SANGER ELEMENTARY SCHOOL
Academic Year 2015-2016
Reading Instructional Calendar
Nov. 9
PROFESSIONAL DEVELOPMENT
DAY
Nov. 16
Nov. 30
Dec. 7
Dec. 14
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
(2.5A) use prefixes
and suffixes to
determine the
meaning of words
(e.g., allow/disallow);
(2.5B) use context to
determine the relevant
meaning of unfamiliar
words or multiple-meaning
words;
(2.5D) alphabetize a series
of words and use a
dictionary or a glossary to
find words.
(2.6B) compare different
versions of the same story
in traditional and
contemporary folktales
with respect to their
characters, settings, and
plot.
2.9(A) describe similarities
and differences in the plots
and settings of several
works by the same author;
and
(2.8A) Reading/Compreh
ension of Literary
Text/Drama. Students
understand, make
inferences and draw
conclusions about the
structure and elements
of drama and provide
evidence from text to
support their
understanding. Students
are expected to identify
the elements of dialogue
and use them in informal
plays.
2.2(D) read
words with common
prefixes (e.g., un-, dis-) and
suffixes (e.g., -ly, -less, -ful
Phonics/Fluency SE:
Monday
Nov. 23
Read Aloud/Comprehension SE:
G) identify
and read at least 300 highfrequency words from a
commonly used list
Phonics/Fluency SE:
Phonics/Fluency SE:
(2.2Bii) consonant blends
(e.g., thr, spl);
Phonics/Fluency SE:
2.2A(iv) vowel digraphs
(e.g., ie, ue, ew) and
diphthongs (e.g., oi, ou)
Phonics/Fluency SE:
2.2A(iv) vowel digraphs
(e.g., ie, ue, ew) and
diphthongs (e.g., oi, ou)
Essential Vocabulary: sensory
image/ imagen sensorial
couplet/ copla
base word/palabra base
inflectional ending/gerundios
y participios
Essential Vocabulary:
literal/ literal
figurative/ figurado
context/contexto
context clue/ pista o clave del
contexto
Essential Vocabulary: plot/
Essential Vocabulary:
Essential Vocabulary:
trama
setting/ escenario
theme/ tema
final stable syllable/ sílaba
tónica
inference/inferencia
motivation/ motivación
digraph/dígrafo
pronoun/pronombre
drama/ drama (obra de
teratro)
informal play/ obra de
teatro informal
dialogue/dialogo
rubric/ rúbrica
ACP k-5th grade
SANGER ELEMENTARY SCHOOL
Academic Year 2015-2016
Reading Instructional Calendar
Nov. 9
Nov. 23
Nov. 30
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
ask relevant questions,
seek clarification, and
locate facts and details
about stories and other
texts and support answers
with evidence from text;
2.5A) use prefixes
and suffixes to
determine the
meaning of words
(e.g., allow/disallow);
(11) Reading/Comprehensi
on of Literary Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about how an
author's sensory language
creates imagery in literary
text and provide evidence
from text to support their
understanding. Students
are expected to recognize
that some words and
phrases have literal and
non-literal meanings (e.g.,
take steps).
Phonics/Fluency SE: G) identify
and read at least 300 highfrequency words from a
commonly used list
(2.6A) identify moral
lessons as themes in wellknown fables, legends,
myths, or stories; and
Essential Vocabulary:
Essential Vocabulary: plot/
2.3B
2.2(B)v use
common syllabication
patterns to decode words
including: (v) r-controlled
vowels (e.g., per-fect, corner);
Phonics/Fluency SE:
Tuesday
Nov. 16
(G) identify
and read at least 300 highfrequency words from a
commonly used list
Phonics/Fluency SE:
Essential Vocabulary: sensory
Essential Vocabulary: sensory
image/imagen sensorial
rhyme/ rima
rhythm/ ritmo
repetition/ repetición
image/ imagen sensorial
couplet/ copla
base word/palabra base
inflectional ending/gerundios
y participios
literal/ literal
figurative/ figurado
context/contexto
context clue/ pista o clave del
contexto
Phonics/Fluency SE:
(2.2Bii) consonant blends
(e.g., thr, spl);
Dec. 7
Read Aloud/Comprehension SE: (2.9
B) describe main
characters in works of
fiction, including their
traits, motivations, and
feelings.
Phonics/Fluency SE:
2.2A(iv) vowel digraphs
(e.g., ie, ue, ew) and
diphthongs (e.g., oi, ou)
Dec. 14
Read Aloud/Comprehension SE:
(2.8A) Reading/Compreh
ension of Literary
Text/Drama. Students
understand, make
inferences and draw
conclusions about the
structure and elements
of drama and provide
evidence from text to
support their
understanding. Students
are expected to identify
the elements of dialogue
and use them in informal
plays.
Phonics/Fluency SE:
2.2A(iv) vowel digraphs
(e.g., ie, ue, ew) and
diphthongs (e.g., oi, ou)
trama
setting/ escenario
theme/ tema
final stable syllable/ sílaba
tónica
Essential Vocabulary:
inference/inferencia
motivation/ motivación
digraph/dígrafo
pronoun/pronombre
Essential Vocabulary: drama/
drama (obra de teratro)
informal play/ obra de
teatro informal
dialogue/dialogo
rubric/ rúbrica
ACP k-6th grade
SANGER ELEMENTARY SCHOOL
Academic Year 2015-2016
Reading Instructional Calendar
Nov. 9
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
2.3(C)
(2.7A) Reading/Comprehe
nsion of Literary
Text/Poetry. Students
understand, make
inferences and draw
conclusions about the
structure and elements of
poetry and provide
evidence from text to
support their
understanding. Students
are expected to describe
how rhyme, rhythm, and
repetition interact to
create images in poetry.
establish purpose for
reading selected texts and
monitor comprehension,
making corrections and
adjustments when that
understanding breaks
down (e.g., identifying
clues, using background
knowledge, generating
questions, re-reading a
portion aloud).
Wednesday
Nov. 16
Phonics/Fluency SE:
2.2(F) identify and read
contractions (e.g., haven't,
it's
Nov. 23
Thanksgiving Break
Nov. 30
Read Aloud/Comprehension SE:
(2.6B) compare different
versions of the same story
in traditional and
contemporary folktales
with respect to their
characters, settings, and
plot.
Phonics/Fluency SE:
(2.2Bii) consonant blends
(e.g., thr, spl);
Dec. 7
Read Aloud/Comprehension SE: (Fig
19 D) make inferences
about text using textual
evidence to support
understanding;
Phonics/Fluency SE:
2.2B(vi) vowel digraphs
and diphthongs (e.g., boyhood, oat-meal);
Dec. 14
Read Aloud/Comprehension SE:
(2.8A) Reading/Compreh
ension of Literary
Text/Drama. Students
understand, make
inferences and draw
conclusions about the
structure and elements
of drama and provide
evidence from text to
support their
understanding. Students
are expected to identify
the elements of dialogue
and use them in informal
plays.
Phonics/Fluency SE:
2.2(D) read
words with common
prefixes (e.g., un-, dis-) and
suffixes (e.g., -ly, -less, -ful
Phonics/Fluency SE:
2.2B(vi) vowel digraphs
and diphthongs (e.g.,
boy-hood, oat-meal);
Essential Vocabulary: sensory
Essential Vocabulary: sensory
Essential Vocabulary: plot/
image/imagen sensorial
rhyme/ rima
rhythm/ ritmo
repetition/ repetición
image/ imagen sensorial
couplet/ copla
base word/palabra base
inflectional ending/gerundios
y participios
trama
setting/ escenario
theme/ tema
final stable syllable/ sílaba
tónica
Essential Vocabulary:
Essential Vocabulary:
inference/inferencia
motivation/ motivación
digraph/dígrafo
pronoun/pronombre
drama/ drama (obra de
teratro)
informal play/ obra de
teatro informal
dialogue/dialogo
rubric/ rúbrica
ACP k-6th grade
SANGER ELEMENTARY SCHOOL
Academic Year 2015-2016
Reading Instructional Calendar
Nov. 9
Thursday
Read Aloud/Comprehension SE:
2.7A Reading/Comprehens
ion of Literary Text/Poetry.
Students understand,
make inferences and draw
conclusions about the
structure and elements of
poetry and provide
evidence from text to
support their
understanding. Students
are expected to describe
how rhyme, rhythm, and
repetition interact to
create images in poetry.
Nov. 16
Nov. 23
Read Aloud/Comprehension SE: (Fig
19 C) monitor and adjust
comprehension (e.g., using
background knowledge,
creating sensory images,
rereading a portion aloud,
generating questions);
Phonics/Fluency SE: 2.2(D)
read
words with common
prefixes (e.g., un-, dis-) and
suffixes (e.g., -ly, -less, -ful
Thanksgiving Day
Nov. 30
Dec. 7
Dec. 14
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
(F) make connections to
own experiences, to ideas
in other texts, and to the
larger community and
discuss textual evidence.
Fig 19 E) retell important
events in stories in logical
order;
(2.8A) Reading/Compreh
ension of Literary
Text/Drama. Students
understand, make
inferences and draw
conclusions about the
structure and elements
of drama and provide
evidence from text to
support their
understanding. Students
are expected to identify
the elements of dialogue
and use them in informal
plays.
Phonics/Fluency SE:
2.2G) identify and read at
least 300 high-frequency
words from a commonly
used list
Phonics/Fluency SE:
2.2B(vi) vowel digraphs
and diphthongs (e.g., boyhood, oat-meal);
Phonics/Fluency SE:
2.2(G) identify and read at
least 300 high-frequency
words from a commonly
used list
Phonics/Fluency SE:
2.2B(vi) vowel digraphs
and diphthongs (e.g.,
boy-hood, oat-meal);
Essential Vocabulary: sensory
Essential Vocabulary: sensory
Essential Vocabulary: plot/
image/imagen sensorial
rhyme/ rima
rhythm/ ritmo
repetition/ repetición
image/ imagen sensorial
couplet/ copla
base word/palabra base
inflectional ending/gerundios
y participios
trama
setting/ escenario
theme/ tema
final stable syllable/ sílaba
tónica
Essential Vocabulary:
Essential Vocabulary:
inference/inferencia
motivation/ motivación
digraph/dígrafo
pronoun/pronombre
drama/ drama (obra de
teratro)
informal play/ obra de
teatro informal
dialogue/dialogo
rubric/ rúbrica
ACP BEGIN K-5th grade
ACP k-6th grade
SANGER ELEMENTARY SCHOOL
Academic Year 2015-2016
Friday
Reading Instructional Calendar
Nov. 9
Nov. 16
Read Aloud/Comprehension SE: 2.7 A
Read Aloud/Comprehension SE: (Fig
Reading/Comprehension of
Literary Text/Poetry.
Students understand,
make inferences and draw
conclusions about the
structure and elements of
poetry and provide
evidence from text to
support their
understanding. Students
are expected to describe
how rhyme, rhythm, and
repetition interact to
create images in poetry.
19 C) monitor and adjust
comprehension (e.g., using
background knowledge,
creating sensory images,
rereading a portion aloud,
generating questions);
(G) identify
and read at least 300 highfrequency words from a
commonly used list
Phonics/Fluency SE:
Nov. 23
Nov. 30
Dec. 7
Dec. 14
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
Read Aloud/Comprehension SE:
(2.6B) compare different
versions of the same story
in traditional and
contemporary folktales
with respect to their
characters, settings, and
plot.
(Fig 19 F) make
connections to own
experiences, to ideas in
other texts, and to the
larger community and
discuss textual evidence.
Phonics/Fluency SE:
2.2G) identify and read at
least 300 high-frequency
words from a commonly
used list
(2.8A) Reading/Compreh
ension of Literary
Text/Drama. Students
understand, make
inferences and draw
conclusions about the
structure and elements
of drama and provide
evidence from text to
support their
understanding. Students
are expected to identify
the elements of dialogue
and use them in informal
plays.
2.2G) identify and read at
least 300 high-frequency
words from a commonly
used list
Phonics/Fluency SE:
Phonics/Fluency SE:
2.2(G) identify and read at
least 300 high-frequency
words from a commonly
used list
Phonics/Fluency SE:
2.2G) identify and read
at least 300 highfrequency words from a
commonly used list
Essential Vocabulary: sensory
Essential Vocabulary: sensory
Essential Vocabulary: plot/
image/imagen sensorial
rhyme/ rima
rhythm/ ritmo
repetition/ repetición
image/ imagen sensorial
couplet/ copla
base word/palabra base
inflectional ending/gerundios
y participios
trama
setting/ escenario
theme/ tema
final stable syllable/ sílaba
tónica
Essential Vocabulary:
Essential Vocabulary:
inference/inferencia
motivation/ motivación
digraph/dígrafo
pronoun/pronombre
drama/ drama (obra de
teratro)
informal play/ obra de
teatro informal
dialogue/dialogo
rubric/ rúbrica
ACP k-5th grade
ACP k-6th grade