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Caribbean Elementary School 2010-20114th GRADE FOCUS CALENDAR -1ST NINE WEEKS

COMMITMENT * EQUITY * HIGH EXPECTIONS * RESPONSIBILITY * TEAM WORKMrs. Christina Guerra, Principal

Mr. Carl Robinson, Assistant PrincipalMrs. Carolyn Conwell, Reading Coach

Houghton Mifflin Grade 4 Focus Calendars-First Nine Weeks

AT-A-GLANCE BENCHMARK CONTENT and ASSESSMENTSWeek 1 Week 2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10

Back to School Focus on Genres Akiak Grandfather’s Journey

Finding the Titanic By the Shores of Silver Lake

Reading Strategies Predict/Infer

Phonics/ Decoding Monitors/Clarify Question Evaluate SummarizeConclusions/InferencesAuthor’s PurposeAuthor’s PerspectiveCharacter DevelopmentSettingEventsProblem/ResolutionText Features: MapTheme TopicSynonymsAnalyze Words in TextContext Clues

Prior knowledgeText featuresPlot developmentText structureCharacter development Suspense and pacingConclusions/inferencesAuthor’s perspectiveSettingSummarizing

Theme TopicProblem/ResolutionSetting Cause and EffectConclusions/InferencesText FeaturesTextStructure/Organizational

PatternsMain Idea/Message and

Relevant DetailsSummarizingBase WordsSuffixes Short vowelsMultiple MeaningsContextSentences/PunctuationCapitalizing the first word in a

sentenceLiterature Discussion

Text features Text structureAuthor’s perspectiveTopicMain Idea/message

(stated and implied)Relevant detailsMonitor and clarifyInferences/conclusionsFlashbacksExpanding your

vocabulary: Nautical terms

Key selection vocabularyStructural Analysis:

Syllabication Short and long vowelsUsing a thesaurus Compound sentencesWriting an answer to a

questionFollow and give oral

directions

Key selection vocabularyDictionary SkillsSuffixes Short and long vowelsContext cluesExpanding vocabularyAuthor’s PerspectiveChronological OrderRelevant DetailsFigurative Language Descriptive Language (e.g., mood,

imagery)How to read a HaikuReading Strategies: Predict/InferGraphic Organizers/ChartSubjects and PredicatesCharacteristics of a good

introduction for a friendly conversation

Relevant detailsMain idea, message (stated

and implied)Graphic organizers Locate, interpret, organize

information QuestioningGeneralizations Character developmentElements of a biographyGenre: Historical fictionCategorize and classifyText features: Illustrations Key selection vocabularyRoots: tele and ruptHomophones Guide WordsStorytellingCommon nounsComas Friendly letter

Assessment Assessment Assessment Assessment Assessment AssessmentInterim Baseline Bi-weekly #1 Bi-weekly #2 Bi-weekly #3 Bi-weekly #4August 31-September 2 September 17 October 1 October 15 October 29Bi-weekly Grade- Grade 4 Binder Grade 4 Binder Grade 4 Binder Grade 4 BinderHoughton Mifflin Weekly Story Test For a grade For a grade For a grade For a gradeTheme Skills Test when complete


Secondary Focus Calendar-

Maintenance- Daily Review of Weekly Skills

Reteaching after review of bi-weekly data


Caribbean Elementary School 2010-2011Houghton Mifflin Anthology Reading List for Grade 4

Grade Title-THEME 1 Author Level Spache DRP Location4 Akiak Robert J. Blake M 3.8 49.1 Anthology4 Grandfather’s Journey Allen Say N 3.9 50.2 Anthology4 Finding the Titanic Robert D. Ballard O 4.0 49.3 Anthology4 By the Shores of Silver Lake Laura Ingalls Wilder O 4.0 49.5 Anthology

Grade Title-THEME 2 Author Level Spache DRP Location4 Tomás and the Library Lady Pat Mora M 3.5 45.1 Anthology4 Tanya’s Reunion Valerie Flournoy N 4.4 53.1 Anthology4 Boss of the Plains Laurie Carlson O 4.6 55.7 Anthology4 A Very Important Day Maggie Rugg Herold P 4.2 54.2 Anthology

Grade Title-THEME 3 Author Level Spache DRP Location4 The Stranger Chris Van Allsburg N 4.3 49.8 Anthology4 Cendrillon Robert D. San Souci O 4.4 48.4 Anthology4 Heat Wave! Helen Ketteman P 4.5 49.4 Anthology

Grade Title-THEME 4 Author Level Spache DRP Location4 My Name Is María Isabel Alma Flor Ada N 4.4 53.3 Anthology4 Marven of the Great North

Woods Kathryn Lasky O 4.5 51.6 Anthology

4 The Last Dragon Susan Miho Nunes P 4.5 50.8 Anthology4 Sing to the Stars Mary Brigid Barrett P 4.6 50.4 Anthology


Grade Title-THEME 5 Author Level Spache DRP Location4 Happy Birthday, Dr. King! Kathryn Jones O 3.8 48.1 Anthology4 Gloria Estefan Sue Boulais Q 4.7 54.6 Anthology4 Lou Gehrig David A. Adler R 4.9 53.0 Anthology

Grade Title-THEME 6 Author Level Spache DRP Location4 Salmon Summer Bruce McMillan R 4.0 53.6 Anthology4 Wildfires Seymour Simon S 5.2 56.1 Anthology4 Skylark Patricia MacLachlan R 3.8 45.0 Anthology

NEXT GENERATIONSUNSHINE STATE STANDARDS

Houghton Mifflin Story Title & Instructional

Tools-THEME 1

FCAT COACH &Assessments

BenchmarkObjectives


1

08/23/10-08/27/10

5 Days

LA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sourcesLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text.)LA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction.LA.4.1.7.1 Identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps.)LA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text(LA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.8 Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of wordsLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sourcesLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.

THEME: Back to SchoolThe Pumpkin Runner

Vocabulary:FCAT Vocabulary

Elements of Reading: VocabularyHoughton Mifflin Vocabulary Readers

Technology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to Read

RiverdeepFCAT Explorer

FOCUS/ACHIEVESCPALMS

www.eduplace.comwww.bookadventure.com

Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On

& Below level differentiation.

ELL:Enrichment:SPED:Weekly Grade Suggestions:Week 1 Weekly Selection Test

Prepare students for Baseline Benchmark

Assessments.

Share test-taking strategies with

students.

Familiarize students with the New Generation Standards.

Use CPALMS to preview the New

Generation Standards

INTERIM ASSESSMENT

August 23–September 10

Interim Assessment Tests: Baseline

Reading, Mathematics, and Science

See the Assessment Calendar

The student will be able to: Predict and Infer by using clues

in the title and beginning text. Monitor reading comprehension

by monitoring and clarifying the story.

Use decoding strategies to help the student read new words.

Question themselves about important ideas and events as the student is reading.

Summarize the most important parts of the story.

Draw conclusions based on text Evaluate the author’s purpose in

writing the text. Interpret the author’s thoughts

and ideas Describe how characters change

from the beginning to the end of the story.

Explain the development of plot and how conflicts are resolved in a story.

Identify the purpose of a map Identify themes or topics across a

variety of fiction and non-fiction text.

Use simple strategies to determine meaning & increase vocabulary

http://www.bookadventure.com/

http://www.eduplace.com/


LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text.)LA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction.LA.4.1.7.1 Identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps.)LA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging text(LA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.8 Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words

Weeks &

DatesNEXT GENERATION

SUNSHINE STATE STANDARDS

Houghton Mifflin Story Title &

Instructional Tools-THEME 1

FCAT COACH &Assessments

BenchmarkObjectives

2LA.4.1.7.1 Identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps)LA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.2.1.1 Read and distinguish among genres and sub-genres of fiction, nonfiction, poetry, drama, and media

Theme: Focus on Genres: MysteriesDay 1: The Case of the Purloined PachydermDays 2-5: Choose one or more selections based on class progression.


Elements of Reading: VocabularyHoughton Mifflin Vocabulary

Prepare students for Baseline Benchmark

Assessments.


students.

Familiarize students

Students will be able to:

Identify the elements of a mystery.

Make a list of words that describe a detective.

Identify the elements of suspense and pacing in a mystery.

Draw conclusions and make judgments based on the relevant details from the text.


08/30/10-09/03/10

5 Days

LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.7 Compare and contrast elements in multiple texts (e.g., setting, characters, problems)LA.4.2.1.5 Respond to, discuss, and reflect on various literary selections, connecting text to self (personal connections), text to world (social connection), text to text (comparison among multiple texts)

ReadersTechnology:

Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to Read




Strategies: Refer to “Meeting Individual Needs”

in Houghton Mifflin TE for Above, On & Below level differentiation.

ELL:Enrichment:SPED:Weekly Grade Suggestions:

Week 1 Weekly Selection Test

with the New Generation Standards.



INTERIM ASSESSMENT

August 23–September 10

Interim Assessment Tests: Baseline

Reading, Mathematics, and Science

See the Assessment Calendar

Baseline, August 31

Interpret author’s perspective. Compare settings of mysteries. Use illustrations to make

predictions about a mystery. Summarize paragraphs or

sections of the text to track the story’s events.

Compare and contrast characters.

Weeks &




Tools-THEME 1

FCAT COACH &

Assessments

BenchmarkObjectives

3 and 4LA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction.LA.4.1.7.4 Identify cause-and-effect relationships in text.LA.4.2.2.1 Locate, explain, and use information from

THEME: JourneysAkiak/Go, Team, Go!



Technology:

Lesson 13, p. 111Lesson 18, p. 132


students.

The student will be able to: Identify theme and topics across

selections. Identify characters, setting, and

plot. Describe how a change in story

structure can alter a story. Identify setting as time and place. Identify the relationships between




09/06/10-09/17/10

9 days

text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.)LA.4.2.2.3 Organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing.LA.4.2.2.4 Identify and explain the functions and characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts).LA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sourcesLA.4.1.6.7 Use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words.LA.4.1.6.9 Determine the correct meaning of words with multiple meanings in context.LA.4.1.6.10 Determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital tools.LA.4.1.6.5 Relate new vocabulary to familiar wordsLA.4.3.4.6 End punctuation for declarative, interrogative, imperative, and exclamatory sentencesLA.4.5.2.1 Listen to information presented orally and show an understanding of key points

Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to Read




Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for

Above, On & Below level differentiation.ELL:Enrichment:SPED:

Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-Weekly Assessment

Familiarize students with the New Generation

Standards.



ASSESSMENTSBiweekly #1

September 17, 2010

cause and effect. Use what they know about the

characters in the story, their personal knowledge, and some reflection to predict an outcome.

Identify elements of an expository non-fiction magazine article.

Identify the main idea and relevant details in a non-fiction magazine article.

Identify the different parts of a book.

Find information using the various parts of a book.

Monitors reading comprehension by summarizing the story events in order.

Read base words with inflectional endings and identify how inflectional endings change the meaning of the base word -er, and -est.

Read words and syllables that have short and long a and e vowel sounds.

Use the Phonics/Decoding strategy to decode longer words.

Use the sentence context to choose the correct dictionary definition for a word

Identify the four kinds of sentences.

Capitalize and punctuate sentences to improve writing.

Create a list of questions to ask during a literature discussion.

Participate in a class discussion of a story.




Weeks &




Tools-THEME 1

FCAT COACH &

Assessments

BenchmarkObjectives

5 and 6 LA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.7 Use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex wordsLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.10 Determine meanings of words and alternate word choices by using a dictionary,

Grandfather’s Journey/Just a Moment




Lesson 17, p. 128


students.

Familiarize students with the

Students will be able to:Form new words by adding suffixes to base words.

Identify the three parts of a school dictionary.

Use alphabetical order to locate entry words and their meaning.

Use simple strategies to determine meaning & increase vocabulary.

Decode words and syllables that


09/20/10-10/01/10

10 days

thesaurus, and digital toolsLA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.2.1.3 Identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language)LA.4.2.1.7 Identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objectsLA.4.2.1.1 Read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and mediaLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sourcesLA.4.2.2.3 Organize information to show an understanding of main ideas within a text through charting , mapping, or summarizingLA.4.3.4.5 Subject/verb and noun/pronoun agreement, in simple and compound sentenceLA.4.5.2.1 Listen to information presented orally and show an understanding of key points







New Generation Standards.



ASSESSMENTSBiweekly #2October 1, 2010

have short and long vowels.Write spelling words with short vowels and long vowels.

Use the Phonics/Decoding strategy to decode longer words.

Make inferences from textual clues to identify an author’s feelings, attitude, and purpose.

Identify the sequence or order of story events.

Identify words and phrases that signal sequence.

Make inferences and draw conclusion from story details.

Identify the descriptive language/similes used to create mood and feelings.

Identify the major characteristics of poetry and understand the poet’s intention.

Make inferences from textual clues to identify an author’s feelings, attitude, and purpose.

Make inferences about anticipated story events.

Predict and Infer by using clues in the text.

Use a KWL chart for pre and post reading.

Identify complete and simple subjects and complete and simple predicates.

Introduce themselves and others.




Weeks &




Tools-THEME 1

FCAT COACH &

Assessments

BenchmarkObjectives

7 and 8LA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text)LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.6 Identify themes or topics across a variety

Finding the Titanic and Iceberg Right Ahead!/Iceberg Right

Ahead!Vocabulary:

FCAT VocabularyElements of Reading: Vocabulary

Houghton Mifflin Vocabulary ReadersTechnology:

Audio Tapes/ CDsGet Set to ReadSuccess Maker



The student will be able to: Identify the purpose of various

text features. Use text structure to understand

a selection. Identify organization in a

magazine article. Identify elements of narrative

non-fiction in the selection. Learns when and how to adjust

reading rate. Make inferences from textual


10/04/1010/15/10

10 days

of fiction and non-fiction selectionsLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and styleLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources paraphrasingLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar words

Ticket to ReadRiverdeep

FCAT ExplorerFOCUS/ACHIEVES

CPALMSwww.eduplace.com

www.bookadventure.com




students.

Familiarize students with the New Generation

Standards.




October 15, 2010

clues to identify an author’s feelings, attitudes, and feelings.

Identify relationships between topic, main idea, and supporting details.

Check their understanding of the story by rereading or reading ahead to clear up any parts they do not understand.

Respond to questions by drawing conclusions and making inferences.

Identify flashbacks in the selection.

Identify steamships vocabulary. Use new vocabulary that is

introduced and taught directly. Identify syllables within words. Decode words and syllables that

contain short and long vowels. Use the Phonics/Decoding

strategies to decode longer words.

Write spelling words containing irregular vowel sounds.

Use a thesaurus to find with the right shade of meaning.

Identify compound sentences. Identify guidelines for writing an

answer to a question. Write answers to questions

following the guidelines. Listen to and follow oral

directions for an activity. Give oral directions for an

activity.




Weeks &




Tools-THEME 1

FCAT COACH &

Assessments

BenchmarkObjectives

9 and 10

10/18/10-10/29/10

LA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.2.2.2 Use information from the text to answer questions related to explicitly stated main ideas or relevant detailsLA.4.2.2.3 Organize information to show an understanding of main ideas within a text through charting , mapping, or summarizingLA.4.2.1.2 Identify and explain the elements of plot

By the Shore of Silver Lake/ Finding Her Way






students.

Familiarize

Students will be able to: Identify details that explain,

give information, or convey feelings.

Differentiate important from less important details.

Formulate questions as they read to make sure they understand the story.

Answer inference and drawing conclusions questions based


10 days

End of the

grading period.

structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.2.1.1 Read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and mediaLA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.8 Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of wordsLA.4.1.6.10 Determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital toolsLA.4.1.6.7 Use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex wordsLA.4.5.2.5 Make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body language, eye contact, gestures, and appropriate use of available technologiesLA.4.3.4.1 Spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthong, consonant digraphs, vowel diagraphs, silent e, plural for words ending in –y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessaryLA.4.3.4.4 Present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions







students with the New Generation

Standards.




October 29, 2010

on text. Compare characters in this

theme. Identify elements of a

biography in a magazine article.

Make generalizations. Identify elements of historical

fiction. Arrange like items into groups. Find a name to describe all

members of a group. Identify historical details in

illustrations. Organize information and

clearly express the most important points through an outline.

Use new vocabulary that is introduced and taught directly.

Form new words with the roots tele and rupt.

Decode homophones. Use the Phonics/Decoding

strategy to decode longer words.

Write spelling word that are homophones.

Use a dictionary to learn the meaning of words.

Use guide words at the top of the dictionary to locate words.

Generate guidelines for effective storytelling.

Use the guidelines to deliver brief in-class story telling performances.

Identify common nouns. Use commas in a series to

improve writing. Use commas in dates and




LA.4.3.4.3 Punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessivesLA.4.4.2.4 Write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing, and signature

place names to improve their writing.

Identify the characteristics of a friendly letter.

Write a friendly letter related to the story.

HOME LEARNING must correlate with daily skills.Week 1 Week 2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10

Back to School Back to School AkiakWeek 1

Grandfather’s JourneyWeek 1

Finding the TitanicWeek 1

By the Shores of Silver Lake- Week 1


AkiakWeek 2

Grandfather’s JourneyWeek 2

Finding the TitanicWeek 2

By the Shores of Silver Lake- Week 2

NOTES:

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