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Ki nde rg a r t e n 1 st Gr ade 2nd Gr ade 3rd Gr ade 4th Gr ade 5th Gr ade
K.LD-Q.2. Share information, 1.LD-O.6. Recite poems, rhymes, 2.BR-F.12. Read aloud grade- 3.BR-F.5 Read aloud from familiar 4.BR-F.1 Read aloud from literary 5BR-F.1 Read aloud from familiar
opinions, and questions, speaking songs, and stories, speaking clearly appropriate text fluently, prose and poetry with fluency and and informational text fluently, literary and informational text
audibly in coherent sentences. at an understandable pace. accurately, and with appropriate rhythm, pacing, accurately, and with fluently, accurately, and with
K.LD-Q.3. Describe people, places, 1.BR-PC.1. Understand that comprehension, using appropriate
comprehension. expression, and intonation comprehension, using appropriate
things, location, size, color, shape, spoken words are represented in timing, change in voice, and
and action. written English by sequences of relevant to the text. timing, change in voice, and expression.
3.LT-G.6 Identify common forms expression.
Reading
K.LD-Q.4. Use appropriate tone letters. 5LD-Q.2 Interpret speakers’
and inflection to express ideas, 1.BR-PC.3. Identify the author and of literature (poetry, prose, fiction, 4.LT-G.2 Distinguish among messages (both verbal and
feelings, and needs. title of a book, and use a book's nonfiction, and drama) using common forms of literature using nonverbal), purposes, and
K.LD-Q.5. Follow directions that table of contents. knowledge of their structural knowledge of their structural perspectives.
involve one- or two-step related 1.BR-PC.5. Match oral words to elements. elements. 5LD-Q.4 Ask questions that clarify
sequences of action. printed words. 4.LT-G.3. Apply knowledge of information not already discussed.
K.BR-PC.1. Recognize that print 1.BR-F.20. Read aloud grade- different forms of literature as a 5LT-G.2. Identify and analyze the
represents spoken language and appropriate text fluently, strategy for reading and writing. characteristics of various genres
YEAR LONG
Ki nde rg a r t e n 1 st Gr ade 2nd Gr ade 3rd Gr ade 4th Gr ade 5th Gr ade
K.LD-Q.5. Follow directions that 1.W-I.1. Write or dictate stories 2.W-E.2. Write or dictate letters or 3.W-R.5. Improve word choice by 4.W-E.3. Create paragraphs that 5.W-I.1. Make distinctions among
involve one- or two-step related that have a beginning, middle, and short accounts of personal using dictionaries and thesauri. Establish and support a central fiction, nonfiction, and dramatic
sequences of action. end, and arrange ideas in a logical experiences in a logical order. idea in a topic sentence at or near literature, and use these genres
K.LD-O.7. Recite poems, rhymes, way. the beginning of the paragraph; selectively to produce stories or
2.EL.6. Spell
and songs, and retell stories in a 1.LD-Q.3. Describe familiar objects, Include supporting sentences scripts.
logical sequence. people, and events and their 2.LT-G.5. Identify differences with simple facts, details, and 5.W-E.3. Create multi-paragraph
K.LD-Q.2. Share information, attributes with specific words and among the common forms of explanations; essays that
opinions, and questions, speaking phrases. literature: poetry, drama, fiction, Include a concluding statement Present effective introductions
audibly in coherent sentences. 1.LD-O.6. Recite poems, rhymes, and nonfiction. that summarizes the points; and and concluding paragraphs and
K.BR-PC.1. Recognize that print songs, and stories, speaking clearly Are indented properly. Guide and inform the reader's
represents spoken language and at an understandable pace. 4.LT-F.5. Explain how the plot, understanding of key ideas and
Writing
provides information or 1.BR-PC.5. Match oral words to setting, or characters influence the evidence.
entertaining stories. printed words. events in a story, using evidence 5.W-E.4. Write explanations of a
K.W-I.1. Draw pictures and/or use from the text. process that include a topic
letters or phonetically spelled 4.LT-F.6. Describe a character's statement, supporting details, and
words to tell a story. traits, relationships, and feelings, a conclusion.
K.W-1.2. Dictate sentences for a using evidence from the text (e.g., 5.W-R.6.Revise writing to improve
story or friendly letter thoughts, dialogue, actions). coherence and progression by
K.EL.2. Use phonetic knowledge 4.W-R.7. Revise writing to improve adding, deleting, combining, and
and sounds of the alphabet letters word choice (using dictionaries, rearranging sentences.
to spell independently. thesauri) and level of detail after
determining what could be added
or deleted.
T= tested g r a des
DC 3 – C u r r i c u l a r C ale nd a rs DRAFT 5/ 1 5/ 2 0 0 9
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade
Readi ng Lau nch i ng Reader’s Lau nch i ng Read i ng Lau nch i ng Readers Lau nch i ng Readers Lau nch i ng Readers Lau nch i ng Readers
Uni t Workshop Workshop Workshop Workshop: Read i ng is Workshop: Read i ng Workshop: Read i ng
Th i nk i ng long, Ta lk i ng long, long, Ta lk i ng long,
20 da ys 16 da ys 16 da ys a nd Writ i ng long a nd Writ i ng long
Reading Establishing management Establishing management Establishing management Establishing management Establishing management Establishing management
Standards around routines and around routines and around routines and around routines and around routines and around routines and
structures. Exploring student structures. Establish structures. structures. Establishing structures. Establishing structures. Establishing
interest, classroom library partnerships. Establish partnerships and partnerships and talk partnerships and talk partnerships and talk
and care for books. Establish talk structures: sharing your structures: sharing your structures: Sharing your structures.
partnerships. 1.LD-D.1. Follow agreed-upon thinking and listening to thinking and listening to thinking and listening to Comprehension strategies:
rules for discussion, including others. others. others. Launching readers’ summarizing and
raising one's hand, waiting one's notebooks. determining importance.
K.BR-PC.2. Hold a book right side turn, speaking one at a time, and Comprehension strategies:
up and turn pages in the correct listening politely to the ideas of 2.LT-G.5. Identify differences 3.LT-U.1 Identify chapter titles summarizing and questioning 5LD-D.1 Apply understanding of
direction and order. others. among the common forms of and illustrations as parts of a text agreed-upon rules and individual
UNIT 1
K.LD-D.1. Follow agreed-upon literature: poetry, drama, fiction, that help the reader predict what 4.LD-D.1 Follow agreed upon rule roles to make decisions, including
rules for discussion, including and nonfiction. will happen next in a story. for class discussions eliciting and considering
raising one's hand, listening, 3.LT-U.4 Use story details and suggestions from each group
4.LD-Q.2 Summarize major ideas
politely to the ideas of others, prior knowledge to understand member and defining individuals’
waiting one's turn, and speaking ideas that are not directly stated in and supporting evidence present roles and responsibilities.
one at a time. the text. in spoken messages and formal 5LD-V.10** Determine the meaning
3.LT-F.8 Identify the elements of presentations of unfamiliar words in context using
stories (problem, solution, 4.LD-Q.3 Ask thoughtful questions definitions and examples stated in the
character, and setting) and and respond to relevant questions text.
analyze how major events lead with appropriate elaboration in oral 5IT-E.1* Identify the author’s
from problem to solution. purpose and summarize the
settings.
critical details of expository text,
maintaining chronological or logical
order.
Writing Launch i ng W r i t e rs Launch i ng w i t h Sma l l Launch i ng w i t h Sma l l Launch i ng W r i t e rs Ra is i ng the Le ve l: Pe rsona l Ra is i ng the Le ve l: Pe rsona l
Unit Wo r kshop Moments Moments Wo r kshop Na r r at i ve Na r r at i ve
26 days 26 days 26 days
Writing K.IT-DP.5. State the meaning of 1.EL.2. Write in complete 2.LD-Q.2. Know and practice 3.W-I.1. Write stories that have a 4.W-I.1. Write stories that organize
Standards specific signs (e.g., traffic, safety, sentences. appropriate listening behavior. beginning, middle, and end and plot events in an order that leads
warning signs). 1.LD-Q.2. Listen attentively by 2.LD-O.6. Relate an important contain details of setting and to a climax.
facing the speaker. event in life or describe personal characters.
interests, maintaining focus on the
topic and speaking clearly at an
understandable pace.
2.LT-G.5. Identify differences
among the common forms of
literature: poetry, drama, fiction,
and nonfiction.
DC 3 – C u r r i c u l a r C ale nd a rs DRAFT 5/ 1 5/ 2 0 0 9
Kindergarten 1st Grade 2nd Grade 3rd Grade 4t h Gr ade 5th Grade
Readi ng Readers Interact with Pattern Books Readi ng On The Go Readers Infer a nd Ch a r ac te r S t ud y Ch aracter Stud y
Uni t Emergent Story Books Grow Ideas Abou t
25 days 15 da ys 15 da ys Ch aracter
Readi ng Retelling familiar stories. Notice and use repeated words Revisiting flexible work solving Understanding the character Developing theories about Describing a character’s traits
Talking with partners about and phrases to read accurately. strategies using all cueing helps students understand the characters, character and analyzing how these traits
St a nd a rds familiar stories. Following daily Establish purpose for rereading systems. Using print features to story. Studying internal and relationships, and how a influence their actions. Studying
workshop routines. text to improve fluency. develop fluency and phrasing. external character changes. character develops across the how secondary characters
Comprehension strategies: story with evidence to prove it. impact the main character.
K.LT-U.1. Make predictions about 2.BR-P.3. Decode phonetically inferring and synthesizing. Using story structure to help Identifying the theme.
the characters or setting for a regular multisyllabic real and students study character. Comprehension strategies:
story using illustrations and titles. 1.Br.P14. Use knowledge of nonsense words fluently using 3.LT-F.9 Identify personality Comprehension strategies: predicting, inferring,
K.LT-U.2. Retell story events in inflectional endings (e.g. -s, -ed, - letter-sound knowledge.* traits of characters and the predicting, inferring, synthesizing around character
sequence. ing) to identify base words. 2.BR-P.4. Apply knowledge of thoughts, words, and actions that synthesizing around character and theme.
K.LT-U.3. Ask and answer 1.BR-P.17. Read words with basic syllabication rules when reveal their personalities. and story structure
questions about the important common spelling patterns (e.g., - reading two- or three-syllable 3.LT-C.5 Compare and contrast
characters, settings, and events. ite, -iate) in decodable text. written words (e.g., v/cv = su/per, literary elements across stories. 4.LT-F.5 Explain how the plot, 5LT-C.1 Relate the events and
K.LT-U.4. Participate (e.g., react, 1.BR-P.18.Recognize high- vc/cv = sup/per). 3.LT-F.10 Identify who is telling setting, or characters influence characters in a literary work to
UNIT 2
speculate, join in, read along) frequency words and irregular 2.BR-P.5. Apply the most the story or speaking in the poem. the events in a story. information about its setting.
when predictably patterned sight words (e.g., the, have, said, common letter-sound 3.LT-U.2. Recognize dialect in 4.LT-F.6 Describe a character’s 5LT-T.3 Identify the theme
selections of fiction and poetry come, give, of) correspondences, including the conversational voices in stories traits, relationships, and feelings, (moral, lesson, meaning, message,
K.LD-O.6. Relate an experience 1.LT-U.2. Sequence a series of sounds represented by single when they are read aloud. using evidence from the text. view, or comment on life) of a
or story in logical sequence. events in a literary selection heard letters, consonant blends, literary selection.
K.LD-O.7. Recite poems, rhymes, or read. consonant digraphs (e.g., ng in 5LT-F.4*Describe the
and songs, and retell stories in a sing), and vowel digraphs and relationships between major and
logical sequence. diphthongs (e.g., ea, oy). minor characters; analyze how a
2.BR-P.10. Recognize common character’s traits influence that
irregularly spelled words by sight character’s actions.
(e.g., have, said, where). 5LT-F.5*Identify the plot and its
2.BR-P.11. Know and use word components (e.g., main events,
families (e.g., -ight, -ought) to conflict, resolution).
decode unknown words
Kindergarten 1 st Gr ade 2nd Gr ade 3rd Gr ade 4th Gr ade 5th Gr ade
Readi ng Readers Read for F ig uri ng Ou t Hard Hold i ng Onto a Writing about Reading: In t rod uc t io n to Nonf ic t ion:
Uni t Man y Purposes Words Story Traditional Literature Non-Fic t io n Tex ts Inform at ion a l Texts
(Folktales, Fables, &
20 da ys 20 da ys 20 da ys Poetry)
Readi ng Continuing to practice emergent
storytelling. Beginning to apply
Developing word attack strategies
using letter/sound relationships,
Developing strategies to hold on to
longer text and recognize when
Identifying and analyzing the
elements of the traditional story
Revisiting text features and
structures. Studying elements of
Revisiting text features and
structures. Studying elements of
St a nd a rds letter/sound, print knowledge to sentence and story structure. meaning breaks down. Beginning to structure. Using your writing about reading non-fiction: fact and reading non-fiction: fact and
environmental print. Rereading texts Reinforce expectation that reading study characters actions and reading to grow ideas about reading. opinion, cause and effect. Growing opinion, cause and effect. Analyzing
introduced in shared reading MUST make sense, sound right and motivations. Comprehension strategies: analyzing an understanding about author’s non-fiction for a purpose.
independently. look right. and synthesizing. purpose. Comprehension strategies:
2.LT-C.3. Identify similarities and Comprehension strategies: summarizing, analyzing and
K.IT-E.1. Identify the purpose for differences in the works of an 3.LT-C.5 Compare and contrast literary elements summarizing, drawing conclusions, synthesizing.
1.BR-P.13. Decode regularly spelled across stories.
reading informational text. illustrator or an author. 3.LT-T.7 Identify themes as moral lessons in folktales
and determining importance.
K.IT-DP.4. Follow a two- or three- one- and two-syllable words fluently 2.LT-T.6. Identify the meaning of a and fables. 5.LD-V.8 Identify the meanings of common
step set of directions (e.g., recipes, in decodable text by applying the favorite poem or story. 3.LT-TN.14 Identify the adventures or exploits of a 4.IT-DP.6 Interpret information in Greek and Latin roots and affixes
center directions, classroom most common letter-sound 2.LT-C.4. Make relevant connections character type in tradition al literature.
graphic representations 5.LD-V10* Determine meanings of
3.LT-TN.15 Identify natural events explained in origin unfamiliar words in context
procedures, science experiments) correspondences. (e.g., relationships, cause/effect, myths. 4.IT-DP.7 Locate specific information 5.LD-V.11 Identify meanings,
using picture clues. 1.P – 18.Recognize high-frequency comparisons) between earlier events 3.LT-TN.16 Describe the events in well-known from text. pronunciations, alternate word choices,
words and irregular sight words tradition al narratives.
K.IT-DP.5. State the meaning of and later events in text. 4.IT-E.1 Identify the purpose and correct spelling, and parts of speech using a
UNIT 3
Readi ng Un i t Readers Focus on Growing Ideas about Ident i f y i ng Themes Writ i ng abou t Writ i ng abou t
Independent l y Read Comprehension Character through Writing a nd Poet ic Dev ices Readi ng:
about Reading Readi ng: Growing
Just R ig h t Books Trad i t iona l Ideas Together
20 da ys 20 days Literat ure (Myt hs
18 da ys a nd Legends)
Readi ng Beginning reading leveled text. Retelling stories to monitor Studying main characters in Understanding poem Identifying and analyzing the Writing about a theme with
Developing word attack, print comprehension. Make text to understand stories. structure, figurative language, elements of the traditional story supporting evidence (using
St a nd a rds strategies and retelling skills. predictions about text content Establishing writing structures and poetic devices. Recognizing structure. Using your writing different structures for
and character actions based on in response to text. the theme and big idea of the about reading to grow ideas students to collaborate).
K.BR-PC.5. Recognize that life experiences. Use personal poem. Comprehension about reading. Comprehension strategies:
spoken words are represented in connections text to understand strategies: analyzing and Comprehension strategies: analyzing, drawing
written language by specific stories. Begin to respond to 2.LT-U.1. Identify major and inferring analyzing and synthesizing. conclusions, and synthesizing.
sequences of letters. reading in writing. minor characters in several
K.BR-PC.7. Recognize that stories. 3.LT-F.10 Identify who is telling 4.LT-T.4 Compare the moral 5.LD-D.1 Apply understanding
sentences in print are made up 1.LT-U.1. Make predictions about 2.LT-C.4. Make relevant the story or speaking in the lessons of several fables. of agreed-upon rules and
of separate words. what will happen next in a story connections (e.g., relationships, poem. 4.LT-F.5 Explain how the plot, individual roles to make
K.BR-PC.8. Demonstrate the and explain why the predictions cause/effect, comparisons) 3.LT-P.11 Identify rhyme, setting, or characters influenced decisions, including eliciting and
one-to-one correlation between a were or were not confirmed. between earlier events and later rhythm, repetition, similes, and the events in a story, using considering suggestions from
spoken word and a printed 1.LT-U.2. Sequence a series of events in text. sensory images in poetry. evidence from the text. each group member and
UNIT 4
word. events in a literary selection 2.LT-F7. Describe the characters’ 3.LT-S.13 Identify sensory words. 4.LT-TN.12 Identify phenomena defining individuals’ roles and
K.BR-P.18. Know there is a link heard or read. traits in the story. 3.LD-O.6 Recite prose and explained in origin myths. responsibilities.
between letters and sounds and 1.LT-T.5. Relate a theme in 2.LT-S.11. Identify sensory details poetry. 4.LT-TN.13 Identify significant 5.IT-A.7 Determine an author's
that written words are composed fiction to life experiences. in literature and spoken 3.BR-F.5 Read aloud from characters and events in Greek, position (i.e., what the author is
of letters that represent sounds. 1.LT-F.6. Identify elements of language. familiar prose and poetry. Roman, and Norse mythology arguing), providing supporting
plot, character, and setting in a 2LD-06. Relate an important 3.LD-Q.4 Identify the musical that have influenced English evidence from the text.
favorite story. event in life or describe personal elements of literary language. vocabulary 5.LT-T.3 Identify the theme
1.LT-S.8. Identify words that the interests, maintaining focus on 3.LT-U.2. Recognize dialect in 4.LT-D.10 Identify the (moral, lesson, meaning,
author selects in a literary the topic and speaking clearly at conversational voices in stories structural elements particular to message, view or comment on
selection to create a graphic an understandable pace. when they are read aloud. dramatic literature. life) of a literary selection.
visual experience. 2.LT-U.2. Identify cause and
1.LD – 0.5. Retell stories using effect of specific events in a 4.W-E.5 Write interpretations or
standard grammar rules, biography. explanations of a literary or
sequencing story events by informational text that organize
answering who, what, where, ideas and use evidence from the
when, how, and why questions. text as support.
Wr i t i n g Writ i ng for Man y A u t ho rs as Rea l is t ic Fic t io n Poe t r y W r i t i ng Writing Fiction Using Li te r a r y Essa y
Uni t Purposes Men to rs 20 d a ys Traditional Story
18 da ys Structure
20 d a ys
Wr i t i n g K.IT-E.1. Identify the purpose for
reading informational text.
1.EL.1. Recognize that the names 2.LT-G.5. Identify differences 3.W-I.2. Write short poems that 4.W-I.1. Write stories that 5.W-E.3: Create multi-paragraph
essays that
of things also can be the names among the common forms of contain simple sensory details organize plot events in an order
St a nd a rds K.IT-E.2. Retell important facts from of actions (fish, dream, run) literature: poetry, drama, fiction, that leads to a climax. -present effective introductions and
a text heard or read. concluding paragraphs and
1.LT-S.8. Identify words that the and nonfiction.
K.IT-E.3. Make predictions about the -guide and inform the reader’s
content of text using prior knowledge author selects in a literary understanding of key ideas and
and text features selection to create a graphic evidence.
(title, captions, illustrations). visual experience. R.W-R.6: Revise writing to improve
K.IT-DP.5. State the meaning of coherence and progression by
specific signs (e.g., traffic, safety, adding, deleting, combining, and
warning signs). rearranging sentences.
DC 3 – C u r r i c u l a r C ale nd a rs DRAFT 5/ 1 5/ 2 0 0 9
Kindergarten 1 st Gr ade 2nd Gr ade 3rd Gr ade 4th Gr ade 5th Gr ade
Readi ng U ni t Readers notice and use Non-Fic t io n Nonf ic t ion: Read i ng N a r r a t i v e Non-
patterns in books for Ga i n i ng Fic t io n
18 days Introduct ion to Diggi ng Deepe r
18 da ys Inform at ion
Nonf ic t ion i n to Non-Fic t io n
30 da ys
Readi ng Noticing and using repeated words and
phrases to read accurately. Establish
Exploring and interpreting
nonfiction text features present in
Combining functional text “real life”
reading skills with research methods
Understanding text features and
structure to access information.
Reading as researchers by identifying
author’s purpose, knowing that
Understanding the structure of
narrative non-fiction to figure out
St a nd a rds purpose for rereading text to improve student text. Beginning to develop using the features of nonfiction to Activating prior knowledge/schema topics can have different points of the author’s purpose and lessons
fluency. questions to focus and extend locate and synthesize new information to understand a text. view, and drawing conclusions. learned.
Comprehension strategies: research. Comprehension strategies: gathering Researching to determine your own Comprehension strategies:
2.IT-E.1. Identify the purpose and and summarizing. point of view. Following steps for analyzing, summarizing,
1.IT-E.1. Identify the topic of text restate important facts from a text recording and sharing research. synthesizing
K.BR-P.20. Use letter-sound matches to heard or read. heard or read. 3.IT-DP.6 Locate specific Comprehension Strategies:
decode simple words in decodable text. 1.IT-E.2. Respond appropriately to 2.IT-E.2. Answer questions (e.g., who, information in graphic analyzing, connecting, and inferring 5.IT- E.1* Identify author’s
K.LT-U.4. Participate (e.g., react, questions based on facts in text what, where, when, why, how) about representations of text. purpose and summarize critical
speculate, join in, read along) when heard or read. text heard or read. 3.IT-DP.7 Use information from text 4.IT-E.5 Ask questions and support details of expository text
predictably patterned selections of fiction 1.IT-E.3. Make predictions about the 2.IT-E.3. Make predictions about the and text features to determine the answers by connecting prior 5.IT-E.2 Distinguish fact from
and poetry are read aloud. content using text features (e.g., title, content using text features (e.g., title, sequence of activities needed to carry knowledge with literal and inferential opinion
K.BR- P.19. Recognize that a new word table of contents, headings, bold table of contents, headings, captions, out a procedure. information found in text. 5.IT-E.3 Compare/contrast
is created when a specific letter is print). key words) and explain why the 3.IT-E.1 Identify the purpose or 4.IT-A.8 Identify what the author is author’s purpose in texts on the
UNIT 5
changed, added or removed. 1.IT-DP4. Follow a set of written predictions were or were not main point and supporting details in arguing or trying to persuade the same topic
multi-step directions with picture confirmed. a text. reader to think or do. 5.IT- E.5 Identify common
cues to assist. 2.IT-DP.4. Follow a set of written 3.LT-U.3. Form questions about a 4.LT-LNF.7 Identify the differences in organizational structures
1.IT-DP.5. State the meaning of multi-step directions. text and locate facts/details to point of view between an 5.IT-A.7 Determine an author’s
specific signs, graphics, and symbols 2.IT-DP.5. Identify and use knowledge answer those questions. autobiography and a biography. position and provide evidence from
(e.g., computer icons, map features, of common graphic features 4.R.1 Identify and apply steps in the text.
simple charts and graphs). (illustrations, type, size) conducting and reporting research. 5.LT-LNF.6 Describe the narrative
1.LT-G.4.Identify differences between 2.LT-G.5. Identify differences among structures of (auto) biographies
fiction and nonfiction. the common forms of literature: and themes contained within them
1.R.1. Generate questions and gather poetry, drama, fiction, and nonfiction.
information from several sources in
the classroom, school, or public
library.
Wr i t i n g U ni t Poe t r y a n d Songs How-To Books & Al l How-To Books Resea rc h W r i t i n g Resea rc h W r i t i n g Me moi r
18 da ys Abou t 20 d a ys
28 da ys
Wr i t i n g K.LD-O.7. Recite poems, rhymes, and
songs, and retell stories in a logical
1.IT-DP.4. Follow a set of written
multi-step directions with picture
2.IT-DP.4. Follow a set of written
multi-step directions.
3.W-E.3. Write up information on a
topic (e.g., an animal, a fish) that
4.R.1. Identify and apply steps in conducting
and reporting research.
5.W-I.1: Make distinctions among
fiction, non-fiction, and dramatic
St a nd a rds sequence. cues to assist. 2.LT-G.5. Identify differences among includes Define the need for information and
formulate open-ended research questions.
literature, and use these genres
1.LT-G.4. Identify differences between the common forms of literature: Clear focus, Initiate a plan for searching for
selectively to produce scripts or
fiction and nonfiction and determine poetry, drama, fiction, and nonfiction. Ideas in sensible order, and information. stories.
whether a literary selection is Sufficient supporting detail. Locate resources. R.W-R.6: Revise writing to improve
realistic or a fantasy. 3.R.1. Identify and apply steps in Evaluate the relevance of the information. coherence and progression by
1.R.1. Generate questions and gather conducting and reporting research. Use computer input devices effectively adding, deleting, combining, and
information from several sources in Define the need for information (e.g., keyboard, touch screens, glide pads, rearranging sentences.
the classroom, school, or public and formulate open-ended research mouse,
launch-and-quit applications).
library. questions. Interpret, use, and communicate the
Initiate a plan for searching for information.
information. 4.W-E.4. Write summaries of information
Locate resources. gathered through researches that include
Use and communicate the relevant facts and details.
information. 4.W-E.5.Write interpretations or
explanations of a literary or informational
text that organize ideas and use evidence
from the text as support.
DC 3 – C u r r i c u l a r C ale nd a rs DRAFT 5/ 1 5/ 2 0 0 9
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade
Reading Unit Infor m a t ion a l Thinking and Talking Building Fluency Prep a r i n g for Prep a r i n g for Prep a r i n g for
T ex t about Characters in 18 days T es t i ng
books T es t i ng T es t i ng
18 da ys 30 days
Readi ng Exploring and interpreting nonfiction
text features present in student text.
Interpreting character traits by Using punctuation and text clues SEE UNIT OF STUDY FOR TEST SEE UNIT OF STUDY FOR TEST SEE UNIT OF STUDY FOR TEST
synthesizing information presented in to read new texts with fluency. PREPARATION – Teachers PREPARATION – Teachers PREPARATION – Teachers
St a nd a rds Retelling new learnings.
picture and words. Connecting to Developing fix it strategies for Institute -2008
Institute -2008 Institute -2008
character experiences to understand reading and responding to
the story. Identifying trends across literature.
K.IT-E.2. Retell important facts
books and characters.
from a text heard or read.
K.IT-E.3. Make predictions about 2.BR-PC.1. Recognize the
1.LT-C.3. Identify similarities and
the content of text using prior distinguishing features of a
differences between the characters or
knowledge and text features sentence (e.g., capitalization of
events in stories by the same author.
(title, captions, illustrations). the first word, internal
1.LT-T.5. Relate a theme in fiction to
life experiences. punctuation, ending
1.LT-S.8. Identify words that the punctuation, and quotation
UNIT 6
Kindergarten 1 st Gr ade 2nd Gr ade 3rd Gr ade 4th Gr ade 5th Gr ade
Readi ng U ni t Reade rs Use ALL Poe t r y Poe t r y Mys te r y Book His tor ica l Fic t io n Socia l Iss ues Book
T h e i r Reso u rces Cl u bs Book Cl u bs Cl u bs
18 da ys 18 da ys
Readi ng Using word, sentence and story Exploring figurative language, Studying the characteristics of Studying elements of the Studying elements of the Studying social issues.
clues to solve and verify rhythm and imagery. poetry. Emphasizing word mystery genre. Creating historical fiction. Establishing a Establishing a stance/theory on
St a nd a rds unknown words. Retelling Identifying trends across choice, author’s purpose and theories. Using accountable stance/theory on a topic. a topic. Defending your stance.
beginning, middle and end of poems. sensory images. talk: talking to each other to Preparing for book clubs by Preparing for book clubs by
the story. grow and change ideas. writing long. Learning to writing long. Learning to
1.LD-O.6. Recite poems, 2.LT-P.8. Identify rhythm, Comprehension strategy: debate by using evidence. Using debate by using evidence. Using
K.BR-PC.1. Recognize that print rhymes, songs, and stories, rhyme, assonance, and analyzing discussion/talk structures to discussion/talk structures to
represents spoken language and speaking clearly at an alliteration in poetry. share and grow ideas about a grow and change theories
provides information or understandable pace. 2.LT-P.9. Identify the speaker of 3.LD-Q.2 Retell and paraphrase book. through debate.
entertaining stories. 1.LT-P.7. Identify a regular beat a poem. information shared by others. Comprehension strategy: Comprehension strategy:
K.BR-P.19. Recognize letter- and similarities of sounds in 2.LT-S.11. Identify sensory details 3.LD-Q.3 Respond to questions analyzing analyzing
sound matches by naming and words in responding to rhythm in literature and spoken with appropriate elaboration and
identifying each letter of the and rhyme in poetry. language. detail. 4.LD-Q.2 Summarize major ideas 5.LD-D.1 Apply understanding of
UNIT 7
alphabet and the sounds they 3.LT-U.1 Identify chapter titles and supporting evidence agreed-upon rules and
represent in decodable text. and illustrations as parts of a text presented in spoken messages individual roles to make
K.BR-PC4. Identify different that help the readers predict and formal presentations. decisions, including eliciting and
parts of a book and the what will happen next in a story. 4.LD-Q.3 Ask thoughtful considering suggestions from
information they provide. 3.LT-F.8 Identify the elements questions and respond to each group member and
K.BR.PC5. Recognize that of stories and analyze how major relevant questions with defining individuals’ roles and
spoken words are represented in events lead from problem to appropriate elaboration in oral responsibilities.
written language by specific solution. settings. 5.IT-A.7 Determine an author's
sequences of letters. 3.LT-C.5 Compare and contrast 4.IT-E.3 Identify cause and position (i.e., what the author is
K.LD-V.8. Determine what literary elements across stories. effect relationships stated and arguing), providing supporting
words mean from how they are implied. evidence from the text.
used in a sentence, either heard 5.LT-T.3 Identify the theme
or read. (moral, lesson, meaning, message,
view or comment on life) of a
literary selection.