Local Literacy Plan
The purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well
by the
end of Grade 3, in accordance with Minnesota Statute 120B.12 – Read Well By Third Grade.
INTRODUCTION
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Today, there are more than 5,400 students in Spring Lake Park Schools. This is more than 1,000 additional students than
ten years ago.
3,300 of our students come from Blaine, 924 students are from Spring Lake Park and 808 students are from Fridley.
There were 281 students in our most recent graduating class. When today’s kindergartners are seniors, the graduating class may
be close to 500.
Our students bring an ever-widening spectrum of physical, mental, and emotional needs. An increasing percentage of our
students are entering early childhood programming and kindergarten with special needs.
There are 56 languages spoken by our students and their families. Fifteen years ago just 2% of our students spoke a home
language other than English. Today, 18% speak a language other than English.
36% of our students are of color other than white. Ten years ago the percentage was 12%.
43.4% of our students are eligible for free or reduced lunch. Ten years ago 19% of our students received free or reduced
lunch.
LEARNING COMMUNITY FRAMEWORK
In Spring Lake Park, we believe that our district system is a collection of parts that interact to function as a whole. A successful
system interacts and operates interdependently and cannot be divided into separate parts. We recognize that each of the key
processes, represented in the rectangles, within our Spring Lake Park Learning Community Framework are interdependent and
must function effectively and efficiently so that teachers and staff are supported in their work, which ultimately reflects in student
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achievement results. We believe this is crucial in meeting our reading goal and ensuring that each child has the skills they need to
ensure they are college-ready.
ASSUMPTIONS AND BELIEFS THAT GUIDE OUR WORK
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All students will learn
We are responsible for the learning of all students
Culturally responsive instruction must occur in all classrooms
We must assure that race is no longer a predictor of success
We must determine the root cause of student’s barriers to success
Teachers are implementing high quality, differentiated core reading instruction to assure student learning
Teams work in a collaborative model to ensure acceleration of student learning
Universal screenings are used to determine student placement for targeted instruction
Students are formatively assessed on an ongoing basis
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Well trained reading teachers are selected to provide interventions that support the standards and promote accelerated
learning.
Intervention is a process to improve student achievement and accelerate learning and not a method of identifying students
for special education services
Data drives both the selection of interventions and success criteria
Interventions are implemented and monitored for fidelity as judged by an assigned person or group
Assuring reading achievement for all students is a priority
STATEMENT OF GOALS AND OBJECTIVES
Our district goals are bold and aspirational. As a district, we are collectively and individually committed to seeing our results
dramatically increase by designing engaging learning experiences, so that each student meets or exceeds learning targets.
Our literacy goals are:
 100% of our students who are proficient in the area of reading will maintain or enhance proficiency
 100% of students below grade level proficiency in reading will make the growth needed to reach proficiency by the
end of Grade 3
 100% of students well below grade level will make aggressive growth to or toward proficiency in reading
Reading proficiency for K-3, all grades, is defined as students who achieve “at standard” for the district’s identified focused
learning targets in areas including literature, informational text, and foundational skills. Although common summative
assessments of learning targets were initially developed in 2013-14, results weren’t commonly recorded by learning target
and district-wide data was not obtained. This year, results of the common summative assessments were commonly recorded
for Trimester 3 and provide a baseline of data by learning target. Achievement results, based on 2014-15 common summative
assessments, indicated that 62% to 65% of students achieved “at standard” for five of the common learning targets assessed
at the end of Trimester 3 (ask and answer questions – literature and informational text; retell stories – literature; main topic –
informational text; word meaning – informational text). Because this is the first year that we have formally recorded common
summative data by learning target, we lack data on student growth. As we move into the 2015-16 school year, teachers will
expand their use of our learning management system (Schoology) to record data by learning target, both for grade level
targets and for prior grade level targets for which students are not yet “at standard.”
Additionally, reading proficiency is defined by the percentage of students in Grades 2 and 3 who achieve scores at the 50th
percentile or higher on the MAP reading assessment given each spring. Results of the spring 2015 MAP reading indicated that
57% of our Grade 2 and Grade 3 students met this definition of reading proficiency. As noted in the literacy goals above, all
students who start the year with a prior spring MAP score below the 50th percentile have a goal to make more than average
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growth. Aggressive growth, in terms of MAP results, indicates that students have made 0.5 standard deviations above average
growth for their grade level and starting RIT score. This type of growth goal serves to close the gap between where students
currently are performing and their grade level benchmark. Results of the spring 2015 MAP reading indicated that of the
students who were below the 50th percentile on their spring 2014 MAP reading, 46.8% of our Grade 2 and Grade 3 students
made aggressive growth.
Results of both measures of reading proficiency indicate that we must maintain a continued focus on both core and targeted
reading instruction in order to ensure that all students are reading by the end of Grade 3. Specific areas of focus for
professional learning in 2015-16 include phonemic awareness, phonics, close reading, and using daily formative assessment to
inform next steps in student learning.
STATEMENT OF PROCESS TO ASSESS STUDENTS
Assessment of and for learning is at the core of our learning community framework. Our assessed curriculum is composed of a
balanced assessment system designed to measure student learning of our learning targets. Our balanced assessment system provides
a variety of assessments and assessment strategies to provide evidence of student growth and achievement, and to involve and
engage students as active participants in learning. Teachers embed assessment into their day-to-day practices, and use it to modify
instruction to meet student needs. The following table describes assessment practices specific to literacy for our K-3 students.
ASSESSMENT
PURPOSE
AREAS ASSESSED
MCA-III
READING
To consider overall proficiency of
students; to measure student growth; to
evaluate effectiveness of programs
MN State Standards in
Reading
(Foundational Skills,
Literature,
Informational Text)
WIDA’s English
language
development
standards (social &
instructional
language; language of
language arts, math,
ACCESS
To monitor student progress is acquiring
academic English; to determine when
students identified as EL have attained
the language proficiency needed to
participate meaningfully in content area
classrooms without support; to evaluate
effectiveness of programs
FOR WHOM &
BY WHOM
Grade 3
Classroom
teacher
Grades K, 1, 2,
3 students
identified as
English learners
WHEN
PROFICIENCY
Spring
(MarchMay)
Meets
Standards or
Exceeds
Standards
Winter
(FebruaryMarch)
Proficiency
level of 5
(Bridging) or 6
(Reaching)
EL teacher
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WIDA-ACCESS
PLACEMENT
TEST
Assists teachers with programmatic
placement decisions such as identification
and placement of ELs
NWEA
MEASURES OF
ACADEMIC
PROGRESS
(MAP)
To consider overall proficiency of
students; to measure student growth; to
evaluate effectiveness of programs; to
identify students who may need
additional support
COMMON
SUMMATIVE
ASSESSMENTS
To ensure instructional alignment to
standards; to evaluate curriculum and
resources; to determine student progress
toward meeting standards (leading
indicators); to identify students who may
need additional support
To identify students in need of support or
advancement (small outcomes); to inform
next steps in learning or teaching
(diagnostic); to check in with students
about their progress in achieving learning
targets
To monitor student progress on standards
that have not yet been mastered at
current and previous grade levels
COMMON
FORMATIVE
ASSESSMENTS
TARGETED
CLASSROOM
FORMATIVE
science and social
studies
WIDA’s English
language
development
standards (social &
instructional
language; language of
language arts, math,
science and social
studies
Common core
standards in reading
Grades K, 1, 2,
3 incoming
students who
may be
designated as
English learners
MN state standards in
reading (foundational
skills, literature,
informational text)
MN state standards in
reading (foundational
skills, literature,
Proficiency
level of 5
(Bridging) or 6
(Reaching)
September
(Grade 2)
May
(Grades 2,
3)
November
February
May
Meets grade
level targets;
meets collegeready
benchmarks;
meets
individualized
growth goals
Mastery of
learning
targets
Ongoing
throughout
trimester
Mastery of
learning
targets
Ongoing
throughout
trimester
Mastery of
learning
targets
EL teacher
Grades 2, 3
Classroom
teacher
MN state standards in
reading (foundational
skills, literature,
informational text)
Primarily
fall, but
also
ongoing
throughout
school year
Grades K, 1, 2,
3
Assessed by
classroom
teacher
Grades K, 1, 2,
3
Assessed by
classroom
teacher
Grades K, 1, 2,
3
5
AND
SUMMATIVE
ASSESSMENTS
informational text)
PARENT NOTIFICATION AND INVOLVEMENT
Communication and conferencing with parents and families was an emphasis of our district operation plan in 2014-15, and this
continues as a board priority for 2015-16. Our teachers and schools are continually developing and implementing prototypes to
answer the following design question: How might we enhance communication of learning expectations and progress to effectively
partner with families? We are always refining our system of ongoing communication among parents, teachers, and students so that it
is clear where students are at in their learning, and to involve all stakeholders in developing and implementing next steps in
learning.
Parents are informed of student progress on the above-listed assessments in a variety of ways. For external, summative assessments
(e.g., MCA-III, MAP, ACCESS), parents receive an individual student report that includes student results and possible next steps in
learning. For district-developed summative and formative assessments, parents receive frequent updates of student achievement
and progress through Schoology, our learning management system. Parents receive information on how their child performed on
various assessments and assignments, and these are linked to the learning target that is being assessed. Parents may choose to
receive automatic updates via Schoology daily, weekly, or upon login.
Parents are also informed and involved in a child’s multi-tiered system of supports. When student achievement data indicates a
need for targeted support, parents are informed via written note and at fall conferences. At this time, parents are aware of their
child’s current intervention support, are asked to provide input, and are given suggestions for supporting their child out of school.
Students receiving our most intensive supports are provided biweekly updates using progress monitoring data to inform parents on
their child’s growth specific to the learning target(s) of focus.
Weekly school newsletters feature strategies families can utilize at home to support reading achievement. Family reading nights
during the school year also give families support and resources to develop their child’s reading skills outside of school. In addition to
fall and winter conferences, teachers have a communication day in the spring to provide an update to parents prior to the end of
the school year. Teachers utilize phone calls and emails so that each parent has at least one communication from a teacher on this
day.
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INTERVENTION AND INSTRUCTIONAL SUPPORTS & STUDENT SUPPORT SYSTEM FOR EL
LEARNERS
The Elementary Literacy Instructional Framework (see attached) is designed to guide professional development planning to ensure
all Spring Lake Park teachers possess the following qualities of an expert literacy teacher. The following components of the Local
Literacy Plan are included in the framework:
 Intervention and Instructional Supports
 Student Support System for EL Learners
PROFESSIONAL DEVELOPMENT ON SCIENTIFICALLY-BASED READING INSTRUCTION
Teachers are provided multiple opportunities to participate in professional learning related to reading instruction and strategies.
Professional learning is focused on building teachers’ capacity to better identify, plan for, and meet the needs of each student in
their reading achievement. Continuous improvement and innovation coaches and principals provide actionable feedback and support
for each teacher, based on weekly walkthrough observations.
PROFESSIONAL LEARNING
SPRING LAKE PARK ACADEMY
COURSES
DISTRICT-WIDE LITERACY
LEADERS
CLASSROOM WALKTHROUGHS
BUILDING LEVEL
WHO INVOLVED
District administration
Teachers new to the profession
(required)
Teachers new to Spring Lake Park
(required)
All teachers (optional)
Teachers (4-6 identified by each
principal), principals, and
continuous improvement and
innovation coaches from each
building
District literacy coordinator,
principals, and continuous
improvement and innovation
coaches from each building
All building staff
TIMELINE
As offered
throughout the
year
PURPOSE
Learn reading instructional and
formative assessment strategies,
collaborate to implement, and
reflect on implementation
1-2 times each
month
throughout the
year
Collaborate as lead literacy learners
across schools; plan and implement
district-wide professional learning in
the area of literacy
Weekly
Observe reading instruction, reflect
on implementation, and plan for next
school-wide professional learning
needs
Collaborate and learn reading
Monthly and on
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PROFESSIONAL LEARNING
PROFESSIONAL LEARNING
COMMUNITIES
K-3 teachers
INDIVIDUAL TEACHER
LEARNING PLAN
K-3 teachers
designated
district
professional
learning days
Weekly
throughout the
year, embedded
into the day
instructional strategies and reflect on
implementation
Identify student learning needs (in
the area of reading) based on data
analysis of common assessments,
reflect on instruction, and plan
instructional response for next
learning.
Weekly feedback To improve teacher practices related
from coach and
to student achievement, professional
principal;
practices, and student engagement
monthly
meetings with
coach and
principal
CURRICULUM AND INSTRUCTION SYSTEM
The intended curriculum, or the written curriculum, is what we expect each student to know, understand, and be able to do in each
curricular area and at each grade level. Our intended curriculum is driven by state standards, national standards, and local
practices. In Spring Lake Park, our essential learning outcomes are inclusive of enduring understandings, essential questions, and
learning targets. Additionally, our essential learning outcome framework provides teachers with resources and pacing by trimester.
In 2014-15, our essential learning outcomes for literacy were refined and realigned to MN state standards, as well as NWEA standards
based on college-ready benchmarks. Our essential learning outcomes for reading (strands of literature, informational text, and
foundational skills) are attached below.
COMMUNICATION SYSTEM FOR ANNUAL REPORTING
Our local literacy plan is available on our webpage within the Educational Services department:
http://www.springlakeparkschools.org/educational-services/curriculum/local-literacy-plan
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The district seeks feedback on our local literacy plan through the district leadership team, school leadership and equity teams,
educational services advisory, and our systems improvement advisory council. Questions regarding our local literacy plan can be
directed to Dr. Hope Rahn, Director of Learning and Innovation, at hrahn@district16.org, or Amy Bjurlin, Coordinator of Learning, at
abjurl@district16.org.
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Elementary Literacy
The following Instructional Expectations are designed to guide professional
development planning to ensure all Spring Lake Park teachers possess the
following qualities of an expert literacy teacher, taken from the International
Reading Association:
 Teachers understand reading and writing development, and believe all children can
learn to read and write.
 Teachers continually assess children’s individual progress and relate instruction to
children’s previous experience.
 Teachers know a variety of ways to teach reading, when to use each method, and how
to combine methods into an effective instructional program.
 Teachers use flexible grouping strategies to tailor instruction to individual students.
 Teachers are good reading “coaches” (that is they provide help strategically).
 Teachers tailor instruction to individual students.
 Teachers utilize Sheltered Instruction strategies to facilitate that learning of gradelevel academic language and literacy skills.
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Instructional Expectations for Teaching Reading
Kindergarten: Phonemic Awareness
One of the two main predictors of student reading success is being able to apply phonemic awareness knowledge.
Phonemic awareness is the ability to hear and work with the sounds of the spoken language. This skill is best taught in
small group instruction (3-7 students for 5-10 minutes/day) and should focus on one or two elements of phonemic
awareness. Most children will have phonemic awareness after 5-17 hours of instruction. Instructional strategies for
teaching phonemic awareness include listening to and making up rhymes, listening for beginning, middle, and ending
sounds in words taken from text, clapping syllables in student names and other words found in text, putting together
and taking apart separate sounds in words, and writing the sounds they hear in words (sound boxes). Children in the
class who have mastered the skills involved in rhyming, segmenting, and blending should be engaged in instructional
activities, which allow them to apply and extend their knowledge.
Kindergarten: Letter Identification
The second predictor of student reading success is knowing the names of the letters of the alphabet and how to write
them. Teachers need to state to children that the purpose of learning letters is to become readers. The learning
target for kindergarteners is to be able to identify and write all upper and lower case letters by December 1 of the
school year. This skill can be developed through singing the alphabet song, reading and writing alphabet books,
pointing out letters and identifying letter names in text, identifying letters in own and other students’ names, writing
letters, journal writing, and manipulating the letters through puzzles and other hands-on activities. Students should be
assessed on letter identification regularly and instruction should focus on the letters students don’t know. In
instruction and assessments, teachers should consider that culturally many students will learn letter sounds before
learning letter names (both should be taught if unknown). Children in the class who have learned the letters should be
engaged in instructional activities, which allow them to apply and extend their knowledge. An example includes
applying letter sounds to decode words during shared, guided, and independent reading.
Kindergarten, First, and Second Grade: Phonics and Word Recognition Strategies
Phonics instruction helps beginning readers see the relationships between the sounds of spoken language and the
letters of written language. Understanding these relationships gives students a tool to use to recognize familiar words
quickly and to
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figure out unfamiliar words. Teachers should teach explicit, systematic instruction to teach the most useful lettersound relationships (for 20 minutes each day) and coach students to use word recognition strategies to decode
unfamiliar words in text as observing reading behaviors in small group instruction. Focus should start with one syllable
words and later move on to more complex words. Word recognition strategies start with teaching letter by letter
decoding, moving toward using blends and diagraphs, using chunks and patterns, and ending with chunking words into
syllables and blending multisyllabic words. Strategies for phonics instruction include reading books that contain words
with the letter-sound relationships they are learning. Students can practice writing the letter-sound relationships in
journal writing and written response to text.
Kindergarten, First, and Second Grade: High Frequency Sight Words
Children who can read high frequency sight words have increased accuracy, fluency, and comprehension of text.
Teachers need to state to students that the purpose of learning high frequency words is to become fluent readers. The
learning target for kindergarten students is to be able to read the 20 high frequency sight words by June 1 of the
school year. The learning target for first and second grade students is to be able to read their respective 100 high
frequency sight words by December 1 of the school year. These words can be learned and practiced through reading
and rereading text at an appropriate level during shared, guided, and independent reading. Students can also practice
these words as they are engaged in writing, for example during journal writing and in written response to text.
First-Fifth Grade: Oral Reading Fluency
Fluency includes the ability to decode and comprehend text. Where the focus a few years ago was simply speed, the
research now indicates the need for accurate reading at a conversational rate with appropriate prosody (expression).
A fluent reader can maintain this performance for long periods of time, can retain the skill after long periods of no
practice, and can generalize across texts. A fluent reader is also not easily distracted and reads in an effortless,
flowing manner. Fluency can be practiced by spending time reading and rereading text at an independent reading
level, through reader’s theater, though reading poetry, paired reading, and teacher modeling which includes
scaffolded instructional practices. An example of teacher modeling includes explicitly stating the purpose throughout
the lesson of listening for: how the words are connected, the rate of reading, and expression of the voice. Teachers do
need to listen to students read aloud to assess their progress in reading fluency. Many ELs who sound like fluent
readers do not understand what they are reading. Adding comprehension questions and discussing what students have
read brings meaning to the fluency activities
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Kindergarten-Fifth Grade: Vocabulary
Vocabulary refers to the words we must know to communicate effectively. Students need rich language experiences.
They learn vocabulary in two ways: indirectly by hearing and seeing words as they listen, talk, and read; and directly
by being taught specific word meanings and word learning strategies. Teachers need to develop students’ awareness
of and interest in words and their meanings – creating “word-consciousness.”
Vocabulary instruction should go beyond preteaching the words a purchased reading material has selected as
vocabulary words. Teachers should intentionally choose and teach “Tier 2” words, defined by Beck (Bringing Words to
Life) as high-frequency words for mature language users- ex: coincidence, absurd, industrious. Instructional strategies
include identifying and briefly defining unfamiliar words at the point of context in literature and teaching the words
more explicitly following completion of reading text at end of the lesson. Teachers should relate new words to the
words students already know and to students’ experiences. Students should interact with the words in a variety of
contexts over time.
ELs may need additional instruction to learn Tier 1 vocabulary words, or basic words (ex: search, guest, tooth, answer,
simple idiomatic expressions, and connecting words so, if, then, finally) needed for everyday speech and scaffolding
academic conversations. For English Learners, when selecting words for instruction consider cognates (English-Spanish),
phrases, idioms, connectors, clusters, transition words, and homophones.
Content specific words that are necessary for comprehending nonfiction text should be pretaught. Students need
instruction on using context clues and word parts such as prefixes, suffixes, and root words to figure out the meaning
of unknown words. Students are taught to be aware of and monitor their understanding of unfamiliar words and their
meanings.
ELs need to see the vocabulary written, and use the vocabulary in multiple meaningful ways. Vocabulary instruction
involves more than just a word. Instruction should include phonology (pronunciation), morphology (form), syntax (word
order), collocations, formal and informal discourse through academic and social linguistic functions (registers), and
include academic language scaffolds from texts students read, discuss, write about , and learn the content of.
Students need to see words in clusters: for example, stored energy, equivalent weight, over the course of, I agree
with. Academic vocabulary includes the type of discussion or structure/ genre being used; compare/contrast,
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cause/effect, oral reports and the grammatical structures that signal each type of discourse. EL students need to be
provided word practice through listening, speaking, reading and writing.
Students will most likely retain selected vocabulary that is taught in depth and breadth rather than long lists of words.
Kindergarten-Fifth Grade: Comprehension
Comprehension is the essence of reading and the key to academic and lifelong learning. Children can build their
comprehension by learning to use strategies to get meaning from what they read. In addition to ELOs, comprehension
strategies include predicting, clarifying, asking questions, and summarizing should be taught. Children should be taught
to monitor their own comprehension through applying these and other strategies. Teachers should involve students in
higher level thinking, including critiquing and critically thinking about text through discussion and written responses to
higher level questioning. Students should answer and generate higher level questions/prompts about text, through
substantative (collaborative) conversation and in writing.
ELs language proficiency should be taken into consideration. ELs at each level of English proficiency need to participate
in higher level questioning. Students at the beginning levels of English will need language supports, such as partners,
graphic organizers, pictures and options to clarify in their home language.
ELs cannot be expected to make predictions and inferences or visualize if they don’t know 85-90 percent of the words
necessary to describe their predictions or visualizations. It is easier for ELs to begin with this sequence of skills:
 Ask and Answer questions
 Determine important information
 Summarize
 Make connections using schema
 Monitor Comprehension
This cognitive and verbal processes are best practiced during partner reading and discussions after a teacher includes
the necessary supports, such as, word banks , sentence starters, academic discussion protocols.
Kindergarten-Fifth Grade Text Selection
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Careful attention should be given to providing students with rich, quality literature and informational text. By fourth
grade students should be reading 50% literature and 50% informational text.
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Kindergarten-Fifth Grade: Read Alouds
During the read aloud, the teacher reads aloud from a carefully selected body of literature and informational text that
promotes higher thinking, enhances language, and represents diverse and varied cultures. The teacher discusses with
the whole class or with small groups. Read alouds engage children in the joy of reading and create knowledge of a
wide variety of genre: fiction and nonfiction, narrative and expository, poetry, etc. Reading aloud to students provides
them with the opportunity to hear how fluent reading sounds (expression, intonation, pacing) while helping to develop
a sense of story. Read alouds promote oral language development; help build vocabulary and understanding of text
structure. Students may need additional background knowledge if text content is unfamiliar. By carefully choosing
books to read aloud, teachers can introduce students to authors, characters, and topics that may motivate students to
read on their own. The books selected should be high quality literature that is above the students’ instructional
reading level. Consider reading books that are two years above the students’ instructional level and have appropriate
content and themes. Read alouds should part of the daily schedule. Read alouds are the key literacy practice for
creating a community of readers and demonstrating that reading provides pleasure.
Kindergarten-Fifth Grade: Focus Lesson
The Focus Lesson provides children with an opportunity to enjoy reading and behave like readers. Students read with
teachers during differentiated, flexible large group instruction for 30-40 minutes a day. In addition to purposeful
learning targets, language objectives should be developed and shared with students. Knowing the proficiency level of
EL students will help in choosing the appropriate supports.
Shared Reading: A common text is used that all children can see, examples include a big book, chart, or
multiple copies of smaller text. The class is engaged in reading the same text with different levels of support.
Throughout the lesson the teacher purposefully models skill and strategy development (concepts of print, word
recognition, fluency, vocabulary, and comprehension). The text is revisiting and interacting with for several
days in a row. Most importantly, shared reading gives teachers the opportunity to demonstrate how to problem
solve while reading. Students are coached to apply what they’ve learned to independent reading.
Close Reading:
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Kindergarten-Fifth Grade: Small Group Reading Instruction
The purpose of small group reading is to help students develop new reading strategies and use them flexibly. The
ultimate goal is to prepare students to use reading strategies independently. Groups are formed based on common
needs (strategy usage) and/or instructional reading level and are flexible; that is, they change as children’s
needs/abilities change. Small group reading gives teachers the opportunity to observe students as they process new
text, so they can plan instruction based on student need. The selection of text is a key factor. It is imperative that the
teacher selects text for small group reading that is at an appropriate instructional level in which children can read with
an accuracy rate of 80-95%. Teachers need to regularly observe students reading and processing text until they reach a
Fountas and Pinnell level “L” text.
In a small group reading lesson, the teacher briefly introduces the story by telling the children the title, author, the
overall gist of the story and calls their attention to any new or unusual language. As students grow in their reading
skills, the introduction must become less supportive because the students are capable of reviewing and setting
purposes for reading themselves. At this level, the teacher’s introduction sounds more like a “main idea” or summary
statement.
Following the introduction, each child reads the whole story from his/her copy of the text. The reading is usually quiet
or silent, and all members of the group are operating independently as reader. The reading is not “round robin” or
choral reading. Nor should the teacher preread the text to the students. As children read, the teacher “listens in” and
intervenes with individuals as needed to teach reading strategies that they must learn in order to read more
independently. The teacher records data to evaluate progress, identify instructional needs, document student
development and learning.
After the reading, the teacher often makes an additional teaching point or two that directly relates to the reading just
completed. The teacher also asks questions and/or has children retell the story in order to check/support students’
comprehension and provide opportunities for oral language development. Students should have the opportunity to
read new text as often as possible – typically a new text each 1-2 days, until they reach more sophisticated text.
Students should have opportunity to reread texts from small group reading lessons during their independent work time.
In a kindergarten classroom most children will be ready to participate in small group reading before the year is over.
Kindergartners able to apply phonics skills and having sight word knowledge are ready to start small group reading.
Generally, it is reasonable for teachers to begin to pull together small groups to start small group reading by January.
There should be other types of small group instruction taking place from the beginning of the school year.
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In grades 3-5, to conduct a small group reading lesson with students who are reading on or above grade level, the
teacher provides an introduction and then allows children to read the whole text (or portion of the text that will be
read by the group that day) silently on their own. When the students have finished reading this text, the teacher
meets with the students to share one or two teaching points that the text lends itself to, to review strategy use, and to
support the students in comprehension and higher level thinking. For students who are struggling readers, a small
group reading lesson provides more support. In this case, the students still read the whole story or story portion, but
the teacher keeps them with her and observes behaviors as they read. The teacher asks individual students to read
aloud quietly so she can “listen in” as each child reads at his own pace. As the teacher listens in he intervenes as
needed to teach reading strategies that students must learn to read more successfully.
Kindergarten-Fifth Grade: Independent Reading
Students need time to read text daily that is at their independent reading level (text read with 95-100% accuracy).
Independent reading enables students to develop fluency as readers. It also strengthens their use of reading strategies
as well as their comprehension. During independent reading time children read new or familiar text and often respond
to their reading through discussion or in a literature response log. Independent reading is fostered by organizing
collections of books that students have either read in guided reading or are new books at the students’ independent
reading levels. Initially teachers should be involved in choosing books for and/or with children. As children progress in
their reading teachers should teach students to choose books for themselves so that eventually students are
independently making appropriate text selections. Time spent in independent reading should increase as children
become more competent readers. By the end of kindergarten students should be reading independently for 15 minutes
each day. As students progress through first and second they should be reading a minimum of 20 minutes. By third
through fifth grade, students should be reading independently for a total of 30 minutes daily. These minutes are
cumulative and do not have to occur all at once.
Kindergarten-Fifth Grade: Independent Learning
During independent learning time, students should be engaged in learning activities that are purposeful and
consistently differentiated to meet their individual needs. Independent learning time is of value only when learning
activities are differentiated, based on learning targets and supported by student data. These activities may include
independent reading and responding to text via answering and/or generating higher level questions/prompts about
text, through discussion and in writing. Students must be able to function without teacher assistance, maintaining and
managing their own independent learning. During independent learning time students must be engaged and
accountable for their learning. Teachers should spend time teaching and modeling the routines and practices
necessary to working without teacher support. Teachers provide examples and models of strong and weak work for
18
routines, as well as products students complete independently. Teachers need to review student work/learning
completed during independent learning time within a short time frame, return work to students with specific,
descriptive feedback, and use the knowledge of student learning when planning next independent learning experiences
for students.
Reading Interventions
Students identified as at-risk readers through use of diagnostic assessments receive research-based
instruction/intervention daily for 60 minutes of targeted reading instruction. Instructional decisions are made and
implemented collaboratively among students’ teachers (grade level, Title I, Special Ed., and/or ELL) and are based on
frequent, formative assessment data. Interventions for at risk students are provided at school by a highly-qualified
reading teacher. Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted
Services. If this does not result in accelerated achievement students will receive additional intervention during the
Writing Instructional Block.
Instructional strategies that are known to be effective for ELs.









Begin each lesson by building background that is planned, purposeful, brief, and focused.
Preview vocabulary orally and visually.
Incorporate students’ home language and culture.
Oral language development activities are incorporated.
Small group reading instruction is connected to a content theme. Academic language is embedded and targeted.
Students may spend up to 3 days on a text – including reading, writing, listening, and speaking.
Substantive Conversation and discussion are utilized.
Graphic organizers, realia, illustrations, photographs, charts, timelines, videos, etc are used.
Clear content, language, and literacy objectives are created and shared.
Academic Language Scaffolds are used.
Assessment data should be from multiple sources to describe student achievement in native language and in English.
ELs need differentiated instruction based on their level of English proficiency. Alternative forms of assessment are used
to gather additional information, such as portfolios, performance assessment, EL progress monitoring tools, vocabulary
assessments, etc.
19
Spring Lake Park: Breakdown of Reading Instructional Time
This document provides guidance for structuring core and targeted reading instructional time for grades K-5 in a way
that reflects the district’s top priorities for reading instruction:
 Ongoing development of key reading skills, particularly mastery of phonics at the lower grades and comprehension
at the upper grades, through systemic and explicit instruction
 Exposure to grade-level (or above grade-level) texts through shared reading/read alouds to ensure students grapple
with texts and meet grade-level standards
 Application and practice of reading skills through small group reading with lessons that match the right book and
the right skill with the right students
 Time every day for independent reading at each student’s independent level
Purpose of the map: The map of the blocks reflect best practices outlined in the National Reading Panel and from
schools and districts across the country. The map is not meant to suggest that there is only one way to approach
reading instruction, nor does it seek to limit the instructional choices that teachers make for the students every day.
Rather, by mapping the reading block, district and school leaders seek to provide clear guidance on the components of
good reading instruction as well as the suggested time for each. With clear expectations, the district can then provide
targeted and focused support, resources, and professional development opportunities.
20
Kindergarten – Grade 5 Reading Block; 120 minutes total (Core and Targeted)
Component
Element(s)
Pacing Guide
Core Instruction
60 Minutes
(approximate range)
Grade Level
Phonemic
Awareness,
Phonics, and Sight
Words
 Explicit instruction of grade level phonemic awareness, phonics, sight words, and/or encoding
(spelling)
K-2 20 minutes
3-5 10 minutes
Focus Lesson
Teacher models (using explicit instructional talk to reveal the teacher’s thought processes as tasks are
performed at pre-selected, purposeful points in text) specific grade level reading targets and reading
strategies (including summarizing, questioning, predicting, monitor/clarify, and word recognition
strategies) using at or above grade-level texts
K-2 30 minutes
3-5 40 minutes
(Text selected
should build so that
by Grade 4 students
read 50% literature
and 50%
informational text)
Students practice applying specific grade level reading targets (with guidance and support from
teacher) using at or above grade-level texts
o Shared Reading
o Close Reading
o Collaborative Conversations
o Writing in Response to Text
o Taking notes/asking questions while reading
Vocabulary Instruction - Teachers should intentionally choose and teach “Tier 2” words in text
students are reading during the Focus Lesson. Teachers should relate new words to the words students
already know and to students’ experiences. Students should interact with the words in a variety of
contexts over time.
10 minutes
Teacher Read Aloud – carefully selected high quality literature and informational text that promotes
higher thinking, enhances language, represents diverse and varied cultures
21
Grade 1 – Grade 5 Reading Block: 120 minutes total (Core and Targeted)
Component
Element(s)
Pacing Guide
Targeted Instruction
60 Minutes
(approximate range)
Targeted
differentiated
instruction –
scaffolded reading
instruction
customized to
group and
individual needs –
purpose and
structure of groups
will vary based on
student need (even
within groups).
Level and pacing of
instruction must be
adapted to student
level.
Enriched (8-9th Stanine)
Less direct instruction, more application and enriched experiences to apply reading targets and strategies,
compacting may be part of this instruction.
o
Teachers meet with students in groups of 6-12 to engage in conversation about texts, providing additional
instruction, as needed
15 minutes/group
o
Application of targets and reading strategies using appropriate text that teachers have worked with
students to select

Collaborative Conversations

Writing in Response to Text

Taking notes/asking questions while reading
Independent application of targets and reading strategies – reading new texts at an appropriate reading
level
20-30 minutes
o
o
15 minutes
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
22
Average (5-7th Stanine)
o Teachers meet with students in groups of 6-12 to engage in conversation about texts, providing additional
instruction, as needed
20 minutes/group
o
o
o
o
Student application of targets and reading strategies using appropriate text that teachers have worked
with students to select

Comprehension Targets and Strategies

Collaborative Conversations

Writing in Response to Text

Taking notes/asking questions while reading
Independent application of targets and reading strategies – reading new texts at an appropriate reading
level
Independent application of writing in response to text
o
o
15 minutes
10 minutes
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
Capable (4th Stanine)
o Teachers meet with students in groups of 5 -10 to provide direct, intensive instruction and intervention to
accelerate learning – using frequent formative assessments to customize instruction based on specific
student need (While working with teacher, students need to apply skills in text at an appropriate reading
level)

Direct, Systematic Phonics Instruction

Word Recognition Strategies

Sight Word Instruction and application in text

Rich Vocabulary Instruction

Comprehension Targets and Strategy Instruction

Collaborative Conversations

Writing in Response to Text

Taking notes/asking questions while reading
o
20-30 minutes
40 minutes
10 minutes
10 minutes
Independent application of targets and reading strategies – rereading small group texts or new texts at an
appropriate reading level
Independent application of writing in response to text
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
23
Below (3rd Stanine/1st and 2nd Stanine)
o Teachers meet with students in groups of 1-5 to provide direct, intensive instruction and intervention to
accelerate learning – using frequent formative assessments to customize instruction based on specific
student need (While working with teacher, students need to apply skills in text at an appropriate reading
level)

Direct Phonemic Awareness Instruction

Word Recognition Strategies

Direct, Systematic Phonics Instruction

Sight Word Instruction and application in text

Rich Vocabulary Instruction

Comprehension Targets and Strategy Instruction

Collaborative Conversations

Writing in Response to Text

Language Experience Approach

Taking notes/asking questions while reading
o
50 minutes
10 minutes
Independent application of targets and reading strategies – rereading small group texts or new texts at an
appropriate reading level
Notes: Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted Services. If this does not result in accelerated
achievement students will receive additional intervention during the Writing Instructional Block.
24
Kindergarten Reading Block: 120 minutes total (Core and Targeted)
Component
Element(s)
Pacing Guide
Targeted Instruction
60 Minutes
(approximate range)
Targeted
differentiated
instruction –
scaffolded reading
instruction
customized to
group and
individual needs –
purpose and
structure of groups
will vary based on
student need (even
within groups).
Level and pacing of
instruction must be
adapted to student
level.
Smaller group
instruction may
start in homerooms
in Mid-September
and grouped across
grade level by midOctober
Enriched (8-9th Stanine)
o
Teachers meet with students in groups of 6-12 to provide instruction
Examples – not limited to:

15 min - 12 students meet with teacher

20 min - 10 students meet with teacher

15 min - 12 students meet with teacher

20 min - 8 students meet with teacher

10 min - 6 students meet with teacher

15 min - 6 students meet with teacher

10 min - 6 students meet with teacher

10 min - 6 students meet with teacher
o
Independent application of targets and reading strategies – reading new texts at an appropriate reading
level
o
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
Average (5-7th Stanine)
o Teachers meet with students in groups of 6-12 to provide instruction
Examples – not limited to:

10 min – 20 students meet with teacher

15 min - 12 students meet with teacher

10 min – 10 students meet with teacher

15 min - 12 students meet with teacher

10 min – 10 students meet with teacher

10 min - 8 students meet with teacher

10 min – 20 students meet with teacher

10 min - 8 students meet with teacher

10 min – 6 students meet with teacher

10 min – 8 students meet with teacher

10 min – 6 students meet with teacher
o
o
Independent application of targets and reading strategies – rereading small group texts and reading new
texts at an appropriate reading level
25-40 min
20-35 minutes
maximum – broken up
if possible (especially
at the beginning of the
year)
30-40 minutes
20-30 minutes
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
25
Capable (4th Stanine)
o Teachers meet with students in groups of 5-10 to provide direct, intensive instruction and intervention
to accelerate learning – using frequent formative assessments to customize instruction based on specific
student need (While working with teacher, students need to apply skills in text at an appropriate reading
level)

Direct Phonemic Awareness Instruction

Direct, Systematic Phonics Instruction

Word Recognition Strategies

Sight Word Instruction and application in text

Rich Vocabulary Instruction

Comprehension Targets
o
Independent application of targets and reading strategies –rereading small group texts
o
Teachers review student work/learning completed during learning time within a short time frame, return
work to students with specific, descriptive feedback, and use the knowledge of student learning when
planning next learning experiences for students.
45-50 minutes
10-15 minutes
60 minutes
Below (3rd Stanine/1st and 2nd Stanine)
o Teachers meet with students in groups of 1-5 to provide direct, intensive instruction and intervention to
accelerate learning – using frequent formative assessments to customize instruction based on specific
student need (While working with teacher, students need to apply skills in text at an appropriate reading
level)

Oral Language Development (Teacher may reread a short story over the course of the week –
students have opportunity to retell, respond, and use language from the texts. Teachers may pull
words from text for direct instruction in other areas below.)

Direct Phonemic Awareness Instruction

Direct, Systematic Phonics Instruction

Word Recognition Strategies

Sight Word Instruction and application in text

Rich Vocabulary Instruction

Comprehension Targets

Language Experience Approach
If a teacher needs to work 1:1 or 1:2 with students other students may be briefly working independently with
close proximity and observation by the teacher.
Notes: Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted Services. If this does not result in accelerated
achievement students will receive additional intervention during the Writing Instructional Block.
Additional examples and details on Instructional Strategies can be found in the Instructional Alignment documents.
26
Spring Lake Park
Essential Learning Outcomes
Reading: Literature, Informational text, foundational skills
Grade K
Enduring Understandings
Essential Questions
Reading (Literature)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
What are the dangers of personal
and societal illiteracy?
What is the difference between
informal, conversational or nonstandard English,1 and formal,
Edited Standard English?
Learning Targets (State Standards)
**”With prompting and support” is
defined in Appendix A of the Common
Core Standards as Scaffolding:
Temporary guidance provided to a
student … enabling them to perform a
task they would not be able to do alone,
with the goal of fostering the student’s
capacity to perform the task on his or
her own …
0.1.1.1
With prompting and support, ask
and answer questions about key
details in a text.
Including (not limited to) questions related to:

How should I organize my
thoughts and ideas so people
understand what I am saying?
How should I adjust my writing or
speaking to communicate
effectively with different
audiences?
Comparing and Contrasting
characters, setting, and major
events
Assess
ments
Resources
HM Theme 1
Gingerbread Man
Notes
Tri 1
Tri 2
Tri 3
X
X
X
HM Theme 1 Here Are My
Hands
HM Theme 2
Caps of Many Colors
X
HM Theme 3
Goldilocks and the Three Bears
HM Theme 3
Amazing Little Porridge Pot
HM Theme 4
Lion and the Mouse
What techniques or strategies do
writers or speakers use to
achieve their goals?
HM Theme 4
Stone Soup
How should I evaluate the quality
of another’s writing?
HM Theme 5
Benny’s Pennies
What strategies should I use to
process what I read or hear?
HM Theme 5
Peace and Quiet
Targets shaded in green are taught and assessed at the classroom level only.
27
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
How might the biographical or
historical context in which
something was written or said
affect my interpretation?
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
X
X
HM Theme 7
Little Engine That Could
HM Theme 7
Mr. Gumpy’s Motor Car
What is the value of considering
multiple perspectives?
HM Theme 8
Enormous Turnip
How should I find, use, and share
credible information
HM Theme 9
Kevin and His Dad
HM Theme 9
Tortoise and the Hare
HM Theme 9
Three Billy Goats Gruff
HM Theme 10
Splash!
HM Theme 10
Run Away!
HM Theme 10
Three Little Pigs
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
0.1.2.2 With prompting and support, retell
familiar stories, including key details.

Retell consists of main, relevant
details from the beginning, middle,
and end of the text
HM Theme 10
Henny Penny
HM Theme 1
Gingerbread Man
HM Theme 2
Caps of Many Colors
HM Theme 3
Goldilocks and the Three Bears
HM Theme 3
Amazing Little Porridge Pot
HM Theme 4
Lion and the Mouse
HM Theme 4
Stone Soup
HM Theme 5
28
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
Benny’s Pennies
HM Theme 5
Peace and Quiet
HM Theme 7
Wheels on the Bus
HM Theme 7
Little Engine That Could
HM Theme 7
Mr. Gumpy’s Motor Car
HM Theme 8
Enormous Turnip
HM Theme 8
Mouse’s Birthday
HM Theme 9
Tortoise and the Hare
HM Theme 9
Three Billy Goats Gruff
HM Theme 10
Splash!
HM Theme 10
Run Away!
HM Theme 10
Three Little Pigs
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
0.1.3.3 With prompting and support,
identify characters, settings, and major
events in a story.
HM Theme 10
Henny Penny
HM Theme 1
Gingerbread Man
X
HM Theme 1
City Mouse and Country Mouse
HM Theme 2
I Need a Lunch Box
HM Theme 2
Caps of Many Colors
29
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 3
Jonathan and His Mommy
HM Theme 3
Goldilocks and the Three Bears
HM Theme 3
Amazing Little Porridge Pot
HM Theme 4
Lion and the Mouse
Theme 4
My Dad and I
HM Theme 4
Stone Soup
HM Theme 5
Benny’s Pennies
HM Theme 5
Peace and Quiet
HM Theme 6
All to Build a Snowman
HM Theme 7
Mr. Gumpy’s Motor Car
HM Theme 8
Enormous Turnip
HM Theme 8
Mouse’s Birthday
HM Theme 9
Kevin and His Dad
HM Theme 9
Tortoise and the Hare
HM Theme 9
Mrs. McNosh Hangs Up Her
Wash
HM Theme 9
Three Billy Goats Gruff
30
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
X
X
X
HM Theme 10
Splash!
HM Theme 10
Run Away!
HM Theme 10
Three Little Pigs
HM Theme 10
Feathers For Lunch
HM Theme 10
Henny Penny
Interpret words and
phrases as they are used in
a text, including
determining technical,
connotative, and figurative
meanings, and analyze
how specific word choices
shape meaning or tone.
0.1.4.4 Ask and answer questions about
unknown words in a text.
Analyze the structure of
texts, including how
specific sentences,
paragraphs, and larger
portions of the text (e.g., a
section, chapter, scene, or
stanza) relate to each other
and the whole.
0.1.5.5 Recognize common types of texts
(e.g., non-fiction, fiction)
Assess how point of view
or purpose shapes the
content and style of a text.
0.1.6.6 Locate the author and illustrator of
a story and define the role of each in telling
the story.
Including:

Drawing attention to interesting and
specific words that add to the text

Using context clues from the
pictures or the text to help identify
meaning of unknown words
Include in resources and
instruction:





*each book
read
X
*each book
read
X
Story
Poem
Fairy Tales
Fable
Folk Tales
Including:

Integrate and evaluate
content presented in
diverse media and formats,
including visually and
quantitatively, as well as in
Identifying who is telling the
story
0.1.7.7 Describe the relationship between
illustrations and the story in which they
appear (e.g., what moment in a story an
illustration depicts).
X
at
classroom
level only
HM Theme 1
Gingerbread Man
X
HM Theme 1
Here Are My Hands
31
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assess
ments
words.*
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 2
I Went Walking
HM Theme 3
Tortillas and Lullabies
HM Theme 4
Aaron and Gayla’s Alphabet
Book
HM Theme 5
Feast for 10
HM Theme 7
Vroom, Chugga, Vroom-Vroom
HM Theme 10
Splash!
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance
and sufficiency of the
evidence.
Analyze how two or more
texts address similar
themes or topics in order to
build knowledge or to
compare the approaches
the authors take.
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
0.1.9.9 Compare and contrast the
adventures and experiences of characters in
familiar stories.
at
classroom
level only
0.1.10.10 Actively engage in group reading
activities with purpose and understanding,
including the appropriate selection of texts
for personal enjoyment, interest, and
academic tasks.
at
classroom
level only
HM Theme 3
Jonathan and His Mommy
HM Theme 9
Kevin and His Dad
X
X
X
X
X
X
X
Reading (Informational Text)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
0.2.1.1 With prompting and support, ask
and answer questions about key details in a
text.
32
Enduring Understandings
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
Essential Questions
Learning Targets (State Standards)
Assess
ments
0.2.2.2 With prompting and support,
identify the main topic and retell key details
of a text.
Resources
HM Theme 1
How Do You Feel
HM Theme 3
Families
Notes
Tri 1
*connect
with Five
Senses
Tri 2
Tri 3
X
X
HM Theme 4
Friends at School
HM Theme 7
Look For Wheels
HM Theme 7
Cool Wheels
HM Theme 10
Baby Animals Play
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
0.2.3.3 With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
X
Interpret words and
phrases as they are used in
a text, including
determining technical,
connotative, and figurative
meanings, and analyze
how specific word choices
shape meaning or tone.
0.2.4.4 With prompting and support, ask
and answer questions about unknown words
in a text.
Analyze the structure of
texts, including how
specific sentences,
paragraphs, and larger
portions of the text (e.g., a
section, chapter, scene, or
stanza) relate to each other
and the whole.
0.2.5.5 Identify the front cover, back cover,
and title page of a book.
*each book
read
X
Assess how point of view
or purpose shapes the
content and style of a text.
0.2.6.6 Locate the author and illustrator of
a text and define the role of each in
presenting the ideas or information in a text.
*each book
read
X
Integrate and evaluate
content presented in
diverse media and formats,
0.2.7.7 Describe the relationship between
illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the
X
at
classroom
level only
HM Theme 1
Mice Squeak, We Speak
X
X
X
33
Enduring Understandings
including visually and
quantitatively, as well as in
words.*
Essential Questions
Learning Targets (State Standards)
Assess
ments
text an illustration depicts).
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 1
Let’s Play
HM Theme 1
How Do You Feel
HM Theme 6
What Can We Do?
HM Theme 7
Cool Wheels
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance
and sufficiency of the
evidence.
0.2.8.8 Identify the reasons an author gives
to support points in a text.
X
Analyze how two or more
texts address similar
themes or topics in order to
build knowledge or to
compare the approaches
the authors take.
0.2.9.9 Identify basic similarities in and
differences between two texts on the same
topic (e.g., in illustrations, descriptions, or
procedures).
at
classroom
level only
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
0.2.10.10 Actively engage in group reading
activities with purpose and understanding,
including the appropriate selection of texts
for personal enjoyment, interest, and
academic tasks.
at
classroom
level only
X
X
X
X
Reading (Foundational Skills)
These standards are
directed toward fostering
students’ understanding
and working knowledge of
concepts of print, the
alphabetic principle,
fluency, and other basic
conventions of the English
writing system.
0.3.0.1 Demonstrate understanding of the
organization and basic features of print.
a.
b.
Follow words from left to
right, top to bottom, and
page by page.
Recognize that spoken
words are represented in
written language by
specific sequences of
letters.
HM Theme 1
Mice Squeak, We Speak
X
HM Theme 1
Let’s Play
HM Theme 1
How Do You Feel
HM Theme 2
I Went Walking
34
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
c.
Understand that words are
separated by spaces in
print.
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
X
X
HM Theme 4
Aaron and Gayla’s Alphabet
Book
HM Theme 5
Feast for 10
HM Theme 5
Ten Little Puppies
HM Theme 6
All to Build a Snowman
HM Theme 6
What Can We Do?
HM Theme 7
Cool Wheels
HM Theme 10
Splash!
These foundational skills
are not an end in and of
themselves; rather, they
are necessary and
important components of
an effective,
comprehensive reading
program designed to
develop proficient readers
with the capacity to fluently
read and comprehend texts
across a range of types
and disciplines.
Instruction should be
differentiated: good readers
will need much less
practice with these
concepts than struggling
0.3.0.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
a.
Recognize and produce
rhyming words.
b.
Count, pronounce, blend,
and segment syllables in
spoken words.
c.
Blend and segment onsets
and rimes of singlesyllable spoken words.
d.
Isolate and pronounce the
initial, medial vowel, and
final sounds (phonemes)
in three-phoneme
(consonant-vowelconsonant, or CVC)
words.* (This does not
include CVCs ending with
/l/, /r/, or /x/.)
0.3.0.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a.
Demonstrate basic knowledge of
one-to-one letter-sound
X
HM Theme 5
Benny’s Pennies
HM Theme 5
Ten Little Puppies
HM Theme 6
All to Build a Snowman
HM Theme 7
Vroom, Chugga, Vroom-Vroom
HM Theme 9
Mrs. McNosh Hangs Up Her
Wash
HM Theme 10
Feathers For Lunch
Zoophonics (or another resource
that introduces and teaches all
letters and sounds within the first
month of school)
*HM letter
of the week
should not
be used
X
35
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
readers will.
b.
c.
d.
The point is to teach
students what they need to
learn and not what they
already know—to discern
when particular children or
activities warrant more or
less attention.
correspondences by producing
the primary or many of the most
frequent sound for each
consonant.
Associate the long and short
sounds with common spellings
(graphemes) for the five major
vowels.
Read common high-frequency
words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
Distinguish between similarly
spelled words by identifying the
sounds of the letters that differ
(example: word families)
0.3.0.4 Read emergent-reader texts
With purpose and understanding.
Assess
ments
Resources
Notes
Tri 1
Tri 2
Tri 3
X
X
SLP Kindergarten Sight Word
List (differentiating using Grades
1 and 2 as needed)
36
Grade 1
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessments
Resources
Notes
Tri 1
Tri 2
Tri 3
Reading - (Literature)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
What are the dangers of personal and
societal illiteracy?
What is the difference between
informal, conversational or nonstandard English,2 and formal, Edited
Standard English?
How should I organize my thoughts
and ideas so people understand what
I am saying?
How should I adjust my writing or
speaking to communicate effectively
with different audiences?
What techniques or strategies do
writers or speakers use to achieve
their goals?
How should I evaluate the quality of
another’s writing?
What strategies should I use to
process what I read or hear?
How might the biographical or
historical context in which something
was written or said affect my
interpretation?
What is the value of considering
multiple perspectives?
How should I find, use, and share
credible information
1.1.1.1
Ask and answer questions
about key details in a text.
Including (not limited to) questions related
to:

Comparing and Contrasting
characters, setting, and major
events
Houghton Mifflin
Theme 1: My Best Friend
Theme 1: Caps of Many
Colors
Theme 1: City Mouse
and Country Mouse
Theme 1: Grasshopper
and the Ant
Theme 1: Amazing Little
Porridge Pot
Theme 1: Tiger and
Anansi
Theme 1: Pumpkin in a
Jar
Theme 1: Stone Soup
Theme 1: Sun and the
Wind
Theme 1: The
Woodcutter’s Cap
Theme 1: Pigs in a Rig
Theme 2: Jack and the
Beanstalk
Theme 2: Party For Bob
Theme 3: Pearl’s First
Prize Plant
Theme 3: Miss Jill’s Ice
Cream Shop
Theme 3: Hilda Hen’s
Scary Night
Theme 4: Go Away, Otto
Theme 4: Secret Code
Theme 4: Two Best
Friends
Theme 4: Dog School
Theme 5: Moving Day
Theme 6: Sleeping Pig
Theme 6: Eeek! There’s
a Mouse in the House!
Theme 7: Tops and
Bottoms
X
X
X
*use picture
books in
place of
read alouds
X
37
Enduring Understandings
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
Essential Questions
Learning Targets (State Standards)
1.1.2.2 Retell stories, including key
details, and demonstrate understanding of
their central message or lesson.

Retell consists of main, relevant
details from the beginning, middle,
and end of the text

Author’s message should be
taught and used in addition to
central message
Assessments
Resources
Theme 7: That Toad is
Mine!
Theme 7: The Crow and
the Pitcher
Theme 7: Lost!
Theme 8: Johnny
Appleseed
Theme 9: Frog Helps
Snake
Theme 9: A New Family
Theme 9: Surprise
Family
Theme 10: Two Greedy
Bears
Theme 10: Fireflies for
Nathan
Theme 10: Frog and
Toad
Houghton Mifflin
Theme 1: My Best Friend
Theme 1:Caps of Many
Colors
Theme 1: City Mouse
and Country Mouse
Theme 1: Grasshopper
and the Ant
Theme 1:Amazing Little
Porridge Pot
Theme 1: Tiger and
Anansi
Theme 1: Pumpkin in a
Jar
Theme 1; Stone Soup
Theme 1: Sun and the
Wind
Theme 1: The
Woodcutter’s Cap
Theme 2: Jack and the
Beanstalk
Theme 3: Pearl’s First
Prize Plant
Theme 4: Go Away, Otto
Theme 4: Secret Code
Theme 4: Two Best
Friends
Theme 4: Dog School
Theme 5: Moving Day
Theme 6: Sleeping Pig
Theme 6: Eeek! There’s
Notes
*use picture
books in
place of
read alouds
Tri 1
Tri 2
X
Tri 3
X
38
Enduring Understandings
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
Essential Questions
Learning Targets (State Standards)
1.1.3.3 Describe characters, settings, and
major events in a story, using key details
Assessments
Resources
a Mouse in the House!
Theme 6: Ant and the
Chrysalis
Theme 7: Tops and
Bottoms
Theme 7: That Toad is
Mine!
Theme 7: The Crow and
the Pitcher
Theme 7: Lost!
Theme 9: Frog Helps
Snake
Theme 9: A New Family
Theme 9: Surprise
Family
Theme 10: Two Greedy
Bears
Theme 10: Fireflies for
Nathan
Theme 10: Frog Tricks
Loud Rabbit
Theme 10: Frog and
Toad
Houghton Mifflin
Theme 1: Caps of Many
Colors
Theme 1: City Mouse
and Country Mouse
Theme 1: Grasshopper
and the Ant
Theme 1: Amazing Little
Porridge Pot
Theme 1: Tiger and
Anansi
Theme 1: Pumpkin in a
Jar
Theme 1: Stone Soup
Theme 1: Sun and the
Wind
Theme 1: The
Woodcutter’s Cap
Theme 1: Mac the Cat
Theme 1: Dogs in the
Window
Theme 1: Charles Tiger
Theme 1: Pigs in a Rig
Theme 2: Jack and the
Beanstalk
Theme 2: Party For Bob
Notes
*use picture
books in
place of
read alouds
Tri 1
Tri 2
Tri 3
X
39
Enduring Understandings
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
Essential Questions
Learning Targets (State Standards)
1.1.4.4 Identify words and phrases in
stories or poems that suggest feelings or
appeal to the senses.
Including:



Drawing attention to interesting
and specific words that add to
the text
Using context clues from the
pictures or the text to help
identify meaning of unknown
words
Determining author’s tone (the
author’s attitude toward the
subject – lighthearted,
humorous, fun vs. serious,
thought provoking, sad, etc)
Assessments
Resources
Theme 2: Minerva Louise
at School
Theme 2: Bunnies and
the Fox
Theme 2: Jasper’s
Beanstalk
Theme 2: Surprise for Zig
Bug
Theme 3: Pearl’s First
Prize Plant
Theme 3: Miss Jill’s Ice
Cream Shop
Theme 4: Go Away, Otto
Theme 4: Secret Code
Theme 4: Two Best
Friends
Theme 4: Dog School
Theme 5: Moving Day
Theme 6: Sleeping Pig
Theme 7: Tops and
Bottoms
Theme 7: That Toad is
Mine!
Theme 7: The Crow and
the Pitcher
Theme 7: Lost!
Theme 9: A New Family
Theme 9: Surprise
Family
Theme 10: Fireflies for
Nathan
Houghton Mifflin
Theme 4: Caribbean
Dream
Theme 5: The Kite
Theme 6: Eeek! There’s
a Mouse in the House!
Theme 7: That Toad is
Mine!
Theme 9: Someday
When I’m Old With You
Theme 10: Fireflies for
Nathan
Notes
Tri 1
Tri 2
Tri 3
X
X
X
40
Enduring Understandings
Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
Assess how point of view or
purpose shapes the content
and style of a text.
Essential Questions
Learning Targets (State Standards)
by analyzing the feeling words.
Assessments
1.1.5.5 Explain major differences
between books that tell stories and books
that give information, drawing on a wide
reading of a range of text types.
Notes
*each book
read
Tri 1
Tri 2
Tri 3
X
Including defining the characteristics of:

Poem



Fairy Tale
Fable
Folk Tale
X
X
1.1.6.6 Identify who is telling the story at
various points in a text.
Houghton Mifflin
Including:


Integrate and evaluate
content presented in diverse
media and formats,
including visually and
quantitatively, as well as in
words.*
Resources
Identifying when a narrator or
character is telling the story
Identifying when characters are
speaking
1.1.7.7 Use illustrations and details in a
story to describe its characters, setting, or
events.
at classroom level only
Theme 1: My Best Friend
Theme 2: Party For Bob
Theme 7: Tops and
Bottoms
Theme 7: That Toad is
Mine!
Theme 7: Lost!
Theme 9: Someday
When I’m Old With You
Theme 9: A New Family
Houghton Mifflin
Theme 1:My Best Friend
Theme 1: Dogs in the
Window
Theme 1: Charles Tiger
Theme 2: Party For Bob
Theme 2: Minerva Louise
at School
Theme 2: Jasper’s
Beanstalk
Theme 2: Surprise for Zig
Bug
Theme 3: Pearl’s First
Prize Plant
Theme 3: Miss Jill’s Ice
Cream Shop
Theme 3: Hilda Hen’s
Scary Night
Theme 4: Secret Code
X
X
*use picture
books in
place of
read alouds
X
41
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessments
Resources
Theme 5: Moving Day
Theme 7: Lost!
Theme 9: Surprise
Family
Notes
Tri 1
Tri 2
Tri 3
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance and
sufficiency of the evidence.
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare
the approaches the authors
take.
1.1.9.9 Compare and contrast the
adventures and experiences of characters
in stories.
at classroom level only
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
1.1.10.10 Read prose and poetry of
appropriate complexity for grade 1 as well
as select texts for personal enjoyment,
interest, and academic tasks.
at classroom level only
Houghton Mifflin
X
Theme 1: City Mouse
and Country Mouse
Theme 1: Mouse’s
House and
Woodcutter’s Cap
Theme 2: Minerva Louise
at School and Theme 3
Hilda Hen’s Scary Night
Theme 4: Go Away, Otto
Theme 4: Secret Code
Theme 4: Dog School
and add Henry and
Mudge Take the Big Test
Theme 6: Eeek! There’s
a Mouse in the House!
Theme 7: Tops and
Bottoms
Theme 8
Paul Bunyan
Johnny Appleseed
Theme 9: Surprise
Family
X
X
X
Houghton Mifflin
X
X
X
Theme 1: Pet Cats and
Big Cats
Theme 1: A Day at
X
X
X
Reading (Informational Text)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
1.2.1.1 Ask and answer questions about
key details in a text.
Including:

Locating in the text where the
42
Enduring Understandings
when writing or speaking to
support conclusions drawn
from the text.
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
Essential Questions
Learning Targets (State Standards)
evidence is located
1.2.2.2 Identify the main topic and retell
key details of a text.
Assessments
Resources
School
Theme 2: Woodland
Animals
Theme 2: Insects
Theme 3: Seasons
Theme 3: Making Ice
Cream
Theme 4: Daycare for
Dogs
Theme 5: Hermit Crabs
Theme 6: Animals Big
and Small
Theme 6: Red Eyed Tree
Frog
Theme 6: Saving the
Earth
Theme 8: The Forest
Theme 8: Life Cycle of
an Apple
Theme 10: Is It a Frog or
a Toad?
Houghton Mifflin
Notes
Tri 1
Tri 2
X
Tri 3
X
Theme 1: Pet Cats and
Big Cats
Theme 1: A Day at
School
Theme 1: Let’s Go to the
Fair
Theme 2: To Be a Kid
Theme 2: Woodland
Animals
Theme 2: Insects
Theme 3: Seasons
Theme 3: Making Ice
Cream
Theme 4: Helping at
Home
Theme 4: Daycare for
Dogs
Theme 5: Hermit Crabs
Theme 6: What is a
Desert?
Theme 7: On the Move
Theme 8: The Forest
Theme 8: The Butterfly
Theme 9: Inventions
Then and Now
Theme 9: Watch Them
Grow
43
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
1.2.3.3 Describe the connection
between two individuals, events, ideas, or
pieces of information in a text.
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
1.2.4.4 Ask and answer questions to help
determine or clarify the meaning of words
and phrases in a text.
Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
1.2.5.5 Know and use various text
features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to
locate key facts or information in a text.
Assess how point of view or
purpose shapes the content
and style of a text.
1.2.6.6 Distinguish between information
provided by pictures or other illustrations
and information provided by the words in a
text.
Integrate and evaluate
content presented in diverse
media and formats,
1.2.7.7 Use the illustrations and details in
a text to describe its key ideas.
Assessments
Resources
Theme 10: Is It a Frog or
a Toad?
Houghton Mifflin
Notes
Tri 1
Tri 2
Tri 3
X
Theme 1: Pet Cats and
Big Cats
Theme 5: Me on the Map
Theme 6: Animals Big
and Small
Theme 10: Is It a Frog or
a Toad?
X
Houghton Mifflin
Theme 6: Animals Big
and Small
Theme 6: Saving the
Earth
Theme 7: Lost!
Theme 8: The Butterfly
Theme 8: Life Cycle of
an Apple
Theme 9: Inventions
Then and Now
Theme 9: Watch Them
Grow
Theme 10: Is It a Frog or
a Toad?
Houghton Mifflin
at classroom level only
Theme 2: Insects
Theme 3: At the
Aquarium
Theme 5: Me on the Map
Theme 6:Animals Big
and Small
Theme 8:The Forest
Theme 9: Inventions
Then and Now
Houghton Mifflin
X
X
X
X
X
Theme 1: A Day at
44
Enduring Understandings
including visually and
quantitatively, as well as in
words.*
Essential Questions
Learning Targets (State Standards)
Assessments
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance and
sufficiency of the evidence.
1.2.8.8 Identify the reasons an author
gives to support points in a text.
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare
the approaches the authors
take.
1.2.9.9 Identify basic similarities in and
differences between two texts on the same
topic (e.g., in illustrations, descriptions, or
procedures).
at classroom level only
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
1.2.10.10 Read informational texts
appropriately complex for grade 1, as well
as select texts for personal enjoyment,
interest, and academic tasks.
at classroom level only
Resources
School
Theme 3: Seasons
Theme 5: Me on the Map
Theme 6: Animals Big
and Small
Theme 7: The Butterfly
Theme 8: The Forest
Theme 8: Life Cycle of
an Apple
Theme 9: Inventions
Then and Now
Theme 9: Watch Them
Grow
Notes
Tri 1
Tri 2
Tri 3
X
X
X
X
X
Reading (Foundational Skills)
These standards are
directed toward fostering
students’ understanding and
working knowledge of
concepts of print, the
alphabetic principle, fluency,
and other basic conventions
of the English writing
system.
1.3.0.1 Demonstrate understanding of the
Houghton Mifflin
organization and basic features of print.
a.
Recognize the distinguishing
features of a sentence (e.g.,
first word, capitalization, ending
punctuation).
Theme 1: Mac the Cat
Theme 1: Charles Tiger
These foundational skills are
not an end in and of
1.3.0.2
Demonstrate understanding of
spoken words, syllables, and sounds
X
X
45
Enduring Understandings
themselves; rather, they are
necessary and important
components of an effective,
comprehensive reading
program designed to
develop proficient readers
with the capacity to fluently
read and comprehend texts
across a range of types and
disciplines.
Instruction should be
differentiated: good readers
will need much less practice
with these concepts than
struggling readers will.
Essential Questions
Learning Targets (State Standards)
(phonemes).
a. Distinguish long from
short vowel sounds in
spoken single-syllable
words.
b. Orally produce singlesyllable words by
blending sounds
(phonemes), including
consonant blends.
c. Isolate and pronounce
initial, medial vowel, and
final sounds (phonemes)
in spoken single-syllable
words.
d. Segment spoken singlesyllable words into their
complete sequence of
individual sounds
(phonemes).
1.3.0.3
Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for
common consonant
digraphs, and initial and
final consonant blends.
b. Decode regularly spelled
one-syllable words.
c. Know final -e and
common vowel team
conventions for
representing long vowel
sounds.
d. Use knowledge that
every syllable must have
a vowel sound to
determine the number of
syllables in a printed
word.
e. Decode two-syllable
words following basic
patterns by breaking the
words into syllables.
f. Read words with
inflectional endings.
g. Recognize and read
grade-appropriate
Assessments
Resources
Notes
Tri 1
X
Tri 2
Tri 3
X
Spring Lake Park
Phonics Framework
46
Enduring Understandings
The point is to teach
students what they need to
learn and not what they
already know—to discern
when particular children or
activities warrant more or
less attention.
Essential Questions
Learning Targets (State Standards)
irregularly spelled words,
including high- frequency
words.
Assessments
Resources


Read grade-level text
with purpose and
understanding to promote
oral and silent reading
fluency.
End of Grade 1 level text is
defined as Fountas and Pinnell
levels J
Purpose and understanding is
demonstrated by exhibiting
comprehension of text orally or
in writing
b.


Read grade-level text
orally with accuracy,
appropriate rate, and
expression on successive
readings.
Expression includes
appropriate pacing, phrasing,
intonation, and emphasis
(holistically)
Successive reading is defined
by reading a variety of text over
time (not rereading the same
text)
c.
Tri 1
Tri 2
Tri 3
Grade 1 Sight Words –
moving on to Grade 2 as
needed
X
1.3.0.4
Read with sufficient accuracy
and fluency to support comprehension.
a.
Notes
X
Descriptions of Fountas
and Pinnell Leveling are
found in Schoology –
Staff Resources Reading Resources –
Articles folder
Examples (for
comparison) of Fountas
and Pinnell level J books:
Henry and Mudge (J)
Mouse Soup (J)
Curious George and the
Ice Cream (J)
Mouse Tales (J)
Little Bear (J)
Mr. Putter and Tabby (J)
Owl at Home (J)
Peter’s Chair (J)
The Snowy Day (J)
Use context and other
cues (e.g., phonics, word
recognition skills, prior
knowledge) to confirm or
self-correct word
recognition and
understanding rereading
as necessary.
47
Grade 2
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
Reading - (Literature)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
What are the dangers of personal
and societal illiteracy?
What is the difference between
informal, conversational or nonstandard English,3 and formal,
Edited Standard English?
How should I organize my
thoughts and ideas so people
understand what I am saying?
How should I adjust my writing or
speaking to communicate
effectively with different
audiences?
What techniques or strategies do
writers or speakers use to
achieve their goals?
How should I evaluate the quality
of another’s writing?
What strategies should I use to
process what I read or hear?
How might the biographical or
historical context in which
something was written or said
affect my interpretation?
2.1.1.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
Including (not limited to) questions related to:


Drawing Conclusions (relating to setting,
characters, key events, theme) based on
information and details in text
Comparing themes of texts
HM Theme 1
Dragon Gets By
HM Theme 1
Julius
HM Theme 1
Mrs. Brown Went to Town
HM Theme 2
Henry and Mudge and the Starry
Night
*connects
with
Health
nutrition
standard
X
X
X
HM Theme 2
Around the Pond: Who’s Been
Here
HM Theme 2
Owl Moon
HM Theme 3
Big Bushy Moustache
HM Theme 3
Jamaica Louise James
HM Theme 3
Grandpa’s Corner Store
HM Theme 4
Gloria and Officer Buckle
What is the value of considering
multiple perspectives?
HM Theme 4
Great Ball Game
How should I find, use, and share
credible information
HM Theme 4
Little Grunt and the Big Egg
HM Theme 5
Jalapeno Bagels
48
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 5
Carousel
HM Theme 5
Thunder Cake
HM Theme 5
More Stories Julian Tells
HM Theme 5
Cool Crazy Crickets
HM Theme 6
Art Lesson
HM Theme 6
Moses Goes to a Concert
HM Theme 6
School Mural
Determine central ideas or
themes of a text and analyze
their development;
summarize the key
supporting details and ideas.
2.1.2.2 Retell stories, including fables and folktales from
diverse cultures, and determine their central message,
lesson, or moral.


Retell is a summary that consists of relevant
details from the beginning, middle, and end of
the text that support the main idea.
Author’s message and theme, are
interchangeable with central message and
lesson and moral (all terms should be taught
and used)
HM Theme 6
Raymond’s Best Summer
HM Theme 1
Dragon Gets By
X
X
X
HM Theme 1
The Surprise
HM Theme 2
Fables
HM Theme 3
Big Bushy Moustache
HM Theme 3
Jamaica Louise James
HM Theme 3
Grandpa’s Corner Store
HM Theme 4
Gloria and Officer Buckle
HM Theme 4
The Great Ball Game
HM Theme 4
49
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
Little Grunt and the Big Egg
HM Theme 5
Jalapeno Bagels
HM Theme 5
Carousel
HM Theme 5
Thunder Cake
HM Theme 5
More Stories Julian Tells
HM Theme 5
Cool Crazy Crickets (retell each
chapter)
HM Theme 6
Art Lesson
HM Theme 6
Moses Goes to a Concert
Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
2.1.3.3 Describe how characters in a story respond to
major events and challenges.
Including:

Describing how characters respond to
problems and how their response
influences the solution
HM Theme 1
The Surprise
X
HM Theme 2
Owl Moon
HM Theme 2
Fables
HM Theme 3
Big Bushy Moustache
HM Theme 3
Grandpa’s Corner Store
HM Theme 4
Gloria and Officer Buckle
HM Theme 5
Jalapeno Bagels
HM Theme 5
Carousel
50
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 5
Thunder Cake
HM Theme 5
More Stories Julian Tells
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
choices shape meaning or
tone.
2.1.4.4 Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
Assess how point of view or
purpose shapes the content
and style of a text.
X
HM Theme 1
Focus on Poetry – scan and
project on screen to read together
Also:


Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
HM Theme 6
Art Lesson
HM Theme 1
Mrs. Brown Went to Town
Determining author’s tone (the author’s
attitude toward the subject – lighthearted,
humorous, fun vs. serious, thought
provoking, sad, etc)
Identifying synonyms, antonyms, and
multiple meaning words
X
HM Theme 2
Owl Moon
HM Theme 4
The Great Ball Game
X
HM Theme 5
Thunder Cake
2.1.5.5 Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
As teaching 2.1.2.2 - students
should describe story structure
elements (without using examples
from the text)
Including:

The overall structure of a story includes
how plot and theme develop

Determining mood (emotional atmosphere)
as it is made evident by structuring of text –
how mood might change as text builds
HM Theme 4
The Great Ball Game
2.1.6.6 Acknowledge differences in the points of view of
characters, including by speaking in a different voice for
each character when reading dialogue aloud.
HM Theme 2
Henry and Mudge and the Starry
Night
Including:
HM Theme 3
Grandpa’s Corner Store
HM Theme 5
Thunder Cake
X
X
X
51
Enduring Understandings
Essential Questions
Learning Targets (State Standards)


Assessmen
ts
Identifying points of view of each character
Identifying author’s point of view
Resources
Notes
Tri 1
Tri 2
Tri 3
HM Theme 4
Gloria and Officer Buckle
HM Theme 4
Little Grunt and the Big Egg
HM Theme 5
More Stories Julian Tells
Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words.*
2.1.7.7 Use information gained from the illustrations
and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
at classroom
level only
HM Theme 6
Art Lesson
HM Theme 1
Julius
X
X
X
HM Theme 1
Mrs. Brown Went to Town
HM Theme 1
The Surprise
HM Theme 3
Jamaica Louise James
HM Theme 4
Gloria and Officer Buckle
HM Theme 5
Carousel
HM Theme 6
Moses Goes to a Concert
Delineate and evaluate the
argument and specific claims
in a text, including the validity
of the reasoning as well as
the relevance and sufficiency
of the evidence.
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare the
approaches the authors take.
2.1.9.9 Compare and contrast two or more versions of
the same story (e.g., Cinderella stories) by different
authors or from different cultures, including those by or
about Minnesota American Indians.
at classroom
level only
X
52
Enduring Understandings
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
Essential Questions
Learning Targets (State Standards)
2.1.10.10 Select, read and comprehend literature
including stories and poetry for personal enjoyment,
interest, and academic tasks, in the grades 2–3 text
complexity band proficiently, with scaffolding as needed
Assessmen
ts
Resources
Notes
Tri 1
X
at classroom
level only
Tri 2
Tri 3
X
X
X
X
Reading (Informational Text)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
2.2.1.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
Including (not limited to) questions related to:

Locating in the text where evidence is
located

Drawing Conclusions from text

Distinguishing fact and opinion within text
HM Theme 1
Hippos
HM Theme 2
Squirrels and Chipmunks
HM Theme 4
Mighty Dinosaurs
Analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text.
2.2.3.3 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps
in technical procedures in a text.
Interpret words and phrases
as they are used in a text,
including determining
technical, connotative, and
figurative meanings, and
2.2.4.4 Determine the meaning of words and phrases in
a text relevant to a grade 2 topic or subject area.
X
HM Theme 3
Trip to the Firehouse
HM Theme 4
Ants
2.2.2.2 Identify the main topic of a multiparagraph text
as well as the focus of specific paragraphs within the
text.
X
HM Theme 2
Owls
HM Theme 4
An Octopus is Amazing
Determine central ideas or
themes of a text and analyze
their development;
summarize the key
supporting details and ideas.
X
HM Theme 6
Join the Circus
HM Theme 4
Biographies
X
*connects
to science
insects
*connects
to science
dinosaurs
X
X
X
X
X
X
X
53
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
analyze how specific word
choices shape meaning or
tone.
Analyze the structure of
texts, including how specific
sentences, paragraphs, and
larger portions of the text
(e.g., a section, chapter,
scene, or stanza) relate to
each other and the whole.
Assess how point of view or
purpose shapes the content
and style of a text.
2.2.5.5 Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or
information in a text efficiently.
HM Theme 1
Hippos
X
HM Theme 4
Ants – use text to add text features
with students as reading
(headings, subheadings)
HM Theme 4
Mighty Dinosaurs
HM Theme 2
Exploring Parks with Ranger
Dockett
2.2.6.6 Identify the main purpose of a text, including
what the author wants to answer, explain, or describe.
Including:

Identifying the author’s purpose: to
persuade, to inform, or to entertain
X
HM Theme 3
Trip to the Firehouse
HM Theme 3
Barrio
HM Theme 4
Aero and Officer Mike: Police
Partners
HM Theme 4
Biographies
HM Theme 6
Join the Circus
Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words.*
2.2.7.7 Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify
a text.
Delineate and evaluate the
argument and specific claims
in a text, including the validity
of the reasoning as well as
the relevance and sufficiency
of the evidence.
2.2.8.8
Analyze how two or more
texts address similar themes
2.2.9.9 Compare and contrast the most important points
presented by two texts on the same topic.
X
at classroom
level only
HM Theme 2
Exploring Parks with Ranger
Dockett
Describe how reasons support specific
points the author makes in a text.
X
HM Theme 6
Join the Circus
at classroom
level only
X
54
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
or topics in order to build
knowledge or to compare the
approaches the authors take.
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
2.2.10.10 Select, read and comprehend informational
texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band
proficiently with scaffolding as needed at the high end
of the range for personal interest, enjoyment, and
academic tasks.
at classroom
level only
X
X
X
X
X
Reading (Foundational Skills)
These standards are directed
toward fostering students’
understanding and working
knowledge of concepts of
print, the alphabetic principle,
fluency, and other basic
conventions of the English
writing system.
These foundational skills are
not an end in and of
themselves; rather, they are
necessary and important
components of an effective,
comprehensive reading
program designed to develop
proficient readers with the
capacity to fluently read and
comprehend texts across a
range of types and
disciplines.
Instruction should be
differentiated: good readers
will need much less practice
with these concepts than
struggling readers will.
2.3.0.3
Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Distinguish long and short vowels
when reading regularly spelled onesyllable words. (cat, cake, fight, kid,
lot, bone, cut, flute, bed, need)
b. Know spelling-sound
correspondences for additional
Spring Lake Park Phonics
Framework
55
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
c.
d.
e.
f.
The point is to teach students
what they need to learn and
not what they already
know—to discern when
particular children or
activities warrant more or
less attention.
2.3.0.4
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
common vowel teams. (ee, ea, oi, oy,
ou)
Decode regularly spelled two-syllable
words with long vowels.
Decode words with common prefixes
and suffixes. (un, re, ful, ly, s, ies,
es, y)
Identify words with inconsistent but
common spelling-sound
correspondences.
Recognize and read gradeappropriate irregularly spelled words,
including high-frequency words. (keep
same 100 words)
Read with sufficient accuracy and fluency
to support comprehension.
a.
Read grade-level text with purpose
and understanding to promote oral
and silent reading fluency.
o
End of Grade 2 level text is
defined as Fountas and Pinnell
levels M/N
o
Purpose and understanding is
demonstrated by exhibiting
comprehension of text orally or
in writing
b.
Read grade-level text orally with
accuracy, appropriate rate, and
expression on successive readings.
o
Expression includes
appropriate pacing, phrasing,
intonation, and emphasis
(holistically)
o
Successive reading is defined
by reading a variety of text
over time (not rereading the
same text)
c.
Use context and other cues (e.g.,
phonics, word recognition skills, prior
knowledge) to confirm or self-correct
X
X
X
Descriptions of Fountas and
Pinnell Leveling are found in
Schoology – Staff Resources Reading Resources – Articles
folder
Examples (for comparison) of
Fountas and Pinnell level M and N
books:
Magic Tree House (M)
Flat Stanley (M)
Freckle Juice (M)
How to Eat Fried Worms (M)
Molly’s Pilgrim (M)
Polk Street Kids (M)
Amber Brown (N)
Stories Julian Tells (N)
Donovan’s Word Jar (N)
Sylvester and the Magic Pebble
(N)
My Father’s Dragon (N)
Chocolate Touch (N)
56
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessmen
ts
Resources
Notes
Tri 1
Tri 2
Tri 3
word recognition and understanding,
rereading as necessary.
57
Grade 3
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessments
Resources
Notes
Tri 1
Tri 2
Tri 3
Reading - (Literature)
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
What are the dangers of personal and
societal illiteracy?
What is the difference between
informal, conversational or nonstandard English,4 and formal, Edited
Standard English?
How should I organize my thoughts
and ideas so people understand what
I am saying?
How should I adjust my writing or
speaking to communicate effectively
with different audiences?
What techniques or strategies do
writers or speakers use to achieve
their goals?
How should I evaluate the quality of
another’s writing?
What strategies should I use to
process what I read or hear?
How might the biographical or
historical context in which something
was written or said affect my
interpretation?
What is the value of considering
multiple perspectives?
How should I find, use, and share
credible information
3.1.1.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
Including (not limited to) questions related to:


Making Inferences (relating to setting,
characters, key events, theme) based on
information and details in text
Determining cause and effect relationships in
text
Houghton Mifflin
Theme 1: Davy Lowe
Theme 1: Cliff Hanger
Theme 1: Ballad of
Mulan
Theme 1: Lost and
Found
Theme 2: The
Keeping Quilt
Theme 2: Grandma’s
Records
Theme 2: Talking
Cloth
Theme 2: Miss
Rumphius
Theme 2: Trickster
Tales
Theme 3: Mysterious
Giant of Barletta
Theme 3: Raising
Dragons
Theme 3: Garden of
Abdul Gasazi
Theme 4: Seal Surfer
Theme 4: Two Days
in May
Theme 4: Alejandro’s
Gift
Theme 5: Across the
Wide Dark Sea
Theme 5: Yunmi and
Halmoni’s Trip
Theme 5: Fairy Tales
Theme 6: Pepita
Talks Twice
Theme 6: Poppa’s
New Pants
X
* rich text could
be revisited
throughout the
year
X
X
58
Enduring Understandings
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
Essential Questions
Learning Targets (State Standards)
3.1.2.2 Retell stories, including fables, folktales, and
myths from diverse cultures; determine the central
message, lesson, or moral in a text and explain how it
is conveyed through key details.

Retell is a summary that consists of relevant
details from the beginning, middle, and end
of the text that support the main idea.

Author’s message and theme, are
interchangeable with central message and
lesson and moral (all terms should be taught
and used)
3.1.3.3 Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
Assessments
Resources
Theme 1: Davy Lowe
Theme 1: Cliff Hanger
Theme 1: Ballad of
Mulan
Theme 1: Lost and
Found
Theme 2: The
Keeping Quilt
Theme 2: Grandma’s
Records
Theme 2: Talking
Cloth
Theme 2: Miss
Rumphius
Theme 2: Trickster
Tales
Theme 3: Salt on a
Bird’s Tail
Theme 3: Garden of
Abdul Gasazi
Theme 4: Seal Surfer
Theme 4: Two Days
in May
Theme 4: Alejandro’s
Gift
Theme 5: Yunmi and
Halmoni’s Trip
Theme 5: Fairy Tales
Theme 6: Pepita
Talks Twice
Theme 6: Poppa’s
New Pants
Theme 6: Ramona
Quimby, Age 8
Theme 1: Davy Lowe
Theme 1: Cliff Hanger
Theme 1: Ballad of
Mulan
Theme 1: My Dog Ate
My Homework
Theme 2: The
Keeping Quilt
Theme 2: Grandma’s
Records
Theme 2: Talking
Cloth
Theme 2: Miss
Rumphius
Theme 2: Trickster
Notes
Tri 1
X
Tri 2
X
Tri 3
X
X
59
Enduring Understandings
Interpret words and
phrases as they are used in
a text, including
determining technical,
connotative, and figurative
meanings, and analyze
how specific word choices
shape meaning or tone.
Essential Questions
Learning Targets (State Standards)
3.1.4.4 Determine the meaning of words and phrases
as they are used in a text, distinguishing literal from
nonliteral language, including figurative language such
as similes.
Including:

Assessments
Resources
Tales
Theme 3: Dogzilla
Theme 3: Bones
Brothers and the
Frozen Fence
Theme 3: Mysterious
Giant of Barletta
Theme 3: Salt on a
Bird’s Tail
Theme 3: Raising
Dragons
Theme 3: Garden of
Abdul Gasazi
Theme 4: Seal Surfer
Theme 4: Two Days
in May
Theme 4: Alejandro’s
Gift
Theme 5: Across the
Wide Dark Sea
Theme 5: Yunmi and
Halmoni’s Trip
Theme 5: The Islandbelow-the-Star
Theme 5: Fairy Tales
Theme 6: Run to the
River
Theme 6: Pepita
Talks Twice
Theme 6: Poppa’s
New Pants
Theme 6: Ramona
Quimby, Age 8
Theme 1: Cliff Hanger
Theme 1: Focus on
Genre: Poetry
Theme 3: Dogzilla
Theme 6: Poppa’s
New Pants
Notes
Tri 1
X
Tri 2
X
Tri 3
X
Determining author’s tone (the author’s
attitude toward the subject – lighthearted,
humorous, fun vs. serious, thought
provoking, sad, etc) by analyzing specific
words, phrases, figures of speech,
figurative language (similes, metaphors,
and personification)
60
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Analyze the structure of
texts, including how specific
sentences, paragraphs,
and larger portions of the
text (e.g., a section,
chapter, scene, or stanza)
relate to each other and the
whole.
3.1.5.5 Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
Assess how point of view or
purpose shapes the content
and style of a text.
3.1.6.6 Distinguish their own point of view from that
of the narrator or those of the characters.
Assessments
Theme 1: Focus on
Genre: Poetry
Theme 4: Seal Surfer
Also:


Notes
Tri 1
*scan poems,
Tri 2
Tri 3
X
number stanzas
(or lines) , and
ask questions
related to
stanzas and/or
lines
Determining mood (emotional
atmosphere) as it is made evident by
structuring of text – how mood might
change as text builds
Including:
Integrate and evaluate
content presented in
diverse media and formats,
including visually and
quantitatively, as well as in
words.*
Resources
Determining author’s point of view
3.1.7.7 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize
aspects of a character or setting).
at classroom level only
Theme 1: Cliff Hanger
Theme 1: The Ballad
of Mulan
Theme 1: My Dog Ate
My Homework
Theme 2: The
Keeping Quilt
Theme 2: Grandma’s
Records
Theme 2: Talking
Cloth
Theme 2: Miss
Rumphius
Theme 2: Trickster
Tales
Theme 4: Two Days
in May
Theme 6: Pepita
Talks Twice
X
Theme 1: Cliff Hanger
Theme 1: The Ballad
of Mulan
Theme 2: The
Keeping Quilt
Theme 3: Dogzilla
X
X
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance
and sufficiency of the
61
Enduring Understandings
evidence.
Analyze how two or more
texts address similar
themes or topics in order to
build knowledge or to
compare the approaches
the authors take.
Essential Questions
Learning Targets (State Standards)
3.1.9.9 Compare and contrast the themes, settings,
and plots of stories written by the same author about
the same or similar characters (e.g., in books from a
series).
Assessments
at classroom level only
Resources
Notes
Theme 2: Keeping
Quilt – (check libraries
for other Patricia
Polacco texts: ex: My
Rotten Red Headed
Older Brother)
*Theme 1
compare/contrast
Axel (Cliff
Hanger) and
Mulan (Ballad of
Mulan)
Theme 3: Dogzilla –
(check libraries for
Dav Pilkey KatKong)
Theme 3: Garden of
Abdul Gasazi –
(check libraries for
other Chris Van
Allsburg texts)
Tri 1
Tri 2
Tri 3
X
*Theme 2
compare/contrast
Keeping Quilt,
Grandma’s
Records, and/or
Talking Cloth
*Theme 2
compare/contrast
Trickster Tales
*Theme 4
compare/contrast
Nights of the
Pufflings and
Alejandro’s Gift
*Theme 5 Fairy
Tales:
compare/contrast
versions of
Cinderella
*Theme 6
compare/contrast
Pepita Talks
Twice and
Poppa’s New
Pants
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
3.1.10.10
Read and comprehend literature and
other texts including stories, dramas,
and poetry, at the high end of grades 2–
3 text complexity band (independently
and proficiently.
at classroom level only
X
X
X
a. Self-select texts for personal
enjoyment, interest, and academic
tasks.
Reading -(Informational Text)
62
Enduring Understandings
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence
when writing or speaking to
support conclusions drawn
from the text.
Essential Questions
Learning Targets (State Standards)
3.2.1.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
Including (not limited to) questions related to:

Making inferences based on information
in text

Determining cause and effect
relationships in text
Assessments
Resources
Theme 2: What
Turkeys Eat for
Thanksgiving
Theme 2: Dancing
Rainbows
Theme 4: Nights of
the Pufflings
Theme 4: In the Rain
Theme 4: Living
Desert
Theme 4: Biographies
Theme 5: Trapped by
the Ice!
Determine central ideas or
themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
3.2.2.2 Determine the main idea of a text; recount
the key details and explain how they support the main
idea.
Theme 2: What
Turkeys Eat for
Thanksgiving
Theme 2: Dancing
Rainbows
Theme 2: Celebrating
Chinese New Year
Theme 3: Real-Life
Dragons
Theme 4: Nights of
the Pufflings
Theme 4: In the Rain
Theme 4: Should you
Help Baby Animals
Theme 4: Living
Desert
Theme 4: Biographies
(determine main idea
for all four biographies
and link details of
individual biographies
to the one big main
idea)
Theme 5: Going
West: Children on the
Oregon Trail
Analyze how and why
individuals, events, and
ideas develop and interact
over the course of a text.
3.2.3.3 Describe the relationship between a series
of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect.
Theme 1: Deborah
Sampson Goes to
War
Theme 1: Sybil
Ludington’s Midnight
Ride
Theme 4: Nights of
the Pufflings
Notes
Tri 1
Tri 2
Tri 3
X
X
X
X
X
X
X
63
Enduring Understandings
Essential Questions
Learning Targets (State Standards)
Assessments
Resources
Theme 4: Living
Desert
Theme 4: Biographies
Theme 5: Trapped by
the Ice!
Interpret words and
phrases as they are used in
a text, including
determining technical,
connotative, and figurative
meanings, and analyze
how specific word choices
shape meaning or tone.
3.2.4.4 Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
Analyze the structure of
texts, including how specific
sentences, paragraphs,
and larger portions of the
text (e.g., a section,
chapter, scene, or stanza)
relate to each other and the
whole.
3.2.5.5 Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
Theme 1: These Kids
Rock
Assess how point of view or
purpose shapes the content
and style of a text.
3.2.6.6 Distinguish their own point of view from that
of the author of a text.
Integrate and evaluate
content presented in
diverse media and formats,
including visually and
quantitatively, as well as in
words.*
3.2.7.7 Use information gained from illustrations
(e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
Theme 2: Dancing
Rainbows
Theme 4: Nights of
the Pufflings
Theme 4: Should You
Help Baby Animals
Theme 5: A Wild Ride
Theme 2: Dancing
Rainbows
Theme 3: Real-life
Dragons
Theme 4: Nights of
the Pufflings
Theme 4: Living
Desert
Theme 5: Trapped by
the Ice!
Delineate and evaluate the
argument and specific
claims in a text, including
the validity of the reasoning
as well as the relevance
and sufficiency of the
3.2.8.8 Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a
sequence).
Notes
Tri 1
X
Tri 2
X
Tri 3
X
Including:

Using glossaries and dictionaries to find
the appropriate meaning for the given
context
at classroom level only
Theme 1: Sybil
Ludington’s Midnight
Ride
Theme 4: Should You
Help Baby Animals
X
*Italicized words
X
X
X
64
Enduring Understandings
evidence.
Essential Questions
Learning Targets (State Standards)
Assessments
Analyze how two or more
texts address similar
themes or topics in order to
build knowledge or to
compare the approaches
the authors take.
3.2.9.9 Compare and contrast the most important
points and key details presented in two texts on the
same topic.
at classroom level only
Read and comprehend
complex literary and
informational texts
independently and
proficiently.
3.2.10.10
at classroom level only
Read and comprehend
informational texts, including history/social
studies, science, and technical texts, at
the high end of the grades 2–3 text
complexity band, independently and
proficiently.
a.
Resources
Notes
Tri 1
Tri 2
Theme 4: Biographies
Theme: 4 Pufifns,
Clowns of the Sea
and Theme 4: Nights
of the Puffings
Tri 3
X
X
X
X
Self-select texts for personal
enjoyment, interest, and academic
tasks.
Reading -(Foundational Skills)
These standards are
directed toward fostering
students’ understanding
and working knowledge of
concepts of print, the
alphabetic principle,
fluency, and other basic
conventions of the English
writing system.
These foundational skills
are not an end in and of
themselves; rather, they
are necessary and
important components of
an effective,
comprehensive reading
program designed to
develop proficient readers
with the capacity to fluently
read and comprehend texts
across a range of types and
disciplines.
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Enduring Understandings
Instruction should be
differentiated: good readers
will need much less
practice with these
concepts than struggling
readers will.
The point is to teach
students what they need to
learn and not what they
already know—to discern
when particular children or
activities warrant more or
less attention.
Essential Questions
Learning Targets (State Standards)
3.3.0.3
Know and apply grade-level
phonics and word analysis skills in
decoding words.
a.
Identify and know the meaning of
the most common prefixes and
derivational suffixes.
b.
Decode words with common Latin
suffixes.
c.
Decode multisyllable words.
d.
Read grade-appropriate irregularly
spelled words, including highfrequency words.
3.3.0.4
Read with sufficient accuracy
and fluency to support comprehension.
a.
Read grade-level text with purpose
and understanding.
o
End of Grade 3 level text is
defined as Fountas and
Pinnell levels P-Q
o
Purpose and understanding is
demonstrated by exhibiting
comprehension of text orally
or in writing
b.
Read grade-level prose and poetry
orally with accuracy, appropriate
rate, and expression on successive
readings.
o
Expression includes
appropriate pacing, phrasing,
intonation, and emphasis
(holistically)
o
Successive reading is defined
by reading a variety of text
over time (not rereading the
same text)
c. Use context to confirm or self-correct
word recognition and
understanding, rereading as
necessary.
Assessments
Resources
Notes
Tri 1
Tri 2
X
X
X
X
Tri 3
Spring Lake Park
Phonics Framework
X
Descriptions of
Fountas and Pinnell
Leveling are found in
Schoology – Staff
Resources - Reading
Resources – Articles
folder
Examples (for
comparison) of
Fountas and Pinnell
level P and Q books:
Bunnicula (P)
One Day in the
Woods (P)
The Hundred Dresses
(P)
Riding Freedom (P)
Fantastic Mr. Fox
The Twits (P)
Wayside School is
Falling Down (Q)
Just Juice (Q)
Dear Mr. Henshaw
(Q)
Mr. Popper’s
Penguins (Q)
James and the Giant
Peach (Q)
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