Establish classroom routines and procedures Establish instructional groups and organization and use of instructional materials and supplies. Introduce 5.4 The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meaning of unfamiliar words. (6.3c, 6.5c, 8.4b) c) Use dictionary, glossary, thesaurus, and other word-reference materials (6.3d) Suggested Theme: Friendship : Before-identify text structures and genre, During- reread, After-make personal connections (text to self) Writing Focus: Inform and Describe - Peer interview and paragraph #1 1 week period / Usage / Level 1 Unit 1 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: m, s, short a Level 2: closed syllable patterns -identify main ideas and supporting details -use glossary -ask questions using complete sentences and correct question word order Reading/ Fluency/ DLT -non-fiction -poem -glossary -use context to clarify meaning of unfamiliar words -use context to clarify meaning of unfamiliar words -identify main ideas and supporting details -identify questions Sentences and Punctuation questions and question marks Tense -introduce simple present (regular and irregular) -form questions with appropriate capitalization and punctuation -model complete sentences with attention to capitalization and punctuation -ask questions using complete sentences and correct question word order -maintain eye contact while interviewing peer -prepare and ask relevant questions for peer interview -partner: practice asking questions using the correct intonation and expression 1
Continue 5.4 The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meaning of unfamiliar words. (6.3c, 6.5c, 8.4b) c) Use dictionary, glossary, thesaurus, and other word-reference materials (6.3d) Suggested Theme: Family : B- make connections (text to text), D- identify key words, A ask questions Writing Focus: Describe - Descriptive paragraph about self #2 / Usage / Level 1 Unit 1 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: m, s, short a Level 2: -closed syllable patterns -identify main ideas and supporting details -use glossary -with groups or partners: write, then orally summarize what was learned that day -use context to clarify meaning of unfamiliar words -identify main ideas and supporting details - highlight paragraphs with attention to indenting D LT -fiction -glossary -thesaurus (including dictionary.com and thesaurus.com) -synonyms and antonyms -use dictionary -use thesaurus (including online) - practice alphabetizing 2 Tense - continue simple present with subject-verb agreement Adjectives adjectives to describe -model and apply paragraph structure (topic sentence, details, conclusion) -practice indenting with handwriting and on computer -use synonyms and antonyms in writing -share descriptive paragraph using appropriate posture -appropriately respond to audience questions and comments -read and reread aloud descriptive paragraph to practice expression and posture to prepare for class read aloud
5.4 The student will read fiction and nonfiction with fluency and accuracy. b) Use knowledge of root words, prefixes, and suffixes. (6.3a, 7.4a) Harrisonburg City Public Schools #3 (approx. end of 1 st 6 weeks) Suggested Theme: Choices : B identify text structure/ genre, D reread and visualize, A - create or answer comprehension questions Writing Focus: Letter (thank you or letter to family) / Usage / Level 1 Unit 2 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: t, n, short i Level 2: - CVCe syllable patterns - multiple meaning words -continue using context to clarify meaning of unfamiliar words -use illustrations and photographs, captions, and sidebars -use illustrations, photographs, captions - read letters to highlight parts: greetings, titles, indenting, closures, signatures -with groups or partners: write, then orally summarize what was learned that day D LT - root, prefix, suffix -illustrations, photographs -captions, sidebars -use root words, prefixes, and suffixes in writing -continue roots, prefix, suffixes study -addressing envelopes - model and apply letter format (greetings, titles, indenting, closures, signatures) -identify prefixes and suffixes in writing Tense - continue simple present with subject-verb agreement -read letter aloud to practice mood and expression -introduce oral language paragraphs: application of complete sentences and grammar focus -model correct intonation and expression while reading oral language paragraph -practice many readings of letter and oral language paragraph to increase fluency 3
5.7 The student will demonstrate comprehension of information from a variety of print resources. a) Develop notes that include important concepts, summaries, and identification of information sources. (6.5e, 6.5g) b) Organize information on charts, maps, and graphs. (7.7b) Suggested Theme(s): Favorite Food : B preview graphic and text features, D retell, A summarize Writing Focus: Summary (fiction) #4 1 week period (approx. start of 2 nd 6 weeks) DLT Level 1 Unit 3 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: f, p, short o Level 2: open syllable patterns - base words - multiple meaning words - develop notes that include important concepts -use illustrations and photographs, captions, and sidebars -organize information on charts, maps, graphs, timelines (including concept maps) -develop notes to summarize -summary -use illustrations, photographs, captions, and concept maps -charts -maps -graphs -timelines -fiction -summary / Usage / -develop notes that include important concepts and summaries -read to highlight topic sentences -summarize with focus on paragraph structure Paragraph - focus on topic sentences Nouns -proper nouns (including possessives) Nouns -singular and plural -develop notes including identification of information sources -independently: write then orally summarize what was learned that day -with partner: discuss and orally summarize the main points or a fiction story -continue oral language paragraphs: application of complete sentences and grammar focus -continue modeling correct intonation and expression while reading oral language paragraph -practice many readings of oral language paragraphs to increase fluency 4
Introduce 5.5 The student will read and demonstrate comprehension of fiction. b) Describe character development in fiction and poetry selections. (6.4a, 7.5a, 8.5c) c) Describe the development of plot and explain how conflicts are resolved. (6.4a, 7.5a, 8.5c) Suggested Theme(s): Favorite Places and Nature : B Build background, D- visualize and story map, A reread for fluency Writing Focus: Entertain and Describe: Poem with rhyme and complete class poetry collection #5 / Usage / DLT Level 1 Unit 4 Tier 2 and 3 vocabulary (see teacher s guide) -character -poem/poetry -plot -conflict -resolution -character -poem/poetry -plot -conflict -resolution Level 1: c, h, b, short u Level 2: long o digraph syllable patterns -identify, sort and classify rhyme words from poems and other resources -identify main idea and supporting details -develop story maps with plot development and conflict resolution -read poems with rhyme and study characters thoughts and feelings -read poems with rhyme and study characters thoughts and feelings -develop story maps with plot development and conflict resolution -read to highlight exclamations Sentences and Punctuation exclamations and exclamation marks -write, revise, and share poems with rhyme Tense - present progressive Adverbs to describe actions or adjectives in poem -with groups or partners: write then orally summarize the main points or a nonfiction reading -practice intonation, expression, and mood while reading poems -independently: write and orally summarize the main points or a fiction story -practice saying exclamatory statements -practice reading poems aloud to develop enunciation and pronunciation -poetry shared reading and recitation -share aloud student written poems with class 5
Continue 5.5 The student will read and demonstrate comprehension of fiction. b) Describe character development in fiction and poetry selections. (6.4a, 7.5a, 8.5c) c) Describe the development of plot and explain how conflicts are resolved. (6.4a, 7.5a, 8.5c) 5.5 The student will read and demonstrate comprehension of fiction. e) Describe how an author s choice of vocabulary and style contributes to the quality and enjoyment of selections. (6.4d, 7.5c, 8.6c) Suggested Theme(s): Traditions : B predict, D story map A make personal connections (text to self) Writing Focus: Entertain Tell a story (memory) #6 (approx. end of 2 nd 6 weeks) / Usage / Reading/ Fluency/ DLT Level 1 Unit 5 Tier 2 and 3 vocabulary (see teacher s guide) -style -style Level 1: r, short e, g Level 2: long o digraph syllable patterns -continue identifying, sorting and classifying phonics study words found in poems -identify prepositions of time -identify prepositions of time - read chapter books to study character development in fiction -read poems to describe how an author s choice of vocabulary contributes to enjoyment -continue describing plot and conflict resolution -complete story maps with plot development and character resolution -continue reading poems with rhyme and study characters thoughts and feelings -continue describing plot and conflict resolution -tell a story about a memory choosing vocabulary to contribute to the quality -write events in sequential order -read to highlight details Paragraph supporting details -continue modeling paragraph structure (revisit indentation) -continue writing, revising, and sharing poems with rhyme and vocabulary that contributes to enjoyment Prepositions - time Nouns -count/non-count Tense -continue present progressive -independently: write then orally summarize the main points of a nonfiction reading -share story with class using facial expressions and gestures to support message -continue oral language paragraphs: application of complete sentences and grammar focus -continue practice reading poems aloud to develop enunciation and pronunciation -continue poetry shared reading and recitation -continue sharing aloud student written poems with class 6
Introduce 5.6 The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. (7.6a, 8.6c) b) Identify structural patterns found in nonfiction. (7.6a, 8.6c) Suggested Theme(s): Different Views and Conflict : B predict, D- retell and agree/disagree, A ask questions Writing Focus: Describe Personal essay with opinions #7 (approx. start of 3 rd 6 weeks) Word Study and / Usage / Reading/Fluency /DLT Level 1 Unit 6 Tier 2 and 3 vocabulary (see teacher s guide) -predict -categorize -opinion -predict -articles -opinion Level 1: d, w, l Level 2: long e digraph syllable patterns -homophones -identify opinion signal words -identify organizational patterns indicating sequence -use text organizers, such as type, headings, and graphics, to predict and categorize information -identify sequence signal words -read fiction text to locate information to predict and conclude - continue using text organizers, such as type, headings, and graphics, to predict and categorize information -write opinion paragraphs using supporting details from non-fiction text - write events in sequential order - read to highlight concluding sentences Paragraph concluding sentence Tense -future tense (will + be going to) Nouns -articles (a, an, the) -continue count/non-count nouns -continue writing in first person -introduce structured academic discussions: a format for active participation and contribution to academic discussion -partner or small group: activate prior knowledge and predict through structured academic discussion -use structured academic discussions to prepare for personal essay -use correct complete sentences following sentence frames in structured academic discussion 7
Continue 5.6 The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. (7.6a, 8.6c) b) Identify structural patterns found in nonfiction. (7.6a, 8.6c) Introduce 5.6 The student will read and demonstrate comprehension of nonfiction. c) Locate information to support opinions, predictions, and conclusions. (6.4f, 6.5b, 7.5e and f, 8.6h and i) Suggested Theme(s): School Life : B predict, D- identify key words, A confirm or revise predictions Writing Focus: Persuade Persuasive essay #8 / Usage / Level 1 Unit 7 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: j, k, y Level 2: long i digraph syllable patterns -make inferences/ predictions -locate information to support predictions -continue writing opinion paragraphs using supporting details from nonfiction text - read model essays highlighting transition words -partner or small group: continue activating prior knowledge and predicting through structured academic discussion -conclusion -continue identifying opinion signal words -locate information to support predictions -continue predicting through structured academic discussion DLT -conclusion -identify opinion signal words - read fiction text to locate information to predict and conclude Essay introduction -write persuasive essay supporting opinions with details -use superlative and comparative adjectives in persuasive essay Adjectives -superlatives/ comparatives Tense -continue future tense (will + be going to) Nouns -continue articles (a, an, the) -apply grammar concept in structured academic discussion sentence frame 8
Continue 5.6 The student will read and demonstrate comprehension of nonfiction. c) Locate information to support opinions, predictions, and conclusions. (6.4f, 7.5e and f, 8.6h and i) Introduce 5.6 The student will read and demonstrate comprehension of nonfiction. d) Identify cause-and-effect relationships. (6.4e) #9 (approx. end of 3 rd 6 weeks) Suggested Theme(s): Role Models and Heroes : B skim identify keywords, D stop/think/write, A identify cause-effect relationships Writing Focus: Inform Biography or Autobiography D LT Level 1 Unit 8 Tier 2 and 3 vocabulary (see teacher s guide) -cause -effect -cause -effect Level 1: v, q, x, z Level 2: r controlled a and o syllable patterns -pronouns -identify cause-effect relationships -continue locating information to support predictions and conclusions -read to identify causeeffect relationships in plot and characters actions -continue locating information to support predictions - -read to identify causeeffect relationships / Usage / -write cause and effect sentences -read essays focusing on supporting details -read to identify quotes -write cause and effect sentences -read to identify quotes Essay body -quotes Pronouns -possessive Adjectives -continue superlatives/ comparatives Tense -continue future tense (will + be going to) -focus on active listening during structured academic discussion: listen to, identify, and record details from peers comments -focus on active listening during structured academic discussion: listen to, identify, and record details from peers comments -identify favorite quotes, practice reading independently, and share aloud with class 9
Continue 5.6 The student will read and demonstrate comprehension of nonfiction. d) Identify cause-and-effect relationships. (6.4e) Introduce 5.6 The student will read and demonstrate comprehension of nonfiction. e) Identify compare-and-contrast relationships. (6.5f, 7.6b) Suggested Theme(s): Interests and Hobbies : B - make connections (text to world), D ask questions, A evaluate usefulness Writing Focus: Inform Research report project #10 (approx. start of 4 th six weeks / Usage / DLT Level 1 Unit 9 Tier 2 and 3 vocabulary (see teacher s guide) -compare -contrast -compare -contrast Level 1: l-family blends Level 2: r controlled e, i, u syllable patterns -identify compare-andcontrast relationships -continue identifying cause and effect relationships -identify compare-andcontrast relationships in characters -continue identifying cause and effect relationships in plot and characters actions -read to identify compare and contrast relationships -continue reading to identify cause and effect relationships 10 -write compare and contrast sentences -continue writing cause and effect sentences -read model essays highlighting conclusions -write compare and contrast sentences -continue writing cause and effect sentences Essay - conclusion Tense -past tense (regular and irregular) -analogies Pronouns -continue possessive -focus on active listening during structured academic discussion: listen to, identify, and record details from peers comments
Continue 5.6 The student will read and demonstrate comprehension of nonfiction. e) Identify compare-and-contrast relationships. (6.5f, 7.6b) #11 Suggested Theme(s): Interests and Hobbies : B make connections (text to world), D reread, A evaluate usefulness and summarize Writing Focus: Inform Research report project DLT Level 1 Unit 10 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: initial r-family blends Level 2: r controlled e, i, u syllable patterns -multiple meaning words -continue identifying compare-and-contrast relationships -continue identifying compare-and-contrast relationships with characters -continue reading to identify compare and contrast relationships / Usage / -write compare and contrast sentences Tense continue past tense (regular and irregular) Pronouns this, that, these, those -listen to, identify, and record details from speakers research project report -make supportive statements to communicate agreement with peers ideas (give models) 11
Revisit any necessary SOL to continue VGLA evidence completion. (Completion goal: 75% by end of 4 th 6 weeks March check.) Suggested Theme(s): Hopes and Visions : B skim D ask questions, A write or answer comprehension questions Writing Focus: Essay on future goals #12 (approx. end of 4 th 6 weeks) Level 1 Unit 11 Tier 2 and 3 vocabulary (see teacher s guide) Level 1: initial and final s-family blends Level 2: r controlled /ar/ syllable patterns - words in a series / Usage / - read to highlight words in a series DLT -use commas for words in a series Prepositions place and direction Tense continue past tense (regular and irregular) -review future -actively listen to peers recitation of essay and ask the speaker appropriate questions to seek clarification -prepare for reading of essay on future goals by reciting to partner 12
Revisit any necessary SOL to continue VGLA evidence completion. Suggested Theme(s): Reflection : B infer, D stop/think/write, A summarize Writing Focus: Letter (to next year s students) Level 1 Unit 12 Tier 2 and 3 vocabulary (see teacher s guide Harrisonburg City Public Schools Level 1: final consonant clusters Level 2: Variant vowel /oo/ syllable patterns / Usage / -read to highlight conjunctions -addressing envelopes - model and apply letter format (greetings, titles, indenting, closures, signatures) #13 (approx. start of 5 th 6 weeks) DLT -conjunctions - model and apply letter format (greetings, titles, indenting, closures, signatures) Adjectives possessive Prepositions continue place and direction Tense review future -partner: reflect on the past year s goals and determine what to write in letter 13
Approximate start of 5 th 6 weeks to the end of year Revisit any necessary SOL to continue VGLA evidence completion. Review SOL for students taking SOL exam. Focus on test taking strategies to prepare for SOL tests. Continue non-fiction RIGOR units at approximately Unit 13 - DLT 14