Subject: Literacy Essential Skills Essential Knowledge Standards of Learning (SOL) Resources Additional Resources Strategies Assessments 1 st Six Weeks (1 st 3 weeks) Reading: Problem / Solution Inferences Synonyms and Antonyms Parts of a Cook(covered weeks 1-6) Story Elements Context Clues Glossary Cause and Effect Grammar: Sentence Structure Types of Sentences Sentence Punctuation Subject and Predicates Past/Present/Future Comparative Words(-er, -est, more and most) Dictionary Usage Index Usage Writing: Personal Narrative Spelling Reading: • understand that the main character has a problem that usually gets resolved • identify the problem of the plot • understand that plot is developed through a series of events • identify the events in sequence that lead to resolution of the conflict • apply prior knowledge to make predictions • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information • identify specific information in text that supports predictions • skim material to develop a general overview or to locate specific information • locate details to support opinions, predictions, and conclusions • identify new information learned from reading. • apply knowledge of root words, prefixes, and suffixes • use grammatically correct language Reading: 5.5 a,c 5.4a,b,c 5.6a,b,c,d,f,g 5.3e Grammar: 5.9a,b,c,d,e,f,g, h 5.4c Writing: 5.8a,b,c,d,e,f,g Spelling: 5.9a,b,c,d,e,f,g, h Reading: -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming Grammar: -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Writing: Macmillan McGraw- Hill Making Meaning Classroom Libraries Spelling: Words Their Way Reading: -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater Grammar: -Teacher created materials -Daily Language Review -Daily Paragraph Editing Writing: -Teacher created writing prompts Reading: -Whole group instruction -Small Group instruction -Graphic organizers -Making Meaning Strategies -Read Alouds -Think Alouds Grammar: -Whole group instruction -Small Group instruction -Graphic organizers Writing: -Whole group instruction -Small Group instruction -Graphic organizers Spelling: -whole group -small group -sorts Reading: -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Diagnostic Test by Sept. 15 Grammar: -Teacher made tests -Homework/classwork -SOL Released Items Writing: -6 Trait rubric -SOL Released Items -Fall writing prompt Spelling: -Homework/classwork -weekly tests -Words Their Way spelling inventory(within first two weeks of school)
Transcript
Subject: Literacy
Essential Skills Essential Knowledge
Standards of
Learning
(SOL)
Resources Additional
Resources Strategies Assessments
1st Six Weeks
(1st 3 weeks)
Reading:
Problem / Solution
Inferences
Synonyms and Antonyms
Parts of a Cook(covered
weeks 1-6)
Story Elements
Context Clues
Glossary
Cause and Effect
Grammar:
Sentence Structure
Types of Sentences
Sentence Punctuation
Subject and Predicates
Past/Present/Future
Comparative Words(-er, -est,
more and most)
Dictionary Usage
Index Usage
Writing:
Personal Narrative
Spelling
Reading:
• understand that the main
character has a problem that
usually gets resolved
• identify the problem of the plot
• understand that plot is
developed through a series of
events
• identify the events in sequence
that lead to resolution of the
conflict
• apply prior knowledge to make
predictions
• use text set in special type
styles (e.g., boldfaced, italics)
and color, captions
under pictures and graphics, and
headings of sections and
chapters, to predict
and categorize information
• identify specific information in
text that supports predictions
• skim material to develop a
general overview or to locate
specific information
• locate details to support
opinions, predictions, and
conclusions
• identify new information
learned from reading.
• apply knowledge of root
words, prefixes, and suffixes
• use grammatically correct
language
Reading:
5.5 a,c
5.4a,b,c
5.6a,b,c,d,f,g
5.3e
Grammar:
5.9a,b,c,d,e,f,g,
h
5.4c
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,
h
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading:
-Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
-Diagnostic Test by
Sept. 15
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
-6 Trait rubric
-SOL Released Items
-Fall writing prompt
Spelling:
-Homework/classwork
-weekly tests
-Words Their Way
spelling
inventory(within first
two weeks of school)
• use specific vocabulary to
enhance oral presentations
• read nonfiction print materials
and trade books that reflect the
Virginia
Standards of Learning in
English, History, Social Science,
Science, and Mathematics
• identify the word-reference
materials, such as a dictionary,
glossary, or thesaurus, that is
most likely to contain the
information needed
• understand that characters are
developed by
° what is directly stated in the
text
° their speech and actions
° what other characters in the
story say or think about them
• understand that some
characters change during the
story or poem and some
characters stay the same
• discuss why an author might
have used particular words and
phrases
• discuss the similarities and
differences between a text and
previously read materials
• use context to infer the correct
meanings of unfamiliar words
use word references and context
clues to determine which
meaning is appropriate in a
given situation
• identify structural and
organizational patterns such as
cause-and-effect,
comparison/contrast, and
chronological order
Grammar:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
The books covers are torn..
• identify and use interjections,
e.g., such as, Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
• identify the word-reference
materials, such as a dictionary,
glossary, or
thesaurus, that is most likely to
contain the information needed
Writing:
• apply knowledge of the writing
domains of composing, written
expression, and usage/mechanics
• create a plan, and organize
thoughts before writing
• focus, organize, and elaborate
to construct an effective message
for the
reader
• purposefully shape and control
language to demonstrate an
awareness of
the intended audience
• select specific information to
guide readers more purposefully
through
the piece
• choose precise descriptive
vocabulary and information to
create tone
and voice
• include sentences of various
lengths and beginnings to create
a pleasant,
informal rhythm
• clarify writing when revising
• use available technology to
gather information and to aid in
writing.
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
The books covers are torn..
• identify and use interjections,
e.g., such as, Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
1st Six Weeks
(2nd
3 weeks)
Reading:
Story Elements
Inferences
Synonyms and Antonyms
Cause and Effect
Problem Solution
Context Clues
Parts of a Book
Grammar:
Sentence Combining
Conjunctions
Quotations
Run-on Sentences
Punctuation
Writing:
Personal Narrative
Spelling
Reading
• understand that the main
character has a problem that
usually gets resolved
• identify the problem of the plot
• understand that plot is
developed through a series of
events
• identify the events in sequence
that lead to resolution of the
conflict
• apply prior knowledge to make
predictions
• use text set in special type
styles (e.g., boldfaced, italics)
and color, captions
under pictures and graphics, and
headings of sections and
chapters, to predict
and categorize information
• identify specific information in
text that supports predictions
• skim material to develop a
general overview or to locate
specific information
• locate details to support
opinions, predictions, and
conclusions
• identify new information
learned from reading.
• apply knowledge of root
words, prefixes, and suffixes
• use grammatically correct
language
• use specific vocabulary to
enhance oral presentations
• read nonfiction print materials
and trade books that reflect the
Virginia
Reading:
5.5 a,c
5.4a,b,c
5.6a,b,c,d,f
5.3e
Grammar:
5.9a,d,e,f,g,h
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,
h
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading:
-Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher Created
Materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
Standards of Learning in
English, History, Social Science,
Science, and
Mathematics
• identify the word-reference
materials, such as a dictionary,
glossary, or
thesaurus, that is most likely to
contain the information needed
• understand that characters are
developed by
° what is directly stated in the
text
° their speech and actions
° what other characters in the
story say or think about them
• understand that some
characters change during the
story or poem and some
characters stay the same
• discuss why an author might
have used particular words and
phrases
• discuss the similarities and
differences between a text and
previously read materials
• use context to infer the correct
meanings of unfamiliar words
use word references and context
clues to determine which
meaning is
appropriate in a given situation
identify structural and
organizational patterns such as
cause-and-effect,
comparison/contrast, and
chronological order
Grammar:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well..
• use plural possessives, e.g.,
.The books covers are torn..
• identify and use interjections,
e.g., such as, Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and he chased the
cat and then he came back
inside.
Writing:
• apply knowledge of the writing
domains of composing, written
expression, and usage/mechanics
• create a plan, and organize
thoughts before writing
• focus, organize, and elaborate
to construct an effective message
for the reader
• purposefully shape and control
language to demonstrate an
awareness of
the intended audience
• select specific information to
guide readers more purposefully
through the piece
• choose precise descriptive
vocabulary and information to
create tone
and voice
• include sentences of various
lengths and beginnings to create
a pleasant,
informal rhythm
• clarify writing when revising
• use available technology to
gather information and to aid in
writing.
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
.The books covers are torn.
• identify and use interjections,
e.g., such as Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., .I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
2nd
Six Weeks
(1st 3 weeks)
Reading:
Predictions
Generalizations
Compound Words
Dictionary Skills
Fact/Non Fact
Main Idea
Internet Sources
Using Telephone Directory
Reading:
• apply prior knowledge to make
predictions
• identify specific information in
text that supports predictions
• form opinions and draw
conclusions from the selection
• locate details to support
opinions, predictions, and
conclusions
Reading:
5.6a,b,c,g,f
5.5a
5.4b,c
5.7a
5.8b,c,g
5.1a,c
Grammar:
5.9a,b,c,d,e,f,g,
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
Grammar:
Nouns
Abbreviations
Capitalization
Using Titles (capitalization)
Commas
Writing:
Narrative-writing a Story
Spelling:
• understand that the main
character has a problem that
usually gets resolved
• apply knowledge of root
words, prefixes, and suffixes
• understand that often a word
can be divided into root word,
prefix, and
suffix in order to determine its
pronunciation
• identify the word-reference
materials, such as a dictionary,
glossary, or
thesaurus, that is most likely to
contain the information needed
• read nonfiction print materials
and trade books that reflect the
Virginia Standards of Learning
in English, History, Social
Science, Science, and
Mathematics
• distinguish between fact and
opinion
• participate as active listeners in
group learning activities by
° listening for main ideas
° listening for sequence of ideas
° taking notes
• participate as informed
contributors in group learning
activities by
° asking and answering
questions at appropriate times
° clarifying confusing points
° summarizing main ideas
° organizing information from
group discussion for presentation
° preparing an outline for
presentation prior to delivery
h
Writing:
5.8a,b,c,d,e,f,g
5.1a,b
5.3a,b,e
Spelling:
5.9a,b,c,d,e,f,g,
h
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
° summarizing a presentation
orally prior to delivery.
• identify new information
learned from reading
• take notes from a variety of
print resources
• identify source of information
• summarize important concepts
• skim material to develop a
general overview or to locate
specific information
• use available technology to
gather information and to aid in
writing
• focus, organize, and elaborate
to construct an effective message
for the reader
• purposefully shape and control
language to demonstrate an
awareness of
the intended audience
Grammar:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a friendly letter
° hyphens to divide words at the
end of a line
• use plural possessives, e.g.,
.The books. covers are torn..
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
Writing:
• participate as informed
contributors in group learning
activities by
° asking and answering
questions at appropriate times
° clarifying confusing points
° summarizing main ideas
° organizing information from
group discussion for presentation
° preparing an outline for
presentation prior to delivery
° summarizing a presentation
orally prior to delivery.
• narrow the topic
• select information that
develops the topic and is
appropriate for the
audience
• organize content sequentially
and group together related
information
• put information in order,
providing an overview of the
information at the
beginning or a summary of the
information at the end
• use grammatically correct
language
• use specific vocabulary to
enhance oral presentations
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a friendly letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
.The books covers are torn.
• identify and use interjections,
e.g., such as, Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
2nd
Six Weeks
(2nd
3 weeks)
Reading:
Predictions
Generalizations
Compound Words
Encyclopedia/Index
Main Idea
Inflectional Endings
Conducting an Interview
Grammar:
Singular/Possessive
Nouns
Plural/Possessive Nouns
Apostrophe
Capitalization
Writing:
Narrative-Writing a Story
Spelling
Reading:
• apply prior knowledge to make
predictions
• identify specific information in
text that supports predictions
• form opinions and draw
conclusions from the selection
• locate details to support
opinions, predictions, and
conclusions
• understand that the main
character has a problem that
usually gets resolved
• apply knowledge of root
words, prefixes, and suffixes
• understand that often a word
can be divided into root word,
prefix, and
suffix in order to determine its
pronunciation
• identify the word-reference
materials, such as a dictionary,
glossary, or
thesaurus, that is most likely to
contain the information needed
• read nonfiction print materials
and trade books that reflect the
Virginia Standards of Learning
in English, History, Social
Science, Science, and
Mathematics
• distinguish between fact and
opinion
• participate as active listeners in
group learning activities by
° listening for main ideas
° listening for sequence of ideas
° taking notes
Reading:
5.6a,b,c,g,f
5.5a
5.4b,c
5.7a
5.8b,c,g
5.1a,b,c
5.2a,b,c,d
Grammar:
5.9a,b,c,d,e,f,g,
h
Writing:
5.8a,b,c,d,e,f,g
5.1a,b
5.3a,b,e
Spelling:
5.9a,b,c,d,e,f,g,
h
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher Created
Materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
• participate as informed
contributors in group learning
activities by
° asking and answering
questions at appropriate times
° clarifying confusing points
° summarizing main ideas
° organizing information from
group discussion for presentation
° preparing an outline for
presentation prior to delivery
° summarizing a presentation
orally prior to delivery.
• identify new information
learned from reading
• demonstrate appropriate eye
contact with listeners
• use acceptable posture
according to the setting and the
audience
• use dramatic gestures to
support, accentuate, or dramatize
the message
• use appropriate facial
expressions to support,
accentuate, or dramatize
Presentations
Grammar:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use plural possessives, e.g.,
.The book covers are torn..
• avoid fragments (Use of clausal
fragments, such as .Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
Writing:
• participate as informed
contributors in group learning
activities by
° asking and answering
questions at appropriate times
° clarifying confusing points
° summarizing main ideas
° organizing information from
group discussion for presentation
° preparing an outline for
presentation prior to delivery
° summarizing a presentation
orally prior to delivery.
• narrow the topic
• select information that
develops the topic and is
appropriate for the
audience
• organize content sequentially
and group together related
information
• put information in order,
providing an overview of the
information at the
beginning or a summary of the
information at the end
• use grammatically correct
language
• use specific vocabulary to
enhance oral presentations
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., .He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
.The books covers are torn.
• identify and use interjections,
e.g., such as .Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
3rd
Six Weeks
(1st 3 weeks)
Reading:
Steps in a Process
Summarize
Multiple Meaning Words
Follow Instructions
Sequence of Events
Figurative Language
Using a Graph
Use a Time Line
Grammar:
Action Verbs
Direct Object
Commas
Verb Tenses
Main/Helping Verbs
Contractions
Writing:
Explanatory
4-H Presentations
Spelling
Reading: • participate as active listeners in group learning activities by ° listening for main ideas ° listening for sequence of ideas ° taking notes • participate as informed contributors in group learning activities by ° asking and answering questions at appropriate times ° clarifying confusing points ° summarizing main ideas ° organizing information from group discussion for presentation ° preparing an outline for presentation prior to delivery ° summarizing a presentation orally prior to delivery • select information that develops the topic and is appropriate for the audience • put information in order, providing an overview of the information at the beginning or a summary of the information at the end • skim material to develop a general overview or to locate specific information • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • summarize important concepts • use context to infer the correct meanings of unfamiliar words
Reading:
5.1a,c
5.3b,c,d
5.6a,b,f
5.7a
5.5b,c,e
5.8a
5.4a,b,c
Grammar:
5.9a,b,c,d,e,f,g,
h
Writing:
5.8a,b,c,d,e,f,g
5.3d
5.4
Spelling:
5.9a,b,c,d,e,f,g,
h
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher Created
Materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
Reading:
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
• apply knowledge of root words, prefixes, and suffixes • continue to learn about Greek and Latin affixes • organize content sequentially and group together related information • understand that plot is developed through a series of events • identify the events in sequence that lead to resolution of the conflict • understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • discuss why an author might have used particular words and phrases • use visual aids to illustrate information • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • use adverb comparisons, such as fast, faster, fastest • use adjective comparisons, such
-sorts
as big, bigger, biggest • use adverbs instead of adjectives where appropriate, e.g., .He played really well, instead of, He played real well. • use plural possessives, e.g., The books covers are torn.. • identify and use interjections, e.g., such as, Oh my, look at the size of that bug! • avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out. • avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. Writing: • apply knowledge of the writing domains of composing, written expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific information to guide readers more purposefully through the piece • choose precise descriptive vocabulary and information to create tone and voice • include sentences of various lengths and beginnings to create a
pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing • use visual aids to illustrate information • read familiar text with fluency, accuracy, and expression
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
The books covers are torn..
• identify and use interjections,
e.g., such as .Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as, Although he
was not supposed to go out of
the house, is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
3rd
Six Weeks
(2nd
3 weeks)
Reading:
Authors Purpose
Summarize
Multiple Meaning Words
Read a Family Tree
Sequence of Events
Figurative Language
Scale Drawings
Grammar:
Linking Verbs
Abbreviations
Irregular Verbs
Commas
Writing:
Explanatory Writing
Spelling
Reading: • participate as active listeners in group learning activities by ° listening for main ideas ° listening for sequence of ideas ° taking notes • participate as informed contributors in group learning activities by ° asking and answering questions at appropriate times ° clarifying confusing points ° summarizing main ideas ° organizing information from group discussion for presentation ° preparing an outline for presentation prior to delivery ° summarizing a presentation orally prior to delivery • select information that develops the topic and is appropriate for the audience • put information in order, providing an overview of the information at the beginning or a summary of the information at the end • skim material to develop a general overview or to locate specific information • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • summarize important concepts • use context to infer the correct
Reading:
5.5b,c,e
5.1c
5.3c,b,d
5.6a,b,f
5.7a
5.4a,b,c
5.8a
Grammar:
5.9a,b,c,d,e,f,g,
h
Writing:
5.8a,b,c,d,e,f,g
5.3d
5.4
Spelling:
5.9a,b,c,d,e,f,g,
h
Reading:
-Core Program
-Macmillan McGraw-
Hill
-Macmillan McGraw-
Hill Practice Workbook
Macmillan McGraw-
Hill Reteach Workbook
-Macmillan McGraw-
Hill Extend Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan McGraw-
Hill
-Grammar Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher Created
Materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
Reading:
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
meanings of unfamiliar words • apply knowledge of root words, prefixes, and suffixes • continue to learn about Greek and Latin affixes • understand that plot is developed through a series of events • identify the events in sequence that lead to resolution of the conflict • understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • discuss why an author might have used particular words and phrases • use visual aids to illustrate information • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information • discuss why an author might have used particular words and phrases Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • use adverb comparisons, such as fast, faster, fastest • use adjective comparisons, such
-small group
-sorts
as big, bigger, biggest • use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. • use plural possessives, e.g., The books covers are torn. • identify and use interjections, e.g., such as, Oh my, look at the size of that bug! • avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house.., is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out. • avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. Writing: • apply knowledge of the writing domains of composing, written expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific information to guide readers more purposefully through the piece • choose precise descriptive vocabulary and information to create tone and voice • include sentences of various lengths and beginnings to create a
pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing. • use visual aids to illustrate information • read familiar text with fluency, accuracy, and expression
Spelling:
• punctuate correctly
° apostrophes in contractions,
such as isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the salutation and
closing of a letter
° hyphens to divide words at the
end of a line
• use adverb comparisons, such
as fast, faster, fastest
• use adjective comparisons,
such as big, bigger, biggest
• use adverbs instead of
adjectives where appropriate,
e.g., .He played really
well, instead of, He played real
well.
• use plural possessives, e.g.,
.The books covers are torn.
• identify and use interjections,
e.g., such as, Oh my, look at the
size of that bug!
• avoid fragments (Use of clausal
fragments, such as .Although he
was not supposed to go out of
the hous., is not penalized in
direct writing at this level.)
• avoid run-ons, e.g., I opened
the door, the dog went out.
• avoid excessive coordination,
e.g., I opened the door and the
dog went out and
he chased the cat and then he
came back inside.
Subject:
Essential Skills
Essential Knowledge Standards of
Learning
(SOL)
Resources Additional
Resources Strategies Assessments
4th
Six
Weeks
(1st 3 weeks)
Reading:
Judgements/Decisions
Draw Conclusions
Suffixes
Diagrams
Important Information
Root Words
Using an Outline
Fact/Non Fact
Observation Chart
Grammar:
Adjectives
Articles
Quotations
Adjectives that Compare
Using Punctuation in Letters
Reading: • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Mathematics • distinguish between fact and opinion • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • understand that the main character has a problem that usually gets resolved
Reading:
5.6a,b,d,f
5.5a
5.4b
5.3b,c,d
5.7a
5.1b
Grammar:
5.8e
5.9b,e,g,h
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,h
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher Created
Materials
-Daily Language
Review
-Daily Paragraph
Editing
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
Writing:
Expository Writing
Spelling
• understand that plot is developed through a series of events • discuss the similarities and differences between a text and previously read materials • use visual aids to illustrate information • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information • understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • skim material to develop a general overview or to locate specific information • summarize important concepts • apply knowledge of root words, prefixes, and suffixes • understand how a prefix changes the meaning of a root word • select information that develops the topic and is appropriate for the audience • organize content sequentially and group together related information • put information in
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Writing:
-Teacher created
writing prompts
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
-Homework/classwork
-weekly tests
order, providing an overview of the information at the beginning or a summary of the information at the end • participate as informed contributors in group learning activities by ° asking and answering questions at appropriate times ° clarifying confusing points ° summarizing main ideas ° organizing information from group discussion for presentation ° preparing an outline for presentation prior to delivery ° summarizing a presentation orally prior to delivery Grammar: • use adjective comparisons, such as big, bigger, biggest • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • avoid fragments (Use of clausal fragments, such as, Although he
was not supposed to go out of the house, is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out. • avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. • include sentences of various lengths and beginnings to create a pleasant, informal rhythm Writing: • apply knowledge of the writing domains of composing, written expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific information to guide readers more purposefully through the piece • choose precise descriptive vocabulary
and information to create tone and voice • include sentences of various lengths and beginnings to create a pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing. • use visual aids to illustrate information
Spelling:
• punctuate correctly
° apostrophes in
contractions, such as
isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the
salutation and closing
of a letter
° hyphens to divide
words at the end of a
line
• use adverb
comparisons, such as
fast, faster, fastest
• use adjective
comparisons, such as
big, bigger, biggest
• use adverbs instead
of adjectives where
appropriate, e.g., He
played really
well, instead of, He
played real well.
• use plural
possessives, e.g., The
books covers are torn.
• identify and use
interjections, e.g., such
as .Oh my, look at the
size of that bug!
• avoid fragments (Use
of clausal fragments,
such as, Although he
was not supposed to
go out of the house, is
not penalized in direct
writing at this level.)
• avoid run-ons, e.g., I
opened the door, the
dog went out.
• avoid excessive
coordination, e.g., I
opened the door and
the dog went out and
he chased the cat and
then he came back
inside.
4th
Six
Weeks
(2nd
3 weeks)
Reading:
Judgements/Decisions
Draw Conclusions
Root Words
Weather Maps
Fact/Non Fact
Important Information
Suffixes
Maps
Grammar:
Words that compare: more/most
Words that compare: good/bad
Writing:
Expository Writing
Spelling
Reading: • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Mathematics • distinguish between fact and opinion • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • understand that the main character has a problem that usually gets resolved • understand that plot is developed through a series of events • discuss the similarities and differences between a text and previously read materials • apply knowledge of root words, prefixes, and suffixes • understand how a prefix changes the meaning of a root word • use visual aids to illustrate information • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information
Reading:
5.6a,b,d,f
5.5a
5.4b
5.3b,c,d
5.7a
5.1b
Grammar:
5.9b,e,f,h
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,h
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily paragraph
editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
6 Trait rubric
SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
• understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • skim material to develop a general overview or to locate specific information • summarize important concepts • select information that develops the topic and is appropriate for the audience • organize content sequentially and group together related information • put information in order, providing an overview of the information at the beginning or a summary of the information at the end • participate as informed contributors in group learning activities by ° asking and answering questions at appropriate times ° clarifying confusing points ° summarizing main ideas ° organizing information from group discussion for presentation ° preparing an outline for presentation prior to delivery ° summarizing a presentation orally prior to delivery
Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • use adjective comparisons, such as big, bigger, biggest • use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. • avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out. • avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. Writing: • apply knowledge of the writing domains of composing, written
expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific information to guide readers more purposefully through the piece • choose precise descriptive vocabulary and information to create tone and voice • include sentences of various lengths and beginnings to create a pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing. • use visual aids to illustrate information
Spelling:
• punctuate correctly
° apostrophes in
contractions, such as
isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the
salutation and closing
of a letter
° hyphens to divide
words at the end of a
line
• use adverb
comparisons, such as
fast, faster, fastest
• use adjective
comparisons, such as
big, bigger, biggest
• use adverbs instead
of adjectives where
appropriate, e.g., He
played really
well, instead of, He
played real well.
• use plural
possessives, e.g., The
books covers are torn.
• identify and use
interjections, e.g., such
as, Oh my, look at the
size of that bug!
• avoid fragments (Use
of clausal fragments,
such as Although he
was not supposed to
go out of the house, is
not penalized in direct
writing at this level.)
• avoid run-ons, e.g., I
opened the door, the
dog went out.
• avoid excessive
coordination, e.g., I
opened the door and
the dog went out and
he chased the cat and
then he came back
inside.
5th
Six
Weeks
(1st 3 weeks)
Reading:
Compare/Contrast
Inferences
Context Clues
Following Directions
Authors Purpose and Point of
View
Prefixes
Reading Informational Signs in
Text
Newspaper articles
Problem/Solution
Grammar:
Pronouns
Contractions
Verbs
Capitalization
Writing:
Writing to entertain
Spelling
Reading: • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • use context to infer the correct meanings of unfamiliar words • use word references and context clues to determine which meaning is appropriate in a given situation • apply knowledge of root words, prefixes, and suffixes • understand that characters are developed by ° what is directly stated in the text ° their speech and actions ° what other characters in the story say or think about them • understand that some characters change during the story or poem and some characters stay the same • discuss the similarities and differences between a text and previously
Reading:
5.6a,c,e,g
5.4a,b,c
5.1a
5.5a,b,c,e
5.3d
5.7a
Grammar:
5.9a,d,h
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,h
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily paragraph
editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
Reading:
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
-Spring writing prompt
-6 Trait rubric
-SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
read materials • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Mathematics • apply prior knowledge to make predictions • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information • identify specific information in text that supports predictions • use context to infer the correct meanings of unfamiliar words • use word references and context clues to determine which meaning is appropriate in a given situation • participate as active listeners in group learning activities by ° listening for main ideas ° listening for sequence of ideas ° taking notes • discuss why an author might have used particular words and phrases • apply knowledge of
Spelling:
Words Their Way
-sorts
root words, prefixes, and suffixes • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation • understand how a prefix changes the meaning of a root word • use visual aids to illustrate information • understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • organize information, using visual representations, such as charts, maps, and graphs • identify new information learned from reading • understand that the main character has a problem that usually gets resolved • identify the problem of the plot • identify the events in sequence that lead to resolution of the conflict Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the
salutation and closing of a letter ° hyphens to divide words at the end of a line • use plural possessives, e.g., The books covers are torn. • avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out. • avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. Writing: • apply knowledge of the writing domains of composing, written expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific
information to guide readers more purposefully through the piece • choose precise descriptive vocabulary and information to create tone and voice • include sentences of various lengths and beginnings to create a pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing
Spelling:
• punctuate correctly
° apostrophes in
contractions, such as
isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the
salutation and closing
of a letter
° hyphens to divide
words at the end of a
line
• use adverb
comparisons, such as
fast, faster, fastest
• use adjective
comparisons, such as
big, bigger, biggest
• use adverbs instead
of adjectives where
appropriate, e.g., He
played really
well, instead of, He
played real well.
• use plural
possessives, e.g., The
books covers are torn.
• identify and use
interjections, e.g., such
as .Oh my, look at the
size of that bug!
• avoid fragments (Use
of clausal fragments,
such as .Although he
was not supposed to
go out of the house, is
not penalized in direct
writing at this level.)
• avoid run-ons, e.g., I
opened the door, the
dog went out.
• avoid excessive
coordination, e.g., I
opened the door and
the dog went out and
he chased the cat and
then he came back
inside.
5th
Six
Weeks
(2nd
3 weeks)
Reading:
Compare and Contrast
Inferences
Prefixes
Problem/Solution
Author’s Purpose and Point
of View
Context Clues
Reading a help wanted ad and
editorial
Grammar:
Possessive Pronouns
Hyphens
Contractions
Homophones
Apostrophes
Writing:
Writing to entertain
Spelling
Reading: • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • use context to infer the correct meanings of unfamiliar words • use word references and context clues to determine which meaning is appropriate in a given situation • apply knowledge of root words, prefixes, and suffixes • understand that characters are developed by ° what is directly stated in the text ° their speech and actions ° what other characters in the story say or think about them • understand that some characters change during the story or poem and some characters stay the same • discuss the similarities and differences between a text and previously read materials • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Reading:
5.6a,c,g,e
5.4a,b,e,c
5.5a,b,c,e
5.7a
Grammar:
5.9a,d,g
Writing:
5.8a,b,c,d,e,f,g
Spelling:
5.9a,b,c,d,e,f,g,h
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily Paragraph
Editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
-6 Trait rubric
-SOL Released Items
-Spring Writing prompt
Spelling:
-Homework/classwork
-weekly tests
Mathematics • apply prior knowledge to make predictions • use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information • identify specific information in text that supports predictions • use context to infer the correct meanings of unfamiliar words • use word references and context clues to determine which meaning is appropriate in a given situation • participate as active listeners in group learning activities by ° listening for main ideas ° listening for sequence of ideas ° taking notes • discuss why an author might have used particular words and phrases • apply knowledge of root words, prefixes, and suffixes • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation
• understand how a prefix changes the meaning of a root word • use visual aids to illustrate information • understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable • organize information, using visual representations, such as charts, maps, and graphs • identify new information learned from reading • understand that the main character has a problem that usually gets resolved • identify the problem of the plot • identify the events in sequence that lead to resolution of the conflict Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • use plural possessives, e.g., The books covers are torn.
Writing: • apply knowledge of the writing domains of composing, written expression, and usage/mechanics • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader • purposefully shape and control language to demonstrate an awareness of the intended audience • select specific information to guide readers more purposefully through the piece • choose precise descriptive vocabulary and information to create tone and voice • include sentences of various lengths and beginnings to create a pleasant, informal rhythm • clarify writing when revising • use available technology to gather information and to aid in writing
Spelling:
• punctuate correctly
° apostrophes in
contractions, such as
isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the
salutation and closing
of a letter
° hyphens to divide
words at the end of a
line
• use adverb
comparisons, such as
fast, faster, fastest
• use adjective
comparisons, such as
big, bigger, biggest
• use adverbs instead
of adjectives where
appropriate, e.g., .He
played really
well, instead of, He
played real well.
• use plural
possessives, e.g., The
book covers are torn..
• identify and use
interjections, e.g., such
as .Oh my, look at the
size of that bug!
• avoid fragments (Use
of clausal fragments,
such as, Although he
was not supposed to
go out of the house, is
not penalized in direct
writing at this level.)
• avoid run-ons, e.g., I
opened the door, the
dog went out.
• avoid excessive
coordination, e.g., I
opened the door and
the dog went out and
he chased the cat and
then he came back
inside.
6th
Six
Weeks
(1st 3 weeks)
Reading:
Judgements/Decisions
Draw Conclusions
Context Clues
Use a Card Catalog
Cause/Effect
Antonym/Synonym
Online Library Catalog
Sequence of Events
Choose a reference source
Grammar:
Adverbs good/well
Adverbs that compare
Adverbs more/most
Double negatives
Contractions/apostrophes
Writing:
Poetry
Spelling
Reading: • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Mathematics • distinguish between fact and opinion • discuss the similarities and differences between a text and previously read materials • use context to infer the correct meanings of unfamiliar words • apply knowledge of root words, prefixes, and suffixes • use word references and context clues to determine which meaning is appropriate in a given situation • take notes from a variety of print resources
Reading:
5.6a,b,d
5.5a,c
5.3b,e
5.4a,b
5.7a
5.8a
Grammar:
5.9b,d
Writing:
5.5b,d
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
Workbook
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
-Daily Language
Review
-Daily paragraph
editing
Writing:
-Teacher created
writing prompts
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
Reading:
-Benchmark
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Writing:
-6 Trait rubric
-SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
• identify source of information • summarize important concepts • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • understand that the main character has a problem that usually gets resolved • discuss the similarities and differences between a text and previously read materials • apply knowledge of root words, prefixes, and suffixes • continue to learn about Greek and Latin affixes • use visual aids to illustrate information • use grammatically correct language • identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed • organize content sequentially and group together related information • put information in order, providing an overview of the information at the beginning or a summary of the information at the end • understand that plot is
Spelling:
5.9a,b,c,d,e,f,g,h
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
developed through a series of events • identify the events in sequence that lead to resolution of the conflict • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader Grammar: • punctuate correctly ° apostrophes in contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line • use adverb comparisons, such as fast, faster, fastest • use adjective comparisons, such as big, bigger, biggest • use adverbs instead of adjectives where appropriate, e.g., .He played really
well, instead of, He played real well. Writing: • understand that some characters change during the story or poem and some characters stay the
same • discuss why an author might have used particular words and phrases • identify the characteristics of free verse (poetry with neither regular meter nor rhyme scheme), rhymed poetry, and patterned poetry.
Spelling:
• punctuate correctly
° apostrophes in
contractions, such as
isn’t, and possessives,
such as Jan’s.
° commas
° quotation marks
° commas in the
salutation and closing
of a letter
° hyphens to divide
words at the end of a
line
• use adverb
comparisons, such as
fast, faster, fastest
• use adjective
comparisons, such as
big, bigger, biggest
• use adverbs instead
of adjectives where
appropriate, e.g., He
played really
well, instead of, He
played real well.
• use plural
possessives, e.g., The
books covers are torn.
• identify and use
interjections, e.g., such
as, Oh my, look at the
size of that bug!
• avoid fragments (Use
of clausal fragments,
such as, Although he
was not supposed to
go out of the house, is
not penalized in direct
writing at this level.)
• avoid run-ons, e.g., I
opened the door, the
dog went out.
• avoid excessive
coordination, e.g., I
opened the door and
the dog went out and
he chased the cat and
then he came back
inside.
6th
Six
Weeks
(2nd
3 weeks)
Reading:
Judgement/Decisions
Draw Conclusions
Antonym/Synonym
Use the library
Sequence of Events
Cause/Effect
Context Clues
Use an Encyclopedia
Grammar:
Prepositions
Prepositional Phrases
Reading: • read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in
English, History, Social
Science, Science, and
Mathematics • distinguish between fact and opinion • identify structural and organizational patterns such as cause-and-effect,
Reading:
5.6a,b,d
5.5a,c
5.3b,e
5.4a,b
5.7a
5.8a
Grammar:
5.9f,h
Writing:
6.2c
Reading:
-Core Program
-Macmillan
McGraw-Hill
-Macmillan
McGraw-Hill
Practice Workbook
Macmillan McGraw-
Hill Reteach
Workbook
-Macmillan
McGraw-Hill Extend
workbook
Reading: -Trade Books
-Cars and Stars
-SOL Coach
-Related Videos
-School Libraries
-Accelerated
Reader
-Readers Theater
Grammar:
-Teacher created
materials
Reading:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
-Making Meaning
Strategies
-Read Alouds
-Think Alouds
Reading:
-IA
-Teacher/Made Tests
-Basal Blackline Tests
-Homework/Classwork
-SOL Released Items
Grammar:
-Teacher made tests
-Homework/classwork
-SOL Released Items
Combining Sentences
Sentence Mechanics
Writing:
Writing to Persuade
Spelling
comparison/contrast, and chronological order • understand that the main character has a problem that usually gets resolved • discuss the similarities and differences between a text and previously read materials • use context to infer the correct meanings of unfamiliar words • apply knowledge of root words, prefixes, and suffixes • use word references and context clues to determine which meaning is appropriate in a given situation • take notes from a variety of print resources • identify source of information • summarize important concepts • identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order • understand that plot is developed through a series of events • continue to learn about Greek and Latin affixes • use visual aids to illustrate information • use grammatically correct language • identify the word-reference materials, such as a dictionary,
Spelling:
5.9a,b,c,d,e,f,g,h
-Making Meaning
-Leveled Readers
-Classroom Libraries
-Read Aloud
-United Streaming
Grammar:
-Macmillan
McGraw-Hill
-Grammar
Workbook
-Daily Language
Writing:
Macmillan McGraw-
Hill
Making Meaning
Classroom Libraries
Spelling:
Words Their Way
-Daily Language
Review
-Daily paragraph
editing
Writing:
-Teacher created
writing prompts
Grammar:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Writing:
-Whole group
instruction
-Small Group
instruction
-Graphic
organizers
Spelling:
-whole group
-small group
-sorts
Writing:
-Spring writing prompt
-6 Trait rubric
-SOL Released Items
Spelling:
-Homework/classwork
-weekly tests
glossary, or thesaurus, that is most likely to contain the information needed • organize content sequentially and group together related information • put information in order, providing an overview of the information at the beginning or a summary of the information at the end • identify the events in sequence that lead to resolution of the conflict • create a plan, and organize thoughts before writing • focus, organize, and elaborate to construct an effective message for the reader
Grammar: • avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) • avoid run-ons, e.g., I opened the door, the dog went out.
• avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. • punctuate correctly ° apostrophes in
contractions, such as isn’t, and possessives, such as Jan’s. ° commas ° quotation marks ° commas in the salutation and closing of a letter ° hyphens to divide words at the end of a line Writing: • organize convincing arguments to include ° facts ° statistics ° examples ° expert authority ° logical reasoning
