2016 0701 ElemELA PacingGuide v3 · 3‐Qu Jan3‐ Mar 8 4‐QU Mar 9‐ May 19 Domain Standard #...

2016‐17 Pacing Guide: Kindergarten ELA Russellville Independent Schools ‐ R. E. Stevenson Elementary

1‐Qu Aug 4‐Sep 30

2‐Qu Oct 10‐Dec 16

3‐Qu Jan3‐Mar 8

4‐QU Mar 9‐May 19 D

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Content Cluster

Kentucky Core Academic Enligh Languate Arts Standards

Student‐Friendly "I Can" Statements

CCSS Vocabulary

X 0 0

N/A Procedures & Expectations (Aug 4‐10) N/A

X X X K.L 1

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can show that I know how to use words correctly when I write and speak.

X X X K.L 2


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I can show that I know how to write sentences correctly.

K.L 4

Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

I can figure out what words mean by thinking about what I have read.

X X K.L 5


With guidance and support from adults, explore word relationships and nuances in word meanings.

I can figure out how words are related. I can figure out how their meanings might be alike.

X X X X K.L 6


Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can use the new words I learn in different ways to show that I know what they mean.

X X K.L 1.a


Print many upper‐ and lowercase letters. I can print lots of upper and lowercase words.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X X X K.L 1.b


Use frequently occurring nouns and verbs. I can use nouns (words that name) and verbs (action words).

X X K.L 1.c


Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

I can make nouns plural ( more than one) by adding "s" or "es" to the end.

X K.L 1.d


Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

I can understand and use question words. ( who, what, where, when, why, how).

X K.L 1.e


Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

I can use common prepositions (to, from, in, out, on, off, for, of , by, with).

X X K.L 1.f


Produce and expand complete sentences in shared language activities.

I can create longer complete sentences with my class.

X X K.L 2.a


Capitalize the first word in a sentence and the pronoun I. I can capitilize the first word in a sentence. I can capitilize the word "I".

X X K.L 2.b


Recognize and name end punctuation. I can find and name punctuation at the end of a sentence.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

K.L 2.c


Write a letter or letters for most consonant and short‐vowel sounds (phonemes).

I can write a letter or letters for most consonant sounds.

K.L 2.d


Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.

I can use what I know about letters and sounds to spell easy words.

K.L 4.a


Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

I can find new meanings for words that I already know.

X K.L 4.b


Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.

I can use beginnings and endings of words to help me figure out what they mean (‐ed,‐s, re‐,un‐, pre‐, ‐ful, ‐less)

X X X K.L 5.a


Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

I can sort things into groups and use the names of the group to help me understand them better. ( shapes , foods).

X X K.L 5.b


Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

I can match some verbs (action words) and adjectives (describing words) with their opposites.

X X X K.L 5.c


Identify real‐life connections between words and their use (e.g., note places at school that are colorful).

I can tell how words are used in real‐life. ( I can talk about animals that are colorful).

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X K.L 5.d


Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

I can tell the difference between verbs (action words) that are almost alike (walk, march, strut, prance).

X K.R.F 1

Print Concepts Demonstrate understanding of the organization and basic features of print.

I can show that I know how books should be read.

X X X K.R.F 2

Phonological Awareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

I can show that I know how words and their parts go together.

X X X K.R.F 3

Phonics and Word Recognition

Know and apply grade‐level phonics and word analysis skills in decoding words.

I can show what I have learned about letters and sounds by reading words.

K.R.F 4

Fluency Read emergent‐reader texts with purpose and understanding. I can read and understand books at my level well.

X K.R.F 1.a

Print Concepts Follow words from left to right, top to bottom, and page by page. I can read the words in a book in the right order.

X X K.R.F 1.b

Print Concepts Recognize that spoken words are represented in written language by specific sequences of letters.

I can understand that words I say can be written using letters in a certain order.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

K.R.F 1.c

Print Concepts Understand that words are separated by spaces in print. I can understand that words have spaces between them.

X K.R.F 1.d

Print Concepts Recognize and name all upper‐ and lowercase letters of the alphabet.

I can name all of my upper and lower case letters in the alphabet.

X X X X K.R.F 2.a


Recognize and produce rhyming words. I can recognize and make rhyming words.

X X K.R.F 2.b


Count, pronounce, blend, and segment syllables in spoken words. I can count and divide words into syllables.

X X X K.R.F 2.c


Blend and segment onsets and rimes of single‐syllable spoken words.

I can blend and take apart the beginning sounds and ending parts of one‐syllable words.

X X X X K.R.F 2.d


Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three‐phoneme (consonant‐vowel‐consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.)

I can find and say the beginning, middle and last sound in simple words.

X X X X K.R.F 2.e


Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.

I can make new words by changing a consonant or a vowel sound in a word I alreay know.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X X X X K.R.F 3.a


Demonstrate basic knowledge of letter‐sound correspondences by producing the primary or most frequent sound for each consonant.

I can say the most common sound for each consonant in the alphabet.

X X K.R.F 3.b


Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

I can match long and short vowel sounds with the letters that go with them.

X X X X K.R.F 3.c


Read common high‐frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

I can read common sight words.

X K.R.F 3.d


Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

I can tell the difference between and read similar words by looking at the letters that are different.

X X X K.R.I 1

Key Ideas and Details

With prompting and support, ask and answer questions about key details in a text.

I can ask and answer questions about important details in nonfiction books.

X X K.R.I 2


With prompting and support, identify the main topic and retell key details of a text.

I can tell the main topic and important details in nonfiction books.

X X K.R.I 3


With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

I can tell how people, events or ideas are connected.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

K.R.I 4

Craft and Structure

With prompting and support, ask and answer questions about unknown words in a text.

I can ask and answer questions about new words in nonfiction books.

K.R.I 5

Craft and Structure

Identify the front cover, back cover, and title page of a book. I can find the front cover, back cover and title page in nonfiction books.

K.R.I 6

Craft and Structure

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

I can tell who the author and illustrator are in nonfiction books. I can tell what their jobs are.

X X K.R.I 7

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

I can tell the words and pictures go together in nonfiction books.

X K.R.I 8


With prompting and support, identify the reasons an author gives to support points in a text.

I can find the reasons and author gives to make the information more clear.

X K.R.I 9


With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I can tell how two nonfiction books about the same thing are alike and different.

X K.R.I 10

Range of Reading and Level of Text Complexity

Actively engage in group reading activities with purpose and understanding.

I can be an important part of nonfiction reading activities in my classroom.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X X X K.R.L 1


With prompting and support, ask and answer questions about key details in a text.

I can ask and answer questions about important details in stories.

X X X K.R.L 2


With prompting and support, retell familiar stories, including key details.

I can retell a story I know using improtant details from the story.

X X X X K.R.L 3


With prompting and support, identify characters, settings, and major events in a story.

I can tell the characters, setting and what happens in stories.

K.R.L 4

Craft and Structure

Ask and answer questions about unknown words in a text. I can ask and answer questions about new words in stories.

X X X K.R.L 5

Craft and Structure

Recognize common types of texts (e.g., storybooks, poems). I can tell the difference between the different kinds of fiction I read.

X K.R.L 6

Craft and Structure

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

I can tell who the author and illustrator are in stories. I can tell what their jobs are.

X K.R.L 7


With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

I can tell how the words and pictures go together in stories.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X K.R.L 9


With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

I can tell what is the same and different about the actions of characters in stories I know.

X K.R.L 10


Actively engage in group reading activities with purpose and understanding.

I can be an important part of fiction reading activities in my classroom.

X X X K.SL 1

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

I can show that I know how to have good conversations with my friends and teachers.

X X X K.SL 2


Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

I can tell what a story is about.

X X X K.SL 3


Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

I can ask and answer a question about what I have heard.

X X X K.SL 4

Presentation of Knowledge and Ideas

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

I can use details when I tell about people, places, and things.

K.SL 5


Add drawings or other visual displays to descriptions as desired to provide additional detail.

I can use drawings to help add details to what I share.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

K.SL 6


Speak audibly and express thoughts, feelings, and ideas clearly. I can speak and share my ideas clearly.

X X X X K.SL 1.a


Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

I can listen and take turns when I am having conversations.

X X X K.SL 1.b


Continue a conversation through multiple exchanges. I can have a long conversation with another person.

X K.W 1

Text Types and Purposes

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

I can draw or write to help me share what I think.

X X X X K.W 2


Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

I can draw or write to help me explain about a topic.

X X X X K.W 3


Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can draw or write to tell an organized story about something that has happened.

X X X X K.W 5

Production and Distribution of Writing

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I can listen to my friend's ideas to help add details to my stories.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

K.W 6


With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can use a computer or tablet to publish my writing.

X X X K.W 7

Research to Build and Present Knowledge

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

I can help my class learn about a subject and then write about it.

X X X K.W 8


With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

I can use what I know and have read about to answer questions.

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2016‐17 Pacing Guide: 1st Grade ELA Russellville Independent Schools ‐ R. E. Stevenson Elementary



3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X 0 0N/A Procedures & Expectations; Administer Reading Street Baseline

Group Test, etc.N/A

X X X 1.L 1




uppercase letter, lowercase letter, common noun, proper noun,

possessive noun, verb, singular, plural, pronon, personal

pronoun, possessive pronoun, indefinite

pronoun, conjunction, determiner,

preposition,simple sentence, compound

sentence

X 1.L 1.aConventions of Standard English

Print all upper‐ and lowercase letters. I can print all of the upper and lowercase letters.

X X X 1.L 1.bConventions of Standard English

Use common, proper, and possessive nouns. I can use common, proper and possessive nouns.

X X 1.L 1.cConventions of Standard English

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

I can use singular and plural nouns with matching verbs in my sentences.

X 1.L 1.dConventions of Standard English

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

I can use pronouns (I, me, my, they, them, their, anyone, everything).

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X X 1.L 1.eConventions of Standard English

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

I can use verbs in the right way to tell about the past, the present and the future.

X X X 1.L 1.fConventions of Standard English

Use frequently occurring adjectives. I can use adjectives.

1.L 1.gConventions of Standard English

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

I can use conjunctions. (and, but, or, so, because)

X 1.L 1.hConventions of Standard English

Use determiners (e.g., articles, demonstratives). I can use determiners. (a, the, this, that, my, many, few).

X 1.L 1.iConventions of Standard English

Use frequently occurring prepositions (e.g., during, beyond, toward).

I can use common prepositions (during, beyond, toward).

X X X X 1.L 1.jConventions of Standard English

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

I can use simple and compound sentences (statemnts, questions, commands and exclamations).

X X X X 1.L 2




capitalize, period, exclamation point, question mark,

punctuation, comma, series, spelling

pattern


Capitalize dates and names of people. I can use capital letters in dates and also when I wrtie people's names.

X X 1.L 2.bConventions of Standard English

Use end punctuation for sentences. I can use the right punctuation at the ends of my sentences.

1.L 2.cConventions of Standard English

Use commas in dates and to separate single words in a series. I can use commas when I werite the date or when I make a list of things in a sentence.

X X X 1.L 2.dConventions of Standard English

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

I can use sight words and spelling patterns to help me spell words correctly.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary


Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

I can use what I know about letters and their sounds to spell new words correctly.

1.L 4Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

I can figure out what words mean by using the strategies I know and thinking about what I have read.

context clue, affix, root word

1.L 4.aVocabulary Acquisition and Use

Use sentence‐level context as a clue to the meaning of a word or phrase.

I can use the whole sentence to help me figure out what other words in the sentence mean.

X 1.L 4.bVocabulary Acquisition and Use

Use frequently occurring affixes as a clue to the meaning of a word. I can use the beginnings and endings of words to help me figure out what it means.

1.L 4.cVocabulary Acquisition and Use

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

I can find root words with lots of different endings.

1.L 5Vocabulary Acquisition and Use

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

I can figure out how words are related. I can figure out how their meanings might be alike.

common, category, trait, connection, verb, adjective

1.L 5.a


Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

I can sort things into groups and use the names of the groups to hep me understand them better ( colors, clothing).

1.L 5.bVocabulary Acquisition and Use

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

I can explain a word by telling how it belongs in a group.

X X X X 1.L 5.cVocabulary Acquisition and Use

Identify real‐life connections between words and their use (e.g., note places at home that are cozy).

I can tell how words are used in real‐life (places in my house that are cozy).

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X 1.L 5.d


Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

I can tell or show the difference between verbs (action words) that are almose alike (look, peek, glance, stare, glare, scowl).

1.L 6


Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).


list, phrase, conjunction

1.R.F 1

R.F.1 Print Concepts

Demonstrate understanding of the organization and basic features of print.

I can show that I know how books can be read.

letter, word, sentence, capitialize, punctuation mark

1.R.F 1.aR.F.1.a Print Concepts

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

I can find and point to the first word, the beginning capital letter and the ending mark in a sentence.

X 1.R.F 2


Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

I can show that I know how words and their parts go together.

short vowel, long vowel, syllable, letter,

blend, segment

X X 1.R.F 2.aPhonological Awareness

Distinguish long from short vowel sounds in spoken single‐syllable words.

I can tell the difference between short and long vowel sounds when I hear a word.

X X X X 1.R.F 2.bPhonological Awareness

Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

I can put sounds together to speak words.

X X X X 1.R.F 2.cPhonological Awareness

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

I can find and tell the beginning, middle, and ending sounds in short words.

X X X X 1.R.F 2.dPhonological Awareness

Segment spoken single‐syllable words into their complete sequence of individual sounds (phonemes).

I can break down short words and say each sound by itself.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

X X X X 1.R.F 3Phonics and Word Recognition


I can show what I have learned about letters and sounds by reading words.

X X X 1.R.F 3.aPhonics and Word Recognition

Know the spelling‐sound correspondences for common consonant digraphs (two letters that represent one sound).

I can hear and spell consonant letters that are blended together to make words.

X X X X 1.R.F 3.bPhonics and Word Recognition

Decode regularly spelled one‐syllable words. I can read short words.

X X X 1.R.F 3.cPhonics and Word Recognition

Know final ‐e and common vowel team conventions for representing long vowel sounds.

I can read words with long vowel sounds (silent e or vowel teams).

X 1.R.F 3.dPhonics and Word Recognition

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

I can use what I know about vowel sounds to help me figure out how many syllables are in words.

X X 1.R.F 3.ePhonics and Word Recognition

Decode two‐syllable words following basic patterns by breaking the words into syllables.

I can read words with two syllables.

X X X 1.R.F 3.fPhonics and Word Recognition

Read words with inflectional endings. I can read words that have different endings on them.

X X X X 1.R.F 3.gPhonics and Word Recognition

Recognize and read grade‐appropriate irregularly spelled words. I can read first grade words that aren't spelled the way they sound.

X 1.R.F 4Fluency Read with sufficient accuracy and fluency to support

comprehension.I can read and understand books at my level well.

1.R.F 4.aFluency Read grade‐level text with purpose and understanding. I can read and understand first grade

books.

X X X 1.R.F 4.bFluency Read grade‐level text orally with accuracy, appropriate rate, and

expression.I can read aloud like a teacher.

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3‐Qu Jan3‐Mar 8


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CCSS Vocabulary

1.R.F 4.cFluency Use context to confirm or self‐correct word recognition and

understanding, rereading as necessary.I can stop when I am reading and fix words that I mess up or that I am not sure of.

1.R.I 1Key Ideas and Details

Ask and answer questions about key details in a text. I can ask and answer questions about important details in nonfiction books.

key detail

1.R.I 10


With prompting and support, read informational texts appropriately complex for grade 1.

I can read and understand first grade nonfiction books.

X X X 1.R.I 2Key Ideas and Details

Identify the main topic and retell key details of a text. I can tell the main topic and important details in nonfiction books.

X X X 1.R.I 3


Describe the connection between two individuals, events, ideas, or pieces of information in a text.

I can tell how people, events or ideas are connected in nonfiction books.

individual, event, idea/piece of information, connection

1.R.I 4Craft and Structure

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

I can ask and answer questions to help me understand new words.

clarify, phrase

X 1.R.I 5

Craft and Structure

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

I can understand and use all the helpful parts of nonfiction books to help me find important facts and details.

text feature, key fact, information


Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

I can find some information from pictures and some information from the words in nonfiction books.

picture, information, difference

X X 1.R.I 7Integration of Knowledge and Ideas

Use the illustrations and details in a text to describe its key ideas. I can use the picutres and words in nonfiction books to help me tell about the main ideas.

key idea, detail, illustration


Identify the reasons an author gives to support points in a text. I can find the reasons that an author gives to help teach about the main idea. point, reason

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

1.R.I 9Integration of Knowledge and Ideas

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I can find things that are the same and different in two nonfiction books that teach about the same topic.

compare, contrast

X X X 1.R.L 1Key Ideas and Details

Ask and answer questions about key details in a text. I can ask and answer question about important details in stories.

key detail

X X 1.R.L 10


With prompting and support, read prose and poetry of appropriate complexity for grade 1.

I can read and understand first grade stories and poems.


Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I can retell a story I know using important details and show that I know the author is trying to teach me.

retell, key detail

X X X X 1.R.L 3Key Ideas and Details

Describe characters, settings, and major events in a story, using key details.

I can tell the characters, setting and what happens in stories.

character, setting, major event, key

detail

X 1.R.L 4Craft and Structure

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

I can find words in a story that tell about feelings.

five senses

X X 1.R.L 5Craft and Structure

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

I can tell the difference between fiction and nonfiction. story, information

1.R.L 6Craft and Structure

Identify who is telling the story at various points in a text. I can figure out who is telling a story at different parts in the story.

character

X X 1.R.L 7Integration of Knowledge and Ideas

Use illustrations and details in a story to describe its characters, setting, or events.

I can use the pictures and details in a story to tell about its characters, setting or events.

illustration, detail, character, setting,

event

X 1.R.L 9


Compare and contrast the adventures and experiences of characters in stories.

I can compare what happens to characters in stories.

character, adventure, experience, compare,

contrast

18




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 1.SL 1Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.


discussion, idea

X X X X 1.SL 1.aComprehension and Collaboration

Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

I can listen and take turns when I am having conversations.

X 1.SL 1.bComprehension and Collaboration

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

I can be part of conversations by listening to other people's comments and thinking about what to say.

X X 1.SL 1.cComprehension and Collaboration

Ask questions to clear up any confusion about the topics and texts under discussion.

I can ask questions during conversations to help me understand what is being shared.


Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

I can ask and answer questions about things I hear and see.

key detail, presentation

1.SL 3Comprehension and Collaboration

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

I can ask and answer questions about what a speaker says to help me understand the person better.

presentation

X X X X 1.SL 4Presentation of Knowledge and Ideas

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

I can use details when I tell about people, places and things to help others understand them better.

detail, people, place, thing, event

1.SL 5Presentation of Knowledge and Ideas

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

I can use drawings or other things like that to help others understand what I am talking about.

idea, thought, feeling, visual display, clarify

X 1.SL 6Presentation of Knowledge and Ideas

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

I can speak and share my ideas in complete sentences when I need to. complete sentence

19




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X 1.W 1


Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

I can write my opinion about a topic and give reasons for my thinking. opinion, reason,

conclusion

X X X 1.W 2Text Types and Purposes

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can write to teach about a topic by giving facts about it. topic, fact

X X X 1.W 3


Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

I can write to to tell an organized story with details. event, narrative,

closure

X X X 1.W 5Production and Distribution of Writing

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I can listen to others' ideas to help add details to my stories. topic, detail

1.W 6Production and Distribution of Writing

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can use a computer or tablet to publish my writing. digital, tools, publish

1.W 7


Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions).

I can help my class explore books and write about what we learned.

research, topic

1.W 8


With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

I can use what I have learned to answer questions or I can find out the answers somewhere else. recall, source

20

2016‐17 Pacing Guide: 2nd Grade ELA Russellville Independent Schools ‐ R. E. Stevenson Elementary



3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Group Test, etc.N/A

X X X X 2.L 1



I can show that I know how to use words correctly when I write and speak. language, collective

noun, irregular plural noun, reflexive

pronoun, irregular verb, adjective, adverb, simple

sentence, compound sentence, expand,

rearrange


Use collective nouns (e.g., group). I can use collective nouns (a group of people, a pride of lions).

X 2.L 1.bConventions of Standard English

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

I can make and use irregular plural nouns correctly (feet, children, teeth, mice, fish).


Use reflexive pronouns (e.g., myself, ourselves). I can use reflexive pronouns Ihimself, myself, ourselves).

X X 2.L 1.dConventions of Standard English

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

I can make and use common regular verbs (sat, hid, told).


Use adjectives and adverbs, and choose between them depending on what is to be modified.

I can use adjectives and adverbs correctly.

X X X X 2.L 1.f


Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

I can make and use complete simple and compound sentences.

21




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X X 2.L 2




capitalize, comma, greeting, closing, aproatrophe, contraction,

possessive, spelling pattern

X X 2.L 2.aConventions of Standard English

Capitalize holidays, product names, and geographic names. I can use capital letters at the beginnings of holidays, product names and places on a map.


Use commas in greetings and closings of letters. I can use commas in grertings and closings of letters.


Use an apostrophe to form contractions and frequently occurring possessives.

I can use apostrophes to make contractions.

2.L 2.dConventions of Standard English

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

I can use spelling patterns I have learned to write words.


Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

I can use tools like a dictionary to check and correct my spelling.

2.L 3Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

X 2.L 3.aKnowledge of Language

Compare formal and informal uses of English.

X X X 2.L 4


Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

I can figure out what words mean by using the strategis I know and by thinking about what I have read.

context clue, prefix, root word, compound

word, glossary, dictionary

X X 2.L 4.aVocabulary Acquisition and Use


I can use context clues to help me understand new words.

22




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X 2.L 4.bVocabulary Acquisition and Use

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

I can use prefixes that I know to help me understand new words.

X X 2.L 4.cVocabulary Acquisition and Use

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

I can use root words to help me understand new words.

X X 2.L 4.d


Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

I can use the meanings of the two smaller words in a compound word to make a prediction about what it means.

X X 2.L 4.eVocabulary Acquisition and Use

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

I can use glossaries, dictionaries or the internet to help me find the meanings of new words.

X X 2.L 5Vocabulary Acquisition and Use

Demonstrate understanding of word relationships and nuances in word meanings.

I can figure out how words are related and how thei rmeanings meigh be alike.

connection, verb, adjective

X X X 2.L 5.aVocabulary Acquisition and Use

Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).

I can find real‐life connections between words and te way they are used (foods that are spicy or juicy).

X X 2.L 5.b


Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

I can tell the difference between similar verbs (toss, throw, hurt). I can tell the different between similar adjectives (thin, slender, skinny, scrawny).

X X X X 2.L 6


Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


adjective, adverb

23




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X X 2.R.F 3



I can show what I have learned about letters and sounds by figuring out words. short vowel pattern,

long vowel pattern, vowel team, syllable, prefix, suffix, spelling pattern, irregular

X X 2.R.F 3.aPhonics and Word Recognition

Distinguish long and short vowels when reading regularly spelled one‐syllable words.

I can read long and short vowels correctly in words.

X X X X 2.R.F 3.bPhonics and Word Recognition

Know spelling‐sound correspondences for additional common vowel teams.

I can spell and read vowel teams.

X X 2.R.F 3.cPhonics and Word Recognition

Decode regularly spelled two‐syllable words with long vowels. I can read longer words with long vowel sounds.

X X 2.R.F 3.dPhonics and Word Recognition

Decode words with common prefixes and suffixes. I can read words with prefixes and suffixes.

X X 2.R.F 3.ePhonics and Word Recognition

Identify words with inconsistent but common spelling‐sound correspondences.

I can find words that don't follow normal spelling rules, but are common.

X X X X 2.R.F 3.fPhonics and Word Recognition

Recognize and read grade‐appropriate irregularly spelled words. I can read second grade words that aren't spelled the way they sound.

X X X 2.R.F 4

Fluency Read with sufficient accuracy and fluency to support comprehension.

I can read and understand books at my level well.

fluent, voice, timimg, expression, context

clue

24




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 2.R.F 4.aFluency Read grade‐level text with purpose and understanding. I can read and understand second grade

books.

X X X X 2.R.F 4.bFluency Read grade‐level text orally with accuracy, appropriate rate, and

expression.I can read second grade books aloud like a teacher would read them.

X X 2.R.F 4.cFluency Use context to confirm or self‐correct word recognition and

understanding, rereading as necessary.I can stop when I am reading and fix words that I mess up or don't sound right.

X X X X 2.R.I 1


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

I can ask and answer who, what , when, where, why, and how questions to show that I understand nonfiction.

key detail

2.R.I 10


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read and understand second grade nonfiction by myself.

reading strategy

X X X 2.R.I 2Key Ideas and Details

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

I can tell the main idea of a piece of nonfiction, including the focus of important paragraphs.

topic, main idea, focus

X X 2.R.I 3Key Ideas and Details

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

I can make connections between the different steps in a set of directions.

event, idea, concept, step, process, connect

X X 2.R.I 4Craft and Structure

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

I can make figure out the meanings of words when I am studying a sceond grade topic.

specific, topic, subject

X X 2.R.I 5

Craft and Structure

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

I can understand and use all the helpful parts of nonfiction books to find important facts and details quickly.

text feature

X X X 2.R.I 6Craft and Structure

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

I can tell the author's main purpose in nonfiction writing.

author's purpose

25




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

I can use diagrams and pictures to help me understand nonfiction.

image, informational text

X 2.R.I 8Integration of Knowledge and Ideas

Describe how reasons support specific points the author makes in a text.

I can describle how reasons support the points that an author is trying to make. reason, point

2.R.I 9


Compare and contrast the most important points presented by two texts on the same topic.

I can tell how the important points in two pieces of nonfiction about the same topic are the same and different.

important point, compare, contrast

X X X 2.R.L 1


Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

I can ask and answer who, what , when, where, why, and how questions to show that I understand stories.

2.R.L 10


By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read and understand second grade stories and poems by myself.

reading strategy


Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I can remember and tell different kinds of stories and share what the author is trying to teach.

recount, central message, lesson, moral, details


Describe how characters in a story respond to major events and challenges.

I can describe how characters in a story react to important events in the story.

character, event, challenge


Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

I can tell how words in stories, poems, or songs can give them rhythm and help people understand them better.

rhythm. Beat, alliteration, rhyme

26




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 2.R.L 5

Craft and Structure

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

I can describe how a story is written including the important poarts of a beginning and an ending.

structure, introduce, character, setting,

action

X 2.R.L 6

Craft and Structure

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

I can show that I know the characters in a story by telling about them or by using different character voices when I read aloud.

point of view, dialogue

X X 2.R.L 7


Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

I can use what I learn from pictures and words to show that I undersand the characters, setting, and events of a story.

illustration, character, plot, setting

X 2.R.L 9Integration of Knowledge and Ideas

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

I can tell how two or more tellings of a story can be the same and different.

version, compare, contrast

X X X X 2.SL 1Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


discussion, connection, idea

X X X X 2.SL 1.a


Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

I can listen, wait to take my turn and be respectful when I am having conversations.

2.SL 1.bComprehension and Collaboration

Build on others’ talk in conversations by linking their comments to the remarks of others.

I can make conversations better by making connections between other's comments.

2.SL 1.cComprehension and Collaboration

Ask for clarification and further explanation as needed about the topics and texts under discussion.

I can ask questions during conversations to help me understand what is being shared.

27




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

I can talk about the important ideas and details after I listen to someone read or speak.

format, key idea, detail

X X 2.SL 3Comprehension and Collaboration

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

I can ask and answer questions about what a speaker says to help me understand the information better.

presentation

X X X X 2.SL 4


Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

I can tell or share a story with important details to help others understand.

relevant, descriptive detail, complete

sentence, audience

2.SL 5Presentation of Knowledge and Ideas

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

I can make a recording of a story or poem.pacem visual display

X X X 2.SL 6


Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 26 for specific expectations.)

I can speak and share my ideas in complete sentences when someone asks me a question.

complete sentence, clarification

X X 2.W 1


Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

I can write my opinion about a topic and give reasons for my thinking.

opinion, reason, link, connection, introduction, concluding

statement/section

X X X X 2.W 2


Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can write to teach about a topic by giving facts and definitions about the topic.

topic, fact, definition, concluding

statement/section

X X X X 2.W 3


Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can write to tell an organized story with details about events, thoughts and feelings.

narrative, event, temporal word,

closure

28




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X 2.W 5Production and Distribution of Writing

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

I can lister to other's ideas to revise and edit my writing and make it better. draft, revise, edit

2.W 6Production and Distribution of Writing

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I can use a computer or tablet to publish my writing.

digital tools, publish, collaborate

X X 2.W 7


Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

I can help my class explore books and write about what we learn. I can work with friends to make and record notes about science experiments.

research, topic

X 2.W 8


Recall information from experiences or gather information from provided sources to answer a question.

I can use what I have learned to answer questions or I can find out the answerw somewhere else.I recall

29

2016‐17 Pacing Guide: 3rd Grade ELA Russellville Independent Schools ‐ R. E. Stevenson Elementary



3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Group Test, etc.N/A

X X X X 3.L 1



I can show that I know how to use words correctly when I write and speak. noun, pronoun, verb,

adjective, adverb, regular/irregular

plural noun, abstract noun,

regular/irregulary verb, verb tense, antecedent, comparative

adjective/adverb, superlative

adjective/adverb, coordinating conjunction, subordinating

conjunctin, simple sentence, compound sentence, complex

sentence

X X X X 3.L 1.aConventions of Standard English

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences.


Form and use regular and irregular plural nouns. I can correctly say, write, and use all kinds of plural nouns.

30




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Use abstract nouns (e.g., childhood). I can use abstract nouns (e.g., childhood, honesty, courage, faith).


Form and use regular and irregular verbs. I can correctly say, write, and use regular and irregulary verbs (action words).


Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

I can correctly say, write, and use different verb tenses (e.g, I wlaked; I walk; I will walk).

X X X 3.L 1.f


Ensure subject‐verb and pronoun‐antecedent agreement.* I can make sure that all ofsubjexts and verbs go together correctly in the sentences I say and write. I can make sure that all of my subjects and verbs go together correctly in the sentences I say and write.

X 3.L 1.gConventions of Standard English

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

I can correctly us comparative and superlative adjectives and adverbs correctly in my speech and writing.

X 3.L 1.hConventions of Standard English

Use coordinating and subordinating conjunctions. I can use conjunctions in the correct way in my speech and writing.

X X X X 3.L 1.iConventions of Standard English

Produce simple, compound, and complex sentences. I can say and write simple, compound and complex sentences.

X X X 3.L 2




title, address, dialogue, speaker tag, possessives, base

word, suffix, resource

3.L 2.aConventions of Standard English

Capitalize appropriate words in titles. I can use capital letter correctly when I write titles.


Use commas in addresses. I can use commas correctly in addresses.

31




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X 3.L 2.cConventions of Standard English

Use commas and quotation marks in dialogue. I can use commas and quotation marks correctly when I write dialogue between two people or characters.


Form and use possessives. I can use apostrophes appropriately to show possession.

X X X X 3.L 2.eConventions of Standard English

Use conventional spelling for high‐frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

I can spell commonly used words correctly and add suffixes to them.

X X X X 3.L 2.fConventions of Standard English

Use spelling patterns and generalizations (e.g., word families, position‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

I can use spelling patterns and rules to help me spell new words.

3.L 2.gConventions of Standard English

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

I can use a dictionary or other resources to check and crorect my spelling.

X X X 3.L 3

Knowledge of Language


I can write, speak, read and listen by using what I know about the English language.

effect, spoken language, written languate, standard

English

X X X X 3.L 3.aKnowledge of Language

Choose words and phrases for effect.* I can choose interesting words and phrases to help others understand my meaning better.

3.L 3.bKnowledge of Language

Recognize and observe differences between the conventions of spoken and written standard English.

I can recognize differences between my speaking language and my written language.

X X X X 3.L 4Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple‐meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

I can figure out what words mean by using the strategies I know and by thinking about what I have read.

context clue, affix, root, reference

material

X X X X 3.L 4.aVocabulary Acquisition and Use


I can use context clues to help me understand new words.

32




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X 3.L 4.b


Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

I can use prefixes and suffixes that I know to help me understand new words.

X X 3.L 4.cVocabulary Acquisition and Use

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

I can use root words I know to help me understand the meanings of new words.

X X X X 3.L 4.dVocabulary Acquisition and Use

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

I can use print and computer dictionaries to help me find the meanings of new words.

X X X X 3.L 5


Demonstrate understanding of word relationships and nuances in word meanings.

I can show that I understand figurative language (e.g. busy as a bee; slow as a snail; you are what you eat). I can figure out how words are related and how their meanings might be similar.

literal meaning, nonliteral meaning, connection, mood,

state of mind


Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

I can tell the difference between literal and nonliteral language when I read.

3.L 5.b


Identify real‐life connections between words and their use (e.g., describe people who are friendly or helpful).

I can find real‐life connections between words and the way they are used (e.g. people who are friendly or helpful).

X X 3.L 5.c


Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

I can figure out the small differences in meaning with related words that tell about how people feel or how they are acting (e.g., knew, believed, suspected, heard, wondered).

33




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X X 3.L 6


Acquire and use accurately grade‐appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

I can use the new words and phrases I have learned in different ways to show that I know what they mean. temporal, spatial

X X X X 3.R.F 3Phonics and Word Recognition


I can show what I have learned about letters and sounds by figuring out words.

prefix, suffix, root word, syllable,

decode, irregular

X X X X 3.R.F 3.aPhonics and Word Recognition

Identify and know the meaning of the most common prefixes and derivational suffixes.

I can find and tell the meanings of most common prefixes and suffixes.

X 3.R.F 3.bPhonics and Word Recognition

Decode words with common Latin suffixes. I can read words with common Latin suffixes.

X X 3.R.F 3.cPhonics and Word Recognition

Decode multisyllable words. I can read words with more than one syllable.

X X 3.R.F 3.dPhonics and Word Recognition

Read grade‐appropriate irregularly spelled words. I can read third grade words that aren't spelled the way they sound.

X X X X 3.R.F 4Fluency Read with sufficient accuracy and fluency to support

comprehension.I can fluently read and understand third grade books.

fluency, context clue

X X 3.R.F 4.aFluency Read grade‐level text with purpose and understanding. I can read and understand third grade

books.

X X X 3.R.F 4.bFluency Read grade‐level prose and poetry orally with accuracy, appropriate

rate, and expression.I can read third grade books and poems aloud like a teacher would read them.

34




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 3.R.F 4.c

Fluency Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

I can use what I understand from my reading to help me figure out or correct words I am having trouble with.

X X X X 3.R.I 1


Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can ask and answer questions to show that I understand the information that I am reading. I can find the answers to specific questions within informational text that I read.

details

X 3.R.I 10


By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

I can read and understand 3rd grade informational texts independently.

reading strategies

X X X X 3.R.I 2


Determine the main idea of a text; recount the key details and explain how they support the main idea.

can figure out the main idea of information I read. I can talk about the most important details in the information I read and how they support the main idea.

main idea, key detail, recount

X X X X 3.R.I 3


Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

I can describe how some historical events are related. I can describe how some scientific ideas are related.

event, procedure, idea, concept, time,

sequence, cause/effect


Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

I can figure out the meanins of words and prhases in science and social studies texts.

general academic words, domain‐specific words

X X X 3.R.I 5Craft and Structure

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

I can use search tools on the computer to find information quickly.

text feature, search tool

35




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CCSS Vocabulary

X X 3.R.I 6Craft and Structure

Distinguish their own point of view from that of the author of a text. I can tell the difference between what I think and what an author writes in informational texts.

point of view

X X X 3.R.I 7


Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

I can show what I have learned from informational text and illustrations by answering questions about where, when, why and how.

informational text


Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I can describe how the sentences and paragraphs in informational text are connected and follow a logical order.

logical, connection, sentence, paragraph

3.R.I 9


Compare and contrast the most important points and key details presented in two texts on the same topic.

I can compare and contrast the most important ideas and details in two pieces of information about the same topic.

important point, significant point, key detail, compare,

contrast

X X X X 3.R.L 1


Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I can ask and answer questions to show that I understand the stories that I am reading. I can find the answers to specific questions within the stories that I read.

details

3.R.L 10

Range of Reading and Complexity of Text

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

I can read and understand third grade stories, plays and poems independently.

reading strategies

X X X X 3.R.L 2


Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

I can remember and retell different kinds of stories from many cultures. I can figure out the lessons or morals of the stories that I read and explain that message using details from the story.

recount, central message, lesson, moral, key detail,

fable, folktale, myth

36




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 3.R.L 3


Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

I can describe characters in stories and explain how their actions affect the story.

character, physical traits, emotional

traits, action, event, sequence

3.R.L 4

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

I can figure out the meanings of words or groups of words in stories by thinking about how they are used.

literal language, nonliteral language,

context clues

X 3.R.L 5

Craft and Structure

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

I can write and talk about fiction by using the words for the different parts (e.g., chapter, scene, stanza).

story, drama, poem, chapter, scene, stanza


Distinguish their own point of view from that of the narrator or those of the characters.

I can tell the difference between what I think and what the author or characters might think in a story.

point of view, narrator, charater

X X 3.R.L 7Integration of Knowledge and Ideas

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

I can explain how the author uses illustrations to help the meaning in a story. contribute

3.R.L 9Integration of Knowledge and Ideas

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

I can compare and contrast stories written by the same author about the same or similar characters.

theme, setting, plot, compare, contrast

X 3.SL 1


Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

I can successfully participate in discussions.

discussion, connection

X X 3.SL 1.a


Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

I can come to discussions prepared to share my ideas because I have read or studied what I needed to.

37




3‐Qu Jan3‐Mar 8


omain

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dard #

Content Cluster



CCSS Vocabulary

X X X 3.SL 1.b


Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

I can listen, wait to speak until it's my turn and be respectful of others when I am having discussions.

X 3.SL 1.c


Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

I can ask questions to help me understand discussions, stay on topic and to help me to connect my ideas with other people's ideas.

3.SL 1.dComprehension and Collaboration

Explain their own ideas and understanding in light of the discussion. I can explain my own thinking and ideas after a discussion.

3.SL 2Comprehension and Collaboration

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can figure out the main ideas and details of what I see and hear.

format, main idea, supporting details

X 3.SL 3Comprehension and Collaboration

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

I can ask and answer questions about wat a speaker says so that I can talk more about the topic.

presentation, detail, elaborate

X X X X 3.SL 4


Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

I can give a report or share a story or experience with important details to help others understand. I can speak clearly and at an appropriate speed when I give a report or share a story or experience.

relevant, dexeiptive, detail, pace

3.SL 5


Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

I can create engaging recordings of stories or poems to show my fluency in reading.

pace, visual display

38




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X 3.SL 6


Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.)

I can speak in complete sentences to make what I am sharing more clear to others. complete sentence,

clarification

X 3.W 1


Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.

I can write to share my opinion and give reasons to support that opinion. opinion, point of view,

organizational structure, reason, link

X X 3.W 1.aText Types and Purposes

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

I can write my opinion piece in an organized way that introduces my opinion and lists my reasons.

X X 3.W 1.bText Types and Purposes

Provide reasons that support the opinion. I can give reasons to support my opinion in my writing.

3.W 1.cText Types and Purposes

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

I can use linking words (because, therefore, since, for example, etc.) to connect my opinion with my reasons.

3.W 1.dText Types and Purposes

Provide a concluding statement or section. I can write a conclusion (ending) to my opinion piece.

3.W 10

Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

I can write for short time frames or over a longer period of time depending on my purpose, audience and topic.

task, purpose, audience

X X X 3.W 2


Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

I can write to inform and explain ideas to others clearly. linking word/phrase,

concluding statement

39




3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X X X X 3.W 2.a


Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I can write an informative text that introduces my topic and then groups related information together. I can include illustrations in my writing to help others understand my topic better.

X X X X 3.W 2.bText Types and Purposes

Develop the topic with facts, definitions, and details. I can write about a topic using facts, definitions and details.


Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

I can use linking words (also, another, and, more, but, etc.) to connect the ideas in my writing.


Provide a concluding statement or section. I can write conclusions (endings) to my informative pieces of writing.

X X X X 3.W 3


Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

I can write organized stories that have lots of details.

narrative, plot, narrator, character, event, sequence,

temporal word/phrase, conclusion

X X X X 3.W 3.aText Types and Purposes

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

I can write stories from different points of view that have characters and a plot.

X X X 3.W 3.b


Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

I can use dialog between my characters and describe their actions & feelings to help others understand the plots of my stories.

X X X 3.W 3.cText Types and Purposes

Use temporal words and phrases to signal event order. I can use temporal words (first, next, then, finally, etc.) to help others understand the order in my stories.

40




3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary


Provide a sense of closure. I can write conclusions (endings) to my stories.

X X X 3.W 4


With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

I can stay focused and organized in my different types of writing. I can write for different purposes, audiences, and topics.

writing style, task, purpose, graphic

organizer

X X 3.W 5


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.)

I can plan, revise and edit my writing with the help of peers and adults. prewriting strategy,

formulate, drafe, revise, edit

3.W 6


With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

I can use technology to create and publish my writing. I can use technology to communicate and work with others.

program, publish, technology, collaboratie, keyboarding

X 3.W 7


Conduct short research projects that build knowledge about a topic. I can do short research projects to help me learn more about a topic.

research, topic

X 3.W 8


Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

I can take notes to help me organize the research in my writing. print source, digital

source, notes, category

41

2016‐17 Pacing Guide: 4th Grade ELA Russellville Independent Schools ‐ R. E. Stevenson Elementary



3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Group Test, etc.N/A

X X X X 4.L 1




relative pronoun, relative adverb, progressive verb

tense, modal auxiliary, adjective,

prepositional phrase, fragment, run‐on

sentence

4.L 1.a


Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

I can use relative pronouncs ( who, whose, whom, which, that) and relative adverbs (where, when, why) correctly when I write or speak.


Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

I can write correctly and use progressive verb tenses (e.g., I was talking, I am talking, I will be talking).


Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

I can use auxiliary words to show different conditions (e.g., can, may, must).


Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

I can use the common patterns I have learned about adjectives to order them correctly in sentences.

X 4.L 1.eConventions of Standard English

Form and use prepositional phrases. I can correctly write and use prepositional phrases.

X X X X 4.L 1.fConventions of Standard English

Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.*

I can write complete sentences. I can recognize inappropriate sentence fragments and run on sentences.

42




3‐Qu Jan3‐Mar 8


omain

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Content Cluster



CCSS Vocabulary

X X 4.L 1.gConventions of Standard English

Correctly use frequently confused words (e.g., to, too, two; there, their).*

I can correctly use commonly confused words (e.g., to, too, two; their, there).

X X X 4.L 2




dialogue, speaker tag, quotation marks,

compound sentence, coordinating conjunction


Use correct capitalization. I can correctly use capitalization in all of my writing.


Use commas and quotation marks to mark direct speech and quotations from a text.

I can use commas and quotation marks to show direct speech and quotations from a text.


Use a comma before a coordinating conjunction in a compound sentence.

I can correctly use a comma before a conjunction when connecting two simple sentences.

X X X X 4.L 2.dConventions of Standard English

Spell grade‐appropriate words correctly, consulting references as needed.

I can use appropriate references to help me spell fourth grade words.

X X X 4.L 3Knowledge of Language


I can write, speak, read and listen by using my knowledge of the English language. formal, informal

X X X 4.L 3.aKnowledge of Language

Choose words and phrases to convey ideas precisely.* I can choose interesting words and phrases to help others understand my ideas better.

X 4.L 3.bKnowledge of Language

Choose punctuation for effect.* I can choose various punctuation to help me show different moods in writing.

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3‐Qu Jan3‐Mar 8


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dard #

Content Cluster



CCSS Vocabulary

4.L 3.cKnowledge of Language

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion).

I can figure out when I need to use formal speech and when I can use informal speech.

X X X X 4.L 4


Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

context clue, affix, root


Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

I can use context clues to figure out the meanings of words or phrases.

X X X X 4.L 4.b


Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.

X X X X 4.L 4.c


Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

I can use print and computer reference sources to help me find the pronounciations and clarify meanings of new words or phrases.

X X 4.L 5


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I can show tha tI understand figurative language. I can figure out how words are related and how their meanings might be similar.

simile, metaphor, literal language,

figurative language, idiom, adage,

proverb, synonym, antonym


Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

I can explain the meaning of simple similes and metaphors in context.


Recognize and explain the meaning of common idioms, adages, and proverbs.

I can recognize and explain the meaning of common idioms, adages and proverbs.

44




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X 4.L 5.cVocabulary Acquisition and Use

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

I can undetatand words by relating them to their antonyms and synonyms.

X X X X 4.L 6


Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

I can figure out and use fourth grade words that are centered and a specific topic.

X X 4.R.F 3



I can show what I have learned about letters, sounds, and words in my reading. consonant blend, long‐

vowel pattern, short‐vowel pattern, root, prefix, suffix, syllable

X X 4.R.F 3.a


Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

I can read unfamiliar words that have more than one syllable.


comprehension.I can fluently read and understand books at my level well.


X 4.R.F 4.aFluency Read grade‐level text with purpose and understanding. I can read and understand fourth grade

texts.

X X X X 4.R.F 4.bFluency Read grade‐level prose and poetry orally with accuracy, appropriate

rate, and expression.I can read fourth grade books and poems aloud accurately, at the right speed and with expression.

X 4.R.F 4.c

Fluency Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

I can use what I understand from my reading to help me figure out or correct words I am having trouble with.

45




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X X X 4.R.I 1


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can explain what informational text teaches me by referring to details and examples from the text. I can draw inferences from informational texts by referring to details and examples from the text.

inference, explicit

4.R.I 10


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

I can read and understand 4th grade informational texts independently. reading strategy,

comprehension

X X X X 4.R.I 2


Determine the main idea of a text and explain how it is supported by key details; summarize the text.

I can figure out the main idea in informational texts. I can use my own words to summarize informational texts I have read.

main idea, key detail, summary

X X 4.R.I 3


Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

I can read about and explain historical events and tell why they happened using information that was given in the text.

event, procedure, idea, concept


Determine the meaning of general academic and domain‐specific words or phrases in a text relevant to a grade 4 topic or subject area.

I can figure out the meanings of words and phrases in science and social studies texts.


X X X X 4.R.I 5

Craft and Structure

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

I can describe the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in informational texts.

text structure

46




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X 4.R.I 6

Craft and Structure

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

I can compare and contrast the information given in a firsthand account ( a person who was present) and secondhand account (a person who was not present, but was told) of the same event or topic.

firsthand account, secondhand account, compare, contrast,

focus

X X X 4.R.I 7


Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

I can figure out, understand and use information from charts, graphs, diagrams, time lines, animations or other internet presentations to help me explain my understanding of informational texts.

format

X X X 4.R.I 8


Explain how an author uses reasons and evidence to support particular points in a text.

I can explain how an author uses reasons and evidence to support particular points in informational texts.

reason, evidence

4.R.I 9


Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

I can use information from two different informational texts on the same topic to help me write or speak with knowledge about the topic.

integrate


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can explain a story by referring to details and examples in the text. inference, explicit

4.R.L 10


By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can read and understand fourth grade stories, plays and poems independently.

inference, explicit

47




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X X 4.R.L 2


Determine a theme of a story, drama, or poem from details in the text; summarize the text.

I can figure out the theme of a fiction text by thinking about the details in the text. I can summarize a fiction text in my own words.

theme, summary

X X 4.R.L 3Key Ideas and Details

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

I can use specific details in fiction text to help me describe a character, setting or event in the story.

character, setting, event

4.R.L 4

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

I can figure out the meanings of words and phrases an author uses. I can understand words that have been created from characters found in mythology (e.g., Herculean).

allude

4.R.L 5

Craft and Structure

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.

I can refer to specific elements of poems (verse, rhythm, meter) and plays (characters, settings, descriptions, dialogue, stage directions) when I write or talked about a piece of fiction.

poem, drama, structural element

4.R.L 6

Craft and Structure

Compare and contrast the point of view from which different stories are narrated, including the difference between first‐ and third‐person narrations.

I can compare and contrast different stories by thinking about the points of view from which they are told. I can tell the difference between first‐and third‐person narrators.

point of view, first person, third person, compare, contrast

4.R.L 7


Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

I can make connections between a written text and a visual or oral presentation of the same text.

visual presentation, oral presentation

48




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

X 4.R.L 9


Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

I can compare and contrast how authors from different cultures write about similar themes (e.g., good vs. evil) in stories, myths, and traditional literature. I can compare and contrast how authors from different cultures write about patterns of events (e.g., good vs. evil) in stories, myths and traditional literature.

compare, contrast, theme

4.SL 1


Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

I can effectively participate in different types of discussions and with different people. I can build on others' ideas and express my own ideas clearly.


X X 4.SL 1.a



I can come to discussions prepared to share my ideas because I have read or studied the required material. I can use what I know and what I have read to explore new ideas about a topic during a discussion.

X X X 4.SL 1.bComprehension and Collaboration

Follow agreed‐upon rules for discussions and carry out assigned roles.

I can follow agreed‐upon rule s for discussion and carry out my assigned role.

X X X X 4.SL 1.c


Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

I can ask and answer questions to help me understand discussions, stay on topic and that contribure to others' ideas and remarks.

4.SL 1.dComprehension and Collaboration

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

I can think about what is discussed and explain any new thinking that I have.

49




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can paraphrase text that is read aloud or information tha tis presented to me.

media, format, paraphrase,

supporting, details


Identify the reasons and evidence a speaker provides to support particular points.

I can identify the reasosn or evidence that a speaker gives to support his/her points. reason, evidence

X X X X 4.SL 4


Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.

relevant, main idea, theme, pace

X X 4.SL 5


Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

I can create engaging audio recordings or visual displays to help me better explain a main idea or them when necessary.

main idea, theme, enhance, audio recording, visual

display

4.SL 6


Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

I can figure out when to use formal English and when its appropriate to use informal English.

formal, informal

X X 4.W 1


Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can write to share my opinion on topic or texts and provide reasons and information to support that opininon.

opinion, point of view, organizational

structure

X X X 4.W 1.a


Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

I can writie my opinion in an organized wahy that introduces my topic clearly, states my opinion, and groups related ideas together.

50




3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary


Provide reasons that are supported by facts and details. I can give reasons that are supported by facts and details when writing my opinion.

X 4.W 1.cText Types and Purposes

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

I can connect my opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).


Provide a concluding statement or section related to the opinion presented.

I can writie a conclusion (ending) that is related to th opinion I present.

4.W 10

Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.

task, purpose, audience

X X X X 4.W 2



I can write to inform/explain topics or ideas to others clearly.

formatting structure, multimedia, precise, domain‐specific vocabulary

X X X X 4.W 2.a


Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

I cn write an informative text that inroduces my topic and then groups related information together in paragraphs or sections.


Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I can develop a topic using facts, definitions, details, quotations or other information and examples.


Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

I can connect related ideas using words and phrases (e.g., another, for example, also, because).


Use precise language and domain‐specific vocabulary to inform about or explain the topic.

I cn use precise writing words and specific vocabulary to teach others about a topic.

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3‐Qu Jan3‐Mar 8


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Stan

dard #

Content Cluster



CCSS Vocabulary

4.W 2.eText Types and Purposes

Provide a concluding statement or section related to the information or explanation presented.

I can write a conclusion (ending) that is related to the information or explanation I present.

X X X 4.W 3



I can write stories with good technique, detailed descriptions and a clear sequence.

narrative, narrator, sequence, concrete word, sensory detail, transiiton, conclusion

X X X X 4.W 3.a


Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

I can provide an introduction in my stories that creates a situation, introduces a narrator & characters and organizes a plot that unfolds naturally.

X 4.W 3.b


Use dialogue and description to develop experiences and events or show the responses of characters to situations.

I can use dialog and description to develop experiences and events or to show how the characters respond to different situations in the story.

X 4.W 3.cText Types and Purposes

Use a variety of transitional words and phrases to manage the sequence of events.

I can use different types of transitional words and phrases to help with the sequence of my story.

X X X 4.W 3.dText Types and Purposes

Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can use very specific words and phrases, as well as sendsory details, to express experiences and events.


Provide a conclusion that follows from the narrated experiences or events.

I can write a conclusion (ending) that makes sense with the experiences and events I shared in my story.

X X X 4.W 4


Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear and organized writing. I can produce writing that is appropriate for my purpose, audience and task.

writing style, task, purpose, audience

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3‐Qu Jan3‐Mar 8


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Stan

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Content Cluster



CCSS Vocabulary

4.W 5


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 4 on page 29.)

I can plan, revise, and edit my waiting with the help of peers and adults.

revision strategy, edit

4.W 6


With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

I can use technology to communicate and collaborate with others. I can cus appropriate keyboarding skills to type at least one page of my writing in a single sitting.

publish, credible waste

4.W 7


Conduct short research projects that build knowledge through investigation of different aspects of a topic.

I can conduct short research projects to help me learn about topics through investigation.

research

4.W 8


Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

I can recall what I have learned or find new informationfrom books or technology to help me with my research. I can provide a list of sources that I used for gathering information for my writing.

print source, digital source, notes,

category, research

X 4.W 9


Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can gather evidence from fiction or informational text to support my investigation, thinking and research.

textual evidence, analysis, reflection,

research

4.W 9.a


Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

I can allply all that I have learned in 4th grade reading to writing literature texts.

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3‐Qu Jan3‐Mar 8


omain

Stan

dard #

Content Cluster



CCSS Vocabulary

4.W 9.b


Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

I can apply all that I have learned in 4th grade reading to writing informtional texts.

54




3‐Qu Jan3‐Mar 8


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Stan

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Content Cluster



CCSS Vocabulary


Group Test, etc.N/A

X X X X 5.L 1



I can show that I understand standard English in my speech and my writing.

conjunction, preposition,

interjection, past perfect, present perfect, future

perfect, verb tense, correlative conjunction


Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

I can explain the use of conjunctions, prepositions, and interjections.

5.L 1.bConventions of Standard English

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

I can form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

X 5.L 1.cConventions of Standard English

Use verb tense to convey various times, sequences, states, and conditions.

I can use verb tenses to show meaning with regards to times, sequences of events, states or conditions of being.

5.L 1.dConventions of Standard English

Recognize and correct inappropriate shifts in verb tense.* I can recognize and fiz verb tenses that are used incorrectly.

5.L 1.eConventions of Standard English

Use correlative conjunctions (e.g., either/or, neither/nor). I can use correlative conjunctions correctly (e.g., either/or and neither/nor).

X X X 5.L 2



I can show that I know how to write sentences accurately.

items in a series, introductory element, tag questions, direct

address

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3‐Qu Jan3‐Mar 8


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Stan

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Content Cluster



CCSS Vocabulary


Use punctuation to separate items in a series.* I can use the correct punctuation when I am writing a sentence with a list of items in a series.

5.L 2.bConventions of Standard English

Use a comma to separate an introductory element from the rest of the sentence.

I can show that I know when to use a comma to separate an introduction form the rest of a sentence.

5.L 2.c


Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

I can show that I know how to use commas correctly to set off words (e.g., Yes, thank you. It's true, isn't it? Is that you, Steve?)


Use underlining, quotation marks, or italics to indicate titles of works.

I can use underlining, quotation marks, or italics correctly to indicate titles of works.

X X X X 5.L 2.eConventions of Standard English

Spell grade‐appropriate words correctly, consulting references as needed.

I can use appropriate references tohelp me spell fifth grade words.

X X X 5.L 3



I can write, speak, read and listen my using my knowledge of the English language.

simple sentence structure, compound sentence structure, complex sentence structure, style,

compare, contrast, register, dialet

X 5.L 3.a


Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

I can expand, combine and reduce sentences to make them more interesting and more easily understood.

5.L 3.bKnowledge of Language

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

I can compare and contrast different dialects or registers of English used in writing.

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3‐Qu Jan3‐Mar 8


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Stan

dard #

Content Cluster



CCSS Vocabulary

X X X X 5.L 4


Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

infer, context clue, affix, root


Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

I can use context clues to figure out the meanings of words or phrases.

X X X 5.L 4.b


Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

I can determine the meanings of unknown words by using what I know about common Greek and Latin prefixes, suffixes and roots.

X X X X 5.L 4.c


Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

I can use print and computer reference sources to help me find the pronunciations and clarify meanings of new words or phrases.

X X 5.L 5


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I can show that I understand the deeper meanings of words and phrases.

figurative language, literal language, idiom, adage, proverb, word relationships


Interpret figurative language, including similes and metaphors, in context.

I can show that I understand the meaning of figurative language.


Recognize and explain the meaning of common idioms, adages, and proverbs.

I can recognize and explain the meaning of common idioms, adages and proverbs.

X X X X 5.L 5.c


Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

I can use the relationship between synonyms, antonyms, and homograhps to help me better understand each of the words.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X X X X 5.L 6


Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

I can learn and use new vocabulary appropriate for 5th grade. I can learn and use words that show contrast or other logical relationships (e.g., however, although, nevertheless, similarly, morevover, inaddition).

general academic words, domain‐specific word

5.R.F 3



I can show what I have learned about letters, sounds and words in my reading. consonant blend, long‐

vowel pattern, short‐vowel pattern, root, prefix, suffix, syllable

X X X 5.R.F 3.a


Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

I can read unfamiliar words that have more than one syllable.


comprehension.I can fluently read and understand books at my level well.


X X 5.R.F 4.aFluency Read grade‐level text with purpose and understanding. I can read and understand fifth grade texts.

X X X X 5.R.F 4.bFluency Read grade‐level prose and poetry orally with accuracy, appropriate

rate, and expression.I can read fifth grade books and poems aloud accurately, at the right speed and with expression.

X 5.R.F 4.cFluency Use context to confirm or self‐correct word recognition and

understanding, rereading as necessary.I can use context clues to help me figure out or correct words I am having trouble with.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X X X X 5.R.I 1


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

I can accurately quote from informational text when I am explaining what it says. I can accurately quote from informational text to support inferences that I have made.

quote, inference, explicit

5.R.I 10


By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

I can read and understand 5th grade informational texts independently. reading strategy,

comprehension

X X X X 5.R.I 2


Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

I can determine two or more main ideas in informational texts. I can explain how the main ideas in informational texts are supported by the details in the text.

main idea, key detail, summary

X X X 5.R.I 3


Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

I can explain the relationships or interactions between two or more individuals in historical texts using specific information from the text. I can explain the relationships between

relationship, interaction, individual, event, idea, concepts in technical texts using specific

information that was given in the text.

X 5.R.I 4Craft and Structure

Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area.

I can determine the meanings of words and phrases in science and social studies texts.


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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X X X 5.R.I 5

Craft and Structure

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

I can compare and contrast the organization (e.g., time order, comparison, cause & effect or problem & solution) of events, ideas, concepts or information in two or more informational texts.

text structure, compare, contrast

5.R.I 6

Craft and Structure

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

I can anaylze multiple accounts of the same event or topic by discussing simiarities and differences in their points of view.

point of view, purpose

X 5.R.I 7Integration of Knowledge and Ideas

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

I can use different typs of informational texts to locate an answer or to solve a problem.

X 5.R.I 8


Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

I can explain how an author uses specific reasons and evidence to support particular points in informational texts.

reasons, evidence

5.R.I 9


Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

I can use information from several different informational texts on the same topic to help me write or speak with knowledge about the topic.

integrate

X X 5.R.L 1


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

I can accurately quote from a fiction text when I am explaining what it says. I can accurately quoted from a fiction text to support inferences that I have made.

quote, inference, explicit

5.R.L 10


By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

I can read and understand 5th grade stories, plays and poems independently. reading strategy,

comprehension

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3‐Qu Jan3‐Mar 8


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Stan

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Content Cluster



CCSS Vocabulary

X X 5.R.L 2


Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

I can determine the theme of a fiction text by thinking about the details in the text. I can explain how characters respond to challenges when discussing the them of a story.I can explain how the speaker in a poem reflects upon a topic when discussing the theme of the poem. I can summarize a fiction text in my own words.

theme, summary


Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

I can compare and contrast characters, setting or events using details in the text to support my comparison.

compare, contrast

5.R.L 4

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

I can determine the meanings of words and phrases an author uses. I can understand the meaning of figurative language in a fiction text. I can understand similies and metaphors in fiction texts.

figurative language, literal languate

X X X 5.R.L 5Craft and Structure

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

I can explain how chapters, scenes or stanzas fit together to give structure to stories, plays and poems.

chapter, scence, stanza

5.R.L 6

Craft and Structure

Describe how a narrator’s or speaker’s point of view influences how events are described.

I can describe how a narrator's or speaker's poit of view influences a ficton text.

point of view, first person, second

person, third person, influence

X 5.R.L 7Integration of Knowledge and Ideas

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).

I can explain how visuals contribute to a story.

visual element, multimedia, tone

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

5.R.L 9Integration of Knowledge and Ideas

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

I can compare and contrast similar themes or topics in stories from the same fiction genre.

compare, contrast, theme, genre

X 5.SL 1


Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

I can effectively participate in different types of discussions and with different people about 5th grade topics and texts. I can build on others' ideas and express my own ideas clearly.


X X X 5.SL 1.a



I can come to discussions prepared to share my ideas because I have read or studied the required material.

X X 5.SL 1.bComprehension and Collaboration

Follow agreed‐upon rules for discussions and carry out assigned roles.

I can follow agreed‐upon rules for discussion and carry out my assigned role.

X 5.SL 1.c


Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

I can ask and answer questions by making comments that contribute to the discussion and build upon others' ideas and remarks.

X 5.SL 1.d


Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

I can think about new ideas being discussed and then draw my own conclusions based on what I have learned.

X 5.SL 2Comprehension and Collaboration

Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

I can summarize text that is read aloud or information that is presented to me.

format, main idea, supporting details

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

5.SL 3


Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

I can summarize the points a speaker makes and explain the speaker's reasons and evidence for those points.

claim, reason, evidence, summary

X X X X 5.SL 4


Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

I can report on a topic or present my opinion logically using appropriate facts and details to support my main idea.

logical sequence, relevant, main idea,

theme, pace

X 5.SL 5


Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

I can speak clearly and at an appropriate pace when I give a report or share my opinion.

main idea, theme, enhance, multmedia component, visual

display

X X X X 5.SL 6


Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

I can change the way I am speaking (informal or formal) depending on the task and situation.

formal, informal

X X 5.W 1


Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

I can write to share my opinion on topics or texts and provide reasons and information to support that opinion.

opinion, point of view, organizational

structure

X X 5.W 1.a


Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

I can write my opinion in an organized way that introduces my topic clearly, states my opinion, and groups related ideas together.


Provide logically ordered reasons that are supported by facts and details.

I can present reasons in a logical order that are supported by facts and details when writing my opinion.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary


Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

I can connect my opinion and reasons using words, phrases or clauses (e.g., consequently, specifically).

X 5.W 1.dText Types and Purposes

Provide a concluding statement or section related to the opinion presented.

I can write a conclusion tha tis related to the opinion I present.

5.W 10


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.


X X X 5.W 2



I can write to inform/explain topics or ideas to others clearly.

formattting, structure, observation, focus, multimedia, precise,

domai‐specific vocabulary

X X X 5.W 2.a


Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

I can include special formatting (e.g., headings), illustrations and multimedia in my writing to help others understand my topic better.


Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I can develop a topic using facts, definiitons, details, quotations or other information and examples.


Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

I can connect realted ideas throughout my writing using words, phrases and clauses (e.g., in contrast, especially).

X 5.W 2.dText Types and Purposes

Use precise language and domain‐specific vocabulary to inform about or explain the topic.

I can use precise wording and specific vocabulary to teach others about a topic.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X 5.W 2.eText Types and Purposes

Provide a concluding statement or section related to the information or explanation presented.

I can write a conclusion that is realted to the information or explanation I present.

X X X X 5.W 3



I can write stories with good technique, detailed descriptions and a clear sequence.

narrative, narator, sequence, concrete word, sensory detail, transition, conclusion

X X X 5.W 3.a


Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

I can provide an introduction in my stories that creates a situation, introduces a narrator & characters and organizers a plot that unfolds naturally.

X X X X 5.W 3.b


Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

I can use different techniques like dialog and description to develop experiences and events or to show how the characters respond to different situations in the story.

5.W 3.c


Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

I can use different types of transitional words, phrases and clauses to help with the sequence of my story.

X X X X 5.W 3.dText Types and Purposes

Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can use very specific words and phrases, as well as sensory details, to express expepriences and events.


Provide a conclusion that follows from the narrated experiences or events.

I can write a conclusion that makes sense with the experiences and events I shared in my story.

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

X X X 5.W 4


Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

I can produce clear writing with appropriate development and organization to suit my task, purpose and audience.

writing style, task, purpose, audience

5.W 5


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)

I can plan, revise, edit, rewrite or try a new approach in my writing with the help of peers and adults. revision strategy, edit

5.W 6


With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

I can use technology to create and publish my writing.

publish, credible website

5.W 7


Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

I can conduct short research projets to help me learn about topics through investigation.

research, central question, source

X 5.W 8


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I can summarize or paraphrase information in my notes and in my published work. I can provide a list of sources that I used for gathering information for my writing.

summarize, paraphrase, source

X X 5.W 9


Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can gather evidence from fiction or informational text to support my investigation, thinking and research.

analysis, reflection, research

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3‐Qu Jan3‐Mar 8


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Content Cluster



CCSS Vocabulary

5.W 9.a


Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

I can apply all that I have learned in 5th grade reading to writing literature.

5.W 9.b


Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

I can apply all that I have learned in 5th grade reading to writing informational texts.

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2016 0701 ElemELA PacingGuide v3 · 3‐Qu Jan3‐ Mar 8 4‐QU Mar 9‐ May 19 Domain Standard #...

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