____” or “This was my favorite part: _____”
ScienceorSocial ScienceCCSSRI.K.2Locate information then summarizeRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Locate/recall important information.
Teacher and students list important facts.
Then with guidance, summarize what you learned in a picture or in dialogue with partner.
Comprehensive Assessment Tell information about a topic from
illustration and listening to text. Tell how you can learn from pictures
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
1. Ask and answer questions about key details in a text.
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
2. Identify the main topic and retell key details of a text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Identify words and phrases in stories
or poems that suggest feelings or appeal to the senses.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
6. Identify who is telling the story at various points in a text.
6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students
learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:With prompting and support, read prose and poetry of appropriate complexity for grade 1.
With prompting and support, read informational texts appropriately complex for grade 1.
Writing: CCSSW.1.3 NARRATIVE (CPS Framework Assessment Specification)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
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
__SL.1.1a 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.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
__SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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.
Presentation of Knowledge and Ideas
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
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.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
These lists are set up with lines so that you can check your students’ learning priorities for this quarter.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Print all upper- and lowercase letters.__b. Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops;
We hop).__c. Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my;
they, them, their).__d. Use verbs to convey a sense of past, present, and future in writing and speaking (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk home).__e. Understand and use frequently occurring prepositions in English (e.g., during, beyond,
toward).__f. Produce and expand complete declarative, interrogative, imperative, and exclamatory
sentences in response to questions and prompts.__g. Understand that, minimally, every sentence must be about something (the subject) and
tell something (the predicate) about its subject. 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Capitalize names, places, and dates.__b. Use end punctuation for sentences, including periods, question marks, and
exclamation points.__c. Use commas in dates and to separate single words in a series.__d. Use conventional spelling for words with common spelling patterns and for common
irregular words.__e. Use phonetic spellings for untaught words, drawing on phonemic awareness and
spelling conventions.__f. Form new words through addition, deletion, and substitution of sound and letters (e.g.,
an → man → mat → mast → must → rust → crust).3. (Beings in grade 3)
VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 1 reading).
__a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
__b. Use sentence-level context as a clue to the meaning of an unknown word.__c. Use common affixes in English as a clue to the meaning of an unknown word.__d. 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).__e. Demonstrate understanding of the concept of multiple-meaning words (e.g., match,
kind, play) by identifying meanings of some grade-appropriate examples of such words. 5. Understand word relationships.
__a. Build real-life connections between words and their use (e.g., note places at home that are cozy).
__b. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or acting out the meanings.
6. Use newly learned words acquired through conversations, reading, and responding to texts.
First Grade: First Quarter, Weeks 1-2 Learning PrioritiesWeek 1 Week 2
Literature Genre
Reading Literature CCSSRL.1.1—Answer questions with information from the story.Who is in a story?CCSSRL1.2.
Take reading interest survey—can be a counting or picture graphic activity—“who likes stories?” “What’s your favorite story?” “Who likes to read about animals?” etc.
Identify parts of a book, role of writer, illustrator.
Listen for information (ongoing) Answer literal questions about
persons and actions in a story. Identify/infer character traits based
on actions. Relate to classroom traits (rules).
Retell/ Identify/describe: where and who for story or event.
Guided by teacher, infer why/reasons for actions.
Also relate to traits—what does the action show about the character?
Refer to parts of the book to tell where the information is that is used to answer questions.
ScienceCCSSRI.1.1Locate information
Survey: What do you like about science?
Locate information in pictures or book in response to questions. (ongoing)
Survey/clarify: how do people learn science?
Locate information in response to questions about object, picture, book (ongoing)
Social ScienceCCSSRI.1.1 Locate information
Assess, then develop: What is a community? What rules help our classroom
community?
What happens in our school? (Recommended—visit different parts of the school each day.)
What jobs do people do? Locate information in book,
picture, and/or the school itself in response to questions. (ongoing)
Word Patterns and GrammarIn addition to scheduled sight words include phrases such as the Fry Phrases.
PHONICS FOCUS:
Sight Words:
PHONICS FOCUS:
Sight Words:
Writing Narrative
Expository—journal –write about any topic
Connect writing to literature: Construct or sequence or complete sentences to tell a story or event with details. (Use the reading of the week as a mentor text—point out how the writer uses details to tell the story.)
Use period and capitalization. Speak or write opinion about
story or event. Write journal—can apply to
any subject—and SEL (ongoing)
Connect writing to literature: Construct or sequence or complete sentences to tell a story or event with details. (Use the reading of the week as a mentor text—point out how the writer uses details to tell the story.)
Use period and capitalization. Speak or write opinion about story or event. Write journal (ongoing) —can apply to any
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Describe how words and phrases
(e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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.
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students
learn that content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 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.
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 proficiently, with scaffolding as needed at the high end of the range.
Writing: CCSSW.2.3 NARRATIVE (CPS Framework Assessment Specification)Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
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.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
__SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.
__SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.3 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.
Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
These lists are set up with lines so that you can check your students’ learning priorities for this quarter.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Form common irregular plural nouns (e.g., feet, children, teeth, mice, fish).__b. Form the past tense of common irregular verbs (e.g., sat, hid, told).__c. Produce and expand complete declarative, interrogative, imperative, and
exclamatory sentences.__d. Produce and expand complete sentences to provide requested detail or
clarification. 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Capitalize holidays, product names, geographic names, and important words in titles.
__b. Use commas in greetings and closings of letters.__c. Use apostrophes to form contractions and common possessives.__d. Generalize learned spelling patterns when writing words (e.g., cage → badge;
boy → boil; paper → copper).__e. Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.3. (Beings in grade 3)
VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 2 reading).
__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital.
__b. Explain the meaning of grade-appropriate compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
__c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
__d. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
5. Understand word relationships.__a. Build real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).__b. Distinguish shades of meaning among related verbs (e.g., toss, throw, hurl)
and related adjectives (e.g., thin, slender, skinny, scrawny). 6. Use newly learned words acquired through conversations, reading, and
Second Grade: First Quarter, Weeks 3-4 Learning Priorities
Week 3 Week 4Literature Genre
Reading Literature CCSSRL.2.1Infer with evidence
ANALYZE SEQUENCE TO IDENTIFY CAUSES AND EFFECTS Read a story, then: identify sequence, then identify/infer cause-effect; relate to character traits and
motive.
Analyze SEQUENCE, cause-effect, then PREDICT Read a story, then: identify sequence, then identify/infer cause-effect; relate to character traits and motive. Make and support predictions based
on that analysis.
ScienceorSocial ScienceCCSSRI.2.1—answer questions with evidence from text.Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Locate information to answer literal questions with information from illustration and/or text. (Teacher points out use of bold print, headings, captions, other text features to use.)
Make glossary of words—can be Word-picture glossary that teacher posts.
Locate information to answer questions with information from illustration and/or text (guided to use text features). Then evaluate: What are the important facts you learned?
Make glossary of words—can be Word-picture glossary that teacher posts.
Second Grade: First Quarter, Weeks 5-6 Learning Priorities
Week 5 Week 6Literature GenreReading Literature CCSSRL.2.2—theme development--Answer with evidence
Identify important parts of a story TO CLARIFY THEME Identify elements of story
(setting, plot, character) Tell how the plot relates to the
MESSAGE OR THEME (teacher tells message or theme, student explains how it is developed—by the writer and illustrator—how they help communicate it).
Identity important parts of a story to CLARIFY THEME Identify elements of story (setting,
plot, character) Tell how the plot relates to the
MESSAGE OR THEME (teacher tells message or theme, student explains how it is developed—by the writer and illustrator—how they help communicate it with the events they show/tell). (CCSSR5)
ScienceorSocial ScienceCCSSRI.2.2Summarize Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Identify important information, list it, then summarize it.
Topic: ___________________
Facts about __
Write a sentence that summarizes the chart
Identify important information, then classify it (use chart) and then summarize it.
Topic: ___________________
Facts about __ Facts about __
Write a sentence that summarizes the chart sentence that summarizes the chart.
Reading Literature CCSSRL.2.2 Infer the theme of a story Also includes CCSSR5—how the writer’s choices communicate that theme
INFER MESSAGE/THEME Guided by teacher analyze how
the writer included different events to support the theme of a story.
Identify details that the writer and illustrator provide to explain the story and focus on the theme. (Teacher may identify theme –deductive--or guide students to infer it--inductive.)
INFER MESSAGE/THEME Summarize story: setting,
plot, character, character traits, events—identify details that the writer and illustrator provide.
Guided by teacher, infer the theme/message of story.
ScienceorSocial ScienceCCSSRI.2.2Analyze the Main IdeaRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Deductive approach: Teacher identifies main idea. Students locate and list
information to support it.
This can be done for each part of a nonfiction text or for a video or photo—students need to develop proficiency with visuals as well as texts.
Inductive approach: Students identify important
information learned about the topic,
Then identify main idea.
Recommended: Start with a photograph so that students all have immediate access to the information. Then complete the process with a text.
Word Patterns and GrammarIn addition to scheduled sight words include phrases such as the Fry Phrases.
PHONICS FOCUS:
Sight Words:
Adjectives
PHONICS FOCUS:
Sight Words:
Adjectives Writing narrativeCCSSW2.3
Start with mentor text—tell how the writer and illustrator communicate the story—showing and telling actions, thoughts, feelings; using temporal words.
Narrate a story/event Include details to describe
actions; use temporal words to signal event order, and provide a sense of closure
Recommended—start with drawings and captions, then write as story with illustrations.
Journal (ongoing) Write journal (ongoing) —can apply to any subject—and SEL
Continue to model and develop competence to
Organize narrative (pictures with captions or story event list) for a story/event
Then write it: Include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure
Journal (ongoing) Write journal (ongoing) —can apply to any subject—and SEL
2nd Grade: First Quarter, Weeks 9-10 Learning Priorities
Week 9 Week 10 Comprehensive Assessment
Literature Genre
Reading Literature CCSSRL.2.2Analyze development of theme
INFER THEME Infer reason the author wrote
a story—what moral does the writer want you to learn? Support your answers with events from the story—citing text and pictures that show what happens.
Comprehensive assessmentHow do you read a story? What are the parts of a story? How do pictures help tell a
story? How do you figure out what a
story’s lesson is—what the writer wants you to understand because you read it.
ScienceorSocial ScienceCCSSRI.2.2Analyze the parts of a nonfiction bookRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Contrast fiction and nonfiction/real and make-believe. What do writers put into a
story? What do writers put into a
topic book? What are the parts of a topic
book? How do they help you learn?
Comprehensive Assessment Students independently answer
questions based on a topic book. Students independently read a
passage with illustrations and identify important information and ideas.
READING COMPETENCIESStandard 1 is part of accomplishing each competence: read closely--carefully and completely--to respond to questions with text-based evidence/examples.
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
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.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and
phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
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.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS7. Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the words in a story.
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
All the reading competence development is designed to reach standard 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.
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.
Nonfiction reading competencies are developed each week in science or social science—ideally students work on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.
Readings, Timelines, and Activity Resources for learning about Chicago are available at http://teacher.depaul.edu .
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
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.3.1a Come to 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.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
__SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
__SL.3.1d Explain their own ideas and understanding in light of the discussion.
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.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas 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.
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.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Third Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in specific sentences.
__b. Form and use the simple (e.g., I walked, I walk, I will walk) verb tenses.__c. Ensure subject-verb and pronoun-antecedent agreement.*__d. Produce simple, compound, and complex sentences.
2. Observe conventions of capitalization, punctuation, and spelling.__a. Use correct capitalization.__b. Use quotation marks in dialogue.__c. Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, happiness).__d. Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
__e. Consult reference materials, including dictionaries, as needed to check and correct spellings.
3. Make effective language choices.__a. Use words for effect.*
VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 3 reading).
__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital.
__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
__c. 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).
__d. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
5. Understand word relationships.__a. Build real-life connections between words and their use (e.g., describe people
who are friendly or helpful).__b. Distinguish among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered). 6. Use words that are in common, conversational vocabulary as well as grade-
appropriate academic vocabulary and domain-specific words (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
Writing: CCSSW.3.3 NARRATIVE (CPS Framework Assessment Specification)Write narratives to develop real or imagined experiences or events using effectivetechnique, descriptive details, and clear event sequences.
Note: The emphasis of writing is on the PCR—the prose constructed response
PCR Prose Constructed Response A task that requires students to write a response to a question that may focus on one reading or may require students to analyze two readings or two readings and a video. If the task requires students to respond to two texts or to two texts and a video the student first completes responses to questions about each reading or video.
“The Narrative Task broadens the way in which students may use this type of writing. Narrative writing can be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes or objects, for example.” (Source: PARCConline.org)The following two PCRs from PARCC samples are responses to stories.
PCR based on one story. This story tells about Derrick’s first camping trip. Write Derrick’s journal entry
about this camping trip. Include information about how the characters responded to the events in the story as you write the journal.
This PCR asks students to add to a narrative. Students can do similar tasks to increase understanding of a story—
Write a letter from a character reporting on the main eventWrite a journal of one of the charactersWrite an additional part of the story—the sequel.
PCR based on two stories. Old Mother West Wind and the Sandwitch both try to teach important lessons to
characters in the stories. Write an essay that explains how Old Mother West Wind’s and the Sandwitch’s words and actions are important to the plots of the stories. Use what you learned about the characters to support your essay.
This PCR is a Literature Task in which students compose an analytic essay. During first quarter, students should complete analyses of individual stories so that they develop competence to write such an essay.
Third Grade: First Quarter, Weeks 3-4 Learning PrioritiesWeek 3 Week 4
Literature genre
_ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
Reading LiteratureCCSSRL.3.3Analyze plot—problem and solution
Analyze plot of a story Summarize information about
problem and solution in a story.
Then write summary of the plot.
How does the writer use the plot to tell you a message or teach a lesson? (theme)
Analyze plot of a storyIncrease complexity of text as
students apply same strategies from previous week.
Summarize information about problem and solution in a story.
Then write summary of the plot.
How does the writer use the plot to tell you a message or teach a lesson? (theme)
ScienceorSocial ScienceCCSSRI.3.2Locate important information using structure of the text.Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
List: Main Idea of each paragraph in a passage.
For each idea, list one fact that supports it.
Make glossary. Use dictionary
Make outline to show the main topic and main idea and key details of each paragraph in a text – may be a collaborative activity.
Then add what the main idea is of any illustration/graphic.
Third Grade: First Quarter, Weeks 5-6 Learning PrioritiesWeek 5 Week 6
Literature Genre
_ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
Reading LiteratureCCSSRL.Develops 3—relationships; and 5—author’s choices that communicate about events and characters
ANALYZE CAUSES AND EFFECTS
Analyze and infer causes and effects.
Infer the traits that the characters’ choices tell about them.
ANALYZE CAUSES AND EFFECTS, then predict
Analyze and infer causes and effects.
Predict with evidence from story —What will happen? Why?
ScienceorSocial ScienceCCSSRI.3.3—trace relationshipsRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Trace relationships—sequence and cause-effect in science or social science situation.
Analyze and infer causes and effects.
Make glossary and use dictionary (ongoing)
Trace relationships—sequence and cause-effect in science or social science situation.
Third Grade: First Quarter, Weeks 7-8 Learning Priorities
Week 7 Week 8Literature Genre _ story _ folk tale __humor _fable _
fantasy _poem _realistic fiction __mystery __historical fiction
story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
Reading LiteratureCCSSRL.3.2 Analyze story structure to determine theme. And 5—how the writer communicates it.
STORY ELEMENTS “ Map” story : main characters,
their traits and actions, problem and solution.
INFER THEME/MESSAGE Analyze how the author
communicates it—citing the parts of the story.
STORY ELEMENTS – continue to focus on structure of story, increase complexity of text.
STORY ELEMENTS “ Map” story : main characters,
their traits and actions, problem and solution.
INFER THEME/MESSAGE Analyze how the author
communicates it—citing the parts of the story.
ScienceorSocial ScienceCCSSRI.3.2Organize information to support ideasRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Locate information to answer a BIG question or support a big idea.
From the passage From the
illustrations/diagrams/map/…
Write your response as a paragraph.
Make glossary. Use dictionary
Locate information to answer a BIG question or support a big idea.
Word Patterns and GrammarAnalyze word patternsInfer from context
Identify root words
Make root word chart:
Root Two Words with Root
Identify and use suffixes.
Make suffix chart:
Suffix:____________
Word Meaning
Writing Narrative—writing about a narrative.
Outline and write essay narrating an event or story—with one message/theme--emphasizing supporting examples for each paragraph. Students could write to tell a Chicago history event.
Write journal (ongoing) —can apply to any subject—and SEL
Improve the essay from previous week—for focus and support.
Write journal (ongoing) —can apply to any subject—and SEL
Third Grade: First Quarter, Weeks 9-10 Learning Priorities
Week 9 Week 10 comprehensive assessment
Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction
Explain the features of different genres read this quarter.
Reading Literature CCSSRL.3.2Summarize and infer theme
INFER THEME/MESSAGE Write a constructed
response to a story—see the Writing task for this week.
Comprehensive AssessmentAnalyze author’s use of details and techniques to: Show character traits Explain motives Make the theme or moral clear
Explain with examples of how the author does each of those.
ScienceorSocial ScienceCCSSRI.3.2Support ideas with evidence CCSSR7—integrate information from different sources.Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Identify ideas, relate to supporting details.
Use outline to show the main topic and main idea and key details of each paragraph in a text.
Then identify the CENTRAL idea of the whole passage based on your outline.
Comprehensive Assessment How do you learn when you read
nonfiction? Show how you start with a
question, then locate information, then organize it to respond.
Identify two different ideas about a topic from two different sources—one can be a video.
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words
and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
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.
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.
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students learn that
content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing: CCSSW 4.3 NARRATIVE (CPS Framework Assessment Specification)Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Common Core Writing Narratives—CCSSW3—for fourth grade requires the following:
Write narratives in which they:__a. Orient the reader by establishing a situation, introduce a narrator and/or
characters, and organize an event sequence that unfolds naturally.__b. Use narrative techniques such as dialogue and description to develop events and
show the characters’ external behaviors and internal responses to events.__c. Use a variety of temporal words and phrases to manage the sequence of events.__d. Use concrete and sensory words and phrases to convey events and experiences
precisely.__e. Provide a satisfying conclusion that follows from the narrative’s events.
Students can learn how to write narratives by analyzing narratives. So the first quarter includes analysis of narratives as well as constructing narratives—priorities that align with the PARCC Constructed Response requirements.
Source: Sample Assessments at PARCCOnline.org
CONSTRUCTED RESPONSE ABOUT ONE READINGIn “Those Wacky Shoes,” a girl has to outsmart a pair of shoes. Think about the details the author uses to create the characters, settings, and events.
Imagine that you, like the girl in the story, find a pair of wacky shoes that won’t come off. Write a story about how you find the pair of wacky shoes and what happens to you when you are wearing them. Use what you have learned about the wacky shoes when writing your story.
CONSTRUCTED RESPONSE ABOUT TWO READINGSIdentify a theme in “Just Like Home” and a theme in “Life Doesn’t Frighten Me.” Write an essay that explains how the theme of the story is shown through the characters and how the theme of the poem is shown through the speaker. Include specific details from the story and the poem to support your essay.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
__SL.4.1a Come to 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.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
__SL.4.1c 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.4.1d 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.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Fourth GradeThese lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Form and use the progressive (e.g., I was walking, I am walking, I will be walking) verb aspects.
__b. Form and use adjectives and adverbs (including comparative and superlative forms), placing them appropriately within sentences.*
__c. Produce complete sentences, avoiding rhetorically poor fragments and run-ons.*
__d. Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Use quotation marks to mark direct speech and quotations from a text.__b. Spell grade-appropriate words correctly, consulting references as needed.
3. Make effective language choices.__a. Use punctuation for effect.*__b. Maintain consistency in style and tone.*__c. Choose words and phrases to convey ideas precisely.*
VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 4 reading).
__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital.
__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., telegraph, photograph, autograph).
__c. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture).
__d. Paraphrase common idioms, adages, and proverbs. 5. Understand word relationships.
__a. Build real-life connections between words and their various uses and meanings.
__b. Define relationships between words (e.g., how ask is like and unlike demand; what items are likely to be enormous).
__c. Distinguish a word from other words with similar but not identical meanings (synonyms).
6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
Word Patterns and GrammarAnalyze word patterns and use
What positive words tell about you? Assess students’ knowledge of
vocabulary: subject, verb, adjective, pronoun, prefix, root, suffix, synonym, homonym, antonym—ask them to give examples of each.
Identify parts of speech in a passage Underline nouns, circle verbs, list 5 adjectives. What does the writer help you “see” with those adjectives? Make adjective “thesaurus”—a variety of words that describe the same kind of quality
Writing Explanatory CCSSW2
Assess writing abilities Ask students to independently write
sentences with different kinds of punctuation and a paragraph about a person or place with focus and support.
Write the paragraph with enough details that another student can infer who or what it is.
Write a paragraph. Explain a topic you learned this week—support the main idea with examples you learned.
Fourth Grade: First Quarter, Weeks 3-4 Learning Priorities
Week 3 Week 4Literature Genre
story _ folk tale __tall tale __fable _ fantasy _poem __myth __humor__realistic fiction
story _ folk tale __tall tale __fable _ fantasy _poem __myth __humor__realistic fiction
Reading LiteratureCCSSRL.4.3Analyze plot
Diagram the problem and solution in a story.
What message is the writer communicating with this plot?
Diagram the problem and solution in a story—increase text complexity as you apply the same strategy.
What message is the author communicating?
How do the illustrations help support that message?
ScienceorSocial ScienceCCSSRI.4.2Identify information that supports ideasRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Make an outline of a section of a text.
Locate different ideas and list information that supports each one—including information in illustrations.
Make glossary.
Make an outline of a section of a text. Locate different ideas and list
information that supports each one—including information in illustrations.
Fourth Grade: First Quarter, Weeks 5-6 Learning Priorities
Week 5 Week 6Literature Genre
_ story _ folk tale __tall tale __fable _ fantasy _poem __myth __humor__realistic fiction
story _ folk tale __tall tale __fable _ fantasy _poem __myth __humor__realistic fiction
Reading LiteratureCCSSRL.4.3Analyze relationships
Analyze and infer causes and effects.
“ Map” story : main characters, their traits and actions, problem and solution. CCSSR5
Predict with evidence from story —What will happen? Why?
ScienceorSocial ScienceCCSSRI.4.2Use text structure to identify ideas.Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Use text structure to identify Main Idea of each paragraph in Introduction Body Conclusion of a passage.
Then explain the central idea with supporting ideas—diagram how the supporting ideas enable you to comprehend the central idea.
Use text structure to identify Main Idea of each paragraph in Introduction Body Conclusion of a passage.
Then explain the central idea with supporting ideas—diagram how the supporting ideas enable you to comprehend the central idea.
story _ folk tale __tall tale _fable _ fantasy _poem __myth __humor__realistic fiction
Make a chart of different reasons a writer writes in a specific genre—for example, why does a writer write a fable? Use examples from stories you have read.
Reading LiteratureCCSSRL.4.5Author’s choices
INFER THEME/MESSAGE Analyze how the author
communicates it
Comprehensive Assessment Make list of how the author of a story
develops and uses elements of the story to communicate a lesson or moral.
ScienceorSocial ScienceCCSSRI.4.2Deciding what information and ideas are importantRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Write a constructed response based on one or two nonfiction sources.
Recommended: Students exchange responses and identify and recommend ways to strengthen support for response.
Comprehensive Assessment Explain the purpose of the different parts of
the non-fiction text: how and why do the illustrations help you understand the topic?
Why did the writer organize the sections the way they are?
What else helps the writer accomplish the purpose to inform?
Use examples from a passage to explain how to learn when reading nonfiction.
Common Core Fifth Grade Literacy Standards Emphasized
Reading standard 1 is developed in conjunction with all other reading standards—1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and
phrases as they are used in a text, including figurative language such as metaphors and similes.
4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a grade 5 topic or subject area.
INTEGRATION OF KNOWLEDGE AND IDEAS
INTEGRATION OF KNOWLEDGE AND IDEAS
9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students learn that
content and learn how to read nonfiction.
All the reading competence development is designed to reach standard 10:By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Writing: CCSSW5.3 -- NARRATIVE (CPS Framework Assessment Specification)Write narratives to develop real or imagined experiences or events using effectivetechnique, descriptive details, and clear event sequences.
Common Core Writing Narratives—CCSSW3—for fifth grade requires the following:
Write narratives in which they:__a. Orient the reader by establishing a situation, introduce a narrator and/or
characters, and organize an event sequence that unfolds naturally.__b. Use narrative techniques such as dialogue and description to develop events and
show the characters’ external behaviors and internal responses to events.__c. Use a variety of temporal words and phrases to manage the sequence of events.__d. Use concrete and sensory words and phrases to convey events and experiences
precisely.__e. Provide a satisfying conclusion that follows from the narrative’s events.
Students can use that list to analyze a mentor text—analyze how the writer meets those criteria.
Students can learn how to write narratives by analyzing narratives. So the first quarter includes analysis of narratives as well as constructing narratives—priorities that align with the PARCC Constructed Response requirements.
Source: Sample Assessments at PARCCOnline.org
CONSTRUCTED RESPONSE ABOUT ONE READINGYou have read a passage from “The Growin’ of Paul Bunyan.” Think about how the story would be different if it were told from Johnny’s point of view. Write a narrative story retelling the story from the point of view of Johnny. Be sure to use supporting details from the passage.
CONSTRUCTED RESPONSE ABOUT TWO READINGSThe stories titled Ida B and Moon Over Manifest both include events that did not happen. Write and essay describing how each narrator’s point of view influenced how these events are described. Be sure to use details from both stories.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Comprehension and Collaboration
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
__SL.5.1a Come to 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.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
__SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
__SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Integrate the Conventions in Writing and Speaking (see the next page).
LANGUAGE Fifth GradeThese lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.
CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.
__a. Form and use the perfect (e.g., I had walked, I have walked, I will have walked) verb aspects.
__b. Recognize and correct inappropriate shifts in verb tense and aspect.* 2. Observe conventions of capitalization, punctuation, and spelling.
__a. Use punctuation to separate items in a series.*__b. Use a comma to separate an introductory element from the rest of the
sentence.__c. Use underlining, quotation marks, or italics to indicate titles of works.__d. Spell grade-appropriate words correctly, consulting references as needed.
3. Make effective language choices.__a. Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.*VOCABULARY ACQUISITION AND USE
4. Determine word meanings (based on grade 5 reading).__a. Determine or clarify the meaning of unknown or multiple-meaning words
through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital.
__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., photograph, photosynthesis).
__c. Interpret figurative language, including similes and metaphors.__d. Explain the meaning of common idioms, adages, and proverbs.
5. Understand word relationships.__a. Build real-life connections between words and their various uses and
meanings.__b. Define relationships between words (e.g., how smirk is like and unlike smile;
what items are likely to be vast).__c. Distinguish a word from other words with similar but not identical meanings
(synonyms). 6. Use grade-appropriate general academic vocabulary and domain-specific
words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.
* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.
_ story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction
_ story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction
Reading LiteratureAnalyze character development (CCSSRL5.3)
Infer word meaning from context. (Ongoing) (CCSSRL5.4)
Assess student abilities and interests, Take reading interest survey. RELATE CHARACTER TRAITS AND ACTIONS relates to organizing a collaborative classroom
identify, classify and infer character traitsMake chart:Character Trait_ Evidence_
Draw characters, showing traits.
RELATE TRAITS /ACTIONS/MOTIVES Infer character, motives, relate to plot and author’s choices—how the writer creates a character—dialogue, actions.
Make Chart, provide evidence for your inference of motive
Who Does What Why Evidence
Write a summary of your chart.
ScienceCCSSRI.5.2Ideas of Science
Science Inventory: What do you like about science? What is a science topic you’ve
learned that you like a lot?How did you learn about it?What is an idea you learned?
Infer: what are the traits of a scientist?
How do scientists solve figure out ideas? (May be based on a reading, experiment, other source)
What is an important science discovery and why is it important to know?
How do the parts of a science text help you learn?
Social ScienceCCSSRI.5.3Analyze relationships
Recall and/or read about a person who helped others make progress. What traits did that person
demonstrate? What evidence in the passage
supports your inference?
Read a passage about an important person or event. What challenges did people face? What traits did they have that
enabled them to overcome them? How do the parts of a social science
text help you learn?FLUENCY__rate, __comprehension __expression __diction
This week’s read aloud: This week’s read aloud:
Word Patterns and Grammar
Assess grammar competence: Knowledge of parts of speech Knowledge of rules of grammar Knowledge of punctuation. Schedule Punctuation Focus weeks
based on assessment.
Identify parts of speech in a passage List 5 nouns, 5 verbs, 5 adjectives, 2
adverbs. (Students can use them to write sentences of their own.)
Analyze author’s techniques: Why does the writer use those adjectives?
Writing Narrative CCSSW5.3
Assess interests and skills: What do you like to write? How do you write a good sentence?
Give an example. How do you organize a good
paragraph? Write a good paragraph about a
person you admire—it could be you.
What structure and techniques do you find in this week’s story?
make, what problems do they face, how do they resolve them?
Why do you think the writer set up this problem and solution—what message did the author want you to understand?
Analyze the plot and character development: What choices do characters make, what
problems do they face, how do they resolve them?
Why do you think the writer set up this problem and solution—what message did the author want you to understand?
How does the writer help you understand the characters and situation?
ScienceorSocial ScienceCCSSRI.5.2Identify and support ideasRecommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Identify important words (often boldfaced) and start glossary.
Describe how a text groups information into general categories
Adjust rate of reading to complexity of text
Use text structure to identify main ideas.
Then determine central idea. Identify how the writer uses text
features and illustrations to communicate the ideas.
Continue glossary (ongoing) Describe how a text groups information into
general categories Adjust rate of reading to complexity of
text Use text structure to identify main ideas. Then determine central idea. Explain how the writer uses text features
Fifth Grade: First Quarter Learning Priorities Weeks 5-6
Week 5 Week 6Literature Genre
_ story _ folk tale __tall tale _fable _ fantasy _poem _myth _mystery _realistic fiction
_ story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction
Reading LiteratureCCSSRL.5.3Compare characters
Compare and contrast two characters within a story.
How does the writer help the reader identify the characters’ traits and feelings?
How do the characters react to the same event?
How do they feel about the challenge they face?
How do they react when the problem is solved?
Compare and contrast two characters within a story.
Analyze the techniques the writer uses to communicate the characters’ identities.
How would the story change if one of the two characters told it? (See PARCC sample question.)
ScienceorSocial ScienceCCSSRI.5.2Analyze information to identify ideas Recommended: if you teach both subjects each week, emphasize the same reading skill/strategy in each.
Locate information Classify information Use pictures, illustrations,
details in a text to support the ideas
Describe how a text groups information into general categories
Decide what the central idea is and explain the basis for your conclusion
Locate information Classify information Use pictures, illustrations, details in
a text to describe the key ideas Gather information to answer a
Fifth Grade: First Quarter Learning Priorities Weeks 7-8
Week 7 Week 8Literature Genre _story _ folk tale __tall tale _fable _
fantasy _poem _myth __mystery _realistic fiction
_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery _realistic fiction
Reading LiteratureCCSSR5—analyze how the parts fit together—structure of the storyCCSSR2—determine the theme
Analyze how the author communicates the theme through the parts of the story—how the scenes/events in the story contribute to developing that theme.
Analyze how the author communicates the theme through the parts of the story—how the scenes/events in the story contribute to developing that theme.
What techniques does the writer use to help readers understand the importance of events, how characters change—the narrator, dialogue, other techniques.
ScienceorSocial ScienceCCSSRI.5.2Support an idea with evidence.
CCSSRI5.9 Integrate information from different sources
Outline then write your answer to BIG question with cited information from two different sources
Outline then write your answer to a BIG question with cited information from two different sources.
This calendar includes grades 6-8 because the strategies, skills, and processes at the middle grades are parallel; it is the complexity of the text and response that vary. Since most upper grade classes are departmentalized, having a common focus for processes each week will enable teachers to vary to specific content but maintain a focus on the transferrable outcomes—increased competence to analyze and interpret texts, write to communicate with evidence, and solve problems strategically.
The calendar lists tasks that are aligned with Common Core standards, tasks that can be activities or assessments.
Teachers using comprehensive literacy units can embed the literacy priorities within the unit.
The CPS Framework sets argumentative writing as the priority for first quarter.
Writing: Argumentative (CPS Framework Assessment Specification)Write arguments to support claims with clear reasons and relevant evidence.
This “calendar” also includes expository writing within science and social studies to reinforce students’ abilities to comprehend nonfiction texts and relate information from different sources in response to a topic or “Big” question -- CCSSW7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation, a standard that should continue across the year as students respond to BIG questions.
All the reading competence development in this calendar is designed to develop Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT
6 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
8 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Activities during the quarter should include the development of communication competencies that cross the literacy standards:
Discussion with focusing question and relevant responses Listening with focus Collaboration to develop response to issue or question Presentation based on research and analysis Debate based on logical analysis of issue Dramatization of literature and history Expressive reading of poetry and speeches Visual representation of learning
PARCC’s Prose Constructed Responses require students to analyze texts.To develop the Argumentative Writing is identified in the CPS Framework for first quarter for grades 6-8, this set of weekly priorities emphasizes writing about texts, supporting a claim with evidence from a text or analyzing the strength of support for a claim in a text (CCSSR8). Source of the following sample items: PARCConline.org.
Sixth GradeCONSTRUCTED RESPONSE ABOUT TWO READINGSYou have read the passage from Boy’s Life and “Emancipation: A Life Fable.” Both texts develop the theme of freedom. Write an essay that compares and contrasts the approaches each text uses to develop the theme of freedom.
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEOYou have read two texts and viewed one video that claim that the role of zoos is to protect animals. Write and essay that compares and contrasts the evidence each source uses to support this claim. Be sure to use evidence from all three sources to support your response.
Seventh GradeCONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEOYou have learned about electricity by reading two articles, “Energy Story” and “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.”In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, demonstrations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source.
CONSTRUCTED RESPONSE ABOUT TWO READINGS AND A VIDEOYou have read a website entry and an article, and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a brave, courageous person. The three titles are:Consider the argument each author uses to demonstrate Earhart’s bravery.Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the three supporting materials. Remember to use textual evidence to support your ideas.
Eighth GradeCONSTRUCTED RESPONSE ABOUT TWO READINGS AND VIDEOWrite an essay comparing the information presented in the video with that presented in the article “Elephants Can Lend a Helping Trunk” and the passage from “Elephants Know When They Need a Helping Trunk in a Cooperative Task.” Remember to use evidence from the video, the article, and the passage to support your answer.
Common Core Literacy Standards Emphasized during 1st QuarterThe following chart identifies standards emphasized during first quarter—and exemplifies how the complexity of the process increases grade to grade but the core process is the same.
Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT
6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT
6 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
7 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
8 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
6 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
7 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
8 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Reading Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT
6 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
7 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
8 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Reading Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
READING LITERATURE READING NONFICTION/INFORMATIONAL TEXT
6 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
7 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
8 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Reading Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Note: Standard 8 does not apply to literature.
6 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
7 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.
Comprehension and Collaboration
SIXTH GRADE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
__SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
__SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SEVENTH GRADE
Comprehension and Collaboration
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
__SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
__SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
EIGHTH GRADE
Comprehension and Collaboration
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
__SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
__SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
__SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
__SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
SEVENTH GRADE
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
EIGHTH GRADE
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
__fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth
__fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth
Reading LiteratureCCSSRL5: analyze author’s choices—structure of the story, representation of the theme—Continues analysis of development of theme (CCSSRL52)
ANALYZE THE DEVELOPMENT OF A THEME Summarize a story , including
main characters and their traits and actions, problem and solution, causes of effects.
Infer the theme. Analyze how the author develops it with sections of story (plot)
Analyze how author’s choices have effects—on mood, tone.
ANALYZE THE DEVELOPMENT OF A THEME
Analyze how an author develops a theme through the plot and other story elements
Infer reasons for the author’s choice of characters, events, and the techniques used such as dialogue.
Predict what a change in the story would lead to.
ScienceCCSSRI2Collect information to support an idea
How do you know what is important to include in notes?
Adjust reading rate to complexity of text.
Locate information using text features
Cite specific evidence from text to respond to questions
Summarize what you learn.
How do you review notes to understand more?
Adjust reading rate to complexity of text. Locate information using text features Cite specific evidence from text to
respond to questions Summarize what you learn. Then identify the most important idea you
learned.Social ScienceCCSSRI2Collect information to support an ideaCCSSRI8: evaluate the strength of evidence
Identify a position taken by a writer—could be in a textbook. List the evidence included to
support it. Decide which is the strongest
evidence. Explain your choice, including
quotation.
How do you decide what is important to include in notes when you watch a video or read a text? Locate information to support response
to a question using text features Cite specific evidence from text to
Literature Genre __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth
__fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth
Reading Literature CCSSRL9—compare and contrast two texts on the same theme (theme continues emphasis on standard 2; also involves standard 5—writer’s choices)
Compare how two writers communicate the same theme in different literature.
Analyze the choices each writer makes to communicate the theme.
Compare how two writers communicate the same theme in different literature.
Analyze the choices each writer makes to communicate the theme
ScienceCCSSRI7—integrate information from different sources—may include videos.
Combine information from different kinds of sources to respond to BIG question.
Decide what your “Big” idea is. Evaluate the strength of your
evidence to support the response.
Recommended: pair and compare, then “repair” to strengthen the statements with stronger evidence.
Combine information from different kinds of sources to respond to BIG question.
Decide what information is most important to support your response.
Evaluate the strength of your evidence to support the response.
Recommended: pair and compare, then “repair” to strengthen the statements with stronger evidence.
Social ScienceCCSSRI7—integrate information from different sources—may include videos.
Combine information from different sources to respond to BIG question.
Evaluate the strength of your evidence to support the response.
Recommended: pair and compare, then “repair” to strengthen the statements with stronger evidence.
Combine information from different sources to respond to BIG question.
Evaluate the strength of your evidence to support the response.
Recommended: pair and compare, then “repair” to strengthen the statements with stronger evidence.
6th-8th Grades First Quarter, Weeks 9-10 PrioritiesWeek 9 Week 10
Literature Genre __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth
How are fiction genres different?How are all fiction genres alike?How does a writer decide which genre to use?
Reading Literature CCSSRL 9—compare/contrast two readings on same topic/theme.
Compare and contrast a fictional account (realistic fiction) and a history.
Comprehensive Assessment Make reader’s guide—how do you
interpret literature?
ScienceCCSSR6—analyze how the writer’s purpose affects content of a text.
Analyze a passage to identify opinions or techniques used to affect the reader’s feelings about the topic. (A science writer may want to influence feelings—for example, to persuade the reader that a concept is important.)
