1. How do writers. Cross curriculum textbooks Authentic literature me better. Informational Texts meaning? 2. What do. variety of genres readers do

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1 Essential Questions Resources/Materials Reading Vocabulary Writing as a Process Writing as a Product Writing Reading 1. How does understanding a text s 1. How do I figure out a word I do not know? 1. How do good writers express themselves? 1. How do writers develop a wellwritten product? Various types of graphic organizers Cross curriculum textbooks Authentic structure help 2. Why do readers 2. How does 2. Why do writers Writing process literature me better need to pay process shape the choose a particular charts Informational understand its attention to a writer s product? form of writing? Anchor Charts Texts meaning? writer s choice of 3. How do rules of 3. Why conduct a Units of Study Books from a 2. What do words? language affect research? for Writing variety of genres readers do communication? Harcourt available when they do Trophies through: not understand Models for Leveled books everything in a Teach Writing- Classroom text? Craft library books 3. How do Target Skills by School library readers Marcia S. icals, construct Freeman catalogs meaning from Craft Lessons By Charted Reading text? Ralph Fletcher selections and JoAnn Portalupi Harcourt Trophies Various trade books, student PunctuationTakes a Vacation magazines, newspapers Word Study Lessons: Phonics, Spelling, Fountas and Pinnnell s Guiding Readers and Vocabulary by Irene C. Fountas and Gay Su Pinnell; and Writers, Grades 3-6 Appendix Word tiles Science and Social Studies Textbooks NJRHS Rubric Word chunking game Game sheets Various books from classroom library, guided reading, and school library

2 Open Ended Scoring Rubric Portfolio Folders Journal Notebooks Writing Folders org/exemplars/index.asp om/expository.html g/ orksheets.com/

3 s 1 st CPI s (Reading and Writing 3.1.E.1 Purpose for reading 3.1. D. 3. Fluency 3.1.G.8 Draw conclusions 3.1.G.10 Characters, setting, plot, theme 3.1.G.2 main idea, supp. Details 3.1.G.5 Imagery 3.1.G.6 Themes 3.1.G.9 Point of view 3.1.F.4 Roots, prefixes, and suffixes 3.1.F.5 Dictionary 3.1.E.3 Context Clues 3.2. A.1 Generate ideas 3.2.A.3 Use graphic organizers to plan 3.2.A.4 Draft writing 3.2.B.2 Elements, structures, and tone of narratives 3.2. C.3 Paragraphs/Indentation 3.2.D.5 sequence of events Literary Elements Plot Conflict Setting Characters Figurative language Sensory details Reading Focus Writing Focus Writing Requirements/ Vocabulary Focus: root words, prefixes, suffixes, context clues, use of dictionary/thesaurus Plot Conflict setting characters inferences/drawi ng conclusions theme Point of view main idea supporting details sensory details Grammar, Mechanics, Usage: Sentence Subject/Predicate Agreement Parts of Speech Types of Sentence Capitalization Spelling Punctuation Marks Writing Skills: Writing Process Purpose and Organizing ideas into paragraphs (Sequence of events) Engaging opening and closing paragraphs Use grade appropriate conventions (Editing) Personal Narrative (Memoir) Other: Response to Book Talk Descriptive essay

4 s 2 nd CPI s (Reading and Writing 3.1.A.3 Text features 3.1.C.3 Use context to read words 3.1.E.2 Reading strategies 3.1. D. 1. Fluency 3.1.G.1 Author s purpose 3.1.G.7 Summarize major points 3.1.G.8 Make inferences 3.1.G.4 Ask questions 3.1.G.2 Main idea, supporting details 3.1.G.3 Interpret information 3.1.G.13 Read grade level texts 3.1.F.4 Roots, prefixes, and suffixes 3.1.F.5 Dictionary 3.2. A.1. 2 Generate ideas 3.2.A.3 Use graphic organizers to plan 3.2.A.4 Draft writing 3.2.B.2 Narrative writing 3.2. C.3 Paragraphs 3.2.C.5 Write legibly Nonfiction Reports Letters Reading Focus Writing Focus Writing Requirements/ Vocabulary Focus: Base words, affixes context clues synonyms antonyms Main Idea/support Text features Interpret information (charts, graphs, diagrams) Summarize Author s purpose Use information from text Grammar, Mechanics, Usage focus: Parts of Speech Subject-verb agreement Sentence Structure Capitalization Punctuation Writing Skills: Writing Process Purpose and Organizing ideas into paragraphs (Sequence of events) Elaborating ideas with appropriate details Engaging opening and closing paragraphs Use grade appropriate conventions (Editing) Speculative Prompt (based on a scenario) Other: Project-based learning Response to Friendly Letter Informational Report How to Essay

5 s 3 rd CPI s (Reading and Writing 3.1.A.2 Print conventions 3.1.E.1 Purpose for reading 3.1.E. 3 Use pictures and context clues 3.1.G.1 Author s purpose 3.1.G.7 Summarize major points 3.1.G.8 Make inferences and draw conclusions 3.1.G.4 Ask questions 3.1.G.4 Making connections 3.1.G.2 Main idea 3.1.G.13 Read grade level texts 3.1.H.2 Draw conclusions from data 3.1.F.3 Roots, prefixes, and suffixes 3.1.F.5 Dictionary 3.1.E.3 Picture words 3.2. A.2 Examine real-world examples of writing 3.2.A.3 Use graphic organizers to plan 3.2.A.4 Draft writing 3.2.B.3 Write a nonfiction piece 3.2. C.3 Paragraphs Literary Elements Cause and Effect Fact / Fiction Expository Author s purpose Reasons and examples Reading Focus Writing Focus Writing Requirements/ Vocabulary Focus: root words, prefixes, suffixes synonyms, context clues, use of dictionary/thesaurus inferences compare and contrast Topic sentence and details Reasons and examples Grammar, Mechanics, Usage focus: Sentence combining Sentence Variety Parts of speech Writing Skills: Writing Process Purpose and Sentence combining and revising Organizing ideas into paragraphs and compositions Explanatory or Expository Essay (poemlinked prompt) Other: Project based learning Response to Book Talk Author Study How to Essay Letter

6 s 4 th Note: CPI s (Reading and Writing 3.1.E.2 Monitor comprehension 3.1.E.1 Set purpose for reading 3.1.E.3 Use pictures and context clues 3.1.G.5 Interpreting imagery 3.1.G.1 Author s purpose 3.1.G.8 Draw conclusions and inferences 3.1.G.9 Point of view 3.1.G.6 Themes 3.1.F.4 Roots, prefixes, and suffixes 3.2.A.8 Author s Voice 3.2.B.4 Presentation 3.2.D.1 Write for a variety of Purposes 3.2.D.4 Write to express thoughts 3.2.D.7 Respond to literature through writing Poetry Literary Devices Imagery Figurative language Reading Focus Writing Focus Writing Requirements/ Vocabulary Focus: Grammar, Mechanics, Compare and Synonyms Usage focus: Contrast Essay Antonyms Subject-verb Problem-solution Context clues agreement essay Specialized Verbs Poetry vocabulary Adjectives Adverbs Mood, tone Sentence Create a class poetry book Author s purpose structure Other: Summarize Sentence Project-based Learning Inferences variety Personal Response to a Take notes Writing Skills: Poem Point of view Writing Process Book Report Dialogue Purpose and Author Study Similes Imagery Sentence Rhyme combining and Repetition revising Personification Use of vivid verbs Organizing ideas into paragraphs and compositions This is a recommended pacing guide. All CPI s do not necessarily follow a certain order, and some can be addressed in different marking periods. Use supporting data (NJASK, DRA2, DIA, etc.) or students interest when teaching a specific skill. Review, reteach, and reassess skills as deemed necessary. All writing requirements (Speculative, Persuasive, Expository or Explanatory) should be covered and completed before testing since these are aligned with the NJASK. You may select other writing requirements accordingly either for group work, independent work, homework, etc. Core Novel Study is suggested for each marking period. You may use novels that are available in your schools or school library. The Core Novel or alternate core including Picture books can be used as a Read Aloud to support strategies you are modeling.