elementary language arts - amazon web services · play·book – noun 1. (in elizabethan drama) the...

Revised July 2016

LAWTON PUBLIC SCHOOLS

Elementary

LANGUAGE ARTS District Essential Map

play·book – noun

1. (in Elizabethan drama) the script of a play, used by the actors as an acting

text.

2. a book containing the scripts of one or more plays.

3. Football. a notebook containing descriptions of all the plays and strategies

used by a team, often accompanied by diagrams, issued to players for them to

study and memorize before the season begins.

4. Informal. any plan or set of strategies, as for outlining a campaign.

http://dictionary.reference.com/browse/the

http://dictionary.reference.com/browse/play

http://dictionary.reference.com/browse/book



Table of Contents

Playbook Definition 2

Forward Progress 3-4

Scott Foresman Reading Street 5-7

Personal Trainer 8

Larry Bell’s Power Words 9

Socratic Questions 10

Bloom’s Taxonomy 11

Question Mark 12

Marzana & MAX Teaching 13

Writing Information 14-23

Pre-Kindergarten Pacing Guide, Lit. First, etc. 24-42

Kindergarten Pacing Guide, Lit. First, etc. 43-74

T1/First Pacing Guide, Lit. First, etc. 75-105

Second Grade Pacing Guide, Lit. First, etc. 106-135

Third Grade Pacing Guide, Blueprints, etc. 136-169

Fourth Grade Pacing Guide, Blueprints, etc. 170-199

Fifth Grade Pacing Guide, Blueprints, etc. 200-231

Forward

Progress

Oklahoma Academic Standards

For more information visit the following

websites:

OAS:

http://sde.ok.gov/sde/oklahoma-academic-

standards

http://sde.ok.gov/sde/oklahoma-academic-standards

http://sde.ok.gov/sde/oklahoma-academic-standards

Forward Progress

Oklahoma State Department of Education

http://ok.gov/sde/test-support-teachers-and-administrators#OCCT-Test-

Item-specs - Test and Item Specification Documents http://ok.gov/sde/building-academic-vocabulary - Building Academic

Vocabulary

Science:

http://www.nsta.org/about/standardsupdate.aspx

Pebble Go: https://pebblego.com/login/

Pebble Go Next: https://www.pebblegonext.com/

Discovery Education: http://www.discoveryeducation.com/

Social Studies: http://www.socialstudies.org/commonstandards

Pebble Go: https://pebblego.com/login/

Pebble Go Next: https://www.pebblegonext.com/

Discovery Education: http://www.discoveryeducation.com/

Resources:

PARCC: http://www.parcconline.org/about-parcc Mrs. Waltke's Literacy Page: http://classroom.jc-schools.net/waltkek/ http://www.readwritethink.org

http://www.maxteaching.com Literacy First: refer to your guides and handbooks received at training

Reading Plus: https://www.readingplus.com/ Florida Center: http://www.fcrr.org/ Engage: http://engage.ok.gov/

Smart Exchange: http://exchange.smarttech.com/#tab=0 Writing with Design: http://www.writingwithdesign.com/

Corwin: https://us.corwin.com/en-us/nam

Heinemann: http://www.heinemann.com/

http://ok.gov/sde/test-support-teachers-and-administrators#OCCT-Test-Item-specs

http://ok.gov/sde/test-support-teachers-and-administrators#OCCT-Test-Item-specs

http://ok.gov/sde/building-academic-vocabulary

http://www.nsta.org/about/standardsupdate.aspx

https://pebblego.com/login/

https://www.pebblegonext.com/

http://www.discoveryeducation.com/

http://www.socialstudies.org/commonstandards

https://pebblego.com/login/

https://www.pebblegonext.com/

http://www.discoveryeducation.com/

http://www.parcconline.org/about-parcc

http://classroom.jc-schools.net/waltkek/

http://www.readwritethink.org/

http://www.maxteaching.com/

http://exchange.smarttech.com/#tab=0

http://www.writingwithdesign.com/

http://www.heinemann.com/

Scott Foresman Reading Street

Online Access Information

Using the following instruction, you may set up online access to the Online Leveled Reading Data Base, teacher

editions and student books. Pearson SuccessNet is a powerful web application that provides resources for teachers.

When using Pearson SuccessNet, be sure to turn off your pop-up blocker program. SuccessNet uses pop-ups, so your computer must allow them. Turn off Pop-Up Blocker from the Tools Menu in your browser. Registering: First time users

1. Go to www.pearsonsuccessnet.com

2. From the Welcome screen, click Register

3. Enter access code SFRDLR06NTEN00T (leveled reader data base) 06 and 00 are numbers and case sensitive

An access code unlocks the products that are licensed to your school. Once you register this code you may add

additional codes for teacher editions.

4. Click Next. 5. On the Enter Profile screen, enter in your school’s Zip Code. 6. From the Select School or Building list, click your school or building name, if your school is not listed,

type the first two or three digits of the Zip Code. DO NOT SELECT A SCHOOL UNLESS IT IS THE CORRECT ONE

7. Complete the following:

Title – select your title.

First Name – type your first name Last Name – type your last name

Teacher ID – Optional if you have one Username – type your username. (Create your own) Password – type your password (something you will remember)

Your password is case sensitive and must contain six or more numbers and/or letters with no punctuation or spaces.

Confirm Password – type your password a second time. Password hint – type a hint that will help you remember your password. Security Question – select a security question.

Your Answer – type the answer to your security question. Email address – type your school email address

Confirm Email address – type your email address a second time After your registration is complete, you may confirm your registration or log in.

SuccessNet confirms that the selected school is licensed to the products associated with your access code. Your

registration is complete when there is a match between the school’s license and the access code and all required information is entered.

You must confirm that your registration information is correct.

http://www.pearsonsuccessnet.com/

If you are already a Pearson Successnet user you may add products to your account by following the

direction below:

1. From the home page select My account. 2. Click Manage products 3. Click Add new products

4. Enter the product access code (codes listed below) 5. Click Check code

You will need to restart your account after new products are added.

Logging in:

1. Go to: www.pearsonsuccessnet.com 2. Type your username and password 3. Click on Log in - your home page will appear with products that were added.

The following codes contain products that can be added to your account.

Kindergarten

Resource Code

Reading Online Teacher Edition 2008 Gk SFRDTR08NTEN0kB

Reading Online Student Edition 2008 Gk SFRDSR08NTEN0kB

Reading Success Tracker 2008 Gk SFRDST08NTEN0kT

Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T

Science Leveled Readers SFSCLR06NTEN00T

Social Studies Leveled Readers SFSSLR06NTEN00T

1st Grade

Resource Code

Reading Online Teacher Edition 2008 G1 SFRDTR08NTEN01B

Reading Online Student Edition 2008 G1 SFRDSR08NTEN01B

Reading Success Tracker 2008 G1 SFRDST08NTEN01T




2nd Grade

Resource Code







3rd Grade

Resource Code







4th Grade

Resource Code







5th Grade

Resource Code







Personal Trainer

With the new Teacher and Leader Evaluation (TLE) going into effect, the following

are some suggestions to help you achieve your best on two of the dimensions: Oklahoma Academic Standards & Professional Growth and Continuous Improvement.

Dimension 8 – Instructional Effectiveness: Teacher understands and optimizes the delivery focus of the Oklahoma Academic Standards and the expectations derived from same on student learning and achievement.

To receive a 4 (Highly Effective) – Teacher has participated in available learning opportunities to assure

a strong foundation of understanding the conversion process from PASS to OAS and regularly and routinely uses alternate instructional strategies and modified content focus aligned with OAS.

Dimension 17 – Professional Growth and Continuous Improvement: Uses Professional Growth as a Continuous Improvement Strategy

To receive a 4 (Highly Effective) – Teacher participates in the required hours of professional

development and seeks additional training to update their content knowledge and professional practices beyond what is required.

For a full description of the TLE and all the dimensions, visit http://ok.gov/sde/sites/ok.gov.sde/files/TLE-TPSFramework12.pdf.

The websites listed contain links to archived webinars, videos of teaching strategies modeled. These will help you meet the requirements of the TLE.

Teaching Channel – Short videos used in actual classrooms

https://www.teachingchannel.org/videos?page=1&load=1

Simplek-12 – Webinars on many topics

http://community.simplek12.com/scripts/student/webinars/

http://ok.gov/sde/sites/ok.gov.sde/files/TLE-TPSFramework12.pdf

http://ok.gov/sde/sites/ok.gov.sde/files/TLE-TPSFramework12.pdf

https://www.teachingchannel.org/videos?page=1&load=1

Eval.

Synthesis

Analysis

Application

Comprehension

Knowledge

Larry Bell’s Power Words

Analyze Formulate

Compare Infer

Contrast Predict

Describe Summarize

Evaluate Support

Explain Trace

Revised Bloom’s Taxonomy

New Version Old Version

Remembering: Can the student remember or

recall the information?

define, duplicate, define, memorize, recall,

repeat, reproduce, state

Understanding: Can the student explain ideas

or concepts?

classify, describe, discuss, explain, identify,

locate, recognize, report, select, translate,

paraphrase

Applying: Can the student use the information

in a new way?

choose, demonstrate, dramatize, employ,

illustrate, interpret, operate, schedule, sketch,

solve, use, write

Analyzing: Can the student distinguish

between the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish,

examine, experiment, question, test

Evaluating: Can the student justify a stand or

decision?

appraise, argue, defend, judge, select, support,

value, evaluate

Creating: Can the student create new product

or point of view?

assemble, construct, create, design, develop,

formulate, write

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Questioning to Promote Higher Order Thinking Skills

The Six Types of Socratic Questions By R. W. Paul

Five Types of Questions Newer Views on Learning/Socratic-Questioning

By Leslie Owen Wilson

Questions for clarification: How do you say that?

How does this relate to our discussion?

Factual Soliciting reasonable simple, straight-forward answers

based on obvious facts or awareness. Lowest level of cognitive or affective processes and answers are frequently right or wrong.

Example Name the Shakespeare play about the

Prince of Denmark?

Questions that probe assumptions:

What could we assume instead? How can you verify or disapprove that?

Convergent

Answers to these questions are usually within a very finite range of acceptable accuracy. These may be at several different levels of cognition – comprehension, application, analysis, or ones where the answerer makes

inferences or conjectures based on personal awareness, or on material read, presented or known.

Example

On reflecting over the play Hamlet, what were the main reasons why Ophelia went mad? (This is not specifically stated in the text so reader must make

simple inferences to why she committed suicide.)

Questions that probe reasons or evidence: What would be an example?

What is … analogous to? What do you think causes to happen …? Why?

Questions about viewpoints and perspectives:

What would be an alternative? What is another way to look at it?

Would you explain why it is necessary or beneficial, and who benefi ts? What are the strengths and weaknesses of …?

How are … and … similar? What is a counterargument for …?

Divergent

These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. These questions often require students to analyze, synthesize or evaluate a

knowledge base and then project or predict different outcomes.

Example

In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and lives if Hamlet had not been so obsessed with the revenge

of his father’s death?

Questions that probe implications and consequences: What generalizations can you make?

What are the consequences of that assumption? What are you implying?

How does … affect …?

How does … tie in with what we learned before?

Evaluative These types of questions usually require sophisticated

levels of cognitive and/or emotional judgment. In attempting to answer, students may be combining multiple logical and/or affective thinking processes.

Answers are analyzed at multiple levels and from different perspectives for answerer to arrive at newly synthesized information or conclusions.

Example Compare and contrast the death of

Ophelia with that of Juliet? What are the similarities and differences

between Roman gladiatorial games and modern football? Questions about the question:

What is the point of this question? Why do you think I asked this question?

What does … mean? How does … apply to everyday life?

Combinations

These are questions that blend any combination of the above.

Levels of Questioning Question Cues Examples Knowledge

Identification and recall of information

Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter

List Define Tell Describe Identify List the main characteristics for the main characters.

Arrange scrambled story pictures in sequential order. Match statements with the characters who said them. Describe ….

Show Label Collect Examine Tabulate

Quote Name Who When Where

Comprehension Organization and selection of facts and ideas

Interpretation of facts, compare, contrast

Order, group and infer causes Predict consequences

Understanding information Grasping meaning

Translate knowledge into new context

Explain

Discuss

Compare

Extend

Draw a picture showing what happened before and after a passage or illustration.

Retell … in your own words. What is the main idea of …? Construct a pictorial timeline which summarizes what happens in the story.

Interpret

Predict

Describe

Contrast

Outline

Restate

Summarize

Distinguish

Application Use information, rules, principles

Use methods, concepts, theories in new situations Solve problems using required skil ls or knowledge

Apply Demonstrate Calculate Complete Transfer the new character to a new setting. Why is … significant?

Do you know another situation where …? What factors would you change if …?

Il lustrate Show Solve Examine

Modify Relate Change Classify

Analysis

Separation of the whole into component parts Seeing patterns

Organization of parts

Recognition of hidden meanings

Analyze Explain Arrange Select Select parts of the story that were funniest, saddest,

happiest, and most unbelievable. Compare and/or contrast two of the main characters. Differentiate fact from opinion.

What evidence can you list for …? Classify … according to ….

Separate Connect Divide Infer

Order Classify Compare Debate

Synthesis Use of old ideas to create new ones

Relate knowledge from several areas Generalize from given facts Predict, draw conclusions

Combine Rearrange Create What if? Rewrite Advertise the story on a poster to make people want to read it.

Write the lyrics and music to a song for one of the characters to sing. How would you create/design a new …? Rewrite two new titles for the story.

Design Integrate Substitute Compose Prepare

Modify Plan Invent Formulate Generalize

Evaluation Development of opinions, judgments, or decisions

Make choices based on reasoned argument

Verify value of evidence Recognize subjectivity & assess value of theories

Assess Grade Recommend Judge

Do you agree with …? Write a recommendation for …. Prioritize ….

What criteria would you use to assess …? Judge whether or not the character should have acted the way they did.

Bloom’s Taxonomy

QUESTION MARK BOOKMARK FOR QUALITY QUESTIONS

Knowledge – Identification and recall of information Who, what, when, where, how _______________? Describe _________________________________? Comprehension – Organization and selection of facts and ideas. Retell ___________________ in your own words. What is the main idea of ___________________? Application – Use of facts, rules, principles How is _______________ an example of ______? How is _______________ related to _________? Why is _________________________ significant? Analysis – Separation of a whole into component parts What are the parts or features of ____________? Classify _____ according to ________________. Outline/diagram/web _____________________. How does ______ compare/contrast with _____? What evidence can you list for ______________? Synthesis – Combination of ideas to form a new whole What would you predict or infer from ________? What ideas can you add to _________________? How would you create/design a new _________. What might happen if you combined __ with ___? What solutions can you suggest for __________? Evaluation – Development of opinions, judgments, or decisions Do you agree ____________________________? What do you think about ___________________? What is the most important _________________? Prioritize ________________________________? What criteria would you use to assess _________?

Forget, Mark A. MAX Teaching with Reading and Writing: Classroom Activities for Helping Students Learn New Subject Matter While Acquiring Literacy Skills. Victoria, BC, Canda: Trafford Publishing, 2004. 251. Print.

DOUBLE COVERAGE Refer to MAX Teaching Guide book for further activities and lessons.

Marzano’s Instructional Strategies MAX Teaching Activities

1. Identifying Similarities and

Differences

Anticipation Guide, Previewing, Cornell Notes, Cubing, KWL, Focused Free Writes, Math Translation, GIST, Guided Reading Procedure, INSERT, Paired Reading,

PQRST, Extreme PR, Think-Pair-Share, Stump the Teacher, 3-Level Study Guide, Idea Survivor

2. Summarizing and Note Taking

Anticipation Guide, Fiction Prediction, Cornell Notes, Cubing, KWL, Focused Free

Writes, Math Translation, GIST, Guided Reading Procedure, Hunt for Main Ideas, I-Cloze, Paired Reading, PQRST, Extreme PR, Sensible Sentence, Graphic

Representation, Stump the Teacher, 3-Level Study Guide, Concept Check, Idea Survivor

3. Reinforcing Effort & Providing

Recognition

ALL

4. Homework and Practice Cornell Notes, Cubing, Math Translation, Hunt for Main Ideas, INSERT, I-Cloze, PQRST, Sensible Sentence, Graphic Representation, Think-Pair-Share, 3-Level Study

Guide, Idea Survivor

5. Non-Linguistic Representations Previewing, INSERT, Sensible Sentence, Graphic Representation

6. Cooperative Learning

Anticipation Guide, Cubing, Fiction Prediction, KWL, Guided Reading Procedure,

GIST, Hunt for Main Ideas, INSERT, I-Cloze, Paired Reading, PreP, Extreme PR, Sensible Sentence, Graphic Representation, Think-Pair-Share, 3-Level Study Guide,

Idea Survivor

7. Setting Objectives & Providing Feedback

ALL

8. Generating & Testing Hypotheses

Anticipation Guide, Previewing, Fiction Prediction, KWL, PreP, Focused Free Write,

Guided Reading Procedure, I-Cloze, PQRST, Extreme PR, Graphic Representation, Think-Pair-Share, 3-Level Study Guide, Stump the Teacher, Concept Check, Idea

Survivor

9. Questions, Cues, & Advanced

Organizers

Anticipation Guide, Previewing, Cornell Notes, Fiction Prediction, KWL, Insert, I-Cloze, PQRST, PreP, Extreme PR, Sensible Sentence, Graphic Representation, Think-

Pair-Share, 3-Level Study Guide, Stump the Teacher, Concept Check, Idea Survivor

Special Plays

Writing Information

The Oklahoma State Department of Education has stated that the 5 th and 8th

grade writing tests will be PASSAGE-BASED.

Please check the SDE website (http://www.ok.gov/sde/) for the new rubrics.

WRITING FOLDERS

Each year, the following THREE pieces should be added to

the Writing Folders. Include ONLY the final copy.

1. Narrative

2. Informational/Explanatory

3. Argumentative/Opinion

http://www.ok.gov/sde/

Writing Definitions of the Standards’ Three Text Types

These definitions came from http://www.time4writing.com/writing-resources/types-of-essays/

Narrative Writing

In a narrative essay, the writer tells a story about a real-life experience. While telling a story may sound easy to

do, the narrative essay challenges students to think and write about themselves. When writing narrative essay,

writers should try to involve the ready by making the story as vivid as possible. The fact that narrative essays

are usually written in the first person helps engage the reader. “I” sentences give readers a feeling of being part

of the story. A well-crafted narrative essay will also build towards drawing a conclusion or making a personal

statement.

Informational/Explanatory (Expository) Writing

The expository essay is an informative piece of writing that presents a balanced analysis of a topic. In an

expository essay, the writer explains or defines a topic, using facts, statistics, and examples. Expository writing

encompasses a wide range of essay variations, such as the comparison and contrast essay, the cause and effect

essay, and the “how to” or process essay. Because expository essays are facts and not personal feelings, writers

don’t reveal their emotions or write in the first person.

Argumentative Opinion (Persuasive Essay) Writing

While like an expository essay in its presentation of facts, the goal of the persuasive essay is to convince the

reader to accept the writer’s point of view or recommendation. The writer must build a case using facts and

logic, as well as examples, expert opinion, and sound reasoning. The writer should present all sides of the

argument, but must be able to communicate clearly and without equivocation why a certain position is correct.

Timed Writing Tips

Students should be taught to first analyze the prompt. After all, if they don’t know what they are supposed to be

writing about, how can they write? Analyzing the prompt forces them to get something on their paper. Have students write the following on the top of their brainstorming page, every time they begin writing.

Form:

Audience:

Purpose: To

If you cannot answer those three questions, you will not be able to properly respond to the prompt.

When first teaching this step, it is beneficial to have students analyze several prompts before even beginning a timed writing.

Once students have analyzed the prompt, they should begin brainstorming. Teach students several ways to brainstorm – lists, webs, outlining, etc.

Give students time guidelines. For example, write the following on the board:

10 minutes – Analyze Prompt & Brainstorm 15 minutes – Write 5 minutes – Revise & Edit

The times can be adjusted according to the level of your students and the time you have available. It is

suggested that timed writings occur once a week. Students will need to get into the practice of making their first copy their only copy during a timed writing.

Skipping lines when writing is good practice. If a word or sentence needs to be added, the insert symbol and the space above the line will provide ample space.

Wondering how to grade? This is up to teacher discretion. If it is one of the first times, maybe students earn their grade by completing all the steps. Maybe another time they are graded on having complete sentences or

paragraphs. A grade could also be given for having a main idea and supporting details. Each timed writing does not need to be graded as a complete essay. Take whichever concept you have been working on and grade that concept. It is very important to let students know BEFORE they write how they will be graded.

Another Strategy – RAFTS

What’s your Role?

What’s your Audience?

What’s your Format?

What’s your Topic?

What’s your Strong verb?

For more information on using RAFTS visit: www.readwritethink.org

Role

Audience Audience

Format

Topic

RAFT

http://www.readwritethink.org/

Writing Resources

Creative writing prompts for every day of the year.

http://www.theteacherscorner.net/daily-writing-prompts/

Home of the interactive writing prompts

http://writingfix.com/

6+1 Trait® Writing Prompts

http://educationnorthwest.org/resource/514

Click on “The Writing Teacher’s Strategy Guide”

http://www.ttms.org/

Argument & Persuasive Writing: Lesson plans and teaching resources

http://www.webenglishteacher.com/argument.html

The rubric on the following page is what the OK SDE has

used in the past to grade the 5th grade writing tests.

The following rubrics can be used or tweaked to meet the

needs of your classroom.

http://www.theteacherscorner.net/daily-writing-prompts/

http://writingfix.com/

http://educationnorthwest.org/resource/514

http://www.ttms.org/

http://www.webenglishteacher.com/argument.html

OKLAHOMA ANALYTIC SCORING RUBRIC - OKLAHOMA WRITING ASSESSMENT 5TH GRADE OCCT

Student's Name_____________________________________________Topic/Prompt_________________________________________________________________________

Score Ideas and Development - 30% Score Sentences and Paragraphs - 15%

4 The content is well suited for the audience and purpose; main idea or thesis is clear; ideas are fully developed and elaborated using details, examples, reasons, or evidence; writer expresses an insightful perspective towards the topic

4 Writing clearly demonstrates appropriate sentence structure; writing has few or no run-on or fragment errors; writing has a rich variety of sentence structure, types, and lengths; ideas are organized into paragraphs that blend into larger text; evidence of appropriate paragraphing

3 The content is adequate for audience and purpose; main idea is evident but may lack clarity; ideas are developed using some details, examples, reasons, and/or evidence; writer sustains his/her

perspective toward the topic throughout most of the composition

3 Writing adequately demonstrates appropriate sentence structure; writing may contain a small number of run-on or fragment errors that do not interfere with fluency; writing has adequate

variety of sentence structure; ideas may be organized into paragraphs

2 The content is inconsistent with audience and purpose; main idea is not focused and leaves the reader with questions; must infer to understand; ideas are minimally developed with few details; may simply be a list of ideas; writer has difficulty expressing his/her perspective toward topic

2 Writing demonstrates lack of control in sentence structure; writing contains errors such as run-ons and fragments that interfere with fluency; writing has limited variety of sentence structure; writing may show litt le or no attempt at paragraphing

1 The content is irrelevant to the audience and purpose; lacks a central idea; ideas lack development or may be repetitive; writer has lit tle or no perspective on topic

1 Inappropriate sentence structure; many errors in structure (run-ons, fragments); no variety in structure; no attempt at paragraphing

Comment:

Comment:

Score Organization, Unity, and Coherence - 25% Score Word Choice - 15%

4 Introduction engages the reader; sustained or consistent focus on the topic; logical and appropriate

sequencing and balanced with smooth, effective transitions; order and structure are strong and move the reader through the text; conclusion is satisfying

4 Appropriate word choice which conveys the correct meaning and appeals to the audience in an

interesting, precise, and natural way; the writing may be characterized by, but not limited to lively verbs, vivid nouns, imaginative adjectives, figurative language, dialogue; no vague, overused, repetitive language is used (a lot, great, very, really); ordinary words used in an unusual way

3 Evident introduction to the topic; adequate focus; adequate sequencing; stays on topic with lit tle digression; uses limited but effective transitions; order and structure are present; conclusion is

appropriate

3 Words generally convey the intended message; the writer uses a variety of words that are appropriate but do not necessarily energize the writing; the writing may be characterized by

attempts at figurative language and dialogue, some use of lively verbs, vivid nouns, and imaginative adjectives, few vague, overused, and repetitive words are used

2 May lack a clear organizational structure; weak evidence of unity; lit tle or limited sequencing and/or transitions; details may be randomly placed

2 Word choice lacks precision and variety or may be inappropriate to the audience and purpose; may be simplistic and/or vague; relies on overused or vague language (a lot, great, very, really); few attempts at figurative language and dialogue; word choice is unimaginative and colorless with

images that are unclear or absent

1 Lacks logical direction; no evidence of organizational structure 1 Word choice indicates an extremely limited or inaccurate vocabulary; no attempts at figurative language; general, vague words that fail to communicate meaning; text may be too short to demonstrate variety

Comment:

Comment:

Score Grammar, Usage, and Mechanics - 15% Students, test your score against the state formula: To calculate, multiply the weights by the trait scores. Sum

up all of the weighted trait scores. Multiply 1.38494 by the sum of the weighted trait scores. Then add 0.29278. The final number is the writing score. Drop any numbers after the decimal point. 1 (Unsatisfactory) 2, 3 (Limited Knowledge) 4 (Satisfactory) 5, 6 (Advanced) (Must have 4, 5, or 6 to pass)

Analytic Traits Weight Trait Score Weighted Trait Score

Ideas and Development .30 x =

Organization, Unity, and Coherence .25 x =

Sentences and Paragraphs .15 x =

Word Choice .15 x =

Grammar, Usage, and Mechanics .15 x =

Sum

= _____

_____(Sum) x 1.38494 + 0.29278 = _____ (Composite [Final] Score) sde.state.ok.us 12-05

4 The writer demonstrates appropriate use of correct spelling, punctuation, capitalization, grammar,

usage; errors are minor and do not affect readability

3 The writer demonstrates adequate use of correct spelling, punctuation, capitalization, grammar,

usage; errors may be more noticeable but do not significantly affect readability

2 The writer demonstrates minimal use of correct spelling, punctuation, capitalization, grammar, usage; errors may be distracting and interfere with readability

1 The writer demonstrates very limited use of correct spelling, punctuation, capitalization, grammar, usage; errors are numerous and severely impede readability

Comment:

OK State Department of Education Writing Assessment 5TH GR. OCCT 12-05

The following rubric can be found in any teacher’s edition of the basal behind the red tabs.

That section also contains rubrics that are on a three and four point scale.

Explanatory/Informational (Expository) Writing Scoring Rubric 5 4 3 2 1

Focus/Ideas

Excellent, focused exposition; well elaborated with quality details

Informed focused exposition; elaborate with telling details

Generally focused exposition; some supporting details

Sometimes unfocused exposition; needs more supporting details

Rambling exposition; lacks development and detail

Organization/

Paragraphs

Logical, consistent flow of ideas; good transitions

Logical sequencing of ideas; uses transitions

Sequenced ideas with some transitions

Little direction from beginning to end; few order words

Lacks structure and transitions

Voice

Writer closely involved; informative voice well suited to topic

Reveals personality; voice suited to topic

Sincere voice suited to topic

Little writer involvement, personality

Careless writing with no feeling

Word Choice Vivid, precise words to express ideas

Clear words to express ideas

Language adequate but may lack precision

Generally limited or redundant language

Vague, dull, or misused words

Sentences

Strong topic sentence; fluent, varied structures

Good topic sentence; smooth sentence structure

Topic sentence correctly constructed; some sentence variety

Topic sentence is unclear or missing; wordy, awkward sentences

No topic sentence; many incomplete or run-on sentences

Conventions Excellent control; few of no errors

No serious errors to affect understanding

Reasonable control; few distracting errors

Weak control; enough errors to affect understanding

Many errors that prevent understanding



Narrative Writing Scoring Rubric 5 4 3 2 1

Focus/Ideas

Excellent, focused

narrative;

well elaborated

with quality details

Good, focused

narrative; elaborate

with telling details

Generally focused

narrative; some

supporting details

Sometimes unfocused

narrative; needs more

supporting details

Rambling narrative;

lacks development and

detail

Organization/

Paragraphs

Strong beginning,

middle, end;

appropriate order

words

Coherent beginning,

middle, and end; some

order words

Recognizable

beginning, middle, and

end; some order

words

Little direction from

beginning to end; few

order words

Lacks beginning,

middle, end; incorrect

or no order words

Voice

Writer closely

involved;

engaging personality

Reveals personality Sincere voice but not

fully engaged

Little writer

involvement,

personality

Careless writing with

no feeling

Word Choice Vivid, precise words

that bring story to life

Clear words to bring

story to life

Language adequate

but lacks color

Generally limited or

redundant language

Vague, dull, or

misused words

Sentences

Excellent variety of

sentences; natural

rhythm

Varied lengths, styles;

generally smooth

Correctly constructed

sentences; some

variety

May have simple,

awkward, or wordy

sentences; little variety

Choppy; many

incomplete or run-on

sentences

Conventions Excellent control;

few of no errors

No serious errors to

affect understanding

Reasonable control;

few distracting errors

Weak control; enough

errors to affect

understanding

Many errors that

prevent understanding



Descriptive Writing Scoring Rubric 5 4 3 2 1

Focus/Ideas

Excellent, focused

description; well

elaborated with

quality details

Good, focused

description;

elaborated with telling

details

Generally focused

description; some

supporting details

Sometimes unfocused

description; needs

more supporting

details

Rambling description;

lacks development

and detail

Organization/

Paragraphs

Compelling ideas

enhanced by order,

structure, and

transitions

Appealing order,

structure, and

transitions

Adequate order,

structure, and some

transitions to guide

reader

Little direction from

beginning to end; few

transitions

Lacks direction and

identifiable structure;

no transitions

Voice

Writer closely

involved; engaging

personality

Reveals personality Sincere voice but not

fully engaged

Little writer

involvement,

personality

Careless writing with

no feeling

Word Choice

Vivid, precise words

that create memorable

pictures

Clear, interesting

words to bring

description to life

Language adequate;

appeals to senses


redundant language

Vague, dull, or

misused words

Sentences


sentences; natural

rhythm


generally smooth

Carefully constructed

sentences; some

variety

Simple, awkward, or

wordy sentences; little

variety

Choppy; many


sentences

Conventions Excellent control; few

or no errors



Reasonable control;



errors to affect

understanding

Many errors that




Persuasive Writing Scoring Rubric

5 4 3 2 1

Focus/Ideas

Persuasive argument

carefully built with

quality details with

counterpoint

Persuasive argument

well supported with

details including

counterpoint

Persuasive argument

with one or two

convincing details

Persuasive piece

sometimes unfocused;

needs more support

Rambling persuasive

argument; lacks

development and

detail

Organization/

Paragraphs

Information chosen

and arranged for

maximum effect

Evident progression

of persuasive ideas

Information arranged

in a logical way with

some lapses

Little structure or

direction

No identifiable

structure

Voice

Writer closely

involved; persuasive

but not overbearing

Maintains persuasive

tone

Sometimes uses

persuasive voice

Little writer

involvement,

personality

Shows little

conviction

Word Choice

Persuasive words

carefully chosen for

impact

Argument supported

by persuasive

language

Occasional persuasive

language


redundant language

Vague, dull, or

misused words; no

persuasive words

Sentences


sentences; natural

rhythm


generally smooth

Carefully constructed

sentences; some

variety

Simple, awkward, or

wordy sentences; little

variety

Choppy; many


sentences

Conventions Excellent control; few

or no errors



Reasonable control;



errors to affect

understanding

Many errors that


PRE-KINDERGARTEN

PACING GUIDE

Guidance for using the Literacy First Battery of Assessments

To Identify Students “At-Risk” for failure in acquiring sufficient reading skills

Pre-KINDERGARTEN

Phonological Awareness and

Oral Language Skills

Letter Recognition Skills and

Phonics

Fluency Word Study, Spelling

and Vocabulary

Comprehension

Assessment

Used

P.A.S.T Not applicable Not applicable Not applicable Not applicable

Beginning

of Year

Not applicable Not applicable Not applicable Not applicable Not applicable

Middle

of Year

Not applicable Not applicable Not applicable Not applicable Not applicable

End

of Year

Students meeting on grade

level criteria demonstrate

mastery of skills listed

previously plus:

P.A. skil ls 1, 2

Not applicable Not applicable Not applicable Not applicable


Pre-K Reading Curriculum Guide

1st 9 Weeks

Concept Standard Resources

Reading-Students will develop

and apply effective

communication skills through

speaking and active listening.

PK.1.R.1 Students will actively listen and speak using agreed-upon rules with

guidance and support.

PK.1.R.2

Students will begin to ask and answer questions about information

presented orally or through text or other media with guidance and

support.

PK.1.R.3

Students will begin to engage in collaborative discussions about

appropriate topics and texts with peers and adults in small and large

groups with guidance and support.

PK.1.R4 Students will follow simple oral directions.

Writing-Students will develop

and apply effective


speaking and active listening

to create individual and group

projects and presentations.

PK.1.W.1 Students will begin to orally describe personal interests or tell

stories to classmates with guidance and support.

PK.1.W.2 Students will work respectfully with others with guidance and

support.

Print Concepts-students will

demonstrate their

understanding of the

organization and basic

features of print, including

book handling skills and the

understanding that printed

materials provide information

and tell stories.

PK.2.PC.1

Students will write the majority of the letters in their first name

and some uppercase and lowercase letters with guidance and

support.

PK.2.PC.2

Students will understand that print carries a message by

recognizing labels, signs, and other print in the environment

with guidance and support.

PK.2.PC.3 Students will begin to demonstrate correct book orientation and

identify the front and back covers of a book.

PK.2.PC.4 Students will recognize that written words are made up of letters

and are separated by spaces with guidance and support.

PK.2.PC.5 Students will begin to understand that print moves from top to

bottom, left to right, and front to back.

Fluency-students will

recognize high-frequency

words and read grade-level

text smoothly and accurately,

with expression that connotes

comprehension.

PK.2.F1 Students will read first name in print.

Writing-students will develop

and strengthen writing by

engaging in a recursive

process which includes

planning, prewriting, drafting,

revising, editing, and

publishing.

PK.2.W Students will begin to express themselves through drawing,

dictating, and emergent writing.

Writing-students will write for

varied purposes and

audiences in all modes, using

fully developed ideas, strong

organization, well-chosen

words, fluent sentences, and

appropriate voices.

PK.3.W Students will use drawing, labeling, and dictating to express

thoughts and ideas with guidance and support.

Reading-students will expand

academic, domain-

appropriate, grade level

vocabularies through reading,

word study, and class

discussion.

PK.4.R1

Students will acquire new academic, content-specific, grade-

level vocabulary and relate new words to prior knowledge with


Reading-students will read

independently for a variety of

purposes and for extended

periods of time. Students will

select appropriate texts for

specific purposes.

PK.8.R Students will demonstrate interest in books during read alouds,

and shared reading, and interact independently with books.

Writing-students will write

independently for extended


vary their modes of expression

to suit audience and task.

PK.8.W Students will express their ideas through combination of

drawing and emergent writing with guidance and support.

2nd 9 Weeks

All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.


Reading-Students will

develop and apply effective





PK.1.R.2



support.

PK.1.R.3






and apply effective



to create individual and

group projects and

presentations.




support.

Phonological Awareness-

phonological awareness is

the ability to recognize, think

about and manipulate

sounds in spoken language

without using text.

PK.2.PA.1 Students will distinguish spoken words in a sentence with


PK.2.PA.2 Students will recognize spoken words that rhyme.


demonstrate their


PK.2.PC.1



support.






and tell stories.

PK.2.PC.2




PK.2.PC.3 Students will begin to demonstrate correct book orientation

and identify the front and back covers of a book.

PK.2.PC.4 Students will recognize that written words are made up of

letters and are separated by spaces with guidance and support.



Phonics and Word Study-

students will decode and

read words in context and

isolation by applying phonics

and word analysis skills.

PK.2.PWS.1

Students will name the majority of the letters in their first

name and many uppercase and lowercase letters with







comprehension.






planning, prewriting,

drafting, revising, editing,

and publishing.



Reading-students will

comprehend, interpret,

evaluate, and respond to a

PK.3.R.1

Students will describe the role of an author and illustrator,

telling how they contribute to a story, with guidance and

support.

variety of complex texts of all

literary and informational

genres from a variety of

historical, cultural, ethnic,

and global perspectives.

PK.3.R.2 Students will describe characters in a story with guidance

and support.

PK.3.R.3 Students will tell what is happening in a picture or

illustration with guidance and support.


for varied purposes and





appropriate voices.




academic, domain-


vocabularies through

reading, word study, and

class discussion.

PK.4.R1




PK.4.R.3 Students will name and sort familiar objects into categories

based on common attributes with guidance and support.






specific purposes.

PK.8.R Students will demonstrate interest in books during read aloud,





vary their modes of

expression to suit audience

and task.



3rd 9 Weeks









PK.1.R.2



support.

PK.1.R.3






and apply effective




group projects and

presentations.




support.




about and manipulate sounds

in spoken language without

using text.




PK.2.PA.3 Students will begin to recognize syllables in spoken words.

(e.g., sunshine= sun + shine).

PK.2.PA.4 Students will begin to isolate initial and final sounds in

spoken words.

PK.2.PA.5 Students will begin to recognize initial sounds in a set of

spoken words. (i.e., alliteration)


demonstrate their







and tell stories.

PK.2.PC.1



support.

PK.2.PC.2










PK.2.PC.6

Students will recognize ending punctuation marks in print

during shared reading or other text experiences with



students will decode and read

words in context and



PK.2.PWS.1


name and many uppercase and lowercase letters with guidance

and support.

PK.2.PWS.2 Students will produce some sounds represented by letters







comprehension.



and comprehend

increasingly complex literary

and informational texts.

PK.2.R

Students will begin to retell or reenact major events from a

read-aloud with guidance and support to recognize the

main idea.







and publishing.











PK.3.R.1



support.

PK.3.R.2 Students will describe characters in a story with guidance and

support.

PK.3.R.3 Students will tell what is happening in a picture or illustration


PK.3.R.4

Students will ask and answer basic questions (e.g., who,

what, where, and when) about texts during shared reading

or other text experiences with guidance and support.







appropriate voices.




academic, domain-




class discussion.

PK.4.R1






Reading-students will apply

knowledge of grammar and

rhetorical style to analyze

and evaluate a variety of

texts.

PK.5.R.1

Students will begin to understand the function of grammar

through exposure to conversations, read-alouds, and

interactive reading.


comprehend, evaluate, and

synthesize resources to

acquire and refine

knowledge.

PK.6.R

Students will begin to identify pictures, charts, grade-

appropriate texts, or people as sources of information on a

topic of interest.






specific purposes.






vary their modes of


and task.



4th 9 Weeks









PK.1.R.2



support.

PK.1.R.3






and apply effective




group projects and

presentations.




support.






using text.




PK.2.PA.3 Students will begin to recognize syllables in spoken words.

(e.g., sunshine= sun + shine).

PK.2.PA.4 Students will begin to isolate initial and final sounds in spoken

words.

PK.2.PA.5 Students will begin to recognize initial sounds in a set of

spoken words. (i.e., alliteration)

PK.2.PA.6

Students will combine onset and rimes to form familiar one

syllable spoken words with pictorial support (e.g., /c/ + at=

cat).


demonstrate their







and tell stories.

PK.2.PC.1



support.

PK.2.PC.2










PK.2.PC.6

Students will recognize ending punctuation marks in print

during shared reading or other text experiences with




words in context and



PK.2.PWS.1


name and many uppercase and lowercase letters with guidance

and support.

PK.2.PWS.2 Students will produce some sounds represented by letters with



recognize high-frequency PK.2.F1 Students will read first name in print.




comprehension.


and comprehend increasingly

complex literary and

informational texts.

PK.2.R

Students will begin to retell or reenact major events from a

read-aloud with guidance and support to recognize the main

idea.







and publishing.











PK.3.R.1



support.

PK.3.R.2 Students will describe characters in a story with guidance and

support.

PK.3.R.3 Students will tell what is happening in a picture or illustration


PK.3.R.4

Students will ask and answer basic questions (e.g., who, what,

where, and when) about texts during shared reading or other

text experiences with guidance and support.









appropriate voices.


academic, domain-




class discussion.

PK.4.R1




PK.4.R.2 Students will begin to develop an awareness of context

clues through read-alouds and other text experiences.



Writing-students will apply

knowledge of vocabularies to

communicate by using

descriptive, academic, and

domain-appropriate abstract

and concrete words in their

writing.

PK.4.W.1 Students will begin to use new vocabulary to produce and

expand complete sentences in shared language activities.

PK.4.W.2 Students will begin to select appropriate language

according to purpose.





texts.

PK.5.R.1


through exposure to conversations, read-alouds, and interactive

reading.

PK.5.R.2 Students will recognize concrete objects as persons, places,

or things (i.e., nouns) with guidance and support.

PK.5.R.3 Students will recognize words as actions (i.e., verbs) with


PK.5.R.4

Students will group pictures and movement, and determine

spatial and time relationships such as up, down, before,

and after with guidance and support.




acquire and refine

knowledge.

PK.6.R

Students will begin to identify pictures, charts, grade-


topic of interest.

Writing-students will

summarize and paraphrase,

integrate evidence, and cite

sources to create reports,

projects, papers, texts, and

presentations for multiple

purposes.

PK.6.W

Students will generate topics of interest and decide if a

friend, teacher, or expert can answer their questions with



recognize formats of print

and digital text with


PK.7.R Students will recognize formats of print and digital text


Writing-students will create

multimodal texts to

communicate knowledge and

develops arguments.

PK.7.W Students will use appropriate technology to communicate

with others with guidance and support.






specific purposes.






vary their modes of


and task.



KINDERGARTEN

PACING GUIDE

Guidance for using the Literacy First Battery of Assessments-To Identify Students “At-Risk” for failure in acquiring sufficient reading skills

KINDERGARTEN




Phonics


and Vocabulary

Comprehension

Assessment

Used

P.A.S.T Early Childhood Phonics

Assessment

Not applicable Words Their Way

Spelling Inventories*

STAR Early

Literacy

Beginning

of Year



mastery of these Pre-K skills:

Spoken Word

Rhyme Recognition


level criteria demonstrates

mastery of these Pre-K skills:

Recites Alphabet

Recognizes first name

Distinguishes letters

from words Writes name

Recognizes 14 letters

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.

Not applicable Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

Middle

of Year




previously plus:

P.A. skil ls 3-8




previously plus:

Consonant names –

upper/lower Vowel names –

Upper/lower

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.


Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

End

of Year




previously plus:

P.A. skil ls 9, 10, 15



mastery of these skills:

All kindergarten skil ls

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.


Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

1st Semester--Letter/Sound Study & Literature

Week 1 & 2: Review all letter names and sounds

**Literacy First Assessment

September—Vowel of the Month Short/Long A

Week 3: Letter/Sound B Character

Week 4: Letter/Sound M Setting

Week 5: Letter/Sound T Sequencing

Week 6: Letter/Sound S Classify and Categorize

October—Vowel of the Month Short/Long I

Week 7: Letter/Sound R Compare and Contrast

Week 8: Letter/Sound P Setting

Week 9: REVIEW ALL Previous Letters Introduced

Week 10: Letter/Sound N Main Idea

November—Vowel of the Month Short/Long O

Week 11: Letter/Sound K Fiction/Nonfiction

Week 12: Letter/Sound C Compare and Contrast

Week 13: Letter/Sound H Plot

Week 14: Letter/Sound F Cause and Effect


December—Review Vowels A, I & O


Week 16: Letter/Sound D Drawing Conclusions


2nd Semester--Letter/Sound Study & Literature

Week 1: Letter/Sound L Sequence

Week 2: Letter/Sound G Compare and Contrast

Week 3: Letter/Sound J Character

Week 4: Letter/Sound W Main Idea

February—Vowel of the Month Short/Long U

Week 5: Letter/Sound Y Plot

Week 6: Letter/Sound Z Setting

Week 7: Letter/Sound V Drawing Conclusions

Week 8: Letter/Sound Q Realism and Fantasy


March—Review ALL Vowels

Week 9: Letter/Sound X Cause and Effect

Week 10: Review ALL

April—Review all Letters and Sounds

---Review compare/contrast and plot

May--**Literacy First Assessment

—Review all Letters and Sounds

---Review main idea and drawing conclusions

Phonological and Phonemic Awareness Focus

1st Semester

Week 1-9 *Concept of Spoken Word *Rhyming & Rhyme Recognition

*Rhyme Completion

Rhyme Production: the ability to produce a real or nonsense word that rhymes with one which the child has just heard. A child with

good rhyme production skills will be able to hear a word like

“cake” and name a rhyming word like “take” or “make”.

Week 10-17 *Syllables-ability to separate or blend words the way they are pronounced

*Syllable Blending-say the words in parts “o – pen” together =

“open” *Syllable Segmentation-tell the two parts in a word “o” and “pen”

are in “open”

Phonological and Phonemic Awareness Focus

2nd Semester

Week 1-10 *Syllable Deletion—say “open” without the “pen”, what is left? “o” *Phoneme Isolation Initial Sounds-isolate a single sound (at the

beginning) say “mat” without the “m” = at

*Phoneme Isolation Final Sounds-isolate a single sound in a word, final sound in sat (t)

*Phoneme Blending-Onset & Rhyme-changing the first letter in a

word and making a word family: mat, sat, hat *Discuss blends/digraphs-blends -2 or more consonants grouped

together each retaining a sound (ex. Blanket /b/l/ = bl) diagraphs- 2

or more consonants are grouped together and a single consonant sound is produced (ex. sh, ch, tch)

**Phonics—identify all consonant and vowel sounds **Identify High Frequency words

April/May *Review all Literacy First Kindergarten items

*Go onto 1st Grade Literacy First items for those who are ready.

*Identify High Frequency Words


Kindergarten Reading Curriculum Guide

1st 9 Weeks



and apply effective



K.1.R.1 Students will actively listen and speak using agreed-upon rules with


K.1.R.2

Students will ask and answer questions to seek help, get information,

or clarify about information presented orally or through text or other

media and support.

K.1.R.3

Students will engage in collaborative discussions about appropriate

topics and texts with peers and adults in small and large groups with


K.1.R4 Students will follow one and two step directions.


and apply effective



to create individual and group


K.1.W.1

Students will orally describe personal interests or tell stories,

facing the audience and speaking clearly in complete sentences

and following implicit rules for conversation, including taking

turns and staying on topic.

K.1.W.2 Students will work respectfully with others with guidance and

support.


phonological awareness is the

ability to recognize, think



using text.

K.2.PA.1 Students will distinguish spoken words in a sentence.

K.2.PA.2 Students will recognize and produce pairs of rhyming words

and distinguish them from non-rhyming pairs.


demonstrate their K.2.PC.1

Students will correctly form letters to write their first and last

name and most uppercase and lowercase letters correctly.







and tell stories.

K.2.PC.2

Students will demonstrate their understanding that print carries

a message by recognizing labels, signs, and other print in the

environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify

the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of

letters and are separated by spaces.

K.2.PC.5

Students will recognize that print moves from top to bottom,

left to right, and front to back (does not have to be matched to

voice.)



words in context and isolation

by applying phonics and word

analysis skills.

K.2.PWS.1 Students will name all uppercase and lowercase letters.

K.2.PWS.3

Students will produce the primary or most common sound for

each consonant, short and long vowel sounds (e.g., c= /k/, c =

/s/, s = /z/, x= /ks/, x= /z/).






comprehension.

K.2.F.1 Students will read first and last name in print.

K.2.F.2 Students will read common high frequency grade-level words

by sight (e.g., not, was, to, have, you, he, is, with, are).







K.3.R.1 Students will name the author and illustrator, and explain the

roles of each in a particular story.

K.3.R.2 Students will describe characters and setting in a story with


K.3.R.3 Students will tell what is happening in a picture or illustration.


and global perspectives. K.3.R.4

Students will ask and answer basic questions (e.g. who, what,




academic, domain-

appropriate, grade-level

vocabularies through reading,

word study, and class

discussion.

K.4.R.1




K.4.R.3 Students will name and sort pictures of objects into categories








writing.

K.4.W.1

Students will use new vocabulary to produce and expand

complete sentences in shared language activities with guidance

and support.

K.4.W.2 Students will select appropriate language according to purpose




rhetorical style to analyze and

evaluate a variety of texts.

K.5.R.1



reading.






specific purposes.

K.8.R Students will demonstrate interest in books during read alouds,





vary their modes of


and task.

K.8.W Students will express their ideas through combination of


TOPIC:

WRITING August-Narrative, September and October-Informational


varied purposes and





appropriate voice.

K.3.W

Students will use drawing, labeling, dictating, and writing to tell

a story, share information, or express an opinion with guidance

and support.




vary their modes of


and task.

K.8.W Students will express their ideas through a combination of


2nd 9 Weeks









K.1.R.2



media and support.

K.1.R.3






and apply effective




group projects and

presentations.

K.1.W.1






support.






using text.




K.2.PA.3

Students will isolate and pronounce the same initial sounds

in a set of spoken words (i.e, alliteration) (e.g., “the puppy

pounces”).

K.2.PA.4 Students will recognize the short or long vowel sound in one

syllable words.

K.2.PA.5 Students will count, pronounce, blend, segment, and delete

syllables in spoken words.

K.2.PA.6

Students will blend and segment onset and rime in one

syllable spoken words (e.g. Blending: /ch/ + at= chat;

segmenting: cat= /c/ + at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken

words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken

words with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).


demonstrate their







and tell stories.

K.2.PC.1 Students will correctly form letters to write their first and last


K.2.PC.2



environment.





K.2.PC.5



voice.)

K.2.PC.6

Students will recognize the distinguishing features of a

sentence (e.g., capitalization of the first word, ending

punctuation: period, exclamation mark, question mark)







analysis skills.

K.2.PWS.2 Students will sequence the letters of the alphabet.

K.2.PWS.3



/s/, s = /z/, x= /ks/, x= /z/).

K.2.PWS.4

Students will blend letter sounds to decode simple

Vowel/Consonant (VC) and Consonant/Vowel/Consonant

(CVC) words (e.g., VC words= at, in, up; CVC words= pat,

hen, lot).






comprehension.





and comprehend

increasingly complex literary

and informational texts.

K.2.R.1 Students will retell or reenact major events from a read-

aloud with guidance and support to recognize the main idea.

K.2.R.2 Students will discriminate between fiction and

nonfiction/informational text with guidance and support.

K.2.R.3

Students will sequence the events/plot (i.e., beginning,

middle, and end) of a story or text with guidance and

support.







and publishing.

K.2.W.1 Students will begin to develop first drafts by expressing

themselves through drawing and emergent writing.

K.2.W.2 Students will begin to develop first drafts by sequencing the

action or details of stories/texts.














K.3.R.4





academic, domain-




class discussion.

K.4.R.1




K.4.R.2 Students will begin to develop an awareness of context clues

through read-alouds and other text experiences.









writing.

K.4.W.1



and support.







texts.

K.5.R.1



reading.

K.5.R.2 Students will recognize concrete objects as persons, places,

or things (i.e., nouns) with guidance and support.

K.5.R.3 Students will recognize words as actions (i.e., verbs) with


K.5.R.4


spatial and time relationships such as up, down, before, and

after with guidance and support.


demonstrate command of

Standard English grammar,

mechanics, and usage

through writing and other

modes of communication.

K.5.W.2

Students will begin to compose simple sentences that begin

with a capital letter and end with a period or question

mark.




acquire and refine

knowledge.

K.6.R.1

Students will identify relevant pictures, charts, grade-


topic of interest.

K.6.R.2

Students will identify graphic features to understand a text

including photos, illustrations, and titles to understand a

text.






specific purposes.






vary their modes of


and task.



TOPIC:

WRITING October-Informational (Ongoing), November-Opinion


varied purposes and





appropriate voice.

K.3.W



and support.




vary their modes of


and task.



3rd 9 Weeks









K.1.R.2



media and support.

K.1.R.3






and apply effective




group projects and

presentations.

K.1.W.1






support.






using text.




K.2.PA.3

Students will isolate and pronounce the same initial sounds in a

set of spoken words (i.e, alliteration) (e.g., “the puppy

pounces”).


syllable words.



K.2.PA.6

Students will blend and segment onset and rime in one syllable

spoken words (e.g. Blending: /ch/ + at= chat; segmenting: cat=

/c/ + at).



K.2.PA.8 Students will segment phonemes in one syllable spoken words

with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).

K.2.PA.9

Students will add, delete, and substitute phonemes in one

syllable spoken words (e.g., “add /c/ to the beginning of “at”

to say “cat;” “remove /p/ from “pin, “to say “in;” “change

the /d/ in “dog” to /f/ /r/ to say “frog”).


demonstrate their







and tell stories.



K.2.PC.2



environment.





K.2.PC.5



voice.)

K.2.PC.6 Students will recognize the distinguishing features of a sentence

(e.g., capitalization of the first word, ending punctuation:

period, exclamation mark, question mark) with guidance and

support.





analysis skills.



K.2.PWS.3



/s/, s = /z/, x= /ks/, x= /z/).

K.2.PWS.4




hen, lot).






comprehension.








K.2.R.1 Students will retell or reenact major events from a read-aloud

with guidance and support to recognize the main idea.



K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,

and end) of a story or text with guidance and support.











and publishing. K.2.W.3 Students will begin to edit first drafts using appropriate

spacing between letters and words.














K.3.R.4





academic, domain-




class discussion.

K.4.R.1














writing.

K.4.W.1



and support.






K.5.R.1



reading.


texts. K.5.R.2 Students will recognize concrete objects as persons, places, or

things (i.e., nouns) with guidance and support.



K.5.R.4










K.5.W.1

Students will capitalize, with guidance and support:

their first name

the pronoun “I.”

K.5.W.2 Students will begin to compose simple sentences that begin

with a capital letter and end with a period or question mark.




acquire and refine

knowledge.

K.6.R.1


appropriate texts, or people as sources of information on a topic

of interest.

K.6.R.2 Students will identify graphic features to understand a text

including photos, illustrations, and titles to understand a text.







purposes.

K.6.W.1

Students will generate topics of interest and decide if a

friend, teacher, or expert can answer their questions with



evaluate written, oral, visual,

and digital texts in order to

draw conclusions and

analyze arguments.

K.7.R.1 Students will recognize formats of print and digital text with


K.7.R.2 Students will explore how ideas and topics are depicted in a

variety of media and formats.






specific purposes.






vary their modes of


and task.



TOPIC:

WRITING January-Informational, February-Narrative,

March-Informational


varied purposes and





appropriate voice.

K.3.W



and support.




vary their modes of


and task.



4th 9 Weeks









K.1.R.2



media and support.

K.1.R.3






and apply effective




group projects and

presentations.

K.1.W.1






support.






using text.




K.2.PA.3

Students will isolate and pronounce the same initial sounds in a

set of spoken words (i.e, alliteration) (e.g., “the puppy

pounces”).


syllable words.



K.2.PA.6

Students will blend and segment onset and rime in one syllable

spoken words (e.g. Blending: /ch/ + at= chat; segmenting: cat=

/c/ + at).



K.2.PA.8 Students will segment phonemes in one syllable spoken words

with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).

K.2.PA.9

Students will add, delete, and substitute phonemes in one

syllable spoken words (e.g., “add /c/ to the beginning of “at” to

say “cat;” “remove /p/ from “pin, “to say “in;” “change the /d/

in “dog” to /f/ /r/ to say “frog”).


demonstrate their







and tell stories.



K.2.PC.2



environment.





K.2.PC.5



voice.)

K.2.PC.6 Students will recognize the distinguishing features of a sentence

(e.g., capitalization of the first word, ending punctuation:

period, exclamation mark, question mark) with guidance and

support.





analysis skills.



K.2.PWS.3



/s/, s = /z/, x= /ks/, x= /z/).

K.2.PWS.4




hen, lot).






comprehension.








K.2.R.1 Students will retell or reenact major events from a read-aloud

with guidance and support to recognize the main idea.



K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,

and end) of a story or text with guidance and support.











and publishing. K.2.W.3 Students will begin to edit first drafts using appropriate spacing

between letters and words.














K.3.R.4





academic, domain-




class discussion.

K.4.R.1














writing.

K.4.W.1



and support.






K.5.R.1



reading.


texts. K.5.R.2 Students will recognize concrete objects as persons, places, or

things (i.e., nouns) with guidance and support.



K.5.R.4










K.5.W.1

Students will capitalize, with guidance and support:

their first name

the pronoun “I.”

K.5.W.2 Students will begin to compose simple sentences that begin

with a capital letter and end with a period or question mark.




acquire and refine

knowledge.

K.6.R.1


appropriate texts, or people as sources of information on a topic

of interest.

K.6.R.2 Students will identify graphic features to understand a text

including photos, illustrations, and titles to understand a text.







purposes.

K.6.W.1

Students will generate topics of interest and decide if a friend,

teacher, or expert can answer their questions with guidance and

support.

K.6.W.2 Students will find information from provided sources

during group research with guidance and support.


evaluate written, oral, visual,

and digital texts in order to

draw conclusions and analyze

arguments.

K.7.R.1 Students will recognize formats of print and digital text with


K.7.R.2 Students will explore how ideas and topics are depicted in a



multimodal texts to


develop arguments.

K.7.W.1 Students will use appropriate technology to communicate

with others with guidance and support.

K.7.W.2 Students will use appropriate props, images, or illustrations

to support verbal communication.






specific purposes.






vary their modes of


and task.



TOPIC:

WRITING March-Informational (ongoing), April-Informational,

May-Research


varied purposes and





appropriate voice.

K.3.W



and support.




vary their modes of




and task.

LAWTON PUBLIC SCHOOLS Building Academic Vocabulary

Audibles - Kindergarten

The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education. Refer to OAS, Pacing Guides and any additional resources for further vocabulary.

Math Science Language Arts Social Studies

above air Alphabet American Flag

add animal Author career/employment

behind cloud back cover basic needs

below color Book classroom

beside day Bottom community

between earth consonant cooperate

calendar egg different customs

circle float fairy tale holiday

clock flower follow directions home

compare food front cover legends/folktales

count growth Letter language

fifth insect listening skill money

first light lowercase national symbol

fourth living Name obey

graph night picture book Oklahoma

hour parent Retell Oklahoma Flag

left plant Rhyme property

length seasons Same respect

measure spring sight word responsibility

money summer Title rules

number fall Top savings

on winter uppercase school

over seed vowel state

pattern senses words town/city

rectangle shape transportation

right sink United States

second soil

shapes sort

sort (same/different) water

square

subtract

third

time

triangle

under

zero

T-1/1ST GRADE

PACING GUIDE

Summary of the On-Grade-Level Criteria for Grade T-1

Guidance for using the Literacy First Battery of Assessments

To Identify Students “At-Risk” for failure in acquiring sufficient reading skills

Phonological

Awareness

All Phonological

Awareness skills through

syllable segmentation

All Phonological

Awareness skill through

Pre-K, plus 6- of the 7

Kindergarten Phonological

Awareness skill

All Kindergarten skills plus

2 of the 7 first grade skills

Phonics Consonant names lower,

consonant names upper,

vowel names

4 of the 6 tested

Kindergarten skills

All Kindergarten skills plus

skill 4, 5, 6

T-1 YEAR BEGIN MID YEAR YEAR END


FIRST GRADE




Phonics


and Vocabulary

Comprehension

Assessment

Used

P.A.S.T Literacy First

Phonics Assessment

Oral Reading

Fluency

Assessment

Words Their Way


STAR Early

Literacy

Beginning

of Year



mastery of all Pre-K and

Kindergarten skills.



mastery of all Kindergarten

skills.

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.

Primary Spelling

inventory is

administered but is not

a factor in identifying

students for Reading

Sufficiency purposes.

Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

Middle

of Year



mastery of all skills through

deletion of initial sound.



mastery of all skills through

consonant blends-beginning.

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.

Primary Spelling

inventory is





Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

End

of Year



mastery of all skills.



mastery of all 1st Grade skills.

Fluency is not a

factor in

identifying

students for

Reading

Sufficiency

purposes.

Primary Spelling

inventory is





Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.


T-1/First Grade Reading Curriculum Guide

1st 9 Weeks



and apply effective



1.1.R.1 Students will actively listen and speak using agreed-upon rules for

discussion.

1.1.R.2 Students will ask and answer questions to seek help, get information, or

clarify about information presented orally through text or other media, to

confirm understanding.



ability to recognize, think about

and manipulate sounds in spoken

language without using text.

1.2.PA.1 Students will blend and segment onset and rime in spoken

words (e.g., /ch/ + /at/ = chat).

1.2.PA.2 Students will differentiate short from long vowel sounds in one

syllable words.

1.2.PA.3 Students will isolate and pronounce initial, medial, and final

sounds in spoken words.

1.2.PA.4

Students will blend phonemes in spoken words with 4 to 6

phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=

string).

1.2.PA.5

Students will segment phonemes in spoken words with 4 to 6

phonemes into individual phonemes (e.g., string= /s/ /t/ /r/ /i/

/ng/).

1.2.PA.6

Students will add, delete, and substitute phonemes in spoken

words (e.g., “add /g/ to the beginning of low to say ‘glow,’

“remove the /idge/ from ‘bridge,’ to say ‘br,’ “change the /ar/ in

‘charm’ to /u/ to say ‘chum’).


demonstrate their understanding

of the organization and basic

features of print, including book

1.2.PC.1

Students will correctly form letters and use appropriate spacing

for letters, words, and sentences using left-to-right and top-to-

bottom progression.

handling skills and the



and tell stories.

1.2.PC.2

Students will recognize the distinguishing features of a sentence

(e.g., capitalization of the first word, ending punctuation,

comma, and quotation marks).

Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students

will address skills from previous grades.



words in context and isolation by

applying phonics and word

analysis skills.

1.2.PWS.1

Students will decode phonetically regular words by using their

knowledge of:

single consonants (e.g., c= /k/, c= /s/, s= /s/, s= /z/, x=

/ks/, x= /z/)

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

consonant digraphs and trigraphs (e.g, sh-, -tch)

vowel sounds:

long

short

r-controlled vowels (e.g., ar, er, ir, or, ur)

vowel spelling patterns:

vowel digraphs (e.g., ea, oa, ee) vowel-consonant-silent-e (e.g., lake)

1.2.PWS.2

Students will decode words by applying knowledge of structural

analysis:

most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)

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

compound words

contractions

1.2.PWS.3 Students will read words in common word families (e.g., -at, -

ab, -am, -in).

Fluency-students will recognize

high-frequency words and read

grade-level text smoothly and

1.2.F.1 Students will read high frequency and/or common irregularly

spelled grade-level words with automaticity in text.

accurately, with expression that

connotes comprehension. 1.2.F.2

Students will orally read grade-level text at an appropriate rate,

smoothly and accurately, with expression that connotes

comprehension.

Students will develop and

strengthen writing by engaging

in a recursive process which

includes planning, prewriting,

drafting, revising, editing, and

publishing.

1.2.W.3

Students will correctly spell grade-appropriate, highly

decodable words (e.g., cup, like, cart) and common, irregularly

spelled sight words (e.g., the) while editing.


comprehend, interpret, evaluate,

and respond to a variety of

complex texts of all literary and

informational genres from a

variety of historical, cultural,

ethnic, and global perspectives.

1.3.R.3

Students will find textual evidence when provided with

examples of literary elements and organization:

setting (i.e., time, place)

plot

main characters and their traits in a story

1.3.R.4 Students will ask and answer basic questions (e.g., who, what,

where, why, and when) about texts.

1.3.R.5 Students will begin to locate facts that are clearly stated in a

text.


academic, domain-appropriate,

grade-level vocabularies through

reading, word study, and class

discussion.

1.4.R.1 Students will identify the author’s purpose (i.e., tell a story,

provide information) with guidance and support).






mechanics, and usage through

writing and other modes of

communication.

1.5.W.1

Students will capitalize:

the first letter of a sentence

proper names

months and days of the week

1.5.W.2

Students will compose grammatically correct simple and

compound sentences and questions (interrogatives) with

appropriate end marks.






specific purposes.

1.8.R

Students will select appropriate texts for academic and personal

purposes and read independently for extended periods of time





vary their modes of expression to

suit audience and task.

1.8.W

Students will write independently for extended periods of time

through a combination of emergent and conventional writing


TOPIC:

WRITING August-Narrative


varied purposes and audiences

in all modes, using fully

developed ideas, strong

organization, well-chosen words,

fluent sentences, and appropriate

voice.

1.3.W.1

NARRATIVE

Students will begin to write narratives incorporating characters,

plot (i.e., beginning, middle, end), and a basic setting (i.e., time,

place) with guidance and support.


and apply effective


speaking and active listening to

create individual and group


1.1.W.1 Students will orally describe people, places, things, and events

with relevant details expressing their ideas.

1.1.W.2 Students will work respectfully in groups.





domain-appropriate abstract and

concrete words in their writing.

1.4.W.1 Students will use domain-appropriate vocabulary to

communicate ideas in writing with guidance and support.

1.4.W.2 Students will select appropriate language according to purpose

in writing with guidance and support.

TOPIC:

WRITING September-Informative







voice.

1.3.W.2

INFORMATIVE

Students will begin to write facts about a subject in response to

a text read aloud to demonstrate understanding with guidance

and support.


and apply effective


















2nd 9 Weeks

Remember to continue to review and reassess skills introduced during the 1st nine weeks.



and apply effective




discussion.




1.1.R.3 Students will engage in collaborative discussions about appropriate

topics and texts with peers and adults in small and large groups.

1.1.R.4 Students will restate and follow simple two-step directions.









syllable words.



1.2.PA.4



string).

1.2.PA.5



/ng/).

1.2.PA.6 Students will add, delete, and substitute phonemes in spoken











and tell stories.

1.2.PC.1



bottom progression.

1.2.PC.2










analysis skills.

1.2.PWS.1


knowledge of:


/ks/, x= /z/)



vowel sounds:

long

short




1.2.PWS.2


analysis:



compound words

contractions


ab, -am, -in).





connotes comprehension.



1.2.F.2



comprehension.

Reading-students will read and

comprehend increasingly



1.2.R.1 Students will retell or reenact major events in a text,

focusing on important details to recognize the main idea.

1.2.R.2 Students will discriminate between fiction and

nonfiction/informational text.

1.2.R.3 Students will sequence the events/plot (i.e., beginning,

middle, and end) of a story or text.






publishing.

1.2.W.1

Students will develop and edit first drafts using appropriate

spacing between letters, words, and sentences using left-to-

right and top-to-bottom progression.

1.2.W.2

Students will develop drafts by sequencing the action or

details in a story or about a topic through writing sentences


1.2.W.3




1.2.W.4 Students will use resources to find correct spellings of words

(e.g., word wall, vocabulary notebook).





provide information) with guidance and support.





1.3.R.2 Students will describe who is telling the story (i.e., point of

view).

1.3.R.3




plot





text.





discussion.



1.4.R.3 Students will use context clues to determine the meaning of

words with guidance and support.



1.4.R.5 Students will use a dictionary (print and/or electronic) to

find words.





1.5.R.1 Students will recognize nouns as concrete objects (i.e.,

people persons, places, things) and using the pronoun “I”.

1.5.R.2 Students will recognize verbs as actions.

1.5.R.4 Students will recognize the prepositions (e.g., The dog is on

top of the doghouse.) through pictures and movement.

1.5.R.5 Students will recognize singular and plural nouns with

correct verbs in simple sentences (e.g., He sits; we sit).






communication.

1.5.W.1



proper names


1.5.W.2









specific purposes.

1.8.R









1.8.W




TOPIC:

WRITING October-Informative (Ongoing from September)







voice.

1.3.W.2

INFORMATIVE



and support.


and apply effective


















TOPIC:

WRITING November-Opinion







voice.

1.3.W.3

OPINION

Students will express an opinion in writing about a topic and

provide a reason to support the opinion.


and apply effective


















3rd 9 Weeks

Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.



and apply effective




discussion.




1.1.R.3 Students will engage in collaborative discussions about appropriate topics

and texts with peers and adults in small and large groups.










syllable words.



1.2.PA.4



string).

1.2.PA.5



/ng/).












and tell stories.

1.2.PC.1



bottom progression.

1.2.PC.2










analysis skills.

1.2.PWS.1


knowledge of:


/ks/, x= /z/)



vowel sounds:

long

short



vowel digraphs (e.g., ea, oa, ee)

vowel-consonant-silent-e (e.g., lake)

1.2.PWS.2


analysis:

most major syllable patterns (e.g., closed, open, vowel

team, vowel silent e, r-controlled)


compound words

contractions


ab, -am, -in).








1.2.F.2



comprehension.





1.2.R.1 Students will retell or reenact major events in a text, focusing

on important details to recognize the main idea.



1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,

and end) of a story or text.






publishing.

1.2.W.1


spacing between letters, words, and sentences using left-to-right

and top-to-bottom progression.

1.2.W.2

Students will develop drafts by sequencing the action or details

in a story or about a topic through writing sentences with


1.2.W.3
















view).

1.3.R.3




plot





text.





discussion.



1.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to

define unfamiliar words with guidance and support.





1.4.R.5 Students will use a dictionary (print and/or electronic) to find

words.





1.5.R.1 Students will recognize nouns as concrete objects (i.e., people

persons, places, things) and using the pronoun “I”.


1.5.R.3 Students will recognize color and number adjectives.

1.5.R.4 Students will recognize the prepositions (e.g., The dog is on top

of the doghouse.) through pictures and movement.

1.5.R.5 Students will recognize singular and plural nouns with correct

verbs in simple sentences (e.g., He sits; we sit).






communication.

1.5.W.1



proper names


1.5.W.2






synthesize resources to acquire

and refine knowledge.

1.6.R.2

Students will identify graphic features including photos,

illustrations, titles, labels, headings, charts, and graphs to

understand a text.






specific purposes.

1.8.R









1.8.W




TOPIC:

WRITING January-Informative




1.3.W.2 INFORMATIVE




voice.



and support.


and apply effective


















TOPIC:

WRITING February-Narrative







voice.

1.3.W.1

NARRATIVE

Students will begin to write narratives incorporating characters,

plot (i.e., beginning, middle, end), and a basic setting (i.e., time,

place) with guidance and support.


and apply effective


















TOPIC:

WRITING March-Informative







voice.

1.3.W.2

INFORMATIVE



and support.


and apply effective


















4th 9 Weeks

Remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.



and apply effective




discussion.















syllable words.



1.2.PA.4



string).

1.2.PA.5



/ng/).












and tell stories.

1.2.PC.1



bottom progression.

1.2.PC.2










analysis skills.

1.2.PWS.1


knowledge of:


/ks/, x= /z/)



vowel sounds:

long

short




1.2.PWS.2


analysis:



compound words

contractions


ab, -am, -in).








1.2.F.2



comprehension.





1.2.R.1 Students will retell or reenact major events in a text, focusing

on important details to recognize the main idea.



1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,

and end) of a story or text.






publishing.

1.2.W.1


spacing between letters, words, and sentences using left-to-right

and top-to-bottom progression.

1.2.W.2

Students will develop drafts by sequencing the action or details

in a story or about a topic through writing sentences with


1.2.W.3
















view).

1.3.R.3




plot





text.





discussion.




define unfamiliar words with guidance and support.





1.4.R.5 Students will use a dictionary (print and/or electronic) to find

words.





1.5.R.1 Students will recognize nouns as concrete objects (i.e., people

persons, places, things) and using the pronoun “I”.


1.5.R.3 Students will recognize color and number adjectives.

1.5.R.4 Students will recognize the prepositions (e.g., The dog is on top

of the doghouse.) through pictures and movement.

1.5.R.5 Students will recognize singular and plural nouns with correct

verbs in simple sentences (e.g., He sits; we sit).






communication.

1.5.W.1



proper names


1.5.W.2








1.6.R.1

Students will decide who can answer questions about their

topic or what resources they will need to find the

information.

1.6.R.2

Students will identify graphic features including photos,

illustrations, titles, labels, headings, charts, and graphs to

understand a text.

1.6.R.3 Students will identify the location and purpose of various

visual and text reference sources.

Writing-students will summarize

and paraphrase, integrate

evidence, and cite sources to

create reports, projects, papers,

texts, and presentations for

multiple purposes.

1.6.W.1 Students will generate questions about topics of interest.

1.6.W.2

Students will organize information found during group or

individual research, using graphic organizers or other aids


1.6.W.3 Students will make informal presentations of information

gathered.

Reading-students will evaluate

written, oral, visual, and digital

texts in order to draw

conclusions and analyze

arguments.

1.7.R.1 Students will use provided print and digital resources with


1.7.R.2 Students will explore and compare how ideas and topics are

depicted in a variety of media and formats.


multimodal texts to


develop arguments.

1.7.W.1

Students will select and use appropriate technology or

media to communicate with others with guidance and

support.

1.7.W.2 Students will use visual displays to support verbal

communication and clarify ideas, thoughts, and feelings.






specific purposes.

1.8.R









1.8.W




TOPIC:

WRITING April-Poetry


and apply effective


















TOPIC:

WRITING May-Research


and apply effective



















Audibles – T-1/1st Grade

The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education.

Refer to OAS, Pacing Guides and any additional resources for further vocabulary.


addition attract alphabetize Africa

angle camouflage

beginning consonant

Antarctica

backward/forward desert blend Arctic Ocean

chart freezing chapter Asia

congruent gravity character Atlantic Ocean

describe liquid conversation atlas

digit magnet date (written form) Australia

direction magnifier discuss cardinal directions

equal measure end city/urban

even moon ending consonant commemorative holidays

explain ocean illustrate continent

foot pull language encyclopedia

greater than push long vowel Europe

guess safety middle globe

half hour shelter noun Independence Day

inch sky period Indian Ocean

increasing pattern solid plural map

less than star poem neighborhood/community

list sun predict North America

minus thermometer punctuation ocean/seas

minute question (mark) Pacific Ocean

number line reread past/present/future

numeral sentence patriotic symbols/traditions

odd setting Pledge of Allegiance

order short vowel rural/county

ordinal singular seasons

plus spelling South America

size table of contents Southern Ocean

solve title page Star Spangled Banner

subtraction verb timeline

tallies vocabulary trade

temperature

value

weight

2ND GRADE

PACING GUIDE


SECOND GRADE




Phonics


and Vocabulary

Comprehension

Assessment

Used


Phonics Assessment

Oral Reading

Fluency

Assessment

Words Their Way


STAR Early

Literacy

Beginning

of Year






mastery of all Kindergarten

and 1st Grade skills.

50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 2nd grade

passage 1.

Primary Spelling

inventory is





Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

Middle

of Year






mastery of all skills through r-

or l- controlled vowels.

50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 2nd grade

passage 2.

Primary Spelling

inventory is





Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

End

of Year







50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 2nd grade

passage 3.

Primary Spelling

inventory is





Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

Important Note: The Literacy First Process recommends that mastery of beginning of the year comprehension skil ls is determined by the 8 th week of school. In most cases, the

8th week is after the Beginning of Year reporting deadline for Reading Sufficiency purposed. Students would be expected to have demonstrated mastery of the end of the year

comprehension criteria in order to be considered “at benchmark” on the end of the year report.


Second Grade Reading Curriculum Guide

1st 9 Weeks



and apply effective



2.1.R.1 Students will actively listen and speak using appropriate discussion rules.


clarify about information presented orally, through text or other media to




2.1.R.4 Students will restate and follow multi-step directions.


and apply effective




projects in presentations.

2.1.W.1

Students will report on a topic or text, tell a story or recount an

experience with appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences.

2.1.W.2

Students will work respectfully within groups, share

responsibility for collaborative work, and value individual

contributions made by each group member.





2.2.R.1 Students will locate the main idea and supporting details of a

text.

2.2.R.2 Students will begin to compare and contrast details (e.g., plots

or events, settings, and characters) to discriminate genres.




2.2.W.1 Students will develop drafts by sequencing the action or details

in a story or about a topic through writing sentences.



publishing.

2.2.W.4 Students will use resources to find correct spelling of words

(e.g., word wall, vocabulary notebook, dictionaries).

Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language

without using text.

Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,

students will address skills from previous grade.








and tell stories.

2.2.PC Students will correctly form letters in print and use appropriate

spacing for letters, words, and sentences.







analysis skills.

2.2.PWS.1

Students will decode one- and two- syllable words by using

their knowledge of:

single consonants, including those with two different

sounds (e.g., soft and hard c [cent, cat] and g [gem,

goat])

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

consonant digraphs and trigraphs (e.g., sh-, -tch)

vowel sounds

long

short

“r” controlled words (e.g., ar, er, ir, or, ur)


vowel digraphs (e.g., ea , oa, ee)

vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two sounds e.g., oi as in boil, oy as in boy)

2.2.PWS.2


analysis:

all major syllable patterns (e.g., closed consonant +le,

open, vowel team, vowel silent e, r-controlled)


compound words

contractions

abbreviations

common roots and related prefixes and suffixes

2.2.PWS.3 Students will read words in common word families (e.g., -ight, -

ink, -ine, -ow).








2.2.F.2



comprehension.

Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students









2.3.R.1 Students will determine the author’s purpose (i.e., tell a story,

provide information).

2.3.R.3




plot

characters

characterization





discussion.

2.4.R.1


level vocabulary, relate new words to prior knowledge, and

apply vocabulary in new situations.

2.4.R.4 Students will infer relationships among words, including

synonyms, antonyms, and simple multiple-meaning words.


knowledge of vocabulary to






communicate ideas in writing.


in writing.





2.5.R.3 Students will recognize adjectives.

2.5.R.4 Students will recognize prepositions.

2.5.R.5 Students will recognize the subject and predicate of a sentence.






communication.

2.5.W.2 Students will use simple contractions (e.g., isn’t, aren’t, can’t).

2.5.W.3


compound declarative, interrogative, imperative, and

exclamatory sentences with appropriate end marks.






specific purposes.

2.8.R Students will select appropriate texts for academic and personal

purposes and read independently for extended periods of time.






2.8.W

Students will write independently over extended periods of time

(e.g., time for reflection and revision) and for shorter

timeframes (e.g., a single sitting or a day or two).

TOPIC:








voice.

2.3.W.1

NARRATIVE

Students will write narratives incorporating characters, plot (i.e.,

beginning, middle, end), and a basic setting (i.e., time, place)


TOPIC:








voice.

2.3.W.2

INFORMATIVE

Students will write facts about a subject and include a main idea

with supporting details.

2nd 9 Weeks




and apply effective











and apply effective





2.1.W.1




2.1.W.2









text.



2.2.R.3 Students will begin to summarize events or plots (i.e.,

beginning, middle, end, and conflict) of a story or text.








publishing.

2.2.W.2 Students will develop and edit first drafts using appropriate

spacing between letters, words, and sentences.

2.2.W.3 Students will correctly spell grade-appropriate words while

editing.




without using text.










and tell stories.









analysis skills.

2.2.PWS.1


their knowledge of:

single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem,

goat])



vowel sounds

long

short


vowel spelling patterns: vowel digraphs (e.g., ea , oa, ee)

vowel-consonant-silent-e (e.g., lake)

vowel diphthongs (vowel combinations having two sounds e.g., oi as in boil, oy as in boy)

2.2.PWS.2


analysis:




compound words

contractions

abbreviations



ink, -ine, -ow).








2.2.F.2



comprehension.

Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students











2.3.R.2

Students will infer whether a story is narrated in first or

third person point of view in grade-level literary and/or

informational text.

2.3.R.3




plot

characters

characterization

2.3.R.4

Students will find examples of literary devices:

simile

metaphor

2.3.R.5 Students will locate facts that are clearly stated in a text.

2.3.R.6

Students will describe the structure of a text (e.g.,

description, compare/contrast, sequential, problem/solution,

and cause/effect) with guidance and support.

2.3.R.7 Students will answer inferential questions (e.g., how and

why) with guidance and support.





discussion.

2.4.R.1





define and determine the meaning of new words.





2.4.R.5

Students will use a dictionary or glossary (print and/or

electronic) to determine or clarify the meanings of words or

phrases.










in writing.





2.5.R.1 Students will recognize nouns, pronouns, and irregular

plural nouns.

2.5.R.2 Students will recognize the different types and tense of

verbs.









communication.

2.5.W.1

Students will capitalize and appropriately punctuate:

the first letter of a quotation

holidays

product names

initials



2.5.W.3











specific purposes.






2.8.W




TOPIC:

WRITING October-Informative (ongoing from September)







voice.

2.3.W.2

INFORMATIVE



TOPIC:








voice.

2.3.W.3

OPINION

Students will express an opinion about a topic and provide

reasons as support.

3rd 9 Weeks




and apply effective











and apply effective





2.1.W.1




2.1.W.2









text.












publishing.




editing.




without using text.










and tell stories.









analysis skills.

2.2.PWS.1


their knowledge of:


goat])



vowel sounds

long

short



vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two

sounds e.g., oi as in boil, oy as in boy)

2.2.PWS.2


analysis:




compound words

contractions

abbreviations



ink, -ine, -ow).








2.2.F.2



comprehension.












2.3.R.2

Students will infer whether a story is narrated in first or third

person point of view in grade-level literary and/or informational

text.

2.3.R.3




plot

characters

characterization

2.3.R.4


simile

metaphor


2.3.R.6

Students will describe the structure of a text (e.g., description,

compare/contrast, sequential, problem/solution, and

cause/effect) with guidance and support.

2.3.R.7 Students will answer inferential questions (e.g., how and why)






discussion.

2.4.R.1










2.4.R.5



phrases.










in writing.





2.5.R.1 Students will recognize nouns, pronouns, and irregular plural

nouns.


verbs.









communication.

2.5.W.1



holidays

product names

initials



2.5.W.3











specific purposes.






2.8.W




TOPIC:








voice.

2.3.W.2

INFORMATIVE



TOPIC:








voice.

2.3.W.1

NARRATIVE

Students will write narratives incorporating characters, plot (i.e.,

beginning, middle, end), and a basic setting (i.e., time, place)


TOPIC:





2.3.W.2 INFORMATIVE




voice.



4th 9 Weeks




and apply effective











and apply effective





2.1.W.1




2.1.W.2









text.












publishing.




editing.




without using text.










and tell stories.









analysis skills.

2.2.PWS.1


their knowledge of:


goat])



vowel sounds

long

short



vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two

sounds e.g., oi as in boil, oy as in boy)

2.2.PWS.2


analysis:




compound words

contractions

abbreviations



ink, -ine, -ow).








2.2.F.2



comprehension.












2.3.R.2

Students will infer whether a story is narrated in first or third


text.

2.3.R.3




plot

characters

characterization

2.3.R.4


simile

metaphor


2.3.R.6




2.3.R.7 Students will answer inferential questions (e.g., how and why)






discussion.

2.4.R.1










2.4.R.5



phrases.










in writing.





2.5.R.1 Students will recognize nouns, pronouns, and irregular plural

nouns.


verbs.









communication.

2.5.W.1



holidays

product names

initials



2.5.W.3






2.6.R.1 Students will create their own questions to find information

on their topic.


and refine knowledge. 2.6.R.2

Students will use graphic features including photos,

illustrations, titles, labels, headings, subheadings, charts,

and graphs to understand a text.

2.6.R.3 Students will consult various visual and text reference

sources to gather information.

Writing-students wills summarize





multiple purposes.

2.6.W.1 Students will generate a list of topics of interest and

individual questions about one specific topic of interest.

2.6.W.2 Students will organize information found during group or

individual research, using graphic organizers or other aids.

2.6.W.3 Students will organize and present their information in

written and/or oral reports or display.





arguments.

2.7.R.1 Students will locate and use print and digital resources with


2.7.R.2 Students will explain how ideas and topics are depicted in a



multimodal texts to communicate

knowledge and develop

arguments.

2.7.W.1

Students will select and use appropriate technology or

media to communicate with others with guidance and

support.

2.7.W.2

Students will create a simple presentation using audio,

visual, and/or multimedia tools to support communication

and clarify ideas, thoughts and feelings.






specific purposes.








2.8.W




TOPIC:


Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well -chosen words, fluent sentences, and

appropriate voice.

TOPIC:


Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well -chosen words, fluent sentences, and

appropriate voice.


Audibles – 2nd Grade

The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education.

Refer to OAS, Pacing Guides and any additional resources for further vocabulary.


addends behavior adjective Appalachian Mountains

classify characteristics antonyms bank

decrease dissolve apostrophe barter

difference distance base word basic landform

distance diversity of life cause/effect biography

estimate fuel compound word cash

fractions gas comprehension citizenship

halves graph conclusion courage

thirds habitat contraction credit card

fourths hibernation dictionary cultural features

gallon larva fiction goods and services

height life cycle fluent Great Lakes region

hexagon natural resources folk tale gulf

hundreds pattern guide words history

increase physical properties homonym/homophone honesty

model planets infer landmark

numeric pattern predator informational text literature

octagon predict main character location

ones prehistoric nonfiction luxuries

pentagon prey prefix Mississippi River

pint scientist pronoun mountains

place value shadow purpose occupation

pound SI Units quotation (mark) patriotism

quart meters sequencing plains

quarter hour centimeters suffix recreation

regroup degrees Celsius summarize rivers

standard measures similarities/differences synonyms Rocky Mountains

sum space thesaurus title

symmetry texture topic weather

table visualization

tens

thermometer

volume

whole number

3RD GRADE

PACING GUIDE


THIRD GRADE




Phonics


and Vocabulary

Comprehension

Assessment

Used


Phonics Assessment

Oral Reading

Fluency

Assessment

Words Their Way


STAR Early

Literacy

Beginning

of Year







50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 3rd grade

passage 1.

Spelling inventory

reflects students

developmental level of

word study is a “late

letter name” or higher.

Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

Middle

of Year







50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 3rd grade

passage 2.

Spelling inventory

reflects students


word study is at “middle

within word” or higher.

Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.

End

of Year







50th percentile

with 3’s or 4’s

on the

Multidimension

al Fluency Scale

using 3rd grade

passage 3.

Spelling inventory

reflects students


word study is at “middle

within word” or higher.

Print off the

Instructional

Planning Report.

Record the 3

digit Scaled

Score on hard

copy.


Third Grade Reading Curriculum Guide

1st 9 Weeks



and apply effective



3.1.R.1 Students will actively listen and speak clearly using appropriate discussion

rules.


clarify about information presented orally through text or other media to



and texts, expressing their own ideas clearly in pairs, diverse groups, and

whole class settings.


and apply effective





3.1.W.1

Students will report on a topic or text, tell a story, or recount

and experience with appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences at an appropriate

pace.

3.1.W.2

Students will work respectfully within diverse groups, share







3.2.R.1 Students will locate the main idea and key supporting details of

a text or section of text.

3.2.R.2 Students will compare and contrast details (e.g., plots or events,

settings, and characters) to discriminate genres.

3.2.R.3 Students will summarize events or plots (i.e., beginning, middle,

end, and conflict) of a story or text.



engaging in a recursive process

which includes planning,

prewriting, drafting, revising,

editing, and publishing.

3.2.W.1

Students will develop drafts by categorizing ideas and

organizing them into paragraphs using correct paragraph

indentations.


without using text.



Print concepts-students will







and tell stories.

3.2.PC Students will correctly form letters in print and cursive and use

appropriate spacing for letters, words, and sentences.





analysis skills.

3.2.PWS.1

Students will decode multisyllabic words using their knowledge

of:

“r” controlled vowels (e.g., ar, er, ir, or, ur)

vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)

3.2.PWS.3 Students will use decoding skills and semantic in context when

reading new words in a text, including multisyllabic words.






3.2.F.1 Students will read high frequency and/or irregularly spelled

grade-level words with automaticity in text.

3.2.F.2



comprehension.










3.3.R.3



plot

characters

characterization

theme

3.3.R.6




3.3.R.7 Students will ask and answer inferential questions using the text

to support answers with guidance and support.





discussions.

3.4.R.1

Students will increase knowledge of academic, domain-

appropriate, grade-level vocabulary to infer meaning of grade-

level text.


synonyms, antonyms, homographs, and homonyms.










in writing.





3.5.R.2 Students will recognize irregular and past participle verbs and

verb tense to identify settings, times, and sequences in text.

3.5.R.3 Students will recognize adjectives, articles as adjectives, and

adverbs.






communication.

3.5.W.1


titles of respect

appropriate words in titles

geographical names

3.5.W.4

Students will compose simple, compound and complex

declaratives, interrogative, imperative, and exclamatory

sentences.






specific purposes.

3.8.R Students will select appropriate texts for specific purposes and

read independently for extended periods of time.






3.8.W



timeframes (e.g., a single sitting or a day or two) to

communicate with different audiences for a variety of purposes.

TOPIC:








voice.

3.3.W.1

NARRATIVE-Grade level focus

Students will write narratives incorporating characters, plot,

setting, point of view, and conflict. (i.e., solution and

resolution).

TOPIC:




3.3.W.2 INFORMATIVE





voice.

Students will write facts about a subject, including a main idea

with supporting details, and use transitional and signal words.

2nd 9 Weeks


USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.



and apply effective




rules.








and apply effective





3.1.W.1




pace.

3.1.W.2




















3.2.W.1



indentations.


without using text.










and tell stories.







analysis skills.

3.2.PWS.1


of:



3.2.PWS.2

Students will decode multisyllabic words by applying

knowledge of structural analysis:

all major syllable patterns

contractions

abbreviations











3.2.F.2



comprehension.










3.3.R.1 Students determine the author’s stated and implied purpose

(i.e., entertain, inform, persuade).

3.3.R.2



informational text.

3.3.R.3



plot

characters

characterization

theme

3.3.R.4


simile

metaphor

personification

onomatopoeia

hyperbole

3.3.R.5 Students will distinguish fact from opinion in a text.

3.3.R.6










discussions.

3.4.R.1



level text.





3.4.R.5


electronic) to determine or clarify the meanings,

syllabication, and pronunciation of words.










in writing.





3.5.R.1 Students will recognize pronouns and possessive nouns.




adverbs.





3.5.W.1


titles of respect


geographical names


communication. 3.5.W.2 Students will use complex contractions (e.g., should’ve,

won’t).

3.5.W.4



sentences.





arguments.

3.7.R.1

Students will locate, organize, and use information from a

variety of written, oral, visual, digital, non-verbal, and

interactive texts to generate and answer literal questions.

3.7.R.2 Students will compare how ideas and topics are depicted in

a variety of media and formats.






specific purposes.








3.8.W





TOPIC:








voice.

3.3.W.2

INFORMATIVE



TOPIC:








voice.

3.3.W.3

OPINION

Students will express an opinion about a topic and provide

reasons as support.

3rd 9 Weeks





and apply effective




rules.








and apply effective





3.1.W.1




pace.

3.1.W.2




















3.2.W.1



indentations.


without using text.










and tell stories.







analysis skills.

3.2.PWS.1


of:



3.2.PWS.2

Students will decode multisyllabic words by applying



contractions

abbreviations











3.2.F.2



comprehension.












3.3.R.2



informational text.

3.3.R.3



plot

characters

characterization

theme

3.3.R.4


simile

metaphor

personification

onomatopoeia

hyperbole


3.3.R.6










discussions.

3.4.R.1



level text.




words or distinguish among multiple-meaning words.



3.4.R.5


electronic) to determine or clarify the meanings, syllabication,

and pronunciation of words.










in writing.









adverbs.

3.5.R.4 Students will recognize prepositions and conjunctions.

3.5.W.1 Students will capitalize and appropriately punctuate:






communication.

titles of respect


geographical names

3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).

3.5.W.3

Students will compose and expand grammatically correct

sentences and questions with appropriate commas,

apostrophes, quotation marks, and end marks as needed for

dialogue.

3.5.W.4



sentences.





arguments.

3.7.R.1




3.7.R.2 Students will compare how ideas and topics are depicted in a







specific purposes.








3.8.W





TOPIC:








voice.

3.3.W.2

INFORMATIVE



TOPIC:








voice.

3.3.W.1

NARRATIVE-Grade level focus


setting, point of view, and conflict (i.e., solution and resolution).

TOPIC:








voice.

3.3.W.2

INFORMATIVE



4th 9 Weeks





and apply effective




rules.








and apply effective





3.1.W.1




pace.

3.1.W.2




















3.2.W.1



indentations.

3.2.W.2 Students will edit drafts and revise for clarity and

organization.


editing.

3.2.W.4

Students will use resources to find correct spelling words

(e.g., word wall, vocabulary notebook, print, and electronic

dictionaries.)


without using text.










and tell stories.







analysis skills.

3.2.PWS.1


of:


vowel diphthongs (vowel combinations having two

vowel sounds e.g., oi as in boil, oy as in boy)

3.2.PWS.2 Students will decode multisyllabic words by applying



contractions

abbreviations











3.2.F.2



comprehension.












3.3.R.2



informational text.

3.3.R.3



plot

characters

characterization

theme

3.3.R.4


simile

metaphor

personification

onomatopoeia

hyperbole


3.3.R.6










discussions.

3.4.R.1



level text.







3.4.R.5













in writing.









adverbs.

3.5.R.4 Students will recognize prepositions and conjunctions.

3.5.R.5 Students will recognize the subject and verb agreement.






communication.

3.5.W.1


titles of respect


geographical names

3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).

3.5.W.3


sentences and questions with appropriate commas, apostrophes,

quotation marks, and end marks as needed for dialogue.

3.5.W.4



sentences.





3.6.R.1 Students will use their own questions to find information on

their topic.

3.6.R.2


illustrations, captions, titles, labels, headings, subheadings,

italics, sidebars, charts, graphs, and legends to define a text.

3.6.R.3 Students will locate information in visual and text reference

sources, electronic resources, and/or interviews.

3.6.R.4

Students will determine the relevance and reliability of the

information for their specific topic of interest with guidance

and support.





arguments.

3.7.R.1




3.7.R.2 Students will compare how ideas and topics are depicted in a







specific purposes.








3.8.W





TOPIC:


Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,

fluent sentences, and appropriate voice.

TOPIC:








3.6.R.1 Students will use their own questions to find information on

their topic.

3.6.R.2



italics, sidebars, charts, graphs, and legends to define a text.

3.6.R.3 Students will locate information in visual and text reference

sources, electronic resources, and/or interviews.

3.6.R.4 Students will determine the relevance and reliability of the

information for their specific topic of interest with guidance

and support.




arguments.

3.7.W.1 Students will create multimodal content that communicates

and idea using technology or appropriate media.

3.7.W.2 Students will create presentations using video, photos, and

other multimedia elements to support communication and

clarify ideas, thoughts, and feelings.


Building Academic Vocabulary

Audibles – 3rd Grade



algorithm amphibians abbreviation agriculture

analog clock balance adverb borders

area conservation biography capital resources

array contract chapter headings climate

bar graph dispersal check for understanding conflict

commutative property endangered chronological order consumer

coordinates environment conjunction culture

customary/standard

measurement extinct

contemporary

realistic fiction distribution

data food chain context clues economy

denominator germinate declarative Equator

density invertebrate encyclopedia geographic features

digital clock investigate exclamatory geography

division mammals fact global

edge metamorphosis glossary hemisphere

face complete & incomplete historical fiction human resources

factor migrate imperative industry&manufacturing

grid mixture index latitude/parallels

horizontal physical change inferences longitude/meridians

input pollination interrogative map key/legend

metric units renewable/nonrenewable

resources main idea natural resources

meter reptiles modern fantasy physical map

centimeter rock multi-meaning words political map

gram solution homonyms/homophones population

kilogram sound opinion Prime Meridian

multiple structures persuasion producer

multiplication traits possessive product

number sentence vertebrate revise representative

numerator vibrations run-on sentences resources

ordered pairs story elements scale

output subject scarcity

perimeter supporting details suburban

pictograph theme thematic unit

probability wants and needs

product

rounding

three-dimensional

vertex

vertical

3rd Grade Writing Pacing Guide

Month Mode

Writing examples are connected to reading objectives.

August Narrative – Personal

September Informational/Explanatory - Functional Writing such as

directions

October Informational/Explanatory – Research

Writing should be incorporated across the curriculum. The following

are IDEAS. You can choose to use the prompts or use them as a

springboard for you own ideas. Since the writing test will be

PASSAGE-BASED, it is suggested that a piece of reading of your

choice be tied to these prompts.

NARRATIVES

Write a narrative of how the parcels of land were measured and divided for the land run. (math)

Write a narrative about an experiment using the scientific method. (science)

Write a descriptive narrative as a person in Oklahoma history. (social studies)

INFORMATIONAL/EXPLANATORY

Using sequence, transitional, or ordinal words write a step-by-step explanation of a word problem. (math)

Use a graphic organizer for research note taking over an animal native to Oklahoma. (science/social

studies)

Questions Answer Details Reference What is the habitat of the

bison?

Tall grass prairie The bison is an herbivore,

a nomad, follows the

climate

Bison of America

Why are bison on the

refuge in SW Oklahoma?

Write a paragraph explaining the cause/effect relationship between the pioneer settlements and the

relocation of the Native Americans in Oklahoma. (social studies)

Create an acrostic poem using facts found in text over a significant historical event in Oklahoma such as

the land run. (social studies)

Write the step-by-step directions to a favorite Oklahoma recipe. (math/social studies)


Month Mode


October Informational/Explanatory – Research (finish from 1st Quarter)

November Argumentative/Opinion Pieces


are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas. Since the writing test will be

PASSAGE-BASED, it is suggested that a piece of reading of your choice be tied to these prompts.

ARGUMENTATIVE/OPINION

Compare and contrast traditional two digit multiplication to lattice multiplication. Defend your opinion on

which mathematical technique is easier. (math)

After studying the geographical regions of Oklahoma, write an opinion piece of where you prefer to live.

(science)

Write an opinion piece expressing your point of view on the importance of establishing wildlife refuges in

Oklahoma. Support your point of view with evidence from your research. (science)

Write a letter that states your opinion about the choices of Oklahoma’s state symbols. (social studies)

Write a letter to the Great Plains Museum expressing your opinion about an exhibit seen on your field trip.

Support your opinion with facts learned and information from text on the same topic. (social studies)


Month Mode


January Informational/Explanatory - Literary Analysis

February Narrative - Descriptive

March Informational/Explanatory



springboard for you for your own ideas.


Literary Analysis: Read and analyze the figurative

language used in the song “Oklahoma” or “This

Land is Your Land”. Explain the use of

onomatopoeia, similes, and alliteration with the

songs. (social studies)

Compare and contrast the descriptions within both

songs and then add “Oklahoma Risin’”. Which

song seems the most descriptive? Give detailed

examples. (social studies)

Explain the use of the alliteration “Trail of Tears”

to describe the events of the relocation of the

Native Americans. (social studies)

Describe the early expeditions in Oklahoma.

Choose from: Coronado or George Catlin (social

studies)

Write a biography of a famous Oklahoman. (social

studies)

NARRATIVE

Using evidence from research,

describe your day as a farmer

during the Dust Bowl in

Oklahoma. (social studies)

Keep a journal for one week of

your life as a Native American.

Choose from the Spiro Mound

Builders, The Five Tribes, or the

Plains Native American. Provide

factual information in your

journal entries. (social studies)


Month Mode


March Informational/Explanatory (continue from 3rd quarter)

April Informational/Explanatory - Literary Analysis of Poetry

May Informational/Explanatory- Research



springboard for you own ideas.

LITERARY ANALYSIS - POETRY

Choose a poem about an animal, plant, or insect. Analyze the amount of factual

scientific information versus opinionated descriptions. Write the info in a T-

Chart. (science)

Compare two poems and examine the theme, setting, and actions. Explain how

they are alike and different. (ELA)

Examine a piece of artwork by George Catlin and write a description of the

piece. Use descriptive language to paint a picture in words of the painting.

(social studies)

4TH GRADE

PACING GUIDE


Fourth Grade Reading Curriculum Guide

1st 9 Weeks



and apply effective




rules.


clarify information presented orally through text or other media to confirm

understanding.


and texts, expressing their own ideas clearly while building on the ideas of

others in pairs, diverse groups, and whole class settings.


and apply effective





4.1.W.1

Students will report on a topic or text, tell a story, or recount an



pace.

4.1.W.2

Students will work effectively and respectfully within diverse

groups, share responsibility for collaborative work, and value

individual contributions made by each group member.

Reading Foundations-Phonological Awareness

Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skil ls are not

mastered, students will address skills from previous grades.










and tell stories.







analysis skills.

4.2.PWS.1

Students will use their combined knowledge of letter-sound

correspondence, syllable patterns, morphology and semantics to

accurately read unfamiliar words, including multisyllabic

words.

Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students


Fluency-Students will recognize





4.2.F.1 Students will read high frequency and irregularly spelled grade-

level words with automaticity in text.

4.2.F.2



comprehension.







4.2.R.1 Students will distinguish how key details support the main idea

of a passage.

4.2.R.2 Students will compare and contrast details in literary and

nonfiction/informational texts to discriminate various genres.


end, conflict, and climax) of a story or text.





4.2.W.4

Students will use resources to find correct spelling of words

(e.g., word wall, vocabulary notebook, print and electronic

dictionaries, and spell-check).










4.3.R.6 Students will describe the structure of a text (e.g., description,

compare/contrast, sequential, problem/solution, cause/effect).





discussions.

4.4.R.2

Students will use word parts (e.g., affixes, Greek and Latin

roots, stems) to define and determine the meaning of new

words.



4.4.R.4

Students will infer relationships among words with multiple

meanings, including synonyms, antonyms, and more complex

homographs and homonyms.

4.4.R.5












4.4.W.2 Students will select appropriate language to create a specific

effect according to purpose in writing.





4.5.R.1 Students will recognize pronouns and irregular possessive

nouns.

4.5.R.2 Students will recognize present perfect verbs and verb tense to

identify settings, times, sequences, and conditions in text.

4.5.R.3 Students will recognize comparative and superlative adjectives

and adverbs.

4.5.R.4 Students will recognize prepositional phrases and conjunctions.






communication.

4.5.W.1

Students will capitalize

familial relations

proper adjectives

conventions of letter writing

4.5.W.3

Students will compose simple, compound, and complex

sentences and questions, create sentences with an understood

subject, and correct fragments and run-on sentences.

4.5.W.4 Students will compose declarative, interrogative, imperative,

and exclamatory sentences.






specific purposes.








4.8.W











4.3.W.1 NARRATIVE


voice.


setting, point of view, and conflict. (i.e., solution and

resolution), and dialogue.

TOPIC:








voice.

4.3.W.2

INFORMATIVE-Grade level focus

Students will write facts about a subject, including a clear main

idea with supporting details, and use transitional and signal

words.

2nd 9 Weeks





and apply effective




rules.



understanding.





and apply effective





4.1.W.1

Students will report on a topic or text, tell a story, or recount an



pace.

4.1.W.2

Students will work effectively and respectfully within diverse















and tell stories.







analysis skills.

4.2.PWS.1

Students will use their combined knowledge of letter-sound



words.










4.2.F.2



comprehension.








of a passage.





4.2.R.4 Students will begin to paraphrase main ideas with

supporting details in a text.







4.2.W.1 Students will develop drafts by categorizing ideas and

organizing them into paragraphs.

4.2.W.2 Student will edit drafts and revise for clarity and

organization.


editing.

4.2.W.4

Students will use resources to find correct spelling of words










4.3.R.1

Students will determine the author’s purpose (i.e., entertain,

inform, persuade) and infer the difference between the

stated and implied purpose.

4.3.R.2



informational text.

4.3.R.3

Students will describe key literary elements:

setting

plot

characters (i.e., protagonist, antagonist)

characterization

theme

4.3.R.4


simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone*

*Students will find textual evidence when provided with

examples.



4.3.R.7 Students will ask and answer inferential questions using the

text to support answers.





discussions.

4.4.R.1


appropriate, grade-level vocabulary to infer meaning of

grade-level text.



4.4.R.4

Students will infer relationships among words with multiple



4.4.R.5



















nouns.







communication.

4.5.W.1

Students will capitalize

familial relations

proper adjectives


4.5.W.2


sentences and questions with appropriate commas, end

marks, apostrophes, and quotation marks as needed for

dialogue.

4.5.W.3











specific purposes.








4.8.W





TOPIC:







4.3.W.2 INFORMATIVE-Grade level focus


voice.



words.

TOPIC:








voice.

4.3.W.3

OPINION

Students will express an opinion about a topic and provide fact-

based reasons as support.

3rd 9 Weeks





and apply effective




rules.



understanding.





and apply effective





4.1.W.1 Students will report on a topic or text, tell a story, or recount an



pace.

4.1.W.2 Students will work effectively and respectfully within diverse















and tell stories.







analysis skills.

4.2.PWS.1 Students will use their combined knowledge of letter-sound



words.








4.2.F.1 Students will read high frequency and irregularly spelled


4.2.F.2 Students will orally read grade-level text at an appropriate

rate, smoothly and accurately, with expression that connotes

comprehension.








of a passage.





4.2.R.4 Students will begin to paraphrase main ideas with supporting

details in a text.









4.2.W.2 Student will edit drafts and revise for clarity and organization.


editing.











4.3.R.1 Students will determine the author’s purpose (i.e., entertain,

inform, persuade) and infer the difference between the stated

and implied purpose.

4.3.R.2 Students will infer whether a story is narrated in first or third


text.

4.3.R.3 Students will describe key literary elements:

setting

plot (climax)


characterization

theme

4.3.R.4 Students will find examples of literary devices:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone*


examples.

4.3.R.5 Students will distinguish fact from opinion in a text and

investigate facts for accuracy.




to support answers.





discussions.

4.4.R.1 Students will increase knowledge of academic, domain-


level text.



4.4.R.4 Students will infer relationships among words with multiple



4.4.R.5 Students will use a dictionary or glossary (print and/or
















nouns.











communication.

4.5.W.1 Students will capitalize

familial relations

proper adjectives


4.5.W.2 Students will compose and expand grammatically correct

sentences and questions with appropriate commas, end marks,

apostrophes, and quotation marks as needed for dialogue.

4.5.W.3 Students will compose simple, compound, and complex










specific purposes.








4.8.W Students will write independently over extended periods of time




TOPIC:

WRITING January-Informative/Expository Literary Analysis







voice.

4.3.W.2




words.

TOPIC:








voice.

4.3.W.1

NARRATIVE


setting, point of view, conflict (i.e., solution and resolution), and

dialogue.

TOPIC:








voice.

4.3.W.2




words.

4th 9 Weeks

No new skills introduced, but remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.




and apply effective




rules.



understanding.





and apply effective





4.1.W.1 Students will report on a topic or text, tell a story, or recount an



pace.

4.1.W.2 Students will work effectively and respectfully within diverse















and tell stories.







analysis skills.

4.2.PWS.1 Students will use their combined knowledge of letter-sound



words.










4.2.F.2 Students will orally read grade-level text at an appropriate rate,


comprehension.








of a passage.






details in a text.









4.2.W.2 Student will edit drafts and revise for clarity and organization.


editing.











4.3.R.1 Students will determine the author’s purpose (i.e., entertain,

inform, persuade) and infer the difference between the stated

and implied purpose.

4.3.R.2 Students will infer whether a story is narrated in first or third


text.

4.3.R.3 Students will describe key literary elements:

setting

plot (climax)


characterization

theme

4.3.R.4 Students will find examples of literary devices:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone*


examples.

4.3.R.5 Students will distinguish fact from opinion in a text and

investigate facts for accuracy.



cause/effect).


to support answers.





discussions.

4.4.R.1 Students will increase knowledge of academic, domain-


level text.

4.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin

roots, stems) to define and determine the meaning of new

words.



4.4.R.4 Students will infer relationships among words with multiple



4.4.R.5 Students will use a dictionary or glossary (print and/or


















nouns.



4.5.R.3 Students will recognize comparative and superlative adjectives

and adverbs.

4.5.R.4 Students will recognize prepositional phrases and conjunctions.







communication.

4.5.W.1 Students will capitalize

familial relations

proper adjectives


4.5.W.2 Students will compose and expand grammatically correct

sentences and questions with appropriate commas, end marks,

apostrophes, and quotation marks as needed for dialogue.

4.5.W.3 Students will compose simple, compound, and complex









4.6.R.1 Students will use their own viable research questions to find

information about a specific topic.

4.6.R.2 Students will use graphic features including photos,


italics, sidebars, charts, graphs, and legends to interpret a

text.


information gathered.





arguments.

4.7.R.1 Students will locate, organize, and analyze information from

a variety of written, oral, visual, digital, non-verbal, and

interactive texts to generate and answer literal and

interpretive questions to create new understandings.

4.7.R.2 Students will compare and contrast how ideas and topics are





arguments.

4.7.W.1 Students will create multimodal content that effectively

communicates an idea using technology or appropriate

media.

4.7.W.2 Students will create presentations using videos, photos, and

other multimedia elements to support communication and

clarify ideas, thoughts, and feelings.






specific purposes.












TOPIC:




TOPIC:





Building Academic Vocabulary

Audibles – 4th Grade



acute angle adaptation almanac almanacs

associative balance scale analyze bay

axis classification appendix canyon

computation conductor audience city council

dividend consumer author’s purpose delta

divisor decomposer character’s motive

economic specialization

elapsed time deposition compare/contrast entrepreneur

equivalent direction double negatives exports

expanded form electrical circuit (open and

closed) drawing conclusions global trade

expression electricity evaluate governor

frequency table erosion genre human system

hundredths evidence hyperbole immigrants

inequality symbols force (pull/push) legend intermediate directions

intersecting fossils metaphor land run

inverse operation friction myths mayor

line graph inherited traits outline mesa

obtuse angle insulator paraphrase major metropolitan center

parallel mineral persuasive point of view/perspective

perpendicular motion possessive nouns prairie

prediction organism prewrite primary sources

quotient position preface region

reasonable producer proofread relative location

reflection reproduce publish rural

right angle resistance research secondary sources

rotation sediment sentence fragment state capitol

rule SI Prefixes simile state legislature

standard form micro simple predicate Trail of Tears

lengths milli simple subject tributary

translation centi urban

variable kilo

SI Units

grams

meters

liters

degrees Celsius

speed

stationary objects

survival

weathering

4th Grade Writing Pacing Guide

Month Mode


August Narrative - Personal

September Informational/Explanatory - Functional Writing such as

directions





NARRATIVES

Imagine being the President of the United States for one day. Describe your

experience including details for a 24-hour period. Include a timeline. (social studies/math)

Pretend you are an animal. Describe

yourself and your habitat. (science)

INFORMATIONAL/EXPLANATORY-

DIRECTIONS

Do you have a hobby? Describe what you enjoy

doing in three paragraphs. Explain why your hobby is special. Use sequential transition words (first, next, then, last). (social studies)

Graph the most popular hobby in your class. Include

a key. Use the data to draw inferences about the most popular and least popular hobby. (math)

What steps do you take to collect data when observing and measuring objects, organisms, and/or

events? (science)

INFORMATIONAL EXPLANATORY – RESEARCH

What are the requirements for being a president? Use relevant facts and descriptive details to

support your findings. (social studies)

Research an animal and write a report. (science)


Month Mode


October Informational/Explanatory – Research (finish from 1st Quarter)






Write a three paragraph essay explaining why

you would be the best president of the United

States. (social studies)

Research the requirements for becoming a

president. Explain and give specific evidence of

why you would be the best president. (social

studies)

Tell why it is important to stop erosion.

(science)

Explain why it is important to conduct multiple

experiments before coming to a conclusion.

(science)

INFORMATIONAL EXPLANATORY – RESEARCH

Compare and contrast the climate of Oklahoma using different sources and cite the facts and

information. (social studies)

Research the Oklahoma City National Memorial and explain the historic significance of the

memorial. Cite the reference sources used. (social studies)


Month Mode


January Informational/Explanatory – Literary Analysis

February Narrative - Descriptive






Literary Analysis: Compare and contrast the song

lyrics to America and America the Beautiful. Look

for uses of figurative language; alliteration,

imagery, and use of specific descriptive adjectives.

How are the themes similar? Different? (social

studies)

Research the five major Native American tribes

from Oklahoma. Use cooperative groups to divide

the different topics: housing, transportation,

customs, contributions to American culture and

history. Cite the information and bring the

information together to form a whole group

research report. (social studies)

Write a scientific report based on students’ science

fair projects. Be sure to include the scientific

method. (science)

NARRATIVE

Narrative: Imagine you are an

early European that has come to

America. Write a descriptive

narrative explaining the

experiences you have

encountered with the Native

Americans. (social studies)

Pretend you are a scientist and

explain how you conducted your

scientific experiment. (science)

5TH GRADE

PACING GUIDE


Fifth Grade Reading Curriculum Guide

1st 9 Weeks



and apply effective




rules with awareness of verbal and nonverbal cues.






other pairs, diverse groups, and whole class settings.


and apply effective





5.1.W.1

Students will give formal and informal presentations in a group

or individually, organizing information and determining

appropriate context for audience.

Reading Foundation—Fluency







5.2.R.1

Students will create an objective summary, including main idea

and supporting details, while maintaining meaning and a logical

sequence of events.


nonfiction/informational texts to distinguish genres.


details in a text.







5.2.W.1

Students will apply components of a recursive writing process

for multiple purposes to create a focused, organized, and

coherent piece of writing.

5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as

necessary.

5.2.W.3

Students will develop drafts by choosing an organizational

structure (e.g., description, compare/contrast, sequential,

problem/solution, cause/effect, etc.) and building on ideas in

multi-paragraph essays.

5.2.W.4 Students will edit and revise multiple drafts for intended

purpose (e.g., staying on topic), organization, and coherence.

5.2.W.5

Students will use resources to find correct spellings of words










5.3.R.4

Students will evaluate literary devices to support interpretations

of literary texts:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone*

*Students will find textual evidence when provided with examples.

5.3.R.6

Students will distinguish the structures of texts (e.g.,

description, compare/contrast, sequential, problem/solution, and

cause/effect) and content by making inferences about texts and

use textual evidence to support understanding.

5.3.R.7 Students will compare and contrast texts and ideas within and

between texts.





discussions.

5.4.R.1



level text.

5.4.R.2

Students will use word parts (e.g. affixes, Greek and Latin

roots, stems) to define new words and determine the meaning of

new words.

5.4.R.3

Students will use context clues to determine or clarify the

meaning of words or distinguish among multiple-meaning

words.

5.4.R.4

Students will infer the relationships among words with multiple

meanings, including synonyms, antonyms, analogies, and more

complex homographs and homonyms.

5.4.R.5

Students will use a dictionary, glossary, or a thesaurus (print

and/or electronic) to determine or clarify the meanings,

syllabication, pronunciation, synonyms, and parts of speech of

words.








communicate ideas in writing clearly.







5.5.R.1 Students will recognize conjunctions, prepositions, and

interjections and explain their effect in particular sentences.

5.5.R.2 Students will recognize verb tense to signify various times,

sequences, states, and conditions in text.






communication.

5.5.W.1

Students will write using correct mechanics with a focus on

commas, apostrophes, and quotation marks as needed for

dialogue and quoted material.

5.5.W.2




5.5.W.3 Students will form and use the present and past verb tenses.

5.5.W.4 Students will form and use verb tense to convey various times,

sequences, states, and conditions.

5.5.W.5 Students will recognize and correct inappropriate shifts in verb

tense.





arguments.

5.7.R.1

Students will analyze the characteristics and effectiveness of a


interactive texts to generate and answer literal and interpretive

questions to create new understandings.








specific purposes.








5.8.W


(e.g., tie for research, reflection, and revision) and for shorter



TOPIC:








voice.

5.3.W.1

NARRATIVE


setting, point of view, and conflict. (i.e., internal, external), and

dialogue.

TOPIC:








voice.

5.3.W.2


Students will introduce and develop a topic, incorporating

evidence (e.g., specific facts, examples, and details) and

maintaining an organized structure.

2nd 9 Weeks





and apply effective












and apply effective





5.1.W.1











5.2.R.1



sequence of events.




details in a text.







5.2.W.1





necessary.

5.2.W.3







5.2.W.5











5.3.R.1

Students will determine an author’s stated or implied

purpose and draw conclusions to evaluate how well the

author’s purpose was achieved.

5.3.R.2 Students will determine the point of view and describe how

it affects grade-level literary and/or informational text.

5.3.R.3

Students will describe and find textual evidence of key

literary elements:

setting

plot


characterization

theme

5.3.R.4


of literary texts:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone* *Students will find textual evidence when provided with

examples.

5.3.R.5 Students will distinguish fact from opinion in non-fiction

text and investigate facts for accuracy.

5.3.R.6


description, compare/contrast, sequential, problem/solution,

and cause/effect) and content by making inferences about

texts and use textual evidence to support understanding.

5.3.R.7 Students will compare and contrast texts and ideas within

and between texts.





discussions.

5.4.R.1



level text.

5.4.R.2



new words.

5.4.R.3



words.

5.4.R.4




5.4.R.5




words.

























communication.

5.5.W.1




5.5.W.2


sentences and questions, create sentences with an

understood subject, and correct fragments and run-on

sentences.


5.5.W.4 Students will form and use verb tense to convey various

times, sequences, states, and conditions.

5.5.W.5 Students will recognize and correct inappropriate shifts in

verb tense.







5.6.R.2 Students will record and organize information from various

print and/or digital sources.








multiple purposes.

5.6.W.1

Students will write research papers and/or texts

independently over extended periods of time (e.g., time for

research, reflection, and revision) and for shorter


5.6.W.2 Students will formulate a viable research question from

findings.





arguments.

5.7.R.1












specific purposes.












TOPIC:








voice.

5.3.W.2





TOPIC:








voice.

5.3.W.3

OPINION

Students will clearly state an opinion supported with facts and

details.

5.3.W.4

OPINION

Students will show relationships among facts, opinions, and

supporting details.

3rd 9 Weeks





and apply effective












and apply effective





5.1.W.1











5.2.R.1



sequence of events.




details in a text.







5.2.W.1





necessary.

5.2.W.3







5.2.W.5











5.3.R.1

Students will determine an author’s stated or implied

purpose and draw conclusions to evaluate how well the

author’s purpose was achieved.

5.3.R.2 Students will determine the point of view and describe how it

affects grade-level literary and/or informational text.

5.3.R.3

Students will describe and find textual evidence of key

literary elements:

setting

plot


characterization

theme

5.3.R.4

Students will evaluate literary devices to support

interpretations of literary texts:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone*


examples.

5.3.R.5 Students will distinguish fact from opinion in non-fiction text

and investigate facts for accuracy.

5.3.R.6






between texts.





discussions.

5.4.R.1



level text.

5.4.R.2



new words.

5.4.R.3



words.

5.4.R.4




5.4.R.5

Students will use a dictionary, glossary, or a thesaurus

(print and/or electronic) to determine or clarify the

meanings, syllabication, pronunciation, synonyms, and parts

of speech of words.

























communication.

5.5.W.1




5.5.W.2








tense.
















multiple purposes.

5.6.W.1

Students will write research papers and/or texts independently

over extended periods of time (e.g., time for research,

reflection, and revision) and for shorter timeframes (e.g., a

single sitting or a day or two).


findings.

5.6.W.3

Students will organize information found during research,

following a modified a modified citation style (e.g., author,

title, publication date) with guidance and support.

5.6.W.4 Students will summarize and present information in a

report.





arguments.

5.7.R.1










arguments.

5.7.W.1

Students will create multimodal content that effectively

communicates an idea using technology and appropriate

media.

5.7.W.2 Students will create presentations that integrate visual

displays and other multimedia to enrich the presentation.






specific purposes.








5.8.W





TOPIC:

WRITING January-Informative/Expository Literary Analysis







voice.

5.3.W.2





TOPIC:






5.3.W.1 NARRATIVE



voice.


setting, point of view, conflict (i.e., internal, external), and

dialogue.

TOPIC:








voice.

5.3.W.2





4th 9 Weeks

No new skills introduced, but remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.




and apply effective












and apply effective





5.1.W.1











5.2.R.1



sequence of events.




details in a text.







5.2.W.1





necessary.

5.2.W.3







5.2.W.5











5.3.R.1

Students will determine an author’s stated or implied purpose

and draw conclusions to evaluate how well the author’s purpose

was achieved.

5.3.R.2 Students will determine the point of view and describe how it

affects grade-level literary and/or informational text.

5.3.R.3

Students will describe and find textual evidence of key literary

elements:

setting

plot


characterization

theme

5.3.R.4


of literary texts:

simile

metaphor

personification

onomatopoeia

hyperbole

imagery

symbolism*

tone* *Students will find textual evidence when provided with

examples.

5.3.R.5 Students will distinguish fact from opinion in non-fiction text

and investigate facts for accuracy.

5.3.R.6






between texts.





discussions.

5.4.R.1



level text.

5.4.R.2



new words.

5.4.R.3



words.

5.4.R.4




5.4.R.5




words.

























communication.

5.5.W.1




5.5.W.2








tense.
















multiple purposes.

5.6.W.1

Students will write research papers and/or texts independently

over extended periods of time (e.g., time for research,

reflection, and revision) and for shorter timeframes (e.g., a

single sitting or a day or two).


findings.

5.6.W.3

Students will organize information found during research,

following a modified a modified citation style (e.g., author, title,

publication date) with guidance and support.

5.6.W.4 Students will summarize and present information in a report.





arguments.

5.7.R.1









5.7.W.1 Students will create multimodal content that effectively

communicates an idea using technology and appropriate media.


arguments. 5.7.W.2 Students will create presentations that integrate visual displays

and other multimedia to enrich the presentation.






specific purposes.








5.8.W





TOPIC:




TOPIC:





Audibles – 5th Grade



balanced acids/bases caption abolitionist

base atmosphere character development amendments

composite axis comparative American Revolution

deposit biome adjectives/adverbs Articles of Confederation

distributive property chemical change concluding paragraph basic freedoms

fair number cube chemical properties conflict Bill of Rights

greatest common factor

(GCF) community coordinating conjunctions cause and effect

improper fractions condensation figurative language colony

least common denominator (LCD) crater free verse

Constitutional Convention and Ratification

least common multiples (LCM) decompose generalization Declaration of Independence

mean dichotomous keys idiom democracy

metric prefixes earth’s layers interjections executive branch

milli crust introductory paragraph explorers

centi mantel minor character historical map

kilo core onomatopoeia indentured servant

mixed numbers eclipse parts of speech Industrial Revolution

percent energy (kinetic/potential) poetic styles judicial branch

plane environmental changes

(human & nature) reference source legislative branch

prime evaporation resolution Lewis & Clark Expedition

proper fraction graduated cylinder rhythm Louisiana Purchase

range mass stereotypical manifest destiny

ray matter stress mental mapping

straight angle moon/lunar (phases) superlative adjectives &

adverbs mission

thousandths observe text (structure) Native American/Indian

Venn Diagram orbit transitional words Preamble

withdraw pollution word origins Puritan

population Quaker

precipitation religion

revolution revolution

rotation rights

Scientific Method slavery

serial order supply & demand

solar energy taxes

Solar System topographic map

species triangular trade

transfer of energy U.S. Constitution

Universe westward expansion

weather women’s suffrage


Month Mode


August Narrative - Personal

September Informational/Explanatory – Functional Writing


Writing should be incorporated across the curriculum. The following are IDEAS. You can choose to use the prompts or use them as a



Write a paragraph on how to create your favorite ice cream sundae or how to do your favorite dance. (ELA)

Native Americans depended on nature for survival. Write haikus about various aspects of nature that the

Native Americans revered. (social studies)

Read the book, We the People and analyze the meaning of The Preamble to the Constitution. Students will

summarize its true meaning in a well-written paragraph. (social studies)

Write a diamante about the cause and effect relationship between two historical events or significant people,

for example, Squanto and the Pilgrims. (social studies)

Explain the cause and effect relationship between parts of a simple machine. Extend the writing by explaining

how the simple machine works and how they help us. (science)

NARRATIVE

Pretend you are a 21st Century explorer. Describe the “never seen before” place you are exploring, for example, deep space,

Mars, the abyss of the ocean, and your adventure. (science)

Write a journal entry as a Native American or early colonist

depicting your day of hunting and the types of animals you

encountered. (science)

As Marco Polo, write a postcard to your family describing

your journey on the Silk Road. (social studies)


Month Mode


October Informational/Explanatory-Research (Ongoing)



are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas.


Write a letter expressing your opinion to your family

back home in England about John Smith’s policy of “NO

Work, NO Food”. Support your opinion with accurate

quotes from a text. (social studies)

After comparing and contrasting the three colonial

regions’ natural resources, agriculture, and economic

growth, write an argumentative/opinion essay that

supports your conclusion on which region would be the

best to live in at that time in history. (science)

Compare your life now to that of a child in Colonial

Jamestown. Write an opinion piece stating which time in

history would be best to live in. Cite specific examples to

support your opinion. (social studies)


In relation to the presidential election,

produce a three-column chart distinguishing

the responsibilities of the government.

Explain the importance of checks and

balances. (social studies)

Write an “I Am” poem relating facts about

an important colonial figure such as William

Penn, Roger Williams, the Quakers, James

Oglethorpe, or Jamestown. (social studies)


Month Mode


January Informational/Explanatory – Literary Analysis

February Narrative – Descriptive



are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas.


Write a five paragraph essay that describes the events

leading up to the American Revolution. Support your

topic with evidence from research. Cite your sources

accurately. (social studies)

You were a witness to the Boston Massacre. Write a five-

senses poem expressing the imagery of the situation: I

see… I hear…. I feel…. I smell….. I taste….. (social

studies)

Create a class alphabet book of the American Revolution.

Use each page to highlight a well-developed paragraph

about the topic. Include a detailed illustration. (social

studies)

Develop a quilt with each square representing a famous

patriot, event, or group from the American Revolution.

Each quilt square should include a picture and four facts

about the topic. (social studies)


Literary Analysis: Compare and contrast

The Bill of Rights with the introduction to

the Declaration of Independence, and the

Preamble to the Constitution. How do these

documents insure liberty for all people in the

new nation? (social studies)

NARRATIVE

Write a magazine or newspaper

article about the efforts of the Sons

of Liberty or Daughters of Liberty in

showing their opposition to the

Sugar and Stamp Acts. (social

studies)


Month Mode



April Informational/Explanatory – Literary Analysis of Poetry

May Research

Writing should be incorporated across the curriculum. The following are IDEAS.

You can choose to use the prompts or use them as a springboard for you own ideas.


Write a literary analysis between two books,

poems, or authors. Explain writing

techniques, figurative language, and use of

character development. (ELA)

Choose a scientist/inventor or event from the

20th century and create a biographical data

disc on your choice of topics. (science)

Create a timeline of what you learned about

the American Revolution. Note 10 favorite

people, places, or events on the timeline.

(social studies)