Casey County Schools 5th Grade Reading Curriculum Map
|
|
- Brice Washington
- 5 years ago
- Views:
Transcription
1 Foundation Skills (Taught throughout the Year) RFS Syllabication patterns and roots and affixes to read accurately unfamiliar multisyllabic words in context and out of con RFS Read on level text (including poetry) with purpose and understanding; use context to confirm or self-correct word recognition and understanding. Week Standard I can statement(s) Critical Vocabulary 1-4 RL 5.1/RI 5.1 (R) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the RL 5.2 Determine theme of a story, drama or poem from details in the text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize RL.5.1 I can accurately quote from a fictional text when I am RI.5.1 I can accurately quote from informational text when I am RL.5.1/RI 5.1 I can draw inferences using textual information. RL.5.2 I can explain how characters respond to challenges. RI.5.2 I can summarize informational texts I have read. RL 5.2 I can summarize fiction text in my own words. Infer Summarize Compare / Contrast Setting Character Event Relationshi ps Specific Evidence Main Idea Figurative Language Metaphors Simile Resources Formative Assessment(s) (Teacher Discretion) August, 2015 Page 1
2 RL5.3 Compare and Contrast two or more characters, setting or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) RL 5.3 I can define compare and contrast. RL 5.3 I can identify specific details about the characters, setting or events in a story or drama. RL 5.3 I can identify similarities and differences of two or more characters, setting or events in a story of drama. RL.5.3 I can compare and contrast two or more characters, setting or events using details in the text to support my comparison RL 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. RI 5.4 Determine the meaning of general academic and domain specific words and phrases in a text relative to grade 5 topic or subject. RL 5.4 I can recognize examples of figurative language in text such as similes and metaphors. RL.5.4 I can identify and determine the meanings of general words and domain specific words and phrases the author uses in a 5-8 RL 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. RI 5.4 Determine the meaning of general academic and domain specific words and phrases in a text relative to grade 5 topic or subject. RL.5.4 I can identify and determine the meanings of general words and domain specific words and phrases the author uses in a Figurative Language Simile Metaphor Cause/Effec t Problem/So lution Point of Houghton Storyworks U.S. Weekly August, 2015 Page 2
3 RL 5.5 (R) Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem. RI 5.5 (R) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts RL 5.6 Describe how a narrator or speakers point of view influences how events are described. RL.5.5 I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems. (Teacher choice between chapter, scenes or stanza. You don t cover all of these at once, throughout the year.) RL 5.6 I can identify and describe the narrator s or speaker s point of view. View RI 5.6 Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent RL.5.6 I can describe how a narrator s or speaker s point of view influences a fiction RI 5.6 I can distinguish between firsthand and second hand account. RI.5.6 I can compare and contrast multiple accounts of the same event or topic by discussing similarities and differences in their points of view with supporting evidence from the 8-12 RL 5.1/RI 5.1 (R) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the RL.5.1 I can accurately quote from a fiction text when I am explaining what it says. RI.5.1 I can accurately quote from informational text when I am Theme Main Idea Supporting Details Figurative Language Main Idea Houghton Storyworks August, 2015 Page 3
4 RL.5.1/RI 5.1 I can draw inferences using textual information. RL.5.2 I can determine the theme of a fiction text by thinking about the details in the Cause/Effec t Problem/So lution U.S. Weekly RL 5.2 Determine theme of a story, drama or poem from details in the text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize RL.5.2 I can explain how the speaker in a poem reflects upon a topic when discussing the theme of the poem. RL.5.2 I can summarize a fiction text in my own words. RI.5.2 I can determine two or more main ideas in informational texts. RI.5.2 I can explain how the main ideas in informational texts are supported by the details in the RI.5.2 I can summarize informational texts I have read. RI.5.3 I can define relationships and interactions among individuals, events, ideas or concepts. RI 5.3 (R) Explain relationships or interactions between two or more individual, events, ideas, or concepts in a historical, scientific or technical text based on specific information in the RI.5.3 I can explain relationships between two or more individual and / or events in texts using specific information from multiple types of informational August, 2015 Page 4
5 RL 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. RI 5.4 Determine the meaning of general academic and domain specific words and phrases in a text relative to grade 5 topic or subject. RL.5.4 I can determine the meanings of words and phrases an author uses. RL.5.4 I can understand the meaning of figurative language in a fiction RL 5.5 (R) Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem. RL.5.5 I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems. RI 5.5 (R) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts. RI 5.5 I can determine and describe the overall structure of a text or part of a RI.5.5 I can compare and contrast the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in two or more informational texts RL 5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RI 5.7 Draw on information from multiple print or digital sources, RL 5.7 I can identify multimedia and visual elements within a RL 5.7 I can recognize the meaning, tone and beauty of a RL.5.7 I can explain and analyze how visuals contribute to the Compare/C ontrast Evidence Visual Houghto n Storywor ks August, 2015 Page 5
6 demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. meaning, tone and beauty of a RI 5.7 I can obtain information from sources. RI. 5.7 I can identify problem solving steps. U.S. Weekly RI 5.7 I can locate answers and organize information to answer questions RI 5.8(R) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. - RL 5.9(R) Compare and contrast reading a story in the same genre (e.g., mysteries and adventure stories) and their approaches to similar themes and topics. RI 5.9(R) Integrate information from several texts on the same topic **Review the standards taught in the 1 st semester. (Resources: Houghton Mifflin, Storyworks,,, U.S. Weekly, ) RI 5.8 I can identify an author s particular points in a text and which evidence and reasons support each point. RI.5.8 I can explain how an author uses specific reasons and evidence to support particular points in informational texts. RL 5.9 I can identify the characteristics of a theme, a topic and genre. RL.5.9 I can compare and contrast similar themes or topics in stories from the same fiction genre. RI.5.9 I can identify information and integrate information from several texts on the same topic. August, 2015 Page 6
7 19-23 RL 5.1/RI 5.1 (R) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the RL 5.2 Determine theme of a story, drama or poem from details in the text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the RL.5.1 I can accurately quote from a fictional text when I am RI.5.1 I can accurately quote from informational text when I am RL.5.1/RI 5.1 I can draw inferences using textual information RL.5.2 I can explain how characters respond to challenges. RI.5.2 I can summarize informational texts I have read. Infer Summarize Compare / Contrast Setting Character Event Relationshi ps Specific Evidence Main Idea Cause/Effec t Problem/So lution Houghton Storyworks U.S. Weekly RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize RL 5.5 (R) Explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem. RL 5.2 I can summarize fiction text in my own words. RL.5.5 I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems. RI 5.5 (R) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts. RI 5.5 I can determine and describe the overall structure of a text or part of a RI.5.5 I can compare and contrast the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in August, 2015 Page 7
8 RL 5.9(R) Compare and contrast reading a story in the same genre (e.g., mysteries and adventure stories) and their approaches to similar themes and topics. RI 5.9(R) Integrate information from several texts on the same topic By the end of the year; read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. RI 5.10 By the end of the year; read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. two or more informational texts RL 5.9 I can identify the characteristics of a theme, a topic and genre. RL.5.9 I can compare and contrast similar themes or topics in stories from the same fiction genre. RI.5.9 I can identify information and integrate information from several texts on the same topic I can read and understand fifth grade stories, plays and poems independently. RI.5.10 I can read and understand 5th grade informational texts independently Revie w of Stand ards RL 5.1/RI 5.1 (R) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the RL.5.1 I can accurately quote from a fictional text when I am RI.5.1 I can accurately quote from informational text when I am RL.5.1/RI 5.1 I can draw inferences using textual information. Summarize Compare / Contrast Setting Character Event Relationshi ps Specific Evidence Houghton Storyworks U.S. Weekly August, 2015 Page 8
9 - RL 5.2 Determine theme of a story, drama or poem from details in the text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the RL.5.2 I can explain how characters respond to challenges. RI.5.2 I can summarize informational texts I have read. Main Idea Figurative Language Metaphors Simile RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize - RL5.3 Compare and Contrast two or more characters, setting or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) - RL 5.4 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. RL 5.2 I can summarize fiction text in my own words. RI.5.3 I can define relationships and interactions among individuals, events, ideas or concepts. RI.5.3 I can explain the relationships between two or more individual and / or events in texts using specific information from multiple types of informational RL.5.4 I can identify and determine the meanings of general words and domain specific words and phrases the author uses in a RI 5.4 Determine the meaning of general academic and domain specific words and phrases in a text relative to grade 5 topic or subject RL 5.5 (R) Explain how a series of chapters, scenes or stanzas fit together RL.5.5 I can explain how chapters, scenes or stanzas fit together to Compare Contrast Houghton August, 2015 Page 9
10 Revie w of Stand ards to provide the overall structure of a particular story, drama or poem. RI 5.5 (R) Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in two or more texts. give structure to stories, plays and poems. (Teacher choice between chapter, scenes or stanza. You don t cover all of these at once, throughout the year.) Cause/Effec t Problem/So lution Storyworks U.S. Weekly - RL 5.6 Describe how a narrator or speakers point of view influences how events are described. RL 5.6 I can identify and describe the narrator s or speaker s point of view. RI 5.6 Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view the RL.5.6 I can describe how a narrator s or speaker s point of view influences a fiction RI 5.6 I can distinguish between firsthand and second hand account. RI.5.6 I can compare and contrast multiple accounts of the same event or topic by discussing similarities and differences in their points of view with supporting evidence from the Revie w of Stand ards RL 5.1/RI 5.1 (R) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the RL.5.1 I can accurately quote from a fictional text when I am RI.5.1 I can accurately quote from informational text when I am RL.5.1/RI 5.1 I can draw inferences using textual information. Summarize Compare / Contrast Setting Character Event Relationshi ps Specific Evidence Houghton Storyworks U.S. Weekly August, 2015 Page 10
11 RL.5.2 I can explain how characters respond to challenges. RI.5.2 I can summarize informational texts I have read. Main Idea Figurative Language Metaphors Simile - RL 5.2 Determine theme of a story, drama or poem from details in the text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize RL5.3 Compare and Contrast two or more characters, setting or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) RL 5.2 I can summarize fiction text in my own words RL 5.3 I can define compare and contrast. RL 5.3 I can identify specific details about the characters, setting or events in a story or drama. RL 5.3 I can identify similarities and differences of two or more characters, setting or events in a story of drama. RL.5.3 I can compare and contrast two or more characters, setting or events using details in the text to support my comparison. --- RI 5.8 I can identify an author s particular points in a text and which evidence and reasons support each point. August, 2015 Page 11
12 RI 5.8(R) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. RL 5.9(R) Compare and contrast reading a story in the same genre (e.g., mysteries and adventure stories) and their approaches to similar themes and topics. RI 5.9(R) Integrate information from several texts on the same topic. RI.5.8 I can explain how an author uses specific reasons and evidence to support particular points in informational texts. RL 5.9 I can identify the characteristics of a theme, a topic and genre. RL.5.9 I can compare and contrast similar themes or topics in stories from the same fiction genre. RI.5.9 I can identify information and integrate information from several texts on the same topic. August, 2015 Page 12
Correlation to Common Core State Standards Books A-F for Grade 5
Correlation to Common Core State Standards Books A-F for College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to
More informationCOMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN
LITERATURE - KINDERGARTEN 1. With prompting and support, ask and answer questions about key details 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and
More informationReading MCA-III Standards and Benchmarks
Reading MCA-III Standards and Benchmarks Grade 3 Key Ideas and Details Online MCA: 20 30 items Paper MCA: 24 36 items Grade 3 Standard 1 Read closely to determine what the text says explicitly and to make
More informationBPS Interim Assessments SY Grade 2 ELA
BPS Interim SY 17-18 BPS Interim SY 17-18 Grade 2 ELA Machine-scored items will include selected response, multiple select, technology-enhanced items (TEI) and evidence-based selected response (EBSR).
More informationStudents will understand that inferences may be supported using evidence from the text. that explicit textual evidence can be accurately cited.
Sixth Grade Reading Standards for Literature: Key Ideas and Details Essential Questions: 1. Why do readers read? 2. How do readers construct meaning? Essential cite, textual evidence, explicitly, inferences,
More informationI can read and understand fiction.
I Can Common Core! 4 th Grade Reading I can read and understand fiction. www.thecurriculumcorner.com Page 1 I can explain a story by referring to details and examples in the text. RL.4.1 www.thecurriculumcorner.com
More informationGrade 7. Paper MCA: items. Grade 7 Standard 1
Grade 7 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 7 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationGrade 6. Paper MCA: items. Grade 6 Standard 1
Grade 6 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 6 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationRL Reading - Literature I Can Statements Record the date(s) you have addressed each learning target.
RL Reading - Literature I Can Statements Record the date(s) you have addressed each learning target. Grade: Year: Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 I can listen and enjoy a story
More informationCollege and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R)
College and Career Readiness Anchor Standards K-12 Montana Common Core Reading Standards (CCRA.R) The K 12 standards on the following pages define what students should understand and be able to do by the
More informationLiterature Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
Grade 8 Key Ideas and Details Online MCA: 23 34 items Paper MCA: 27 41 items Grade 8 Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
More informationWith prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.
Literature: Key Ideas and Details College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
More informationLiterature Studies Grade 5 Focus Genre: Poetry. Essential Question. Content/Academic Vocabulary. Focus Questions
Essential Question How does reading poetry provide a chance to explore and appreciate language? Content/Academic Vocabulary Alliteration Author s Purpose Ballad Cinquain Concrete Couplet Free Verse Haiku
More informationSummer Reading Assignment 2016 Advanced English 12
Summer Reading Assignment 2016 Advanced English 12 Read the novel 1984 by George Orwell. While reading, complete the Major Works Data Sheet provided using the guidelines below. 1. For Biographical, Historical,
More informationGrade Level: 4 th Grade. Correlated WA. Standard(s): Pacing:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.4.1.
More informationStudents will be able to cite textual evidence that best supports analyses and inferences drawn from text.
Eighth Grade Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential objective, summary, interact, cite, textual evidence, explicit,
More information7 th Grade Student Friendly Standards
Standard Knowledge Reasoning Performance Skill Product 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Identify
More informationGrade 7: RL Standards
Grade 7: RL Standards RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central idea of
More informationRL6 Explain how an author develops the point of view of the narrator or speaker in a text.
Grade 6: RL Standards RL1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central idea of a text and how it
More informationAdvanced Placement English Language and Composition
Spring Lake High School Advanced Placement English Language and Composition Curriculum Map AP English [C] The following CCSSs are embedded throughout the trimester, present in all units applicable: RL.11-12.10
More informationCommon Core State Standards Alignment
Common Core State Standards Alignment for Reading CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationCommon Core State Standards Alignment for Jacob s Ladder Level 5
Common Core State Standards Alignment for Jacob s Ladder Level 5 1 Standards for Reading Standards for Writing Standards for Speaking and Listening Standards for Language CCRA.R.1 Read closely to determine
More informationGrade 4 Overview texts texts texts fiction nonfiction drama texts text graphic features text audiences revise edit voice Standard American English
Overview In the fourth grade, students continue using the reading skills they have acquired in the earlier grades to comprehend more challenging They read a variety of informational texts as well as four
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide 7th Grade Language Arts Date Revised 10/22/15
Quarter Topic Content Skills Common Core Standards Quarter 1 Citations Central ideas Support from the texts Summary Central ideas Citing several pieces of textual evidence Determine central ideas 7.RL.1,
More informationTHE QUESTION IS THE KEY
THE QUESTION IS THE KEY KEY IDEAS AND DETAILS CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from
More informationNORTH MONTCO TECHNICAL CAREER CENTER PDE READING ELIGIBLE CONTENT CROSSWALK TO ASSESSMENT ANCHORS
NORTH MONTCO TECHNICAL CAREER CENTER PDE READING ELIGIBLE CONTENT CROSSWALK TO ASSESSMENT ANCHORS Eligible Content Assessment Anchors Assessment Anchor Academic Standard Reporting Category: R11.A Comprehension
More information1st Quarter (8 ½ weeks) Unit/ Length Big Ideas Basic Outline/ Structure Content Vocabulary Text Assessment CCSS 1. Genres / Author s Purpose 2 Weeks
Klump 7th Grade 1st Quarter (8 ½ weeks) 1. Genres / Author s Purpose 2 Weeks *Become familiar with genres of literature and be able to identify and differentiate among the genres of literature *Skills
More informationELA SE: Unit 1: 1.2 (pp. 5 12), 1.5 (pp ), 1.13 (pp.58 63), 1.14 (pp ); Unit 2: 2.3 (pp.96 98), 2.5 (pp ), EA 1 (pp.
The College Board SpringBoard English Language Arts SpringBoard English Language Arts Student Edition, Grade 6 SpringBoard English Language Arts Teacher Edition, Grade 6 SpringBoard Writing Workshop with
More informationSchool: Phone: Principal:
Third Grade Report Card District: Hillsboro School District 1J Student Name: Academic Year: 2014-2015 Teacher: School: Phone: Principal: ATTENDANCE To The Parents/Guardians Of: Reporting Period QT1 SM1
More informationAdvanced Placement English Language and Composition
Spring Lake High School Advanced Placement English Language and Composition Curriculum Map AP English [A] The following CCSSs are embedded throughout the trimester, present in all units applicable: RL.11-12.10
More informationProgram Title: SpringBoard English Language Arts
The College Board SpringBoard English Language Arts SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition, Grade 7 SpringBoard Writing Workshop with
More information1. I can identify, analyze, and evaluate the characteristics of short stories and novels.
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCHS Subject: English Grade: 10 Benchmark Assessment 1 Instructional Timeline: 6 Weeks Topic(s): Fiction Kentucky
More informationProgram Title: SpringBoard English Language Arts and English Language Development
3Publisher: The College Board SpringBoard English Language Arts and English Language Development SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition,
More information6 th Grade - Learning Targets Reading Comprehension
Name Number Hour Learning Targets I know the parts of a plot. (exposition, rising action, initial incident, climax, falling action, resolution, conflict, point of view, protagonist, antagonist) I know
More informationENGLISH LANGUAGE DEVELOPMENT 3-5 READING: Literary Response and Analysis
READING: Literary Response and Analysis Beginning 1.1 listen to a story and respond orally by listen to an OC Step-By-Step story or answering factual comprehension other proficiency-level appropriate text
More informationFirst Grade mclass Kindergarten First Grade Specific Second Grade Third Grade Fourth Grade Reading Literature Reading Informational Text
Kindergarten First Grade First Grade mclass Specific Second Grade Third Grade Fourth Grade Alphabet adjetives who Adverb abstract nouns Reading Literature Author audience what Alliteration audience inference
More informationGrade 5. READING Understanding and Using Literary Texts
Grade 5 READING Understanding and Using Literary Texts Standard 5-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 5-1.1 Analyze literary texts to draw
More information6 th Grade Reading Curriculum Map Highland Turner Elementary Week Standard Key Vocabulary Learning Target Resources Assessment
1 RL 6.3, 6.6 L6.4, L, 6.1 plot, resolution, genre, literary elements, contextclues, multiple meaning words, sentence, sentence types, editing I can identify and analyze literary elements in a realistic
More informationKansas Standards for English Language Arts Grade 9
A Correlation of Grade 9 2017 To the Kansas Standards for English Language Arts Grade 9 Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of the. Correlation
More informationIllinois Standards Alignment Grades Three through Eleven
Illinois Standards Alignment Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationUnit 7.3: Poetry: My Identity English as a Second Language 8 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: In this unit, the student reflects upon his/her own identity and develops an understanding of who he/she is in context to
More informationPROSE FICTION PROSE FICTION
PROSE FICTION Prose Fiction passages are usually excerpts from novels or short stories. You should approach this passage as you would an assignment for your high school English class, not as you would
More informationGenres Reading Quilt
Genres Reading Quilt Name: Date I began my quilt: Date completed: To become an effective reader, you should read texts from a wide variety of genres. As you read each of the genres below, complete the
More informationGrade 6 Overview texts texts texts fiction nonfiction drama texts author s craft texts revise edit author s craft voice Standard American English
Overview During the middle-grade years, students refine their reading preferences and lay the groundwork for being lifelong readers. Sixth-grade students apply skills they have acquired in the earlier
More informationGRADE 9 TEACHER S EDITION. PerspectivesTM ENGLISH LANGUAGE ARTS
GRADE 9 TEACHER S EDITION PerspectivesTM ENGLISH LANGUAGE ARTS Correlation to myperspectivestm English Language Arts The following correlation shows points at which focused standards instruction is provided
More informationT f. en s. Introduction...4. Format of Books...5. Suggestions for Use...9. Additional Materials for Review Reading Skills and Strategies...
T f a ble o Co n t en s t Introduction...4 Format of Books...5 Suggestions for Use...9 Additional Materials for Review...10 Reading Skills and Strategies...11 Annotated Answer Key and Extension Activities...29
More informationELA 6 Textbook Pacing Guide Quarter 1
ELA 6 book Pacing Guide Quarter 1 book Pacing Guide The following stories and non-fiction articles are in the textbook. The assignments are tied directly to a specific standard. Teachers are required to
More informationA Correlation of. To the. California English-Language Arts Content Standards and English Language Development Standards, Grade 9
A Correlation of 2017 To the California English-Language Arts Content s and English Language Development s, Grade 9 Correlation to myperspectivestm English Language Arts The following correlation shows
More informationWeek of January 30 th 2012 Teacher Natt Course: 5 th Grade Reading and Language Arts. Assessment
Week of January 30 th 2012 Teacher Natt Course: 5 th Grade Reading and Language Arts Day Anchor Descriptor Eligible Content or Academic Standard Mon. R5.A.1.1 Identify and interpret meaning of multiplemeaning
More informationPenn Wood Middle School 7 th Grade English/Language Arts Curriculum Overview
Standards: Based on PA PDE Standards for grade 7: 1.1.7.A - 1.7.7.A Common Core Standards: RL7.1, RL7.4, RL7.6, RL7.7, RL7.9 (literature) RI7.1, RI7.3, RI7.4, RI7.5, RI7.6, RI7.7, RI7.9 (informational
More informationCOMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE. Greenfield/Rosedale RCD Project
1 of 11 COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE Grade Level or Course: Fifth Grade Greenfield/Rosedale RCD Project Authors: Tracy Harrington, Tracey Lorimer, Nicky Richards, Mary Nugent, Debbie Moles,
More informationBaltimore County Public Schools Draft Office of Secondary English Language Arts Grade 8: RL Standards
Grade 8: RL Standards RL1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL2 Determine a theme or central
More informationA Correlation of. Grade 9, Arizona s English Language Arts Standards
A Correlation of, 2017 To Arizona s English Language Arts Standards Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references
More informationFairfield Public Schools English Curriculum
Fairfield Public Schools English Curriculum Reading, Writing, Speaking and Listening, Language Satire Satire: Description Satire pokes fun at people and institutions (i.e., political parties, educational
More informationPart Two Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight Grade Seven California English Language Development Standards
The College Board SpringBoard English Language Arts and English Language Development Abbreviation SpringBoard English Language Arts Student Edition, Grade 7 SpringBoard English Language Arts Teacher Edition,
More informationCurriculum Map. Unit #3 Reading Fiction: Grades 6-8
Curriculum Map Unit #3 Reading Fiction: Grades 6-8 Grade Skills Knowledge CS GLE Grade 6 Reading Literature 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
More informationCurriculum Map: Implementing Common Core
12B CP Spring 2014 Unit: Chapter 4: The Restoration and the Eighteenth Century (1660-1800) Themes/motifs: political obligations, abuse of power, aristocratic values, political satire, oppression, excess,
More informationCurriculum Map. Unit #3 Reading Fiction: Grades 6-8
Curriculum Map Unit #3 Reading Fiction: Grades 6-8 Grade Skills Knowledge CS GLE Grade 6 Reading Literature 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
More informationThematic Essential Question How do authors use their writing to comment on their society? What techniques do writers use to accomplish this?
Title Unit 1 Unit 2 Unit 3 Unit 4 Close to Learn Working With Evidence Understanding Perspectives Decision Making and Forming Arguments End of Unit Performance Task(s) Essential Questions/Essential Understandings
More informationGuide. Standard 8 - Literature Grade Level Expectations GLE Read and comprehend a variety of works from various forms of literature.
Grade 6 Tennessee Course Level Expectations Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms of literature. Student Book and Teacher
More informationPrentice Hall. Literature, The Penguin Edition, Grade 6 The Oklahoma Edition Grade 6
Prentice Hall Literature, The Penguin Edition, Grade 6 Grade 6 C O R R E L A T E D T O Grade 6 LANGUAGE ARTS Grade 6 Reading/Literature: The student will apply a wide range of strategies to comprehend,
More informationPersonal Narrative STUDENT SELF-ASSESSMENT. Ideas YES NO Do I write about a real event in my life? Do I tell the events in time order?
1 Personal Narrative Do I write about a real event in my life? Do I tell the events in time order? Does the narrative have a beginning? Does the narrative have a middle? Does the narrative have an ending?
More informationCurriculum Map: Comprehensive I English Cochranton Junior-Senior High School English
Curriculum Map: Comprehensive I English Cochranton Junior-Senior High School English Course Description: This course is the first of a series of courses designed for students who are not planning a four-year
More informationUnit 02: Revolutionary Period and Persuasive Writing
Unit 02: Revolutionary Period 1750-1820 and Persuasive Writing Content Area: English Course(s): English 3 Time Period: Marking Period 2 Length: 3-4 Weeks Status: Published Unit Introduction The Age of
More informationmyperspectives English Language Arts
my A correlation of myperspectives English Language Arts Grade 9 2017 To the Common Core State Standards for English Language Arts Grade 9 Table of Contents Grade 9 Reading Standards for Literature...
More informationMaryland College and Career Ready Standards for English Language Arts
A Correlation of To the Maryland College and Career Ready Standards for English Language Arts Introduction This document demonstrates how English Language Arts meets the objectives of the. Correlation
More informationFRANKLIN-SIMPSON HIGH SCHOOL
FRANKLIN-SIMPSON HIGH SCHOOL Course Name: English 9 Unit Name: Poetry Quality Core Objectives: Unit 4 Poetry A.2. Reading Strategies A.3. Knowledge of Literary and Nonliterary Forms A.5. Author s Voice
More informationUNIT PLAN. Grade Level: English I Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level: English I Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research various poets, analyze poetry,
More informationIstation Reading Curriculum Correlated to New York State Common Core Learning Standards for English Language Arts & Literacy
Istation Reading Curriculum Correlated to New York State Common Core Learning Standards for English Language Arts & Literacy Grades 6 8 Copyright 2019 Istation - All rights reserved Grade Six Reading Standards
More information1/25/2012. Common Core Georgia Performance Standards Grades English Language Arts. Susan Jacobs ELA Program Specialist
Common Core Georgia Performance Standards Grades 11-12 English Language Arts Susan Jacobs ELA Program Specialist 1 Welcome Common Core The Standards were derived from a set of anchor standards called the
More informationSTAAR Reading Terms 5th Grade
STAAR Reading Terms 5th Grade Group 1: 1. synonyms words that have similar meanings 2. antonyms - words that have opposite meanings 3. context clues - words or phrases that help give meaning to unknown
More informationWords to Know STAAR READY!
Words to Know STAAR READY! Conflict the problem in the story Resolution how the problem is solved or fixed; the ending or final outcome of the story Main Idea what a piece of writing (or paragraph) is
More informationUNIT PLAN. Grade Level English II Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.
UNIT PLAN Grade Level English II Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research a poet and analyze his/her
More information2011 Tennessee Section VI Adoption - Literature
Grade 6 Standard 8 - Literature Grade Level Expectations GLE 0601.8.1 Read and comprehend a variety of works from various forms Anthology includes a variety of texts: fiction, of literature. nonfiction,and
More informationCurriculum Map: Academic English 11 Meadville Area Senior High School English Department
Curriculum Map: Academic English 11 Meadville Area Senior High School English Department Course Description: This year long course is specifically designed for the student who plans to pursue a college
More informationCurriculum Map: Accelerated English 9 Meadville Area Senior High School English Department
Curriculum Map: Accelerated English 9 Meadville Area Senior High School English Department Course Description: The course is designed for the student who plans to pursue a college education. The student
More informationReading 8 Curriculum
Reading 8 Curriculum Unit 1 Estimated Unit Time Frames 45 Days Big Ideas Essential Questions What is the difference between fiction and nonfiction? Concepts (Know) Fiction vs Nonfiction Competencies (Do)
More informationJefferson School District Literature Standards Kindergarten
Kindergarten LI.01 Listen, make connections, and respond to stories based on well-known characters, themes, plots, and settings. LI.02 Name some book titles and authors. LI.03 Demonstrate listening comprehension
More informationUTICA COMMUNITY SCHOOLS
Course Title: English 10 UTICA COMMUNITY SCHOOLS Course Content Expectations: Part I: The Puritan Legacy Big Ideas: Hypocrisy, Public Goodness/Private Evil, Spin/Cover-up/Sugar-coating, Camouflage, Truth
More informationTable of Contents...2. Purpose and Use of. Documents College and Career Readiness Anchor Standards for Reading.4
Table of Contents...2 Purpose and Use of Documents... 3 College and Career Readiness Anchor Standards for Reading.4 College and Career Readiness Anchor Standards for Writing.. 5 Beginning Theatre Arts
More informationMAYWOOD PUBLIC SCHOOLS Maywood, New Jersey. LIBRARY MEDIA CENTER CURRICULUM Kindergarten - Grade 8. Curriculum Guide May, 2009
MAYWOOD PUBLIC SCHOOLS Maywood, New Jersey LIBRARY MEDIA CENTER CURRICULUM Kindergarten - Grade 8 Curriculum Guide May, 2009 Approved by the Maywood Board of Education, 2009 2 TABLE OF CONTENTS Mission
More informationPARCC Narrative Task Grade 6 Reading Lesson 2: Narrative Reading Strategies
Rationale PARCC Narrative Task Grade 6 Reading Lesson 2: Narrative Reading Strategies To equip students with the skills needed to successfully answer the reading portion of the PARCC Narrative Task, instructors
More informationUse the article titled Knots in My Yo-Yo String by Jerry Spinelli on pages in your student reader to answer the questions below.
Name: Grade 6 Lesson 2 Date: Use the article titled Knots in My Yo-Yo String by Jerry Spinelli on pages 51-61 in your student reader to answer the questions below. Directions Read the story. Then answer
More informationPossession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
LESSON 5 TEACHER S GUIDE by Myron Banks Fountas-Pinnell Level U Nonfiction Selection Summary The blues is an American sound instruments like piano, trumpet, saxophone, and a voice combine to express deep
More informationGrade 2 3 rd Quarter Pacing Guide Unit 3: Bigger Books Mean Amping Up Reading Power
Grade 2 3 rd Quarter Pacing Guide Unit 3: Bigger Books Mean Amping Up Reading Power Unit Overview: At the start of this unit, you ll inform your readers that researchers have found that second grade is
More informationCite. Infer. to determine the meaning of something by applying background knowledge to evidence found in a text.
1. 2. Infer to determine the meaning of something by applying background knowledge to evidence found in a text. Cite to quote as evidence for or as justification of an argument or statement 3. 4. Text
More informationWhat can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2
Reading 3D TRC Question Stems Level F What can you learn from the character? How do you know this? Use a part of the story in your answer. RL 1.2 Where do the characters live in this story? Use part of
More informationPersonal Narrative STUDENT SELF-ASSESSMENT
1 Personal Narrative Does my topic relate to a real event in my life? Do I express the events in time order and exclude unnecessary details? Does the narrative have an engaging introduction? Does the narrative
More informationCurriculum Standard One: The student will use his/her senses to perceive works of art, objects in nature, events, and the environment.
Curriculum Standard One: The student will use his/her senses to perceive works of art, objects in nature, events, and the environment. 1. The student will analyze the aesthetic qualities of his/her own
More informationAnswer Key Grade 5. Practice Test. The Road Not Taken Birches
Answer Key Grade 5 The Road Not Taken Birches 1. Part A What does the word diverged in Lines 1 and 18 of The Road Not Taken mean? A Incorrect. Ended means stopped. This is not what diverged means. B Correct.
More informationLiterature Studies Grade 6 Focus Genre: Poetry. Essential Question. Content/Academic Vocabulary. Focus Questions
Essential Question How does reading poetry provide a chance to explore and appreciate language? Content/Academic Vocabulary Alliteration Author s Purpose Ballad Cinquain Concrete Couplet Epitaph Free Verse
More informationReading: novels Maniac Magee, Tales of a Fourth Grade Nothing, Sideways Stories picture books Technology Smartboard, Document Camera
R F3 F4b F4c SL1-b SL1-c SL1-d SL4 RI 1, 3, 4 Fountas and Pinnell: First 20 Days establish Independent Reading Making Connections NarrativeElements Context Clues Author s Purpose inferences vocabulary
More informationCalifornia Content Standards that can be enhanced with storytelling Kindergarten Grade One Grade Two Grade Three Grade Four
California Content Standards that can be enhanced with storytelling George Pilling, Supervisor of Library Media Services, Visalia Unified School District Kindergarten 2.2 Use pictures and context to make
More informationEighth Grade Music Curriculum Guide Iredell-Statesville Schools
Eighth Grade Music 2014-2015 Curriculum Guide Iredell-Statesville Schools Table of Contents Purpose and Use of Document...3 College and Career Readiness Anchor Standards for Reading...4 College and Career
More informationArchbold Area Schools Language Arts Curriculum Map Subject Grade Time Content Skills Asssessment Resources
Reading 8 August - May Teen Newsweek Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Apply knowledge of connotation and denotation to determine
More informationSTUDENT: TEACHER: DATE: 2.5
Language Conventions Development Pre-Kindergarten Level 1 1.5 Kindergarten Level 2 2.5 Grade 1 Level 3 3.5 Grade 2 Level 4 4.5 I told and drew pictures about a topic I know about. I told, drew and wrote
More informationCharacteristics of the Text Genre Informational Text: Biography Text Structure
LESSON 9 TEACHER S GUIDE by Carl Desmond Fountas-Pinnell Level J Informational Text Selection Summary Young readers learn about the creators of the Curious George series of children s books. The couple
More informationCurriculum Map: Academic English 10 Meadville Area Senior High School
Curriculum Map: Academic English 10 Meadville Area Senior High School Course Description: This year long course is specifically designed for the student who plans to pursue a four year college education.
More informationVisual Arts Colorado Sample Graduation Competencies and Evidence Outcomes
Visual Arts Colorado Sample Graduation Competencies and Evidence Outcomes Visual Arts Graduation Competency 1 Recognize, articulate, and debate that the visual arts are a means for expression and meaning
More informationIstation Reading Curriculum Correlated to Missouri Learning Standards for English Language Arts
Istation Reading Curriculum Correlated to Missouri Learning Standards for English Language Arts Grades 6 8 Copyright 2019 Istation - All rights reserved Grade 6 READING: Literary Text 6.RL.1 Comprehend
More information