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Fort Thomas Independent Schools
Curriculum Guide
For
Language Arts
Grades K – 5
Fall 2010
Fort Thomas Independent Schools
28 North Fort Thomas Avenue
Fort Thomas, Kentucky 41075
(859) 781-3333
This document is also available on the district’s web site at
www.fortthomas.kyschools.us
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 1
Theme 1: Getting to Know You
Suggested Books
Big Book (BB), Big Book of
Early Literacy
Rhymes and Songs (BBRS), Phonics Writing Share Time
Skills
Library Book (LB) or Pre-
Decodable Book (PDB)
―Mary Wore Her Red Dress‖ Alphabet Introduction: What is a Write Names (Shared) Share Names
(BBRS) K.RL.6 Word Segmentation Word? K.RF.1b
K.RF.1a
Moo Moo, Brown Cow (BB) Alphabet Introduction: Colors Write Animal Names Share favorite story
K.RI.5 Word Segmentation (Shared) animals K.RL.10
―The Alphabet Song‖ (BBRS) Alphabet Introduction: The Alphabet Write an Alphabet Poster Discuss learning
K.RI.10 Rhyme Recognition K.RF.2a K.L.1a the alphabet
From Anne to Zach (BB); Alphabet Introduction: Uppercase Write Labels Discuss From Anne
First Day at School (PDB) Rhyme Recognition Letters to Zach K.SL.2
K.RF.1d
From Anne to Zach (BB) Alphabet Introduction: Lowercase Write About a Favorite Discuss favorite
Syllable Segmentation Letters Activity K.W.1 activities
K.RF.1d
I Read Signs (BB) Alphabet Introduction: Environmental Write Signs (Shared) Discuss how print
K.RI.6 Word Segmentation Print K.RI.4 provides
information
Look Out Kindergarten, Here Alphabet Introduction: Following Write a Chart (Interactive) Share kindergarten
I Come! (LB) Rhyme Recognition Oral experiences
Directions K.SL.1a K.SL.1b
Moo Moo, Brown Cow (BB) Alphabet Introduction: Numbers 1-5 Write a Counting Book Author’s Chair
Rhyme Recognition
Jazzbo and Googy (LB) Alphabet Introduction: Listening to a Write Story Character Discuss story
Word Segmentation Story Names (Shared) characters
K.RF.2b K.RF.2c K.RL.3
―Mary Had a Little Lamb‖ Alphabet Introduction: First Names Write First Names Discuss favorite
(BBRS) Syllable Segmentation parts of the day
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 2
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 1
Theme 2: I Am Special
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
Mice Squeak, We Speak (BB) Consonant: Mm Sentences Are Write About Animal Share animal
(Introduce) Made of Homes (Interactive) homes chart
Identify/Write Words K.W.2 K.SL.4
K.RF.1c
Hello Toes! Hello Feet! (LB) Consonant: Mm Environmental Write Sentences with Author’s Chair
(Review) K.RF.3a Sounds Action Words
Relating /m/ to m K.L.1b
―If You’re Happy and You Consonant: Ss Following Write New Verses Discuss favorite
Know It‖ (Read-Aloud (Introduce) Directions (Shared) K.W.5 parts of the day
Anthology) Identify/Write
―Everything Grows‖ (BBRS); Consonant: Ss Categorizing Write Labels Discuss that things
Pet Day (PDB) (Review) grow K.L.5a
Relating /s/ to s
Hello Toes! Hello Feet! (LB) Consonants: /m/m, /s/s Setting Write Sentences (Shared) Discuss what feet
can do
Mice Squeak, We Speak (BB) Consonant: Rr Action Words Write Names on a Mural Discuss the mural
(Introduce) K.L.4a (Interactive) ―We Speak‖
Identify/Write
The Body Book (LB) Consonant: Rr Nonfiction Write Sentences (Shared) Discuss the
(Review) Genre outdoor sounds
Relating /r/ to r
―Loop de Loo‖ (Read-Aloud Consonants: /m/m, /r/r Position Write Verses for a Song Discuss the song
Anthology) (Review) Words K.L.1e (Interactive) ―Loop de Loo‖
―Fingers and Feet‖ (BBRS); Consonants: /r/r, /s/s Match Words Write Sentences (Shared) Discuss favorite
My Bus (PDB) (Review) K.W.3 parts of the day
Mice Squeak, We Speak (BB) Consonants: /m/m, /r/r Text Patterns Write a Story (Shared) Read the class
/s/s (Review) K.L.4b story
Elementary Language Arts
Fort Thomas Independent Schools Page 3
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 1
Theme 2: I Am Special (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
The Body Book (LB) Consonant: Tt Main Writing Process: Recite a rhyme
(Introduce) Idea/Details Prewrite (Shared) K.RL.1
Identify/Write K.RI.1 K.RI.2
―Mother, Mother, I Want Consonant: Tt Beginning, Writing Process: Draft Retell a story
Another‖ (Read-Aloud (Review) Middle, (Shared) K.RL.1
Anthology) Relating /t/ to t Ending K.RL.2 K.RI.2
Mice Squeak, We Speak (BB) Consonants: /m/m, Summarize Writing Process: Share drawings
/s/s, /t/t Respond and Revise K.SL.5
(Review) (Shared)
―I Am‖ (BBRS); Consonants: /m/m, /r/r Concept of Writing Process: Share ―I Am‖
The Party (PDB) /t/t (Review) Word Proofread (Shared) drawings K.RF.3c
―Head, Shoulders, Knees, and Consonants: /r/r, /s/s, Naming Writing Process: Publish Recite a rhyme
Toes‖ (Read-Aloud /t/t (Review) Words (Shared)
Anthology) K.L.1b K.W.6
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 4
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 1
Theme 3: Around the Table
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
Peanut Butter and Jelly (BB) Consonant: Pp Reading to Write a Grocery List Share pictures
(Introduce) Follow (Shared)
Identify/Write Directions
―The Gingerbread Man‖ Consonant: Pp Making Write a List of Favorite Retell ―The
(Read-Aloud Anthology) (Review) Judgements Cookies Gingerbread Man‖
Relating /p/ to p
Bunny Cakes (LB) Consonant: Cc Beginning, Write a Recipe Discuss story
(Introduce) Middle, (Interactive) characters
Identify/Write Ending
―The Kitchen Sink Song‖ Consonant: Ss Sound Words Write About Salads Discuss The Salad
(BBRS); (Review) (Shared) K.L.5c
The Salad (PDB) Relate /k/ to c K.RF.4
Bunny Cakes (LB) Consonants: /p/p, /c/c Picture Details Write a Birthday Share story
(Review) Message (Shared) pictures
Peanut Butter and Jelly (LB) Short Vowel: /a/a Action Words Write a Food Poster Discuss a poster
(Introduce) K.L.5b (Interactive)
Identify/Write K.RF.3b
Hold the Anchovies! (BB) Short Vowel: /a/a Asking Write a Menu (Shared) Share pizza
(Review) Questions pictures
Relating /a/ to a
―Yellow Butter‖ (Read-Aloud Blending: /a/ - /m/ Color Words Write Sentences About Discuss favorite
Anthology) Fruits (Shared) colors
―Old Mister Rabbit‖ (BBRS); Short Vowel: /a/a Naming Write a Description Discuss ―Old
I Am (PDB) Words (Shared) Mister Rabbit‖
Peanut Butter and Jelly (BB) Words with /a/ - /m/ Syllables in Write About Kitchens Discuss favorite
K.RF.3d Words (Shared) parts of the day
Elementary Language Arts
Fort Thomas Independent Schools Page 5
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 1
Theme 3: Around the Table (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
Day 1 Consonant: /t/t, Short Understanding Writing Process: Share favorite parts
Hold the Anchovies! (LB) Vowel: /a/a (Review) Content Words Prewrite (Shared) of the day
K.RL.4
Day 2 Blending: /a/ - /t/ Folktale Genre Writing Process: Draft Discuss ―Stone
―Stone Soup‖ (Read-Aloud (Introduce) K.RF.2d (Shared) Soup‖
Anthology) K.RF.2e
Day 3 Words with /a/ - /t/ Text Patterns Writing Process: Discuss Peanut
Peanut Butter and Jelly (BB) Respond and Revise Butter and Jelly
(Shared)
Day 4 Short Vowel: /a/a Rhyming Writing Process: Discuss favorite
―Sam and Pam‖ (BBRS); Words Proofread (Shared) parts of the day
The Mat (PDB)
Day 5 Blending: /a/ - /t/ Sequence Writing Process: Publish Share the published
―Dig a Little Hole‖ (Read- (Review) (Shared) book
Aloud Anthology)
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 6
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 1
Theme 4: Silly Business
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
Warthogs in the Kitchen (BB) Consonant: Nn Real and Write a Chart (Shared) Discuss and write
(Introduce) Make-Believe the letter Nn
Identify/Write
The Crayon Box That Talked Consonant: Nn Beginning, Write Sentences Share a picture
(LB) (Review) Middle, (Shared)
Relating /n/ to n Ending K.L.2a K.L.2b
―Five Little Monkeys‖ (Read- Consonant: Dd Rhythm Write Directions Recite a poem
Aloud Anthology) (Introduce) (Interactive) K.SL.6
Identify/Write
―Aiken Drum‖ (Read-Aloud Consonant: Dd Capital Letters Write Labels for a Talk about We Go
Anthology); (Review) for Names Picture
We Go (PDB) Relate /d/ to d K.L.2a K.L.2c K.L.2d
The Crayon Box That Talked Consonants: Nn, Dd Problem- Write a Description Share story
(LB) (Review) Solution extensions
Warthogs in the Kitchen (BB) Consonant: /p/p, Short Compare Write a List (Shared) Share funny
Vowel: /a/a (Review) Texts K.RI.9 pictures
K.RI.8
I Took My Frog to the Library Blending: /a/ - /p/ Make Write About a Library Names words with
(LB) (Introduce) Predictions Visit (Shared) a and p
―What Did You Put in Your Words with /a/ - /p/ Repeated Write a List of Rules Read a list
Pocket?‖ (Read-Aloud Sounds (Interactive)
Anthology)
―Bingo‖ (BBRS); N/A Letters Make Write a Description Sing ―Bingo‖
I Nap (PDB) Up Words
Warthogs in the Kitchen (BB) More words with /a/ - Number Write a Number Book Identify number
/p/ (Review) Words K.L.1c words
Elementary Language Arts
Fort Thomas Independent Schools Page 7
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 1
Theme 4: Silly Business (Continued)
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
I Took My Frog to the Library Phonogram: -am Real and Writing Process: Retell a story
(LB) (Introduce) Make-Believe Prewrite (Shared)
―The Terrible Tragadabas‖ Phonogram: -at Folktale Genre Writing Process: Draft Discuss favorite
(Read-Aloud Anthology) (Introduce) (Shared) story characters
Warthogs in the Kitchen (BB) Phonogram: -ap Environmental Writing Process: Share illustrations
(Introduce) Print Respond and Revise K.RL.7
(Shared)
―Down by the Bay‖ (BBRS); N/A Rhyming Writing Process: Sing ―Down by the
Tap, Tap, Tap (PDB) Words Proofread (Shared) Bay‖
―Emily’s House‖ (Read-Aloud Build Sentences Drawing Writing Process: Publish Share thoughts
Anthology) Conclusions (Shared) about a story
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 8
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 2
Theme 5: Family Ties
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
Off We Go (BB) Consonant: Gg Rhyming Write Naming Words Share a favorite
(Introduce) Words (Shared) part of Off We Go!
Identify/Write
A Birthday Basket for Tía Consonant: Gg Character Write Sentences Share a favorite
(LB) (Review) Traits (Interactive) part of A Birthday
Relating /g/ to g Basket for Tía
―Let’s Go, Froggy!‖ (Read- Consonant: Ff Problem- Write a List (Shared) Share drawings of
Aloud Anthology) (Introduce) Solution things Froggy
Identify/Write found in ―Let’s Go,
Froggy!‖
―Winter Birds‖ (BBRS); Consonant: Ff Long and Write Captions Discuss the Pre-
The Park (PDB) (Review) Short Words decodable Book
Relate /f/ to f The Park
Emily’s House (Read-Aloud Consonants: /g/g, /f/f Retelling the Write a Birthday Discuss birthday
Anthology) (Review) Story Message (Interactive) parties
Off We Go! (BB) Short Vowel: Ii Compare/ Write About Animals Share sentences
(Introduce) Contrast (Shared) from the class book
Identify/Write K.RL.9
Dear Juno (LB) Short Vowel: Ii Character’s Write a Letter (Shared) Read the letter and
(Review) Feelings point out the
Relating /i/ to i K.RI.3 greeting and
closing
―The Three Bears‖ (Read- Blending: /i/ - /t/ Sequence Write Opposites Retell the story
Aloud Anthology) K.RL.9 (Interactive) ―The Three Bears‖
Elementary Language Arts
Fort Thomas Independent Schools Page 9
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 2
Theme 5: Family Ties (Continued)
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
―The Very Nicest Place‖ Short Vowel: /i/i Questions for Write a Sentence Discuss animal
(BBRS); (Review) Research homes and Pre-
Sit on My Chair (PDB) K.W.7 decodable Book Sit
on My Chair
K.SL.3
Off We Go! (BB) Words with /i/ - /t/ Picture Details Write a Story Read the class
(Interactive) story, ―Little
Mole’s Visit to
Grandma’s‖
Dear Juno (LB) Consonant: /g/g, Short Problem- Writing Process: Discuss favorite
Vowel: /i/i (Review) Solution Prewrite (Shared) parts of Dear Juno
―Jamaica’s Find‖ (Read-Aloud Blending: /i/ - /g/ Character’s Writing Process: Draft Retell the story
Anthology) (Introduce) Actions (Shared) ―Jamaica’s Find‖
Off We Go! (BB) Words with /i/ - /g/ Retelling Writing Process: Act out the story
Respond and Revise Off We Go!
(Shared)
―Grandfather and I‖ (Read- Short Vowel: /i/i Visualizing Writing Process: Describe a place to
Aloud Anthology); (Review) Proofread (Shared) take a walk
My Pig (PDB)
―The Three Little Pigs‖ (Read- Blending: /i/ - /g/ Comparing Writing Process: Publish Author’s Chair
Aloud Anthology) (Review) Texts (Shared) K.RL.5
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 10
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 2
Theme 6: Animal Families
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
Does a Kangaroo Have a Consonant: Ll Use Prior Write a Sentence Share sentences
Mother, Too? (BB) (Introduce) Knowledge K.RI.7 and drawings from
Identify/Write Writing
Are You There, Baby Bear? Consonant: Ll Real and Write Naming Words Share a favorite
(LB) (Review) Make-Believe (Shared) part of Are You
Relating /l/ to l There, Baby Bear?
―The Three Billy-Goats Gruff‖ Consonant: Hh Retell the Write a Sign Retell ―The Three
(Read-Aloud Anthology) (Introduce) Story Billy-Goats Gruff‖
Identify/Write
―Five Speckled Frogs‖ Consonant: Hh Number Write a Class Story Brainstorm things
(BBRS); (Review) Words (Shared) that can be counted
I Have, You Have (PDB) Relate /h/ to h
Are You There, Baby Bear? Consonants: Ll, Hh Make Write a Word Web Share pictures of
(LB) (Review) Inferences (Interactive) favorite animals in
Are You There,
Baby Bear?
Does a Kangaroo Have a Consonant: /p/p, Short Illustrations in Write About Your Share books about
Mother, Too? (BB) Vowel: /i/i (Review) Picture Books Family family members
A Time for Playing (LB) Blending: /i/ - /p/ Main Write a Chart (Shared) Share a favorite
(Introduce) Idea/Details animal in A Time
for Playing
―Chicken Forgets‖ (Read- Words with /i/ - /p/ Making Grocery Lists Retell ―Chicken
Aloud Anthology) Predictions (Interactive) Forgets‖
―Mary Had a Little Lamb‖ Short Vowel: /i/i Rhyming Write a Thank-You Note Discuss the Pre-
(BBRS); (Review) Words (Shared) decodable Book
Soup (PDB) Soup
Elementary Language Arts
Fort Thomas Independent Schools Page 11
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 2
Theme 6: Animal Families (Continued)
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Pre- Focus
Decodable Book (PDB)
Does a Kangaroo Have a Blending: /i/ - /p/ Words in a Write Questions Share and answer
Mother, Too? (BB) (Review) Sentence K.L.1d questions
A Time for Playing (LB) Phonogram: -it Reading to Get Writing Process: Share sentences
(Introduce) Information Prewrite (Shared) and illustrations
―The Town Mouse and the Phonogram: -ig Beginning, Writing Process: Draft Act out the story
Country Mouse‖ (Read-Aloud (Introduce) Middle, (Shared) ―The Town House
Anthology) Ending and the Country
Mouse‖
Does a Kangaroo Have a Phonogram: -ip End Writing Process: Say an action
Mother, Too? (BB) (Introduce) Punctuation Respond and Revise rhyme and name
(Shared) words that rhyme
with skip
―The Kitty Ran Up the Tree‖ Phonograms: -it, -ig, Matching Writing Process: Discuss the Pre-
(BBRS); -ip Words Proofread (Shared) decodable Book
The Dig (PDB) The Dig
―Five Little Pigs‖ (Read- Build Sentences Rhyming Writing Process: Publish Read sentences and
Aloud Anthology) Words (Shared) share drawings
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 12
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 2
Theme 7: Bug Surprises
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
Look Closer (BB) Consonant: Bb Making Write a List (Shared) Share a favorite
(Introduce) Predictions insect in Look
Identify/Write Closer
Butterfly (LB) Consonant: Bb Main Write Naming Words Recall the four
(Review) Idea/Details stages of a
Relating /b/ to b butterfly’s life
―The Ants and the Consonant: Kk Drawing Write a Story Map Retell the story
Grasshopper‖ (Read-Aloud (Introduce) Conclusions (Shared) ―The Ants and the
Anthology) Identify/Write Grasshopper‖
―Fuzzy Wuzzy, Creepy Consonant: Kk Syllables in Write Describing Words Discuss new words
Crawly‖ (BBRS); (Review) Words (Interactive) from ―Fuzzy
Kip the Ant (PDB) Relate /k/ to k Wuzzy, Creepy,
Crawly‖
Butterfly (LB) Consonants: Bb, Kk Understanding Write a Chart (Shared) Discuss surprising
(Review) Content Words parts of Butterfly
Look Closer (BB) Short Vowel: Oo Text Patterns Write Sentences Share sentences
(Introduce)
Identify/Write
Wonderful Worms (LB) Relating /o/ to o Main Write Questions Share and answer
Idea/Details (Interactive) questions about
worms
―Anansi and the Biggest, Blending: /o/ - /t/ Retelling the Write a Message Share favorite parts
Sweetest, Melon‖ (Read- Story (Shared) of ―Anansi and the
Aloud Anthology) Biggest, Sweetest,
Melon‖
Elementary Language Arts
Fort Thomas Independent Schools Page 13
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 2
Theme 7: Bug Surprises (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or Pre-
Decodable Book (PDB)
―When It Comes to Bugs‖ Short Vowel: /o/o Making Write Action Words Discuss The Big
(BBRS); (Review) Inferences (Interactive) Ram
The Big Ram (PDB) K.RI.8
Look Closer (BB) Words with /o/ and /t/ End Write Dialogue Share favorite parts
Punctuation of the lesson
Wonderful Worms (LB) Consonant: /p/p, Short Summarize Writing Process: Share facts about
Vowel: /o/o (Review) Prewrite (Shared) worms
―The Fearsome Beast‖ (Read- Blending: /o/ - /p/ Characters Writing Process: Draft Share a favorite
Aloud Anthology) (Introduce) (Shared) part of ―The
Fearsome Beast‖
Look Closer (BB) Words with /o/ - /p/ Naming Writing Process: Share a favorite
Words Respond and Revise part of the lesson
(Shared)
―Eency Weency Spider‖ Short Vowel: /o/o Matching Writing Process: Share ―Eency
(BBRS); (Review) Words Proofread (Shared) Weency Spider‖
What Can I Hop? (PDB) songbooks and sing
the song
―The Ants Came Marching‖ Blending: /o/ - /p/ Anticipating Writing Process: Publish Discuss ―The Ants
(Read-Aloud Anthology) (Review) Text (Shared) Came Marching‖
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 14
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 2
Theme 8: Animal Adventures
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
Walking Through the Jungle Consonant: Ww Sound Words Write a Chart Share pictures and
(BB) (Introduce) (Interactive) sentences about a
Identify/Write favorite scene from
Walking Through
the Jungle
Elmer (LB) Consonant: Ww Retelling the Write a Message Share a favorite
(Review) Story part of the lesson
Relating /w/ to w
―The Rooster Who Went to Consonant: Xx Compare Oral Write a Word Web Share a favorite
His Uncle’s Wedding‖ (Read- (Introduce) Traditions (Shared) part of the story
Aloud Anthology) Identify/Write
―The Bear Went Over the Consonant: Xx Syllables in Write a Song Verse Share favorite parts
Mountain‖ (BBRS); (Review) Words (Shared) of ―The Bear Went
I Can See It! (DB) Relate /ks/ to x Over the
Mountain‖
Elmer (LB) Consonants: /w/w, /x/x Making Write a Class Book Share a favorite
(Review) Inferences part of the lesson
Walking Through the Jungle Consonant: Xx, Short Picture Details Write a Class Riddle Read and answer
(BB) Vowel: Oo (Review) Book riddles from the
class book
So Say the Little Monkeys Blending: /o/ - /ks/ Rhyming Write a Weather Chart Share a favorite
(LB) (Introduce) Words (Interactive) part of So Say the
Little Monkeys
Elementary Language Arts
Fort Thomas Independent Schools Page 15
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 2
Theme 8: Animal Adventures (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
―Counting Crocodiles‖ (Read- Words with /o/ - /ks/ Problem- Write an Invitation Read and discuss
Aloud Anthology) Solution (Shared) the invitation
―The Little Turtle‖ (BBRS); Short Vowel: /o/o Action Words Write an Accordion Discuss Decodable
What Is in the Box? (DB) (Review) Book Book What Is in
the Box?
Walking Through the Jungle More words with /o/ - Setting Write a class story Share a favorite
(BB) /ks/ (Shared) part of the lesson
So Say the Little Monkeys Phonogram: -ot Sound Words Writing Process: Share a favorite
(LB) (Introduce) Prewrite (Shared) part of the lesson
―The Strongest One of All‖ Phonogram: -op Fact and Writing Process: Draft Share a favorite
(Read-Aloud Anthology) (Introduce) Fantasy (Shared) part of ―The
Strongest One of
All‖
Walking Through the Jungle Phonogram: -ox Text Pattern Writing Process: Share animals and
(BB) (Introduce) Respond and Revise verses from the
(Shared) class poem
―Going on a Bear Hunt‖ Short Vowel: /o/o Position Writing Process: Discuss the
(BBRS); Words Proofread (Shared) Decodable Book
Hop on Top (DB) Hop on Top
―The Hare and the Tortoise‖ Build Sentences Beginning, Writing Process: Publish Act out the parts of
(Read-Aloud Anthology) Middle, (Shared) the animals in the
Ending poem
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 16
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 3
Theme 9: Around the Town
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
The Shape of Things (BB) Consonant: Vv Understand Write a Chart Discuss shapes
(Introduce) Content Words (Interactive)
Identify/Write
Benny’s Pennies (LB) Consonant: Vv Dialogue Write About a Gift Author’s Chair
(Review)
―The Shoemaker and the Consonant: Jj Problem- Write a Story (Shared) Discuss the
Elves‖ (Read-Aloud (Introduce) Solution favorite parts of the
Anthology) Identify/Write story from the
Writing activity
―Mr. Backward‖ (Read-Aloud Consonant: Jj Rhyming Write a List (Interactive) Discuss the funny
Anthology); (Review) Words things Mr.
A Big, Big Van (DB) Backward does
Benny’s Pennies (LB) Consonants: /v/v, /j/j Beginning, Write About Your Draw and write
(Review) Middle, Family about self-selected
Ending topics
The Shape of Things (BB) Short Vowel: Ee Main Idea Write a Description Describe
(Introduce) illustrations from
Identify/Write The Shape of
Things
Good-Bye Hello (LB) Short Vowel: Ee Setting Write a Sentence Share pictures
(Review) (Interactive)
Relating /e/ to e
―My Pet Spider‖ (Read-Aloud Blending: /e/ - /t/ Cause and Write Instructions Retell the story
Anthology) Effect (Shared) using Character
Cutouts
Elementary Language Arts
Fort Thomas Independent Schools Page 17
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 3
Theme 9: Around the Town (Continued)
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Focus
Decodable Book (DB)
―Down by the Bay‖ (BBRS); Short Vowel: /e/e Visualize Write a New Verse Read and sing new
Hop on Top (DB) (Review) (Interactive) song verses
The Shape of Things (BB) Words with /e/ and /t/ Rhyming Write a Description Share favorite
Words pictures of
buildings
Good-Bye Hello (LB) Consonant: /n/n, Short Making Writing Process: Share your favorite
Vowel: /e/e (Review) Judgments Prewrite (Interactive) part of the book
About
Characters
―Caps for Sale‖ (Read-Aloud Blending: /e/ - /n/ Sequence Writing Process: Draft Share questions
Anthology) (Introduce) (Interactive) and illustrations
The Shape of Things (BB) Words with /e/ and /n/ Summarize Writing Process: Share favorite parts
Respond and Revise of the lesson
(Interactive)
―Old Mister Rabbit‖ (BBRS); Short Vowel: /e/e Actions Words Writing Process: Revisit the
Hop In! (DB) (Review) Proofread (Interactive) Decodable Book
―Sing a Song of People‖ Blending: /e/ - /n/ Setting Writing Process: Publish Share pictures
(Read-Aloud Anthology) (Review) (Interactive) about the poem
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 18
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 3
Theme 10: Neighborhood Helpers
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Focus
Decodable Book (DB)
The Big Yellow Bus (BB) Consonant: Yy Text Patterns Write About an Animal Author’s Chair
(Introduce)
Identify/Write
Career Day (LB) Consonant: Yy Main Write About a Job Discuss the job you
(Review) Idea/Details (Shared) would like to have
when you are
grown up
―Mother, Mother, I Want Consonant: Zz Dialogue Write Dialogue Retell the Read-
Another‖ (Read-Aloud (Introduce) Aloud Anthology
Anthology) Identify/Write story with puppets
―The Bus Song‖ (BBRS); Consonant: Zz Naming Write a Thank-You Note Describe a zebra
Is It for Me? (DB) (Review) Words (Interactive) and name words
that begin with /z/
Career Day (LB) Consonants: /y/y, /z/z Summarize Write a List (Interactive) Describe and
(Review) discuss jobs in
Career Day
The Big Yellow Bus (BB) Consonant: /d/d, Short Match Words Bus Rules (Shared) Compare your ride
Vowel: /e/e (Review) to school and the
bus ride in The Big
Yellow Bus
Guess Who? (LB) Blending: /e/ - /d/ Nonfiction: Book of Facts Read the facts from
(Introduce) Text the Writing activity
Organization
―Franklin in the Dark‖ (Read- Words with /e/ and /d/ Characters Write Sentences About a Share sentences
Aloud Anthology) Problem (Shared) about problems
Elementary Language Arts
Fort Thomas Independent Schools Page 19
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 3
Theme 10: Neighborhood Helpers (Continued)
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Focus
Decodable Book (DB)
―Jamaica’s Find‖ (Read-Aloud Short Vowel: /e/e Retelling the Write Descriptions Discuss lost items
Anthology); (Review) Story (Interactive)
We Can Fix (DB)
The Big Yellow Bus (BB) Blending: /e/ - /d/ Sequence Write About a Make- Author’s Chair
(Review) Believe Bus
Guess Who? (LB) Phonogram: -et Understanding Writing Process: Share a favorite
(Introduce) Content Words Prewrite (Interactive) photograph in
Guess Who?
―The Town Mouse and the Phonogram: -en Setting Writing Process: Draft Author’s Chair
Country Mouse‖ (Read-Aloud (Introduce) (Interactive)
Anthology)
The Big Yellow Bus (BB) Phonogram: -ed Retell the Writing Process: Author’s Chair
(Introduce) Story Respond and Revise
(Interactive)
―The Bus Song‖ (BBRS); Phonograms: -et, -ed, Text Patterns Writing Process: Edit Share drawings and
A Hat I Like (DB) -en (Interactive) sentences
―Stone Soup‖ (Read-Aloud Build Sentences Beginning, Writing Process: Publish Share what you
Anthology) Middle, (Interactive) liked best about the
Ending school day
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 20
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 3
Theme 11: Exploring Our Surroundings
Big Book (BB), Big Book of
Rhymes and Songs (BBRS), Literature
Phonics Writing Share Time
Library Book (LB) or Focus
Decodable Book (DB)
Five Little Ducks (BB) Consonant: Qq Dialogue Write a Letter (Shared) Discuss parts of a
(Introduce) letter
Identify/Write
Come Along, Daisy! (LB) Relating /kw/ to q Problem- Write Describing Words Share favorite parts
Solution (Interactive) of Come Along,
Daisy!
―Bear in There‖ (Read-Aloud Consonants: /kw/q, Action Words Write a Sentence Author’s Chair
Anthology) /y/y (Review)
―The Bear Went Over the Consonants: /kw/q, Text Patterns Write Directions Author’s Chair
Mountain‖ (BBRS); /z/z (Review) (Interactive)
Little Cat, Big Cat (DB)
Come Along, Daisy! (LB) Consonant: /kw/q, Retell the Write a Sound Words Author’s Chair
/ks/x (Review) Story Sentence
Five Little Ducks (BB) Short Vowel: Uu Number Write a Story (Shared) Share the little
(Introduce) Words duck story
Identify/Write
What’s What? (LB) Relating /u/ to u Reading to Get Write About the Five Discuss What’s
Information Senses What?
―Henny Penny‖ (Read-Aloud Blending: /u/ - /t/ Sequence Write How-to Directions Share favorite parts
Anthology) (Interactive) of the lesson
―The Little Turtle‖ (BBRS); Short Vowel: /u/u Questions for Write a Question Recite ―The Little
But I Can (DB) (Review) Research Turtle‖ and share
questions
Elementary Language Arts
Fort Thomas Independent Schools Page 21
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 3
Theme 11: Exploring Our Surroundings (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
Five Little Ducks (BB) Words with /u/ and /t/ Picture Details Write a Sentence Share a favorite
picture
What’s What? (LB) Consonant: /n/n, Short Questions and Writing Process: Share ideas about
Vowel: /u/u (Review) Statements Prewrite (Interactive) ducks
―Chicken Forgets‖ (Read- Blending: u - n Characters Writing Process: Draft Retell ―Chicken
Aloud Anthology) (Shared) Forgets‖
Five Little Ducks (BB) Words with /u/ and /n/ Summarize Writing Process: Compare books
Respond and Revise
(Interactive)
―Kitchen Sink- Song‖ N/A Beginning and Writing Process: Edit Discuss the
(BBRS); Final Sounds (Interactive) Decodable Book
Up, Up, Up (DB) Up, Up, Up
―Blame‖ (Read-Aloud Blending: /u/ -/n/ Problem- Writing Process: Publish Discuss ―Blame‖
Anthology) (Review) Solution (Interactive)
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 22
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade K
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative (to be completed by year’s end.) D’Nealian / Modern Manuscript handwriting will be
On Demand (throughout the year and one completed in introduced.
portfolio)
Trophies Book K, Volume 3
Theme 12: Under the Ocean
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
Splash in the Ocean! (BB) Consonant: /g/g, Short Compare and Write a Sentence Share favorite
Vowel: /u/u (Review) Contrast ocean animals in
Splash in the
Ocean!
Fish Faces (LB) Blending: /u/ -/g/ Questions for Write a Question Share questions
Research and answers
K.W.8
―A House by the Sea‖ (Read- Words with /u/ and /g/ Syllables in Write a List (Interactive) Have children tell
Aloud Anthology) Words what they liked
best about ―A
House by the Sea‖
―The Little Fishes‖ (BBRS); Short Vowel: /u/u Repetitive Write New Song Verses Discuss the
Is It a Fish? (DB) (Review) Text (Shared) Decodable Book Is
It a Fish? and sing
new verses for
―The Little Fishes‖
Fish Faces (LB) Words with /u/ and /g/ Categorizing Write a Description Share pictures and
descriptions of fish
in Fish Faces
Splash in the Ocean! (BB) Phonogram: -ut Action Words Write Action Words Demonstrate action
(Introduce) words and share
pictures and
sentences K.L.5d
Swimmy (LB) Phonogram: -un Picture Clues Write a Story Map Retell Swimmy and
(Introduce) (Interactive) share favorite parts
of the story K.L.6
Elementary Language Arts
Fort Thomas Independent Schools Page 23
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book K, Volume 3
Theme 12: Under the Ocean (Continued)
Suggested Selections
Big Book (BB), Big Book of
Literature
Rhymes and Songs (BBRS), Phonics Writing Share Time
Focus
Library Book (LB) or
Decodable Book (DB)
―There’s a Hole in the Middle Phonogram: -ug Sequencing Write a Sentence Share favorite parts
of the Sea‖ (Read-Aloud (Introduce) K.L.1f of the song and
Anthology) sing new song
verses
―The Little Fishes‖ (BBRS); Short Vowel: /u/u Print Concepts Write a List (Interactive) Share favorite parts
It Is Fun (DB) (Review) of the Decodable
Book Is It Fun and
read the list of
ocean animals
Splash in the Ocean! (BB) Build Sentences Text Patterns Write New Verses Share favorite parts
K.L.1e (Shared) of the story and
sing new song
verses
Swimmy (LB) Short Vowels: /a/a, /e/e, Comparing Writing Process: Share story
/i/i, /o/o, /u/u (Review) Genres Prewrite (Interactive) summaries and
discuss book
preferences
―The Seashore Noisy Book‖ Short Vowels: /a/a, /e/e, Visualizing Writing Process: Draft Share favorite parts
(Read-Aloud Anthology); /i/i, /o/o, /u/u (Review) (Shared) of the lesson and
A Bug Can Tug (DB) read the five senses
chart
Splash in the Ocean! (BB); Short Vowels: /a/a, /e/e, Picture Details Writing Process: Author’s Chair
Sid Hid (DB) /i/i, /o/o, /u/u (Review) Respond and Revise
(Interactive)
―If You Ever‖ (Read-Aloud Short Vowels: /a/a, /e/e, Making Writing Process: Edit Retell the
Anthology); /i/i, /o/o, /u/u (Review) Inferences (Interactive) Decodable Book In
In a Sub (DB) a Sub and read the
class poem
―The Seashore Noisy Book‖ Build Sentences Questions for Writing Process: Publish Share pictures and
(Read-Aloud Anthology) Research (Interactive) sentences about
favorite books of
the lesson
Suggested Independent Trade Books
Elementary Language Arts
Fort Thomas Independent Schools Page 24
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-1, Guess Who
Theme 1: I Am Your Friend
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Pat (DB) Short Vowel: /a/a Words with /a/a Sentence Frame Sentences
(Introduce) (Shared) (Introduce)
The Hat Short Vowel: /a/a Words with /a/a Friendship List Sentences Sequence
Realistic Fiction (Review) (Shared) (Review)
The Hat; Short Vowel: /a/a Words with /a/a Form Sentences Sentences
Nan Cat (DB) (Review) (Interactive) (Review)
The Hat Build Words Words with /a/a Descriptive Sentences
Sentences (Shared) (Review)
The Hat Phonograms: -ap, Words with Sentences Sentences
-at (Introduce) -ap, -at (Independent) (Review)
Ham? Hat? (DB) Short Vowel: /a/a Words with /a/a Prewriting Sentences
(Introduce) (Introduce)
Sam and the Bag Short Vowel: /a/a Words with /a/a Drafting Sentences Predict Outcomes
Fiction (Review) (Review) Antonyms
Synonyms
Sam and the Bag; Short Vowel: /a/a Words with /a/a Responding and Sentences
Tap a Hat (DB) (Review) Revising (Review)
Sam and the Bag Build Words Words with /a/a Proofreading Sentences
(Review)
Sam and the Bag Inflection: -s Words with Publishing Sentences
-am, -at (Review)
Sid (DB) Short Vowel: /i/i Words with /i/i Prewriting Word Order
(Introduce) (Introduce)
Elementary Language Arts
Fort Thomas Independent Schools Page 25
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-1, Guess Who
Theme 1: I Am Your Friend (Continued)
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Ants Short Vowel: /i/i Words with /i/i Drafting Word Order Details
Nonfiction (Review) (Review)
Ants; Short Vowel: /i/i Words with /i/i Responding and Word Order
Tim and Pip (DB) (Review) Revising (Review)
Ants Build Words Words with /i/i Proofreading Word Order
(Review)
Ants Phonograms: -ill, Words with Publishing Word Order
-it Contraction: ‘s -ill, -it; ‘s (Review)
Suggested Independent Trade Books
Look What I Can Do I Like Bugs Oh, Cats!
Cat Traps Just Look at You! In the Small, Small Pond
Mama Cat Has Three Kittens What I See In the Park
I Like It When… A Hat for Minerva Louise
Elementary Language Arts
Fort Thomas Independent Schools Page 26
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-1: Guess Who
Theme 2: Just for Fun
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
The Sack (DB) Digraph: /k/ ck Words with /k/ ck Classroom Chart Telling Sentences
(Introduce) (Shared) (Introduce)
Jack and Rick Digraph: /k/ ck Words with /k/ ck Story Response Telling Sentences Sequence
(Fantasy) (Review) (Interactive) (Review)
Jack and Rick; Digraph: /k/ ck Words with /k/ ck Sentence Frames Telling Sentences
Pack the Van (Review) (Writing Across (Review)
(DB) Curriculum)
Jack and Rick Build Words Words with /k/ ck Write Invitations Telling Sentences
(Shared) (Review)
Jack and Rick Phonograms: -ick, Words with Messages Telling Sentences
-in, Contraction: - -ick, -ink; ‘ll (Independent) (Review)
ll
Todd Fox (DB) Short Vowel: /o/o Words with /o/o Prewriting Asking Sentences
(Introduce) (Introduce)
Todd’s Box Short Vowel: /o/o Words with Drafting Asking Sentences Draw Conclusions
(Realistic Fiction) (Review) /o/o (Review) Synonyms
Todd’s Box; Short Vowel: /o/o Words with Responding and Asking Sentences
Dot and Pom- (Review) /o/o Revising (Review)
Pom (DB)
Todd’s Box Word Building Words with Proofreading Asking Sentences
with /i/i and /o/o /i/i and /o/o (Review)
Todd’s Box Inflections: -ed, - Words with Publishing Asking Sentences
ing -ed, -ing (Review)
At the Mall (DB) Vowel Variant: Words with /ô/a Prewriting Naming Parts of a
/ô/a (Introduce) Sentence
(Introduce)
Elementary Language Arts
Fort Thomas Independent Schools Page 27
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-1: Guess Who
Theme 2: Just for Fun (Continued)
Suggested Suggested Suggested Suggested Suggested Suggested
Selection or Selection or Selection or Selection or Selection or Selection or
Decodable Book Decodable Book Decodable Book Decodable Book Decodable Book Decodable Book
(DB) (DB) (DB) (DB) (DB) (DB)
All That Corn Vowel Variant: Words with Drafting Naming Parts of a Sequence
(Nonfiction) /ô/a (Review) /ô/a Sentence
(Review)
All That Corn; Vowel Variant: Words with Responding and Naming Parts of a
Tall, Small, Tall /ô/a (Review) /ô/a Revising Sentence
(DB) (Review)
All That Corn Word Building Words with Proofreading Naming Parts of a
/ô/a Sentence
(Review)
All That Corn Phonograms: -all, Words with Publishing Naming Parts of a
-ill Contraction: -all, -ill; n’t Sentence
n’t (Review)
Suggested Independent Trade Books
Just Like Daddy Sid and Sam Daddy is a Doodlebug
Surprise! My Day in the Garden All About Seeds
My Sister is My Friend What Is in the Box? Off We Go!
The Turnip Brown Bear, Brown Bear,
What Do You See?
Elementary Language Arts
Fort Thomas Independent Schools Page 28
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-2, Catch a Dream
Theme 3: It’s My Turn Now
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Ben and Bell Short Vowel: /e/e Words with /e/e Sentences About Naming Parts for
(DB) (Introduce) Me (Shared) Two (Introduce)
Dan’s Pet Short Vowel: /e/e Words with /e/e Dialogue Naming Parts for Setting
(Realistic Fiction) (Review) (Interactive) Two (Review) Synonyms
Dan’s Pet; Short Vowel: /e/e Words with /e/e Favorite Pets Naming Parts for
Red Hen (DB) (Review) Graph (Writing Two (Review)
Across
Curriculum)
Dan’s Pet Build Words Words with /e/e Sentences Naming Parts for
(Interactive) Two (Review)
Dan’s Pet Initial blends with Words with Captions Naming Parts for
s s blends (Independent) Two (Review)
Seth’s Pet (DB) Digraph: /th/th Words with /th/th Book Report Telling Parts of
(Shared) Sentences
(Introduce)
Boots for Beth Digraph: /th/th Words with /th/th Story Response Telling Parts of Cause/Effect
(Fantasy) (Independent) Sentences (Review) Synonyms
Boots for Beth; Digraph: /th/th Words with /th/th Poem (Shared) Telling Parts of
Math Path (DB) Sentences (Review)
Boots for Beth Build Words Words with /th/th Sentences Telling Parts of
(Writing Across Sentences (Review)
Curriculum)
Boots for Beth Phonograms: -est, Words with Book Report Telling Parts of
-ent -est, -ent (Interactive) Sentences (Review)
Muff’s Bath (DB) Short Vowel: /u/u Words with /u/u Prewriting Telling Parts for
Two (Introduce)
Elementary Language Arts
Fort Thomas Independent Schools Page 29
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-2, Catch a Dream
Theme 3: It’s My Turn Now (Continued)
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Space Pup Short Vowel: /u/u Words with /u/u Drafting Telling Parts for Cause/Effect
(Fantasy) Two (Review)
Space Pup; Buck Short Vowel: /u/u Words with Responding and Telling Parts for
Duck (DB) /u/u Revising Two (Review)
Space Pup Word Building Words with Proofreading Telling Parts for
/u/u Two (Review)
Space Pup Initial Blends with Words with r Publishing Telling Parts for
r Two (Review)
King Bing Plays Diphthong: /ng/ng Words with /ng/ng Sentence Frames Complete
Ball (DB) (Writing Across Sentences
Curriculum) (Introduce)
Where Do Frogs Diphthong: /ng/ng Words with /ng/ng Dialogue Complete Details
Come From? (Interactive) Sentences
(Nonfiction) (Review)
Where Do Frogs Diphthong: /ng/ng Words with /ng/ng Song (Shared) Complete
Come From?; Sentences
Ling and Lang (Review)
(DB)
Where Do Frogs Build Words Words with /ng/ng Riddles (Writing Complete
Come From? Across Sentences
Curriculum) (Review)
Where Do Frogs Phonograms: - Words with A Class Book Complete
Come From? ang, -ing -ang, -ing (Independent) Sentences
(Introduce) (Review)
Contractions: ‘s,
n’t, ‘ll (Review)
Morning Song R-controlled Words with /ôr/or, Activities List Nouns
(DB); Mort’s Trip Vowels: /ôr/or, ore (Shared) (Introduce)
to the Store (DB) ore (Introduce)
Try Your Best R-controlled Words with /ôr/or, Story Response Nouns Character
(Realistic Fiction) Vowels: /ôr/or, ore (Independent) (Review)
ore (Review)
Try Your Best; R-controlled Words with /ôr/or, Sentence Frames Nouns
The Fort (DB); Vowels: /ôr/or, ore (Writing Across (Review)
More Corn (DB) ore (Review) Curriculum)
Try Your Best Build Words Words with /ôr/or, Writing Sentences Nouns
ore (Interactive) (Review)
Try Your Best Compound Words Words with /ôr/or, Posters Nouns
(Introduce) ore (Independent) (Review)
At the Shore (DB) Digraph: /sh/sh Words with /sh/sh Prewriting Nouns: People or
(Introduce) Places (Introduce)
Elementary Language Arts
Fort Thomas Independent Schools Page 30
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-2, Catch a Dream
Theme 3: It’s My Turn Now (Continued)
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Fun with Fish Digraph: /sh/sh Words with /sh/sh Drafting Nouns: People or Details
(Nonfiction) (Review) Places (Review) Synonyms
Fun with Fish; Digraph: /sh/sh Words with /sh/sh Responding and Nouns: People or
Trash (DB) (Review) Revising Places (Review)
Fun with Fish Build Words Words with /sh/sh Proofreading Nouns: People or
Places (Review)
Fun with Fish Initial Blends with Words with blends Publishing Nouns: People or
s and r s and r Places (Review)
Suggested Independent Trade Books
Duck in the Truck Fish Wish Little Miss Muffet
The Perfect Pet How Many Fish? Big Egg
Ask Nicely Ten Little Caterpillars Downtown Lost and Found
Five Silly Fisherman Good Morning, Chick City Cats, Country Cats
Rosie’s Walk Tadpoles Can I Help?
What Time Is It? Drawing Lessons from a Bear The Real Winner
Pussy Cat After Goldilocks The Worst Helper Ever
The Baby Hop Jump The Frog and the Fly
Elementary Language Arts
Fort Thomas Independent Schools Page 31
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-3, Here and There
Theme 4: I Think I Can!
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Chad and His Digraphs: /ch/ch, Words with Word Chart Nouns: Animals or
Chums (DB); tch (Introduce) /ch/ch, tch (Shared) Things (Introduce)
Mitch and Fitch
(DB)
I Am a Butterfly Digraph: /ch/ch, Words with Report Nouns: Animals or Predict Outcomes
(Nonfiction) tch (Review) /ch/ch, tch (Interactive) Things (Review)
I Am a Butterfly; Digraph: /ch/ch, Words with Facts (Writing Nouns: Animals or
Chuck and Chet tch (Review) /ch/ch, tch Across Things (Review)
(DB); Mitch, Curriculum)
Chip, and Catnip
(DB)
I Am a Butterfly Build Words Words with Notes (Shared) Nouns: Animals or
/ch/ch, tch Things (Review)
I Am a Butterfly Initial Blends with Words with Riddles Nouns: Animals or
l (Introduce) l blends (Independent) Things (Review)
At the Park (DB) R-controlled Words with /är/ar Newspaper Ad One and More
Vowel: /är/ar (Shared) Than One
(Introduce) (Introduce)
Did You See R-controlled Words with /är/ar Chip’s Story One and More Setting
Chip? Vowel: /är/ar (Independent) Than One (Review)
(Play) (Review)
Did You See R-controlled Words with /är/ar Character Poem One and More
Chip?; Vowel: /är/ar (Interactive) Than One (Review)
Back on the Farm (Review)
(DB)
Did You See Build Words Words with /är/ar Animal Care One and More
Chip? Sentences Than One (Review)
(Writing Across
Curriculum)
Elementary Language Arts
Fort Thomas Independent Schools Page 32
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-3, Here and There
Theme 4: I Think I Can! (Continued)
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Did You See Inflections: -s, - Words with Pet Sentences One and More
Chip? ed, -s, -ed, -ing (Independent) Than One (Review)
-ing
Zip! Zap! Quick! Digraphs: /kw/qu, Words with Prewriting Special Names and
(DB); The Whip /hw/wh /kw/qu, /hw/wh Titles for People
(DB) (Introduce)
Tomás Rivera; Digraphs: /kw/qu, Words with Drafting Special Names and Character
(Biography) /hw/wh /kw/qu, /hw/wh Titles for People
Quick! Barked the (Review)
King (DB); Cluck!
Quack! Wham!
Whack! (DB)
Tomás Rivera Digraphs: /kw/qu, Words with Responding and Special Names and
/hw/wh /kw/qu, /hw/wh Revising Titles for People
(Review)
Tomás Rivera Build Words Words with Proofreading Special Names and
/kw/qu, /hw/wh Titles for People
(Review)
Tomás Rivera Initial Blends with Words with I Publishing Special Names and
I Inflection: -es blends; -es Titles for People
(Review)
Dr. Kern (DB); R-controlled Words with /ûr/er, Favorite Colors Special Names of
The Third Bird Vowels: /ûr/er, ir, ir, ur Chart (Shared) Places (Introduce)
(DB); Burt and ur (Introduce)
Curtis (DB)
On the Way to the R-controlled Words with /ûr/er, Story Response Special Names of Context Clues
Pond Vowels: /ûr/er, ir, ir, ur (Independent) Places (Review) Setting
(Fantasy) ur (Review)
On the Way to the R-controlled Words with /ûr/er, Sentence Frames Special Names of
Pond; Mom’s Vowels: /ûr/er, ir, ir, ur (Interactive) Places (Review)
Helper (DB); Dig ur (Review)
and Stir (DB);
Burk’s Sunburn
(DB)
On the Way to the Build Words Words with /ûr/er, Animals (Writing Special Names of
Pond ir, ur Across Places (Review)
Curriculum)
On the Way to the Contractions: ‘ve, Words with ‘ve, Invitations Special Names of
Pond ‘re (Introduce) ‘re (Shared) Places (Review)
Inflections: ‘s, -
ed,
-ing (Review)
A Picnic for Syllable: /əl/le Words with /əl/le Human Body Names of Days
Winkle (DB) (Introduce) Diagram (Shared) (Introduce)
Elementary Language Arts
Fort Thomas Independent Schools Page 33
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-3, Here and There
Theme 4: I Think I Can! (Continued)
Suggested
Selection or Decoding / Focus Skill /
Spelling Writing Grammar
Decodable Book Phonics Skills Focus Strategy
(DB)
Friends Forever Syllable: /əl/le Words with /əl/le Story Response Names of Days Fact/Fiction
(Nonfiction) (Introduce) (Independent) (Review)
Friends Forever; Syllable: /əl/le Words with /əl/le Riddles (Writing Names of Days
Tell Me a Riddle (Introduce) Across (Review)
(DB) Curriculum)
Friends Forever Build Words Words with /əl/le Write Sentences Names of Days
(Interactive) (Review)
Friends Forever Initial Blends with Words with l; Cartoon Dialogue Names of Days
l -er, -est (Independent) (Review)
Inflections: -er, -
est
A Little Fellow Long Vowel: Words with /ō/ow, Prewriting Names of Months
(DB); Coal for /ō/ow, oa oa (Introduce)
Gramps (DB)
The Fox and the Long Vowel: Words with /ō/ow, Drafting Names of Months Character
Stork /ō/ow, oa oa (Review)
(Fable)
The Fox and the Long Vowel: Words with /ō/ow, Responding and Names of Months
Stork; Snowball /ō/ow, oa oa Revising (Review)
and Shadow
(DB); Camping at
Oak Pond (DB)
The Fox and the Word Building Words with /ō/ow, Proofreading Names of Months
Stork oa (Review)
The Fox and the Blends with s and Words with s and Publishing Names of Months
Stork r r blends; (Review)
Inflections: -s, - -s, -ed, and
ed, and -ing -ing
Suggested Language Arts and Word
Grade One: Independent Trade Books Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
Spider’s Lunch: All About Garden Content
Who provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s CoreSpiders
matrix is the Beast? Family Photos
Who Hops?
for assessment. My Friends A Friend
Nine Ducks Nine Sidewalk Trip Sing a Song of People
Dilly-Dally and the Nine Secrets Pablo’s Tree Have You Seen Bugs?
Rice Cakes The Tortilla Factory Friends!
Will You Be My Friend? Friendship Salad Old MacDonald’s Fun Time Farm
A Tree for Me Where Are You? What Do You See?
Silly Sally No Dinner: The Story of the Old Woman and the Pumpkin
And to Think We Thought We’d Never Be Friends
Elementary Language Arts
Fort Thomas Independent Schools Page 34
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-4, Time Together
Theme 5: Hello, Neighbor
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
To Be a Frog Long Vowels: Words with /ē/e, Animal-Flap Book Names of Holidays
(DB); Reed’s /ē/e, ee, ea ee, ea (Independent) (Introduce)
Beetles (DB); (Introduce)
Sweet Treats (DB)
A Bed Full of Cats Long Vowels: Words with /ē/e, Story Response Names of Holidays Alphabetize
(Realistic Fiction) /ē/e, ee, ea ee, ea (Independent) (Review)
(Review)
A Bed Full of Long Vowels: Words with /ē/e, News Headlines Names of Holidays
Cats; Edith and /ē/e, ee, ea ee, ea (Writing Across (Review)
Felix (DB); Lee (Review) Curriculum)
Needs Sleep (DB);
The East Beach
Team (DB)
A Bed Full of Cats Word Building Words with /ē/e, Extend the Story Names of Holidays
ee, ea (Shared) (Review)
A Bed Full of Cats Contractions: ‘s, Words with Cat Story Names of Holidays
‘n’t, ‘ll ‘s, ‘n’t, ‘ll (Independent) (Review)
Wake Up Blake Long Vowel: /ā/a- Words with /ā/a-e Theme Word Using I and Me
(DB) e (Review) Chart (Shared) (Introduce)
Me On the Map Long Vowel: /ā/a- Words with /ā/a-e Story Response Using I and Me Classify /
(Nonfiction) e (Review) (Independent) (Review) Categorize
Me On the Map; Long Vowel: /ā/a- Words with /ā/a-e Sentence Frames Using I and Me
Jane’s Game e (Review) (Writing Across (Review)
(DB) Curriculum)
Elementary Language Arts
Fort Thomas Independent Schools Page 35
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-4, Time Together
Theme 5: Hello, Neighbor (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Me On the Map Build Words Words with /ā/a-e Write Sentences Using I and Me
(Interactive) (Review)
Silly Kitty (PPR) Phonograms: - Words with Advertisements Using I and Me
ake, -ake, -ate; -ed, - (Independent) (Review)
-ate ing
Inflections: -ed, -
ing
Benny Bunny Long Vowel: /ē/y Words with /ē/y Prewriting Using He, She, It,
(DB) (Introduce) They (Introduce)
At Home Around Long Vowel: /ē/y Words with /ē/y Drafting Using He, She, It, Classify /
the World (Review) They (Review) Categorize
(Nonfiction)
At Home Around Long Vowel: /ē/y Words with /ē/y Responding and Using He, She, It,
the World; Ricky (Review) Revising They (Review)
and Lucky (DB)
At Home Around Word Building Words with /ē/y Proofreading Using He, She, It,
the World They (Review)
At Home Around Inflections: -es, - Words with Publishing Using He, She, It,
the World ed, -es, -ed, -ing (y to They (Review)
-ing (y to I) I)
Mike’s Job Long Vowel: /ī/i-e Words with /ī/i-e Feelings List Describing Words:
(Introduce) (Shared) Feelings
(Introduce)
Tell Me a Story Long Vowel: /ī/i-e Words with /ī/i-e Story Response Describing Alphabetize
(Fiction) (Review) (Interactive) Words: Feelings
(Review)
Tell Me a Story; Long Vowel: /ī/i-e Words with /ī/i-e Dialogue (Writing Describing
A Fine Day for (Review) Across Words: Feelings
Kites (DB) Curriculum) (Review)
Tell Me a Story Build Words Words with /ī/i-e Photo Captions Describing
(Independent) Words: Feelings
(Review)
Tell Me a Story Phonograms: -ine, Words with Sentence Frame Describing
-ite (Introduce) -ine, -ite (Independent) Words: Feelings
Contractions: ‘s, (Review)
n’t, ‘ll (Review)
Cindy’s Circus Consonant: /s/c Words with /s/c Sentences About Describing
(DB) (Introduce) Stores (Writing Words: Color,
Across Size, Shape
Curriculum) (Introduce)
My Robot Consonant: /s/c Words with /s/c Thank-You Note Describing Fantasy / Reality
(Science Fiction) (Review) (Shared) Words: Color,
Size, Shape
(Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 36
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-4, Time Together
Theme 5: Hello, Neighbor (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
My Robot; Bats Consonant: /s/c Words with /s/c Sentences with Describing
Are Nice (DB) (Review) Describing Words Words: Color,
(Independent) Size, Shape
(Review)
My Robot Build Words Words with /s/c Speech Balloons Describing
(Interactive) Words: Color,
Size, Shape
(Review)
My Robot Phonograms: -ice, Words with Riddles Describing
-ide -ice, -ide (Independent) Words: Color,
Size, Shape
(Review)
Howdy Clown Vowel Variant: Words with Prewriting Describing
(DB); What Joan /ou/ow, ou /ou/ow, ou Words: Taste,
Found (DB) (Introduce) Smell, Sound,
Feel (Introduce)
On the Job with Dr. Vowel Variant: Words with Drafting Describing Classify /
Martha /ou/ow, ou /ou/ow, ou Words: Taste, Categorize
(Nonfiction) (Review) Smell, Sound, Context Clues
Feel (Review)
On the Job with Dr. Vowel Variant: Words with Responding and Describing
Martha; Bow-Wow /ou/ow, ou /ou/ow, ou Revising Words: Taste,
Hound (DB); The (Review) Smell, Sound,
Grouchy Mice Feel (Review)
(DB)
On the Job with Dr. Build Words Words with Proofreading Describing
Martha /ou/ow, ou Words: Taste,
Smell, Sound,
Feel (Review)
On the Job with Dr. Phonograms: - Words with Publishing Describing
Martha own, -own, -ound Words: Taste,
-ound Smell, Sound,
Feel (Review)
Let’s Fly (DB); Long Vowel: /ī/y, Words with /ī/y, ie Animal Book Describing Words:
Fried Fish and ie (Introduce) (Writing Across How Many
Apple Pie (DB) Curriculum) (Introduce)
Little Bear’s Long Vowel: /ī/y, Words with /ī/y, ie Story Response Describing Alphabetize
Friend ie (Review) (Interactive) Words: How
(Fantasy) Many (Review)
Little Bear’s Long Vowel: /ī/y, Words with /ī/y, ie Want Ad (Shared) Describing
Friend; Freddy ie (Review) Words: How
and the Fly (DB); Many (Review)
A Fly on My Pie
(DB)
Little Bear’s Build Words Words with /ī/y, ie Sentences Describing
Friend (Independent) Words: How
Many (Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 37
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-4, Time Together
Theme 5: Hello, Neighbor (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Little Bear’s Inflections: -s, - Words with -s, - Rhyme (Shared) Describing
Friend ed, ed, -ing Words: How
-ing Many (Review)
Rabbit and Mole Long Vowel: /ō/o- Words with /ō/o-e Sentence Frames Describing
(DB) e (Introduce) (Independent) Words: Weather
(Introduce)
Busy Buzzy Bee Long Vowel: /ō/o- Words with /ō/o-e Story Response Describing Cause / Effect
(Nonfiction) e (Review) (Independent) Words: Weather
(Review)
Busy Buzzy Bee; Long Vowel: /ō/o- Words with /ō/o-e Sentences About Describing
A Vole Finds a e (Review) Work (Writing Words: Weather
Home (DB) Across (Review)
Curriculum)
Busy Buzzy Bee Word Building Words with /ō/o-e Write Sentences Describing
(Interactive) Words: Weather
(Review)
Busy Buzzy Bee Initial Blends with Words with l Bulletin Board Describing
l blends Display Words: Weather
(Independent) (Review)
Suggested Independent Trade Books
Every Autumn Comes the Bear We’re Going on a Lion Hunt I Have a Question, Grandma
Buzz! Bear’s Busy Family Grandfater and I
Dog’s Day Where Do I Live? Kit and Kat
A Place for Nicholas Seasons It’s A Good Thing There Are Insects
Harriett You’ll Drive Me Wild! All the Colors of the Earth There is a Town
Earthmates Rolie, Polie, Olie Animal Home
Special Things Goldilocks and the Three Bears I Was Just About To Go To Bed
Blueberries for Sal A Kiss for Little Bear Houses and Homes
Pets in Trumpets Skimper-Scamper Mice Somewhere in the World Right Now
Bumblebee, Bumblebee, Do You Know Me? All Kinds of Children Me and My Place in Space
Cat Games
Elementary Language Arts
Fort Thomas Independent Schools Page 38
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade One: Language Arts and Word Work
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project (to be completed by year’s end.) Handwriting
How to D’Nealian / Modern Manuscript handwriting will be
Friendly Letter reviewed in the first grade.
On Demand
Trophies Book 1-5, Gather Around
Theme 6: Going Places
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Seeing the Sights Long Vowel: Words with /ī/igh Theme Word Describing Words:
(DB) /ī/igh (Introduce) Chart (Shared) -er and -est
(Introduce)
The Story of the Long Vowel: Words with /ī/igh Story Response Describing Words: Plot
Blue Bird /ī/igh (Review) (Independent) -er and -est Synonyms
(Fiction) (Review)
The Story of the Long Vowel: Words with /ī/igh How Birds Fly Describing Words:
Blue Bird /ī/igh (Review) (Writing Across -er and -est
Curriculum) (Review)
The Story of the Build Words Words with /ī/igh A Story About a Describing Words:
Blue Bird Problem (Shared) -er and -est
(Review)
The Story of the Contractions: ‘s, Words with Postcards Describing Words:
Blue Bird n’t, ‘ll; (Review) -ed, -ing (Interactive) -er and -est
Inflections: -ed, - (Review)
ing (Introduce)
Daisy (DB); Long Vowel: Words with /ā/ai, ―I Learned‖ List Verbs (Introduce)
A Gray Day (DB) /ā/ai, ay ay (Shared)
(Introduce)
Frog and Toad All Long Vowel: Words with /ā/ai, Story Response Verbs (Review) Cause / Effect
Year /ā/ai, ay (Review) ay (Interactive)
(Fiction)
Frog and Toad All Long Vowel: Words with /ā/ai, Dialogue Verbs (Review)
Year; One Rainy /ā/ai, ay (Review) ay (Independent)
Day (DB); Rain, I
Say (DB)
Frog and Toad All Build Words Words with /ā/ai, Report (Writing Verbs (Review)
Year ay Across
Curriculum)
Elementary Language Arts
Fort Thomas Independent Schools Page 39
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-5, Gather Around
Theme 6: Going Places (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Frog and Toad All Phonograms: -ail, Words with Lists Verbs (Review)
Year -ain -ail, -ain (Independent)
Hi, Green Beans! Long Vowel: /ī/i Words with /ī/i Prewriting Verbs That Tell
(DB) (Introduce) About Now
(Introduce)
Fishing Bears Long Vowel: /ī/I Words with /ī/i Drafting Verbs That Tell Main Idea
(Nonfiction) (Review) About Now
(Review)
Fishing Bears; Long Vowel: /ī/I Words with /ī/i Responding and Verbs That Tell
Wild, Wild, Things (Review) Revising About Now
(DB) (Review)
Fishing Bears Build Words Words with /ī/i Proofreading Verbs That Tell
About Now
(Review)
Fishing Bears Inflections: -ed, - Words with Publishing Verbs That Tell
ing (Introduce) -ed, -ing About Now
(Review)
Let’s Go! (DB) Long Vowel: /ō/o Words with /ō/o Animal Features Using Am, Is and
(Introduce) Chart (Writing Are (Introduce)
Across
Curriculum)
How to Be a Nature Long Vowel: /ō/o Words with /ō/o Picture Caption Using Am, Is and Main Idea
Detective (Review) (Shared) Are (Review)
(Nonfiction)
How to Be a Nature Long Vowel: /ō/o Words with /ō/o Newspaper Using Am, Is and
Detective; (Review) Article Are (Review)
Flo Hippo (DB) (Interactive)
How to Be a Nature Build Words Words with /ō/o Riddle Using Am, Is and
Detective (Independent) Are (Review)
How to Be a Nature Contractions: ‘ve, Words with ‘ve, Description of Using Am, Is and
Detective ‘d, ‘re ‘d, ‘re Setting Are (Review)
(Independent)
Roger’s Gerbil Consonant: /j/g, Words with /j/g, Bingo Cards Verbs That Tell
(DB); The Fudge dge (Introduce) dge (Shared) About the Past
Judge (DB) (Introduce)
The Puddle Consonant: /j/g, Words with /j/g, Class Book Verbs That Tell Plot
(Fiction) dge (Review) dge (Writing Across About the Past
Curriculum) (Review)
The Puddle; Consonant: /j/g, Words with /j/g, Directions Verbs That Tell
Ginger (DB); The dge (Review) dge (Interactive) About the Past
Badgers Have a (Review)
Picnic (DB)
The Puddle Build Words Words with /j/g, Narrative Verbs That Tell
dge Sentences About the Past
(Independent) (Review)
The Puddle Inflections: -ed, - Words with Letters Verbs That Tell
ing -ed, -ing; ‘ve, ‘d, (Independent) About the Past
Contractions: ‘ve, ‘re (Review)
‘d, ‘re
Elementary Language Arts
Fort Thomas Independent Schools Page 40
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-5, Gather Around
Theme 6: Going Places (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Queen June and the Long Vowel: Words with Prewriting Using Was and
Rude Duke (DB) /(y)ōō/ u-e /(y)ōō/u-e Were (Introduce)
(Introduce)
Poppleton Long Vowel: Words with Drafting Using Was and Predict Outcomes
Everyday /(y)ōō/ u-e /(y)ōō/u-e Were (Review)
(Fiction) (Review)
Poppleton Long Vowel: Words with Responding and Using Was and
Everyday; /(y)ōō/ u-e /(y)ōō/u-e Revising Were (Review)
Jules and Luke (Review)
(DB)
Poppleton Word Building Words with Proofreading Using Was and
Everyday /(y)ōō/u-e Were (Review)
Poppleton Contractions: ‘ve, Words with ve, ‘d, Publishing Using Was and
Everyday ‘d, ‘re ‘re; -ed, Were (Review)
Inflections: -ed, - -ing
ing
All Kinds of Short Vowel: Words with /e/ea Animal Chart Using Go and
Weather (DB) /e/ea (Introduce) (Shared) Went (Introduce)
Sleep Is for Short Vowel: Words with /e/ea Story Response Using Go and Synonyms
Everyone /e/ea (Review) (Independent) Went (Review) Main Idea
(Nonfiction)
Sleep Is for Short Vowel: Words with /e/ea Sentences Using Go and
Everyone; /e/ea (Review) (Writing Across Went (Review)
Ned’s Feathers Curriculum)
(DB)
Sleep Is for Build Words Words with /e/ea Captions Using Go and
Everyone (Independent) Went (Review)
Sleep Is for Inflections: -er, - Words with /e/ea Facts (Interactive) Using Go and
Everyone est, Went (Review)
-ed, -ing
(Review)
The Loose Tooth Vowel Variant: Words with Talking Mural Contractions with
(DB) /ōō/oo (Introduce) /ōō/oo (Independent) not (Introduce)
Baboon Vowel Variant: Words with Story Response Contractions with Synonyms
(Informational /ōō/oo (Review) /ōō/oo (Independent) not (Review) Plot
Fiction)
Baboon; Vowel Variant: Words with Sentence Frames Contractions with
The Goose and /ōō/oo (Review) /ōō/oo (Writing Across not (Review)
the Loon (DB) Curriculum)
Baboon Build Words Words with Description Contractions with
/ōō/oo (Interactive) not (Review)
Baboon Phonograms: - Words with Posters Contractions with
oom, -oom, -oot (Independent) not (Review)
-oot
Elementary Language Arts
Fort Thomas Independent Schools Page 41
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 1-5, Gather Around
Theme 6: Going Places (Continued)
Suggested Independent Trade Books
Up the Mountain The Sun is My Favorite Star Friend for Growl Bear
Hide and Snake Gift from the Sea The Little House
The Three Billy Goats Gruff If You Find a Rock Boring Old Bed
Grizzly and the Bumblebee Are You My Mother? Dream Around the World
The Rainy Day The Monarch Butterfly Frogs
Mabel Dancing Lionel at Large The Story of Ferdinand
Frog and Toad Together Small Pig Pig Pig Grows Up
Goodnight Goodnight Henry Water’s Journey
Henry and Mudge and the Best Day Animals in Camouflage How the Sky Got Its Stars
Three Pandas Copy Me, Copycub
What! Cried Granny: An Almost Meet the Boxcar Children: The
Bedtime Story Adventures of Benny and Watch
Elementary Language Arts
Fort Thomas Independent Schools Page 42
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-1, Just for You
Theme 1: Being Me
Suggested
Selection or Books Decoding / Focus Skill /
Spelling Writing Grammar
for All Learners Phonics Skills Focus Strategy
(BFAL)
Sid the Phonograms: -id, - Words with Developing Ideas Sentences
Salamander (DB); ide (Introduce) -id, -ide and Topics (Introduce)
Ben and Sid (DB); 2.RF.3a (Writer’s Craft) 2.L.2a
A Pig with Pride
(DB); Molly
Rafferty Rides
(DB)
The Mixed-Up Phonograms: -id, - Words with Developing Ideas Sentences Reading across
Chameleon ide (Review) -id, -ide and Topics (Introduce) Tests
(Fantasy) (Writer’s Craft) Main Idea
2.RL.1 (Narrative)
Book Parts
The Mixed-Up Phonograms: -id, - Words with Developing Ideas Sentences
Chameleon; ide (Review) -id, -ide and Topics (Introduce)
Fun Animal Facts: (Writer’s Craft)
Chameleons
The Mixed-Up Syllables Words with Developing Ideas Sentences
Chameleon syllables to identify and Topics (Introduce)
2.RF.3c (Writer’s Craft)
The Mixed-Up Review Syllables Words with Developing Ideas Sentences
Chameleon syllables to review and Topics (Introduce)
(Writer’s Craft)
Trouble with Fame Phonograms: -ame, Words with Adding Details Statements and
(DB); Chester’s My -ake (Introduce) -ame, -ake (Writer’s Craft) Questions
Name (DB); Camp 2.RF.3b 2.SL.6 (Introduce)
Thunder Lake
(DB); Make Marvin
Move! (DB)
Elementary Language Arts
Fort Thomas Independent Schools Page 43
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 1: Being Me (Continued)
Suggested
Selection or Books Decoding / Focus Skill /
Spelling Writing Grammar
for All Learners Phonics Skills Focus Strategy
(BFAL)
Get Up and Go! Phonograms: -ame, Words with Adding Details Statements and Author’s Purpose
(Informational -ake (Review) -ame, -ake (Writer’s Craft) Questions (Review) Locate
Book) 2.RF.3c Information
Get Up and Go! Phonograms: -ame, Words with Adding Details Statements and
-ake (Review) -ame, -ake (Writer’s Craft) Questions (Review)
Get Up and Go! Phonograms: -ame, Words with Adding Details Statements and
-ake (Review) -ame, -ake (Writer’s Craft) Questions (Review)
Get Up and Go! Phonograms: -id, - Words with Adding Details Statements and
ide (Review) -id, -ide (Writer’s Craft) Questions (Review)
2.RF.3a
Chipmunks Do Inflections: -ed Words with -ed Paragraph (Writing Commands and
What Chipmunks (Introduce) Process) Exclamations
Do (BFAL); How (Introduce)
the Leaves Got
Their Colors
(BFAL); Annie’s
Pictures (BFAL);
Fall Colors
(BFAL)
Henry and Mudge Inflections: -ed Words with –ed Paragraph (Writing Commands and Narrative
Under the Yellow (Review) p.17 Process) Exclamations Elements
Moon (Review) (Setting)
(Realistic Fiction) Locate
Information
Henry and Mudge Inflections: -ed Words with -ed Paragraph (Writing Commands and
Under the Yellow (Review) Process) Exclamations
Moon (Review)
Henry and Mudge Inflections: -ed Words with -ed Paragraph (Writing Commands and
Under the Yellow (Review) Process) Exclamations
Moon (Review)
Henry and Mudge Phonograms: -ame, Words with Paragraph (Writing Commands and
Under the Yellow -ake (Review) -ame, -ake Process) Exclamations
Moon (Review)
Alone Time, Inflections: -ed (y Words with -ed (y Friendly Letter Naming Parts of
Together Time to i) (Introduce) to i) (Writing Process) Sentences
(BFAL); The Dog (Introduce)
and His Shadow
(BFAL); Frog or
Toad? (BFAL);
Han and Juan Are
Friends (BFAL)
Days with Frog Inflections: -ed (y Words with -ed (y Friendly Letter Naming Parts of Reading Across
and Toad to i) (Review) to i) (Writing Process) Sentences (Review) Texts
(Fiction) Compare/Contrast
Sometimes Inflections: -ed (y Words with –ed (y Friendly Letter Naming Parts of
to i) (Review) to i) (Writing Process) Sentences (Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 44
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 1: Being Me (Continued)
Suggested
Selection or Books Decoding / Focus Skill /
Spelling Writing Grammar
for All Learners Phonics Skills Focus Strategy
(BFAL)
Days with Frog Endings Words with -ed (y Friendly Letter Naming Parts of
and Toad to i) (Writing Process) Sentences (Review)
2.L.2b
Days with Frog Inflections: -ed Words with -ed Friendly Letter Naming Parts of
and Toad (Review) (Writing Process) Sentences (Review)
Listen to That Phonograms: -at, - Words with Journal Entry Telling Parts of a
(DB); Natalie’s ate (Introduce) -at, -ate (Daily Writing Sentence
Case (DB); Ice Activities) (Introduce)
Hockey Fate
(DB); Kate’s
Dream (DB)
Wilson Sat Alone Phonograms: -at, - Words with Interview (Daily Telling Parts of a Narrative
(Realistic Fiction) ate (Review) -at, -ate Writing Activities) Sentence (Review) Elements
2.RF.3c
Wilson Sat Alone Phonograms: -at, - Words with Thank-You Note Telling Parts of a
ate (Review) -at, -ate (Daily Writing Sentence (Review)
Activities) 2.L.2b
Wilson Sat Alone Compound Words Compound words Lists (Daily Telling Parts of a
2.L.4d with Writing Activities) Sentence (Review)
syllables to identify
Wilson Sat Alone Inflections: -ed (y Words with -ed (y Picture Book (Daily Telling Parts of a
to i) (Maintain) to i) Writing Activities) Sentence (Review)
Suggested Independent Trade Books
I Love Saturdays y Domingos This is the Way We Go to School The Adventures of Taxi Dog
A House for Hermit Crab My Friends Chameleons Are Cool
Louie How Humans Make Friends Three Cheers for Tacky
Training a Guide Dog Way Out West Lives a Coyote Named Frank Shy Charles
There’s an Alligator Under My Bed One Morning in Maine A Home for Mindy
Henry and Mudge and the Best Day of All The Shape of Me and Other Stuff The Adventures of Snail at School
Elementary Language Arts
Fort Thomas Independent Schools Page 45
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-1, Just for You
Theme 2: Helping Hands
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Frog with Tacky Phonograms: -ack, - Words with Writing Dialogue Nouns (Introduce)
Toes (DB); Zack, ock (Introduce) -ack, -ock (Writer’s Craft) 2.L.1a
Mack, and Gilbert p. 18
(DB); Mary’s
Flock (DB);
Fancy Socks (DB)
The Enormous Phonograms: -ack, - Words with Writing Dialogue Nouns (Review) Sequence
Turnip ock (Review) -ack, -ock (Writer’s Craft) Alphabetical
(Folktale) p. 18 Order
The Enormous Phonograms: -ack, - Words with Writing Dialogue Nouns (Review)
Turnip ock (Review) -ack, -ock (Writer’s Craft)
The Enormous Syllable Pattern Words with syllable Writing Dialogue Nouns (Review)
Turnip VCCV with Same pattern VCCV with (Writer’s Craft)
Letter same letter
The Enormous Phonograms: -at, - Words with –at, - Writing Dialogue Nouns (Review)
Turnip ate (Review) ate (Writer’s Craft)
Search for Pearls r-controlled Words with /ûr/ Using Colorful Plural Nouns
(DB); Early Birds vowels: /ûr/ ear ear 2.RF.3e Words (Writer’s (Introduce)
(DB) (Introduce) Craft)
Helping Out r-controlled Words with /ûr/ Using Colorful Plural Nouns Main Idea
(Photo Essay) vowels: /ûr/ ear ear Words (Writer’s (Review) Alphabetical
(Review) Craft) 2.L.1e Order
Helping Out; r-controlled Words with /ûr/ Using Colorful Plural Nouns
All Join In vowels: /ûr/ ear ear Words (Writer’s (Review)
(Review) Craft)
Helping Out Syllable Pattern Words with Using Colorful Plural Nouns
VCCV syllable pattern Words (Writer’s (Review)
VCCV Craft) 2.L.5a &
5b
Elementary Language Arts
Fort Thomas Independent Schools Page 46
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 2: Helping Hands (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Helping Out Phonograms: -ack, Words with Using Colorful Plural Nouns
-ock (Review) -ack, -ock Words (Writer’s (Review)
Craft)
Fly, Ladybug, Fly Common Words with Paragraph That More Plural Nouns
(BFAL); What Abbreviations common Describes (Introduce)
Children Play (Introduce) abbreviations (Writing Process) 2.L.1b
(BFAL); How to
Make a Paper
Airplane (BFAL);
No Problem
(BFAL)
Mr. Putter and Common Words with Paragraph That More Plural Nouns Predict Outcomes
Tabby Fly the Abbreviations common Describes (Review) Alphabetical
Plane (Review) abbreviations (Writing Process) Order
(Realistic Fiction)
Jump For Health Common Words with Paragraph That More Plural Nouns
Abbreviations common Describes (Review)
(Review) abbreviations (Writing Process)
Mr. Putter and Common Words with Paragraph That More Plural Nouns
Tabby Fly the Abbreviations common Describes (Review)
Plane 2.RI.9 (Review) abbreviations (Writing Process)
Mr. Putter and r-controlled Words with /ûr/ Paragraph That More Plural Nouns
Tabby Fly the vowels: /ûr/ ear ear p. 18 Describes (Review)
Plane (Review) (Writing Process)
Fifty-four r-controlled Words with /ôr/ Story (Writing Names of People
Chestnut Court vowels: /ôr/ our our p. 18 Process) (Introduce)
(DB); Four (Introduce) 2.SL.4
Course Dinner
(DB)
Hedgehog Bakes r-controlled Words with /ôr/ Story (Writing Names of People Synonyms
a Cake vowels: /ôr/ our our Process) (Review) Follow Directions
(Fiction) (Review)
Hedgehog Bakes r-controlled Words with /ôr/ Story (Writing Names of People
a Cake; vowels: /ôr/ our our Process) (Review)
Hedgehog’s (Review)
Yellow Cake
Hedgehog Bakes Syllable Pattern Words with Story (Writing Names of People
a Cake VCCV with syllable pattern Process) (Review)
Endings VCCV with
endings
Hedgehog Bakes Common Words with Story (Writing Names of People
a Cake Abbreviations common Process) (Review)
(Maintain) abbreviations
Elementary Language Arts
Fort Thomas Independent Schools Page 47
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 2: Helping Hands (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Marcy’s Lemon Phonograms: -ar, - Words with List of Time- Animals and Places
Tree (DB); arm, -ark -ar, -arm, -ark Order Words (Introduce)
Carly’s Party (Introduce) (Daily Writing
(DB); On the Activities)
Farm (DB);
Armand, the Army
Ant (DB); Clark
on the Farm
(DB); The Garlic
Garden (DB)
Lemonade for Phonograms: -ar, - Words with Invitation (Daily Animals and Places Compare/Contrast
Sale arm, -ark (Review) -ar, -arm, -ark Writing (Review) Charts and Graphs
(Realistic Fiction) Activities)
Lemonade for Phonograms: -ar, - Words with Advertisement Animals and Places
Sale; arm, -ark (Review) -ar, -arm, -ark (Daily Writing (Review)
Lemonade Activities)
Lemonade for Phonograms: -ar, - Words with Write a Good Animals and Places
Sale arm, -ark (Review) -ar, -arm, -ark Ending (Daily (Review)
Writing
Activities)
Lemonade for r-controlled Words with /ôr/ Recipe (Daily Animals and Places
Sale vowels: /ôr/ our our Writing (Review)
(Review) Activities)
Suggested Independent Trade Books
Let’s Dance Don’t Wake Up Mama! My New Kitten
Shoes from Grandpa The Etcher’s Studio Farming
Arthur’s Funny Money The Doorbell Rang Can I Help?
The Carrot Seed Be a Friend to Trees The Giant Jam Sandwich
The Tortilla Factory One Hundred Hungry Ants Is It a Fruit?
Poppleton The Relatives Came Pigsty
Poles Apart
Elementary Language Arts
Fort Thomas Independent Schools Page 48
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Transactive - Research D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-1, Just for You
Theme 3: Our World
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Pearce Park r-controlled Words with /ir/ ear, Giving Facts and Names of Days
Panthers (DB); vowels: /ir/ ear, eer eer Reasons (Writer’s (Introduce)
From Dreary to (Introduce) Craft)
Cheery (DB);
Three Cheers for
Miss Greer (DB);
An Eerie Feeling
(DB)
Johnny Appleseed r-controlled Words with /ir/ ear, Giving Facts and Names of Days Details
(Play) 2.RL.9 vowels: /ir/ ear, eer
eer Reasons (Writer’s (Review) Charts and Graphs
(Review) Craft)
The Seed r-controlled Words with /ir/ ear, Giving Facts and Names of Days
vowels: /ir/ ear, eer
eer Reasons (Writer’s (Review)
(Review) Craft)
Johnny Appleseed r-controlled Words with /ir/ ear, Giving Facts and Names of Days
2.RI.10 eer
vowels: /ir/ ear, eer Reasons (Writer’s (Review)
(Review) 2.RF.3f Craft)
Johnny Appleseed Phonograms: -ar, -Words with Giving Facts and Names of Days
2.RI.6 arm, -ark (Review)-ar, -arm, -ark Reasons (Writer’s (Review)
Craft)
Beth’s Spring Gift Consonant Blends: Words with spr, str, Staying Focused Names of Months
(DB); Sammy the spr, str, thr thr (Writer’s Craft) (Introduce)
Sprinter (DB); (Introduce)
Sally Hits Her
Stride (DB); Andy
Strums the Strings
(DB); Three Little
Hummers (DB);
Thrifty Teddy
(DB)
Elementary Language Arts
Fort Thomas Independent Schools Page 49
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 3: Our World (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
From Seed to Consonant Blends: Words with spr, str, Staying Focused Names of Months Reading
Plant spr, str, thr thr (Writer’s Craft) (Review) Diagrams
(Informational (Review) Follow Directions
Book) 2.W.7
From Seed to Consonant Blends: Words with spr, str, Staying Focused Names of Months
Plant; spr, str, thr thr (Writer’s Craft) (Review)
A ‘From Seed to (Review)
Plant’ Project
From Seed to Syllable Patterns: Words with syllable Staying Focused Names of Months
Plant 2.RI.3 VCV patterns (VCV) (Writer’s Craft) (Review)
From Seed to r-controlled Words with Staying Focused Names of Months
Plant vowels: /ir/ ear, eer /ir/ ear, eer (Writer’s Craft) (Review)
(Review) 2.RF.3e
Room at the Zoo Vowel Digraphs: Words with /ōō/ oo Research Report Names of Holidays
(DB); Boone’s /ōō/ oo (Introduce) (Writing Process) (Introduce)
Big Day (DB)
The Secret Life of Vowel Digraphs: Words with /ōō/ oo Research Report Names of Holidays Fact or Fiction
Trees /ōō/ oo (Review) 2.RF.3b (Writing Process) (Review) Follow Directions
(Informational 2.W.8
Book)
Leaf Zoo Vowel Digraphs: Words with /ōō/ oo Research Report Names of Holidays
/ōō/ oo (Review) (Writing Process) (Review)
The Secret Life of Syllable Pattern: C- Words with syllable Research Report Names of Holidays
Trees 2.R1.7 le pattern C-le p. 17 (Writing Process) (Review)
The Secret Life of Consonant Blends: Words with spr, str, Research Report Names of Holidays
Trees spr, str, thr thr (Writing Process) (Review)
(Review)
A Gnome Meets a Consonant Words with /n/ gn, Explanation Abbreviations
Gnu (DB); The Digraphs: /n/ gn, kn; /r/ wr (Writer’s Process) (Introduce)
Gnome’s Album kn; /r/ wr 2.RF.3f p. 17
(DB); A Knack for (Introduce)
Riddles (DB);
Knights and
Ladies (DB);
Wendy’s Wreath
(DB); Wilbur’s
Wretched Day
(DB)
Watermelon Day Consonant Words with /n/ gn, Explanation Abbreviations Make Inferences
(Realistic Fiction) Digraphs: /n/ gn, kn; /r/ wr (Writer’s Process) (Review)
kn; /r/ wr (Review)
Watermelon Day Consonant Words with /n/ gn, Explanation Abbreviations
Digraphs: /n/ gn, kn; /r/ wr (Writer’s Process) (Review)
kn; /r/ wr (Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 50
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-1, Just for You
Theme 3: Our World (Continued)
Selection or
Decoding / Focus Skill /
Decodable Book Spelling Writing Grammar
Phonics Skills Focus Strategy
(DB)
Watermelon Day Syllable Pattern: C- Words with syllable Explanation Abbreviations
2.RL.6 le and Endings pattern C-le and (Writer’s Process) (Review)
endings 2.W.2
Watermelon Day r-controlled Words with Explanation Abbreviations
vowels: /ûr/ ear /ûr/ ear (Writer’s Process) (Review)
Apple-Picking Inflections: -s, -es, - Words with -s, Book Report (Daily Showing
Time (BFAL); ies (y to i) -es, -ies (y to i) Writing Activities) Ownership
The King of the (Introduce) (Introduce)
Pumpkin Fair 2.L.2c
(BFAL); The
Pumpkin’s Trip
Around the World
(BFAL); How
Does Your
Garden Grow?
(BFAL)
Pumpkin Fiesta Inflections: -s, -es, - Words with -s, Play Scene (Daily Showing Predict Outcomes
(Fiction) 2.RL.5 ies (y to i) (Review) -es, -ies (y to i) Writing Activities) Ownership Charts and Graphs
(Review)
Pumpkin Fiesta Inflections: -s, -es, - Words with -s, Poster (Daily Showing
ies (y to i) (Review) -es, -ies (y to i) Writing Activities) Ownership
(Review)
Pumpkin Fiesta Inflections: -s, -es, - Words with -s, Opinion (Daily Showing
ies (y to i) (Review) -es, -ies (y to i) Writing Activities) Ownership
(Review)
Pumpkin Fiesta r-controlled Words with /ôr/ our Greeting Card Showing
vowels: /ôr/ our p. 18 (Daily Writing Ownership
(Maintain) Activities) (Review)
Suggested Independent Trade Books
Bat Jamboree The Thunderherd The Tiny Seed
Rain Forest Secrets The Baker’s Dozen The Lotus Seed
Nature’s Green Umbrella Zoo Johnny Appleseed Goes a’Planting
Paul Bunyan and His Blue Ox Starting Gardening How a Seed Grows
My Indoor Garden Terrific Trees Pumpkins
Aurora Means Dawn Potluck The Giving Tree
Pumpkin Pumpkin Jamall’s City Garden
Elementary Language Arts
Fort Thomas Independent Schools Page 51
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-2, Banner Days
Theme 1: Imagine That!
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
The Country Park Vowel Diphthongs: Words with /ou/ ou, Writing a Good Pronouns
(DB); Wilbur the /ou/ ou, ow ow Beginning (Writer’s (Introduce)
Hound (DB); (Introduce) Craft)
Howard the Twin
(DB); What the
Clown Sees (DB)
The Day Jimmy’s Vowel Diphthongs: Words with /ou/ ou, Writing a Good Pronouns (Review) Cause / Effect
Boa Ate the Wash /ou/ ou, ow ow Beginning (Writer’s
(Fantasy) (Review) Craft)
Snakey Riddles Vowel Diphthongs: Words with /ou/ ou, Writing a Good Pronouns (Review)
/ou/ ou, ow ow Beginning (Writer’s
(Review) Craft)
The Day Jimmy’s Endings Words with Writing a Good Pronouns (Review)
Boa Ate the Wash Suffixes: -ful, -less
-ful, -less Beginning (Writer’s
2.RL.7 Craft)
The Day Jimmy’s Vowel Diagraphs: Words with /ōō/ oo Writing a Good Pronouns (Review)
Boa Ate the Wash /ōō/ oo (Maintain) Beginning (Writer’s
Craft)
Chuck’s Choice Diphthongs: /oi/ oi, Words with /oi/ oi, Writing for Describing Words
(DB); Moira’s oy (Introduce) oy p. 18 Different (Introduce)
Choice (DB); Floyd 2.L.2d Audiences 2.L.1e
and His Oysters (Writer’s Craft)
(DB); The Joyful
Voyage (DB)
How I Spent My Diphthongs: /oi/ oi, Words with /oi/ oi, Writing for Describing Words Cause / Effect
Summer Vacation oy (Review) oy Different (Review) Sequence
(Fantasy) Audiences Synonyms
(Writer’s Craft)
June Diphthongs: /oi/ oi, Words with /oi/ oi, Writing for Describing Words
oy (Review) oy Different (Review)
Audiences
(Writer’s Craft)
Elementary Language Arts
Fort Thomas Independent Schools Page 52
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 1: Imagine That! (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
How I Spent My Diphthongs: /oi/ oi, Words with /oi/ oi, Writing for Describing Words
Summer Vacation oy (Review) oy Different (Review)
Audiences
(Writer’s Craft)
How I Spent My r-controlled Words with /ir/ ear, Writing for Describing Words
Summer Vacation vowels: /ir/ ear, eer Different (Review)
eer (Maintain) Audiences
(Writer’s Craft)
Coopers Cool Vowel Digraphs: Words with /ōō/ oo, Letter of Invitation More Describing
Idea (DB); The /ōō/ oo, ue ue p. 18 (Writing Process) Words (Introduce)
Tool Room (DB); (Introduce)
A True Test (DB);
True Blue Friend
(DB)
Dear Mr. Vowel Digraphs: Words with /ōō/ oo, Letter of Invitation More Describing Make Inferences
Blueberry /ōō/ oo, ue ue (Writing Process) Words (Review)
(Fantasy) (Review)
A Whale Scale Vowel Digraphs: Words with /ōō/ oo, Letter of Invitation More Describing
/ōō/ oo, ue ue (Writing Process) Words (Review)
(Review)
Dear Mr. Compound Words Words with Letter of Invitation More Describing
Blueberry 2.RI.8 Suffixes: -ful,, -less -ful,, -less (Writing Process) Words (Review)
Dear Mr. Digraphs: /n/ gn, Words with /n/ gn, Letter of Invitation More Describing
Blueberry kn; /r/wr kn; /r/wr p. 17 (Writing Process) Words (Review)
Rainy Day Inflections: -es (f to Words with -es (f to Personal Story Words That Tell
Pictures (DB); v) (Introduce) v) (Writing Process) How Many
Very Cool Rain 2.PN (Introduce)
(DB); Secrets
from a Cave
(DB); Water and
the Weather (DB)
Cool Ali Inflections: -es (f to Words with -es (f to Personal Story Words That Tell Antonyms
(Realistic Fiction) v) (Review) v) (Writing Process) How Many
(Review)
Cool It! Inflections: -es (f to Words with –es (f Personal Story Words That Tell
v) (Review) to v) (Writing Process) How Many
(Review)
Cool Ali Compound Words Words with Personal Story Words That Tell
Suffixes: -ful, -less -ful, -less (Writing Process) How Many
(Review)
Cool Ali Common Words with Personal Story Words That Tell
Abbreviations abbreviations (i.e. (Writing Process) How Many
(Maintain) Mrs.; Tues.; Dr.) (Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 53
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 1: Imagine That! (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Staying Warm Suffixes: -ing, -ly Words with List of Transition Words That
(DB); Eggs (DB); (Introduce) -ing, -ly Words (Daily Compare
Antarctica’s 2.RF.3d Writing Activities) (Introduce)
Challenge (DB);
Animal Babies
That Hatch (DB)
The Emperor’s Suffixes: -ing, -ly Words with Summary (Daily Words That Fact and Fiction
Egg (Review) -ing, -ly Writing Activities) Compare (Review)
(Informational
Book)
The Emperor’s Suffixes: -ing, -ly Words with Fantasy Story Words That
Egg 2.RI.10 (Review) -ing, -ly (Daily Writing Compare (Review)
Activities)
The Emperor’s Suffixes: -ing, -ly Words with E-Mail (Daily Words That
Egg 2.RI (Review) -ing, -ly Writing Activities) Compare (Review)
The Emperor’s Inflections: -s, -es, - Words with -s, Picture Book (Daily Words That
Egg ies (y to i) -es, -ies (y to i) Writing Activities) Compare (Review)
Suggested Independent Trade Books
How Turtle Got His Shell Mr. Popper’s Penguins Wanda’s Roses
Flower Garden What’s Under the Ocean Big Blue Whale
Landscapes The Top and Bottom of the World Sally and the Limpit
The Iguana Brothers Regards to the Man in the Moon Imagine
Encyclopedia of Fantastic Fish The Zebra-Riding Cowboy Regina’s Big Mistake
Jimmy’s Boa Bounces Back Snip, Snip…Snow! Poles Apart
Zoo Animals Jimmy’s Boa and the Big Splash
Birthday Bash
Elementary Language Arts
Fort Thomas Independent Schools Page 54
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Literary - Poem D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-2, Banner Days
Theme 2: Neighborhood News
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Minnie, the Prefixes: re-, pre- Words with Telling What Verbs That Tell
Talking Bird (Introduce) re-, pre- Something Is Like About Now
(BFAL); Sam’s 2.RF.3e (Writer’s Craft) (Introduce)
Chase (BFAL);
The Return of the
Peregrine Falcon
(BFAL); Getting
Around in the City
(BFAL)
The Pine Park Prefixes: re-, pre- Words with Telling What Verbs That Tell Narrative
Mystery (Review) re-, pre- Something Is Like About Now Elements
(Play) 2.L.4c (Writer’s Craft) (Review)
Birds Do It! Prefixes: re-, pre- Words with Telling What Verbs That Tell
Recycle! (Review) re-, pre- Something Is Like About Now
(Writer’s Craft) (Review)
The Pine Park Beginnings and Words with Telling What Verbs That Tell
Mystery Endings mis-, under- Something Is Like About Now
Prefixes: mis-, (Writer’s Craft) (Review)
under-
The Pine Park Vowel Diphthongs: Words with /ou/ ou, Telling What Verbs That Tell
Mystery /ou/ ou, ow ow Something Is Like About Now
(Maintain) (Writer’s Craft) (Review)
In Eight More Contractions: ‘ll, Words with ‘ll, Using Rhythm and Agreement
Years (BFAL); n’t, ‘s (Introduce) n’t, ‘s p. 17 Rhyme (Writer’s (Introduce)
Dear Friend Craft)
(BFAL); Family
Food Store
(BFAL); Happy
Birthday,
Grandma (BFAL)
Elementary Language Arts
Fort Thomas Independent Schools Page 55
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 2: Neighborhood News (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Good-bye, Curtis Contractions: ‘ll, Words with ‘ll, Using Rhythm and Agreement Compare/Contrast
(Realistic Fiction) n’t, ‘s (Review) n’t, ‘s Rhyme (Writer’s (Review) Cause and Effect
Craft) Antonyms
Good-bye, Curtis Contractions: ‘ll, Words with ‘ll, Using Rhythm and Agreement
n’t, ‘s (Review) n’t, ‘s Rhyme (Writer’s (Review)
Craft)
Good-bye, Curtis Contractions: ‘ll, Words with ‘ll, Using Rhythm and Agreement
n’t, ‘s (Review) n’t, ‘s Rhyme (Writer’s (Review)
Cause/Effect Craft)
Good-bye, Curtis Inflections: -es (f Words with Using Rhythm Agreement
to v) (Maintain) -es (f to v) and Rhyme (Review)
(Writer’s Craft)
Forest Review Vowel Digraphs: Words with /oo/ Poem (Writing Past-Tense Verbs
(DB); Drew’s /oo/ ew, ui ew, ui Process) (Introduce)
Practice (DB); The (Introduce) 2.L.1d
Fruit Farm (DB);
Uncle Eddy’s
Suitcase (DB)
Max Found Two Vowel Digraphs: Words with /oo/ Poem (Writing Past-Tense Verbs Multiple Meaning
Sticks /oo/ ew, ui ew, ui Process) (Review) Words
(Realistic Fiction) (Review)
City Music Vowel Digraphs: Words with /oo/ Poem (Writing Past-Tense Verbs
/oo/ ew, ui ew, ui Process) (Review)
(Review)
Max Found Two VCV, VC/V Words with mis-, Poem (Writing Past-Tense Verbs
Sticks Prefixes: mis-, under- Process) (Review)
2.RL.3 under-
Max Found Two Vowel Words with /oi/ oi, Poem (Writing Past-Tense Verbs
Sticks Diphthongs: /oi/ oy Process) (Review)
oi, oy (Maintain)
Rough and Tough Consonant Words with /f/ gh, Description am, is, are, was,
Enough (DB); Digraphs: /f/ gh, ph (Writing Process) were (Introduce)
Patty’s Tough New ph (Introduce)
Jeans (DB); Photos
of Philly (DB);
Phipp Family
Photo (DB)
Anthony Reynoso: Consonant Words with /f/ gh, Description am, is, are, was, Summarize /
Born to Rope Digraphs: /f/ gh, ph (Writing Process) were (Review) Restate
(Personal ph (Review) p. 17
Narrative) 2.RL.3
Anthony Reynoso: Consonant Words with /f/ gh, Description am, is, are, was,
Born to Rope Digraphs: /f/ gh, ph (Writing Process) were (Review)
ph (Review)
Anthony Reynoso: Consonant Words with /f/ gh, Description am, is, are, was,
Born to Rope Digraphs: /f/ gh, ph (Writing Process) were (Review)
ph (Review)
Elementary Language Arts
Fort Thomas Independent Schools Page 56
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 2: Neighborhood News (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Anthony Reynoso: Vowel Digraphs: Words with /oo/ Description am, is, are, was,
Born to Rope /oo/ oo, ue oo, ue (Writing Process) were (Review)
(Maintain)
Happy Chinese Suffixes: -er, -est Words with Riddles (Daily Has, have, had
New Year! (Introduce) -er, -est Writing) (Introduce)
(BFAL);
Everything on
Olivera Street
(BFAL); Medieval
Villages (BFAL); A
Day in the City
(BFAL)
Chinatown Suffixes: -er, -est Words with Photo Captions Has, have, had Details
(Realistic Fiction) (Introduce) -er, -est (Daily Writing) (Review)
Chinatown; Suffixes: -er, -est Words with Shape Poem Has, have, had
Look What Came (Review) -er, -est (Daily Writing) (Review)
from China
Chinatown VCV—Long, Words with long, Summary (Daily Has, have, had
Short Vowel short vowel Writing) (Review)
Patterns (Review) patterns 2.RF.3a
Chinatown Suffixes: -ful, - Words with Response to Has, have, had
less (Maintain) -ful, -less Literature (Daily (Review)
Writing)
Suggested Independent Trade Books
All in a Day From Far Away The Perfect Spot
It Takes a Village Miss Mary Mack My Mexico-Mexico Mio
Kimako’s Story A Mom Named Dad Roxaboxen
Somewhere in Africa Six-Dinner Sid JoJo’s Flying Side Kick
The Adventures of Sparrowboy The Singing Giant Homeplace
No Mail for Mitchell Detective Dinosaur Lost and Found Too Many Tamales
The Mud Flat Mystery Let’s Eat
Elementary Language Arts
Fort Thomas Independent Schools Page 57
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Two: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
On Demand D’Nealian / Modern Manuscript handwriting will be
mastered in second grade.
Trophies Book 2-2, Banner Days
Theme 3: Travel Time
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Blair and Claire r-controlled Words with /âr/ air, Using Exact Words see, give, saw, gave
Visit (BFAL); vowels: /âr/ air, are p. 18 in a Personal (Introduce)
Grandma’s Chair are (Introduce) Narrative: Focus on
(BFAL); Clare and Exact Words
Granny (BFAL); A (Writer’s Craft)
Picnic to Share
(DB)
Abuela r-controlled Words with /âr/ air, Using Exact Words see, give, saw, gave Make Inferences
(Fantasy) vowels: /âr/ air, are in a Personal (Review)
are (Review) Narrative: Focus on
Exact Words
(Writer’s Craft)
Abuela r-controlled Words with /âr/ air, Using Exact Words see, give, saw, gave
vowels: /âr/ air, are in a Personal (Review)
are (Review) Narrative: Focus on
Exact Words
(Writer’s Craft)
Abuela r-controlled Words with /âr/ air, Using Exact Words see, give, saw, gave
vowels: /âr/ air, are in a Personal (Review)
are (Review) Narrative: Focus on
Exact Words
(Writer’s Craft)
Abuela Maintain: -ing, -ly Words with Using Exact Words see, give, saw, gave
-ing, -ly in a Personal (Review)
Narrative: Focus on
Exact Words
(Writer’s Craft)
How Much Wood? Vowel Variants: Words with /ŏŏ/ oo, Organizing Ideas in come, run, came,
(DB); In the Woods /ŏŏ/ ou a Paragraph of ran (Introduce)
(BFAL); Could I oo, ou (Introduce) Information:
Have Bubbles? Discuss Sequence
(DB); Would You (Writer’s Craft)
Like to Play?
(BFAL)
Elementary Language Arts
Fort Thomas Independent Schools Page 58
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 3: Travel Time (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Beginner’s World Vowel Variants: Words with /ŏŏ/ oo, Organizing Ideas in come, run, came, Locate
Atlas /ŏŏ/ ou a Paragraph of ran (Review) Information
(Atlas) oo, ou (Review) Information: Focus Charts and Graphs
2.RL.7 on Informational
Paragraph (Writer’s
Craft)
Beginner’s World Vowel Variants: Words with /ŏŏ/ oo, Organizing Ideas in come, run, came,
Atlas /ŏŏ/ ou a Paragraph of ran (Review)
2.L.4e oo, ou (Review) Information:
Identify Details in
Sequence (Writer’s
Craft) 2.W.2
Beginner’s World Vowel Variants: Words with /ŏŏ/ oo, Organizing Ideas in come, run, came,
Atlas /ŏŏ/ ou; a Paragraph of ran (Review)
oo, ou (Review) -er, -est Information:
Maintain: -er, -est Prewrite and Draft
(Writer’s Craft)
Beginner’s World Maintain: re-, pre- Words with Organizing Ideas in come, run, came,
Atlas re-, pre- a Paragraph of ran (Review)
2.RI.4 & 2.RI.5 Information: Revise
and Reflect
(Writer’s Craft)
Lou’s Routine Vowel Digraphs: Words with /oo/ oo, How-to Paragraph: go, do, went, did
(DB); Louise and /oo/ oo, ou (gh) ou (gh) Analyze (Writing (Introduce)
Tommy Toucan (Introduce) Process)
(DB); Through the
Window (DB);
Swogs Throughout
(DB)
Dinosaurs Travel Vowel Digraphs: Words with /oo/ oo, How-to Paragraph: go, do, went, did Author’s Purpose
(Informational /oo/ oo, ou (gh) ou (gh) Prewrite (Writing (Review) Follow Directions
Book) (Review) Process)
Dinosaurs Travel; Vowel Digraphs: Words with /oo/ oo, How-to Paragraph: go, do, went, did
Keeping a Road /oo/ oo, ou (gh) ou (gh) Draft (Writing (Review)
Journal (Review) Process)
Dinosaurs Travel Vowel Digraphs: Words with /oo/ oo, How-to Paragraph: go, do, went, did
/oo/ oo, ou (gh) ou (gh); /âr/ air, are Revise and (Review)
(Review) Proofread (Writing
r-controlled Process)
vowels: /âr/ air, 2.W.8
are (Review)
Dinosaurs Travel Maintain: mis-, Words with How-to Paragraph: go, do, went, did
under- mis-, under- Publish and Share (Review)
(Writing Process)
Elementary Language Arts
Fort Thomas Independent Schools Page 59
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 2-2, Banner Days
Theme 3: Travel Time (Continued)
Suggested Decoding / Focus Skill /
Spelling Writing Grammar
Selection(s) Phonics Skills Focus Strategy
Night Crawler Vowel Variants: Words with /ô/ Directions (Writer’s Helping Verbs
Fishing (DB); /ô/ aw, au(gh) Process) (Introduce)
What Shelby Saw! aw, au(gh)
(DB); Mrs. (Introduce)
McNaught’s Field
Trip (DB); The
Naughty Bunny
(DB)
Montigue on the Vowel Variants: Words with /ô/ Directions (Writer’s Helping Verbs Homophones
High Seas /ô/ aw, au(gh) Process) (Review) Narrative
(Fiction) aw, au(gh) Elements
(Review) Multiple Meaning
Words
Montigue on the Vowel Variants: Words with /ô/ Directions (Writer’s Helping Verbs
High Seas /ô/ aw, au(gh) Process) (Review)
aw, au(gh)
(Review)
Montigue on the VV and VCV Words with VV and Directions (Writer’s Helping Verbs
High Seas VCV Process) (Review)
Montigue on the Maintain Words with Directions (Writer’s Helping Verbs
High Seas Contractions: ‘ll, ‘ll, n’t, ‘s Process) (Review)
n’t, ‘s
The Journey of the Prefixes: over-, Words with over-, Postcard (Daily Contractions
Monarch (BFAL); un- (Introduce) un- Writing Activities) (Introduce)
A Fall From the 2.L.4c
Sky (BFAL); Mae
Jamison and Her
Dream (BFAL);
Abraham Lincoln
(BFAL)
Ruth Law Thrills a Prefixes: over-, Words with over-, Poster that Contractions Predict Outcomes
Nation un- (Review) un- Persuades (Daily (Review) Homophones
(Biography) Writing Activities) Summarize /
2.RI.1 Restate
Last Laugh Prefixes: over-, Words with over-, Timed Writing Contractions
2.RI.3 un- (Review) un- (Daily Writing (Review)
Activities)
Ruth Law Thrills a Cumulative Words with syllable News Article Contractions
Nation Review patterns (Daily Writing (Review)
Activities)
Ruth Law Thrills a Vowel Digraphs: Words with /ōō/ Schedule (Daily Contractions
Nation /ōō/ ew, ui ew, ui Writing Activities) (Review)
2.W.7 (Maintain)
Suggested Independent Trade Books
I Love Saturdays y Domingos How Turtle Got His Shell Where Does the Trail Lead?
Around the World: Atlas of Maps One Giant Leap: Neal Armstrong Dinosaurs, Beware! A Safety Guide
Arthur’s Thanksgiving Ducky Henry the Sailor Cat
The Armadillo from Amarillo The Big Balloon Race Isla
New Clues About Dinosaurs The Train to Lulu’s The Scrambled States of America
Elementary Language Arts
Fort Thomas Independent Schools Page 60
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Review D’Nealian / Modern Manuscript print.
Trophies Book 3-1, Changing Patterns
Theme 1: Something Special!
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Officer Buckle and Gloria Skill: Decode Long Write a Sentences Words with Short a
(Fantasy) Words (concentrate on descriptive and Short e
decoding and finding paragraph
word parts, syllable that uses
patterns, antonyms and sensory
synonyms, etc. details and
Strategy: Use Context personal voice
to Confirm Meaning when
3.RF.3c, 3.RI.4 prompted
Pepita Talks Twice Skill: Narrative Write a Statements and Short i, o, and u
(Realist Fiction) Elements (plot, journal entry Questions
characters, setting) using colorful Who, What, Where
Strategy: Make and words when Capitalizing and
Confirm Predictions prompted Punctuating Sentences
3.RL.3 (voice)
Nate the Great, San Francisco Skill: Decode Long Write a Commands and Words with Long a
Detective Words personal Exclamations and Long e
(Mystery) Strategy: Read Ahead narrative Four Kinds of Sentences
using
descriptive
and time-
order words
when
prompted
(voice)
Allie's Basketball Dream Skill: Narrative Use sensory Subjects and Predicates Words with Long i
(Realistic Fiction) Elements (character) details in Sentences With and Long o
Strategy: Summarize writing a Elaborated Subjects
A Guide to Basketball story when Sentences/Subjects and
(Nonfiction) prompted Predicates
(voice)
Elementary Language Arts
Fort Thomas Independent Schools Page 61
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 3-1, Changing Patterns
Theme 1: Something Special! (Continued)
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Olympic Games: Where Skill: Elements of Write a Compound Subjects and Consonant Blends
Heroes Are Made Nonfiction (text personal Predicates with st and str
(Nonfiction) structure) narrative Sentence Addition
Strategy: Adjust including Sentence Completion
The Swimmer Reading Rate details about
(Poem) (making inferences) actions and
feelings when
prompted
Suggested Independent Trade Books
A Picture Book of Jesse Owens Cam Jansen and the Mystery of the Who Stole the Wizard of Oz?
Sammy, Dog Detective Television Dog Hoops
Baseball Jokes and Riddles The Math Wiz Baseball in the Barrios
Hockey Stars Wilma Unlimited Superguides: Soccer
Superstars of U.S.A. Women’s Hour of the Olympics Solo Girl
Gymnastics Action From A to Z The Story of the Little Black Dog
The Time Warp Trio: It’s All Ruby the Copycat Encyclopedia Brown: Boy
Greek to Me Detective
Elementary Language Arts
Fort Thomas Independent Schools Page 62
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Memoir Introduce individual D’Nealian / Modern Manuscript
cursive letters.
Trophies Book 3-1, Changing Patterns
Theme 2: What a Team!
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Turtle Bay Skill: Author's Purpose Use effective Compound Sentences Words with kn, wr,
(Realistic Fiction) Strategy: Reread (to paragraphs gh, and ph
clarify) and sequence
3.RI.6 to write
directions
when
prompted (how
to)
Balto, the Dog Who Saved Skill: Word Organize and Common and Proper Words with sh, ch,
Nome Relationships write an Nouns and tch
(Narrative Nonfiction) (synonyms / antonyms) effective
Strategy: Use paragraph of
Sending a Message Decoding/Phonics information
(Timeline) Making predictions / when
inferences prompted
Wild Shots, They're My Life Skill: Author's Purpose Write a Singular and Plural Words with /s/ and
(from Ranger Rick) Strategy: Use Text summary when Nouns /j/
A Place of Their Own Structure and Format prompted
(Nonfiction Article) 3.RI.1 3.RL.4
Little Grunt and the Big Egg Skill: Word Use More Plural Nouns Words with /oi/
(Fantasy) Relationships organization in Irregular Sentences
Sue, The Tyrannosaurus Rex (synonyms/antonyms) writing a how-
(Nonfiction Article) Strategy: Self- to essay when
Question prompted
Rosie, a Visiting Dog's Story Skill: Decode Long Write a Singular Possessive Words with /ou/
Words detailed how-to Nouns
Strategy: Use Context essay when Possessive Sentences
to Confirm Meaning, prompted
Classify and
categorize words
Elementary Language Arts
Fort Thomas Independent Schools Page 63
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 3-1, Changing Patterns
Theme 2: What a Team! (Continued)
Suggested Independent Trade Books
Akiak A Dog Named Sam Arctic Son
Look to the North: A Wolf Pup Diary Penguins! Recycle!
Weather Words and What They Mean Dream Wolf Sea Turtle Journey
I’m Going to Be a Vet Snakes Are Hunters Snowshoe Thompson
Utahraptor: The Deadliest Dinosaur Dinosaurs The Great Turtle Drive
Animal Fact/Animal Fable Wild Babies
Elementary Language Arts
Fort Thomas Independent Schools Page 64
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Continue to introduce/practice D’Nealian / Modern
Manuscript cursive and word formation.
Trophies Book 3-1, Changing Patterns
Theme 3: Friends to Grow With
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Stories Julian Tells Skill: Sequence Write a Plural Possessive Possessives and
(Realistic Fiction) Strategy: Read Ahead persuasive Nouns Plurals
Multiple meaning paragraph with Possessive Sentences
words clearly
developed
reasons and
details when
prompted
The Talent Show (from Don't Skill: Narrative Write a Abbreviations Words with /ô/
Call Me Beanhead!) Elements (characters, persuasive
(Realistic Fiction) plot, setting) speech that stays
Strategy: Make and on the topic
Confirm Predictions when prompted
Sequence
Centerfield Ballhawk Skill: Sequence Write a Singular and Plural Words with /ōō/ and
(Realistic Fiction) Strategy: Summarize persuasive letter Pronouns /ŏŏ/
Prefix/Suffix with detailed
Spotlight on Baseball 3.RF.3a reasons when
(Nonfiction Article) prompted
Ramona Forever Skill: Prefixes and Write a review of Subject Pronouns Words with /är/
(Realistic Fiction) Suffixes a literature
(Poem) Strategy: Use selection that
Decoding/Phonics persuades others
3.RF.3a to read it when
prompted
Sayings We Share: Proverbs Skill: Narrative Write a Object Pronouns Words with /âr/
and Fables Elements persuasive Pronoun Replacements
(Nonfiction / Fables) (problem/solution) letter/article
Strategy: Make and including
Confirm Predictions convincing
(Synonyms/Antonyms) reasons and
3.RL.2 details when
prompted
Elementary Language Arts
Fort Thomas Independent Schools Page 65
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 3-1, Changing Patterns
Theme 3: Friends to Grow With (Continued)
Suggested Independent Trade Books
This is Figure Skating Julian, Dream Doctor The Dog That Pitched a No-Hitter
The Mouse and the Motorcycle Ramona and Her Father Ballpark
The Cow-Tail Switch and Other The Empty Pot Mozart Tonight
West African Stories Hey, New Kid! Zinnia and Dot
Family Pictures Julius, the Baby of the World The Iguana Brothers
Could We Be Friends? Poems for Pals Fables Bein’ With You This Way
Back Home Animal Fact/Animal Fable Because You’re Lucky
Aesop’s Fables
Elementary Language Arts
Fort Thomas Independent Schools Page 66
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
On-Demand Practice D’Nealian/Modern Manuscript cursive word
formation including, but not limited to, the weekly
spelling list.
Trophies Book 3-2, On Your Mark
Theme 1: Tell Me a Story
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Papa Tells Chita a Story Skill: Summarize Write a paragraph Adjectives Words with /ôr/
(Historical Fiction) Strategy: Reread (to that compares Adjective Placement
clarify) using complex Pronouns and
(Prefixes/ suffixes) sentences when Adjectives
(Similies/metaphors) prompted
3.RI.3
Coyote Places the Stars Skill: Compare and Write a paragraph Adjectives for What Homophones
(Native American Tale) Contrast 3.RI.9 that contrasts Kind
Strategy: Summarize using different Nouns and Adjectives
Starry, Starry Night (Sequence) kinds of
(Nonfiction Article) 3.RI.8 sentences when
prompted
Why Mosquitoes Buzz in Skill: Summarize Write an Adjectives for How Words with /ûr/
People's Ears Strategy: Make and explanatory Many
(Folktale) Confirm Predictions paragraph Extend the Concept
(Make inferences) including facts,
The Ant and the Grasshopper examples, and
(Folktale) details when
prompted
Lon Po Po Skill: Compare and Write an effective Articles Words with Double
(Folktale) Contrast compare-and- Adjectives and Consonants
Strategy: Summarize contrast essay Articles
(following directions) when prompted
The Crowded House Skill: Author's Purpose Write an Adjectives that Words with
(Play) Strategy: Use Text expository Compare -er and –est
Structure and Format paragraph with a
(Make predictions) clear topic
sentence and
details when
prompted
Elementary Language Arts
Fort Thomas Independent Schools Page 67
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Trophies Book 3-2, On Your Mark
Theme 1: Tell Me a Story (Continued)
Suggested Independent Trade Books
The Malachite Palace The Many Troubles of Andy Russell Pickles to Pittsburgh
The Big Dipper The Magic School Bus Lost in the The Treasure Hunt
The Empty Pot Solar System Why the Sky Is Far Away
How a House Is Built Stargazers Clean House
The Three Little Pigs and the Fox Bugs and Other Insects Anasi and the Talking Melon
The Greatest of All Fire on the Mountain Fire Race: A Karuk Coyote Tale
The Day Jimmy’s Boa Ate the Wash This Is Our House Coyote Steals the Blanket
Old Bag of Bones Pigsty June 29, 1999
Elementary Language Arts
Fort Thomas Independent Schools Page 68
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Feature Article Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 3-2, On Your Mark
Theme 2: Good Neighbors
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Leah's Pony Skill: Fact and Opinion Brainstorm, Action Verbs Compound Words
(Historical Fiction) Strategy: Self-Question research, and Action Verbs in a
Narrative Elements take notes on a Description
(character, setting, topic when
plot) prompted
Yippee-Yay! Skill: Main Idea and Organize Main and Helping Syllable Patterns:
(Nonfiction) Details 3.RL.7 information into Verbs VCCV Words
Text features an outline when
Strategy: Use Context prompted
to Confirm Meaning
Boom Town Skill: Fact and Opinion Use an outline to Present-Tense Verbs Syllable Patterns:
(Historical Fiction) Strategy: Self-Question write a draft of a VCV Words
Main Idea and details research report
Our nation’s Oldest City when prompted
(Nonfiction)
Cocoa Ice Skill: Compare and Revise a draft of Past-Tense Verbs Words That End
(Informational fiction) Contrast a research report Verbs and Pronouns with -ed and
Strategy: Create when prompted -ing
Worksong Mental Images
(Poem)
If You Made a Million Skill: Main Idea and Publish and Irregular Verbs Words That End
(Nonfiction) Details evaluate a Verbs Tenses with -tion and
Strategy: Adjust research report -sion
Reading Rate 3.RI.2 when prompted
Suggested Independent Trade Books
The Go-Around Dollar Everybody Bakes Bread Tanya’s Reunion
Soaring with the Wind: The Bald Eagle A Money Adventure: Earning, Ox-Cart Man
Max Malone Makes a Million Saving, Spending, and Sharing Farms Feed the World
Black Cowboy Wild Horses The Bootmaker and the Elves How Much Is a Million?
Potato: A Tale from the Great Horsepower: The Wonder of Too Many Tamales
Depression Draft Horses Dust for Dinner
Saturday Sancocho Mailing Mary Going West
Elementary Language Arts
Fort Thomas Independent Schools Page 69
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Three: Language Arts
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Short Story Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 3-2, On Your Mark
Theme 3: Celebrate Our World
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
I'm in Charge of Celebrations Skill: Summarize Use figurative More Irregular Verbs Words with Suffixes
(Poem) Strategy: Create language and Using Irregular Verbs -er, -ful, -ly, -able
Mental Images imagery to write Verbs Tenses
3.RL.10 a poem when
prompted
Alejandro's Gift Skill: Cause and Effect Use vivid verbs The Verb Be Changing y to i
(Realistic Fiction) Strategy: Read Ahead and specific
3.RI.8 nouns to write a
thank-you letter
when prompted
Rocking and Rolling Skill: Locate Write a play Contractions Contractions
(Nonfiction) Information with a
Strategy: Adjust beginning,
Reading Rate middle, and an
Text Features ending when
3.RI.5 prompted
The Armadillo from Amarillo Skill: Cause and Effect Write an Adverbs Words That End
(Realistic Fiction) Strategy: Reread to invitation when Where? When? How? Like ever
Clarify prompted
Mapping the World 3.RI.8
(Nonfiction)
Visitors from Space (from Skill: Locate Write a story by Comparing with Words Ending with -
Comets and Meteors) Information 3.RI.7 following the Adverbs le or –al
(Nonfiction) Strategy: Use Text steps in the
Structure and Format, writing process
Text Features when prompted
Suggested Independent Trade Books
Baby Rattlesnake Desert Voices The Desert Is Theirs
Moons and Rings: Companions Armadillo Rodeo What Happens When Volcanoes Erupt?
to the Planets The Planets: Neighbors in Space A River Ran Wild
Archibald Frisby The Magic Schoolbus: Inside So That’s How the Moon Changes Shape
By a Blazing Blue Sea the Earth Cactus Hotel
One Day in the Desert Water Dance Deserts
Jimmy’s Boa Bounces Back Sun and Moon Exploring Land Habitats
Our Earth Comets, Meteors, and Asteroids Earthquakes
Elementary Language Arts
Fort Thomas Independent Schools Page 70
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Reading Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Personal Narrative Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 1: You Can Do It!
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Gardener Skill: Narrative Use voice in Complete Sentences Words with Long
(Realistic Fiction) Elements writing a and Short a
(character, setting, plot) descriptive
Strategy: Use Context paragraph when
to Confirm Meaning prompted
4.RL.1, 2,3 W3
Donavan's Word Jar Skill: Prefixes, Use voice in Declarative and Words with Long
(Realistic Fiction – Poetry) Suffixes, and Roots writing a Interrogative Sentences and Short e
Strategy: Use character sketch
Decoding/Phonics when prompted
4.RF.3a W3
My Name Is María Isabel Skill: Narrative Use the writing Imperative and Words with Long
(Realistic Fiction) Elements (conflict process in Exclamatory Sentences and Short i
resolution) writing a
Strategy: Make and personal
Confirm Predictions narrative when
prompted
W3
Lou Gehrig: The Luckiest Man Skill: Prefixes, Use the writing Subjects and Predicates Words with Long
(Biography) Suffixes, and Roots process in Sentences, Subjects, and Short o and u
Strategy: Summarize writing a and Predicates
―Dot Richardson/Olympic 4.RI.2, 4.RF.3a fictional story
Champion‖ when prompted
(Magazine Article) W3
Amelia and Eleanor Go for a Skill: Locate Practice writing Complete and Simple Words with /ōō/
Ride Information a personal Subjects
(Historical Fiction) (mechanics, indent, narrative in a Subjects and Predicates
bold face type) timed or tested
―Wings of Hope‖ Strategy: Read Ahead situation when
(Magazine Article) 4.RI.3, 4.RI.7 prompted W3
Suggested Independent Trade Books
Owl in the Shower Because of Winn Dixie Wanted Dead Alive – A True Story of Harriet Tubman
Theme: Characters who learn more about themselves and others by tackling challenges creatively.
Elementary Language Arts
Fort Thomas Independent Schools Page 71
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
On-Demand Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 2: Side by Side
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Baker's Neighbor Skill: Cause and Effect Use effective Complete and Simple Words with /är/
(Play) Strategy: Use paragraphs in Predicates
Decoding/Phonics writing a Same Subject
4.RI.5 paragraph of Subjects and Predicates
4.RF.3 information
when prompted
The Emperor and the Kite Skill: Narrative Use effective Compound Subjects and Words with /ôr/
(Folktale) Elements (character, paragraphs in Predicates
setting, plot) writing written Make a Compound
‖Kite Festivals‖ Strategy: Self-Question directions when Subjects and Predicates
(Magazine Article) 4.RL.3 prompted
Nights of the Pufflings Skill: Summarize Use the writing Simple and Compound Words with /âr/
(Nonfiction) Strategy: Adjust process in Sentences
Reading Rate writing a Compound-Sentence
―Caring for Crocs‖ 4.RI.2 summary when Summary
(Magazine Article) prompted Compounds
The Garden of Happiness Skill: Cause and Use the writing Independent and Words with the /ûr/
(Realistic Fiction – Poetry) Effect (conflict process in Dependent Clauses Sound
resolution) writing a how- Dependent or
Strategy: Make and to essay when Independent?
Confirm Predictions prompted Order of Events
4.RI.5 Clauses and Compound
Sentences
How to Babysit an Orangutan Skill: Summarize Practice writing Complex Sentences Words with /ou/
(Nonfiction) Strategy: Use Text a summary in a Add a Clause
Structure and timed or tested Clauses in Sentences
Format situation when
4.RI.2, 4.RI.5 prompted
Suggested Independent Trade Books
Trouble River Help, I’m a Prisoner in the Library
Theme: Benefits of teamwork. Cooperation strengthens relationships encouraged to apply to our own lives.
Elementary Language Arts
Fort Thomas Independent Schools Page 72
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District ReadinessTest.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Definition Essay (to help Feature Article) Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 3: Make Yourself at Home
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Sarah, Plain and Tall Skill: Draw Use effective Common and Proper Words with /oi/
(Historical Fiction) Conclusions sentences in Nouns
Strategy: Read Ahead writing a cause Found Nouns
―Wagon Train Adventure‖ 4.RI.1, 8 and effect Sentence Completion
(Magazine Article) paragraph
when prompted
Stealing Home Skill: Compare and Use effective Singular and Plural Unusual Plurals
(Realistic Fiction – Poem) Contrast sentences in Nouns
Strategy: Use Context explaining a Replace and Review
to Confirm Meaning process when
4.RI.4, 6 4.RL.4 prompted
The Cricket in Times Square Skill: Draw Use the writing Possessive Nouns Possessive Nouns
(Fantasy) Conclusions process in
Strategy: Create writing an
Mental Images explanatory
(Inferences) essay when
4.RI.1, 8 4.RL.1 prompted
Two Lands, One Heart Skill: Compare and Use the writing Abbreviations Words with
(Nonfiction) Contrast process in Possessive Nouns and Abbreviations
Strategy: Reread to writing a Abbreviations
Clarify definition essay
4.RI.6 when prompted
Look to the North: A Wolf Pup Skill: Summarize Practice Pronouns and Words with ei, ie,
Diary (identify informative writing an Antecedents and eigh
(Informational Narrative – passage) DOK2 explanatory
Poem) Strategy: Use Text essay in a timed
Structure and or tested
Format situation when
4.RI.2, 3 prompted
Suggested Independent Trade Books
War with Grandpa Watsons Go to Birmingham Shiloh Sounder
Theme: Students read about characters who grow and change along with their environment.
Elementary Language Arts
Fort Thomas Independent Schools Page 73
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify informative or persuasive passages. Students will identify commonly used persuasive
techniques (i.e., bandwagon, emotional appeal, testimonial, expert opinion) used in passage.
Writing Continuum Project Handwriting
Persuasive Letter Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 4: Creative Minds
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Kids' Invention Book Skill: Main Idea and Use Subject and Object Words that end with
(Expository Nonfiction) Details 4.RI.2, 4.RL.1 development in Pronouns -y or –ey
Strategy: Adjust writing
Reading Rate 4.RF.4 paragraphs that
compare and
contrast when
prompted
Encyclopedia Brown and the Skill: Sequence Use development Possessive Pronouns Prefixes un- and –
Case of Pablo's Nose Strategy: Read Ahead in writing a dis
(Mystery - Fable) persuasive letter
when prompted
In the Days of King Adobe Skill: Main Idea and Use the writing Adjectives and Prefixes
(Hispanic Folktale) Details 4.RL.9 process in Articles non-, in-, and re-
Strategy: Reread to writing a
Clarify response to
literature when
prompted
Red Writing Hood Skill: Sequence Use the writing Comparing with Changing y to i
(Play) Strategy: Create process to write Adjectives
Mental Images a compare and Comparisons
(simile, metaphor, contrast essay
personification) when prompted
4.RL.5
One Grain of Rice: A Skill: Compare and Practice writing Verbs Suffixes
Mathematical Folktale Contrast (character a compare and -ion, -ness, -able,
(Indian Folktale) actions) 4.RL.9, 3 contrast essay in -less, and –ful
Strategy: Make and a timed or tested
―It’s Just Math‖ Confirm Predictions situation when
Magazine Article) prompted
Suggested Independent Trade Books
Trumpet of the Swan
Theme: Overcome obstacles by thinking creatively.
Elementary Language Arts
Fort Thomas Independent Schools Page 74
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Feature Article Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 5: Community Ties
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Fire! Skill: Elements of Gather and Main and Helping Words with /ər/
(Expository Nonfiction) Nonfiction: Text evaluate Verbs
Structure information for
Strategy: Summarize a research
report when
prompted
W1 A-D W9
A Very Important Day Skill: Author's Organize Action and Linking Words with the /əl/
(Informational Narrative) Purpose (character information for Verbs Sound
action, compare/ a research
contrast) report when
Strategy: Use prompted
Decoding/Phonics W1 A-D W9
Saguaro Cactus Skill: Elements of Draft Present Tense Words with /ən/
(Expository Nonfiction – Nonfiction: Text information for Past to Present
Poem) Structure 4.RL.5 a research Action or Linking?
Strategy: Adjust report when
Reading Rate prompted
W1 A-D W9
Blue Willow Skill: Author's Edit Past and Future Tenses Adding -ed or -ing
(Realistic Fiction – Poem) Purpose 4.RL.5 information for
Strategy: Summarize a research
report when
prompted
W1 A-D W9
In My Family Skill: Sequence Share and Irregular Verbs Words with ―Silent‖
(Autobiography – Poem) Strategy: Use publish Quite Irregular Letters
Context to Confirm information for Everyday Verbs
Meaning 4.RL.5 a research Verb Tenses
report when
prompted
W1 A-D W9
Suggested Independent Trade Books
Dear Mr. Henshaw Mississippi Bridge In the Year of the Boar and Jackie Robinson
Theme: Students discover the joys and responsibilities of belonging to a community.
Elementary Language Arts
Fort Thomas Independent Schools Page 75
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Four
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District ReadinessTest.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Writing Continuum Project Handwriting
Poetry Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 4, Lead the Way
Theme 6: New Lands
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Gold Rush Skill: Fact and Use word Contractions and Contractions
(Expository Nonfiction) Opinion choice in Negatives
Strategy: Use Text writing a Dissecting Contractions
Structure and Format description
paragraph when
prompted
I Have Heard of a Land Skill: Word Use word Adverbs Homophones
(Historical Fiction) Relationships choice in Types of Adverbs
(synonyms, antonyms) writing a Verbs and Adverbs
rhymed or Negatives as Adverbs
Strategy: Self-Question unrhymed poem
when prompted
Paul Bunyan and Babe the Skill: Fact and Use the writing Comparing with VCCV Words
Blue Ox (from Larger Than Opinion process in Adverbs
Life: The Adventures of Strategy: Create writing a Compare Common
American Legendary Heroes) Mental Images (simile, persuasive essay Adverbs
(Tall Tale – Poem) metaphor, when prompted
personification) 4.RL.5
Fly Traps! Plants That Bite Skill: Word Use the writing Prepositions VCV Words
Back Relationships process in Comparing with
(Informational Narrative – (synonyms, antonyms) writing a Adverbs; Prepositions
Interview) descriptive
Strategy: Reread to essay when
Clarify prompted
W2a-e
The Down and Up Fall Skill: Author's Use the writing Prepositional Phrases Words with Three
(Realistic Fiction) Purpose process in Phrases and Clauses Syllables
Strategy: Self- writing a story
―Amazon Adventure‖ Question when prompted
(Magazine Article)
Suggested Independent Trade Books
Saddo and the Thousand Paper Cranes Sign of the Beaver Journey to Jo’Burg
In the Year of the Boar and Jackie Robinson The Big Wave
Theme: Students who travel to new lands. Exploration and discovery will be viewed as a lifelong process.
Elementary Language Arts
Fort Thomas Independent Schools Page 76
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial,
expert opinion) used in a passage.
Writing Continuum Project Handwriting
Memoir or Personal Narrative S.W.3a-e Continue to master D’Nealian / Modern Manuscript
handwriting skills.
Trophies Book 5, Distant Voyages
Theme 1: Look Inside
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
The Hot and Cold Summer Skill: Prefixes, Use voice in Declarative and Word s with Short
(Realistic Fiction) Suffixes, and Roots writing a Interrogative Sentences Vowels
5.RF.3a narrative
Strategy: Make and paragraph when
Confirm Predictions prompted
Sees Behind Trees Skill: Narrative Use voice in Imperative and Long a, e, and i
(Historical Fiction – Poetry) Elements (setting, writing a Exclamatory Sentences
character, problem descriptive
solution) 5.RL.4 paragraph when
Strategy: Create prompted
Mental Images (simile,
metaphor,
personification)
5.RL.5a
Yang the Third and Her Skill: Prefixes, Use voice in Complete and Simple Long o and Long u
Impossible Family Suffixes, and Roots writing a Subjects
(Realistic Fiction) 5.RF.3a realistic story Subject vs. Predicate
Strategy: Self- when prompted
Question
Dear Mrs. Parks 5.RI.3 Skill: Make Use voice in Complete and Simple Vowels before r
(Letters and Fables) Judgements writing a Predicates
(inference) 5.RI.1, personal
5.RL.1 narrative when
Strategy: Use Text prompted
Structure and Format
5.RL.5
Elena Skill: Narrative Use voice in Compound Subjects Words with /s/, /z/,
(Historical Fiction) Elements writing a and Predicates and /sh/
Strategy: Read personal
Ahead narrative when
prompted
Suggested Independent Trade Books
Bridge to Terabithia Great Gully Hopkins Hatchet
Sees Behind Trees The Black Stallion
Elementary Language Arts
Fort Thomas Independent Schools Page 77
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial,
expert opinion) used in a passage.
Writing Continuum Project Handwriting
On-Demand 5.W.1a-d, 5.W.2a-e, 5.W.3a-e Continue to master D’Nealian / Modern Manuscript
handwriting skills.
Trophies Book 5, Distant Voyages
Theme 2: Team Work
Focus Skill/ Writing
Suggested Selection(s) Grammar Spelling
Focus Strategy 5.L.6
We'll Never Forget You, Skill: Draw Use effective Simple and Compound Ending /zhər/ and
Roberto Clemente paragraphs in
Conclusions (inference) Sentences
(Biography – Magazine 5.RI.1, 5.RL.1 writing a 5.L.1a, 5.L.3a /chər/
Article) Strategy: Adjust paragraph of 5.RF.3a
Reading Rate 5.RI.3 information
when prompted
Folk Tales from Asia Skill: Summarize and Use effective Clauses Words Ending in -ed
(Folktale) 5.RL.2, 5.RI.2, Paraphrase paragraphs in Cause-Effect and
5.RF.4c, 5.RL.4 Strategy: Use Context writing a how- 5.L.3a, 5.L.4a -ing
to Confirm Meaning to paragraph
when prompted
Iditarod Dream Skill: Draw Use effective Complex Sentences Unstressed Endings
(Nonfiction) Conclusions paragraphs in Add a Connector [ə]n and [ə]r
Strategy: Read Ahead writing a 5.L.1a, 5.L.3a
summary when
prompted
Woodsong Skill: Summarize and Use effective Common and Proper Unstressed Ending
(Personal Narrative – Paraphrase paragraphs in Nouns; Abbreviations /əl/
Magazine Article) Strategy: Reread to writing a how-
5.RL.2, 5.RI.2 Clarify 5.RF.4c to essay when
prompted
Island of the Blue Dolphins Skill: Narrative Use effective Singular and Plural Plurals
(Historical Fiction – Poem) Elements paragraphs in Nouns
Strategy: Summarize writing a essay
5.RL.2 that explains
when prompted
Suggested Independent Trade Books
Maniac Magee Holes Baseball in the Barrios The Tarantula in My Purse
Elementary Language Arts
Fort Thomas Independent Schools Page 78
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial,
expert opinion) used in a passage.
Students will document use of sources.
Writing Continuum Project Handwriting
Persuasive Letter 5.W.1a-d Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 5, Distant Voyages
Theme 3: A Changing Planet 5.RI.3, 5.RI.4
Focus Skill/ Spelling
Suggested Selection(s) Writing Grammar
Focus Strategy 5.RF.3a
Everglades Skill: Prefixes, Use idea Possessive Nouns Words with "Silent"
(Informational Text) Suffixes, and Roots development in letters
5.RF.3a writing a review
Strategy: Create when prompted
Mental Images (simile,
metaphor,
personification)
5.RL.4, 5.L.5a
Summer of Fire: Yellowstone Skill: Graphic Aids Use idea Pronouns and Compound Words
1988 Strategy: Use Text development in Antecedents
(Nonfiction – Magazine Structure and Format writing a Pronouns for Nouns
Article) 5.RL.5 persuasive Clear Pronouns
paragraph when
prompted
Oceans Skill: Text Structure: Use idea Subject and Object Troublesome Words
(Expository Nonfiction – Main Idea and Details development in Pronouns and Phrases
Nonfiction) 5.RI.2 writing a
Strategy: Adjust persuasive letter
Reading Rate when prompted
Seeing Earth From Space Skill: Graphic Aids Use idea Possessive Pronouns Suffixes -ant and -
(Photo Essay – Poem) Strategy: Reread to development in ent
Clarify 5.RF.4c writing a 5.L.4b
persuasive
essay when
prompted
The Case of the Flying-Saucer Skill: Text Structure: Use idea Changing Pronouns Suffixes
People (from Einstein Main Idea and Details development in Sentence Links -tion and –ness
Anderson Science Detective: 5.RI.2 writing a 5.L.1a 5.L.4b
The Howling Dog and Other Strategy: Use persuasive
Cases) Decoding/Phonics essay when
(Mystery) 5.RF.3a prompted
Suggested Independent Trade Books
Tuck Everlasting The Sign of the Beaver Maria’s Comet Stone Wall Secrets
Elementary Language Arts
Fort Thomas Independent Schools Page 79
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial,
expert opinion) used in a passage.
Writing Continuum Project Handwriting
Compare / Contrast 5.W.9a-b Continue to master D’Nealian / Modern Manuscript
handwriting skills.
Trophies Book 5, Distant Voyages
Theme 4: Express Yourself
Focus Skill/ Writing Spelling
Suggested Selection(s) Grammar
Focus Strategy 5.L.6 5.L.4b, 5.RF.3a
Hattie's Birthday Box Skill: Word Use effective Reflexive Pronouns Suffixes
(Short Story – Greek Myth) Relationships 5.L.5c sentences in -able and -less
(synonyms, antonyms) writing a
Strategy: Self- paragraph that
Question contrasts when
prompted
William Shakespeare & the Skill: Fact and Use effective Adjectives and Articles Suffixes
Globe Opinion sentences in Adjectives and -eer, -ist, -ian, -or,
(Biography – Proverbs) Strategy: Adjust writing a news Pronouns and -er
Reading Rate story when
5.RI.3, 5.RI.4 prompted
The World of William Joyce Skill: Word Use effective Proper Adjectives Prefixes
Scrapbook Relationships sentences in Noun to Adjective non-, in- and un-
(Autobiography) Strategy: Use Text writing a
Structure and Format comparison and
5.RL.5 contrast essay
when prompted
Satchmo's Blues Skill: Fact and Use effective Comparing with Suffixes -re, and -
(Informational Narrative – Opinion sentences in Adjectives inter
Encyclopedia Article) Strategy: Read writing a Sentences that
Ahead 5.RI.3 response to Compare
literature when
prompted
Evelyn Cisneros: Prima Skill: Text Structure: Use effective Main and Helping Prefixes dis- and de-
Ballerina Main Idea and Details sentences in Verbs
(Biography – Poem) 5.RI.2 writing a 5.L.1b-d
5.RI.4 Strategy: Summarize comparison and
5.RL.2, 5.RI.2 contrast essay
when prompted
Suggested Independent Trade Books
Harriet the Spy The Young Artist Dear Benjamin Banneker
Elementary Language Arts
Fort Thomas Independent Schools Page 80
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial,
expert opinion) used in a passage.
Students will document use of sources.
Writing Continuum Project Handwriting
Feature Article 5.W.8, 5.RI.9, 5.W.2a-e Continue to master D’Nealian / Modern Manuscript
cursive skills.
Trophies Book 5, Distant Voyages
Theme 5: School Rules
Focus Skill/ Grammar Spelling
Suggested Selection(s) Writing
Focus Strategy 5.L.b-d 5.RF.3a
Off and Running Skill: Text Structure: Use Action and Linking Prefixes pre- and
(Realistic Fiction) Compare and Contrast organization in Verbs pro-
5.RF.4c, 5.L.4a, 5.RL.6 Strategy: Use Context writing a 5.L.4b
to Confirm Meaning research report
5.RL.4, 5RL.3 when prompted
Little by Little Skill: Author's Purpose Use Present Tense VCCV Words
(Autobiography – Poem) and Perspective organization in Verb Form
Strategy: Self- writing a
Question research report
when prompted
Dear Mr. Henshaw Skill: Text Structure: Use Past and Future Tenses More Words with -
(Realistic Fiction – Magazine Compare and Contrast organization ed or -ing
Article) 5.RL.3 Strategy: Make and organization in
Confirm Predictions writing a
research report
when prompted
Frindle Skill: Author's Use Principal Parts of Verbs VCCCV Words
(Realistic Fiction – Anecdote) Purpose and organization in
Perspective 5.RL.6 writing a
Strategy: Use research report
Decoding/Phonics when prompted
5.RF.3a
The Fun They Had (from Skill: Draw Use Regular and Irregular VCV Words
Science Fiction Stories) Conclusions organization in Verbs
(Science Fiction) Strategy: Summarize writing a
5.RL.2, 5.RI.2 research report
when prompted
Suggested Independent Trade Books
Charlie and the Chocolate Factory Frindle Beetles, Lightly Toasted
Elementary Language Arts
Fort Thomas Independent Schools Page 81
Curriculum Guide
Fort Thomas Independent Schools
Scope and Sequence for Integrated Language Arts
Grade Five
Activities that develop reading, writing, listening, and speaking are included in the district-adopted Trophies program. This
matrix provides a synopsis of the skills students are expected to learn. Topics bold-faced are part of Kentucky’s Core Content
for assessment. Topics italicized are on the District Readiness Test.
Skill Enhancement
Skills and concepts in this box need special focus in addition to the coverage in the basal text because they have enhanced
focus on Kentucky’s assessment.
Students will identify argument and supporting evidence.
Students will identify an author’s bias.
Students will identify commonly used persuasive techniques (i.e., bandwagon, emotional appeal, testimonial, expert
opinion) used in a passage.
Writing Continuum Project Handwriting
On Demand Continue to master D’Nealian / Modern Manuscript
5.W.1a-d, 5.W.2a-e, 5.W.3a-e cursive skills.
Trophies Book 5, Distant Voyages
Theme 6: American Adventure 5.RI.3, 5.RI.4
Focus Skill/
Suggested Selection(s) Writing Grammar Spelling
Focus Strategy
Across the Wide Dark Sea Skill: Connotation/ Use word Perfect Tenses VV Words
(Historical Fiction) Denotation choice in Verb Forms
5.RF.4c Strategy: Create writing a 5.L.1b-d
Mental Images rhymed poem
when prompted
Name This American Skill: Cause and Effect Use word Contractions and Contractions
(Play – Tall Tale) Strategy: Make and choice in Negatives
Confirm Predictions writing a story Dialogue
when prompted Contractions and
Tenses
What's the Big Idea, Ben Skill: Connotation/ Use word Adverbs Related Words
Franklin? Denotation choice in Adjective to Adverb
(Biography – Nonfiction Strategy: Reread to writing a play Vivid Adverbs
Article) 5.RF.4c Clarify when prompted Verbs and Adverbs
Lewis and Clark Skill: Cause and Use word Comparing with Words with Three
(Nonfiction Article – Song) Effect choice in Adverbs Syllables
Strategy: Use writing a tall Adverb Degrees 5.RF.3a
Decoding/Phonics tale when
5.RF.3a, 5.RI.3 prompted
Black Frontiers: A History of Skill: Summarize and Use word Prepositional Phrases Words form Spanish
African American Heroes in Paraphrase choice in Expanding Ideas
the Old West Strategy: Use Context writing a Useful Phrases
(Expository Nonfiction) to Confirm Meaning friendly letter 5.L.1a
5.RL.2, 5.RL.4, when prompted
5.RI.1, 5.R4.4c,
5.RI.3
Suggested Independent Trade Books
War Comes to Willy Freeman The Cat Who Escaped from Steerage Jump Ship to Freedom
And Then What Happened, Paul Revere?
Elementary Language Arts
Fort Thomas Independent Schools Page 82
Curriculum Guide
