Subject: Literacy 1 st Six Weeks (1 st 3 weeks) Essential Skills Problem / Solution Inferences Synonyms and Antonyms Parts of a Cook(covered weeks 1-6) Story Elements Context Clues Glossary Cause and Effect Sentence Structure Types of Sentences Sentence Punctuation Subject and Predicates Past/Present/Future Comparative Words(-er, -est, more and most) Dictionary Usage Index Usage Personal Narrative Spelling Essential Knowledge understand that the main character has a problem that usually gets resolved identify the problem of the plot understand that plot is developed through a series of events identify the events in sequence that lead to resolution of the conflict apply prior knowledge to make predictions use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information identify specific information in text that supports predictions skim material to develop a general overview or to locate specific information locate details to support opinions, predictions, and conclusions identify new information learned from reading. apply knowledge of root words, prefixes, and suffixes use grammatically correct language Standards of Learning (SOL) 5.5 a,c 5.4a,b,c 5.6a,b,c,d,f,g 5.3e 5.9a,b,c,d,e,f,g, h 5.4c 5.8a,b,c,d,e,f,g 5.9a,b,c,d,e,f,g, h Resources -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way Additional Resources -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher created materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts Strategies -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -sorts Assessments -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Diagnostic Test by Sept. 15 -Teacher made tests -Homework/classwork -SOL Released Items -6 Trait rubric -SOL Released Items -Fall writing prompt -Homework/classwork -weekly tests -Words Their Way spelling inventory(within first two weeks of school)
use specific vocabulary to enhance oral presentations read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed understand that characters are developed by what is directly stated in the text their speech and actions what other characters in the story say or think about them understand that some characters change during the story or poem and some characters stay the same discuss why an author might have used particular words and phrases discuss the similarities and differences between a text and previously read materials use context to infer the correct meanings of unfamiliar words use word references and context clues to determine which meaning is appropriate in a given situation identify structural and organizational patterns such as cause-and-effect,
comparison/contrast, and chronological order punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn.. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and
he chased the cat and then he came back inside. identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing.
punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn.. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he
came back inside.
1 st Six Weeks (2 nd 3 weeks) Story Elements Inferences Synonyms and Antonyms Cause and Effect Problem Solution Context Clues Parts of a Book Sentence Combining Conjunctions Quotations Run-on Sentences Punctuation Personal Narrative Spelling Reading understand that the main character has a problem that usually gets resolved identify the problem of the plot understand that plot is developed through a series of events identify the events in sequence that lead to resolution of the conflict apply prior knowledge to make predictions use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information identify specific information in text that supports predictions skim material to develop a general overview or to locate specific information locate details to support opinions, predictions, and conclusions identify new information learned from reading. apply knowledge of root words, prefixes, and suffixes use grammatically correct language use specific vocabulary to enhance oral presentations read nonfiction print materials and trade books that reflect the Virginia 5.5 a,c 5.4a,b,c 5.6a,b,c,d,f 5.3e 5.9a,d,e,f,g,h 5.8a,b,c,d,e,f,g 5.9a,b,c,d,e,f,g, h -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher Created Materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -sorts -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
Standards of Learning in English, History, Social Science, Science, and Mathematics identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed understand that characters are developed by what is directly stated in the text their speech and actions what other characters in the story say or think about them understand that some characters change during the story or poem and some characters stay the same discuss why an author might have used particular words and phrases discuss the similarities and differences between a text and previously read materials use context to infer the correct meanings of unfamiliar words use word references and context clues to determine which meaning is appropriate in a given situation identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order
punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well.. use plural possessives, e.g.,.the books covers are torn.. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.
apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line
use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g.,.the books covers are torn. identify and use interjections, e.g., such as Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g.,.i opened the door and the dog went out and he chased the cat and then he came back inside. 2 nd Six Weeks (1 st 3 weeks) Predictions Generalizations Compound Words Dictionary Skills Fact/Non Fact Main Idea Internet Sources Using Telephone Directory apply prior knowledge to make predictions identify specific information in text that supports predictions form opinions and draw conclusions from the selection locate details to support opinions, predictions, and conclusions 5.6a,b,c,g,f 5.5a 5.4b,c 5.7a 5.8b,c,g 5.1a,c 5.9a,b,c,d,e,f,g, -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Making Meaning Strategies -Read Alouds -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests
Nouns Abbreviations Capitalization Using Titles (capitalization) Commas Narrative-writing a Story understand that the main character has a problem that usually gets resolved apply knowledge of root words, prefixes, and suffixes understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics distinguish between fact and opinion participate as active listeners in group learning activities by listening for main ideas listening for sequence of ideas taking notes participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery h 5.8a,b,c,d,e,f,g 5.1a,b 5.3a,b,e 5.9a,b,c,d,e,f,g, h -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Teacher created materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts -Think Alouds -whole group -small group -sorts -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
summarizing a presentation orally prior to delivery. identify new information learned from reading take notes from a variety of print resources identify source of information summarize important concepts skim material to develop a general overview or to locate specific information use available technology to gather information and to aid in writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a friendly letter hyphens to divide words at the end of a line use plural possessives, e.g.,.the books. covers are torn.. avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in
direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery. narrow the topic select information that develops the topic and is appropriate for the audience organize content sequentially and group together related information put information in order, providing an overview of the information at the beginning or a summary of the information at the end use grammatically correct language use specific vocabulary to
enhance oral presentations punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a friendly letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g.,.the books covers are torn. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.
2 nd Six Weeks (2 nd 3 weeks) Predictions Generalizations Compound Words Encyclopedia/Index Main Idea Inflectional Endings Conducting an Interview Singular/Possessive Nouns Plural/Possessive Nouns Apostrophe Capitalization Narrative-Writing a Story Spelling apply prior knowledge to make predictions identify specific information in text that supports predictions form opinions and draw conclusions from the selection locate details to support opinions, predictions, and conclusions understand that the main character has a problem that usually gets resolved apply knowledge of root words, prefixes, and suffixes understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics distinguish between fact and opinion participate as active listeners in group learning activities by listening for main ideas listening for sequence of ideas taking notes 5.6a,b,c,g,f 5.5a 5.4b,c 5.7a 5.8b,c,g 5.1a,b,c 5.2a,b,c,d 5.9a,b,c,d,e,f,g, h 5.8a,b,c,d,e,f,g 5.1a,b 5.3a,b,e 5.9a,b,c,d,e,f,g, h -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher Created Materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -sorts -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery. identify new information learned from reading demonstrate appropriate eye contact with listeners use acceptable posture according to the setting and the audience use dramatic gestures to support, accentuate, or dramatize the message use appropriate facial expressions to support, accentuate, or dramatize Presentations punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line
use plural possessives, e.g.,.the book covers are torn.. avoid fragments (Use of clausal fragments, such as.although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery. narrow the topic select information that develops the topic and is appropriate for the audience organize content sequentially and group together related information put information in order, providing an overview of the
information at the beginning or a summary of the information at the end use grammatically correct language use specific vocabulary to enhance oral presentations punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g.,.he played really well, instead of, He played real well. use plural possessives, e.g.,.the books covers are torn. identify and use interjections, e.g., such as.oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened
the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. 3 rd Six Weeks (1 st 3 weeks) Steps in a Process Summarize Multiple Meaning Words Follow Instructions Sequence of Events Figurative Language Using a Graph Use a Time Line Action Verbs Direct Object Commas Verb Tenses Main/Helping Verbs Contractions Explanatory 4-H Presentations Spelling participate as active listeners in group learning activities by listening for main ideas listening for sequence of ideas taking notes participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery select information that develops the topic and is appropriate for the audience put information in order, providing an overview of the information at the beginning or a summary of the information at the end skim material to develop a general overview or to locate specific information identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order summarize important concepts use context to infer the correct meanings of unfamiliar words 5.1a,c 5.3b,c,d 5.6a,b,f 5.7a 5.5b,c,e 5.8a 5.4a,b,c 5.9a,b,c,d,e,f,g, h 5.8a,b,c,d,e,f,g 5.3d 5.4 5.9a,b,c,d,e,f,g, h -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher Created Materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
apply knowledge of root words, prefixes, and suffixes continue to learn about Greek and Latin affixes organize content sequentially and group together related information understand that plot is developed through a series of events identify the events in sequence that lead to resolution of the conflict understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader discuss why an author might have used particular words and phrases use visual aids to illustrate information use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information -sorts punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such
as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g.,.he played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn.. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a
pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing use visual aids to illustrate information read familiar text with fluency, accuracy, and expression punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn.. identify and use interjections, e.g., such as.oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.)
avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. 3 rd Six Weeks (2 nd 3 weeks) Authors Purpose Summarize Multiple Meaning Words Read a Family Tree Sequence of Events Figurative Language Scale Drawings Linking Verbs Abbreviations Irregular Verbs Commas Explanatory Writing Spelling participate as active listeners in group learning activities by listening for main ideas listening for sequence of ideas taking notes participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery select information that develops the topic and is appropriate for the audience put information in order, providing an overview of the information at the beginning or a summary of the information at the end skim material to develop a general overview or to locate specific information identify structural and organizational patterns such as cause-and-effect, comparison/contrast, and chronological order summarize important concepts use context to infer the correct 5.5b,c,e 5.1c 5.3c,b,d 5.6a,b,f 5.7a 5.4a,b,c 5.8a 5.9a,b,c,d,e,f,g, h 5.8a,b,c,d,e,f,g 5.3d 5.4 5.9a,b,c,d,e,f,g, h -Core Program -Macmillan McGraw- Hill -Macmillan McGraw- Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw- Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw- Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher Created Materials -Daily Language Review -Daily Paragraph Editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
meanings of unfamiliar words apply knowledge of root words, prefixes, and suffixes continue to learn about Greek and Latin affixes understand that plot is developed through a series of events identify the events in sequence that lead to resolution of the conflict understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader discuss why an author might have used particular words and phrases use visual aids to illustrate information use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information discuss why an author might have used particular words and phrases -small group -sorts punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such
as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house.., is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a
pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. use visual aids to illustrate information read familiar text with fluency, accuracy, and expression punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g.,.he played really well, instead of, He played real well. use plural possessives, e.g.,.the books covers are torn. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as.although he was not supposed to go out of the hous., is not penalized in direct writing at this level.)
avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. Subject: 4 th Six Weeks (1 st 3 weeks) Essential Skills Judgements/Decisions Draw Conclusions Suffixes Diagrams Important Information Root Words Using an Outline Fact/Non Fact Observation Chart Adjectives Articles Quotations Adjectives that Compare Using Punctuation in Letters Essential Knowledge read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics distinguish between fact and opinion identify structural and organizational patterns such as cause-andeffect, comparison/contrast, and chronological order understand that the main character has a problem that usually gets resolved Standards of Learning (SOL) 5.6a,b,d,f 5.5a 5.4b 5.3b,c,d 5.7a 5.1b 5.8e 5.9b,e,g,h 5.8a,b,c,d,e,f,g 5.9a,b,c,d,e,f,g,h Resources -Core Program -Macmillan McGraw-Hill -Macmillan McGraw-Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw-Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming Additional Resources -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher Created Materials -Daily Language Review -Daily Paragraph Editing Strategies -Making Meaning Strategies -Read Alouds -Think Alouds Assessments -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items
Expository Writing Spelling understand that plot is developed through a series of events discuss the similarities and differences between a text and previously read materials use visual aids to illustrate information use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable skim material to develop a general overview or to locate specific information summarize important concepts apply knowledge of root words, prefixes, and suffixes understand how a prefix changes the meaning of a root word select information that develops the topic and is appropriate for the audience organize content sequentially and group together related information put information in -Macmillan McGraw-Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Teacher created writing prompts -whole group -small group -sorts -Homework/classwork -weekly tests
order, providing an overview of the information at the beginning or a summary of the information at the end participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery use adjective comparisons, such as big, bigger, biggest punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line avoid fragments (Use of clausal fragments, such as, Although he
was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. include sentences of various lengths and beginnings to create a pleasant, informal rhythm apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary
and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. use visual aids to illustrate information punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really
well, instead of, He played real well. use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as.oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.
4 th Six Weeks (2 nd 3 weeks) Judgements/Decisions Draw Conclusions Root Words Weather Maps Fact/Non Fact Important Information Suffixes Maps Words that compare: more/most Words that compare: good/bad Expository Writing Spelling read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics distinguish between fact and opinion identify structural and organizational patterns such as cause-andeffect, comparison/contrast, and chronological order understand that the main character has a problem that usually gets resolved understand that plot is developed through a series of events discuss the similarities and differences between a text and previously read materials apply knowledge of root words, prefixes, and suffixes understand how a prefix changes the meaning of a root word use visual aids to illustrate information use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information 5.6a,b,d,f 5.5a 5.4b 5.3b,c,d 5.7a 5.1b 5.9b,e,f,h 5.8a,b,c,d,e,f,g 5.9a,b,c,d,e,f,g,h -Core Program -Macmillan McGraw-Hill -Macmillan McGraw-Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw-Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw-Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries Words Their Way -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher created materials -Daily Language Review -Daily paragraph editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -sorts -Benchmark -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items 6 Trait rubric SOL Released Items -Homework/classwork -weekly tests
understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable skim material to develop a general overview or to locate specific information summarize important concepts select information that develops the topic and is appropriate for the audience organize content sequentially and group together related information put information in order, providing an overview of the information at the beginning or a summary of the information at the end participate as informed contributors in group learning activities by asking and answering questions at appropriate times clarifying confusing points summarizing main ideas organizing information from group discussion for presentation preparing an outline for presentation prior to delivery summarizing a presentation orally prior to delivery
punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. apply knowledge of the writing domains of composing, written
expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing. use visual aids to illustrate information punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s.
commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as, Oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I
opened the door and the dog went out and he chased the cat and then he came back inside. 5 th Six Weeks (1 st 3 weeks) Compare/Contrast Inferences Context Clues Following Directions Authors Purpose and Point of View Prefixes Reading Informational Signs in Text Newspaper articles Problem/Solution Pronouns Contractions Verbs Capitalization Writing to entertain Spelling identify structural and organizational patterns such as cause-andeffect, comparison/contrast, and chronological order use context to infer the correct meanings of unfamiliar words use word references and context clues to determine which meaning is appropriate in a given situation apply knowledge of root words, prefixes, and suffixes understand that characters are developed by what is directly stated in the text their speech and actions what other characters in the story say or think about them understand that some characters change during the story or poem and some characters stay the same discuss the similarities and differences between a text and previously 5.6a,c,e,g 5.4a,b,c 5.1a 5.5a,b,c,e 5.3d 5.7a 5.9a,d,h 5.8a,b,c,d,e,f,g 5.9a,b,c,d,e,f,g,h -Core Program -Macmillan McGraw-Hill -Macmillan McGraw-Hill Practice Workbook Macmillan McGraw- Hill Reteach Workbook -Macmillan McGraw-Hill Extend Workbook -Making Meaning -Leveled Readers -Classroom Libraries -Read Aloud -United Streaming -Macmillan McGraw-Hill -Grammar Workbook -Daily Language Macmillan McGraw- Hill Making Meaning Classroom Libraries -Trade Books -Cars and Stars -SOL Coach -Related Videos -School Libraries -Accelerated Reader -Readers Theater -Teacher created materials -Daily Language Review -Daily paragraph editing -Teacher created writing prompts -Making Meaning Strategies -Read Alouds -Think Alouds -whole group -small group -IA -Teacher/Made Tests -Basal Blackline Tests -Homework/Classwork -SOL Released Items -Teacher made tests -Homework/classwork -SOL Released Items -Spring writing prompt -6 Trait rubric -SOL Released Items -Homework/classwork -weekly tests
read materials read nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, History, Social Science, Science, and Mathematics apply prior knowledge to make predictions use text set in special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information identify specific information in text that supports predictions use context to infer the correct meanings of unfamiliar words use word references and context clues to determine which meaning is appropriate in a given situation participate as active listeners in group learning activities by listening for main ideas listening for sequence of ideas taking notes discuss why an author might have used particular words and phrases apply knowledge of Words Their Way -sorts
root words, prefixes, and suffixes understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation understand how a prefix changes the meaning of a root word use visual aids to illustrate information understand how text features (e.g. formatting, graphics, diagrams, illustrations, charts, maps) make information accessible and usable organize information, using visual representations, such as charts, maps, and graphs identify new information learned from reading understand that the main character has a problem that usually gets resolved identify the problem of the plot identify the events in sequence that lead to resolution of the conflict punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the
salutation and closing of a letter hyphens to divide words at the end of a line use plural possessives, e.g., The books covers are torn. avoid fragments (Use of clausal fragments, such as, Although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside. apply knowledge of the writing domains of composing, written expression, and usage/mechanics create a plan, and organize thoughts before writing focus, organize, and elaborate to construct an effective message for the reader purposefully shape and control language to demonstrate an awareness of the intended audience select specific
information to guide readers more purposefully through the piece choose precise descriptive vocabulary and information to create tone and voice include sentences of various lengths and beginnings to create a pleasant, informal rhythm clarify writing when revising use available technology to gather information and to aid in writing punctuate correctly apostrophes in contractions, such as isn t, and possessives, such as Jan s. commas quotation marks commas in the salutation and closing of a letter hyphens to divide words at the end of a line use adverb comparisons, such as fast, faster, fastest use adjective comparisons, such as big, bigger, biggest use adverbs instead
of adjectives where appropriate, e.g., He played really well, instead of, He played real well. use plural possessives, e.g., The books covers are torn. identify and use interjections, e.g., such as.oh my, look at the size of that bug! avoid fragments (Use of clausal fragments, such as.although he was not supposed to go out of the house, is not penalized in direct writing at this level.) avoid run-ons, e.g., I opened the door, the dog went out. avoid excessive coordination, e.g., I opened the door and the dog went out and he chased the cat and then he came back inside.