second quarter comprehensive learning priorities · 2014. 11. 3. · second quarter comprehensive...

SECOND QUARTER Comprehensive Learning Priorities

PreK/Kindergarten: p. 2 1st Grade: p. 10 2nd Grade: p. 18 3rd Grade: p. 26 4th Grade: p. 34 5th Grade: p. 42 6th-8th Grade: p. 50

Polk Bros Foundation Center for Urban Education http://teacher.depaul.edu

http://teacher.depaul.edu/

2nd Quarter Comprehensive Learning Priorities 2014-15 2014 Center for Urban Education http://teacher.depaul.edu Core Connections 2014 2

Kindergarten and Pre-K

SECOND QUARTER LEARNING PRIORITIES

Common Core Kindergarten Literacy Standards Emphasized

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

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

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

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

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

How the writer and illustrator help me understand.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE

4. Ask and answer questions about unknown words in a text.

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

5. Recognize common types of texts (e.g., storybooks, poems).

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

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

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

INTEGRATION OF KNOWLEDGE AND IDEAS

INTEGRATION OF KNOWLEDGE AND IDEAS

7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an Illustration depicts).

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Integrated Standards: All reading standards require standard 1 competence--With prompting and support, ask and answer questions about key details of a text and support standard 10 progress: Actively engage in group reading activities with purpose and understanding.

WRITING CCSS.W.K.2 EXPLANATORY/INFORMATIONAL (CPS Framework Assessment Specification) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

Comprehension and Collaboration

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. __SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and

taking turns speaking about the topics and texts under discussion).

__SL.K.1b Continue a conversation through multiple exchanges.

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility. SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

http://www.corestandards.org/ELA-Literacy/SL/K/1/

http://www.corestandards.org/ELA-Literacy/SL/K/1/a/

http://www.corestandards.org/ELA-Literacy/SL/K/1/b/





http://www.corestandards.org/


LANGUAGE Kindergarten This list is set up with lines so that you can check your students’ priorities for this quarter.

CONVENTIONS IN WRITING AND SPEAKING

1. Observe conventions of grammar and usage. __a. Print most upper- and lowercase letters. __b. Write a letter or letters for most consonant and short-vowel sounds (phonemes). __c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,

wishes) when speaking. __d. Understand and use the most frequently occurring prepositions in English (e.g.,

to/from, in/out, on/off, for, of, by, with) when speaking. __e. Produce and expand complete sentences in shared language and writing

activities. __f. Understand and use question words (e.g., who, what, where, when, why, how) in

discussions.

2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize the first word in a sentence and the pronoun I. __b. Name and identify end punctuation, including periods, question marks, and

exclamation points. __c. Spell simple words phonetically using knowledge of sound-letter relationships.

3. (Begins in grade 3)

VOCABULARY ACQUISITION AND USE

4. Determine word meanings (based on kindergarten reading). __a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the

concepts the categories represent. __b. Identify new meanings for familiar words and apply them accurately (e.g.,

knowing duck as a bird and learning the verb to duck). __c. Use the most common affixes in English (e.g., -ed, -s, re-, un-, pre-, -ful, -less)

as a clue to the meaning of an unknown word.

5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., note places at

school that are colorful). __b. Distinguish shades of meaning among verbs describing the same general action

(e.g., walk, march, strut, prance) by acting out the meanings. __c. Use common adjectives to distinguish objects (e.g., the small blue square; the

shy white rabbit). __d. Demonstrate understanding of common verbs and adjectives by relating them to

their opposites (antonyms).

6. Use newly learned words acquired through conversations, reading, and responding to texts.


Kindergarten: Second Quarter, Weeks 11-12 Learning Priorities

Week 11 Week 12

Reading Literature 3. With prompting and support, identify characters, settings, and major events in a story. Answer with evidence

How do the writer and illustrator help you understand the characters in a story?

Infer about characters—traits, motives, and actions

Choose a character. Who …….. does what ………

INFER Answer evidence

why

what trait does that show?

How do the writer and illustrator help you understand the characters in a story?

Infer about characters—traits, motives, and actions

Choose a character. Who …….. does what ………

INFER Answer evidence

why

what trait does that show?

Science or Social Science CCSSRI 2 Relate information to a topic CCSSRI7—explain how pictures provide information about a topic

Non-Fiction Sources _ picture books _big books _topic/trade books

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question.

Locate and list and picture information from texts and illustrations

use words and pictures to tell words and information that tell about a topic.


Locate and list and picture information from texts and illustrations

use words and pictures to tell words and information that tell about a topic.

Explain how pictures help provide information about a topic

Writing CCSSW.K.2--explanatory/ informational

Write letters and words or pictures that show letter sounds Place words in sequence

Write letters and words or pictures that show letter sounds

Place words in sequence

Word Patterns and Grammar In addition to scheduled sight words include phrases such as the Fry Phrases.

Match sound/symbol/picture Sight Words: PHONICS:

Match sound/symbol/picture Sight Words: PHONICS:

MATH Practice Standard 6: precision

This week’s focus:

Learning Journal


Learning Journal

http://teacher.depaul.edu/html/Guide_Assess_Fiction.html

http://teacher.depaul.edu/Science_Activities_Assessments.html

http://teacher.depaul.edu/social_studies.html

http://teacher.depaul.edu/html/Writing1.htm

http://teacher.depaul.edu/html/vocabulary.html


http://teacher.depaul.edu/html/MathGraphicThinkers.htm


Kindergarten: Second Quarter, Weeks 13-14 Learning Priorities Week 13 Week 14

Reading Literature CCSSRL.K.1 Locate information—key details Answer with evidence—literal and inferential questions Figure out the theme CCSSRLK.6—how the book communicates

Listen to/read a story. Tell how the writer and illustrator help you understand:

Part of the Story

What Words or Pictures tell you

People

The Place

Recommended: Dramatize a part of the story.


Part of the Story


People

The Place

Recommended: Dramatize a part of the story.

Science or Social Science CCSSRI.K.2—relate topic and details. Non-Fiction Sources _ picture books _big books _topic/trade books _computer-accessed videos


List important information—teacher guides with questions.

Then tell what you think is most interesting or important detail about a topic.

Make word-picture glossary.


List important information—teacher guides with questions.

Then tell what you think is the most interesting or important detail about a topic.


Writing CCSSW.K.2--explanatory/informational

Write or arrange words in sentence.

Write sentence.


Match sound/symbol/picture

Sight Words: PHONICS:

Identify, use beginning consonants




Learning Journal


Learning Journal










Week 15 Week 16

Reading Literature CCSSRLK.6—how the book communicates


Part of the Story


People Their actions and traits

The Place What is there?

events Sequence and figure out which is most important

The message or theme.


Part of the Story


People Their actions and traits

The Place What is there?

Events Sequence and figure out which is most important

The message or theme.

Science or Social Science CCSSR2—relate topic and details. CCSSRI.K.7—integrate information from text and visuals Non-Fiction Sources _ picture books _big books _topic/trade books _computer-accessed videos


List important information about a topic from pictures and texts.


Draw pictures and write important facts.


List important information about a topic from pictures and texts.


Draw pictures and write important facts.

Writing CCSSW.K.2--explanatory/ informational

Write or arrange words in sentence

Write/arrange words in sentences


Identify initial consonants

Sight Words:

Assess Sight Word status.

Phonics: final consonants




Learning Journal


Learning Journal










Week 17 Week 18

Reading Literature CCSSRL.K.1, 2, 3, and 7 Locate information—key details, events, characters; sequence, then summarize; Figure out the main message/theme

Retell then Summarize a story —What happens? Who are the characters? Then Infer the main idea/author’s message

What idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?

What do I like about the story (opinion)

Retell then Summarize a story —What happens? Who are the characters? Then Infer the main idea/author’s message

What idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?

What do I like about the story (opinion)

Science or Social Science CCSSRI.K.2—relate details to topic CCSSRI7—combine information from text and visual sources Non-Fiction Sources _ picture books _big books _topic/trade books _computer-accessed videos


Use pictures and text sources to learn about a topic.

List and picture important information.

Summarize what you learned about the topic.


Use picture and text sources to learn about a topic.



Writing CCSSW.K.2 Retell a story—relates to literacy—retell story you read or experience you had.

Build words with letters

Write sentences

Build words with letters.

Write sentences


Phonics: final consonants; rhyming


Phonics: Final consonants; substitution




Learning Journal


Learning Journal










Week 19 Week 20 COMPREHENSIVE ASSESSMENT

Reading Literature CCSSRL.K.1 Read closely/ carefully/completely

Ask/answer how/why questions with evidence from the words and from the illustrations.

question answer evidence

Comprehensive assessment: What have we learned about interpreting stories?

Science or Social Science CCSSRI.K.2 Relate details to topic

CCSSR7 combine information from text and visual sources Non-Fiction Sources _ picture books _big books _topic/trade books _computer-accessed videos


Use pictures and text sources to learn about a topic.

Tell how you know that a detail is important.




Use picture and text sources to learn about a topic.

Tell how you know a detail is important.

Then tell how writers and illustrators tell and show information to help you understand the topic. Then make your own page.

Writing CCSSW.K.2

Build words with letters. Write sentences

Build words with letters.

Write sentences


Match letters, sounds/pictures

Identify consonants (initial, final, medial)

Substitution

Rhyming Sight Words:

Make a first-semester word display—what we have learned.

PHONICS: This week’s sight words:



Math Journal

Comprehensive Assessment: Math We Know

Make a math ―book‖ that lists the words and numbers you have learned this quarter.









1st

Grade SECOND QUARTER LEARNING PRIORITIES

Common Core First Grade Literacy Standards Emphasized

READING LITERATURE READING NONFICTION

KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

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

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

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

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


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

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

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

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

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

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

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS

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

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

Integrated Standards: Standard 1—ask and answer questions about key details in a text—is the basis for responding to questions and completing tasks based on the other reading standards. Progress in each standard supports standard 10 -- With prompting and support, read prose and poetry and informational texts appropriately complex for grade 1.

Nonfiction reading competencies are developed each week in science or social

science—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.

All the reading competence development is designed to reach standard 10: With prompting and support, read prose and poetry and informational texts appropriately complex for grade 1.


Writing: CCSSW.1.2 EXPLANATORY (CPS Framework Assessment Specification) Write explanatory texts in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

Explanatory writing aligns with reading standard 7—integrate from different sources; and writing standard 7—research to understand a topic.



SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

__SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

__SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

__SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6 Produce complete sentences when appropriate to task and situation. Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility. Integrate the Conventions in Writing and Speaking

http://www.corestandards.org/ELA-Literacy/SL/1/1/

http://www.corestandards.org/ELA-Literacy/SL/1/1/a/

http://www.corestandards.org/ELA-Literacy/SL/1/1/b/

http://www.corestandards.org/ELA-Literacy/SL/1/1/c/







SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

LANGUAGE First Grade These lists are set up with lines so that you can check your students’ learning priorities for this quarter.

CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.

__a. Print all upper- and lowercase letters. __b. Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops; We

hop). __c. Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my; they,

them, their). __d. Use verbs to convey a sense of past, present, and future in writing and speaking (e.g.,

Yesterday I walked home; Today I walk home; Tomorrow I will walk home). __e. Understand and use frequently occurring prepositions in English (e.g., during, beyond, toward). __f. Produce and expand complete declarative, interrogative, imperative, and exclamatory

sentences in response to questions and prompts. __g. Understand that, minimally, every sentence must be about something (the subject) and tell

something (the predicate) about its subject.

2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize names, places, and dates. __b. Use end punctuation for sentences, including periods, question marks, and exclamation points. __c. Use commas in dates and to separate single words in a series. __d. Use conventional spelling for words with common spelling patterns and for common irregular

words. __e. Use phonetic spellings for untaught words, drawing on phonemic awareness and spelling

conventions. __f. Form new words through addition, deletion, and substitution of sound and letters (e.g., an →

man → mat → mast → must → rust → crust).

3. (Beings in grade 3)

VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 1 reading).

__a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

__b. Use sentence-level context as a clue to the meaning of an unknown word. __c. Use common affixes in English as a clue to the meaning of an unknown word. __d. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a

tiger is a large cat with stripes). __e. Demonstrate understanding of the concept of multiple-meaning words (e.g., match, kind, play)

by identifying meanings of some grade-appropriate examples of such words.

5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., note places at home that are

cozy). __b. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,

glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or acting out the meanings.




First Grade: Second Quarter, Weeks 11-12 Learning Priorities Week 11 Include response to REACH

assessment Week 12

Reading Literature CCSSRL.1.3

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

Identify/draw characteristics of persons in a story/situation

Infer traits from actions.

How they feel

What their traits are and how they are different from feelings

How their traits are shown in their actions.

Question answer evidence

feeling

trait

Identify/draw characteristics of persons in a story/situation

Infer traits from actions.

How they feel

What their traits are

How their traits are shown in their actions.

Question answer evidence

feeling

trait

Science or Social Science CCSSRI.1.2—locate information then 1.3 Relate information to an idea; Classify information Non-Fiction Sources _ picture book _big book _topic/trade book _ biography _ history, _ video


Make picture glossary

read, experience, draw, list facts about topic to answer a FOCUS QUESTION .

Classify information and tell how you do it


Make picture glossary


Classify information and tell how you do it

Writing CCSSW1.2 Explanatory/ informational

Write sentence with question mark. Then write sentence with period that answers the question.

Write journal (ongoing)

Write sentence with question mark. Then write sentences with period that answer the question.


Sight Words PHONICS:




Math Journal

Short Response


Math Journal

Short Response








First Grade: Second Quarter, Weeks 13-14 Learning Priorities Week 13 Week 14

Reading Literature CCSSRL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Read a poem and draw what the words help you understand or feel.

Read a poem and draw what it means.

Science or Social Science CCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7) Non-Fiction Sources _ picture book _big book _topic/trade book _ biography _ history, _ video


Make picture glossary based on two different sources about same topic


Summarize what you learned.


Make picture glossary based on two different sources about same topic

read, experience, draw, list facts about topic to answer a FOCUS QUESTION

Summarize what you learned.

Writing CCSSW1.2 Explanatory/ Informational

Write sentences with question mark, period, exclamation mark.

Write sentences with question mark, period, exclamation mark.


2-letter consonant blends Sight Words PHONICS:

2-letter consonant blends Sight Words PHONICS:

MATH Practice Standard 6: Work with precision


Math Journal

Short Response


Math Journal

Short Response










Reading Literature CCSSRL1.2 theme CCSSRL1.3 characters, events, purpose

Identify sequence in a story or event

Events

Draw and write to show what happens that is important to understand the message

Identify sequence in a story or event

Events

Draw and write to show what happens that is important to understand the message

Science or Social Science CCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7) Non-Fiction Sources _ picture book _big book _topic/trade book _ biography _ history, _ video


list words and pictures that help you figure out important information.

Tell an idea about the topic based on a nonfiction text. Tell how the writer uses words, pictures, sentences, questions to help you understand it.


list words and pictures that help you summarize what you learn

Tell an idea about the topic based on a nonfiction text. Tell how the writer uses words, pictures, sentences, questions to help you understand it.


Write sentences with pronoun Write sentences with pronoun






Math Journal

Short Response


Math Journal

Short Response










Reading Literature CCSSRL.1.1 Analyze, then infer; answer with evidence

Analyze questions, respond thoughtfully

Ask/answer what/where questions—point out these are literal.

Question Answer Where I find it

Ask/answer inferential questions

Question Answer Why I think it

Analyze questions, respond thoughtfully

Ask/answer what/where questions—point out these are literal.

Question Answer Where I find it

Ask/answer inferential questions

Question Answer Why I think it

Science or Social Science Locate information CCSSRI1.2 explain an idea with information from pictures and visuals CCSSRI1.3 and 1.7 Non-Fiction Sources _ picture book _big book _topic/trade book _ biography _ history, _ video


Make glossary

List information to support an idea

Identify source of information

Compare and contrast how a writer and an illustrator/photographer provide information


Make glossary

List information to support an idea

Identify source of information

Compare and contrast how a writer and an illustrator/photographer provide information


Write explanation Write explanation






Math Journal

Short Response


Math Journal

Short Response









First Grade: Second Quarter, Weeks 19-20 Learning Priorities Week 19 Week 20: Comprehensive Assessment

Reading Literature CCSSRL.1.2—identify theme CCSSRL3—analyze development in a story

Analyze how a character changes in a story.

What the character learns.

How the character’s choices lead the character to change or learn.

Relate to the theme of the story.

Analyze how a character changes in a story.

Relate to the theme of the story.

Revisit stories read this quarter and see how the writer uses the character’s change to help you understand the theme or message of the story.

Science Or Social Science Locate information CCSSRI1.2 explain an idea with information from pictures and visuals CCSSRI1.3 and 1.7 Non-Fiction Sources _ picture book _big book _topic/trade book _ biography _ history _ video


read, experience, draw, list facts, write/tell about a topic

Make a poster or booklet or page that tells/shows an important idea you have learned.


read, experience, draw, list facts, write/tell about a topic

Make a poster or booklet or page that tells/shows an important idea you have learned.

Writing explanatory/ informational

Write and illustrate an explanation.

Write and illustrate an explanation



Sight Words Use sight words to write sentences. Make sight word “banks” that include different kinds of sight words such as action words, nouns, adjectives.

PHONICS: Make a chart showing all the phonics you have learned this semester,



Math Journal

Short Response


Math Journal Extended Response My Own Math Book: What I have

learned this quarter.









2nd


Common Core Second Grade Literacy Standards Emphasized


KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

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

2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

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

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


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

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

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

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


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

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

Integrated Standards:1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text—is the basis for responding to questions and tasks based on the other reading standards. Progress in all standards supports standard 10-- By the end of the year, read and comprehend literature, including stories and poetry, and informational texts, including history/social studies, science, and technical texts in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.



Writing: CCSSW.2.2 EXPLANATORY (CPS Framework Assessment Specification) Write informative/explanatory/informational texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and Collaboration

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. __SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

__SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.

__SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility. Integrate the Conventions in Writing and Speaking (see the next page).











LANGUAGE Second Grade These lists are set up with lines so that you can check your students’ learning priorities for this quarter.


1. Observe conventions of grammar and usage. __a. Form common irregular plural nouns (e.g., feet, children, teeth, mice, fish). __b. Form the past tense of common irregular verbs (e.g., sat, hid, told). __c. Produce and expand complete declarative, interrogative, imperative, and

exclamatory sentences. __d. Produce and expand complete sentences to provide requested detail or

clarification.

2. Observe conventions of capitalization, punctuation, and spelling. __a. Capitalize holidays, product names, geographic names, and important words

in titles. __b. Use commas in greetings and closings of letters. __c. Use apostrophes to form contractions and common possessives. __d. Generalize learned spelling patterns when writing words (e.g., cage → badge;

boy → boil; paper → copper). __e. Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.

3. (Beings in grade 3)


4. Determine word meanings (based on grade 2 reading). __a. Determine or clarify the meaning of unknown or multiple-meaning words

through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital.

__b. Explain the meaning of grade-appropriate compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

__c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

__d. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., describe foods

that are spicy or juicy). __b. Distinguish shades of meaning among related verbs (e.g., toss, throw, hurl)

and related adjectives (e.g., thin, slender, skinny, scrawny).



Second Grade: Second Quarter, Weeks 11-12 Learning Priorities Week 11 Week 12

Reading Literature CCSSRL.2.3 Story elements CCSSRL2.5 structure of story

Make a story chart:

Parts Information

Main character

Main character’s traits

place

problem

solution

Analyze it—how does the writer help you infer the theme?

Make a story chart:

Parts Information

Main character

Main character’s traits

place

problem

solution

Analyze it—how does the writer help you infer the theme?

Science or Social Science CCSSRI.2.2 Organize information to support idea of paragraph. CCSSRI2.7, integrate information from different sources CONTENT SOURCES _topic/trade book _ biography _ history _ video


Classify information from pictures and text in a chart and tell how you do it. Science example: facts about animals; facts about environment.

Use text structure (paragraphs and sections) to tell what the ideas in a text are).

Make glossary


List information to answer a focus question.

Classify information in a chart and tell how you do it

Use pictures, illustrations, details in a text to describe the key ideas

Use text structure (paragraphs and sections) to describe how a text groups information into general categories

Make glossary

Writing Explanatory/ informational CCSSW2.2

Write and Illustrate sequence statements--can be fiction or nonfiction

Write and illustrate sequence—can be fiction or nonfiction—to support an idea or theme.


PHONICS FOCUS: Sight Words: Proper nouns

PHONICS FOCUS: Sight Words: Proper nouns

MATH Practice Standard 1: analyze problem, then solve it


Math Journal

Short Response


Math Journal

Short Response










Reading Literature CCSSR2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Interpret images in a poem –figurative language

Tell what the words mean and how they help you see the idea.

Word Picture that Shows what It

Means Figure out the writer’s message to you. Tell what you like about the poem.

Interpret images in a poem –figurative language

Tell what the words mean and how they help you see the idea.

Word Picture that Shows what It Means

Figure out the writer’s message to you. Tell what you like about the poem. Add your own lines to the poem—or write your own.

Science or Social Science CCSSR2.2 organize information to support idea CCSSR2.3—analyze relationships CCSSR2.7—interpret diagrams CONTENT SOURCES _topic/trade book _ biography _ history _ video


List information to answer a FOCUS QUESTION.

Complete a diagram to answer it—first analyze a diagram to see how it works (Can be a timeline, main idea, or other diagram—students then use same diagram to add information from the text.)

Make picture glossary of important content words Use them to explain what you learned


List information to answer a FOCUS QUESTION.

Complete a diagram to answer it—first analyze a diagram to see how it works (Can be a timeline, main idea, or other diagram—students then use same diagram to add information from the text.)

Make picture glossary of important content words

Use them to explain what you learned

Writing Explanatory—descriptive poem

Write a poem or the next part of a poem

Write a poem or the next part of a poem


Figurative Language

Rhyming words Sight Words: PHONICS:

Figurative Language

Rhyming words Sight Words: PHONICS:



Math Journal

Short Response


Math Journal

Short Response









Reading Literature CCSSRL2.2 theme CCSSRL2.3 character development (relates to theme)

Trace the changes in a story—how a character learns about others or himself/herself.

Then figure out why the writer tells the story that way—what is the message that the change is intended to help you understand?

What is the message or lesson of the story?

Why do you think that?

Trace the changes in a story—how a character learns about others or himself/herself.

Then figure out why the writer tells the story that way—what is the message that the change is intended to help you understand?

What is the message or lesson of the story?

Why do you think that?

Science or Social Science CCSSRi2.5 text features show the writer’s choices to show relationships that CCSSR2.2 communicate ideas

CONTENT SOURCES _topic/trade book _ biography _ history _ video


Use text features to find information.

Figure out the main idea of a paragraph and list information that supports it.

What ideas does the writer want you to learn?


Use text features to find information.

Figure out the main idea of a paragraph and list information that supports it.

Then list ideas from a few paragraphs in same text.

What ideas does the writer want you to learn?


Write, then Improve a paragraph—add adjectives and information

Write then improve a paragraph—add adjectives and information


Identify/explain prefixes Sight Words: PHONICS:

Identify/explain suffixes Sight Words: PHONICS:



Math Journal

Short Response


Math Journal

Short Response









2nd Grade: Second Quarter, Weeks 17-18 Learning Priorities Week 17 Week 18

Reading Literature CCSSRL2.5 story structure

Analyze genres--Compare/contrast kinds of ―make-believe‖ stories (such as fable, realistic story, folktale) –Kinds of characters, kinds of events, kinds of settings.

Realistic Story Make Believe Story

How they are different.

What structures do they share?

What would the writer ask the illustrator to include in pictures?

Analyze genres--Compare/contrast kinds of ―make-believe‖ stories (such as fable, realistic story, folktale)

Realistic Story Make Believe Story

How they are different.

What structures do they share?

What would a writer plan to write each kind?

What would the writer ask the illustrator to include in pictures?

Science or Social Science Figure out how the parts of a text fit together—to tell a sequence or to explain a topic with different sub-topics. (CCSSR3) CONTENT SOURCES _topic/trade book _ biography _ history _ video


Use text features to figure out the parts.

Figure out how the parts of a text fit together—either to tell a sequence or as parts of a whole topic—its subtopics.

Figure out important ideas from diagrams

Write to explain what you learned with evidence/examples and your own diagrams.






Writing explanatory/informational

Write explanation—outline/diagram a paragraph (first, analyze one in a text) then write it

Write explanation—outline/diagram a paragraph (first, analyze one in a text) then write it


Explain contractions found in text. Sight Words: PHONICS:

Compare contractions and possessives.




Math Journal

Short Response


Math Journal

Short Response









2nd Grade: Second Quarter, Weeks 19-20 Learning Priorities

Week 19 Week 20 Comprehensive Assessment

Reading Literature CCSSRL.2.2—theme of a story CCSSRL2.3 Analyze a story’s development

How do you Identify theme? —what lesson the writer wants you to understand—and how the writer communicates it through the characters and events.

Read new stories or revisit familiar ones to identify genre and figure out the theme. Theme: ____________ How the writer helps me understand it

Make a ―how to read a story guide— What do you first when you read a story. Then what do you do? What do you do when you finish reading the story? Why do people re-read stories?

Make a How to read a poem guide--

What do you do when you read a poem? What do you do first? Then what do you do? Why do people re-read poems?

Science or Social Science Figure out how the parts of a text fit together—to tell a sequence or to explain a topic with different sub-topics. (CCSSR3)

CONTENT SOURCES _topic/trade book _ biography _ history _ video






Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Read an unfamiliar text. List the ideas you learn. Use words, pictures, diagram to

show an important idea you learn.

Writing explanatory/informational

Write then edit paragraph based on a text.

Make guide with your own example: how you write a good explanatory paragraph


Use contractions in sentences.

Use possessives in sentences.


Identify and explain contractions when reading.

Explain and give examples of possessives.



Math Journal

Extended Response


Math Journal

Extended Response My Own Math Book: What I have

learned this quarter.









3rd


EMPHASIZED READING COMPETENCIES


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

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

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

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


4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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

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

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

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

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


7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text

Integrated Standards: Standard 1--Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. is part of accomplishing each competence. Progress in each standard is the basis for standard 10 progress—by the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.

Readings, Timelines, and Activity Resources for learning about Chicago are

available at http://teacher.depaul.edu .

http://teacher.depaul.edu/




SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. __SL.3.1a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

__SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

__SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

__SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility. Integrate the Conventions in Writing and Speaking (see the next page). SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.





http://www.corestandards.org/ELA-Literacy/SL/3/1/d/








LANGUAGE Third Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.


1. Observe conventions of grammar and usage. __a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in specific sentences. __b. Form and use the simple (e.g., I walked, I walk, I will walk) verb tenses. __c. Ensure subject-verb and pronoun-antecedent agreement.* __d. Produce simple, compound, and complex sentences.

2. Observe conventions of capitalization, punctuation, and spelling. __a. Use correct capitalization. __b. Use quotation marks in dialogue. __c. Use conventional spelling for high-frequency and other studied words and for

adding suffixes to base words (e.g., sitting, smiled, cries, happiness). __d. Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

__e. Consult reference materials, including dictionaries, as needed to check and correct spellings.

3. Make effective language choices. __a. Use words for effect.*



through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital.

__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

__c. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

__d. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

5. Understand word relationships. __a. Build real-life connections between words and their use (e.g., describe people

who are friendly or helpful). __b. Distinguish among related words that describe states of mind or degrees of

certainty (e.g., knew, believed, suspected, heard, wondered).

6. Use words that are in common, conversational vocabulary as well as grade-appropriate academic vocabulary and domain-specific words (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.

* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.


Third Grade: Second Quarter, Weeks 11-12 Learning Priorities

Week 11 Include response to REACH assessment

Week 12

Reading Literature CCSSRL3.2 infer theme CCSSRL3.3 analyze character, plot

How did the writer help you understand that CCSSRL3.5

Infer:

How characters feel about each other

What the motives are for actions

What the effects are of the action inferred

Explain how you draw those conclusions.

Question Answer evidence

Analyze: How did the writer help you understand that?

Analyze: How did the writer ―build‖ the story with parts of the plot?

Infer:

How characters feel about each other

What the motives are for actions

What the effects are of the actions Explain how you draw those conclusions.

Question Answer evidence

Analyze: How did the writer help you understand that?

Analyze: How did the writer ―build‖ the story with parts of the plot?

Science or Social Science CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea

SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Use text features to locate

information quickly. Make glossary Use graphic organizer to

clarify: Central Idea: _________________________

Supporting Ideas

Important examples

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Use text features to identify

information quickly. Make glossary Use graphic organizer to clarify: Central Idea: ____________________________

Supporting Ideas

Important examples

Writing explanatory/ informational Constructed Response

Constructed response—emphasis—focus and support –can be TECR (graphic organizer) or PCR (prose) for nonfiction

For fiction: write the journal of a character.

Constructed response—emphasis—focus and support –can be TECR (graphic organizer) or PCR (prose) for nonfiction

For fiction: write the journal of a character.

Word Patterns and Grammar CCSSR.3.4

Identify, use prefixes Identify and use suffixes

MATH Practice Standard 1: analyze problem, then solve it Practice Standard 6: attend to precision


Math Journal

Short response


Math Journal

Short response









Week 13 Week 14

Reading Literature CCSSRL3.2: theme CCSSRL3.4 how a poet uses words and phrases to communicate a message (CCSSRL3.5)

Interpret author's choice of words, relate to purpose; author’s choice of examples.

What is the message—and how does a writer accomplish that purpose with the parts of the poem?

Interpret author's choice of words, relate to purpose; author’s choice of examples.

What is the message—and how does a writer accomplish that purpose with the parts of the poem?

Science or Social Science CCSSRI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook


How does the writer include examples, headings, and illustrations—what did the writer want you to think was important as you read?

Use graphic organizer to show a topic with ideas and information from the text.

Make glossary




Make glossary

Writing descriptive poem and constructed response

Write poem with vivid language or add a stanza to a poem

Constructed response—compare two poems—analyze use of figurative language, examples the writer uses to help the reader ―see‖ the message.

Word Patterns and Grammar CCSSRI.3.4 Analyze word patterns Infer from context

Identify compound words—give examples in a chart or list

Analyze writer’s use of Figurative language

Word What It Means in this Context

Make your own figurative language sentences.

MATH Practice Standard 1: analyze problem, then solve it Persistently 6. Work with precision


Math Journal

Short Response


Math Journal

Short Response










Week 15 Week 16

Reading Literature CCSSRL3.2—communicating an idea CCSSRL3.5 Author’s choices and purpose (CCSSRL3.6)

Compare and contrast a poem and a story or two stories—with the same theme.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

Compare and contrast a poem and a story or two stories—with the same theme.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

Science or Social Science CCSSRI3.2 summarize, main idea CCSSRI3.7 integrate information and ideas from different sources SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook




Combine information from illustrations and explanations—may be from a video and a text-- to respond to a question.

Make glossary




Combine information from two different sources to respond to a question.

Combine information from illustrations and explanations—may be from a video and a text-- to respond to a question.

Make glossary

Writing explanatory/ informational constructed response (analyze literature)

Constructed response— focus and support—analyzing poem and story –how do the story and poem both communicate same message?

Constructed response –focus and support—analyzing poem and story –how do the story and poem both communicate same message?


Identify, explain how prefixes and suffixes affect word meaning—give examples in a list or chart

Identify contractions in reading.

Make a contractions chart with examples

MATH Practice Standard 1: analyze problem, then solve it Practice Standard 6: attend to precision


Math Journal

Extended Response


Math Journal

Extended Response











Week 17 Week 18

Reading Literature Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out themes, 3 (analyze relationships and character development), 5) analyze the writer’s choice of words, characters, events to communicate t theme and accomplish purpose (6) 4 (infer word meaning from context)

What genres of fiction do you know and how are they different?

How are they alike?

What strategies do you use to: figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it. Analyze causes and effects, problem + solution Infer feelings, traits, predictions. Figure out the theme

How do you read a biography—and how is reading it different from reading historical fiction? What strategies do you use to: figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it. How do you: Analyze causes and effects, problem + solution Infer feelings, traits, predictions. Figure out the theme

Science or Social Science CCSSRI3.2 summarize/analyze ideas CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea



Analyze a text. Central Idea: __________________________ Supporting Ideas

Explain how the writer develops the idea with the sequence of events (history) or relationships (science).

Make glossary


Analyze two different texts on the same topic. Compare and contrast.

Text 1: Central Idea: _______________________________ Supporting Ideas Text 2 or VIDEO: Central Idea: _______________________________ Supporting Ideas Make glossary based on both sources.

Writing explanatory/ informational --constructed response based on text

Constructed response—example—Historical Fiction: write the diary of a person who participated in a historic event

Constructed response NONFICTION—contrast two nonfiction texts on same topic


Identify possessives in reading.

Write sentences with possessives

Identify compound words in reading

Make compound word

MATH Practice Standard 1: analyze problem, then solve it Practice Standard 6: Work with precision.


Math Journal

Short Response


Math Journal

Short Response










Week 19 Week 20 comprehensive assessment

Reading Literature CCSSRL.3.2 Summarize and infer theme CCSSR3.5 and 3.6—analyze author’s choices to communicate the theme

Analyze how the writer communicates the theme of a story. Include the elements of fiction and techniques appropriate for third grade such as dialogue, narrator.

Analyze author’s choices. Students analyze and write

extended response. Students exchange and improve

each other’s extended response.

Science or Social Science CCSSRI3.5 and 3.6—author’s craft and structure—week 19 focuses on video analysis. How does a writer construct nonfiction? How does a reader comprehend nonfiction?


How do you learn from a video?

Demonstrate/explain with a nonfiction video:

Important ideas Central Idea that they relate to

Analyze how the video communicated central and supporting ideas.

Make glossary based on video


How do you choose ideas and

information from different sources to respond to a question?

How do you compare two different sources’ explanations of the same topic?

Writing explanatory/ informational constructed response

constructed response –analyze the way a writer uses techniques to communicate (can be fiction or nonfiction analysis—including video).

Students make writer’s guide: How to Write a Good constructed response.


Analyze the use of prefixes, suffixes, and compound words in nonfiction/informational text .

Give examples of words: contractions possessives

compound prefix and suffix

MATH Practice Standard 1: analyze problem, then solve it Practice Standard 2: Attend to precision


Math Journal

Short Response

Comprehensive Assessment

Write a booklet about this quarter’s math learning.









4th


Common Core Fourth Grade Literacy Standards Emphasized


KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS 2. Determine a theme of a story, drama, or poem from

details in the text; summarize the text. 2. Determine the main idea of a text and explain

how it is supported by key details; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.


7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

8. Explain how an author uses reasons and evidence to support particular points in a text.

Integrated Standards: Standard 1-- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text—is applied in responding to questions and tasks based on all other reading standards. All reading competence development supports progress to standard 10-- All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend literature and informational text in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.






__SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

__SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

__SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.


SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting

ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility. SOURCE of Common Core Standards cited in this guide: http://www.corestandards.org The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.













LANGUAGE Fourth Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.


1. Observe conventions of grammar and usage. __a. Form and use the progressive (e.g., I was walking, I am walking, I will be

walking) verb aspects. __b. Form and use adjectives and adverbs (including comparative and

superlative forms), placing them appropriately within sentences.* __c. Produce complete sentences, avoiding rhetorically poor fragments and run-

ons.* __d. Correctly use frequently confused words (e.g., to, too, two; there, their).*

2. Observe conventions of capitalization, punctuation, and spelling. __a. Use quotation marks to mark direct speech and quotations from a text. __b. Spell grade-appropriate words correctly, consulting references as needed.

3. Make effective language choices. __a. Use punctuation for effect.* __b. Maintain consistency in style and tone.* __c. Choose words and phrases to convey ideas precisely.*



through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital.

__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., telegraph, photograph, autograph).

__c. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture).

__d. Paraphrase common idioms, adages, and proverbs.

5. Understand word relationships. __a. Build real-life connections between words and their various uses and

meanings. __b. Define relationships between words (e.g., how ask is like and unlike

demand; what items are likely to be enormous). __c. Distinguish a word from other words with similar but not identical meanings

(synonyms).

6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.



Fourth Grade: Second Quarter, Weeks 11-12 Learning Priorities

Week 11 Week 12

Reading Literature CCSSRL.4.1 Infer with evidence CCSSRL4.3 development of character and plot CCSSR4.5 author’s choices How does a writer construct a story to communicate a theme?

How does the writer communicate

Motive

cause-effect

predictions

author’s purpose

character’s traits

character’s feelings

How does the writer use all the parts of the story to communicate a message?

Compare and contrast two different stories with the same theme. How do the two writers communicate it?

Science or Social Science CCSSRI.4.1 Answer with evidence CCSSRI4.2 summarize, main idea CCSSRI4.5 writer’s choices How does a nonfiction writer explain a topic?



Analyze the words and examples the writer uses that help make it clear this topic is important to learn about.

Make glossary.

Identify the central idea. Explain how the writer makes it clear that is the central idea.

What are the main ideas that you learn? How does the writer help you learn them?

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Compare and contrast two different sources about the same topic.

Analyze the words and examples each writer uses that help make it clear this topic is important to learn about.

Identify the central idea of each source.

What are the main ideas that you learn that support that central idea?

What kinds of information do the two sources include?

Make glossary of terms indicating which source they are from.

Writing Constructed response based on reading--exposition

Constructed Response –one source--outline it emphasizing focus and support then write it

Constructed Response – two texts; outline the response, emphasizing focus and support, then write it

Word Patterns and Grammar CCSSRI.4.4 Analyze word patterns and use Infer from context


MATH Practice Standard 1: analyze problem, then solve it Practice Standard 6: Work with precision


Math Journal

Short response


Math Journal

Short response










Week 13 Week 14

Reading Literature CCSSRL.4.1 Analyze, then infer with evidence CCSSRL4.2 what’s the message/theme? CCSSR4.5 and 6 Author’s purpose and techniques

How do the writers of poems accomplish their purpose—what techniques do they use?

Interpret a poem

Interpret author's techniques, how they relate to purpose

Analyze how two different poems communicate the same message.

Compare and contrast the techniques the poets use.

Science or Social Science CCSSRI.4.2 analyze how the writer explains a topic (CCSSR5—writer’s choices)


Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Analyze a video on a topic.

Analyze how the video uses narration and visuals to communicate.

Outline the video--ideas

Make glossary based on video.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Compare a video and a text about the same topic.

Analyze how a nonfiction/informational text writer uses headings and other features to explain a topic in a passage. Outline the text.

Outline the video.

Analyze how the video and the text use examples and graphics to communicate.

Make glossary indicating which source the terms are from.

Writing Constructed Response

Write a poem or the next part of a poem, emphasizing a theme and using poet’s techniques including alliteration and figurative language

Constructed response

analyze two different poems –how each writer communicates the message

Word Patterns and Grammar CCSSRI.4.4 Analyze word structure Infer from context Also relates to 4.5—author’s choice of words.

Analyze Figurative language

Word Meaning Meaning in this context



Make poet’s technique glossary with examples from poems you read or write.


This week’s Focus:

Math Journal

Short Response


Math Journal

Short response










Week 15 Week 16

Reading Literature CCSSRL4.2 analyze communication of a theme CCSSRL4.4, 5, 6—author’s choices

Analyze two different stories or a story and a poem with the same theme.

Identify techniques used by each writer.

Analyze two different stories or a story and a poem with the same theme.

Identify techniques used by each writer.

and the theme of the story.

Science or Social Science CCSSR9—integrate information from different sources.



Integrate information and ideas from two different sources to respond to a FOCUS QUESTION.

Compare and contrast the kinds of techniques, information, and ideas used by the two sources.

Make glossary indicating which source(s) they are from.


Integrate information and ideas from two different sources to respond to a FOCUS QUESTION

Compare and contrast the kinds of techniques, information, and ideas used by the two sources.

Make glossary indicating which source(s) they are from.

Writing Explanatory Constructed response

Constructed response –analyze two different sources—the kinds of examples each uses—for fiction and for content area (relate to reading priorities listed above)

Constructed response –analyze two different sources—the kinds of examples each uses—for fiction and for content area (relate to reading priorities listed above)

Word Patterns and Grammar CCSSRI.4.4 Analyze word structure Infer from context

Identify compound words

Make list of compound words in categories such as sports, science, social studies




Math Journal

Short Response


Math Journal

Short Response










Week 17 Week 18

Reading Literature CCSSRL4.9. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Compare one story to another—that also develops the same theme. Analyze how each writer uses details—character, setting, plot--to communicate.

Analyze how a writer communicates with different techniques—compare two stories in the same genre or different genres to identify techniques and the ways the writers use them.

Science or Social Science 8. Explain how an author uses reasons and evidence to support particular points in a text.



Compare the presentation about a topic in a video and a text.

What is the central idea of each? What supporting ideas does each include?

What kinds of evidence does each use to support the ideas?

Make glossary.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Compare the presentation about a topic in a video and a text.

What is the central idea of each? What supporting ideas does each include?

What kinds of evidence does each use to support the ideas?

Make glossary.

Writing Explanatory constructed response

NONFICTION: analyze video and text--relate to reading priorities of the week for nonfiction.

FICTION—analyze two stories—based on literature priorities of the week.

Word Patterns and Grammar CCSSRI.4.4 word structure and usage; infer from context

Identify possessives in reading. Analyze subject-verb agreement.



Math Journal

Short response


Math Journal

Short response












Reading Literature Writer’s techniques—CCSSR4, 5, 6

Analyze two different stories. How does the identity of the narrator affect how the reader understands the story: tone, mood, characters, theme? How does each writer use techniques to help readers understand the theme?

What techniques do writers use in different genres? How does a reader interpret different genres? Make a glossary of literary techniques with examples from texts you have read or examples you create.

Science or Social Science CCSSR5—analyze the techniques nonfiction writers use. CCSSR6—analyze how writers use techniques to accomplish purpose.


Analyze a nonfiction/informational text or video.

Identify central idea and supporting ideas.

Tell how the writer: made it interesting supported ideas with

information included important facts

Also tell if the writer has included opinions and how you know.

Explain how the writer accomplished a purpose.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Write guide to:

Analyzing a video

Integrating information from a video and a text Construct an example that shows you know how to use evidence from different sources to support an idea.


Constructed response—compare and contrast two stories—based on literature priorities of the week.

Write a ―how to‖ guide: How to write a constructed response.

Word Patterns and Grammar Analyze and use roots and suffixes

Explain with examples how to infer meaning of a word from context.

Give examples of words: contractions, possessives, compound

Write your own guide to figuring out a word you don’t know: from context—with examples by structure—prefix, suffix, root



Math Journal

Short response

This week’s focus: Extended Response

Write a booklet about this quarter’s math learning.










5th


Common Core Fifth Grade Literacy Standards Emphasized


2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as

they are used in a text, including figurative language such as metaphors and similes.

4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a grade 5 topic or subject area.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

9. Compare and contrast stories in the same genre on

their approaches to similar themes and topics. 9. Integrate information from several texts on the

same topic in order to write or speak about the subject knowledgeably.

Note: Standard 8 does not apply to fiction or poetry or drama.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Integrated Standards: Standard 1-- Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.—is applied in responding to tasks and questions based on all other reading standards. All reading competence development supports standard 10 progress: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.






__SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. __SL.5.1c Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others. __SL.5.1d Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.












LANGUAGE Fifth Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.


1. Observe conventions of grammar and usage. __a. Form and use the perfect (e.g., I had walked, I have walked, I will have

walked) verb aspects. __b. Recognize and correct inappropriate shifts in verb tense and aspect.*

2. Observe conventions of capitalization, punctuation, and spelling. __a. Use punctuation to separate items in a series.* __b. Use a comma to separate an introductory element from the rest of the

sentence. __c. Use underlining, quotation marks, or italics to indicate titles of works. __d. Spell grade-appropriate words correctly, consulting references as needed.

3. Make effective language choices. __a. Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style.*



through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital.

__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., photograph, photosynthesis).

__c. Interpret figurative language, including similes and metaphors. __d. Explain the meaning of common idioms, adages, and proverbs.

5. Understand word relationships. __a. Build real-life connections between words and their various uses and

meanings. __b. Define relationships between words (e.g., how smirk is like and unlike smile;

what items are likely to be vast). __c. Distinguish a word from other words with similar but not identical meanings

(synonyms).

6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.



Fifth Grade: Second Quarter Learning Priorities Weeks 11-12 Week 11 Week 12

Reading Literature CCSSRL.5.1 Analyze, Infer with evidence Analyze Author’s choices and how them communicate the theme. (CCSSR5, 3, and 2) 9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Compare and contrast two stories—preferably a myth or folktale. Analyze how they are different in the kinds of settings, characters, other elements. Then analyze how each communicates with the reader.

How does a character change during a story?

How does that communicate the theme?

What choices does the writer make, what techniques does the writer use to influence the reader? Include tone, mood, narrator, imagery in your analysis.

Compare and contrast two stories—preferably a myth or folktale. Analyze how they are different in the kinds of settings, characters, other elements. Then analyze how each communicates with the reader.

How does a character change during a story?

How does that communicate the theme?

What choices does the writer make, what techniques does the writer use to influence the reader? Include tone, mood, narrator, imagery in your analysis.

Science or Social Science CCSSRI5.2 central idea, main ideas CCSSRI.5.5 Analyze, infer writer’s choices

SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook __reference books

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Compare and contrast two different sources on the same topic. For each source:

Use headings to locate information relevant to the question.

Summarize—identify the central idea and main ideas that develop it

Then compare and contrast the central ideas and kinds of information and presentation of each.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Compare and contrast two different sources on the same topic. For each source:

Use headings to locate information relevant to the question.

Summarize—identify the central idea and main ideas that develop it

Then compare and contrast the central ideas and kinds of information and presentation of each.

Writing Expository constructed response

Write constructed response-literature: outline, then write the sequel.

Write constructed response-literature: rewrite the story from different point of view

Word Patterns and Grammar CCSSRI.5.4 Analyze word structures and usage Infer from context


MATH Practice Standard 1: analyze problem, then solve it 6 work with precision


Short response

Math journal


Short response

Math journal










Fifth Grade: Second Quarter Learning Priorities Weeks 13-14

Week 13 Week 14

Reading Literature CCSSRL5.2 theme 5.5 and 5.6—purpose and techniques

Identify ways the writer develops mood, tone, and uses voice to communicate in a poem.

Identify techniques used such as imagery.

Identify ways the writer develops mood, tone, and uses voice to communicate in a poem.

Identify techniques used such as imagery in two different poems

Compare and contrast the writers’ use of different techniques

Science or Social Science 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook __reference books


Analyze a video—identify the kinds of examples it uses to communicate ideas.

Identify opinion(s) in the video.


Analyze a video—identify the kinds of examples it uses to support a claim.

Compare and contrast a video and a text on the same topic. What kinds of examples do they use to support claims.

Writing Poetry and constructed response.

Write a poem parallel to a poem you analyzed or write the next part of the poem

Outline constructed response with focus, support, clear introduction and conclusion in which you compare and contrast two poems (literature task)

Compare and contrast the support of a claim in a video and a text (content area)

Word Patterns and Grammar CCSSRI.5.4 word structure Infer from context





Make poet’s technique glossary.

MATH Practice Standard 1: analyze problem, then solve it 6. work with precision


Math Journal

Extended Response


Math Journal

Short response











Week 15 Week 16

Reading Literature CCSSRL.5.1 Analyze, infer with evidence 5.2 infer theme 5.5 Analyze structure and techniques 5.6 analyze purpose 9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Compare and contrast two stories with the same theme.

Analyze why the author includes details, events, and characters to accomplish a purpose.

Identify ways the writer develops mood, tone, and uses voice to communicate the message of a story.

Then analyze how a poem can communicate that same theme.

Compare and contrast two stories with the same theme.

Analyze why the author includes details, events, and characters to accomplish a purpose.

Identify ways the writer develops mood, tone, and uses voice to communicate the message of a story

Then analyze how a poem can communicate that same theme.

Science or Social Science 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook __reference books

Evaluate the evidence a writer uses to support a position in a text or video about an issue. Decide which is the strongest support/example.

Identify any opinion phrases such as ―the very best‖.

Identify technique the writer uses such as a friendly tone or use of vivid examples.

Contrast two sources on an issue such as global warming (fits science and social studies)—two texts or a text and a video—on same topic.

Evaluate the evidence a writer uses to support a position. Decide which is the strongest support/example.

Identify any opinion phrases such as ―the very best‖.

Identify technique the writer uses such as a friendly tone or use of vivid examples.


Literature: Write constructed response analyzing the communication of a theme in a poem and a story

Improve constructed response—instead of writing a new one, improve the one from previous week—for clarity and support with text-based evidence.

Word Patterns and Grammar CCSSRI.5.4 structure; infer from context

Identify compound words in reading, make a compound word list


MATH Practice Standard 1: analyze problem, then solve it 6 work with precision


Math Journal

Short Response


Math Journal

Short Response











Week 17 Week 18

Reading Literature CCSSRL.5.1 Analyze, infer with evidence 5.5 and 5.6—author’s purpose and techniques

Analyze how the writer’s choices help engage the reader and communicate the theme of a story—in terms of the elements of fiction and techniques of the fiction writer.

Analyze how the writer’s choices help engage the reader and communicate the theme of a story—in terms of the elements of fiction and techniques of the fiction writer.

Science or Social Science CCSSR7 and 9—integrate information from different sources. SOURCES: _topic/trade book _ biography _ history __magazine _video __textbook __reference books


Integrate information and ideas from 2 different sources to respond to a FOCUS QUESTION—research a topic then respond—reading to learn, synthesizing to clarify learning.

Then compare and contrast the sources—the kinds of examples and techniques used to support important points.


Integrate information and ideas from 3 different sources to respond to a FOCUS QUESTION—research a topic then respond—reading to learn, synthesizing to clarify learning.

Then compare and contrast the three sources—the kinds of examples and techniques used to support important points.


Nonfiction—research simulation—see PARCC PCR guides


Literature: Contrast narrator and character’s feelings during a story

Nonfiction: Research simulation—see PARCC PCR guides.

Word Patterns and Grammar CCSSRI.5.4 Analyze word structure and use Infer from context

Identify possessives in reading. Identify/use compound words.

MATH Practice Standard 1: analyze problem, then solve it 6. work with precision


Math Journal

Short response


Math Journal

Short response












Reading Literature CCSSRL.5.2 Infer theme and support with evidence Summarize 5.5 and 5.6 analyze purpose and techniques—the writer’s choices

Analyze how a historical fiction writer communicates a theme about an era.

Analyze similarities and differences between histories and historical fiction.

Write a guide to: Figuring out what an extended response question is asking you to do The steps you take to answer it

Then write an extended response

based on an unfamiliar text.

Science or Social Science CCSSR5—author’s techniques CCSSR7 and 9—integrate information from different kinds of sources

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Use examples from texts and videos to identify:

Techniques used in each kind of communication

Strategies to learn from each.


Write guide to identifying relevant

information to construct a response based on two sources and one video.



Literature: contrast a history and historical fiction

Nonfiction: Research simulation—see PARCC PCR guides.

Make a guide to writing a constructed response

Word Patterns and Grammar CCSSRI.5.4 Infer from context

Explain with examples how to infer meaning of a word from context.

Make a guide to the word patterns, including examples.

MATH Practice Standard 1: analyze problem, then solve it 6. Work with precision


Math Journal

Short response

Make a math digest—the important math learned this quarter. Include examples.










Grades 6-8 SECOND QUARTER LEARNING PRIORITIES

Integrated Standards: Standard 1-- Cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text—is developed in conjunction with responding to questions and tasks based on the other reading standards. Competence in all reading standards supports standard 10—―By the end of the year, reading and comprehend literature and nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. The following charts include standards emphasized—and demonstrate how the complexity of the process increases grade to grade but the core process is the same.

Reading Anchor Standard 2: Determine central ideas or themes of a text and

analyze their development; summarize the key supporting details and ideas.


6 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

7 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

8 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.


Reading Anchor Standard 3: Analyze how and why individuals, events, and

ideas develop and interact over the course of a text.


6 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

7 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

8 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Reading Anchor Standard 4: Interpret words and phrases as they are used in

a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


6 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

7 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

8 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


Reading Anchor Standard 5: Analyze the structure of texts, including how

specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


6 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

7 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

8 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Reading Anchor Standard 6. Assess how point of view or purpose shapes the

content and style of a text.


6 Explain how an author develops the point of view of the narrator or speaker in a text.

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

7 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

8 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


Reading Anchor Standard 7: Integrate and evaluate content presented in

diverse media and formats, including visually and quantitatively, as well as in words.


6 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they ―see‖ and ―hear‖ when reading the text to what they perceive when they listen or watch.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

8 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Reading Anchor Standard 8: Delineate and evaluate the argument and

specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Note: Standard 8 does not apply to literature.

6 Trace and evaluate the argument and specific claims in a text, distinguishing claims

that are supported by reasons and evidence from claims that are not.

7 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Standard 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take—is developed in second quarter and emphasized in third and fourth quarters.


The Speaking and Listening Standards are Keys to Learning ACROSS the

Curriculum Students exercise Speaking and Listening competencies as they proceed through

the gradual release of responsibility.

Comprehension and Collaboration SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

__SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

__SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define

individual roles as needed. __SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments

that contribute to the topic, text, or issue under discussion. __SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives

through reflection and paraphrasing.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.












Grades 6-8 Second Quarter, Weeks 11-12 Learning Priorities Week 11 Include response to

REACH assessment Week 12

Reading Literature 5 and 6—analyze purpose, structure, techniques—the author’s choices

Explain how to figure out a writer uses elements of fiction and techniques to communicate the theme or central message of a story. Explain how genres differ--features of legends, myths, folktales, realistic fiction, other genres. (Continue this analysis and also use it to identify genres to include in each week’s reading.)

Identify how a narrator’s perspective influences how events are presented.

Explain how to figure out a writer uses elements of fiction and techniques to communicate the theme or central message of a story. Explain how genres differ--features of legends, myths, folktales, realistic fiction, other genres. Identify how a narrator’s perspective influences how events are presented.

Science 2 analyze ideas –central and main 8—evaluate evidence to support a claim.

Evaluate the strength of support for a claim. Analyze two different sources on the same topic.

Analyze how writer uses structure and examples to communicate ideas and examples—how the writer supports a claim.



Social Science 2 analyze ideas—central and main 5 analyze author’s choices 8—evaluate evidence to support a claim

Evaluate the strength of support for a claim. Analyze two different sources on the same topic. Analyze how writer uses structure and examples to communicate ideas and examples—how the writer supports a claim.




Constructed response to fiction or nonfiction--Identify techniques the writer uses and how they help communicate theme or idea.

Constructed Response—

Literature: Change the narrator in a story

Nonfiction: analyze how writer supports a claim or central idea.

Word Patterns and Grammar CCSSRI..4 Context

Multi-meaning words

Paraphrase

MATH MPS 2. Reason abstractly and quantitatively. MPS 3. Construct viable arguments and critique the reasoning of others.

This Week’s Focus:

Math Journal

Extended Response


Math Journal

Short Response










Grades 6-8 Second Quarter, Weeks 13-14 Learning Priorities Week 13 Week 14

Reading Literature CCSSR.2 summarize Analyze techniques and infer purpose 6.5 and .6 CCSSR.9 contrast literature with same theme

Analyze how an author develops a theme.

Infer author’s purpose—development of the theme or lesson-- and analyze techniques author uses to achieve it—examples, tone, setting, characterization, figurative language

Analyze how a poet and a fiction writer both can communicate the same theme.

Determine the theme of a text.

Analyze how the writer develops it—what examples support it.

Re-read to locate information to support an idea or theme. Analyze author’s use of words, characters, examples, events, comparisons, contrasts, symbols, similes to accomplish purpose

Compare theme across stories—contrast how different authors develop it.

Analyze how a poet and a fiction writer both can communicate the same theme.

Science CCSSRI..2 Summarize, central idea, main ideas CCSSR7. integrate information from different sources

Integrate information and ideas from two different sources to respond to FOCUS QUESTION. Clarify the central idea and main ideas.

Integrate information and ideas from two different sources to respond to a FOCUS QUESTION. Clarify the central idea and main ideas.

Compare and contrast the two sources—kinds of information used to support ideas; techniques used.

Social Science CCSSRI..2 Summarize, central idea, main ideas CCSSR7 and 9. integrate information from different sources

Integrate information and ideas from two different sources to respond to FOCUS QUESTION. Clarify the central idea and main ideas.

Integrate information and ideas from two different sources to respond to a FOCUS QUESTION. Clarify the central idea and main ideas.

Compare and contrast the two sources—kinds of information used to support ideas; techniques used.


Literature: Analyze how a poet and story writer communicate the same theme. Content: Research simulation—see PARCC PCR guides

Literature: Analyze how a poet and story writer communicate the same theme. Content: Research simulation—see PARCC PCR guides

Word Patterns and Grammar CCSSRI.4

Use thesaurus

Non-literal terms



Math Journal

Extended Response


Math Journal

Short Response










Grades 6-8 Second Quarter, Weeks 15-16 Learning Priorities

Week 15 Week 16

Reading Literature CCSSRL2 theme 6.5 analyze author’s techniques and choices to develop a theme CCSSRL 6.9 theme development across stories

Explain how writers use words help communicate theme/idea

Interpret non-literal language—explain how to interpret it

Explain metaphors, similes, symbols with examples

Add dialogue to the play maintaining characters’ traits.

Contrast fiction and poetry. Summarize how they are different.

Analyze how fiction authors use details and other techniques to create a mood. Compare and contrast that approach with the way a poet includes details.

Compare and contrast a poem and a story that each communicate the same message.

Make strategy/technique guide for a poet.

Science 2 Summarize; central and main ideas and support 5 analyze author’s techniques, structure of text

Integrate information and ideas from two or more different sources to respond to the FOCUS QUESTION.

Use structure of text/video to identify central idea, main ideas, and effective examples.



Social Science 2 Summarize; central and main ideas and support 5 analyze author’s techniques, structure of text






Literature: Analyze the techniques a dramatist uses, including stage directions.

Content: research simulation (See PARCC PCR Guides)

Dramatize a scene from a story Content: Write a guide to identifying important ideas when watching a video.

Word Patterns and Grammar CCSSRI4 Structure and use; Context

Explain literal, figurative; paraphrase text

Use structure (root) and context to determine word meaning in text (confirm meaning through context—relate to multi-meaning words).



Math Journal Extended Response


Math Journal

Short Response










Grades 6-8 Second Quarter, Weeks 17-18 Learning Priorities Week 17 Week 18

Reading Literature 2 determine theme 3 analyze elements of fiction to identify theme 5 analyze author’s techniques



Analyze author’s use of words, characters, examples, events, comparisons, contrasts, symbols, similes to accomplish purpose

Compare theme across stories—contrast how different authors develop it.

Write the synopsis of the sequel to a story.



Analyze author’s use of words, characters, examples, events, comparisons, contrasts, symbols, similes to accomplish purpose

Write the synopsis of the sequel to a story.

Science CCSSRI.2 Ideas and support 8.Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Evaluate the claims made by two different authors. Which provides the stronger and more sufficient evidence to support the claim?


Social Science CCSSRI.2 Ideas and support 8.Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.




Literature: Analyze how writers communicate in different texts Content: Evaluate the strength and relevance of support for a claim.

Improve the response from last week--with emphasis on focus support and transitions

Word Patterns and Grammar CCSSR4 Structure and use Infer from context

Use structure (prefix) to determine word meaning in text.

Use structure (root-prefix-suffix) to determine word meaning in text.



Math Journal Short Response


Math Journal

Extended Response









Grades 6-8 Second Quarter, Weeks 19-20 Priorities Week 19 Week 20

Reading Literature CCSSRL 9—compare/contrast two readings on same topic/theme—emphasis on techniques of the writer (CCSSR5)

Analyze two different stories with the same theme.

Contrast the writer’s use of dialogue, detail, plot events, characters and other elements of fiction to communicate the theme.

Analyze an unfamiliar text:

Author’s purpose, message—moral or theme of the text--and how the author achieves it—techniques, characters, sequence of events, other elements the author uses to communicate effectively.

Science CCSSRI2 Summarize, identify central idea CCSSRI5 analyze author’s techniques to communicate ideas CCSSR8—evaluate support for a claim


Outline a passage.

Analyze structure of the text.

Identify the central idea, main ideas, and information that the writer includes that is important to communicating that idea.

Evaluate how effectively the writer supported a central idea or claim.

Write a statement with evidence that supports a claim one science issue you have studied.

Cite evidence from texts you have read, including direct quotations.

Then exchange your response with another student who analyzes the strength of the evidence you use.

Then improve your response.

Social Science CCSSRI2 Summarize, identify central idea CCSSRI5 analyze author’s techniques to communicate ideas CCSSR8—evaluate support for a claim


Outline a passage.

Analyze structure of the text.

Identify the central idea, main ideas, and information that the writer includes that is important to communicating that idea.

Evaluate how effectively the writer supported a central idea or claim.

Write a statement with evidence that supports a claim one social science issue you have studied.

Cite evidence from texts you have read, including direct quotations.

Then exchange your response with another student who analyzes the strength of the evidence you use.

Then improve your response.

Writing Constructed response

Improve another student’s constructed response for: Focus, support, transitions.

Make guide to writing a constructed response

Word Patterns and Grammar CCSSRI.4 Structure and use Infer from context

Tell how to use these strategies to figure out an unknown word: Structure of the word

(root/affix) Context

Make explanation/guide to how to use structure and context to figure out word meaning when reading. (Root, prefix, suffix)



Math Journal Short Response


Math Journal

Short Response

Math Digest: My own guide to the math I’ve learned this quarter








second quarter comprehensive learning priorities · 2014. 11. 3. · second quarter comprehensive...

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