Middletown Public Schools Language Arts Scope
Kindergarten
Goal
Read with
understanding and
respond
reflectively and
critically, applying
a variety of
strategies to
comprehend,
interpret, evaluate
and appreciate
texts of different
genres
Objectives
Activities
Assessments
1. Begin to read conventional text, using reading strategies and
semantic, syntactic, and graphophonic cueing systems
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2. Recognize sight words and explain grade-appropriate
vocabulary taught in context
 Word walls
 Shared reading
 Guided reading
 Running Records
 Kindergarten Checklist
3. Answer literal and inferential questions about stories read
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4. Make predictions based on illustrations or portions of stores
 Shared reading
 Guided reading
 Interactive read-alouds
 Anecdotal notes
 Teacher observation
5. Use personal experiences and prior knowledge to aid
comprehension
 Shared reading (model linking personal
experiences)
 Guided reading
 Interactive read-alouds
 KWL chart
 Venn diagram
 Response journals
 Anecdotal notes
 Teacher observation
 Assess responses in journals
6. Retell familiar grade-appropriate stories and select important
facts from informational texts
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Shared/guided reading
Response charts
Puppets
Wiggleworks
 Assess oral retellings
 Anecdotal notes
 DRA
7. Listen to/view a variety of children’s classics and recent
literature, and react to them in a variety of ways
 Interactive read-aloud
 Response journals
 Listening center
 Teacher observations
Shared reading
Guided reading
Independent reading (browsing boxes)
Wiggleworks
Interactive read-alouds
Shared reading
Guided reading
Wiggleworks
Response journals
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Concepts About Print – Marie Clay
DRA – Joetta Beaver
Running records
Anecdotal notes
DRA – Joetta Beaver
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
Resources
 Beyond Traditional Phonics
 Concepts About Print
 Connecticut’s Blueprint For
Reading Achievement
 Developmental Reading
Assessment
 Guided Reading
 Interactive Writing
 Middletown Public Schools
Kindergarten Check Sheet
 K Phonological Awareness
Test
 Literacy Centers for the
Primary Classroom
 Matching Books to Readers
 On Solid Ground
 Poem of the Week
 Rhymes and Reasons
 Sounds Abound Classroom
Kit
 Wiggleworks
 Word Matters
 Yopp-Singer Test of Phoneme
Segmentation
1
Kindergarten
Goal
Objectives
Activities
8. Rhyme spoken words
 Class poems/songs
 Innovations on read-aloud text
 Rhyming riddles
9. Identify spoken words with similar initial sounds and ending
sounds.
 Elkonin boxes
 Read-alouds using books with alliteration
10. Blend up to four orally presented phonemes into a correct
word
11. Recognize that print conveys meaning
 Elkonin boxes
 Guided reading
Assessments
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 Yopp-Singer Test of Phoneme Segmentation
 KPAT
 Running records
DRA
Concepts About Print – Marie Clay
 Concepts About Print (CAP)
 DRA
12. Recognize that printed words are composed of letters, and
are separated by spaces
 Shared reading
 Guided reading
 Interactive writing
13. Recognize that print is read left to right and top to bottom
 Shared reading
 Guided reading
 Interactive writing
 Running records
 DRA
 CAP
14. Use one-to-one matching of written and spoken words
during reading and writing
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 Running records
 DRA
 CAP
15. Recognize and name all uppercase and lowercase letters
16. Demonstrate letter-sound correspondence for all single
consonants
Shared reading
Guided reading
Interactive writing
Letter play center (letter matching, letter
sequencing, letter sorting using a variety of
manipulatives)
 Wiggleworks
 Website (http://www/mrsalphabet/com/)
 Elkonin boxes
 Letter play center (letter games / sorts)
 Wiggleworks
Resources
 Anecdotal notes
 Teacher observation
 K Phonological Awareness Test (KPAT) –
Lynda Peddy
 Kindergarten Check Sheet
 Kindergarten Check Sheet (letter ID)
 Kindergarten Check Sheet
2
Kindergarten
Goal
Read and
appreciate texts of
many periods and
cultures to build an
understanding of
the dimensions of
human experiences
Objectives
Activities
Assessments
Resources
1. Listen to a variety of genre to compare and contrast personal
experiences and cultures
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Interactive read-aloud
Shared reading
Guided reading
Listening center
Wiggleworks
Response journals
 Anecdotal notes
 Assess responses to journals
 Guided Reading
 Matching Books to
Readers
 Promoting a Golbal
Community Through
Multicultural Children’s
Literature
 Rhymes and Reasons
 Wiggleworks
Write for varied
audiences and
purposes by using
writing process
elements
appropriately
1. Write emergently to express own meaning
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Interactive writing
Writing center
Response journals
Writer’s workshop
Wiggleworks
 Assess writing samples
 Portfolio
 Analytic rubric
2. Write a simple sentence
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Interactive writing
Writing center
Response journals
Writer’s workshop
Wiggleworks
KidPix
 Assess writing samples
 Portfolio
 Analytic rubric
 Interactive Writing
 Kids’ Poems
 Literacy Centers for the
Primary Classroom
 Primary Writer’s Workshop
 Wiggleworks
 Word Matters
Write and speak
English clearly,
skillfully and
confidently
1. Print first and last names
 Write name – children paste on pasta
 Writing center
 Assess writing samples
 Portfolio
2. Begin to form uppercase and lowercase letters correctly
 Response journals
 Letter / Writing centers
 Letter formation using salt tray / Magna Doodle /
white board
 Assess writing samples
 Portfolio
 Interactive Writing
 Literacy Centers for
the Primary
Classroom
 Word Matters
3
Kindergarten
Goal
Objectives
Activities
Assessments
3. Write some high frequency words
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Interactive Writing
Word wall
Response journals
Word play center
Forming (using magnetic letters) and locating words in
familiar books
 Wiggleworks
 Kidspiration
 Assess writing samples
 Portfolio
4. Represent initial and final phonemes of words correctly when
attempting to spell phonetically regular words
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Interactive writing
Elkonin word boxes
Word play center
Writer’s workshop
 Assess writing samples
 Portfolio
5. Begin to use ending punctuation (period, question mark,
exclamation)
 Interactive writing
 Sentence play center
 Writer’s workshop
 Assess writing samples
 Portfolio
6. Begin to use a capital letter at the beginning of the first word
of a sentence
 Assess student responses
 Portfolio
7. Collect and examine an array of own stories and drawings,
and discuss features they like
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8. Engage in show / tell activities
 Daily group share / class meeting
9. Follow oral directions
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10. Participate in class discussions
Interactive writing
Sentence play center
Writer’s workshop
Writer’s workshop
KidPix
Oral language center (e.g., Tell, listen, and do activity)
KidPix
Interactive read-aloud
Shared reading
Daily group share / class meeting
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Resources
Assess student responses
Anecdotal notes
Portfolio
Assess student responses
Anecdotal notes
Assess student responses
Anecdotal notes
Assess student responses
Anecdotal notes
4
Grade 1
Goal
Read with
understanding and
respond
reflectively and
critically, applying
a variety of
strategies to
comprehend,
interpret, evaluate
and appreciate
texts of different
genres
Objectives
1. Read conventional text using reading strategies and
semantic, syntactic, and graphophonic cueing systems
2. Recognize sight words and explain grade-appropriate
vocabulary taught in context
3. Monitor comprehension while reading in context and selfcorrect contextually inappropriate errors
4. Answer literal and inferential questions about stories read
5. Use personal experiences and prior knowledge to aid
comprehension
6. Apply comprehension strategies such as summarization and
prediction
Activities
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Shared reading
Guiding reading
Independent reading
Wiggleworks
Word walls
Shared reading
Guided reading
Independent reading
Wiggleworks
Guided reading
Independent reading
Wiggleworks
Interactive read-alouds
Shared reading
Guided reading
Independent reading
Wiggleworks
Response journals
Interactive read-alouds
Shared reading
Guided reading
Independent reading
Think-alouds
KWL chart
Venn diagram
Response journals
Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Graphic organizers (story map, KWL)
Response journals
Assessments
 DRA – J. Beaver
 Running records
 Anecdotal notes
 DRA
 Running records
 Anecdotal notes
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DRA
Running records
Anecdotal notes
DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
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Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
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DRA
Anecdotal notes
Teacher observation
Assess responses in journals
Resources
 Beyond Traditional Phonics
 Concepts About Print
 Connecticut’s Blueprint For
Reading Achievement
 Developmental Reading
Assessment
 Easy Lessons for Teaching
Word Families
 Guided Reading
 Getting It Together
 Interactive Writing
 Keeping It Together
 Literacy Centers for the
Primary Classroom
 Making Words (Lessons for
Home or School – Grade 1)
 Matching Books to Readers
 On Solid Ground
 Poem of the Week
 Rhymes and Reasons
 Rime Time
 Running Records
 Sounds Abound Classroom
Kit
 Wiggleworks
 Word Matters
5
Grade 1
Goal
Objectives
Activities
Assessments
7. Generate questions before, during, and after reading
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8. Retell familiar, grade-appropriate stories and select the most
important facts from informational texts
 Shared reading
 Guided reading
 Response journals
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9. Read / listen / and view a variety of children’s classics and
recent literature, and react to them in a variety of ways
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 Teacher observation
 Reading log
 Assess responses in journals
10. Blend orally presented phonemes into correct words
 Word study (making and breaking words with magnetic
letters)
 Phonological awareness activities (songs, rhymes)
 Elkonin boxes
 Yopp-Singer Test of Phoneme
Segmentation
 Anecdotal notes
 Teacher observation
11. Segment spoken words into phonemes
 Elkonin boxes
 Word center
 Word study (letter tiles/magnetic letters)
 Yopp-Singer Test of Phoneme
Segmentation
 Anecdotal notes
 Teacher observation
12. Know sounds for long and short vowels and for common
letter patterns
 Elkonin boxes
 Word center (word sorts)
 Word study
 Running records
 Anecdotal notes
 Teacher observation
13. Decode by analogy words with common letter patterns
 Word study (making and breaking words)
 Guided reading
 Running records
 Anecdotal notes
Shared reading
Guided reading
Think-alouds
Graphic organizers (KWL)
Response journals
Interactive read-alouds
Wiggleworks
Listening center
Response journals
Resources
 Anecdotal notes
 Teacher observation
 Assess responses in journals
Assess oral retellings
Anecdotal notes
DRA
Assess responses in journals
6
Grade 1
Goal
Read and
appreciate texts of
many periods and
cultures to build an
understanding of
dimensions of
human experiences
Write for varied
audiences and
purposes by using
writing process
elements
appropriately
Objectives
Activities
Assessments
14. Decode words by using knowledge of sound-symbol
relationships and the alphabetic principle.
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Word study
Guided reading
 Running records
 Anecdotal notes
15. Decode words with common inflectional endings (e.g., ed,
ing, es, s)
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Word study
Guided reading
 Running records
 Anecdotal notes
1. Listen to a variety of works related to specific time periods
and cultures
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Interactive read-alouds
Shared reading
Guided reading
Listening center
Wiggleworks
 Reading logs
2. Listen to a variety of genre to compare and contrast personal
experiences and cultures
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Interactive read-alouds
Shared reading
Guided reading
Listening center
Wiggleworks
Response journal
 Anecdotal notes
 Teacher observation
 Assess responses in journals
3. Read and respond to a variety of works related to specific
time periods and cultures
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Shared reading
Guided reading
Independent reading
Wiggleworks
Response journals
Interactive writing
 Anecdotal notes
 Teacher observation
 Assess responses in journals
1. Use the writing process to create both narrative and
nonfiction pieces
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Interactive writing
Writing center
Response journals
Writer’s workshop
Wiggleworks
KidPix
Kidspiration
 Assess writing samples
 Portfolio
 Analytic rubric
Resources
 Guided Reading
 Matching Books to Readers
 Promoting a Global
Community Through
Multicultural Children’s
Literature
 Rhymes and Reasons
 Wiggleworks
 Interactive Writing
 Literacy Centers for
the Primary
Classroom
 On Solid Ground
 Word Matters
 Primary Writer’s Workshop
 Kids’ Poems
7
Grade 1
Goal
Write and speak
English clearly,
skillfully, and
confidently
Objectives
Activities
Assessments
2. Compose readable first drafts with a beginning, middle and
end
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Writing center
Writer’s workshop
Wiggleworks
Kidspiration
 Assess writing samples
 Portfolio
 Analytic rubric
3. Use descriptive words when writing
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Word walls
Quick-word
Word study
Sentence center
Writing center
Interactive writing
Writer’s workshop
 Assess writing samples
 Portfolio
 Analytic rubric
4. Produce a variety of compositions (e.g., stories, journal
entries, descriptions)
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Interactive writing
Writer’s workshop
Response journals
KidPix
Kidspiration
 Assess writing samples
 Portfolio
 Analytic rubric
1. Begin to use sources such as a word wall to locate words for
correct spelling
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Read and write the room using word walls
Writer’s workshop
Quick-word
High frequency word list
 Teacher observation
 Assess writing samples
 Portfolio
2. Recognize that there is a conventional way to spell words and
attempt to spell correctly
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Interactive writing
Writer’s workshop
Quick-word
Word study
Buddy Study System
Word center
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Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
Resources
 Guided Reading
 Interactive Writing
 Literacy Centers for
the Primary
Classroom
 On Solid Ground
 Word Matters
8
Grade 1
Goal
Objectives
Activities
Assessments
3. Spell correctly three and four letter short vowel words (e.g.,
but, man, sled)
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Interactive writing
Word study
Buddy Study System
Word center
Wiggleworks
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Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
4. Generate words based on common letter patterns (e.g., -at,
-it)
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Interactive writing
Word study
Buddy Study System
Word center
Wiggleworks
Kidspiration (Super Grouper)
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Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
5. Use known word parts to spell new words
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Interactive writing
Word study
“If I Can Spell” sheet
Word center
Wiggleworks
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Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
6. Show increasing knowledge of letter-sound correspondences
by producing words that are generally recognizable, even if
they are not spelled conventionally
 Writer’s workshop
 Response journal
 Wiggleworks
Resources
 Teacher observation
 Assess writing samples
 Portfolio
9
Grade 1
Goal
Objectives
7. Apply knowledge of spelling in every day writing
8. Use capitalization for proper nouns and to begin a sentence
9. Use ending punctuation (period, question mark, exclamation
point)
10. Write legibly and continue to form upper and lowercase
letters correctly
11. Use spacing between words
12. Collect and examine an array of own stories, and discuss
features they like and what they might do differently
Activities
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Interactive writing
Writer’s workshop
Response journals
Independent writing
Writing center
Wiggleworks
Interactive writing
Writer’s workshop
Response journals
Independent writing
Writing center
Wiggleworks
Interactive writing
Writer’s workshop
Response journals
Independent writing
Writing center
Wiggleworks
Interactive writing
Writer’s workshop
Response journals
Independent writing
Writing center
Letter center
Interactive writing
Writer’s workshop
Response journals
Independent writing
Writing center
Wiggleworks
Writing Portfolio
Response journals
KidPix
Assessments
Resources
 Teacher observation
 Assess writing samples
 Portfolio
 Teacher observation
 Assess writing samples
 Portfolio
 Teacher observation
 Assess writing samples
 Portfolio
 Teacher observation
 Assess writing samples
 Portfolio
 Teacher observation
 Assess writing samples
 Portfolio
 Assess writing samples
 Portfolio
10
Grade 1
Goal
Objectives
Activities
13. Present a simple oral presentation
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14. Participate in discussions and stay on topic
 Guided reading
 Group share
 Retelling
Kid Pix slide show
Retelling
Author’s chair
Puppets
Group share
Assessments
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Resources
Teacher observation
Anecdotal notes
Assess retelling using rubric
Oral presentation rubric
 Teacher observation
 Anecdotal notes
 Assess retelling using rubric
11
Grade 2
Goal
Read with
understanding and
respond
reflectively and
critically, applying
a variety of
strategies to
comprehend,
interpret, evaluate
and appreciate
texts of different
genres
Objectives
1. Continue to read conventional text using a variety of reading
strategies and semantic, syntactic, and graphophonic cueing
systems
2. Recognize sight words and explain grade-appropriate
vocabulary taught in context
3. Monitor comprehension while reading in context and selfcorrect contextually inappropriate errors
4. Answer literal and inferential questions about books read
5. Make and explain connections between a text and outside
experiences and knowledge
6. Apply comprehension strategies such as summarization and
prediction
Activities
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Shared reading
Guided reading
Independent reading
Wiggleworks
Word walls
Shared reading
Guided reading
Independent reading
Wiggleworks
Shared reading
Guided reading
Independent reading
Wiggleworks
Interactive read-alouds
Shared reading
Guided reading
Independent reading
Reciprocal circle
Response journals
Interactive read-alouds
Shared reading
Guided reading
Independent reading
Reciprocal circle
Think-alouds
KWL chart
Venn diagram
Response journals
Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Reciprocal circle
Graphic organizers (story map, KWL)
Response journals
Assessments
 DRA – J. Beaver
 Running records
 Anecdotal notes
 DRA
 Running records
 Anecdotal notes
 DRA
 Running records
 Anecdotal notes
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DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
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DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
Assess Think-alouds
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DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
Assess Think-alouds
Resources
 Beyond Traditional Phonics
 Connecticut’s Blueprint For
Reading Achievement
 Developmental Reading
Assessment
 Guided Reading
 Getting It Together
 Interactive Writing
 Keeping It Together
 Literacy Centers for the
Primary Classroom
 Making Words (Lessons for
Home or School – Grade 2)
 Matching Books to Readers
 On Solid Ground
 Revisit, Reflect, Retell
 Running Records
 Snapshots
 Time to Rhyme
 Wiggleworks
 Word Matters
12
Grade 2
Goal
Objectives
Activities
Assessments
 Interactive read-alouds
 Shared reading
 Guided reading
 Think-alouds
 Reciprocal circle
 Graphic organizers (story map)
 Retelling
 Response journals
 Kidspiration
 Interactive read-alouds
 Shared reading
 Guided reading
 Think-alouds
 Reciprocal circle
 Graphic organizers (venn diagram)
 Response journals
 Retelling
 Website (http://teacher.scholastic.com/
lessonsepro/results/index.asp)






DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
Assess Think-alouds






DRA
Oral retellings
Anecdotal notes
Teacher observation
Assess responses in journals
Assess Think-alouds
9. Retell familiar, grade-appropriate stories and select the most
important facts from informational texts









Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Reciprocal circle
Graphic organizers (story map)
Response journals
Retelling
Read-Cover-Remember-Retell (informational text)





DRA
Assess retellings using rubric
Anecdotal notes
Teacher observation
Assess responses in journals
10. Read / listen to / and view a variety of children’s classics
and recent literature, and react to them in a variety of ways




Interactive read-alouds
Wiggleworks
Listening center
Response journals




Teacher observation
Anecdotal notes
Reading log
Assess responses in journals
7. Demonstrate understanding of story elements in narrative
(e.g., setting, characters, events)
8. Discuss similarities in characters and events across narratives
Resources
13
Grade 2
Goal
Objectives
Activities
Assessments
11. Generate question before, during, and after reading







Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Graphic organizers (KWL)
Response journals
Reciprocal circle





DRA
Teacher observation
Anecdotal notes
Assess Think-alouds
Assess responses in journals
12. Read nonfiction materials for answers to specific questions
for specific purposes







Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Graphic organizers
Response journals
Reciprocal circle




Teacher observation
Anecdotal notes
Assess Think-alouds
Assess responses in journals
13. Connect and compare information across nonfiction
selections








Interactive read-alouds
Shared reading
Guided reading
Think-alouds
Graphic organizers
Response journals
Kidspiration
Reciprocal circle




Teacher observation
Anecdotal notes
Assess Think-alouds
Assess responses in journals
Resources
14
Grade 2
Goal
Objectives
Activities
Assessments
14. Use titles, tables of contents and chapter headings to locate
information
 Shared reading
 Guided reading
 Teacher observation
 Anecdotal notes
15. Know sounds for common vowel-r patterns (e.g., ar, er, ir,
or, ur)
 Word study
 Word center
 Guided reading




DRA
Running records
Teacher observation
Anecdotal notes
16. Know common prefixes and suffixes (e.g., ful, ness, dis, in)
 Word study
 Word center
 Guided reading




DRA
Running records
Teacher observation
Anecdotal notes
17. Continue to decode by analogy words with common letter
patterns
 Word study
 Word center
 Guided reading




DRA
Running records
Teacher observation
Anecdotal notes
18. Decode multi-syllable words using sound-symbol
relationships and the alphabetic principle
 Word study
 Word center
 Guided reading




DRA
Running records
Teacher observation
Anecdotal notes
19. Explain from context common antonyms (e.g., big/little)
and synonyms (e.g., little/small)
 Word study
 Word center
 Guided reading
 Teacher observation
 Anecdotal notes
20. Explain from context multiple meanings of common words
(e.g., fly, duck)
 Interactive reading
 Shared reading
 Guided reading
 Teacher observation
 Anecdotal notes
Resources
15
Grade 2
Goal
Read and
appreciate texts of
many periods and
cultures to build an
understanding of
the dimensions of
human experiences
Write for varied
audiences and
purposes by using
writing process
elements
appropriately
Objectives
Activities
Assessments
1. Listen to and read a variety of genre to compare and contrast
personal experiences and cultures





Interactive read-alouds
Shared reading
Guided reading
Listening center
Wiggleworks
 Reading logs
2. Listen to, read and respond to a variety of works related to
specific time periods and cultures








Intearactive reading
Shared reading
Guided reading
Independent reading
Listening center
Wiggleworks
Response journals
Interactive writing




1. Use the writing process and participate in writer’s workshop
for narrative and nonfiction pieces




Writing center
Response journals
Writer’s workshop
Wiggleworks
 Assess writing samples
 Portfolio
 Analytic rubric
2. Use graphic organizers (e.g., narrative diamond)
 Writer’s workshop
 Kidspiration
Reading logs
Teacher observation
Anecdotal notes
Assess response journals
 Assess graphic organizers and writing
samples
 Portfolio
 Analytic rubric
Resources
 Guided Reading
 Matching Books to Readers
 Promoting a Global
Communtiy Through
Multicultural Children’s
Literature
 Wiggleworks
 Empowering Writers
Narrative “Basics”
 Interactive Writing
 Literacy Centers for
the Primary
Classroom
 On Solid Ground
 Snapshots
 Word Matters
 Primary Writer’s Workshop
 Kids’ Poems
16
Grade 2
Goal
Write and speak
English clearly,
skillfully and
Objectives
Activities
Assessments
3. Make reasonable judgments about what to include in written
products
 Writer’s workshop
 Wiggleworks
 KidPix
 Assess writing samples
 Portfolio
 Analytic rubric
4. Choose and focus on a main event
 Writer’s workshop
 Wiggleworks
5. Demonstrate some organization and sequencing in written
work










6. Use some elaboration and specific details in written work
 Writer’s workshop
 Wiggleworks
 KidPix
 Assess writing samples
 Portfolio
 Analytic rubric
7. Write in complete sentences
 Writer’s workshop
 Wiggleworks
 KidPix
 Assess writing samples
 Portfolio
 Analytic rubric
8. Produce a variety of compositions (e.g., stories, short reports,
letters, poems)
 Writer’s workshop
 Wiggleworks
 KidPix
 Assess writing samples
 Portfolio
 Analytic rubric
1. Use sources such as word walls and dictionaries to locate
words for correct spelling and meaning




 Teacher observation
 Assess writing samples
 portfolio
Writer’s workshop
Graphic organizers
Wiggleworks
Kidspiration
Read and write the room
Writer’s workshop
Quick-word
High frequency word list
Resources
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
 Guided Reading
 Interactive Writing
 Literacy Centers for
the Primary
Classroom
17
confidently
Grade 2
Goal






Interactive writing
Writer’s workshop
Quick-word
Word study
Buddy Study System
Word center





Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
3. Spell words involving previously studied generalizations
(e.g., dropping silent e before adding ing, keeping it when
adding endings beginning with a consonant as in late/lately,
and every syllable has a vowel or y) and word patterns





Interactive writing
Word study
Buddy Study System
Word center
Wiggleworks





Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
4. Spell many common irregular words correctly (e.g., were, of,
come)




Interactive writing
Word study
Buddy Study System
Word center
5. Use known word parts to spell new words








Interactive writing
Writer’s workshop
Independent writing
Word study
Buddy Study System
“If I Can Spell” sheet
Word center
Wiggleworks










Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
6. Represent all sounds in a word when spelling independently




Word study
Elkonin boxes
Writer’s workshop
Independent writing





Teacher observation
Assess response sheets from center
Buddy check
Assess writing samples
Portfolio
2. Recognize that there is a conventional way to spell words and
attempt to spell correctly
Objectives
Activities
Assessments
 On Solid Ground
 Word Matters
Resources
18
7. Use capital letters for proper nouns and to begin sentences
 Interactive writing
 Writer’s workshop
 Word study
 Teacher observation
 Assess writing samples
 Portfolio
19
Grade 2
Goal
Objectives
Activities
Assessments
8. Use end punctuation marks for sentences
 Interactive writing
 Writer’s workshop
 Independent writing
 Teacher observation
 Assess writing samples
 Portfolio
9. Edit and revise own writing
 Writer’s workshop
 Independent writing
 Individual / small group writing conferences
 Teacher observation
 Assess writing samples
 Portfolio
10. Write legibly and continue to form uppercase and lowercase
letters correctly





 Teacher observation
 Assess writing samples
 Portfolio
11. Collect and share their own writing with classmates and
respond to others’ writing with questions and comments
 Writer’s workshop
 Portfolio
 KidPix
 Teacher observation
 Assess writing samples
 Portfolio
12. Listen and view pictures in books read aloud (fiction and
nonfiction)
 Interactive read-alouds
 Shared reading
 Teacher observation
 Anecdotal notes
13. Listen and view multimedia presentations
 Shared reading
 KidPix
 Teacher observation
 Anecdotal notes
Interactive writing
Writer’s workshop
Independent writing
Writing center
Word center
Resources
20
Grade 3
Goal
Read with
understanding and
respond
reflectively and
critically, applying
a variety of
strategies to
comprehend,
interpret, evaluate
and appreciate
texts of different
genres
Objectives
Activities
Assessments
1. Monitor comprehension and accuracy while reading and selfcorrect errors




Shared reading
Guided reading
Literature study (literature circles)
Independent reading
 DRA – J. Beaver
 Running records
 Anecdotal notes
2. Recognize sight words and explain grade-level appropriate
vocabulary taught in context




Shared reading
Guided reading
Literature study (literature circles)
Independent reading
 DRA
 Running records
 Anecdotal notes
3. Read longer, more complex text and chapter books
independently and silently
 Guided reading
 Literature study (literature circles)
 Independent reading
 Running records
 Teacher observation
 Anecdotal notes
4. Answer literal and inferential questions about stories read











Interactive read-alouds
Shared reading
Guided reading
Independent reading
Reciprocal circle
Literature study (literature circles)
Response journals
Resources
 Beyond Traditional Phonics
 Connecticut’s Blueprint For
Reading Achievement
 Developmental Reading
Assessment
 Guiding Readers and Writers
 Guided Reading
 Getting It Together
 Keeping It Together
 Leveled Books for Readers
 Literature Circles
 Making Words (Lessons for
Home or School – Grade 3)
 Making More Words
 Matching Books to Readers
 Revisit, Reflect, Retell
 Running Records
 Snapshots
 Think- Alongs
 Wiggleworks
 Word Matters
DRA
Teacher observation
Anecdotal notes
Assess response journals
21
Grade 3
Goal
Objectives
Activities
Assessments
5. Apply comprehension strategies such as summarization and
prediction









Interactive read-alouds
Shared reading
Guided reading
Independent reading
Think-alouds
Reciprocal circle
Literature study (literature circles)
Graphic organizers
Response journals




DRA
Teacher observation
Anecdotal notes
Assess response journals
6. Demonstrate understanding of story elements in narratives
(e.g., setting, characters, events)











Interactive read-alouds
Shared reading
Guided reading
Independent reading
Retellings
Think-alouds
Reciprocal circle
Literature study (literature circles)
Graphic organizers
Response journals
Kidspiration





DRA
Assess retelling using rubric
Teacher observation
Anecdotal notes
Assess response journals
7. Interpret fiction by discussing underlying theme or message
and by making connections to background knowledge and
other text










Interactive read-alouds
Shared reading
Guided reading
Independent reading
Retellings
Think-alouds
Reciprocal circle
Literature study (literature circles)
Graphic organizers
Response journals





DRA
Assess retelling using rubric
Teacher observation
Anecdotal notes
Assess response journals
Resources
22
Grade 3
Goal
Objectives
Activities
Assessments
8. Interpret nonfiction by distinguishing cause and effect, fact
and opinion, main idea and supporting details








Shared reading
Guided reading
Independent reading
Retelling expository text
Response journals
Think-alouds
Graphic organizers (i.e. venn diagram)
WebSite (Teacher selected)
 Teacher observation
 Anecdotal notes
 Assess response journals
9. Cite evidence from texts to support conclusions














Shared reading
Guided reading
Independent reading
Literature study (literature circles)
Read, Cover, Remember, Retell
Response journals
Think-alouds
Shared reading
Guided reading
Independent reading
Literature study (literature circles)
Oral retelling
Think-alouds
Response journals
 Teacher observation
 Anecdotal notes
 Assess response journals






Shared reading
Guided reading
Independent reading
Oral retelling
Think-alouds
Response journals
 Teacher observation
 Anecdotal notes
 Assess response journals
10. Select, synthesize and use relevant information from a text
to include in and extension or response to the text
11. Recognize values, ethics and beliefs included in a text
Resources
 Teacher observation
 Anecdotal notes
 Assess response journals
23
Grade 3
Goal
Objectives
12. Retell familiar, grade-appropriate stories
13. Read / listen to/ and view a variety of children’s classics and
recent literature, and react to them in a variety of ways
Activities















Shared reading
Guided reading
Independent reading
Literature study (literature circles)
Oral retelling
Think-alouds
Response journals
Interactive read-alouds
Shared reading
Guided reading
Independent reading
Literature study (literature circles)
Oral retelling
Think-alouds
Response journals
Assessments




Teacher observation
Anecdotal notes
Assess response journals
Assess retelling using rubric




Teacher observation
Anecdotal notes
Assess response journals
Assess retelling using rubric
14. Use glossary or index to locate information
 Shared reading
 Guided reading
 Teacher observation
 Anecdotal notes
15. Knows sounds for a wide range of suffixes and prefixes
(e.g., able, tion, ment, and ex, re)
 Word study
 Guided reading
16. Use letter sound correspondence and structural analysis to
decode multi-syllable words
 Word study
 Guided reading
17. Use context to read accurately words with more than one
pronunciation (e.g., an object vs. to object)
 Word study
 Shared reading
 Guided reading
18. Has well developed, generally accurate and increasingly
automatic word-identification skills




















Shared reading
Guided reading
Independent reading
Word study
Resources
Teacher observation
Anecdotal notes
DRA
Running records
Teacher observation
Anecdotal notes
DRA
Running records
Teacher observation
Anecdotal notes
DRA
Running records
Teacher observation
Anecdotal notes
DRA
Running records
24
Grade 3
Goal
Read and
appreciate texts of
many periods and
cultures to build an
understanding of
the dimensions of
human experiences
Write for varied
audiences and
purposes by using
writing process
Objectives
Activities












Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Response journals
3. Compare and contrast cultural features with two or more
works








Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Response journals
Graphic organizers (i.e. venn diagram)
1. Use the writing process and participate in writer’s workshops
for narrative and nonfiction
 Writer’s workshop
2. Use graphic organizers (e.g., narrative diamond)
 Writer’s workshop
 Kidspiration
1. Listen to and read a variety of genre to compare and contrast
personal experiences and cultures
2. Listen to, read and respond to a variety of works related to
specific time periods and cultures
Assessments
 Reading logs




Reading logs
Teacher observation
Anecdotal notes
Assess response journals




Teacher observation
Anecdotal notes
Assess response journals
Assess graphic organizers






Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Resources





Guiding Readers and Writers
Guided Reading
Leveled Books for Readers
Matching Books to Readers
Promoting a Global
Communtiy Through
Multicultural Children’s
Literature
 Wiggleworks
 Empowering Writers
Narrative “Basics”
 Guiding Readers and Writers
 Snapshots
 Word Matters
 Kids’ Poems
25
elements
appropriately
Grade 3
Goal
3. Make reasonable judgments about what to include in written
products
 Writer’s workshop
 KidPix
Objectives
 Assess writing samples
 Portfolio
 Analytic rubric
Activities
Assessments
4. Write a fully developed narrative in which all key characters
and events are expanded upon
 Writer’s workshop
 Assess writing samples
 Portfolio
 Analytic rubric
5. Obtain information from a variety of sources
 Writer’s workshop
 WebQuest
6. Write in complete and varied sentences
 Writer’s workshop
 KidPix
7. Develop a paragraph including a topic sentence and at least
three detail sentences
 Writer’s workshop









8. Produce a variety of written work (e.g., literature response,
poems, reports, “published” books)
 Writer’s workshop
 KidPix (slide show)
 Response journals
Resources
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
 Assess writing samples
 Portfolio
 Analytic rubric
26
Grade 3
Goal
Write and speak
English clearly,
skillfully and
confidently
Objectives
Activities
Assessments
1. Use a variety of sources such as word walls, dictionaries,
thesauruses and glossaries to locate words for correct
spelling and meaning





Writer’s workshop
Independent writing
Word study
Quick Word
Word processing




Teacher observation
Anecdotal notes
Assess writing samples
Portfolio
2. Use writing mechanics: capitalization, spelling, grammar,
organization and sentence combining, and sentence order




Writer’s workshop
Daily edit
Independent writing
Word processing





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
3. Use conventional spelling most of the time




Writer’s workshop
Independent writing
Word study
Buddy Study System
4. Spell words involving previously studied generalizations
(e.g., change y to l as in baby/babies) and word patterns
correctly




Writer’s workshop
Independent writing
Word study
Buddy Study System










Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
5. Spell many common homophones (e.g., to/two,
there/their/they’re) correctly




Writer’s workshop
Independent writing
Word study
Buddy Study System





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Resources
 Guiding Readers and Writers
 Word Matters
27
Grade 3
Goal
Objectives
Activities
Assessments
6. Continue to use known word parts to spell new words




Writer’s workshop
Independent writing
Word study
Buddy Study System





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
7. Use word roots, prefixes and suffixes to spell words




Writer’s workshop
Independent writing
Word study
Buddy Study System





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
8. Edit and revise own writing
 Writer’s workshop
 Word processing
 Assess writing samples
 Portfolio
9. Write in both manuscript and cursive forms
 Writer’s workshop
 Independent writing
 Assess writing samples
 Portfolio
10. Collect and examine a variety of own products for the
purpose of analyzing effectiveness and planning for
improvement
 Writer’s workshop
 Independent writing
 Assess writing samples
 Portfolio
11. Speak in informal settings, participating in class discussion
 Interactive read-alouds
 Shared reading
 Teacher observation
 Anecdotal notes
12. Speak in structured settings, communicating ideas in an
organized and clear fashion




 Teacher observation
 Anecdotal notes
Guided reading
Literature study (literature circles)
Reciprocal circle
KidPix
Resources
28
Grade 3
Goal
Use a variety of
textual,
technological and
other media
resources to
gather, synthesize,
evaluate and
communicate
information
Objectives
Activities
Assessments
13. Obtain information by listening or viewing
 Interactive read-alouds
 Shared reading
 WebSite
 Teacher observation
 Anecdotal notes
14. Take effective notes for future study or outline








 Teacher observation
 Anecdotal notes
 Assess student notes
1. Generate questions for gathering data from appropriate visual
and print sources, and categorize the data to produce a
product
2. Research a topic using appropriate media and present a final
product
Think-alouds
Literature study (literature circles)
Kidspiration
WebSite
Think-alouds
Literature study (literature circles)
Reciprocal circle
Kidspiration
 KidPix




Teacher observation
Anecdotal notes
Assess student notes
Assess final products using rubrics
 Teacher observation
 Anecdotal notes
 Assess final products using rubrics
Resources






Guiding Readers and Writer
KidPix
Kidspiration
Literature Circles
Revisit, Reflect, Retell
Think-Alongs
29
Grades 4 and 5
Goal
Read with
understanding and
respond
reflectively and
critically, applying
a variety of
strategies to
comprehend,
interpret, evaluate
and appreciate
texts of different
genres
Objectives
Activities
Assessments
1. Continue to monitor comprehension and accuracy while
reading and self-correct errors




Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
2. Use a variety of word solving strategies to take words apart
and understand word meaning while reading continuous text




Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
3. Identify and explain grade-appropriate vocabulary taught in
context




Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
4. Continue to read longer, more complex text and chapter
books independently and silently




Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
5. Answer literal and inferential questions about books read





Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Response jounals





Informal reading inventory
Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
Resources




Beyond Traditional Phonics
Guiding Readers and Writers
Literature Circles
Making Words (Lessons for
Home or School – Grade 4)
 Making Big Words (Grade 4)
 Making More Big Words
(Grade 5)
 Matching Books to Readers
 Response Journals Revisited
 Revisit, Reflect, Retell
 Running Records
 Snapshots
 Think- Alongs
30
Grades 4 and 5
Goal
Objectives
Activities
Assessments
6. Continue to apply comprehension strategies such as
summarization and prediction







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals







Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
7. Continue to demonstrate understanding of story elements







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals







Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
8. Interpret fiction by discussing underlying theme or message,
by making connections to background knowledge and other
text







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals







Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
Resources
31
Grades 4 and 5
Goal
Objectives
Activities
Assessments
9. Interpret nonfiction by distinguishing cause and effect, fact
and opinion and supporting details








Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals
WebSite: Scholastic.com
http://teacher.scholastic.com/lessonplans/results/
index.asp







Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
10. Cite evidence from texts to support conclusions








Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals
WebSite (teacher selected)




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
11. Select, synthesize and use relevant information from a text
to include an extension or response to the text







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
Resources
32
Grades 4 and 5
Goal
Objectives
Activities
Assessments
12. Make distinction between retelling the story and sharing
own thinking about the story







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
13. Read / listen to/ and view a variety of literary classics and
current literature, and react to them in a variety of ways







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
14. Recognize values, ethics and beliefs included in a text







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
15. Use information and reasoning to examine bases of
hypotheses and opinions







Shared reading
Guided reading
Literature study (literature circles)
Independent reading
Reciprocal circle
Think-alouds
Response journals




Teacher observation
Anecdotal notes
Assess retellings and think-alouds
Assess response journals
Resources
33
Grades 4 and 5
Goal
Read and
appreciate texts of
many periods and
cultures to build an
understanding of
the dimensions of
human experiences
Objectives
Activities
Assessments
16. Use letter-sound correspondence and structural analysis to
decode multi-syllable words
 Word study
 Guided reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
17. Continue to use context to read accurately words with more
than one pronunciation





Word study
Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
18. Continue to have well-developed, increasingly accurate and
automatic word identification skills





Word study
Shared reading
Guided reading
Literature study (literature circles)
Independent reading





Running records
Informal reading inventory
Miscue Analysis
Teacher observation
Anecdotal notes
1. Listen to and read a variety of genre to compare and contrast
personal experiences and cultures





Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Independent reading
 Reading logs
 Teacher observation
 Anecdotal notes
2. Listen to, read and respond to a variety of works related to
specific time periods and cultures






Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Response journals
Independent reading




Resources
 Guiding Readers and Writers
 Matching Books to Readers
 Promoting a Global
Community Through
Multicultural Children’s
Literature
Reading logs
Teacher observation
Anecdotal notes
Assess response journals
34
Grades 4 and 5
Goal
Write for varied
audiences and
purposes by using
writing process
elements
appropriately
Objectives
Activities
Assessments
3. Compare and contrast cultural features with two or more
works







Interactive read-alouds
Shared reading
Guided reading
Literature study (literature circles)
Response journals
Independent reading
Inspiration
 Teacher observation
 Anecdotal notes
 Assess response journals
4. Conduct research to understand the cultural influences of a
time period on related works







Shared reading
Guided reading
Literature study (literature circles)
Response journals
Independent reading
Inspiration
WebQuest
 Teacher observation
 Anecdotal notes
 Assess response journals
1. Use the writing process to plan and complete pieces of
writing and participate in writer’s workshop
 Writer’s workshop
2. Continue to fully develop narrative writing
 Writer’s workshop
3. Plan and write expository essays
 Writer’s workshop
 Word processing program
4. Extend proficiency at such writing models as the five
paragraph essay
 Writer’s workshop
5. Use graphic organizers (e.g., narrative diamond, expository
pillar)
 Writer’s workshop
 Inspiration
















Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Assess graphic organizers
Portfolio
Analytic rubric
Resources
 Empowering Writers
Expository “Basics”
 Guiding Readers and Writers
 Kids’ Poems (Grade 4)
35
6. Continue to make reasonable judgments about what to
include in written products
Grades 4 and 5
Goal
Write and speak
English clearly,
skillfully and
confidently
 Writer’s workshop
Objectives
 Assess writing samples
 Portfolio
 Analytic rubric
Activities
7. Fully elaborate written work with specific details
 Writer’s workshop
8. Plan and write persuasive essays
 Writer’s workshop
 Word processing program
9. Continue to write in complete and varied sentences
 Writer’s workshop
10. Produce a variety of written works (e.g., literature response,
poems, reports, “published” books)
 Writer’s workshop
 Word processing program
 Hyperstudio / Power Point
1. Continue to use a variety of sources to locate words for
correct spelling and meaning





2. Continue to use mechanics: capitalization, spelling, grammar,
organization and sentence combining, and sentence order





Assessments












Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Assess writing samples
Portfolio
Analytic rubric
Writer’s workshop
Independent writing
Word study
Quick Word
Word processing program




Teacher observation
Anecdotal notes
Assess writing samples
Portfolio
Writer’s workshop
Independent writing
Word study
Quick Word
Word processing program





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Resources
 Guided Readers and Writers
36






Writer’s workshop
Independent writing
Word study
Quick Word
Buddy Study System
Word processing program
4. Spell words involving previously studied generalizations
(e.g., ie and ei rule) and word patterns correctly




Writer’s workshop
Independent writing
Word study
Buddy Study System
5. Continue to use known words to spell new words




Writer’s workshop
Independent writing
Word study
Buddy Study System
6. Use word roots, prefixes, and suffixes to spell words




Writer’s workshop
Independent writing
Word study
Buddy Study System
7. Continue to edit and revise own writing
 Writer’s workshop
 Independent writing
 Word processing program
8. Write in both manuscript and cursive forms
 Writer’s workshop
 Independent writing
3. Use conventional spelling
Grades 4 and 5
Goal
Objectives





Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio























Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Teacher observation
Anecdotal notes
Buddy check
Assess writing samples
Portfolio
Teacher observation
Anecdotal notes
Assess writing samples
Portfolio
Teacher observation
Anecdotal notes
Assess writing samples
Portfolio
Activities
Assessments
Resources
37
9. Collect and examine a variety of own products for the
purpose of analyzing effectiveness and planning
improvement
 Writer’s workshop
 Independent writing




10. Speak in informal settings, participating in class discussions
 Interactive read-alouds
 Shared reading
 Teacher observation
 Anecdotal notes
11. Speak in structured settings, communicating ideas in an
organized and clear fashion




Guided reading
Literature study (literature circles)
Reciprocal circle
KidPix
 Teacher observation
 Anecdotal notes
12. Obtain information by listening or viewing







Interactive read-alouds
Shared reading
WebSite
Think-alouds
Literature study (literature circles)
Kidspiration
WebSite
 Teacher observation
 Anecdotal notes
13. Continue to take effective notes for future study or outlines
Teacher observation
Anecdotal notes
Assess writing samples
Portfolio
 Teacher observation
 Anecdotal notes
 Assess student notes
38
Grade 4 and 5
Goal
Use a variety of
textual,
technological and
other media
resources to
gather, synthesize,
evaluate and
communicate
information
Objectives
Activities
1. Generate questions for gathering data from appropriate visual
and print sources and categorize the data to produce a
product





2. Research a topic using appropriate media and produce and
present a final product
 Internet
 Hyperstudio / Power Point
Think-alouds
Literature study (literature circles)
Reciprocal circle
Inspiration
Internet
Assessments




Teacher observation
Anecdotal notes
Assess student notes
Assess final products using rubrics




Teacher observation
Anecdotal notes
Assess student notes
Assess final products using rubrics
Resources





Guiding Readers and Writer
Hyperstudio
Kidspiration
Literature Circles
Microsoft Word
(PowerPoint)
 Revisit, Reflect, Retell
 Think-Alongs
39