Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING KINDERGARTEN YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3

Writing

First Days of School

Narrative:

Unit 1: Launching the Writer’s Workshop

Students are introduced to Writer’s

Workshop and begin their best

approximation of writing. Later they write

teaching books and true stories.

Reading

Questioning Book Features

MM Unit 1: The Reading Life

Making Connections

MM Unit 2: Making Connections

Phonics/Foundational Skills

Print Concepts

Phonological awareness

Note: Use Bookroom Leveled Texts to teach and reinforce skills

Writing Narrative Unit 2: Writing for Readers

Students write true stories, getting readable words on the page and refining their writing so it’s easy for others to understand.

Information Unit 3: How-to Books

Students write to teach others using elaboration techniques and comparisons.

Reading Retelling MM Unit 3: Retelling Questioning MM Unit 5: Wondering Making Connections MM Unit 6: Making Connections Questioning MM Unit 7 Wondering Non-fiction Phonics/Foundational Skills Phonological awareness Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Writing Finish Unit 3 Opinion Unit 4: Persuasive Writing and All Kinds

Students do lots of persuasive writing. They begin with songs, letters, lists, how-to petitions, cards, books, etc. Later they’ll write lots of persuasive letters.

Reading Text Features MM Unit 8: Exploring Text Features Visualizing MM Unit 4: Visualizing Questioning MM Unit 9: Revisiting the Reading Life Phonics/Foundational Skills Phonological awareness Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING KINDERGARTEN

Writing

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Narrative/Information Unit of Study 1:

Draw and write informative pieces. W.K.2

Draw and write sequenced narrative pieces. W.K.3

Revise and Edit. W.K.5

Publish and support. W.K.6 Language Conventions Unit of Study 1:

Use of Standard English grammar and usage. L.K.1

Use Standard English capitalization, punctuation and spelling. L.K.2

Alternate Mentor Texts

Naked Mole Rat Gets Dressed by Mo Williams

Farm Animals by DK Readers pre-level 1

My Friends by Taro Gomi (Making Meaning Text)

Assessments

Optional on-demand pre-assessment for Unit 3 (District Common Assessment, see Writing Pathways, p.128).

Optional on-demand pre & post-assessments for Unit 1 (see Writing Pathways, p.128, p.192 and Launching the Writing Workshop p.viii).

Narrative Unit of Study 2:

Draw and write sequenced narrative pieces. W.K.3

Revise and Edit. W.K.5

Publish with support W.K.6

Participate in research. W.K.7 Language Conventions Unit of Study 2:

Use Standard English grammar and usage. L.K.1

Use Standard English capitalization, punctuation and spelling. L.K.2

Clarify meaning of words. L.K.4

Use words from sources (reading, conversations). L.K.6

Alternate Mentor Texts

Shortcut by Donald Crews

A Day with Daddy by Nikki Grimes

Maisy’s Pool by Lucy Cousins (Making Meaning Text)

Assessments

Optional on-demand pre & post-assessments for Unit 2 (see Writing Pathways, p.182).

Information Unit 3:

Draw and write informative pieces. W.K.2

Revise and Edit. W.K.5

Publish with support. W.K.6

Participate in research W.K.7

Use events from life to write. W.K.8

Language Conventions Unit 3:

Use Standard English grammar and usage. L.K.1

Use Standard English capitalization, punctuation, and spelling. L.K.2

Use words from a variety of sources. L.K.6

Alternate Mentor Texts

How to Make a Bird Feeder by Liyala Tuckfield

How to Make a Hot Dog by Joy Cowley

Walk On! By Marla Frazee Assessments

Required on-demand post-assessment for Unit 3 (District Common Assessment, see Writing Pathways, p.128)

Opinion Unit of Study 3:

Draw and write opinion pieces. W.K.1

Draw and write informational pieces. W.K.2

Revise and Edit. W.K.5

Publish with support. W.K.6

Use events from life to write. W.K.8

Language Conventions Unit of Study 3:

Use Standard English grammar and usage. L.K.1

Use Standard English capitalization, punctuation, and spelling. L.K.2

Use words from sources (reading, conversations). L.K.6

Alternate Mentor Texts

Click, Clack, Moo: Cows that Type by Doreen Cronin

Corduroy Writes a Letter by Alison Inches

Assessments

Optional on-demand pre & post-assessments for Unit 4 (see Writing Pathways, p.86).

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING KINDERGARTEN

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Comprehension Making Meaning Unit 1:

Make connections.

Ask and answer questions. RL.K.1, RI.K.1

Engage in group reading. RL.K.10*, RI.K.10*

Making Meaning Unit 2

Make connections.

Informally identify important story components. RL.K.3

Compare the experiences of characters in stories. RL.K.9

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning RL.K.4, RI.K.4

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp. 36-39. RF.K.1-RF.K.3

Additional Resources

Thinking Skills Strategy Charts: Making Connections, Compare and Contrast

GLAD Narrative Inputs Assessments

Fountas and Pinnell Benchmark

Emergent Reader Assessments (as needed)

Comprehension Making Meaning Unit 3:

Make connections.

Ask and answer questions. RL.K.1

Retell stories with support. RL.K.2

Understand illustrations. RL.K.7 Making Meaning Unit 5:

Ask and answer questions. RL.K.1, RI.K.1

Retell stories with support. RL.K.2

Identify main focus, retell events. RI.K.2

Understand illustrations. RL.K.7, RI.K.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meanings. RL.K.4, RI.K.4

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp.40-42. RF.K.1-RF.K.3

Read with purpose and understanding (guided reading, conferring). RF.K.4

Additional Resources

Thinking Skills Strategy Charts: Making Connections, Sequencing, Predicting, Observing

GLAD Narrative Input charts Assessments

Fountas and Pinnell Benchmark Assessment System

Comprehension Making Meaning Unit 6:

Make text-based connections.

Ask and answer questions. RI.K.1

Identify main focus, retell events. RI.K.2

Making Meaning Unit 7:

Ask and answer questions. RL.K.1, RI.K.1

Identify main focus, retell events. RI.K.2

Understand illustrations. RI.K.7

Identify similarities and differences. RI.K.9

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.K.4, RI.K.4

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp.40-42 RF.K.1-RF.K.3

Read with accuracy and fluency (guided reading, conferring). RF.K.4

Additional Resources

Thinking Skills Strategy Charts: Making Connections, Sequencing, Comparing/Contrasting

GLAD Strategies

Comprehension Making Meaning Unit 8:

Ask and answer questions. RI.K.1

Identify main foucs, retell events. RI.K.2

Making Meaning Unit 4:

Ask and answer questions. RL.K.1

Retell stories with support. RL.K.2 Making Meaning Unit 9:

Ask and answer questions. RL.K.1

Informally identify important ideas in stories. RL.K.3

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning, RL.K.4, RI.K.4

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp.43-44. RF.K.1-RF.K.3

Read with accuracy and fluency (guided reading, conferring). RF.K.4

Additional Resources

Thinking Skills Strategy Charts: Making Connections, Visualizing, Inferring

GLAD Narrative Inputs Assessments

Fountas and Pinnell Benchmark Assessment System

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING FIRST GRADE YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3 Writing Starting Strong: Routines for Writer’s Workshop

Establish routines and procedures; model expectations

Narrative Unit 1: Small Moments

Students write narrative stories with focus, detail, and dialogue.

Reading Questioning MM Units 1, 2 Making Connections & Story Elements MM Units 1, 2, 4 Visualizing MM Unit 4 Retelling MM Units 1, 2, 4 Phonics/Foundational Skills Print Concepts Phonological awareness Phonics and Word Analysis Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Writing Information Unit 2: Nonfiction Chapter Books

Students enter the world of informational writing as they combine pictures and charts and craft moves to create engaging texts.

Opinion Unit 3: Writing Reviews

Students create persuasive reviews of all sorts including book reviews that clearly express the writer’s opinion and bolster their argument.

Reading Text Features MM Units 8, 6 Main Idea MM Units 8, 6 Questioning MM Units 5,7 Learning from Illustrations MM Unit 5 Phonics/Foundational Skills Features of a sentence Phonological awareness Phonics and Word Analysis Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Writing Finish Unit 3 Narrative Unit 4: From Scenes to Series

Students learn to “show, not tell” and use action, dialogue, and feelings to create a whole series of fiction books modeled after books like Henry and Mudge

Reading Compare and Contrast MM Units 7, 3 Author’s Purpose MM Unit 7 Retelling MM Units 3, 9 Story Elements MM Unit 3, 9 Point of View Phonics/Foundational Skills Phonological awareness Phonics and Word Analysis Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

FIRST GRADE

Writing

Trimester 1 Trimester 2 Trimester 2 -3 Trimester 3 Starting Strong: First Weeks of Writer’s Workshop Narrative Unit 1:

Write sequenced narrative pieceswith detail. W.1.3

Focus on a topic with help fromothers. W.1.5

Research other authors’ craft. W.1.7

Use events from life to write stories.W.1.8

Language Conventions Unit 1:

Use Standard English grammar andusage. L.1.1

Use Standard English capitalization,punctuation, and spelling L.1.2

Understand word relationships L.1.5

Use words from various sources L.1.6Alternate Mentor Texts

Peter’s Chair by Ezra Jack Keats(Making Meaning text)

Matthew and Tilly by Rebecca C.Jones (Making Meaning text)

Joshua’s Night Whispers by AngelaJohnson

Assessments

Optional on-demand Pre-Assessment for Unit 3 (See Writing Pathways, p. 86)

Optional on-demand Pre & PostAssessments for Unit 1 (See WritingPathways, p. 182)

Informational Unit 2:

Write books about a topic withsupporting facts. W.1.2

Focus on a topic with help fromothers. W.1.5

Use research to support writing.W.1.7

Gather information from sources.W.1.8

Language Conventions Unit 2:

Use Standard English grammar andusage. L.1.1

Use Standard English capitalization,punctuation, and spelling. L.1.2

Clarify meaning of words. L.1.4

Use words from a variety of sources.L.1.6

Alternate Mentor Texts

My Football Book by Gail Gibbons

The Story of Chocolate by C.J. Polin

A Kangaroo Joey Grows Up by JoanHewett (Making Meaning text)

Assessments

Optional on-demand Pre & PostAssessments for Unit 2 (See WritingPathways, p. 128)

Opinion Unit 3:

Write organized opinion pieces.W.1.1

Focus on a topic with help fromothers. W.1.5

Use tools to publish. W.1.6

Use research to support writing.W.1.7

Language Conventions Unit 3:

Use Standard English grammar andusage. L.1.1

Use Standard English capitalization,punctuation and spelling. L.1.2

Use words from a variety of sources.L.1.6

Alternate Mentor Texts

Earrings! By Judith Viorst

I Am Invited To A Party! by MoWillems

Should There Be Zoos? By TonyStead

I Wanna New Room by KarenKaufman Orloff

Assessments

Required on-demand Post Assessment for Unit 3 (District Common Assessment)

Narrative Unit 4:

Write sequenced narrative pieceswith detail. W.1.3

Focus on a topic with help fromothers. W.1.5

Gather information from providedresources and experiences. W.1.8

Language Conventions Unit 4:

Use Standard English grammar andusage. L.1.1

Use Standard English capitalization,punctuation and spelling. L.1.2

Understand word relationships L.1.5

Use words from a variety of sources.L.1.6

Alternate Mentor Texts

Mr. Putter and Tabby Pour the Teaby Cynthia Rylant

Frog and Toad Are Friends by ArnoldLobel

Fly Guy books by Tedd ArnoldAssessments

Optional on-demand pre & postassessments for Unit 4 (See WritingPathways, p. 182).

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

FIRST GRADE

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2 -3 Trimester 3 Comprehension Making Meaning Unit 1:

Ask and answer questions. RL1.1, RI.1.1

Retell Stories. RL.1.2

Identify the main topic and key detailsin a text. RI.1.2

Read texts of appropriate complexityfor grade 1. RL.1.10*, RI.1.10*

Making Meaning Unit 2:

Make connections.

Ask and answer questions. RL1.1

Describe story elements. RL.1.3

Use illustrations to comprehend. RL.1.7Making Meaning Unit 4:

Visualize.

Identify words that suggest feelings orappeal to the senses. RL.1.4

Use illustrations to comprehend. RL.1.7Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.1.4,RI.1.4

Phonics/Foundational Skills

See Month-by-Month Planning Guidefrom Phonics Lessons, pp. 36-39.RF.1.1-1.3

Read with accuracy and fluency(guided reading, conferring). RF.1.4

Additional Resources

GLAD Narrative Inputs

Thinking Skills Strategy Chart: MakingConnections, Sequencing, Main Idea

Story Pyramid – see ConnectAssessments

Fountas and Pinnell BenchmarkAssessment System

Comprehension Making Meaning Unit 8:

Ask and answer questions. RL1.1

Identify the main topic and key detailsin a text. RI.1.2

Describe the connection betweenevents, individuals and ideas. RI.1.3

Explore non-fiction text features.RI.1.5

Making Meaning Unit 6:

Make connections

Identify the main topic and key detailsin a text. RI.1.2

Explore non-fiction text features.RI.1.5

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.1.4,RI.1.4

Phonics/Foundational Skills

See Month-by-Month Planning Guidefrom Phonics Lessons, pp. 40-42.RF.1.1-1.3

Read with accuracy and fluency(guided reading, conferring). RF.1.4

Additional Resources

Thinking Skills Strategy Chart: MakingConnections, Main Idea

GLAD strategiesAssessments

Ongoing formative assessments

Comprehension Making Meaning Unit 5:

Ask and answer questions. RL1.1,RI.1.1

Retell stories and key details of texts.RL.1.2

Describe characters, settings, andevents. RL.1.3

Identify words that suggest feelings orappeal to the senses. RL.1.4

Making Meaning Unit 7:

Ask and answer questions RI.1.1

Make connections between twoconcepts. RI.1.3

Think about author’s purpose. RI.1.8

Identify similarities and differences.RI.1.9

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.1.4,RI.1.4

Phonics/Foundational Skills

See Month-by-Month Planning Guidefrom Phonics Lessons, pp. 42-43.RF.1.1-1.3

Read with accuracy and fluency(guided reading, conferring). RF.1.4

Additional Resources

GLAD strategies

Thinking Skills Strategy Chart:Sequencing

Assessments

Fountas and Pinnell BenchmarkAssessment System

Comprehension Making Meaning Unit 3:

Retell stories. RL.1.2

Describe characters, settings, andevents. RL.1.3

Compare and contrast experiences ofcharacters. RL.1.9

Making Meaning Unit 9:

Ask and answer questions. RL1.1

Retell stories RL.1.2

Describe characters, settings, andevents. RL.1.3

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.1.4,RI.1.4

Understand point of view. RL.1.6,RI.1.6

Phonics/Foundational Skills

See Month-by-Month Planning Guidefrom Phonics Lessons, pp.43-44.RF.1.1-1.3

Read with accuracy and fluency(guided reading, conferring). RF.1.4

Additional Resources

Thinking Skills Charts: Sequencing,Inferring, Compare and Contrast

GLAD strategies, narrative input chartsAssessments

Optional Fountas and PinnellBenchmark Assessment System

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING SECOND GRADE YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop

Establish routines and procedures; model

expectations

Narrative

Unit 1: Lessons from the Masters

Students study published texts to learn

writing techniques to try in their own

narratives

Questioning

MM Units 1, 5

Making Connections/Retelling

MM Units 2, 4

Inferring

MM Unit 2, 4

Story Structure

MM Unit 4

Phonics/Foundational Skills

Phonics and Word Analysis

Accuracy and Fluency

Note: Use Bookroom Leveled Texts to teach and reinforce skills

Information Unit 2: Lab Reports and Science Books

Students write procedural texts about experiments, then write science-based information books

Opinion Unit 3: Writing About Reading

Students write letters and essays expressing their opinions about characters, scenes, or whole books using examples from the texts.

Questioning Retelling MM Units 6, 7 Illustrations/Images MM Units 6, 8, 9, 7, 3 Text Features MM Unit 8, 7 Main Idea MM Units 6, 8 Phonics/Foundational Skills Phonics and Word Analysis Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Finish Unit 3 Poetry Unit 4: Poetry: Big Thoughts in Small Packages

Students learn to use line breaks to express the meaning and rhythm they intend and use visualization and figures of speech to make their writing more clear and powerful

Main Idea MM Units 7, 9 Visualizing/Story Structure MM Unit 3 Author’s Purpose Compare and Contrast Questioning MM Unit 10 Phonics/Foundational Skills Phonics and Word Analysis Accuracy and Fluency Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

SECOND GRADE

Writing

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Starting Strong: First Weeks of Writer’s Workshop Narrative Unit of Study 1:

Write sequenced narrative pieceswith details and elaboration. W.2.3

Focus on a topic with help fromothers and revise and edit. W.2.5

Use events from life to write storiesand answer questions. W.2.8

Language Conventions Unit of Study 1:

Use Standard English grammar andusage. L.2.1

Use Standard English capitalization,punctuation and spelling. L.2.2

Understand word relationships.L.2.5

Use words from a variety ofsources. L.2.6

Alternate Mentor Texts

Jamaica Tag Along by Juanita Havill(Making Meaning Text)

Alexander and the Terrible, Horrible,No Good, Very Bad Day by JudithViorst (Making Meaning Text)

Assessments

Optional on-demand pre-assessment for Unit 3 (see Writing Pathways, p.86)

Optional on-demand pre & postassessments for Unit 1 (see WritingPathways, p.182)

Information Unit of Study 2:

Write informational texts usingintroduction, facts, and conclusionW.2.2

Focus on a topic with help fromothers. W.2.5

Use digital tools to publish. W.2.6

Participate in shared research. W.2.7

Use resources to answer questions.W.2.8

Language Conventions Unit of Study 2:

Use Standard English grammar andusage. L.2.1

Use Standard English capitalization,punctuation and spelling. L.2.2

Compare formal and informal usesof English. L.2.3

Determine meaning of words. L.2.4

Understand word relationships. L.2.5

Use words from a variety of sources.L.2.6

Mentor Texts

DK Books (Dorling KindersleyPublisher)

Incredible Cross Sections by StephenBiesty

Assessments

Optional on-demand pre & postassessments for Unit 2 (see WritingPathways, p.128)

Opinion Unit of Study 3:

Write opinion pieces usingintroduction, reasons to supportopinion, and conclusion. W.2.1

Focus on a topic with help fromothers. W.2.5

Use digital tools to publish. W.2.6Language Conventions Unit of Study 3:

Use Standard English grammar andusage. L.2.1

Use Standard English capitalization,punctuation and spelling. L.2.2

Compare formal and informal usesof English. L.2.3

Use words and phrases includingverbs and adverbs whencommunicating. L.2.6

Alternate Mentor Texts

Mercy Watson to the Rescue by KateDiCamillo

Pinky and Rex by James Howe

Henry and Mudge by Cynthia RylantAssessments

Required on-demand post assessment for Unit 3 (District Common Assessment)

Poetry Unit of Study 4:

Write narrative pieces describingthoughts, feelings, and temporalwords. W.2.3

Focus on a topic with help fromothers. W.2.5

Language Conventions Unit of Study 4:

Use Standard English grammar andusage. L.2.1

Use Standard English capitalization,punctuation, and spelling. L.2.2

Compare formal and informal usesof English. L.2.3

Use standard word relationships.L.2.5

Use words and phrases includingverbs and adverbs whencommunicating. L.2.6

Alternate Mentor Texts

Aquarium by Valerie Worth

Everything is a Poem by J. PatrickLewis

Maples in October by Amy LudwigVanDerwater

Assessments Optional on-demand pre & post

assessments for Unit 4 (see PoetryUnit 4 Overview, p.viii for moredetail).

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING SECOND GRADE

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Comprehension Making Meaning Unit 1: Ask and answer questions. RL.2.1 Read texts of appropriate complexity

for grade 2. RL.2.10*, RI.2.10* Making Meaning Unit 2: Recount stories. RL.2.2 Describe how characters respond to

events. RL.2.3 Describe story structure. RL.2.5 Making Meaning Unit 4: Recount stories. RL.2.2 Describe how characters respond to

events. RL.2.3 Describe story structure. RL.2.5 Making Meaning Unit 5: Ask and answer questions, find

evidence. RL.2.1 Use information from illustrations.

RL.2.7 Bookroom Leveled Texts: Reinforce/teach Common Core standards including: Determine word meaning. RL.2.4,

RI.2.4 Phonics/Foundational Skills See Month-by-Month Planning Guide

from Phonics Lessons, p.36-39. RF.2.3 Read with accuracy and fluency

(guided reading, conferring). RF.2.4 Additional Resources Thinking Skills Charts: Making

Connections, Inferring GLAD Narrative Inputs Story Pyramid – see Connect Assessments

Fountas and Pinnell Benchmark Assessment System

Comprehension Making Meaning Unit 6:

Ask and answer questions. RL.2.1, RI.2.1

Identify main topic of text. RI.2.2

Recount stories. RL.2.2

Describe how characters respond to events and challenges. RL.2.3

Use illustrations to demonstrate understanding. RL.2.7

Making Meaning Unit 8:

Identify main topic of text. RI.2.2

Know and use various text features. RI.2.5

Explain how images contribute to text. RI.2.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.2.4, RI.2.4

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Fountas and Pinnell Phonics Lessons, pp.42-43. RF.2.3

Read with accuracy and fluency. (Guided reading, conferring) RF.2.4

Additional Resources

Thinking Skills Strategy Charts: Main Idea, Finding Evidence

GLAD Narrative Inputs Assessments

Ongoing formative assessments

Comprehension Making Meaning Unit 9:

Ask and answer questions. RL.2.1, RI.2.1

Identify main topic of text. RI.2.2

Recount stories. RL.2.2

Describe how characters respond to events and challenges. RL.2.3

Use illustrations to demonstrate understanding. RL.2.7

Making Meaning Unit 7:

Ask and answer questions. RI.2.1

Identify main topic of text. RI.2.2

Know and use various text features. RI.2.5

Use illustrations to demonstrate understanding. RI.2.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including: Determine word meaning. RL.2.4,

RI.2.4 Identify main purpose of text. RI.2.6

Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp.41-43. RF.2.3

Read with accuracy and fluency (guided reading, conferring) RF.2.4

Additional Resources Thinking Skills Charts: Sequencing,

Main Idea, Inferring GLAD strategies

Assessments Fountas and Pinnell Benchmark

Assessment System

Comprehension Making Meaning Unit 3: Visualizing. Describe how characters respond to

events and challenges. RL.2.3 Describe how words influence

meaning. RL.2.4 Understand story structure. RL.2.5

Making Meaning Unit 10:

Ask and answer questions. RL.2.1

Recount stories. RL.2.2 Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.2.4, RI.2.4

Compare and Contrast. RL.2.9, RI.2.9 Phonics/Foundational Skills

See Month-by-Month Planning Guide from Phonics Lessons, pp.43-44. RF.2.3

Read with accuracy and fluency (guided reading, conferring). RF.2.4

Additional Resources

Thinking Skills Chart: Visualizing, Comparing/Contrasting, Main Idea

Story Pyramid – see Connect

GLAD Narrative Inputs Assessments

Optional Fountas and Pinnell Benchmark Assessment System

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING THIRD GRADE YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3

Starting Strong: Routines for Writer’s Workshop

Establish routines and procedures; model expectations

Narrative Unit 1: Crafting True Stoires

Students move through the writing process often, crafting their own true stories.

Making Connections MM Unit 1 Inferring MM Unit 3 Theme/Summarizing MM Unit 3 Finding Evidence MM Unit 3 Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Information Unit 2: The Art of Information Writing

Students write informative pieces about topics they’ve been studying at school.

Opinion Unit 3: Changing the World

Students develop persuasive speeches and eventually work in collaborative groups to support causes.

Text Features/Illustration study MM Units 6, 7 Questioning/Main Idea MM Units 7, 4, 5 Cause and Effect MM Unit 5 Compare and Contrast Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Finish Unit 3 Narrative Unit 4: Once Upon A Time

Students write adapted and original fairy tales keeping an eye on language and elements of strong narratives. Revision is highly emphasized in this unit.

Point of View Questioning/Main Idea MM Units 8, 9 Fiction Text Structures Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

THIRD GRADE

Writing

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Starting Strong: First Weeks of Writer’s Workshop Narrative Unit 1: Write sequenced narratives with

descriptive details and effectivetechnique. W.3.3

Produce writing appropriate to taskand purpose with guidance andsupport. W.3.4

Plan, revise, and edit with help fromothers. W.3.5

Use experiences from life and text towrite stories. W.3.8

Write over extended time framesand in a single sitting. W.3.10

Language Conventions Unit 1: Use Standard English grammar and

usage. L.3.1 Use Standard English capitalization,

punctuation, and spelling. L.3.2Alternate Mentor Texts Chicken Sunday by Patricia Polacco Cherries and Cherry Pits by Vera B.

Williams (Making Meaning text) Aunt Flossie’s Hats (and Crab Cakes

Later) by Elizabeth Fitzgerald(Making Meaning text)

Assessments Required on-demand pre-assessment

for Unit 3 (see Writing Pathways, p.86)

Optional on-demand pre & postassessment for Unit 1 (see WritingPathways, p.182)

Information Unit 2:

Write information texts on a topicwith facts, definitions, details,transitions, and conclusions. W.3.2

Produce writing appropriate to taskand purpose with guidance andsupport. W.3.4

Plan, revise, and edit with help fromothers. W.3.5

Write over extended time framesand in a single sitting. W.3.10

Language Conventions Unit 2:

Use Standard English capitalization,punctuation, and spellingconventions. L.3.2

Use academic and domain-specificwords and phrases. L.3.6

Alternate Mentor Texts

Morning Meals Around the World byMaryellen Gregoire (Making Meaning text)

Reptiles by Melissa Stewart (MakingMeaning text)

What is a Bat? by Bobbie Kalmanand Heather Levigne (MakingMeaning text)

Assessments

Optional on-demand pre & postassessment Unit 2 (see WritingPathways, p.128).

Opinion Unit 3:

Write opinion pieces withintroductions, organization,elaboration, transitions, andconclusions. W.3.1

Use technology to produce andpublish with guidance and support.W.3.6

Plan, revise, and edit with help fromothers. W.3.5

Research to build knowledge on atopic. W.3.7

Write over extended time framesand in a single sitting. W.3.10

Language Conventions Unit 3:

Use Standard English capitalization,punctuation, and spellingconventions. L.3.2

Use knowledge of languageconventions. L.3.3

Alternate Mentor Texts

Alexander, Who’s Not (Do You HearMe? I Mean It!) Going to Move byJudith Viorst (Making Meaning text)

“Banning Tag” (Making Meaningtext)

Assessments Required on-demand post

assessment for Unit 3 (District Common Assessment)

Narrative Unit 4: Write narratives to develop imagined

events with effective technique,descriptive details, and clearsequence. W.3.3

Plan, revise and edit with help fromothers. W.3.5

Write over extended time framesand in a single sitting. W.3.10

Language Conventions Unit 4:

Use Standard English grammar andusage conventions. L.3.1

Use Standard English capitalization,punctuation, and spellingconventions. L.3.2

Use knowledge of languageconventions to choose words foreffect. L.3.3

Use figurative language. L.3.5Alternate Mentor Texts

The Paper Bag Princess by RobertMunsch (Making Meaning text)

Goldilocks and the Three Hares byHeidi Petach

Tell the Truth B.B. Wolf by JudySierra

Assessments

Optional on-demand pre & postassessment for Unit 4 (see WritingPathways, p.182)

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING THIRD GRADE

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Comprehension Making Meaning Unit 1:

Make connections.

Read texts of appropriate complexity for grade 3. RL.3.10*, RI.3.10*

Making Meaning Unit 3:

Ask and answer questions/find evidence. RL.3.1

Determine theme, summarize. RL.3.2

Describe characters and events. RL.3.3

Bookroom Leveled Texts Reinforce/teach Common Core Standards including:

Determine word meaning. RL.3.4, RI.3.4

Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect. RF.3.3

Read with accuracy and fluency (guided reading, conferring). RF.3.4

Additional Resources

Thinking Skills Strategy Charts: Goal Setting, Inferring, Finding Evidence, Summarizing

Reader’s Workshop Units (Fur and Feathers, Myths and Legends)

GLAD Narrative Inputs Assessments

Fountas and Pinnell Benchmark Assessment System

Comprehension

Making Meaning Unit 6:

Ask and answer questions/Finding evidence. RI.3.1

Use text features. RI.3.5

Use information gained from illustrations and text. RI.3.7

Making Meaning Unit 7:

Questioning. RI.3.1

Determine main idea. RI.3.2

Use text features. RI.3.5

Use information gained from illustrations and text. RI.3.7

Bookroom Leveled Texts

Reinforce/teach Common Core standards including:

Determine word meaning. RL.3.4, RI.3.4

Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect. RF.3.3

Read with accuracy and fluency (guided reading, conferring). RF.3.4

Additional Resources

Thinking Skills Strategy Charts: Goal Setting, Main Idea, Finding Evidence

Reader’s Workshop Units (Fur and Feathers, Myths and Legends)

GLAD Strategies

Assessments

Ongoing formative assessments

Comprehension Making Meaning Unit 4:

Ask and answer questions/find evidence. RL.3.1

Infer about characters and events. RL.3.3

Making Meaning Unit 5: Ask and answer questions/find

evidence. RI.3.1 Determine main idea. RI.3.2 Cause and effect: explain

relationships between individuals, events, ideas, or concepts based on text. RI.3.3

(Note: Making Meaning Units 4 and 5 are not directly connected to Writing Unit 3).

Bookroom Leveled Texts Reinforce/teach Common Core standards including: Determine word meaning. RL.3.4,

RI.3.4 Compare and contrast. RL.3.9, RI.3.9

Word Study/Foundational Skills See Word Study Resources Grades

3-5 on Connect. RF.3.3 Read with accuracy and fluency

(guided reading, conferring). RF.3.4 Additional Resources

Thinking Skills Strategy Charts: Finding Evidence, Cause and Effect, Main Idea, Inferring

Reader’s Workshop Units (Fur and Feathers, Myths and Legends)

Assessments Fountas and Pinnell Benchmark

Assessment System

Comprehension

Making Meaning Unit 8:

Ask and answer questions/Finding evidence. RI.3.1, RL.3.1

Determine main idea and themes. RL.3.2, RI.3.2

Making Meaning Unit 9:

Ask and answer questions/Finding evidence. RL.3.1

Bookroom Leveled Texts Reinforce/teach Common Core standards including: Determine word meaning. RL.3.4,

RI.3.4

Fiction text structure. RL.3.5

Analyze point of view. RL.3.6, RI.3.6

Word Study/Foundational Skills

Word Study resources grades 3-5 on Connect. RF.3.3

Read with accuracy and fluency (guided reading, conferring). RF.3.4

Additional Resources

Thinking Skills Strategy Charts: Main Idea, Point of View, Finding Evidence

Reader’s Workshop Units (Fur and Feathers, Myths and Legends)

GLAD Narrative Inputs

Assessments

Optional Fountas and Pinnell Benchmark Assessment System

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING FOURTH GRADE YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop

Establish routines and procedures; model expectations Narrative Unit 1: The Arc of the Study

Students develop fictional characters with motivations and struggles and write these characters into carefully structured stories.

Making Connections MM Unit 1 Inferring/Finding Evidence MM Units 1, 4, 5 Theme/Summarizing MM Unit 4 Fiction Text Structure Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Information Unit 2: Boxes and Bullets

Students build arguments about topics they known well using logical structures and carefully arranged ideas and evidence.

Opinion Unit 3: Bringing History to Life

Students write research reports in which they use research skills to learn about a central topic and then elaborate.

Non-fiction Text Structure MM Unit 7 Visual Information MM Units 2, 3, 7 Cause and Effect MM Unit 2, 7, 6 Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Finish Unit 3 Opinion Unit 4: The Literary Essay

Students write claim-based, evidence rich essays after close readings of complex texts.

Author’s Purpose MM Unit 7 Main Idea/Summarizing MM Units 8, 9 Compare and Contrast Point of View Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

FOURTH GRADE

Writing

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Starting Strong: First Weeks of Writer’s Workshop Narrative Unit 1:

Write sequenced narratives withdescriptive details and effectivetechnique. W.4.3

Produce writing appropriate to taskand purpose. W.4.4

Plan, revise, and edit with help fromothers. W.4.5

Use experiences from life and text towrite stories. W.4.8

Write over extended time frames andin a single sitting. W.4.10

Language Conventions Unit 1:

Use Standard English grammar andusage conventions. L.4.1

Use Standard English capitalization,punctuation, and spelling conventions.L.4.2

Use knowledge of languageconventions. L.4.3

Alternate Mentor Texts

Highlights Magazines

The Old Woman Who Named Things byCynthia Rylant (Making Meaning text)

Thundercake by Patricia Polacco(Making Meaning text)

Assessments

Optional on-demand pre & postassessment for Unit 1 (see WritingPathways, p.182).

Optional on-demand pre-assessmentfor Unit 3 (District CommonAssessment, see Writing Pathways,p.128)

Opinion Unit 2:

Write opinion pieces, supporting apoint of view with reasons andinformation. W.4.1

Produce writing appropriate to taskand purpose. W.4.4

Plan, revise, and edit with help fromothers. W.4.5

Use technology to produce andpublish. W.4.6

Language Conventions Unit 2:

Use Standard English grammar andusage conventions, capitalization,punctuation, and spelling. L.4.1,L.4.2

Use knowledge of languageconventions. L.4.3

Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings. L.4.5

Use accurately grade-appropriateacademic and domain-specific wordsand phrases. L.4.6

Alternate Mentor Texts

Making Meaning texts from Unit 7:Virtual Worlds (p.367-368), SchoolUniforms (p.380-381)

Teacher created personal essays fordemonstration

Assessments

Optional on-demand pre & postassessment for Unit 2 (see WritingPathways, p.86)

Information Unit 3:

Write informative/explanatorytexts. W.4.2

Plan, revise, and edit with helpfrom others. W.4.5

Conduct short research. W.4.7

Draw evidence from informationaltexts to support analysis. W.4.9

Use experiences from life and textto write stories. W.4.8

Language Conventions Unit 3:

Use Standard English grammarand usage conventions,capitalization, punctuation, andspelling. L.4.1, L.4.2

Use knowledge of languageconventions. L.4.3

Use accurately grade-appropriateacademic and domain-specificwords and phrases. L.4.6

Alternate Mentor Texts

The Lewis and Clark Expedition byJohn Perritano

Assessments

Required on-demand post assessment for Unit 3 (District Common Assessment)

Opinion Unit 4:

Write opinion pieces, supporting apoint of view with reasons andinformation. W.4.1

Plan, revise, and edit with helpfrom others. W.4.5

Conduct short research. W.4.7

Draw evidence from literary textsto support analysis. W.4.9

Use experiences from life and textto write stories. W.4.8

Produce writing appropriate totask and purpose. W.4.8

Language Conventions Unit 4:

Use Standard English grammar andusage conventions, capitalization,punctuation, and spelling. L.4.1,L.4.2

Use knowledge of languageconventions. L.4.3

Use accurately grade-appropriateacademic and domain-specificwords and phrases. L.4.6

Alternate Mentor Texts

Baseball in April and Other Storiesby Gary Soto

Every Living Thing by CynthiaRylant

Assessments

Optional on-demand pre & postassessments for Unit 4 (see WritingPathways, p.86)

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING FOURTH GRADE

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Comprehension Making Meaning Unit 1:

Make connections.

Provide evidence when drawing inferences from text. RL.4.1

Read texts of appropriate complexity for grade 4. RL.4.10*, RI.4.10*

Making Meaning Unit 4:

Provide evidence when drawing inferences from text. RL.4.1

Determine theme; summarize text. RL.4.2

Describe characters, settings, and events, drawing on text evidence. RL.4.3

Making Meaning Unit 5:

Provide evidence when drawing inferences from text. RL.4.1

Describe characters, settings, and events, drawing on text evidence. RL.4.3

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.4.4, RI.4.4

Explore overall text structure in fiction texts. RL.4.5

Word Study/Foundational Skills

Word Study resources Grades 3-5 on Connect. RF.4.3

Read with accuracy and fluency (guided reading, conferring) RF.4.4

Additional Resources

Thinking Skills Strategy Charts: Inferring, Finding Evidence, Summarizing, Main Idea

GLAD Narrative Inputs

Story Pyramid on Connect

Reader’s Workshop Units (Survival, Fantasy)

Assessments

Fountas and Pinnell Benchmark Assessment System & Common Reading Pre Assessment

Comprehension Making Meaning Unit 7: Week 1

Explain causes and effects. RI.4.3

Explore overall text structure of non-fiction texts. RI.4.5

Interpret information presented visually, orally, or quantitatively. RI.4.7

Making Meaning Unit 2:

Provide evidence when drawing inferences from text. RL.4.1, RI.4.1

Explaining causes and effects. RI.4.3

Interpret information presented visually, orally, or quantitatively RI.4.7

Making Meaning Unit 3:

Draw inferences from texts. RI.4.1

Interpret information presented visually, orally, or quantitatively. RI.4.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.4.4, RI.4.4 Word Study/Foundational Skills

Word Study resources Grades 3-5 on Connect. RF.4.3

Read with accuracy and fluency (guided reading, conferring) RF.4.4

Additional Resources

Thinking Skills Strategy Charts: Inferring

Reader’s Workshop Units (Survival, Fantasy)

GLAD Strategies Assessments

Ongoing formative assessments

Comprehension Making Meaning Unit 7: Weeks 2-4

Explain causes and effects. RI.4.3

Explore overall text structure of and non-fiction texts. RI.4.5

Interpret information presented visually, orally, or quantitatively. RI.4.7

Explain how an author uses evidence to support points. RI.4.8

Making Meaning Unit 8:

Draw inferences from texts. RI.4.1

Determine the main idea and summarize. RI.4.2

Explain how an author uses evidence to support points. RI.4.8

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.4.4, RI.4.4

Word Study/Foundational Skills

Word Study resources Grades 3-5 on Connect. RF.4.3

Read with accuracy and fluency (guided reading, conferring) RF.4.4

Additional Resources

Thinking Skills Strategy Charts: Main Idea, Summarizing, Cause and Effect

Reader’s Workshop Units (Survival, Fantasy)

Assessments

Fountas and Pinnell Benchmark Assessment System & Common Reading POST Assessment

Comprehension Making Meaning Unit 6:

Draw inferences from texts. RL.4.1, RI.4.1

Explaining causes and effects. RI.4.3

Describe in depth a character, setting, or event in a story. RL.4.3

Making Meaning Unit 9:

Determine inferences from texts. RL.4.1

Determine theme, main idea, and

summarize. RI.4.2 Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.4.4, RI.4.4

Compare and contrast point of view. RL.4.6, RI.4.6

Compare and contrast the treatment of similar themes and topics. RL.4.9

Integrate information from two texts on the same topic. RI.4.9

Word Study/Foundational Skills

Word Study resources Grades 3-5 on Connect. RF.4.3

Read with accuracy and fluency (guided reading, conferring) RF.4.4

Additional Resources

Thinking Skills Strategy Charts: Inferring, Finding Evidence, Point of View, Compare and Contrast

GLAD Narrative Input Charts

Reader’s Workshop Units (Survival, Fantasy)

Assessments

Optional Fountas and Pinnell Benchmark Assessment System

Issaquah School District: Teaching and Learning Services September 2019

READING &

WRITING FIFTH GRADE YEAR AT A GLANCE

Trimester 1 Trimester 2 Trimester 3 Starting Strong: Routines for Writer’s Workshop

Establish routines and procedures; model expectations Narrative Unit 1: Narrative Craft

Students write personal narratives and learn from mentor texts.

Inferring/Finding Evidence MM Units 1, 4, 8 Fiction Text Structure Main Idea/Summarizing MM Unit 8 Theme/Summarizing MM Unit 4, 8 Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Information Unit 2: The Lens of History

Students write research reports about history.

Opinion Unit 3: The Research-Based Argument Essay

Students build powerful arguments using carefully-weighted evidence, analysis and rebuttal of counter-claims.

Finding Evidence/Text Features MM Unit 2 Questioning/Main Idea/Cause and Effect MM Units 2, 3 Nonfiction Text Structure MM Unit 7, 9 Point of View/Author’s Purpose MM Units 7, 9 Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Finish Unit 3 Narrative Unit 4: Shaping Texts

Students combine what they have learned about essay and narrative writing to craft memoirs.

Finish skills from Tri 2 Print & Digital Resources MM Units 6, 7 Inferring MM Unit 5 Theme/Compare and Contrast MM Units 3, 6, 9 Word Study/Foundational Skills ISD Word Study Resources – On Connect Note: Use Bookroom Leveled Texts to teach and reinforce skills

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

FIFTH GRADE

Writing

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Starting Strong: First Weeks of Writer’s Workshop Narrative Unit of Study 1:

Write sequenced narrative pieces using effective technique. W.5.3

Uses structure appropriate to task. W.5.4

Uses writing to process to strengthen work. W.5.5

Conduct short research using multiple sources. W.5.7

Summarize information gathered fromexperiences and print. W.5.8

Draw evidence from text. W.5.9Language Conventions Unit of Study 1:

Use Standard English grammar and usage conventions. L.5.1

Use Standard English capitalization,punctuation and spelling conventions.L.5.2

Use knowledge of language and conventions. L.5.3

Demonstrate understanding of figurativelanguage and word relationships. L.5.5

Alternate Mentor Texts

Amelia’s Notebook by Marissa Moss

The Summer My Father was Ten by PatBrisson (Making Meaning text)

Assessments

Optional on-demand pre-assessment for Unit 4 (see Writing Pathways, p.86)

Optional on-demand pre & postassessment for Unit 1 (see WritingPathways, p.182)

Information Unit of Study 2:

Write informative texts conveying ideasand information clearly. W.5.2

Uses structure appropriate to task.W.5.4

Uses writing process to strengthen work.W.5.5

Conduct short research using multiple sources. W.5.7

Summarize information gathered fromexperiences and print. W.5.8

Draw evidence from text. W.5.9

Write routinely over extended time frames for discipline-specific tasks.W.5.10

Language Conventions Unit of Study 2:

Use Standard English grammar and usage conventions. L.5.1

Use Standard English capitalization,punctuation, and spelling conventions.L.5.2

Use knowledge of language and conventions. L.5.3

Determine word meaning. L.5.4

Demonstrate understanding of figurativelanguage and word relationships. L.5.5

Use grade-appropriate academic and domain-specific words. L.5.6

Alternate Mentor Texts

Gold Rush (Benchmark Education frombookroom)

Daily Life in a Covered Wagon by PaulEricson

Assessments

Optional on-demand pre & postassessment for Unit 2 (see WritingPathways, p.128)

Opinion/Argument Unit of Study 4:

Write opinion pieces supporting a pointof view with reasons. W.5.1

Uses structure appropriate to task.W.5.4

Uses writing process to strengthen work. W.5.5

Use technology and other tools topublish. W.5.6

Conduct short research using multiple sources. W.5.7

Summarize information gathered fromexperiences and print. W.5.8

Draw evidence from text. W.5.9

Write routinely over extended time frames for discipline-specific tasks.W.5.10

Language Conventions Unit of Study 4:

Use Standard English grammar and usage conventions. L.5.1

Use Standard English capitalization,punctuation, and spelling conventions.L.5.2

Use knowledge of language and conventions. L.5.3

Alternate Mentor Texts

“Do Kid Really Need Cell Phones?” (Making Meaning p.346-347)

“All-girls’ and ‘All-boys’ Schools” (Making Meaning p.334-335)

“Is Dodge Ball Too Dangerous?” by DinaMaasarani (Making Meaning p.570)

Assessments

Required on-demand post assessment for Unit 4 District Common Assessment

Memoir Unit of Study 3:

Write opinion pieces supporting a pointof view with reasons. W.5.1

Write sequenced narrative pieces using effective techniques. W.5.3

Uses structure appropriate to task. W.5.4

Uses writing process to strengthen work.W.5.5

Write routinely over extended time frames for discipline-specific tasks.W.5.10

Language Conventions Unit of Study 3:

Use Standard English grammar and usage conventions. L.5.1

Use Standard English capitalization,punctuation, and spelling conventions.L.5.2

Use knowledge of language and conventions. L.5.3

Demonstrate understanding of figurativelanguage and word relationships. L.5.5

Alternate Mentor Texts

“Mr. Entwhistle” in Hey World, Here IAm! By Jean Little (Making Meaning text,p.25)

“Last Kiss” in Marshfield Dreams byRalph Fletcher

Assessments

Optional narrative or opinion on-demand pre-assessment for Unit 3 (see WritingPathways pp.86, 182)

Issaquah School District: Teaching and Learning Services September 2019

READING &WRITING

FIFTH GRADE

*Continues all year

Reading

Trimester 1 Trimester 2 Trimester 2-3 Trimester 3 Comprehension Making Meaning Unit 1:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Read texts of appropriate complexity forgrade 5. RL.5.10*, RI.5.10*

Making Meaning Unit 4:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Determine theme and summarize text. RL.5.2

Integrate/compare and contrast information from several texts on the same topic. RI.5.9

Making Meaning Unit 8:

Determine theme and summarize text. RL.5.2

Determine two or more main ideas with supporting details. RI.5.2

Draw on information from print or digital sources. RI.5.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.5.4, RI.5.4

Explain structure of narrative text. RL.5.5 Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect RF.5.3

Read with accuracy and fluency (guided reading, conferring) RF.5.4

Additional Resources

Thinking Skills Strategy Charts: Goal Setting,Inferring, Determining Main Idea,Summarizing, Finding Evidence, Analyzing

GLAD Narrative Inputs

Story Pyramid on Connect

Reader’s Workshop Units (Mystery, Graphic Novels

Assessments

Fountas and Pinnell Benchmark Assessment System & Common Reading PRE Assessmt

Comprehension Making Meaning Unit 2:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Explain relationship between events,individuals, ideas or concepts (Cause and Effect). RI.5.3

Text featuresMaking Meaning Unit 3:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Determine two or more main ideas with supporting details. RI.5.2

Explain relationship between individuals,event, ideas or concepts based on text(Cause and Effect). RI.5.3

Integrate info from several texts on the same topic. RI.5.9

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.5.4, RI.5.4 Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect RF.5.3

Read with accuracy and fluency (guided reading, conferring) RF.5.4

Additional Resources

Thinking Skills Strategy Charts: GoalSetting, Inferring, Determining Main Idea,Summarizing, Finding Evidence

Reader’s Workshop Units (Mystery,Graphic Novels)

Assessments

Ongoing formative assessments

Comprehension Making Meaning Unit 7:

Compare and contrast text structures.RI.5.5

Analyze text noting point of view. RI.5.6

Draw on information from print or digitalsources. RI.5.7

Explain how an author uses evidence.RI.5.8

Making Meaning Unit 9:

Compare and contrast text structures.RI.5.5

Analyze text noting point of view. RI.5.6

Explain how an author uses reasons and evidence. RI.5.8

Compare and contrast stories in the samegenre. RL.5.9

Making Meaning Unit 10:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.5.4, RI.5.4 Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect RF.5.3

Read with accuracy and fluency (guided reading, conferring) RF.5.4

Additional Resources

Thinking Skills Strategy Charts: Point ofView, Compare and Contrast,Synthesizing, Analyzing

Reader’s Workshop Units (Mystery,Graphic Novels)

Assessments

Fountas and Pinnell BenchmarkAssessment System & Common Reading POST Assessmt

Comprehension Making Meaning Unit 5:

Quote accurately from text when finding evidence and making inferences. RL.5.1

Determine word meanings/figurativelanguage. RL.5.4

Making Meaning Unit 6:

Quote accurately from text when finding evidence and making inferences. RL.5.1,RI.5.1

Determine theme, and summarize text.RL.5.2

Compare and contrast characters,settings, and events based on text. RL.5.3

Explain relationships between individuals,events, ideas, or concepts based on text.RI.5.3

Draw on information from print or digitalsources. RI.5.7

Bookroom Leveled Texts Reinforce/teach Common Core standards including:

Determine word meaning. RL.5.4, RI.5.4 Word Study/Foundational Skills

See Word Study Resources Grades 3-5 on Connect RF.5.3

Read with accuracy and fluency (guided reading, conferring) RF.5.4

Additional Resources

Thinking Skills Strategy Charts: GoalSetting, Compare/Contrast, Inferring.Determining Main Idea, Summarizing,Finding Evidence, Analyzing

Reader’s Workshop Units (Mystery,Graphic Novels)

Assessments

Optional Fountas and PinnellBenchmark Assessment System