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Revised
Language Arts
Pacing Guides
Click on the grade level below.
Kindergarten First Grade Second Grade
Third Grade Fourth Grade Fifth Grade
Language Arts Pacing Guide
Representatives from Cleveland City Schools met January 5 & 6, 2009, to examine ways to bridge the former Tennessee State
Standards to the new revised standards. The Kindergarten pacing guide, assessment notebook and report card were reviewed and
altered to include these more rigorous skills.
Revisions:
The pacing guide outlining the Scott Foresman Basal Series (2008-09 version with themes moved from their original
arrangement) was not altered. The units are to be taught in the following order: unit 1, unit 5, unit 6, unit 4, unit 2 and then
unit 3.
Summer 2008 Revisions included:
o Each unit is to remain intact, with the exception of phonics (i.e. letter order). It was determined to leave the letter
order and sight word (high frequency words) order as it was originally.
o The team suggests that teachers use the Reading ―practice books‖ in a creative manner. Each teacher should be
aware that the letters taught in the practice book would not necessarily coincide with the theme or comprehension
skills.
o Grammar skills are not listed on the pacing guide, but are included in the teacher‘s manual. These skills can be
taught as the teacher wishes.
A skill sheet detailing the new Language Arts Strands is included before each nine week‘s pacing guide.
Standards that were not included in the existing Scott Foresman Version are denoted with a ―square bullet.‖ These skills
will need to be included in the teacher‘s instruction within that nine -week period.
All strands are combined on the report card under two headings ―Language Arts/Reading‖ and ―Writing‖.
Kindergarten LANGUAGE ART Strands
First Nine Weeks
Strand 1- Language
0001.1.4 (partial)- Spell own first name.
0001.1.7- Recognize non-linguistic representation of words (e.g., picture dictionary, room labels, common symbols, such
as stop signs).
0001.1.8- Use context clues to identify vocabulary in text. (on-going)
0001.1.9- Build vocabulary by reading, listening to, and discussing a variety of literature. (on-going)
0001.1.10a- Understand that a phoneme is one distinct sound (on-going).
0001.1.11a- Recognize and name upper and lower case letters of the alphabet (on-going).
Strand 2- Communication (on-going)
0001.2.1- Use appropriate listening skills (e.g. do not interrupt, face speaker, ask questions)
0001.2.2- Listen attentively to speaker for specific information.
0001.2.4- Summarize what has been heard using the logic sequence of events.
0001.2.5- Use rules for conversation (e.g. raise hands, take turns and focus attention of speaker).
0001.2.3- Understand and follow simple 2-step oral directions.
0001.2.7- Give simple two-step oral directions.
0001.2.8- Participate in group discussion.
0001.2.9- Retell a story, describing the plot, characters, and setting.
0001.2.10- Recite poems stories and songs.
Strand 3- Writing
0001.3.1- Brainstorm ideas, use graphic organizers, draw pictures to generate ideas, and use a variety of resources to gather
information (on-going).
Strand 4- Research
0001.4.1- Narrow a research question so that the research process is manageable.
0001.4.2- Use the family and community as sources of information.
0001.4.3- Present the answers to a research question orally to the class.
Strand 5- Logic (on-going)
0001.5.1- Arrange three items or events in sequential order.
0001.5.2- Identify the likely consequence of a particular action.
Strand 6- Informational Text (on-going)
0001.6.1- Respond appropriately to teacher‘s questions regarding the main idea of an informational text.
0001.6.2- Explore various forms of informational texts (e.g. charts, magazines, books).
0001.6.3- Use illustrations to help comprehend informational texts.
Strand 7- Media (on-going)
0001.7.1- Experience and respond to a variety of media (books, audio, and video).
0001.7.2- Visit libraries/media centers and regularly checkout materials.
Strand 8- Literature (on going)
0001.8.1- Read picture books, alphabet and number books, Mother Goose rhymes and other rhyming books, story books, fairy
tales, poetry and song lyrics.
0001.8.2- Distinguish between fiction and non-fiction.
0001.8.3- Make predictions about text
0001.8.4- Participate in the creation of graphic organizers (KWL, charts, diagrams).
0001.8.5 (a-f)- Derive meaning while reading by employing various strategies
o a- Ask questions to clarify meaning.
o b- Participating in discussions.
o c- Predicting what will happen next.
o d- Creating mental images.
o e- Using illustrations to gain meaning.
o f- Relating knowledge from personal experience.
0001.8.6- Identify the characters, setting and events of a story.
0001.8.8- Recognize that intonation and volume of voice assist with meaning.
Kindergarten LANGUAGE ART Strands
Second Nine Weeks
Strand 1- Language
0001.1.3- Use capitalization when writing names.
0001.1.10b- Use sound stretching of one-syllable words to identify each phoneme.
0001.1.10c- Use sound blending of each separate spoken phoneme to make meaningful words.
0001.1.10d- Segment one-syllable words into individual sounds and blend the sounds into whole words.
0001.1.10e- Recognize and produce rhyming words.
0001.1.10f (partial)- Recognize words with the same BEGINNING sounds.
0001.1.11f- Use the first letter of a word paired with a picture as a decoding strategy.
Strand 2- Communication
0001.2.3- Understand and follow simple 2-step oral directions.
0001.2.6- Speak clearly, properly and politely and recognize the different between formal and informal language.
Strand 3- Writing
on-going from previous nine weeks
Strand 4- Research
on-going from previous nine weeks.
Strand 5- Logic
on-going from previous nine weeks
Strand 6- Informational Text
on-going from previous nine weeks
Strand 7- Media
on-going from previous nine weeks
Strand 8- Literature
on-going from previous nine weeks
Kindergarten Language Art Strands
Third Nine-Weeks
Strand 1- Language
0001.1.2- Recognize capitalization at the beginning of sentences.
0001.1.4 (partial)- Spell own last name.
0001.1.6- Read high frequency words
0001.1.10f (partial)- Recognize words with the same ENDING sounds.
0001.1.11b- Understand that the sequence of letters in a written word represents the sequence of sounds in a word.
0001.1.11d- Understand that as letters of a word change, so do the sounds (alphabetic principle).
0001.1.11e- Make new words using common word families (ex. b-at, p-at, c-at).
0001.1.11c- Use letter-sound matches to decode simple words.
Strand 2- Communication
on-going from previous nine weeks
Strand 3- Writing
0001.3.4- Create legible documents for reading by forming legible upper and lower case letters, writing from left to right, top to
bottom, and tracing and reproducing letters and words correctly.
Strand 4- Research
on-going from previous nine weeks
Strand 5- Logic
on-going from previous nine weeks
Strand 6- Informational Text
on-going from previous nine weeks
Strand 7- Media
on-going from previous nine weeks
Strand 8- Literature
on-going from previous nine weeks
0001.8.7- Read simple text
Kindergarten Language Art Strands
Fourth Nine-Weeks
Strand 1- Language
0001.1.1- Recognize end punctuation marks for statements (periods), questions (question marks), and emotions (exclamation
marks).
0001.1.5- Attempt to spell simple words using pre-to-early phonetic knowledge sounds of the alphabet, and knowledge of letter
sounds.
0001.1.8- Use context clues to identify vocabulary in text.
0001.1.10g- Understand that words are made up of one or more syllables.
Strand 2- Communication
on-going from previous nine weeks
Strand 3- Writing
0001.3.1- Brainstorm ideas, use graphic organizers, draw pictures to generate ideas, and use a variety of resources to gather
information.
0001.3.2- Use temporary/creative spelling to spell independently as needed.
0001.3.3- Add descriptive words and details to writing.
001.3.5- Evaluate own and others’ writing through small group discussion and shared writing.
0001.3.6- Incorporates suggestions from teachers and peers.
Strand 4- Research
on-going from first nine weeks
Strand 5- Logic
on-going from previous nine weeks
Strand 6- Informational Text
on-going from previous nine weeks
Strand 7- Media
on-going from previous nine weeks
Strand 8- Literature
on-going from previous nine weeks
WEEKS 1-3
The Little School Bus
Fix-It Duck
Plaidypus Lost
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 1 Concepts Unit 1
All Together Now
Amazing Words – High Frequency Book cover, Front, Character Rhyming Words Letter Recognition
The Little first, Words Back, Page turning (Aa-Ee)
School Bus second, third, fourth, (I, am) (pgs. 15, 24, 31, 39, (pgs. 16, 40, 49, 57)
fifth, sixth Read the words 48, 56) (pgs. 17, 32, 40, 49,
(pgs. 16, 22, 41, 50, (pg. 59) 57)
(pgs. 13, 23, 35, 38, 47, 57)
54-55) Name the letters
(pgs. 24, 33, 41, 59)
Amazing Words – High Frequency Tracking Print Setting Rhyming Words Letter Recognition
Fix-It Duck repair, leak, steep, Word (pg. 111) (Ff-Mm)
ladder, puddles, shed (I, am) Return Sweep (pgs. 79, 88, 101,
106, 110, 118) Sing a Song (pgs. 81, 94, 102,
(pgs. 77, 87, 100, 109, (pgs. 80, 82, 86, 95, Read the words (pg. 94) 111,
116-117) 112, 119) (pgs. 82, 121) 119)
* Left off syllables,
Name the letters because it is not
(pg. 95, 103, 121) tested until last nine
weeks and can get
confusing with sound
segmentation
Amazing Words – High Frequency Letter Naming Sequence Discriminate Initial Letter Recognition
Plaidypus Lost platypus, around, Words Fluency Sounds (Oo-Ss)
lost, found, market, (the, little, review) (pgs. 141, 150, 165,
groceries 174, 182) (pgs. 142, 166, 183) (pgs. 143, 158, 166,
(pgs. 142, 148, 159, Read the words 175, 183)
(pgs. 139, 149, 164, 167, 176, 183) (pg. 185) Sing a Song
173,
(pgs. 158)
180-181) Name the letters
(pgs. 143, 144, 159,
Rhyming Words
167, 185)
(pg. 175)
WEEKS 4-6
Miss Bindergarten Takes a Fieldtrip with Kindergarten
Julius
Dig Dig Digging
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 1 Concepts Unit 1
All Together Now
Amazing Words – High Frequency Words Book Cover, Front, Classify and Categorize Initial Sound Letter Recognition
Miss Bindergarten bakery, post office, (review) Back, Page Turning Discrimination (Tt-Zz)
Takes a Fieldtrip fire station, library, (pgs. 205, 214, 229,
with Kindergarten park, chaperone (pgs. 206, 212, 231, Read the words 238, 246) (pgs. 206, 230) (pgs. 207, 222, 230,
240, 247) (pg. 204, 249) 239, 247)
(pgs. 203, 213, 228, Sing a Song
237, 244-245) Name the letters
(pg. 223, 231, 249) (pg. 222)
Amazing Words – High Frequency Word Initial Sound Fluency Character Introduce /m/ Connect /m/ to Mm
Julius granddaddy, sharing, (to, a, review) (pg. 311)
protect, crate, scary, (pgs. 269, 278, 291, (pgs. 270, 292, 301, (pgs. 271, 284, 292,
sneaked (pgs. 271, 276, 284, Read the words 300, 308) 309) 301, 309)
293, 302, 309)
(pgs. 267, 277, 290, Name the letters
299, 306-307) (pg. 272, 285, 293
Amazing Words – High Frequency Words Initial Sound Fluency Classify and Introduce /t/ Connect /t/ to Tt
Dig Dig Digging scooping, swooshing, (review) (pg. 373) Categorize
squelching, gobbling, (pgs. 332, 346, 354, (pgs. 333, 346, 354,
spinning, rumbling (pgs. 333, 338, 347, Read the words (pgs. 331, 340, 345, 363, 371) 363, 371)
355, 364, 371) (pg. 373) 353, 362, 370)
(pgs. 329, 339, 352,
361, 368-369) Name the letters
(pg. 355)
WEEKS 7-9
Max Takes the Train
Mayday! Mayday!
Messenger, Messenger
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 5 Concepts Unit 2
Going Places
Amazing Words – High Frequency Initial Sound Fluency Realism and Fantasy Introduce/a/ Connect/a/to Aa
Max Takes plane, jetway, Words (color words
The Train subway, tunnel, yellow, blue, green, Read the words (pgs. 15, 24, 29, 37, (pgs. 16, 30, 38, 47, (pgs. 17, 30, 38, 47,
ferryboat, sidecar & review) (pgs. 18, 57) 46, 54) 55) 55)
(pgs. 13, 23, 36, 45, (pgs. 17, 22, 31, 39, Name the letters
52-53) 48, 55) (pgs. 31, 39)
Read the sentences
(pg. 57)
Amazing Words – High Frequency Initial Sound Fluency Cause & Effect Introduce /s/ Connect /s/ to Ss
Mayday! Mayday! rescue, pilot, yacht, Words (color words
sailor, mechanic, yellow, blue, green, Read the words (pgs. 77, 86, 101, (pgs. 78, 92, 100, (pgs. 79, 92, 100,
shimmering & review) (pgs. 80, 121) 110, 118) 109, 117) 109, 117)
(pgs. 75, 85, 100, (pgs. 79, 84, 95, 103, Name the letters
109, 116-117) 112, 119) (pgs. 95, 103)
Read the sentences
(pg. 121)
Amazing Words – High Frequency Initial Sound Fluency Compare and Introduce /p/ Connect /p/ to Pp
Messenger, messenger, delivery, Words (what, said, Contrast
Messenger radios, pickup, was, & review) Read the words (pgs. 140, 154, 162, (pgs. 141, 154, 162,
escalator, eyeshades (pgs. 144, 183) (pgs. 141, 150, 163, 171, 179) 171, 179)
(pgs. 143, 148, 157, 172, 180)
(pgs. 139, 149, 162, 165, 174, 181) Name the letters
171, 178-179) (pgs. 157, 165)
Read the sentences
(pg. 183)
WEEKS 10-12
The Little Engine That Could
On The Move!
This Is the Way We Go to School
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 5 Concepts Unit 2
Going Places
Amazing Words – High Frequency Initial Sound Fluency Plot Introduce /k/ Connect /k/to Cc
The Little Engine engine, tracks, Words (what, said,
That Could passenger, was, & review) Read the words (pgs. 202, 212, 219, (pgs. 202, 218, 226, (pgs. 203, 218, 226,
roundhouse, (pgs. 206, 247) 227, 236, 244) 235, 243) 235, 243)
mountain, valley (pgs. 205, 210, 221,
229, 238, 245) Name the letters
(pgs. 201, 211, 226, (pgs. 221, 229, 237)
235, 242-243)
Read the sentences
(pg. 247)
Amazing Words – High Frequency Initial Sound Fluency Main Idea Introduce /i/ Connect /i/ to Ii
On The Move! travel, kayak, llama, Words (where,
dogsled, submarine, come, & review) Read the words (pgs. 267, 276, 281, (pgs. 266, 280, 288, (pgs. 267, 280, 288,
double-decker bus (pgs. 270, 309) 289, 298, 306) 297, 305) and (pgs. 297, 305) and (pgs.
(pgs. 269, 274, 283, 328, 342, 350, 359, 329, 342, 350, 359,
(pgs. 265, 275, 288, 291, 300, 307) Name the letters 367 – fit in as 367 – fit in as
297, 304-305) (pgs. 283, 291, 299) needed.) needed.)
Read the sentences
(pg. 309)
Amazing Words – High Frequency Initial Sound Fluency Draw Conclusions Introduce /n/ Connect /n/ to Nn
This Is The cable car, trolley, Words (where,
Way We Go horse-and-buggy, come, & review) Read the words (pgs. 329, 338, 345, (From Unit 3 book - (From Unit 3 book –
To School skis, Metro line, (pgs. 332, 373) 353, 362, 370) pgs. 16. You will pgs. 17. You will
vaporetto (pgs. 331, 336, 347, have to add in your have to add in your
355, 364, 371) Name the letters own stuff for this own stuff for this
(pgs. 327, 337, 352, (pgs. 347, 355) letter – it continues letter – it continues
361, 368-369) next week with /b/.) next week with /b/.)
Read the sentences
(pg. 373)
WEEKS 13-15
Homes Around the World
Oh McDonald Had a Workshop
Building Beavers
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 6 Concepts Unit 3
Building Our Homes
Amazing Words – High Frequency Read the words Compare and Introduce /b/ Connect /b/ to Bb
Homes Around home, roof, tools, Words Review (pgs. 18, 57) Contrast
The World apartment, city, (pgs. 30, 38, 47, 55) (pgs. 30, 38, 47, 55)
country (pgs. 17, 22, 31, 39, Read the sentences (pgs. 15, 24, 29, 37,
48, 55) (pg. 57) 46, 54)
(pgs. 13, 23, 36, 45,
52-53)
Amazing Words – High Frequency Read the words Character Introduce /r/ Connect /r/ to Rr
Oh McDonald saw, drill, hammer, Words Review (pgs. 80, 119)
Had a Woodshop screwdriver, file, (pgs. 77, 86, 91, 99, (pgs. 78, 92, 100, (pgs. 79, 92, 100,
chisel (pgs. 79, 84, 93, 101, Read the sentences 108, 116) 109, 117) 109, 117)
** Combine this 110, 117) (pg. 119)
lesson w/Building (pgs. 75, 85, 98, 107,
Beavers, due to 114-115)
running out
of weeks
Amazing Words – High Frequency Read the words Main Idea Introduce /d/ Connect /d/ to Dd
Building Beavers beaver, lodge, Words Review (pgs. 142, 181) (pgs. 139, 148, 161,
paddle, river, 170, 178) (pgs. 140, 162, 171 (pgs. 141, 162 and
stream, lake (pgs. 141, 146, 155, Read the sentences and add in own stuff, add in own stuff, save
163, 172, 179) (pg. 181) save /d/ and /k/ connecting /k/ to Kk
(pgs. 137, 147, 160, together for week 18.) for week 18.)
169, 176-177)
WEEKS 16-18
The Night Worker
The House That Tony Lives In
Animal Homes
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 6 Concepts Unit 3
Building Our Homes
Amazing Words – High Frequency Read the words Plot Introduce /f/ Connect /f/ to Ff
The Night Worker engineer, Words Review (pgs. 204, 245)
construction, (pgs. 201, 210, 217, (pgs. 202, 216, 224, (pgs. 203, 216, 224,
foreman, hard hat, (pgs. 203, 208, 227, Read the sentences 225, 234, 242) 233, 241) 233, 241)
beacons, street 236, 243) (pg. 245)
sweeper
(pgs. 199, 209, 224,
233, 240-241)
Amazing Words – High Frequency Read the words Setting Introduce /o/ Connect /o/ to Oo
The House That architect, Words Review (pgs. 268, 307)
Tony Lives In electricians, (pgs. 265, 274, 279, (pgs. 264, 278, 286, (pgs. 265, 278, 286,
plumbers, painters, (pgs. 267, 281, 285, Read the sentences 287, 296, 304) 295, 303) and (pgs. 303) and (pgs. 327,
landscapers, movers 289, 298, 305) (pg. 307) 326, 340, 348, 357, 340, 348, 365)
365)
(pgs. 263, 273, 286,
295, 302, 303)
Amazing Words – High Frequency Read the words Draw Conclusions Introduce /k/ Connect /k/ to Kk
Animal Homes predators, prey, Words Review (pgs. 329, 330, 371)
shelter, shields, (pgs. 327, 336, 351, (pgs. 154, 162, 179) (pgs. 154, 162, 179)
colony, bark (pgs. 329, 345, 349, Read the sentences 360, 368)
353, 362, 369) (pg. 371)
(pgs. 325, 335, 350,
359, 366-367)
WEEKS 19-21
Bunny Day
My Lucky Day
One Little Mouse
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 4 Concepts Unit 4
Let’s Explore
Amazing Words – High Frequency Initial Sound Fluency Sequence Introduce /h/ Connect /h/ to Hh
Bunny Day chores, tidy, bustle, Words (are, that,
race, story, hungry do) Read the words (pgs. 15, 24, 37, 46, (pgs. 16, 30, 38, 47, (pgs. 17, 30, 38, 47,
(pgs. 18, 57) 54) 55) 55)
(pgs. 13, 23, 36, 45, (pgs. 17, 22, 31, 39,
52-53) 48, 55) Name the letters
(pgs. 31, 39)
Read the sentences
(pg. 57)
Amazing Words – High Frequency Initial Sound Fluency Cause & Effect Introduce /l/ Connect /l/ to Ll
My Lucky Day piglet, fox, lucky, Words (do, are,
filthy, cook, that) Read the words (pgs. 77, 86, 93, 101, (pgs. 78, 94, 102, (pgs. 79, 94, 102,
scrubber (pgs. 80, 121) 110, 118) 111, 119) 111, 119)
(pgs. 79, 84, 95, 103,
(pgs. 75, 85, 100, 112, 119) Name the letters
109, 116-117) (pgs. 95, 103)
Read the sentences
(pg. 121)
Amazing Words – High Frequency Read the words Sequence Introduce Initial Consonant Blends
One Little Mouse woodland, nest, vale, Words (number (pgs. 144, 183) and Final Blends
hollow, comfortable, words 1 –5 & (pgs. 141, 150, 163, (pgs. 143, 156, 164,
shadows review) Read the sentences 172, 180) (pgs. 142, 156, 164, 173, 181)
(pg. 183) 173, 181)
(pgs. 139, 149, 162, (pgs. 143, 148, 157,
171, 178-179) 165, 174, 181)
WEEKS 22-24
Goldilocks and the Three Bears
If You Could go to Antarctica
Abuela
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 4 Concepts Unit 4
Let’s Explore
Amazing Words – High Frequency Initial Sound Fluency Character Introduce /g/ Connect /g/ to Gg
Goldilocks bears, porridge, Words (number
And The cottage, big, middle- words 1 –5 & Read the words (pgs. 203, 212, 219, (pgs. 204, 220, 228, (pgs. 205, 220, 228,
Three Bears sized, small review) (pgs. 206, 247) 227, 236, 244) 237, 245) 237, 245)
(pgs. 201, 211, 226, (pgs. 205, 210, 221, Name the letters
235, 242-243) 229, 238, 245) (pgs. 221, 229, 237)
Read the sentences
(pg. 247)
Amazing Words – High Frequency Initial Sound Fluency Classify & Categorize Introduce /e/ Connect /e/ to Ee
If You Could Antarctica, Words (go, here,
go to Antarctica continent, icebergs, from, & review) Read the words (pgs. 267, 276, 281, (pgs. 268, 282, 290, (pgs. 269, 282, 287,
penguins, seals, (pgs. 270, 309) 289, 298, 306) 299, 307) and (pgs. 290, 299, 307) and
whales (pgs. 269, 274, 283, 330, 346, 354, 371) (pgs. 331, 346, 354,
291, 300, 307) Name the letters 371)
(pgs. 265, 275, 288, (pgs. 283, 291, 299)
297, 304-305)
Read the sentences
(pg. 309)
Amazing Words – High Frequency Initial Sound Fluency Setting Introduce /w/ Connect /w/ to Ww
Abuela abuela, adventure, Words (go, here,
flock, city, airport, from, & review) Read the words (pgs. 329, 338, 353, (Review /g/ pg. 363, (From Unit 5 book –
harbor (pgs. 332, 373) 362, 370) From Unit 5 book – pg. 30. You will have
(pgs. 331, 336, 347, pgs. 30, 38. You will to add in your own
(pgs. 327, 337, 352, 355, 364, 371) Name the letters have to add in your stuff for this letter – it
361, 368-369) (pgs. 347, 355, 363) own stuff for this continues next week
letter – it continues with /j/.)
Read the sentences next week with /j/.)
(pg. 373)
WEEKS 25-27
Life In an Ocean
Armadillo’s Orange
Animal Babies in Grasslands
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 2 Concepts Unit 5
Animals Live Here
Amazing Words – High Frequency Initial Sound Fluency Compare and Introduce /j/ Connect /j/ to Jj
Life In An Ocean ocean, world, crab, Words (pg. 16) Contrast /w/ to Ww
shell, fish, seaweed (have, is, review) (pgs. 16, 38, 47, 55)
Read the words (pgs. 15, 24, 29, 37, (pgs. 17, 30, 38, 47,
(pgs. 13, 23, 36, 45, (pgs. 17, 31, 39, 48, (pg. 57) 46, 54) 55)
52) 55)
Name the letters
(pg. 47)
Amazing Words – High Frequency Initial Sound Fluency Setting Introduce /ks/ Connect /ks/ to Xx
Armadillo’s armadillo, burrow, Word (review) (pg. 78)
Orange tortoise, rattlesnake, (pgs. 77, 86, 91, 99, (pgs. 78, 94, 102, (pgs. 79, 94, 102,
grubs, insects (pgs. 79, 80, 84, 93, Read the words 108, 116) 111, 119) 111, 119)
101, 110, 117) (pgs. 80, 119)
(pgs. 75, 85, 98, 107,
114) Name the letters
(pg. 109)
Amazing Words – High Frequency Initial Sound Fluency Main Idea Introduce /u/ Connect /u/ to Uu
Animal Babies calf, grassland, cub, Words (we, my, like, (pg. 140)
In pup, joey, foal review) (pgs. 139, 148, 161, (pgs. 142, 156, 164, (pgs. 143, 156, 164,
Grasslands Read the words 170, 178) 173, 181) and (pgs. 173, 181) and (pgs.
(pgs. 137, 147, 160, (pgs. 141, 142, 146, (pgs. 142, 181) 204, 220, 228, 237, 205, 220, 228, 245)
169, 176) 155, 163, 172, 179) 245)
Name the letters
(pgs. 155, 163, 171)
Read the sentences
(pg. 181)
WEEKS 28-30
Bear Snores On
A Bed for the Winter
Who’s Garden Is It?
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 2 Concepts Unit 5
Animals Live Here
Amazing Words – High Frequency Initial Sound Fluency Realism & Fantasy Introduce /v/ Connect /v/ to Vv
Bear Snores On sleep, winter, cave, Words (we, my, like, (pg. 218)
woods, storm, review) (pgs. 201, 210, 217, (pgs. 268, 290. You (pg. 269. You will
blustery Read the words 225, 234, 242) will have to add in have to add in your
(pgs. 203, 204, 208, (pgs. 204, 227, 245) your own stuff for own stuff for this
(pgs. 199, 209, 224, 219, 227, 236, 243) this letter – it letter – it continues
233, 240-241) Name the letters continues next week next week with /z/.)
(pgs. 219, 227, 235) with /z/.)
Read the sentences
(pg. 245)
Amazing Words – High Frequency Initial Sound Fluency Sequence Introduce /z/ Connect /z/ to Zz
A Bed For meadow, nest, Words (he, for) and /v/ to Vv
The Winter stump, tree trunk, Read the words (pgs. 265, 274, 287, (pgs. 282, 290, 299,
hive, den (pgs. 267, 268, 272, (pgs. 289, 307) 296, 304) 307) (pgs. 282, 290, 299,
281, 289, 298, 305) 307)
(pgs. 263, 273, 286, Name the letters
295, 302) (pgs. 281, 289)
Read the sentences
(pg. 307)
Amazing Words – High Frequency Initial Sound Fluency Realism & Fantasy Introduce /y/ Connect /y/ to Yy
Who’s Garden garden, gardener, Words (he, for)
Is It? plant, seed, soil, Read the words (pgs. 327, 336, 349, (pgs. 330, 354, 363. (pgs. 331, 354, 363.
blossoms (pgs. 329, 334, 343, (pgs. 330, 369) 358, 366) You will have to add You will have to add
351, 360, 367) in your own stuff for in your own stuff for
(pgs. 325, 335, 348, Name the letters this letter – save /q/ this letter – save /q/
357, 364) (pgs. 343, 351, 359) for next week.) for next week.)
Read the sentences
(pg. 369)
WEEKS 31-33
Little Panda
Little Quack
See How We Grow
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 3 Concepts Unite 6
Watch Me Change
Amazing Words – High Frequency Initial Sound Fluency Compare and Introduce /q/ Connect /kw/ to Qq
Little Panda weigh, measure, Words (me. with, Contrast
healthy, bamboo, she) Read the words (From Unit 5 book, (From Unit 5 book,
curious, explore (pgs. 18, 57) (pgs. 15, 24, 37, 46, pgs. 330, 346, 354, pgs. 331, 346, 354,
(pgs. 17, 22, 31, 39, 54) 371) 371)
(pgs. 13, 23, 36, 45, 48, 55-56) Name the letters
52, 53) (pgs. 31, 39) Reteach /a/ /i/ Connect /a/ to Aa
/i/ to Ii
Read the sentences (pgs. 16, 30, 38, 47, (pgs. 17, 30, 38, 47,
(pg. 57) 55) 55)
Amazing Words – High Frequency Initial Sound Fluency Plot Reteach /o/ Connect /o/ to Oo
Little Quack duckling, pond, Words (me. with, Practice /a/ & /i/
paddle, plunged, she) Read the words (pgs. 77, 86, 99, 108, (pgs. 78, 92, 100,
proud, brave (pgs. 80, 119) 116) 109, 117) (pgs. 79, 92, 100,
(pgs. 79, 84, 93, 101, 109, 117)
(pgs. 75, 85, 98, 107, 110, 117) Name the letters
114-115) (pgs. 93, 101, 109)
Read the sentences
(pg. 119)
Amazing Words – High Frequency Initial Sound Fluency Cause & Effect Reteach /e/ Connect /e/ to Ee
See How We Grow twins, newborn, Words (see, look) (pg. 140) Practice /o/
crawl, walk, (pgs. 139, 148, 153, (pgs. 141, 154, 162,
children, babies (pgs. 141, 146, 155, Read the words 161, 170, 178) (pgs. 140, 154, 162, 171, 179)
163, 172, 179) (pgs. 142, 181) 171, 179)
(pgs. 137, 147, 160,
169, 176-177) Name the letters
(pgs. 155, 163, 171)
Read the sentences
(pg. 181)
WEEKS 33-36
Farfallina and Marcel
Seeds
Hide, Clyde!
Story Oral Language Vocabulary Fluency/Shared Comprehension Phonemic Phonics
Scott Foresman Reading/Print Awareness
Unit 3 Concepts Unit 6
Watch Me Change
Amazing Words – High Frequency Initial Sound Fluency Plot Reteach /u/ Connect /u/ to Uu
Farfallina goose, gosling, Words (see, look) (pg. 202) Review /e/ /e/ to Ee
and Marcel caterpillar, (pgs. 201, 210, 223,
butterfly, reflection, (pgs. 203, 208, 217, Read the words 232, 240) (pgs. 202, 218, 226, (pgs. 203, 218, 226,
cocoon 225, 234, 241) (pgs. 204, 243) 235, 243) 235, 243)
(pgs. 199, 209, 222, Name the letters
231, 238-239) (pgs. 217, 225)
Read the sentences
(pg. 243)
Amazing Words – High Frequency Initial Sound Fluency Draw Conclusions Identify Sounds Decode Words
Seeds seeds, pod, roots, Words (they, you, Practice /u/
stem, pit, sprouts of) Read the words (pgs. 263, 272, 285, (pgs. 267, 280, 288,
(pgs. 266, 305) 294, 302) (pgs. 266, 280, 288, 297, 305)
(pgs. 261, 271, 284, (pgs. 265, 270, 279, 297, 305)
293, 300-301) 287, 296, 303) Name the letters
(pgs. 279, 287, 295)
Read the sentences
(pg. 305)
Amazing Words – High Frequency Initial Sound Fluency Main Idea Practice & Identify Decode Word
Hide, Clyde! chameleon, jungle, Words (review they, sounds
pattern, skin, hide, you, of,) Read the words (pgs. 325, 334, 347, (pgs. 329, 344, 352,
scampered (pgs. 328, 367) 356, 364) (pgs. 328, 344, 352, 361, 369)
(pgs. 327, 332, 341, 361, 369)
(pgs. 323, 333, 346, 349, 358, 365) Name the letters
355, 362-263) (pgs. 341, 349, 357)
Read the sentences
(pg. 367)
Cleveland City Schools
Language Arts Pacing Guide
Grades 1-2
Representatives from Cleveland City Schools met January 5th and 6th, 2009, to examine ways to incorporate
the revised Tennessee State Curriculum Standards into the existing pacing guides. These changes will be
reflected in the following guides as well as the 2009-2010 Standards Based Report Card.
Previously, the standards were divided into three strands. The revised standards are now subdivided into eight
strands. These strands are: Language, Communication, Writing, Research, Logic, Informational Text, Media,
and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format. One notable
difference is that Accomplishments have been renamed Checks for Understanding. It is essential to teach all
of the standards, even though some are not
on the report card.
The format of the grades 1-2 pacing guides has not been greatly altered. The changes have been absorbed into
the five components of reading and language. Please note that we have changed the last column to include
Speaking, Listening, Writing, Media and Research Skills.
th th
Representatives from Cleveland City Schools met January 5 and 6 , 2009, to examine ways to
incorporate the revised Tennessee State Curriculum Standards into the existing pacing guides.
These changes will be reflected in the following guide as well as the 2009-2010 Standards Based
Report Card.
Previously, the standards were divided into three strands. The revised standards are now
subdivided into eight strands. These strands are: Language, Communication, Writing, Research,
Logic, Informational Text, Media, and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format.
Revisions to be noted to the first grade pacing guide are:
Communication, Writing, Research, and Media strands have been added under the Other
Related Skills column in the pacing guide.
Standards that are not tested but to be taught during the nine weeks are included before
each nine weeks‘ pacing guide.
First Grade LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Standards to be taught and on First Nine Weeks Report Card:
Identify parts of a book (e.g., front cover and back cover, table of contents, index, glossary, title
page, author, illustrator) (0101.8.3)
Read high frequency words in context (0101.1.10)
Recognize words that have the same beginning sounds (0101.1.11)
Recognize words that have the same ending sounds (0101.1.11)
Recognize and produce rhyming words (0101.1.11)
Use sound blending of each separately spoken phoneme to make meaningful words (0101.1.11)
Segments one-syllable words into individual sounds and blend the sounds into whole words
(0101.1.11)
Make and adjust predictions in a variety of written and oral contexts (0101.5.3)
Standards to be taught but not on Report Card:
Name all upper and lowercase letters of the alphabet (0101.1.12)
Understand that groups of words make sentences (0101.1.6)
Understand that word order determines the meaning of a sentence (0101.1.7)
Use word families and word walls (0101.1.10)
Understand that a phoneme is one distinct sound (0101.1.11)
Use sound stretching of one syllable words to identify each phoneme (0101.1.11)
Understand that the sequence of letters in a written word represents the sequence of sounds in a word
(0101.1.12)
Compare and contrast information and ideas (0101.5.4)
Visit libraries/media centers and regularly check out materials (0101.7.2)
Read picture books, alphabet and number books, rhyming books, story books, fairy tales, poetry, and
nonfiction text (0101.8.1)
Distinguish between fiction and nonfiction and fantasy and reality (0101.8.2)
Participate in the creation of graphic organizers (KWL charts, diagrams) (0101.8.5)
Derive meaning while reading by employing the following strategies: (0101.8.6)
Participating in discussions
Predicting what will happen next
Creating mental images
Participate in shared reading and small group guided reading (0101.8.8)
SPOKEN AND WRITTEN LANGUAGE
Standards to be taught and on First Nine Weeks Report Card:
Use capital letters correctly (i.e., in the first word of a sentence, first and last names, pronoun I,
proper nouns) (0101.1.2)
Identify and write complete sentences correctly (0101.1.8)
Identify and use correct punctuation at the end of declarative sentences and questions (0101.1.3)
Alphabetize words to the first letter (0101.1.9)
Recite poems, stories, and songs (0101.2.10)
Create legible documents for reading by forming legible upper and lower case letters utilizing
correct spacing, writing from left to right and top to bottom, and tracing and reproducing letters
and words correctly (0101.3.7)
Standards to be taught but not on Report Card:
Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions) (0101.2.1)
Listen attentively to speaker for specific information (0101.2.2)
Understand and follow simple two and three-step sequence of events (0101.2.3)
Use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker)
(0101.2.5)
Speak clearly, properly, and politely, and recognize the difference between formal and informal
language (0101.2.6)
Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn
diagrams) independently and/or in group (0101.3.1)
Illustrate written work with simple drawings (0101.3.11)
Experience and respond to a variety of media (e.g., books, audio tapes, video, film, computer,
illustrations) (0101.7.1)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
* Newly incorporated 2009-2010 Standards
First Grade LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to First Nine Weeks Pacing Guide
Standards to be taught and on Second Nine Weeks Report Card:
Substitute targeted sounds to change words (e.g., bed to bad, hat to bat) (0101.1.11)
Continue to decode unknown words that are grade-level appropriate (0101.1.12)
Locate a print resource for research (e.g., magazine, book) (0101.4.5)
Use sounding out words, chunking words into smaller parts, looking for blends, diagraphs, word
families, etc. as a means of decoding unfamiliar words (0101.1.12)
Use letter-sound matches and structural analysis to decode grade level words (0101.1.12)
Retell a story, describing the plot, characters, and setting (0101.2.9)
Identify simple multi-meaning words in context (e.g., fly, pop, bat) (0101.1.10)
Recognize and use text features to comprehend informational texts (e.g., time lines, illustrations)
(0101.6.4)
Derive meaning while reading by employing the following strategies: (0101.8.6)
o Relating knowledge from personal experience, and/or other text*
o Asking questions to clarify meaning
o Using illustrations to gain meaning
Standards to be taught but not on Report Card:
Use parts of words (root/base words) to decode grade level words (0101.1.12)
Make predictions about text (0101.8.4)
Explore a variety of informational texts (e.g., books, charts, newspapers, magazines) (0101.6.3)
Understand words are made up of one or more syllables (e.g., students clap syllables, move objects, etc
in words) (0101.1.11)
Change the letters of a given word to create new words (e.g., pan to nap, tent to net) (0101.1.11)
Use parts of words (e.g., compound words, contractions) to decode grade level words (0101.1.12)
Recognize logical decisions and choices in reading selections (0101.5.2)
Read simple text containing familiar letter-sound correspondence and high frequency words (0101.8.9)
SPOKEN AND WRITTEN LANGUAGE
Standards to be taught and on Second Nine Weeks Report Card:
Recognize and identify compound words, synonyms, and antonyms (0101.1.10)
Arrange four or more items or events in sequential order (0101.5.1)
Begin to add descriptive words and details to writing (0101.3.6)
Identify and use nouns (i.e., singular and plural, possessive) and verbs (i.e., tense, subject-verb
agreement) correctly (0101.1.1)
Spell high frequency words correctly (e.g., Dolch list, Dr. Fry list) (0101.1.9)
Spell three and four letter short and long vowel words using basic CVC, CVCE, and CVVC
patterns (0101.1.9)
Use temporary/creative spelling to spell independently as needed (0101.3.4)
Standards to be taught but not on Report Card:
Identify positional words (e.g., inside, outside, beside, between) (0101.1.10)
Give multi-step oral directions (0101.2.7)
Incorporate suggestions from teachers and peers (0101.3.9)
Participate in group discussion (0101.2.8)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
* Newly incorporated 2009-2010 Standards
First Grade LANGUAGE ARTS Pacing Guide
Third Nine Weeks
READING
Refer to First and Second Nine Weeks Pacing Guides
Standards to be taught and on Third Nine Weeks Report Card:
Identify the main ideas and supporting details of informational texts (0101.6.2)
Build vocabulary by reading, listening to, and discussing a variety of literature (0101.1.10)
Derive meaning while reading by employing the following strategies: (0101.8.6)
o Answering the Five W + H questions (i.e., Who, What, When, Where, How, Why)
Standards to be taught but not on Report Card:
Arrange four or more items or events in sequential order (0101.5.1)
Make and adjust predictions in a variety of written and oral contexts (0101.5.3)
Understand the main idea in a visual message (e.g., pictures, cartoons, posters) (0101.7.3)
Identify the characters, plot, and setting of a story (0101.8.7)
SPOKEN AND WRITTEN LANGUAGE
Standards to be taught and on Third Nine Weeks Report Card:
Identify and use pronouns (i.e., substitution for nouns) and adjectives (i.e., descriptive) correctly
(0101.1.1)
Form contractions using apostrophes (0101.1.4)
Begin to compose first drafts using the appropriate parts of the writing process with an emphasis
on planning and self correcting (0101.3.3)
Use a simple rubric to evaluate writing (0101.3.10)
Standards to be taught but not on Report Card:
Retell a story, describing the plot, characters, and setting (0101.2.9)
Arrange events in a logical and sequential order when writing (0101.3.5)
Understand that some words sound the same but are spelled differently and mean different
things (homophones-flower/flour) (0101.1.5)
Determine two resources to answer a research question (0101.4.2)
Use the family and community as sources of information (0101.4.3)
Visit the library as a resource of information for research (0101.4.4)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
* Newly incorporated 2009-2010 Standards
First Grade LANGUAGE ARTS Pacing Guide
Fourth Nine Weeks
READING
Refer to First, Second and Third Nine Weeks Pacing Guides
Standards to be taught on Fourth Nine Weeks Report Card:
Read orally with fluency and accuracy (0101.8.10)*
Standards to be taught but not on Report Card:
Use parts of words (prefixes, suffixes) to decode grade level words (0101.1.12)
Narrow a research question so that the research process is manageable (0101.4.1)
Follow simple written directions to complete a task (0101.6.1)
SPOKEN AND WRITTEN LANGUAGE/SPELLING
Standards to be taught on Fourth Nine Weeks Report Card:
Compose simple stories with a clear beginning, middle, and end (GLE 0101.3.1)
Evaluate own and others’ writing through small group discussion and shared work (0101.3.8)
Standards to be taught but not on Report Card:
Present the answers to a research question orally to the class (0101.4.6)
Enhance oral presentations with a visual medium (0101.7.4)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
* Newly incorporated 2009-2010 Standards
WEEKS 1-3
Assessment and Introduction
Sam, Come Back! Unit 1 Story 1
Pig in a Wig Unit 1 Story 2
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness Speaking/Listening/
Unit I Writing
Animals Tame Research Study Skills
and Wild
Assessment and DIBELS DIBELS DIBELS DIBELS *Uses rules for conversation
Introduction PSF NWF WUF RF *Uses appropriate listening skills
*Names letters *Listens attentively to speaker
of the alphabet for specific information
*Blend and Segment *Introduce *Decodable Word *Oral *Identify Characters *Identifies parts of a book
Sam , Come Phonemes Short a, final Meaning Rereading *Monitor and Fix Up (e.g., title page, table of
Back! *Isolate Final Sound ck *High Frequency *Echo Reading *Retell p. 24b contents) p. 29a
(supplement to *Review Words: the, that, *Choral *Understand, follow 2-3 step
match ending sound Consonant do, on, way, in Reading oral directions
p. 12b) sounds *Descriptive *Under- *Speak clearly, properly, etc
*Identify Position of Words: Location stands Create legible documents
Sounds *Amazing Words groups of
*Identify Rhyming p.12b words
Words make a
p. 14c sentence
*Blend and Segment *Introduce *Decodable Word *Oral *Realism and Fantasy *Give multi-step oral directions
Pig in a Wig Phonemes Short i and Meaning Rereading *Summarize *Brainstorm ideas with teachers
*Isolate Final Final x *High Frequency *Choral *Retell p. 46b using graphic organizers
Sounds Words: and, take, Reading *Monitor and Fix Up
up *Echo Reading *Graphic organizer
*Descriptive *Under-
words: Numbers stand word
*Multi-meaning order
words determines
*Amazing Words meaning of a
p. 32b sentence
*Use word
families, word
walls
WEEKS 4-6
The Big Blue Ox Unit 1 Story 3
A Fox and a Kit Unit 1 Story 4
Get the Egg! Unit 1 Story 5
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Phonemic Awareness Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Speaking/Listening
Foresman /Writing
Unit I Research Study Skills
Animals,
Tame and
Wild
*Blend and Segment *Introduce *Decodable Word *Oral *Character and Setting Recognizes parts of a book
The Big Blue Phonemes (one syllable) short o, s Meaning Rereading *Visualize (e.g., title page, table of
Ox *Isolate initial and final *Blend sounds *High Frequency *Echo Reading *Retelling p.67b contents ) p.56-57
sounds together to words: get, help, *Choral
*Add ending phonemes form one- use Reading
/s/, /z/ syllable words *Synonyms for size
*Isolate initial and final p.52m *Amazing Words
sounds p. 68b (include p.52m
matching words with
same ending or
beginning sound)
*Blend and segment * Introduce *Decodable Word *Oral *Main Idea and Details
A Fox and a syllables Inflected Meaning Rereading *Ask Questions
Kit *Identify positions of Ending-s, -ing *Catagories *Echo Reading *Retelling
sounds *Word *Amazing Words *Choral p. 88b
*Adding ending Reading p.90d p. 74m Reading *Compare/
phonemes /s/, /z/ (one syllable *High Frequency contrast
words) Words: eat, her,
this, too
*Blend and segment *Word *Decodable Word *Oral *Realism and Fantasy *Illustrate written work
Get the Egg! phonemes Reading Meaning Rereading *Story Structure with simple drawings
*Add initial p.110d (Blend *Amazing Words *Choral *Retelling
phonemes/blends sounds p.94m Reading p. 108b
*Blend and segment together to *High Frequency
syllables form one- Words: saw,
syllable small, tree, your
words)
*Short e
WEEKS 7-9
Animal Park Unit 1 Story 6
Unit 1 Assessment
Max and Ruby: ABig Fish for Max Unit 2 Story 1
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Phonemic Speaking/Listening
Unit I Awareness /Writing
Animals, Tame Research Study Skills
and Wild
*Blend and *Short u *Decodable Word *Oral *Cause and Effect *Experience, respond to a variety of
Animal Park Segment *Introduce Meaning Rereading *Monitor and Fix Up media
Phonemes Final Blends *Antonyms *Choral strategies
*Delete Final *Amazing Words Reading *Retelling p.128b
Phonemes p. 114m *Echo *Compare/
*Segment and *High Frequency Reading contrast
Count Words: home,
Phonemes into, many, them
*Identifies
Rhyming
Words p.130-
131
Assessment Unit 1 Test Unit 1Test Unit 1 Test
Week Unit I Part 3 Part 2 Part 1
*Segment and *Blend, read *Decodable Word *Oral *Main Idea * Parts of a Book p. 35a
Max and Ruby: Count and sort Meaning Rereading *Visit the library/media center
A Big Fish for Phonemes words with *Categorizing *Choral *Predict
Max *Blend and diagraphs /sh/ Words Reading *Retelling p.28b
(Unit 2) Segment and /th/ *Amazing Words
Phonemes * Introduce p. 10m
Vowel Sound *High Frequency
in ball Words: catch,
good, no, put,
want
WEEKS 10-12
The Farmer in the Hat, Unit 2 Story 2
Who Works Here? Unit 2 Story 3
The Big Circle Unit 2 Story 4
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Scott Phonemic Awareness Phonics Vocabulary Fluency Comprehension Other Related Skills
Foresman Speaking/Listening/
Unit II Writing
Communities Research Study Skills
*Distinguish long and short *Long a (CVCe) *Decodable Word *Oral Rereading *Cause and Effect
The Farmer vowels *C /s/, g /j/ Meaning attending to *Predict p. 40-41 *Speak to dramatize a story
in the Hat *Word Reading *High Frequency punctuation *Retelling *Brainstorm &
*Blend and segment Words: be, could, *Choral Reading (sequence) p. 54b incorporate ideas from
phonemes horse, old, paper *Paired *Monitor and teachers and peers
*Segment and count phonemes *Time and Order rereading *Fix Up
*Understand words are made up Words *Read simple
of 1 or more syllables *Amazing Words text containing
p. 36m high frequency
words
*Distinguish long short vowel *Long I (CVCe) *Decodable word *Oral Rereading *Author‘s purpose *Special Titles, e.g., Mr.
Who Works sounds Blend and Build meaning attending to *Ask questions to Dr. (simple abbreviations)
Here? *Blend and Segment words Use parts of words to punctuation clarify meaning
Phonemes *Digraphs wh, decode grade level *Choral Reading *Map skills
ch, tch words *Paired Reading p.80-81
*Word Reading *High Frequency *Echo Reading *Parts of a book
p.80d Words: live, out, p. 68-69
Use context people, who, work *Preview and
with letter- *Directional Words Predict p. 68-69
sounds to *Amazing Words *Retelling
confirm p. 64m p. 78b
unknown words *Word Reading
*Distinguish Long short Vowel *Long o (CVCe) *Decodable Words *Oral Rereading *Sequence of *Speak to ask and answer
The Big Sounds *Contractions *High Frequency *Choral Reading Events/Retelling questions
Circle *Blend and Segment Phonemes n‘t ‗m ‗ll Words: down, there *Using and *Speak and listen to
*Identify/Isolate Sounds p. * Build Words inside, now, together identifying participate in large and small
106b p. 84o *Amazing Words postional words group discussions
match words with same beg. p.84m *Monitor and Fix- *Periodicals/ Newsletter
or end sound up (variety of print sources)
WEEKS 13-15
Life in the Forest Unit 2 Story 5
Honey Bees Unit 2 Story 6
Unit 2 Assessment/Regrouping/Special Projects
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Scott Foresman Phonemic Awareness Phonics Vocabulary Fluency Comprehension Other Related Skills
Unit II Speaking/Listening/
Communities Writing
Research Study Skills
*Substitute Phonemes *Long u & long e *Decodable Words *Oral Rereading *Author‘s *Speak to describe a photo or
Life in the *Add Final Phonemes/t/, (CVCe) *Choral Reading Purpose illustration
Forest /d/, /ed/ *High Frequency *Preview and
*Blend and Segment *Build Words Words: around, Predict using text
Phonemes p.112o find, food, grow, features
*Inflected under, water *Retelling
Endings *Amazing Words p. p. 130b
–ed and -s 114b *Reading a chart
*Multiple-Meaning p116e
*Substitute Phonemes *Long e—e, ee *Decodable Words *Oral Rereading *Preview *Speak to retell a message
Honey Bees *Blend and Segment and Syllables *Choral Reading *Compare/
Syllables VCCV *High Frequency *Attend to Contrast
*Identify and Isolate Words: also, punctuation and Graphic Organizer
Medial Phonemes *Word Reading family, new, other, appropriate rate *Using a picture dictionary
p.160d some, their p. 163a
*Antonyms
Using structural *Amazing Words
clues to decode p.138m
words *Rhyming Words
p. 161
Unit 2 Unit 2 Test Unit 2 Test Unit 2 Test
Assessments/ Part 3 Part 2 Part 1
Special
Projects
WEEKS 16-18
An Egg is an Egg Unit 3 Story 1
Ruby in Her Own Time Unit 3 Story 2
Jan‘s New Home Unit 3 Story 3
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Scott Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Foresman Awareness
Unit III
Changes
*Segment and *Vowel Sounds *Decodable Words *Oral Rereading *Compare and Contrast *Listens to follow directions
An Egg is Count phonemes of y *Amazing Words p. *Choral Reading *Preview/predict
an Egg *Substitute 10m *Paired *Recognize the purpose
phonemes *Word Reading *Antonyms Rereading of special typefaces
* Segment and (Use context with *High Frequency *Goal 20 – 30 *Retelling p. 28b
blend phonemes letter-sounds to Words: always, WPM *Relating knowledge
confirm unknown become, day, from personal
words) everything, nothing, experiences
*Long Vowels, CV stays, things *Recognize & use text
features to comprehend
informational texts
*Blend and *Final ng, nk *Decodable Words *Choral Reading *Retelling p.62b *Identify verbs that add –s
Ruby in Her segment *Compound words *Paired Reading *Plot
Own Time onset/rime *High Frequency *Oral Rereading *Summarize *Speak to give clear
*Blend and Words: any, *Goal 20 – 30 directions/multistep directions
segment syllables enough, ever, WPM
*Segment and every, own *Listen to follow directions in
Count Phonemes *Amazing Words the order they were given
p.36m
*Synonyms *Glossary p.67a
*Add phonemes *Introduce ending *Decodable Words *Oral Rereading *Theme *Speak to make introductions
Jan’s New /ez/ –es *Rhyming words p.
Home *Blend and *r-Controlled or, 72c *Choral Reading *Monitor and Fix-up *Recognize text structure:
segment ore *High Frequency Letter
onset/rime * Build Words Words: away, car, *Paired Reading *Retelling
*Segment and p. 70d friends, house, our, *Goal 20 – 30 p. 86b *Map skills p. 91a
count syllables Changes targeted school, very WPM
sounds to modify *Descriptive words
or change words *Amazing Words
p.70b
WEEKS 19-21
Frog and Toad Together Unit 3 Story 4
I‘m a Caterpillar Unit 3 Story 5
Where Are My Animal Friends? Unit 3 Story 6
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening/
Foresman Writing
Unit III Research Study Skills
Changes
*Blend and *Introduce *Decodable Word Meaning *Oral *Plot *Interpreting diagrams
Frog and segment inflected *Inflected endings Rereading *Visualize p.117a
Toad syllables endings *High Frequency Words: afraid, *Makes
Together -ed, -ing again, few, how, read, soon *Paired predictions
*Substitute *Amazing Words p.92m reading p.96-97
phonemes *Introduce *Retells a story
r-controlled ar *Choral p.95c and/or
*Add initial Reading p.112b
and final * Word Reading *Identify
phonemes p.114d (context characters, plot,
and structure) setting
*Blend and * Introduce r- *Decodable Word Meaning *Oral *Draw
I’m a Segment Controlled –er, - *Inflected endings Rereading Conclusions
Caterpillar Onset/Rime ir, -ur -ed, -ing *Text Structure
*Using a dictionary *Paired *Sequence
*Delete Final * Introduce *High Frequency Words: done, reading *Retelling/
Phonemes Contractions know,push,visit, Summarize
‗s, ‗ve, ‗re wait *Choral p.138b
*Substitute *Amazing Words Reading *Answering the 5
Phonemes *Homophones (W‘s + H)
questions
*Add *Introduce *Decodable Word Meaning *Oral *Sequence *Reading bar graphs
Where Are phonemes /er/, comparative *Multiple-Meaning words Rereading p.173a
My Animal /est/ endings *High Frequency Words: before, *Prior Knowledge
Friends does, good-bye, oh, right, won’t *Choral
*Blends and *Introduce *Amazing Words p.144m Reading *Makes
segment dge /j/ predictions
phonemes pp.148-149
*Blend and *Retells a story
segment p.166b
onset/rime
WEEKS 22-24
Unit 3 Assessment
Mama‘s Birthday Present Unit 4 Story 1
The Dot Unit 4 Story 2
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening/
Foresman Writing
Unit IV Research Study Skills
Treasures
Unit 3 Unit 3 Test Unit 3 Test Unit 3 Unit 3 Test
Assessment Part 3 Part 2 25-35 Part 1
wcpm
*Substitute *Introduce long *Decodable Word Meaning *Oral *Draw *Emphasize planning and self-
Mama’s Initial a: ai, ay rereading conclusions correction when writing
Birthday Phonemes *Number words
Present *Introduce *Paired *Monitor and Fix
possessives *Words from other languages reading Up
*Add
Phonemes /s/, *Word Reading *High Frequency Words: about, *Choral *Makes
/z/ p.40d gives, enjoy, surprise, would, worry reading predictions
pp. 40-41
*Amazing Words p.10m
*Substitute *Introduce long *Decodable Word Meaning *Paired *Theme *Using tables and charts
The Dot phonemes e: ea reading p. 71a
*Descriptive words *Graphic
*Segment *Introduce *Oral organizers *Emphasize planning and self-
and count inflected endings *High Frequency Words: colors, rereading correction when writing
syllables draw, drew, great, over, show, sign *Makes
* Word Reading *Choral predictions
p. 68d *Amazing Words reading pp. 48-49
p. 44m
*Retells a story
p.66b
WEEKS 25-27
Mister Bones: Dinosaur Hunter Unit 4 Story 3
The Lady in the Moon Unit 4 Story 4
Peter‘s Chair Unit 4 Story 5
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening/
Foresman Writing
Unit IV Research Study Skills
Treasures
*Substitute *Introduce long *Decodable Word Meaning *Oral *Author‘s purpose *Using a bar graph
Mister initial phonemes o: oa, ow rereading *Monitor and Fix p.97a
Bones: *Synonyms Up – using a
Dinosaur *Segment *Introduce *Choral glossary/dictionary *Emphasize planning and self-
Hunter phonemes Three-letter *High Frequency Words: found, reading *Draw conclusions correction
blends mouth, once, took, wild *Makes
*Identifies predictions
rhyming words *Word Reading *Amazing Words p.72m pp. 76-77
p. 78 p.92d *Retells a story
(Summarize)
p. 90b
*Substitute *Introduce long *Decodable Word Meaning *Oral *Realism and *Using a glossary
The Lady initial phonemes i: ie, igh rereading Fantasy (guide words)
in the *Homophones *Monitor and Fix p. 125a
Moon *Blend, segment, *Introduce kn *Paired Up – reading on
count phonemes /n/ and wr /r *High Frequency Words: above, reading *Makes *Using a rubric to evaluate
eight, laugh, moon, touch predictions writing
* Word Reading *Choral pp. 102-103
p.120d *Amazing Words p.98m reading *Retells a story
p. 118b
*Segment and *Introduce *Decodable Word Meaning *Oral *Character, *Using a rubric to evaluate
Peter’s count syllables compound *Words from other languages rereading setting, and plot writing
Chair words *High Frequency Words: picture, *Story structure
*Substitute remember, room, stood, thought *Choral
initial phonemes *Introduce *Amazing Words reading *Makes
vowels ew, ue, ui p. 126m predictions
*Using a glossary pp. 130-131
* Word Reading
p.152d *Retells a story p.
150b
Weeks 28-30
Henry and Mudge and Mrs. Hopper‘s House Unit 4 Story 6
Unit 4 Assessment
Tippy-Toe Chick, Go! Unit 5 Story 1
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening
Foresman Writing/Media
Unit IV Research Study Skills
Treasures
*Segment and *Introduce *Decodable Word *Paired reading *Cause and Effect *Use visual medium to
Henry and count suffixes Meaning *Preview enhance an oral presentation
Mudge and syllables -ly, -ful *Antonyms *Oral rereading *Poetry Collection
Mrs. *Blend and *Introduce *High Frequency *Makes predictions
Hopper’s segment vowels in moon Words: told, because, *Choral reading p. 160-161
House phonemes *Build Words across, only, shoes, *Retells a story
*Identify p.156o dance, opened *Readers‘ Theater p.180-181
Rhyming *Word Reading *Amazing Words
Words p. 182d p.156m *Independent
p.156m reading
Unit 4 Test Unit 4 Test Unit 4 Unit 4 Test
Unit 4 Part 3 Part 2 35-45 wcpm Part 1
Assessment
End
60 wcpm
*Substitute *Introduce *Decodable Word *Oral rereading *Character, setting,
Tippy-Toe Initial Diphthong Meaning and plot
Chick, Go! Phonemes ow /ou/ *Synonyms *Paired reading
*Introduce *High Frequency *Story structure
Syllables Words: along, behind, *Choral reading
C + le eyes, never, pulling, *Makes predictions
*Build Words toward *Readers‘ Theater p. 14-15
p. 12d *Amazing Words p.10m
*Word Reading *Independent
p. 36d reading
Weeks 31-33
Mole and the Baby Bird Unit 5 Story 2
Dot & Jabber and the Great Acorn Mystery Unit 5 Story 3
Simple Machines Unit 5 Story 4
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening
Foresman Writing/Media
Unit V Research Study Skills
Great Ideas
*Blend and *Introduce *Decodable Word *Oral rereading *Sequence *Using a glossary
Mole and the segment Diphthong Meaning *Paired reading *Summarize p. 75a
Baby Bird phonemes ou /ou/ *Descriptive words *Choral reading *Main Idea
*Introduce *Synonyms *Readers‘ Theater *Makes predictions
*Isolate Syllables VCV *High Frequency *Independent p. 48-49
phonemes *Build Words Words: door, loved, reading *Retells a story *Using family and community
p. 44o should, wood p. 66b as a resource of information
*Identifies * Word *Amazing Words * Draw conclusions
rhyming Reading p.44m p. 54-55
words p. 68d *Follow written
p. 48c directions
*Substitute *Introduce *Decodable Word *Paired reading *Compare and *Using a picture graph
Dot & Jabber initial vowels in book Meaning *Rereading Contrast p.109a
and the Great phonemes *Introduce *Categorize and classify *Choral reading *Monitor and Fix Up
Acorn inflected *High Frequency *Readers‘ Theater *Plot
Mystery *Add endings –s, -es, - Words: among, *Independent *Makes predictions
phonemes ed, -ing another, instead, none reading p. 80-81
* Blend Words *Amazing Words *Retells a story
p. 78c p. 76m p.102b
*Substitute *Introduce *Decodable Word *Paired reading *Main Idea *Parts of a book
Simple Final Diphthongs Meaning *Summarize (captions) p.139a
Machines Phonemes oi, oy *Homonyms *Repeated reading *Identify parts of a
*Introduce *High Frequency book expository *Narrow research questions
*Segment Suffixes Words: against, goes, *Choral reading nonfiction p.114-115
and Count -er, -or heavy, kinds, today *Retells a story
Syllables *Word Reading *Amazing Words *Independent p. 132b
p. 134d p. 110m reading
WEEKS 34-36
Alexander Graham Bell Unit 5 Story 5
Ben Franklin and His First Kite Unit 5 Story 6
Unit 5 Assessment
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Phonemic Phonics Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness Speaking/Listening
Foresman Writing/Media
Unit V Research Study Skills
Great Ideas
*Segment *Introduce *Decodable Word *Oral rereading *Draw conclusions
Alexander and Count vowels aw, au Meaning *Narrow research questions
Graham Bell Phonemes *Introduce *Clipped words *Paired reading *Text features
short e: ea *High Frequency
*Word Reading Words: built, early, *Choral reading *Main Idea
p. 166d learn, science, through *Determine resources to answer
*Amazing Words p. *Independent *Makes predictions a research question
140m reading p. 144-145
Test Feature: Time
Line
*Retells a story
p. 164b
*Segment *Introduce *Decodable Word *Paired reading *Theme *Using an Encyclopedia
Ben Franklin and count Prefixes Meaning p. 203a
and His First phonemes un-, re- *Multiple-Meaning *Repeated reading *Ask questions
Kite *Introduce long Words *Oral presentation of research
*Substitute vowels pattern *High Frequency *Choral reading *Plot
initial i, o Words: answered,
phonemes *Word Reading brothers, carry, *Independent *Makes predictions
198d different, poor reading pp. 174-175
*Amazing Words *Retells a story
p. 170m p196b
Unit 5 Test Unit 5 Test Unit 5 Unit 5 Test
Unit 5 Part 3 Part 2 45-60 wcpm Part 1
Assessment
End
60 wcpm
Cleveland City Schools
Language Arts Pacing Guide
Grades 1-2
Representatives from Cleveland City Schools met January 5th and 6th, 2009, to examine ways to
incorporate the revised Tennessee State Curriculum Standards into the existing pacing guides.
These changes will be reflected in the following guides as well as the 2009-2010 Standards
Based Report Card.
Previously, the standards were divided into three strands. The revised standards are now
subdivided into eight strands. These strands are: Language, Communication, Writing, Research,
Logic, Informational Text, Media, and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format. One
notable difference is that Accomplishments have been renamed Checks for Understanding. It is
essential to teach all of the standards, even though some are not
on the report card.
The format of the grades 1-2 pacing guides has not been greatly altered. The changes have been
absorbed into the five components of reading and language. Please note that we have changed
the last column to include Speaking, Listening, Writing, Media and Research Skills.
Second Grade LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Standards to be taught and on First Nine Weeks Report Card
Identify and/or produce rhyming words. 0201.1.10
Apply phonics generalizations in order to decode words in the following ways: 0201.1.11
o Use letter-sound matches and structural analysis to decode grade level words.
Identify parts of a book (e.g., front cover and back cover, table of contents, index, glossary, title page, author,
illustrator). 0201.8.2
Understand the main idea in a visual message (e.g. pictures, cartoons, posters). 0201.7.1
Identify and state the main ideas and supporting details of informational texts. 0201.6.2
Distinguish between fiction and non-fiction and fantasy and reality. 0201.8.3
Apply sequential reasoning to a variety of written and oral contexts. 0201.5.5 (*time order words and pictures)
Recognize and use text features to comprehend informational texts (e.g., time lines, graphs, charts, maps, illustrations).
0201.6.4
Standards to be taught, but not on First Nine Weeks Report Card
Show evidence of expanding language through vocabulary growth. 0201.1.9
o Build vocabulary by reading, listening to, and discussing a variety of literature.
o Use word families and word walls.
o Identify positional words.
Maintain phonemic awareness by adhering to the following: 0201.1.10
o Change the letters of a given word to create new words (e.g., pan to nap, ten to net).
o Use sound stretching of one syllable words to identify each phoneme.
o Use sound blending of each separately spoken phoneme to make meaningful words.
o Segment one-syllable words into individual sounds and blend the sounds into whole words.
o Recognize words that have the same beginning, middle, and ending sounds.
o Understand words are made up of one or more syllables (e.g., students clap syllables, move objects, etc., in words).
o Add, delete, and change targeted sounds to change words (e.g., bed to bad, hat to bat).
Apply phonics generalizations in order to decode words in the following ways: 0201.1.11
o Apply long and short vowel rules when decoding text.
o Use sounding out words, chunking words into smaller parts, looking for blends, digraphs, diphthongs, word families, etc., as a means
of decoding unfamiliar words.
o Continue to decode unknown words that are grade-level appropriate.
o Read words containing r-controlled vowels (e.g., -ar, -ir, -ur).
Explore various forms of informational texts (e.g., charts, books, newspapers, magazines, daily announcement sheets). 0201.6.3
Experience and respond to a variety of media (e.g., books, audio tapes, video, film, computer, illustrations). 0201.7.2
Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter books. 0201.8.1
Preview words necessary for understanding a reading selection. 0201.8.4
Participate in the creation of graphic organizers (KWL charts, diagrams). 0201.8.5
Derive meaning while reading by employing the following strategies: 0201.8.6
o Asking questions to clarify meaning.
o Participating in discussions.
o Predicting what will happen next.
o Creating mental images.
o Use illustrations to gain meaning.
o Answering the Five W + H questions (i.e., Who, What, When, Where, How, Why).
o Relate knowledge from personal experience, other text, and world events to make meaning from text.
Participate in shared reading and small group guided reading. 0201.8.7
SPOKEN AND WRITTEN LANGUAGE ARTS
Standards to be taught and on First Nine Weeks Report Card
Identifies and uses nouns (i.e., common and proper nouns, singular and plural, possessive). 0201.1.1
Uses capital letters correctly (i.e., first and last names, pronoun I, proper nouns, first word of a sentence). 0201.1.2
Identify and use correct punctuation at the end of declarative, exclamatory, and interrogative sentences. 0201.1.3
Understand that a sentence is a group of words that has a subject and a verb and expresses a complete thought.
0201.1.5
Identify and write complete sentences correctly. 0201.1.6
Summarize what has been heard using the logical sequence of events. 0201.2.4
Create legible documents for reading by forming legible lower case letters utilizing correct spacing and by writing from left to write
and top to bottom. 0201.3.9
Recognize and identify a variety of print and electronic resources available for information (e.g.. books, newspapers, magazines,
technology). 0201.4.5
Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns 0201.1.8
Write to describe, entertain, and inform. 0201.3.1
Write in response to literature (e.g., create a new ending to a story, create class books, summarize a story). 0201.3.2
Standards to be taught, but not on First Nine Weeks Report Card
Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). 0201.2.1
Listen attentively to speaker for specific information. 0201.2.2
Use rules for conversation (e.g., raise hands, take turns, and focus attention on speaker). 0201.2.5
Speak clearly, properly, and politely, and recognize the difference between formal and informal language. 0201.2.6
Recite poems, stories, and songs. 0201.2.10
Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts, Venn diagrams) independently and/or in group, and use a
variety of resources to gather information. 0201.3.3
Utilize classroom resources to support the writing process (e.g., word walls, picture dictionaries). 0201.3.4
Use temporary/creative spelling to spell independently while beginning to transition to standard spelling. 0201.3.6
Incorporate photographs or illustrations in written work. 0201.3.13
Use the family and community as sources of information. 0201.4.3
Visit libraries/media centers and regularly check out materials. 0201.7.3
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading basal series. These
items will need to be supplemented.
* Newly incorporated 2009-2010 standards.
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Weeks 1 –3
Introduction and Assessment Week
Iris and Walter Unit 1 Story 1
Exploring Space with an Astronaut Unit 1 Story 2
90 Phonemic Vocabulary Fluency Comprehension Other Related Skills
Story Awareness/ 0201.1.9 0201.8.9 Writing
Scott Foresman Phonics Communication
Unit I Media
Exploration Research
*Short Vowels *Amazing Words *Oral Rereading *Character and
Iris and Walter ea /e/ *High Frequency Setting *Uses illustrations to preview text
0201.1.11 Words 0201.8.8 *Choral Reading 0201.8.10 (Unit 1 p. 16-17,46)
*Decodable Words
*Syllable *Figurative Language *Predict 0201.8.6 *Uses capital letters correctly 0201.1.2
Patterns *Similes *Identifies and uses correct ending
0201.1.10 *Rhyming Words punctuation 0201.1.3
0201.1.10 *Identifies and writes complete
sentences 0201.1.6
*Creates legible documents 0201.3.9
*Long Vowels *Amazing Words *Paired Reading *Main Idea and *Identify and use nouns
Exploring Space with VCVe *High Frequency *Choral Reading Details (i.e., common and proper nouns,
an Astronaut 0201.1.11 Words 0201.7.1 singular and plural, possessive)
*Decodable Words 0201.1.1
*Position Words *Text Structure
0201.6.4
Assessment DIBELS BMI DIBELS BM I
NWF 50/15 ORF 40
Weeks 4-6
Henry and Mudge and the Starry Night Unit 1 Story 3
A Walk in the Desert Unit 1 Story 4
The Strongest One Unit 1 Story 5
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness/ 0201.1.9 0201.8.9 Writing
Unit I Phonics Communication
Exploration Media
Research
Henry and Mudge *Consonant *Amazing Words *Oral *Character and *Recognizes parts of a book
and the Starry Blends *High Frequency Rereading Setting 0201.8.9 (e.g., front cover and back cover, table of
Night 0201.1.11 Words *Choral contents, index, glossary, title page, author,
*Decodable Word Reading *Monitor and Fix illustrator))
Meaning *Paired Up (Unit 1 p. 95a)
*Synonyms Reading
Strategies
A Walk in the *Inflected Endings *Amazing Words *Oral Rereading *Main Idea and *Spell simple words using developing
Desert –s, -ed, ing *High Frequency *Choral Details 0201.7.1, phonetic knowledge, sounds of the
Words Reading 0201.6.2 alphabet, and simple consonant/vowel
*Decodable word patterns 0201.1.8
meaning *Text Structures
*Descriptive words 0201.6.4 *Write to describe, entertain, and inform.
0201.3.1
The Strongest One *Consonant Blends *Amazing Words *Oral Rereading
0201.1.11 *High Frequency *Reader‘s *Reality and Fantasy *Write in response to literature (e.g.,
Words Theater 0201.8.3 create a new ending to a story, create
*Decodable Word *Choral *Monitor and Fix Up class books, summarize a story). 0201.3.2
Meaning Reading
*Synonyms
Weeks 7-9
Assessment Week/ Regrouping/ Special Projects
Tara and Tiree, Fearless Friends Unit 2 Story 1
Ronald Morgan goes to Bat Unit 2 Story 2
Scott Foresman Phonemic Vocabulary Fluency Comprehension Other Related Skills
Unit 2 Awareness/ 0201.1.9 0201.8.9 Writing
Working Together Phonics Communication
Story Media
Research
Assessment Unit 1 Test Unit 1 Test Unit 1 50-60 Unit 1 Test *Identifies a variety of print and
Unit I Part 3 Part 2 wcpm Part 1 electronic resources 201.4.5
(High Frequency Words) End 90 wcpm Newspapers and Periodicals (Unit 2
0201.8.8 p.217a)
Tara and Tiree, *r-controlled ar, *Amazing Words *Choral *Sequence
Fearless Friends or, ore *High Frequency Words Reading 0201.5.5
0201.1.11 0201.8.8 *Paired Reading
*Decodable Word *Predict
Meaning 0201.8.6
*Position and Direction
Words
*Contractions *Amazing Words *Oral Rereading
Ronald Morgan n’t,’s,’ll,’m *High Frequency Words *Choral *Reality and
Goes to Bat 0201.1.11 0201.8.8 Reading Fantasy 0201.8.3
*Decodable Word *Prior Knowledge
Meaning 0201.8.6
*Descriptive Words
Second Grade LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to First Nine Weeks Pacing Guide
Standards to be taught on Second Nine Weeks Report Card
Show evidence of expanding language through vocabulary growth. 0201.1.9
o Recognize common abbreviations.
o Add endings to base words to make new words (e.g.,-ed, -ing, -es).
o Recognize and identify compound words, synonyms, and antonyms.
o Identify simple multi-meaning words based on the appropriate meaning for the context.
o Identify simple mult-meaning words in context (e.g., fly, pop, bat).
Identify cause and effect relationships. 0201.5.3
Demonstrates the automatic recognition of high frequency words. 0201.8.8
Reads orally with fluency and accuracy, using appropriate pacing and expression. 0201.8.9
Identify the characters, plot, and setting of a story. 0201.8.10
Standards to be taught, but not on Second Nine Weeks Report Card
o Continue to decode unknown words that are grade-level appropriate.
SPOKEN AND WRITTEN LANGUAGE ARTS
Standards to be taught and on Second Nine Weeks Report Card
Identifies and uses verbs (i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement) correctly. 0201.1.1
Follow simple multi-step directions in informational texts to complete a specific task. 0201.6.1
Arrange events in logical and sequential order when writing. 0201.3.7
Spelling words 0201.1.8
o Spell high frequency words correctly (e.g., Dolch list, Dr. Fry list). 0201.1.8
o Continue to spell short and long vowel words using basic CVC, CVCE, and CVVC patterns. 0201.1.8
o Alphabetize words to the second letter. 0201.1.8
Compose a variety of written works (e.g., friendly letter, journal entries, experience stories) . 0201.3.2
Standards to be taught, but not on Second Nine Weeks Report Card
Participate in group discussion. 0201.2.8
o Work productively in group discussion for a particular purpose (e.g., respond to literature, solve a problem).
o Ask and respond to questions from teacher and other group members.
Use a simple rubric to evaluate writing. 0201.3.12
Understand the purpose of reference materials (e.g. dictionary, encyclopedia). 0201.4.6
Visit the library as a source of information for research. 0201.4.4
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading basal series. These
items will need to be supplemented.
* Newly incorporated 2009-2010 standards.
WEEKS 10-12
Turtle‘s Race with Beaver Unit 2 Story 3
The Breman Town Musicians Unit 2 Story 4
A Turkey for Thanksgiving Unit 2 Story 5
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness/ 0201.8.8 0201.8.9 Writing
Foresman Phonics Communication
Unit 2 Media
Working Research
Together
*r-Controlled *Amazing Words *Paired Reading *Sequence *Understands and follows multi-step
Turtle’s Race er, ir, ur * High Frequency Words *Choral Reading 0201.5.5 directions 201.2.3.
with Beaver 0201.1.11 0201.8.8 *Summarize (Unit 2 p.249d)
0201.2.4
*Decodable Word Meaning *Alphabetical Order to the 2nd letter
*Time and Order Words for *Reality and Fantasy (unit 2 p.251a) 0201.1.8
*Sequence 0201.8.3(review)
*Descriptive Words *Uses illustration to preview text
(Unit 2 p.222-223)
*Plurals –s, - *Amazing Words *Oral Rereading *Author‘s Purpose *Spell high frequency words correctly
The Breman es, ies 0201.1.9 * High Frequency Words *Reader’s Theater *Story Structure (e.g., Dolch list, Dr. Fry list). 0201.1.8
Town 0201.8.8 0201.8.10
Musicians *Decodable Word Meaning *Reality and Fantasy
*Homophones 0201.8.3 (review)
*Long a: a, ai, *Amazing Words *Paired Reading *Draw Conclusions *Continue to spell short and long
A Turkey for ay * High Frequency Words *Reader’s Theater 0201.5.2 vowel words using basic CVC, CVCE,
Thanksgiving 0201.1.11 0201.8.8 *Silent Reading *Visualize and CVVC patterns. 0201.1.8
*Decodable Word Meaning 0201.8.6
*Similes
*Position and Direction
Words
WEEKS 13-15
Assessment Week/ Regrouping/ Special Projects
Pearl and Wagner: Two Good Friends Unit 3 Story 1
Dear Juno Unit 3 Story 2
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness/ 0201.8.8 0201.8.9 Writing
Foresman Phonics Communication
Unit 3 Media
Creative Ideas Research
Assessment Unit 2 Test Unit 2 Test Unit 2 Unit 2 Test
Week Part 3 Part 2 Target Goals Part 1
58-68 wcpm
*Long e: *Amazing Words *Oral Rereading *Author‘s Purpose * Text Structure: Informational Text
Pearl and e, ee, ea, y * High Frequency Words *Choral Reading *Story Structure (Unit 3 p. 340e)
Wagner: Two 0201.1.11 0201.8.8 0201.8.10
Good Friends *Decodable Word Meaning *Sequence (review) *Glossary (Unit 3 p.343a)
*Antonyms 0201.1.9 0201.5.5
Dear Juno *Long o: *Amazing Words *Paired Reading *Draw Conclusions *Retell a story (Unit 3 p. 369d)
o, oa, ow * High Frequency Words *Choral Reading 0201.5.2
0201.1.11 0201.8.8 *Visualize *Globe (Unit 3 p.371a)
*Decodable Word Meaning 0201.8.6
*Shortened Forms of
Words (Abbrev.)
0201.1.9
WEEKS 16-18
Anansi Goes Fishing Unit 3 Story 3
Rosa and Blanca Unit 3 Story 4
A Weed Is a Flower Unit 3 Story 5
Unit 3 Assessment
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Awareness/ 0201.8.8 0201.8.9 Writing
Foresman Phonics Communication
Unit 3 Media
Creative Ideas Research
*Compound *Amazing Words *Oral Rereading *Cause and Effect *Identifies and uses verbs 201.1.1
Anansi Goes Words * High Frequency Words *Choral Reading 0201.5.3 -past and present tense
Fishing 0201.1.11 0201.8.8 *Readers’s Theatre -action and linking
*Decodable Word Meaning *Monitor -regular and irregular
*Antonyms and Fix Up -subject-verb agreement
*Position/ Direction Words
*Long i: *Amazing Words *Paired Reading *Character, Setting *Forms contractions 201.1.4.
Rosa and i, ie, igh, y * High Frequency Words *Choral Reading and Plot 0201.8.10
Blanca 0201.1.8 0201.8.8 *Retells a story, describing plot,
*Decodable Word Meaning characters and setting 201.2.9
*Words from Other Writes events in logical and
Languages sequential order 201.3.7
*Multiple-Meaning 0201.1.9
*Time Order Words *Summarize Information
*Comparative *Amazing Words *Oral Rereading *Cause and Effect (Unit 3 p.457d)
A Weed Is a Endings * High Frequency Words *Choral Reading 0201.5.3
Flower 0201.1.8 0201.8.8 *Silent Reading *Compose a variety of written works
*Decodable Word Meaning *Monitor (e.g., friendly letter, journal entries,
*Synonyms and Fix Up experience stories) 0201.3.2
Assessment Unit 3 Test Unit 3 Unit 3 Test
Unit 3 Part 2 Target Goal Part 1
66-76 wcpm
Second Grade LANGUAGE ARTS Pacing Guide
Third Nine Weeks
READING
Refer to First and Second Nine Weeks Pacing Guide
Standards to be taught and on Third Nine Weeks Report Card.
Distinguish between fact and opinion. 0201.5.1
Given a sequence of events, choose from a list of possibilities the appropriate conclusion. 0201.5.2
Compare and contrast information and ideas. 0201.5.4
Standards to be taught, but not on Third Nine Weeks Report Card.
Apply phonics generalizations in order to decode words in the following ways: 0201.1.11
o Apply knowledge of basic syllabication rules.
o Use parts of words (e.g., root/base words, compound words, contractions, prefixes, and suffixes) to decode grade level
words.
Show evidence of expanding language through vocabulary growth. 0201.1.9
o Add prefixes (e.g., re-,dis-), suffixes (e.g., -ly, -y).
SPOKEN AND WRITTEN LANGUAGE ARTS
Standards to be taught and on Third Nine Weeks Report Card.
Identify and use pronouns (i.e., substitution for nouns). 201.1.1
Uses commas correctly in a series. 201.1.7
Retell a story, describing the plot, characters, and setting. 0201.2.9
Spelling words 0201.1.8
o Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).
o Spell digraphs, trigraphs, and blends (e.g., -ea, -ir, -igh, -tch, -sch, fl, bl, br, st).
Arrange events in logical and sequential order when writing.0201.3.7
Begin to compose narratives (with a beginning, middle, end). 0201.3.2
Standards to be taught, but not on Third Nine Weeks Report Card.
Understand and follow multi-step oral directions. 0201.2.3
Give multi-step oral directions. 0201.2.7
Compose first drafts using the appropriate parts of the writing process with an emphasis on planning and self –correcting.
0201.3.5
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
* Newly incorporated 2009-2010 standards.
WEEKS 19-21
The Quilt Story Unit 4 Story 1
Life Cycle of a Pumpkin Unit 4 Story 2
Frogs Unit 4 Story 3
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness/ 0201.8.9 0201.8.9 Writing
Unit 4 Phonics Communication
Our Changing Media
World Research
*Syllables C+ le *Amazing Words *Oral Rereading *Compare and *Reference Sources (Unit 4 p.41a)
The Quilt Story 0201.1.11 *High Frequency *Choral Reading Contrast 0201.5.4
Words 0201.8.8 *Paired Reading *Spelling words 0201.1.8
*Decodable Word *Story Structure Spell regular and irregular plurals correctly
Meaning 0201.8.10 (e.g., boy/boys, child/children).
*Multiple-Meaning
Words 0201.1.9 *Character and -Spell digraphs, trigraphs, and blends (e.g.,
*Prefixes 0201.1.9, Setting 0201.8.10 -ea, -ir, -igh, -tch, -sch, fl, bl, br, st).
0201.1.11 (review)
*Vowels oo, u *Amazing Words *Paired Reading *Fact and Opinion *Uses illustration to preview text
Life Cycle of a 0201.1.11 *High Frequency *Silent Reading 0201.5.1
Pumpkin Words 0201.8.8 *Choral Reading *Ask Questions (Unit 4 p. 46-47)
*Decodable Word 0201.8.6 *Retell a story, describing the plot, characters,
Meaning and setting. 0201.2.9
*Antonyms
*Homophones *Arrange events in logical and sequential
order when writing.0201.3.7
*Diphthongs *Amazing Words *Oral Rereading *Compare and *Diagram (Unit 4 p. 95a)
Frogs ou, ow/ou/ *High Frequency *Choral Reading Contrast 0201.5.4
0201.1.11 Words 0201.8.8 *Begin to compose narratives (with a
*Decodable Word *Graphic Organizer beginning, middle, end) 0201.3.2
Meaning 0201.8.5
*Suffixes 0201.1.9,
0201.1.11
WEEKS 22-24
I Like Where I Am Unit 4 Story 4
Helen Keller and the Big Storm Unit 4 Story 5
Assessment/ Regrouping/ Special Projects
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness/ 0201.1.9 0201.8.9 Writing
Unit 4 Phonics Communication
Our Changing Media
World Research
*Diphthongs oi, oy *Amazing Words *Paired Reading *Plot and Theme
I Like Where I Am 0201.1.11 *High Frequency Words *Choral Reading 0201.8.10 *Identify and use pronouns (i.e.,
0201.8.8 substitution for nouns) 201.1.1
*Decodable Word *Summarize
Meaning 0201.2.4 *Uses commas correctly in a series.
*Context Clues 201.1.7
*Synonyms *Conclusion
0201.5.2
Helen Keller and the *Vowels oo, ue, ew, ui *Amazing Words *Oral Rereading *Fact and Opinion
Big Storm 0201.1.11 *High Frequency Words *Choral Reading 0201.5.1
0201.8.8 *Paired Reading
*Decodable Word *Ask Questions
Meaning 0201.8.6 *Reference Sources (Unit 4 p. 149a)
*Context Clues
*Homographs *Main Idea and
Supporting Details
0201.7.1, 0201.6.2
Assessment Unit 4 Test Unit 4 Test Unit 4 Unit 4 Test
Unit 4 Part 3 Part 2 Target Goal Part 1
74-84 wcpm
WEEKS 25-27
Firefighter! Unit 5 Story 1
One Dark Night Unit 5 Story 2
Bad Dog, Dodger! Unit 5 Story 3
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Scott Foresman Phonemic Vocabulary Fluency Comprehension Other Related Skills
Unit 5 Awareness/ 0201.1.9 0201.8.9 Writing
Responsibility Phonics Communication
Media
Research
*Suffixes *Amazing Words *Oral Rereading *Identifies and uses pronouns 0201.1.1
Firefighter! -ly, -ful, -er, -or *High Frequency Words *Paired Reading *Main idea and (substitution for nouns)
0201.1.9, 0201.1.11 0201.8.8 *Silent Reading Supporting Details
*Decodable Word *Reader’s Theater 0201.7.1, 0201.6.2 *Uses commas in a series 0201.1.7
Meaning *Text Structure
*Suffix –ly 0201.6.4 *Writes a narrative (beginning, middle,
end) 0201.3.2
One Dark Night *Prefixes *Amazing Words *Paired Reading *Sequence
un-, re-, pre-, dis- *High Frequency Words *Choral Reading 0201.5.5
0201.1.9, 0201.1.11 0201.8.8 *Graphic Organizer
*Decodable Word 0201.8.5
Meaning *Theme and Plot
*Classify/Categorize 0201.8.10
*Context Clues (review)
*Silent Consonants *Amazing Words *Oral Rereading *Plot and Theme
Bad Dog, Dodger! *High Frequency Words *Paired Reading 0201.8.10
0201.8.8 *Choral Readng *Prior Knowledge
*Decodable Word 0201.8.6
Meaning *Sequence (review)
*Word Structure 0201.5.5
*Classify/Categorize
Second Grade LANGUAGE ARTS Pacing Guide
Fourth Nine Weeks
READING
Refer to First, Second and Third Nine Weeks Pacing Guides
** There are no new standards assessed the fourth nine weeks.
SPOKEN AND WRITTEN LANGUAGE ARTS
Standards to be taught and on Fourth Nine Weeks Report Card
Identify and use adjectives (i.e., descriptive, comparative, superlative). 0201.1.1
Form contractions correctly. 0201.1.4
Spelling words 0201.1.8
o Understand and spell basic words that sound the same but are spelled differently and have different meanings (homophones-
flower/flour).
Writes a simple research paper that demonstrates a gathering of information. 0201.4.7
Standards to be taught, but are not on Fourth Nine Weeks Report Card
Narrow a research question so that the research process is manageable. 0201.4.1
Determine three sources to answer a research question. 0201.4.2
* Standards highlighted in red have materials available in the reading basal series.
* Standards highlighted in blue are new.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
WEEKS 28-30
Horace and Morris but mostly Dolores Unit 5 Story 4
The Signmaker‘s Assistant Unit 5 Story 5
Assessment/ Regrouping/ Special Projects
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness/ 0201.1.9 0201.8.9 Writing
Unit 6 Phonics Communication
Traditions Media
Research
Horace and Morris *ph, gh /f/ *Amazing Words *Paired Reading *Author‘s Purpose *Text Features: Table (Unit 5 p.263a)
but mostly Dolores 0201.1.11 *High Frequency *Reader’s Theater
Words 0201.8.8 *Ask Questions *Recognizes and uses parts of a book (e.g.,
*Decodable Word 0201.8.6 title, author, illustrator, table of contents,
Meaning and glossary)
*Word Structure *Plot and Theme
*Word Endings –est (review)0201.8.10 *Uses illustration to preview text
Prereading Strategies (Unit 5 p.238-239)
The Signmaker’s *Vowels aw, au, *Amazing Words *Oral Reading
Assistant augh, al *High Frequency *Paired Reading *Reality and Fantasy *Understand and spell basic words that sound
0201.1.11 Words 0201.8.8 *Choral Reading 0201.8.3 the same but are spelled differently and have
*Decodable Word *Monitor and Fix Up different meanings (homophones-flower/flour)
Meaning
*Word Structure
*Compound Words
*Suffix –ly
Assessment Unit 5 Test Unit 5 Test Unit 5 Unit 5 Test
Unit 5 Part 3 Part 2 Target Goals Part 1
82-92 wcpm
WEEKS 31-33
Just Like Josh Gibson Unit 6 Story 1
Red, White and Blue: The Story of the American Flag Unit 6 Story 2
A Birthday Basket for Tia Unit 6 Story 3
Story Phonemic Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman Awareness/ 0201.1.9 0201.8.9 Writing
Unit 6 Phonics Communication
Traditions Media
Research
*Contractions *Amazing Words *Oral Rereading *Compare and Contrast *Identify and use adjectives (i.e.,
Just Like Josh ‘re, ‘ve, ‘d *High Frequency *Choral Reading 0201.5.4 descriptive, comparative, superlative)
Gibson 0201.1.11 Words 0201.8.8 0201.1.1
*Decodable Word *Visualize
Meaning 0201.8.6 *Narrow a research question so that the
*Context Clues research process is manageable. 0201.4.1
*Homophones
*Multiple Meaning *Determine three sources to answer a
Words research question. 0201.4.2
Red, White and *Inflected Endings *Amazing Words *Paired Reading *Fact and Opinion *Writes a simple research paper that
Blue: The Story of *High Frequency *Silent Reading 0201.5.1 demonstrates a gathering of information.
the American Flag Words 0201.8.8 *Choral Reading *Monitor and Fix Up 0201.4.7
*Decodable Word *Main Idea and Supporting
Meaning Details
*Compound Words (review)0201.7.1,0201.6.2
*Syllables *Amazing Words *Oral Reading *Draw Conclusions
A Birthday Basket -tion, -ture *High Frequency *Choral Reading
for Tia 0201.1.11 Words 0201.8.8 *Summarize
*Decodable Word
Meaning *Cause and Effect
*Context Clues 0201.5.3(review)
*Homonyms
WEEKS 34-36
Cowboys Unit 6 Story 4
Jingle Dancer Unit 6 Story 5
Assessment/ Regrouping/ Special Projects
Scott Foresman Phonemic Vocabulary Fluency Comprehension Other Related Skills
Awareness/ 0201.1.9 0201.8.9 Writing
Phonics Communication
Media
Research
Cowboys *Suffixes *Amazing Words *Paired Reading *Cause and Effect *Identify and use adjectives 201.1.1 (i.e.,
-ness, -less *High Frequency Words *Choral Reading 0201.5.3 descriptive, comparative, superlative)
0201.8.8 *Graphic Organizer
*Decodable Word 0201.8.5
Meaning
*Word Structure
*Time Words
*Compound Words
Jingle Dancer *Prefixes *Amazing Words *Oral Rereading
mis-, mid- *High Frequency Words *Paired Reading *Character, Setting,
0201.8.8 *Choral Reading and Plot 0201.8.10
*Decodable Word *Prior Knowledge
Meaning 0201.8.6
*Context Clues *Cause and Effect
*Homonyms 0201.5.3
(review)
Assessment Unit Test 6 Unit Test 6 Unit 6 Unit Test 6
Unit 6 Part 3 Part 2 Target Goal Part 1
90-100 wcpm
Cleveland City Schools
Language Arts Pacing Guide
Grades 3-5
Representatives from Cleveland City Schools met January 5th and 6th, 2009, to examine ways to
incorporate the revised Tennessee State Curriculum Standards into the existing pacing guides.
These changes will be reflected in the following guides as well as the 2009-2010 Standards
Based Report Card.
Previously, the standards were divided into three strands. The revised standards are now
subdivided into eight strands. These strands are: Language, Communication, Writing, Research,
Logic, Informational Text, Media, and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format. One
notable difference is that Teacher Performance Indicators (TPI‘s) have been replaced with
Checks for Understanding, which are more rigorous and require higher level thinking skills. It is
essential to teach both the Student Performance Indicators (SPI‘s) and the Checks for
Understanding in order to achieve student mastery of the revised standards.
The format of the grades 3-5 pacing guides has not been greatly altered. The changes have been
absorbed into the five components of reading. Please note that grade 5 added Language and
Writing columns.
3rd Grade READING/LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Distinguish individual sounds, including consonant blends within words (0301.1.18)
0301.1.17 Continue to maintain and develop the ability to distinguish sounds and sound
patterns within words.
Recognizes parts of a book (e.g., glossary, table of contents) (0301.6.5)
Identify setting, characters, and plot in a reading selection (0301.8.2)
0301.3.6 Compare characters, settings, and events within and between stories
0301.8.8 Define and identify setting, characters (including main and minor characters), and plot
(including sequence of events).
0301.5.3 Compare and contrast two characters, ideas, or stories
0301.8.12 Explore the concept of first person point of view.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting,
listening, remaining on task), identify those that are appropriate (or inappropriate) for group
activities. (0301.2.2)
0301.2.1 Consistently use established rules for polite conversation and attentive listening (e.g.,
take turns, raise hands, ask questions, do not interrupt, face speaker).
0301.2.3 Respond to questions from teachers and other group members and pose follow-up
questions for clarity.
0301.2.4 Listen and respond to a variety of media (e.g., books, audio tapes, videos).
0301.2.8 Consistently use rules for conversation and verbal participation
0301.2.10 Participate in group discussions.
0301.2.12 Participate in creative and expressive responses to text (e.g., choral reading,
discussion, dramatizations, oral presentations, personal experiences).
0301.8.15 Discuss literature (e.g., book discussions, literacy circles, writing, oral
presentations).
Identify forms of text as poems, plays, or stories (0301.8.3)
0301.3.7 Write poems, stories, and essays based upon thoughts, feelings, and experiences
0301.8.6 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage
directions}, novels {chapters}.
0301.8.7 Read and review various literary (e.g., short stories, fairy tales, folktales, poetry,
plays, and nonfiction).
0301.8.10 Explore the use of language in literary texts (e.g., rhythm, beat, imagery, simile, and
metaphor
0301.8.11 Identify and produce rhyming words.
0301.8.9 Compare and contrast different versions/representations of similar stories, legends,
lessons, or events reflecting different cultures
0301.8.4 Read with increasing fluency and confidence from a variety of texts (e.g., paired
readings, shared reading, choral reading, teacher-led reading, reading from tapes/CDs).
0301.8.14 Read longer narrative and expository text independently, including chapter books.
Determine sequence of events in text (0301.5.4)
0301.5.6 Indicate the sequence of events in text
Indicate how illustration or graphic best supports a particular text (0301.6.3)
From a list of statements, locate the factual statements from the fictional ones. (0301.6.6)
0301.6.5 Distinguish fiction from nonfiction
LANGUAGE
Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end
marks. (0301.1.10)
0301.1.13 Recognize sentence types—statements, questions, commands, and exclamations—
and apply appropriate end marks when writing and vocal intonation when speaking.
0301.1.4 Understand and use correctly standard marks of punctuation (e.g., end punctuation;
periods in initials, abbreviations and titles before names; colon between hour and minutes; parts
of a letter).
0301.1.15 Recognize complete sentences and sentence fragments and edit appropriately
Select the simple subject and predicate of a sentence. (0301.1.5)
0301.1.14 Identify the subject and predicate of a sentence (simple and compound).
Recognize correct capitalization and end punctuation within context. (0301.1.7)
Identify correctly used capital letters in names, dates, and addresses. (0301.1.4)
0301.1.3 Know and apply correctly the rules for capitalization (e.g., names, dates, cities and
states, addresses, holidays, titles of books, first word in a sentence, proper nouns, titles,
abbreviations, parts of a friendly letter, first word in a direct quotation).
Rearrange and identify words in alphabetical order (e.g., lists, phone directory). (0301.1.11)
0301.1.11 Arrange and identify words in alphabetical order for practical purposes occurring in
everyday life (e.g., lists, phone directory).
Rearrange sentences to form a sequential, coherent paragraph. (0301.3.6)
0301.3.11 Write in complete sentences developed into a logical, coherent paragraph with a
topic sentence, supporting details, and a concluding sentence
0301.3.15 Use a rubric to evaluate own and others‘ writing through small group discussion and
shared work.
From a list of statements, locate the factual statements from the fictional ones. (0301.6.6)
WRITING
Choose the most specific word to complete a simple sentence. (0301.3.7)
Rearrange sentences to form a sequential, coherent paragraph. (0301.3.6)
0301.3.11 Write in complete sentences developed into a logical, coherent paragraph with a
topic sentence, supporting details, and a concluding sentence
0301.3.15 Use a rubric to evaluate own and others‘ writing through small group discussion and
shared work.
Arrange a set of instructions in a sequential, step-by-step order. (0301.6.7)
0301.6.7 Follow multi-tasked instructions in informational and technical texts (e.g., follow a
recipe, complete assembly instructions).
0301.2.9 Give oral directions up to three steps.
0301.2.2 Demonstrate the ability to follow oral directions up to three steps
* Standards highlighted in red have materials available in the reading basal series.
*Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
WEEKS 1-3
Boomtown Unit 1 Story 1
What About Me? Unit 1 Story 2
Alexander Who Used to be Rich Last Sunday Unit 1 Story 3
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Assessed Skills
Not Covered in
Scott Foresman the Basal
Short Vowels: Context Clues: Model Reading Realism/Fantasy *Recognize basic plot features of fairy
Boomtown VCCV Homonyms tales, folk tales, fables, and myths
Choral Activate/Use Prior
Long Vowels: Reading Knowledge *Identifies different forms of text as
CVCe poems, play or stories
Partner Reading Setting
Plurals: s, es Compound Words Model Reading Sequence *Given a list of interactive behaviors
What About Me? (i.e., taking turns, behaving
Short Vowels Choral Summarize courteously, not interrupting,
Reading listening, remaining on task), identify
Word Choice those that are appropriate (or
Partner Reading inappropriate) for group activities.
Adding ed, ing, er, Dictionary and Model Sequence
Alexander, Who est Glossary Expressing
Used to Be Rich Visualize
Last Sunday Base Words and Choral
endings Reading Summarize
Partner Reading
Narrator/Narration
WEEKS 4-6
If You Made a Million Unit 1 Story 4
My Rows of Corn Unit 1 Story 5
Assessment Week
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Related Skills
Scott Foresman
Long Vowels: Context Clues: Multiple Model Realism/Fantasy *Recognizes parts of a book (e.g., title,
If You Made Diagraphs Meaning Words Reading author, illustrator, table of contents,
a Million Monitor and Fix Up and glossary) p. 115n
Word Endings Choral
Reading Sequence *Select Information using available
text features(e.g., maps, charts,
Partner Illustration graphics)
Reading
*Identifies and/or selects rhyming
words
Vowel Sounds: Word Structure: Prefixes Model Character and Setting
My Rows and in, out, and toy and Suffixes Reading
Piles of Corn Story Structure
Vowel Echo
Diphthongs Reading Realism/Fantasy
Vowel Simile
Diagraphs
Unit 1 Test Unit 1 Test 80-90 Unit 1 Test
Assessment Part 3 Part 2 WPM Part 1
WEEKS 7-9
Penguin Chick Unit 2 Story 1
A Day‘s Work Unit 2 Story 2
Purdy‘s Problem and How She Solved It Unit 2 Story 3
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Scott Foresman Word Work Vocabulary Fluency Comprehension Other Related Skills
Syllable Pattern: Context Clues: Model Reading Main Idea *Recognize Parts of a book (e.g.,
Penguin Chick V/CV, VC/V Unfamiliar Words glossary, table of contents)
Choral Reading Graphic Organizers
Vowel Diphthongs *Determine the problem in a story and
Partner Reading Sequence recognize its solution
Words ending in le Context Clues: Model Reading Character
A Day’s Work Unfamiliar Words
Syllable Pattern: Choral Reading Visualize
c+le
Partner Reading Realism/Fantasy
Syllables V/CV,
VC/V Paraphrase
Compound Words Dictionary Model Reading Main Idea
Purdy’s Problem
and How She Syllables: C+le Choral Reading Monitor and Fix Up
Solved It
Partner Reading Character
Onomatopoeia
3rd Grade READING/LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to first nine weeks standards and add the following:
Determine word meanings using prefixes and suffixes and/or context clues (0301.1.16)
0301.1.20 Use a variety of previously learned strategies (e.g., roots and affixes,
context, reference resources) to determine the meanings of unfamiliar words.
0301.1.10 Apply correct orthographic patterns (e.g., consonant doubling, changing
―y‖ to ―i‖, dropping the final silent ―e‖ before adding the prefix).
Recognize grade level compound words, contractions, and common abbreviations
within context (0301.1.13)
0301.1.9 Abbreviate words correctly.
Select appropriate antonyms and synonyms within context (0301.1.17)
0301.1.19 Define and recognize word synonyms and antonyms.
Determine word meaning through context clues (0301.1.20)
Recognize grade appropriate vocabulary, including multiple-meaning words, within
context. (0301.1.19)
0301.2.11 Show evidence of expanding oral language through vocabulary growth
0301.1.18 Continue to develop word consciousness (e.g., word play, word walls,
words sorts).
0301.8.5 Build vocabulary by listening to literature and participating in discussions
Identify the author’s purpose and audience for which the text is written (e.g., to
entertain, to inform, to describe, to share feelings) (0301.8.5) (0301.3.1) (0301.3.2)
0301.3.1 Write on a specific topic to a specified audience (e.g., self, peers, adults).
0301.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate
knowledge, answer questions, tell a story, respond to literature.
0301.3.4 Write in journals.
0301.3.5 Practice writing to a prompt within a specified time.
0301.3.10 Select and refine a topic.
0301.3.12 Use correct page format (e.g., paragraphs, margins, indentations, and
titles).
LANGUAGE
Choose the correct formation of contractions and plurals within context. (0301.1.8)
0301.1.6 Recognize and use contractions and possessives using apostrophes
0301.1.8 Form and spell contractions, plurals, and possessives
Identify the correct use of nouns (i.e., as subjects, singular and plural) within
context. (0301.1.1)
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns
(e.g., nouns as subjects, singular, plural, and possessives) pronouns (e.g., subject
and object pronouns, substitution for nouns, agreement with antecedents), verbs
(e.g., past, present, and future tenses; irregular verb; agreement with simple and
compound subjects), adjectives (e.g., vivid descriptive words,
comparative/superlative, articles), and adverbs (e.g., common formation and
placement in a sentence).
Identify the correct use of commas with dates, addresses, items in a series, and the
greeting and closing of a friendly letter. (0301.1.9)
0301.1.5 Use commas in direct address, dates, locations and addresses, and items in
a series.
0301.3.3 Write friendly letters.
From a given list, identify information that is (or is not) available in a certain
reference source (e.g., what information does one find in a thesaurus). (0301.4.4)
WRITING
Complete a simple graphic organizer to group ideas.(0301.4.2) (0301.3.9)
0301.4.5 Organize information gathered using a simple graphic organizer.
0301.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a
first draft, revise and proofread draft, share completed work.
0301.3.9 Construct graphic organizers to group ideas for writing (e.g., webs, charts,
graphs, diagrams, illustrations).
* Standards highlighted in red have materials available in the reading basal series.
*Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
WEEKS 10-12
Tops and Bottoms Unit 2 Story 4
William‘s House Unit 2 Story 5
Assessment Week
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not
Covered in the Basal
Words with spl, thr, squ, Context Clues: Model Author‘s Purpose
Tops and Bottoms str Antonyms Phrasing *Identifies and/or selects rhyming
Predict words
Consonant Blends Reader‘s
Theater Main Idea *Recognizes parts of a book (e.g.
Compound Words glossary, table of contents)
Idioms
*Identifies setting, character, and plot
in a reading selection
*Determine the problem in a story and
Diagraphs Context Clues: Model Reading Drawing recognize its solution
William’s House sh,th,ph,ch,tch Unfamiliar Words Conclusions
Silent Reading
*Determines correct meaning / usage
Consonant Blends Ask Questions
of multiple meaning words
Choral
Reading Character
(Poetry)
Assessment Week Unit 2 Test Unit 2 Test 85-95 WPM Unit 2 Test
Part 3 Part 2 Part 1
WEEKS 13-15
The Gardener Unit 3 Story 1
Pushing Up the Sky Unit 3 Story 2
Night Letters Unit 3 Story 3
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other
Contractions Word Structure: Model Reading Cause and Effect *Select information using available text
The Gardener Endings features(e.g., maps, charts, graphics)
Consonant Choral Reading Story Structure
Diagraphs *Identify different forms of text as
Partner Reading Drawing poems, plays, or stories
Conclusions
Steps in a Process *Uses antonyms and synonyms to
Prefixes: Words Structure: Model Author’s Purpose facilitate understanding of words
Pushing Up the un,re,mis,dis ) Unfamiliar Words Characterization
Sky Summarize Texts *Determines sequence of events in a
Contractions Reader‘s Theater story
Cause and Effect
Text Features
Consonant sounds: Word Structure: Model Reading Drawing
Night Letters /j/ and /k/ Compound Words Conclusions
Choral Reading
Spellings of /j/, /k/, Ask Questions
/s/ Partner Reading
Author‘s Purpose
Prefixes: un, re,
mis, dis Author‘s Viewpoint
WEEKS 16-18
A Symphony of Whales Unit 3 Story 4
Volcanoes: Nature‘s Incredible Fireworks Unit 3 Story 5
Assessment Week
* Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not Covered in the
Basal
Suffixes: ly, ful, Context Clues: Model Reading Generalize *Determine appropriate inferences from
A Symphony ness, less Unfamiliar Words text
of Whales Choral Ask Questions
Spellings of /j/, /k/, Reading *Given a written summary of a speech,
/s/ Drawing choose from a list of ideas the one not
Partner Reading Conclusions mentioned in the speech.
Imagery/Sensory *Recognize the sort of information
Words available through a specific medium
Words with wr, ken, Dictionary: Model Reading Compare and (e.g., the accent and emotion through
Volcanoes: mb, gn Unfamiliar Words Contrast audiotapes; visual images through
Nature’s videos).
Incredible Silent Consonants Silent Reading Monitor and Fix Up
Fireworks *Choose the most effective medium to
Suffixes Echo Reading Author‘s Purpose enhance a short oral presentation (e.g.,
with Poetry still pictures, a model, short video clip,
Graphic Sources recording).
90-100 WPM Benchmark Test
Assessment Week Unit 3
3rd Grade READING/LANGUAGE ARTS Pacing Guide
3rd Nine Weeks
READING
Refer to first and second nine weeks standards and add the following:
Recognize basic plot features of fairy tales, folk tales, fables, and myths (0301.8.4)
Select questions used to focus and clarify thinking before, during and after reading
text. (0301.6.1)
0301.6.1 Develop and use pre-reading strategies (e.g., identify a purpose for
reading {for information, for enjoyment, for understanding a writer‘s position},
make predictions using text features {illustrations, graphics}, preview text using
illustrations, graphics, text format, text structures, and skimming).
0301.6.2 Demonstrate strategies for determining meaning while reading (e.g.,
formulate clarifying questions, predict outcomes, create a mental image).
0301.6.3 Check for understanding after reading (e.g., draw conclusions based on
evidence gained while reading).
0301.8.1 Develop and use pre-reading strategies (e.g., identify a purpose for
reading {for information, for enjoyment, for understanding a writer‘s position},
make predictions using text features {illustrations, graphics}, preview text using
illustrations, graphics, text format, text structures, and skimming).
0301.8.2 Demonstrate strategies for determining meaning while reading (e.g.,
formulate clarifying questions, predict outcomes, create a mental image).
0301.8.3 Check for understanding after reading (e.g., draw conclusions based on
evidence gained while reading, identify the stated or implied main idea).
Draw appropriate inferences and conclusions from text (0301.5.1)
0301.5.4 Draw inferences and adjust predictions during reading.
0301.5.5 Draw conclusions based on evidence acquired during reading.
Locate information using available text features (e.g., charts, maps, graphics)
(0301.6.4)
0301.6.6 Use text features to locate information (e.g., charts, tables of contents,
maps, illustrations).
Determine the problem in a story, and recognize its solution. (0301.8.6)
Distinguish between fact and opinion within text (0301.5.2)
0301.5.1 Distinguish fact from opinion.
Identify the stated main idea of a reading selection, a speech or a visual image
(0301.6.2) (0301.2.1) (0301.7.1)
0301.2.6 Recognize the main idea conveyed in a speech.
0301.6.4 Identify the main idea and supporting details in text.
0301.7.3 Understand the main idea or message in a visual image (e.g., pictures,
cartoons, weather reports on television, newspapers, photographs).
0301.2.5 Summarize information presented orally by others.
0301.2.7 Construct a brief summary of a speech
Recognize common abbreviations within context (0301.1.13)
Identify stated cause-effect relationships in text (0301.5.3)
0301.5.2 Distinguish cause from effect.
LANGUAGE
Identify the correct use of verbs (i.e. present, past, and future tense) within
context. (0301.1.2)
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns
(e.g., nouns as subjects, singular, plural, and possessives) pronouns (e.g., subject
and object pronouns, substitution for nouns, agreement with antecedents), verbs
(e.g., past, present, and future tenses; irregular verb; agreement with simple and
compound subjects), adjectives (e.g., vivid descriptive words,
comparative/superlative, articles), and adverbs (e.g., common formation and
placement in a sentence).
Select the compound sentence that correctly combines two simple sentences.
(0301.1.6)
0301.1.16 Combine simple sentences into compound sentences using compound
subjects and/or predicates.
Recognize usage errors occurring within context (i.e., double negatives,
troublesome words: to/too/two; their/there/they’re). (0301.1.14)
0301.1.2 Recognize and avoid errors in Standard English usage (e.g., to/too/two,
their/ there/ they‘re).
Identify the correct use of adjectives (i.e., comparative and superlative) within
context. (0301.1.3)
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns
(e.g., nouns as subjects, singular, plural, and possessives) pronouns (e.g., subject
and object pronouns, substitution for nouns, agreement with antecedents), verbs
(e.g., past, present, and future tenses; irregular verb; agreement with simple and
compound subjects), adjectives (e.g., vivid descriptive words,
comparative/superlative, articles), and adverbs (e.g., common formation and
placement in a sentence).
WRITING
Choose a topic sentence for a paragraph. (0301.3.3)
0301.3.11 Write in complete sentences developed into a logical, coherent
paragraph with a topic sentence, supporting details, and a concluding sentence.
0301.1.12 Write legibly in manuscript and in cursive.
Choose a supporting sentence that best fits the context and flow of ideas in a
paragraph. (0301.3.4)
0301.6.4 Identify the main idea and supporting details in text.
Identify unnecessary information in a paragraph. (0301.3.5)
0301.3.13 Revise writing to improve detail after determining what could be added
or deleted (e.g., reread; rearrange words, sentences, paragraphs; add descriptive
words; remove unneeded information; incorporate suggestions; vary sentences
structures).
Select an appropriate title that reflects the topic of a written selection. (0301.3.8)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
WEEKS 19-21
Wings Unit 4 Story 1
Hottest, Oldest, Highest, Deepest Unit 4 Story 2
Rocks in His Head Unit 4 Story 3
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not
Covered in the Basal
Irregular Plurals Word Structure: Model Accuracy Cause and Effect *Identifies and/or selects rhyming
Wings Endings and Pace/Rate words
Answer
Echo Reading Questions *Recognizes parts of a book (e.g.
glossary, table of contents)
Paired Reading Sequence
*Recognize root words in their
Figurative variances and inflections
Language
R-Controlled Word Structure: Paired Reading Compare and *Identifies setting, character, and
Hottest, Oldest, Vowels Compound Words Contrast plot in a reading selection
Highest Deepest Silent Reading
Ask Questions *Determines the meaning of
unfamiliar words by using context
Cause and Effect clues
Graphic Sources
Prefixes: pre, Context Clues: Model Generalize
Rocks in His mid, over, out Multiple-Meaning Characterization
Head Words Prior Knowledge
Choral Reading
(poetry) Cause and Effect
Paraphrase
WEEKS 22-24
America‘s Champion Swimmer: Gertrude Ederle Unit 4 Story 4
Fly Eagle Fly Unit 4 Story 5
Assessment Week
Story Word Work Vocabulary Fluency Comprehension Other Skills Not
Covered in the Basal
Suffixes: -er, -or, - Context Clues: Model Fact and Opinion *Identifies the stated main idea of a
America’s ess, -ist Multiple-Meaning Appropriate reading selection
Champion Words Phrasing Monitor and Fix Up
Swimmer: Prefixes : pre, mid, *Uses text features to locate
Gertrude Ederle over, out Choral Reading Generalize information (e.g., charts, tables of
content, maps, illustrations)
Paired Reading Author‘s Viewpoint
*Determines appropriate inferences
Syllables VCCCV Word Structure: Model Reading Plot and Theme from text
Fly Eagle Fly Endings (root words)
Choral Reading Graphic Organizer *Determines the problem in a story,
discovers the solution
Paired Reading Generalize
Author‘s Language
Unit 4 Test Unit 4 Test 95-105 WPM Unit 4 Test
Assessment Part 3 Part 2 Part 1
WEEKS 25-27
Suki‘s Kimono Unit 5 Story 1
How My Family Lives in America Unit 5 Story 2
Good-Bye, 382 Shin Dang Dong Unit 5 Story 3
* Items highlighted in red are assessed the third nine weeks on the standards based report card.
Scott Foresman Word Work Vocabulary Fluency Comprehension Other Skills Not Covered in the Basal
Syllable Pattern: Context Clues: Model Reading Compare and *Recognizes basic plot features of fairy
Suki’s CVVC, CVV Synonyms Contrast tales, folk tales, fables, and myths
Choral
Kimono Syllable Pattern: Reading Predict *Identify the main idea of a speech.
VV, VCCCV
Paired Reading Generalize
Setting
Homophones Context Clues: Model Reading Fact and Opinion
How My Family
Lives in America Syllable Pattern: V- Antonyms Silent Reading Text Structure
V
Paired Reading Compare and
Contrast
Author‘s Viewpoint
Vowel Sound in Word Structure: Model Reading Sequence
Good-Bye, 382 ball: a, au, aw, al Compound Words
Shin Dang Dong Choral Monitor and Fix Up
Homophones Reading
Compare and
Paired Reading Contrast
Details and Facts
3rd Grade READING/LANGUAGE ARTS Pacing Guide
4th Nine Weeks
READING
Refer to first, second and third nine weeks standards and add the following:
Recognize root words and their various inflections (e.g., walks, walking, walked)
(0301.1.15)
LANGUAGE
NONE
WRITING
Identify the most reliable sources of information to support a research topic.
(0301.4.1) (0301.7.2) (0301.4.3)
0301.4.2 Identify three or more resources using more than one medium to support
a research topic.
0301.3.14 Use resources (e.g., dictionary, thesaurus, computer) to aid in the
writing process.
0301.4.3 Use reference materials (e.g., dictionary, thesaurus, atlas, and
encyclopedia).
0301.4.4 Visit the library/media center as a source of information for research.
0301.7.1 Use media to access information (e.g., online catalog, nonfiction books,
encyclopedias, CD-ROM references, Internet).
0301.7.2 Use media to enhance reports and oral presentations.
0301.3.16 Use technology to publish and present..
0301.3.17 Identify opportunities for publication (e.g., national and/or local
contests, Internet websites, newspapers, periodicals).
0301.4.1 Define and narrow a topic for research
0301.4.6 Write a simple research report demonstrating the research results
0301.7.4 Visit libraries/media centers and regularly check out materials.
0301.8.13 Visit libraries/media centers; select and check out materials.
* Standards highlighted in red have materials available in the reading basal series.
*Standards printed in black are tested during the nine weeks but do not have materials
available in the reading basal series. These items will need to be supplemented.
WEEKS 28-30
Jalapeno Bagels Unit 5 Story 4
Me and My Uncle Romie Unit 5 Story 5
Assessment Week
* Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not
Covered in the Basal
Vowel Sound in Context Clues: Model Drawing Conclusions / *Determines sequence of events in a
Jalapeño Bagels ball: augh, ough Unfamiliar Words Characterization Making story
Spelling /o/ Readers‘ Theater Summarize *Uses text features to locate
information (e.g., charts, tables of
Fact and Opinion content, maps, illustration)
Steps in a Process *Recognizes and uses compound
Suffixes: Context Clues: Modeled Reading Author’s Purpose words, contractions, and
Me and Uncle Homonyms abbreviations
Romie -y Choral Reading Prior Knowledge
(Poetry) *Determines correct meaning/usage
-ish Fact and Opinion of multiple-meaning words
Paired Reading
-hood Paraphrase
-ment
Unit 5 Test Unit 5 Test 102-112 WCPM Unit 5 Test
Assessment Part 3 Part 2 Part 1
WEEKS 31-33
The Story of The Statue of Liberty Unit 6 Story 1
Happy Birthday Mr. Kang Unit 6 Story 2
Talking Walls: Art for the People Unit 6 Story 3
* Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not Covered in the Basal
Vowel Sounds in Word Structure: Model Reading Main Idea *Identifies settings, characters, and
The Story of The tooth and cook Prefixes plot in a reading selection
Statue of Liberty Choral Reading Text Structure
Suffixes: y, ish, *Recognizes grade appropriate
hood, ment Paired Reading Cause and Effect vocabulary within context
Steps in a Process *Identifies and/or selects rhyming
words
Schwa Context Clues: Model Reading Cause and Effect
Happy Birthday,
Mr. Kang Vowel Sounds in Antonyms Choral Reading Graphic Organizers
tooth and Cook
Paired Reading Plot
Word Choice
Words with: Glossary Model Reading Fact and Opinion
Talking Walls: Art
for the People -tion Silent Reading Answer Questions
-sion Choral Reading Main Idea and
(poetry) Details
-ture
Rhythm & Cadence
Schwa
WEEKS 34-36
Two Bad Ants Unit 6 Story 4
Elena’s Serenade Unit 6 Story 5
Assessment Week
* Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word Work Vocabulary Fluency Comprehension Other Skills Not Covered in the Basal
Multisyllabic Words Word Structure: Model Reading Plot and Theme *Determines the problem in a story,
Two Bad Ants Prefixes and Suffixes discovers its solution
Echo Reading Visualize
*Recognizes root words and their
Paired Reading Cause and Effect forms (e.g., walks, walking, walked)
Related Words Context Clues: Model Reading Generalize
Elena’s Serenade
Readers‘ Predict
Theater
Main Idea *Chart/ Table p.407n
Details and Facts
Unit 6 Test Unit 6 Test 110-120 Unit 6 Test *Complete a simple graphic (e.g.,
Assessment Part 3 Part 2 WCPM Part 1 chart, web) organizing information
from text or technological sources.
Cleveland City Schools
Language Arts Pacing Guide
Grades 3-5
Representatives from Cleveland City Schools met January 5th and 6th, 2009, to examine ways to
incorporate the revised Tennessee State Curriculum Standards into the existing pacing guides.
These changes will be reflected in the following guides as well as the 2009-2010 Standards
Based Report Card.
Previously, the standards were divided into three strands. The revised standards are now
subdivided into eight strands. These strands are: Language, Communication, Writing, Research,
Logic, Informational Text, Media, and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format. One
notable difference is that Teacher Performance Indicators (TPI‘s) have been replaced with
Checks for Understanding, which are more rigorous and require higher level thinking skills. It is
essential to teach both the Student Performance Indicators (SPI‘s) and the Checks for
Understanding in order to achieve student mastery of the revised standards.
The format of the grades 3-5 pacing guides has not been greatly altered. The changes have been
absorbed into the five components of reading. Please note that grade 5 added Language and
Writing columns.
4th Grade READING/LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Uses table of contents, title page, and glossary to locate information (covered in units 5-6)
(0401.6.3)
0401.6.9 Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and
index) as aids in understanding informational text.
Identifies characters, setting, and plot in a passage (0401.8.2)
0401.8.10 Identify and describe main and minor characters, considering the importance of their
actions, motives, and appearances.
0401.8.14 Explore the concept of theme
0401.8.16 Develop an awareness of literature as a reflection of its culture.
Determines the problem of a story and recognizes its solution (0401.8.3)
0401.5.4 Determine the problem in a story, discover its solution, and consider logical alternate
solutions.
0401.8.8 Determine the problem of a story, discover its solution, and consider alternate
solutions.
Indicates the sequence of events in text (0401.5.6)
0401.6.5 Understand sequence of events from text.
0401.8.4 Build vocabulary by listening to literature, participating in discussions, and reading
self-selected and assigned texts.
Makes predictions about text (covered in units 5-6) (0401.8.4)
0401.5.3 Make and adjust predictions while reading, viewing, or listening to print and non-print
media.
Recognizes cause and effect relationships within text (0401.5.2)
Identifies the author’s purpose (to entertain, to inform, to persuade, to share feelings) (0401.8.7)
0401.8.11 Compare and contrast different version/representations of the same stories/events that
reflect different cultures.
0401.8.12 Explore first person point of view.
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting,
listening, remaining on task), identify those that are appropriate (or inappropriate) for group
activities (0401.2.2)
0401.2.1 Listen attentively by facing the speaker, asking questions, and summarizing
what is said.
0401.2.2 Use established rules for attentive listening (e.g., do not interrupt, ask questions,
provide appropriate feedback).
0401.2.3 Understand and follow multi-step directions (i.e., follow directions for a simple game).
0401.2.4 Formulate and respond to questions from teachers and group members.
0401.2.6 Use rules for polite conversation.
0401.2.7 Participate in creative responses to text (e.g., choral reading, discussion, dramatization,
oral presentations).
0401.2.8 Orally express reactions and personal experiences, and opinions.
0401.2.10 Use different voice levels and speech patterns for small groups, informal discussions,
and reports.
0401.2.11 Interpret and use a variety of non-verbal communication techniques (e.g., gestures,
facial expression, posture).
0401.2.12 Participate in recitations of assigned/self-selected passages.
0401.2.13 Continue to develop group discussion skills and to work in teams.
0401.2.14 Recognize specific roles assumed by team members in completing tasks.
LANGUAGE
Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns
(i.e., subject, object, and agreement) within context (0401.1.1)
04.1.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., singular
and plural, common and proper, singular and plural possessives), verbs (e.g., action and linking,
regular and irregular forms, correct tenses, agreement in person and number with both simple
and compound subjects), adjectives (e.g., proper comparison forms, articles), pronouns (e.g.,
subject, object, and possessive; singular and plural; agreement with antecedents), and adverbs
(i.e., proper comparison forms, negatives).
Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end
marks (0401.1.4)
0401.1.4 Use correct punctuation at the ends of sentences (e.g., period, question mark).
0401.1.15 Combine simple sentences into compound sentences.
Select the best way to correct incomplete sentences within context (0401.1.5)
0401.1.13 Use complete sentences in writing.
0401.1.14 Recognize and edit incomplete sentences and run-on sentences.
Identify correctly or incorrectly spelled words in context (0401.1.8)
0401.1.10 Spell correctly words commonly used in content specific vocabulary.
Choose the correct formation of plurals, contractions, and possessives within context (0401.1.9)
0401.1.8 Form and spell correctly contractions, plurals, and possessives.
Recognize and use grade appropriate vocabulary within context (0401.1.13)
0401.1.17 Continue to develop word consciousness (e.g., word play, word walls, word sorts).
0401.8.5 Read with fluency from a variety of texts (e.g., poetry, drama, current events, novels).
Use prefixes, suffixes, and root words as aids in determining meaning within context (0401.1.14)
0401.1.18 Use a variety of previously learned strategies (e.g., roots and affixes, context,
reference sources) to determine the meaning of unfamiliar words.
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries
(0401.1.16)
0401.1.18 Use a variety of previously learned strategies (e.g., roots and affixes, context,
reference sources) to determine the meaning of unfamiliar words.
0401.4.7 Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
WRITING
Choose a topic sentence for a paragraph (0401.3.3)
0401.3.11 Develop a topic sentence with supporting details and a concluding sentence to form a
paragraph.
Select details that support a topic sentence ( 0401.3.4)
0401.3.10 Select and refine a topic.
0401.3.12 Construct varied sentences (i.e., syntactic variety) to add interest
0401.3.15 Incorporate vivid language into writing.
Rearrange sentences to form a sequential, coherent paragraph (0401.3.5)
0401.1.11 Write legibly in manuscript and cursive.
0401.3.13 Arrange multi-paragraph work in a logical and coherent order.
0401.3.16 Use correct page format (e.g., paragraphs, margins, indentations, titles).
0401.3.19 Develop and use a classroom rubric for written work and use for peer review and
editing.
Completes a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for
writing (0401.3.10)
0401.3.9 Arrange ideas by using graphic organizers (e.g., listing clustering, story maps, webs).
0401.4.5 Organize information from text or technological sources using a graphic organizer.
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading
basal series. These items will need to be supplemented.
4th Grade LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Uses table of contents, title page, and glossary to locate information (covered in units 5-6)
Identifies characters, setting, and plot in a passage
Determines the problem of a story and recognizes its solution
Indicates the sequence of events in text
Makes predictions about text (covered in units 5-6)
Recognizes cause and effect relationships within text
Identifies the author‘s purpose (to entertain, to inform, to persuade, to share feelings)
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify
those that are appropriate (or inappropriate) for group activities
LANGUAGE
Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and
agreement) within context
Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks
Select the best way to correct incomplete sentences within context
Identify correctly or incorrectly spelled words in context
Choose the correct formation of plurals, contractions, and possessives within context
Recognize and use grade appropriate vocabulary within context
Use prefixes, suffixes, and root words as aids in determining meaning within context
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries
WRITING
Choose a topic sentence for a paragraph
Select details that support a topic sentence
Rearrange sentences to form a sequential, coherent paragraph
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading
basal series. These items will need to be supplemented.
WEEKS 1 -3
Introduction and (Pre)Assessment Week
Because of Winn Dixie Unit 1 Story 1
Lewis and Clark and Me Unit 1 Story 2
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit I 1st Nine Weeks:
This Land is
Your Land
Short vowels- * Word Structure-- Model: * Sequence; * Uses table of contents, title
Because of VCCV Suffixes (only) Tone of page, & glossary to locate
Winn Dixie * Recognize and use Voice * Interpret info. info.
grade appropriate using a chart, map, timeline;
vocabulary within context *Makes predictions about text
* Recognize sounds of * Identify forms of
language: text (poems, drama, * Identifies correctly spelled
alliteration, rhyme, fiction, nonfiction) words in context
repetition
Long a, i patterns * Word Structure for * Model: * Sequence;
Lewis and Clark endings (suffixes) Pauses * Identify forms of text
and Me * Recognize and use (poems, drams, etc.)
grade appropriate * Summarize
vocabulary within context *Author‘s Purpose
* Recognize sounds of * Information to support
language: alliteration, rhyme, opinions, predictions, and
repetition conclusions
* Cause/Effect
Assessment DIBELS
BM I
ORF 93
WEEKS 4-6
Grandfather’s Journey Unit 1 Story 3
The Horned Toad Prince Unit 1 Story 4
Letters Home from Yosemite Unit 1 Story 5
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Word Study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit I 1st Nine Weeks:
This Land is
Your Land
Long vowel * Recognize and use Model: * Sequence * Uses table of contents, title
Grandfather’s diagraphs: grade appropriate Tempo & Rate page, & glossary to
Journey ee, ea, oa, ow vocabulary within context * Identify different forms locate info.
* Determine meaning of text (poems, drama,
of unfamiliar words/ etc.) *Makes predictions about text
multi- meaning words
using context, etc. * Identifies correctly spelled
* Recognize alliteration, words in context
rhyme, repetition
Long final endings * Recognize and use Model: * Plot features (fairy
The Horned Toad e, ie, ey, y grade appropriate Volume tales, folktales, fables, &
Prince vocabulary within context myths)
* Determine meaning * Identify characters,
of unfamiliar words/ setting, plot
multi-meaning words * Text features
using context, etc. (graphics, etc.)
* Recognize alliteration, * Forms of text (poems, etc.
rhyme, repetition *Author’s Purpose
Long vowel * Recognize and use Model: *Determine the
Letters Home sound: u grade appropriate Phrasing problem of a story
from Yosemite vocabulary within context and its solution
* Recognize *Text features
alliteration, rhyme, (graphics, etc.)
repetition *Forms of text
(poems, etc.)
Weeks 7-9
Assessment Week/ Regrouping/ Special Projects
What Jo Did Unit 2 Story 1
Coyote School News Unit 2 Story 2
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Scott Foresman Word Study/ Vocabulary Fluency Comprehension Other Assessed Skills
Unit 2 Spelling Not Covered in Basal For
Work and Play 1st Nine Weeks:
Assessment Unit 1 Test Unit 1 Test Unit 1: Unit 1 Test * Uses table of contents, title
Unit I Part 3 Part 2 95-105 wcpm Part 1 page, & glossary to locate info.
(grammar, usage, End 130 wcpm *Makes predictions about text
mechanics) (per basal text- * Identifies correctly spelled
risk indicator not words in context
a norm)
Add –s and -es * Uses prefixes, suffixes, and Model: *Interpret info. using chart,
What Jo Did root words within context Rhythmic map, timeline
* Recognize grade-approp. voc. Patterns of *Identify forms of text (poems,
within text Language etc.)
* Recognize alliteration, rhyme, * Recognize cause/effect
repetition relationships
Irregular Plurals *Determine meaning of Model: *Identify different forms of
Coyote School unfamiliar words/ Emotion text (poems, etc.)
News multi/meaning words in context
*Determine approp. inferences
* Recognize grade-approp. voc. & draws conclusions from the
within text text
* Recognize alliteration, rhyme,
repetition
* Compound words
4th Grade READING/LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to first nine weeks standards and add the following:
Complete a graphic organizer (e.g., chart, web) organizing material collected from text or
technological sources (0401.4.3)
Differentiate among the kinds of information available in a variety of reference materials
(i.e., dictionary, thesaurus, atlas, encyclopedia) (0401.4.4)
Recognizes plot features of fairy tales, folk tales, fables, and myths (0401.8.1)
Distinguishes between fact/opinions and reality/fantasy (0401.5.3)
0401.5.1 Distinguish fact from opinion and cause from effect.
Determines appropriate inferences and draws conclusions from text (0401.5.5)
0401.5.2 Make inferences and draw conclusions while reading, viewing, or
listening to print and non-print media.
0401.6.7 Preview text using text features (e.g., illustration, graphs, diagrams).
Identify the stated main idea and supporting details in text (0401.6.2)
0401.6.6 Determine the main idea and supporting details from text.
Arrange instructions in sequential order (0401.6.7)
0401.6.10 Follow multi-tasked instructions in informational and technical texts (e.g.,
follow a recipe, complete assembly instructions).
LANGUAGE
Identify the correct use of verbs (i.e., agreement, tenses, action, linking) within context
(0401.1.2)
0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g.,
singular and plural, common and proper, singular and plural possessives), verbs (e.g.,
action and linking, regular and irregular forms, correct tenses, agreement in person and
number with both simple and compound subjects), adjectives (e.g., proper comparison
forms, articles), pronouns (e.g., subject, object, and possessive; singular and plural;
agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives).
0401.1.12 Use appropriate language structure in oral and written communication (e.g.,
subject-verb agreement in simple and compound sentences, correct word order within a
sentence, correct placement of detailed words and phrases).
Select appropriate antonyms, synonyms, and homonyms within context (0401.1.12)
0401.1.16 Define and recognize word synonyms, antonyms, and homonyms
Identify grade level compound words, contractions, and common abbreviations within
context (0401.1.15)
0401.1.9 Abbreviate words correctly.
WRITING
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph
(0401.3.6)
Identify sentences irrelevant to a paragraph’s theme or flow (0401.3.7)
0401.3.17 Revise to clarify and refine ideas, to distinguish among important, unimportant,
and irrelevant information, and to enhance word selection.
Select appropriate time-order or transitional words to enhance the flow of a writing sample
(0401.3.8)
0401.3.14 Use appropriate time-order or transitional words.
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences) (0401.3.1)
0401.3.1 Determine an audience and a purpose for writing.
0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate
knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes,
synthesize information).
0401.3.3 Practice writing to a prompt within a specified time.
0401.3.4 Write poems, stories, and essays based upon personal reflections, observations,
and experiences.
0401.3.5 Write friendly and business letters.
0401.3.6 Compare in writing two persons or things.
0401.3.7 Write creative, imaginative, and original responses to literature (e.g., poems, raps,
stories).
0401.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first
draft, revise and proofread draft, share completed work
0401.3.18 Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing
process.
0401.4.1 Define and narrow a topic for research.
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
4th Grade LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to First nine weeks standards and add the following:
Identifies the most reliable sources of information for preparing a report
Identifies grade level compound words, contractions, and common abbreviations within context
Recognizes plot features of fairy tales, folk tales, fables, and myths
Evaluates texts for elements of fact/opinion and reality/fantasy
Distinguishes between fact and opinion within text
Recognizes cause and effect relationships within text
Identifies and interprets similes and metaphors
Determines appropriate inferences and draws conclusions from text
Identifies the author‘s purpose (to entertain, to inform, to persuade, to share feelings)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading
basal series. These items will need to be supplemented.
WEEKS 10-12
Grace and the Time Machine Unit 2 Story 3
Marven of the Great North Woods Unit 2 Story 4
So You Want to Be President? Unit 2 Story 5
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit 2 Second Nine Weeks:
Work and Play
Words with ar, *Uses prefixes within context Model: *Determine *Identifies and interprets
Grace and the or for meaning Characterization / approximate similes and metaphors
Time Machine *Recognize and use grade Dialogue inferences & draws *Identifies the author’s
appropriate vocabulary within conclusions from purpose (to entertain, to
context text inform, to persuade, to share
* Recognize sounds of * Identify forms of feelings)
language: alliteration, rhyme, text (poems, drama,
repetition fiction, nonfiction)
Consonant Pairs: *Determine meaning of Model: Volume *Distinguish
Marven of the ng, nk, ph, wh unfamiliar words / multi- between fact and
Great North meaning words in context opinion within text
Woods *Recognize and use grade *Identify forms of
appropriate vocabulary within text (poems, drams,
context etc.)
* Recognize sounds of
language: alliteration, rhyme,
repetition
Words with *Determine meaning of Model: *Determine the
So You Want to ear, ir, our, ur unfamiliar words / multi- Stress/ Emphasis problem and
Be meaning words in context solution in a story
President *Recognize and use grade *Interpret info.
appropriate vocabulary within using a chart, map,
context timeline
* Recognize sounds of *Identify text
language: alliteration, rhyme, (poems, etc.)
repetition
WEEKS 13-15
Assessment Week/Regrouping/Special Projects
The Stranger Unit 3 Story 1
Adelina’s Whales Unit 3 Story 2
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Study/ Not Covered in Basal For
Unit 3 Spelling Second Nine Weeks:
Patterns in
Nature
Unit 2 Test Unit 2 Test Unit 2: Unit 2 Test *Identifies and interprets
Assessment Part 3 Part 2 100-110 wcpm Part 1 similes
Unit 2 (grammar, End 130 wcpm and metaphors
usage, (per basal text) *Identifies the author’s
mechanics) purpose
(to entertain, to inform, to
persuade, to share feelings)
Add –ed and * Recognize and use grade Model: *Fact/Opinion
The Stranger –ing appropriate vocabulary within Pitch and Reality/Fantasy
context *Select questions
* Determine meaning of to clarify thinking
unfamiliar words/ multi- *Different forms of
meaning words using context, text (poems, etc.)
etc. *Cause and Effect
* Recognize alliteration, within text
rhyme, repetition
*Recognize and use grade Model: *Distinguish
Adelina’s Homophones appropriate vocabulary within Tone of Voice between fact and
Whales context opinion
* Determine meaning of *Text features
unfamiliar words/ multi- (graphics, etc.)
meaning words using context, *Forms of text
etc. (poems, etc.)
*Recognize alliteration, *Reliable sources
rhyme, repetition to gather info.
WEEKS 16-18
How Night Came from the Sea Unit 3 Story 3
Eyes of the Storm Unit 3 Story 4
The Great Kapok Tree Unit 3 Story 5
Assessment Unit 3
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Scott Foresman Word Vocabulary Fluency Comprehension Other Assessed Skills
Unit 3 - Patterns Study/ Not Covered in Basal For
in Nature Spelling Second Nine Weeks:
Vowel *Determine meaning of unfamiliar Model: *Plot features of fairy *Identifies and interprets
How Night sound words/ multi-meaning words in Rhythmic tales, folktales, fables, similes and metaphors
Came from in shout context Patterns of myths *Identifies the author’s
the Sea * Recognize grade-appropriate Language *Identify forms of text purpose (to entertain, to
vocabulary within text (poems, etc.) inform, to persuade, to
* Recognize alliteration, rhyme, * Inferences and drawing share feelings)
repetition conclusions
Compound * Identify grade level compound Model: *Make predictions about
Eyes of the words words, contractions, and abbrev. Pauses text
Storm *Recognize grade-appropriate *Identify forms of text
vocabulary within text (poems, etc.)
*Determine meaning of unfamiliar *Available text features
words / multi-meaning words (graphics,etc.)
* Recognize alliteration, rhyme, *Reliable sources to
repetition gather info.
*Prefixes *Similes (only)
Possessives *Prefixes, suffixes, & root words Model: *Identify different forms
The Great within context Emotion of text (poems, etc.)
Kapok Tree * Recognize grade-appropriate *Characters, setting, plot
vocabulary within text in a passage
* Recognize alliteration, rhyme, *Fact/Opinion and
repetition Reality/Fantasy
*Determine approp.
inferences & draws
conclusions from the text
Assessment Unit 3 Test Unit 3 Test DIBELS BM II Unit 3 Unit 3 Fluency
Part 3 Part 2 ORF 105 Part 1 105-115 wcpm & End 130 wcpm
4th Grade READING/LANGUAGE ARTS Pacing Guide
Third Nine Weeks
READING
Refer to first and second nine weeks standards and add the following:
Selects questions to clarify thinking before, during, and after reading text (0401.6.1)
0401.6.1 Use a variety of pre-reading strategies (e.g., organize prior knowledge using a
graphic organizer, explore significant words to be encountered, relate text to prior personal
and historical experiences and current events).
0401.6.2 Derive meaning while reading (e.g., express reactions and personal opinions to a
selection, make inferences, draw conclusions based on evidence gained).
0401.6.3 Check for understanding after reading (e.g., identify the author‘s purpose; locate
information to support opinions, predictions, and conclusions).
0401.8.1 Use a variety of pre-reading strategies (e.g., organize prior knowledge using a
graphic organizer, explore significant words to be encountered, relate text to prior personal
and historical experiences and current events).
0401.8.2 Derive meaning while reading (e.g., express reactions and personal opinions to a
selection, make inferences, draw conclusions based on evidence gained).
0401.8.3 Check for understanding after reading (e.g., identify the author‘s purpose; locate
information to support opinions, predictions, and conclusions).
Identifies different forms of text (e.g., poems, drama, fiction, and nonfiction) (0401.8.5)
0401.6.8 Understand a variety of informational texts, which include primary sources (e.g.,
autobiographical sketches, letters, diaries, Internet sites).
0401.8.5 Read with fluency from a variety of texts (e.g., poetry, drama, current events,
novels).
0401.8.6 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts,
stage directions}, novels{chapters}.
0401.8.7 Read, view, and recognize various literary genres (e.g., poetry, novels, short
stories, plays, historical fiction, nonfiction).
Use headings, graphics, and captions to make meaning from text (0401.6.4)
Interpret information using a chart, map, or timeline (0401.6.5)
Use available text features (e.g., graphics and illustrations) to make meaning from text
(0401.6.6)
0401.6.4 Use common text features to enhance understanding (e.g., headings, key words,
graphics, captions, side bars).
Identifies and interprets similes and metaphors (0401.8.6)
0401.8.15 Recognize and interpret basic literary devices (e.g., imagery, simile,
metaphor,
personification, hyperbole).
LANGUAGE
Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e.,
comparison forms and negatives) within text (0401.1.3)
0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g.,
singular and plural, common and proper, singular and plural possessives), verbs (e.g.,
action and linking, regular and irregular forms, correct tenses, agreement in person and
number with both simple and compound subjects), adjectives (e.g., proper comparison
forms, articles), pronouns (e.g., subject, object, and possessive; singular and plural;
agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives).
Recognize usage errors occurring within context (i.e., double negatives, troublesome words:
to/too/two, their/there/they’re, its/it’s) (0401.1.7)
0401.1.2 Recognize usage errors (e.g., double negatives, troublesome word groups:
{to/too/two, their/there/they‘re, its/it‘s, sit/set, lie/lay}).
0401.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to
grade level.
Choose the correct used of quotation marks and commas in direct quotations (0401.1.10)
0401.1.6 Demonstrate the correct usage of quotation marks (e.g., in direct quotations and
in titles).
Identify sentences with correct subject-verb agreement (person and number) (0401.1.11)
0401.1.12 Use appropriate language structure in oral and written communication (e.g.,
subject-verb agreement in simple and compound sentences, correct word order within a
sentence, correct placement of detailed words and phrases).
WRITING
NONE
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
Fourth Grade LANGUAGE ARTS Pacing Guide
Third Nine Weeks
READING
Refer to First and Second Nine Weeks Pacing Guides
Report Card Standards First Nine Weeks
Uses table of contents, title page, and glossary to locate information (covered in units 5-6)
Identifies characters, setting, and plot in a passage
Determines the problem of a story and recognizes its solution
Indicates the sequence of events in text
Makes predictions about text (covered in units 5-6)
Recognizes cause and effect relationships within text
Identifies the author‘s purpose (to entertain, to inform, to persuade, to share feelings)
Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and agreement)
within context
Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks
Select the best way to correct incomplete sentences within context
Identify correctly or incorrectly spelled words in context
Choose the correct formation of plurals, contractions, and possessives within context
Recognize and use grade appropriate vocabulary within context
Use prefixes, suffixes, and root words as aids in determining meaning within context
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that
are appropriate (or inappropriate) for group activities
Choose a topic sentence for a paragraph
Select details that support a topic sentence
Rearrange sentences to form a sequential, coherent paragraph
Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing
Report Card Standards added Second Nine Weeks
Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources
Differentiate among the kinds of information available in a variety of reference materials (i.e., dictionary, thesaurus, atlas,
encyclopedia)
Recognizes plot features of fairy tales, folk tales, fables, and myths
Evaluates texts for elements of fact/opinion and reality/fantasy
Determines appropriate inferences and draws conclusions from text
Identify the stated main idea and supporting details in text
Arrange instructions in sequential order
Identify the correct use of verbs (i.e., agreement, tenses, action, linking) within context
Select appropriate antonyms, synonyms, and homonyms within context
Identify grade level compound words, contractions, and common abbreviation within context
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph
Identify sentences irrelevant to a paragraph‘s theme or flow
Select appropriate time-order or transitional words to enhance the flow of a writing sample
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences)
Report Card Standards added Third Nine Weeks
Selects questions to clarify thinking before, during, and after reading text
Identifies different forms of text (e.g., poems, drama, fiction, and nonfiction)
Use headings, graphics, and captions to make meaning from text
Interpret information using a chart, map, or timeline
Use available text features (e.g., graphics and illustrations) to make meaning from text
Identifies and interprets similes (only) and metaphors
Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within
text
Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two, their/there/they‘re, its/it‘s)
Choose the correct used of quotation marks and commas in direct quotations
Identify sentences with correct subject-verb agreement (person and number)
Select appropriate time-order or transitional words to enhance the flow of a writing sample
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading
basal series. These items will need to be supplemented.
WEEKS 19-21
The Houdini Box Unit 4 Story 1
Encantado: Pink Dolphin of the Amazon Unit 4 Story 2
The King in the Kitchen Unit 4 Story 3
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills Not
Scott Foresman Spelling Covered in Basal
Unit 4 For 3rd Nine Weeks:
Puzzles & Mysteries
Contractions *Identify grade-level compound Model: *Make predictions about *Identifies and interprets
The Houdini Box words, contractions, and Emotion text similes and metaphors
common abbreviations
*Determine unfamiliar words & * Identify forms of text *Uses heading, graphics, and
mult-meaning words in context (poems, drama, fiction, captions to make meaning
*Alliteration, rhyme, & repetition nonfiction) from text
*Use grade-appropriate
vocabulary within context
Final le, al, en *Determine meaning of Model: *Identify forms of text
Encantado: Pink unfamiliar words / multi- Phrasing (poems, drams, etc.)
Dolphin of the meaning words in context
Amazon *Recognize and use grade
appropriate vocabulary within
context
* Recognize sounds of language:
alliteration, rhyme, repetition
The King in the Words with final *Determine meaning of Model: *Identify characters,
Kitchen er, ar unfamiliar words / multi- Stress/ setting, and plot
meaning words in context Emphasis
*Recognize and use grade *Identify text (poems,
appropriate vocabulary within etc.)
context
* Recognize sounds of language:
alliteration, rhyme, repetition
WEEKS 22-24
Seeker of Knowledge Unit 4 Story 4
Encyclopedia Brown Unit 4 Story 5
Assessment Week/Regrouping/Special Projects
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit 4 Third Nine Weeks:
Puzzles & Mysteries
Consonants /j/, *Determine unfamiliar Model: *Interpret info. using a *Identifies and interprets
Seeker of /ks/, and /kw/ words & mult-meaning Phrasing chart, map, or timeline similes
Knowledge words in context *Select questions to and metaphors
*Alliteration, rhyme, & clarify thinking *Uses heading, graphics, and
repetition * Identify forms of text captions to make meaning
*Use grade-appropriate (poems, drama, fiction, from
vocabulary within context nonfiction) text
Encyclopedia Prefixes: *Prefixes, suffixes, and root Model: *Identify characters,
Brown un-, dis-, and in- words within context Character- setting, and plot in a
passage
*Recognize and use grade ization /
appropriate vocabulary Dialogue *Identify forms of text
within context (poems, drams, etc.)
* Recognize sounds of
language: alliteration,
rhyme, repetition
Unit 4 Test Unit 4 Test 110-120 Unit 4 Test
Assessment Part 3 Part 2 wcpm Part 1
Unit 4 (grammar, usage, End:130
mechanics) Wcpm
WEEKS 25-27
Sailing Home: A Story of a Childhood at Sea Unit 5 Story 1
Lost City: The Discovery of Machu Picchu Unit 5 Story 2
Amelia and Eleanor Go for a Ride Unit 5 Story 3
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills Not Covered
Scott Foresman Spelling in Basal For 3rd Nine Weeks:
Unit 5
Adventures by
Land, Air, & Water
Multisyllabic *Alliteration, rhyme, & Model: *Text features *Identifies and interprets similes
Sailing Home: Words repetition Pauses (graphics, glossaries & and metaphors
A Story of a *Use grade-appropriate illustrations)
Childhood at Sea vocabulary within context *Make predictions about *Uses heading, graphics, and
text captions to make meaning from
*Author‘s Purpose text
* Identify forms of text
(poems, etc.)
Syllable Patterns: *Prefixes, suffixes, root Model: *Identify forms of text
Lost City: The v/cv and vc/v words within context Phrasing (poems, drams, etc.)
Discovery of *Recognize and use grade
Machu Picchu appropriate vocabulary
within context
* Recognize sounds of
language: alliteration,
rhyme, repetition
Greek Word Parts *Prefixes, suffixes, root Model: *Identify characters,
Amelia and words in context Tone of setting, and plot
Eleanor Go for *Recognize and use grade Voice
a Ride appropriate vocabulary *Sequence of events
within context
* Recognize sounds of *Identify text (poems,
language: alliteration, etc.)
rhyme, repetition
4th Grade READING/LANGUAGE Pacing Guide
Fourth Nine Weeks
READING
Refer to first, second, and third nine weeks standards and add the following:
Selects sources from which to gather information on a given topic (0401.4.1)
0401.4.3 Gather and record information on a research topic from a variety of
sources.
Rank the reliability of sources on a given topic. (0401.4.2)
0401.4.4 Evaluate the reliability of sources on a given topic.
0401.4.6 Write a research report using notes taken from three or more sources and
notes taken using the sources.
Locates information to support opinions, predictions, and conclusions (0401.5.1)
Recognizes the sounds of language (e.g., alliteration, rhyme, and repetition)
(0401.8.8)
0401.8.13 Recognize sound devices in poetry (e.g., alliteration, rhythm, rhyme,
repetition, onomatopoeia).
0401.8.15 Recognize and interpret basic literary devices (e.g., imagery, simile,
metaphor, personification, hyperbole).
Chooses a logical word to complete an analogy using synonyms and antonyms
(0401.5.4)
0401.5.5 Complete word analogies employing synonyms and antonyms
Identify the main idea and supporting points of a speech (0401.2.1)
Select the best summary of a speech (0401.2.3)
0401.2.5 Construct a summary of a speech.
Select the most appropriate and reliable media for accessing information, writing a
report, or making a presentation (0401.7.1)
0401.3.21 Identify and explore opportunities for publication (e.g., local/national
contests, Internet websites, newspapers, periodicals, school displays).
0401.4.1 Define and narrow a topic for research
0401.4.2 Use current technology as a research and communication tool for
personal interest, research, and clarification.
0401.4.8 Use and discern appropriate reference sources in various formats (e.g.,
interviews with family and community; encyclopedia, card/electronic catalogs,
almanacs, magazines, newspapers).
0401.7.1 Use media (e.g., photographs, films, videos, the arts, online catalogs,
nonfiction books, encyclopedias, CD-ROM references, Internet) to view, read,
and represent information and to conduct research.
0401.7.2 Use print and non-print materials along with prior knowledge to provide
background for writing and /or presenting.
0401.7.3 Use media to enhance reports and oral presentations.
0401.7.4 Use libraries/media centers to access media sources.
0401.7.5 Develop an awareness of the effects of media (e.g., television, print
materials, Internet, magazines) on daily life.
Identify the main idea in a visual image* (0401.7.2)
Choose the most effective medium to enhance a short oral presentation (e.g., still
pictures, model, diorama, Power Point, recording) (0401.7.3)
0401.2.9 Create and deliver an oral presentation on an assigned topic (e.g., book
reports, demonstrations, science projects).
0401.3.20 Use technology to publish and present.
From a list of media, identify the medium that is available to you that was probably
not available to previous generations (0401.7.4)
LANGUAGE
Identify the correct use of commas (i.e., series, dates, addresses, friendly letters,
introductory words, compound sentences) within context (0401.1.6)
0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives,
titles, abbreviations, quotations, and parts of friendly and business letters.
0401.1.5 Demonstrate the correct usage of commas (e.g.., series, direct address,
following introductory words, dates, addresses, quotations, letters, and compound
sentences).
WRITING
Identify the audience for which a text is written (0401.3.2)
Select an appropriate title that reflects the topic of a written selection (0401.3.9)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available
in the reading basal series. These items will need to be supplemented.
Fourth Grade LANGUAGE ARTS Pacing Guide
Fourth Nine Weeks
READING
Refer to First, Second and Third Nine Weeks Pacing Guides
Report Card Standards First Nine Weeks
Uses table of contents, title page, and glossary to locate information (covered in units 5-6)
Identifies characters, setting, and plot in a passage
Determines the problem of a story and recognizes its solution
Indicates the sequence of events in text
Makes predictions about text (covered in units 5-6)
Recognizes cause and effect relationships within text
Identifies the author‘s purpose (to entertain, to inform, to persuade, to share feelings)
Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and pronouns (i.e., subject, object, and agreement)
within context
Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks
Select the best way to correct incomplete sentences within context
Identify correctly or incorrectly spelled words in context
Choose the correct formation of plurals, contractions, and possessives within context
Recognize and use grade appropriate vocabulary within context
Use prefixes, suffixes, and root words as aids in determining meaning within context
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries
Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that
are appropriate (or inappropriate) for group activities
Choose a topic sentence for a paragraph
Select details that support a topic sentence
Rearrange sentences to form a sequential, coherent paragraph
Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing
Report Card Standards added Second Nine Weeks
Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources
Differentiate among the kinds of information available in a variety of reference materials (i.e., dictionary, thesaurus, atlas,
encyclopedia)
Recognizes plot features of fairy tales, folk tales, fables, and myths
Evaluates texts for elements of fact/opinion and reality/fantasy
Determines appropriate inferences and draws conclusions from text
Identify the stated main idea and supporting details in text
Arrange instructions in sequential order
Identify the correct use of verbs (i.e., agreement, tenses, action, linking) within context
Select appropriate antonyms, synonyms, and homonyms within context
Identify grade level compound words, contractions, and common abbreviation within context
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph
Identify sentences irrelevant to a paragraph‘s theme or flow
Select appropriate time-order or transitional words to enhance the flow of a writing sample
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences)
Report Card Standards added Third Nine Weeks
Selects questions to clarify thinking before, during, and after reading text
Identifies different forms of text (e.g., poems, drama, fiction, and nonfiction)
Use headings, graphics, and captions to make meaning from text
Interpret information using a chart, map, or timeline
Use available text features (e.g., graphics and illustrations) to make meaning from text
Identifies and interprets similes (only) and metaphors
Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within
text
Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two, their/there/they‘re, its/it‘s)
Choose the correct used of quotation marks and commas in direct quotations
Identify sentences with correct subject-verb agreement (person and number)
Select appropriate time-order or transitional words to enhance the flow of a writing sample
Report Card Standards added Fourth Nine Weeks
Selects sources from which to gather information on a given topic
Rank the reliability of sources on a given topic.
Locates information to support opinions, predictions, and conclusions
Recognizes the sounds of language (e.g., alliteration, rhyme, and repetition)
Chooses a logical word to complete an analogy using synonyms and antonyms
Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words, compound sentences) within
context
Identify the main idea and supporting points of a speech
Select the best summary of a speech
Identify the audience for which a text is written
Select an appropriate title that reflects the topic of a written selection
Select the most appropriate and reliable media for accessing information, writing a report, or making a presentation
Identify the main idea in a visual image*
Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, model, diorama, Power Point, recording)
From a list of media, identify the medium that is available to you that was probably not available to previous generations
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the reading
basal series. These items will need to be supplemented.
Weeks 28-30
Antarctic Journal Unit 5 Story 4
Moonwalk Unit 5 Story 5
Assessment Week/Regrouping/Special Projects
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit 5 Fourth Nine Weeks:
Adventures by
Land, Air, and
Water
Words with Latin *Prefixes, suffixes, root Model: *Use table of contents, *Selects sources from which to
Antarctic Journal Roots words within context Emotion title page, & glossary gather information on a given
topic
*Recognizes sounds of *Text features
language (alliteration, (graphics, etc.) *Locates information to support
rhyme, & repetition) opinions, predictions, &
* Identify forms of text conclusions
*Use grade-appropriate (poems, drama, fiction,
vocabulary within context nonfiction) *Chooses a logical word to
complete an analogy using
synonyms and antonyms
Related Words *Prefixes, suffixes, and root Model: *Select questions to
Moonwalk words within context Tempo and clarify thinking
Rate
*Recognize and use grade *Identify forms of text
appropriate vocabulary (poems, drams, etc.)
within context
*Determine inferences
* Recognize sounds of & draw conclusions
language: alliteration,
rhyme, repetition
Assessment Unit 5 Test Unit 5 Test 115-125 Unit 5 Test
Unit 5 Part 3 Part 2 wcpm Part 1
(grammar, usage, End:130
mechanics) wcpm
WEEKS 31-33
My Brother Martin Unit 6 Story 1
Jim Thorpe’s Bright Path Unit 6 Story 2
How Tia Lola Came to Visit Stay Unit 6 Story 3
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit 6 Fourth Nine Weeks:
Reaching for
Goals
Schwa *Prefixes, suffixes, root words Model: *Cause and Effect *Selects sources from which to
My Brother *Alliteration, rhyme, & Phrasing *Select questions to gather information on a given
Martin repetition clarify thinking topic
*Use grade-appropriate * Identify forms of text *Locates information to support
vocabulary within context (poems, drama, fiction, opinions, predictions, &
nonfiction) conclusions
*Chooses a logical word to
complete an analogy using
synonyms and antonyms
Prefixes: *Determine meaning of unfamiliar Model: *Identify forms of text
Jim Thorpe’s mis-, mon-, re- words / multi-meaning words in Stress/ (poems, drams, etc.)
Bright Path context Emphasis *Use table of contents,
*Recognize and use grade title page, and glossary
appropriate vocabulary within *Fact/Opinion
context *Text features
* Recognize sounds of language: (graphics, etc.)
alliteration, rhyme, repetition
*Prefixes, suffixes, root words
Suffixes: *Determine meaning of unfamiliar Model: *Identify characters,
How Tia Lola -less, -ment, -ness words / multi-meaning words in Stress/ setting, and plot
Came to Visit context Emphasis *Identify text (poems,
Stay *Recognize and use grade etc.)
appropriate vocabulary within
context
* Recognize sounds of language:
alliteration, rhyme, repetition
*Prefixes, suffixes, root words
WEEKS 34-36
The Fly: The Story of the Wright Brothers Unit 6 Story 4
The Man Who Went to the Far Side of the Moon Unit 6 Story 5
Assessment Week/Regrouping/Special Projects
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal For
Unit 6 Fourth Nine Weeks:
Reaching for Goals
Suffixes: *Prefixes, suffixes, root Model: *Select questions to *Selects sources from which to
The Fly: The Story -less, -ment, -ness words within context Punctuation clarify thinking gather information on a given
of the Wright *Recognizes sounds of Clues topic
Brothers language (alliteration,
rhyme, & repetition) *Locates information to support
*Use grade-appropriate opinions, predictions, &
vocabulary within context conclusions
*Meaning of unfamiliar /
multi-meaning words *Chooses a logical word to
complete an analogy using
synonyms and antonyms
Words with Silent *Prefixes, suffixes, and root Model:
The Man Who Went Consonants words within context Tempo and *Text features
to the Far Side of *Recognize and use grade Rate
(graphics, etc.)
the Moon appropriate vocabulary
within context *Identify forms of text
* Recognize sounds of
language: alliteration, (poems, dramas, etc.)
rhyme, repetition
Unit 6 Test Unit 6 Test 120-130 Unit 6 Test
Assessment Part 3 Part 2 wcpm Part 1
Unit 6 (grammar, usage, End:130
mechanics) wcpm
DIBELS
BM III:
ORF118
Cleveland City Schools
Language Arts Pacing Guide
Grades 3-5
Representatives from Cleveland City Schools met January 5th and 6th, 2009, to examine ways to incorporate the
revised Tennessee State Curriculum Standards into the existing pacing guides. These changes will be reflected
in the following guides as well as the 2009-2010 Standards Based Report Card.
Previously, the standards were divided into three strands. The revised standards are now subdivided into eight
strands. These strands are: Language, Communication, Writing, Research, Logic, Informational Text, Media,
and Literature.
The introductory pages and the Standards Based Report Card remain in a familiar format. One notable
difference is that Teacher Performance Indicators (TPI‘s) have been replaced with Checks for Understanding,
which are more rigorous and require higher level thinking skills. It is essential to teach both the Student
Performance Indicators (SPI‘s) and the Checks for Understanding in order to achieve student mastery of the
revised standards.
The format of the grades 3-5 pacing guides has not been greatly altered. The changes have been absorbed into
the five components of reading. Please note that grade 5 added Language and Writing columns.
5th Grade LANGUAGE ARTS Pacing Guide
First Nine Weeks
READING
Recognizes and uses grade appropriate vocabulary (0501.1.15)
(0501.1.3) Recognize and appreciate cultural and regional differences signaled by word usage and
vocabulary
(0501.8.4) Build vocabulary by reading from a wide variety of texts & literary genres
Identifies stated or implied cause and effect relationships (0501.5.2)
Selects stated or implied main idea and supporting details from text (unit 2) (0501.6.4)
(0501.6.6) Determines the main idea and supporting details from text
(0501.6.11) Explore the organizational structures of informational text (e.g. chronological,
sequential, cause-effect, comparison-contrast, problem-solution)
(0501.6.8) Understand a variety of informational texts, which include primary sources (e.g.
autobiographical, letters, diaries, Internet sites)
Determines word meanings within context (0501.1.11)
Identifies info. to support opinions, predictions, and conclusions (unit 2) (0501.5.1)
(0501.5.3) Make and adjust predictions while reading viewing, or listening to print and non-print
media
Identifies placement of events using a graphic organizer (e.g. chart, web) organizing material
collected from text or technological sources (unit 2) (0501.4.3)
(0501.4.6) Organize info from text or technological sources using graphic organizer
Identify the criteria necessary for a good group leader appropriate to a particular task (i.e.
understands the group task, works well with others, keeps the group on task). (0501.2.2)
(0501.2.12) Formulate the criteria needed in selecting a good group leader (e.g. understands the
group task, works well with others, keeps group on task)
(0501.2.1) Listen attentively by facing the speaker, asking questions, and summarizing what is said
(0501.2.2) Use established rules for polite conversation (e.g. do not interrupt, face the speaker, listen
attentively, provide appropriate feedback, take turns, raise hands)
(0501.2.8) Use different voice levels & speech patterns in formal/informal situations
(0501.2.4) Formulate and respond to questions from teachers and group members
Identifies most reliable info sources available for preparing a research report. (0501.4.1)
(0501.4.5) Evaluate and determine the reliability of sources on a given topic
(0501.4.3) Use current technology as a research and communication tool for personal interest,
research and clarification
(0501.4.1) Define and narrow a topic for research
Select appropriate sources from which to gather information on a given topic. (0501.4.4)
(0501.4.4) Gather and record information on a research topic using three different sources, at least
one of which must be a print source
(0501.4.7) Develop a note taking system that includes important concepts, paraphrases, summaries,
and identification of references sources
Select the most appropriate medium or media for accessing information, writing a report, or
enhancing an oral presentation. (0501.7.1)
(0501.7.1) Use media (e.g. photographs, films, videos, the arts, online catalogs, nonfiction books,
encyclopedia, CD-ROM references, Internet) to view, read, and represent information
(0501.7.2) Use print and non-print materials along with prior knowledge to provide background for
writing and/or presenting
(0501.7.3) Use media to conduct research and prepare reports
(0501.7.4) Use libraries/media centers to access media sources
(0501.7.5) Use media to enhance reports and oral presentations
Identify setting, characters, plot, and theme. (0501.8.1)
(0501.8.6) Understand the meaning of plot, character, setting, conflict, point of view, and theme in
narration
(0501.8.16) Identify how culture/ethnicity/historical eras are represented in literary text
(0501.8.11) Discuss similarities and differences in events and/or characters, using evidence cited in
two or more texts
(0501.8.12) Make connections among various texts showing similarities/differences
LANGUAGE
Identify the correct use of nouns (i.e. singular/plural, possessive, predicate nouns, nouns as
objects) and pronouns (i.e. agreement, subject, object) within context. (0501.1.1)
(0501.1.1) Know and use appropriately the meaning, forms, and functions of nouns (e.g.
common/proper, singular/plural, possessives, predicate nouns)
(0501.1.1) Know and use appropriately the meaning, forms, and functions of pronouns (e.g.
agreement with antecedent, reflexive, possessive, correct pronoun case)
Identify the correct use of verbs (i.e. action/linking, regular/irregular, agreement, tenses) within
context. (0501.1.2)
(0501.1.1) Know and use appropriately the meaning, forms, and functions of verbs (e.g. action/
linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number)
(0501.1.12) Use appropriate language structure in oral and written communication (e.g. subject/verb
agreement in simple and compound sentences, correct syntax, correct placement of modifiers)
Identify the correct use of adjectives (i.e. common/proper, comparative forms, predicate
adjectives) and adverbs (i.e. comparative forms, negatives) within context) (0501.1.3)
(0501.1.1) Know and use appropriately the meaning, forms, and functions of adjectives (e.g.
common/proper, predicate adjectives demonstrative adjectives, proper comparative forms)
(0501.1.1) Know and use appropriately the meaning, forms, and functions of adverbs (e.g. proper
comparative forms, adverbs of degree {too, very})
Select appropriate synonyms, antonyms and homonyms within context. (0501.1.13)
(0501.1.15) Define and recognize word synonyms, antonyms and homonyms
WRITING
Identify the audience for which a text is written. (0501.3.1)
(0501.3.1) Determine an audience and purpose for writing
(0501.3.3) Practice writing to narrative & descriptive prompts w/in specified time period
Identify the purpose for writing (i.e. to entertain, to inform, to share experiences, to persuade, to
report). (0501.3.2)
(Several of these checks will prepare students for 5th grade writing assessment)
(0501.3.2) Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate
knowledge, answer questions, respond to literature, acquire knowledge (e.g. clarify thinking, take
notes, synthesize information, enhance communication)
(0501.3.21) Demonstrate confidence and competence in using the TN Writing Assessment rubric
while evaluating one‘s own writing and the writing of others
(0501.3.22) Use technology to publish and present
(0501.3.7) Create a well-developed story or passage summary, as well as personal reflections and
imaginative writing samples
(0501.3.4) Write poems, stories and essays based upon personal reflections, observations, and
experiences
(0501.3.23) Identify and explore opportunities for publication (e.g. local/national contests, Internet
websites, newspapers, periodicals, school displays) Use resources (e.g. dictionary, thesaurus,
computer) to aid in the writing process (0501.3.20)
(0501.3.9) Explore writing in the expository mode
(0501.3.8) Compose and respond in writing to original questions and/or problems from all content
areas
(0501.3.6) Make written responses to literature studied (e.g. critique, journal, group project)
Select details that support a topic sentence. (0501.3.7)
(0501.3.14) Develop a paragraph with a topic sentence, supporting details, and a concluding
sentence
(0501.3.5) Compare and contrast two persons, places, things, or ideas
Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph.
(0501.3.9)
Complete a graphic organizer (i.e. clustering, listing, mapping, webbing) to group ideas for
writing. (0501.3.13)
(0501.3.12) Select and refine a topic
(0501.3.11) Construct an outline with main ideas and supporting details
(0501.3.10) Recognize and use all steps in the writing process: prewriting, drafting, revising,
editing/proofing, publishing
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
WEEKS 1 -3
Introduction and (Pre)Assessment Week
Frindle Unit 1 Story 1
Thunder Rose Unit 1 Story 2
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Scott Word Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Foresman study/ Not Covered in Basal For
Unit I Spelling First Nine Weeks:
Meeting
Challenges
Short *Word Structure/ Model: Character & Plot *Identify the use *Audience *Selects stated or implied
Frindle vowels- Suffixes / Tone of *Identify setting, of nouns within for which idea and supporting details
VCCV, Antonyms Voice character, plot & context text is from text
VCV theme written
*Recognize & Choral Rdg. *Identifies information to
use grade Partner Rdg. *Locate info. using *Purpose for support opinions,
appropriate available text features writing predictions, and conclusions
vocabulary w/in (maps, etc.)
context *Identifies placement of
*Identify & interpret events using a graphic
the main incidents of organizer
plot, etc.
Long *Context clues/ * Model: Cause & Effect *Identify the use *Select *Identify criteria for good
Thunder Vowels Homonyms Tone of *Identify stated or of pronouns w/in details that group leader
Rose VCV Suffixes Voice implied cause-&- context support a
*Recognize & effect relationships topic
use grade Echo Rdg. sentence
appropriate Partner Rdg.
voc.w/in context
*Determine
word meaning
within context
DIBELS BM I
Assessment ORF 104
WEEKS 4-6
Island of the Blue Dolphins Unit 1 Story 3
Satchel Paige Unit 1 Story 4
Shutting Out the Sky Unit 1 Story 5
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Story Word Study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Spelling Not Covered in Basal For
Foresman First Nine Weeks:
Unit I
Meeting
Challenges
Long vowel *Dictionary / Model: Theme & Setting *Correct use of *Choose a *Selects stated or implied
Island of diagraphs Glossary Pitch *Distinguishes among verbs w/in sentence that idea and supporting details
the Blue literary genres context best supports from text
Dolphins *Compound Choral Rdg. topic *Identifies information to
Words Partner Rdg. *Determines whether the sentence support opinions, predictions,
theme is stated or and conclusions
implied *Identifies placement of
events using a graphic
organizer
Adding – *Context clues Model: Sequence *Identify correct *Complete *Select appropriate sources
Satchel ed, -ing Phrasing *Selects questions used use of adjectives graphic to gather information
Paige *Specialized to focus & clarify organizer to
vocabulary Echo Rdg. thinking group ideas *Identify most reliable
Partner Rdg. information sources for
*Sequence of events research report
*Distinguishes among
literary genres
Contractions *Context clues Model: Cause and Effect *Identify correct
Shutting *Proper nouns Pauses *Identifies stated or use of adverbs
the *Recognizes & implied cause & effect
Sky Out uses grade Echo Rdg. relationships
appropriate Partner Rdg.
vocabulary
WEEKS 7-9
Inside Out Unit 2 Story 1
Passage to Freedom Unit 2 Story 2
Assessment Week/ Regrouping/ Special Projects
* Items highlighted in red are assessed the first nine weeks on the standards based report card.
Scott Word Study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Foresman Spelling Not Covered in Basal For
Unit 2 First Nine Weeks:
Doing the
Right Thing
Unit 1 Test Unit 1 Test Unit 1: Unit 1 Test *Select *Selects stated or implied
Assessment Part 3 Part 2 105 wcpm Part 1 appropriate idea and supporting details
Unit I (grammar, End 140 synonyms, from text
usage, Wcpm antonyms & *Identifies information to
mechanics) (per basal homonyms w/in support opinions, predictions,
text-risk context and conclusions
indicator not *Identifies placement of
a norm) events using a graphic
organizer
Diagraphs: *Word Model: Compare & Contrast
Inside th, sh, Structure Character *Selects questions to
Out ch, ph *Words with dialogue focus thinking
un or dis
*Recognizes Echo Rdg. *Determines inferences
& uses grade Partner Rdg. from selected passages
appropriate
vocabulary
Irregular *Dictionary / Model: Author’s Purpose *Select most appropriate
Passage Plurals Glossary Tone of Voice *Identifies author‘s purpose media for accessing
to *Multiple *Locates info. using information
Freedom meanings Echo Rdg. available text features
*Recognizes Partner Rdg. (maps, globes, etc.)
and uses grade *Distinguishes among
appropriate literary genres
vocabulary
5th Grade LANGUAGE ARTS Pacing Guide
Second Nine Weeks
READING
Refer to first nine weeks standards and add the following:
Determines correct meaning/usage of multiple meaning words within context (0501.1.16)
Distinguishes between elements of fact/opinion and reality/fantasy (0501.5.3)
(0501.5.1) Distinguish between fact/opinion, cause/effect, and fantasy/reality
Determines inferences from selected passages (0501.5.6)
(0501.5.2) Make inferences and draw appropriate conclusion while reading, viewing, or
listening to print and non-print media
(0501.5.5) Recognize examples of persuasive devices (e.g. bandwagon, loaded terms,
testimonials, name-calling)
Recognizes that a story is told from the first person point of view (0501.8.5)
(0501.8.8) Begin to distinguish between first & third person points of view
Identifies the author’s purpose(s) (e.g., to inform or to entertain) (0501.8.9)
(0501.8.3) Check for understanding after reading (e.g. indicate sequence of events, identify
author‘s purpose)
Identify the audience for a given speech. (0501.2.1)
(0501.2.5) Identify the targeted audience and purpose for a speech
Identify the various functions of media in daily life (i.e. communication, entertainment,
information, persuasion). (0501.7.4)
(0501.7.6) Examine the effects of media (e.g. tv, print materials, Internet, magazines) on
daily life
LANGUAGE
Recognize usage errors occurring within context (e.g. double negatives, troublesome words:
too/too/two, their/there/they’re, lie/lay, sit/set, leave/let, learn/teach). (0501.1.4)
(0501.1.2) Recognize usage errors (e.g. double negatives, troublesome words: too/too/two,
there/their/they‘re, its/it‘s, sit/set, lie/lay, effect/affect, may/can, leave/let, teach/learn)
Recognize root words, prefixes, and syllabication as aids in determining meaning within
context. (0501.1.12)
(0501.1.16) Use a variety of previously learned strategies (e.g. roots and affixes, context,
reference sources) to determine the meaning of unfamiliar words
Identify compound words, contractions, and common abbreviations within context.
(0501.1.14)
(0501.1.10) Abbreviate words correctly
WRITING
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
(0501.3.3)
Selects an appropriate concluding sentence for a well-developed paragraph. (0501.3.5)
Rearrange sentences to form a sequential, coherent paragraph. (0501.3.6)
(0501.3.13) Compose clear, coherent, well-organized multi paragraphed works
(0501.1.11) Write legibly in manuscript and cursive
Selects appropriate time-ordered or transitional words/phrases to enhance the flow of a
writing sample. (0501.3.10)
(0501.3.17) Use appropriate time-order or transitional words and phrases
Selects an appropriate title that reflects the topic of a written selection. (0501.3.12)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
WEEKS 10-12
The Ch’i-lin Purse Unit 2 Story 3
Jane Goodall’s 10 Ways to Help Save the Earth Unit 2 Story 4
The Midnight Ride of Paul Revere Unit 2 Story 5
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing
Scott Foresman Spelling Other Assessed Skills
Unit 2 Not Covered in
Doing the Right Basal For
Thing Second Nine Weeks:
Vowel Sounds *Word Structure Model: Compare & Contrast *Troublesome *Supporting *Determines correct
The Ch’i-lin with r *Greek and Pitch *Recognizes reasonable words and sentences that meaning / usage of
Purse Latin Roots predictions of future events double best fits multiple meaning
Choral Rdg. within a given context negatives context and words within context
Partner Rdg. *Distinguishes among flow in
literary genres paragraph *Recognizes that a
*Identifies info. to support story is told from the
opinions, predictions, & first person point of
conclusions view
Final Syllables: *Context clues Model: Fact and Opinion *Troublesome *Supporting
Jane Goodall’s -en,-an, *Determines Phrasing *Distinguishes between words and sentences that
10 Ways to Help -el,-le,-il word meaning fact/opinion and double best fits
Save the Earth within context Choral Rdg. reality/fantasy negatives context and
Partner Rdg. *Selects questions to focus flow in
and clarify thinking paragraph
*Identifies info. to support
opinions, predictions, etc.
Final Syllables: *Word Structure Model: Sequence *Troublesome *Selects an
The Midnight er, ar, or *Rhyming Tone of Voice *Identifies sequence of words and appropriate
Ride of Words events double concluding
Paul Revere Echo Rdg. *Identifies similes, negatives sentence in
Partner Rdg. metaphors, personification paragraph
& hyperbole
*Identifies placement of
events using a graphic
organizer
WEEKS 13-15
Assessment Week/Regrouping/Special Projects
Wings for a King Unit 3 Story 1
Leonardo’s Horse Unit 3 Story 2
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Story Word Study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Spelling Not Covered in
Foresman Basal For
Unit 3 Second Nine Weeks:
Inventors &
Artists
Unit 2 Test Unit 2 Test Unit 2: Unit 2 Test *Root words, *Selects an *Determines
Assessment Part 3 Part 2 116 wcpm Part 1 prefixes and appropriate correct meaning /
Unit 2 (grammar, usage, End 140 wcpm syllables concluding usage of multiple
mechanics) (per basal text) sentence in meaning words
paragraph within context
*Recognizes that
a story is told
from the first
person point of
view
Schwa *Context clues Model: Author’s Purpose *Root words, *Rearrange *Identify
Wings for *Multiple Pitch *Identifies author’s prefixes and sentences to audience for
A King Meaning Words purpose syllables form speech
*Recognizes & Partner Rdg. sequential
uses grade Choral Rdg. *Distinguishes among paragraph
appropriate literary genres
vocaulary
Compound *Word Structure Model: Main Idea & Summarize *Root words, *Rearrange
Leonardo’s Words Tempo and *Selects stated or prefixes and sentences to
Horse *Greek & Latin Rate implied main idea syllables form
Roots *Selects approp. sequential
Echo Rdg. summary statement for paragraph
*Determines word Partner Rdg. passage
meaning within *Distinguishes among
context literary genres
WEEKS 16-18
The Dinosaurs of Waterhouse Hawkins Unit 3 Story 3
Mahalia Jackson Unit 3 Story 4
Special Effects in Film and Television Unit 3 Story 5
*Items highlighted in red are assessed the second nine weeks on the standards based report card.
Scott Foresman Word Study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Unit 3 Spelling Not Covered in
Inventors & Basal For
Artists Second Nine Weeks:
Consonant *Context clues Model: Fact & Opinion Compound *Selects *Determines correct
The Dinosaurs Sounds: *Homonyms Phrasing *Distinguishes between words, appropriate meaning / usage of
of /j/, /ks/, *Recognizes & fact/opinion & reality/ contractions time-ordered multiple meaning
Waterhouse /sk/, /s/ uses grade Echo Rdg. fantasy and common or words within context
Hawkins appropriate Partner Rdg. *Recognizes reasonable abbreviations transitional *Recognizes that a
vocabulary predictions of future events words story is told from the
*Distinguishes among first person point of
literary genres view
*Identifies info. to support
opinions, predictions,
conclusions
One *Context clues Model: Main Idea Compound *Selects
Mahalia consonant or *Antonyms Tempo & Rate *Determines inferences words, appropriate
Jackson two *Recognizes & from selected passages contractions time-ordered
uses grade Echo Rdg. *Identifies author’s purpose and common or
appropriate Partner Rdg. *Identifies placement of abbreviations transitional
vocabulary events, using graphic organizer words
*Selects stated or implied
cause/effect
Prefixes: *Word Structure Model: Graphic Sources Compound *Selects an *Identify functions of
Special Effects un-, re-, *Prefixes Tempo & Rate Prior Knowledge words, appropriate media in daily life
in Film and dis- *Selects & uses text features contractions title
Television Choral Rdg. (headings, key words, and common
Partner Rdg. graphics, captions, side bars) abbreviations
Assessment Unit 3 Test Unit 3 Test DIBELS Unit 3 Unit 3 Fluency
Part 3 Part 2 BM II Part 1 128 wcpm & End 140
ORF 115 wcpm
5th Grade LANGUAGE ARTS Pacing Guide
Third Nine Weeks
READING
Refer to first and second nine weeks standards and add the following:
Selects questions used to focus and clarify thinking before, during, and after reading (0501.6.1)
(0501.8.1) Use a variety of pre-reading strategies (e.g. set a purpose for reading, {to understand,
to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to
build background for reading, preview text features)
(0501.6.7) Skim text to develop a general overview of content or to locate specific information
Select appropriate summary statement for given passage (unit 2) (0501.6.5)
(0501.8.3) Check for understanding after reading (e.g. indicate sequence of events, identify the
author‘s purpose)
(0501.6.10) Summarize information presented in text
Locates information using available text features (e.g., maps, charts, graphics, indexes, glossaries,
and table of content) (0501.6.3)
Recognizes reasonable predictions of future events within a given context (0501.8.2)
Distinguishes among various literary genres (e.g., poetry, drama, letters, ads, historical fiction,
biographies, autobiographies) (0501.8.3)
(0501.8.5) Recognize varying forms of text (e.g. poems {lines and stanzas}, plays {acts, stage
directions}, novels {chapters})
(0501.8.13) Recognize elements particular to dramatic literature (e.g. time constraints,
organizational structure, stage directions, dialogue)
Identifies and interprets the main incidents of a plot, their causes, how they influence future
actions, and how they are resolved (0501.8.4)
(0501.8.10) Analyze the plot structure of a narrative (story) including identifying the problem
(conflict) and determining how the problem is resolved.
(0501.8.7) Explore the various kinds of conflict (e.g. person vs. person, person vs. self, person
vs. environment, person vs. technology)
Identifies similes, metaphors, personification, and hyperbole in context (unit 2) (0501.8.7)
(0501.8.14) Know and use basic literary devices (e.g. imagery, metaphor, simile, personification,
hyperbole)
Identifies the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, & repetition
(0501.8.8)
(0501.8.15) Recognize sound devices in poetry (e.g. onomatopoeia, alliteration, rhythm, rhyme,
repetition)
Selects a logical word to complete an analogy using synonyms, antonyms, categories, and
subcategories (0501.5.5)
(0501.5.4) Construct and complete analogies using synonyms, antonyms, homonyms, categories
and subcategories
Determine the conflict in a text and recognize its solution (0501.5.4)
Determine the main idea in a visual image (0501.7.2)
Choose the best summary of a speech (0501.2.3)
(0501.2.6) Construct a summary of a speech
(0501.2.9) Participate in recitations of assigned/self-selected passages
(0501.2.7) Participate in creative/expressive responses to text (e.g. choral reading, discussion,
dramatizations, oral presentation & personal experience)
Select and use common text features (e.g. headings, key words, graphics, captions, sidebars, maps,
charts, graphics) (0501.6.2)
(0501.8.2) Derive meaning while reading (e.g. use metacognitive and self-monitoring reading
strategies to improve comprehension {reread, identify miscues, read ahead, ask for help, draw on
earlier reading})
(0501.6.4) Use common text parts and features to enhance understanding (e.g. headings, key
words, graphics, captions, side bars, chapter titles, glossaries)
LANGUAGE
Identify sentences with correct use of commas (i.e. series, dates, addresses, friendly letters,
compound sentences, coordinating conjunctions, and introductory words) and of colons within
context (0501.1.5)
(0501.1.6) Demonstrate knowledge of the meaning and function of certain marks of punctuation,
including colons (between hour/min. and after greeting of a business letter), semi-colons,
apostrophes, quotation marks and commas used in these ways: direct address, items in a series,
following introductory words, in dates and addresses, quotations, parts of a letter, and before
coordinating conjunctions in compound sentences)
Choose correct use of quotation marks & commas in direct quotations (0501.1.6)
(0501.1.4) Capitalize correctly sentence beginnings, proper nouns & adjectives, titles,
abbreviations, quotations, parts of friendly letters & business letters
(0501.1.7) Demonstrates the correct use of quotation marks in conversation, including their use
with capitalization, end marks, and explanatory material
Identify within context a variety of appropriate sentence combining techniques (i.e. comma +
coordinating conjunction, use of semicolon, introductory phrases and/or clauses) (0501.1.8)
(0501.1.5) Use correct end of sentence punctuation (period, question mark)
(0501.1.14) Eliminate reliance on simple sentences by combining independent clauses, by
creating compound subjects and/or predicates, by using introductory phrases or clauses, or by
appropriate use of a semi-colon
Select the most appropriate method to correct run-on sentences (i.e. conjunctions, semicolons,
periods to join or separate elements) within context (0501.1.9)
Select the best way to correct incomplete sentences within context (5051.1.10)
(0501.1.13) Recognize incomplete sentences & run-on sentences and edit appropriately
WRITING
Identify the sentence irrelevant to a paragraph’s theme or flow (0501.3.4)
(0501.3.19) Revise to clarify thought, to refine ideas, and to distinguish between important and
unimportant information
Select vivid and active words for a writing sample (0501.3.8)
(0501.3.15) Demonstrates syntactic variety
(0501.3.16) Use precise language, including vivid words, figurative language
Rearrange paragraphs in a narrative writing selection in sequential and chronological order
(0501.3.11)
(0501.3.18) Use correct page format (paragraphs, margins, indentations, title)
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
WEEKS 19-21
Weslandia Unit 4 Story 1
Stretching Ourselves Unit 4 Story 2
Exploring Ants Unit 4 Story 3
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Foresman Spelling Not Covered
Unit 4 in Basal For
Adapting Third Nine Weeks:
Words from *Word Model: Draw Conclusions/ *Identify *Identifies similes,
Weslandia many cultures Structure Punctuation clues Answer Questions sentences with metaphors,
* Endings *Selects questions used to correct use of personification, &
Echo Rdg. clarify thinking before, commas & colons hyperbole in context
Partner Rdg. during, & after reading the *Identifies the effect
text of sound within
*Determines inferences from context
selected passages (onomatopoeia,
*Identifies info. to support alliteration, rhyme, &
opinions, predictions, & repetition)
conclusions *Selects a logical
word to complete an
analogy
Prefixes: *Context clues Model: Emotion Generalize & Predict *Identify *Identify sentence *Selects the
Stretching over-, under-, *Word *Recognizes reasonable sentences with irrelevant to appropriate summary
Ourselves sub-, super-, Meaning Choral Rdg. predictions of future events correct use of paragraph’s theme statement for given
out- *Recognizes Partner Rdg. *Distinguishes among literary commas & colons or flow passage
and uses grade genres
appropriate
vocabulary
Homophones *Uses context Model: Graphic Sources *Correct use of *Select and use
Exploding clues and Tempo *Locates info. using available quotation marks common text features
Ants synonyms to text features (maps, globes, and commas in
determine Echo Rdg. etc.) direct quote *Determine main idea
word meaning Partner Rdg. *Identifies info. to support of a visual image
opinions, predictions,
conclusions
WEEKS 22-24
The Stormi Giovanni Club
The Gymnast
Assessment Unit 4
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Spelling Not Covered in
Foresman Basal For
Unit 4 Third Nine Weeks:
Adapting
Suffixes: *Context clues Model: Generalize/Story Structure *Correct use of *Select vivid and *Determine conflict in
The Stormi -ible, -able Tone of Voice *Distinguishes among literary quotation marks active word for a text & recognize
Giovanni *Specialized genres and commas in writing solution
Club vocabulary Choral Rdg. direct quote
Partner Rdg.
*Recognizes &
uses grade
appropriate
vocabulary
Negative *Recognize Model: Draw Conclusions *Identify variety *Choose best
The Gymnast prefixes and use grade Punctuation clues *Determines inferences from of sentence summary of speech
appropriate selected passages combining
vocabulary Echo Rdg. techniques
within context Partner Rdg. *Identifies info. to support
opinions, predictions, &
conclusions
Unit 4 Test Unit 4 Test 128 Unit 4 Test *Select
Assessment Part 3 Part 2 wcpm Part 1 appropriate
Unit 4 (grammar, End:140 method to correct
usage, wcpm run-on sentences
mechanics)
WEEKS 25-27
The Three Century Women Unit 5 Story 1
The Unsinkable Wreck of the RMS Titanic Unit 5 Story 2
Talk with an Astronaut Unit 5 Story 3
*Items highlighted in red are assessed the third nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Spelling Not Covered in
Foresman Basal For
Unit 5 Third Nine Weeks:
Adventurers
Multisyllabic *Word Model: Character & Plot/ *Select appropriate *Rearrange
The Three Words Structure Volume Prior Knowledge method to correct paragraphs in
Century *Compound *Locates info. using available run-on sentences sequential and
Women Words Choral Rdg. text features (maps, globes, chronological
Partner Rdg. etc.) order
*Identifies & interprets the
main incidents of a plot, etc.
Unusual *Dictionary / Model: Graphic Sources/ *Select best way to
The Spellings Glossary to Emotion Ask Questions correct incomplete
Unsinkable find meanings *Locates info. using available sentences
Wreck of the of unfamiliar Choral Rdg. text features (maps, globes,
RMS Titanic words Partner Rdg. etc.)
*Selects questions used to
focus & clarify thinking
before, during, & after
reading
Greek Word *Context clues Model: Author’s Purpose *Select best way to
Talk with Parts to determine Tone of Voice *Selects questions used to correct incomplete
an meaning of focus & clarify thinking sentences
Astronaut multiple Echo Rdg. before, during, and after
meaning words Partner Rdg. reading
*Recognizes &
uses grade *Identifies author‘s purpose
appropriate
vocabulary
within context
5th Grade LANGUAGE ARTS Pacing Guide
Fourth Nine Weeks
READING
Refer to first, second and third nine weeks standards and add the following:
Identifies the sequence of events in fiction and non-fiction selections (0501.5.7)
Determines whether the theme is stated or implied within a passage (unit 1) (0501.8.6)
(0501.8.9) Distinguish between a stated or implied theme
Arrange a set of instructions in sequential order (0501.6.6)
(0501.6.5) Understand sequence of events from text
(0501.6.9) Follow multi-tasked instructions in informational and technical texts (e.g. follow a
receipt, complete assembly instructions)
Organize ideas in the most effective order for an oral presentation (0501.2.4)
(0501.2.3) Give multi-step directions (e.g. tell someone how to make a simple recipe)
(0501.2.11) Recognize common organizational structures of speeches (e.g. sequential,
chronological,
problem-solving, comparison-contrast, cause-effect)
(0501.2.10) Create and deliver and oral presentation using visual aids or props
Identify information that should or should not be included in a citation (0501.4.2)
(0501.4.9) Distinguish between necessary and unnecessary bibliographical information (info.
that should
or should not be included in a citation
(0501.4.10) Cite three or more sources, including the title, author, and page number(s)
(0501.4.2) Discern and use appropriate reference sources in various formats (e.g. interviews,
encyclopedias, card/electronic catalogs, almanacs, magazines, newspapers)
(0501.4.8) Write a research report using and citing three or more sources
Identify the mood created by a visual image (0501.7.3)
LANGUAGE
Identify correctly or incorrectly spelled words in context, including the correct spelling of
plurals and possessives (0501.1.7)
(0501.1.8) Spell correctly high-frequency & commonly misspelled words appropriate to grade
level
(0501.1.9) Form and spell correctly contractions, plurals, and possessives
(0501.1.11) Write legibly in manuscript and cursive
WRITING
None
* Standards highlighted in red have materials available in the reading basal series.
* Standards printed in black are tested during the nine weeks but do not have materials available in the
reading basal series. These items will need to be supplemented.
WEEKS 28-30
Journey to the Center of the Earth Unit 5 Story 4
Ghost Towns of the American West Unit 5 Story 5
Assessment Week/Regrouping/Special Projects
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott Foresman Spelling Not Covered in Basal
Unit 5 For Fourth Nine Weeks:
Adventurers
Words with *Context clues to Model: Cause & Effect/ *Identify correctly *Determines whether the
Journey to the Latin Roots determine word Pauses Summarize or incorrectly theme is stated or
Center of the meaning *Selects the appropriate spelled words implied
Earth Choral Rdg. summary statement for a within context
Partner Rdg. given passage
*Locates info. using
available text features
(maps, globes, etc.)
*Distinguishes among
literary genres
*Identifies stated or
implied cause & effect
Related Words *Use Word Structure to Model: Generalize/ *Organize ideas for oral
Ghost Towns of understand prefixes Tone of Voice Graphic Organizers presentation
the American *Determines word
West Choral Rdg. meaning within context
Partner Rdg. *Determines inferences
from selected placement
of events using a graphic
organizer
Unit 5 Test Unit 5 Test 134 wcpm Unit 5 Test
Assessment Part 3 Part 2 End:140 Part 1
Unit 5 (grammar, wcpm
usage,
mechanics)
WEEKS 31-33
At the Beach Unit 6 Story 1
The Mystery of Saint Matthew’s Island Unit 6 Story 2
King Midas and the Golden Touch Unit 6 Story 3
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills Not
Scott Foresman Spelling Covered in Basal For
Unit 6 Fourth Nine Weeks
The Unexpected
Suffixes: *Dictionary/Glossary to Model: Draw Conclusions *Identify mood created
At the Beach -ous, -sion, -on, determine word Character‘s *Determines inferences by visual image
-ation meaning Dialogue from selected passages
*Identifies main incidents
Choral Rdg. of a plot, etc.
Partner Rdg. *Identifies info. to
support opinions,
predictions, &
conclusions
The Mystery Final Syllables: *Word Structure to Model: Main Idea/Text *Arrange set of
Of Saint -ant, -ent, -ance, - determine word Punctuation Structure instruction in
Matthew’s ence meaning clues *Selects stated or implied sequential/chronological
Island main idea/details order
Echo Rdg. *Identifies main incidents
Partner Rdg. of a plot, etc.
King Midas Words with ie *Word Structure to Model: Main Idea/Text Structure *Identify information
and the and ei determine word Punctuation *Selects questions used that should/should not
Golden meaning clues to focus and clarify be included in a citation
Touch thinking before, during,
Echo Rdg. and after reading
Partner Rdg. *Distinguishes among
literary genres
*Identifies the effect of
sound within context
(onomatopoeia,
alliteration, rhyme,
repetition
WEEKS 34-36
The Hindenburg Unit 6 Story 4
Sweet Music in Harlem Unit 6 Story 5
Assessment Week/Regrouping/Special Projects
*Items highlighted in red are assessed the fourth nine weeks on the standards based report card.
Story Word study/ Vocabulary Fluency Comprehension Language Writing Other Assessed Skills
Scott F. Spelling Not Covered in Basal
Unit 6 For Fourth Nine Weeks:
The Unexpected
Compound Context clues to Model: Fact & Opinion *Determines whether the
The words determine meaning Phrasing Ask Questions theme is stated or
Hindenburg *Selects questions used implied
Choral Rdg. to focus & clarify
Partner Rdg. thinking
*Determines word
meanings within c
context
*Distinguishes
fact/opinion &
reality/fantasy
*Identifies author‘s
purpose
*Identifies info. to
support opinions, etc.
Easily Confused *Use context clues to Model: Sequence/
Sweet Music Words determine the meanings Phrasing Prior Knowledge
In Harlem of homographs *Identifies sequence of
*Recognizes & uses Echo Rdg. events
grade appropriate voc. Partner Rdg. *Identifies placement of
events using a graphic
organizer
Assessment Unit 6 Test Unit 6 Test End:140 Unit 6 Test
Unit 6 Part 3 Part 2 wcpm Part 1
(grammar, usage, DIBELS
mechanics) BM III
