Curriculum Map: CORE Language Arts 2 ( 2011-2012 Core)
Course: Language Arts 2
Notes:
CORE Language Arts 2
Unit: Start Smart :Priority Skills and Concepts Week 1-2
Essential
Questions:
How does phoneme blending, phoneme segmentation and distinguishing sounds make
you a better reader?
How does knowing your short vowels and final e sounds prepare you for 2nd grade
reading?
How does recognizing high frequency words make you a more fluent reader?
How does analyzing story structure, character, setting and plot make you be a better
reader in 2nd grade?
How does using process writing help prepare you to write a personal narrative?
Content:
Phonemes:Beginning and ending sounds,phoneme segmentation
Short vowel sounds/long vowel sounds with final e
High frequency words
Character, Setting, Plot
Personal narrative
Genre: fable, folktale, fiction, legend
Skills:
Blend phonemes to form words/Segment words into phonemes /Identify beginning and
ending sounds **Special education:** Help students to derive meaning from
environmental print inside of school. Point out entrance and exit signs and labels on
the restrooms. Discuss logos of restaurants and businesses.
Blend short vowel sounds/Decode words with final e **Special education:** Additional
reinforcement on page 18 in teacher's edition
Recognize high frequency words and their meanings **Special education:** Teach the
meanings of words in a concrete way such as model hopping by pointing to your leg
and say leg as you hop on one foot. Use sentence starters such as"The____ is on
______."
Identify characters and setting/Analyze plot
Use writing process to compose a personal narrative **Special education:** Have
students act out the personal narrative in the order in which the events occured. Use
signal words to cue student actions such as first, next, then, and last.
Identify various genres
Assessments: Diagnostic Assessment
8/1/2011
Writing sample
8/1/2011
Fluency Benchmark
8/1/2011
Comprehension check
8/1/2011
Phonics/word study
8/1/2011
Instructional
Procedures:
Notes:
Month---AUGUST
The purpose of this10 day unit is to teach key instructional routines, review previous
grade skills, establish classroom procedures and assess skills.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.E (Introduced) Identify the structures in drama (e.g., dialogue, story enactment,
acts, scenes).
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
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Unit: David's New Friends - Week 1
Essential
Questions:
What do you do with friends at school?
What is the main character like?
Which part of the story could have happened in your life? Explain.
How will analyzing story structure, character, and setting help you read and
understand another selection?
Content:
New vocabulary
Words with short a and i
Story Structure
Character and setting
Statements and questions
Mechanics: capitalization and punctuation
Dictionary: Alphabetical order
Genre: fiction
Compound words
Skills:
Recognize new vocabulary words and their meanings **Special education:**
Additional reinforcement on page 33L in teacher's edition
Correctly spell and write words with short a, i **Special education:** Focus on
articulation. Make the a sound and point to your mouth position. Have the students
repeat. Use the sound-spelling cards
Analyze story structure
Identify character and setting **Special education:** Act it out and identify through
the actions of the characters the events that are occuring in the story
Punctuate sentences correctly **Special education:** Have students use a different
ink color to identify the punctuation in the sentence
Use knowledge of alphabetical order to find words in a dictionary
Identify elements of fiction **Special education:** Have students use a sentence
frame to aid in story summary activities and writing sentences about what they have
read
Use word parts to determine the meaning of compound words **Special education;**
Have the students write the smaller words on index cards on one side of the card and
then the meaning of the word on the other side of the card
Assessments: Selection Test
9/1/2011
Comprehension Check - 01
9/1/2011
Spelling Test
9/1/2011
Student Weekly Assessment Unit 1 Week 1
9/1/2011
Fluency Assessment Week 1
9/1/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
1.4.3.A (Introduced)
drama.
Write narrative pieces (e.g., stories, poems, plays).
This Curriculum Map Unit has no Topics to display
Unit: Mr. Putter and Tabby Pour the Tea - Week 2
Essential
Questions:
Why are pets good friends?
What happens to Mr. Putter in the beginning, middle, and end of this story?
Could the events in the story have really happened? Why or why not?
How does the person in the poem feel about her cat?
How did analyzing the story structure help you?
Content:
Short and long a and e
Story structure and plot
Commands and exclamations
Mechanics: sentence capitalization and punctuation
Personal Narrative: description
Genre: fiction
New vocabulary words
Words with-ed
Skills:
Correctly spell and write words with short and long a and e **Special education:**
Additional reinforcement on page 35D in teacher's edition
Identify characters, setting and plot **Special education:** Use a graphic organizer
such as a narrative elements map and write each section of the map in different color
ink
Understand and use commands and exclamations in reading, writing, and speaking
**Special education:** Additional reinforcement on page 65X in teacher's edition
Demonstrate proper use of capitalization and punctuation in sentences **Special
education:** Provide a sentence starter and have students take turns completing the
sentences. Have students highlight the punctuation in the sentence and state why that
particular punctuation was used.
Use process writing to compose a personal narrative: description **Special
education:** Have students verbally complete sentences such as my best friend is
____. Repeat what the students say so that they can hear how it sounds
Identify elements of fiction **Special education:** Have students use a sentence
frame to aid in story summary activities and writing sentences about what they have
read
Recognize new vocabulary words and their meanings **Special education:** When
you review vocabulary words help students understand meaning by using gestures,
pantomime, and images when possible.
Use word parts to determine the meaning of words **Special education:** Have the
student write each word part on a post it and sound out that word part as they place
the post it note together to form the completed word
Assessments: Selection Test - 02
9/1/2011
Spelling Test - 01
9/1/2011
Comprehension Check - 02
9/1/2011
Student Weekly Assessment Test Unit 1 Week 2
9/1/2011
Fluency Assessment Week 2
9/1/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.D (Introduced) Identify the structures in poetry (e.g., pattern books, predictable
books, nursery rhymes).
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.D (Introduced) Write with an awareness of the stylistic aspects of composition.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
This Curriculum Map Unit has no Topics to display
Unit: Family Farm Then and Now - Week 3
Essential
Questions:
Why can family members also be friends? What do families do together?
What was farming like for the new settlers?
How did European settlers learn about farming in North America?
How has farming changed since the time of the settlers? What is the same? What is
different?
How will summarizing and identifying the main idea and details help you read another
selection?
Content:
Short and long a (a_e)/Consonant blends
Summarize main idea and details
Research and study parts of a book
Subjects
Letter Punctuation
Expository writing: report
Genre: Expository text
New vocabulary words
Skills:
Correctly spell and write words with short and long a and e **Special education:**
Additional reinforcement on page 67D in teacher's edition
Read across texts to apply summarizing the main idea and supporting details **Special
education:** Additional reinforcement on page 77V in teacher's edition
Use text features in reference works to locate specific information **Special
education:** Have students highlight or write on post it notes the key words of the
reading passage. Discuss with students what each of these key words means
Use complete sentences with subject-verb agreement **Special education:** Write
the question" what do you like to do with your family... then write I like to ____ with
my family. Give examples of a way to complete the sentence. Then have students
identify the sentences as a question or a statement.
Use capitalization correctly in a letter **Special education:** Have students use
another ink color to identify the capital letter in the sentence
Use process writing to create an expository writing sample: report
Identify features of an expository text
Recognize new vocabulary words and their meanings **Special education:** Have
students write the new words they learn in a personal dictionary and illustrate the
word's meaning in their personal dictionary
Assessments: Selection Test - 03
9/1/2011
Spelling Test - 02
9/1/2011
Comprehension Check - 03
9/1/2011
Student Weekly Assessment Test Unit 1 Week 3
9/1/2011
Fluency Assessment Week 3
9/1/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
1.1.3.E (Introduced)
1.1.3.F (Introduced)
1.1.3.G (Introduced)
1.1.3.H (Introduced)
1.2.3.A (Introduced)
1.3.3.A (Introduced)
1.3.3.B (Introduced)
1.3.3.F (Introduced)
1.4.3.B (Introduced)
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
Demonstrate fluency and comprehension in reading.
Read and understand essential content of informational texts and
documents in all academic areas.
Read and understand works of literature.
Identify literary elements in stories describing characters, setting
and plot.
Read and respond to nonfiction and fiction including poetry and
drama.
Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
This Curriculum Map Unit has no Topics to display
Unit: Meet Rosina - Week 4
Essential
Questions:
What makes your friend special?
Who is Rosina? Tell what you find out about her.
How did the photographs work with the text to tell about Rosina?
How do you think Rosina would feel about "You-Tu"?
How might summarizing help you understand another selection?
Content:
New vocabulary/Dictionary use
Words with short and long i
Summarize
Main idea and details
Mechanics: Comma
Words with short and long i
Genre: Expository Photo Essay
Friendly letter
Skills:
Recognize new vocabulary words and their meanings/Use dictionary to find new
meanings of words **Special education:** Have students act out the word's meaning
or work in pairs to create word cards with the meaning of the word on one side of the
card and the word on the other side of the card
Correctly spell and write words with short and long i
Summarizing details of the story **Special education:** Have students review the
meaning of each sentence in the reading passage. Have the students read the passage
aloud. After reading have the students tell what the passage meant. Students can also
use a graphic organizer such as a sequence chart to organize story details
Identify main idea and details **Special education:** Have students use a graphic
organizer such as a main idea/details chart. Additional reinforcement on page 107R in
teacher's edition
Use commas between days and years and between cities and states **Special
education:** Have students use a different color ink to distinguish between the
commas and the word
Identify photo essay as expository literature
Use process writing to create a friendly letter **Special education:** Have students
answer such questions as How old are you, Where do you live, What do you do for fun
as a way to generate details for their introductions.
Assessments: Selection Test - 04
9/1/2011
Comprehension Check - 04
9/1/2011
Spelling Test - 03
9/1/2011
Student Weekly Assessment Test Unit 1 Week 4
9/1/2011
Fluency Assessment Week 4
9/1/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.A (Introduced) Read and understand essential content of informational texts and
documents in all academic areas.
1.2.3.B (Introduced)
1.3.3.A (Introduced)
1.3.3.B (Introduced)
1.3.3.C (Introduced)
1.3.3.F (Introduced)
1.5.3.C (Introduced)
1.5.3.D (Introduced)
1.5.3.E (Introduced)
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
Use and understand a variety of media and evaluate the quality of
material produced.
Read and understand works of literature.
Identify literary elements in stories describing characters, setting
and plot.
Identify literary devices in stories (e.g., rhyme, rhythm,
personification).
Read and respond to nonfiction and fiction including poetry and
drama.
Write with controlled and/or subtle organization.
Write with an awareness of the stylistic aspects of composition.
Revise writing to improve detail and order by identifying missing
information and determining whether ideas follow logically.
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: My Name is Yoon - Week 5
Essential
Questions:
Think about your friends from different places. What makes your friendship special?
How does Yoon feel about her new class?
Although the characters and events in this story are imaginary, could this be a true
story? Why or why not?
How will summarizing help you understand other stories?
Content:
New vocabulary/Inflected verbs
Phonics short and long o and u
Summarizing
Make and Confirm Predictions
Personal narrative: Journal entry
Genre: fiction
Quotation marks
Sentence combining
Skills:
Recognize new vocabulary words and their meanings/Use word parts to determine the
meaning of the word **Special education:** Have the students write the smaller word
parts on post it notes and then write the entire word in their personal word dictionary
Correctly spell and write words with long and short o **Special education:** Have
students focus on your mouth movements and use a hand mirror so students can
visualize the mouth movements
Summarize the plot's main events **Special education:** Additional reinforcement on
page 145R in teacher's edition
Use ideas to make and confirm predictions **Special education:** Use a prediction
chart and have students draw pictures about what they think will happen in the story
Use process writing to compose a journal entry **Special education:** Assist students
in orally describing their actions and feelings that they will later write about in a
journal entry
Identify elements of a fiction
Use quotation marks at the beginning and end of what someone says
Combine sentences with the same subject or predicate using and **Special
education:** Provide sentence frames to illustrate the concept of combining
sentences. Have students highlight the connector word and.
Assessments: Selection Test - 05
9/1/2011
Spelling Test - 04
9/1/2011
Comprehension Check - 05
9/1/2011
Student Weekly Assessment Test Unit 1 Week 5
9/1/2011
Fluency Assessment Week 5
9/1/2011
Instructional
Procedures:
Notes:
Month---SEPTEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.D (Introduced) Write with an awareness of the stylistic aspects of composition.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 6
Essential
Questions:
How does applying comprehension skills and strategies help you read new texts?
How does using test taking strategies help you read and understand new text?
How does using the writing process help you write a personal narrative?
Content:
Skills:
Assessments: Show What You Know pp. 1-4
10/8/2011
Benchmark Assessment
10/8/2011
Unit 1 Assessment Test
10/8/2011
Running Records
10/8/2011
Student Book pp. 146-151
10/1/2011
Instructional
Procedures:
Notes:
Month---OCTOBER
This week is Unit 1 review and assessment.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: Babu's Song - Week 7
Essential
Questions:
What does it mean to be a hero?
Who are Babu and Bernadi? Why do they get along so well?
What are some events from this story that could happen in real life?
What new information does the article give you about Bernardi's life in Tanzania?
Content:
Long a made with (a, ai, ay, ea, ei)
Monitor comprehension and reread
New vocabulary/Context clues
Character setting and plot/Make and confirm predictions
Mechanics: commas in series
Nouns
Narrative story - sequence
**Special education:** Have students use the lined copies of the 4 square graphic
organizer to identify the pieces of their story in the appropriate sequence.
Genre: fiction
Skills:
Recognize new vocabulary words and their meanings/Use context clues to understand
new words **Special education:** Have students write the words around the word
they are unfamiliar with. Discuss word meaning
Correctly spell words with long a **Special education:** Repeat blending using the
chart on page 157D in teacher's edition
Monitor comprehension by rereading details of the story **Special education:** To
assist students with possible topics and have them verbally complete sentences such
as The main character is ______. The problem that the character will have is _____.
The character solves the problem by______.
Identify character, setting, plot/Make and confirm predictions **Special education:**
Use a graphic organizer such as a narrative elements chart and a character web
Use commas to separate three or more items in a series
Identify and use nouns correctly **Special education:** Have students highlight the
nouns in the sentence
Use process writing to create a narrative story using proper sequence of events
**Special education:** Help children orally narrate the important events in logical
order.
Identify elements of fiction **Special education:** Have students use a sentence
frame to aid in story summary activities and writing sentences about what they have
read
Assessments: Student Weekly Assessment Unit 2 Week 1 - 01
10/15/2011
Selection Test Unit 2 Week 1
10/1/2011
Fluency Assessment Unit 2 Week 1
10/1/2011
Comprehension Check Unit 2 Week 1 - 07
10/1/2011
Spelling Test Unit 2 Week 1 - 06
10/1/2011
Instructional
Procedures:
Notes:
Month---OCTOBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Dona Flor - Week 8
Essential
Questions:
Think about people in your town. Who is a hero? Explain why you think so.
How does Dona Flor help her neighbors?
How did the illustrations help show that the story was a folk tale?
What makes Henrietta a local hero like Dona Flor?
How will summarizing help you to read and understand another selection?
Content:
New vocabulary/Context Clues: multiple meaning words
Long e ( e, e_e, ee, ea, y, ey, ie)
Monitor Comprehension/Rereading
Cause and effect
Expository writing - procedural directions
**Special education:** Students should write each section of the directions in a
separate ink color and explain each step while they are writing about it.
Plural nouns
Mechanics: Commas and punctuation
Genre: folktale
Skills:
Recognize new vocabulary words and their meanings/Use context clues to understand
multiple meaning words
Correctly spell words with long e **Special education:** Additional reinforcement on
page 197D in teacher's edition
Monitor comprehension and reread
Identify cause and effect **Special education:** Use a graphic organizer such as a
cause/effect chart to identify the causes/effects in the reading passage
Write sentences with important details **Special education:** Additional
reinforcement on page 235R in teacher's edition
Understand and use plural nouns **Special education:** Have students highlight the
nouns in the sentences
Use capitalization and commas
Identify elements of folktale
Assessments: Student Weekly Assessment Unit 2 Week 2
10/22/2011
Selection Test Unit 2 Week 2
10/1/2011
Comprehension Check Unit 2 Week 2
10/1/2011
Spelling Test Unit 2 Week 2
10/1/2011
Fluency Assessment Unit 2 Week 2
10/1/2011
Instructional
Procedures:
Notes:
Month---OCTOBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: A Tall Tale: How Does Texas Honor.. Wk 9
Essential
Questions:
How do people remember the heroes of their community?
How does Texas honor the battle of San Jacinto?
How do the photographs and captions help give information about the San Jacinto
Monument?
What is the meaning of Memorial Day?
How will reading ahead help you read and understand another selection?
Content:
New vocabulary
Long i (igh, ie, y)
Read ahead to identify main idea and details
Research report
Proper nouns
Mechanics: abbreviations
Parts of a book
Genre: Expository text
Skills:
Recognize new vocabulary words and their meanings **Special education:**
Additional reinforcement on page 247 P, 247V, 247BB, and 247HH in teacher's edition
Correctly spell and write words with long i **Special education:** Have the students
focus on articulation. Make the i sound and point out mouth position. Have students
repeat. Use the sound spelling cards.
Monitor comprehension
Read ahead
Identify main idea and details **Special education:** Use a graphic organizer such as
a main idea/details chart to categorize information. Additional reinforcement on page
247V in teacher's edition
Identify and use proper nouns **Special education:** Have students use a different
color ink in order to identify the proper nouns. Have students write why the noun is
capitalized.
Identify, read, capitalize, punctuate abbreviations
Use parts of a book to complete research report **Special education:** Before
students share with the whole class have them work with a partner to help them
generate questions.
Identify elements of expository text
**Special education:** Have students illustrate each element of the expository text
model and orally share that information with their peer tutor.
Assessments: Student Weekly Assessment Unit 2 Week 3 - 01
10/29/2011
Selection Test Unit 2 Week 3
10/1/2011
Comprehension Check Unit 2 Week 3 - 02
10/1/2011
Spelling Test Unit 2 Week 3
10/1/2011
Fluency Assessment Unit 2 Week 3
10/1/2011
Instructional
Procedures:
Notes:
Month---OCTOBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
1.1.3.C (Introduced)
1.1.3.E (Introduced)
1.1.3.F (Introduced)
1.1.3.G (Introduced)
1.1.3.H (Introduced)
1.3.3.A (Introduced)
1.3.3.B (Introduced)
1.3.3.F (Introduced)
1.4.3.B (Introduced)
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
of contents).
Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
Demonstrate fluency and comprehension in reading.
Read and understand works of literature.
Identify literary elements in stories describing characters, setting
and plot.
Read and respond to nonfiction and fiction including poetry and
drama.
Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: One Grain of Rice - Week 10
Essential
Questions:
What does it mean to be a hero?
What important lesson does the raja learn from Rani?
What are the clues that this story is made up? How did the teller of the tale describe
the way of life in India long ago?
How are One Grain of Rice and the English version of Cinderella similar?
How will generating questions help you read and understand another selection?
Content:
New vocabulary/Word parts and suffixes
Long o (o, oa, ow, oe)
Generate questions and make inferences
Mechanics: apostrophes
Possessive nouns
Writing a friendly letter
**Special education:** Students would need to identify each part of the letter and
offer a definition of what each part means. Then students would be able to draft the
letter using different color ink to identify each section.
Genre: folktale
Skills:
Recognize new vocabulary words and their meanings/Use word parts and suffixes to
determine word meaning **Special education:** Additional reinforcement on page
285L, 285R, 285X and 285DD in teacher's edition
Correctly spell and write words with long o **Special education:** Focus on
articulation. Make the o sound and point out mouth position. Have children repeat. Use
the articulation photos on the sound-spelling cards
Generate questions throughout the reading process **Special education:** Use of a
graphic organizer such as an inference chart to generate questions about the reading
passage and to review story content.
Recognize and use apostrophes to form possessive nouns
Understand and use possessive nouns **Special education:** Have students hold their
pencil and say "This is (child's name) pencil." Ask the students " Who does the pencil
belong to? Repeat examples of possessive nouns using other students' names and
items.
Use process writing to compose a friendly letter **Special education:** Ask the
students the following questions to help them generate topics for their letters... such
as "What kinds of things do you need help with at home? Do you need help taking
care of a pet? Do you need help with your homework?"
Identify elements of a folktale
**Special education:** Have students illustrate the elements of a folktale and explain
their drawings to a peer tutor/teacher. Have the students copy sentences which
describe each element of the folktale and have students use the illustrations as they
work on crafting their personal folktale.
Assessments: Student Weekly Assessment Unit 2 Week 4
11/5/2011
Selection Test Unit 2 Week 4
11/1/2011
Comprehension Check Unit 2 Week 4
11/1/2011
Spelling Test Unit 2 Week 4
11/1/2011
Fluency Assessment Unit 2 Week 4
11/1/2011
Instructional
Procedures:
Notes:
Month---NOVEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced)
1.3.3.F (Introduced)
1.5.3.C (Introduced)
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
Identify literary elements in stories describing characters, setting
and plot.
Read and respond to nonfiction and fiction including poetry and
drama.
Write with controlled and/or subtle organization.
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: African American Inventors - Week 11
Essential
Questions:
Describe some of the inventions that make your life easier. Do you know who created
them?
How are the inventors in African-American Inventors alike? How are they different?
What does a biography tell you that another kind of nonfiction might not?
How will making a timeline of an African American inventor help you understand his or
her life?
How will asking questions about this selection help you when you read another
selection?
Content:
New vocabulary
Word parts and suffixes
Long u ( u, u_e, ew, ue)
Monitor comprehension/reread
Plurals and possessives
Mechanics: Apostrophes
Genre: biography
Biography
Skills:
Recognize new vocabulary words and their meanings
Use word parts and suffixes to determine word meanings
**Special education:** Additional reinforcement on page 315L, 315V, 315X and
315DD in teacher's edition
Correctly spell words with long u **Special education:** Focus on articulation and
have students view the mouth position when you model the u sound. Have students
use a hand mirror so they can model the mouth movements. Use the sound spelling
cards.
Compare and contrast **Special education:** Have students use a graphic organizer
such as a Venn Diagram to compare and contrast story information
Understand and use plurals and possessives/Correctly use of apostrophes **Special
education:** Provide a sentence frame for children to complete. Say" This is Sally's
telephone. Telephones are____." Give an example of a completed sentence. Point out
the possessive noun and the plural noun. Have the students pair into partners and
share the sentences they create with the sentence frames.
Identify features of a biography
Compose a biography by using process writing **Special education:** Ask students to
think of inventions they use every day. Have them use this information as they
brainstorm names of inventors.
Assessments: Student Weekly Assessment Unit 2 Week 5
11/1/2011
Selection Test Unit 2 Week 5
11/1/2011
Comprehension Check Unit 2 Week 5
11/1/2011
Spelling Test Unit 2 Week 5
11/1/2011
Fluency Assessment Unit 2 Week 5
11/1/2011
Instructional
Procedures:
Notes:
Month---NOVEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 12
Essential
Questions:
How does applying comprehension skills and strategies help you to read new texts?
How does using test taking strategies help you read and understand new texts?
How does using the writing process help you write an expository article?
Content:
Skills:
Assessments: Show What You Know? pp. 5-8
11/19/2011
Student Book pp. 316-319
11/1/2011
Fluency Assessment Unit 2
11/1/2011
Running Records Unit 2
11/1/2011
Benchmark Assessment - 03
11/1/2011
Instructional
Procedures:
Notes:
Month---NOVEMBER
This is Unit 2 review and assess week.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: Alvin Ailey Kids... Week 13
Essential
Questions:
What types of performances can people give?
Who are the Alvin Ailey kids and what do they do?
Did you think that reading about real kids was more interesting than reading about
made up characters?
How will summarizing help you to read and understand another selection?
Content:
New vocabulary/Thesaurus - antonyms
r controlled vowels (er, ir, ur)
Mechanics: abbreviations
Action verbs
Visualize and summarize
Genre: Expository text
Persuasive ad
Skills:
Recognize new vocabulary words and their meanings/Use a thesaurus to identify
antonyms **Special education:** Additional reinforcement on page 353L, 353R, 353X
and 353DD in teacher's edition
Correctly spell words with r controlled vowels **Special education:** Focus on
articulation. Make the ir sounds and point out your mouth position. Have the students
repeat the action and use the articulation photos on the sound-spelling cards.
Identify and read abbreviations
Recognize and use action verbs in reading and writing **Special education:** Have
students highlight the action verbs in a sentence, and identify the action verbs they
come to when they are reading by documenting the verbs in their personal parts of
speech journal. Have students draw illustrations that define what the verb means, such
as a person singing for the verb sing.
Form pictures to help summarize **Special education:** Additional reinforcement on
page 353R, 353X, 353DD in teacher's edition
Define elements of expository text
Write persuasively about important issues **Special education:** Practice persuasive
language with the students. Make sure that students can give examples about what it
means to persuade. Offer this example" Pretend that you want your family to buy a
bike for your birthday. Think of a sentence that might persuade them. What sentence
would you say?"
Assessments: Student Weekly Assessment Unit 3 Week 1
12/3/2011
Selection Test Unit 3 Week 1
12/1/2011
Comprehension Check Unit 3 Week 1
12/1/2011
Spelling Test Unit 3 Week 1
12/1/2011
Fluency Assessment Unit 3 Week 1
12/1/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.A (Introduced) Read and understand essential content of informational texts and
documents in all academic areas.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.5.3.A (Introduced) Write with a sharp, distinct focus identifying topic, task and
audience.
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Abuelo and the Three Bears - Week 14
Essential
Questions:
What is a favorite folktale of yours? Explain why you like it.
How does Abuelo entertain Emilio while they wit for his cousins?
In what ways was the story tale like the fairy tales you're use to?
How is Abuelo alike and different from the traditional story?
How will rereading help you read and understand another selection?
Content:
New vocabulary
Idioms
r controlled vowel ( ear, eer, ere)
Visualize and summarize
Present tense verbs
Mechanics: commas
Genre: Fairytale
Personal narrative: Story
Skills:
Recognize new vocabulary words and their meanings
Understand that idioms do not have literal meanings
Correctly spell words with r controlled vowels **Special education:** Focus on
articulation. Make the ir sounds and point out your mouth position. Have the students
repeat the action and use the articulation photos on the sound-spelling cards.
Visualize the printed word
Summarize story content
**Special education:** Have the students use a graphic organizer such as a sequence
chart to define the beginning, middle and end of the story. Have students write each
section of the sequence chart in a different ink color.
Correctly read and use present tense verbs **Special education:** Have the students
write these sentences... Goldilocks sees the bear. The bear makes porridge. Have the
students act out the verbs in the sentences.
Correctly use commas in a series
Identify elements of a fairytale **Special education:** Have the student use index
cards to write down each element of a fairytale and describe what the particular
element is on the back of the index card
Write story using process writing **Special education:** Help students brainstorm
topics for their stories using these questions as prompts..."What might you do if you
find a lost animal? What might you do if you are sad that you lost a toy? What other
kinds of problems do you solve everyday?"
Assessments: Student Weekly Assessment Unit 3 Week 2
12/10/2011
Selection Test unit 3 Week 2
12/1/2011
Comprehension Check Unit 3 Week 2
12/1/2011
Spelling Test Unit 3 Weeks 2
12/1/2011
Fluency Assessment Unit 3 Week 2
12/1/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.D (Introduced) Write with an awareness of the stylistic aspects of composition.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Abuela and the Three Bears - Week 14
Essential
Questions:
What is a favorite folktale of yours? Explain why you like it.
How does Abuelo entertain Emilio while they wit for his cousins?
In what ways was the story tale like the fairy tales you're use to?
How is Abuelo alike and different from the traditional story?
How will rereading help you read and understand another selection?
Content:
New vocabulary
Idioms
r controlled vowel ( ear, eer, ere)
Visualize and summarize
Present tense verbs
Mechanics: commas
Genre: Fairytale
Personal narrative: Story
Skills:
Recognize new vocabulary words and their meanings
Understand that idioms do not have literal meanings
Correctly spell words with r controlled vowels **Special education:** Focus on
articulation. Make the ir sounds and point out your mouth position. Have the students
repeat the action and use the articulation photos on the sound-spelling cards.
Correctly spell words with r controlled vowels
Visualize the printed word
Summarize story content
Visualize the printed word
Summarize story content
**Special education:** Have the students use a graphic organizer such as a sequence
chart to define the beginning, middle and end of the story. Have students write each
section of the sequence chart in a different ink color.
Correctly read and use present tense verbs **Special education:** Have the students
write these sentences... Goldilocks sees the bear. The bear makes porridge. Have the
students act out the verbs in the sentences.
Correctly read and use present tense verbs
Correctly use commas in a series
Identify elements of a fairytale
Identify elements of a fairytale **Special education:** Have the student use index
cards to write down each element of a fairytale and describe what the particular
element is on the back of the index card
Write story using process writing **Special education:** Help students brainstorm
topics for their stories using these questions as prompts..."What might you do if you
find a lost animal? What might you do if you are sad that you lost a toy? What other
kinds of problems do you solve every day?"
Write story using process writing
**Special education:** Use modified 4 square graphic organizer, and have students
write each section of the process in another ink color so that they can see the progress
of the writing piece. Students can also use the clustering technique to expand on ideas
that appeal to the sensory elements.
Assessments: Student Weekly Assessment Unit 3 Week 2
12/10/2011
Selection Test unit 3 Week 2
12/1/2011
Comprehension Check Unit 3 Week 2
12/1/2011
Spelling Test Unit 3 Weeks 2
12/1/2011
Fluency Assessment Unit 3 Week 2
12/1/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.D (Introduced) Write with an awareness of the stylistic aspects of composition.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced)
1.6.3.E (Introduced)
Contribute to discussions.
Participate in small and large group discussions and presentations.
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Unit: Music of the Stone Age - Week 15
Essential
Questions:
What craft or type of art is the woman doing? What do you think her painting
represents? What do they mean?
How do we know that people made music thousands of years ago?
How do the photographs, maps and side bar help in giving information about Stone
Age flutes?
How will understanding the author's purpose help you when you read another
selection?
Content:
New vocabulary
Context-clues/multiple meaning words
r controlled vowels ar
Past-tense verbs
Mechanics: letter punctuation
Author's purpose
Generate questions
Genre: Expository text
Nonfiction article
Skills:
Recognize new vocabulary words and their meanings
Use context clues to help understand multiple meaning words
**Special education:** Additional reinforcement on page 399P, 399V, 399BB, and
399HH in teacher's edition
Correctly spell words with r controlled vowels **Special education:** Focus on
articulation. Make the ar sounds and point out your mouth position. Have the students
repeat the action and use the articulation photos on the sound-spelling cards.
Understand and use past tense verbs
Use appropriate conventions in letter writing
Identify the topic and explain the author's purpose **Special education:** Have the
students use a graphic organizer such as an author's purpose chart in order to
organize passage information
Ask relevant questions about stories and other texts **Special education:** Have
students draw pictures showing their main ideas. Help children use their pictures to
orally tell about their main ideas. Assist the students in writing appropriate descriptive
labels for their pictures.
Use Process writing to compose an expository text **Special education:** Teach
students to skim and scan for information. Preselect a passage from a nonfiction book
and copy it for students. Give them a specific fact to look for. Have students tell you
what word or words they are going to look for in order to find the information they
need. Then have them skim and scan to locate the fact.
Assessments: Student Weekly Assessment Unit 3 Week 3
12/17/2011
Selection Test Unit 3 Week 3
12/1/2011
Comprehension Check Unit 3 Week 3
12/1/2011
Spelling Test Unit 3 Week 3
12/1/2011
Fluency Assessment Unit 3 Week 3
12/1/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.F (Introduced) Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
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Unit: Click Clack Moo - Week 16
Essential
Questions:
Why do you like to write? What kinds of writing do you enjoy?
How do the cows get Farmer Brown to do what they want?
How are the animals in the story like farm animals in real life? How are they like
people?
How would Click, Clack, Moo be a different story if Farmer Brown has a different type
of farm?
How will visualizing help you read and understand another selection?
Content:
New vocabulary/Thesaurus - synonyms
r controlled vowel (or, oar, ore)
Generate questions
Cause and effect
Friendly letter
Helping verb have
Mechanics: Book Titles
Genre: Fantasy
Skills:
Recognize new vocabulary words and their meanings/Use a thesaurus to identify
synonyms **Special education** Additional reinforcement on page 435L, 435R, 435X,
and 435DD in teacher's edition
Correctly spell words with r controlled vowels **Special education:** Focus on
articulation. Make the ir sounds and point out your mouth position. Have the students
repeat the action and use the articulation photos on the sound-spelling cards.
Generate questions to monitor comprehension
Identify cause and effect
**Special education:** Utilize a graphic organizer such as a cause/effect chart to
categorize information. Have students write down questions they would like answered
as they read the passage. Have students use post it notes to mark in the story when
their question is answered.
Use process writing to compose a friendly letter **Special education:** Ask the
students the following questions to help them generate topics for their letters... such
as "What kinds of things do you need help with at home? Do you need help taking
care of a pet? Do you need help with your homework?"
Understand and use the correct form of the verb have **Special education:** Have
each child hold up a pencil. Provide sentence frames for the students to
complete. Say" I have a ____. (Child's name) has a ____." Model how to complete the
sentences and point out the verb "to have". The students should continue practicing
using have by holding other classroom objects and writing about them.
Correctly capitalize words in book titles
Identify elements of a fantasy **Special education:** Give each student two index
cards. Have them write fantasy on one card and reality on the other card. Ask students
to retell the story, using the pictures and the text. List the events on the board. Reread
the list and have the student hold up the appropriate card to show they know the
difference between reality and fantasy.
Assessments: Student Weekly Assessment Unit 3 Week 4 - 06
12/1/2011
Selection Test Unit 3 Week 4
12/1/2011
Comprehension Check Unit 3 Week 4
12/1/2011
Spelling Test Unit 3 Week 4
12/1/2011
Fluency Assessment Unit 3 Week 4
12/1/2011
Instructional
Procedures:
Notes:
Month---DECEMBER
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.5.3.A (Introduced) Write with a sharp, distinct focus identifying topic, task and
audience.
1.5.3.C (Introduced) Write with controlled and/or subtle organization.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Stirring Up Memories - Week 17
Essential
Questions:
Do you like using words or pictures to tell your stories? Explain
How does the author use her own life to write stories?
How is an autobiography different from a fictional story?
How are the poem and Pam Munoz Ryan alike?
How will drawing conclusions help you when you read another selection?
Content:
New vocabulary
Word parts/roots
r controlled vowels (ar, air, are, ear, ere)
Generate questions
Draw conclusions
Descriptive poem
Mechanics: sentence punctuation and combining
Genre: Autobiography
Skills:
Recognize new vocabulary words and their meanings
Use roots to determine the meaning of unfamiliar words
**Special education:** Additional reinforcement on page 461L, 461R, 461X, and
461DD in teacher's edition
Correctly spell words with r controlled vowels
Generate questions about characters, events, or information about a selection
Draw conclusions about information gathered
**Special education:** Use a graphic organizer to identify information about the
narrative elements in the story. Use a narrative elements chart to categorize reading
passage information.
Combine two or more pieces of information to reach a new understanding **Special
education:** Use visuals and have students describe them and then draw a simple
conclusion from them. Then ask a question about whose answer requires a simple
conclusion.
Use the writing process to compose a descriptive poem **Special education:** Have
students draw pictures showing the event they would like to have in their poems. Help
students orally describe what is happening. Use their responses to help them write
descriptive labels for their pictures. Include sensory details and lively words.
Proofread for correct sentence combination and end punctuation **Special
education:**Special education:** Write and read "The dog runs. The dog jumps."
Provide the following sentence frame and help students complete it. "The dog runs
and ______." Provide similar simple sentences to combine.
Identify elements of an autobiography
Assessments: Student Weekly Assessment Unit 3 Week 5
1/1/2012
Selection Test Unit 3 Week 5
1/1/2012
Comprehension Check Unit 3 Week 5
1/1/2012
Spelling Test Unit 3 Week 5
1/1/2012
Fluency Assessment Unit 3 Week 5
1/1/2012
Instructional
Procedures:
Notes:
Month---JANUARY
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
1.1.3.F (Introduced)
1.1.3.G (Introduced)
1.1.3.H (Introduced)
1.2.3.C (Introduced)
1.3.3.A (Introduced)
1.3.3.D (Introduced)
1.3.3.F (Introduced)
1.5.3.D (Introduced)
1.5.3.F (Introduced)
1.6.3.A (Introduced)
1.6.3.B (Introduced)
1.6.3.D (Introduced)
1.6.3.E (Introduced)
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
Understand the meaning of and use correctly new vocabulary
learned in various subject areas.
Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
Demonstrate fluency and comprehension in reading.
Produce work in at least one literary genre that follows the
conventions of the genre.
Read and understand works of literature.
Identify the structures in poetry (e.g., pattern books, predictable
books, nursery rhymes).
Read and respond to nonfiction and fiction including poetry and
drama.
Write with an awareness of the stylistic aspects of composition.
F. Edit writing using the conventions of language.
Listen to others.
Listen to a selection of literature (fiction and/or nonfiction).
Contribute to discussions.
Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 18
Essential
Questions:
How does using comprehension skills help you read new text?
How does applying test taking strategies help you read new texts?
How does process writing help you write an expository article?
Content:
Skills:
Assessments: Show What You Know pp. 9-12 - 02
1/1/2012
Student Book pp. 462-467
1/1/2012
Unit 3 Assessment
1/1/2012
Fluency Assessment Unit 3
1/1/2012
Benchmark Assessment - 04
1/1/2012
Instructional
Procedures:
Notes:
Month---JANUARY
This week is for Unit 3 review and assessment.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: Head, Body, Legs: A Story from LIberia - Week 19
Essential
Why is it helpful to work together to finish a project?
Questions:
What causes the body parts to try to work together?
How did the illustrations help show that the story was made up?
How will rereading help you understand another selection?
Content:
New vocabulary
context clues
Diphthong (ou, ow)
Monitor Comprehension: Reread
Identify Cause and Effect
Personal Narrative
Mechanics: Capitalization of Proper nouns
Linking Verbs
Genre: Folktale
Skills:
Recognize new vocabulary words and their meanings **Special education:**
Additional reinforcement on page 41L, 41R, 41X and 41DD in teacher's edition
Use context clues to learn the meaning of unfamiliar words
Correctly spell words with diphthong ou, ow **Special education:** Focus on
articulation. Make the ou sound and point out your mouth position. Have children
repeat. Use the articulation photos on the sound spelling cards.
Monitor comprehension by rereading
Use cause and effect to summarize and retell story in logical order **Special
education:** Have students utilize a graphic organizer such as a cause and effect
chart to categorize information from the reading passage
Use writing process to write a personal narrative **Special education:** Have students
brainstorm a topic and provide them with sentence frames. Ask students such
questions as "At school, I work in a group when_________. I feel ______. The other
people in the group help me_________. Group work is helpful because ______. "
Use capital letters to begin proper nouns **Special education:** Have students use a
different color ink to mark the beginning of the proper noun and have then state orally
why there is a capital letter on a proper noun
Use linking verbs in reading, writing, and speaking **Special education:** Have
students highlight the linking verbs in sentences. Have students orally discuss what
parts of the sentence are linked to one another.
Identify elements of a folktale
**Special education:** Have students illustrate the elements of a folktale and explain
their drawings to a peer tutor/teacher. Have the students copy sentences which
describe each element of the folktale and have students use the illustrations as they
work on crafting their personal folktale.
Assessments: Student Weekly Assessment Unit 4 Week 1
1/1/2012
Selection Test Unit 4 Week 1
1/1/2012
Comprehension Check Unit 4 Week1
1/1/2012
Spelling Test Unit 4 Week 1
1/1/2012
Fluency Assessment Unit 4 Week 1
1/1/2012
Instructional
Procedures:
Notes:
Month---JANUARY
The anchor standard that cannot be found for 1.1.3.D ~ Learning to Read
Independently ~ Read text using self-monitoring comprehension.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.A (Introduced) Identify the purposes and types of text (e.g., literature,
information) before reading.
1.1.3.B (Introduced) Preview the text formats (e.g., title, headings, chapters and table
of contents).
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.A (Introduced) Read and understand works of literature.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.3.3.F (Introduced) Read and respond to nonfiction and fiction including poetry and
drama.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
1.6.3.A (Introduced) Listen to others.
1.6.3.B (Introduced) Listen to a selection of literature (fiction and/or nonfiction).
1.6.3.D (Introduced) Contribute to discussions.
1.6.3.E (Introduced) Participate in small and large group discussions and presentations.
This Curriculum Map Unit has no Topics to display
Unit: Officer Buckle and Gloria - Week 20
Essential
Questions:
How can people and animals can work together as a team?
How do the illustrations help make the story funny?
Compare and contrast Officer Buckle and Gloria. How are these characters alike? How
are they different.
How will reading ahead help you read and understand another selection?
Content:
New vocabulary
Context clues
Diphthong (oi, oy)
Monitor comprehension: read ahead
Use illustrations
Persuasive Essay
Helping verbs
Mechanics: quotation marks
Genre: fiction
Skills:
Recognize new vocabulary words and their meanings **Special education:** Have
students write the new words they learn in a personal dictionary and illustrate the
word's meaning in their personal dictionary
Use context clues to identify and use synonyms
Correctly spell words with diphthong oi, oy **Special education:** Have students
practice saying words with diphthongs in them. Have students watch how the lips
change position during the pronunciation, and also point out how the tone falls from
the first part to the second part of the sound.
Monitor comprehension and make corrections by reading ahead **Special
education:** Have students make connections to print by having them identify posters
and signs that are in the classroom. Have them explain what the signs mean and
identify any safety tips.
Use illustrations to describe characters and story events **Special education:** Have
students utilize a graphic organizer such as an illustrations chart to categorize story
information.
Use writing process to write a persuasive essay about safety **Special education:**
Work with students to brainstorm topics. Discuss why the topic is important and the
ways that people keep safe.
Identify helping verbs using correct subject-verb agreement in sentences **Special
education:** Have students highlight the verbs in the sentences. Have students
identify the subjects in the sentence and write those on paper before they decide what
verb would match correctly with them.
Use quotation marks to show the exact words that a person says
Identify the elements of fiction **Special education:** Have students work together to
create a main idea and details web to organize their writing plan. Each student should
be contributing to the web. Each main idea and matching details could be written in a
specific ink color
Assessments: Student Weekly Assessment Unit 4 Week 2
1/1/2012
Selection Test Unit 4 Week 2
1/1/2012
Comprehension Check Unit 4 Week 2
1/1/2012
Spelling Test Unit 4 Week 2
1/1/2012
Fluency Assessment Unit 4 Week 2
1/1/2012
Instructional
Procedures:
Notes:
Month---JANUARY
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.C (Introduced) Write an opinion and support it with facts.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: A Trip to the Emergency Room - Week 21
Essential
Questions:
What are some jobs that require adults to work together?
Who works in the emergency room?
Who are some of the emergency room workers you learned about in the article? What
is one way that each worker helps people?
How will analyzing text structure help you read and understand another selection?
Content:
New Vocabulary
Dictionary/Homophones
Phonics oo, ui, ew, ue, u, ou, oe
Comprehension:
analyze text structure
Identify sequence of events
Mechanics: Book titles
Composition
Genre: Expository text
Skills:
Recognize new vocabulary words and their meanings
Use a dictionary to identify homophones
**Special education:** Have students illustrate different examples of homophones and
then have them use the dictionary as a reference resource to look up information
about the words they illustrated
Correctly spell words with variant vowels
Distinguish between fiction and nonfiction
Identify sequence of events in a story
**Special education:** Have students use a sequence chart to organize information
from the reading passage. They can also use a fiction or nonfiction chart where they
locate reading passage details and place them in the category of fiction or nonfiction.
Correctly capitalize and underline words in book titles
Use writing process to create an expository composition **Special education:** Have
students write down the most important words from the passage. Ask students to
orally summarize what they have learned using their list of important words
Identify elements of expository text
**Special education:** Have students illustrate each element of the expository text
model and orally share that information with their peer tutor.
Assessments: Student Weekly Assessment Unit 4 Week 3
2/1/2012
Selection Test Unit 4 Week 3
2/1/2012
Comprehension Check Unit 4 Week 3
2/1/2012
Spelling Test Unit 4 Week 3
2/1/2012
Fluency Assessment Unit 4 Week 3
2/1/2012
Instructional
Procedures:
Notes:
Month---FEBRUARY
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
1.1.3.E (Introduced)
1.1.3.H (Introduced)
1.3.3.B (Introduced)
1.4.3.B (Introduced)
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
Demonstrate fluency and comprehension in reading.
Identify literary elements in stories describing characters, setting
and plot.
Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
This Curriculum Map Unit has no Topics to display
Unit: Harbor Seal Pup Grows Up - Week 22
Essential
Questions:
How do different people in your town work together to accomplish a goal?
How is Sidney found, helped, and released to her ocean home?
Did you think the story of a real seal was more interesting than the story of an
imaginary seal would have been? Why or why not?
How is caring for a seal pup like caring for a puppy or a dog?
How will summarizing help you read and understand another selection?
Content:
New vocabulary
Context clues/antonyms
Phonics vowel digraph oo, ou
Comprehension: Analyze text structure
Identify sequence of events
Mechanics: letter punctuation
Irregular verbs
Letter writing
Genre: Expository text
Skills:
Recognize new vocabulary words and their meanings
Use context clues to recognize antonyms **Special education:** Write weak and week
on the board. Discuss the similarity in pronunciation, but differences in meaning and
spelling. Guide students to use context to tell that the harbor pup is thin and hungry so
she has little energy. Explain that this meaning makes sense in the sentence.
Correctly spell words with vowel diagraphs oo, ou
Analyze text structure and sequence of events **Special education:** Have students
utilize a graphic organizer such as a sequence chart to categorize story information
Use subject verb agreement with irregular verbs **Special education:** Have students
use sentence frames to practice using past-tense verbs. A sentence frame example
would be "Yesterday I went to the_____. I saw______." Explain the meaning of the
verbs.
Analyze text structure to identify the way text is organized in non fiction **Special
education:** Additional reinforcement on page 119R in teacher's edition
Use writing process to write a friendly letter **Special education:**Ask students to
describe or act out experiences they have had caring for pets. Record any key phrases
or words from the students on chart paper. Have the students reference the chart
paper as they begin their writing.
Understand correct letter punctuation and conventions
**Special education:** Have students create punctuation cards with examples of how
to correctly punctuate a sentence and what the correct definition is for each type of
punctuation such as a period, question mark , exclamation mark, etc. Students can
use/refer to these cards when they are working on their writing samples.
Identify elements of an expository text **Special education:** Brainstorm with
children ideas about pets' needs. Have them fold pieces of paper into quarters. They
can draw one thing they know a pet needs in each quarter. Have children dictate a
label or caption for each picture.
Assessments: Student Weekly Assessment Unit 4 Week 4
2/1/2012
Selection Test Unit 4 Week 4
2/1/2012
Comprehension Check Unit 4 Week 4
2/1/2012
Spelling Test Unit 4 Week 4
2/1/2012
Fluency Assessment unit 4 Week 4
2/1/2012
Instructional
Procedures:
Notes:
Month---FEBRUARY
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.5.3.C (Introduced) Write with controlled and/or subtle organization.
This Curriculum Map Unit has no Topics to display
Unit: Mice and Beans - Week 23
Essential
Questions:
When have you seen people work together in a surprise or unusual way?
What do the mice do in this story that they can't do in real life?
What parts of the story could not happen in real life? How do you know this story is a
fantasy? How did the illustrations show that this story was a fantasy?
What solids, liquids, and gases are in your favorite recipe? Write about it.
How will analyzing the story structure help you read and understand another selection?
Content:
New Vocabulary
Inflected verbs
Vowel digraph a, au, aw
Comprehension: analyze story structure
Distinguish between fantasy and reality
Contractions
Mechanics: contractions and apostrophes
Expository writing
Genre: Fantasy
Skills:
Recognize new vocabulary words and their meanings
Use word parts to determine the meanings of compound words
**Special education:** Additional reinforcement on page 161L, 161R, 161X, and
161DD in teacher's edition
Use word parts to figure out verb meaning
Understand how the events in a story are organized
Decide if a story is real or fantasy
**Special education:** Have students utilize a graphic organizer such as a
reality/fantasy chart to categorize story information.
Correctly spell words with vowel diagraph a, au, aw
Identify and read contractions **Special education:** Have students write each
contraction they come across within a sentence and then write the words that make
up the contraction. Have students highlight the contractions they find in the sentences.
Correctly use apostrophe in contractions
Use writing process to compose a descriptive flyer **Special education:** Ask each
student to discuss an interesting event such as a show they have attended. Have the
students share their descriptions with the group. Elicit details to support student
responses. Record their answers on chart paper and have students refer back to the
chart paper as they work on their flyer.
Identify elements of a fantasy **Special education:** Give each student two index
cards. Have them write fantasy on one card and reality on the other card. Ask students
to retell the story, using the pictures and the text. List the events on the board. Reread
the list and have the student hold up the appropriate card to show they know the
difference between reality and fantasy.
Assessments: Student Weekly Assessment Unit 4 Week 5
2/1/2012
Selection Test Unit 4 Week 5
2/1/2012
Comprehension Check Unit 4 Week 5
2/1/2012
Fluency Assessment Unit 4 Week 5
2/1/2012
Instructional
Procedures:
Notes:
Month---FEBRUARY
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced)
1.4.3.B (Introduced)
Identify literary elements in stories describing characters, setting
and plot.
Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 24
Essential
Questions:
How does applying comprehension skills and strategies help you read new texts?
How does using test taking strategies help you read and understand new text?
How does using the writing process help you to write an expository paragraph?
Content:
Skills:
Assessments: Show What You Know pp. 13-16 - 03
2/1/2012
Student Book pp. 162-165
2/1/2012
Unit 4 test
2/1/2012
Fluency Assessment - 27
2/1/2012
Running Records - 01
2/1/2012
Benchmark Assessment - 05
2/1/2012
Instructional
Procedures:
Notes:
Month---FEBRUARY
This week is Unit 4 review and assess week.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: The Tiny Seed - Week 25
Essential
Questions:
How do plants change as they grow?
What does the tiny seed need to grow?
What is one thing that is real and one thing that is made-up in The Tiny Seed?
How would drawing a picture that looks like the giant flower at the end of The Tiny
Seed labeling each of its parts help you understand the story?
How will summarizing help you read and understand another selection?
Content:
New vocabulary
Closed syllables
Comprehension: summarize and draw conclusions
Mechanics: quotation marks
Pronouns
Procedural writing
Genre: Informational fiction
Skills:
Recognize new vocabulary words and their meanings. **Special education:**
Additional reinforcement on page 205L, 205R, 205X, 205DD in teacher's edition
Correctly spell words with closed syllables
Summarize a story's plot **Special education:* Use a graphic organizer such as a
narrative elements chart to identify story information
Draw conclusions using two or more facts in the text **Special education:** Use a
graphic organizer such as a fact and conclusion chart to identify reading passage
information.
Understand and use pronouns **Special education:** Use personal pronouns to
describe the picture on page 200 in the text. Point to the images as you describe
them. Have students follow along. Then have the students use pronouns to describe
actions along with the sentence frame" She/He is_____."
Identify and use quotation marks to dialogue **Special education:** Have students
read the passage aloud and emphasize the dialogue. Explain what is happening in
each sentence. Have students identify the different ways the characters speak based
on whether they are asking, saying or yelling the words.
Use process writing skills to create a procedural how to poster **Special education:**
Choose a simple science experiment and have students describe each step in the
process, using the words first, next, then, and finally. Have students use the
description as a basis for their how-to posters.
Identify elements of a fictional information genre
Assessments: Student Weekly Assessment Unit 5 Week 1
3/1/2012
Selection Test Unit 5 Week 1
3/1/2012
Comprehension Check Unit 5 Week 1
3/1/2012
Spelling Test unit 5 Week 1
3/1/2012
Fluency Assessment Unit 5 Week 1
3/1/2012
Instructional
Procedures:
Notes:
Month---MARCH
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
This Curriculum Map Unit has no Topics to display
Unit: The Ugly Vegetables - Week 26
Essential
Questions:
What do people grow in gardens? What is needed to grow a garden?
How does the garden change from the beginning to the end of the story?
What events from the story could happen in real life? Explain.
What kind of vegetables would you like to grow? How would you plant these
vegetables?
How did summarizing and identifying the sequence of events help you as you read this
week's selections?
Content:
New vocabulary
Closed syllables
Summarize and identify sequence of events
Pronouns we and us
Mechanics: capitalizing the pronoun I
Narrative story
Genre: fiction
Homophones
Skills:
Recognize and use new vocabulary **Special education:** Additional reinforcement on
page 239L, 239R 239X, and 239HH in teacher's edition
Correctly spell words with closed syllables
Summarize the events of the story and identify the sequence of events **Special
education:** Have students use a graphic organizer such as a sequence chart to
identify important story information
Identify and use pronouns
Capitalize the pronoun I and use in sentence **Special education:** Have students
use a different color ink to identify the pronouns in the sentence. Have them state
what noun could fit into the pronouns place. Example: He went swimming. James went
swimming.
Use the writing process to write a narrative story with a beginning middle and end
**Special education:** Have students brainstorm a list of problems that can happen in
the garden. Restate student answers in complete sentences. Have students write the
problems and solutions on a chart for students to refer to as they write their stories.
Identify the narrative elements of fiction **Special education:** As you finish the story
have students draw a picture of what happened in the beginning of the story, a picture
of what happened in the middle of the story, and a picture of what happened at the
end of the story. Have students trade with other students and retell the story through
the pictures.
Identify homophones and their meanings **Special education:** Have students
identify the homophones in the reading passage. Have them write each homophone on
an index card and then illustrate the homophone and write the meaning of the word
on the back of the card.
Assessments: Student Weekly Assessment Unit 5 Week 2
3/1/2012
Selection Test Unit 5 Week 2
3/1/2012
Comprehension Check Unit 5 Week 2
3/1/2012
Spelling Test Unit 5 Week 2
3/1/2012
Fluency Assessment Unit 5 Week 2
3/1/2012
Instructional
Procedures:
Notes:
Month---MARCH
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
This Curriculum Map Unit has no Topics to display
Unit: Meet the Super Croc - Week 27
Essential
Questions:
How do we learn about animals that lived long, long ago?
Did a crocodile the size of a school bus once live on Earth?
How do the illustrations and facts help in giving information about the "Super Croc"?
How will adjusting your reading rate help you read and understand another selection?
Content:
New vocabulary/Prefixes and suffixes
Open syllables
Monitoring comprehension/adjust reading rate/Summarize
Plural possessive pronouns
Mechanics: capitalization
Expository writing - research report
Genre: Expository text
Skills:
Recognize new vocabulary and meanings **Special education:** Additional
reinforcement on page 251P, 251V, 251BB, and 251HH in teacher's edition
Use word parts: suffixes and prefixes to determine word meanings **Special
education:** Have students highlight the suffixes and prefixes in the given sentence.
Have students write each prefix on an index card and then write its meaning on the
back of the index card. Have them also complete this procedure for the suffixes they
come across in their reading.
Correctly spell words with open syllables
Monitor comprehension by adjusting reading rate**Special education:** Additional
reinforcement on page 251V in teacher's edition
Identify and use plural possessive pronouns **Special education:** Have students
highlight the plural possessive pronouns that are used in the given sentences. Have
students write examples of plural possessive pronouns.
Summarize an expository text restating only main idea and details **Special
education:** Use a graphic organizer such as a main idea/summary chart to categorize
story information
Use capitalization for proper nouns, months and days of the week **Special
education:** Have students highlight or write in a different color the proper nouns,
months, and days of the week in a given sentence structure.
Use process writing to write a research report **Special education:** Have students
generate questions about fossils. Have partners ask each other questions about fossils.
Create a list of the questions the students ask each other.
Identify elements of expository text
**Special education:** Have students illustrate each element of the expository text
model and orally share that information with their peer tutor.
Assessments: Student Weekly Assessments Unit 5 Week3
3/1/2012
Selection Test Unit 5 Week 3
3/1/2012
Comprehension Check Unit 5 Week 3
3/1/2012
Spelling Test Unit 5 Week 3
3/1/2012
Fluency Assessment Unit 5 Week 3
3/1/2012
Instructional
Procedures:
Notes:
Month---MARCH
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
This Curriculum Map Unit has no Topics to display
Unit: Farfallina and Marcel - Week 28
Essential
Questions:
How do animals change as they grow?
How do you know Farallina and Marcel are good friends?
In real life a caterpillar changes into a butterfly, and a gosling changes into a
goose. Why, then, is this story a fantasy?
How will monitoring comprehension help you read and understand another selection?
Content:
New vocabulary/Synonyms
Consonant + le Syllables
Monitor comprehension: reread and make inferences
More contractions
Mechanics: contractions/possessive pronouns
Friendly letter
Genre: Fantasy
Skills:
Recognize new vocabulary words and their meanings **Special education:**
Additional reinforcement on page 285L, 285R, 285X, and 285DD in teacher's edition
Identify synonyms
Spell words with consonant and le syllables
Monitor comprehension by rereading and making inferences **Special education:**
Have students utilize a graphic organizer such as an inference chart to categorize
information.
Identify contractions
Write contractions and possessives correctly with apostrophe **Special education:**
Have students highlight the words with contractions and possessives. Have students
write the two words that make the contractions.
Use writing process to compose a friendly letter **Special education:** Have students
discuss the event they will describe in their letters. Tell children to describe why the
event was important. Direct students to be precise in their responses in telling what
happened, who else was there, and how they felt.
Identify fantasy elements
Assessments: Student Weekly Assessments Unit 5 Week 4
3/1/2012
Selection Test Unit 5 Week 4
3/1/2012
Comprehension Check Unit 5 Week 4
3/1/2012
Spelling Test Unit 5 Week 4
3/1/2012
Fluency Assessment Unit 5 week 4
3/1/2012
Instructional
Procedures:
Notes:
Month---MARCH
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
This Curriculum Map Unit has no Topics to display
Unit: Nantik the Wolf Pup- Week 29
Essential
How do wild animals change and learn to live in their habitats?
Questions:
How do you know the boy and the wolf pup would have a close friendship?
How are the characters in this story like people in real life?
How would Nutik's life be different if he never left his pack?
How will adjusting your reading rate help you read and understand another selection?
Content:
New vocabulary
Word parts/inflected verbs
Open syllables
Monitor comprehension adjust reading rate
Make inferences
Pronoun-verb agreement
Mechanics: Book Titles
Expository writing - Book Report
**Special education:** Have students create a template to follow when they are
crafting their personal book report. The template should list the correct examples of
how to write a book report and sample sentences with proper conventions. Students
should be given additional examples of how to cluster ideas and effective ways to
brainstorm for a written piece. Students should be reminded about the sensory
elements that are part of writing and what should be part of an appropriate cluster
activity.
Genre: fiction
Skills:
Recognize new vocabulary words and their meanings
Use word parts and inflected endings to determine new words
**Special education:** Additional reinforcement on page 317L, 217R, 371X, 317DD
are in teacher's edition.
Spell words with open syllables correctly
Monitor comprehension by adjusting reading rate
Make inference with story details
**Special education:** Have the students utilize a graphic organizer such as in
inference chart to categorize information from the reading passage.
Use proper pronoun/verb agreement **Special education:** Have students highlight
the pronouns in the given sentence sample and identify the verb that matches the
pronoun.
Write book titles correctly **Special education:** Have students review samples that
indicate how to write book titles correctly. Have students write the book title in
another color ink.
Use process writing to create a book report **Special education:** Ask students to
select a favorite book from the classroom library or school library. Have students share
their selection with the group, by pointing out the title, author's name, and illustrate
some of their favorite pages or sections.
Identify narrative elements of fiction **Special education:** Have students orally retell
or summarize the plot of their fiction story. Prompt discussion by asking students "
What is the story about? Who are the characters? What did you learn from the story?"
Have students point to pictures in the book that answer these questions.
Assessments: Student Weekly Assessment Unit 5 Week 5
3/1/2012
Selection Assessment Unit 5 Week 5
3/1/2012
Comprehension Check Unit 5 Week 5
3/1/2012
Spelling Test Unit 5 Week 5
3/1/2012
Fluency Assessment Unit 5 Week 5
3/1/2012
Instructional
Procedures:
Notes:
Month---MARCH
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 30
Essential
Questions:
How does applying comprehension skills and strategies help you read a new text?
How does identifying features of a fictional narrative help you understand the text?
How does using procedural writing steps help you write a narrative paragraph?
Content:
Skills:
Assessments: Show What You Know pp. 17-20
4/1/2012
Student Book pp. 318-321
4/1/2012
Unit 5 Assessment
4/1/2012
Fluency Assessment Unit 5
4/1/2012
Running Records Unit 5
4/1/2012
Benchmark Assessment - 06
4/1/2012
Instructional
Procedures:
Notes:
Month---APRIL
This is Unit 5 review and assess week.
The anchor standard that cannot be found for 1.5.3.B ~ Quality of Writing ~ Write
using well-developed content appropriate for the topic.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
1.5.3.F (Introduced) F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display
Unit: Dig, Wait, Listen - Week 31
Essential
Questions:
What is life like in the desert?
What do you learn about the toad?
How did the author tell facts in an interesting way in this story?
How is the spadefoot toad like the other animals of the Sonoran Desert?
How will using the summarizing strategy help you read and understand another
selection?
Content:
New vocabulary
Context clues: possessives
Consonant + le Syllables
Generate questions to identify author’s purpose
Adjectives that tell how many
Mechanics: Commas in Sentences
Narrative - Friendly letter
Genre: fiction
Skills:
Recognize new vocabulary words and their meanings
Use context clues to identify possessives
**Special education:** Additional reinforcement on page 361L, 361R, 361X and
361DD in teacher's edition
Write and spell correctly words with consonant + le
**Special education:**Point out multisyllabic words located in the reading passage.
Have students practice decoding in context as they read the passage. Focus on words
in the reading passage on page 341, and 342 in text. Model blending each word part
by part.
Generate questions about story to identify the author's purpose **Special education:**
Have students use a graphic organizer such as an author's purpose chart to categorize
reading passage information.
Identify and use adjectives that tell how many **Special education:** Have students
use a highlighter to locate adjectives in a given sentence. When they locate the
adjective then have them write down the adjective and what it is describing. Example:
Four frogs hopped down the street... four is the adjective and should be highlighted
and then four should be written down with the description.. four is the number of frogs
in this sentence.
Use commas properly in sentences
Use process writing to compose a friendly letter **Special education:** Ask the
students the following questions to help them generate topics for their letters... such
as "What kinds of things do you need help with at home? Do you need help taking
care of a pet? Do you need help with your homework?"
Identify elements of fiction **Special education:** Have students use a sentence
frame to aid in story summary activities and writing sentences about what they have
read
Assessments: Student Weekly Assessment Unit 6 Week 1
4/1/2012
Selection Test Unit 6 Week 1
4/1/2012
Comprehension Check - 06
4/1/2012
Spelling Test Unit 6 Week 1
4/1/2012
Fluency Assessment Unit 6 Week 1
4/1/2012
Instructional
Procedures:
Notes:
STANDARDS
Month---APRIL
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
This Curriculum Map Unit has no Topics to display
Unit: Splish Splash - Week 32
Essential
Questions:
What do animals need to survive?
How do the different animals clean themselves?
How did looking at the photographs help you understand the information in the
selection?
How will generating questions help you read and understand another selection?
Content:
New vocabulary
Word parts/inflected nouns
Vowel team syllables
Generate questions
Compare and contrast
Mechanics: use the articles a, an, the
Proper nouns
Expository writing: summary
Genre: Expository text
Skills:
Recognize new vocabulary words and their meanings
Use word parts to determine new words
**Special education:** Additional reinforcement on page 393L, 393R, 393X, and
393DD in teacher's edition
Write and spell vowel team syllable words **Special education:** Have students work
with the spelling word cards and build vowel team syllable words. Students should use
these words in sentences and be able to locate these words in their reading passage.
Generate questions to understand content
Compare and contrast events
**Special education:** Have students utilize a graphic organizer such as a Venn
Diagram to categorize the information in the reading passage. Students can also make
an Animal/Behavior chart and use it to identify facts/concepts within the story.
Use articles correctly in writing **Special education:** Have students highlight the
articles within a given sentence.
Identify and use proper nouns **Special education:** Have students use a different
color ink in order to identify the proper nouns. Have students write why the noun is
capitalized.
Use process writing to write a summary **Special education:** Have students draw
pictures of the animals they chose to research. Have them work in pairs to generate a
list of research questions about their animals. Use the list that is generated to assist
students as they write their research article.
Identify expository elements
Assessments: Student Weekly Assessment Unit 6 Week 2
4/1/2012
Selection Test Unit 6 Week 2
4/1/2012
Comprehension Check Unit 6 Week 2
4/1/2012
Spelling Test Unit 6 Week2
4/1/2012
Fluency Assessment Unit 6 Week 2
4/1/2012
Instructional
Procedures:
Notes:
Month---APRIL
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
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Unit: A Way to Help Planet Earth - Week 33
Essential
Questions:
How do people cause problems for the Earth? What can people do to help?
What can everyone do to help keep Earth clean?
How do the photographs and sidebar help you better understand the information in
the article?
How will understanding how to generate questions help you when you read another
selection?
Content:
New vocabulary
Dictionary: Multiple-Meaning words
Final e syllables
Generate questions to identify problem and solution
Mechanics: Sentence Punctuation
Mechanics: synonyms and antonyms
Expository: comprehension
Genre: Expository text
Skills:
Recognize new vocabulary words and their meanings
Use dictionary to define multiple meaning words
**Special education:** Additional reinforcement on page 405P, 405V, 405BB, and
405HH in teacher's edition
Write and spell words with final e syllables correctly
Generate questions to help identify the problem/solution **Special education:** Have
students utilize a graphic organizer such as a problem/solution chart to categorize
information from the reading passage.
Use proper punctuation in sentences
Use synonyms and antonyms correctly in sentences **Special education:** Have
students identify what a synonym and antonym are and demonstrate an example of
each. Such as hot and sizzling and students could draw sizzling bacon in a pan and hot
cookies coming from the oven. For antonyms have students draw examples of those
such as cold and hot. Cold ice and hot chocolate could be on two index cards and
students would need to say if these two words were antonyms and what was their
reasoning.
Use writing process to create an expository composition **Special education:**
Select a classroom book and have students use the text features including
photographs, captions, sidebars, and any other changes in print to help them
understand the content of the passage. Have students give an oral summary about
what they learned.
Identify elements of expository text
Assessments: Student Weekly Assessment Unit 6 Week 3
4/1/2012
Selection Test Unit 6 Week 3
4/1/2012
Comprehension Check Unit 5 Week 3 - 01
4/1/2012
Spelling Test Unit 6 Week 3
4/1/2012
Fluency Assessment Unit 6 Week 3
4/1/2012
Instructional
Procedures:
Notes:
Month---APRIL
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
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Unit: Super Storms - Super Storms - Week 34
Essential
Questions:
What happens when a powerful storm strikes? How can people stay safe during a big
storm?
What is it like when there is a super storm?
Did you find it interesting to read about storms that really happened? Why or why not?
How will rereading help you when you read another selection?
Content:
Vowel Team syllables
Visualize cause and effect
Mechanics: apostrophes
Adjectives that compare
Expository writing: compare and contrast
Genre: Expository text
Word parts/compound words
New vocabulary
Skills:
Correctly write and spell words with vowel syllables **Special education:** Have the
students use the word-building cards and words on creating words with vowel
syllables.
Use graphic organizer to visualize cause and effect **Special education:** If students
are having a hard time identifying the cause and effect relationships, remind them that
the effect is usually stated or described after the cause. Prompt students to ask "What
happened?" when they want to find the effect and "Why?" to find the cause.
Recognize and use apostrophes in possessives
Understand and use adjectives that compare **Special education:** Have students
highlight the adjectives in a sentence. Have them identify how the adjective is used in
the sentence
Use process writing to write a compare and contrast paragraph **Special education:**
Have students prepare to write their paragraphs by having them choose a picture
showing a type of weather in a nonfiction book. Then each student should compare
and contrast their picture with their partner by using these sentence frames" My
picture is like my partner's because__________. My picture is different from my
partner's because___________."
Identify elements of expository selection
**Special education:** Have students use their illustrated expository note cards in
order to determine the appropriate ways to draft their writing sample. Students should
be utilizing the 4 square writing technique and clustering activity to assist with
brainstorming ideas.
Use word parts to determine the meanings of compound words
Recognize new vocabulary words and their meanings **Special education:** Have
students write the new words they learn in a personal dictionary and illustrate the
word's meaning in their personal dictionary
Assessments: Student Weekly Assessment Unit 6 Week 4
4/1/2012
Selection Test Unit 6 Week 4
4/1/2012
Comprehension Check Unit 6 Week 4
4/1/2012
Spelling Test Unit 6 Week 4 - 02
4/1/2012
Fluency Assessment Unit 6 Week 4
4/1/2012
Instructional
Procedures:
Notes:
Month---APRIL
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.B (Introduced) Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
This Curriculum Map Unit has no Topics to display
Unit: Pushing Up the Sky - Week 35
Essential
Questions:
Describe what you can see in the sky. How might people from long ago have
explained the natural world?
What is the people's problem? How do they solve it?
How is play different from a book?
How will visualizing help you when you read another selection?
Content:
New Vocabulary/Word Parts: ending and base word, -ed
r-controlled syllables
Visualize/Problem and solution
Adverbs
Mechanics: capitalization
Narrative writing: Play
Genre: Play
Skills:
Recognize new vocabulary words and their meanings/Use word parts: ending and base
word to determine meaning of new word
**Special education:** Additional reinforcement on page 461L, 461R, 461X, and
461DD in teacher's edition
Write and spell words with r-controlled syllables **Special education:** Have students
use the word building cards to create words with r-controlled syllables.
Monitor and adjust comprehension by visualizing/Identify problem and solution
**Special education:** Have students utilize a graphic organizer such as a
problem/solution chart to categorize story information.
Identify adverbs that tell how, when, where **Special education:** Have students use
a highlighter and mark the adjectives they see within the reading passage. Have them
use a chart with the headings of how, where, when and as they locate the adjective
have them place the word in the appropriate column.
Learn how to capitalize proper nouns and pronoun I **Special education:** Have
students highlight the proper nouns and the pronoun I in given sentences and have
them explain what makes these words require a capital letter.
Write a play with a beginning, middle, and end **Special education:** Have students
draw comic strips showing the main events in their plays. Ask students questions
about their pictures. Have the students order the events that are part of their play in
the correct sequence of events. Have students explain why the pictures are ordered in
a particular way.
Identify elements of a play
**Special education:** Have students identify the elements in a play specifically what
dialogue is and how they would define it. Have students draw two characters and have
them orally discuss what the two characters might be saying and then have them
place the information in word bubbles above the character's head. Have students orally
discuss what the characters would say next and how that would be written in sentence
form. Have students discuss the idea of setting and what is means. Have students
identify the setting in the illustrations they drew. Have students identify characters and
have them label the characters in their drawing.
Assessments: Student Weekly Assessment Unit 6 Week 5
5/1/2012
Selection Test Unit 6 Week 5
5/1/2012
Comprehension Check Unit 6 Week 5
5/1/2012
Spelling Test Unit 6 Week 5 - 01
5/1/2012
Fluency Assessment Unit 6 Week 5 - 02
5/1/2012
Instructional
Procedures:
Notes:
Month---MAY
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.E (Introduced) Acquire a reading vocabulary by identifying and correctly using
words (e.g., antonyms, synonyms, categories of words). Use a
dictionary when appropriate.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
and plot.
1.4.3.A (Introduced) Write narrative pieces (e.g., stories, poems, plays).
This Curriculum Map Unit has no Topics to display
Unit: Review and Assess - Week 36
Essential
Questions:
How does applying comprehension skills and strategies help you read a new text?
How does identifying features of an expository article that compares and contrasts
help you read a new text?
How does using the writing process help you to write an expository composition?
Content:
Skills:
Assessments: Show What You Know pp. 21-24
5/1/2012
Student Book pp.462-465
5/1/2012
Unit Assessment Unit 6
5/1/2012
Fluency Assessment Unit 6
5/1/2012
Running Records Unit 6
5/1/2012
Benchmark Assessment Final
5/1/2012
Instructional
Procedures:
Notes:
Month---MAY
This is Unit 6 review and assess week.
STANDARDS
STATE: Pennsylvania State Standards (2002)
1.1.3.C (Introduced) Use knowledge of phonics, word analysis (e.g., root words,
prefixes and suffixes), syllabication, picture and context clues to
decode and understand new words during reading.
1.1.3.G (Introduced) Demonstrate after reading understanding and interpretation of
both fiction and nonfiction text.
1.1.3.H (Introduced) Demonstrate fluency and comprehension in reading.
1.2.3.C (Introduced) Produce work in at least one literary genre that follows the
conventions of the genre.
1.3.3.B (Introduced) Identify literary elements in stories describing characters, setting
1.4.3.B (Introduced)
1.5.3.A (Introduced)
1.5.3.F (Introduced)
and plot.
Write informational pieces (e.g., descriptions, letters, reports,
instructions) using illustrations when relevant.
Write with a sharp, distinct focus identifying topic, task and
audience.
F. Edit writing using the conventions of language.
This Curriculum Map Unit has no Topics to display