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Language Arts Pacing Guide Revised Language Arts Pacing

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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

				
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