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Local Literacy Plan

The purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well by the

end of Grade 3, in accordance with Minnesota Statute 120B.12 – Read Well By Third Grade.INTRODUCTION Today, there are more than 5,400 students in Spring Lake Park Schools. This is more than 1,000 additional

students than ten years ago. 3,300 of our students come from Blaine, 924 students are from Spring Lake Park and 808 students are from

Fridley. There were 281 students in our most recent graduating class. When today’s kindergartners are seniors, the

graduating class may be close to 500. Our students bring an ever-widening spectrum of physical, mental, and emotional needs. An increasing

percentage of our students are entering early childhood programming and kindergarten with special needs. There are 56 languages spoken by our students and their families. Fifteen years ago just 2% of our students

spoke a home language other than English. Today, 18% speak a language other than English. 36% of our students are of color other than white. Ten years ago the percentage was 12%. 43.4% of our students are eligible for free or reduced lunch. Ten years ago 19% of our students received free

or reduced lunch.

LEARNING COMMUNITY FRAMEWORKIn Spring Lake Park, we believe that our district system is a collection of parts that interact to function as a whole. A successful system interacts and operates interdependently and cannot be divided into separate parts. We recognize that each of the key processes, represented in the rectangles, within our Spring Lake Park Learning Community Framework are interdependent and must function effectively and efficiently so that teachers and staff are supported

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in their work, which ultimately reflects in student achievement results. We believe this is crucial in meeting our reading goal and ensuring that each child has the skills they need to ensure they are college-ready.

ASSUMPTIONS AND BELIEFS THAT GUIDE OUR WORK• All students will learn• We are responsible for the learning of all students• Culturally responsive instruction must occur in all classrooms• We must assure that race is no longer a predictor of success• We must determine the root cause of student’s barriers to success• Teachers are implementing high quality, differentiated core reading instruction to assure student learning• Teams work in a collaborative model to ensure acceleration of student learning• Universal screenings are used to determine student placement for targeted instruction• Students are formatively assessed on an ongoing basis• Well trained reading teachers are selected to provide interventions that support the standards and promote

accelerated learning.

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• Intervention is a process to improve student achievement and accelerate learning and not a method of identifying students for special education services

• Data drives both the selection of interventions and success criteria• Interventions are implemented and monitored for fidelity as judged by an assigned person or group• Assuring reading achievement for all students is a priority

STATEMENT OF GOALS AND OBJECTIVESOur district goals are bold and aspirational. As a district, we are collectively and individually committed to seeing our results dramatically increase by designing engaging learning experiences, so that each student meets or exceeds learning targets. Our literacy goals are:

100% of our students who are proficient in the area of reading will maintain or enhance proficiency 100% of students below grade level proficiency in reading will make the growth needed to reach

proficiency by the end of Grade 3 100% of students well below grade level will make aggressive growth to or toward proficiency in reading

Reading proficiency for K-3, all grades, is defined as students who achieve “at standard” for the district’s identified focused learning targets in areas including literature, informational text, and foundational skills. Although common summative assessments of learning targets were initially developed in 2013-14, results weren’t commonly recorded by learning target and district-wide data was not obtained. This year, results of the common summative assessments were commonly recorded for Trimester 3 and provide a baseline of data by learning target. Achievement results, based on 2014-15 common summative assessments, indicated that 62% to 65% of students achieved “at standard” for five of the common learning targets assessed at the end of Trimester 3 (ask and answer questions – literature and informational text; retell stories – literature; main topic – informational text; word meaning – informational text). Because this is the first year that we have formally recorded common summative data by learning target, we lack data on student growth. As we move into the 2015-16 school year, teachers will expand their use of our learning management system (Schoology) to record data by learning target, both for grade level targets and for prior grade level targets for which students are not yet “at standard.”

Additionally, reading proficiency is defined by the percentage of students in Grades 2 and 3 who achieve scores at the 50th percentile or higher on the MAP reading assessment given each spring. Results of the spring 2015 MAP reading indicated that 57% of our Grade 2 and Grade 3 students met this definition of reading proficiency. As noted in the literacy goals above, all students who start the year with a prior spring MAP score below the 50th percentile have a goal to make more than average growth. Aggressive growth, in terms of MAP results, indicates

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that students have made 0.5 standard deviations above average growth for their grade level and starting RIT score. This type of growth goal serves to close the gap between where students currently are performing and their grade level benchmark. Results of the spring 2015 MAP reading indicated that of the students who were below the 50th percentile on their spring 2014 MAP reading, 46.8% of our Grade 2 and Grade 3 students made aggressive growth.

Results of both measures of reading proficiency indicate that we must maintain a continued focus on both core and targeted reading instruction in order to ensure that all students are reading by the end of Grade 3. Specific areas of focus for professional learning in 2015-16 include phonemic awareness, phonics, close reading, and using daily formative assessment to inform next steps in student learning.

STATEMENT OF PROCESS TO ASSESS STUDENTSAssessment of and for learning is at the core of our learning community framework. Our assessed curriculum is composed of a balanced assessment system designed to measure student learning of our learning targets. Our balanced assessment system provides a variety of assessments and assessment strategies to provide evidence of student growth and achievement, and to involve and engage students as active participants in learning. Teachers embed assessment into their day-to-day practices, and use it to modify instruction to meet student needs. The following table describes assessment practices specific to literacy for our K-3 students.

ASSESSMENT

PURPOSE AREAS ASSESSED FOR WHOM & BY WHOM

WHEN PROFICIENCY

MCA-III READING

To consider overall proficiency of students; to measure student

growth; to evaluate effectiveness of programs

MN State Standards in

Reading (Foundational

Skills, Literature, Informational Text)

Grade 3

Classroom teacher

Spring (March-

May)

Meets Standards or

Exceeds Standards

ACCESS To monitor student progress is acquiring academic English; to

determine when students identified as EL have attained the language proficiency needed to participate

meaningfully in content area

WIDA’s English language

development standards (social &

instructional language; language

Grades K, 1, 2, 3 students identified as

English learners

Winter (February-

March)

Proficiency level of 5

(Bridging) or 6 (Reaching)

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classrooms without support; to evaluate effectiveness of programs

of language arts, math, science and

social studies

EL teacher

WIDA-ACCESS

PLACEMENT TEST

Assists teachers with programmatic placement decisions such as

identification and placement of ELs

WIDA’s English language

development standards (social &

instructional language; language

of language arts, math, science and

social studies

Grades K, 1, 2, 3 incoming students who

may be designated as

English learners

EL teacher

Primarily fall, but

also ongoing

throughout school

year

Proficiency level of 5

(Bridging) or 6 (Reaching)

NWEA MEASURES

OF ACADEMIC PROGRESS

(MAP)

To consider overall proficiency of students; to measure student

growth; to evaluate effectiveness of programs; to identify students who

may need additional support

Common core standards in

reading

Grades 2, 3

Classroom teacher

September (Grade

2)May

(Grades 2, 3)

Meets grade level targets;

meets college-ready benchmarks;

meets individualized growth goals

COMMON SUMMATIVE ASSESSMEN

TS

To ensure instructional alignment to standards; to evaluate curriculum

and resources; to determine student progress toward meeting standards

(leading indicators); to identify students who may need additional

support

MN state standards in reading

(foundational skills, literature,

informational text)

Grades K, 1, 2, 3

Assessed by classroom teacher

NovemberFebruary

May

Mastery of learning targets

COMMON FORMATIVE ASSESSMEN

TS

To identify students in need of support or advancement (small

outcomes); to inform next steps in learning or teaching (diagnostic); to check in with students about their

progress in achieving learning



informational text)

Grades K, 1, 2, 3

Assessed by classroom teacher

Ongoing throughout trimester


5

targetsTARGETED

CLASSROOM FORMATIVE

AND SUMMATIVE ASSESSMEN

TS

To monitor student progress on standards that have not yet been mastered at current and previous

grade levels



informational text)

Grades K, 1, 2, 3

Ongoing throughout trimester


PARENT NOTIFICATION AND INVOLVEMENTCommunication and conferencing with parents and families was an emphasis of our district operation plan in 2014-15, and this continues as a board priority for 2015-16. Our teachers and schools are continually developing and implementing prototypes to answer the following design question: How might we enhance communication of learning expectations and progress to effectively partner with families? We are always refining our system of ongoing communication among parents, teachers, and students so that it is clear where students are at in their learning, and to involve all stakeholders in developing and implementing next steps in learning.

Parents are informed of student progress on the above-listed assessments in a variety of ways. For external, summative assessments (e.g., MCA-III, MAP, ACCESS), parents receive an individual student report that includes student results and possible next steps in learning. For district-developed summative and formative assessments, parents receive frequent updates of student achievement and progress through Schoology, our learning management system. Parents receive information on how their child performed on various assessments and assignments, and these are linked to the learning target that is being assessed. Parents may choose to receive automatic updates via Schoology daily, weekly, or upon login.

Parents are also informed and involved in a child’s multi-tiered system of supports. When student achievement data indicates a need for targeted support, parents are informed via written note and at fall conferences. At this time, parents are aware of their child’s current intervention support, are asked to provide input, and are given suggestions for supporting their child out of school. Students receiving our most intensive supports are provided biweekly updates using progress monitoring data to inform parents on their child’s growth specific to the learning target(s) of focus.

Weekly school newsletters feature strategies families can utilize at home to support reading achievement. Family reading nights during the school year also give families support and resources to develop their child’s reading skills outside of school. In addition to fall and winter conferences, teachers have a communication day in the spring to

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provide an update to parents prior to the end of the school year. Teachers utilize phone calls and emails so that each parent has at least one communication from a teacher on this day.

INTERVENTION AND INSTRUCTIONAL SUPPORTS & STUDENT SUPPORT SYSTEM FOR EL LEARNERSThe Elementary Literacy Instructional Framework (see attached) is designed to guide professional development planning to ensure all Spring Lake Park teachers possess the following qualities of an expert literacy teacher. The following components of the Local Literacy Plan are included in the framework:

Intervention and Instructional Supports Student Support System for EL Learners

PROFESSIONAL DEVELOPMENT ON SCIENTIFICALLY-BASED READING INSTRUCTIONTeachers are provided multiple opportunities to participate in professional learning related to reading instruction and strategies. Professional learning is focused on building teachers’ capacity to better identify, plan for, and meet the needs of each student in their reading achievement. Continuous improvement and innovation coaches and principals provide actionable feedback and support for each teacher, based on weekly walkthrough observations.

PROFESSIONAL LEARNING WHO INVOLVED TIMELINE PURPOSESPRING LAKE PARK ACADEMY COURSES

District administrationTeachers new to the profession (required)Teachers new to Spring Lake Park (required)All teachers (optional)

As offered throughout the year

Learn reading instructional and formative assessment strategies, collaborate to implement, and reflect on implementation

DISTRICT-WIDE LITERACY LEADERS

Teachers (4-6 identified by each principal), principals, and continuous improvement and innovation coaches from each building

1-2 times each month throughout the year

Collaborate as lead literacy learners across schools; plan and implement district-wide professional learning in the area of literacy

CLASSROOM WALKTHROUGHS

District literacy coordinator, principals, and continuous improvement and innovation coaches from each building

Weekly Observe reading instruction, reflect on implementation, and plan for next school-wide professional learning needs

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BUILDING LEVEL PROFESSIONAL LEARNING

All building staff Monthly and on designated district professional learning days

Collaborate and learn reading instructional strategies and reflect on implementation

PROFESSIONAL LEARNING COMMUNITIES

K-3 teachers Weekly throughout the year, embedded into the day

Identify student learning needs (in the area of reading) based on data analysis of common assessments, reflect on instruction, and plan instructional response for next learning.

INDIVIDUAL TEACHER LEARNING PLAN

K-3 teachers Weekly feedback from coach and principal; monthly meetings with coach and principal

To improve teacher practices related to student achievement, professional practices, and student engagement

CURRICULUM AND INSTRUCTION SYSTEMThe intended curriculum, or the written curriculum, is what we expect each student to know, understand, and be able to do in each curricular area and at each grade level. Our intended curriculum is driven by state standards, national standards, and local practices. In Spring Lake Park, our essential learning outcomes are inclusive of enduring understandings, essential questions, and learning targets. Additionally, our essential learning outcome framework provides teachers with resources and pacing by trimester. In 2014-15, our essential learning outcomes for literacy were refined and realigned to MN state standards, as well as NWEA standards based on college-ready benchmarks. Our essential learning outcomes for reading (strands of literature, informational text, and foundational skills) are attached below.

COMMUNICATION SYSTEM FOR ANNUAL REPORTING

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Our local literacy plan is available on our webpage within the Educational Services department: http://www.springlakeparkschools.org/educational-services/curriculum/local-literacy-planThe district seeks feedback on our local literacy plan through the district leadership team, school leadership and equity teams, educational services advisory, and our systems improvement advisory council. Questions regarding our local literacy plan can be directed to Dr. Hope Rahn, Director of Learning and Innovation, at [email protected], or Amy Bjurlin, Coordinator of Learning, at [email protected].

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mailto:[email protected]

mailto:[email protected]

http://www.springlakeparkschools.org/educational-services/curriculum/local-literacy-plan

Elementary Literacy The following Instructional Expectations are designed to guide professional development planning to ensure all Spring Lake Park teachers possess the following qualities of an expert literacy teacher, taken from the International Reading Association:

Teachers understand reading and writing development, and believe all children can learn to read and write.

Teachers continually assess children’s individual progress and relate instruction to children’s previous experience.

Teachers know a variety of ways to teach reading, when to use each method, and how to combine methods into an effective instructional program.

Teachers use flexible grouping strategies to tailor instruction to individual students.

Teachers are good reading “coaches” (that is they provide help strategically). Teachers tailor instruction to individual students. Teachers utilize Sheltered Instruction strategies to facilitate that learning of

grade-level academic language and literacy skills.

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Instructional Expectations for Teaching ReadingKindergarten: Phonemic AwarenessOne of the two main predictors of student reading success is being able to apply phonemic awareness knowledge. Phonemic awareness is the ability to hear and work with the sounds of the spoken language. This skill is best taught in small group instruction (3-7 students for 5-10 minutes/day) and should focus on one or two elements of phonemic awareness. Most children will have phonemic awareness after 5-17 hours of instruction. Instructional strategies for teaching phonemic awareness include listening to and making up rhymes, listening for beginning, middle, and ending sounds in words taken from text, clapping syllables in student names and other words found in text, putting together and taking apart separate sounds in words, and writing the sounds they hear in words (sound boxes). Children in the class who have mastered the skills involved in rhyming, segmenting, and blending should be engaged in instructional activities, which allow them to apply and extend their knowledge.

Kindergarten: Letter IdentificationThe second predictor of student reading success is knowing the names of the letters of the alphabet and how to write them. Teachers need to state to children that the purpose of learning letters is to become readers. The learning target for kindergarteners is to be able to identify and write all upper and lower case letters by December 1 of the school year. This skill can be developed through singing the alphabet song, reading and writing alphabet books, pointing out letters and identifying letter names in text, identifying letters in own and other students’ names, writing letters, journal writing, and manipulating the letters through puzzles and other hands-on activities. Students should be assessed on letter identification regularly and instruction should focus on the letters students don’t know. In instruction and assessments, teachers should consider that culturally many students will learn letter sounds before learning letter names (both should be taught if unknown). Children in the class who have learned the letters should be engaged in instructional activities, which allow them to apply and extend their knowledge. An example includes applying letter sounds to decode words during shared, guided, and independent reading.

Kindergarten, First, and Second Grade: Phonics and Word Recognition Strategies

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Phonics instruction helps beginning readers see the relationships between the sounds of spoken language and the letters of written language. Understanding these relationships gives students a tool to use to recognize familiar words quickly and to figure out unfamiliar words. Teachers should teach explicit, systematic instruction to teach the most useful letter-sound relationships (for 20 minutes each day) and coach students to use word recognition strategies to decode unfamiliar words in text as observing reading behaviors in small group instruction. Focus should start with one syllable words and later move on to more complex words. Word recognition strategies start with teaching letter by letter decoding, moving toward using blends and diagraphs, using chunks and patterns, and ending with chunking words into syllables and blending multisyllabic words. Strategies for phonics instruction include reading books that contain words with the letter-sound relationships they are learning. Students can practice writing the letter-sound relationships in journal writing and written response to text.

Kindergarten, First, and Second Grade: High Frequency Sight Words Children who can read high frequency sight words have increased accuracy, fluency, and comprehension of text. Teachers need to state to students that the purpose of learning high frequency words is to become fluent readers. The learning target for kindergarten students is to be able to read the 20 high frequency sight words by June 1 of the school year. The learning target for first and second grade students is to be able to read their respective 100 high frequency sight words by December 1 of the school year. These words can be learned and practiced through reading and rereading text at an appropriate level during shared, guided, and independent reading. Students can also practice these words as they are engaged in writing, for example during journal writing and in written response to text.

First-Fifth Grade: Oral Reading FluencyFluency includes the ability to decode and comprehend text. Where the focus a few years ago was simply speed, the research now indicates the need for accurate reading at a conversational rate with appropriate prosody (expression). A fluent reader can maintain this performance for long periods of time, can retain the skill after long periods of no practice, and can generalize across texts. A fluent reader is also not easily distracted and reads in an effortless, flowing manner. Fluency can be practiced by spending time reading and rereading text at an independent reading level, through reader’s theater, though reading poetry, paired reading, and teacher modeling which includes scaffolded instructional practices. An example of teacher modeling includes explicitly stating the purpose throughout the lesson of listening for: how the

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words are connected, the rate of reading, and expression of the voice. Teachers do need to listen to students read aloud to assess their progress in reading fluency. Many ELs who sound like fluent readers do not understand what they are reading. Adding comprehension questions and discussing what students have read brings meaning to the fluency activities

Kindergarten-Fifth Grade: VocabularyVocabulary refers to the words we must know to communicate effectively. Students need rich language experiences. They learn vocabulary in two ways: indirectly by hearing and seeing words as they listen, talk, and read; and directly by being taught specific word meanings and word learning strategies. Teachers need to develop students’ awareness of and interest in words and their meanings – creating “word-consciousness.”

Vocabulary instruction should go beyond preteaching the words a purchased reading material has selected as vocabulary words. Teachers should intentionally choose and teach “Tier 2” words, defined by Beck (Bringing Words to Life) as high-frequency words for mature language users- ex: coincidence, absurd, industrious. Instructional strategies include identifying and briefly defining unfamiliar words at the point of context in literature and teaching the words more explicitly following completion of reading text at end of the lesson. Teachers should relate new words to the words students already know and to students’ experiences. Students should interact with the words in a variety of contexts over time.

ELs may need additional instruction to learn Tier 1 vocabulary words, or basic words (ex: search, guest, tooth, answer, simple idiomatic expressions, and connecting words so, if, then, finally) needed for everyday speech and scaffolding academic conversations. For English Learners, when selecting words for instruction consider cognates (English-Spanish), phrases, idioms, connectors, clusters, transition words, and homophones.

Content specific words that are necessary for comprehending nonfiction text should be pretaught. Students need instruction on using context clues and word parts such as prefixes, suffixes, and root words to figure out the meaning of unknown words. Students are taught to be aware of and monitor their understanding of unfamiliar words and their meanings.

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ELs need to see the vocabulary written, and use the vocabulary in multiple meaningful ways. Vocabulary instruction involves more than just a word. Instruction should include phonology (pronunciation), morphology (form), syntax (word order), collocations, formal and informal discourse through academic and social linguistic functions (registers), and include academic language scaffolds from texts students read, discuss, write about , and learn the content of. Students need to see words in clusters: for example, stored energy, equivalent weight, over the course of, I agree with. Academic vocabulary includes the type of discussion or structure/ genre being used; compare/contrast, cause/effect, oral reports and the grammatical structures that signal each type of discourse. EL students need to be provided word practice through listening, speaking, reading and writing.

Students will most likely retain selected vocabulary that is taught in depth and breadth rather than long lists of words.

Kindergarten-Fifth Grade: ComprehensionComprehension is the essence of reading and the key to academic and lifelong learning. Children can build their comprehension by learning to use strategies to get meaning from what they read. In addition to ELOs, comprehension strategies include predicting, clarifying, asking questions, and summarizing should be taught. Children should be taught to monitor their own comprehension through applying these and other strategies. Teachers should involve students in higher level thinking, including critiquing and critically thinking about text through discussion and written responses to higher level questioning. Students should answer and generate higher level questions/prompts about text, through substantative (collaborative) conversation and in writing.

ELs language proficiency should be taken into consideration. ELs at each level of English proficiency need to participate in higher level questioning. Students at the beginning levels of English will need language supports, such as partners, graphic organizers, pictures and options to clarify in their home language.

ELs cannot be expected to make predictions and inferences or visualize if they don’t know 85-90 percent of the words necessary to describe their predictions or visualizations. It is easier for ELs to begin with this sequence of skills:

Ask and Answer questions

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Determine important information Summarize Make connections using schema Monitor Comprehension

This cognitive and verbal processes are best practiced during partner reading and discussions after a teacher includes the necessary supports, such as, word banks , sentence starters, academic discussion protocols.

Kindergarten-Fifth Grade Text SelectionCareful attention should be given to providing students with rich, quality literature and informational text. By fourth grade students should be reading 50% literature and 50% informational text.

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Kindergarten-Fifth Grade: Read AloudsDuring the read aloud, the teacher reads aloud from a carefully selected body of literature and informational text that promotes higher thinking, enhances language, and represents diverse and varied cultures. The teacher discusses with the whole class or with small groups. Read alouds engage children in the joy of reading and create knowledge of a wide variety of genre: fiction and nonfiction, narrative and expository, poetry, etc. Reading aloud to students provides them with the opportunity to hear how fluent reading sounds (expression, intonation, pacing) while helping to develop a sense of story. Read alouds promote oral language development; help build vocabulary and understanding of text structure. Students may need additional background knowledge if text content is unfamiliar. By carefully choosing books to read aloud, teachers can introduce students to authors, characters, and topics that may motivate students to read on their own. The books selected should be high quality literature that is above the students’ instructional reading level. Consider reading books that are two years above the students’ instructional level and have appropriate content and themes. Read alouds should part of the daily schedule. Read alouds are the key literacy practice for creating a community of readers and demonstrating that reading provides pleasure.

Kindergarten-Fifth Grade: Focus LessonThe Focus Lesson provides children with an opportunity to enjoy reading and behave like readers. Students read with teachers during differentiated, flexible large group instruction for 30-40 minutes a day. In addition to purposeful learning targets, language objectives should be developed and shared with students. Knowing the proficiency level of EL students will help in choosing the appropriate supports.

Shared Reading: A common text is used that all children can see, examples include a big book, chart, or multiple copies of smaller text. The class is engaged in reading the same text with different levels of support. Throughout the lesson the teacher purposefully models skill and strategy development (concepts of print, word recognition, fluency, vocabulary, and comprehension). The text is revisiting and interacting with for several days in a row. Most importantly, shared reading gives teachers the opportunity to demonstrate how to problem solve while reading. Students are coached to apply what they’ve learned to independent reading.Close Reading:

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Kindergarten-Fifth Grade: Small Group Reading InstructionThe purpose of small group reading is to help students develop new reading strategies and use them flexibly. The ultimate goal is to prepare students to use reading strategies independently. Groups are formed based on common needs (strategy usage) and/or instructional reading level and are flexible; that is, they change as children’s needs/abilities change. Small group reading gives teachers the opportunity to observe students as they process new text, so they can plan instruction based on student need. The selection of text is a key factor. It is imperative that the teacher selects text for small group reading that is at an appropriate instructional level in which children can read with an accuracy rate of 80-95%. Teachers need to regularly observe students reading and processing text until they reach a Fountas and Pinnell level “L” text.

In a small group reading lesson, the teacher briefly introduces the story by telling the children the title, author, the overall gist of the story and calls their attention to any new or unusual language. As students grow in their reading skills, the introduction must become less supportive because the students are capable of reviewing and setting purposes for reading themselves. At this level, the teacher’s introduction sounds more like a “main idea” or summary statement.

Following the introduction, each child reads the whole story from his/her copy of the text. The reading is usually quiet or silent, and all members of the group are operating independently as reader. The reading is not “round robin” or choral reading. Nor should the teacher preread the text to the students. As children read, the teacher “listens in” and intervenes with individuals as needed to teach reading strategies that they must learn in order to read more independently. The teacher records data to evaluate progress, identify instructional needs, document student development and learning.

After the reading, the teacher often makes an additional teaching point or two that directly relates to the reading just completed. The teacher also asks questions and/or has children retell the story in order to check/support students’ comprehension and provide opportunities for oral language development. Students should have the opportunity to read new text as often as possible – typically a new text each 1-2 days, until they reach more sophisticated text. Students should have opportunity to reread texts from small group reading lessons during their independent work time.

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In a kindergarten classroom most children will be ready to participate in small group reading before the year is over. Kindergartners able to apply phonics skills and having sight word knowledge are ready to start small group reading. Generally, it is reasonable for teachers to begin to pull together small groups to start small group reading by January. There should be other types of small group instruction taking place from the beginning of the school year.

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In grades 3-5, to conduct a small group reading lesson with students who are reading on or above grade level, the teacher provides an introduction and then allows children to read the whole text (or portion of the text that will be read by the group that day) silently on their own. When the students have finished reading this text, the teacher meets with the students to share one or two teaching points that the text lends itself to, to review strategy use, and to support the students in comprehension and higher level thinking. For students who are struggling readers, a small group reading lesson provides more support. In this case, the students still read the whole story or story portion, but the teacher keeps them with her and observes behaviors as they read. The teacher asks individual students to read aloud quietly so she can “listen in” as each child reads at his own pace. As the teacher listens in he intervenes as needed to teach reading strategies that students must learn to read more successfully.

Kindergarten-Fifth Grade: Independent Reading Students need time to read text daily that is at their independent reading level (text read with 95-100% accuracy). Independent reading enables students to develop fluency as readers. It also strengthens their use of reading strategies as well as their comprehension. During independent reading time children read new or familiar text and often respond to their reading through discussion or in a literature response log. Independent reading is fostered by organizing collections of books that students have either read in guided reading or are new books at the students’ independent reading levels. Initially teachers should be involved in choosing books for and/or with children. As children progress in their reading teachers should teach students to choose books for themselves so that eventually students are independently making appropriate text selections. Time spent in independent reading should increase as children become more competent readers. By the end of kindergarten students should be reading independently for 15 minutes each day. As students progress through first and second they should be reading a minimum of 20 minutes. By third through fifth grade, students should be reading independently for a total of 30 minutes daily. These minutes are cumulative and do not have to occur all at once.

Kindergarten-Fifth Grade: Independent LearningDuring independent learning time, students should be engaged in learning activities that are purposeful and consistently differentiated to meet their individual needs. Independent learning time is of value only when learning activities are differentiated, based on learning targets and supported by student data. These activities may include independent reading and responding to text via answering and/or generating higher level questions/prompts about text, through discussion and in writing. Students must be able to function without teacher assistance, maintaining and managing their own independent learning. During independent learning time students must be engaged and accountable for their learning. Teachers should

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spend time teaching and modeling the routines and practices necessary to working without teacher support. Teachers provide examples and models of strong and weak work for routines, as well as products students complete independently. Teachers need to review student work/learning completed during independent learning time within a short time frame, return work to students with specific, descriptive feedback, and use the knowledge of student learning when planning next independent learning experiences for students. Reading InterventionsStudents identified as at-risk readers through use of diagnostic assessments receive research-based instruction/intervention daily for 60 minutes of targeted reading instruction. Instructional decisions are made and implemented collaboratively among students’ teachers (grade level, Title I, Special Ed., and/or ELL) and are based on frequent, formative assessment data. Interventions for at risk students are provided at school by a highly-qualified reading teacher. Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted Services. If this does not result in accelerated achievement students will receive additional intervention during the Writing Instructional Block.

Instructional strategies that are known to be effective for ELs. Begin each lesson by building background that is planned, purposeful, brief, and focused. Preview vocabulary orally and visually. Incorporate students’ home language and culture. Oral language development activities are incorporated. Small group reading instruction is connected to a content theme. Academic language is embedded

and targeted. Students may spend up to 3 days on a text – including reading, writing, listening, and speaking.

Substantive Conversation and discussion are utilized. Graphic organizers, realia, illustrations, photographs, charts, timelines, videos, etc are used. Clear content, language, and literacy objectives are created and shared. Academic Language Scaffolds are used.

Assessment data should be from multiple sources to describe student achievement in native language and in English. ELs need differentiated instruction based on their level of English proficiency. Alternative forms of assessment are used to gather additional information, such as portfolios, performance assessment, EL progress monitoring tools, vocabulary assessments, etc.

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Spring Lake Park: Breakdown of Reading Instructional TimeThis document provides guidance for structuring core and targeted reading instructional time for grades K-5 in a way that reflects the district’s top priorities for reading instruction: Ongoing development of key reading skills, particularly mastery of phonics at the lower grades and

comprehension at the upper grades, through systemic and explicit instruction Exposure to grade-level (or above grade-level) texts through shared reading/read alouds to ensure

students grapple with texts and meet grade-level standards Application and practice of reading skills through small group reading with lessons that match the right

book and the right skill with the right students Time every day for independent reading at each student’s independent level

Purpose of the map: The map of the blocks reflect best practices outlined in the National Reading Panel and from schools and districts across the country. The map is not meant to suggest that there is only one way to approach reading instruction, nor does it seek to limit the instructional choices that teachers make for the students every day. Rather, by mapping the reading block, district and school leaders seek to provide clear guidance on the components of good reading instruction as well as the suggested time for each. With clear expectations, the district can then provide targeted and focused support, resources, and professional development opportunities.

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Kindergarten – Grade 5 Reading Block; 120 minutes total (Core and Targeted)Component Element(s) Pacing Guide

(approximate range)

Core

Inst

ruct

ion

60 M

inut

es

Grade Level Phonemic Awareness, Phonics, and Sight Words

Explicit instruction of grade level phonemic awareness, phonics, sight words, and/or encoding (spelling)

K-2 20 minutes3-5 10 minutes

Focus Lesson

(Text selected should build so that by Grade 4 students read 50% literature and 50% informational text)

Teacher models (using explicit instructional talk to reveal the teacher’s thought processes as tasks are performed at pre-selected, purposeful points in text) specific grade level reading targets and reading strategies (including summarizing, questioning, predicting, monitor/clarify, and word recognition strategies) using at or above grade-level texts

Students practice applying specific grade level reading targets (with guidance and support from teacher) using at or above grade-level texts

o Shared Readingo Close Readingo Collaborative Conversationso Writing in Response to Texto Taking notes/asking questions while reading

Vocabulary Instruction - Teachers should intentionally choose and teach “Tier 2” words in text students are reading during the Focus Lesson. Teachers should relate new words to the words students already know and to students’ experiences. Students should interact with the words in a variety of contexts over time.

Teacher Read Aloud – carefully selected high quality literature and informational text that promotes higher thinking, enhances language, represents diverse and varied cultures

K-2 30 minutes3-5 40 minutes

10 minutes

22

Grade 1 – Grade 5 Reading Block: 120 minutes total (Core and Targeted)Component Element(s) Pacing Guide

(approximate range)

Targ

eted

Inst

ruct

ion

60 M

inut

es

Targeted differentiated instruction – scaffolded reading instruction customized to group and individual needs – purpose and structure of groups will vary based on student need (even within groups). Level and pacing of

Enriched (8-9th Stanine)Less direct instruction, more application and enriched experiences to apply reading targets and strategies, compacting may be part of this instruction.

o Teachers meet with students in groups of 6-12 to engage in conversation about texts, providing additional instruction, as needed

o Application of targets and reading strategies using appropriate text that teachers have worked with students to select

Collaborative Conversations Writing in Response to Text Taking notes/asking questions while reading

o Independent application of targets and reading strategies – reading new texts at an appropriate reading level

o Teachers review student work/learning completed during learning time within a short time frame, return work to students with specific, descriptive feedback, and use the knowledge of student learning when planning next learning experiences for students.

15 minutes/group

20-30 minutes

15 minutes

23

instruction must be adapted to student level. 20 minutes/group

20-30 minutes

15 minutes10 minutes

40 minutes

10 minutes

10 minutes

Average (5-7th Stanine)o Teachers meet with students in groups of 6-12 to engage in conversation about texts,

providing additional instruction, as needed

o Student application of targets and reading strategies using appropriate text that teachers have worked with students to select

Comprehension Targets and Strategies Collaborative Conversations Writing in Response to Text Taking notes/asking questions while reading


o Independent application of writing in response to text


Capable (4th Stanine)o Teachers meet with students in groups of 5 -10 to provide direct, intensive instruction and

intervention to accelerate learning – using frequent formative assessments to customize instruction based on specific student need (While working with teacher, students need to apply skills in text at an appropriate reading level)

Direct, Systematic Phonics Instruction Word Recognition Strategies Sight Word Instruction and application in text Rich Vocabulary Instruction Comprehension Targets and Strategy Instruction Collaborative Conversations Writing in Response to Text Taking notes/asking questions while reading

o Independent application of targets and reading strategies – rereading small group texts or new texts at an appropriate reading level

o Independent application of writing in response to text


24

Below (3rd Stanine/1st and 2nd Stanine)o Teachers meet with students in groups of 1-5 to provide direct, intensive instruction and


Direct Phonemic Awareness Instruction Word Recognition Strategies Direct, Systematic Phonics Instruction Sight Word Instruction and application in text Rich Vocabulary Instruction Comprehension Targets and Strategy Instruction Collaborative Conversations Writing in Response to Text Language Experience Approach Taking notes/asking questions while reading

o Independent application of targets and reading strategies – rereading small group texts or new texts at an appropriate reading level

50 minutes

10 minutes

Notes: Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted Services. If this does not result in accelerated achievement students will receive additional intervention during the Writing Instructional Block.

25

Kindergarten Reading Block: 120 minutes total (Core and Targeted)Component Element(s) Pacing Guide

(approximate range)

Targ

eted

Inst

ruct

ion

60 M

inut

es

Targeted differentiated instruction – scaffolded reading instruction customized to group and individual needs – purpose and structure of groups will vary based on student need (even within groups). Level

Enriched (8-9th Stanine)

o Teachers meet with students in groups of 6-12 to provide instruction Examples – not limited to:

15 min - 12 students meet with teacher 15 min - 12 students meet with teacher 10 min - 6 students meet with teacher 10 min - 6 students meet with teacher 10 min - 6 students meet with teacher

20 min - 10 students meet with teacher 20 min - 8 students meet with teacher 15 min - 6 students meet with teacher



25-40 min

20-35 minutes maximum – broken up if possible (especially at the beginning of the year)

26

and pacing of instruction must be adapted to student level.

Smaller group instruction may start in homerooms in Mid-September and grouped across grade level by mid-October

30-40 minutes

20-30 minutes

45-50 minutes

10-15 minutes

60 minutes

Average (5-7th Stanine)o Teachers meet with students in groups of 6-12 to provide instruction

Examples – not limited to: 15 min - 12 students meet with teacher 15 min - 12 students meet with teacher 10 min - 8 students meet with teacher 10 min - 8 students meet with teacher 10 min – 8 students meet with teacher

10 min – 20 students meet with teacher 10 min – 10 students meet with teacher 10 min – 10 students meet with teacher 10 min – 20 students meet with teacher 10 min – 6 students meet with teacher 10 min – 6 students meet with teacher

o Independent application of targets and reading strategies – rereading small group texts and reading new texts at an appropriate reading level


Capable (4th Stanine)o Teachers meet with students in groups of 5-10 to provide direct, intensive instruction and


Direct Phonemic Awareness Instruction Direct, Systematic Phonics Instruction Word Recognition Strategies Sight Word Instruction and application in text Rich Vocabulary Instruction Comprehension Targets

o Independent application of targets and reading strategies –rereading small group texts


27

Below (3rd Stanine/1st and 2nd Stanine)o Teachers meet with students in groups of 1-5 to provide direct, intensive instruction and


Oral Language Development (Teacher may reread a short story over the course of the week – students have opportunity to retell, respond, and use language from the texts. Teachers may pull words from text for direct instruction in other areas below.)

Direct Phonemic Awareness Instruction Direct, Systematic Phonics Instruction Word Recognition Strategies Sight Word Instruction and application in text Rich Vocabulary Instruction Comprehension Targets Language Experience Approach

If a teacher needs to work 1:1 or 1:2 with students other students may be briefly working independently with close proximity and observation by the teacher.

Notes: Students not making progress in Stanines 1 -3 should receive additional intervention through Targeted Services. If this does not result in accelerated achievement students will receive additional intervention during the Writing Instructional Block.

Additional examples and details on Instructional Strategies can be found in the Instructional Alignment documents.

28

Spring Lake Park Essential Learning Outcomes

Reading: Literature, Informational text, foundational skills

Grade K

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments

Resources Notes Tri 1 Tri 2 Tri 3

Reading - (Literature)

**”With prompting and support” is defined in Appendix A of the Common Core Standards as Scaffolding: Temporary guidance provided to a student … enabling them to perform a task they would not be able to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own …

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

What are the dangers of personal and societal illiteracy?

What is the difference between informal, conversational or non-standard English,1 and formal, Edited Standard English?

How should I organize my thoughts and ideas so people understand what I am saying?

How should I adjust my writing or speaking to communicate effectively with different audiences?

What techniques or strategies do writers or speakers use to achieve their goals?

How should I evaluate the quality of another’s writing?

What strategies should I use to process what I read or hear?

How might the biographical or historical context in which

0.1.1.1 With prompting and support, ask and answer questions about key details in a text.

Including (not limited to) questions related to:

Comparing and Contrasting characters, setting, and major events

HM Theme 1Gingerbread Man

HM Theme 1 Here Are My Hands

HM Theme 2Caps of Many Colors

HM Theme 3Goldilocks and the Three Bears

HM Theme 3Amazing Little Porridge Pot

HM Theme 4Lion and the Mouse

HM Theme 4Stone Soup

HM Theme 5Benny’s Pennies

HM Theme 5Peace and Quiet

HM Theme 7Little Engine That Could

X X X

X

1Targets shaded in green are taught and assessed at the classroom level only.

29



something was written or said affect my interpretation?

What is the value of considering multiple perspectives?

How should I find, use, and share credible information

HM Theme 7Mr. Gumpy’s Motor Car

HM Theme 8Enormous Turnip

HM Theme 9Kevin and His Dad

HM Theme 9Tortoise and the Hare

HM Theme 9Three Billy Goats Gruff

HM Theme 10Splash!

HM Theme 10Run Away!

HM Theme 10Three Little Pigs

HM Theme 10Henny Penny

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

0.1.2.2 With prompting and support, retell familiar stories, including key details.

Retell consists of main, relevant details from the beginning, middle, and end of the text









HM Theme 7Wheels on the Bus

X X

30



HM Theme 7Little Engine That Could



HM Theme 8Mouse’s Birthday



HM Theme 10Splash!




Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

0.1.3.3 With prompting and support, identify characters, settings, and major events in a story.


HM Theme 1City Mouse and Country Mouse

HM Theme 2I Need a Lunch Box


HM Theme 3Jonathan and His Mommy




X

31



Theme 4My Dad and I




HM Theme 6All to Build a Snowman



HM Theme 8Mouse’s Birthday

HM Theme 9Kevin and His Dad


HM Theme 9Mrs. McNosh Hangs Up Her Wash


HM Theme 10Splash!



HM Theme 10Feathers For Lunch


Interpret words and 0.1.4.4 Ask and answer questions about X X X

32



phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

unknown words in a text.

Including: Drawing attention to interesting and

specific words that add to the text Using context clues from the

pictures or the text to help identify meaning of unknown words

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

0.1.5.5 Recognize common types of texts (e.g., non-fiction, fiction)

Include in resources and instruction:

Story Poem Fairy Tales Fable Folk Tales

*each book read

X

Assess how point of view or purpose shapes the content and style of a text.

0.1.6.6 Locate the author and illustrator of a story and define the role of each in telling the story.

Including:

Identifying who is telling the story

*each book read

X

X

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

0.1.7.7 Describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

at classroom level only


HM Theme 1Here Are My Hands

HM Theme 2I Went Walking

HM Theme 3Tortillas and Lullabies

HM Theme 4Aaron and Gayla’s Alphabet Book

HM Theme 5Feast for 10

HM Theme 7Vroom, Chugga, Vroom-Vroom

HM Theme 10Splash!

X

33



Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

0.1.9.9 Compare and contrast the adventures and experiences of characters in familiar stories.


HM Theme 3Jonathan and His MommyHM Theme 9Kevin and His Dad

X

Read and comprehend complex literary and informational texts independently and proficiently.

0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.


X X X

Reading -(Informational Text)Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

0.2.1.1 With prompting and support, ask and answer questions about key details in a text.

X X X


0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.

HM Theme 1How Do You Feel

HM Theme 3Families

HM Theme 4Friends at School

HM Theme 7Look For Wheels

HM Theme 7Cool Wheels

HM Theme 10Baby Animals Play

*connect with Five Senses

X X


0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

X

34



Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.

X X X


0.2.5.5 Identify the front cover, back cover, and title page of a book.

*each book read

X


0.2.6.6 Locate the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

*each book read

X


0.2.7.7 Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


HM Theme 1Mice Squeak, We Speak

HM Theme 1Let’s Play


HM Theme 6What Can We Do?


X

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

0.2.8.8 Identify the reasons an author gives to support points in a text.

X

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

0.2.9.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


X

35




0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.


X X X

Reading -(Foundational Skills)These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, fluency, and other basic conventions of the English writing system.

0.3.0.1 Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

HM Theme 1Mice Squeak, We Speak

HM Theme 1Let’s Play


HM Theme 2I Went Walking

HM Theme 4Aaron and Gayla’s Alphabet Book

HM Theme 5Feast for 10

HM Theme 5Ten Little Puppies


HM Theme 6What Can We Do?


HM Theme 10Splash!

X

These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading

0.3.0.2 Demonstrate understanding ofspoken words, syllables, and sounds(phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend,


HM Theme 5Ten Little Puppies

X

36



program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines.

and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)


HM Theme 7Vroom, Chugga, Vroom-Vroom

HM Theme 9Mrs. McNosh Hangs Up Her Wash

HM Theme 10Feathers For Lunch

Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

0.3.0.3 Know and apply grade-levelphonics and word analysis skills indecoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (example: word families)

Zoophonics (or another resource that introduces and teaches all letters and sounds within the first month of school)

SLP Kindergarten Sight Word List (differentiating using Grades 1 and 2 as needed)

*HM letter of the week should not be used

X X X

The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

0.3.0.4 Read emergent-reader textsWith purpose and understanding.

X X

37

Grade 1

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Reading - (Literature)









How might the biographical or historical context in which something was written or said affect my interpretation?



1.1.1.1 Ask and answer questions about key details in a text.


Comparing and Contrasting characters, setting, and major events

Houghton Mifflin

Theme 1: My Best FriendTheme 1: Caps of Many ColorsTheme 1: City Mouse and Country MouseTheme 1: Grasshopper and the AntTheme 1: Amazing Little Porridge PotTheme 1: Tiger and AnansiTheme 1: Pumpkin in a JarTheme 1: Stone SoupTheme 1: Sun and the WindTheme 1: The Woodcutter’s CapTheme 1: Pigs in a RigTheme 2: Jack and the BeanstalkTheme 2: Party For BobTheme 3: Pearl’s First Prize PlantTheme 3: Miss Jill’s Ice Cream ShopTheme 3: Hilda Hen’s Scary NightTheme 4: Go Away, OttoTheme 4: Secret CodeTheme 4: Two Best FriendsTheme 4: Dog SchoolTheme 5: Moving DayTheme 6: Sleeping PigTheme 6: Eeek! There’s a Mouse in the House!Theme 7: Tops and BottomsTheme 7: That Toad is Mine!Theme 7: The Crow and the PitcherTheme 7: Lost!

*use picture books in place of read alouds

X X

X

X

2

38

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 8: Johnny AppleseedTheme 9: Frog Helps SnakeTheme 9: A New FamilyTheme 9: Surprise FamilyTheme 10: Two Greedy BearsTheme 10: Fireflies for NathanTheme 10: Frog and Toad


1.1.2.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Retell consists of main, relevant details from the beginning, middle, and end of the text

Author’s message should be taught and used in addition to central message

Houghton Mifflin

Theme 1: My Best FriendTheme 1:Caps of Many ColorsTheme 1: City Mouse and Country MouseTheme 1: Grasshopper and the AntTheme 1:Amazing Little Porridge PotTheme 1: Tiger and AnansiTheme 1: Pumpkin in a JarTheme 1; Stone SoupTheme 1: Sun and the WindTheme 1: The Woodcutter’s CapTheme 2: Jack and the BeanstalkTheme 3: Pearl’s First Prize PlantTheme 4: Go Away, OttoTheme 4: Secret CodeTheme 4: Two Best FriendsTheme 4: Dog SchoolTheme 5: Moving DayTheme 6: Sleeping PigTheme 6: Eeek! There’s a Mouse in the House!Theme 6: Ant and the ChrysalisTheme 7: Tops and BottomsTheme 7: That Toad is Mine!Theme 7: The Crow and the Pitcher


X X

39

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 7: Lost!Theme 9: Frog Helps SnakeTheme 9: A New FamilyTheme 9: Surprise FamilyTheme 10: Two Greedy BearsTheme 10: Fireflies for NathanTheme 10: Frog Tricks Loud RabbitTheme 10: Frog and Toad


1.1.3.3 Describe characters, settings, and major events in a story, using key details

Houghton Mifflin

Theme 1: Caps of Many ColorsTheme 1: City Mouse and Country MouseTheme 1: Grasshopper and the AntTheme 1: Amazing Little Porridge PotTheme 1: Tiger and AnansiTheme 1: Pumpkin in a JarTheme 1: Stone SoupTheme 1: Sun and the WindTheme 1: The Woodcutter’s CapTheme 1: Mac the CatTheme 1: Dogs in the WindowTheme 1: Charles TigerTheme 1: Pigs in a RigTheme 2: Jack and the BeanstalkTheme 2: Party For BobTheme 2: Minerva Louise at SchoolTheme 2: Bunnies and the FoxTheme 2: Jasper’s BeanstalkTheme 2: Surprise for Zig BugTheme 3: Pearl’s First Prize PlantTheme 3: Miss Jill’s Ice Cream ShopTheme 4: Go Away, Otto


X

40

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 4: Secret CodeTheme 4: Two Best FriendsTheme 4: Dog SchoolTheme 5: Moving DayTheme 6: Sleeping PigTheme 7: Tops and BottomsTheme 7: That Toad is Mine!Theme 7: The Crow and the PitcherTheme 7: Lost!Theme 9: A New FamilyTheme 9: Surprise FamilyTheme 10: Fireflies for Nathan


1.1.4.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Including:

Drawing attention to interesting and specific words that add to the text

Using context clues from the pictures or the text to help identify meaning of unknown words

Determining author’s tone (the author’s attitude toward the subject – lighthearted, humorous, fun vs. serious, thought provoking, sad, etc)by analyzing the feeling words.

Houghton Mifflin

Theme 4: Caribbean DreamTheme 5: The KiteTheme 6: Eeek! There’s a Mouse in the House!Theme 7: That Toad is Mine!Theme 9: Someday When I’m Old With YouTheme 10: Fireflies for Nathan

X

X

X


1.1.5.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Including defining the characteristics of:

Poem

Fairy Tale Fable Folk Tale

*each book read

X

X

X

41

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Assess how point of view or purpose shapes the content and style of a text.

1.1.6.6 Identify who is telling the story at various points in a text.

Including:

Identifying when a narrator or character is telling the story

Identifying when characters are speaking

Houghton Mifflin

Theme 1: My Best FriendTheme 2: Party For BobTheme 7: Tops and BottomsTheme 7: That Toad is Mine!Theme 7: Lost!Theme 9: Someday When I’m Old With YouTheme 9: A New Family

X

X


1.1.7.7 Use illustrations and details in a story to describe its characters, setting, or events.

at classroom level only Houghton Mifflin

Theme 1:My Best FriendTheme 1: Dogs in the WindowTheme 1: Charles TigerTheme 2: Party For BobTheme 2: Minerva Louise at SchoolTheme 2: Jasper’s BeanstalkTheme 2: Surprise for Zig BugTheme 3: Pearl’s First Prize PlantTheme 3: Miss Jill’s Ice Cream ShopTheme 3: Hilda Hen’s Scary NightTheme 4: Secret CodeTheme 5: Moving DayTheme 7: Lost!Theme 9: Surprise Family


X



1.1.9.9 Compare and contrast the adventures and experiences of characters in stories.


Theme 1: City Mouse and Country MouseTheme 1: Mouse’s House andWoodcutter’s CapTheme 2: Minerva Louise at School and Theme 3 Hilda Hen’s Scary NightTheme 4: Go Away, Otto

X

42

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 4: Secret CodeTheme 4: Dog School and add Henry and Mudge Take the Big TestTheme 6: Eeek! There’s a Mouse in the House!Theme 7: Tops and BottomsTheme 8Paul BunyanJohnny AppleseedTheme 9: Surprise Family


1.1.10.10 Read prose and poetry of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks.

at classroom level only X X X

Reading -(Informational Text)


1.2.1.1 Ask and answer questions about key details in a text.

Including:Locating in the text where the

evidence is located

Houghton Mifflin

Theme 1: Pet Cats and Big CatsTheme 1: A Day at SchoolTheme 2: Woodland AnimalsTheme 2: InsectsTheme 3: SeasonsTheme 3: Making Ice CreamTheme 4: Daycare for DogsTheme 5: Hermit CrabsTheme 6: Animals Big and SmallTheme 6: Red Eyed Tree FrogTheme 6: Saving the EarthTheme 8: The ForestTheme 8: Life Cycle of an AppleTheme 10: Is It a Frog or a Toad?

X

X

X

X

X

X

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and

1.2.2.2 Identify the main topic and retell key details of a text.

Houghton Mifflin

Theme 1: Pet Cats and Big CatsTheme 1: A Day at

X X

43

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3ideas. School

Theme 1: Let’s Go to the FairTheme 2: To Be a KidTheme 2: Woodland AnimalsTheme 2: InsectsTheme 3: SeasonsTheme 3: Making Ice CreamTheme 4: Helping at HomeTheme 4: Daycare for DogsTheme 5: Hermit CrabsTheme 6: What is a Desert?Theme 7: On the MoveTheme 8: The ForestTheme 8: The ButterflyTheme 9: Inventions Then and NowTheme 9: Watch Them GrowTheme 10: Is It a Frog or a Toad?


1.2.3.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Houghton Mifflin

Theme 1: Pet Cats and Big CatsTheme 5: Me on the MapTheme 6: Animals Big and SmallTheme 10: Is It a Frog or a Toad?

X


1.2.4.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

X X X


1.2.5.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Houghton Mifflin

Theme 6: Animals Big and SmallTheme 6: Saving the EarthTheme 7: Lost!Theme 8: The ButterflyTheme 8: Life Cycle of an Apple

X

44

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 9: Inventions Then and NowTheme 9: Watch Them GrowTheme 10: Is It a Frog or a Toad?


1.2.6.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Houghton Mifflin

Theme 2: InsectsTheme 3: At the AquariumTheme 5: Me on the MapTheme 6:Animals Big and SmallTheme 8:The ForestTheme 9: Inventions Then and Now

X


1.2.7.7 Use the illustrations and details in a text to describe its key ideas.


Theme 1: A Day at SchoolTheme 3: SeasonsTheme 5: Me on the MapTheme 6: Animals Big and SmallTheme 7: The ButterflyTheme 8: The ForestTheme 8: Life Cycle of an AppleTheme 9: Inventions Then and NowTheme 9: Watch Them Grow

X


1.2.8.8 Identify the reasons an author gives to support points in a text.

X


1.2.9.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

at classroom level only X


1.2.10.10 Read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks.


45

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3


1.3.0.1 Demonstrate understanding of the

organization and basic features of print.a. Recognize the distinguishing

features of a sentence (e.g., first word, capitalization, ending punctuation).

Houghton Mifflin

Theme 1: Mac the CatTheme 1: Charles Tiger

X

These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines.

1.3.0.2 Demonstrate understanding ofspoken words, syllables, and sounds(phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

X



a. Know the spelling-sound correspondences for common consonant digraphs, and initial and final consonant blends.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel

Spring Lake Park Phonics Framework

X X

46

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.g. Recognize and read

grade-appropriate irregularly spelled words, including high- frequency words.

Grade 1 Sight Words – moving on to Grade 2 as needed


1.3.0.4 Read with sufficient accuracyand fluency to support comprehension.

a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.

End of Grade 1 level text is defined as Fountas and Pinnell levels J

Purpose and understanding is demonstrated by exhibiting comprehension of text orally or in writing

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Expression includes appropriate pacing, phrasing, intonation, and emphasis (holistically)

Successive reading is defined by reading a variety of text over time (not rereading the same text)

c. Use context and other

Descriptions of Fountas and Pinnell Leveling are found in Schoology – Staff Resources - Reading Resources – Articles folder

Examples (for comparison) of Fountas and Pinnell level J books:Henry and Mudge (J)Mouse Soup (J)Curious George and the Ice Cream (J)Mouse Tales (J)Little Bear (J)Mr. Putter and Tabby (J)Owl at Home (J)Peter’s Chair (J)The Snowy Day (J)

X X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding rereading as necessary.

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Grade 2



Reading - (Literature)












2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Drawing Conclusions (relating to setting, characters, key events, theme) based on information and details in text

Comparing themes of texts

HM Theme 1Dragon Gets By

HM Theme 1Julius

HM Theme 1Mrs. Brown Went to Town

HM Theme 2Henry and Mudge and the Starry Night

HM Theme 2Around the Pond: Who’s Been Here

HM Theme 2Owl Moon

HM Theme 3Big Bushy Moustache

HM Theme 3Jamaica Louise James

HM Theme 3Grandpa’s Corner Store

HM Theme 4Gloria and Officer Buckle

HM Theme 4Great Ball Game

HM Theme 4Little Grunt and the Big Egg

HM Theme 5Jalapeno Bagels

HM Theme 5Carousel

HM Theme 5

*connects with Health nutrition standard

X

X

X

3

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Thunder Cake

HM Theme 5More Stories Julian Tells

HM Theme 5Cool Crazy Crickets

HM Theme 6Art Lesson

HM Theme 6Moses Goes to a Concert

HM Theme 6School Mural

HM Theme 6Raymond’s Best Summer


2.1.2.2 Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Retell is a summary that consists of relevant details from the beginning, middle, and end of the text that support the main idea.

Author’s message and theme, are interchangeable with central message and lesson and moral (all terms should be taught and used)

HM Theme 1Dragon Gets By

HM Theme 1The Surprise

HM Theme 2Fables





HM Theme 4The Great Ball Game



HM Theme 5Carousel

HM Theme 5

X X X

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Thunder Cake


HM Theme 5Cool Crazy Crickets (retell each chapter)




2.1.3.3 Describe how characters in a story respond to major events and challenges.

Including: Describing how characters respond to

problems and how their response influences the solution


HM Theme 2Owl Moon

HM Theme 2Fables





HM Theme 5Carousel

HM Theme 5Thunder Cake



X

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

2.1.4.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

HM Theme 1Mrs. Brown Went to Town

HM Theme 1Focus on Poetry – scan and

X

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analyze how specific word choices shape meaning or tone.

Also:

Determining author’s tone (the author’s attitude toward the subject – lighthearted, humorous, fun vs. serious, thought provoking, sad, etc)

Identifying synonyms, antonyms, and multiple meaning words

project on screen to read together

HM Theme 2Owl Moon



X

X


2.1.5.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Including: The overall structure of a story includes

how plot and theme develop Determining mood (emotional atmosphere)

as it is made evident by structuring of text – how mood might change as text builds

As teaching 2.1.2.2 - students should describe story structure elements (without using examples from the text)



X

X


2.1.6.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Including:

Identifying points of view of each character Identifying author’s point of view

HM Theme 2Henry and Mudge and the Starry Night






X

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as

2.1.7.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.


HM Theme 1Julius

HM Theme 1

X X X

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well as in words.* Mrs. Brown Went to Town




HM Theme 5Carousel




2.1.9.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians.


X


2.1.10.10 Select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed


X X X



2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Including (not limited to) questions related to:Locating in the text where evidence is locatedDrawing Conclusions from text

Distinguishing fact and opinion within text

HM Theme 1Hippos

HM Theme 2Squirrels and Chipmunks

HM Theme 2Owls

HM Theme 3Trip to the Firehouse

X

X X

X

X

X

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HM Theme 4An Octopus is Amazing

HM Theme 4Ants

HM Theme 4Mighty Dinosaurs

HM Theme 6Join the Circus

*connects to science insects

*connects to science dinosaurs


2.2.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

HM Theme 4Biographies

X X X


2.2.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

X


2.2.4.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

X X X


2.2.5.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

HM Theme 1Hippos

HM Theme 4Ants – use text to add text features with students as reading (headings, subheadings)

HM Theme 4Mighty Dinosaurs

X


2.2.6.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Including:Identifying the author’s purpose: to persuade, to

inform, or to entertain

HM Theme 2Exploring Parks with Ranger Dockett

HM Theme 3Trip to the Firehouse

HM Theme 3Barrio

HM Theme 4

X

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Aero and Officer Mike: Police Partners

HM Theme 4Biographies



2.2.7.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


X


2.2.8.8 Describe how reasons support specific points the author makes in a text.

HM Theme 2Exploring Parks with Ranger Dockett


X


2.2.9.9 Compare and contrast the most important points presented by two texts on the same topic.


X


2.2.10.10 Select, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.


X X X


These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop

55



proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines.



a. Distinguish long and short vowels when reading regularly spelled one-syllable words. (cat, cake, fight, kid, lot, bone, cut, flute, bed, need)

b. Know spelling-sound correspondences for additional common vowel teams. (ee, ea, oi, oy, ou)

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes. (un, re, ful, ly, s, ies, es, y)

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words, including high-frequency words. (keep same 100 words)


X X


2.3.0.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose

and understanding to promote oral and silent reading fluency.o End of Grade 2 level text is

defined as Fountas and Pinnell levels M/N

o Purpose and understanding is demonstrated by exhibiting comprehension of text orally or in writing


Examples (for comparison) of Fountas and Pinnell level M and N books:Magic Tree House (M)Flat Stanley (M)Freckle Juice (M)How to Eat Fried Worms (M)

X X X

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b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.o Expression includes

appropriate pacing, phrasing, intonation, and emphasis (holistically)

o Successive reading is defined by reading a variety of text over time (not rereading the same text)

c. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.

Molly’s Pilgrim (M)Polk Street Kids (M)Amber Brown (N)Stories Julian Tells (N)Donovan’s Word Jar (N)Sylvester and the Magic Pebble (N)My Father’s Dragon (N)Chocolate Touch (N)

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Grade 3

Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Reading - (Literature)












3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Making Inferences (relating to setting, characters, key events, theme) based on information and details in text

Determining cause and effect relationships in text

Houghton Mifflin

Theme 1: Davy LoweTheme 1: Cliff HangerTheme 1: Ballad of MulanTheme 1: Lost and FoundTheme 2: The Keeping QuiltTheme 2: Grandma’s RecordsTheme 2: Talking ClothTheme 2: Miss RumphiusTheme 2: Trickster TalesTheme 3: Mysterious Giant of BarlettaTheme 3: Raising DragonsTheme 3: Garden of Abdul GasaziTheme 4: Seal SurferTheme 4: Two Days in MayTheme 4: Alejandro’s GiftTheme 5: Across the Wide Dark SeaTheme 5: Yunmi and Halmoni’s TripTheme 5: Fairy TalesTheme 6: Pepita Talks TwiceTheme 6: Poppa’s New Pants

* rich text could be revisited throughout the year

X

X

X


3.1.2.2 Retell stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral in a text and explain how it is conveyed through key details.

Retell is a summary that consists of relevant details from the beginning, middle, and end

Theme 1: Davy LoweTheme 1: Cliff HangerTheme 1: Ballad of MulanTheme 1: Lost and FoundTheme 2: The

X X X

4

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3of the text that support the main idea.

Author’s message and theme, are interchangeable with central message and lesson and moral (all terms should be taught and used)

Keeping QuiltTheme 2: Grandma’s RecordsTheme 2: Talking ClothTheme 2: Miss RumphiusTheme 2: Trickster TalesTheme 3: Salt on a Bird’s TailTheme 3: Garden of Abdul GasaziTheme 4: Seal SurferTheme 4: Two Days in MayTheme 4: Alejandro’s GiftTheme 5: Yunmi and Halmoni’s TripTheme 5: Fairy TalesTheme 6: Pepita Talks TwiceTheme 6: Poppa’s New PantsTheme 6: Ramona Quimby, Age 8


3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Theme 1: Davy LoweTheme 1: Cliff HangerTheme 1: Ballad of MulanTheme 1: My Dog Ate My HomeworkTheme 2: The Keeping QuiltTheme 2: Grandma’s RecordsTheme 2: Talking ClothTheme 2: Miss RumphiusTheme 2: Trickster TalesTheme 3: DogzillaTheme 3: Bones Brothers and the Frozen FenceTheme 3: Mysterious Giant of BarlettaTheme 3: Salt on a Bird’s TailTheme 3: Raising Dragons

X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 3: Garden of Abdul GasaziTheme 4: Seal SurferTheme 4: Two Days in MayTheme 4: Alejandro’s GiftTheme 5: Across the Wide Dark SeaTheme 5: Yunmi and Halmoni’s TripTheme 5: The Island-below-the-StarTheme 5: Fairy TalesTheme 6: Run to the RiverTheme 6: Pepita Talks TwiceTheme 6: Poppa’s New PantsTheme 6: Ramona Quimby, Age 8


3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

Including:

Determining author’s tone (the author’s attitude toward the subject – lighthearted, humorous, fun vs. serious, thought provoking, sad, etc) by analyzing specific words, phrases, figures of speech, figurative language (similes, metaphors, and personification)

Theme 1: Cliff HangerTheme 1: Focus on Genre: PoetryTheme 3: DogzillaTheme 6: Poppa’s New Pants

X X X


3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Also:

Determining mood (emotional atmosphere) as it is made evident by structuring of text – how mood might change as text builds

Theme 1: Focus on Genre: PoetryTheme 4: Seal Surfer

*scan poems, number stanzas (or lines) , and ask questions related to stanzas and/or lines

X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Assess how point of view or purpose shapes the content and style of a text.

3.1.6.6 Distinguish their own point of view from that of the narrator or those of the characters.

Including:

Determining author’s point of view

Theme 1: Cliff HangerTheme 1: The Ballad of MulanTheme 1: My Dog Ate My HomeworkTheme 2: The Keeping QuiltTheme 2: Grandma’s RecordsTheme 2: Talking ClothTheme 2: Miss RumphiusTheme 2: Trickster TalesTheme 4: Two Days in MayTheme 6: Pepita Talks Twice

X

X


3.1.7.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

at classroom level only Theme 1: Cliff HangerTheme 1: The Ballad of MulanTheme 2: The Keeping QuiltTheme 3: Dogzilla

X



3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

at classroom level only Theme 2: Keeping Quilt – (check libraries for other Patricia Polacco texts: ex: My Rotten Red Headed Older Brother)

Theme 3: Dogzilla – (check libraries for Dav Pilkey KatKong)

Theme 3: Garden of Abdul Gasazi – (check libraries for other Chris Van Allsburg texts)

*Theme 1 compare/contrast Axel (Cliff Hanger) and Mulan (Ballad of Mulan)

*Theme 2 compare/contrast Keeping Quilt, Grandma’s Records, and/or Talking Cloth

*Theme 2 compare/contrast Trickster Tales

*Theme 4 compare/contrast Nights of the Pufflings and

X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Alejandro’s Gift

*Theme 5 Fairy Tales: compare/contrast versions of Cinderella

*Theme 6 compare/contrast Pepita Talks Twice and Poppa’s New Pants


3.1.10.10 Read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of grades 2–3 text complexity band (independently and proficiently.a. Self-select texts for personal

enjoyment, interest, and academic tasks.




3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Including (not limited to) questions related to:Making inferences based on information in textDetermining cause and effect relationships in

text

Theme 2: What Turkeys Eat for ThanksgivingTheme 2: Dancing RainbowsTheme 4: Nights of the PufflingsTheme 4: In the RainTheme 4: Living DesertTheme 4: BiographiesTheme 5: Trapped by the Ice!

X

X

X


3.2.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Theme 2: What Turkeys Eat for ThanksgivingTheme 2: Dancing RainbowsTheme 2: Celebrating Chinese New YearTheme 3: Real-Life DragonsTheme 4: Nights of the PufflingsTheme 4: In the Rain

X X X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Theme 4: Should you Help Baby AnimalsTheme 4: Living DesertTheme 4: Biographies (determine main idea for all four biographies and link details of individual biographies to the one big main idea)Theme 5: Going West: Children on the Oregon Trail


3.2.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Theme 1: Deborah Sampson Goes to WarTheme 1: Sybil Ludington’s Midnight RideTheme 4: Nights of the PufflingsTheme 4: Living DesertTheme 4: BiographiesTheme 5: Trapped by the Ice!

X


3.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Including:Using glossaries and dictionaries to find the

appropriate meaning for the given context

X X X


3.2.5.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Theme 1: These Kids Rock

*Italicized words X


3.2.6.6 Distinguish their own point of view from that of the author of a text.

Theme 2: Dancing RainbowsTheme 4: Nights of the PufflingsTheme 4: Should You Help Baby AnimalsTheme 5: A Wild Ride

X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

3.2.7.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

at classroom level only Theme 2: Dancing RainbowsTheme 3: Real-life DragonsTheme 4: Nights of the PufflingsTheme 4: Living DesertTheme 5: Trapped by the Ice!

X


3.2.8.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Theme 1: Sybil Ludington’s Midnight RideTheme 4: Should You Help Baby Animals

X


3.2.9.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

at classroom level only Theme 4: BiographiesTheme: 4 Pufifns, Clowns of the Sea and Theme 4: Nights of the Puffings

X


3.2.10.10 Read and comprehendinformational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band, independently and proficiently.

a. Self-select texts for personal enjoyment, interest, and academic tasks.


Reading -(Foundational Skills)

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, fluency, and other basic conventions of the English writing system.

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to fluently read and comprehend texts across a range of types and disciplines.



a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multisyllable words.d. Read grade-appropriate irregularly

spelled words, including high-frequency words.


X X


3.3.0.4 Read with sufficient accuracyand fluency to support comprehension.

a. Read grade-level text with purpose and understanding.o End of Grade 3 level text is

defined as Fountas and Pinnell levels P-Q

o Purpose and understanding is demonstrated by exhibiting comprehension of text orally or in writing

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.o Expression includes

appropriate pacing, phrasing, intonation, and emphasis (holistically)


Examples (for comparison) of Fountas and Pinnell level P and Q books:Bunnicula (P)One Day in the Woods (P)The Hundred Dresses (P)Riding Freedom (P)Fantastic Mr. Fox

X X X

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Enduring Understandings Essential Questions Learning Targets (State Standards) Assessments Resources Notes Tri 1 Tri 2 Tri 3o Successive reading is defined

by reading a variety of text over time (not rereading the same text)

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

The Twits (P)Wayside School is Falling Down (Q)Just Juice (Q)Dear Mr. Henshaw (Q)Mr. Popper’s Penguins (Q)James and the Giant Peach (Q)

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Documents

Kindergarten Web viewEnormous Turnip. HM Theme 8. Mouse’s Birthday. ... phonics, word recognition skills, prior knowledge) ... James and the Giant Peach (Q) X. X. X. Author