Trinity Independent School District
Second Grade Writing Standards
First Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Second Grade Writing Standards
Second Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Second Grade Writing Standards
Third Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Second Grade Writing Standards
Fourth Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Second Grade Writing Standards
Fifth Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Second Grade Writing Standards
Sixth Six Weeks

The student will plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) and develop drafts by sequencing
ideas through writing sentences.









The student will write brief stories that include a beginning, middle, and end.




The student will use complete sentences with correct subject-verb agreement and distinguish among declarative and interrogative sentences.






The student will use phonological knowledge to match sound to letters to construct unknown words while writing.
The student will edit draphs for grammar, punctuation, and spelling using a teacher developed rubric.
The student will publish and share writing with others.
The student will write short poems that convey sensory details
The student will write brief compositions about topics of interest to the student.
The student will write short letters that put ideas in a logical sequence and use appropriate conventions.
The student will write brief comments on literacy or informational texts.
The student will write persuasive statements about issues for appropriate audiences in the school, home, or community.
The student will understand and use nouns (singular/plural, common/proper), verbs (past, present and future) adverbs and adjectives (e.g.,
descriptive: old, wonderful; articles: a, an, the), pronouns (e.g., he, him), and time-order transition words.
The student will write legibly leaving appropriate margins for readability.
The student will use capitalization for proper nouns, and months and days of the week.
The student will recognize and use punctuation marks, including ending punctuation in sentences, apostrophes and contractions, apostrophes and
possessives.
The student will spell words with common orthographic patterns and rules while writing.
The student will spell high-frequency words from a commonly used list while writing.
The student will use resources to find correct spellings while writing.
The student will share information and ideas about the topic under discussion.
The student will follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
Trinity Independent School District
Grade Writing Scope and Sequence
2nd
School
Week
Unit
1
Start SmartWeek 1
2
Start SmartWeek 2
3
Unit 1 Week 1
“David’s New
Friends”
4
Unit 1 Week 2
“Mr. Putter &
Tabby Pour the
Tea”
TEKS Statement
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
Talking
Points
Resources
Personal
Narrative
TE pages S1- S48
Personal
Narrative
TE pages S1- S48
Statements and
questions
TE Pages 6A-33LL
Capitalization
and punctuation
Personal
Narrative
Commands and
exclamations
Sentence
punctuation
Personal
Narrative
TE pages 34A- 66LL
5
6
Unit 1 Week 3
“Family FarmThen and now”
Unit 1 Week 4
“Meet Rosina”
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
Subjects and
letter
punctuation
TE 66A-77PP
Expository
report
Predicates and
commas
Friendly letter
TE pages 78A107LL
7
8
Unit 1 Week 5
“My Name is
Yoon”
Unit 1 Week 6
Review
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
Sentence
combining and
quotation marks
TE pages 105A145Ll
Personal
narrative
REVIEW
REVIEW
9
10
Unit 2 Week 1
“Babu’s Song”
Unit 2 Week 2
“Dona Flor”
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biii) long vowels (e.g. VCe-hope)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
Nouns and
commas in a
series
TE pages 156A195LL
Narrative: Story
Plural nouns
Capitalizations
and commas
Procedural:
Directions
TE pages 196A235LL
11
12
Unit 2 Week 3
“A Tall Tale”
Unit 2 Week 4
“One Grain of
Rice”
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
Proper nouns
and
abbreviations
TE pages 236A247PP
Expository:
Research report
Possessive
nouns and
apostrophes
TE pages 248A285LL
13
Unit 2 Week 5
“AfricanAmerican
Inventors”
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
Personal
narrative:
Friendly letter
Plurals and
apostrophes
Expository:
Biography
TE pages 286A315LL
14
Unit 2 Week 6
Review
15
Unit 3 Week 1
“The Alvin Ailey
Kids”
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aii) nouns (singular/ plural, common/proper)
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
REVIEW
REVIEW
Action verbs
and
abbreviations
TE pages 326A353Ll
Persuasive
advertisement
16
17
Unit 3 Week 2
“Abuleo and The
Three Bears”
Unit 3 Week 3
“Music of the
Stone Age”
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
Present- tense
verbs, commas
in a series
TE pages 354A387LL
Personal
narrative
Past-tense verbs
and letter
punctuation
Expository
TE pages 388A399NN
18
19
Unit 3 Week 4
“Click Clack
Moo” Cows that
Type”
Unit 3 Week 5
“Stirring Up
Memories”
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
The verb have
and book titles
TE pages 400A435LL
Persuasive:
Friendly letter
Sentence
combining and
sentence
punctuation
Descriptive
poems
TE pages 436A461LL
20
Unit 3 Week 6
Review
21
Unit 4 Week 1
“Head Body
Legs”
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(C) spell high frequency words from a commonly used list
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
REVIEW
REVIEW
Linking verbs
and
capitalization
TE pages 6A- 41LL
Personal
narrative
22
Unit 4 Week 2
“Officer Buckle
and Gloria”
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
Have as a
helping verb
and quotation
marks
Persuasive essay
TE pages 42A- 77LL
23
24
Unit 4 Week 3
“A Trip to the
Emergency
Room”
Unit 4 Week 4
“A Harbor Seal
Pup Grows Up”
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
Irregular verbs
and book titles
TE pages 78A89PP
Expository
composition
Irregular verbs
and letter
punctuation
Friendly letter
TE pages 90A119LL
25
26
Unit 4 Week 5
“Mice and
Beans”
Unit 4 Week 6
Review
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Ai) verbs (past, present, and future)
21(Avii) time- order transition words
Contractions
and
apostrophes
TE pages 120A161LL
Descriptive flyer
REVIEW
REVIEW
27
28
Unit 5 Week 1
“A Tiny Seed”
Unit 5 Week 2
“The Ugly
Vegetables”
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(Biii) the salutation and closing of a letter
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
Pronouns and
quotation marks
TE pages 172A205LL
Procedural: How
to poster
Pronouns I and
Me and
capitalizing the
pronoun I
Personal
narrative: Story
TE pages 206A239LL
29
30
Unit 5 Week 3
“Meet the Super
Croc”
Unit 5 Week 4
“Farfallina and
Marcel”
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
Possessive
pronouns and
capitalization
TE pages 240A251PP
Expository:
Research report
Contractions
and possessive
pronouns
Friendly letter
TE pages 252A285LL
31
32
Unit 5 Week 5
“Nutik the Wolf
Pup”
Unit 5 Week 6
Review
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Avi) pronouns (e.g. he, him)
21(Avii) time- order transition words
21(B) use complete sentences with correct subject-verb agreement
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
Pronoun-verb
agreement and
book titles
TE pages 286A317LL
Expository:
Book reports
REVIEW
REVIEW
33
34
Unit 6 Week 1
“Dig Wait Listen”
Unit 6 Week 2
“Splish Splash!
Animal Baths”
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Cii) apostrophes and contractions
22(Ciii) apostrophes and possessives
23(B) spell words with common orthographic patterns and rules
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(E) spell simple contractions (e.g. isn’t, aren’t, can’t)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
Adjectives and
commas in
sentences
TE pages 328A361LL
Narrative:
Friendly letter
Use articles: a,
an, and the
Proper nouns
Expository:
Summary
TE pages 362A393LL
35
Unit 6 Week 3
“A Way to Help
Planet Earth”
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
Synonyms and
antonyms and
sentence
punctuation
Expository:
Composition
TE pages 394A405PP
36
37
Unit 6 Week 4
“Super Storms”
Unit 6 Week 5
“Pushing up the
Sky”
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
Adjectives that
compare and
apostrophes
TE pages 406A437LL
Expository:
Compare and
contrast
Adverbs
Prepositions
and preposition
phrases
Capitalization
Narrative: Play
TE pages 438A461LL
38
Unit 6 Week 6
Review
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
17(A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, listing key ideas)
17(B) develop drafts by sequencing ideas through writing sentences
17(C) revise drafts by adding or deleting words, phrases, or sentences
17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
17(E) publish and share writing with others
18(A) write brief stories that include a beginning, middle, and end
18(B) write short poems that convey sensory details
19(A) write brief compositions about topics of interest to the student
19(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g. date,
salutation, closing)
19(C) write brief comments on literary or informational texts
20(A) write persuasive statements about issues that are important to the student for the appropriate audience in the school,
home, or local community
21(A) understand and use the following parts of speech in the context of reading, writing, and speaking
21(Aiii) adjectives (e.g. descriptive: old, wonderful; articles: a, an, the)
21(Aiv) adverbs (e.g. time: before, next; manner: carefully, beautifully)
21(Av) prepositions and prepositional phrases
21(Avi) pronouns (e.g. he, him)
21(C) distinguish among declarative and interrogative sentences
22(A) write legibly leaving appropriate margins for readability
22(B) use capitalization
22(Bi) proper nouns
22(Bii) months and days of the week
22(C) recognize and use punctuation marks
22(Ci) ending punctuation in sentences
22(Ciii) apostrophes and possessives
23(A) use phonological knowledge to match sounds to letters to construct unknown words
23(B) spell words with common orthographic patterns and rules
23(Bi) complex consonants (e.g. hard and soft c and g, ck)
23(Bii) r-controlled vowels
23(Biii) long vowels (e.g. VCe-hope)
23(Biv) vowel digraphs (e.g. oo-book, fool, ee-feet), diphthongs (e.g. ou-out, ow-cow, oi-coil, oy-toy)
23(C) spell high frequency words from a commonly used list
23(D) spell base words with inflectional endings (e.g. –ing, and –ed)
23(F) use resources to find correct spellings
*Additional resources: leveled books, read-aloud stories, etc. Bolded and underlined TEKS indicate STAAR Readiness Standards
REVIEW
REVIEW