Istation Reading Curriculum Correlated to Oklahoma ... · Istation ELAR Curriculum Pre-Kindergarten Legend: Oklahoma Academic Standards for English Language Arts and Reading

Istation Reading Curriculum

Correlated to

Oklahoma Academic Standards

for English Language Arts and Reading

Grades Pre-K through 5

Copyright© 2016 Istation - All rights reserved

Istation ELAR Curriculum

Pre-Kindergarten

Reading Curriculum Correlations 2 Copyright © 2016 Istation - All rights reserved

Legend: Oklahoma Academic Standards for English Language Arts and Reading Reading and Writing Standards 1 = Speaking and Listening 5 = Language

2 = Reading Foundations/Reading 6 = Research

and Writing Processes

3 = Critical Reading and Writing 7 = Multimodal Literacies

4 = Vocabulary 8 = Independent Reading and Writing

Legend: California Common Core State Standards

for English Language Arts Reading Standard Strands 1 = Literature (RL) 4 = Writing (W) 2 = Informational (RI) 5 = Speaking & Listening (SL) 3 = Foundational (RF) 6 = Language (L)

Standard Strands/Objectives Cycle Activities

College- and Career-Ready

Standards

Reading (R)

Students will develop and

apply effective communication

skills through speaking and active listening.

Writing (W)


apply effective

communication skills through speaking and

active listening to create

individual and group

projects and

presentations.

1 2 3 4 5 6 7 8

(1) Students will speak and listen effectively

in a variety of situations including, but

not limited to, responses to reading and

writing.

Students will actively

listen and speak using

agreed-upon rules with

guidance and support.

PK.1.R.1

Students will begin to

ask and answer

questions about

information presented

orally or through text or

other media with


Students will begin

to orally describe

personal interests or

tell stories to

classmates with

guidance and

support.

PK.1.W.1

Students will work

respectfully with

others with guidance

and support.

PK.1.W.2

SBTR 0 Foundations: Lesson 1 – Listening to

Sounds

[PK.1.R.1] through [PK.1.R.4],

[PK.1.W.1], [PK.1.W.2]

Foundations: Lesson 3 – Word Length


[PK.1.W.1]

SBTR 1 Comprehension: Lesson 3 – Asking

Questions Strategy

[PK.1.W.2]


Pre-Kindergarten











Standards

Reading (R)


apply effective communication

skills through speaking and active listening.

Writing (W)


apply effective

communication skills through speaking and



projects and

presentations.

1 2 3 4 5 6 7 8

PK.1.R.2


engage in collaborative

discussions about

appropriate topics and

texts with peers and

adults in small and large

groups with guidance

and support.

PK.1.R.3

Students will follow

simple oral directions.

PK.1.R.4

ISIP ER

Listening Comprehension, Tier 2 and

Tier 3

Pre-K

Book and Print Awareness (BPA): At

the Market

[PK.1.W.1]

Read-Aloud Book: My Favorite

Things, [PK.1.R.1] through

[PK.1.R.4], [PK.1.W.1]

2 Read-Aloud Book: Where is Coco?

[PK.1.R.1] through [PK.1.R.4]


Pre-Kindergarten









Standard Strands/Objectives Cycle Activities College- and Career-Ready

Standards

Phonological Awareness (PA)

Phonological awareness is the ability to recognize, think

about, and manipulate sounds in spoken language without

using text.

1 2 3 4 5 6 7 8

(2) Students will develop foundational skills

for future reading success by working

with sounds, letters, and text.

Students will distinguish

spoken words in a

sentence with guidance

and support.

PK.2.PA.1

Students will recognize

spoken words that

rhyme.

PK.2.PA.2


recognize syllables in

spoken words

(e.g., sunshine= sun +

shine).

PK.2.PA.3

Students will begin

to isolate initial and

final sounds in

spoken words.

PK.2.PA.4

Students will begin

to recognize initial

sounds in a set of

spoken words

(i.e., alliteration).

PK.2.PA.5

Students will

combine onsets and

rimes to form

familiar one syllable

spoken words with

pictorial support

Pre-K

Read-Aloud Book: Dusty the Dog and

Coco the Cat, Where Will They Ride?

Book and Print Awareness: At the

Market

[PK.2.PA.1], [PK.2.PA.3], [PK.2.PA.4],

[PK.2.PA.5], [PK.2.PA.6]


Pre-Kindergarten









(e.g., /c/ + at =

cat).

PK.2.PA.6

Pre-K Lessons A - B: Clapping Clara,

Sentences; Literacy Acquisition

Theater, Interactive Theater

Lesson C: Literacy Acquisition

Theater, Interactive Theater

[PK.2.PA.1], [PK.2.PA.3],

[PK.2.PA.4], [PK.2.PA.5]

Beginning Sound Game 1 and 2,

Lessons A-C: Sound Recognition

Room

[PK.2.PA.4], [PK.2.PA.5]

Pre-K Rhymin’ Ralph’s Rhyme-O-Rama,

Book: Time for Rhyme

[PK.2.PA.2], [PK.2.PA.6]

ISIP ER Phonological Awareness: Initial Sound

Fluency, Tier 2

Phonological Awareness: Initial Sound

Fluency, Tier 3

[PK.2.PA.6]


Pre-Kindergarten









0 Lesson 4: Counting Each Sound

Lesson 5, Counting Each Sound

[PK.2.PA.5]

SBTR 0 Foundations: Lesson 2 – Sentence

Segmentation

[PK.2.PA.2], [PK.2.PA.6]

Foundations: Lesson 4 – Syllabication

[PK.2.PA.3]

Foundations: Lesson 5 – Alliteration

[PK.2.PA.6]

Foundations: Lesson 10 - Generating

Rhymes

[PK.2.PA.2]

Foundations: Lesson 11 – Onset and

Rime

[PK.2.PA.6]

Foundations: Lesson 7 – Rhyming

with Pictures, Lesson 9 – Rhyming

Identification


Pre-Kindergarten









Standard Strands/Objectives

Cycle Activities College- and Career-Ready

Standards

Print Concepts (PC)

Students will demonstrate their understanding of the

organization and basic features of print, including book handling skills and the understanding that printed materials

provide information and tell stories.

1 2 3 4 5 6 7 8




writing.

Tab’s 3-Phoneme Sound Boxes, Tab’s

4-Phoneme Sound Boxes, Tab’s Slide

Game, Tab’s Stretch Mat

[PK.2.PA.4]


Pre-Kindergarten









Students will write the

majority of the letters

in their first name and

some uppercase and

lowercase letters with


PK.2.PC.1

Students will

understand that print

carries a message by

recognizing labels,

signs, and other print

in the environment

with guidance and

support.

PK.2.PC.2


demonstrate correct

book orientation and

identify the front and

back covers of a book.

PK.2.PC.3

Students will

recognize that written

words are made up of

letters and are

separated by spaces

with guidance and

support.

PK.2.PC.4


understand that print

moves from top to

bottom, left to right,

and front to back.

PK.2.PC.5

Students will

recognize ending

punctuation marks in

print during shared

reading or other text

experiences with


PK.2.PC.6

Pre-K

Read-Aloud Books: Where Will They

Ride? My Favorite Things, Cal and the

Clam, Fun with Friends, Fun at the

Pond, A Special Delivery for Dusty, In

the Sand, Lamps, Mac and Cam, Pals,

Pam and the Cap, Pat’s Cat,

Raindrops, Sam Has Mail, The Act,

The Last Scrap, The Cleaning Attack,

Where is Coco?

Books and Print Awareness (BPA): At

the Market, Dusty the Dog and Coco

the Cat

[PK.2.PC.2] through [PK.2.PC.6]

Letter Discrimination Activities with

Lessons A-C: Cap/Lwr Teach, Cap/Lwr

Discrimination

[PK.2.PC.1]


Pre-Kindergarten











Standards

Phonics and Word Study (PWS)

Students will decode and read words in context and isolation

by applying phonics and word analysis skills.

1 2 3 4 5 6 7 8

(2) Students will decode and read words in

context and isolation by applying

phonics and word analysis sills.

Students will name

the majority of the

letters in their first

name and many

uppercase and

lowercase letters with


PK.2.PWS.1

Students will produce

some sounds

represented by letters

with guidance and

support.

PK.2.PWS.2

Pre-K Foundations: Alphabet Song (A-Z),

Letter Discrimination Activities (A-Z),

Capital and Lowercase Letter

Discrimination Activities, Clapping

Clara

[PK.2.PWS.1], [PK.2.PWS.2]


Pre-Kindergarten










Standards

Fluency (F)

Students will recognize high-frequency words and read

grade-level text smoothly and accurately, with expression

that connotes comprehension.

1 2 3 4 5 6 7 8

(2) Students will recognize high-frequency

words and read grade-level text

smoothly and accurately, with

expression that connotes

comprehension.

Students will read first

name in print.

PK.2.F.1

SBTR 0 Foundations: Lesson 5 Alliteration

Foundations: Lesson 12 – Visual

Discrimination

[PK.2.F.1]

4 Fluency Passages: Jean and

Dean, Fred Has Ten Hens, Meg

and the Hens

[PK.2.F.1]


Pre-Kindergarten









ISIP ER Letter Sound Fluency packet,

Phonemic Blending Fluency

[PK.2.F.1]



Standards

Reading (R)

Students will read and

comprehend increasingly

complex literary and informational texts.

Writing (W)


strengthen writing by

engaging in a recursive process that includes

prewriting, drafting,

revising, editing,

and publishing.

1 2 3 4 5 6 7 8

(2) Students will use a variety of recursive

reading and writing processes.


retell or re-enact

major events from a

read aloud with

guidance and support

to recognize the main

idea.

PK.2.R


express themselves

through drawing,

dictating, and

emergent writing.

PK.2.W

Pre-K Read-Aloud Books: Where Will They

Ride? My Favorite Things, Cal and the

Clam, Fun with Friends, Fun at the

Pond, A Special Delivery for Dusty, In

the Sand, Lamps, Mac and Cam, Pals,

Pam and the Cap, Pat’s Cat,

Raindrops, Sam Has Mail, The Act,

The Last Scrap, The Cleaning Attack,

Where is Coco?

[PK.2.R]


Pre-Kindergarten









BPA: At the Market

[PK.2.W]

SBTR

0

Foundations: Lesson 2 – Sentence

Segmentation

Foundations: Lesson 3 – Word Length

[PK.2.R], [PK.2.W]


Pre-Kindergarten










Standards

Reading (R)

Students will comprehend,

interpret, evaluate, and

respond to a variety of complex texts of all literary

and informational genres

from a variety of historical,

cultural, ethnic, and

global perspectives.

Writing (W)

Students will write for

varied purposes and

audiences in all modes, using fully developed ideas,

trong organization, well-

chosen words, fluent

sentences, and

appropriate voice.

1 2 3 4 5 6 7 8

(3) Students will apply critical thinking

skills to reading and writing.

Students will describe

the role of an author

and illustrator, telling

how they contribute

to a story, with


PK.3.R.1


characters in a story

with guidance and

support.

PK.3.R.2

Students will tell what

is happening in a

picture or illustration

Students will use

drawing, labeling, and

dictating to express

thoughts and ideas

with guidance and

support.

PK.3.W

Pre-K Books and Print Awareness: Dusty the

Dog and Coco the Cat, At the Market


[PK.3.W]

Read-Aloud Books: Where Will They

Ride? Cal and the Clam, Fun with

Friends, Fun at the Pond, A Special

Delivery for Dusty, In the Sand,

Lamps, Mac and Cam, Pals, Pam and

the Cap, Pat’s Cat, Raindrops, Sam

Has Mail, The Act, The Last Scrap, The

Cleaning Attack, Where is Coco?

[PK.3.R.1] through[PK.3.R.4]

SBTR

0


Identification


Pre-Kindergarten









with guidance and

support.

PK.3.R.3

Students will ask and

answer basic

questions (e.g., who,

what, where, and

when) about texts

during shared reading

or other text

experiences with


PK.3.R.4

[PK.3.W]

Foundations: Literacy Acquisition

Stories

[PK.3.R.1] through[PK.3.R.4]

Foundations: Lesson 15 – Beginning

Sound Picture and Letter Matching

[PK.3.W]

Writing Extension: Lesson 5 – Fred

Has Ten Hens

[PK.3.W]

1 Books: Mac and Cam, Pam and Cam,

Sam Has Mail, The Maps

[PK.3.R.1] through [PK.3.R.4]


Pre-Kindergarten










Standards

Reading (R)

Students will expand academic,

domain-appropriate, grade-

level vocabularies through

reading, word study, and class

discussion.

Writing (W)

Students will apply

knowledge of

vocabularies to

communicate by using

descriptive, academic,

and domain-appropriate

abstract and concrete words in their writing.

1 2 3 4 5 6 7 8

(4) Students will expand their working

vocabularies to effectively communicate

and understand texts.

Students will acquire

new academic,

content-specific,

grade-level

vocabulary and relate

new words to prior

knowledge with


PK.4.R.1


develop an awareness

of context clues

through read-alouds

and other text


use new vocabulary to

produce and expand

complete sentences in

shared language

activities.

PK.4.W.1


select appropriate

language according to

purpose.

PK.4.W.2

Pre-K Dusty the Dog and Coco the Cat,

Elbert’s Birthday, King Zung and the

Lark, Where Will They Ride?

[PK.4.R.1]

Letter Discrimination Activities, The

Magical Miss Mousely (first phonemes)

[PK.4.R.3]

Read-Aloud Books: At the Market,

Dusty the Dog and Coco the Cat, Cal

and the Clam, My Favorite Things,

Where is Coco? , The Last Scrap,

Elbert’s Birthday, Fun with Friends,

The Cleaning Attack, Trips with my

Family, Fun at the Pond, Surprise!,


Pre-Kindergarten









experiences.

PK.4.R.2

Students will name

and sort familiar

objects into categories

based on common

attributes with


PK.4.R.3

The Yellow Pin, The Garden Trail,

When I Grow Up, King Zung and the

Lark, The Magic Word, The Act,

Raindrops, Pat’s Cat, A Special

Delivery, The Cleaning Attack

[PK.4.R.2]

ISIP ER

Phonological Awareness: Blending

Spoken Phonemes, Tier 2




Syllables, Tier 2


Syllables, Tier 3

Phonological Awareness: Distinguish

Rhyme, Tier 2

Phonological Awareness: Distinguish

Rhyme, Tier 3

[PK.4.R.1], [PK.4.R.3]


Pre-Kindergarten









SBTR 0 Foundations Read-Aloud Books: A

Special Delivery for Dusty, Elbert’s

Birthday, Fun at the Pond, Fun with

Friends, Jen and Her New Friends,

King Zung and the Lark, My Favorite

Things, Pat’s Cat, Raindrops, The

Yellow Pin

[PK.4.R.2]

SBTR 0 Foundations: Lesson 5 – Alliteration

[PK.4.W.1], [PK.4.W.2]

SBTR 1 Spelling Lesson: Letter Focus – M, A,

P, C


Pre-Kindergarten










Standards

Reading (R)

Students will apply

knowledge of grammar and

rhetorical style to analyze and evaluate a variety of

texts.

Writing (W)

Students will demonstrate

command of Standard

English grammar, mechanics, and usage

through writing and other

modes of communication.

1 2 3 4 5 6 7 8

(5) Students will apply knowledge of

grammar and rhetorical style to reading

and writing.


understand the

function of grammar

through exposure to

conversations,

read-alouds, and

interactive reading.

PK.5.R.1

Students will

recognize concrete

objects as persons,

places or things (i.e.,

nouns) with guidance

and support.

PK.5.R.2

Students will

These standards begin

in kindergarten.

SBTR 0 Foundations Read-Aloud Books:

Jen and Her New Friends, Cal and the

Clam, Dusty the Dog and Coco the

Cat, Fun with Friends, In the Sand,

Lamps

[PK.5.R.1], [PK.5.R.2], [PK.5.R.3]

SBTR 0 Foundations: Where is Coco?

Surprise!

[PK.5.R.4]

ISIP ER Listening Comprehension: Adjectives,

Tier 2

Listening Comprehension: Adjectives,

Tier 3

[PK.5.R.2]


Pre-Kindergarten









recognize words as

actions (i.e., verbs)

with guidance and

support.

PK.5.R.3

Students will group

pictures and

movement, and

determine spatial and

time relationships

such as up, down,

before, and after with


PK.5.R.4

Listening Comprehension:

Prepositions, Tier 2



[PK.5.R.4]


Standards

Reading (R)


evaluate, and synthesize

resources to acquire and

refine knowledge.

Writing (W)

Students will summarize and

paraphrase, integrate

evidence, and cite sources

to create reports, projects,

papers, texts, and

presentations for

multiple purposes.

1 2 3 4 5 6 7 8

(6) Students will engage in inquiry to

acquire, refine, and share knowledge.


Pre-Kindergarten










identify pictures,

charts, grade-

appropriate texts, or

people as sources of

information on a topic

of interest.

PK.6.R

Students will generate

topics of interest and

decide if a friend,

teacher, or expert can

answer their

questions with


PK.6.W

Pre-K Read-Aloud Books: Fun at the Pond,

When I Grow Up, Trips with My

Family, Fun with Friends, My Favorite

Things

[PK.6.R]

SBTR 0 Writing Extensions:

Lesson 1 - Sam Tips the Lamp, Lesson

2 - See Sam Sit,

Lesson 3 - Dots and Spots

[PK.2.W]


Pre-Kindergarten










Standards

Reading (R)

Students will evaluate

written, oral, visual, and

digital texts in order to draw

conclusions and analyze

arguments.

Writing (W)

Students will create

multimodal texts to

communicate knowledge

and develop arguments.

1 2 3 4 5 6 7 8

(7) Students will acquire, refine, and share

knowledge through a variety of written,

oral, visual, digital, non-verbal, and

interactive texts.

Students will

recognize formats of

print and digital text

with guidance and

support.

PK.7.R

Students will use

appropriate

technology to

communicate with


and support.

PK.7.W

Pre-K Letter Formation, Letter

Discrimination Activities, Capital and

Lowercase letter Discrimination, Letter

Recognition Room, Rhymin’ Ralph

Rhyme-O-Rama, Read-Aloud Books,

Literacy Theater

[PK.7.R]

SBTR Foundations Activities

[PK.7.R]

Foundations Writing Extensions:


2 - See Sam Sit,


[PK.7.W]


Pre-Kindergarten










Standards

Reading (R)

Students will read

independently for a variety

of purposes and for extended periods of time.

Students will select

appropriate texts for specific

purposes.

Writing (W)

Students will write

independently for extended

periods of time. Students will vary their modes of

expression to suit audience

and task.

1 2 3 4 5 6 7 8

(8) Students will read and write for a

variety of purposes including, but not

limited to, academic and personal, for

extended periods of time.

Students will

demonstrate interest

in books during read-

alouds and shared

reading, and interact

independently with

books.

PK.8.R

Students will express

their ideas through a

combination of

drawing and emergent

writing with guidance

and support.

PK.8.W

Pre-K Read-Aloud Books: At the Market,

Dusty the Dog and Coco the Cat, Cal

and the Clam, My Favorite Things,

Where is Coco? , The Last Scrap,

Elbert’s Birthday, Fun with Friends,

The Cleaning Attack, Trips with my

Family, Fun at the Pond, Surprise!,

The Yellow Pin, The Garden Trail,

When I Grow Up, King Zung and the

Lark, The Magic Word, The Act,

Raindrops, Pat’s Cat, A Special

Delivery, The Cleaning Attack

[PK.8.R]


Pre-Kindergarten









SBTR Foundations Writing Extensions:


2 - See Sam Sit,



Identification

Foundations: Lesson 15 – Beginning

Sound Picture and Letter Matching

[PK.8.W]


Kindergarten



2 = Reading Foundations/Reading 6 = Research and Writing Processes



Legend: California Common Core State Standards for English Language Arts Reading Standard Strands 1 = Literature (RL) 4 = Writing (W) 2 = Informational (RI) 5 = Speaking & Listening (SL) 3 = Foundational (RF) 6 = Language (L)


Standards

Reading (R)


apply effective

communication skills through speaking and active

listening.

Writing (W)


apply effective


listening to create individual

and group

projects and presentations.

1 2 3 4 5 6 7 8




writing.



agreed-upon rules for

discussion with


K.1.R.1


answer questions to

seek help, get

information, or clarify

about information

presented orally or

through text or other

media with guidance

and support.

Students will orally

describe personal

interests or tell

stories, facing the

audience and speaking

clearly in complete

sentences and

following implicit rules

for conversation,

including taking turns

and staying on topic.

K.1.W.1

Students will work

respectfully with


ISIP ER Listening Comprehension: Developing

Listening Skills, Tiers 2 and 3

[K.1.R.1] through [K.1.R.4],

[K.1.W.2]

0

Simon Says, Level 1

[K.1.R.1], [K.1.R.4], [K.1.W.1]

SBTR Comprehension: Lesson 3 – Asking

Questions Strategy

Comprehension: Lesson 69 – Asking

Questions

Comprehension: Lesson 70 –


Kindergarten








Standards

Reading (R)


apply effective


listening.

Writing (W)


apply effective



and group


1 2 3 4 5 6 7 8

K.1.R.2

Students will engage

in collaborative

discussions about



adults in small and

large groups with


K.1.R.3

Students will follow

one and two step

directions.

K.1.R.4

and support.

K.1.W.2

Characteristics of Characters

[K.1.R.1] through [K.1.R.4],

[K.1.W.2]

SBTR Writing Extension: Lesson 1 - Sam

Tips the Lamp, Prompt 3

Writing Extension: Lesson 2 – See

Sam Sit, Sharing Your Work

Writing Extension: Lesson 3 - Dots

and Spots, Writing Prompt 3

[K.1.W.1], [K.1.W.2]


Kindergarten








Standards




using text.

1 2 3 4 5 6 7 8




Students will

distinguish spoken

words in a sentence.

K.2.PA.1

Students will

recognize and produce

pairs of rhyming

words, and distinguish

them from non-

rhyming pairs.

K.2.PA.2

Students will isolate

and pronounce the

same initial sounds in

a set of spoken words

(i.e., alliteration)

(e.g., “the puppy

pounces”).

Students will blend

and segment onset

and rime in one

syllable spoken words

(e.g.,

Blending: /ch/ + at =

chat; segmenting: cat

= /c/+ at).

K.2.PA.6

Students will blend

phonemes to form

one syllable spoken

words with 3 to 5

phonemes (e.g., /f/

/a/ /s/ /t/= fast)

K.2.PA.7

Students will segment

phonemes in one

0 Rhyming Book: Time to Rhyme

Rhymin’ Ralph Rhyme-O-Rama

[K.2.PA.2]

Clapping Clara

[K.2.PA.5] through [K.2.PA.9]

Clapping Clara, Sentences; Literacy

Acquisition Theater, Interactive

Theater, Literacy Acquisition Theater,


Beginning Sound Game,

Lessons A-C: Sound Recognition

Room


1 Read-Aloud Books: Dusty the Dog

and Coco the Cat, Mac and Cam,


Kindergarten








Standards




using text.

1 2 3 4 5 6 7 8

K.2.PA.3

Students will

recognize the short or

long vowel sound in

one syllable words.

K.2. PA.4

Students will count,

pronounce, blend,

segment, and delete

syllables in spoken

words.

K.2.PA.5

syllable spoken words

with

3 to 5 phonemes

(e.g., “fast” = /f/ /a/

/s/ /t/).

K.2.PA.8

Students will add, delete, and substitute phonemes in one syllable spoken words (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”).

K.2.PA.9

Clem the Clown and Tim the Dog,

Sam Has Mail

HFW Book: Pam and the Cap

BPA: At the Market, Dusty the Dog

and Coco the Cat

Decodable Books: Pam and Cam, Mac

and Cam, The Maps


2

Blend 1

Phonemes

[K.2.PA.5], [K.2.PA.6], [K.2.PA.7]

5 Rapid Letter and Word Naming –

Phase 1

[K.2.PA.1]

ISIP ER




Kindergarten








Standards




using text.

1 2 3 4 5 6 7 8




SBTR 0 Lesson 8: Blending Spoken Words

Into Words

Lesson 9: Blending Spoken Words

Into Words


SBTR 1 Clapping Clara: Syllables Game


Identify Words in a Sentence

[K.2.PA.5]

Lesson 2: Segment Sounds

Into Words


Kindergarten








Standards




using text.

1 2 3 4 5 6 7 8


SBTR 2 Lesson 16: Blend Beginning, Middle,

and Ending Sounds

[K.2.PA.5]

SBTR 3

Lesson 10: Blend Sounds and Letters

to Read Words



Kindergarten








Standards




using text.

1 2 3 4 5 6 7 8

SBTR

2-4

Phoneme Substitution – Priority Alert

[K.2.PA.9]


Kindergarten









Standards

Print Concepts (PC)


organization and basic features of print, including book

handling skills and the understanding that printed materials provide information and tell stories.

1 2 3 4 5 6 7 8

(2) Students will demonstrate their

understanding of the organization and

basic features of print, including book

handling skills and the understanding

that printed materials provide

information and tell stories.

Students will correctly

form letters to write

their first and last

name and most

uppercase and

lowercase letters

correctly.

K.2.PC.1

Students will

demonstrate their

understanding that

print carries a

message by

recognizing labels,

Students will

recognize that written

words are made up of

letters and are

separated by spaces.

K.2.PC.4

Students will

recognize that print

moves from top to

bottom, left to right,

and front to back

(does not have to be

matched to voice).

K.2.PC.5

1 At the Market – BPA1 and BPA2,

Reading – Teach and Review

[K.2.PC.2] through [K.2.PC.6]

2 Summer Camp – BPA1 and BPA2,

Reading – Teach and Review

[K.2.PC.2] through [K.2.PC.6]

CBTR 1 Letter Name Recognition Activities

[K.2.PC.1]


Kindergarten







signs, and other print

in the environment.

K.2.PC.2

Students will

demonstrate correct

book orientation and

identify the title, title

page, and the front

and back covers of a

book.

K.2.PC.3

Students will

recognize the

distinguishing features

of a sentence.

(e.g., capitalization of

the first word, ending

punctuation: period,

exclamation mark,

question mark) with


K.2.PC.6

CBTR 2 Letter Lesson and Letter Name

Recognition Activities

[K.2.PC.1]


Kindergarten








Standards




1 2 3 4 5 6 7 8


context and isolation by applying

phonics and word analysis skills.

Students will name all

uppercase and

lowercase letters.

K.2.PWS.1

Students will

sequence the letters

of the alphabet.

K.2.PWS.2

Students will produce

the

primary or most

common sound for

each consonant, short

and long

vowel sounds (e.g., c

= /k/, c = /s/, s

= /s/, s = /z/, x =

/ks/, x = /z/).

K.2.PWS.3

Students will blend

letter

sounds to decode

simple Vowel /

Consonant (VC) and

Consonant /

Vowel / Consonant

(CVC) words (e.g.,

1 Letter Literacy Theater

Letter Discrimination Activities

[K.2.PWS.1], [K.2.PWS.2]

At the Market BPA - Teach and Review

[K.2.PWS.3], [K.2.PWS.4]

1-2 Blending Vowels – Teach, Short A

[K.2.PWS.3], [K.2.PWS.4]

4 Post CVC Wordplay: Word Master

Game

[K.2.PWS.3], [K.2.PWS.4]

SBTR 2 Lesson 19: Read CVC Words with

Short i

SBTR 6 Phonics: Lesson 10 – Read and Spell

Words with Short Vowel Sounds

[K.2.PWS.3], [K.2.PWS.4]


Kindergarten







VC words= at, in, up;

CVC words =

pat, hen, lot).

K.2.PWS.4

SBTR 10 Lesson 1: Phoneme Deletion (Initial)

Lesson 2: Phoneme Deletion (Final)

[K.2.PWS.4]


Standards

Fluency (F)

Students will recognize high frequency words and read



1 2 3 4 5 6 7 8




Students will read first

and last name in print.

K.2.F.1

Students will read

common high

frequency grade-level

words by sight (e.g.,

not, was, to, have,

you, he, is, with, are).

K.2.F.2

1

HFW 1 Explore (see, has)

HFW 1 Teach (has)

HFW 1 Teach (see)

[ K.2.F.1], [K.2.F.2]


Kindergarten







2 HFW 2 Explore (his, go)

HFW 2 Teach (go)

HFW 2 Teach (his)

[ K.2.F.1], [K.2.F.2]

3 High Frequency Words (HFWs):

Explore (you, they)

HFW: Teach (they)

HFW: Teach (you)

HFWs: Explore (here, are)

HFW: Teach (are)

HFW: Teach (here)

[ K.2.F.1], [K.2.F.2]

4 HFWs: Explore (with, to)

HFW: Teach (to)

HFW: Teach (with)

[ K.2.F.1], [K.2.F.2]


Kindergarten








Standards

Reading(R)

Students will read and comprehend increasingly

complex literary and

informational texts.

Writing (W)

Students will develop and strengthen writing by

engaging in a recursive

process that includes


revising, editing, and

publishing.

1 2 3 4 5 6 7 8



SBTR 1 Priority Alert: HFWs - and, they, see,

has

[K.2.F.2]

SBTR 2 Priority Alert: High Frequency Words –

this, is, his, go

[K.2.F.2]

SBTR 5 Priority Alert: HFWs – what, said, for,

her

[K.2.F.2]

Students will retell or

reenact major events

from a read-aloud


develop first drafts by

expressing themselves

1 At the Market BPA – Teach

[K.2.R.1]


Kindergarten







with guidance and

support to recognize

the main idea.

K.2.R.1

Students will

discriminate between

fiction and

nonfiction/information

al text with guidance

and support.

K.2.R.2

Students will

sequence the

events/plot (i.e.,

beginning, middle,

and end) of a story or

text with guidance

and support.

K.2.R.3

through drawing and

emergent writing.

K.2.W.1


develop first drafts by

sequencing the action

or details of

stories/texts.

K.2.W.2


edit first drafts using

appropriate spacing

between letters and

words.

K.2.W.3

2 Book Concepts: Where is Coco?

[K.2.R.2], [K.2.R.3]

SBTR Comprehension: Lesson 1 – Making

Predictions

[K.2.R.2], [K.2.R.3]


Sequencing

[K.2.R.3]

Graphic Organizer: Sequence Map

[K.2.W.2], [K.2.R.3]

SBTR Writing Extension: Lesson 1 – Sam

Tips the Lamp


Sam Sit


Kindergarten







Writing Extension: Lesson 3 – Dots

and Spots


Has Ten Hens

[K.2.W.1], [K.2.W.2], [K.2.W.3]


Kindergarten








Standards

Reading (R)



respond to a variety of

complex texts of all literary



cultural, ethnic, and global perspectives.

Writing (W)

Students will write for varied

purposes and audiences in

all modes, using fully

developed ideas, strong

organization, well-chosen

words, fluent sentences, and

appropriate voice.

1 2 3 4 5 6 7 8

(3) Students will apply critical thinking skills

to reading and writing.

Students will name

the author and

illustrator, and explain

the roles of each in a

particular story.

K.3.R.1


characters and setting

in a story with


K.3.R.2

Students will tell what

is happening in a

picture or illustration.

K.3.R.3

Students will use

drawing, labeling,

dictating, and writing

to tell a story, share

information, or

express an opinion

with guidance and

support.

K.3.W

2

Book Concepts: Dusty the Dog and

Coco the Cat

[K.3.R.1], [K.3.R.2], [K.3.R.3]

Book Concepts: Where is Coco?

[K.3.R.4]

3 Story Elements – Book Concepts: Cal

and the Clam, Lamps, Trips With My

Family, The Garden Trail

[K.3.R.2]

4 Book Comprehension: Teach - In the

Sand

[K.3.R.2]


Kindergarten








answer basic


what, where, and

when) about texts

during shared reading

or other text

experiences with


K.3.R.4

SBTR Writing Extension: Lesson 2 – See

Sam Sit

[K.3.W]


Questions Strategy


Questions

[K.3.R.4]


Kindergarten








Standards Reading (R)

Students will expand

academic, domain-

appropriate, grade-level vocabularies through

reading, word study, and

class discussion.

Writing (W)

Students will apply

knowledge of vocabularies

to communicate by using descriptive, academic, and

domain-appropriate abstract

and concrete words in their

writing.

1 2 3 4 5 6 7 8


vocabularies to effectively communicate

and understand texts.


new academic,

content-specific,

grade-level vocabulary

and relate new words

to prior knowledge

with guidance and

support.

K.4.R.1


develop an awareness

of context clues

through read-alouds

and other text

experiences.

Students will use new

vocabulary to produce

and expand complete

sentences in shared

language activities

with guidance and

support.

K.4.W.1


appropriate language

according to purpose

with guidance and

support.

K.4.W.2

1 Read-Alouds: Dusty the Dog and Coco

the Cat

BPA: At the Market

[K.4.R.2]

3 Word Masters

Book: The Toads Are Lost

[K.4.R.1], [K.4.R.3]

4 Word Masters

[K.4.R.1], [K.4.R.3]


Kindergarten







K.4.R.2

Students will name

and sort pictures of

objects into categories

based on common

attributes with


K. 4.R.3

CBTR 2 Lesson 24: Reading for Meaning –

Strategies to Increase Comprehension

[K.4.W.1], [K.4.W.2], [K.4.R.3]

CBTR 3 Priority Alert: Reading with Meaning –

Read for Comprehension

[K.4.W.1], [K.4.W.2], [K.4.R.3]


Standards

Reading (R)

Students will apply


rhetorical style to analyze

and evaluate a variety of

texts.

Writing (W)


command of Standard

English grammar,

mechanics, and usage



1 2 3 4 5 6 7 8



and writing.


understand the

function of grammar

through exposure to

conversations, read-

alouds, and interactive

Students will

capitalize, with

guidance and support:

● their first name

● the pronoun “I.”

K.5.W.1

4 Comprehension Book: In the Sand

(Teach)

[K.5.R.1], [K.5.R.2]

SBTR Comprehension: Lesson 1 – Making

Predictions


Kindergarten







reading.

K.5.R.1

Students will

recognize concrete

objects as persons,

places or things (i.e.,

nouns) with guidance

and support.

K.5.R.2

Students will

recognize words as

actions (i.e., verbs)

with guidance and

support.

K.5.R.3

Students will group

pictures and

movement, and

determine spatial and

time relationships

such as up, down,

before, and after with


K.5.R.4


compose simple

sentences that begin

with a capital letter

and end with a period

or question mark.

K.5.W.2

[K.5.R.1], [K.5.R.2], [K.5.R.4],

[K.5.W.1]

Writing Extension: Lesson 4 – The

Toads Are Lost

[K.5.W.2]

Position Word Cards 1-4 (Prepositions)

[K.5.R.4]

CBTR

1-7

Letter Lessons: Letter Name

Recognition

[K.5.W.1]


Kindergarten








Standards

Reading (R)




refine knowledge.

Writing (W)



evidence, and cite sources to

create reports, projects,

papers, texts, and

presentations for multiple

purposes.

1 2 3 4 5 6 7 8

(6) Students will engage in inquiry to

acquire, refine, and share knowledge.

Students will identify

relevant pictures,

charts, grade-

appropriate texts, or

people as sources of

information on a topic

of interest.

K.6.R.1


graphic features to

understand a text

including photos,

illustrations, and titles

to understand a text.

K.6.R.2



decide if a friend,

teacher, or expert can

answer their questions

with guidance and

support.

K.6.W.1

Students will find

information from

provided sources

during group research

with guidance and

support.

K.6.W.2

SBTR Writing Extension: Lesson 3 – Dots

and Spots


Toads Are Lost

Writing Extension: Lesson 11 – Fun

Homes

[K.6.R.1], [K.6.R.2], [K.6.W.1],

[K.6.W.2]


Kindergarten









Standards

Reading (R)





arguments.

Writing (W)


multimodal texts to



1 2 3 4 5 6 7 8




interactive texts.


formats of print and

digital text with


K.7.R.1

Students will explore

how ideas and topics

are depicted in a

variety of media and

formats.

K.7.R.2

Students will use

appropriate

technology to

communicate with


and support.

K.7.W.1

Students will use

appropriate props,

images, or

illustrations to support

verbal

SBTR Graphic Organizer: Venn Diagram

[K.7.W.2]

SBTR Writing Extension: Lesson 2 - See

Sam Sit

Writing Extension: Lesson 3 - Dots

and Spots

Writing Extension: Lesson 6 - My Dog

Has Fleas


Kindergarten







communication.

K.7.W.2

[K.7.R.1], [K.7.R.2], [K.7.W.1],

[K.7.W.2]

3 Comprehension Book: Trips With My

Family

[K.7.R.1], [K.7.R.2]

4 Word Masters Skill Book:

The Great Pig Escape

[K.7.R.1], [K.7.R.2]



Standards

Reading (R)

Students will read


of purposes and for



appropriate texts for specific purposes.

Writing (W)

Students will write


periods of time. Students

will vary their modes of


and task.

1 2 3 4 5 6 7 8

(8) Students will read and write for a

variety of purposes including, but not

limited to, academic and personal.

Students will

demonstrate interest


their ideas through a

0 Read-Aloud Books: Cal and the Clam,

Elbert’s Birthday, Mac and Cam, Fun


Kindergarten







in books during read-

alouds and shared

reading, and interact

independently with

books.

K.8.R

combination of

drawing and emergent


and support.

K.8.W

at the Pond, Fun with Friends, Jen and

Her New Friends, Pat’s Cat, Raindrops,

The Act, Surprise! , The Cleaning

Attack, The Garden Trail, The Last

Scrap, Where is Coco?

[K.8.R]

1 Book and Print Awareness (BPA): At

the Market, Dusty the Dog and Coco

the Cat

[K.8.R]

Read-Aloud: Mac and Cam

[K.8.R]

2 BPA: Dusty the Dog and Coco the Cat,

Summer Camp

Read-Aloud Books: The Act, Tim and

Sam, Tim at Camp

[K.8.R]

3 BPA: Lamps

Read-Aloud Books: Cal and the Clam,

Dot and Spots, On the Dot, Snails in a

Pail, Stan the Man, The Garden Trail,

The Toads Are Lost, The Toast in the

Road, Trips With My Family


Kindergarten







[K.8.R]

SBTR Writing Extension: Lesson 1 – Sam

Tips the Lamp


Sam Sit

Writing Extension: Lesson 3 – Dots

and Spots

[K.8.W]


Toads Are Lost


Has Ten Hens

Writing Extension: Lesson 6 – My Dog

Has Fleas

Writing Extension: Lesson 7 – Fun at

Home


First Grade










Cycle Activities


Standards

Reading (R) Students will develop and

apply effective

communication skills

through speaking and

active listening.

Writing (W) Students will develop and

apply effective






1 2 3 4 5 6 7 8


in a variety of situations including, but not

limited to, responses to reading and writing.


listen and speak

using agreed-upon

rules for

discussion.

1.1.R.1


answer questions to

seek help, get


about information

presented orally



describe people,

places, things, and

events with relevant

details expressing

their ideas.

1.1.W.1

Students will work

respectfully in

groups.

1.1.W.2

4 Comprehension Book: In The Sand

[1.1.R.2], [1.1.R.3], [1.1.W.1]

5 Comprehension Book: Sequence of

Story Events: Where Will They Ride?

[1.1.R.2], [1.1.R.3], [1.1.W.1]

8 Comprehension Book: The Queen's

Suitcase

[1.1.R.1], [1.1.R.2], [1.1.R.4]

Decodable Books: Wait to Paint, King

Zung and the Lark, The Fox Pack, Shel

and Beth


First Grade









media, to confirm

understanding.

1.1.R.2


in collaborative

discussions about

appropriate topics

and texts with peers

and adults in small

and large groups.

1.1.R.3

Students will restate

and follow simple

two-step directions.

1.1.R.4

[1.1.W.1], [1.1.W.2]

9 Decodable Books - Naptime, Elbert's

Birthday, Coach Chapman, Roy and

Troy Like Trains, A Trip to the Dentist

[1.1.R.1] through [1.1.R.4], [1.1.W.1]

Passage: Joel and Kay’s Best Day

[1.1.R.1] through [1.1.R.4]

Decodable Books: Winter Snowstorm,

The Wise Crow

[1.1.W.1], [1.1.W.2]

10 Decodable Books: The Three Little

Bugs, The Hero, George Washington

Carver, Humphrey the Humpback

Whale

[1.1.W.1], [1.1.W.2]

Comprehension Book: Who is

Following Us?

[1.1.R.1] through [1.1.R.4], [1.1.W.1]


First Grade









11 Decodable Books: The Queen's

Suitcase, The Three Little Bugs, Who

is Following Us?

[1.1.W.1], [1.1.W.2]

SBTR Comprehension: Lesson 40 - Problem-

Solution

[1.1.R.1] through [1.1.R.4],

[1.1.W.1], [1.1.W.2]

Comprehension: Lesson 70 -

Characteristics of Characters

[1.1.R.1] through [1.1.R.4],

[1.1.W.1], [1.1.W.2]

CBTR 10 Comprehension: Character Analysis

[1.1.R.1] through [1.1.R.4],

[1.1.W.1], [1.1.W.2]


First Grade









Cycle Activities


Standards

Phonological Awareness



using text.

1 2 3 4 5 6 7 8


for future reading success by working with

sounds, letters, and text.

Students will blend

and segment onset

and rime in spoken

words (e.g., /ch/+

/at/ = chat).

1.2.PA.1

Students will

differentiate short

from long vowel

sounds in one-

syllable words.

1.2.PA.2

Students will isolate

and pronounce initial,

medial, and final

Students will blend

phonemes to form

spoken words with 4

to 6 phonemes,

including consonant

blends (e.g., /s/ /t/

/r/ /i/ /ng/=string).

1.2.PA.4

Students will

segment

phonemes in spoken

words with 4 to

6 phonemes into

individual phonemes

(e.g. string= /s/ /t/

/r/ /i/ /ng/).

3 Phonemic Awareness: Beginning

Consonant Blends

[1.2.PA.1], [1.2.PA.3], [1.2.PA.4]

Phonemic Awareness: Miss Mousely,

First Phoneme Pairs

[1.2.PA.1]

Phonemic Awareness: Rhymin’ Ralph’s

Rhyme-O-Rama

[1.2.PA.1]


First Grade









sounds in spoken

words.

1.2.PA.3

1.2.PA.5

Students will add,

delete,

and substitute

phonemes in spoken

words (e.g., “add /g/

to the beginning of

low to say ‘glow;’

“remove the

/idge/ from ‘bridge,’

to say ‘br;’ “change

the /ar/ in ‘charm’ to

/u/ to say ‘chum’).

1.2.PA.6

4 Phonemic Awareness: Onset Rime

[1.2.PA.1]

Phonemic Awareness: Consonant

Blends IP, Level 2

[1.2.PA.4]

Miss Mousely, Initial Phoneme Sound

Sort

[1.2.PA.3]

5 Consonant Blends

[1.2.PA.3]

Phonemic Awareness: Independent

Practice

[1.2.PA.5]

Vowels – Long A CVCe

[1.2.PA.2]


First Grade









6 Vowels: Long U

[1.2.PA.2]

Vowels: Silent E

[1.2.PA.2]

Lesson V: Full Block Literacy

Acquisition Theater

[1.2.PA.6]

7 Vowels: Soft C

[1.2.PA.2]

Vowels: Soft G

[1.2.PA.2]

8 Phonograms

[1.2.PA.1], [1.2.PA.3], [1.2.PA.4]

SBTR

Lesson 11: Blend Sounds to Read and

Spell Words

Lesson 14: Phonological Awareness

[1.2.PA.2], [1.2.PA.4]


First Grade









SBTR 0 Lesson 6: Segmenting Spoken Words

Lesson 8: Blending Spoken Sounds

Into Words

Lesson 9: Blending Spoken Sounds

Into Words

[1.2.PA.1]

SBTR 3

Lesson 15: Phoneme Substitution,

Beginning Sound


Middle Sound

[1.2.PA.6]

Lesson 20: Rhyming Phonograms,

Short Vowels

[1.2.PA.2]

SBTR 4


Ending Sound


Middle Sound

[1.2.PA.6]


First Grade









SBTR 6

Lesson 8: Substitute Short Vowel and

Ending Sounds

[1.2.PA.2], [1.2.PA.3]

ISIP ER Phonological Awareness: Blending




[1.2.PA.1] through [1.2.PA.6]


First Grade










Standards

Print Concepts




1 2 3 4 5 6 7 8


understanding of the organization and basic

features of print, including book handling

skills and the understanding that printed

materials provided information and tell

stories.


form letters and use

appropriate spacing

for letters, words, and

sentences using left-

to-right and top-to-

bottom progression.

1.2.PC.1

Students will

recognize the

distinguishing

features of a

sentence

(e.g., capitalization

of the first word,

ending punctuation,

comma, quotation

marks).

1.2.PC.2

1 BPA: Teach – At the Market

[1.2.PC.1], [1.2.PC.2]

2 BPA 1: Teach – Summer Camp

[1.2.PC.1], [1.2.PC.2]

3 BPA Teach – Lamps

[1.2.PC.1], [1.2.PC.2]

4 BPA 1: Teach – Where Is Coco?

[1.2.PC.1], [1.2.PC.2]


First Grade









SBTR 1 Lesson 1: Identify Words in a

Sentence

Lesson 15: Read Sentences with HFWs

[1.2.PC.1], [1.2.PC.2]



Standards

Phonics and Word Study

Students will decode and read words in context and

isolation by applying phonics and word analysis skills.

1 2 3 4 5 6 7 8


context and isolation by applying phonics and

word analysis skills.

Students will decode

phonetically regular

words by using their

knowledge of:

● single consonants

(e.g., c = /k/, c =

/s/, s = /s/, s

= /z/, x = /ks/, x =

/z/)


words by applying

knowledge of

structural analysis:

● most major syllable

patterns (e.g.,

closed, open,

vowel team, vowel

silent e, r-controlled)

7 Soft C Rule (Teach)

Soft C Skill Book: Homes

Soft G Rule (Teach)

Soft C Skill Book: Take That Off Stage

[1.2.PWS.1], [1.2.PWS.3]


First Grade









● consonant blends

(e.g., bl, br, cr)

● consonant digraphs

and trigraphs (e.g.,

sh-, -tch)

● vowel sounds: ○ long

○ short

● r -controlled vowels

(e.g., ar, er, ir or, ur)

● vowel spelling

patterns: ○ vowel digraphs

(e.g., ea, oa, ee) ○ vowel-consonant-

silent-e (e.g., lake)

1.2.PWS.1

● Inflectional endings

(e.g., -s, -ed, -ing)

● compound words

● contractions

1.2.PWS.2

Students will read

words in common

word families (e.g., -

at, -ab, -am, -in).

1.2.PWS.3

QX Block: Q Mini Lesson – Literacy

Acquisition Theater

QX Block: X Mini Lesson – Literacy

Acquisition Theater

[1.2.PWS.1]

Compound Words (Teach)

[1.2.PWS.2]

Comprehension Book: Just the Right

Size

[1.2.PWS.1]

8 Digraphs SH (Teach)

Digraphs TH (Teach)

Digraphs SH, TH Skill Book: Shel and

Beth

[1.2.PWS.1]


[1.2.PWS.2]

9 Digraphs CH (Teach)

Digraphs TCH (Teach)


First Grade









Digraphs CH, TCH Skill Book: Coach

Chapman

[1.2.PWS.1], [1.2.PWS.3]

Inflected Endings S, ED, ING (Teach)

Multisyllabic (Lesson)

[1.2.PWS.2]

10 Digraphs PH (Teach)

Digraphs WH (Teach)

[1.2.PWS.1]

Digraphs PH, WH Retake Passage:

People Send Mail

[1.2.PWS.1], [1.2.PWS.3]


Multisyllabic (Lesson)

[1.2.PWS.2]


Following Us?

Oddballs1: OU, OW (Teach)

[1.2.PWS.3]


First Grade









11 Detective Dan (Teach): Long Vowel

Sound EA, Digraph

Detective Dan (Teach): Long A Vowel

Sound, EIGH

[1.2.PWS.1]

Contractions (Teach): Contraction

Action

[1.2.PWS.2]

Oddballs: OO, EW, IEW, UE, UI

[1.2.PWS.3]

Inflected Endings Y to I before ES

(Teach)

[1.2.PWS.2]

Skill Book: Bert and Gert

[1.2.PWS.1], [1.2.PWS.3]

SBTR Lesson 31: Phonics - Beginning Blends

with sm, bl, br, str, spl, spr

Lesson 33: Phonics – Beginning

Blends with the consonant blends cl,

fl, gl, pl

Lesson 34: Phonics – Beginning


First Grade









Blends with consonant blends CR, DR,

FR, GR, PR, TR

[1.2.PWS.1]

Lesson 50: Finding Compound Words

in Connected Text

Vocabulary Category Cards:

Contractions

[1.2.PWS.2]

SBTR 7 Lesson 13: Compound Words

[1.2.PWS.2]

SBTR 11

Lesson 10: Contractions

[1.2.PWS.2]

ISIP AR Lesson 1A Spelling Tier 3: R-

Controlled Vowels

[1.2.PWS.1]


First Grade









Lesson 5A: Compound Words

[1.2.PWS.2]



Standards

Fluency




1 2 3 4 5 6 7 8




Students will read

high frequency

and/or common

irregularly spelled

grade-level words

with automaticity in

text.

1.2.F.1


read grade-level text

at an appropriate

rate, smoothly and

accurately, with

expression that

connotes

comprehension.

1.2.F.2

1 Read-Aloud Books: Dusty the Dog and

Coco the Cat, Mac and Cam, Clem the

Clown,

Sam Has Mail

HFW Book: Pam and the Cap

BPA: Dusty the Dog and Coco the Cat

Decodable Books: Pam and Cam, Mac

and Cam, The Maps

[1.2.F.2]

2 Read-Aloud Books: Dusty the Dog and

Coco the Cat, Pam and the Cap, The

Act, Where Is Coco?

HFW Book: Tim at Camp

BPA: Summer Camp


First Grade









Decodable Books: Pam and Cam, Pip

and His Lips, See Sam Sit, Tim and

Sam, Sam Tips the Lamp

[1.2.F.2]

3 HFW (Pre Test): Are, You, Here, They

[1.2.F.1]

HFW (Post Test) Assess In-Context

Book: On the Dot

[1.2.F.2]

4 HFW (Pre Test): My, Where, With, To

[1.2.F.1]

HFW (Post Test) Assess In-Context

Book: My Hands and Feet

[1.2.F.2]

5 HFW (Pre Test): Her, For, What, Said

[1.2.F.1]

HFW Assess In-Context Book:

The Bun for Us

[1.2.F.2]


First Grade









6 HFW (Pre Test): That, She Was From

[1.2.F.1]

HFW Assess In-Context Book: Where

Is Jane?

[1.2.F.2]

7 HFW (Pre Test): Come, Of, There,

Some, Do, Have

[1.2.F.1]

HFW Assess In-Context Book: Mr.

Grump and the Beautiful Yard

[1.2.F.2]

8 HFW (Pre Test) : Give, Want, When,

Could, Does, Your

[1.2.F.1]

HFW Assess In-Context Book: I Like

To Help

[1.2.F.2]

SBTR Fluency Graphs 1 and 2

1.2.F.2


First Grade









SBTR 4 Fluency Passage: Fred Has Ten Hens

[1.2.F.2]

SBTR 5 Fluency Passages: Homes for Sale,

Fun at Home

[1.2.F.2]

SBTR 7 Fluency Passages: At the Farm, Ben

and Steve at the Seaside

[1.2.F.2]

SBTR 10 Priority Report - HFWs: Good, Many,

Their, Too, Would, Look

Lesson 18 – HFWs Game Wordo:

Good, Their, Many, Too, Would,

Friend, Look, Water

[1.2.F.1], [1.2.F.2]


First Grade









Fluency Passage: Going to the Vet

[1.2.F.2]



Standards

Reading (R)


comprehend increasingly complex literary and


Writing (W)


strengthen writing by engaging in a recursive




publishing.

1 2 3 4 5 6 7 8



Students will retell or

re-enact major

events in a text,

focusing on important

details to recognize

the main idea.

Students will develop

and edit first drafts

using appropriate

spacing between

letters, words, and

sentences using left-

3 Fiction Books: The Toads Are Lost,

Dots and Spots

[1.2.R.1], [1.2.R.3]


First Grade









1.2.R.1

Students will

discriminate between

fiction and nonfiction/

informational text.

1.2.R.2

Students will

sequence the

events/plot (i.e.,

beginning, middle,

and end) of a story

or text.

1.2.R.3

to-right and top-to-

bottom progression.

1.2.W.1


drafts by sequencing

the action or details

in a story or about a

topic through writing

sentences with

guidance and

support.

1.2.W.2

Students will

correctly spell grade-

appropriate, highly

decodable words

(e.g., cup, like, cart)

and common,

irregularly spelled

sight words (e.g.,

the) while editing.

1.2.W.3

Students will use

resources to find

correct spellings of

words (e.g., word

4 Fiction Books: Fun With Friends, Big

Feet, Meg and the Hens, My Dog Has

Fleas, My Hands and Feet, Sam has

Mail, The Cleaning Attack, The Green

Team, The Yellow Pin

[1.2.R.1], [1.2.R.3]

5 Fiction Books: Bug in the Mud, The

Bun for Us, Where Will They Ride?

[1.2.R.1], [1.2.R.3]

Expository and BPA: Pets - Snakes

[1.2.R.2]

6 Fiction Books: The Dunes, Time to

Ride

[1.2.R.1], [1.2.R.3]

Comprehension and Expository Book:

Pets - Fish

[1.2.R.1], [1.2.R.2], [1.2.R.3]

7 Fiction and BPA: Mr. Grump and the

Beautiful Yard

Comprehension Book: Just the Right

Size

[1.2.R.1], [1.2.R.3]


First Grade









wall, vocabulary

notebook).

1.2.W.4

11 Expository Book: Our Solar System

[1.2.R.2]

12 Living Lessons: Main Idea (Teach)

[1.2.R.1]

Structure: Sequencing (Teach)

[1.2.R.3]

SBTR Lesson 10: Main Idea

Lesson 64: Main Idea

[1.2.R.1]

Lesson 30: Sequencing

[1.2.R.3]

SBTR Writing Extension: Lesson 10 – Where

is Jane?

Writing Extension: Lesson 11 – Homes

Writing Extension: Lesson 12 – Boats

Writing Extension: Lesson 13 – A Big

Squeeze

[1.2.W.1], [1.2.W.2]

Teacher Resources Lessons: ISIP –


First Grade









Spelling (Tiers 1, 2, and 3)

[1.2.W.3]

Vocabulary: Lesson 33

[1.2.W.4]

Vocabulary: Lesson 34

[1.2.W.4]

SBTR 8 Word Bank Cards

[1.2.W.4]

SBTR 11 Word Bank Cards

[1.2.W.4]

SBTR 12 Priority Alert: Sequencing

[1.2.R.2]

CBTR 6 Spelling Lesson: Letter Focus - Z,K,Y,

and V

[1.2.W.3]


First Grade









CBTR 7 Spelling Lesson: Letter Focus -

Silent E

[1.2.W.3]

ISIP AR Lesson 1A: r-Controlled Vowels

Lesson 2A Spelling Tier 3: Diphthongs

Lesson 2B Spelling Tier 2: Vowel

Patterns in Accented Syllables

Lesson 3A Spelling Tier 3: Hard and

Soft C and G Sounds

Lesson 3B Spelling Tier 2: Final

Unaccented Syllables

Lesson 7B Spelling Tier 2: Irregular

Plurals

[1.2.W.3]


First Grade











Standards

Reading (R)








Writing (W)


varied purposes and

audiences in all modes,

using fully developed ideas,

strong organization, well-


sentences, and appropriate voice.

1 2 3 4 5 6 7 8

(3) Students will apply critical thinking skills

to reading and writing.


the author’s purpose

(i.e., tell a story,

provide information)

with guidance and

support.

1.3.R.1


NARRATIVE


write narratives

incorporating

characters, plot (i.e.,

beginning, middle,

end), and a basic

setting (i.e., time,

place) with guidance

3 Comprehension Book (Teach): Trips

With My Family (Setting)

[1.3.R.3]

Vowels: Long A Skill Book Reader:

Snails in a Pail (Plot, Setting)

[1.3.R.3]


First Grade









who is telling the

story (i.e., point of

view).

1.3.R.2

Students will find

textual evidence

when provided with

examples of literary

elements and

organization:

● setting (i.e., time,

place)

● plot

● main characters

and their traits in a

story

1.3.R.3


answer basic


what, where, why,

and when) about

texts.

1.3.R.4

and support.

1.3.W.1

INFORMATIVE


write facts about a

subject in response to

a text read aloud to

demonstrate

understanding with

guidance and

support.

1.3.W.2

4 HFW4 (Assess in Context). My Hands

and Feet (Main Idea)

[1.3.R.3], [1.3.R.4], [1.3.R.5]

Comprehension Book (Teach): In The

Sand (Characters)

[1.3.R.3]

5 Fiction Book (Assess in Context): The

Bun For Us – HFW Comp (Details)

[1.3.R.3], [1.3.R.4], [1.3.R.5]

Comprehension Book (Teach): Where

Will They Ride? (Sequence)

[1.3.R.3]

12 Living Lesson: Author’s Purpose

(Teach)

[1.3.R.1]

SBTR 5 Comprehension 5: Summarizing

Information While Reading

[1.3.R.1], [1.3.R.3]


First Grade









SBTR Writing Extension – Lesson 1: Sam

Tips The Lamp

Writing Extension – Lesson 2: See

Sam Sit

Writing Extension - Lesson 3: Dots

and Spots

Writing Extension Lesson - 5: Fred

Has Ten Hens

[1.3.W.2], [1.3.W.2], [1.3.W.3]



Standards

Reading (R)


academic, domain-

appropriate, grade-level vocabularies through


class discussion.

Writing (W)

Students will apply


to communicate by using descriptive, academic, and

domain-appropriate

abstract and concrete

words in their writing.

1 2 3 4 5 6 7 8


vocabularies to effectively communicate and


First Grade









understand texts.


new academic,

content-specific,

grade-level

vocabulary, relate

new words to prior

knowledge, and apply

vocabulary in new

situations.

1.4.R.1

Students will use

word parts (e.g.,

affixes, roots, stems)

to define unfamiliar

words with guidance

and support.

1.4.R.2

Students will use

context clues to

determine the

meaning of words

with guidance and

support.

1.4.R.3

Students will use

domain-appropriate

vocabulary to

communicate ideas in


and support.

1.4.W.1




in writing with

guidance and

support.

1.4.W.2

9 WP Word Masters

[1.4.R.1]

Oddballs 9_1: Lesson _Teach

[1.4.R.3], [1.4.R.4]

Comprehension Book: The Flying Pizza

– Vocab. 1

[1.4.R.3], [1.4.R.4]

10 Oddballs1: Teach OU, OW

Detective Dan OW

[1.4.R.3], [1.4.R.4]

11 Detective Dan OO, EA, EIGH

[1.4.R.3], [1.4.R.4]

12 Vocab1: Living Lessons Vocab Teach

[1.4.R.2], [1.4.R.3], [1.4.R.4]

SBTR Vocabulary: Lesson 3 – Sorting

[1.4.R.4]

Vocabulary: Conceptual Sort


First Grade









Students will name

and sort words into

categories based on

common attributes.

1.4.R.4

Students will use a

dictionary (print

and/or electronic)

to find words.

1.4.R.5

Vocabulary: Closed Conceptual Sort

[1.4.R.3], [1.4.R.4]

Lesson 33 – Vocabulary: Word

Meaning Using a Dictionary

[1. 4.R.5]

Lesson 16 -Writing Extension: The

Best Trip – Writing Prompt 1

Lesson 20 – Writing Extension:

George Washington Carver – Writing

Prompt 1

[1.4.W.1], [1.4.W.2]

SBTR 12 Lesson 10: Vocabulary – Context

[1. 4.R.3]

Vocabulary: Lesson 3 – Structural

Analysis

[1.4.R.2]


First Grade









SBTR 16 Writing Extension: The Best Trip –

Writing Prompt 1

[1.4.W.1], [1.4.W.2]



Standards

Reading (R)

Students will apply




texts.

Writing (W)


command of Standard

English grammar,

mechanics and usage



1 2 3 4 5 6 7 8


grammar and rhetorical style to reading and

writing.

Students will

recognize nouns as

concrete objects (i.e.,

people persons,

Students will

capitalize:

● the first letter of a

sentence

SBTR Lesson 11: Writing Extension – Homes

Lesson 69: Comprehension – Asking


First Grade









places, and things)

and use the pronoun

“I.”

1.5.R.1

Students will

recognize verbs as

actions.

1.5.R.2

Students will recognize color and number adjectives.

1.5.R.3

Students will

recognize the

prepositions (e.g.,

The dog is on top of

the doghouse)

through pictures and

movement.

1.5.R.4

Students will recognize singular and plural nouns with correct verbs in simple sentences (e.g. He sits; we sit).

● proper names

● Months and days of

the week

1.5.W.1

Students will

compose

grammatically correct

simple and compound

sentences and

questions

(interrogatives) with

appropriate end

marks.

1.5.W.2

Questions

[1.5.W.2]

SBTR 3 Lesson 3: Comprehension – Asking

Questions Strategy

[1.5.W.2]

1 Fiction Book: Where Is Coco?

[1.5.R.4]

4 Fiction Book: The Green Team

[1.5.R.1], [1.5.R.2], [1.5.R.3]

5 HFW Fiction(Assess in Context): The

Bun For Us

[1.5.R.1]

6 Book: Jen and Her New Friends

[1.5.R.1]

8 Compound Words (Teach)

[1.5.W.2]


First Grade









1.5.R.5

9 Inflected Endings S, ED, ING

(Independent Practice)

[1.5.R.1], [1.5.R.2], [1.5.R.5]

15 Making Y Words Plural

[1.5.R.5]

ISIP ER Listening Comprehension: Adjectives,

Tier 2


Tier 3

[1.5.R.3]



Standards

Reading (R)




refine knowledge.

Writing (W)

Students will summarize

and paraphrase, integrate


to create reports, projects,

papers, texts, and


1 2 3 4 5 6 7 8


First Grade









purposes.

(6) Students will engage in inquiry to acquire,

refine, and share knowledge.

Students will decide

who can answer

questions about their

topic or what

resources they will

need to find the

information.

1.6.R.1


graphic features

including photos,

illustrations, titles,

labels, headings,

charts, and graphs to

understand a text.

1.6.R.2


the location and

purpose of various

visual and text

reference sources.

Students will

generate questions

about topics of

interest.

1.6.W.1

Students will organize

information found

during group or

individual research,

using graphic

organizers or other

aids with guidance

and support.

1.6.W.2

Students will make

informal

presentations of

information gathered.

1.6.W.3

12 Expository Books:

Our Solar System

Day, Night, and Seasons

[1.6.R.1], [1.6.R.2], [1.6.R.3]

Expository Books:

Earth: The Changing Surface

Earth: Rocks and Soil

[1.6.R.1], [1.6.R.2], [1.6.R.3],

[1.6.W.1], [1.6.W.2]

Fiction Chapter Book:

Brookside’s Best Science Fair Ever!

[1.6.R.1], [1.6.R.2], [1.6.R.3],

[1.6.W.1], [1.6.W.2]


First Grade









1.6.R.3

SBTR Writing Extension - Lesson 11: Homes

Writing Extension – Lesson 12: Boats

Writing Extension – Lesson 13: A Big

Sneeze

[1.6.R.1], [1.6.R.2], [1.6.R.3],

[1.6.W.1], [1.6.W.2], [1.6.W.3]



Standards

Reading (R)



digital texts in order to

draw conclusions and

analyze arguments.

Writing (W)


multimodal texts to



1 2 3 4 5 6 7 8


knowledge through a variety of written, oral,

visual, digital, non-verbal, and interactive

texts.

Students will use

provided print and

digital resources with

guidance and


and use appropriate

technology or media

to communicate with

12 Expository Book:

Earth: Rocks and Soil (glossary,

charts, diagrams, labels, headings)

[1.7.R.1], [1.7.R.2], [1.7.W.1],


First Grade









support.

1.7.R.1

Students will explore

and compare how

ideas and topics are

depicted in a variety

of media and

formats.

1.7.R.2


and support.

1.7.W.1

Students will use

visual displays to

support verbal

communication and

clarify ideas,

thoughts, and

feelings.

1.7.W.2

[1.7.W.2]

SBTR Writing Extensions – Lessons 40 - 42:

Power for the Planet 1 – 3

[1.7.R.1], [1.7.R.2], [1.7.W.1],

[1.7.W.2]



Standards

Reading (R)

Students will read independently for a variety

of purposes and for



appropriate texts for

specific purposes.

Writing (W)

Students will w rite independently for


Students will vary their

modes of expression to suit

audience and task.

1 2 3 4 5 6 7 8

(8) Students will read and write for a variety

of purposes including, but not limited to,

academic and personal.


First Grade











academic and

personal purposes

and read

independently for

extended periods of

time with guidance

and support.

1.8.R

Students will write

independently for

extended and shorter

periods of time

through a

combination of

emergent and

conventional writing

with guidance and

support.

1.8.W

4 Fiction Books: In the Sand, Fun with

Friends, The Cleaning Attack, Sam

Has Mail, My Hands and Feet, Fred

Has Ten Hens, Jean and Dean, Big

Feet, The Yellow Pin, Meg and the

Hens, The Green Team, The Great Pig

Escape, My Dog Has Fleas

[1.8.R]

5 Fiction Books: Bug in the Mud, Fun at

Home, Fun at Pine Cone Stream,

Homes for Sale, Pals, I Rode Home,

Pat’s Cat, Raindrops, Surprise! The

Blue Blimp, The Bun for Us, Late for

the Game, Where Will They Ride?

Expository Book: Pets: Snakes

[1.8.R]

6 Fiction Books: A Cute Mule, A Special

Delivery for Dusty, Jen and Her New

Friends, Just In Time, Hide and Seek,

The Dunes, The Kid in the Mask, The

Last Scrap, Time to Ride My Mule,

Where is Jane?


First Grade









Expository Book: Pets: Fish

[1.8.R]

7 Fiction Books: Hide and Seek, Fun at

the Pond, Mark and Kate, Wake Up!

Ben and Steve at the Seaside, Fun at

the Pond, Hide and Seek, Just the

Right Size, Mr. Grump and the

Beautiful Yard, Take That Off Stage,

The Case of the Haunted Barn, The

Twin Mice, Where Will They Ride?

Fairy Tale: The Oatmeal Man

Expository Book: Boats

[1.8.R]

8 Fiction Books:

A Big Sneeze, Bert and Gert, I Like To

Help, Shel and Beth, The Fox Pack,

The Mailman, The Not So Great Skunk

Adventure, The Queen’s Suitcase,

Wait to Paint

Fables: King Zung and the Lark, The

Shrimp and the Shark

[1.8.R]


First Grade









9 Fiction Books: The Flying Pizza, The

Best Trip, A Trip to the Dentist,

Camping, Coach Chapman, Elbert’s

Birthday, Mitch’s Big Fish Tales,

Mother Cat and Her Kittens, Naptime,

Roy and Troy Like Trains, Treasure

Hunt at Pirates Bay, Winter

Snowstorm

[1.8.R]

10 Fiction Books: How Can That Be?

Fiction Chapter Books: A Star is Born,

The Hero, Shopping with Mom, The

Three Little Bugs, Who is Following

Us? Humphrey the Humpback Whale,

Expository Books: How Mountains

Form, Spiders, Whales

[1.8.R]


First Grade









SBTR 5 Writing Extension – Lesson 5: Fred

Has Ten Hens

[1.8.W]

SBTR 6 Writing Extension – Lesson 6: My Dog

Has Fleas

[1.8.W]

SBTR 7 Writing Extension – Lesson 7: Fun at

Home

[1.8.W]


First Grade









SBTR 8 Writing Extension – Lesson 8: Late for

the Game

[1.8.W]

SBTR 9 Passages: Big Top Tent, Earthworms

Help, Going on a Ride, Kittens, Going

on a Ride, Joel and Kay’s Best Day,

Ranch Hands, Royce Likes to Share,

The Colt, The Wise Crow

[1.8.R]

Writing Extension – Lesson 9: The

Dunes

[1.8.W]

SBTR 10 Passages: Insects, Going to the Vet,

People Send Mail, Pet Parade, The

Strange Noise, The Water Cycle,

Water is a Good Thing

[1.8.R]

Writing Extension – Lesson 10: Where

is Jane?

[1.8.W]


First Grade









SBTR 11 Writing Extension – Lesson 11: Homes

[1.8.W]

SBTR 12 Writing Extension – Lesson 12: Boats

[1.8.W]

SBTR 13 Writing Extension – Lesson 13: A Big

Sneeze

[1.8.W]

SBTR 14 Writing Extension – Lesson 14: King

Zung and the Lark

[1.8.W]


Second Grade










Cycle Activities

College– and Career-Ready

Standards

Reading (R) Students will develop and

apply effective



active listening.

Writing (W) Students will develop and

apply effective


through speaking and active


and group projects and

presentations.

1 2 3 4 5 6 7 8

(1) Students will speak and listen effectively in

a variety of situations including, but not limited

to, responses to reading and writing.



appropriate discussion

rules.

2.1.R.1


answer questions to

seek help, get


about information

presented orally,


media to confirm

Students will report on

a topic or text, tell a

story or recount an

experience with

appropriate facts and

relevant, descriptive

details, speaking

audibly in coherent

sentences.

2.1.W.1

Students will work

respectfully within

groups, share

12 The Moon Lessons: Phases of the

Moon - KWL Chart

[2.1.R.1], [2.1.R.2]

The Moon Lessons: Phases of the

Moon - The Moon Lab

[2.1.R.3], [2.1.R.4]


Second Grade









understanding.

2.1.R.2


in collaborative

discussions about



adults in small and

large groups.

2.1.R.3

Students will restate

and follow multi-step

directions.

2.1.R.4

responsibility for

collaborative work,

and value individual

contributions made by

each group member.

2.1.W.2

SBTR Writing Extension – Lesson 11:

Homes

[2.1.R.1] through [2.1.R.4],

[2.1.W.1]

Writing Extension – Lesson 12: Boats

[2.1.R.1] through [2.1.R.4],

[2.1.W.1]

Writing Extension – Lesson 13: A Big

Sneeze

[2.1.R.1] through [2.1.R.4],

[2.1.W.1]

Writing Extension – Lesson 26:

Writing a Compare-and-Contrast

Essay

[2.1.W.1], [2.1.W.2]

Writing Extension – Lesson 33:

Writing a Recommendation

[2.1.R.1] through [2.1.R.4],

[2.1.W.1], [2.1.W.2]


Second Grade










College– and Career-Ready

Standards

Print Concepts (PC)




1 2 3 4 5 6 7 8


understanding of the organization and basic

features of print, including book handling skills

and the understanding that printed materials



form letters in print

and use appropriate

spacing for letters,

words, and sentences.

2.2.PC

SBTR Writing Extension: Lesson 13 – A Big

Sneeze

Writing Extension: Lesson 14 – King

Zung and the Lark

[2.2.PC]


Second Grade










Cycle Activities College– and Career-Ready

Standards


Students will decode and read words in context and


1 2 3 4 5 6 7 8


context and isolation by applying phonics and

word analysis skills.


one- and two –

syllable words by

using their knowledge

of:

● single consonants,

including those with

two different sounds

(e.g., soft and hard c

[cent, cat] and g

[gem, goat])

● consonant blends

(e.g., bl, br, cr)

● consonant digraphs

and trigraphs (e.g.,

sh-, -tch)

● vowel sounds:

○ long


words by applying

knowledge of


● all major syllable

patterns (e.g., closed,

consonant

+le, open, vowel

team, vowel silent e,

r-controlled)

● inflectional endings

(e.g., -s, -ed, -ing)

● compound words

● contractions

● abbreviations

● common roots and

related prefixes and

7 Skill Book, Consonant Blend, Soft C –

Soft G: The Twin Mice Book

[2.2.PWS.1]

Vowel E Review – IP; Vowels Silent E

P Review

[2.2.PWS.2]

8 Skill Book, IR, ER, UR, ING Skill

Book: Bert and Gert – Assess 1

[2.2.PWS.1]


[2.2.PWS.2]


Second Grade









○ short

○ “r” controlled

vowels (e.g.,

ar, er, ir or, ur)

● vowel spelling

patterns: ○ vowel

digraphs (e.g.,

ea, oa, ee) ○ vowel-

consonant-

silent-e (e.g.,

lake) ○ vowel

diphthongs

(vowel

combinations

having two

vowel sounds

e.g., oi as in

boil, oy as in

boy]

2.2.PWS.1

suffixes

2.2.PWS.2

Students will read

words in common

word families (e.g., -

ight, -ink, -ine, ow).

2.2.PWS.3

9 Inflected Endings Lesson (Teach), S,

ED, ING

Oddballs (Lesson OL, OW)

[2.2.PWS.2]

11 Contractions (Teach)

Inflected Endings (Y to I)

Prefixes (Teach)

Suffixes (Teach)

[2.2.PWS.2]

Detective Dan (EIGH)

Detective Dan (EA)

[2.2.PWS.1]

ISIP ER Phonological Awareness: Blending

Words into Compound Words (Tier 2)


Words into Compound Words (Tier 3)

[2.2.PWS.2], [2.2.PWS.3]


Second Grade









SBTR Vocabulary Category Cards:

Abbreviations

[2.2.PWS.2]


Cycle Activities


Standards

Fluency (F)




1 2 3 4 5 6 7 8

(2) Students will develop foundational skills for

future reading success by working with sounds,

letters, and text.

Students will read

high frequency and/or

common irregularly

spelled grade-level

words with

automaticity in text.

2.2.F.1



at an appropriate rate,

smoothly and

accurately, with

expression that

connotes

comprehension.

2.2.F.2

3 HFW: Explore (You, They)

HFW: Explore (Here, Are)

[2.2.F.1]

4 Word Masters

[2.2.F.1]

Comprehension Book: (Teach) In the

Sand

[2.2.F.1], [2.2.F.2]


Second Grade









5 HFW: Assess Context Book Reader:

The Bun for Us

[2.2.F.1], [2.2.F.2]

6 HFW: Assess in Context Book Reader:

Where Is Jane?

[2.2.F.1], [2.2.F.2]

SBTR Priority Report: High Frequency

Words Good, Many, Their, Too, Would

Look

[2.2.F.1], [2.2.F.2]


Cycle Activities


Standards

Reading (R)





Writing (W)







publishing.

1 2 3 4 5 6 7 8



Students will locate

the main idea and


drafts by sequencing

12 ReadingStage2 Unit12: 12A Living

Lessons; LL Main Idea (Teach)


Second Grade









supporting details of a

text.

2.2.R.1


compare and contrast

details (e.g., plots or

events, settings, and

characters) to

discriminate genres.

2.2.R.2


summarize events or

plots (i.e., beginning,

middle, end, and

conflict) of a story or

text.

2.2.R.3

the action or details in

a story or about a

topic through writing

sentences.

2.2.W.1


and edit first drafts

using appropriate

spacing between

letters, words, and

sentences.

2.2.W.2

Students will

correctly spell

grade-appropriate

words while editing.

2.2.W.3

Students will use

resources to find


words (e.g., word

wall, vocabulary

notebook,

dictionaries).

2.2.W.4

Living Lessons: Main Idea_2 (Teach)

[2.2.R.1]

Living Lessons: Compare Contrast

(Teach)

[2.2.R.2]

Living Lessons: Summarization

(Teach)


(Teach)

[2.2.R.3]

Living Lessons: Sequence (Teach)

[2.2.W.1]

SBTR Comprehension: Lesson 11 – Main

Idea

Comprehension: Lesson 66 – Main

Idea – Non-Fiction

[2.2.R.1]


Compare and Contrast

[2.2.R.2]



Second Grade









Sequencing

[2.2.W.1]

Writing Extension: Lesson 10 –

Where is Jane?

[2.2.W.1], [2.2.W.2]


Summarizing

[2.2.R.3]


Homes

[2.2.R.1], [2.2.R.2], [2.2.R.3],

[2.2.W.1], [2.2.W.2], [2.2.W.4]


[2.2.R.1], [2.2.R.3], [2.2.W.1],

[2.2.W.2], [2.2.W.4]


Sneeze

[2.2.R.1], [2.2.R.2], [2.2.R.3],

[2.2.W.1], [2.2.W.2], [2.2.W.4]

Vocabulary: Lesson 33 – Word


[2.2.W.4]


Second Grade









SBTR

12

Priority Alert: Comprehension Lesson

[2.2.R.1]

Lesson 11: Compare and Contrast

Using a Venn Diagram

[2.2.R.2]


Cycle Activities


Standards

Reading (R)







cultural, ethnic, and global

perspectives.

Writing (W)


varied purposes and





sentences, and

appropriate voice.

1 2 3 4 5 6 7 8

(3) Students will apply critical thinking skills to

reading and writing.

Students will

determine the

author’s purpose (i.e.,

tell a story, provide

NARRATIVE

Students will write

narratives

incorporating

5

Comprehension Book: Where Will

They Ride (Teach)

[2.3.R.6]


Second Grade









information).

2.3.R.1

Students will infer

whether a story is

narrated in first or

third person point of

view in grade-level

literary and/or

informational text.

2.3.R.2

Students will find

textual evidence when

provided with


elements and

organization:

● setting (i.e., time,

place)

● plot

● characters

● characterization

2.3.R.3

Students will find


devices:

● simile

characters, plot (i.e.,

beginning, middle,

end), and a basic

setting (i.e., time,

place) with guidance

and support.

2.3.W.1

INFORMATIVE

Students will write

facts about a subject

and include a main

idea with supporting

details.

2.3.W.2

OPINION


an opinion about a

topic and provide

reasons as support.

2.3.W.3

6

Comprehension Book: Fish (Read)

[2.3.R.1], [2.3.R.5]

7

Bookworms Comprehension Book:

Just the Right Size, Chapter 1 (Read)

[2.3.R.1], [2.3.R.3], [2.3.R.5],

[2.3.R.6]

8


The Queen’s Suitcase, Chapter 1

(Read)

[2.3.R.3], [2.3.R.5], [2.3.R.6]

10

Fable Chapter Book: The Three Little

Bugs

[2.3.R.6]

11

Fiction Book Bert and Gert

[2.3.R.3], [2.3.R.5]

Cause and Effect Practice Book:

Winter Snowstorm

[2.3.R.6]


Who Is Following Us , Chapter 1

(Read) – Character Chart

[2.3.R.3], [2.3.R.5]


Second Grade









● metaphor

2.3.R.4


facts that are clearly

stated in a text.

2.3.R.5


the structure of a text

(e.g., description,

compare/contrast,

sequential,

problem/solution,

cause/effect) with


2.3.R.6

Students will answer

inferential questions

(e.g., how and why)

with guidance and

support.

2.3.R.7

12 Living Lessons: Inference (Teach)

[2.3.R.2], [2.3.R.5], [2.3.R.7]

Living Lessons: Author’s Purpose

(Teach)

[2.3.R.1]

Expository Book: Atmosphere,

Chapter 1 (Read)

[2.3.R.1], [2.3.R.5], [2.3.R.7]

SBTR


Mitch’s Big Fish Tale

[2.3.W.1]


[2.3.W.2]


Three Little Bugs

[2.3.W.3]

SBTR

10


Character Analysis


Character


Second Grade









[2.3.R.3]

SBTR

15

Bridge Lesson: Similes

Bridge Lesson: Metaphors

[2.3.R.4]


Cycle Activities


Standards

Reading (R)


academic, domain-

appropriate, grade-level

vocabularies through

reading, word study, and class discussion.

Writing (W)

Students will apply


to communicate by using

descriptive, academic, and

domain-appropriate abstract and concrete words

in their writing.

1 2 3 4 5 6 7 8

(4) Students will expand their working vocabularies to effectively communicate and understand texts.


new academic,

content-specific,

grade-level

vocabulary, relate new

words to prior

knowledge, and apply

vocabulary in new

situations.

2.4.R.1

Students will use

domain-appropriate

vocabulary to


writing.

2.4.W.1




6 Word Masters Skill Book: The Kid in

the Mask

[2.4.R.1]

7

Word Masters Skill Book: The Case of

the Haunted Barn

[2.4.R.1]

11 Prefixes

Suffixes


Second Grade









Students will use word

parts (e.g., affixes,

roots, stems) to define

and determine the

meaning of new

words.

2.4.R.2

Students will use

context clues to

determine the

meaning of words with


2.4.R.3

Students will infer

relationships among

words, including

synonyms, antonyms,

and simple multiple-

meaning words.

2.4.R.4

Students will use a

dictionary or glossary

(print and/or

electronic) to

determine or clarify

the meanings of words

or phrases.

in writing.

2.4.W.2

[2.4.R.2]

Synonyms

Homophones

[2.4.R.4]

12 Living Lessons: Context (Teach)

[2.4.R.3]

Living Lessons: Inference (Teach)

[2.4.R.4]

SBTR Vocabulary Skill Trace – guide

explaining how interactive program

carefully supports organized

instructional plan for building and

expanding student’s vocabulary.

[2.4.R.1]

Suggested Uses for Vocabulary

Category Cards – suggested activity

guide for using Vocabulary Category

Cards. Activities are particularly

helpful for ELLs.

[2.4.R.1]


Second Grade









2.4.R.5

ISIP – Vocabulary: multi-lesson

packet for Tiers 1, 2, and 3. Packet

provides instruction in vocabulary

skills such as identifying synonyms

and antonyms, open and closed

conceptual sorts, and daily

vocabulary building activities.

[2.4.R.1], [2.4.R.4]

Vocabulary: Lesson 33 – Word


[2.4.R.5]

SBTR



Sneeze


Best Trip

[2.4.W.1], [2.4.W.2]

SBTR

12

Vocabulary: Lesson 12 – context

clues needed to complete sentences

using antonym sets.


Second Grade









[2.4.R.3]


Cycle Activities


Standards

Reading (R) Students will apply

knowledge of

grammar and rhetorical style

to analyze and evaluate a

variety of texts.

Writing (W) Students will demonstrate

command of Standard

English grammar,




1 2 3 4 5 6 7 8



and writing.

Students will

recognize nouns,

pronouns, and

irregular plural nouns.

2.5.R.1

Students will

recognize different

types and tenses of

verbs.

2.5.R.2

Students will

recognize adjectives.

2.5.R.3

Students will capitalize

and appropriately

punctuate:

● the first letter of a

quotation

● holidays

● product names

● initials

● months and days of

the week

2.5.W.1

Students will use

simple contractions

(e.g., isn’t, aren’t,

9 Inflected Endings S, ED, ING (Teach)

–Verbs

[2.5.R.2]

10


–Verbs

[2.5.R.2]

11 Inflected Endings (Teach) – Singular

to Plural Nouns

[2.5.R.1]


Second Grade









Students will

recognize

prepositions.

2.5.R.4

Students will

recognize the subject

and predicate of a

sentence.

2.5.R.5

can’t).

2.5.W.2

Students will compose


simple and compound

declarative,

interrogative,

imperative, and

exclamatory

sentences with

appropriate end

marks.

2.5.W.3

Inflected Endings (Teach) – Verbs

[2.5.R.2]

Inflected Endings (Teach) –

Contractions

[2.5.W.2]

CBTR

10

Reading with Meaning

[2.5.R.5]

CBTR

11

Lesson 10: Contractions

[2.5.W.2]

CBTR

15

Bridge Lesson: Plurals

(Recognizing Nouns)

[2.5.R.1]

SBTR Vocabulary Category Cards: Verbs

[2.5.R.2]


Traits/Characteristics

[2.5.R.3]


Sneeze


Zung and the Lark


Second Grade










Mitch’s Big Fish Tales


Three Little Bugs

[2.5.R.5]

SBTR


Hero


George Washington Carver

[2.5.W.1]


Contractions

[2.5.W.2]


Writing a Research Paper; Editing:

Compound Sentences


Writing a Research report; Editing:

Compound Sentences


Second Grade









[2.5.W.3]

ISIP ER


Tier 3


Tier 2

[2.5.R.3]





[2.5.R.4]


Second Grade










Cycle Activities


Standards

Reading (R)



resources to acquire and refine knowledge.

Writing (W)



evidence, and cite sources to create reports, projects,

papers, texts, and


purposes.

1 2 3 4 5 6 7 8




their own questions to

find information on

their topic.

2.6.R.1

Students will use

graphic features

including photos,

illustrations, titles,

labels, headings,

subheadings, charts,

and graphs to

understand a text.

2.6.R.2

Students will consult


a list of topics of

interest and individual

questions about one

specific topic of

interest.

2.6.W.1


information found

during group or


using graphic

organizers or other

aids.

2.6.W.2

12 Scientific Method_1 (Teach)

[2.6.R.1], [2.6.R.2]

Predicting Outcomes (Teach)

Independent Practice – Natural

Resources

[2.6.R.2]

Earth: Rocks and Soil (Read)

[2.6.R.1], [[2.6.R.2]

SBTR

Writing Extension: Lesson 40 – Power

for the Planet - Identifying a Research

Topic


Second Grade









various visual and text

reference sources to

gather information.

2.6.R.3


and present their

information in written

and/or oral reports or

display.

2.6.W.3

[2.6.R.1], [2.6.R.2], [2.6.R.3]


Researching and Taking Notes

[2.6.W.1], [2.6.W.2]


Questions

[2.6.R.1]

ISIP AR

Reading Comprehension: Lesson 8A –

A Good Fit, Tier 3: Lessons 2-4

[2.6.R.1], [2.6.R.2], [2.6.R.3]


Second Grade










Cycle Activities


Standards

Reading (R)

Students will

evaluate written,

oral, visual, and digital texts in

order to draw

conclusions and

analyze arguments.

Writing (W)


multimodal texts to

communicate knowledge and develop arguments.

1 2 3 4 5 6 7 8




interactive texts.


and use print and

digital resources with


2.7.R.1

Students will explain


are depicted in a


formats.

2.7.R.2


and use appropriate

technology or media

to communicate with


and support.

2.7.W.1

Students will create a

simple presentation

using audio, visual,

and/or multimedia

tools to support

communication and

clarify ideas, thoughts,

10 Expository Book: How Mountains

Form (Comp)

[2.7.R.1], [2.7.R.2]

SBTR Writing Extension: Lesson 19 – The

Three Little Bugs, Writing Prompt 3

[2.7.R.1], [2.7.W.1]

Writing Extension: Lesson 27 – A

View from Above: Writing an d

Acrostic Poem

[2.7.R.2], [2.7.W.1]


Second Grade









and feelings.

2.7.W.2

Writing Extension: Lesson 28 – Earth:

Rocks and Soils - Writing and Email

Message

[2.7.R.1], [2.7.R.2], [2.7.W.1]

Writing Extension: Lesson 30 – Earth:

The Changing Surface – Writing a

Script or a Pamphlet

[2.7.W.2]


Cycle Activities


Standards

Reading (R)

Students will read


of purposes and for


Students will select appropriate texts for specific

purposes.

Writing (W)

Students will write




expression to suit audience and task.

1 2 3 4 5 6 7 8






academic and

personal purposes and

read independently for

Students will write

independently over

extended periods of

time (e.g., time for

reflection and

6 Comprehension Book: Fish (Read)

Word Masters Skill Book: The Kid in

the Mask


Second Grade









extended periods of

time.

2.8.R

revision) and for

shorter timeframes

(e.g., a single sitting

or a day or two).

2.8.W

Decodable Books: Time to Ride, A

Cute Mule, Time to Ride My Mule, The

Dunes, Just In Time

[2.8.R]

7 Comprehension Book: Just the Right

Size, Chapter 1

Word Masters Skill Book: The Case of

the Haunted Barn

[2.8.R]

8 Comprehension Book: The Queen’s

Suitcase, Chapter 1

Word Masters Skill Book: The Not-So-

Great Skunk Adventure

IR_ER_UR_NG_Skill Book: Bert and

Gert (Reader 1)

[2.8.R]

9 Word Masters Book: Treasure at

Pirate’s Bay

Decodable Books: Elbert’s Birthday, A

Trip to the Dentist, Winter

Snowstorm, Roy and Troy Like Trains,

The Wise Crow


Second Grade









[2.8.R]

10 Word Masters Book: Return to the

Lost Island

Decodable Books: Shopping With

Mom, A Star is Born, Ch.1; The Three

Little Bugs, Ch.1 (Fable); Humphrey

the Humpback Whale, Ch.1

Passages: The Strange Noise, Pet

Parade, Water Cycle, Insects

Biographical Journal: George

Washington Carver

Expository Passages: The Water

Cycle, Going to the Vet

[2.8.R]

11 Skill Book: Bert and Gert

Comprehension Books 1-4: The Flying

Pizza, Just the Right Size, Who Is

Following Us, The Queen’s Suitcase

(Fantasy)


Second Grade









Fable Chapter Book: The Three Little

Bugs

Passages: Hurricanes, the Dirt

Detectives

[2.8.R]

SBTR Our Solar System

Mission Incredible

Earth: Day, Night, and Seasons

Fields of Change: Spring/Summer,

Autumn/Winter

The Moon

A View From Above


Fossil Hunters: The Black Hills Dig

The Changing Surface

Atmosphere

Weather Watchers


[2.8.R]


Second Grade









SBTR Writing Extensions:

Lesson 10 – Where is Jane?

Lesson 11: Homes

Lesson 12: Boats

Lesson 13: A Big Squeeze

Lesson 14: King Zung and the Lark

Lesson 15: Mitch’s Big Fish Tales

Lesson 16: The Best Trip

Lesson 17: The Wise Crow

Lesson 18: The Hero

Lesson 19: The Three Little Bugs

Lesson 20: George Washington

Carver

[2.8.W]


Third Grade










Cycle Activities

College- and Career-Ready Standards

Reading (R)


apply effective



listening.

Writing (W)


apply effective




and group projects and presentations.

1 2 3 4 5 6 7 8





listen and speak

clearly using


rules.

3.1.R.1


answer questions to

seek help, get


about information

presented orally


media to confirm



story, or recount an

experience with



details, speaking

audibly in coherent

sentences at an

appropriate pace.

3.1.W.1

Students will work

respectfully within

diverse groups, share

8 Fiction Chapter Book: The Fox Pack

[3.1.R.2]

SBTR Writing Extension: Lesson 13 – A Big

Sneeze


Zung and the Lark




Third Grade









understanding.

3.1.R.2


in collaborative

discussions about


texts, expressing their

own ideas clearly in

pairs, diverse groups,

and whole class

settings.

3.1.R.3

responsibility for

collaborative work,



each group member.

3.1.W.2

[3.1.R.1], [3.1.R.2], [3.1.R.3],

[3.1.W.1], [3.1.W.2]


Moon

Writing Extension: Lesson 29 – Fossil

Hunters: The Black Hills Dig

[3.1.R.1], [3.1.R.3]

SBTR


Questions

[3.1.R.1], [3.1.R.2]


Third Grade











Standards

Print Concepts (PC) Students will demonstrate their understanding of the


handling skills and the understanding that printed materials


1 2 3 4 5 6 7 8



letters, and text.



and cursive and use

appropriate spacing for

letters, words, and

sentences.

3.2.PC

SBTR Writing Extension: Lesson 13 –

A Big Sneeze



[3.2.PC]

Writing

Rules!

Writing: Paragraph -

conventions (Teach)

Paragraph Building: Six Traits,

Unit 6, Conventions Trait

[3.2.PC]


Third Grade











Phonics and Word Study (PC) Students will decode and read words in context and


1 2 3 4 5 6 7 8





Multisyllabic words

using their knowledge

of:

● “r” controlled vowels

( e.g ., ar, er, ir or, ur)

● vowel diphthongs

(vowel combinations

having two vowel

sounds e.g., oi as in

boil, oy as in boy]

3.2.PWS.1


Students will use

decoding skills and

semantics in context

when reading new

words in a text,

including Multisyllabic

words.

3.2.PWS.3

9 Multisyllabic Lesson


[3.2.PWS.1]

Multisyllabic Lesson: Closed

Syllable (Teach)

[3.2.PWS.2]

Multisyllabic Skill Book: Elbert’s

Birthday

[3.2.PWS.3]

10 Multisyllabic Lesson



Third Grade









Multisyllabic words by

applying knowledge of


● all major syllable

patterns

● contractions

● abbreviations

● common roots and

related prefixes and

suffixes.

3.2.PWS.2

Multisyllabic Lesson (Teach)

[3.2.PWS.2]

Multisyllabic Lesson: OU, OW

(Teach)

[3.2.PWS.1]

11 Fable Chapter Book: The Three

Little Bugs, Chapter 1 (Read)

[3.2.PWS.1], [3.2.PWS.3]

Oddballs Lesson: Independent

Practice (OO, EW, IEW, UE, UI)

Inflected Endings: Teach

(Nouns)

Contractions: Independent

Practice (Contraction Action)

[3.2.PWS.1]

Prefixes: Independent Practice

(Teach)


Third Grade









Prefixes, Suffixes (Teach – IP)

[3.2.PWS.2]

Passage: Fearful To Fearless

[3.2.PWS.2], [3.2.PWS.3]

Multisyllabic Game

[3.2.PWS.2]

12 Living Lessons: Vocabulary

(Prefixes, Suffixes) - Teach

[3.2.PWS.1]

13 Deepwater Horizon: Vocabulary

(Accented Syllables)

[3.2.PWS.2]

ISIP AR 1A Spelling Tier 3: R-Controlled

Vowels

2A Spelling Tier 3: Diphthongs

(oi, oy, ou, and ow)

10B Spelling Tier 2: R-

Controlled Vowels in Stressed

Syllables (Vre Patterns)

[3.2.PWS.1]


Third Grade









SBTR Lesson 13: Decoding

Multisyllabic Words

(two consonant, two-syllable

words)

[3.2.PWS.2]

SBTR 9 Lesson 10: Decoding

Multisyllabic Words (Two-

Syllable VCCV Pattern)

[3.2.PWS.2]

SBTR 10 Lesson 15: Read Words with

Vowel Digraphs aw and au

[3.2.PWS.1]

Passage: Pet Parade

(Multisyllabic closed-syllable

words)

[3.2.PWS.3]


Third Grade









SBTR 11 Lesson 10: Vocabulary Cards -

Contractions

Lesson 11: Multisyllabic Words

[3.2.PWS.2]


Cycle Activities


Fluency (F) Students will recognize high-frequency words and read



1 2 3 4 5 6 7 8



letters, and text.

Students will read high

frequency and/or

irregularly spelled

grade-level words with


3.2.F.1



at an appropriate

rate, smoothly and

accurately, with

expression that

connotes

comprehension.

3.2.F.2

11 HFW Explore (Enough, Cover,

etc.)

[3.2.F.1]

12 HFW: The Moon Lessons

(Intro – Read) - Science Lab

[3.2.F.1], [3.2.F21]

Comprehension Book:


Third Grade









Brookside’s Best Science Fair

Ever!

[3.2.F.2]

Expository Book:

Earth: Day, Night, & Seasons

[3.2.F.1], [3.2.F.2]

Fiction Chapter Book:

Fields of Change

Expository Book:

Earth: The Moon

Spring/Summer, Autumn/Winter

[3.2.F.1], [3.2.F.2]

ISIP AR Spelling: 7B Irregular Plurals

[3.2.F.1]

Fluency 7: G4 A Very Long Day

(Oral Fluency Practice)

Fluency 8: G4 A Word from the


Third Grade









Unwelcome

(Oral Fluency Practice)

Fluency 8: G5 The Wonder of It

All (Oral Fluency Practice)

[3.2.F.1], [3.2.F.2]

SBTR 8 Lesson 14: Reading Sentences

with HFWs (Fluency and

Prosody through Passage

Reading)

Lesson 15: Passage Reading –

Prosody (Fluency and Prosody

through Passage Reading)

[3.2.F.1]

SBTR 9

Lesson 20: Read High

Frequency Words

[3.2.F.1]


Third Grade










Cycle Activities College- and Career-Ready Standards

Reading (R)



complex literary and informational texts.

Writing (W)



engaging in a recursive process that includes



publishing.

1 2 3 4 5 6 7 8



Students will locate the

main idea and key

supporting details of a

text or section of text.

3.2.R.1

Students will compare

and contrast details

(e.g., plots or events,

settings, and

characters) to

discriminate genres.

3.2.R.2

Students will

summarize events or



drafts by categorizing

ideas and organizing

them into paragraphs

using correct

paragraph

indentations.

3.2.W.1

Students will edit

drafts and revise for

clarity and

organization.

3.2.W.2

Students will

correctly spell grade-

12

Living Lessons: Main Idea

(Teach)

[3.2.R.1]

Living Lessons: Compare

Contrast (Teach)

[3.2.R.2]


(Teach)

[3.2.R.3]


Third Grade









middle, end, and

conflict) of a story or

text.

3.2.R.3

appropriate words

while editing.

3.2.W.3

Students will use

resources to find


words (e.g., word

wall, vocabulary

notebook, print and

electronic

dictionaries).

3.2.W.4

14 Supporting Responses (Teach)

[3.2.R.1]

ISIP AR 4C Reading Comprehension:

Labor of Love

[3.2.R.1], [3.2.R.3]

SBTR Comprehension: Lesson 4 –

Asking Questions, Grades 2-3

Too Cool Transportation: Aisha’s

Travel Blog

[3.2.R.1]


Compare and Contrast Two

Texts


Compare and Contrast

[3.2.R.2]


Setting


Third Grade









[3.2.R.3]




Fields of Change:

Spring/Summer – Writing a

Description

Writing Extension: Lesson 25 -

Fields of Change:

Autumn/Winter – Writing a

Description

[3.2.W.1], [3.2.W.2], [3.2.W.3]

SBTR 12 Lesson 11: Compare and

Contrast (Venn Diagram)

[3.2.R.2]

SBTR 14 Bridge Lesson: Supporting

Responses

[3.2.R.1]


Third Grade









Writing

Rules!

Writing: Ideas Trait (Teach)

[3.2.W.1]

Writing: Organization Trait

(Teach)

[3.2.W.1], [3.2.W.2]

Writing: Paragraph Writing


[3.2.W.3]


Cycle Activities College- and Career-Ready Standards

Reading (R)








Writing (W)


varied purposes and





sentences, and appropriate voice.

1 2 3 4 5 6 7 8




Third Grade









Students determine

the author’s stated

and implied purpose

(i.e., entertain,

inform, persuade).

3.3.R.1

Students will infer

whether a story is



view in grade-level

literary and/or

informational text.

3.3.R.2

Students will find


provided with


elements and

organization:

● setting

(i.e., time, place)

● plot

● characters


● theme

3.3.R.3

NARRATIVE - Grade

Level Focus

Students will write

narratives

incorporating

characters, plot,

setting, point of view,

and conflict (i.e.,

solution and

resolution).

3.3.W.1

INFORMATIVE

Students will write

facts about a subject,

including a main idea

with supporting

details, and use

transitional and signal

words.

3.3.W.2

OPINION


an opinion about a

topic and provide

reasons as support.

3.3.W.3

7 Bookworms Intro (Setting)

[3.3.R.3]

9 Comprehension Book: The

Flying Pizza (Cause and Effect)

[3.3 R.6]

11 Comprehension Book: Just the

Right Size (Compare and

Contrast, Fiction, Characters,

and Setting)

[3.3.R.3], [3.3 R.6]


Following Us? (Description)

[3.3.R.3], [3.3 R.6], [3.3 R.7]

Comprehension Book: The

Queen’s Suitcase (Problem and

Solution, Characters, Setting)

[3.3.R.3], [3.3 R.6]


Third Grade









Students will find

examples of

literary devices:

● simile

● metaphor

● personification

● onomatopoeia

● hyperbole

3.3.R.4

Students will

distinguish fact from

opinion in a text.

3.3.R.5



(e.g., description,

compare/contrast,

sequential,

problem/solution,

cause/effect) with


3.3 R.6


12 Living Lessons: Author’s

Purpose (Independent Practice)

[3.3.R.1]

Living Lessons: Inference


[3.3.R.2], [3.3.R.7]

Living Lessons: Text Structure


[3.3 R.6]

13 Inference (Guided Practice)

[3.3.R.2], [3.3.R.7]

14 Supporting Responses with Text

Evidence (Teach)

[3.3.R.3]


Third Grade









answer inferential

questions using the

text to support

answers with guidance

and support.

3.3.R.7

15 Author’s Purpose

[3.3.R.1]

Similes

[3.3.R.4]

The Flying Pizza, Chapter 1

(Cause and Effect)

[3.3 R.6]

ISIP AR Word Skills: Idioms and

Hyperbole with Mr. Marco

[3.3.R.4]


Text Structure

[3.3 R.6]


Setting

[3.3.R.3]


Literature Poetry Analysis: Night

Spirits of the Rain Forest

[3.3.R.4]


Writing an Adventure Story


Third Grade










The Rain Forest Howlers,

Chapter 2: Writing a Letter to a

Hero

[3.3.W.1]

Writing Extension: Lesson 24-

Fields of Change:

Spring/Summer – Writing a

Description


Fields of Change:

Autumn/Winter – Writing

Informational Notes


Writing a Paragraph to Inform


The Desert’s Gift: Writing a

Letter to Inform

[3.3.W.2]


Writing an Email Message


Bees at Risk: Writing a Blog


Third Grade









Entry

[3.3.W.3]

SBTR 13 Discovery Island: The Mystery

of the Phoenix Lights

(Fact vs. Opinion)

[3.3.R.5]

SBTR 14 Bridge Lesson – Supporting

Responses (Comparing Ideas

Across Text)

A Renewable Future

It’s a Bird…It’s a Plane…It’s

Jetman!

[3.3.R.3]


Third Grade









SBTR 15 Bridge Lesson – Metaphors

[3.3.R.4]



Ever!

[3.3.R.4]

Bridge Lesson: General

Comprehension 2

[3.3 R.6]

Writing

Rules!

Expository Essay:

Characteristics 1.2 – Point of

View

Personal Narrative:

Characteristics Lesson 1.1 -

First Person Point of View

Expository Essay:

Characteristics Lesson 1.2 –

Point of View (Third Person)

[3.3.R.2]


Third Grade









Personal Narrative – Planning

Lesson 2.4, Generate

Supporting Details

[3.3.W.2]


Cycle Activities


Reading (R)


academic, domain-

appropriate, grade-level

vocabularies through reading,

word study, and class

discussion.

Writing (W)

Students will apply


to communicate by using


domain-appropriate

abstract and concrete words in their writing.

1 2 3 4 5 6 7 8



understand texts.

Students will increase

knowledge of

academic, domain-

appropriate, grade-

level vocabulary to

infer meaning of

Students will use

domain-appropriate

vocabulary to


writing.

3.4.W.1

11 Prefixes (Teach)

Suffixes (Teach)

[3.4.R.2]


Third Grade









grade-level text.

3.4.R.1



roots, stems) to define

and determine the

meaning of new words.

3.4.R.2

Students will use

context clues to

determine the meaning

of words or distinguish

among multiple-

meaning words.

3.4.R.3

Students will infer

relationships among

words, including

synonyms, antonyms,

homographs, and

homonyms.

3.4.R.4

Students will use a



appropriate

language according

to purpose in writing

3.4.W.2

12 Comprehension Book:


Ever! Chapter 1

[3.4.R.1]

Living Lessons: Vocabulary

(Teach) – Prefixes/Suffixes

[3.4.R.2]

Living Lessons: Context (Teach)

[3.4.R.3]

13 Living Lessons: Context (Teach)

Rain Forest Howlers: Vocabulary

[3.4.R.3]

Forest Fires: Vocabulary

(Antonyms, Synonyms)

Amazonia Alert!: Vocabulary

(Synonyms)

The Desert’s Gift: Vocabulary

(Homophones)

[3.4.R.4]


Third Grade









(print and/or

electronic) to

determine or clarify the

meanings,

syllabication, and

pronunciation of words.

3.4.R.5

14 The World Around You: Race for

the Moon (Read, Vocabulary)

[3.4.W.1], [3.4.W.2]


Weather Watchers: Writing a

What-If Story



Chapter 1: Writing an

Adventure Story



Chapter 2: Writing a Letter to a

Hero

[3.4.R.5]


Making Inferences

[3.4.R.1]

Vocabulary: Lesson 12 -

Antonyms


Third Grade









Vocabulary: Lesson 35 –

Antonyms and Synonyms

[3.4.R.4]


Dictionary Use


Dictionary Use

[3.4.R.5]


Wring a Letter to a Hero

(Detailed Dictionary Use)

SBTR 13 Discovery Island: First Round-

Up

Discovery Island: Blowing

Bubbles from the Rain Forest

Discovery Island – Dangerous

Snakes

Discovery Island: The Lost

Treasure of the Ruby Dagger


Third Grade









[3.4.W.1], [3.4.W.2]

SBTR 15 Bridge Lesson: Prefixes

(uni, bi, and tri)

[3.4.R.2]

Bridge Lesson: Context Clues

[3.4.R.3]

Bridge Lesson: Synonyms

[3.4.R.4]

Writing

Rules!

Ideas Trait

Word Choice

[3.4.W.1], [3.4.W.2]


Third Grade










Cycle

Activities


Reading (R)

Students will apply




texts.

Writing (W)


command of Standard

English grammar,




1 2 3 4 5 6 7 8

(5) Students will apply knowledge of grammar

and rhetorical style to reading and writing.


pronouns and

possessive nouns.

3.5.R.1


irregular and past

participle verbs and

verb tense to identify

settings, times, and

sequences in text.

3.5.R.2

Students will

capitalize and

appropriately

punctuate:

● titles of respect

● appropriate words

in titles

● geographical names

3.5.W.1

Students will use

complex contractions

(e.g., should’ve,

8 King Zung and the Lark

[3.5.R.2]

9 Mitch’s Big Fish Tales, The

Flying Pizza, Elbert’s Birthday

[3.5.R.1], [3.5.R.4], [3.5.R.5]

Elbert’s Birthday

[3.5.R.2]


Third Grade










adjectives, articles as

adjectives, and

adverbs.

3.5.R.3


prepositions and

conjunctions.

3.5.R.4


the subject and verb

agreement.

3.5.R.5

won’t).

3.5.W.2

Students will

compose and expand


sentences and

questions with

appropriate commas,

apostrophes,

quotation marks, and

end marks as needed

for dialogue.

3.5.W.3

Students will

compose simple,

compound and

complex declarative,

interrogative,

imperative, and

exclamatory

sentences.

3.5.W.4

10 Shopping With Mom

[3.5.R.2], [3.5.R.3], [3.5.R.4]

11 The Queen’s Suitcase

[3.5.R.1], [3.5.R.2]

14 Coordinating Conjunctions

(Teach)

[3.5.R.4], [3.5.R.5]


A Big Sneeze

Writing Extensions 17-20: The

Wise Crow, The Hero, The Three

Little Bugs, George Washington

Carver

[3.5.R.5]



Third Grade









King Zung and the Lark

[3.5.R.1]


Our Solar System: Writing a

Story with Description

(Prepositions, prepositional

Phrases)

[3.5.R.4]


Fields of Change:


Informational Notes

[ 3.5.W.1]


A View From Above

[3.5.W.2]


Fossil Hunters: The Black Hills

Dig – Writing a Prediction Story



What-If Story

[3.5.W.3]



Third Grade










Entry (Simple/Compound

Sentences)

[3.5.W.4]

SBTR 11 Lesson 10: Contractions

[3.5.W.2]

SBTR 14 Bridge Lesson: Conjunctions

[3.5.R.4]

Writing

Rules!


Unit 3, Voice Trait


Unit 4, Word Choice Trait


Unit 6, Word Conventions Trait

[3.5.R.2]


Third Grade










Unit 5, Sentence Fluency

[3.5.W.4], [3.5.R.5]


Cycle Activities


Reading (R)




refine knowledge.

Writing (W)


and paraphrase, integrate


to create reports, projects, papers, texts, and


purposes.

1 2 3 4 5 6 7 8



Students will use their

own questions to find

information on their

topic.

3.6.R.1

Students will use

graphic features

including photos,

illustrations, captions,

Students will

generate a list of


individual questions

about one specific

topic of interest.

3.6.W.1

Students will

organize information


Power for the Planet: Identifying

a Research Topic

[3.6.R.1], [3.6.R.2], [3.6.W.1]


Power for the Planet:


[3.6.R.3], [3.6.R.4]


Third Grade









titles, labels, headings,

subheadings, italics,

sidebars, charts,

graphs, and legends to

define a text.

3.6.R.2


information in visual

and text reference

sources, electronic

resources, and/or

interviews.

3.6.R.3

Students will

determine the

relevance and

reliability of the

information for their

specific topic of

interest with guidance

and support.

3.6.R.4

found during group or


using graphic

organizers or other

aids.

3.6.W.2

Students will

summarize and

present information

in a report.

3.6.W.3


Power for the Planet: Writing a

Research Report

[3.6.W.2]


Forest Fires: Writing about a

Forest Fire

[3.6.R.1], [3.6.R.2], [3.6.W.1]


Identifying a Research Topic

[3.6.R.3], [3.6.W.1]



[3.6.R.4], [3.6.W.3]

Writing

Rules!

Expository Essay (Audience,

Point of View, Formal Voice,

Controlling Idea, Evidence)

[3.6.W.1], [3.6.W.2], [3.6.W.3]


Third Grade










Cycle Activities


Reading (R) Students will evaluate




arguments.

Writing (W) Students will create

multimodal texts to



1 2 3 4 5 6 7 8




texts.

Students will locate,

organize, and use

information from a

variety of written, oral,

visual, digital, non-

verbal, and interactive


multimodal content

that communicates

an idea using

technology or

appropriate media.

Writing

Rules!

Essay Writing:

Personal Narrative

[3.7.R.1], [3.7.R.2], [3.7.W.1],

[3.7.W.2]


Third Grade









texts to generate and

answer literal

questions.

3.7.R.1



are depicted in a


formats.

3.7.R.2

3.7.W.1


presentations using

video, photos, and

other multimedia

elements to support

communication and

clarify ideas,

thoughts, and

feelings.

3.7.W.2


Earth: Rocks and Soil – Writing

and Email Message

[3.7.R.1], [3.7.R.2], [3.7.W.1]


Earth: The Changing Surface –

Writing a Script or a Pamphlet

[3.7.R.1], [3.7.R.2], [3.7.W.1],

[3.7.W.2]


Cycle Activities


Reading (R)

Students will read

independently for a variety of

purposes and for extended

periods of time. Students will select appropriate texts for

specific purposes.

Writing (W)

Students will write



will vary their modes of expression to suit audience

and task.

1 2 3 4 5 6 7 8

(8) Students will read and write for a variety of

purposes including, but not limited to,



Third Grade











specific purposes and


extended periods of

time.

3.8.R

Students will write

independently over

extended periods of


reflection and

revision) and for

shorter timeframes


or a day or two) to

communicate with

different audiences

for a variety of

purposes.

3.8.W

12 Earth: Day, Night, and Seasons;

Weather Watchers, Earth: Our

Solar System; Earth:

Atmosphere; Fossil Hunters:

The Black Hills Dig

[3.8.R]

13 Living Lessons: Summarization


Survivors!, The Desert’s Gift,

Power for the Planet, Bees at

Risk, Forest Fires: Lessons from

the Front Lines; Exploring the

Deep

[3.8.R]


Summarization Strategy

[3.8.R], [3.8.W]


Third Grade









SBTR 13 Discovery Island: A Desert Filled

with Colonies; A Vaquero’s Life,

Blowing Bubbles from the Rain

Forest, Colossal Critter

Construction, Come Visit

Jefferson, Dangerous Snakes,

Ghost Dancers, Ghost Party,

Into the Darkness, Monkey

Brothers and the Hero Twins,

Monkey Trouble, Swimming with

Whale Sharks, Teen Navigators,

The Lost Treasure of the Ruby

Dagger, The Mystery of the

Phoenix Lights, What Time Is

It?

[3.8.R]

ISIP AR 10A Reading Comprehension:

Wants vs. Needs - Lesson 3:

Summarization

3A Reading Comprehension:

Choosing Love - Lesson 3:

Summarization

[3.8.R]



Third Grade









Lesson 1 - Independent

Practice


Lesson 3 - Summarize the Text

[3.8.W]

Writing

Rules!

Essay Writing: Personal

Narrative

Paragraph Writing: Organization

Trait - Write Using Good

Organization

[3.8.W]

Teacher Resources: Personal

Narrative - Characteristics

Lesson 1.2, Voice

[3.8.R], [3.8.W]


Fourth Grade



2 = Reading Foundations/Reading

and Writing processes 6 = Research






Standards

Reading (R)


apply effective communication skills


listening.

Writing (W)






presentations.

1 2 3 4 5 6 7 8





listen and speak

clearly using


rules.

4.1.R.1


answer questions to

seek help, get


information presented

orally through text or

other media to

confirm

understanding.

4.1.R.2



story, or recount an

experience with



details, speaking

audibly in coherent

sentences at an

appropriate pace.

4.1.W.1

Students will work

effectively and

respectfully within


responsibility for

SBTR Writing Extension: Lesson 11 -

Homes


A Big Sneeze



[4.1.R.1]


Lessons 1-5: Too Much of a

Good Thing


Lessons 1-5: Round and Round?


Fourth Grade










Standards

Reading (R)




listening.

Writing (W)






presentations.

1 2 3 4 5 6 7 8


in collaborative

discussions about


texts, expressing their

own ideas clearly

while building on the

ideas of others in

pairs, diverse groups,

and whole class

settings.

4.1.R.3

collaborative work,



each group member.

4.1.W.2

7B Reading Comprehension:

Lesson 1-5: Unplug Yourself!

7C Reading Comprehension:

Lessons 1-5: Night Light


Lessons 1-5: A Good Fit

[4.1.R.2], [4.1.R.3], [4.1.W.1],

[4.1.W.2]


Fourth Grade










Standards

Print Concepts (PC)



handling skills and the understanding that printed materials


1 2 3 4 5 6 7 8



letters, and text.



and cursive and use

appropriate spacing

for letters, words, and

sentences.

4.2.PC



(Editing Checklist)


Our Solar System – Writing a

Story with Descriptions



Dig: Writing a Prediction Story

(Editing Checklist)

[4.2.PC]


Fourth Grade










Standards




1 2 3 4 5 6 7 8



letters, and text.


combined knowledge

of letter-sound

correspondences,

syllable patterns,

morphology and

semantics to

accurately read

unfamiliar words,

including Multisyllabic

words.

4.2.PWS.1

SBTR 10

Humphrey the Humpback Whale

[4.2.PWS.1]

SBTR 11 Lesson 11: Multisyllabic Words

[4.2.PWS.1]

SBTR 12

Lesson 3: Vocabulary –

Structural Analysis

Lesson 10: Vocabulary -

Context

[4.2.PWS.1]

SBTR 13 Amazonia Alert!!

[4.2.PWS.1]


The Three Little Bugs


Fourth Grade










Standards




1 2 3 4 5 6 7 8

[4.2.PWS.1]

ISIP AR 8B Vocabulary Tier 2: Latin

Roots (vert, spect) – The

Perfect Outfit

10A Vocabulary Tier 3: Latin

Roots (aud, bene) – Hope from

the Past

10B Vocabulary Tier 2: Greek

Roots (chron, phon) – Driving

Smart


Lessons 1-5: R-Controlled

Vowels in Stressed

[4.2.PWS.1]

10 Who is Following Us?

[4.2.PWS.1]


Fourth Grade










Standards




1 2 3 4 5 6 7 8

11

Multisyllabic Game (Teach,

Guided Practice)

[4.2.PWS.1]

13 Rain Forest Howlers, Chapter 2

Rain Forest Howlers: Alex To

the Rescue – Vocabulary

The Desert’s Gift

The Desert’s Gift – Vocabulary

Deepwater Horizon – Sentence

Building

Deepwater Horizon –

Vocabulary Game: Amelia to the

Rescue

[4.2.PWS.1]


Fourth Grade










Standards




1 2 3 4 5 6 7 8

14 Justin Time Adventure Log:

Fueling Humanity

Vocab Lab

Visit Yellowstone – Vocab

Game; Time Trap

[4.2.PWS.1]



Standards

Fluency (F)

Students will develop foundational skills for future reading

success by working with sounds, letters, and text.

1 2 3 4 5 6 7 8

(2) Students will recognize high-frequency

words and read grade-level text smoothly and

accurately, with expression that connotes

comprehension.


Fourth Grade










Standards

Fluency (F)



1 2 3 4 5 6 7 8

Students will read

high-frequency and

irregularly spelled

grade-level words with


4.2.F.1



at an appropriate rate,

smoothly and

accurately, with

expression that

connotes

comprehension.

4.2.F.2

SBTR 2 Lesson 24: Reading for Meaning

[4.2.F.2]

SBTR 9 Lesson 20: Read High-

Frequency Words

[4.2.F.1]


[4.2.F.2]


[4.2.F.2]


Fourth Grade










Standards

Fluency (F)



1 2 3 4 5 6 7 8

ISIP AR

G4 Fluency 8: A Word from the

Unwelcome

G5 Fluency 8: The Wonder of It

All

G10 Fluency 4: Nightmare on

Bus 33

[4.2.F.2]

ISIP AR 7B Spelling Tier 2: Irregular

Plurals

[4.2.F.1]

12 Brookside’s Best Science Fair

Ever! Chapter 1:

Comprehension

[4.2.F.1], [4.2.F.2]


Fourth Grade










Standards

Fluency (F)



1 2 3 4 5 6 7 8

13 Deepwater Horizon: Solving the

Spill (Fluent/Read)

[4.2.F.1], [4.2.F.2]



Standards

Reading (R)





Writing (W)




process that includes prewriting, drafting,


publishing.

1 2 3 4 5 6 7 8



Students will

distinguish how key

details support the

main idea of a

passage.

4.2.R.1


drafts by categorizing

ideas and organizing

them into paragraphs.

4.2.W.1

12 Living Lessons: Main Idea

(Teach)

[4.2.R.1]


Contrast (Teach)


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8


and contrast details in

literary and

nonfiction/

informational texts to

discriminate various

genres.

4.2.R.2

Students will

summarize events or


middle, end, conflict,

and climax) of a story

or text.

4.2.R.3


paraphrase main ideas

with supporting details

Students will edit

drafts and revise for

clarity and

organization.

4.2.W.2


spell grade-

appropriate words

while editing.

4.2.W.3

Students will use

resources to find


words (e.g., word

wall, vocabulary

notebook, print and

electronic dictionaries,

and spell-check).

4.2.W.4

[4.2.R.2]


(Teach)

[4.2.R.3]

Living Lessons: Drawing

Conclusions (Teach)

[4.2.R.4]

Earth’s Changing Surface (Intro)

[4.2.R.4]

13 Living Lessons: Main Idea

[4.2.R.1]


Contrast

[4.2.R.2]



Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8

in a text.

4.2.R.4

Conclusions

[4.2.R.4]

Rain Forest Howlers; Alex to the

Rescue (Read)

Survivors (Read)

[4.2.R.4]

15

Main Idea (Teach)

[4.2.R.1]

Compare Contrast (Teach)

[4.2.R.2]

Summarization (Teach)

[4.2.R.3]

Drawing Conclusions (Teach)

[4.2.R.4]


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8

SBTR

Graphic Organizer: Drawing

Conclusions

[4.2.R.4]


Editing

[4.2.W.3], [4.2.W.4]


Fields of Change:

Spring/Summer: Writing a

Description

[4.2.W.3], [4.2.W.4]


Fields of Change:


Informational Notes

[4.2.W.3], [4.2.W.4]


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8

SBTR 12 Priority Alert: Main Idea

[4.2.R.1]

Lesson 7: Drawing Conclusions

[4.2.R.4]

SBTR 13 Expository Book: Amazonia

Alert!

[4.2.W.4]

SBTR 14

Bridge Lesson: Compare and

Contrast

[4.2.R.2]

ISIP AR 1B Reading Comprehension:

Lesson 2 – Exploring Space

[4.2.R.1]


Lesson 3 – Exploring Space

[4.2.R.3]


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8


Lesson 3 - What’s in a Name?

[4.2.R.3]


Lesson 4 - What’s in a Name?

[4.2.R.4]


Lessons 2-3 – When a Bark is

More Than a Bark

[4.2.R.3]


Lesson 4 – When a Bark is More

Than a Bark

[4.2.R.1]


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8

Writing

Rules!

Writing: Paragraph Building –

Ideas Trait

[4.2.W.1]


Organization Trait

[4.2.W.2]

Teacher Resources:

Paragraph Building – Six Traits,

Unit 6, Conventions Trait

[4.2.W.3]


Fourth Grade










Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8



Standards

Reading (R)





and informational genres from a variety of historical


perspectives.

Writing (W)


purposes and audiences in

all modes, using fully


organization, well-chosen words, fluent sentences, and

appropriate voice.

1 2 3 4 5 6 7 8



Students will

determine the

author’s purpose (i.e.,

entertain, inform,

persuade) and infer

NARRATIVE

4.3.W.1 Students will

write narratives

incorporating

characters, plot,

12 Living Lessons: Author’s

Purpose (Teach)

[4.3.R.1]



Fourth Grade










Standards

Reading (R)


interpret, evaluate, and respond to a variety of



from a variety of historical


perspectives.

Writing (W)


purposes and audiences in all modes, using fully




appropriate voice.

1 2 3 4 5 6 7 8

the difference

between the stated

and implied purpose.

4.3.R.1

Students will infer

whether a story is



view in grade-level

literary and/or

informational text.

4.3.R.2


key literary

elements:

● setting

● plot


conflict (i.e., solution

and resolution), and

dialogue.

4.3.W.1

INFORMATIVE –

Grade-Level Focus

Students will write

facts about a subject,

including a clear main

idea with supporting

details, and use

transitional and signal

words.

4.3.W.2

OPINION


(Teach)

[4.3.R.6]

Living Lessons: Inference

(Teach)

[4.3.R.7]

13 Living Lessons: Text Structure

[4.3.R.6]

15 Comprehension Foundations:

Author’s Purpose (Intro.)

[4.3.R.1]

Steps to Success: Similes

Steps to Success: Metaphors

[4.3.R.4]

Comprehension Foundations:


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

● characters (i.e.,

protagonist,

antagonist)


● theme

4.3.R.3

Students will find

examples of

literary devices:

● simile

● metaphor

● personification

● onomatopoeia

● hyperbole

● imagery

● symbolism*

● tone*

*Students will find


an opinion about a

topic and provide fact-

based reasons as

support.

4.3.W.3

Text Structure (Intro.)

[4.3.R.6]

SBTR Comprehension: Lesson 47

Informational Texts – Amazonia

Alert!

Comprehension: Lesson 48

Informational Texts – The

World’s Healers


Informational Texts – Phoenix

Lights


Informational Texts/Analyzing

Persuasive Media – Sharks in

Danger


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

provided with

examples.

4.3.R.4

Students will


opinion in a text and

investigate facts for

accuracy.

4.3.R.5



(e.g., description,

compare/contrast,

sequential,

problem/solution,

cause/effect).

4.3.R.6

[4.3.R.1], [4.3,W.2]


Literature Poetry Analysis – A

View From Above

[4.3.R.2]


Fossil Hunters: The Black hills

Dig


Weather Watchers



Chapter 1



Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8


answer inferential

questions using the

text to support

answers.

4.3.R.7


Chapter 2


Survivors!


Forest Fires

[4.3.R.3]


Literature Analyzing Elements of

Fiction: Phaeton and the Chariot

of Fire


Analyzing Theme in Myths: The

Desert’s Gift



Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

Analyzing Theme in Myths:

Monkey Brothers and the Hero

Twins

[4.3.R.4]


Informational Texts – Amazonia

Alert!


Informational Texts – The

World’s Healers

[4.3.R.5], [4.3.W.2]

Graphic Organizer: Inference

[4.3.R.7]

Graphic Organizer: Drawing

Conclusions


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

[4.3.W.3]

SBTR 10 Comprehension 10:

[4.3.R.1], [4.3.R.6]

SBTR 12 Friendly Letter: A Trip to the

Grand Canyon

Poetry: A View From Above

[4.3.R.1]

Lesson 9: Text Structure

[4.3.R.6]

Passage: Exploring Space

[4.3.R.1], [4.3.R.6]

Fiction Comic Book: Fossil

Hunters -The Black Hills Dig


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

[4.3.R.1], [4.3.R.6]

Priority Alert: Inferencing and

Drawing Conclusions

[4.3.R.7]

SBTR 13 Books:

Forest Fires: Lessons From the

Front Lines (Expository),

Power for the Planet

(Literary Nonfiction)

[4.3.R.1]

Discovery Island: The Mystery

of the Phoenix Lights

[4.3.R.5]

SBTR 15 Bridge Lesson: Metaphors



Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

[4.3.R.4]

Bridge Lesson: General

Comprehension 2

[4.3.R.6]


Do Your Part

[4.3.R.1]


Lesson 4 – Unplug Yourself!

3C Reading Comprehension:

Lesson 4 – Big Chug, Be Gone!

[4.3.R.5]


Too Much of a Good Thing


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8


Round and Round?

[4.3.R.7]

Writing

Rules!

Teacher Resources:

Personal Narrative –

Characteristics Lesson 1.1, First

Personal Point of View

Expository Essay,

Characteristics 1.2, Point of

View

[4.3.R.2]

Personal Narrative: Planning,

Unit 2


Fourth Grade










Standards

Reading (R)







perspectives.

Writing (W)






appropriate voice.

1 2 3 4 5 6 7 8

Personal Narrative – Drafting,

Unit 3 (Lessons 3.1, 3.2, 3.3)

[4.3.W.1]

Writing

Rules!

Writing: Personal Narrative –

Draft

[4.3.W.1]

Writing: Expository – Draft

[4.3.W.3]


Fourth Grade










Standards

Reading (R)


academic, domain-appropriate, grade-level



class discussion.

Writing (W)

Students will apply

knowledge of vocabularies to communicate by using




writing.

1 2 3 4 5 6 7 8



understand texts.


knowledge of

academic, domain-

appropriate, grade-

level vocabulary to

infer meaning of

grade-level text.

4.4.R.1



Greek and Latin roots,

stems) to define and

determine the

meaning of new

words.

4.4.R.2

Students will use

domain-appropriate

vocabulary to


writing.

4.4.W.1



to create a specific

effect according to

purpose in writing.

4.4.W.2

10 Comprehension Book: A Star is

Born - Mrs. Stanley’s Surprise

(Intro, Read, Vocabulary)

[4.4.R.3]

11 Synonyms

Homophones

[4.4.R.4]

12 Living Lessons: Inference (Teach)

Living Lessons: Vocabulary

(Teach)

[4.4.R.2]

Living Lessons: Context (Teach)


Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8

Students will use

context clues to

determine the

meaning of words or

distinguish among

multiple-meaning

words.

4.4.R.3

Students will infer

relationships among

words with multiple

meanings, including

synonyms, antonyms,

and more complex

homographs and

homonyms.

4.4.R.4

[4.4.R.3]

13

The Desert’s Gift Vocabulary Game

[4.4.R.1]

Rain Forest Howlers, Chapter 2

Rainforest Howlers: Alex to the

Rescue – Vocabulary

Power for the Planet Vocabulary

Game

[4.4.R.3]

14 Renewable Future: Comprehension

Questions

Vocab Lab with Justin Time

[4.4.R.2]


Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8

Students will use a


(print and/or

electronic) to


the meanings,

syllabication, and

pronunciation of

words.

4.4.R.5

Science Story with Justin Time

[4.4.R.5]

SBTR 2C Vocabulary Tier 1: Kapok Tree

Latin Root (tain)

5A Vocabulary Tier 3: Latin Root

(tract) – A Matter of Interest

6B Vocabulary Tier 2: Greek Root

(graph) Picture This

7B Vocabulary Tier 2: Prefixes

(fore- and semi-) – Holiday Light

8B Vocabulary Tier 2: Latin Roots

(vert, spect) – The Perfect Outfit

9B Vocabulary Tier: Latin Root


Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8

(ject) - Express Yourself

10A Vocabulary Tier 3: Latin Roots

(aud, bene) Hope from the Past

10B Vocabulary Tier 2: Greek

Roots (chron, phon) – Driving

Smart

[4.4.R.2]


Wants vs. Needs


Lunchtime with Lisa

[4.4.R.1]


The Three Little Bugs



Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8


What-If Story


The Rain Forest Howlers, Chapter

2: Writing a Letter to a Hero

[4.4.R.5]


Earth: Rocks and Soil – Writing an

Email Message



- Writing A Recommendation



1: Writing an Adventure Story



Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8



[4.4.W.1], [4.4.W.2]

SBTR 12 Lesson 10: Vocabulary – Context

[4.4.R.3]

SBTR 13 Book: Amazonia Alert!

[4.4.R.5]

SBTR 15 Bridge Lesson: Analogies

[4.4.R.4]

ISIP AR 10B Reading Comprehension:

Lesson 4 - Exercise for the Body

and Brain

[4.4.R.1]

3A Vocabulary Tier 3: Suffixes


Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8

(-ous, -ive) – Thomas Jefferson –

Mad Scientist?

[4.4.R.2]

3B Vocabulary Tier 2: Synonyms

and Antonyms – Nessie: Fact or

Fiction?

[4.4.R.3], [4.4.R.4]

4B Vocabulary Tier 2: Homographs

– A Hairy Little Problem

6A Vocabulary Tier 3; Homographs

– Land of the Free

[4.4.R.3]

5C Vocabulary Tier 1:

Salamanders Synonyms and

Antonyms

[4.4.R.4]


Fourth Grade










Standards

Reading (R)





class discussion.

Writing (W)

Students will apply





writing.

1 2 3 4 5 6 7 8

Writing

Rules!

Interactive:

Paragraph Building – Voice, Word

Choice

Essay Writing – Personal Narrative,

Expository

[4.4.W.1], [4.4.W.2]


Fourth Grade










Standards

Reading (R)

Students will apply

knowledge of grammar and rhetorical style to reading

and writing.

Writing (W)


command of Standard English grammar,




1 2 3 4 5 6 7 8



Students will

recognize pronouns

and irregular

possessive nouns.

4.5.R.1

Students will

recognize present

perfect verbs and

verb tense to identify

settings, times,

sequences, and

conditions in text.

4.5.R.2

Students will

recognize

comparative and

Students will

capitalize

● familial relations

● proper adjectives

● conventions of letter

writing

4.5.W.1


and expand


sentences and

questions with

appropriate commas,

end marks,

apostrophes, and

quotation marks as

needed for dialogue.

Writing

Rules!

Paragraph Building: Six Traits

Unit 3: Voice Trait


Unit 5: Sentence Fluency Trait

Unit 3: Personal Narrative –

Drafting

[4.5.R.1], [4.5.R.3], [4.5.W.2]

Unit 1: Personal Narrative

Characteristics

[4.5.R.1]


Unit 4: Word Choice Trait



Fourth Grade










Standards

Reading (R)

Students will apply


and writing.

Writing (W)






1 2 3 4 5 6 7 8

superlative adjectives

and adverbs.

4.5.R.3

Students will

recognize

prepositional phrases

and conjunctions.

4.5.R.4

Students will


and verb agreement.

4.5.R.5

4.5.W.2


simple, compound,

and complex

sentences and

questions, create

sentences with an

understood subject,

and correct fragments

and run-on sentences.

4.5.W.3


declarative,

interrogative,

imperative, and

exclamatory

sentences.

4.5.W.4

Unit 6: Conventions Trait

[4.5.R.3], [4.5.W.2]


Unit 5: Sentence Fluency Trait

[4.5.W.4]

Interactive:


Conventions Trait

Essay Writing: Personal Narrative,

Expository

[4.5.W.2]


Sentence Fluency

Essay Writing: Personal Narrative,

Expository

[4.5.W.4]


Fourth Grade










Standards

Reading (R)

Students will apply


and writing.

Writing (W)






1 2 3 4 5 6 7 8

14 Coordinating Conjunctions (Teach)

[4.5.R.4], [4.5.R.5]



[4.5.R.1]


Our Solar System


Fields of Change: Spring/Summer


earth: The Changing Surface

[4.5.R.2], [4.5.R.3], [4.5.R.4]


Fourth Grade










Standards

Reading (R)

Students will apply


and writing.

Writing (W)






1 2 3 4 5 6 7 8


Mission Incredible


Survivors!

[4.5.R.2], [4.5.R.3]


The Desert’s Gift

[4.5.R.3]




Our Solar System


Mission Incredible



Fourth Grade










Standards

Reading (R)

Students will apply


and writing.

Writing (W)






1 2 3 4 5 6 7 8


[4.5.R.5], [4.5.W.1]





Chapter 1

[4.5.W.1]


The Moon


Bees at Risk


Power for the Planet 3: Writing a

Research Paper


Fourth Grade










Standards

Reading (R)

Students will apply


and writing.

Writing (W)






1 2 3 4 5 6 7 8

[4.5.W.3]



Standards

Reading (R)




refine knowledge.

Writing (W)



evidence, and cite sources to


papers, texts, and presentations for multiple

purposes.

1 2 3 4 5 6 7 8




own viable research

questions to find


a viable research

question about a


Power for the Planet, Part 1


Fourth Grade










Standards

Reading (R)


evaluate, and synthesize resources to acquire and

refine knowledge.

Writing (W)


paraphrase, integrate evidence, and cite sources to


papers, texts, and


purposes.

1 2 3 4 5 6 7 8

information about a

specific topic.

4.6.R.1

Students will use

graphic features

including photos,

illustrations, captions,

titles, labels, leadings,

subheadings, italics,

sidebars, charts,

graphs, and legends

to interpret a text.

4.6.R.2

Students will

determine the

relevance and

reliability of the


4.6.R.3

specific topic.

4.6.W.1


information found

during research,

following a modified

citation style (e.g.,

author, title,

publication date) with


4.6.W.2

Students will

summarize and

present information in

a report.

4.6.W.3


Coral Reefs, Part 1


Ecosystem, Part 1

[4.6.R.1], [4.6.W.1]




Coral Reefs, Part 2


Ecosystem, Part 2

[4.6.R.2], [4.6.R.3]




Fourth Grade










Standards

Reading (R)



refine knowledge.

Writing (W)


paraphrase, integrate evidence, and cite sources to


papers, texts, and


purposes.

1 2 3 4 5 6 7 8


Coral Reefs, Part 3


Ecosystem, Part 3

[4.6.W.3]

SBTR 12 Lesson 8: Representing Text

[4.6.R.2]


Fourth Grade










Standards

Reading (R)


written, oral, visual, and digital texts in order to draw


arguments.

Writing (W)


multimodal texts to communicate knowledge


1 2 3 4 5 6 7 8




texts.

Students will locate,

organize, and analyze

information from a

variety of written,

oral, visual, digital,

non-verbal, and

interactive texts to

generate and answer

literal and interpretive

questions to create

new understandings.

4.7.R.1


and contrast how




multimodal content

that effectively

communicates an idea

using technology or

appropriate media.

4.7.W.1


presentations using

videos, photos, and

other multimedia

elements to support

communication and

clarify ideas,

thoughts, and


Homes


Big Sneeze



[4.7.R.1]



Persuasive Media: Sharks in

Danger


Informational Text/Analyzing


Fourth Grade










Standards

Reading (R)


written, oral, visual, and digital texts in order to draw


arguments.

Writing (W)




1 2 3 4 5 6 7 8

of media and formats.

4.7.R.2

feelings.

4.7.W.2

Persuasive Media: Public Service

Announcement


Informational Texts/Persuasive

Media: Global Warming – Not

Just for Polar Bears Anymore

[4.7.R.2]



Entry

[4.7.W.1], [4.7.W.2]


Fourth Grade










Standards

Reading (R)

Students will read


of purposes and for

extended periods of time. Students will select


purposes.

Writing (W)

Students will write



will vary their modes of expression to suit audience

and task.

1 2 3 4 5 6 7 8








extended periods of

time.

4.8.R

Students will write

independently over

extended periods of


reflection and

revision) and for

shorter timeframes


or a day or two) to

communicate with

different audiences

for a variety of

purposes.

4.8.W

SBTR 13 Discovery Island:

A Desert Filled with Colonies, A

Vaquero’s Life, Blowing Bubbles

from the Rain Forest, Swimming

with Whale Sharks, Teen

Navigators, The Bats of Austin,

The Lost Treasure of the Ruby

Dagger, the Mystery of the

Phoenix Lights, The Rain Forest

Howlers, What Time is It?

[4.8.R]

Writing Rules! Paragraph Building:

Ideas Trait – Practice Generating

Ideas;


Fourth Grade










Standards

Reading (R)

Students will read

independently for a variety of purposes and for




purposes.

Writing (W)

Students will write

independently for extended periods of time. Students



and task.

1 2 3 4 5 6 7 8

Organization – Write Using Good

Organization;

Voice Trait – Write Using an

Assigned Voice, 1 & 2;

Word Choice Trait – Write Using

Good Word Choice;

Sentence Fluency Trait – Write

Fluently Using Conjunctions,

Write Fluently Using Sentence

Starters;

Conventions Trait – Practice

Using Consistent Verb Tense,

Write Using Appropriate

Conventions

Essay Writing:

Personal Narrative


Fourth Grade










Standards

Reading (R)

Students will read





purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8

Expository

[4.8.W]

SBTR Writing Extension: Earth: Day,

Night, and Seasons – Writing a

Letter


View From Above: Writing an

Acrostic Poem


Earth: Rocks and Soil – Writing

an Email Message




Writing Extension: Earth: The


Fourth Grade










Standards

Reading (R)

Students will read





purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8

Changing Surface – Writing a

Script or a Pamphlet



What-If Story








Survivors! Writing a Descriptive

Poem




Fourth Grade










Standards

Reading (R)

Students will read





purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8

Entry


Power for the Planet 1:







Research Paper


Forest Fires: Writing (News

Report) about a Forest Fire

[4.8.W]


Fifth Grade


Legend: Oklahoma Academic Standards for English Language Arts and Reading

Reading and Writing Standards 1 = Speaking and Listening 5 = Language





Legend: California Common Core State Standards for English Language Arts/Literacy Reading Standard Strands 1 = Literature (RL) 4 = Writing (W) 2 = Informational (RI) 5 = Speaking & Listening (SL) 3 = Foundational (RF) 6 = Language (L)


College-and Career-Ready

Standards

Reading (R)




listening.

Writing (W)






presentations.

1 2 3 4 5 6 7 8


in a variety of situations including, but not

limited to, responses to reading and writing.


listen and speak

clearly using


rules with awareness

of verbal and

nonverbal cues.

5.1.R.1


answer questions to

seek help, get


about information

presented orally


media to confirm

Students will give

formal and informal

presentations in a

group or individually,

organizing

information and

determining

appropriate content

for audience.

5.1.W.1

Students will work

effectively and

respectfully within


responsibility for

collaborative work,

12 Earth: The Changing Surface

[5.1.R.2], [5.1.R.3]

Predicting Outcomes

[5.1.R.2]

14

Race for the Moon (Comp)

[5.1.R.2]


The Moon: Writing a Compare-

and-Contrast Essay

[5.1.R.1], [5.1.R.2], [5.1.R.3],

[5.1.W.1], [5.1.W.2]


Fifth Grade











Standards

Reading (R)




listening.

Writing (W)






presentations.

1 2 3 4 5 6 7 8

understanding.

5.1.R.2


in collaborative

discussions about

appropriate topics

and texts, expressing

their own ideas

clearly while building

on the ideas of others

in pairs, diverse

groups, and whole

class settings.

5.1.R.3



each group member.

5.1.W.2




[5.1.R.1], [5.1.R.2], [5.1.R.3],

[5.1.W.1], [5.1.W.2]


Fifth Grade









Standard Strands/Objectives Cycle Activities College-and Career-Ready

Standards Fluency (F)


grade-level text smoothly and accurately, with expression that connotes comprehension.

1 2 3 4 5 6 7 8




Students will continue

to review and apply

earlier grade-level

expectations for this

standard. If these

fluency skills are not

mastered, students

will address skills

from previous grades.


Fifth Grade











Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8




an objective

summary, including

main idea and

supporting details,

while maintaining

meaning and a logical

sequence of events.

5.2.R.1


and contrast details in

literary and

nonfiction/

informational texts to

distinguish genres.

5.2.R.2

Students will apply

components of a

recursive writing

process for multiple

purposes to create a

focused, organized,

and coherent piece of

writing.

5.2.W.1

Students will plan

(e.g., outline) and

prewrite a first draft

as necessary.

5.2.W.2


drafts by choosing an

12 Living Lessons:

Summarization (Teach)

[5.2.R.1]

Living Lessons:

Compare and Contrast (Teach)

[5.2.R.2]

Our Solar System (Intro)

[5.2.R.2]

14 Race for the Moon (Intro)

[5.2.R.3]

SBTR The World Around You: Race For

The Moon

[5.2.R.2]


Fifth Grade











Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8


paraphrase main

ideas with supporting

details in a text.

5.2.R.3

organizational

structure (e.g.,

description,

compare/contrast,

sequential,

problem/solution,

cause/effect, etc.)

and building on ideas

in multi-paragraph

essays.

5.2.W.3

Students will edit and

revise multiple drafts

for intended purpose

(e.g., staying on

topic), organization,

and coherence.

5.2.W.4

Students will use


Fields of Change: Spring/

Summer – Writing a Description

[5.2.W.1] through [5.2.W.5]



and-Contrast Essay

[5.2.W.1] through [5.2.W.5]




[5.2.W.1] through [5.2.W.5]

SBTR 12 Priority Alert: Summarizing

[5.2.R.1]


Fifth Grade











Standards

Reading (R)




Writing (W)






publishing.

1 2 3 4 5 6 7 8

resources to find


words (e.g., word

wall, vocabulary

notebook, print and

electronic

dictionaries, and

spell-check).

5.2.W.5


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)


varied purposes and audiences in all modes,



hosen words, fluent

sentences, and appropriate

voice.

1 2 3 4 5 6 7 8



Students will

determine an author’s

stated or implied

purpose and draw

conclusions to

evaluate how well the

author’s purpose was

achieved.

5.3.R.1

Students will

determine the point

of view and describe

how it affects

grade-level literary

and/or informational

NARRATIVE

Students will write

narratives

incorporating

characters, plot,


conflict

(i.e., internal,

external), and

dialogue.

5.3.W.1

INFORMATIVE –

Grade Level Focus

Students will

introduce and

12 Living Lessons: Drawing

Conclusions (Teach)

[5.3.R.1]


Ever! (Intro)

[5.3.R.5]

13


Conclusions (Teach)

[5.3.R.1]

14 Race for the Moon: Vocab Game

[5.3.R.4]


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

text.

5.3.R.2


and find

textual evidence of

key literary elements:

● setting

● plot

● characters (i.e.,

protagonist,

antagonist)


● theme

5.3.R.3


literary

devices to support

interpretations of

develop a topic,

incorporating

evidence

(e.g., specific facts,

examples, details)

and maintaining an

organized structure.

5.3.W.2

OPINION

Students will clearly

state an opinion

supported with facts

and details.

5.3.W.3

Students will show

relationships among

facts, opinions, and

supporting details.

Visit Yellowstone [Intro]

[5.3.R.6]

15


Conclusions (Intro)

[5.3.R.1]

Steps to Success: Sentence

Building and Metaphors

Steps to Success: Sentence

Building and Similes

[5.3.R.4]


(Intro)

Deepwater Horizon (Intro)


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

literary texts:

● simile

● metaphor

● personification

● onomatopoeia

● hyperbole

● imagery

● symbolism*

● tone*

*Students will find

textual evidence

when provided with

examples.

5.3.R.4

Students will


opinion in non-fiction

text and investigate

5.3.W.4

[5.3.R.6]


Informational Texts: Amazonia

Alert!


Informational Texts: The World’s

Healers


Informational Texts: Phoenix

Lights

[5.3.R.1] [5.3.R.5]



Fiction: The Rain Forest Howlers,

Chapters 1 and 2


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

facts for accuracy.

5.3.R.5

Students will

distinguish the

structures of texts

(e.g., description,

compare/contrast,

sequential,

problem/solution,

cause/effect) and

content by making

inferences about texts

and use textual

evidence to support

understanding.

5.3.R.6


and contrast texts



Fiction: Phaeton and the Chariot

of Fire



Fiction: The Desert’s Gift

[5.3.R.3]


Fossil Hunters: The Back Hills


[5.3.R.3]


A View From Above: Writing an

Acrostic Poem


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

and ideas within and

between texts.

5.3.R.7


Survivors! Writing a Description

Poem


Literature Poetry Analysis: Night

Spirits of the rain Forest


Literature Poetry Analysis: A

View From Above

[5.3.R.4]


Informational Texts: Phoenix

Lights

[5.3.R.5]


Informational Texts/


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

Understanding Procedural Text:

How to Be an Underwater

Explorer

[5.3.R.6], [5.3.R.7]



What-If Story




[5.3.W.1]


Power for the Planet 2 & 3

Writing Extension: Lessons 24 &

25 – Fields of Change:

Spring/Summer, Autumn/Winter


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

[5.3.W.2]



Entry

[5.3.W.3]

Comprehension – Lesson 53

Informational Texts/Persuasive:

Global Warming – Not Just for

Polar Bears Anymore

[5.3.W.2], [5.3.W.3]


Atmosphere: Writing a Speech

SBTR 3 Comprehension 3:

Making Predictions


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

[5.3.R.3]

SBTR 15 Bridge Lesson: Metaphors


[5.3.R.4]

Writing Rules!

Personal Narrative :

Characteristics, Unit 1

[5.3.R.2], [5.3.W.1]

Expository Essay:

Characteristics 1.2 Point of View

[5.3.R.2]

Interactive:

Essay Writing – Personal

Narrative, Expository

[5.3.R.2]


Fifth Grade











Standards

Reading (R)







perspectives.

Writing (W)





hosen words, fluent


voice.

1 2 3 4 5 6 7 8

Interactive:

Personal Narrative

[5.3.W.1]

ISIP AR 3C Reading Comprehension: Big

Chug, Be Gone! - Lesson 4: Fact

and Opinion

[5.3.R.5]


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate

abstract and concrete words

in their writing.

1 2 3 4 5 6 7 8



understand texts.


knowledge of

academic, domain-

appropriate, grade-

level vocabulary to

infer meaning of

grade-level text.

5.4.R.1

Students will use

word parts

(e.g., affixes, Greek

and Latin roots,

stems) to define new

words and determine

the meaning of new

Students will use

domain-appropriate

vocabulary to


writing clearly.

5.4.W.1



to create a specific

effect according to

purpose in writing.

5.4.W.2

12 Living Lessons: Sequence

[5.4.R.3]

15 Living Lessons: Inference

(Intro, Teach, GP, IP)

[5.4.R.1]

Sentence Building: Prefixes

[5.4.R.2]

Living Lessons: Context (Intro)

[5.4.R.3]

Sentence Building: Antonyms

Sentence Building: Synonyms

[5.4.R.4]


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

words.

5.4.R.2

Students will use

context clues to


the meaning of words

or distinguish among

multiple-meaning

words.

5.4.R.3

Students will infer the

relationships among

words with multiple

meanings, including

synonyms, antonyms,

analogies, and more

complex homographs

and homonyms.

5.4.R.4



and-Contrast Essay





Atmosphere: Writing a Speech

[5.4.R.2]

Graphic Organizer: Vocabulary

Think-Through

[5.4.R.3]


View From Above: writing and

Acrostic Poem



Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

Students will use a

dictionary, glossary,

or a thesaurus (print

and/or electronic) to


the meanings,

syllabication,

pronunciation,

synonyms, and parts

of speech of words.

5.4.R.5


Ever! Writing a Recommendation

Vocabulary Lessons 35 -37

[5.4.R.4]


Weather watchers: Writing a

What-If Story





Writing a Descriptive Poem

[5.4.R.5]


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

SBTR 13 Books: Desert’s Gift, Survivors!

[5.4.R.1]

SBTR 15 Bridge Lesson: Context Clues

[5.4.R.1]

Bridge Lesson: Analogies

[5.4.R.4]

ISIP AR 8C Reading Comprehension:

Hear Ye, Hear Ye


Exercise for the Body and the

Brain

[5.4.R.1]

4C Tier 1 Vocabulary: A New

Human Species – Latin and

Greek Roots (credo, auto)


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

6C Vocabulary Tier 1: Basketball

Latin Prefixes (inter-, pre-)

7B Vocabulary Tier 2: Prefixes

(fore- and semi-) – Holiday Light

7C Vocabulary Tier 1: Handmade

Books Latin Root (scrib/script)

8C Spelling Tier 1: Suffixes

(-ary, -ery, -ory)

8C Vocabulary Tier 1: Civil War

Latin Roots (rupt, struct)

9C Vocabulary Tier 1: Chain Mail

Roots (man, val)

10B Vocabulary Tier 2 – Greek

Roots (chron, phon): Driving


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

Smart

[5.4.R.2]

3B Vocabulary Tier 2: Synonyms

and Antonyms – Nessie: Fact or

Fiction?

[5.4.R.3], [5.4.R.4]

Writing Rules! Paragraph Building:

Word Choice

[5.4.W.1]

Paragraph Building:

Sentence Fluency

[5.4.W.2]

Essay Writing:

Introduction

Personal Narrative

Expository Essay

[5.4.W.1], [5.4.W.2]


Fifth Grade











Standards

Reading (R)





class discussion.

Writing (W)

Students will apply



domain-appropriate


in their writing.

1 2 3 4 5 6 7 8

Teacher Resources:

Paragraph Building – Six Traits,

Unit 4: Word Choice Trait

[5.4.W.1]

Expository Essay: Characteristics

1.3 Voice

Paragraph Building: Unit 3 –

Voice Trait

[5.4.W.1], [5.4.W.2]


Fifth Grade











Standards

Reading (R)

Students will apply

knowledge of grammar and rhetorical style to analyze


texts.

Writing (W)






1 2 3 4 5 6 7 8



Students will

recognize

conjunctions,

prepositions, and

interjections and

explain their effect in

particular sentences.

5.5.R.1

Students will

recognize verb tense

to signify various

times, sequences,

states, and conditions

in text.

5.5.R.2

Students will

Students will write

using correct

mechanics with a

focus on commas,

apostrophes, and

quotation marks as

needed for dialogue

and quoted material.

5.5.W.1


simple, compound,

and complex

sentences and

questions, create

sentences with an

understood subject,

and correct fragments

14

Coordinating Conjunctions

[5.5.R.1], [5.5.R.3]


Our Solar System


Masson Incredible



[5.5.R.1]


Amazonia Alert!


Bees at Risk


Fifth Grade











Standards

Reading (R)

Students will apply



texts.

Writing (W)






1 2 3 4 5 6 7 8


and verb agreement.

5.5.R.3

and run-on

sentences.

5.5.W.2

Students will form

and use the present

and past verb tenses.

5.5.W.3

Students will form

and use verb tense to

convey various times,

sequences, states,

and conditions.

5.5.W.4

Students will

recognize and correct

inappropriate shifts in

verb tense.

[5.5.R.2], [5.5.W.1]



What-If Story

[5.5.W.1]


The Moon


Earth: The Changing Surface


Bees at Risk

[5.5.W.1]



Research Report


Fifth Grade











Standards

Reading (R)

Students will apply



texts.

Writing (W)






1 2 3 4 5 6 7 8

5.5.W.5

[5.5.W.2]

SBTR 14 Bridge Lesson: Conjunctions

[5.5.R.1]

Writing Rules! Interactive:

Paragraph Building:

Conventions Trait

[5.5.W.1] through [5.5.W.5]

Essay Writing: Personal Narrative

- Revise, Edit


Fifth Grade











Standards

Reading (R)

Students will apply



texts.

Writing (W)






1 2 3 4 5 6 7 8

Essay Writing:

Expository Essay – Revise, Edit

[5.5.W.1] through [5.5.W.5]

Teacher Resources:

Paragraph Building: Unit 5 –

Sentence Fluency Trait

[5.5.W.2]


Fifth Grade











Standards

Reading (R)



refine knowledge.

Writing (W)


and paraphrase, integrate evidence, and cite sources

to create reports, projects

papers, texts, and


purposes.

1 2 3 4 5 6 7 8




own viable research

questions to find

information about a

specific topic.

5.6.R.1

Students will record

and organize

information from

various print and/or

digital sources.

5.6.R.2

Students will

determine the

relevance and

reliability of the

Students will write

research papers

and/or texts

independently over

extended periods of


research, reflection,

and revision) and for

shorter timeframes


or a day or two).

5.6.W.1

Students will

formulate a viable

research question

from findings.

5.6.W.2





Coral Reefs, Part 1: Identifying a

Research Topic


Ecosystem, Part 1: Identifying a

Research Topic

[5.6.R.1], [5.6.R.2]



Research Topic



Fifth Grade











Standards

Reading (R)



refine knowledge.

Writing (W)


and paraphrase, integrate evidence, and cite sources

to create reports, projects

papers, texts, and


purposes.

1 2 3 4 5 6 7 8


5.6.R.3


Information found

during research,

following a modified

citation style (e.g.,

author, title,

publication date) with


5.6.W.3

Students will

summarize and

present information in

a report.

5.6.W.4

Coral Reefs, Part 2: Researching

and Taking Notes


Ecosystem 2: Researching and

Taking Notes

[5.6.W.3]



Research Report


Coral Reefs, Part 3: Writing a

Research Report


Ecosystem 3: Writing a Research

Report

[5.6.W.4]


Fifth Grade











Standards

Reading (R)


written, oral, visual, and digital texts in order to


analyze arguments.

Writing (W)




1 2 3 4 5 6 7 8




texts.

Students will analyze

the characteristics

and effectiveness of a

variety of written,

oral, visual, digital,

non-verbal, and

interactive texts to

generate and answer

literal and interpretive

questions to create

new understandings.

5.7.R.1



multimodal content

that effectively

communicates an idea

using technology and

appropriate media.

5.7.W.1


presentations that

integrate visual

displays and other

multimedia to enrich

13 Great Barrier Reef (Intro)

Biomes: Latitude and Altitude

(Intro)

Ecosystems (Teach)

[5.7.R.1], [5.7.R.2]

14 States and Changes (Teach)

[5.7.R.1], [5.7.R.2]


Fifth Grade











Standards

Reading (R)




analyze arguments.

Writing (W)




1 2 3 4 5 6 7 8

and contrast how



of media and formats.

5.7.R.2

,

the presentation.

5.7.W.2

Properties of Matter:

Mass Weight (Teach)

[5.7.R.1]

15 Representing Text (Teach)

[5.7.R.1]

SBTR



Persuasive Media: Sharks in

Danger



Persuasive Media: Public Service

Announcement


Informational Texts/Persuasive:


Fifth Grade











Standards

Reading (R)




analyze arguments.

Writing (W)




1 2 3 4 5 6 7 8

Global Warming – Not Just for

Polar Bears Anymore

[5.7.R.1], [5.7.R.2]





Survivors! Writing a Descriptive

Poem


The Desert’s Gift: Writing a

Letter to Inform




Fifth Grade











Standards

Reading (R)




analyze arguments.

Writing (W)




1 2 3 4 5 6 7 8

Entry

[5.7.W.1], [5.7.W.2]

SBTR 12 Lesson 8: Representing Text

[5.7.R.1]

SBTR 15 Bridge Lesson: General

Comprehension 2

[5.7.R.2]


Fifth Grade











Standards

Reading (R)

Students will read





specific purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8







read independently

for extended periods

of time.

5.8.R

Students will write

independently over

extended periods of


research, reflection,

and revision) and for

shorter timeframes


or a day or two) to

communicate with

different audiences

for a variety of

purposes.

5.8.W

13 Discovery Island: Monkey

Trouble

Discovery Island: Monkey

Brothers and the Hero Twins

Discovery Island: The Lost

Treasure of the Ruby Dagger

Discovery Island: Dangerous

Snakes

Discovery Island: Night Spirits of

the Rain Forest

Discovery Island: Swimming with

Whale Sharks


Fifth Grade











Standards

Reading (R)

Students will read





specific purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8

Discovery Island: Teen

Navigators

Discovery Island: The Bats of

Austin

[5.8.R]

14 Exploration Station: A Boone for

the Planet

Exploration Station: Asteroid

Hunters

Exploration Station: Escaping

Gravity’s Grasp

Exploration Station: How Can

Brown Make a Car Go Green?

Exploration Station: Man on a


Fifth Grade











Standards

Reading (R)

Students will read





specific purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8

Wire

Exploration Station:

Myths of the Great Bear

Exploration Station: It’s A

Bird…It’s A Plane…It’s Jetman!

Exploration Station:

Man on a Wire

The World Around You:

Race For The Moon

The World Around You:

Visit Yellowstone

[5.8.R]




Fifth Grade











Standards

Reading (R)

Students will read





specific purposes.

Writing (W)

Students will write




and task.

1 2 3 4 5 6 7 8




Writing a Research Report

[5.8.W]

Writing Rules! Writing:

Paragraph Building

Essay Writing:

Personal Narrative

Expository Essay

[5.8.W]

Documents

Istation Reading Curriculum Correlated to Oklahoma ... · Istation ELAR Curriculum Pre-Kindergarten Legend: Oklahoma Academic Standards for English Language Arts and Reading