Content Area: Voyager ESL

Grade Level: 6-8

Quarter #:2

Semester #: 1
Common Assessment Number

Common Assessments
Submit Common Assessment Questions By: CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 Content Mastery (CM) February Test Unit 1-6 Unit 6: 28 CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 Content Mastery (CM) February Test Unit 1-6 Unit 6: 28 CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 Content Mastery (CM) February Test Unit 1-6 Unit 6: 28 Data Provided to IL and Content Administrator By (within 48 hr of CA ):

Standard Number

Endurance (E) Leverage (L) Necessity (N)

Standard Written in Teacher/Student Friendly Terms

Example or Rigor

Prior Skills Needed

When Taught

Students Complete By: CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29

2.4, 2.5, 6.4, 7.4, 8.4, ELD 2

The student will write the letters, say the sounds and say the names for consonants and short vowel sounds

Listen to each word said. Repeat the word. Count the syllables. Write the letter for each word you alphabet letters & hear. sounds

Ongoing

2.4, 2.5, 6.4, 7.4, 8.4, ELD 2

The student will spell and fluently read words with sound-spelling correspondences and spell and fluently Build words in short read essential words phonogram groups.

Various phonogram groups

Ongoing

6.4, 7.4, 8.4, ELD 2

L, E

The student will learn multiple meanings for words to develop rich word associations.

6.6. 7.6, 8.6, ELD 2 6.8, 7.8, 8.8, ELD 2 6.8, 7.8, 8.8, ELD 2 6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 6.4, 7.4, 8.4, ELD 2 6.6, 7.6, 8.6, ELD 2

L, E

The student will be able to preview reading selection using text features. The student will distinguish between singular and plural nouns. The student will identify nouns and verbs. The student will make predictions about a reading selection. The student will define vocabulary using a reference source or contextbased strategies.

Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: fast) Read the title, illustrations, and headings of the text and determine if the text features are characteristic of informational or nonfiction text. Look at the first pair of nouns and decide which noun is singular and which noun is plural. Read the sentence. Underline the nouns and put a circle around the verbs. Predict what you think you will learn based on the title, headings and photographs of the text. Use the visual vocabulary to explain the meaning of fast.

Using dictionaries. Understanding how word parts carry meaning (ex un-not) Ongoing

Understand features of text like headings, illustrations

Ongoing

Comprehension Proficiency (CP) Content Mastery (CM) Test Unit 1 Content Mastery (CM) Test Unit 1 Comprehension Proficiency (CP) Comprehension Proficiency (CP) Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February

Define nouns

September

23-Sep

24-Sep

Define verbs and nouns

September

Define predictions. Various context-based strategies. How to use reference materials

Ongoing

L, E

Ongoing

L, E

The student will identify factual Read the informational information by listening to and reading text. Identify the topic informational text. of the text.

Informational text structure. Define factual Ongoing

25-Sep Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February

26-Sep CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February

Content Area: Voyager ESL

Standard Number

Endurance (E) Leverage (L) Necessity (N)

Standard Written in Teacher/Student Friendly Terms

2.4, 2.5, 6.4, 7.4, 8.4, ELD 2 N

The student will write the letters, say the sounds and say the names for consonants and short vowel sounds

2.4, 2.5, 6.4, 7.4, 8.4, ELD 2 N

The student will spell and fluently read words with sound-spelling correspondences and spell and fluently read essential words

6.4, 7.4, 8.4, ELD 2 L, E 6.4, 7.4, 8.4, ELD 2 L, E 6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 N

The student will learn multiple meanings for words to develop rich word associations. The student will be able to distinguish between synonyms and antonyms. The student will be able to identify subjects and direct objects.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L, E 6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L 6.4, 7.4, 8.4, ELD 2 L, E 6.6, 7.6, 8.6, ELD 2 L, E

The student will be able to preview reading selection using text features. The student will make predictions about a reading selection. The student will define vocabulary using a reference source or contextbased strategies. The student will identify factual information by listening to and reading informational text.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L, E

The student will be able to answer multiple choice comprehension questions. The student will be able to answer comprehension questions beginning with what and who in complete sentences based on text.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L, E

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, E

The student will be able to record information on a graphic organizer.

6.7, 7.7, 8.7, ELD 2 L, E, N

The student will be able to identify parts of a paragraph.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, E, N

The student will be able to write a topic sentence.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The student will be able to write an expository (explanatory) paragraph on a nonfiction selection.

Grade Level: 6-8

Quarter #:2

Semester #: 1

Example or Rigor

Prior Skills Needed

When Taught

Write the letter or letters for each sound your teacher says. Say the sound as you write the alphabet letters & letter or letters. sounds

Ongoing

Write the words your teacher says. (spelling test)

sound-spelling correspondences

Ongoing

Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: fast) Select an antonym for the word your teacher says. Highlight the subject and then underline its direct object. Read the title, illustrations, and headings of the text and determine if the text features are characteristic of informational or nonfiction text. Predict what you think you will learn based on the title, headings and photographs of the text.

Using dictionaries. Understanding how word parts carry meaning (ex un-not) Ongoing Define: synonyms & antonym November

Nouns, Sentence order

November

Understand features of text like headings, illustrations

Ongoing

Define predictions

Ongoing

Use the visual Various context-based vocabulary to explain the strategies. How to use meaning of fast. reference materials Read the informational text. Identify the topic of the text.

Ongoing

Informational text structure. Define factual Ongoing

Jazz is a)european music, b_ a type of work song, c) america's own music, d) a type of church music Underline the signal word and answer each question hen underline the part of the answer that replaces the signal word. Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: fast) Look at the paragraph. Higlight the topic sentence in green, the supporting details in yellow, the elaborations in orange and circle the transition words. Write a topic sentence that addresses the prompt: Think of your best friend. In a paragraph describe what makes your best friend special.

Structure of multiple choice questions

Ongoing

Question words and sentence structure

Ongoing

How to fill in a graphic organizer

Ongoing

Define: paragraph

November-May

Sentence structure Define: topic sentence,

Ongoing

Write a topic sentence that answers the prompt. Add a supporting detail and transition to the paragraph. Choose one or two E's (examples, evidence, or explanations) from picture frames of the first wall and add those to the paragraph. Continue adding supporting details and end the paragraph by writing a concluding

Define: expository, nonfiction, paragraph

November-May

Common Assessments
Submit Common Assessment Questions By: Data Provided to IL and Content Administrator By (within 48 hr of CA ):

Common Assessment Number

Students Complete By: CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April

CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April

CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April Content Mastery (CM) Test Unit 1-6 Content Mastery (CM) Test Unit 1-6 25-Nov

CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April 26-Nov

25-Nov

26-Nov

Comprehension Proficiency (CP) Comprehension Proficiency (CP) Comprehension Proficiency (CP) Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February

Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February

Comprehension Proficiency (CP)

Benchmark Paper

22-Oct

23-Oct

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

22-Oct

23-Oct

Benchmark Paper

3-Jan

4-Jan

Content Area:

Standard Number

Endurance (E) Leverage (L) Necessity (N)

Standard Written in Teacher/Student Friendly Terms

2.4, 2.5, 6.4, 7.4, 8.4 N

The student will write the letters, say the sounds and say the names for consonants and short vowel sounds

2.4, 2.5, 6.4, 7.4, 8.4 N

The student will spell and fluently read words with sound-spelling correspondences and spell and fluently read essential words

6.4, 7.4, 8.4 L, E

The student will learn multiple meanings for words to develop rich word associations.

ELD 2, 6.8, 7.8, 8.8

The student will be able to distinguish between plural nouns or singular present tense verbs.

ELD 2, 6.8, 7.8, 8.8

The student will be able to identify pronouns (including nominative), prepositions, and adverbs.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6 L 6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L

The student will be able to preview reading selection using text features. The student will make predictions about a reading selection.

6.4, 7.4, 8.4, ELD 2 L, E, N 6.6, 7.6, 8.6, ELD 2 L, E

The student will define vocabulary using a reference source or contextbased strategies. The student will identify factual information by listening to and reading informational text.

6.7, 7.7, 8.7, ELD 2 L, E

The student wil prepare to write an expository (explanatory) paragraph. The student will be able to answer comprehension questions beginning with when, what, and who in complete sentences based on text.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L, E

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, E

The student will be able to record information on a graphic organizer to write a paragraph.

6.7, 7.7, 8.7, ELD 2 L, E, N

The student will be able to identify parts of a paragraph.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The student will be able to write a topic sentence and supporting detail sentences.

6.6, 7.6, 8.6, ELD 2 L 6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, N

The student will be able to summarize information from a nonfiction selection

The student will be able to use transition words.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The student will be able to write an expository (explanatory) paragraph on a nonfiction selection.

6.8, 7.8, 8.8, ELD 2 N

The student will be able to use verb endings -s and -ing to identify present/present progressive verb forms. The student will be able to identify adverbs and prepositional phrases that act as adverbs. The student will be able to identify present tense verb forms.

6.8, 7.8, 8.8, ELD 2 N 6.8, 7.8, 8.8, ELD 2 N

6.6, 7.6, 8.6, ELD 2 L

The student will be able to summarize key points from a nonfiction selection.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The student will record information in an informal (two-column) outline.

6.7, 7.7, 8.7, ELD 2 L

The student will choose E's (examples, evidence and explanations) to develop supporting detail sentences.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, N

The student will write a concluding sentence by restating the topic sentence of the paragraph

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The students will prepare to write an expository paragraph.

Grade Level:

Quarter #:

Semester #:

Example or Rigor

Prior Skills Needed

When Taught

Write the letter or letters for each sound your teacher says. Circle the alphabet letters & words that double the sounds, define: vowels, final consonant. consonants

Ongoing

Write the words your teacher says. (spelling test)

sound-spelling correspondences

Ongoing

Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: fast) Look at the underlined word. Decide if the unerlined word is a singular noun, plural noun, or present tense verb. Write an X to mark your choice. Underline the adverb or prepositional phrase in each sentence. Then, write the word or phrase that tells when, how, and where. Read the title, illustrations, and headings of the text and determine if the text features are characteristic of informational or nonfiction text. Predict what you think you will learn based on the title, headings and photographs of the text.

Using dictionaries. Understanding how word parts carry meaning (ex un-not) Ongoing

Define: nouns, verbs, plural, singular, present, tense December

Define: pronouns, nomintive case, prepositions, adverbs

December

Understand features of text like headings, illustrations

Ongoing

Define predictions

Ongoing

Use the visual vocabulary to explain the meaning of aware. Read the informational text. Identify the topic and supporting details of the text. Write a topic sentence that answers the prompt. Add a supporting detail and transition to the paragraph. Choose one or two E's (examples, evidence, or explanations) from picture frames of the first wall and add those to the paragraph. Continue adding supporting details and end the paragraph by writing a concluding Underline the signal word and answer each question then underline the part of the answer that replaces the signal word. Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: twin)

Various context-based strategies. How to use reference materials

Ongoing

Informational text structure. Define factual Ongoing

Define: expository, nonfiction, paragraph

December-May

Question words and sentence structure

Ongoing

How to fill in a graphic organizer

Ongoing

Look at the paragraph. Higlight the topic sentence in green, the supporting details in yellow, the elaborations in orange and circle the transition words. two Identify and check sentences that are supporting details for that topic sentence. Write a topic sentence that addresses the prompt: Think of your best friend. In a paragraph describe what makes your best friend special. Work with a partner to create a bulleted list of key words for the main ideas in "The Vast Sky." Briefly summarize important facts about Gemini. Choose transition words from the box and write them at the beginning of the supporting detail sentences.

Define: paragraph

November-May

Sentence structure Define: topic sentence, supporting detail

December-May

Define: summarize, how to summarize December-May

Knowledge of transition words

December-May

Copy the topic sentence that applies to your reaction to the jazz recording. Complete your expository paragraphs, referring to the notes for the circled reasons why you like or Define: expository, dislike the jazz recording nonfiction, paragraph

November-May

Is the -s word used as a noun or a verb? Make an X in the "noun" or "verb" column. Underline each verb that ends with -ing and the word before it. Diagram a sentence with direct objects, adverbs, and prepositional phrases that act as adverbs. Review sentences 1-5 above. Which two verbs are singular present tense form. Work with a partner to create a bulleted list of key words and phrases for the main ideas on pages 114-117 of "What Is Jazz?" Briefly summarrize important facts about jazz. Take a sheet of paper and fold it into two columns. Write your topic along the top line of the paper. Write a star in the left column. Write a supporting detail next to the star and then add elaborations to the outline using examples, evidence, or explanations from the text. Listen to your teacher read sentences from a paragraph. Select E's from the list to make the supporting details clearer. Write your selection on the line.

Knowledge of verbs, present tense, progressive tense

January-February

Knowledge of adverbs, prepositional phrases Knowledge of verbs, present tense

January-February

January-May

How to summarize

February-May

How to fill in an informal two-column outine February-May

Define: examples, evidence, explanations, supporting details

February-May

Read each topic sentence. Circle the topic. Then restate the topic sentence to write a possible concluding sentence. Write a topic sentence that answers the prompt. Add a supporting detail and transition to the paragraph. Choose one or two E's (examples, evidence, or explanations) from picture frames of the first wall and add those to the paragraph. Continue adding supporting details and end the paragraph by writing a concluding

Define: concluding, topic sentence, restating February-May

Define: expository; knowledge of paragraph structure February-May

Common Assessments
Submit Common Assessment Questions By: Data Provided to IL and Content Administrator By (within 48 hr of CA ):

Common Assessment Number

Students Complete By: CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April

CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April

CM Unit 1: 13, 23, 25 September Unit 2: 4, 14, 16 October Unit 3: 12, 25, 27 November Unit 4: 6, 12, 16 December Unit 5: 28, January, 5, 7 February Content Mastery (CM) Unit 6: 28 Test Unit 1-6 April

CM Unit 1: 14, 24, 26 September Unit 2: 5, 15, 17 October Unit 3: 13, 26, 28 November Unit 4: 7, 13, 17 December Unit 5: 29, January, 6, 8 February Unit 6: 29 April

Content Mastery (CM) Test Unit 4

11-Dec

12-Dec

Content Mastery (CM) Test Unit 4

11-Dec

12-Dec

Comprehension Proficiency (CP) Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February

Comprehension Proficiency (CP) Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February CP Unit 2: 15 October & Unit 4: 8 February

Benchmark Paper

3-Jan Unit 2: 14 October & Unit 4: 7 February

4-Jan CP Unit 2: 15 October & Unit 4: 8 February

Comprehension Proficiency (CP)

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Content Mastery (CM) Test Unit 5

4-Feb

5-Feb

Content Mastery (CM) Test Unit 5 Content Mastery (CM) Test Unit 5

4-Feb

5-Feb

4-Feb

5-Feb

Comprehension Proficiency (CP)

Unit 2: 14 October & Unit 4: 7 February

CP Unit 2: 15 October & Unit 4: 8 February

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Benchmark Paper

3-Jan

4-Jan

Content Area: ESL Voyager

Endurance (E) Leverage (L) Necessity (N)

Standard Number

Standard Written in Teacher/Student Friendly Terms

2.4, 2.5, 6.4, 7.4, 8.4, ELD 2 N 2.4, 2.5, 6.4, 7.4, 8.4, ELD 2 N

The student will write the letters, say the sounds and say the names for consonants and short vowel sounds The student will spell and fluently read words with sound-spelling correspondences and spell and fluently read essential words

6.4, 7.4, 8.4, ELD 2 L, E 6.8, 7.8, 8.8 ELD 2 N

The student will learn multiple meanings for words to develop rich word associations. The student will be able to use verb endings -s and -ing to identify present and present progressive verb forms.

6.4, 7.4, 8.4, ELD 2 L, E

The student will be able to classify words by attributes.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L, E

The student will be able to preview reading selection using text features.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 L 6.4, 7.4, 8.4, ELD 2 L, E, N 6.6, 7.6, 8.6, ELD 2 L, E

The student will make predictions about a reading selection. The student will define vocabulary using a reference source or contextbased strategies. The student will identify factual information by listening to and reading informational text.

6.7, 7.7, 8.7, ELD 2

The student will prepare to write an expository (explanatory) paragraph. The student will be able to answer comprehension questions beginning with , what, why, when, how and where.

6.5, 6.6, 7.5, 7.6, 8.5, 8.6, ELD 2 N

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L

The student will be able to record information in an informal (twocolumn) outline.

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, E

The student will be able to use the six traits of effective writing to revise a paragraph. The student will be able to write an expository (explanatory) paragraph on a nonfiction text including all components of a paragraph (topic sentence, supporting detail sentences, elaborations (E's) and concluding sentence).

6.7, 6.8, 7.7, 7.8, 8.7, 8.8, ELD 2 L, E

6.6, 7.6, 8.6, ELD 2 L, E

The student will be able to summarize information from a nonfiction selection

Grade Level: 6-8

Quarter #: 4

Semester #: 2

Example or Rigor

Prior Skills Needed

When Taught

Say fox: response fox (repeat). Have S change the first sound in fox to s and say the new word. Listen to your teacher read sentences. Repeat the sentences and write them below. Students will record the target word and multiple meanings for the word on a graphic organizer and then generate spoken sentences using diferent meanings of the word. (EX: target word: tick) Write three verbs in third person singular present tense form. Listen to the pairs of words. Decide if the relationship is an antonym, a synonym, or an attribute. Read the title, illustrations, and headings of the text and determine if the text features are characteristic of informational or nonfiction text.

alphabet letters & sounds, blend onsets and rimes sound-spelling correspondences

Ongoing

Ongoing

Using dictionaries. Understanding how word parts carry meaning (ex un-not) Ongoing

Knowledge of verbs Define and understand the words classify and attributes

March-May

March-May

Understand features of text like headings, illustrations

Ongoing

Predict what you think you will learn based on the title, headings and photographs of the text. Use the visual vocabulary to explain the meaning of aware. Read the informational text. Identify the topic and supporting details of the text. completed Use your informal two column outline to write your expositiory paragraph answering the prompt: Identify three "ingredients," or types of music in the jazz recipe. Tell about them in a paragraph Underline the signal word and answer each question then underline the part of the answer that replaces the signal word. Take a sheet of paper and fold it into two columns. Write your topic along the top line of the paper. Write a star in the left column. Write a supporting detail next to the star and then add elaborations to the outline using examples, evidence, or explanations from the text.

Define predictions Various context-based strategies. How to use reference materials

Ongoing Ongoing

Informational text structure. Define factual Ongoing

Define: expository; Knowledge of paragraph structure December-May

Question words and sentence structure

January-May

How to fill in an informal two-column outine February-May

After writing your paragraph, highlight the sentences to check that your paragraph has a topic sentence, supporting details plus transitions, elaborations, and a concluding sentence. Then, circle the transition words or phrases.

Knowledge of the six traits of effective writing; how to revise a paragraph (checking grammar, punctuation etc) March-May

Define: expository, Write the topic sentence nonfiction, paragraph; you have chosen on your Knowledge of paragraph paper, followed by at structure, supporting least three detail details, elabrations and sentences and a writing topic and concluding sentence. concluding sentences March-May Summarize the selection "What is Jazz?" using the who did it, what did they do, what, how, the sentence model. How to summarize February-May

Common Assessments
Common Assessment Number Submit Common Assessment Questions By: Students Complete By: Data Provided to IL and Content Administrator By (within 48 hr of CA ):

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test Summative Test

8-May 8-May

10-May 10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May

Summative Test

8-May

10-May